TPF2601
Assignment number: 50
Year: 2022
,GENERAL STUDENT INFORMATION (FILL IN YOUR PERSONAL INFO)
ASSIGNMENT 50 COMPLETE ALL THE INFORMATION
Student name and surname Student number
Miss/Mrs/Mr
Postal address
E-mail
Contact details
Are you permanently employed at a school?
Are you an intern or assistant teacher a school?
Are you employed outside the education sector?
STUDENT DECLARATION
COMPLETE DECLARATION. IF YOU DON’T NOT SUBMIT THIS YOU WILL GET ZERO.
This declaration form is COMPULSORY and MUST be signed by the student for the module;
TEACHING PRACTICE (TPF2601). Complete the student declaration form on academic
honesty for ALL your written assignments.
The purpose of this declaration form is to ensure the authenticity (truth and legitimacy) of
each written assignment and that actual learning took place. You must complete and sign this
declaration form. Should this form not be signed and/or should you be found guilty of
plagiarism, it could result in the withdrawal of your assignment.
I, ……………………………………………, declare that Assignment 50 is my own work
I take note of the following examination rules:
2
, TPF2601/103/0/2022
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 have to submit the correct Assignment/Portfolio 50.
I further declare that I have not previously submitted this work, or part of it, for another
assignment.
I further declare that I have not provided any fellow student with a copy of my workbook to
use for their own assignments.
I am fully aware that all the signatures in my assignment must be original signatures and no
signatures may be cut and pasted into the documents.
This is a final examination portfolio, no resubmission is allowed, no late submissions will be
allowed.
There is no remark opportunity for final examination portfolios.
I have to submit this assignment before completing the school-based teaching practice at the
school of placement.
Any plagiarism found will be considered dishonest and disciplinary steps will be taken by the
university.
Any students found to be buying their answers for their assignments will face
disciplinary steps.
NAME AND SURNAME: ………………………………...…………
STUDENT NUMBER: ……………………………………………………
SIGNATURE: ………………………………... DATE: …………………………….
Witness:
Signature ………………………….. Date ……………..…………………….…....
Contact number ………………………………………………………………………
3
,6. MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your answers
as fully and as detailed as you can. This document sums up everything you have done in the
past two weeks of your learning from practice observations. You have worked hard and
should be credited for it. The following marking grid is used in the marking of this
portfolio/workbook (TPF2601/103/0/2022).
ACTIVITIES MARK ALLOCATIONS
Activity 1: EMERGENT MATHEMATICS 40
Activity 2: EMERGENT LITERACY 100
Activity 3: ONLINE STORYBOOK READING 32
Activity 4: ENGLISH LANGUAGE 10
Activity 5: COMMUNITY 18
TOTAL 200
4
, TPF2601/103/0/2022
ACTIVITY 1 EMERGENT MATHEMATICS [50]
1.1 In the study guide you learnt about position and direction in emergent mathematics for
the early years.
Look at the picture below and explain how the teacher uses an obstacle course to teach the
concept of position and direction.
Young learners learn new concepts by using their bodies as a starting point. By
structuring an obstacle course you can teach learners positional relationships and
different ways of moving in space. In an obstacle course there is a starting point and
an exit point. In completing the obstacle course, learners not only learn about
positioning, they also learn about movement (jump, crawl and walk) and about the
direction of movement (over, through, around and behind). Combining as many as
possible learning experiences around positioning in a fun activity, will motivate learners
to learn in an enjoyable way.
The children themselves can be the resource. You could, for example, use the
following types of instructions to guide learners to learn about positional relationships
using their own body in relationship to those of their peers (class mates):
• Jump over Jabu’s legs.
• Crawl through Jake’s legs.
• Walk around the tyres and try and catch Jody
The biggest goal of an obstacle course should be to keep students moving and active
for as much of the class period as possible. This might mean making two of the same
course set-up, to split the students into two groups, or creating a longer, circular
course so that students can keep going once they’ve cleared all the obstacles.
Obstacle courses are a particularly excellent opportunity to have students continue to
build and review motor skills they’ve been working on in class. Students may be
5
, working on balance, throwing, climbing, jumping, and more all within a single class
period.
Students who are struggling or dislike certain activities may also be more engaged
during obstacle course lesson plans because they are completing many different
tasks during the same time period. Even if climbing a rope causes frustration, they
may really enjoy jumping over hurdles and the opportunity to do both can balance out
any negative
Creating an obstacle course may require a little more preparation and set-up, but once
you’ve designed a course, it’s easy to develop and change the individual parts to fit
your students’ specific needs and abilities. Whether you set up your course indoor or
outdoors, your students are sure to enjoy the challenges you designed for them.
(10)
1.2 The children themselves can be the resource. You could use instructions to guide
learners to learn about positional relationships using their own body in relationship to
those of their peers (classmates); for example: jump over Jabu’s legs.
Write down at least FIVE (5) instructions that the teacher can use to guide the learners
during the lesson.
Positioning objects in relation to each other or in relation to the children, provides a
range of learning experiences. Setting up an activity where the learners are in
different positions and objects are placed around. For example:
• Thembi stands behind her desk.
• In front of Annie is a ball.
• The ball is to next to Jabu.
• The box is under Ntando’s desk.
• Penny has a hat on her head.
Discuss these positions with the learners and ask them questions. For example:
Where is Thembi?
