TPS3703/101/0/2025

Tutorial Letter 101/0/2025

Teaching Practice III: For doing Teaching

methodology 1 in the FET Phase (Grade
10-12)

TPS3703
Year Module

Department of Curriculum and Instructional

Studies

This tutorial letter contains important information about your module.

BARCODE
 CONTENTS
Page
1 INTRODUCTION ............................................................................................................................. 4
2 PURPOSE AND OUTCOMES ........................................................................................................ 6
2.1 Purpose ........................................................................................................................................... 6
2.2 Outcomes ........................................................................................................................................ 8
3 CURRICULUM TRANSFORMATION ........................................................................................... 10
4 LECTURER AND CONTACT DETAILS ....................................................................................... 11
4.1 Lecturer ......................................................................................................................................... 11
4.2 Department ................................................................................................................................... 13
4.3 University ...................................................................................................................................... 13
5 RESOURCES ............................................................................................................................... 13
5.1 Prescribed books .......................................................................................................................... 13
5.2 Recommended books ................................................................................................................... 13
5.3 Electronic reserves (e-reserves) ................................................................................................... 14
5.4 Library services and resources ..................................................................................................... 14
6 STUDENT SUPPORT SERVICES ................................................................................................ 15
6.1 The Unisa First-Year Experience Programme .............................................................................. 16
6.2 Recognition of Prior Learning ........................................................................................................ 17
7 STUDY PLAN ............................................................................................................................... 18
8 PRACTICAL WORK ..................................................................................................................... 18
8.1 Introduction ................................................................................................................................... 18
8.2 Undertaking Teaching Practice ..................................................................................................... 19
8.3 School placement .......................................................................................................................... 20
9 ASSESSMENT ............................................................................................................................. 20
9.1 Assessment criteria ....................................................................................................................... 20
9.2 Assessment plan ........................................................................................................................... 21
9.3 Assessment/assignment due dates .............................................................................................. 21
9.4 Submission of assessments/assignments .................................................................................... 22
9.5 Types of assignments ................................................................................................................... 23
9.6 The assessments/assignments ..................................................................................................... 24
9.7 Other assessment methods .......................................................................................................... 25
9.8 The examination............................................................................................................................ 25
10 ACADEMIC DISHONESTY .......................................................................................................... 27
10.1 Plagiarism ..................................................................................................................................... 27
10.2 Cheating ........................................................................................................................................ 27
11 STUDENTS LIVING WITH DISABILITIES ................................................................................... 28
12 FREQUENTLY ASKED QUESTIONS .......................................................................................... 28
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13 SOURCES CONSULTED ............................................................................................................. 29

14 IN CLOSING ................................................................................................................................. 30
15 ADDENDUM: GLOSSARY........................................................................................................... 30

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1 INTRODUCTION

Dear Student

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. Our
comprehensive curricula encapsulate a range of offerings, from strictly vocational to strictly
academic certificates, diplomas and degrees. Unisa's "openness" and its distance e-learning
character result in many students who may not previously have had an opportunity, to enrol in
higher education registering at the University. Our CODeL character implies that our
programmes are carefully planned and structured to ensure success for students, ranging from
the under-prepared but with potential, to those who are sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery, ranging from
blended to fully online learning. As a default position, all postgraduate programmes are offered
fully online with no printed study materials, while undergraduate programmes are offered using
a blended mode of delivery where printed study materials are augmented with online teaching
and learning via the learner management system, myUnisa. In some instances, undergraduate
programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the University.
Unisa is committed to serving humanity and shaping futures and has a clear appreciation of our
location on the African continent. This means that Unisa's graduates have the following
distinctive graduate qualities:

• They are independent, resilient, responsible and caring citizens who can fulfil and serve
in multiple roles in their immediate and future local, national and global communities.
• They have a critical understanding of their location on the African continent and take
account of its histories, challenges and potential in relation to globally diverse contexts.
• They can critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with ever-increasing information
and data flows and competing worldviews.
• They can apply their discipline-specific knowledge competently, ethically and creatively
to solve real-life problems.
• They are aware of their own learning and developmental needs and future potential.

This module is blended, so you will have printed and online material to engage with. However,
we request that you use the virtual platform for all material so that your teaching practice is not
delayed. Whether a module is offered as blended (meaning that we use a combination of printed

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and online material to engage with you) or online (all information is available via the internet),
we use myUnisa as our virtual campus. This is an online system that is used to administer,
document and deliver educational material to you and support engagement with you. Look out
for information from your lecturer as well as other Unisa platforms to determine how to access
the virtual myUnisa module site. Information on the tools that will be available to engage with
the lecturer and fellow students to support your learning will also be communicated via various
platforms.

You are encouraged to log into the module site on myUnisa at least twice per week.

PLEASE NOTE

Register for TPS3703 with Teaching Methodology III FET Subject teaching.

(Grades 10-12)

The Teaching Practice (TP) module is integrated with the subject teaching modules.

If you have not registered for an FET subject teaching module, please do so immediately.

You should complete 25 school days of practical teaching for TPS3703 in grades 10 to
12. Holidays are not school days and you should keep them in mind when you plan your dates
for the practical teaching. This is a mandatory requirement and no exceptions can be made.
You should do 25 school days even if you are working and you do not have enough leave
days. Consider school plans (e.g., exams) when planning your TP.

This tutorial letter contains essential guidelines for your school practice period. Consult the
guidelines before and during your teaching practice period. In this tutorial letter, you will also find
the teaching practice assignments and instructions for the preparation and submission of the
assignments. It also contains general and administrative information.

We urge you to read this tutorial letter carefully and keep it at hand when working through the
study material, preparing the assignment(s) and addressing questions to your lecturers. Please
also consult it for matters regarding teaching practice at a school. You will find the tutorial letters
in .pdf format under Official Study Materials on the Moodle platform.

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1) Tutorial Letter 101 provides all the information you need regarding the prescribed study
material and other resources and how to obtain them. It includes general and administrative
information about these modules. Please study this section of the tutorial letter carefully.

2) Tutorial Letter 102 contains the teaching practice placement form, letter to the principal
and Teaching Practice Office contact details. It explains the administrative aspects of your
teaching practice, such as placements, placement letters, visits by Unisa supervisors,
contact details of the Teaching Practice Office, online placement information, and so on.
Please use this tutorial letter and the contact details in it for administrative enquiries
regarding teaching practice. Teaching practical school placement will be done online via
the myUnisa portal under Student View Function. For more information, please contact
the Teaching Practice Office using the TP contact details.

3) Tutorial Letter 103 contains the portfolio you need to complete during Teaching Practice.
This portfolio is the non-venue-based examination component of the module and it
should be completed daily. You must use the document with its templates to complete your
portfolio during your teaching practice period. All queries regarding the portfolio should be
addressed to the lecturer, as these are of an academic nature.

You can download the tutorial letters for the modules for which you are registered on the
University's online campus or myUnisa at http://myUnisa.ac.za.

You will need to use myUnisa to study and complete the prescribed learning activities. Visit the
website for TPS3703 on myUnisa frequently. The website for your module is TPS3703-25-Y.

We wish you every success with your studies!

2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is to provide you with the knowledge, skills and attitudes you need to
teach learners in Further Education and Training (FET Grades 10-12). The focus of this module is
on the practical aspect of your training as a teacher.

This module, TPS3703, is an essential part of the Initial Teacher Education (ITE) programmes. All
the ITE programmes have three components, namely educational theory, professional studies
and teaching practice, with the last mentioned being the most fascinating part of the professional

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preparation of teachers. The theory and learning areas for the teaching practice module consist of
the following:

EDUCATIONAL THEORY RELATED TO THIS MODULE

Chosen subject teaching module

PRACTICAL APPLICATION

TPS3703 – Five weeks of practical teaching experience at a school

Grades 10 to 12 (FET Phase)

The Teaching Practice module forms part of a series of learning situations for prospective teachers
in which they are systematically confronted with or can practice concrete activities of teaching and
classroom management, supervised by experienced teachers and mentors.

The purpose of this module is to provide you with the opportunity to become acquainted with
formal teaching in the practical school situation and to apply the theoretical knowledge gained
in all the modules of this programme. This module focuses on the different teaching and learning
strategies in practice.

Unisa follows a school-based initial teacher education model. According to this model, partner
schools and higher education institutions (HEIs) have a joint responsibility for the planning and
management of programmes and the training and assessment of student teachers. Schools have
the responsibility to train student teachers to teach their subjects and learning areas, to assess
learners and to manage classes. Schools should also supervise and assess student teachers'
competence. HEIs must ensure that programmes meet the requirements for academic validation,
to present programmes for accreditation and to award qualifications to successful student teachers.

According to the Minimum Requirements for Teacher Education Qualifications (2015), practical
learning is associated with the acquisition, integration and application of knowledge for teaching
purposes. This document further explains that "Work-integrated learning (WIL) takes place in the
workplace and can include aspects of learning from practice (e.g., observing and reflecting on
lessons taught by others), as well as learning in practice (e.g., preparing, teaching, and reflecting

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on lessons presented by oneself). Practical learning is an important condition for the development
of tacit knowledge, which is an essential component of learning to teach."

Against this background, we sincerely hope that you will enjoy the opportunity to become involved
with and actively participate in all aspects of school life!

2.2 Outcomes

Our learning process, through this teaching practice module, is based on purposeful and
systematic practice and learning (from supervised teaching to co-mentoring and team teaching and
finally leading to independent teaching).

The general outcomes envisaged in this Teaching Practice module are the following:

• To support you step-by-step during your teaching practice experience.

• To provide you with experience and good opportunities to become familiar with classroom
practices.
• To provide you, as a prospective teacher, with an opportunity to establish an appropriate
teacher-learner relationship.
• To provide you with an opportunity to assess your potential as a teacher and suitability for
the teaching profession.
• To provide you with an opportunity to develop personal relationships with students,
administrators, teachers, parents and learners.
• To provide you with an opportunity to put theories into practice and develop a deeper
understanding of educational principles and their implications for learning, and to assist
you in developing skills in the use of fundamental procedures, techniques and methods of
teaching.
• To assist you in developing desirable professional interests, attitudes and ideas relative to
the teaching profession.
• To provide you with an opportunity to observe and report on classroom activities, policies
and resources present in a class context.

Specific outcome 1

Demonstrate an understanding of key ideas and debates on issues related to teaching practice.

Assessment criteria

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• Discussions and evaluations of issues related to teaching practice display consideration for
historical and current perspectives.
• Discussions on issues related to teaching practice take due cognisance of the diversity that
exists in sites of practice.
• Evaluations of issues related to teaching practice take due cognisance of the diversity that
exists in sites of practice.
• Comparisons and evaluations of issues related to teaching practice consider the conventions
of academic debate including the ability to analyse published research reports and articles in
this area.

Specific outcome 2

Adapt flexibly a variety of roles and strategies in response to changing learner and learning needs
and contexts in the teaching practice placement.

Assessment criteria

Discussions and analyses of issues related to effective classroom practice are based on a sound
understanding of diverse learner, learning and teaching needs, and the level of readiness of
different stakeholders in diverse contexts of practice.

• Discussions on issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice.
• Roles assumed and positions taken with regard to effective classroom practice are justified
by appropriate reference to theory, policy, observed practice and personal experience.

Specific outcome 3

Identify and justify varied strategies for effective classroom practice in ways that are appropriate
for different purposes and contexts.

Assessment criteria

• Discussions and evaluation of effective classroom practice display a consideration for

historical and current perspectives as well as a deep understanding of context.
• Discussions of the efficacy of different strategies for engagement take due cognisance of the
diversity that exists in sites of practice and the evolving nature of policy and practice.
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• Evaluations of the efficacy of different strategies for engagement take due cognisance of the
diversity that exists in sites of practice and the evolving nature of policy and practice.
• Selections of different strategies for engagement that are justified by appropriate reference to
theory, policy, observed practice and personal experience.

Specific outcome 4

Use innovative ways to contribute to the development of effective classroom practice in ways that
are informed by contextual realities, the nature of multicultural schools and classrooms, historical
legacies, social diversity and Africanisation of the curriculum.

Assessment criteria

• Discussions and evaluation of issues related to effective classroom practice display

consideration for historical and current social perspectives and the need to engage in
collaborative meaning making.
• Discussions of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice, stakeholder preparedness and the evolving nature of
policy and practice.
• Evaluations of issues related to effective classroom practice take due cognisance of the
diversity that exists in sites of practice and the evolving nature of policy and practice.
• Selections of different strategies for positive engagement are justified by appropriate
reference to theory, including indigenous knowledge, observed practice and personal
experience.

Please make sure that you read the Educator Code of Conduct from the South African Council for
Educators (SACE). You will be expected to conduct yourself according to this code and the specific
code of conduct for teachers that your school has set out.

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter that places curriculum transformation high on the
teaching and learning agenda. Curriculum transformation includes student-centred scholarship, the
pedagogical renewal of teaching and assessment practices, the scholarship of teaching and
learning, and the infusion of African epistemologies and philosophies. All of these are being phased
in at both programme and module levels. Therefore, you will notice a marked change in the
teaching and learning strategy implemented by Unisa, together with how the content is

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conceptualised in your modules. We encourage you to embrace these changes during your studies
at Unisa responsively and within the framework of transformation.

4 LECTURER AND CONTACT DETAILS

4.1 Lecturer

Module coordinator/primary lecturer: Dr Nduduzo Brian Gcabashe

Contact details: gcababn@unisa.ac.za or 012 352 4037

All queries that are not purely administrative but are about the management of this module, should
be directed to the coordinator. Please have your study material at hand when you contact the
module coordinator.

