BACHELOR OF EDUCATION IN FOUNDATION PHASE

TEACHING

WORKPLACE INTEGRATED LEARNING

YEAR 3
F-WIL 303

LEVEL 6
CREDITS 22

GUIDELINES AND REQUIREMENTS

Copyright  SANTS Private Higher Education Institution. Pty. Ltd.

PO Box 72328, Lynnwood Ridge, 0040

2020

 All rights reserved. Apart from any fair dealing for the purpose of research, criticism or
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WORKPLACE INTEGRATED LEARNING YEAR 3 WIL GUIDELINES AND REQUIREMENTS (WIL GR)

2020 Edition

Programme coordinator Prof Ina Joubert

SANTS Private Higher Education Institution

Discipline coordinator Dr Eric Eberlein

SANTS Private Higher Education Institution

Author Dr Eric Eberlein

SANTS Private Higher Education Institution

Reviewer Dr Carolina Botha

Northwest University, Potchefstroom Campus

Language editor Mrs Judith Brown

SANTS Private Higher Education Institution

Technical editor Mrs Judith Brown

SANTS Private Higher Education Institution

Graphic artist N/A

Printing BusinessPrint

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WORKPLACE INTEGRATED LEARNING YEAR 3 WIL GUIDELINES AND REQUIREMENTS (WIL GR)

BACHELOR OF EDUCATION IN FOUNDATION PHASE

TEACHING
1. WELCOME TO THE MODULE
Dear SANTS student,

We welcome you to the Year 3 Workplace Integrated Learning (WIL) module (F-WIL 303)
module that forms part of the Bachelor of Education in Foundation Phase Teaching
programme and wish you success in your studies.

The purpose of the Bachelor of Education (BEd) in Foundation Phase Teaching

programme is to offer a curriculum that develops teachers who can acquire and
eventually articulate focused knowledge, skills and general principles appropriate for
Foundation Phase teaching, as specified in the Revised Policy on the Minimum
Requirements for Teacher Education Qualifications (Department of Higher Education and
Training, 2015).

The BEd qualification requires that teachers develop a depth of specialised knowledge,
practical competencies (skills) and experience in a Foundation Phase context. As part of
the BEd qualification, you will need to gain experience in applying what you are learning
during a period of Workplace Integrated Learning (WIL). This means you will spend some
time teaching Foundation Phase learners in an authentic (real) context.

The BEd qualification programme is aligned with the Revised Policy on the Minimum
Requirements for Teacher Education Qualifications, in particular Appendix C of the policy
that outlines the Basic Competencies of a Beginner Teacher (Department of Higher
Education and Training, 2015, Government Gazette, No. 38487, p. 62).

2. OUTCOMES OF THE PROGRAMME

At the end of the four-year Bachelor of Education Teaching programme, you must
demonstrate the following competencies related to your own academic growth and
potential to work with Foundation Phase learners:

• Read, write and speak the language in ways that facilitate your own academic
learning.
• Read, write, and speak the language/s of instruction related to Foundation Phase
in ways that facilitate teaching and learning instruction in the classroom.
• Demonstrate competence in communicating effectively, in general and in relation
to Foundation Phase specialised knowledge in order to mediate and facilitate
learning.
• Interpret and use basic mathematics and elementary statistics to facilitate your
own academic learning and to manage teaching learning and assessment.
• Use information and communications technology (ICT) in daily life and in teaching.
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• Explain the contents and purpose of the national curriculum with particular
reference to Foundation Phase.
• Demonstrate skill in planning, designing, and implementing learning programmes
that are developmentally appropriate and culturally responsive to Foundation
Phase context.
• Demonstrate competence in identifying and accommodating diversity in the
Foundation Phase classroom, and in the identification of learning and social
problems. This includes planning, designing and implementing learning
programmes to accommodate diversity.
• Demonstrate an understanding of the theoretical and pedagogical fields of study
that influence education and teaching, as well as learning decisions and practices.
• Demonstrate the ability to function responsibly within an education system, an
institution and the community in which an institution is located.
• Demonstrate a respect for and commitment to the educator profession.
• Demonstrate an understanding of:
o The principles underpinning the disciplines for the various learning
areas;
o Pedagogical content knowledge of the learning subjects to be taught;
o Planning and designing learning opportunities;
o Resourcing teaching and learning; and
o Reflecting on teaching;
• Demonstrate competence in observing, assessing and recording learner progress
regularly.
• Reflect upon and use assessment results to solve problems and to improve
teaching and learning.
• Demonstrate competence in selecting, using and adjusting teaching and learning
strategies in ways that meet the needs of both learners and context.
• Demonstrate competence in managing and administering learning environments
and supporting learners in ways that promote social justice ideals.
• Conduct yourself responsibly, professionally and ethically in the classroom, the
school and the broader community in which the school is located.
• Display a positive work ethic that benefits, enhances and develops the status of
the teaching profession and of early childhood education more broadly.

3. PROGRAMME STRUCTURE

The BEd degree is presented on the National Qualifications Framework (NQF) Exit level
7 with minimum total credits of 498, earned over the four years. The table below shows
the curriculum implementation plan of the BEd degree you are studying. It also tells you
how many credits each module carries. You will also see at which NQF level the study
material has been prepared and which modules you need to pass each year. This four-
year programme has been planned to strengthen the competencies you will need as a
beginner teacher.
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The modules in BOLD ITALICS indicate where the WIL modules are situated. This
module is the third one in the series of 4 WIL modules, during which you will learn -
through observation, reflection and also an increased amount of practical teaching – what
to expect not only from WIL in year 4, but also from teaching as a profession once you
graduate.

Outline of modules of the BEd (Foundation Phase Teaching) programme

Module name Code NQF L Credits Module name Code NQF L Credits
YEAR 1
SEMESTER 1 SEMESTER 2
Academic Literacy B-ALI 110 5 10 Critical Literacies for Teachers B-CLT 120 5 10
Introduction to Mathematics
Fundamental Mathematics B-FMA 110 5 10 F-MAT 120 5 10
Teaching in the Foundation Phase
Professional Studies in the
Computer Literacy B-CLI 110 5 10 Foundation Phase 1: Classroom F-PFS 121 5 10
Practice
Education Studies 1:
Education Studies 2: Theories of
Theories of Child B-EDS 111 5 10 B-EDS 122 6 12
Learning and Teaching
Development
Introduction to the Language
Introduction to Life Skills Teaching
and Literacy Landscape in F-LLL 110 5 10 F-LSK 120 5 10
in the Foundation Phase
the Foundation Phase
Language of Conversational C-LCX 120
Competence: isiXhosa / isiZulu / C-LCZ 120 5 10
Sepedi C-LCS 120
50 52-62
Workplace Integrated Learning Year 1 F-WIL 101 5 18
Sub-total credits for Year 1: 120 - 130
YEAR 2
SEMESTER 1 SEMESTER 2
English Home and First
English Home and First Additional
Additional Language and
F-EHF 211 6 15 Language and Literacy Teaching in F-EHF 222 6 15
Literacy Teaching in the
the Foundation Phase 2
Foundation Phase 1
Home Language and
F-HLA 211 Home Language and Literacy F-HLA 222
Literacy Teaching in the
F-HLX 211 Teaching in the Foundation Phase F-HLX 222
Foundation Phase 1: 6 12 6 12
F-HLZ 211 2: Afrikaans / isiXhosa / isiZulu / F-HLZ 222
Afrikaans / isiXhosa / isiZulu
F-HLS 211 Sepedi F-HLS 222
/ Sepedi
Professional Studies in the Professional Studies in the
Foundation Phase 2: School F-PFS 212 6 12 Foundation Phase 3: Social Justice F-PFS 223 6 12
and Classroom Management and Current Issues in Education
Education Studies 3:
Education Studies 4: History of
Curriculum, Pedagogy and B-EDS 213 6 12 B-EDS 224 6 12
Education and Education Policies
Assessment
Life Skills Teaching in the
Foundation Phase 1: Mathematics Teaching in the
F-LSK 211 6 12 F-MAT 221 6 12
Personal and Social Well- Foundation Phase 1
being
English First Additional Language
and Literacy Teaching in the F-FLE 221 6 12
Foundation Phase 1
First Additional Language and
F-FLA 221
Literacy Teaching in the
F-FLX 221
Foundation Phase 1: 6 12
F-FLZ 221
Afrikaans / isiXhosa / isiZulu /
F-FLS 221
Sepedi
48-63 60-63
Workplace Integrated Learning Year 2 F-WIL 202 6 20
Sub-total credits for Year 2: 128 - 146

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Module name Code NQF L Credits Module name Code NQF L Credits
YEAR 3
SEMESTER 1 SEMESTER 2
First Additional Language and
English Home and First F-FLA 322
Literacy Teaching in the
Additional Language and F-FLX 322
F-EHF 313 6 15 Foundation Phase 2: 6 12
Literacy Teaching in the F-FLZ 322
Afrikaans / isiXhosa / isiZulu /
Foundation Phase 3 F-FLS 322
Sepedi
Home Language and
F-HLA 313
Literacy Teaching in the English First Additional Language
F-HLX 313
Foundation Phase 3: 6 12 and Literacy Teaching in the F-FLE 322 6 12
F-HLZ 313
Afrikaans / isiXhosa / isiZulu Foundation Phase 2
F-HLS 313
/ Sepedi
Mathematics Teaching in the Mathematics Teaching in the
F-MAT 312 6 12 F-MAT 323 6 12
Foundation Phase 2 Foundation Phase 3
Life Skills Teaching in the
Life Skills Teaching in the
Foundation Phase 2: F-LSK 312 6 12 F-LSK 323 6 12
Foundation Phase 3: Creative Arts
Physical Education
Professional Studies in the
Education Studies 5: Sociology
of Education
B-EDS 315 7 14 Foundation Phase 4: Teacher F-PFS 324 7 14
Identity and the Profession
50-65 38-50
Workplace Integrated Learning Year 3 F-WIL 303 6 22
Sub-total credits for Year 3: 122 - 125
YEAR 4
SEMESTER 1 SEMESTER 2
First Additional Language and
English Home and First F-FLA 423
Literacy Teaching in the
Additional Language and F-FLX 423
F-EHF 414 7 14 Foundation Phase 3: 7 14
Literacy Teaching in the F-FLZ 423
Afrikaans / isiXhosa / isiZulu /
Foundation Phase 4 F-FLS 423
Sepedi
Home Language and
F-HLA 414
Literacy Teaching in the English First Additional Language
F-HLX 414
Foundation Phase 4: 7 14 and Literacy Teaching in the F-FLE 423 7 14
F-HLZ 414
Afrikaans / isiXhosa / isiZulu Foundation Phase 3
F-HLS 414
/ Sepedi
Digital Pedagogies for Mathematics Teaching in the
B-DPT 410 5 10 F-MAT 424 7 14
Teachers Foundation Phase 4
Life Skills Teaching in the Life Skills Teaching in the
Foundation Phase 4: Natural F-LSK 414 7 14 Foundation Phase 5: Social F-LSK 425 7 14
Sciences and Technology Sciences
38-52 28-42
Research in Education B-RED 400 7 22
Workplace Integrated Learning Year 4 F-WIL 404 7 26
Sub-total credits for Year 4: 128 - 128
Total credits for programme: 498 - 529

Language competencies will be assessed during the course of your programme.

