UNISA
UNIVERSITY OF SOUTH AFRICA
TPF2601
TEACHING PRACTICE 1
ASSESSMENT 4: OBSERVATION portfolio
FINAL EXAMINATION PORTFOLIO - COMPLETED WORKBOOK
Foundation Phase (Grade R to 3) Observation & Reflection
UNISA - TPF2601 Assessment 4 (2026) Page 1
,4.1 GENERAL STUDENT INFORMATION
Student Name and Surname: Chanel Nienaber
Student Number: 64728193
Postal Address: PO Box 2144, Wilgeheuwel, Roodepoort, 1736
E-mail Address (myLife):
Contact Details (Cell): +27 82 456 7890
Permanently employed at school? No
Intern or assistant teacher? No
Employed outside education? No
Name of Placement School: Roodepoort Primary School
School Physical Address: 123 Horizon View Street, Roodepoort, Gauteng, 1724
School Province: Gauteng
Principal Name & Surname: Mr. J. K. Khumalo
HOD Name & Surname: Mrs. S. Du Plessis
Dates of Teaching Practice: Full five weeks (25 Consecutive Days)
UNISA - TPF2601 Assessment 4 (2026) Page 2
, SECTION A: LANGUAGE [50 MARKS]
ACTIVITY 1: MORNING RING [10 MARKS]
1.1 Birthday Chart: Describe how the mentor teacher used the birthday chart during morning ring. (1
mark)
The mentor teacher gathered learners on the carpet and used the colorful floral-themed birthday chart to
track birthdays for the current month. She asked the class who had a birthday coming up, pointing to the
names written on the laminated cupcakes representing each month. For the specific learner celebrating
their birthday, the teacher had the child stand up, lead the class in counting how old they were turning
using visual tally marks on the board, and led the class in singing a celebratory song in both English and
isiZulu to make the child feel acknowledged and special.
Explain what you would change and why, based only on what you observed in the classroom. (2
marks)
What I would change: I would introduce an active graphing element where the learners add a colored
block or counter to a bar-chart template next to the birthday chart to visually represent how many
learners have birthdays in that specific month.
Why: During the observation, I noticed that several learners lost focus because the routine was purely
verbal and static for those who didn't have birthdays that month. Integrating a cross-curricular
mathematical graphing aspect would keep the entire class engaged, build foundational data handling
skills, and allow learners to actively compare which month has "more" or "fewer" birthdays through visible
concrete tracking.
1.2 Weather Chart: Explain how the teacher linked the weather chart to oral language (e.g.,
vocabulary, full sentences). (2 marks)
The teacher explicitly structured the weather routine to build vocabulary and sentence structure by
refusing single-word answers. When a learner noted it was sunny, she guided them to formulate a
complete sentence: "Today the weather is sunny, warm, and clear in Gauteng." She used specialized
weather flashcards featuring vocabulary words such as "overcast," "breezy," and "temperature" paired
with colorful illustrations. Learners were asked to describe the clouds and wind, prompting descriptive
adjectives that expanded their daily communicative lexicon.
Recommend one additional question the teacher could ask. (1 mark)
"Looking at the sky today, what kind of clothing choices are appropriate for us to wear during first break,
and why do you think so?" This question forces learners to apply critical thinking and contextual
UNISA - TPF2601 Assessment 4 (2026) Page 3
UNIVERSITY OF SOUTH AFRICA
TPF2601
TEACHING PRACTICE 1
ASSESSMENT 4: OBSERVATION portfolio
FINAL EXAMINATION PORTFOLIO - COMPLETED WORKBOOK
Foundation Phase (Grade R to 3) Observation & Reflection
UNISA - TPF2601 Assessment 4 (2026) Page 1
,4.1 GENERAL STUDENT INFORMATION
Student Name and Surname: Chanel Nienaber
Student Number: 64728193
Postal Address: PO Box 2144, Wilgeheuwel, Roodepoort, 1736
E-mail Address (myLife):
Contact Details (Cell): +27 82 456 7890
Permanently employed at school? No
Intern or assistant teacher? No
Employed outside education? No
Name of Placement School: Roodepoort Primary School
School Physical Address: 123 Horizon View Street, Roodepoort, Gauteng, 1724
School Province: Gauteng
Principal Name & Surname: Mr. J. K. Khumalo
HOD Name & Surname: Mrs. S. Du Plessis
Dates of Teaching Practice: Full five weeks (25 Consecutive Days)
UNISA - TPF2601 Assessment 4 (2026) Page 2
, SECTION A: LANGUAGE [50 MARKS]
ACTIVITY 1: MORNING RING [10 MARKS]
1.1 Birthday Chart: Describe how the mentor teacher used the birthday chart during morning ring. (1
mark)
The mentor teacher gathered learners on the carpet and used the colorful floral-themed birthday chart to
track birthdays for the current month. She asked the class who had a birthday coming up, pointing to the
names written on the laminated cupcakes representing each month. For the specific learner celebrating
their birthday, the teacher had the child stand up, lead the class in counting how old they were turning
using visual tally marks on the board, and led the class in singing a celebratory song in both English and
isiZulu to make the child feel acknowledged and special.
Explain what you would change and why, based only on what you observed in the classroom. (2
marks)
What I would change: I would introduce an active graphing element where the learners add a colored
block or counter to a bar-chart template next to the birthday chart to visually represent how many
learners have birthdays in that specific month.
Why: During the observation, I noticed that several learners lost focus because the routine was purely
verbal and static for those who didn't have birthdays that month. Integrating a cross-curricular
mathematical graphing aspect would keep the entire class engaged, build foundational data handling
skills, and allow learners to actively compare which month has "more" or "fewer" birthdays through visible
concrete tracking.
1.2 Weather Chart: Explain how the teacher linked the weather chart to oral language (e.g.,
vocabulary, full sentences). (2 marks)
The teacher explicitly structured the weather routine to build vocabulary and sentence structure by
refusing single-word answers. When a learner noted it was sunny, she guided them to formulate a
complete sentence: "Today the weather is sunny, warm, and clear in Gauteng." She used specialized
weather flashcards featuring vocabulary words such as "overcast," "breezy," and "temperature" paired
with colorful illustrations. Learners were asked to describe the clouds and wind, prompting descriptive
adjectives that expanded their daily communicative lexicon.
Recommend one additional question the teacher could ask. (1 mark)
"Looking at the sky today, what kind of clothing choices are appropriate for us to wear during first break,
and why do you think so?" This question forces learners to apply critical thinking and contextual
UNISA - TPF2601 Assessment 4 (2026) Page 3