Your Teaching Practice Module coordinator will do the following:

• Assist you in planning a way through your teaching practice module
• Support the collaborative partnership (either directly or indirectly)
• Assess your Teaching Practice Portfolio
• Act as a source of information about the content to be taught, teaching methodology and
school procedures

Teaching Practice Office

Address: Sunnyside Campus, Building 10 Room 2-30, Rissik Street, Pretoria, 0001

Name Contact E-mail

TP Coordinators
Mr M Masango 012 484 1010 masanmr@unisa.ac.za
Ms B Mbuqe 012 481 2828 mbuqeb@unisa.ac.za
Workstation/ Provincial Coordinators
Name Province Contact Skype Contact E-mail
Mr P Ramoba EC, FS & NW 012 481 2805 Teachprac1 Teachec@unisa.ac.za
Ms EN Maluleka 012 481 2885 ramobpt@unisa.ac.za
malulen@unisa.ac.za
Name Province Contact Skype Contact E-mail
Miss Z Thole KZN North 012 481 2929 Teachprac2 teachkzn@unisa.ac.za
Tholezy@unisa.ac.za
Mrs L Moathlodi 012 484 2841 Mahlulp1@unisa.ac.za
Name Province Contact Skype Contact E-mail
Mr AL Mangwato KZN South 012 481 2736 Teachprac2 teachkzn@unisa.az.a
mangwal1@unisa.ac.za
Mr MM Malefo 012 481 2759 Malefmm1@unisa.ac.za
Name Province Contact Skype Contact E-mail
Ms H Botha WC & NC 012 481 2882 Teachprac3 Teachnfw@unisa.ac.za
Bothaec1@unisa.ac.za

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 Name Province Contact Skype Contact E-mail
Mr M Makhetha GP 012 481 1048 Teachprac4 teachgp@unisa.ac.za
makhemp1@unisa.ac.za
Mr P Vilankulu 012 481 2881 vilansp@unisa.ac.za
Name Province Contact Skype Contact E-mail
Miss N Ndlovu LP & MP 012 481 2730 Teachprac teachlmn@unisa.ac.za
ndlhonp@unisa.ac.za
Mrs N Monyaku 012 481 2822 Makhunr1@unisa.ac.za
Name Region / Contact Skype Contact E-mail
Country
Mrs Moatlhodi SADC & 012 484 2841 Teachinternational teachsi@unisa.ac.za
International teachprac@unisa.ac.za
mahlulp1@unisa.ac.za

Teaching Practice has introduced Microsoft Teams contact with staff members for student support.
Therefore, you are encouraged to use this if you have Teams on your computer, laptop or mobile
device. Refer to the table above for contact details as per province or country.

Administrative support

ASPECT OF TEACHING RESPONSIBLE PERSON(S) OR CONTACT DETAILS

PRACTICE DEPARTMENT

Applications and study-info@unisa.ac.za 012 General contact details can be found in

registration queries 441 5888 43578 (SMS) the Study @ Unisa website or look on
www.unisa.ac.za under the CONTACT
US button. Please print this out and
keep it with you.
Year marks, marks assign@unisa.ac.za 012 429
capturing 2873, 012 429 3710, 012 429
3958

Problems with exam

admittance exams@unisa.ac.za 012 429
8205, 012 429 2919

Placements/school visits Teaching Practice Placement E-mail: teachprac@unisa.ac.za

office and school visit
coordinators Fax0866190505

012 481 2805, 012 481 2929

Look in Tutorial Letter 102 for more

details.

Recognition of Prior Recognition of Prior Learning Ms Moroke morokvt@unisa.ac.za or

Learning (RPL*) for Section (also known as rpl@unisa.ac.za
Teaching Practice exemptions).
012 481 2762

Queries regarding study Study material queries If you did not receive one of these tutorial
material letters, download it from myUnisa or

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contact despatch@unisa.ac.za or 012 429

6942 for a hard copy.

*RPL is the acronym for Recognition of Prior Learning. Students who completed three years
of full-time teaching may apply for RPL for the Practical Teaching modules. It entails the completion
of a comprehensive portfolio of evidence demonstrating effective teaching and it is evidence led.
Ms Moroke will supply full details and the forms and formats needed.

4.2 Department

The Department of Curriculum and Instructional Studies

College of Education
PO Box 392
UNISA
0003

4.3 University

If you need to contact the University about matters not related to the content of this module, please
contact the relevant administration departments.

Contact addresses of the various administrative departments appear on the Unisa website at
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include your student number in all correspondence with the University.

5 RESOURCES

5.1 Prescribed books

The prescribed books are prescribed for the theoretical modules linked to the Teaching Practice
module.

5.2 Recommended books

These books are useful as they contain additional information that may be utilised in your studies.
Recommended books can be requested online via the library catalogue.

• Okeke, C, Adu, EO, Mncanca, M & Ugwuanyi, C (Eds.). 2023. Managing the microteaching
process – a practical guide to teaching practice preparation. Pretoria: Van Schaik.

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 • Taole MJ (Ed.). 2020. Teaching Practice in an African Context (Unisa Custom Edition).
Pretoria: Van Schaik.
• Du Toit, ER, Louw, ER, Louw, P & Jacobs, L. (2016). Help I'm a Student Teacher! Pretoria:
Van Schaik.
• Evans, R & Biccard, P. (2019). Practical guidelines for novice teachers. Cape Town: Juta.

5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the library webpage under Find e-reserves. More information
is available at http://oasis.unisa.ac.za/search/r.

• https://oasis.unisa.ac.za/articles/2702998.28161/1.PDF
• https://eric.ed.gov/?id=EJ787770
• https://digitalcommons.humboldt.edu/cgi/viewcontent.cgi?article=1009&context=hjsr
• https://0-link-springer-com.oasis.unisa.ac.za/content/pdf/10.1186/s40594-018-0131-6
• https://pdf.sciencedirectassets.com/271765/1-s2.0-S0191491X20X00058/1-s2.0-
S0191491X20301917/main.pdf?X-Amz-Security-
Token=IQoJb3JpZ2luX2VjEM3%2F%2F%2F%2F%2F%2F%2F%2F%2F%

5.4 Library services and resources

The Unisa Library offers a range of information services and resources and has made numerous
library guides available at http://libguides.unisa.ac.za.

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance.

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library.
• For Frequently Asked Questions, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions.
• For research support and services, such as the Personal Librarian and the Information
Search Librarian's Literature Search Request (on your research topic) service,, go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support.
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training.
• For Lending Services, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Lending-services.

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• For Services for Postgraduate students, go to

https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates.
• For Support and Services for students with disabilities, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-special-
needs.
• For Library Technology Support, go to https://libguides.unisa.ac.za/techsupport.
• For information on finding and using library resources and tools, go to
http://libguides.unisa.ac.za/Research_skills.
• For an A–Z list of library databases, go to https://libguides.unisa.ac.za/az.php.

Important contact information:

• Technical problems encountered in accessing library online services: Lib-

help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Interlibrary loan service for postgraduate students: libr-ill@unisa.ac.za
• Literature Search Service: Lib-search@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and X Twitter: @UnisaLibrary

To view the library orientation video, go to Unisa Library and Information Services Video_1_1
(2).mp4.

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa at www.unisa.ac.za/brochures/studies and

it contains important information and guidelines for successful studies through Unisa.

If you need assistance concerning the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodule22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessments
and how to participate in forum activities by visiting https://dtls-
qa.unisa.ac.za/course/view.php?id=32130.

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 Registered Unisa students receive a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account.

Please claim your e-mail account immediately after registering at Unisa by following this link:
https://www.unisa.ac.za/static/myunisa/Content/Announcements/Documents/Claim-myUnisa-
myLife-Nov-2017.pdf

Note that it can take up to 24 hours for your account to be activated after you have claimed it.

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
between you and the University and it will remain your official primary e-mail address on record
at Unisa.

You remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful and this is
often true for students enrolling at Unisa for the first time. Unisa is a dedicated ODeL institution
and is very different from face-to-face/contact institutions. It is a mega university and all its
programmes are offered through either blended or fully online learning. Therefore, we offer first-
time students additional/extended support to help them navigate the Unisa teaching and learning
journey seamlessly and with little difficulty and few barriers.

Unisa's First-Year Experience (FYE) Programme has been specially designed to provide you with
prompt and helpful information about the services that the institution offers.

The following FYE services are currently available:

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To ensure that you do not miss out on important academic and support communication, please check your
myLife inbox regularly.

6.2 Recognition of Prior Learning

Now that you are a registered student, you are advised to familiarise yourself with the learning
outcomes of the module or modules you have chosen. If you have been exposed to those learning
outcomes for three years or more – either through work experience or other involvement – you can
apply to be exempted from completing assignments and writing examinations. As part of your
application for this exemption, you will be required to compile a portfolio of evidence substantiating
how your experience is equivalent to the learning outcomes. The diagram below shows the steps
involved in obtaining recognition of prior learning (RPL) for module credit. For more information on
the process, RPL fees, and the contact details of your college RPL coordinator, visit the Unisa
website: www.unisa.ac.za/rpl.

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7 STUDY PLAN

You are required to plan the times and the school for your Teaching Practice period. The required
five-week practical must take place before the end of September. Assignment 01 needs to be
submitted before the end of the first semester. Do not forget to do this assignment even if you are
going on Teaching Practice after this period.

8 PRACTICAL WORK

8.1 Introduction

In terms of The National Policy Framework for Teacher Education and Development in South Africa
(2007), student teachers should be placed in schools that have been identified as excellent places
of teaching and learning and where student teachers can complement their theoretical training with
practical experience to gain valuable experience in the day-to-day operations at a school in an
authentic teaching and learning situation.

To facilitate all the relevant procedures, student teachers should make the necessary
arrangements with the various partners, namely the Teaching Practice administrator(s), school
principal, university lecturer(s) and/or supervisor(s) and mentor/subject teacher(s). You will have

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to submit the required information to the Teaching Practice Office to make the necessary
arrangements.

The placement of student teachers in schools requires certain procedures. Information about this
will be sent to you in Tutorial Letter 102.

8.2 Undertaking Teaching Practice

Teaching Practice modules integrate all learning in the B.Ed programme. The structure of the
qualification is such that there is a gradual build-up to the ultimate aim of achieving applied
competence. Students build on their disciplinary (academic) knowledge and acquire pedagogical
(educational) knowledge and competences. They should then combine these in the professional
studies phase of the qualification (specialised didactics or methods) and then practice their
competences in the workplace during their practical teaching period. Everything in the programme
is aimed at and culminates in this final phase – the achievement of applied competence. The aim
is that students demonstrate their ability to teach (perform a set of tasks) with both understanding
(perform their roles as educators) and reflection (reflect on their practice).

Teaching Practice modules cannot be registered in isolation. They are always part of subject
didactics or learning area didactics modules. Students must register for TPS3703 simultaneously
when registering for an FET subject didactics module. The five weeks of Teaching Practice for the
FET Subject Didactics must be done in a secondary/high school (Grades 10-12) or if you are
a TVET lecturer in a TVET College (NCV L2-4).

A student teacher is expected to do the following:

• Observe mentor teachers while they teach.

• Become involved in and learn from as many teaching and educational experiences at school
as possible.
• Develop a critical and reflective attitude towards school, teaching and education.
• Start making a connection between the practice and the theoretical knowledge they have
acquired in the B.Ed course.
• Complete portfolios of teaching practice daily.
• Use the opportunity to learn as much as possible from the visit to the school and their
engagements.
• Understand that every teacher has their own ideas about the nature and scope of teaching.

19
 • Listen appreciatively and critically to the opinion of every teacher and show a positive
attitude towards teaching practice.
• Participate in the activities of the school, obey the rules and acknowledge the authority of
the principal and other office-bearers.
• Remember that they represent Unisa during the visit to the school, especially since their
good behaviour might open doors for other students.
• Adhere to the safety regulations of the school.
• Understand that the school is not responsible for the safety or loss of student teachers'
personal possessions.
• Maintain professionalism in the completion of a teaching portfolio.

To summarise:

Enrolment FET Subject didactics plus TPS3703

Period and phase/band Five weeks in FET (Gr 10-12)/ NCV L2-4
Complete portfolio including the lesson Present lessons assessed by the
plans teacher/mentor

8.3 School placement

This aspect is attended to in a separate tutorial letter. Contact teachprac@unisa.ac.za or

012 481 2805/012 481 2929 for more information. and consult Tutorial Letter 102 for more
information and the provincial coordinators' contact details.

9 ASSESSMENT

9.1 Assessment criteria

You will have to demonstrate competency in written planning and preparation of lessons as well as
in presenting lessons for the subjects specified for this module. You will be expected to implement
current policy documents for teaching into your lesson planning and preparation documents. You
will also be expected to integrate relevant education theories for the specific subjects in the
theoretical modules into your lesson plans. You will demonstrate competency in writing out lesson
aims, objectives and lesson development in the planning documents. You will be expected to draw
on relevant Learner Teacher Support Material (LTSM) to develop, communicate and present
lessons. You will demonstrate that your lesson planning is aimed at conceptual development and
active learning. You will also be expected to critically reflect on your lessons.

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 TPS3703/101/0/2025

Please see the support and feedback from your mentor teacher or supervisor as developmental
and formative. If an external supervisor does not visit you, this will not affect your marks for this
module.

9.2 Assessment plan

• To complete this module, you will be required to submit three assessments.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments, are available on the
myModules site for this module.
• To gain admission to the examination, you will be required to submit at least one formative
assignment.
• To gain admission to the examination, you need to obtain a year mark average of 50% for
the assignments.
• The formative assignment weighting for the module is 20%.
• You will receive examination information via the myModules site. Please watch out for
announcements on how examinations for the modules for which you are registered will be
conducted.
• The examination will count 80% towards the final module mark.

Assessment activity Assessment type Contribution Contribution to

to year-mark final mark

Assignment 01 Baseline MCQ (Compulsory) 50% 10%

Active student assignment

Assignment 02 Reflective (Compulsory) 50% 10%

Assignment 50 Summative (Compulsory) 80%

Examination equivalent

Total 100% 100%

9.3 Assessment/assignment due dates

• There are no assessment/assignment due dates included in this tutorial letter.

• Assessment/assignment due dates will be made available to you on the myUnisa landing
page for this module. We envisage that the due dates will be available to you upon
registration.

21
 • Please start working on your assessments as soon as you register for the module.
• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assessments/assignments.

9.4 Submission of assessments/assignments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming an online institution. All your study material, assessments and engagements with
your lecturer and fellow students will take place online. To facilitate this, we use myUnisa as
our virtual campus.

• The myUnisa virtual campus offers students access to the myModules site, where learning
material is available online and where assessments should be completed. Together,
myUnisa and myModules form an online system that is used to administer, document and
deliver educational material to students and support engagement between those students
and Unisa's academics.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
button to access the online sites for the modules that you are registered for.

• The University undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from your use of the myModules learning
management system. Please access the Announcements on your myModules site
regularly, as this is where your lecturer will share important information with you.

• When you access your myModules site for the module/s you are registered for, you will see
a welcome message posted by your lecturer. Below the welcome message, you will see the
assessment shells for the assessments that you need to complete. Some assessments may
be multiple choice, some may be tests and others may be written
assessments/assignments, while some may be forum discussions, and so on. All
assessments must be completed on the assessment shells available on the respective
module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, and so on). There will be a date recorded telling you when the assessment
will open for you. When the assessment is open, access the quiz online and complete it
within the time available to you. Quiz assessment questions are not included in this tutorial

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 TPS3703/101/0/2025

letter (Tutorial Letter 101) and are made available online only. Access and complete the quiz
online where it has been created.