The modules in the programme can be divided into four broad types of learning
(Department of Higher Education and Training, 2015, pp. 9–11). Each type of learning
develops specific knowledge, values and attitudes, competencies and skills to achieve
the overall exit level outcomes of the programme.

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The different types of learning are:

Fundamental learning, which includes student personal and academic

development:

• This type of learning involves academic literacy, critical literacies for teachers,
fundamental mathematics, computer literacy and digital pedagogies for
teachers.

Disciplinary learning:

• This learning includes subject matter knowledge and includes the study of
education and its foundations and specific specialised subject matter;
• knowledge of the child and how the child grows, develops and learns;
• understanding of the processes of teaching and learning and the articulation
between child development and teaching and learning; and
• understanding of the historical, socio-political, policy and curriculum contexts of
education particularly in South Africa.

Situational learning:

• Situational learning refers to knowledge of the varied learning situations of

learners. This learning involves specifically learning about the context of the
learner. These modules are called professional studies.
• Professional Studies focuses on:
o The complex context of teachers and teaching and learning in general
and Foundation Phase in particular;
o Multi-faceted and multi-layered positions and roles a teacher occupies;
and
o Relationships between teaching and learning in the context of the school
and classroom and specifically the Foundation Phase classroom.

Pedagogical learning:

• This learning includes disciplinary general pedagogic learning knowledge

referring to the study of principles, practices and methods of teaching;
• Pedagogic content knowledge includes specialised pedagogic content or subject
knowledge which includes how to present concepts, methods, strategies,
approaches and rules of a specific discipline when teaching; and
• It also includes tools for implementing teaching and learning and assessment in
context.

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Types of learning and modules in the (BEd Foundation Phase Teaching) programme
Types of learning Modules
Fundamental Academic Literacy
learning Fundamental Mathematics
Student personal and Computer Literacy
academic Critical Literacies for Teachers
development Digital Pedagogies for Teachers
Disciplinary Education Studies 1: Theories of Child Development
learning Education Studies 2: Theories of Learning and Teaching
Education studies Education Studies 3: Curriculum, Pedagogy and Assessment
Education Studies 4: History of Education and Education Policies
Education Studies 5: Sociology of Education
Situational learning Professional Studies in the Foundation Phase 1: Classroom Practice
Professional studies Professional Studies in the Foundation Phase 2: School and Classroom
Management
Professional Studies in the Foundation Phase 3: Social Justice and Current Issues
in Education
Professional Studies in the Foundation Phase 4: Teacher Identity and the
Profession
Pedagogical FOUNDATION PHASE (FP)
learning Introduction to the Language and Literacy Landscape in the FP
Pedagogy Introduction to Mathematics Teaching in the FP
Mathematics Teaching in the FP 1, 2, 3 and 4
Introduction to Life Skills in the FP
Life Skills Teaching in the FP 1: Personal and Social Well-being
Life Skills Teaching in the FP 2: Physical Education
Life Skills Teaching in the FP 3: Creative Arts
Life Skills Teaching in the FP 4: Natural Sciences and Technology
Life Skills Teaching in the FP 5: Social Sciences
Languages:
Five language options:

English Home and First Additional Language and Literacy Teaching in the FP 1,
2, 3 and 4
Choose another (additional) language at Home Language level OR First Additional
Language level: Afrikaans, isiXhosa, isiZulu, Sepedi
Only if Afrikaans is chosen as another language: choose between isiXhosa, isiZulu,
Sepedi as Language of Conversational Competence (LoCC)
Afrikaans Home Language and Literacy Teaching in the FP 1, 2, 3 and 4
English First Additional Language and Literacy Teaching in the FP 1, 2 and 3
Choose between isiXhosa, isiZulu, Sepedi as Language of Conversational
Competence (LoCC)

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Types of learning Modules

isiXhosa Home Language and Literacy Teaching in the FP 1, 2, 3 and 4
English First Additional Language and Literacy Teaching in the FP 1, 2 and 3
isiZulu Home Language and Literacy Teaching in the FP 1, 2, 3 and 4
English First Additional Language and Literacy Teaching in the FP 1, 2 and 3
Sepedi Home Language and Literacy Teaching in the FP 1, 2, 3 and 4
English First Additional Language and Literacy Teaching in the FP 1, 2 and 3

We call these four types of learning, the knowledge mix of a module (Department of
Higher Education and Training, 2015, p. 11). The level of knowledge for this module is
set at level 6 and it carries 22 credits.

The knowledge mix of this level 6 module with the related credits is as follows:

• Disciplinary learning (Study of education and its foundations, 1 credit and Subject
knowledge, 3 credits);
• Pedagogic learning (General pedagogic knowledge, 1 credit and Pedagogic
content knowledge, 2 credits);
• Practical learning, 14 credits; and
• Situational learning with 1 credit.

Practical learning during WIL encompasses:

• Learning FROM practice - exploring and studying different practices across
various contexts so as to form a basis for learning; includes case studies, video
records, lesson observations and reflections, etc.
• Learning IN practice – actual preparing, teaching and reflecting on lessons oneself
in authentic and simulated classroom environments.

4. PURPOSE OF THIS MODULE

Purpose

The purpose of WIL is to develop the student’s competence in teaching effectively in the
South African school context. Students should be able to integrate the knowledge and
skills acquired through the different modules. Students should be able to teach in different
contexts and deal effectively with diverse challenges in a classroom. Students would be
required to spend time in Grade 2.

Student teachers will spend SIX weeks of structured supervised and assessed teaching
practice in the school. Student teachers will:

• Participate in the full day of the school.

• Profile the school, classroom and two learners through targeted observation and
reflection.
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• Observe planning and teaching of the mentor teacher.

• Reflect on observations and ask questions to deepen their own understanding of
teaching and learning.
• Plan and present a variety of lessons with guidance from the mentor teacher,
teaching daily from the second week progressing to presenting consecutive
lessons and a full day.

Learning Outcomes

• Understand the context of schools.

• Understand the context of the classroom.
• Understand the role of teachers.
• Gain experience in practice, including
o Lesson planning;
o Teaching and managing learning;
o Assessment;
o Managing learners;
o Classroom management; and
o Reflecting in and through practice.

Competencies

• Integration of different competences;

• Sound Foundation Phase subject knowledge;
• Know how to teach Foundation Phase subject(s), how to select, determine the
sequence and pace content in accordance with both subject and learner needs;
• Know who their learners are, how they learn, understand their individual needs
and tailor/adapt their teaching accordingly;
• Must communicate effectively in relation to their subject(s) in order to mediate
learning;
• Plan and design suitable learning programmes;
• Understand the diversity in SA context in order to include all learners;
• Must be able to manage classroom effectively across diverse context in order to
ensure a conducive learning environment; and
• Become a reflective practitioner (reflect on own practice).

Roles

• Specialist in phase, subject discipline or practice;

• Learning mediator;
• Interpreter and designer of learning programmes and materials; and
• Leader, administrator and manager;
• Carer for the educational and pastoral needs of learners; and
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• Researcher, reflective practitioner and lifelong learner.

5. WORKING THROUGH THIS WORKPLACE INTEGRATED

LEARNING GUIDELINES AND REQUIREMENTS
BOOKLET

This WIL Guidelines and Requirements booklet (WIL GR) is structured in such a way that
it supports you as a SANTS student to prepare for and complete your first session of WIL.
Aspects such how you will select a school for your WIL placement, what you must do
before, during and after your WIL period, how you will be assessed for WIL and the
documents that you need for WIL are dealt with in this booklet. Plagiarism is also dealt
with in this booklet. The WIL GR booklet will help you to manage your time efficiently,
and will assist you in a step-by-step manner to complete all the tasks prescribed for your
6 week WIL period in the third year of your programme.

6. ASSESSMENT OF THE MODULE

The SANTS Assessment policy is included in the Student Orientation Booklet which
provides information regarding the assessment of this module within the programme. This
policy includes aspects such as progression rules, perusal of marks, remark of
assessments etc. This policy is also available on the MySANTS App.

As a pre-service teacher, you will be assessed by a SANTS WIL Assessor as well as by

your Mentor Teacher at the school you are placed at for your third WIL session. Both
these assessors will look at the manner in which you have planned and taught a specific
lesson – as you know from Year 1 and 2, this is referred to as a practical lesson
assessment. This summative assessment will count for 60% of the overall assessment
for the module.

You will also be required to compile a Portfolio of Evidence (PoE) that includes among
other items, a number of lesson plans, profiles of schools, learners, etc., written
reflections, and examples of learning and teaching support materials. This assessment
will count 40% of the overall assessment for the module in your first year, and will be
assessed by your allocated WIL Assessor during his or her visit to you for the practical
lesson assessment. It is therefore very important that you start working on this Portfolio
early, and that you keep it up to date every day during your WIL period. More information
on the PoE itself and on how and when it will be assessed can be found later on in this
WIL GR booklet.

The following table provides a summary of the assessment for this module.

