, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
Please also note that the author of this document will not be responsible for any plagiarism you
commit.
GENERAL STUDENT INFORMATION
Student name and surname Student number
Miss/Mrs/Mr
Postal address Unisa E-mail
Contact details
Are you permanently employed at a school?
Are you an intern or assistant teacher at a
school?
Are you employed outside the education
sector?
STUDENT DECLARATION
I, …………………………………………… declare that Assessment 3 is my own work. I take note of
the following examination rules:
All the photographs or ideas that I have used are my own.
I have kept a copy of the workbook and it is in safekeeping.
I know I must submit the correct Assessment 3.
I further declare that I have not previously submitted this work, or part of it, for another
assessment.
I further declare that I have not provided any fellow student with a copy of my workbook to use for
his/her own assessments.
I am fully aware that the signatures in my assessment must be original and that no signature may
be cut and pasted into the documents.
As this is a final examination portfolio, no resubmission/late submissions will be allowed.
There is no opportunity for a remarking of final examination portfolios.
I must submit this assessment after completing the school-based teaching practice at my school of
placement.
Any plagiarism found will be considered dishonest and disciplinary steps will, consequently, be
taken by the University.
You may only use photographs that you take from the internet, PROVIDED THAT you are given
permission to find photographs and ideas on the internet.
Name and surname: …………………………………………………………….…...…………
Student number: ………………………………………………………………………………………
Signature: ……………………………...
Date: …………………………………………….
, SECTION A: LANGUAGE
ACTIVITY 1 - MORNING RING
Reflect on your experience of how your mentor teacher uses the morning ring for language
development with special reference to the following:
Birthday Chart:
The mentor teacher engages the learners by encouraging them to identify and celebrate birthdays.
Learners sing a birthday song and discuss the month and date, enhancing their vocabulary and
understanding of time concepts. This interactive approach supports language development by
encouraging participation and sentence construction.
Weather Chart:
The teacher prompts learners to describe the day’s weather using descriptive words such as "sunny,"
"cloudy," or "windy." Learners take turns updating the weather chart, reinforcing weather-related
vocabulary and sentence formation. This activity fosters oral language skills and listening
comprehension.
Marking the Attendance Register:
The teacher calls out each learner’s name, prompting them to respond with "present" or "absent."
This routine reinforces name recognition and polite verbal responses. Additionally, the teacher
sometimes asks learners to use full sentences, such as “I am here today,” to develop sentence
structure and confidence in speaking.
ACTIVITY 2 - PLAY BASED ACTIVITY
Play provides a wide range of opportunities that teachers can adopt and use for successful learning. It
is the most easily available means to use with young children all the time and in any subject. It is one
method of teaching that is not costly and can be afforded by the poorest of schools since it uses what
is freely available in different learning environments. Provide your observation on how your Grade R
mentor teacher used play to assess the following aspects during indoor free play:
Describe the classroom layout (how the toys that your mentor teacher used in the fantasy area were
displayed) to promote the indicated aspects.
Description of Classroom Layout:
The fantasy area was set up with a variety of toys, including dolls, kitchen sets, and dress-up clothes,
neatly arranged on low shelves for easy access. A small table and chairs were placed in the center to
encourage group interaction. The space was inviting, with colorful posters and labels to help learners
identify different play materials.
Social:
Learners engaged in role-playing activities, taking on different roles such as parents, shopkeepers, or
teachers. They practiced turn-taking and sharing as they negotiated roles and responsibilities. The
teacher observed how learners cooperated, resolved conflicts, and interacted with their peers.
Please also note that the author of this document will not be responsible for any plagiarism you
commit.
GENERAL STUDENT INFORMATION
Student name and surname Student number
Miss/Mrs/Mr
Postal address Unisa E-mail
Contact details
Are you permanently employed at a school?
Are you an intern or assistant teacher at a
school?
Are you employed outside the education
sector?
STUDENT DECLARATION
I, …………………………………………… declare that Assessment 3 is my own work. I take note of
the following examination rules:
All the photographs or ideas that I have used are my own.
I have kept a copy of the workbook and it is in safekeeping.
I know I must submit the correct Assessment 3.
I further declare that I have not previously submitted this work, or part of it, for another
assessment.
I further declare that I have not provided any fellow student with a copy of my workbook to use for
his/her own assessments.
I am fully aware that the signatures in my assessment must be original and that no signature may
be cut and pasted into the documents.
As this is a final examination portfolio, no resubmission/late submissions will be allowed.
There is no opportunity for a remarking of final examination portfolios.
I must submit this assessment after completing the school-based teaching practice at my school of
placement.
Any plagiarism found will be considered dishonest and disciplinary steps will, consequently, be
taken by the University.
You may only use photographs that you take from the internet, PROVIDED THAT you are given
permission to find photographs and ideas on the internet.
Name and surname: …………………………………………………………….…...…………
Student number: ………………………………………………………………………………………
Signature: ……………………………...
Date: …………………………………………….
, SECTION A: LANGUAGE
ACTIVITY 1 - MORNING RING
Reflect on your experience of how your mentor teacher uses the morning ring for language
development with special reference to the following:
Birthday Chart:
The mentor teacher engages the learners by encouraging them to identify and celebrate birthdays.
Learners sing a birthday song and discuss the month and date, enhancing their vocabulary and
understanding of time concepts. This interactive approach supports language development by
encouraging participation and sentence construction.
Weather Chart:
The teacher prompts learners to describe the day’s weather using descriptive words such as "sunny,"
"cloudy," or "windy." Learners take turns updating the weather chart, reinforcing weather-related
vocabulary and sentence formation. This activity fosters oral language skills and listening
comprehension.
Marking the Attendance Register:
The teacher calls out each learner’s name, prompting them to respond with "present" or "absent."
This routine reinforces name recognition and polite verbal responses. Additionally, the teacher
sometimes asks learners to use full sentences, such as “I am here today,” to develop sentence
structure and confidence in speaking.
ACTIVITY 2 - PLAY BASED ACTIVITY
Play provides a wide range of opportunities that teachers can adopt and use for successful learning. It
is the most easily available means to use with young children all the time and in any subject. It is one
method of teaching that is not costly and can be afforded by the poorest of schools since it uses what
is freely available in different learning environments. Provide your observation on how your Grade R
mentor teacher used play to assess the following aspects during indoor free play:
Describe the classroom layout (how the toys that your mentor teacher used in the fantasy area were
displayed) to promote the indicated aspects.
Description of Classroom Layout:
The fantasy area was set up with a variety of toys, including dolls, kitchen sets, and dress-up clothes,
neatly arranged on low shelves for easy access. A small table and chairs were placed in the center to
encourage group interaction. The space was inviting, with colorful posters and labels to help learners
identify different play materials.
Social:
Learners engaged in role-playing activities, taking on different roles such as parents, shopkeepers, or
teachers. They practiced turn-taking and sharing as they negotiated roles and responsibilities. The
teacher observed how learners cooperated, resolved conflicts, and interacted with their peers.