• It is not advisable to use a cellphone to complete quizzes and you should use a desktop
computer, tablet or laptop for this task. Students who use cellphones find it difficult to
navigate the Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes. In addition, cellphones are more
vulnerable to dropped internet connections than other devices. If at all possible, please do
not use a cellphone for this assessment type.

• For written assessments/assignments, please note the due date by which your work must
be submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment/assignment. Click on the submission button on the relevant assessment shell
on myModules to upload your written assessment to the myModules site for the modules
that you are registered for. Before you finalise the upload, double-check that you have
selected the correct file for uploading. Remember, no marks can be allocated for incorrectly
submitted assessments/assignments.

9.5 Types of assignments

All assignments are defined as either optional, mandatory, compulsory or elective.

• Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.

• Mandatory assignments
- If not submitted, the student gets no mark for this item.

• Optional assignments
- You are encouraged, as a student, to do optional assignments to benefit your
learning.

I. Elective assignments

a. The student is given a choice of which assignments within an identified group to submit
and only the best result/s, the number of which is specified in advance, will contribute
towards the year mark.

23
 b. Elective assignments must be grouped into an elective group.

c. For the student to select which assignment to submit, the elective assignments must be
grouped together. For such an elective group, relevant information (such as how many
of the assignments must be submitted and how many of the assignment marks should
be combined into the year mark) will be supplied to you.

d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for calculating
the year mark:

• The best mark should be used.

• If the student submits fewer than the required number of assignments per group,
or no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. The best mark is
then calculated from all the qualifying items submitted.

II. Mandatory assessments/assignments

a. Mandatory assessments/assignments contribute to the year mark.

b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will forfeit the marks attached to such an
assignment when the final mark for the module is calculated.

III Optional assessments/assignments

You are encouraged, as a student, to do optional assessments/assignments to benefit your

learning.

9.6 The assessments/assignments

As indicated in section 9.2, you need to complete three assessments for this module. All
assignments must be submitted electronically via myModules. Assignments and due dates
will be made available to you on myModules for this module. We envisage that the due dates will
be available to you upon registration.

Assignment 01 is a quiz and will be available on MyModules. Click on Start the quiz and begin.

Assignment 02 is a written assignment available on MyModules. You can download it or write on

the provided Word document. You will then upload it on the system under Assignment 02.
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 TPS3703/101/0/2025

All teaching practice assignments are compulsory. Please complete them and submit them as
required.

There are no assignments included in this tutorial letter. Assignments and due dates will be
made available to you on myModules for this module. We envisage that the due dates will be
available to you upon registration.

9.7 Other assessment methods

The myModule site contains all assignments. The summative assessment is the
portfolio/assignment 50, which is included in Tutorial Letter 103.

9.8 The examination

Examination information and details on the format of the examination will be made available to you
online via the myUnisa site. Look out for information that will be shared with you by your lecturer,
as well as for communication from the University.

Admission to the examination is administered by the Examination Section and not by your lecturers.
There is no venue-based examination at the end of the year for TPS3703. However, you will
complete a non-venue-based examination during your TP. You must, therefore, adhere to specific
requirements to pass this module. Unisa follows a continuous assessment system. Therefore, you
can accumulate marks throughout the year for teaching practice. Your promotion mark comprises
the following:

Assignments [Assignments 01- 02] 20%

Examination mark [Assignment 50] 80%

Final mark 100%

PLEASE NOTE: Portfolio marks are released with other examination marks in December.

How will this work in practice?

• The year mark will be indicated on the Unisa system.

• The Examination Section will calculate your mark at the end of the year.
• The final mark is the result that will be released to you by the University.
• A final pass mark for this module is 50% and a distinction mark is 75%.

25
 • You must use Unisa's online facilities to submit your assignments electronically.No
assignments submitted via e-mail, fax or the Post Office mail service will be accepted.
• Because of the importance of assignments, we advise you to keep copies of all your
completed assignments before you submit them and retain these copies in case there
are any queries.
• Make sure that your name, address, student number, module code and number of the
assignment appear on the cover and at the top of every page of your answer.

Invigilation/proctoring

Unisa conducts all its assessments online. Given the stringent requirements imposed by
professional bodies, as well as increased solicitation of Unisa's students by third parties to
unlawfully assist them with the completion of assignments and examinations, the University is
obliged to assure the integrity of its assessments by using various proctoring tools, like Turnitin,
Moodle Proctoring, The Invigilator and IRIS. These tools authenticate the student's identity and flag
suspicious behaviour to assure the credibility of their responses during assessments. The
description below is for your benefit as you may encounter any or all of these in your registered
modules:

Turnitin is plagiarism software that facilitates checks for originality in students' submissions against
internal and external sources. Turnitin assists in identifying academic fraud and ghost-writing.
Students are expected to submit typed responses when using the Turnitin software.

The Moodle Proctoring tool is facial recognition software that authenticates students' identities
during their quiz assessments. This tool requires access to a student's mobile or laptop camera.
Students must ensure that their cameras are activated in their browser settings before starting their
assessments.

The Invigilator is a mobile application that verifies the identity of an assessment participant. The
Invigilator detects student dishonesty by proxy and ensures that the assessment participant is the
student registered for the module concerned. This invigilation tool requires students to download
the app from the Google Play Store (Android devices), the Huawei AppGallery (Huawei devices)
or the Apple App Store (Apple devices) on their camera-enabled mobile devices before their
assessment.

The IRIS Invigilation software verifies the identity of a student during the assessment and provides
for both manual and automated facial verification. It can record and review a student's assessment

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session and flags suspicious behaviour by the student for review by an academic administrator.
The IRIS software requires installation on students' webcam-enabled laptop devices.

Students who are identified and flagged for suspicious or dishonest behaviour arising from the
invigilation and proctoring reports will be referred to the disciplinary office for formal proceedings.

Please note: Students must refer to their module assessment information on their myModule sites
to determine which proctoring or invigilation tool will be used for their formative and summative
assessments.

10 ACADEMIC DISHONESTY

10.1 Plagiarism

Plagiarism is a serious academic misconduct and is treated as such by the University. We expect
academic honesty and integrity from our students.

Plagiarism entails representing the ideas, writings, works or inventions of others, including fellow
students, as your own. To avoid plagiarism, you MUST acknowledge the author or the source of
any information. If you must use the exact words from a source, you have to demarcate these using
quotation marks. You should keep accurate records of sources of information and use referencing
techniques to avoid plagiarism. Plagiarism is immoral, unethical and illegal. Copying a fellow
student's assignment is plagiarism. If you plagiarise, you will get a mark of zero.

Plagiarism is a form of theft and includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging that source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the source of the information.

For more information about plagiarism, visit https://www.unisa.ac.za/sites/myunisa/default/Study-

@-Unisa/Student-values-and-rules.

10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment or allowing another student to copy your work.

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 • Using social media (e.g., WhatsApp or Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files. (This matter is addressed in the examination
guidelines.)
• Buying completed answers from so-called "tutors" or internet sites (contract cheating).

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.

If you are a student with a disability and would like additional support, or if you need additional time
for assignments/assessments, you are invited to contact Mr Gcabashe at gcababn@unisa.ac.za
to discuss the assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

Students who are registered for Teaching Practice modules often ask the following questions:

• Could I arrange to do teaching practice myself?

Yes. Refer to Tutorial Letter 102 on how to do online placement.

• Can I do my teaching practice in a school where I am doing my internship?

It is possible. However, the Teaching Practice Office (TPO) may request that you be
placed at another school to ensure that all the requirements for teaching practice are
met.

• I will be relocating to China (or anywhere in the world outside South Africa). Can I do my
teaching practice there?
Unisa's teaching practice rules require that you complete your teaching practice in
South Africa, whether or not you are registered for your teaching qualification in
South Africa. However, this can be allowed under special circumstances. Please e-
mail the Teaching Practice Office for more information.

• Will a supervisor visit me during my teaching practice time at a school?

A supervisor will visit you during your teaching practice time if everything goes
according to plan at the TPO. Full-time teachers will also be visited. Please note that
if you do not receive a visit from a supervisor, this will not influence your final result.
You can also be supervised online using Microsoft Teams.
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• What is the procedure to be followed in case there is a change to my school placement?

You may phone the relevant numbers or send an e-mail asking permission to change
your school placement. Please refer to the table with contact details provided in this
tutorial letter and Tutorial Letter 102.

• What should I do if I want to transfer my Teaching Practice module to the following year?
Teaching Practice has to be completed in the year of registration. Students may
cancel their teaching practice modules through Student Admissions and
Registrations. In this case, a student will not receive any financial benefit from such
cancellation and will remain liable for the full fees for the cancelled module(s).

• Whom should I contact if I experience problems with the academic content (Assignment 50)
of my Teaching Practice module?
All enquiries related to the academic content of the Teaching Practice module should
be directed to the relevant lecturer.

• If I am teaching a language that is not English, should I complete my portfolio in that

language?
No, only the evidence should be in that language. The portfolio should be in English.

• Whom do I contact to find out if Unisa has received my teaching practice assignment(s)?
You must keep track of your assignments via myUnisa. You should also contact the
Assignment Section and not your lecturer or the Teaching Practice Office.

• If I did not finish my 25 days, should I submit and attach the reasons?
No, you should complete the 25 days before submission.

• Should I count weekends and holidays as part of my 25 days?

No, teaching practice is done during normal school days. If you teach during
weekends and holidays, it is for your benefit but will not count towards the required
number of TP days.

13 SOURCES CONSULTED

Department of Education. 2007. National Policy Framework for Teacher Education and
Development in South Africa. www.education.gov.za

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Government Gazette. 2015. Revised policy on the minimum requirements for Teacher Education
Qualifications. Government Gazette: 38487

14 IN CLOSING

I sincerely hope that you will enjoy this module and wish you success with your studies.

15 ADDENDUM: GLOSSARY
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
approach benadering indlela mokgwaphihlelelo
a way of doing or 'n manier waarop iets Indlela yokwenza into tsela ya go dira goba go
thinking about something gedoen word of hoe daar noma yokucabanga nagana ka selo
oor 'n saak gedink word ngento ethile
curriculum kurrikulum ikharikhulamu lenaneothuto
has its origins in the Latin het sy oorsprong in die leli yigama elisuselwe tlhago ya lereo le e tšwa
currere, which means Latyn currere, wat egameni lesiLathini elithi go lentšu la Selathini
'run' and with further 'hardloop' beteken en currere, nelisho currere, leo le hlalošago
reference to the running ook verwys na die 'ukugijima' kanti uma go 'kitima' gomme ge go
chariot tracks or a hardloop-/koetsbaan. Dit linwetshwa lingasho šupša go ya pele le ra
course. word gesien as 'n ukugijima/imigudu tsela ya (mehlala ya) go
It is seen as an intention, bedoeling, plan, voorskrif okugijinywa kuyo noma kitima/kariki goba
plan or prescription, an of idee van wat mens wil indawo yokugijima. tshepelo.
idea of what one would hê in skole moet gebeur, Ibonakala njengenhloso, E bjalo ka maikemišetšo,
like to happen in schools, maar dit word ook gesien uhlelo, noma umyalo maano goba taelo,
but it is also seen as the as die bestaande stand wokumele kwenziwe kakanyo yeo motho a
existing state of affairs in van sake in skole – dit ngaleyo ndlela ebekiwe, ratago gore e direge
schools, what does in wat in werklikheid gebeur umbono walokho umuntu dikolong, eupša e bonwa
fact happen afuna ukukubona gape bjalo ka seemo sa
kwenzeka ezikoleni, kanti ditaba dikolong, seo
futhi kubonakala gabotsebotse se
njengesimo sangempela diregago
esikhona nokwenzeka
ezikoleni
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
curriculum design kurrikulumontwerp Isakhiwo noma moakanyetšo wa
the aims, outcomes, die doelstellings, idizayini lenaneothuto
culture, context and the uitkomste, kultuur, yekharikhulamu maikemišetšo, dipoelo,
purpose for the konteks en doel van die Izinhloso, imiphumela, setšo, kamano le morero
curriculum influence the kurrikulum beïnvloed die usiko, izimo izinto tša lenaneothuto di
structure of the struktuur van die ezenzeka ngaphansi huetša popego ya
curriculum as a whole kurrikulum in sy geheel kwazo, kanye nenhloso lenaneothuto ka botlalo
yezinguquko
zekharikhulamu,
nokunomthelela
kwisakhiwo sonke
sekharikhulamu
curriculum kurrikulum-ontwikkeling ukuthuthukiswa tlhabollo ya
development 'n beplande, doelgerigte, kwekharikhulamu lenaneothuto
planned, purposeful, progressiewe en Lokhu kungachazwa tshepetšo ye e
progressive, and sistematiese proses wat njengohlelo oluhleliwe, hlamilwego,
systematic process in gevolg word om positiewe olunenhloso, ikemišeditšwego,
order to create positive verbeterings in die olunengqubekela- tšwelago pele gape e
improvements in the onderwysstelsel teweeg phambili kanye nenqubo beakantšwego gore go
educational system te bring ehleliwe, ukuze lwakhe hlolwe dikaonafatšo tša
intuthuko enhle maleba peakanyong ya
kwinqubo yemfundo thuto
curriculum-in-use kurrikulum-in-gebruik ikharikhulamu lenaneothuto la
esetshenziswayo semmušo