TYPES OF ASSESSMENT FORM OF ASSESSMENT WEIGHTING

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Formative assessment Portfolio of Evidence 40%

Summative assessment Practical Lesson Assessment 60%
TOTAL 100%

7. PLAGIARISM WARNING FOR STUDENTS

Plagiarism is a form of academic misconduct that can lead to educational or disciplinary
action and has severe consequences - in some cases civil or criminal prosecution.

You are guilty of plagiarism if you copy from another person’s work (e.g. a book, an article,
a website or even another student’s assignment) without acknowledging the source and
thereby pretending it is your own work. You would not steal someone’s purse so why steal
his/her work or ideas? Submitting any work that you have written but have already used
elsewhere (thus not “original”), is also a form of plagiarism (auto-plagiarism). An example
is when you submit the same assignment or a part of it for two different modules.

Avoiding plagiarism by being academically honest is not difficult. Here is what you should
do:

• Submit only your own and original work.

• When using another person’s actual words, sentences or paragraphs, Indicate
exactly which parts are not your own (even if presented in the CLG or WIL GR).
You must do this by referencing in accordance with the Harvard style - a
recognised system specified by SANTS, and you must use quotation marks
(“...”).
• You must also reference precisely when using another person’s ideas, opinions
or theory. You must do so even if you have paraphrased using your own words.
• You must acknowledge any information or images that you have downloaded
from the Internet by providing the URL link (web address) and the date on
which the item was accessed (downloaded).
• Never allow any student to use or copy any work from you and then to present
it as their own.
• Never copy what other students have done to present as your own.
• Prepare original assignments for each module and do not submit the same
work for another module.
• Always list any student who contributed to a group assignment. Never submit
the work as if only you worked on the assignment.

The Examination Regulations and Procedures policy contains the following in Section
7.10:

“Students may not act in a dishonest way with regard to any test or examination
assessment, as well as with regard to the completion and/or submission of any
other academic task or assignment. Dishonest conduct includes, among other
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things, plagiarism, as well as the submission of work by a student for the purpose
of assessment, when the work in question is, with the exception of group work as
decided by the Academic Committee, the work of somebody else either in full or
in part, or where the work is the result of collusion between the student and another
person or persons.”

All cases of suspected plagiarism will be investigated and if you are found guilty, there
are serious consequences. Disciplinary action that may result includes:

• You may lose marks for the assignment/activity. Your marks may be reduced
by as much as 50%. You may even be given zero.
• The module may be cancelled and you will have to enrol again. This is a great
waste of time and money.
• Your registration for that entire year may be cancelled. That means that none
of the marks you achieved in any of the modules you enrolled for will count.
• In some cases, prosecutions in courts of law may be instituted.

It is important and required that every Portfolio of Evidence carries the standard
declaration that the Portfolio is your own work – this declaration forms part of the Student
Declaration that you will complete for your Portfolio – see Addendum C.

8. SELF-DIRECTED WORKPLACE INTEGRATED

LEARNING PLANNING AND EXECUTION SCHEDULE
As a distance education student, it is your responsibility to engage with the content of this
WIL GR booklet and to plan and direct your own WIL experience by managing your tasks
and time efficiently and effectively. We would like to assist you in this by suggesting that
you develop and adhere to a self-directed WIL planning and execution schedule. This
schedule is available for you in paragraph 5.2 (week-by-week tasks and activities) of this
booklet. It was designed to assist you to manage the planning and execution of your WIL
period in the third year of your BEd (Foundation Phase Teaching) programme. Such
planning will not only help you get everything done on time – it will also ensure that you
have enough time to complete the assessment tasks upon which your total marks for the
module depend.

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CONTENT
BACHELOR OF EDUCATION IN FOUNDATION PHASE TEACHING ......................... ii
1. WELCOME TO THE MODULE ............................................................................. ii
2. OUTCOMES OF THE PROGRAMME ................................................................... ii
3. PROGRAMME STRUCTURE .............................................................................. iii
4. PURPOSE OF THIS MODULE ...........................................................................viii
5. WORKING THROUGH THIS WORKPLACE INTEGRATED LEARNING
GUIDELINES AND REQUIREMENTS BOOKLET ................................................ x
6. ASSESSMENT OF THE MODULE........................................................................ x
7. PLAGIARISM WARNING FOR STUDENTS ........................................................ xi
8. SELF-DIRECTED WORKPLACE INTEGRATED LEARNING PLANNING AND
EXECUTION SCHEDULE ................................................................................... xii

WORKPLACE INTEGRATED LEARNING YEAR 3 ..................................................... 15

1. INTRODUCTION ................................................................................................. 15
2. YEAR, PRESCRIBED GRADES AND DURATION ............................................. 15
3. SCHOOL SELECTION ........................................................................................ 16
4. WIL PROGRESSION .......................................................................................... 18
5. EXPECTATIONS AND RESPONSIBILITIES DURING WIL ................................ 18
5.1 General expectations ................................................................................. 18
5.2 Week-by-Week Tasks and Activities .......................................................... 19
5.3 Student conduct ......................................................................................... 23
6. WIL ASSESSMENT AND SUBMISSION............................................................. 24
6.1 Formal Practice-based Lesson Assessment (60%) .................................... 24
6.2 Portfolio of Evidence (40%) ........................................................................ 25
7. EXPECTATIONS FROM MENTOR TEACHER ................................................... 25
8. OBSERVATION AND REFLECTION .................................................................. 26
9. PLANNING YOUR TEACHING DURING WIL ..................................................... 28
9.1 Planning as a vital function for successful teaching ................................... 28
9.2 Lesson planning ......................................................................................... 28
9.3 Planning for the Grade 1 to 3 school day and week ................................... 29
10. LIST OF ADDENDA ............................................................................................ 30
ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE....................... 31
ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENTS ........ 32
ADDENDUM C – STUDENT DECLARATION.................................................. 33
ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION .......................... 34
ADDENDUM E – ATTENDANCE REGISTER.................................................. 35
ADDENDUM F – SCHOOL PROFILE .............................................................. 36
ADDENDUM G – SCHOOL COMMUNITY PROFILE ...................................... 38
ADDENDUM H – CLASSROOM PROFILE ...................................................... 39
ADDENDUM I – LESSON PLANNING TEMPLATE: GRADES R TO 3 ........... 41
ADDENDUM J – GRADES 1 TO 3 WEEKLY PLANNING TEMPLATE ............ 48

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ADDENDUM K – REFLECTION TEMPLATE: WEEK 1 ................................... 49

ADDENDUM L – REFLECTION TEMPLATE: WEEK 6 ................................... 51
ADDENDUM M – GRADES 1 TO 3 WIL ASSESSMENT RUBRIC .................. 53
ADDENDUM N – MENTOR TEACHER: SUMMATIVE REPORT .................... 56

REFERENCE ................................................................................................................ 58

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WORKPLACE INTEGRATED LEARNING YEAR 3

1. INTRODUCTION
Welcome to the Workplace Integrated Learning (WIL) component of your BEd (Foundation
Phase Teaching) programme. WIL is central to teacher education as it enables you to
integrate theoretical and conceptual knowledge gained through your studies with practice-
based knowledge in a professional context.

Your professionalism will be developed as you spend time in the school and in the classroom,
where you will:

• Gain practical knowledge of the child and in so doing, link what you observe with what
you have learnt in your studies.
• Become familiar with the school and classroom environment and begin to understand
how these and other contexts influence what and how the young child learns.
• Experience how the daily programme unfolds and how different aspects support
learning and the holistic development of the child.
• Understand how planning and teaching influences what and how the child learns.
• Learn how to assess the child in developmentally appropriate ways, depending on the
age and grade.

We hope that you will enjoy the WIL component of your programme and wish you every
success for this endeavour! Remember, as in life, the more you put in, the more you will get
out. So, take every opportunity to participate fully in the life of the classroom and the school.
Ask questions, show interest, take initiative, be prepared, and offer to do things that give you
the experience of the life of a teacher.

2. YEAR, PRESCRIBED GRADES AND DURATION

Your third WIL period will take place in your third year of study – if you enrolled for the first
time in January, your WIL period will take place in the second semester every year, and if
you enrolled for the first time in July, your WIL period will take place in the first semester
every year. The WIL Department will provide you with exact dates in good time every year.
Please note that the table below indicates the number of weeks of WIL you will complete in
each year of your programme, and which grades are prescribed for each year. Because you
are doing a Foundation Phase degree, you are required to complete a WIL period in each of
the grades in that Phase, and in Year 3 you will be placed in a Grade 2 classroom.

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Year Code Duration Prescribed Grade

1 F-WIL 101 5 weeks Grade R
2 F-WIL 202 5 weeks Grade 1
3 F-WIL 303 6 weeks Grade 2
4 F-WIL 404 8 weeks Grade 3
TOTAL NUMBER OF WEEKS 24 weeks

3. SCHOOL SELECTION

You will select the school of your choice for your third WIL period from a database of approved
schools using the SANTS Electronic School Placement System that is part of the
MySANTS learning management system. You will be able to select a school by using either
a laptop/desktop computer and accessing the system via MySANTS, or via the MySANTS
app that you can download to your smartphone.

PLEASE NOTE THAT THERE WILL BE NO OTHER WAY TO SELECT A SCHOOL FOR
YOUR WIL PERIOD.

Please make sure you either download the MySANTS app, or that you have access to a
computer when it comes time to select your school. Please also ensure that you have enough
data on your phone to complete the school placement process, or that your computer is
connected to the internet when you try to log on to MySANTS.

Once you have logged on, the SANTS Electronic School Placement System will offer you
FOUR options:

Option 1 – Select a school close to your current geographic location. This option uses
your current GPS location to show you a list of the 5 schools closest to you at that moment.
The system will then ask you to select a school and to select a space at that school for your
WIL placement. This option can only be used when you are accessing the placement system
using a smartphone. This is ideal for a student who is not familiar with the schools in their
area, or a student who is planning to do their WIL period in a village, town or city that they
are not familiar with. Please remember that you need to be in the actual location where you
want to do your WIL if you select this option.

