Upload
others
View
5
Download
0
Embed Size (px)
Citation preview
WORK INTEGRATED LEARNING
REVISED PORTFOLIO OF EVIDENCE
WIL411 / 422 / 426
(COVID-19 regulations)
NAME:
STUDENT NO:
ID NUMBER:
CELL PHONE NUMBER:
E-MAIL ADDRESS:
It is vital that you give us your e-mail address, as your PoE rubric
will be sent to you by the PoE Assessor by e-mail
MODULE CODE:
SCHOOL NAME:
Name: Student Number:
ID Number: School:
WIL411 / 422 / 426
PORTFOLIO OF EVIDENCE
TABLE OF CONTENTS
Remember to give every page of your PoE a page number once the PoE is complete, and to write those page
numbers in the column to the right.
PAGE
Student Declaration
Attendance Register
School Profile
Classroom Profile
School Community Profile
Profile of Learners in the classroom
Week 1 - Weekly Plan (WIL411 / 422 / 426)
ONE Lesson Plan - Week 1
Week 2 - Weekly Plan (WIL411 / 422 / 426)
ONE Lesson Plan - Week 2
Week 3 - Weekly Plan (WIL411 / 422 / 426)
ONE Lesson Plan - Week 3
Week 4 - Weekly Plan (WIL422 / 426 only)
ONE Lesson Plan - Week 4
LAST PAGE of Assessment Rubric - Mentor Teacher
Summative Report completed by Mentor Teacher
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 Work 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 the life of the school 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.
............................................... ..................................
Signature of Student Date
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
SCHOOL STAMP
TEL NUMBER
E-MAIL ADDRESS
FAX NUMBER
PRINCIPAL’S NAME
DATE:
PRINCIPAL’S SIGNATURE
Select and use ONLY the ARRENDANCE REGISTER applicable to your own individual
module
ATTENDANCE REGISTER – WIL411
Name: School:
Student No:
ID:
WEEK 1 WEEK 2 WEEK 3
Day and Date
(fill in pls)
Signature of
Mentor
Teacher
Day and Date
(fill in pls)
Signature of
Mentor
Teacher
Day and Date
(fill in pls)
Signature of
Mentor
Teacher
Mon
Mon Mon
Tues
Tues Tues
Wed
Wed Wed
Thu
Thu Thu
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.
SCHOOL DATE STAMP
Principal’s Signature
ATTENDANCE REGISTER – WIL422 / 426
Name: School:
Student No:
ID:
WEEK 1 WEEK 2 WEEK 3 WEEK 4
Day and
Date
(fill in pls)
Signature
of Mentor
Teacher
Day and
Date
(fill in pls)
Signature
of Mentor
Teacher
Day and
Date
(fill in pls)
Signature
of Mentor
Teacher
Day and
Date
(fill in pls)
Signature
of Mentor
Teacher
Mon
Mon Mon
Mon
Tues
Tues Tues
Tues
Wed
Wed Wed
Wed
Thu
Thu Thu
Thu
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.
SCHOOL DATE STAMP
Principal’s Signature
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 Principals
Heads of Department
Subject 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
(Note that you can add pictures to
your portfolio as supporting evidence. You MUST NOT include pictures of
learners.)
Buildings
Classrooms
Ablution facilities (toilets)
Sports facilities (if any)
Playground
Suitability of playground for Grade R
Playground equipment for Grade R
Security of the school premises
Punctuality by learners (Comment on the main reason should you observe a pattern of consistent late coming.)
Punctuality by 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.)
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 kilometre radius of the school
Number of primary schools within a five kilometre radius of the school
Number of secondary schools within a five kilometre radius of the school
Main mode of public transport in the community (Choose 1 only)
Mode
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 communicable taps Yes No
Electricity in most houses Yes No
Community Hall Yes No
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)
Mode of transportation by number of learners
Walk Taxi Car School transport
Other (specify)
Condition of the classroom (Complete the detail for each aspect.) (Note that you may add pictures to add to your portfolio as supporting evidence. You MUST NOT include pictures of learners).
Desks/tables
Chairs
Floor space for corners
Floor space for group work
Floor space for teacher-directed activities
Teacher resources
Learner resources (for different corners)
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
Strategies you use to attract learners’ attention
Type of in-school support available to leaners
Type of out-of-school support available to learners in the community
Technology available in the classroom
Number of books in the classroom library
“Homework”
(Comment on whether learners take tasks home to complete.)
Daily Often Rarely Never
Add any other relevant information with supporting evidence.
PROFILE OF LEARNERS IN THE CLASSROOM
Focus Description
Number of learners by gender
Gender Female Male
Number
Learners with barriers to learning
Type of
Barrier
Auditory
(Hearing) Sight Other
No. of
Learners
Family Profile
Lives with No. of learners
Both parents
Mother only
Father only
Siblings only
Grandparent/s only
Out-of-school activities in which learners are
involved.
Activity
No. of
learners
In-school activities in which learners are
involved.
Activity
No. of
learners
Overall strengths of learners in class
(Identify what most learners are good at doing, e.g.
completing tasks on time, love story time, can respond to
questions, etc.)