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 TPS3703/101/0/2025

the curriculum as die kurrikulum soos dit in ikharikhulamu lenaneothuto bjalo ka ge

applied in the classroom die klaskamer toegepas njengalokhu le šomišwa phapošing ya
and affected by word en geraak word deur isetshenziswa ekilasini borutelo le go huetšwa ke
resources and materials die hulpbronne en futhi njengalokhu dithuši, ditlakelo go
to support the learning materiaal om die ithintwa yizinsiza yizinto thekga tshepedišo ya go
process; disruption or leerproses te ondersteun; ukweseka uhlelo ithuta; tšhitišo goba
continuity; and the ontwrigting of lokufunda; tšwelelo; gammogo le
quality and morale of deurlopendheid; en die ukuphazamiseka noma boleng le boitshwaro le
teachers gehalte en moraal van die ukuqhubeka; kanti mafolofolo a barutiši
onderwysers nezingabunjalo kanye
nomoya wothisha
diverse context diverse kontekste izizinda kamano ye e fapanego
accommodating more 'n situasie waar daar vir ezehlukahlukene go amogela dikemo tša
than one cultural context meer as een kulturele ezengamela izimo ditšo tša go feta se tee
konteks voorsiening zamasiko ehlukahlukene
gemaak word
enacted curriculum uitgevoerde kurrikulum ikharikhulamu lenaneothuto leo le lego
the curriculum as it is die kurrikulum soos dit ephasisiwe tirišong
experienced or the ervaar word of die 'nie- ikharikhulamu lenaneothuto bjalo ka ge
'nonofficial, implicit amptelike, implisiete njengalokhu le lemogwa goba
curriculum' as kurrikulum' soos deur die isetshenziswa noma lenaneothuto leo le sego
implemented by an opvoeder geïmplementeer 'ikharikhulamu engekho la semmušo, le le sa
educator and reflecting en wat weerspieël wat emthethweni hlagišwego thwi, bjalo ka
what is actually taught werklik onderrig en geleer nengacacisiwe' ge le phethagatšwa ke
and learnt word njengalokhu isuke morutiši le go bontšha seo
yenziwa nguthisha kanti gabotsebotse se rutwago
isuke iveza lokho le go ithuta
okusuke kufundwa futhi
kufundiswa ngempela
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
experiental learning ervaringsleer ukufundela ukuthola go ithuta ka go
learning is based on or leer gebaseer op ervaring amava itemogela
involving experience of wat ervaring behels ukufunda okugxile go ithuta go go theilwego
kwisipiliyoni noma go goba go go akaretšago
ukufunda okufaka boitemogelo
phakathi isipiliyoni
learner-centred leerdergesentreerde ikharikhulamu egxile lenaneothuto leo le
curriculum kurrikulum kubafundi šetšago moithuti
a curriculum 'n kurrikulum gekenmerk ikharikhulamu lenaneothuto leo le
characterised by deur deelname, enokubamba iqhaza, bontšhago ka go tšea
participation, affective affektiewe onderrig en ebhekela imizwa karolo, go ruta ka go
teaching and problem probleemstelling in die nezinzwa kanye naganela baithuti le
posing in the classroom klaskamer nokufaka izikinga dipotšišo tša go hlohla
ekilasini monagano ka phapošing
ya borutelo
objectives (outcomes) doelwitte (uitkomste) umphumela dipoelo
what we want learners to wat ons wil hê leerders yilokho esifuna ukuthi seo re ratago baithuti go
demonstrate at the end moet kan demonstreer abafundi babonise se bontšha mafelelong a
of a significant learning aan die einde van 'n ukuthi bayakwazi maitemogelo a bohlokwa
experience wesentlike leerervaring ukukwenza ngemuva a go ithuta
kwesipiliyoni sokufunda
esibalulekile
pragmatic approach pragmatiese benadering inqubo yokwenza mokgwaphihlelelo wa
a philosophy of 'doing 'n filosofie van om 'te ebambekayo kgonthe
what works best' doen wat die beste werk' ifilisofi "yokwenza Filosofi ya "go dira seo se
ngokulandela lokho šomago bokaonekaone"
okusebenza kahle
nakangcono kakhulu"
syllabus leerplan isilabhasi thalathalo ya thuto ye e
has a Greek origin and Griekse oorsprong en yigama elisuselwe itšeng
means 'a concise beteken 'na bondige olimini IwesiGriki kanti thalathalo ya thuto ye e
statement' or 'table of stelling 'of 'n table van die lisho 'isitatimende itšeng e na le tlhago ya

31
 the topics of a discourse' diskoersonderwerpe' of esifushane' noma Segerika gomme e
or the 'list of contents of die 'lys van inhoud van 'n 'ithebula lezihloko hlaloša gore ke
a subject' vak' zokuduna' noma 'uhla 'setatamente se
lwalokho okuqukethwe sekopana' goba 'tlhopho
yisifundo' ya dihlogo tša kgang ye e
ngwadilwego ka sehlogo
se se itšeng' goba
lenaneo la diteng tša
thuto'

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

africanisation afrikanisering Indlela yobu-Afrika afrikafatšo
it is the process of die proses waardeur Lena yinqubo ke tshepetšo ya go
defining or interpreting Afrika-identiteit en - nenkambiso yokuchaza hlaloša goba go hlatholla
African identity and kultuur gedefinieer of noma ukuqondisisa izinto boitšhupo le setšo sa
culture – a learning geïnterpreteer word – 'n ngendlela nosiko lobu- Afrika – tshepetšo ya go
process and a way of life leerproses en 'n leefwyse Afrika – le yinqubo ithuta le mokgwa wa
for Africans vir Afrikane yokufunda kanye bophelo wa Maafrika
nokuphila kwama-Afrika
conscientisation gewentensbewustheid ukuqwashiwa/ukuvusa/ kgodišo ya temogo
developing an die kweek van 'n ukwazisa tšweletšo ya temošo ya
awareness of social and bewustheid van sosiale ukusungula ukwazi ditaba tša setšhaba le
political issues that has en politieke kwessies wat nokuqwasha ngezindaba dipolotiki tšeo di nago le
the power to transform die vermoë het om die ezithinta ezenhlalo maatla a go
reality werklikheid te ontvorm nezepolitiki fetola/mpshafatša kemo
nezinamandla go ya ka mo e lego ka
okushintsha isimo gona
esikhona
context konteks isimo kamano
the circumstances, die omstandighede, Izimo, umlando, isizinda- mabaka, bokamorago,
background, omgewing, raamwerk of ndawo, uhlaka, isizinda tikologo, sebopego sa
environment, framework, situasie waarbinne 'n noma isimo motheo, lefelo, goba
setting, or situation gebeurtenis of voorval esikhungethe isehlakalo maemo a tiragalo goba
surrounding an event or plaasvind, of die noma okwenzekayo tlhago
occurrence agtergrond waarteen dit
plaasvind
cognitive development kognitiewe ukuthuthuka kgolo ya bokgoni bja
is the construction of ontwikkeling ngomqondo go nagana le go
thought processes, die konstruksie van Lesi yisimo lapho kwešiša
including remembering, denkprosesse, kwakheka khona inqubo ke peakanyo ya
problem solving, and insluitende die proses yomqondo nokucabanga, ditshepetšo tša
decision-making, from van onthou, okubandakanya mogopolo, go akaretša
childhood through probleemoplossing en ukukhumbula, tharollo ya bothata le go
adolescence to besluitneming, vanaf die ukusombulula izinkinga tšea diphetho, go tloga
adulthood kinderjare en kanye nokuthatha bjaneng go feta boswa
adolessensie tot izinqumo, ukusukela go ya bogolong
volwassenheid esigabeni sobungane
ukufikela esigabeni
sobujongosi kuze kufike
esigabeni sokuba
umuntu omdala
decolonisation dekolonisering ukuqeda inqubo phetšišo ya koloni
is the undoing of die proses waardeur nenkambiso ke go dira gore naga ye
colonialism, where a kolonialisme (waar 'n yobukoloni e nago le maatla e se sa
nation establishes and nasie sy heerskappy oor Lokhu kuchaza ukuqeda laola yeo e se nago le
maintains its domination afhanklike gebiede vestig inqubo yobukoloni maatla, fao naga e
over dependent en handhaaf) ongedaan yokubuswa kwezwe hlomago le go tšwetša
territories gemaak word ngabaphangi bakwelinye pele pušo ya yona go
izwe, lapho isizwe dinagaselete tšeo e di
sisungula inqubo laolago
yokubhozomela elinye
izwe nemihlaba yezinye
izizwe ezaphangwa
32
 TPS3703/101/0/2025

ngababusi bakwelinye
izwe

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

indigenous knowledge inheemse inqubo yolwazi tsebo le bokgoni tše
system (IKS) kennisselsels (IKS) lomdabu (IKS) tšweleditšwego ke
informal traditional informele tradisionele ulwazi olungabhaliwe setšhaba
knowledge that is kennis wat phansi ezincwadini tsebo ye e sego ya
culturally specific and kultuurspesifiek is en kanti ulwazi semmušo ya dilo tša
has been passed down van geslag tot geslag lwasemandulo kgale ye e lego ya setšo
from one generation to oorgedra is noluqondene ngqo se itšeng gomme e
the next nosiko kanti fetišitšwe go tloga
lwedluliselwe lusuka molokong o tee go ya go
esizukulwaneni esithile wo o latelago
lwaya kwesinye
isizukulwane
ngokomlando
ongabhaliwe
socio-constructionist sosio- uhlelo olugxile tlhagišo ya tebelelo go
perspective konstruktivistiese emqondweni wabantu ya ka modumedi wa
development is perspektief Intuthuko encike gore tlholego ya tsebo
dependent on social die perspektief dat ekuxhumananeni e huetšwa ke
interaction, and that ontwikkeling van sosiale kwabantu, nokuthi tsenelelano le batho ba
social learning actually interaksie afhanklik is en ukufunda kwabanye bangwe e ya ka
leads to cognitive dat sosiale leer in abantu kuholela tsenelelano le setšhaba,
development werklikheid tot ekuthuthukeni le gore go ithuta go tšwa
kognitiewe ontwikkeling ngokomqondo setšhabeng
aanleiding gee gabotsebotse go iša go
kgodišo ya bokgoni bja
go nagana le go kwešiša
zone of proximal sone van proksimale indawo yokusondelana sekgala sa gare seo se
development ontwikkeling nentuthuko tsebja le seo se ka
difference between the die verskil tussen die umehluko okhona fihlelelwago
learner's actual leerder se werklike phakathi kwezinga phapano gare ga boemo
lokuthuthuka bja mannete bja tšwelo

33
 developmental level and ontwikkeling en hulle kwangempela komfundi pele ya moithuti le
their potential level potensiële vlak kanye nezinga umfundi boemo bja bokgoni bja
akwazi ukuthi afinyelele gagwe
kulo ngokwekhono lakhe

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

barriers to learning leerstruikelblokke of – imigoqwane evimba mapheko a go ithuta
versperrings ukufunda mathata ao a thibelago
moeilikhede wat toegang ubunzima obukhona phihlelelo ya go ithuta le
tot leer en ontwikkeling obuvimbela ukuthi kube tšwelo pele, a
blokkeer wat in die nokufunda kanye hwetšwago peakanyong
onderwysstelsel, skool of nentuthuko, kuyenzeka ya thuto, sekolong goba
die leerder gesetel is uthole ukuthi isohlelweni go moithuti
lwemfundo
olusetshenziswayo,
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
esikolweni noma
diverse learners diverse leerders abafundi abehlukene baithuti ba dinyakwa
kumfundi uqobo
learners with different leerders met verskillende abafundi abanezindlela tše fapanego
language usage, taalgebruik, leerstyle, ezahlukene baithuti ba tšhomišo ya
learning styles, types of soorte intel, zokusebenzisa ulimi, polelo, mokgwa wa go
intelligence, levels of ontwikkelingsvlakke en izitayela zokufunda, ithuta, mehuta ya
development and ekonomiese, sosiale en izinhlobo bohlale, boemo bja
economic, social and kulturele agtergronde zokuhlakanipha, tšwelo pele, metheo ya
cultural backgrounds amazinga okuthuthuka, ikonomi, ditšhaba le
imilando yezomnotho, ditšo tše fapanego
yenhlalo kanye
neyazamasiko
inclusive education in inklusiewe onderwys imfundo efaka wonke thuto ye e akaretšago
South Africa in Suid-Afrika umuntu eNingisimu tšohle ka Afrika Borwa
the practice and process die praktyk en proses Afrika tlwaelo le tshepedišo ya
of creating supportive om ondersteunende isenzo kanye nohlelo go hlola
classrooms and schools klaskamers en skole te lokwakha amakilasi diphapoši ya borutelo le
that involve and meet skep om die asekelanayo kanye dikolo tše di thekgago
the diverse needs of all uiteenlopende behoeftes nezikole ezifaka tšeo di akaretšago le go
learners van alle leerders te zihlangabezane fihlelela dinyakwa tše di
betrek en te bevredig nezidingo ezahlukene fapanego tša baithuti ka
zabo bonke abafundi moka
Language of Learning Taal van Onderrig en Ulimi lokufunda Leleme la Go Ithuta le
and Teaching (LoLT) Leer (TvL) nokufundisa (LoLT) go Ruta
the language used for die taal wat in die ulimi olusetshenziselwa leleme leo le šomišwago
teaching and learning in klaskamer vir onderrig ukufunda nokufundisa go ruta le go ithuta ka
the classroom en leer gebruik word ekilasini phapošing ya borutelo
learning impairment leergebrek izihibe kwezokufunda tšhitišo ya go ithuta
refers to a number of verwys na 'n aantal Lokhu kuchaza inani e šupa bothata bjo bo
disorders which may versteurings wat die lezihibe šitišago mošomo wa
affect the acquisition, verwerwing, ezingaphazamisa uhlelo tlwaelo wo o ka amago
organisation, retention, organisering, behoud, lokutholakala phihlelelo, peakanyo,
understanding or use of begrip of gebruik van kwemfundo, ukuhleleka, tshwaro, kwešišo goba
verbal or nonverbal verbale of nie-verbale ukugcineka kwemfundo, tirišo ya tshedimošo ye
information inligting kan beïnvloed ukuqondisisa noma bolelwago ka molomo
ikhono lokusetshenziswa goba ye e sego ya
kolwazi olukhulunywayo molomo
noma olungakhulunyiwe
learning mediator leertussenganger umlamuleli wokufunda mmoelanyi go tša
a mediator is somebody 'n tussenganger is umlamuleli umuntu thuto
who facilitates a iemand wat 'n dialoog ohlela izingxoxo, lokho mmoelanyi ke motho yo
dialogue, which makes it fasiliteer, wat dit okwenza kube lula a kgontšhago
possible for an idea or moontlik maak dat 'n ukuthi imibono noma poledišano, ye e dirago
feeling to be idee of gevoel imizwa ixoxeke lula gore kgopolo goba
communicated gekommunikeer word maikutlo a fetišitšwe go
batho ba bangwe
learning programme leerprogram uhlelo lokufunda lenaneo la go ithuta