(5)
1.3 As teachers, we are always looking for ways to improve our lessons and to deliver
the best for our learners. In this activity you are required to observe any online
mathematics lessons from YouTube where the teacher is teaching about 2D shapes,
and then answer the questions that follow. Refer to your module, EMA1501, CAPS
6
Assignment number: 50
Year: 2022
,GENERAL STUDENT INFORMATION (FILL IN YOUR PERSONAL INFO)
ASSIGNMENT 50 COMPLETE ALL THE INFORMATION
Student name and surname Student number
Miss/Mrs/Mr
Postal address
Contact details
Are you permanently employed at a school?
Are you an intern or assistant teacher a school?
Are you employed outside the education sector?
STUDENT DECLARATION
COMPLETE DECLARATION. IF YOU DON’T NOT SUBMIT THIS YOU WILL GET ZERO.
This declaration form is COMPULSORY and MUST be signed by the student for the module;
TEACHING PRACTICE (TPF2601). Complete the student declaration form on academic
honesty for ALL your written assignments.
The purpose of this declaration form is to ensure the authenticity (truth and legitimacy) of
each written assignment and that actual learning took place. You must complete and sign this
declaration form. Should this form not be signed and/or should you be found guilty of
plagiarism, it could result in the withdrawal of your assignment.
I, ……………………………………………, declare that Assignment 50 is my own work
I take note of the following examination rules:
2
, TPF2601/103/0/2022
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 have to submit the correct Assignment/Portfolio 50.
I further declare that I have not previously submitted this work, or part of it, for another
assignment.
I further declare that I have not provided any fellow student with a copy of my workbook to
use for their own assignments.
I am fully aware that all the signatures in my assignment must be original signatures and no
signatures may be cut and pasted into the documents.
This is a final examination portfolio, no resubmission is allowed, no late submissions will be
allowed.
There is no remark opportunity for final examination portfolios.
I have to submit this assignment before completing the school-based teaching practice at the
school of placement.
Any plagiarism found will be considered dishonest and disciplinary steps will be taken by the
university.
Any students found to be buying their answers for their assignments will face
disciplinary steps.
NAME AND SURNAME: ………………………………...…………
STUDENT NUMBER: ……………………………………………………
SIGNATURE: ………………………………... DATE: …………………………….
Witness:
Signature ………………………….. Date ……………..…………………….…....
Contact number ………………………………………………………………………
3
,6. MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your answers
as fully and as detailed as you can. This document sums up everything you have done in the
past two weeks of your learning from practice observations. You have worked hard and
should be credited for it. The following marking grid is used in the marking of this
portfolio/workbook (TPF2601/103/0/2022).
ACTIVITIES MARK ALLOCATIONS
Activity 1: EMERGENT MATHEMATICS 40
Activity 2: EMERGENT LITERACY 100
Activity 3: ONLINE STORYBOOK READING 32
Activity 4: ENGLISH LANGUAGE 10
Activity 5: COMMUNITY 18
TOTAL 200
4
, TPF2601/103/0/2022
ACTIVITY 1 EMERGENT MATHEMATICS [50]
1.1 In the study guide you learnt about position and direction in emergent mathematics for
the early years.
Look at the picture below and explain how the teacher uses an obstacle course to teach the
concept of position and direction.
Young learners learn new concepts by using their bodies as a starting point. By
structuring an obstacle course you can teach learners positional relationships and
different ways of moving in space. In an obstacle course there is a starting point and
an exit point. In completing the obstacle course, learners not only learn about
positioning, they also learn about movement (jump, crawl and walk) and about the
direction of movement (over, through, around and behind). Combining as many as
possible learning experiences around positioning in a fun activity, will motivate learners
to learn in an enjoyable way.
The children themselves can be the resource. You could, for example, use the
following types of instructions to guide learners to learn about positional relationships
using their own body in relationship to those of their peers (class mates):
• Jump over Jabu’s legs.
• Crawl through Jake’s legs.
• Walk around the tyres and try and catch Jody
The biggest goal of an obstacle course should be to keep students moving and active
for as much of the class period as possible. This might mean making two of the same
course set-up, to split the students into two groups, or creating a longer, circular
course so that students can keep going once they’ve cleared all the obstacles.
Obstacle courses are a particularly excellent opportunity to have students continue to
build and review motor skills they’ve been working on in class. Students may be
5
, working on balance, throwing, climbing, jumping, and more all within a single class
period.
Students who are struggling or dislike certain activities may also be more engaged
during obstacle course lesson plans because they are completing many different
tasks during the same time period. Even if climbing a rope causes frustration, they
may really enjoy jumping over hurdles and the opportunity to do both can balance out
any negative
Creating an obstacle course may require a little more preparation and set-up, but once
you’ve designed a course, it’s easy to develop and change the individual parts to fit
your students’ specific needs and abilities. Whether you set up your course indoor or
outdoors, your students are sure to enjoy the challenges you designed for them.
(10)
1.2 The children themselves can be the resource. You could use instructions to guide
learners to learn about positional relationships using their own body in relationship to
those of their peers (classmates); for example: jump over Jabu’s legs.
Write down at least FIVE (5) instructions that the teacher can use to guide the learners
during the lesson.
Positioning objects in relation to each other or in relation to the children, provides a
range of learning experiences. Setting up an activity where the learners are in
different positions and objects are placed around. For example:
• Thembi stands behind her desk.
• In front of Annie is a ball.
• The ball is to next to Jabu.
• The box is under Ntando’s desk.
• Penny has a hat on her head.
Discuss these positions with the learners and ask them questions. For example:
Where is Thembi?
(5)
1.3 As teachers, we are always looking for ways to improve our lessons and to deliver
the best for our learners. In this activity you are required to observe any online
mathematics lessons from YouTube where the teacher is teaching about 2D shapes,
and then answer the questions that follow. Refer to your module, EMA1501, CAPS
6
