UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education — Department of Curriculum and Instructional Studies
⋄
ASSIGNMENT 50: PORTFOLIO
Teaching Practice for Senior Phase and FET Phase (Grades 7–12) — Year Module 2026
⋄
Module Code: TPS2601
Module Name: Teaching Practice: Senior Phase and FET
Phase
Assignment No.: 50 (Portfolio)
Student Name: Thandi Nomvula Mokoena
Student Number: 45892317
School: Pretoria High School for Girls
TP Period: 18 August 2026 – 18 September 2026
Submission Date: 01 October 2026
Unique Number: 874312
,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
Contents
1 Declaration Form 6
1.1 Declaration by Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.2 Declaration by Mentor/Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 Declaration by School Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2 Mentor Report 8
3 Student Report 10
4 Tick the Observed Subjects 13
5 Tutorial Letter 103: Teaching Practice Activities 14
5.1 7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5.2 7.2.1 Discussion of Concepts: Decolonisation, African Communalism, Ubuntu, and IKS 14
5.3 7.2.2 Teaching Insights: Pre-Observation Activities . . . . . . . . . . . . . . . . . . 17
5.4 7.3 My Teaching Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
5.4.1 a) The Meaning of Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . 17
5.4.2 b) What Does Teaching Involve? . . . . . . . . . . . . . . . . . . . . . . . . 18
5.4.3 c) My Role as a Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5.4.4 d) The Meaning of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5.4.5 e) What Does Learning Involve? . . . . . . . . . . . . . . . . . . . . . . . . 18
5.5 7.4 My Teaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
5.5.1 a) What Motivated You to Be a Teacher? . . . . . . . . . . . . . . . . . . . 19
5.5.2 b) Subject of Specialisation and Reason . . . . . . . . . . . . . . . . . . . . 19
5.5.3 c) How Do You Believe Learners Learn Best? . . . . . . . . . . . . . . . . . 20
5.5.4 d) Do You Believe Teaching Is a Vital Profession? Why? . . . . . . . . . . . 20
Page 2 of 63
,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
5.6 7.5 Teaching Philosophy in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
5.6.1 a) Two Aspects of Africanisation and Ubuntu in the School Context . . . . . 20
5.6.2 b) Situated Learning and Constructivism . . . . . . . . . . . . . . . . . . . . 21
6 Senior and FET Phase Teaching Practice Activities: Observation Guide 22
6.1 8.1.1 Description of the School Context . . . . . . . . . . . . . . . . . . . . . . . . 22
6.2 8.1.2 Organogram of the School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
6.3 8.2 Description of Classrooms for Senior and FET Phases . . . . . . . . . . . . . . . 23
6.4 8.3 Reflection Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
6.4.1 a) What is the importance of being context-conscious? . . . . . . . . . . . . 23
6.4.2 b) What is the relationship between learners and teachers in the classrooms? . 24
6.4.3 c) Values observed in the classrooms . . . . . . . . . . . . . . . . . . . . . . 24
7 Classroom Management Observation Activities 25
7.1 9.1 School Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
7.1.1 a) Four policies available at the school . . . . . . . . . . . . . . . . . . . . . 25
7.1.2 b) Difference between classroom policy and subject policy . . . . . . . . . . . 25
7.1.3 c) Three policies used in subject teaching . . . . . . . . . . . . . . . . . . . 26
7.1.4 d) Why policies are important within the school . . . . . . . . . . . . . . . . 26
7.1.5 e) Policies not available at the school but that could help . . . . . . . . . . . 26
7.1.6 f) Policies catering for learners with learning barriers . . . . . . . . . . . . . . 27
8 Lesson Observations: Senior Phase (Grades 7–9) 28
8.1 Lesson Observation 1 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 28
8.2 Lesson Observation 2 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 31
8.3 Lesson Observation 3 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 33
8.4 Lesson Observation 4 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 35
Page 3 of 63
,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
8.5 Lesson Observation 5 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 37