Overall weaknesses of learners in class
(Identify what most learners are struggling with in class
e.g. following instructions, completing puzzles, working
independently, etc.)
SANTS
LESSON PLAN TEMPLATE
Gr R Lessons
Date
Topic
Lesson Objectives
Learning and Teaching Support Material (LTSM)
Lesson Presentation Introduction Body of the lesson (new content)
Conclusion
Learner Activities
Assessment of Learning
“Homework”
GRADE R WEEKLY PLAN
Week: _______________________________ Theme: ___________________________ Topic: ___________________
TIME 07:30 – 08:30 08:35 – 08:55 09:00 – 09:50 09:55 – 10:00 10:05 – 10:25 10:30 – 11:30 11:35 – 11:40 11:45 – 12:05 12:10 – 12:30
Date and Date Indoor Play First (Morning)
Ring Creative Arts Toilet Routine Snack Outdoor Play Toilet Routine
Second (Mid-morning) Ring
Story Ring
Fill in the date for each day
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
GRADE R ASSESSMENT RUBRIC WORK INTEGRATED LEARNING PROGRAMME
(YEAR 1, 2 and 3 OLD and REVISED PROGRAMME)
Student Name
ID No Name of School
Criteria No Adherence / Compliance
0
Inadequate
1
Partially Achieved
2
Achieved 3
Commendable 4
Mar
k A
lloca
ted
Preparation
Lesson plan
No lesson plan/s available for the day.
Lesson plan/s for the day available. Most components not included or adequately described. Structure of the lesson not aligned or coherent.
Lesson plan/s for the day available. Lesson plan is completed, though some components not adequately described. Structure of the lesson shows limited coherence.
Lesson plan/s for the day are available. All components are adequately covered. Components are aligned and mostly coherent.
Lesson plan/s for the day are available. All components are well aligned, sequenced, and coherent.
4
LTSM
No LTSM LTSM is not appropriate and not aligned to learning objectives. Limited to teacher use.
LTSM is developmentally appropriate and is aligned to learning objectives. LTSM is used mostly by the teacher, and not learners.
LTSM is developmentally appropriate and aligned to lesson objectives. LTSM available for teacher and learner use and is used by the learner to enhance learning.
LTSM is developmentally appropriate and aligned to lesson objectives. LTSM for teacher and learner use and is mostly used to enhance learning. LTSM well integrated into the lesson. LTSM is culturally appropriate and takes learner context into account.
4
Lesson objectives
Lesson objectives are not stated, nor is the purpose of lesson clear.
Lesson includes objectives that are irrelevant and not aligned to the lesson.
Lesson objectives to be achieved are clear though some are not aligned to the rest of the lesson.
Lesson objectives are clear and are aligned to rest of the lesson.
Lesson objectives are well-articulated, clear and are aligned to rest of the lesson. Clear link between the process (how the lesson unfolds) and outcome (what is being learnt) of learning.
4
Oral questions on prior knowledge
No oral questions on prior learning or previous work is posed.
Only a few questions are asked to a limited number of learners. These questions are mostly closed and do not ascertain what is known and familiar to children.
Prior knowledge and previous work are probed but limited to a few learners. Some open-ended questions are posed.
Prior knowledge and previous work are probed through open-ended questions to the majority of learners.
An activity is used as the impetus for understanding learners’ prior knowledge and understanding of previous work.
Criteria No Adherence / Compliance
0
Inadequate
1
Partially Achieved
2
Achieved 3
Commendable 4
Mar
k A
lloca
ted
Well-articulated, open-ended questions are posed to each learner in the group. Learners’ prior knowledge is integrated into the lesson.
4
Teaching method(s) are appropriate for phase, subject, and objectives.
Teaching method is:
Not developmentally appropriate.
Not aligned to the subject or topic.
Mostly instructions to learners
Not linked to the learning objectives
Limited to teacher talk only.
Teaching method:
Is developmentally appropriate
Is not aligned to the topic
Not always aligned with lesson objectives.
Is not varied and does not take different learning styles into account.
Is mostly teacher talk.
Limited group work.
Teaching method:
Is developmentally appropriate
Is aligned to the topic and learning objectives
Learner participation is encouraged.
Methods are varied but do not take account of all learning styles.
Some group work and rotational activities.
Teaching method:
Is developmentally appropriate
Is aligned to learning objectives and topic.
Active participation by learners.
Methods are varied and take account of most learning styles
Learners respond to and also pose questions.
Extensive use of group work and rotational activities.
Teaching method:
Is developmentally appropriate
Is culturally relevant and takes learner contexts into account.
Is aligned to learning objectives and topic.
Active participation by learners.
Methods are varied and take account of all learning styles
Learners respond to and also pose questions.
Extensive use of group work and rotational activities.
4
Time Management – the daily programme is followed.
Not able to pace the lesson. Most aspects of the lesson not adequately covered. Did not keep time. No learner activity. No assessment of learning
Student could not manage to complete the lesson as planned. Some of the elements of the lesson were not addressed. Activities to long or too short.