Option 2 – Select a school in a specific town, city and / or province. This option will
provide you with a drop-down menu on which you then select the province and the city or
town where you want to do your WIL. The system will then display all the schools in that city
or town with spaces for SANTS student/s to do their WIL period. You will be required to select
a school, and then select a space at that school.

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Option 3 – Adding a school to the SANTS Electronic School Placement System. This
option allows you to load a school onto the placement system that is not available on the
SANTS schools database. You need to use this option only if you still don’t have a school
placement after you have used either OPTION 1 or OPTION 2. To add a school, you will
have to visit the school you want to add to the database so that the school principal can give
permission for you to be placed at that school – he or she does this by completing, signing
and stamping the School Placement Form (Addendum D). You will have to request this form
from the WIL Department via e-mail to wil@sants.co.za or download it from MySANTS.

You must get this form signed BEFORE you log on to the SANTS Electronic School
Placement System, and you must then scan the signed form to your computer or smartphone.
Scanning the form to a PDF document and then having it e-mailed to you can be done at an
internet café. Once you log on to the SANTS Electronic School Placement System and click
on OPTION 3, the system will ask you to upload the signed School Placement Confirmation
Form to the system. Once the WIL Department has received this form, they will contact the
school to determine its suitability for the placement of SANTS students. If the school is
approved and its details confirmed, the school will be uploaded to the SANTS Electronic
School Placement System, at which time you will receive an e-mail confirming your
placement for WIL.

Option 4 – Please contact me to assist with school placement. This option allows you to
contact the SANTS WIL Department for assistance with your school placement. If you click
this option, a WIL administrator will contact you within 48 hours to assist. It is therefore VITAL
that your contact details (cell number and e-mail address) are correct with no spelling errors
on the SANTS student administration system. Please note that you will not be able to use
Option 4 if you have not attempted to place yourself using Options 1, 2 or 3.

Once you have finalised your placement and agreed to the terms and conditions, you will
receive an official letter via e-mail confirming your school placement, the school you have
selected, and the dates for your WIL period. This letter can also serve as proof of your WIL
period if you need to apply for study leave from your employer.

The school that you selected will also receive notification of your placement, and they should
therefore be expecting you on day 1 and every day thereafter for the entire WIL period.

Finally – please note that only under exceptional circumstances will students be allowed to
change their school placement after they have selected a school on the SANTS Electronic
School Placement System. If you feel that you need to change your school placement, contact
the SANTS WIL Department by e-mail on wil@sants.co.za.

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4. WIL PROGRESSION
You are required to complete the WIL requirements for a current year BEFORE you are
allowed to progress to a new academic year, even when you have met all the academic
requirements for the year.

5. EXPECTATIONS AND RESPONSIBILITIES DURING WIL

5.1 General expectations

It is your responsibility to:

• Complete WIL in different schools and different grades (see the table in section 2) over
the course of your specific programme.
• Be proactive, ask questions, request information you require, offer help in class, and
request guidance from your Mentor Teacher.

BEFORE WIL

It is your responsibility to:

• Contact the school you have placed yourself in telephonically in order to introduce
yourself to the principal and to remind him or her that you will be attending the school
during your WIL period.

DURING WIL

It is your responsibility to:

• Adhere to the WIL dates and grades as specified.

• Make sure your ATTENDANCE REGISTER (see Addendum E) is signed every day.
• Contact the WIL Department at wil@sants.co.za or via the MySANTS support function
to make an alternative arrangement if you are unable to complete your WIL during the
specified period (e.g. due to illness or pregnancy). Please note though that if you miss
your specific WIL period, you will be required to complete WIL during a different period
of the same academic year of study.
• Submit evidence such as a medical certificate to the school and to the WIL Department
(wil@sants.co.za) or via the MySANTS support function if you are absent for more
than 2 days during the WIL period.
• Adhere to the requirements regarding observation, profiling, teaching, and reflection.
• Adhere to the requirements for your specific WIL period, as set out in sections 5.1, 5.2
and 5.3 of this WIL GR booklet.
• Develop and maintain your PoE.
• Ensure that your PoE is ALWAYS as up to date as possible.
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• Submit your up-to-date PoE file to your allocated WIL Assessor when he or she visits
you to assess your practical lesson teaching, as per the instructions indicated in
section 6.2 of this WIL GR booklet.

5.2 Week-by-Week Tasks and Activities

The combined WEEK-BY-WEEK TASKS AND ACTIVITIES and self-directed WIL Planning
Template provided below was discussed on page viii of this WIL GR booklet, and it is meant
to assist you with the planning and execution of your WIL period in the third year of your BEd
(Foundation Phase Teaching) programme.

We suggest that you take some time before you start your WIL period and on the first day of
your WIL period to review all the tasks and activities that are required of you during the WIL
period, and to then SCHEDULE each task or activity for a specific day and date. Add these
dates to the appropriate column in the table to indicate when you plan to start with or complete
every task and activity, and then keep this plan up-to-date by checking it on a daily and weekly
basis, to confirm:

• what you have already completed; and

• what still needs to be completed on a specific day or during the course of a specific
week.

WEEK 1 Date
Activity
Start Complete

Hand your Mentor Teacher his/her Mentor Teacher Guide.

SMS your Mentor Teacher’s cell number to 076 564 8850
Together with your Mentor Teacher, identify the extra-curricular
activities you will focus on for the duration of your WIL period.
Make yourself available to assist your Mentor Teacher wherever
possible (throughout the daily programme).
Take the combined PoE file from your FIRST and SECOND WIL
PERIOD and add a section in which to keep the documents for your
THIRD YEAR PoE safe. Look at the PoE Table of Contents
(Addendum B) and the guidelines for developing your PoE (see
section 6.2 of this GR) for guidance with the compilation of your PoE,
and then print and complete the PoE Cover Page (Addendum A), the
PoE Table of Contents (Addendum B), the Student Declaration
(Addendum C), the School Placement Confirmation (Addendum D)
and place them all in your PoE file.
Print and insert an ATTENDANCE REGISTER (Addendum E) into
your file. Make sure that this register is signed by your Mentor

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Teacher every day, and that it is stamped, signed and dated by the
principal before you leave the school at the end of your WIL period.
Complete a Profile of the School (see Addendum F) and place it in
your PoE file.
Complete a Profile of the Classroom (Addendum H) and place it in
your PoE file.
Complete a School Community Profile (Addendum G) and place it in
your PoE file.
Complete the first week’s reflection task on the Reflection Template
Week 1 (Addendum K). Place the completed Reflection Template for
Week 1 in your PoE.
By mid-week, discuss with your Mentor Teacher a possible Weekly
Plan for the following week (Week 2) and ask him or her about FIVE
lessons you can teach for Week 2. Also discuss the questions in the
Week 2 reflection template with him or her as mentioned above.
After this discussion, prepare a draft Weekly Planning Template
(Addendum K) and FIVE Lesson Planning Templates (Addendum I).
See the templates for advice on how to plan for a lesson and complete
the templates for Week 2.

Give these lesson plans to your Mentor Teacher for approval

BEFORE your teach them next week – ask him or her to SIGN
and DATE each lesson plan. Please also remember to ask your
Mentor Teacher to sit in on the lessons you teach, and also to
provide you with advice and suggestions on what you can do to
improve your lessons in the weeks that follow.

WEEK 2 Date
Activity Start Complete

Make contact with your assigned SANTS WIL Assessor to arrange a

date and a time for your FORMAL LESSON ASSESSMENT that suits
both of you. If you have not yet been informed who your WIL Assessor
is, please contact the SANTS WIL Department via e-mail on
wil@sants.co.za or via MySANTS. Please also remember that the
WIL Assessor is going to assess your PoE when he or she visits you
– it is therefore very important that you keep your PoE up-to-date
every day with the weekly plans and lesson plans that you develop,
as well as with all the other documents that you have been instructed
to place in the PoE. You PoE will be assessed TO DATE, so even if
it is not yet a complete PoE, it must be UP-TO-DATE on the day the
WIL Assessor visits you. You will lose valuable marks if it is NOT up-
to-date.

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Teach the FIVE lessons from the lesson plans you developed in Week
1. Make sure that the completed Lesson Planning Templates PLUS
copies or photos of the LTSM are also placed in your PoE.
By mid-week, discuss with your Mentor Teacher a possible Weekly
Plan for the following week (Week 3) and ask him or her about FIVE
lessons you can teach (one a day for Week 3).
After this discussion, prepare a draft Weekly Planning Template
(Addendum K) and FIVE Lesson Planning Templates (Addendum I).
See the templates for advice on how to plan for a lesson and complete
the templates for Week 3.

Give these lesson plans to your Mentor Teacher for approval

BEFORE your teach them next week – ask him or her to SIGN
and DATE each lesson plan. Please also remember to ask your
Mentor Teacher to sit in on the lessons you teach, and also to
provide you with advice and suggestions on what you can do to
improve your lessons in the weeks that follow.

WEEK 3 Date
Activity Start Complete

Teach one lesson a day from the lesson plans you prepared. Your
lessons should be a combination of Mathematics, Life Skills, and an
aspect of Language, and should also include a combination of
teacher-guided and child-initiated activities.
Invite your Mentor Teacher to assess you for one of the lessons you
teach. Remember to make him or her a copy of the WIL Assessment
Rubric (Addendum M) to use when assessing your lesson. Place the
completed, signed and stamped WIL Assessment Rubric in your PoE.
By mid-week, discuss with your Mentor Teacher a possible Weekly
Plan for the following week (Week 4) and ask him or her about FIVE
lessons you can teach for Week 4. Also discuss the questions in the
Week 2 reflection template with him or her as mentioned above.
After this discussion, prepare a draft Weekly Planning Template
(Addendum K) and FIVE Lesson Planning Templates (Addendum I).
See the templates for advice on how to plan for a lesson and complete
the templates for Week 4.

Give these lesson plans to your Mentor Teacher for approval

BEFORE your teach them next week – ask him or her to SIGN
and DATE each lesson plan. Please also remember to ask your
Mentor Teacher to sit in on the lessons you teach, and also to
provide you with advice and suggestions on what you can do to
improve your lessons in the weeks that follow.