9 Lesson Observations: FET Phase (Grades 10–12) 39
9.1 Lesson Observation 6 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 39
9.2 Lesson Observation 7 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 41
9.3 Lesson Observation 8 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 43
9.4 Lesson Observation 9 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 45
9.5 Lesson Observation 10 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 47
10 9.3 Observing Professional Teaching Standards in Practice 49
10.1 1. Four Professional Teaching Standards Observed . . . . . . . . . . . . . . . . . . . 49
10.2 2. How One Standard Was Demonstrated . . . . . . . . . . . . . . . . . . . . . . . 49
10.3 3. Collaboration to Support Teaching and Learning . . . . . . . . . . . . . . . . . . 49
10.4 4. Building a Professional Learning Community . . . . . . . . . . . . . . . . . . . . 50
10.5 5. Creating a Safe and Well-Managed Learning Environment . . . . . . . . . . . . . 50
10.6 6. Classroom Activity Reflecting Two Professional Teaching Standards . . . . . . . . 50
11 Classroom Management Strategies to Organise the Classroom 52
11.1 10.1 Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
11.1.1 a) Two advantages of using a school timetable . . . . . . . . . . . . . . . . . 52
11.1.2 b) Does the mentor teacher have their own timetable? . . . . . . . . . . . . 52
11.1.3 c) How long are the periods for the subjects you observed? . . . . . . . . . . 52
11.1.4 d) Do teachers follow the school timetable? . . . . . . . . . . . . . . . . . . 52
11.1.5 e) A problem experienced with the timetable . . . . . . . . . . . . . . . . . . 53
11.1.6 f) Was there a period register at the school? . . . . . . . . . . . . . . . . . . 53
11.1.7 g) Who controls the period register and how? . . . . . . . . . . . . . . . . . 53
11.1.8 h) Purpose of the period register . . . . . . . . . . . . . . . . . . . . . . . . 53
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,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
11.2 10.2 Attendance Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
11.2.1 a) At what time is the attendance register marked? . . . . . . . . . . . . . . 54
11.2.2 b) Is it marked regularly? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
11.2.3 c) Who administers the attendance register? . . . . . . . . . . . . . . . . . . 54
11.2.4 d) Is register information used for promotion, merits or demerits? . . . . . . . 54
11.3 10.3 Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
11.3.1 a) Purpose of the learners’ code of conduct . . . . . . . . . . . . . . . . . . 54
11.3.2 b) Involvement of parents or guardians in learners’ conduct . . . . . . . . . . 55
11.3.3 c) Involving learners in formulating the code of conduct . . . . . . . . . . . . 55
11.3.4 d) Four important aspects included in the school’s code of conduct . . . . . . 55
11.3.5 e) Classroom rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
12 Post-Observation Reflection Activity 57
12.1 a) During this teaching practice, I learnt that . . . . . . . . . . . . . . . . . . . . . 57
12.2 b) Challenges I encountered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
12.3 c) This changed my philosophy in the following ways . . . . . . . . . . . . . . . . . 57
12.4 d) If I were given a second chance of observing, I would change the following . . . . 58
12.5 e) Knowledge, values, and experience gained during five weeks of teaching practice . 58
12.6 f) Experience and information that influenced the teaching practice period . . . . . . 58
13 Attendance Record of Student Teacher 60
14 Declaration by the School Principal/HOD/Mentor 62
Reference List 63
Page 5 of 63
, UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
Declaration Form
Declaration by Student
I, Thandi Nomvula Mokoena, student number 45892317, declare that all the work in this port-
folio is my own.
Signature:
Declaration by Mentor/Teacher
I, Mr Sipho Lungelo Radebe, declare that the above student completed her practical teaching
under my supervision or that of my colleagues.
Signature:
Declaration by School Principal
I, Ms Lindiwe Dlamini, declare that this student completed 25 school days of supervised practical
teaching at Pretoria High School for Girls.