34
 TPS3703/101/0/2025

a phase-long process for 'n faselange proses van uhlelo olude ngesigaba thepedišo ya sebaka se
planning, managing and beplanning, bestuur en esithile itšego sa go logo
organising classroom organisering van nokungelokuhlela, maano, go laola le go
practice klaskamerpraktyk ukuphatha kanye beakanya mošomo wa
nokuhlelisisa ukufunda phapošing ya borutelo
ekilasini
difficulties blocking
access to learning and
development, located
either in the education
system, the school or the
learner
CAPS KABV (CAPS) I-CAPS CAPS
Curriculum and Kurrikulum- en isifinyezo esisho ukuthi: setatemente sa
Assessment Policy assesseringsbeleidsverkl Isitatimende Molaotshepetšo wa
Statement. aring. Dit stipuleer die Esiyinqubomgomo Lenaneothuto le Tekolo.
It stipulates the aim, doelstelling, omvang, Yekharikhulamu E šupa maikemišetšo,
scope, content and inhoud en Nokuhlola. morero, diteng le kelo
assessment for each assesseringsproses ten Lesi sitatimende sichaza tša thuto ye nngwe le ye
subject listed in the NCS opsigte van elke vak wat inhloso, ubukhulu nngwe ye e lego
Grades R–12 in die NKV Graad R–12 nokunaba, okuqukethwe/ lenaneong la NCS
gelys is indikimba kanye nohlelo Dikreiting tša R–12
lokuhlolwa kwesinye
nesinye isifundo
esichazwe kwi-NCS
ukusukela kumabanga-R
– 12

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

outcomes-based uitkomsgebaseerde Uhlelo lwemfundo thuto ye e theilwego go

education (OBE) onderwys (UGO) olugxile kwimiphumela dipoelo (OBE)
is an approach to 'n benadering tot (OBE) ke mokgwa wa go ruta
teaching and impacts on onderwys en impakte op Le yindlela yokufundisa wo o huetšago maano a
teaching strategies that onderwysstrategieë wat ethinta amasu go ruta ao a šupago
refer to the preferred verwys na die okufundisa, le ndlela tsela ye e šomišwago go
methodology used to voorkeurmetodologie ichaza indlela engcono hlagiša le go
unpack and implement wat gebruik word om die yokufundisa phethagatša
the curriculum – it is not kurrikulum uit te lê en te esetshenziswa ukuchaza lenaneothuto – ga se
a curriculum implementeer – dit is nie nokusebenzisa lenaneothuto
'n kurrikulum nie ikharikhulamu – akuyona
ikharikhulamu
qualification kwalifikasie Isitifiketi semfundo/ boithutelo
is the formal recognition die formele erkenning en ikhwalifikheshini ke temogo ya semmušo
and certification of sertifisering van Lesi yisibonakaliso le tiišo ya go fihlelela
learning achievement leerprestasie wat deur 'n esisemthethweni futhi bokgoni bjo bo filwego
awarded by an geakkrediteerde yisitifiketi esikhombisa ke institušene ye e
accredited institution instelling toegeken word ukuphumelela dumeletšwego
emfundweni, kanti lesi
sitifiketi sikhishwa yiziko
lemfundo elinegunya
lokufundisa
nelisemthethweni
special needs spesialebehoefte- imfundo eqondene thuto ya dihlokwa tše
education onderwys nezidingo ezithile itšego
the special educational die spesiale ezikhethekile dipeakanyo tša thuto tše
arrangements which are onderwysreëlings wat vir Lezi yizinhlelo zezidingo di itšeng tše di lego gona
in place for children with kinders met zabafundi ezithile tša bana bao ba
disabilities gestremdhede geld ezikhethekile, lezi golofetšego
zinhlelo zinikezwa
abafundi

35
 abanokukhubazeka
okuthile

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

transformation in transformasie in uguquko kwezemfundo phetogo thutong
education onderwys ukusebenzisa izindlela go šomiša mekgwa ye e
using different teaching die gebruik van zokufundisa ezahlukene fapanego ya go ruta go
practices to foster critical verskillende ukukhuthaza izakhamizi hlohleletša badudi bao
citizens by implementing onderrigstrategieë om ukuthi zilingane, ba kgonago go swaya
equity and redress, non- kritiese burgers te kulungiswe diphošo ka go
discrimination, access, bevorder deur gelykheid okwakungalungile phethagatša tekatekano
justice and democracy in en regstelling, nie- phambilini, le ditokišo, go se tlhaole,
schools diskriminasie, toegang, kungacwaswanwa, phihlelelo, toka le
geregtigheid en wonke umuntu afinyelele temokerasi dikolong
demokrasie in skole te kwimfundo, kube
implementeer nobulungiswa
kanye nentando yeningi
ezikoleni
work-integrated werkgeïntegreerde leer ukufunda okuxubene go ithuta go go
learning staan ook bekend as nokusebenza kuphinde tsenelelanago le
also known as field veldervaring; studente kwaziwe ngokuthi mošomo gape e tsebja
experience; students raak betrokke by isipiliyoni sasemsebenzi; bjalo ka maitemogelo
engage in activities that aktiwiteite wat spesiaal lapha abafundi benza lefapheng le itšeng;
are specifically created geskep is om hul begrip imisebenzi eyakhiwe baithuti ba swarana le
to deepen their van die bepaalde ngokuqondile ukuze ditiro tšeo gabotsebotse
understanding of the studieveld te verdiep yelule ukuqonda kwabo di hlolešwego go tiiša
field of study kwalowo mkhakha kwešišo ya bona ya
abawenzayo noma lekala la go ithuta
abawufundelayo

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

active learning aktiewe leer uhlelo lokufunda go ithuta ka go dira
knowledge must be kennis moet deur middel ngokubamba iqhaza tsebo e swanetše go
discovered and van die leerder se lapha ulwazi kufanele utollwa le go beakanywa
constructed through the aktiwiteite ontdek en lutholakale futhi ka mokgwa wa ditiro tša
learner's activities gekonstrueer word lwakheke ngendlela baithuti
ngemisebenzi yomfundi
yokubamba kwimfundo
analyse ontleed ukuhlaziya sekaseka
break information down verdeel inligting in lokhu kuchaza go hlahlamolla
into its parts and think verskeie dele en dink oor ukwehlukanisa ulwazi tshedimošo ka
about how the parts die verwantskap wat die ngezingxenye ebese dikarolwana gomme o
relate to its overall dele met die algehele ucabanga amasu nagane ka moo
structure struktuur het okuhlobanisa lezo dikarolwana di
zingxenye ukuthi zakhe nyalelanago le sebopego
isakhiwo solwazi sa yona ka botlalo
olulodwa oluphelele

36
 TPS3703/101/0/2025

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

apply toepas ukusebenzisa diriša

use a learned gebruik 'n imfundo go diriša tshepetšo yeo e
procedure in either a aangeleerde ukusebenzisa ingqubo ithutilwego kemong ye e
familiar or a new prosedure in óf 'n oyifundile esimeni tlwaetšwego goba ye mpsha
situation bekende óf 'n nuwe osejwayele noma
situasie esimeni esisha
Bloom's taxonomy Bloom se uhlelo lukaBloom peakanyo go ya ka magoro ya
a taxonomy for the taksonomie lokuhlela izinto Bloom
cognitive domain, 'n taksonomie vir die uhlelo lokwenyukela peakanyo go ya ka magoro ya
making teachers kognitiewe domein esizindeni legoro la tsebo le bokgoni bja
aware to also work on wat onderwysers sokuhlakanipha kgodišo ya mabokgoni a go
higher cognitive levels daarvan bewus maak esiphezulu, nokwenza šomiša tlhaloganyo, go dira gore
(e.g. synthesising and dat hulle ook op hoër ukuthi othisha bazi barutiši ba lemoge gore gape ba
evaluating), and not kognitiewe vlakke ukuthi kufanele lebelele boemo bja tsebo le
always only focus on moet werk (bv. balenyuse izinga kgodiša ya bohlale (mohlala go
lower cognitive levels sintetiserend en lokufundisa ngezinye tliša mmogo le go lekanyetša), le
(e.g. recalling of evaluerend), en om izikhathi libe phezulu gore ka mehla go se šetšwe fela
information) nie net altyd op die emazingeni boemo bja fase bja tsebo le
laer kognitiewe vlakke okuhlakanipha (isib. bohlale (mohl go gopola
te fokus nie (bv. bakwazi ukugaya tshedimošo)
herroep van inligting) kanye nokubuyekeza
into abayifundisayo),
hhayi nje ukuthi
othisha behlale bazi
ukuthi kufanele
abantwana
ababafundisayo
babafunze ulwazi
ngoba basemazingeni
aphansi okucabanga
(isib. akufuneki ukuthi
othisha kuhlale kuba
yibona abaveza
ulwazi – mabayekele
abafundi
kebazicabangele
ngokwabo)

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

blended learning vermengde leer uhlelo lwemfundo thuto ka go tswakanya
a formal education 'n formele oluxubiwe/oluhla- lenaneo la thuto ya
program in which a student onderwysprogram wat nganisiwe semmušo leo go lona
learns at least in part behels dat studente uhlelo lwemfundo baithuti ba ithutago
through delivery of content minstens gedeeltelik ehlelekile, lapho bonnyane ka tlhagišo ya
and instruction via digital deur die aanbieding van umfundi afunda diteng le thuto ka
and online media with inhoud en onderrig met okungenani mokgwa wa titšithale le
some element of student behulp van digitale en ngokwethulwa inthanete ka taolo ye e
control over time, place, aanlyn media leer, met kwengqikithi yesifundo lego ya baithuti go
path, or pace 'n element van kanye nokuthunyelwa nako, lefelo, tselatatelo,
studentebeheer oor tyd, kolwazi goba lebelo
plek, roete of pas ngobuchwepheshe
bekhomphyutha
nangezindlela ze-
inthanethi kanti
nokubheka inqubo
yomfundi ukulawula
isikhathi, indawo
yomsebenzi, umgudu
wemfundo noma
37
 ijubane/isivinini
elisetshenziswayo
ekwenzeni okuthile
cognitively guided kognitiewe-begeleide umyalelo ogxile go ruta ka go šetša
instruction onderrig ekwakheni ingqondo mokgwa wa go
theory on the importance of teorie oor die le yithiyori eveza nagana tharollong ya
language and listening in belangrikheid van taal ukubaluleka kolimi bothata
teaching as a social en luister in onderrig as kanye nokulalela teori ka ga bohlokwa bja
construct 'n sosiale konstruk ekufundiseni, polelo le go theeletša
njengendlela yokwakha ge go rutwa bjalo ka
umuntu kgopolo yeo e
hlamilwego ke setšhaba
cohesion kohesie ukunamathelana tshwaragano
the act or state of cohering, die handeling of lesi yisenzo noma isimo tiro goba boemo bja go
uniting, or sticking together toestand van sokuhambisana, swaragana, go ba
saamkleef, verenig of ukubumbanisa noma seboka, goba go ba
bymekaar bly ukuhlanganisa selo setee
ndawonye ulwazi
collaboration medewerking/ ukusebenzisana tirišano
to work jointly with others samewerking ukusebenzisana go šoma le batho ba
or together especially in an om met ander saam te ndawonye kanye bangwe goba mmogo
intellectual endeavor werk, veral in 'n nabanye ikakhulukazi gagolo morerong wo o
intellektuele kwimizamo yokwakha sepelelanago le bokgoni
onderneming ukuhlakanipha bja go nagana le go
ngokwengqondo kwešiša dilo
conceptual knowledge konseptuele kennis ulwazi lokwakha kwešišo ya mekgwa
in education, this is often in die onderwys word dit umqondo ya ditshepedišo le
generalised as a group of dikwels as 'n groep Kwezemfundo, dikgopolo
specific strategies and spesifieke strategieë en lokhu kuvamise ka go thuto, se gantši
skills vaardighede saamgevat ukuthathwa se akaretšwa bjalo ka
njengeqembu lamasu sehlopha sa maano le
kanye namakhono mabokgoni tše di itšeng
athile
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
cooperative learning medewerkende leer uhlelo lokufunda go ithuta le le
is an educational approach 'n opvoedkundige ngokubambisana sehlopha
which aims to organise benadering wat daarop lolu wuhlelo lwemfundo ke mokgwa wa thuto wo
classroom activities into gemik is om oluqonde ukuhlela o ikemišeditšego go
academic and social klaskameraktiwiteite in imisebenzi beakanya mešongwana
learning experiences akademiese en sosiale yasegumbini/yase- ya ka phapošing ya
leerervarings te kilasini lokufunda lapho borutelo ka
organiseer abafundi bafunda khona maitemogelo a go ithuta
izifundo nokwengqondo lefelong la thuto le go
kanye nokuphilisana ithuta setšhabeng
njengabantu
create (synthesise) skep (sintetiseer) ukwakha (ukuhlela hlola (go bopa ka go
accomplish creative tasks; voer skeppende take nokuhlanganisa kopanya dilo)
generate, plan and uit; genereer, beplan en imiqondo) go kgona mešongwana
produce produseer ukwakha imisebenzi ya boitšhimolloši;
ekhombisa ubuciko; hlagiša, beakanya le go
eyakhayo, ehlelayo futhi tšweletša
nokukhiqiza
discovery learning ontdekkingsleer uhlelo lokuzifundela go ithuta ka go
discovering for oneself om self te ontdek (leer nokuzivumbulule-la nyakišiša
(learning by doing) deur te doen) ulwazi go nyakišiša ka bowena
lapha umfundi ( go ithuta ka go dira)
uyazitholela ulwazi yena
ngokwakhe (ukufunda
ngokwenza)
discussion bespreking ukufunda therišano
exchange knowledge and die uitruil van kennis en ngokubamba go fana tsebo le go
understanding begrip izingxoxo kwešišana
Ukuphakelana ngolwazi
kanye nokuqondisisana
38
 TPS3703/101/0/2025

e-learning e-leer uhlelo lokufunda nge- thuto ya inthaneteng

electronic learning; using elektroniese leer; die inthanethi dithuto tša go hwetšwa
devices such as a gebruik van toestelle lokhu ukufunda inthaneteng, go
computer/ smartphone, i- soos rekenaars, ngobuchwepheshe be- šomišwa ditlakelo tše
pad, to deliver part, or all of slimfone of tablette om inthanethi, bjalo ka khomphutha/
a learning course 'n gedeelte van of 'n njengokusebenzisa sellathekeng se bohlale,
hele leerprogram aan te ikhomphyutha/i- i-pad, go hwetša karolo
bied smatifoni, ii-pad ukuze goba ka moka dithuto
umfundi athumele tše di ithutwago
ingxenye yolwazi noma
sonke isifundo
esifundwayo
evaluate evalueer ukuhlola khumano ya mohola
includes checking, behels om na te gaan, ngokulinganisa ulwazi e akaretša go lekola, go
critiquing and giving te beoordeel en lokhu kubandakanya swaya diphošo le go fa
opinions menings te gee ukubukisisa, ukugxeka dikgopolo tša gago
kanye nokunikeza
imiqondo ehlukene