Student completed lesson mostly within the allocated time frame. Able to follow the daily programme, though with some disruption.
Student completed lesson as planned and usually within time. Able to sequence lesson accordingly to learners pace. Able to follow the daily programme with ease most of the time.
Successfully completed lesson as planned with ample time for intervention. Student is well aware of how to pace and sequence the lesson and programme fluidly and easily (enable smooth transitions).
4
Facilitation of free-play activities indoors
Not permitted in the indoor environment.
Children play with reservation. Rely on teacher intervention regularly.
Children mostly play freely and confidently in the indoor environment.
Children are encouraged to make some informed decisions. Children have varied space and resources to play with.
Children lead the activity and make informed and confident choices. Varied and purposeful play opportunities provided.
4
Criteria No Adherence / Compliance
0
Inadequate
1
Partially Achieved
2
Achieved 3
Commendable 4
Mar
k A
lloca
ted
Facilitation of free-play activities outdoors
Not permitted in the outdoor environment.
Children play with reservation. Rely on teacher intervention regularly.
Children mostly play freely and confidently in the outdoor environment.
Children are encouraged to make some informed decisions. Children have varied space and resources to play with.
Children lead the activity and make informed and confident choices. Varied and purposeful play opportunities provided.
4
Learner participation demonstrates active learning.
No learner participation. Learner participation is limited to questions and answers.
Most learners did not participate during the group activities. Though they sometimes talk amongst themselves.
Most learners participate during group activities. Learners are involved and co-construct knowledge with the teacher (interactive dialogues and discussions).
All children participate during whole class and group activities. Children interact and participate regularly. Learners and teachers co-construct knowledge together often.
4
Classwork supports achievement of objectives.
No classwork or independent activities provided for learners.
Lessons and activities are not aligned to the objectives.
Although classwork is provided for and relevant, it does not always cater for all the concepts covered during the lesson.
Relevant work is given to reinforce new knowledge and concepts dealt with during the lesson. These mostly align to the outcomes stipulated.
Relevant work is offered to reinforce new knowledge and skills. Classwork allows for enrichment and intervention.
4
Fun work enhances application of knowledge and skills.
No fun work provided
Irrelevant fun work offered, not relevant to the theme or concepts being explored or learned.
Fun work was relevant, but insufficient to adequately reinforce or stimulate learning.
Relevant and sufficient fun work provided to reinforce and stimulate learners learning and additional stimulation.
Relevant and sufficient fun work provided for enrichment/intervention. Fun work is diverse and harnesses learning.
4
Assessment (observation) throughout the programme
No observation made and no notes of learner performance recorded.
Observation limited to one/two groups of learners. Notes often not recorded or accurate.
Mostly thorough observation during classwork and group activities. Notes of observation recorded, but not always consistent.
Thorough observation during classwork and group activities. Notes are mostly thorough. Difficulties are identified and addressed.
Thorough observation during classwork and group activities. Identified problems addressed. Observation recorded consistently over time.
4
Professionalism
Criteria
Inadequate
0
Partially Achieved 1
Achieved 2
Mar
k A
lloca
ted
Students professionalism
The student generally conducts him/herself well. The student is punctual most of the time, well dressed and courteous. The
Criteria No Adherence / Compliance
0
Inadequate
1
Partially Achieved
2
Achieved 3
Commendable 4
Mar
k A
lloca
ted
The student does not conduct him/herself appropriately. Rarely punctual and not well dressed. Student has not developed a positive rapport with staff or children.
students has developed a good rapport with staff and children.
The students has shown impeccable conduct and professionalism. The students is always punctual, and well dressed. The students has developed a trusting and respectful rapport with staff and children alike.
2
General Comment
Name and Signature of Student Mark Awarded Name and signature of Mentor Teacher School Stamp AND DATE
/50
ID no
Note to assessor – please only assess what your see. If for example NO FREE PLAY ACTIVITIES are done, write N/o (not
observed) in the MARK column, and adjust the total final mark accordingly. If, for example, no FUN WORK is observed, then
the assessment will be out of a total of 46 rather than 50 (50 – 4 marks for FUN WORK NOT OBSERVED)
Note to the student – please add the LAST PAGE ONLY of this assessment rubric to your electronic PoE for submission.
SUMMATIVE REPORT: 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:
3. Extramural activities (Please confirm and briefly describe the student’s involvement in extra mural activities)
4. Teaching practice:
Award marks for the following aspects. Use the following SCALE to decide
on the mark for each section
1 = Poor 2 = Unsatisfactory 3 = Satisfactory 4 = Proficient 5 = Very good 6 = Exceptional
Mark out
of 6
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: /30
Assessment by Mentor Teacher (Assessment 1 plus Assessment 2 divided by 2): /50
TOTAL number of days absent:
Was the sick note submitted to you?
Mentor Teacher’s name and surname in block letters:
__________________________________________
Mentor Teacher’s signature: ________________________________
Principal’s signature: __________________________
Date: __________________________
YES NO
School date stamp