UNISA
UNIVERSITY OF SOUTH AFRICA
TEACHING PRACTICE 1 (TPF2601)
ASSESSMENT 3: GUIDED OBSERVATION PORTFOLIO
Final Examination Portfolio Submission
Department of Early Childhood Education and Development
Academic Year: 2026
Student Name & Surname: Chanel Nienaber
Student Number: 64728193
Module Code: TPF2601
Placement Institution: Roodepoort Primary School
Province: Gauteng
UNISA - TPF2601 Assessment 3 Portfolio (2026) Page 1
, 4.1 GENERAL STUDENT INFORMATION
Postal Address: PO Box 2144, Wilgeheuwel, Roodepoort, 1736
E-mail Address (myLife):
Contact Details: +27 82 456 7890
Permanently Employed at School? No
Intern or Assistant Teacher? No
Employed Outside Education? No
Principal Name & Surname: Mr. J. K. Khumalo
HOD Name & Surname: Mrs. S. Du Plessis
Teaching Practice Period: Full 5 Weeks (25 Consecutive Days)
School Physical Address: 123 Horizon View Street, Roodepoort, 1724
School Telephone & Email: 011 760 1234 /
UNISA - TPF2601 Assessment 3 Portfolio (2026) Page 2
, SECTION A: PROFESSIONAL TEACHING STANDARDS [10 MARKS]
Activity 1: Choose any three Professional Teaching Standards you observed being implemented during
your school visit and briefly explain how one of these standards was demonstrated by a teacher. (8 marks)
During my five-week observation period, the three Professional Teaching Standards I observed being most
clearly implemented were: 1. Knowledge of the curriculum and learners,
2. Creating inclusive and safe learning environments, and
3. Commitment to ethical conduct and continuous professional development.
I will explicitly explain how my mentor teacher demonstrated the standard of Knowledge of the curriculum
and learners. During a Grade R morning ring session, the teacher demonstrated a profound understanding of
her learners' varying developmental stages and cognitive thresholds. Recognizing that five-year-olds possess
limited attention spans, she systematically scaffolded her lesson by transitioning from concrete visual aids
(large weather cards and physical tactile counters) to dynamic movement tasks. She incorporated dual-
language vocabulary instructions, alternating seamlessly between English and isiZulu, ensuring that home
language backgrounds were acknowledged. This implementation perfectly aligned with the CAPS framework
for early literacy and mathematical concepts, showing that she knew not only the technical curriculum targets
but also how to adapt them to the socioeconomic and cultural contexts of her specific learners.
Activity 2: Select any relevant professional teaching standard. Name the standard and define it briefly in
your own words. (2 marks)
Selected Standard: Creating inclusive and safe learning environments.
Definition in my own words: This standard means deliberately arranging both the physical layout and the
emotional climate of the classroom so that every child, regardless of physical disabilities, neurological
variations, or socio-economic backgrounds, feels physically secure, respected, protected from discrimination,
and fully capable of accessing learning without emotional barriers.
Explain how the observed activity supports this standard, using specific evidence from your observation.
(2 marks)
During a Grade R fine-motor table-work activity, learners were tasked with a paper-cutting and pasting activity
to develop grip strength. The teacher demonstrated this standard by explicitly arranging desks in small
heterogeneous clusters, allowing peers to assist one another naturally. For two learners who demonstrated
apparent fine-motor dyspraxia, the teacher intentionally provided specialized loop scissors that required
minimal muscular resistance, alongside enlarged pre-cut cardboard shapes. To ensure emotional safety, she
established a firm classroom rule: "There are no mistakes here, only learning discoveries." When a learner
accidentally spilled glue, instead of punitive correction, she utilized it as a shared learning point on spatial
orientation, thereby preserving the child's dignity and maintaining an atmosphere of safety and high-trust
inclusion.