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

exemplary lesson voorbeeld- izinto ditlakelo tša thuto ye e
materials lessteunmateriaal ezisetshenziswayo lego mohlala
are learning support leerondersteunings- zezifundo zesibonelo ke ditlakelo tša go thuša
materials that provide materiaal wat voorstelle lezi yizinto go ithuta tšeo di fago
suggestions for bied oor hoe om 'n ezisetshenziswayo dikeletšo go hlabolla
developing a leaming leerprogram wat ukusukela ukufunda lenaneo la thuto leo le
programme which is leerdergesentreerd en ezinikeza imiqondo nepišitšwego go moithuti
learner-centered and aktiwiteitsgebaseerd is, yeziphakamiso le go thewa go mahlahla
activity-based te ontwikkel zokufunda ukwakha a moithuti
uhlelo lokufunda
ngendlela egxile
kubafundi kanye
nemisebenzini
eyenziwayo
flipped classrooms omkeer-klaskamers inqubo yemfundo diphapoši ya borutelo
the ability to view videos video's en ander eguqu-guqukayo tšeo di fetotšwego
and other advanced gevorderde leerinhoud leli yikhono lokubukela bokgoni bja go boga
learning content kan onafhanklik buite die amavidiyo kanye divedio le diteng tše
independently outside klaskamer besigtig word nezinye izinhlelo dingwe tša thuto tšeo di
the classroom zokufundisa ingqikithi tšweleditšwego pele ka
yezifundo ngokuziqalela noši o le ka ntle ga
ezitholakala ngaphandle phapoši ya borutelo
kwegumbi lokufunda
formative assessment formatiewe ukuhlola tekolo ka mekgwa ye e
a continuous process, assessering okuqhubekayo fapanego
one in which information 'n deurlopende proses lolu wuhlelo lokuhlola tshepetšo ye e
about learning is evoked waartydens inligting oor oluqhubekela phambili, tšwelelago, yeo ka yona
and then used to modify leer opgeroep en dan lapho ulwazi tshedimošo ka go ithuta
teaching and learning gebruik word om olufundwayo luvuselelwa e tšweletšwago gomme
activities onderrig- en ngenhloso yokuguqula ya dirišwa go fetola
leeraktiwiteite te wysig uhlelo lwemisebenzi mekgwa ya go ruta le go
yokufundisa nokufunda ithuta
intelligence intelligensie ubuhlakani bohlale
the ability to understand, die vermoë om te ikhono lokukwazi bokgoni bja go kwešiša,
learn and think logically verstaan, te leer en ukuqonda, ukufunda go ithuta le go nagana
logies te dink kanye nokucabanga ka tlhatlologanyo
ngendlela eqondile
learning resources leerhulpmiddels imithombo yosizo dithuši tša go ithuta
carriers of the curriculum draers van die yokufunda dithuši tša lenaneothuto
by means of exemplary kurrikulum deur middel lezi yizinto eziqhuba ka mokgwa wa ditlakelo
lesson material van lessteunmateriaal nokuqukatha tša thuto ye e lego
ikharikhulamu ngendlela mohlala
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 yokusebenzisa izinto
zokufunda eziyisibonelo

ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO

mediation in bemiddeling in indima yokuhlela tsenogare thutong
education onderwys kwezemfundo go kgonagatša
to facilitate interactions om interaksie te lokhu kuchaza ukuhlela tsenelelano ka go
by solving and fasiliteer deur probleme izindlela zokuxhumana rarolla le go thibela
preventing problems en konflik op te los en te nokwabelana ngolwazi bothata le dithulano e
and conflicts either by voorkom deur óf ngendlela yokuxazulula ka ba ka go fa
offering formal formele strukture te bied kanye nokuvimbela dipeakanyo tšeo di
structures that develop wat onderhandelings- izinkinga tšweletšago ditshepetšo
negotiation and school en nokungqubuzana tša ditherišano le
conflicts resolution skoolkonflikoplossingspr kwemibono, lokhu tharollo tša dithulano
processes or by osesse ontwikkel, óf kungenziwa dikolong goba ka go
preparing several verskeie protagoniste ngokunikeza izinhlaka hloma batho ba
protagonists that in their voor te berei wat hierdie ezihlelekile eziqondene bohlokwa bao
daily life will apply and konsepte en nokusungula izingxoxo bophelong bja bona bja
use these concepts and bevoegdhede van kanye nezinhlelo letšatši ka letšatši ba tla
competences of vakleerlingskap in die ezimayelana dirišago le go šomiša
apprenticeship in the kognitiewe en sosiale nokuxazulula noma dikakanyo le mabokgoni
cognitive and social domein in hulle ukulungisa izingcweti a borutwatiro
domain daaglikse lewe sal ezimbalwa maikemišetšong a thuto
toepas en gebruik ezizosebenzisa ulwazi, le setšhabeng
amakhono nemiqondo
ethize nsuku zonke
kanti zisebenzise
amagama kanye
nolwazi lomsebenzi
ekwakhiweni kolwazi
ngokomqondo kanye
nakwimpilisano yabantu
emphakathini
metacognition metakognisie indlela yokwakha go inaganišiša
reflection on your own besinning oor dit wat jy ulwazi nekhono naganišišo ka go ithuta
learning geleer het ngokomqondo ga gago
lapha umfundi ubheka
ulwazi azifundele lona
ngokwakhe
micro learning mikroleer uhlelo lokufunda go ithuta ka bonnyane
a theory of instructional 'n teorie van emkhakheni omncane teori ya mokgwa wa go
design that suggests onderrigontwerp wat le yithiyori yokuhlela ruta ye e šišinyago gore
that people learn more aan die hand doen dat nokuhleleka kwemfundo batho ba ithuta bokaone
effectively if information mense meer effektief ephakamisa ukuthi ge tshedimošo e fiwa ka
is delivered in small leer as inligting abantu bafunda kahle bonnyane bjo bo lego
units that are easy to aangebied word in klein kakhulu uma ngabe bonolo go kwešišwa le
understand and apply eenhede wat maklik is ulwazi lwethulwa go dirišwa
om te verstaan en toe te ngemikhakha emincane
pas ngezingxenye ezincane,
kanti kulula ukuzwisisa
kanye nokusebenzisa
lolu lwazi
organising principle organiseringsbeginsel umgomo wokuhlela mokgwa wa peakanyo
way in which knowledge manier waarop kennis Indlela ulwazi (lokho tsela yeo ka yona tsebo
(content) is organised in (inhoud) in 'n kurrikulum okuqukethwe)kuhlelwa (diteng) e beakanywago
a curriculum georganiseer word ngakhona lenaneong la thuto
kwikharikhulamu
pedagogy pedagogie iphedagogi borutiši
the science of teaching die wetenskap van isayensi yokufundisa saense ya go ruta
onderrig
problem solving probleemoplossing ukuxazulula inkinga go rarolla bothata

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 TPS3703/101/0/2025

developing new die ontwikkeling van Lolu wuhlelo lokwakha go tšweletša tsebo ye
knowledge through kennis deur probleme ulwazi olusha mpsha ka tsela ya go
solving problems op te los ngokuxazulula izinkinga rarolla bothata
progression progressie Ukuqhubekela tšweletšopele
increasing conceptual toenemende phambili go godiša tharano ya
complexity konseptuele Ukungezela izinga dikgopolo
kompleksiteit elinzima lemiqondo
yamagama
ENGLISH AFRIKAANS ISIZULU NORTHERN SOTHO
rationale grondrede imiqondo yokuqonda tlhathollo ya sephetho
principles or reasons beginsels of redes wat imigomo noma izizathu se fihleletšwego
that explain why a verduidelik hoekom 'n ezichaza ukuthi kungani melao goba mabaka ao
specific decision or bepaalde besluit of isizathu noma a hlalošago lebaka la
action is taken optrede geneem is isinyathelo esithile gore gobaneng
sithathiwe sephetho goba tiro ye e
itšegi e tšerwe
reciprocity wederkerigheid isenaniselo go fana
of mutal benefit to all van wederkerige kushiwo into esiza fao ka moka ba ba
concerned voordeel vir almal wat nxazombili; into ebasiza amegago ba holwago
betrokke is bonke abathintekayo
reciprocal teaching wederkerige onderrig uhlelo lokufundisa go rutana
allows for the creation onderrig wat ngokwabelana go dumelela tlholego ya
of a dialogue between voorsiening maak vir die ngolwazi poledišano gare ga
learners and teachers skep van 'n dialoog lolu hlelo luphawuleka baithuti le barutiši
tussen leerders en ngezingxoxo phakathi
onderwysers kwabafundi kanye
nothisha
remember onthou ulwazi gopola (tsebo/ tsebo
(knowledge/ (kennis/basiese olukhunjulwayo/ ya motheo ya tlhamo
basic conceptual konseptuele kennis) ulwazi lokuqala into ya dikgopolo)
knowledge) recognise herken en herroep ngokomqondo go lemoga le go gopola
and recall relevant tersaaklike inligting uit Lapha umfundi wazi tshedimošo ya maleba
information from long- die langtermyngeheue izinto ngokukhumbula go tšwa kgopolong ya
term memory ulwazi lwakudala pakatelele
reflection besinning/ bepeinsing ukubuyekeza boitekolo
to give careful thought om versigtig oor iets na okuthile/ukuzinuka go naganišiša ka selo, o
to something, to use a te dink, om gebruik te amakhwapha šomiša mmotlolo wo o
particular model or maak van 'n bepaalde ukucabangisisa into goba tshepedišo ye e
process to think about, model of proses om jou ethile, ukusebenzisa itšeng go nagana ka ga,
reconsider one's optrede, gedagtes, indlela ethile noma go akanya gape ditiro,
actions, thoughts, ideas idees of besluite te uhlelo oluthile dikgopolo, dikakanyo
or decisions oordink en te oorweeg ukucabanga, goba diphetho tša gago
ukubhekisa izenzo
zakho, imicabango
yakho, amacebo noma
izinqumo zakho
sequencing bepaling van volgorde ukulandelana go latelanya
conceptual order and konseptuele orde en kwezinto ngokohlelo tatelano le
progression progressie Ukuhleleka kahle tšweletšopele ya
komqondo dikgopolo
ngokulandelelana
kwezinto kanye
nokuqhubeka
scaffolding stellasie-effek izikhumo magato ka tatelano a
activities the teacher aktiwiteite wat die imisebenzi eyenziwayo go thuša go fihlelela
constructs to help onderwyser opstel om neyenziwa nguthisha kwešišo
learners to learn leerders te help leer ukusiza abafundi ukuthi ditiro tšeo morutiši a di
bafunde bopago go thuša
moithuti go ithuta
shared learning gedeelde leer ukufunda go fana sebaka
providing opportunities die voorsiening van ngokunikezana thutong
for learners' geleenthede vir leerders amathuba
41
 participation in the se deelname aan die ukunikeza amathuba go fa dibaka tša gore
learning process leerproses kubafundi okuthi badlale baithuti ba tšee karolo
indima/babambe iqhaza tshepetšong ya go
kwinqubo yokufunda ithuta
simulation simulasie ukulingisa ketšišo
real circumstances are werklike omstandighede Izimo zangempela dikemo tša mannete di
imitated in the word in die klaskamer zilingiswa ngaphakathi ekišwa ka phapošing ya
classroom nageboots emagumbini okufunda borutelo
summative sommerende ukuhlola okufinyeziwe tekolothumo
assessment assessering lokhu ukuhlolwa tekolo mafelelong a
assessment at the assessering na afloop okwenziwa ekupheleni paka ye e itšego ya
conclusion of a specific van 'n spesifieke kwesikhathi sokufundisa thuto go šupa ka moo
instructional period to onderrigperiode om te esinqunyiwe ukuthola thuto e bilego le
establish how effective bepaal hoe doeltreffend ukuthi ngabe lokho khuetšo ka gona
the teaching was die onderrig was okufundisiwe
kusebenze kanjani
ukusiza lowo
obefundiswa
understand verstaan (begrip) ukuqondisisa kwešiša
(comprehension) demonstreer 'n basiese (ukuzwisisa) (tlhaloganyo)
create meaning from begrip van inligting, Lapha kwakhiwa ulwazi Go tšweletša tlhathollo
educational material konsepte en idees ngokusebenzisa go tšwa setlakelong sa
such as reading and izisetshenziswa thuto go swana le go
explanations zokufunda bala le ditlhathollo
ezinjengokufunda
okubhaliwe nokuchaza
validity geldigheid ukuba bokgonthe
the extent to which an die mate waarin 'n ngokwamukelekile bogolo bjoo
assessment task assesseringstaak dit nokufanele mošongwana wa tekolo
assesses what it is assesseer wat dit Indlela nezinga o lekolago seo go
intended to assess or bedoel is om te umsebenzi wokuhlola ikemišeditšwego go
measure assesseer of meet wenzeka ngayo, nokuthi lekola goba go ela
ngabe uhlolo luhlose
ukuhlola ini noma lukala
ini
whole school planning heleskoolbeplanning ukuhlelela isikole go loga leano
involves all betrek alle rolspelers sonkana tlhabollong ya sekolo
stakeholders to om die aktiwiteite en kufaka phakathi bonke ka moka
consider the activities belangstellings van die ababambiqhaza e akeretša ka moka bao
and interests of the skool in oorweging te ukubheka kanye ba nago le kgahlego go
school, and to decide neem en om te besluit imisebenzi yesikole nagana ditiro le
on the goals for the oor die doelwitte van die kanye nezinto dikgahlego tša sekolo,
school over a certain skool oor 'n sekere ezingasiza isikole kanye le go tšea sephetho ka
period of time, making tydperk ten einde te nokuthatha isinqumo ga dinepo tša sekolo
sure the school is ready verseker dat die skool ngezinhloso zesikole pakeng ya nako ye e
for the learner. gereed is vir die leerder ngemuva kwesikhathi itšeng, ka go netefatša
esithile, ukuze gore sekolo se
kuqinisekiswe ukuthi ikemišeditše moithuti
isikole simlindele
umfundi

Source: Adapted from: Gravett, S., de Beer, JJ. & Du Plessis, E.C. 2015. Becoming a teacher.
Cape Town: Pearso