School address:
190 Government Avenue
Arcadia, Pretoria
0083
School telephone: 012 344 1100
Signature:
Page 6 of 63
College of Education — Department of Curriculum and Instructional Studies
⋄
ASSIGNMENT 50: PORTFOLIO
Teaching Practice for Senior Phase and FET Phase (Grades 7–12) — Year Module 2026
⋄
Module Code: TPS2601
Module Name: Teaching Practice: Senior Phase and FET
Phase
Assignment No.: 50 (Portfolio)
Student Name: Thandi Nomvula Mokoena
Student Number: 45892317
School: Pretoria High School for Girls
TP Period: 18 August 2026 – 18 September 2026
Submission Date: 01 October 2026
Unique Number: 874312
,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
Contents
1 Declaration Form 6
1.1 Declaration by Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.2 Declaration by Mentor/Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 Declaration by School Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2 Mentor Report 8
3 Student Report 10
4 Tick the Observed Subjects 13
5 Tutorial Letter 103: Teaching Practice Activities 14
5.1 7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5.2 7.2.1 Discussion of Concepts: Decolonisation, African Communalism, Ubuntu, and IKS 14
5.3 7.2.2 Teaching Insights: Pre-Observation Activities . . . . . . . . . . . . . . . . . . 17
5.4 7.3 My Teaching Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
5.4.1 a) The Meaning of Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . 17
5.4.2 b) What Does Teaching Involve? . . . . . . . . . . . . . . . . . . . . . . . . 18
5.4.3 c) My Role as a Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5.4.4 d) The Meaning of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5.4.5 e) What Does Learning Involve? . . . . . . . . . . . . . . . . . . . . . . . . 18
5.5 7.4 My Teaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
5.5.1 a) What Motivated You to Be a Teacher? . . . . . . . . . . . . . . . . . . . 19
5.5.2 b) Subject of Specialisation and Reason . . . . . . . . . . . . . . . . . . . . 19
5.5.3 c) How Do You Believe Learners Learn Best? . . . . . . . . . . . . . . . . . 20
5.5.4 d) Do You Believe Teaching Is a Vital Profession? Why? . . . . . . . . . . . 20
Page 2 of 63
,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
5.6 7.5 Teaching Philosophy in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
5.6.1 a) Two Aspects of Africanisation and Ubuntu in the School Context . . . . . 20
5.6.2 b) Situated Learning and Constructivism . . . . . . . . . . . . . . . . . . . . 21
6 Senior and FET Phase Teaching Practice Activities: Observation Guide 22
6.1 8.1.1 Description of the School Context . . . . . . . . . . . . . . . . . . . . . . . . 22
6.2 8.1.2 Organogram of the School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
6.3 8.2 Description of Classrooms for Senior and FET Phases . . . . . . . . . . . . . . . 23
6.4 8.3 Reflection Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
6.4.1 a) What is the importance of being context-conscious? . . . . . . . . . . . . 23
6.4.2 b) What is the relationship between learners and teachers in the classrooms? . 24
6.4.3 c) Values observed in the classrooms . . . . . . . . . . . . . . . . . . . . . . 24
7 Classroom Management Observation Activities 25
7.1 9.1 School Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
7.1.1 a) Four policies available at the school . . . . . . . . . . . . . . . . . . . . . 25
7.1.2 b) Difference between classroom policy and subject policy . . . . . . . . . . . 25
7.1.3 c) Three policies used in subject teaching . . . . . . . . . . . . . . . . . . . 26
7.1.4 d) Why policies are important within the school . . . . . . . . . . . . . . . . 26
7.1.5 e) Policies not available at the school but that could help . . . . . . . . . . . 26
7.1.6 f) Policies catering for learners with learning barriers . . . . . . . . . . . . . . 27
8 Lesson Observations: Senior Phase (Grades 7–9) 28
8.1 Lesson Observation 1 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 28
8.2 Lesson Observation 2 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 31
8.3 Lesson Observation 3 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 33
8.4 Lesson Observation 4 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 35
Page 3 of 63
,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
8.5 Lesson Observation 5 — Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . 37
