work integrated learning revised portfolio of evidence

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 4 - Weekly Plan (WIL422 / 426 only)


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

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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.


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 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 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 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


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


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

work integrated learning revised portfolio of evidence

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