Bukana ya ditlhaloso ka dipuo tse nne: Ho hlokahala phetolelo ho tloha Senyesemaneng ho ya

Setswana, Sesoto sa Borwa, le Sexhosa .
ENGLISH Setswana Southern Sotho isiXhosa
approach mokgwa indlela

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 TPS3703/101/0/2025

A way of doing or thinking Mokgwa wa ho etsa kapa Indlela yokwenza okanye

about something ho nahana ka ntho e yokucinga ngento
itseng

curriculum kharikhulamo ikharityhulam

Has its origins in the Latin E qadile lentsweng la Inemvelaphi yayo
currere, which means Selatine currere, le kwisiLatin currere,
'run' and with further bolelang 'matha' mme ha ethetha 'ukubaleka'
reference to the running ho buuwa ka ditsela tsa kunye nokubhekisela
chariot tracks or a course. dikoloi kapa tsela. ngakumbi kwimizila
It is seen as an intention, E bonwa e le yeenqwelo zokulwa
plan, or prescription, an maikemisetso, morero, ezibalekayo okanye
idea of what one would kapa lengolo la ngaka, indlela.
like to happen in schools, kgopolo ya hore na Ibonwa njengenjongo,
but it is also seen as the motho o rata ho isicwangciso, okanye
existing state of affairs in etsahalang dikolong, umyalelo, umbono
schools; that which in fact empa e boetse e bonwa wokuba umntu
happens in schools e le boemo bo teng angathanda ukuba
dikolong; seo ha e le kwenzeke ntoni
hantle se etsahalang ezikolweni, kodwa
dikolong ikwabonwa njengemeko
ekhoyo ezikolweni;
neyenzeka ngokwenene
ezikolweni
curriculum design moralo wa uyilo lwekharityhulam
The aims, outcomes, kharikhulamo Iinjongo, iziphumo,
culture, context, and Maikemisetso, dipheto, inkcubeko,
purpose for the structure setso, maemo, le imeko/umxholo, kunye
of the curriculum as a maikemisetso a nenjongo yolwakhiwo
whole sebopeho sa lwekharityhulam
kharikhulamo ka ngokubanzi
kakaretšo

curriculum ntshetsopele ya uphuhliso

development kharikhulamo lwekharityhulam
Planned, purposeful, Tshebetso e rerilweng, e Inkqubo ecwangcisiweyo,
progressive, and nang le morero, e enenjongo, eqhubela
systematic process in tswelang pele, le e phambili, necetyiweyo
order to create positive hlophisitsweng ukwenzela ukudala
improvements in the molemong wa ho theha uphuculo olulungileyo
educational system dintlafatso tse ntle kwinkqubo yezemfundo
tsamaisong ya thuto

curriculum-in-use kharikhulamo- ikharityhulam

The curriculum as tshebedisong ekusetyenzisweni
applied in the classroom Kharikhulamo jwalo ka Ikharityhulam njengoko
and affected by ha e sebediswa ka isetyenziswa eklasini
resources and materials phaposing ya ho rutela kwaye ichaphazeleka
to support the learning mme e angwa ke zizibonelelo kunye nezinto
process; disruption or disebediswa ho zokuxhasa inkqubo
continuity; and the tshehetsa tshebetso ya yokufunda;
quality and morale of ho ithuta; tshitiso kapa ukuphazamiseka okanye
teachers ho tswelapele; le boleng ukuqhubeka; kunye
le boitshwaro ba nomgangatho nomoya
matitjhere wootitshala

diverse context imeko yeyantlukwano

Accommodating more maemo a fapaneng ukuvumela imeko
than one cultural context Ho amohela maemo a yeenkcubeko ezininzi
fetang bonngwe a setso

43
 enacted curriculum kharikhulamo e ikharityhulam
The curriculum as it is entsweng eyamiselwayo
experienced or the 'non- Kharikhulamo jwalo ka Ikharityhulam
official, implicit ha e na le boiphihlelo ngokwenzeka kwayo
curriculum' as kapa kharikhulamo eo e okanye 'ikharityhulam
implemented by an seng ya semmuso, e engekho semthethweni,
educator and reflecting ikemetseng jwalo ka ha engacacanga' nanjengoko
what is actually taught e kengwa tshebetsong iphunyeziswa
and learnt ke morupelli le ho ngumfundisintsapho
bonahatsa se rutwang le kwaye ibonisa oko
ho ithutwa kufundiswayo
nokufundwayo
experiental learning thuto ya boiphihlelo ukufunda ngamava
Learning that is based Ho ithuta ho thehilweng Ukufunda okusekelwe
on or involves kapa ho kenyelletsang okanye okubandakanya
experience boiphihlelo amava

learner-centred kharikhulamo e ikharityhulam ejoliswe

curriculum shebaneng le baithuti kumfundi
A curriculum Kharikhulamo e Ikharityhulam
characterised by khethollwang ka ho nka ebonakaliswa kukuthatha
participation, affective karolo, ho ruta ka tsela e inxaxheba, ukufundisa
teaching, and problem amang maikutlo, le okunefuthe, kunye
posing in the classroom bothata bo hlahang ka nokuvelisa ingxaki
phaposing ya ho ruta kwigumbi lokufundela

objectives (outcomes) sepheo (liphetho) iinjongo (iziphumo)

What we want learners Seo re batlang hore Oko esifuna ukuba
to demonstrate at the baithuti ba se bontshe abafundi bakubonakalise
end of a significant qetellong ya boiphihlelo ekupheleni kokufunda
learning experience ka bohlokwa ba ho okunamava abalulekileyo
ithuta

pragmatic approach mokgwa wa pragmatic indlela

A philosophy of 'doing Filosofi ya ho etsa se yangokwengqikelelo
what works best' sebetsang hantle Ifilosofi 'yokwenza oko
kusebenza kakuhle'
syllabus silabase Isilabhasi
Has a Greek origin and E na le tshimoloho ya Inemvelaphi yesiGrike
means 'a concise Segerike mme e bolela kwaye ithetha 'inkcazo
statement' or 'table of "polelo e khutshwane" emfutshane' okanye
the topics of a discourse' kapa "tafole ya dihlooho 'isicwangciso sezihloko
or the 'list of contents of tsa puo" kapa zentetho' okanye 'uluhlu
a subject' "lethathamo la ditaba lweziqulatho zesifundo'
tsa sehlooho"

ENGLISH Setswana Southern Sotho isiXhosa

africanisation africanization isiafrika/ukwenziwa
It is the process of Ke mokgwa wa ho isiafrika
defining or interpreting hlalosa kapa ho Yinkqubo yokuchaza okanye
African identity and hlalosa boitsebahatso yokucacisa ubuni nenkcubeko
culture – a learning le setso sa MaAfrika - yobuAfrika – inkqubo
process and a way of life mokgwa wa ho ithuta yokufunda nendlela yokuphila
for Africans le mokgwa wa kubantu baseAfrika
bophelo wa MaAfrika

conscientisation Ho kenya letswalo ukuqonda ngokunzulu

Developing an Ho hlaolela kwehlabathi
awareness of social and tlhokomediso ya ditaba Ukuphuhlisa ulwazi malunga
political issues that have tsa setjhaba le tsa nemiba yezentlalo kunye

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the power to transform dipolotiki tse nang le nezopolitiko enamandla

reality matla a ho fetola nnete okuguqula okwenzekayo

context moelelo wa taba imeko

The circumstances, Maemo, semelo, Iimeko, imvelaphi,
background, tikoloho, moralo, okusingqongileyo, isikhokelo,
environment, maemo, kapa boemo indawo, okanye imeko
framework, setting, or bo potileng ketsahalo ejikeleze isiganeko okanye
situation surrounding an kapa ketsahalo isehlo
event or occurrence
cognitive uphuhliso langokwengqiqo
development ntshetsopele ya Kukwakhiwa kweenkqubo
Is the construction of zokucinga, kubandakanya
thought processes, ukukhumbula, ukusombulula
including remembering, kelello iingxaki, kunye nokwenza
problem-solving, and Na ke ho ahwa ha izigqibo, ukususela
decision-making, from mekgwa ya ho nahana, ebuntwaneni ukuya
childhood through ho akarelletsa ho ekufikiseni nokuya ebudaleni
adolescence to hopola, ho rarolla
adulthood mathata le ho etsa
diqeto, ho tloha
bongwaneng ho fihlela
dilemong tsa botjha ho
fihlela mothong e
moholo.

decolonisation ukuphelisa ubukholoniyali

Is the undoing of decolonization Kukupheliswa
colonialism, through Na ke ho feliswa ha kobukoloniyali, apho isizwe
which a nation had bokoloniale, moo esaseka saze sagcina
established and setjhaba se thehileng le ulongamelo lwaso
maintained its ho boloka puso ya sona kwimimmandla/kumazwe
domination over hodima dibaka tse axhomekekileyo
dependent territories itshetlehileng ka yona.

ENGLISH Setswana Southern Sotho isiXhosa

indigenous knowledge Sistimi ya tsebo ya inkqubo yolwazi
system (IKS) matswallwa (IKS) lwemveli (IKS)
Informal traditional Tsebo eo e seng ya Ulwazi lwemveli
knowledge that is semmuso ya setso e olungamiselwanga
culturally specific and ikgethang ka setso mme oluthe ngqo
has been passed down e fetiseditswe ho tloha ngokwenkcubeko kwaye
from one generation to molokong o mong ho ya oluye lwadluliselwa
the next ho o mong kwisizukulwana
ngesizukulwana
socio-constructionist tsebo ya social- uluvo lwengqiqo
perspective constructionist yokuqonda ihlabathi
Development is Tswelopele e itshetlehile ngokwezentlalo
dependent on social ka tshebedisano ea Uphuhliso luxhomekeke
interaction, and that setjhaba, le hore thuto kwintsebenziswano
social learning actually ea setjhaba e hlile e yoluntu, kwaye
leads to cognitive lebisa ntlafatsong ya okwakufunda
development kelello kwezentlalo kukhokelela
kuphuhliso lwengqiqo

45
 zone of proximal sebaka sa uphuhliso
development ntshetsopele ya olunokubakho
Difference between the proximal kumfundi xa exhasiwe
learner's actual Phapano dipakeng tsa naxa engaxhaswanga
developmental level and boemo ba nnete ba Umahluko phakathi
their potential level ntshetsopele ya moithuti kwenqanaba lophuhliso
le boemo ba bona ba lokwenene lomfundi
bokgoni kunye nenqanaba lakhe
elinokubakho

ENGLISH Setswana Southern Sotho isiXhosa

barriers to learning mathata a ho ithuta imiqobo ekufundeni
Difficulties blocking Mathata a thibelang Ubunzima obuthintela
access to learning and phihlello ya ho ithuta le ukufikelela ekufundeni
development, located ntshetsopele, e nasekuphuhliseni,
either in the education fumanehang tsamaisong obufumaneka kwinkqubo
system, the school, or the ya thuto, sekolo kapa yezemfundo, esikolweni,
learner moithuti okanye kumfundi

CAPS iCAPS
Curriculum and KAPA Ingxelo yoMgaqonkqubo
Assessment Policy Setatemente sa Leano la weKharityhulam
Statement. Kharikhulamo le Kelo. noVavanyo.
It stipulates the aim, E hlakisa sepheo, Imisela injongo,
scope, content, and bophara, dikahare, le ububanzi, umxholo,
assessment for each tlhatlhobo bakeng sa kunye novavanyo
subject listed in the NCS thuto ka nngwe e lwesifundo ngasinye
Grades R–12 thathamisitsweng ho esidweliswe kumaBanga
NCS Mephato ya R–12 R-12 eNCS

ENGLISH Setswana Southern Sotho isiXhosa

diverse learners Barutuwa ba abafundi
Learners with different mefutafuta abahlukahlukileyo
language usage, learning Barutuwa ba nang le Abafundi
styles, types of tshebediso e fapaneng ya abanokusetyenziswa
intelligence, levels of puo, mekgwa ya ho kweelwimi ezahlukileyo,
development, and ithuta, mefuta ya bohlale, iindlela zokufunda,
economic, social, and maemo a ntshetsopele, iintlobo zengqiqo,
cultural backgrounds maemo a moruo, amanqanaba ophuhliso,
setjhabeng le setso. kunye nemvelaphi
yezoqoqosho, ezentlalo,
kunye nenkcubeko
inclusive education in thuto e kenyeletsang imfundo ebandakanya
South Africa Afrika Borwa wonke umntu eMzantsi
The practice and process Tlwaelo le mokgwa wa Afrika
of creating supportive ho theha diphaposi tsa Inkqubo yokudala
classrooms and schools ho rutela tse amagumbi okufundela
that involve and meet the tshehetsang le dikolo tse enkxaso nezikolo
diverse needs of all kenyelletsang le ho ezibandakanya
learners fihlela ditlhoko tse nezihlangabezana
fapaneng tsa baithuti neemfuno ezahlukileyo
bohle zabo bonke abafundi

Language of Learning Puo ea ho Ithuta le ho ULwimi lokuFunda

and Teaching (LoLT) Ruta (LoLT) nokuFundisa (LoLT)

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The language used for Puo e sebediswang ho Ulwimi olusetyenziselwa

teaching and learning in ruta le ho ithuta ka ukufundisa nokufunda
the classroom phaposing ya ho rutela kwigumbi lokufundela

learning impairment bofokodi ba ho ithuta ukukhubazeka

Refers to a number of E bua ka mathata a ekufundeni
disorders which may mmalwa a ka amang ho Ibhekisela kwiingxaki
affect the acquisition, nkuwa, ho hlophisa, ho ezininzi
organisation, retention, boloka, kutlwisiso, kapa ezinokuchaphazela
understanding, or use of tshebediso ya lesedi ya ukufunda, uququzelelo,
verbal or nonverbal mantswe kapa e sa ukugcinwa, ukuqonda,
information bueng. okanye ukusetyenziswa
kolwazi lomlomo okanye
olungelulo olomlomo
learning mediator mokenadipakeng wa ho umlamli ekufundeni
A mediator is somebody ithuta Umlamli ngumntu
who facilitates a Mokenadipakeng ke oququzelela ingxoxo
dialogue, which makes it motho ya tsamaisang yababini, nto leyo eyenza
possible for an idea or dipuisano, e leng se kube lula ukuveza uluvo
feeling to be etsang hore ho be okanye uvakalelo
communicated bonolo hore ho bolelwe
mehopolo kapa maikutlo.