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WEEK 4 Date
Activity Start Complete

Teach one lesson a day from the lesson plans you prepared. Your
lessons should be a combination of Mathematics, Life Skills, and an
aspect of language, and should also include a combination of teacher-
guided and child-initiated activities.
By mid-week, discuss with your Mentor Teacher a possible Weekly
Plan for the following week (Week 5) and ask him or her about TEN
lessons you can teach for Week 5.
After this discussion, prepare a draft Weekly Planning Template
(Addendum K) and TEN Lesson Planning Templates (Addendum I).
See the templates for advice on how to plan for a lesson and complete
the templates for Week 5.

Give these lesson plans to your Mentor Teacher for approval

BEFORE your teach them next week – ask him or her to SIGN
and DATE each lesson plan. Please also remember to ask your
Mentor Teacher to sit in on the lessons you teach, and also to
provide you with advice and suggestions on what you can do to
improve your lessons in the weeks that follow.
WEEK 5 Date
Activity Start Complete

Teach two lessons a day from the lesson plans you prepared. Your
lessons should be a combination of Mathematics, Life Skills, and an
aspect of Language.
Invite your Mentor Teacher to assess you for one of the lessons you
teach. Remember to make him or her a copy of the WIL Assessment
Rubric (Addendum M) to use when assessing your lesson. Place the
completed, signed and stamped WIL Assessment Rubric in your PoE.
By mid-week, discuss with your Mentor Teacher a possible Weekly
Plan for the following week (Week 5) and ask him or her about TEN
lessons you can teach for Week 5.
After this discussion, prepare a draft Weekly Planning Template
(Addendum K) and TEN Lesson Planning Templates (Addendum I).
See the templates for advice on how to plan for a lesson and complete
the templates for Week 5.

Give these lesson plans to your Mentor Teacher for approval

BEFORE your teach them next week – ask him or her to SIGN
and DATE each lesson plan. Please also remember to ask your
Mentor Teacher to sit in on the lessons you teach, and also to
provide you with advice and suggestions on what you can do to
improve your lessons in the weeks that follow.
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WEEK 6 Date
Activity Start Complete

Teach two lessons a day from the lesson plans you prepared. Your
lessons should be a combination of Mathematics, Life Skills, and an
aspect of Language.
Invite your Mentor Teacher to assess you for one of the lessons you
teach. Remember to make him or her a copy of the WIL Assessment
Rubric (Addendum M) to use when assessing your lesson. Place the
completed, signed and stamped WIL Assessment Rubric in your PoE.
Complete the sixth week’s reflection task on the Reflection Template
Week 6 (Addendum L). Place the completed Reflection Template for
Week 6 in your PoE.
Ask your Mentor Teacher to write a Summative Report about your
progress and performance during your WIL period. Remember to
make him or her a copy of the WIL Summative Report Template
(Addendum N) to use when writing this report. Place the completed,
signed and stamped Summative Report in your PoE.
Complete and round off your Portfolio of Evidence (PoE) – make sure
it contains all the sections and documents as prescribed by the
Guidelines for PoE files (see section 6.2).

5.3 Student conduct

Teaching is a PROFESSION, not a trade, and as such, members of the teaching profession
are expected to adhere to certain basic rules of professionalism. Professional conduct is
therefore expected from you at all times during your WIL period. You will:

• Be punctual EVERY DAY;

• Attend school EVERY DAY and where you are unable to do so, provide evidence for
non-attendance, for example a doctor’s note or an affidavit;
• Notify the school timeously when you are unable to attend, and provide PROOF of the
reason for your absence;
• Remain in the classroom to observe, EVEN when you are not teaching; and
• Assist with extra mural activities and/or supervision as requested by the school.
• Be prepared by:
o Planning lessons in detail;
o Completing weekly plans and lesson plans;
o Having appropriate LTSMs; and
o Preparing appropriate activities for learners.
• Adhere to a professional dress code based on the expectations of the school. Be
aware of the way you look, and remember that there is a difference between being IN
FASHION and being FUNCTIONAL. Avoid wearing clothes that are too tight or too
revealing, and remember that, as a Grade 2 teacher, you will often be required to

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perform physical activities such as bending or stretching, and that the clothes you wear
should be appropriate for such activities. You can also use the following as a guide:
o Females:
- Skirts or dresses on or below knees, with covered shoulders;
- Slacks with blouses or sweaters; or
- Suits.
o Males:
- Suits; or
- Neat long trousers or slacks such as Chinos and collared shirts with a sports
jacket; and
- Ties, if required by the school.

6. WIL ASSESSMENT AND SUBMISSION

As detailed elsewhere in this WIL GR booklet, WIL is formally assessed in the following way:

• A formal practice-based assessment of ONE lesson by your assigned SANTS WIL

Assessor, together with formal practice-based lesson assessments (THREE of
them) by your Mentor Teacher that together counts for 60% of the overall WIL
mark; and
• The submission of a Portfolio of Evidence (PoE) that counts for 40% of the overall
WIL mark.
• If you fail any one of the three practice-based lesson assessments conducted by
your Mentor Teacher, you must please ask him or her for another opportunity to
present a lesson. He or she can then assess you for a fourth time.

6.1 Formal Practice-based Lesson Assessment (60%)

During Weeks 3 to 6 of your third WIL period, you will be formally assessed at least THREE
times by your Mentor Teacher. It is your responsibility to arrange with him or her which lesson
he or she will assess you on. Please make a photocopy of the WIL Assessment Rubric
(Addendum M) for your Mentor Teacher to use when assessing your lesson. Please also
remember that this rubric must be STAMPED with the school date stamp, and must then be
placed in your PoE in the appropriate place – see the PoE Table of Content (Addendum B)
for this. Furthermore, you will be formally assessed for both a practical lesson AND your
progress with your PoE at least once by a SANTS Appointed WIL Assessor during weeks 3
to 6. It is your responsibility to contact the assessor allocated to you to arrange a date and a
time for this assessment that suits both of you – please see the activities in week 2 in the
table above. You may also be randomly selected to receive a visit from a Quality Assurer
and/or another member of the SANTS Head Office academic staff during the course of your
WIL period.

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6.2 Portfolio of Evidence (40%)

The content of your Portfolio of Evidence (PoE) will consist of all the activities and exercises
you will be required to complete during the course of your WIL period. In this regard, please
see again the week-by-week expectations in section 5.2 of this WIL GR booklet. A template
Table of Content that outlines what needs to be included in the PoE is provided in Addendum
B. All the other addenda (Addenda A to N) required to complete the PoE are provided at the
end of this WIL GR booklet. You are required to use the combined PoE file you compiled in
Year 1 and 2 when compiling your Year 3 PoE – this will give you a safe place to store all the
completed Year 1, 2 and 3 documents during your WIL period, and for future use in Year 4.

The compilation of your PoE is going to require lots of hard work, and you should therefore
start with it even before you go to the school on day 1. You can for example make all the
copies you are going to require and place them in the lever arch file BEFORE you start WIL.
You can also study the week-by-week activities table and decide on the dates for each activity
before you start WIL. Once you have started your WIL period at the school, make sure that
you give enough time to the completion of all the activities that make up your PoE, because
your WIL Assessor will be assessing your PoE during his or her visit, and will look specifically
at how up-to-date your PoE is at the time of the assessment. He or she will also be looking
back at your pervious year’s PoE, so please make sure you have that with you when he or
she visits.

Please feel free to contact the WIL Department via the support function on MySANTS for
support with and / or advice on the submission of your PoE.

7. EXPECTATIONS FROM MENTOR TEACHER

As during your first and second WIL period, the class teacher to whom you are assigned by
the school is your Mentor Teacher. Much of the success of your WIL period will depend on
the relationship you establish with your Mentor Teacher. You will receive a Mentor Teacher
Guide as part of your study material – please make sure you take this guide with you on the
first day of your WIL period so that you can hand it to your Mentor Teacher. You must also
please remember to WhatsApp your Mentor Teacher’s cell phone number to 076 564 8850
on the first day of your WIL period, as per the week-by-week activities table in section 5.2.
This is so that the WIL Department can thank him or her personally for mentoring you, and
so that we can share some important information regarding mentoring with them.

The role of the Mentor Teacher is to provide support, advice, and guidance that allow you to
maximise your learning during the WIL period. You can reasonably expect the following from
your Mentor Teacher:

• Introduce you to the class.

• Support you to become familiar with the:
o School environment, rules, and regulations of the school.
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o Classroom and learners in the first week.

• Support you to gain access to information to develop school, learner and
classroom profiles.
• Allow you to participate in all aspects of the school day, including extra-curricular
activities.
• Negotiate your duties with you regarding classroom and extra-curricular activities.
• Allow you to observe for the first week and respond to questions on your
observations.
• Assist you to develop a weekly plan.
• Identify lessons that you can teach in Weeks 2, 3, 4 and 5.
• Support you in planning and presenting your lessons.
• Give you multiple and varied opportunities to teach.
• Formally assess you THREE TIMES while teaching a lesson between Weeks 3
and 6.
• Observe ALL the lessons you present and provide constructive oral feedback for
at least one lesson per day.
• Read and give constructive feedback on your reflections in your PoE.
• Track your progress for the duration of your WIL.
• Track your progress in completing the PoE.
• Write a short summative evaluation of your overall performance during WIL.

8. OBSERVATION AND REFLECTION

Much of what you did during your 1st and 2nd WIL periods involved structured observation and
reflection. You will again be required to conduct such observations and reflections during
your 3rd WIL period. Classroom observation is a qualitative method that is used to measure
and/or determine classroom behaviour. This includes direct observations of the events,
interactions and actions that occur during moments of teaching and learning. A classroom
observation is a formal or informal observation of teaching while it is taking place in a
classroom or other learning environments. In Grade 2 this means observing learners and
their development and learning; how the curriculum and daily programme is implemented,
the use of resources to support teaching and learning, the relations and communication
between teacher and learners, and all other activities. Classroom observation sessions are
often used to provide teachers with constructive feedback aimed at deepening their
knowledge of children, and improving their classroom management and instruction.

In other words, observing and taking notes provides knowledge of the materials the teacher
is using, the methods and strategies used to promote teaching and learning, how he/she
interacts with learners, as well as how the learners respond and interact with the teacher and
peers. These observations will help the teacher prepare for potential issues that could arise
while teaching a class (Richards & Farrel, 2011).