UNISA - TPF2601 Assessment 3 Portfolio (2026) Page 3
UNIVERSITY OF SOUTH AFRICA
TEACHING PRACTICE 1 (TPF2601)
ASSESSMENT 3: GUIDED OBSERVATION PORTFOLIO
Final Examination Portfolio Submission
Department of Early Childhood Education and Development
Academic Year: 2026
Student Name & Surname: Chanel Nienaber
Student Number: 64728193
Module Code: TPF2601
Placement Institution: Roodepoort Primary School
Province: Gauteng
UNISA - TPF2601 Assessment 3 Portfolio (2026) Page 1
, 4.1 GENERAL STUDENT INFORMATION
Postal Address: PO Box 2144, Wilgeheuwel, Roodepoort, 1736
E-mail Address (myLife):
Contact Details: +27 82 456 7890
Permanently Employed at School? No
Intern or Assistant Teacher? No
Employed Outside Education? No
Principal Name & Surname: Mr. J. K. Khumalo
HOD Name & Surname: Mrs. S. Du Plessis
Teaching Practice Period: Full 5 Weeks (25 Consecutive Days)
School Physical Address: 123 Horizon View Street, Roodepoort, 1724
School Telephone & Email: 011 760 1234 /
UNISA - TPF2601 Assessment 3 Portfolio (2026) Page 2
, SECTION A: PROFESSIONAL TEACHING STANDARDS [10 MARKS]
Activity 1: Choose any three Professional Teaching Standards you observed being implemented during
your school visit and briefly explain how one of these standards was demonstrated by a teacher. (8 marks)
During my five-week observation period, the three Professional Teaching Standards I observed being most
clearly implemented were: 1. Knowledge of the curriculum and learners,
2. Creating inclusive and safe learning environments, and
3. Commitment to ethical conduct and continuous professional development.
I will explicitly explain how my mentor teacher demonstrated the standard of Knowledge of the curriculum
and learners. During a Grade R morning ring session, the teacher demonstrated a profound understanding of
her learners' varying developmental stages and cognitive thresholds. Recognizing that five-year-olds possess
limited attention spans, she systematically scaffolded her lesson by transitioning from concrete visual aids
(large weather cards and physical tactile counters) to dynamic movement tasks. She incorporated dual-
language vocabulary instructions, alternating seamlessly between English and isiZulu, ensuring that home
language backgrounds were acknowledged. This implementation perfectly aligned with the CAPS framework
for early literacy and mathematical concepts, showing that she knew not only the technical curriculum targets
but also how to adapt them to the socioeconomic and cultural contexts of her specific learners.
Activity 2: Select any relevant professional teaching standard. Name the standard and define it briefly in
your own words. (2 marks)
Selected Standard: Creating inclusive and safe learning environments.
Definition in my own words: This standard means deliberately arranging both the physical layout and the
emotional climate of the classroom so that every child, regardless of physical disabilities, neurological
variations, or socio-economic backgrounds, feels physically secure, respected, protected from discrimination,
and fully capable of accessing learning without emotional barriers.
Explain how the observed activity supports this standard, using specific evidence from your observation.
(2 marks)
During a Grade R fine-motor table-work activity, learners were tasked with a paper-cutting and pasting activity
to develop grip strength. The teacher demonstrated this standard by explicitly arranging desks in small
heterogeneous clusters, allowing peers to assist one another naturally. For two learners who demonstrated
apparent fine-motor dyspraxia, the teacher intentionally provided specialized loop scissors that required
minimal muscular resistance, alongside enlarged pre-cut cardboard shapes. To ensure emotional safety, she
established a firm classroom rule: "There are no mistakes here, only learning discoveries." When a learner
accidentally spilled glue, instead of punitive correction, she utilized it as a shared learning point on spatial
orientation, thereby preserving the child's dignity and maintaining an atmosphere of safety and high-trust
inclusion.
UNISA - TPF2601 Assessment 3 Portfolio (2026) Page 3