9 Lesson Observations: FET Phase (Grades 10–12) 39
9.1 Lesson Observation 6 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 39
9.2 Lesson Observation 7 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 41
9.3 Lesson Observation 8 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 43
9.4 Lesson Observation 9 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 45
9.5 Lesson Observation 10 — FET Phase . . . . . . . . . . . . . . . . . . . . . . . . . . 47
10 9.3 Observing Professional Teaching Standards in Practice 49
10.1 1. Four Professional Teaching Standards Observed . . . . . . . . . . . . . . . . . . . 49
10.2 2. How One Standard Was Demonstrated . . . . . . . . . . . . . . . . . . . . . . . 49
10.3 3. Collaboration to Support Teaching and Learning . . . . . . . . . . . . . . . . . . 49
10.4 4. Building a Professional Learning Community . . . . . . . . . . . . . . . . . . . . 50
10.5 5. Creating a Safe and Well-Managed Learning Environment . . . . . . . . . . . . . 50
10.6 6. Classroom Activity Reflecting Two Professional Teaching Standards . . . . . . . . 50
11 Classroom Management Strategies to Organise the Classroom 52
11.1 10.1 Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
11.1.1 a) Two advantages of using a school timetable . . . . . . . . . . . . . . . . . 52
11.1.2 b) Does the mentor teacher have their own timetable? . . . . . . . . . . . . 52
11.1.3 c) How long are the periods for the subjects you observed? . . . . . . . . . . 52
11.1.4 d) Do teachers follow the school timetable? . . . . . . . . . . . . . . . . . . 52
11.1.5 e) A problem experienced with the timetable . . . . . . . . . . . . . . . . . . 53
11.1.6 f) Was there a period register at the school? . . . . . . . . . . . . . . . . . . 53
11.1.7 g) Who controls the period register and how? . . . . . . . . . . . . . . . . . 53
11.1.8 h) Purpose of the period register . . . . . . . . . . . . . . . . . . . . . . . . 53
Page 4 of 63
,UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
11.2 10.2 Attendance Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
11.2.1 a) At what time is the attendance register marked? . . . . . . . . . . . . . . 54
11.2.2 b) Is it marked regularly? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
11.2.3 c) Who administers the attendance register? . . . . . . . . . . . . . . . . . . 54
11.2.4 d) Is register information used for promotion, merits or demerits? . . . . . . . 54
11.3 10.3 Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
11.3.1 a) Purpose of the learners’ code of conduct . . . . . . . . . . . . . . . . . . 54
11.3.2 b) Involvement of parents or guardians in learners’ conduct . . . . . . . . . . 55
11.3.3 c) Involving learners in formulating the code of conduct . . . . . . . . . . . . 55
11.3.4 d) Four important aspects included in the school’s code of conduct . . . . . . 55
11.3.5 e) Classroom rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
12 Post-Observation Reflection Activity 57
12.1 a) During this teaching practice, I learnt that . . . . . . . . . . . . . . . . . . . . . 57
12.2 b) Challenges I encountered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
12.3 c) This changed my philosophy in the following ways . . . . . . . . . . . . . . . . . 57
12.4 d) If I were given a second chance of observing, I would change the following . . . . 58
12.5 e) Knowledge, values, and experience gained during five weeks of teaching practice . 58
12.6 f) Experience and information that influenced the teaching practice period . . . . . . 58
13 Attendance Record of Student Teacher 60
14 Declaration by the School Principal/HOD/Mentor 62
Reference List 63
Page 5 of 63
, UNISA | TPS2601 — Assignment 50: Portfolio 2026 Thandi N. Mokoena — 45892317
Declaration Form
Declaration by Student
I, Thandi Nomvula Mokoena, student number 45892317, declare that all the work in this port-
folio is my own.
Signature:
Declaration by Mentor/Teacher
I, Mr Sipho Lungelo Radebe, declare that the above student completed her practical teaching
under my supervision or that of my colleagues.
Signature:
Declaration by School Principal
I, Ms Lindiwe Dlamini, declare that this student completed 25 school days of supervised practical
teaching at Pretoria High School for Girls.
School address:
190 Government Avenue
Arcadia, Pretoria
0083
School telephone: 012 344 1100
Signature:
Page 6 of 63