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During your WIL period, you will be required to perform a number of structured observations
as a way of teaching you the art and importance of observation. The observation templates,
called Observation Protocols, can be found as addenda at the end of this WIL GR booklet.
These protocols give you guidance on WHO to observe (Learner and Mentor Teacher), and
exactly WHAT it is that you need to be looking for and reporting on. Make sure that you spend
enough time on these observations, as they are important both to your LEARNING and also
to your ASSESSMENT – they will form part of your PoE that will be marked in order to
determine your final WIL mark for the year.

Reflection and the promotion of reflective practice is a necessary and imperative feature in
educational programmes (Boud & Walker, 1998). Reflection enables us to learn how to think
well. According to Boud and Walker (1998) reflection is noted when situations for teaching
and learning allow students to explore a state of perplexity, hesitation and doubt, inner
discomforts, disorienting dilemmas, uncertainties, discrepancies and dissatisfactions. In
other words, to reflect is to engage in serious thought, consideration and contemplation. This
means taking new information in and focusing on it; making sense of what it means; writing
about what we have learned and examining what we would do differently the next time a
similar or different learning experience is encountered (Boud & Walker, 1998).

Teachers are - by the nature of the profession - reflective practitioners. This means that
teachers are in the habit of looking back on each lesson or on each day, term or year that
has passed in order to see how successful it was, and what they feel will have to change in
order to become more effective. A teacher might, for example, look back at a specific
Mathematics lesson and try to figure out what he or she could have done differently or better
in order to get the new content or skills across to the learners more easily. It is therefore
essential that you get into the habit of reflection, so that you can become the kind of reflective
practitioner who is always looking back to see how he or she can teach better. This is why
you will be required to complete a comprehensive reflection exercise for every week of your
WIL period. Make sure that you spend enough time on these reflections, as they are important
to both your LEARNING and also to your ASSESSMENT – they will form part of your PoE
that will be marked in order to determine your final WIL mark for the year.

Another VITAL aspect of the job of a teacher is PLANNING. Without proper and
comprehensive planning, a teacher becomes like a ship without a rudder – directionless.
Proper planning is also one of the best ways to maintain the discipline in your classroom. If
your learners know that you have planned properly, and they can see that you know what
you are talking about and what you are doing, they will be less likely to misbehave and cause
disciplinary problems. The section that follows deals in detail with PLANNING, and how the
school in general and you as an individual teacher (student-teacher) should go about
planning everything that happens in your classroom.

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9. PLANNING YOUR TEACHING DURING WIL

9.1 Planning as a vital function for successful teaching

Because schools are large, complex organisations in which many important functions are
performed, the principal and his or her School Management Team (SMT) will spend a lot of
time planning all these vital functions to ensure that everything (including teaching and
learning, reporting, administration, extra-curricular activities etc.) is done properly and on
time. Because teaching and learning is the CORE FUNCTION of a school, it is VITAL that
this core function is planned and carried out effectively. To do this, each department (e.g. the
Mathematics or the Languages Department) or phase (e.g. the Foundation Phase, which is
Grade R, Grade 1, Grade 2 and Grade 3) will develop a plan based on the Curriculum and
Assessment Policy Statements (CAPS) (DBE, 2011) document for that subject or Phase.
This plan details the subject content and skills that must be taught in each grade in each term
for the school year, and is called the YEAR PLAN for that specific subject or Phase.

From the year plan, each grade (for example Grade 2) will draw up a Grade 2 year plan which
indicates only what must be taught in Grade 2 over the course of the year. From the Grade
2 year plan, teachers then draw up a TERM PLAN – a plan that divides the year plan into 4
terms, and indicates what must be taught during the course of each term. This term plan is
then broken down even further into WEEKLY PLANS which show each teacher in Grade 2
exactly what needs to be taught in every week of a term.

Finally, this weekly plan is broken down into DAILY PLANS – these plans show each Grade
R teacher exactly what he or she must teach EVERY DAY. Each teacher can then develop
a lesson plan for each of the lessons to be taught on a specific day – in Grade 2, that means
3 lesson plans per day. These lesson plans are usually developed a week in advance, to give
teachers enough time to collect or make the Learning and Teaching Support Materials
(LTSM). On this point, please note that you should make (or buy) your OWN LTSM, and not
just always borrow from your Mentor Teacher. If you do borrow, please make sure that you
return everything to him or her before you leave the school.

9.2 Lesson planning

All good teachers will tell you that it is VITAL for you to PLAN every lesson you teach in as
much detail as possible, especially while you are still an inexperienced teacher. Planning
your lessons in advance has the following advantages:

• You will be able to follow the CAPS curriculum as well as the YEAR PLAN, TERM
PLAN and WEEKLY PLAN more closely, and you will be able to TRACK what you
have already taught and what still needs to be taught. This means that your learners

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will never miss out on any of the important skills or concepts that they need to learn in
your grade so that they can cope in the grades that follow.
• You will be able to identify all the LTSM that you are going to need for a specific lesson,
and you will have enough time to either make what you need, or to gather the real
objects that you need long before you have to teach the lesson. You might, for
example, need egg cartons or copies of a specific work sheet – if you PLAN your
lessons in advance, you will have time to get these items of LTSM together without
stress and panic.
• PLANNING your lessons in advance will also help you to relieve much of the stress of
teaching – if you are well-prepared at the beginning of each day, you can truly enjoy
the act of teaching and enjoy the interaction with your learners without the stress of
not knowing what comes next.
• The lesson plans you develop and use in one school year can be used again in the
following year – this means that you do not have to keep developing new lessons
every year. However, if you do NOT plan your lessons, you will have to keep planning
for every lesson every year. If you keep your lesson plans in order in a PLANNING
FILE, you can simply take them out and teach them again in the following year. This
saves time and prevents much of the stress associated with teaching.

SANTS has, after much research and from much experience, developed a LESSON
PLANNING TEMPLATE for you to use when planning lessons. This is NOT the only lesson
planning template there is, but rather it is a template that has been found in the past to be
easy for student teachers to use when learning how to plan their teaching.

It is important to note that SANTS acknowledges that many schools prescribe their own
lesson planning template, and that the school that you are placed at might expect you to use
their template to plan the lessons for its learners. Please feel free to do so. However, please
note that you will be required to complete the SANTS lesson planning template for every
lesson that you are assessed on AND for every lesson that you plan to include in your PoE.

Please study the lesson planning template for Grades 1 to 3 (Addendum I) in the addenda
section of this WIL GR booklet very carefully, and read the suggestions and guidelines
regarding how to complete it before you start planning your lessons. Remember that you will
be required to use a full lesson planning template per lesson, so make sure that you make
enough copies of the template for the number of lessons you have to teach and include in
your PoE. The electronic versions of ALL THE ADDENDA in this WIL GR booklet are also
available on MySANTS, so please feel free to download and print them, or to complete them
electronically using your laptop or desktop computer.

9.3 Planning for the Grade 1 to 3 school day and week

As you know from last year, the Grade 1 to 3 school day differs from that of the Grade R class
you visited in Year 1 (or during your Grade R Diploma). The Weekly Planning Template
(Addendum K) provides you with space to enter the DATE as well as the TIMES of the periods
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at the school where you will be doing your WIL. You will be required to complete a weekly
plan for each of the weeks that you are at the school – thus SIX weekly plans.

This weekly plan will not only help you plan your teaching for every day of every week, but
also for the assessment lessons that you will be teaching in weeks 3 to 6. It is therefore
important to plan for each week on this template, and to make sure that you include all 6
weekly plans in your PoE.

10. LIST OF ADDENDA

All the important documents and forms mentioned in this WIL GR booklet appear in the list
of addenda provided below. You will be required to make copies of these documents from
this WIL GR booklet OR to download them electronically from MySANTS as and when
you need them to compile your PoE. The documents themselves can be found in the pages
that follow.

Document Addendum

PoE Cover Page Addendum A

PoE Table of Contents Addendum B

Student Declaration Addendum C

School Placement Confirmation Addendum D

Attendance Register Addendum E

School Profile Addendum F

School Community Profile Addendum G

Classroom Profile Addendum H

Lesson Planning Template Addendum I

Weekly Planning Template Addendum J

Reflection Template - Week 1 Addendum K

Reflection Template - Week 6 Addendum L

WIL Assessment Rubric Addendum M

Mentor Teacher Summative Report Template Addendum N

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ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE

F-WIL 303 (Y3)

WORKPLACE INTEGRATED LEARNING
PORTFOLIO OF EVIDENCE (PoE)

NAME:

STUDENT NO.:

ID NUMBER:

SCHOOL:

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ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENTS

Name: Student number:

ID number: School:
F-WIL 303 (Y3) PORTFOLIO OF EVIDENCE (PoE)
TABLE OF CONTENTS
Remember to give every page of your PoE a page number once the PoE is complete, and to PAGE
write those page numbers in the column to the right.
Student Declaration
Attendance Register
School Profile
Classroom Profile
School Community Profile
Week 1 Reflection
Week 2 - Weekly Plan
Lesson Plans - Week 2 (1 per day = 5 lesson plans, including examples/copies of LTSM)
Week 3 - Weekly Plan
Lesson Plans - Week 3 (1 per day = 5 lesson plans, including examples/copies of LTSM)
Assessment Rubric 1 completed by Mentor Teacher
Week 4 - Weekly Plan
Lesson Plans - Week 4 (2 per day = 10 lesson plans, including examples/copies of LTSM)
Week 5 - Weekly Plan
Lesson Plans - Week 5 (2 per day = 10 lesson plans, including examples/copies of LTSM)
Assessment Rubric 2 completed by Mentor Teacher
Week 6 - Weekly Plan
Lesson Plans - Week 6 (2 per day = 10 lesson plans, including examples/copies of LTSM)
Assessment Rubric 2 completed by Mentor Teacher
Week 6 Reflection
Assessment Rubric (LESSON) completed by SANTS WIL Assessor
Assessment Rubric (Portfolio of Evidence) completed by SANTS WIL Assessor
Summative Report completed by Mentor Teacher
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ADDENDUM C – STUDENT DECLARATION

STUDENT DECLARATION

I ....................................................................................., (name and surname)

..............................................., (Student no.) understand my responsibilities to be professional

and ethical in my behaviour. I commit to:

• Being professional in my behaviour and fulfilling my teaching responsibilities ethically.

• Attending school every day during my WIL period, and making sure my Attendance
Register is signed on a daily basis
• Meeting all the expectations and requirements of Workplace Integrated Learning (WIL)
as stipulated by SANTS.
• Using the constructive feedback from my Mentor Teacher as well as my own
reflections to improve my teaching and learning practice.
• Participating fully in school life and activities during the WIL period.
• Adhering to the rules, regulations and codes of conduct set by SANTS and by the
school that I am placed at.

I also hereby confirm that this portfolio is my own original work. I have acknowledged all
paraphrased ideas and direct quotations and I have provided a complete and alphabetised
reference list (Harvard method of referencing), where applicable.

............................................... ..................................

Signature of Student Date

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ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION

SCHOOL PLACEMENT CONFIRMATION

STUDENT DETAILS
NAME AND SURNAME STUDENT NUMBER

SCHOOL DETAILS
NAME AND PHYSICAL ADDRESS OF SCHOOL POSTAL ADDRESS

DISTRICT (if applicable) PROVINCE

CONTACT PERSON AT SCHOOL/MENTOR

TEL NUMBER

SCHOOL STAMP
E-MAIL ADDRESS

FAX NUMBER

PRINCIPAL’S NAME PRINCIPAL’S SIGNATURE

DATE:

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ADDENDUM E – ATTENDANCE REGISTER

Name: School:
Student no.: ID:

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6

Day and Signature Day and Signature Day and Signature Day and Signature Day and Signature Day and Signature
Date of Mentor Date of Mentor Date of Mentor Date of Mentor Date of Mentor Date of Mentor
(fill in pls) Teacher (fill in pls) Teacher (fill in pls) Teacher (fill in pls) Teacher (fill in pls) Teacher (fill in pls) Teacher

Mon Mon Mon Mon Mon Mon

Tues Tues Tues Tues Tues Tues

Wed Wed Wed Wed Wed Wed

Thu Thu Thu Thu Thu Thu

Fri Fri Fri Fri Fri Fri

I, , principal of hereby certify that the student named above attended

the school for all the days indicated in the attendance register above.

I further confirm that said student conducted himself/herself professionally at all times during his/her school placement.

Principal’s signature SCHOOL DATE STAMP

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ADDENDUM F – SCHOOL PROFILE

SCHOOL PROFILE
Focus Description
Name of School
Municipal District
Province
Quintile
School feeding scheme

(Comment on whether there is a school

feeding scheme and if so, how and by whom
it is organised and managed.)
Total budget of the school
Total number of learners by gender Male Female

Total number of teachers by gender Male Female

Management structure of the school Designation Principal Deputy Heads of Subject

Principals Department Heads
Number
School Governing Body

(Comment on whether there is an active

SGB and who serves on this Body
Number of classes per grade level Gr R Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7

The condition of the school Buildings

Classrooms

(Note that you can add pictures to your Ablution facilities (toilets)
portfolio as supporting evidence. You MUST
NOT include pictures of learners.)

Sports facilities (if any)

Playground

Suitability of playground for Grade 2

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Security of the school premises

Punctuality of learners

(Comment on the main reason should you

observe a pattern of consistent late coming.)
Punctuality of teachers

(Comment on the main reason should you

observe a pattern of consistent late coming.)
Extra-mural activities available to
learners in the school
Parent participation in the school

(Comment on how parents participate in the

life of the school.)
Community projects in the school

Non-Governmental (NGO)
involvement in the school

School discipline

(Comment on general school discipline.)

I certify that this protocol accurately reflects the profile of my school.

School date stamp

Signature: School Principal

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ADDENDUM G – SCHOOL COMMUNITY PROFILE

SCHOOL COMMUNITY PROFILE

Name of School
Province
Municipal District
Languages spoken in the community
Hospital Yes No
Health clinic Yes No
Number of community-based early childhood centres
within a five-kilometer radius of the school
Number of primary schools within a five-kilometer
radius of the school
Number of secondary schools within a five-kilometer
radius of the school
Main mode of public transport in the community Mode
(Choose 1 only) Bus
Taxi
Train
Library in the community Yes No

Sports facilities in the community Type Yes No

Soccer
Rugby
Swimming pool
Other, specify _________
Economic activities in the community
(Describe the type of employment opportunities available to groups
of people in the community, e.g. fishing, car manufacturing,
government office work, etc.)
Most houses have inside toilets Yes No

Running water in most houses Yes No

Running water from communal taps Yes No

Electricity in most houses Yes No

Community Hall Yes No

School date stamp

Signature: Mentor Teacher

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ADDENDUM H – CLASSROOM PROFILE

CLASSROOM PROFILE
Focus Description
Grade

Medium of instruction

Teacher’s home language

Home language of the majority of learners

Other languages spoken in the classroom.

(Write down and state the number of learners who speak
each of the additional languages you have identified)
School Other
Walk Taxi Car
transport (specify)
Mode of transportation by number of learners

Condition of the classroom Desks/tables

Chairs

Floor space for corners

Floor space for group work

(Complete the detail for each aspect.)
(Note that you may add pictures to add to your portfolio
as supporting evidence. You MUST NOT include
Floor space for teacher-directed activities
pictures of learners).

Teacher resources

Storage space

Walls and what learning material is on the walls

Chalk Board

Corners in the classroom

(Describe each corner and what it entails. Note that you
can add pictures to add to your portfolio as supporting
evidence. You MUST NOT include pictures of learners).

Does the class have a code of conduct? If so,

include it in your portfolio as supporting
evidence.

Disciplinary strategies you apply

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Strategies you use to attract learners’

attention

Type of in-school support available to

learners

Type of out-of-school support available to

learners in the community

Technology available in the classroom

“Homework” Daily Often Rarely Never

(Comment on whether learners take tasks home to

complete.)

Add any other relevant information with

supporting evidence:

I certify that this protocol accurately reflects the profile of my classroom.

School date stamp

Signature: Mentor Teacher

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ADDENDUM I – LESSON PLANNING TEMPLATE: GRADES R TO 3

SANTS Private Higher Education Institution

GRADES R, 1, 2 and 3 LESSON PLANNING FORM
NAME: STUDENT NO.:

1. SUBJECT e.g. English HL 2. KNOWLEDGE/CONTENT AREA e.g. Phonics

1.2 DATE 3. THEME e.g. Healthy living, My body etc.

y y y y m m d d

2 0 - -

4. TYPE of LESSON / LESSON FOCUS

1.3 GRADE
e.g. Outdoor lesson, group work, class work etc.
(Mark the grade you will be teaching with an X)

R 1 2 3

PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC

FORMAT ON MySANTS
5. NCS AIMS/General aims (tick boxes)

Learners are able to:

❑ Identify and solve problems and make decisions using critical and creative thinking.
❑ Work effectively with others as members of a team, group, organisation and community.
❑ Organise and manage themselves and their activities responsibly and effectively.
❑ Collect, analyse, organise and critically evaluate information.
❑ Communicate effectively using visual, symbolic and/or language skills in various modes.
❑ Use science and technology effectively and critically showing responsibility towards the
environment and the health of others.
❑ Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation.
6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON

(Briefly summarise the content that you will be presenting in this lesson.)

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7. LESSON OBJECTIVE(S):

7.1 PRE-KNOWLEDGE

(Write down learners’ existing knowledge, skills and values.)

At the start of this lesson the learners should already know… and can do…

7.2 CONCEPTS and NEW KNOWLEDGE

(Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)

Language: (HL/FAL) Mathematics Life Skills

7.3 LESSON OBJECTIVES

(In your own words, write the lesson objectives based on the general and specific aims from CAPS.)

By the end of the lesson the learners should be able to…

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7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one)

7.5 DIFFERENTIATION

(Briefly describe how you will present this lesson taking the following aspects into consideration)

Learner support Enrichment activities Concerns

(Indicate what measures are in place for (Indicate what measures are in place for (e.g. Loadshedding – won’t be able to
learners who struggle to grasp the learners who grasped concepts quickly. listen to audio book. Will have to read
concepts. How will you support them and How will you challenge them and keep story instead, using instruments for
keep them from getting negative and them from getting bored?) sound effects.)
frustrated?)

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8. LESSON PHASES:

8.1 INTRODUCTION OF THE LESSON 8.1.1 Time allocated:

(Give a detailed description of how you plan to begin your lesson by explaining: you will
greet the learners, set the atmosphere for the lesson, awaken the learners’ prior knowledge,
and create a link between what they already know to the new knowledge that you will be
8.1.2 LTSM:
presenting. Also explain how the THEME you selected in 3 above will help you do this.):
(Describe the resources and media
you will be using in the introduction
phase of the lesson.)

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8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE 8.2.1 Time allocated:

(Give a detailed description of WHAT content you will be presenting (selected in 7.2), HOW
you will present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOING.):
8.2.2 LTSM:

(Describe the resources and media

you will be using in the development
phase of the lesson.)

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8.3 CONSOLIDATION 8.3.1 Time allocated:

(Give a detailed description of how you plan to end the lesson by explaining how you will
consolidate the new knowledge, incorporate assessment of the objectives and wrap up. If
applicable, mention here any HOMEWORK/FUNWORK that you will give the learners.): 8.3.2 LTSM:

(Describe the resources and media

you will be using in the consolidation
phase of the lesson.)

9. ASSESSMENT

At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways (tick the
appropriate blocks):

9.1 FORMS OF ASSESSMENT:

 Written work (drawings, painting etc.)

 Demonstrations (performing actions, experiments etc.)
 Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue)
 Models (artwork, constructions, collages etc.)

Assessment strategy Assessor Assessment instrument

 Observation  Teacher  Checklist
 Listening  Self  Assessment scale
 Reading  Peer  Analytical rubric
 Interpreting  Holistic rubric
 Reviewing 
 Questioning
 Writing

10. REFLECTION

Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find
challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following

questions to guide your reflection:

• Describe aspects of your lesson that worked really well.

• Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
• Look again at your lesson objectives. Did you meet them? Why/why not?
• What did you learn about the learners in your class today?
• What was your most challenging moment in this lesson and why? How will you respond next time?
• To what extent were the learners productively engaged in the learning process? Discuss.
• If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why?
• What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?

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11. REFERENCE LIST

(List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)

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ADDENDUM J – GRADES 1 TO 3 WEEKLY PLANNING TEMPLATE

GRADES 1 TO 3 WEEKLY PLAN

Week no.: _______________________________ Theme: ___________________________ Topic: ___________________
TIME
Fill in the times of the
periods of the day

Fill in the date for each day

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

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ADDENDUM K – REFLECTION TEMPLATE: WEEK 1

The school, classroom and learner profiles that you completed has given you some
insight into the condition of the school as well as the teaching and learning context.

1. Write a paragraph in which you identify and describe an aspect in the school profile
that you feel is excellent and explain how you as a teacher will use this aspect as a
tool to add to the quality of your teaching.

2. Write a paragraph of about 200 words to explain what you have learned about the
school and its surrounding community from completing each of the profiles i.e. the
School Profile, the Classroom Profile and the Profile of Learners in the Classroom.

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ADDENDUM L – REFLECTION TEMPLATE: WEEK 6

This week you must write a final reflection in which you look back on the entire 6 week
WIL period and reflect on:

(a) The value of writing reflections,

(b) The most important things that you learned during the teaching practice, and
(c) Where you feel you have grown and developed most during the past 5 weeks.

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ADDENDUM M – GRADES 1 TO 3 WIL ASSESSMENT RUBRIC

GRADES 1 TO 3 ASSESSMENT RUBRIC

WORKPLACE INTEGRATED LEARNING

Student name ID no. Name of School

Mark Allocated
No Adherence / Compliance Inadequate Partially Achieved Achieved Commendable
Criteria
0 1/2 3 4 5

Preparation
No lesson plan/s available for the Lesson plan/s for the day Lesson plan/s for the day available. Lesson plan/s for the day are Lesson plan/s for the day are
day. available. Lesson plan is completed, though available. available.
Most components not included or some components not adequately All components are adequately All components are well aligned,
Lesson plan 5
adequately described. described. covered. Components are aligned sequenced, and coherent.
Structure of the lesson not Structure of the lesson shows and mostly coherent.
aligned or coherent. limited coherence.
No LTSM LTSM is not appropriate and not LTSM is developmentally LTSM is developmentally LTSM is developmentally
aligned to learning objectives. appropriate and is aligned to appropriate and aligned to lesson appropriate and aligned to lesson
Limited to teacher use. learning objectives. objectives. LTSM available for objectives. LTSM for teacher and
LTSM is used mostly by the teacher, teacher and learner use and is used learner use and is mostly used to
LTSM
and not learners. by the learner to enhance learning. enhance learning. LTSM well
integrated into the lesson. LTSM is 5
culturally appropriate and takes
learner context into account.
Lesson objectives are not stated, Lesson includes objectives that Lesson objectives to be achieved Lesson objectives are clear and are Lesson objectives are well-
nor is the purpose of lesson clear. are irrelevant and not aligned to are clear though some are not aligned to rest of the lesson. articulated, clear and are aligned to
the lesson. aligned to the rest of the lesson. rest of the lesson. Clear link
Lesson objectives between the process (how the 5
lesson unfolds) and outcome (what
is being learnt) of learning.

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Mark Allocated
No Adherence / Compliance Inadequate Partially Achieved Achieved Commendable
Criteria
0 1/2 3 4 5

No oral questions on prior learning Only a few questions are asked Prior knowledge and previous work Prior knowledge and previous work An activity is used as the impetus for
or previous work are posed. to a limited number of learners. are probed but limited to a few are probed through open-ended understanding learners’ prior
These questions are mostly learners. Some open-ended questions to the majority of learners. knowledge and understanding of
Oral questions on prior
closed and do not ascertain what questions are posed. previous work.
knowledge.
is known and familiar to children. Well-articulated, open-ended
questions are posed to each learner 5
in the group.
Learners’ prior knowledge is
integrated into the lesson.
Teaching method is: Teaching method: Teaching method: Teaching method: Teaching method:
• Not developmentally • Is developmentally appropriate • Is developmentally appropriate • Is developmentally appropriate • Is developmentally appropriate
appropriate. • Is not aligned to the topic • Is aligned to the topic and • Is aligned to learning objectives • Is culturally relevant and takes
• Not aligned to the subject or • Not always aligned with lesson learning objectives and topic. learner contexts into account.
topic. objectives. • Learner participation is • Active participation by learners. • Is aligned to learning objectives
Teaching method(s) are • Mostly instructions to learners • Is not varied and does not encouraged. • Methods are varied and take into and topic.
appropriate for phase, • Not linked to the learning take different learning styles • Methods are varied but do not account most learning styles • Active participation by learners.
subject, and objectives. objectives. into account. take into account all learning • Learners respond to and also • Methods are varied and take into 5
• Limited to teacher talk only. • Is mostly teacher talk. styles. pose questions. account all learning styles
• Limited group work. • Some group work and rotational • Extensive use of group work and • Learners respond to and also
activities. rotational activities. pose questions.
• Extensive use of group work and
rotational activities.
Not able to pace the lesson. Student could not manage to Student completed lesson mostly Student completed lesson as Successfully completed lesson as
Most aspects of the lesson not complete the lesson as planned. within the allocated time frame. planned and within time. Able to planned with ample time for
Time Management – adequately covered. Some of the elements of the Able to follow the daily programme, sequence lesson according to intervention. Student is well aware
the lesson is well timed Did not keep time. lesson were not addressed. though with some disruption. learners’ pace. Able to follow the of how to pace and sequence the 5
for completion No learner activity. Activities to long or too short. daily programme with ease most of lesson and programme fluidly and
No assessment of learning. the time. easily (enable smooth transitions).

No learner participation. Learner participation is limited to Most learners did not participate Most learners participate during All children participate during whole
questions and answers. during the group activities, though group activities. Learners are class and group activities. Children
Learner participation
they sometimes talked amongst involved and co-construct interact and participate regularly.
demonstrates active
themselves. knowledge with the teacher Learners and teachers co-construct 5
learning.
(interactive dialogues and knowledge together often.
discussions).

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Mark Allocated
No Adherence / Compliance Inadequate Partially Achieved Achieved Commendable
Criteria
0 1/2 3 4 5

No classwork or independent Lessons and activities are not Although classwork is provided for Relevant work is given to reinforce Relevant work is offered to
Classwork supports activities provided for learners. aligned to the objectives. and relevant, it does not always new knowledge and concepts dealt reinforce new knowledge and skills.
achievement of cater for all the concepts covered with during the lesson. These Classwork allows for enrichment 5
objectives. during the lesson. mostly align to the outcomes and intervention.
stipulated.
No observation made and no notes Observation limited to one/two Mostly thorough observation during Thorough observation during Thorough observation during
Assessment of learner performance recorded. groups of learners. Notes often classwork and group activities. classwork and group activities. classwork and group activities.
(observation) not recorded or accurate. Notes of observation recorded, but Notes are mostly thorough. Identified problems addressed.
throughout the not always consistent. Difficulties are identified and Observation recorded consistently 5
programme. addressed. over time.

Professionalism

The student does not conduct him/herself appropriately. Rarely punctual The student generally conducts The student has shown impeccable conduct and professionalism. The
and not well-dressed. Student has not developed a positive rapport with him/herself well. The student is student is always punctual, and well-dressed.
Student’s staff or children. punctual most of the time, well- The student has developed a trusting and respectful rapport with staff and
5
professionalism dressed and courteous. The children alike.
student has developed a good
rapport with staff and children.
General comment

Name and Signature of Student Mark Awarded Name and signature of Mentor Teacher / WIL Assessor School stamp AND DATE

Student ID number
/50

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ADDENDUM N – MENTOR TEACHER: SUMMATIVE REPORT

SUMMATIVE FINAL REPORT BY MENTOR TEACHER

Student name

Student number

ID number

Grade(s) taught

1. Strengths of the student as a student-teacher:

2. Targets for improvement as a student-teacher:

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3. Extramural activities (Please confirm and briefly describe the student’s involvement in extramural activities)

4. Teaching practice:
Award marks for the following aspects. Use the following SCALE to decide on the mark for Mark out
each section of 10
0 = Poor 1 / 2 = Unsatisfactory 3 / 4 = Satisfactory 5 / 6 = Proficient 7 / 8 = Very good 9 / 10 = Exceptional
Professionalism e.g. appearance, punctuality, general behaviour, integrity
Attitude e.g. positivity, co-operation, participation in school activities, enthusiasm
Teaching ability e.g. confidence, daring, creativity, perseverance
Classroom practice e.g. lesson preparation, discipline, classroom administration
Relationship with the learners in the class e.g. loving and caring, aloof, cold
Total: /50
Assessment by Mentor Teacher (Add the 3 marks for lessons you assessed and divide by 3 for a final mark out of 50): /50
TOTAL number of days absent:

Was the sick note submitted to you? YES NO

Mentor Teacher’s name and surname in block letters:

Mentor Teacher’s signature:

Principal’s signature:

Date: __________________________

School date stamp

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REFERENCE

Boud, D. & Walker, D. (1998). Promoting Reflection in Professional Courses: The Challenge
of Context. Studies in Higher Education, 23, pp. 191–206.

Department of Basic Education. (2011). Curriculum and Assessment Policy Statements

(CAPS). Foundation Phase, Grades R-3. Pretoria: Government Printers.

Department of Higher Education and Training. (2015). Basic Competencies of a Beginner

Teacher. Government Gazette, No. 38487. Pretoria: Government Printers.

Department of Higher Education and Training. (2015). Revised policy on the minimum
requirements for teacher education qualifications. Government Gazette, 596(38487).
Pretoria: Government Printers.

Killen, R. (2007). Teaching strategies for quality teaching and learning. Cape Town: Juta.
Richards, B. & Farrel, J. (2011). Observation.
http://education.stateuniversity.com/pages/1835/Classroom

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