learning programme Programo ya ho ithuta inkqubo yokufunda

A phase-long process of Mokgwa wa mokgahlelo Inkqubo yesigaba eside
planning, managing, and wa nako e telele wa ho yokucwangcisa,
organising classroom rera, ho laola le ho ukulawula,
practice hlophisa boikwetliso ba nokuququzelela inkqubo
phaposi ya ho rutela yegumbi lokufundela

ENGLISH Setswana Southern Sotho isiXhosa

outcomes-based thuto e thehilweng ho imfundo esekelwe

education (OBE) diphetho (OBE) kwiziphumo (OBE)
Is an approach to Na mokgwa wa ho ruta Yindlela yokufundisa
teaching and impacts on le ditlamorao tsa maano kunye neempembelelo
teaching strategies that a ho ruta o lebisang ho kwiindlela zokufundisa
refer to the preferred mokgwa o ratwang o ezibhekisela
methodology used to sebediswang ho manolla kwisikhokelo
unpack and implement le ho kenya tshebetsong sokufundisa
the curriculum – it is not a kharikhulamo - ha se esikhethiweyo
curriculum kharikhulamo. esisetyenziselwa
ukubhentsisa
nokuphumeza
ikharityhulam – ayisiyiyo
ikharityhulam
qualification isiqinisekiso semfundo
Is the formal recognition qualification Ukwamkelwa
and certification of Ke kananelo ya ngokusesikweni kunye
learning achievement semmuso le setifikeiti sa nokuqinisekiswa
awarded by an phihlello ya thuto e kwempumelelo
accredited institution fanwang ke motho ya yokufunda enikezelwa
nang le tumello liziko elivunyiweyo

special needs thuto ea litlhoko tse imfundo yeemfuno

education khethehileng ezizodwa
The special educational Thuto e kgethehileng Amalungiselelo emfundo
arrangements which are ditokisetso tse teng ekhethekileyo akhoyo
in place for children with bakeng sa bana ba nang kubantwana
disabilities le bokowa abakhubazekileyo

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 ENGLISH Setswana Southern Sotho isiXhosa
transformation in inguqu/ utshintsho
education phetoho thutong kwezemfundo
Using different teaching Ho sebedisa mekgwa e Ukusebenzisa iindlela
practices to foster critical fapaneng ya ho ruta ho ezahlukileyo zokufundisa
citizens by implementing khothaletsa baahi ba ukukhuthaza abemi
equity and redress, non- bohlokwa ka ho kenya ababalulekileyo
discrimination, access, ts'ebetsong tekano le ngokuphumeza
justice, and democracy in tokiso, ho hloka ubulungisa kunye
schools khethollo, phihlello, toka nokulungiswa
le demokrasi dikolong. kokungalunganga,
ukungacaluli, ukufikelela,
ubulungisa, kunye
nedemokhrasi ezikolweni
work-integrated thuto e kopantseng ukufunda
learning mosebetsi okuhlanganiswe
Also known as field E boetse e tsejwa e le nomsebenzi
experience; students phihlelo ya tshimo; Okwaziwa ngokuba
engage in activities that baithuti ba etsa ngamava enkalo ethile;
are specifically created to mesebetsi e abafundi
deepen their etseditsweng ka ho babandakanyeka
understanding of the field kgetheha ho tebisa kwimisebenzi eyenziwe
of study kutlwisiso ya bona ya ngokukodwa ukwenza
lefapha la thuto nzulu ukuqonda kwabo
inkalo ethile yokufunda

ENGLISH Setswana Southern Sotho isiXhosa

active learning ho ithuta ka mafolofolo igalelo lokufunda
Knowledge must be Tsebo e tlameha ho Ulwazi kufuneka
discovered and sibollwa le ho ahuwa ka lufunyanwe kwaye
constructed through the mesebetsi ya moithuti lwakhiwe ngemisebenzi
learner's activities yomfundi
analyse hlalutya
Break information down sekaseka Coselela ulwazi
into its parts and think Arola dintlha ka dikarolo ngokwezahlulo zalo uze
about how the parts tsa yona mme o nahane ucinge ukuba ezi zahlulo
relate to its overall ka hore na dikarolo di zinxulumana njani
structure amana jwang le nesakhiwo salo
sebopeho sa yona ka ngokubanzi
kakaretso

ENGLISH Setswana Southern Sotho isiXhosa

apply sebenzisa
Use a learned procedure Kenya tshebetsong Sebenzisa inkqubo
in either a familiar or a Sebedisa mokgwa o efundiweyo kwimeko
new situation ithutwang maemong a eqhelekileyo okanye
tlwaelehileng kapa a entsha
matjha

Bloom's taxonomy Taxonomy ya Bloom uhlelo lukaBloom

A taxonomy for the Taelo bakeng sa sebaka Uhlelo yinkalo
cognitive domain, making sa kelello, ho yengqiqo/yokuqonda,
teachers aware to also hlokomedisa matitjhere eyenza ootitshala bazi
work on higher cognitive ho sebetsa maemong a ukuba nabo basebenze
levels (e.g., synthesising hol\dimo a kelello kumanqanaba aphezulu
and evaluating), and not (mohlala, ho kopanya le engqiqo/okuqonda
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always focus only on ho lekola), mme e seng (umzekelo, ukudibanisa

lower cognitive levels ka mehla e shebane le kunye
(e.g., recalling of maemo a tlase a kelello nokuphonononga),
information) (mohlala, ho hopola kwaye akusoloko
dintlha) kugxininiswa kuphela
kumanqanaba aphantsi
engqiqo/okuqonda
(umzekelo, ukukhumbula
ulwazi)

ENGLISH Setswana Southern Sotho isiXhosa

blended learning thuto e kopaneng ukufunda okuxutyiweyo
A formal education Lenaneo la thuto la Inkqubo yemfundo
programme in which a semmuso moo moithuti esemthethweni apho
student learns at least in a ithutang bonyane umfundi afunda
part through delivery of karolo e nngwe ka ho ubuncinane
content and instruction fana ka ditaba le ditaelo ngokuyinxenye
via digital and online ka metjha ya ditaba ya ngokuhanjiswa komxholo
media with some element dijithale le ya inthanete kunye nokufundiswa
of student control over e nang le karolo e ngedijithali kunye
time, place, path, and itseng ya taolo ya namajelo eendaba akwi-
pace baithuti ho latela nako, intanethi kunye
sebaka, tsela le lebelo. nokulawula kwabafundi
ixesha, indawo, indlela,
kunye nesantya
cognitively guided thuto e tataiswang ka ukufundisa
instruction kelello okukhokelwa
Theory on the Teori ka bohlokwa ba ngokwengqiqo/ngokwas
importance of language puo le ho mamela ha engqondweni
and listening in teaching ho rutwa jwalo ka kaho Ithiyori ngokubaluleka
as a social construct ya setjhaba kolwimi kunye
nokuphulaphula
ekufundiseni
njengokuqulunqwe
ngokwezentlalo
cohesion momahano umanyano
The act or state of Ketso kapa boemo ba Isenzo okanye imeko
cohering, uniting, or ho momahanya, ho yokudibana, ukumanyana,
sticking together kopanya, kapa ho okanye ukunamathela
momahana

collaboration intsebenziswano
To work jointly with tshebedisano Ukusebenza
others or together Ho sebetsa mmoho le ngokudibeneyo nabanye
especially in an ba bang kapa mmoho okanye kunye ingakumbi
intellectual endeavour haholoholo morerong kwimizamo
wa kelello yangokwengqiqo

conceptual knowledge ulwazi lwengqiqo

In education, this is often tsebo ya mohopolo Ngokwezemfundo, oku
generalised as a group of Thutong, sena se atisa kudla ngokusetyenziswa
specific strategies and ho akaretsa e le jikelele ngamaqela
skills sehlopha sa maqheka eendlela ezithile kunye
le ditsebo tse nezakhono
kgethehileng

ENGLISH Setswana Southern Sotho isiXhosa

cooperative learning ho ithuta ka kopanelo ukufunda
Is an educational Ke mokgwa wa thuto o ngokubambisana
approach which aims to ikemiseditseng ho Yindlela yemfundo ejolise
organise classroom hlophisa mesebetsi ya ekuququzeleleni
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 activities into academic tlelase hore e be imisebenzi yegumbi
and social learning thutong le setjhabeng lokufundela ibe ngamava
experiences ezemfundo nentlalo
ekufundeni
create (synthesise) ukudala (ukuhlanganisa)
Accomplish creative theha (synthesise) Ukufezekisa imisebenzi
tasks; generate, plan, Phetha mesebetsi ya yobugcisa; ukudala,
and produce boiqapelo; hlahisa, rera, ukucwangcisa, kunye
le ho hlahisa nokuvelisa

discovery learning ukufunda kokufunyanwa

Discovering for oneself ho ithuta ho sibolla Ukuzifumanela (ukufunda
(learning by doing) Ho iphumanela (ho ngokwenza)
ithuta

discussion ingxoxo
Exchange knowledge puisano Ukutshintshiselana
and understanding Fapanyetsana ka tsebo ngolwazi kunye
le kutlwisiso nokuqonda

e-learning thuto ea elektronike ukufunda

Electronic learning; using Thuto ya elektronike; ho kusetyenziswa
devices such as a sebedisa disebediswa i-intanethi
computer, smartphone, i- tse kang komporo, Ukufunda ngeintanethi;
pad, to deliver part, or all smartphone, i-pad, ho usebenzisa izixhobo
of a learning course fana ka karolo, kapa ezifana nekhompyutha,
thupelo yohle ya ho ismartphone, i-i-pad,
ithuta ukufundisa inxalenye,
okanye zonke izifundo
zokufunda
evaluate phonononga
Includes checking, hlahloba Kuquka ukukhangela,
critiquing, and giving E kenyelletsa ho ukugxeka, kunye
opinions hlahloba, ho tshwaya nokunikeza izimvo
diphoso le ho fana ka
maikutlo

ENGLISH Setswana Southern Sotho isiXhosa

exemplary lesson disebediswa tsa izixhobo zezifundo
materials mohlala tsa thuto ezingumzekelo
Are learning support Na ke disebediswa tsa Zizixhobo zenkxaso
materials that provide tshehetso tsa ho ithuta yokufunda ezibonelela
suggestions for tse fanang ka ditlhahiso ngeengcebiso
developing a leaming tsa ho theha lenaneo la zokuphuhlisa inkqubo
programme which is ho lema le shebaneng le yokufunda ejoliswe
learner-centred and baithuti le le ipapisitseng kubafundi nesekelwe
activity-based le mesebetsi kumsebenzi

flipped classrooms diphaposi tsa ho rutela amagumbi okufundela

The ability to view videos tse fetotsweng aguqulweyo
and other advanced Bokgoni ba ho shebella Ukukwazi ukujonga
learning content divideo le ditaba tse ding iividiyo kunye neminye
independently outside tsa thuto e tswetseng imixholo yokufunda
the classroom pele o le mong ephambili
ngokuzimeleyo
ngaphandle kwegumbi
lokufundela
formative assessment hlahlobo ya popeho uvavanyo lokuqonda
A continuous process, Tshebetso e tswelang Inkqubo eqhubekayo,
one in which information pele, eo ho yona ho apho ulwazi malunga

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about learning is evoked hlahiswang lesedi le nokufunda luvuselelwa

and then used to modify mabapi le ho ithuta ebe e luze emva koko
teaching and learning sebeliswa ho fetola lusetyenziswe ukuguqula
activities mesebetsi ya ho ruta le imisebenzi yokufundisa
ho ithuta nokufunda

intelligence ubukrelekrele
The ability to understand, bohlale Ukukwazi ukuqonda,
learn, and think logically Bokgoni ba ho utlwisisa, ukufunda, kunye
ho ithuta le ho nahana ka nokucinga
mokgoa o utlwahalang ngokusengqiqweni

learning resources disebediswa tsa ho izibonelelo zokufunda

Carriers of the curriculum ithuta Zizixhobo
by means of exemplary Bajari ba kharikhulamo zekharityhulam
lesson material ka disebediswa tsa thuto ngokusebenzisa isixhobo
esisifundo
esingumzekelo

ENGLISH Setswana Southern Sotho isiXhosa

mediation in education ho kena lipakeng ulamlo kwimfundo
To facilitate interactions by thutong Ukuququzelela
solving and preventing Ho thusa dipuisano ka ukusebenzisana
problems and conflicts ho rarolla le ho thibela ngokusombulula
either by offering formal mathata le dikgohlano nokuthintela iingxaki
structures that develop ka ho fana ka dibopeho kunye nongquzulwano
negotiation and school tse hlophisitsweng tse mhlawumbi ngokunikela
conflict resolution hlahisang dipuisano le izakhiwo
processes or by preparing mekgwa ya ho rarolla ezisemthethweni
several protagonists that in dikhohlano sekolong eziphuhlisa
their daily life will apply and kapa ka ho lokisetsa uthethathethwano
use these concepts and bahanyetsi ba mmalwa kunye neenkqubo
competences of bao bophelong ba bona zokusombulula
apprenticeship in the ba letsatsi le leng le le ungquzulwano
cognitive and social leng ba tla sebedisa esikolweni okanye
domain dikhopolo tsena le ngokulungiselela
bokgoni ba ho ithuta abalinganiswa
tsebong le setjhabeng. abaphambili abaliqela
abaza kusebenzisa
kubomi babo bemihla
ngemihla ezi
ngcamango kunye
nezakhono zokufunda
kwinkalo yengqiqo
kunye nezentlalo
metacognition ukuqaphela
Reflection on your own metacognition nokuqonda iinkqubo
learning Nahana ka thuto ya hao zokucinga zomntu
Ukucinga ngokufunda
kwakho
micro learning thuto e nyane ukufunda
A theory of instructional Kgopolo ya moralo wa okutsolisiweyo
design that suggests that thuto e fanang ka Ithiyori yoyilo
people learn more maikutlo a hore batho ba lokufundisa ebonisa
effectively if information is ithuta ka katleho ukuba abantu bafunda
delivered in small units that haholwanyane ha eba ngokufezekileyo
are easy to understand and lesedi le fanwa ka ngakumbi ukuba ulwazi
apply dikarolwana tse bonolo luhanjiswa ngeeyunithi
ho di utlwisisa le ho di ezincinci ezilula
sebedisa. ukuqondwa
nokusetyenziswa

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 organising principle molaotheo wa ho inqobo yoququzelelo
Way in which knowledge hlophisa Indlela apho ulwazi
(content) is organised in a Tsela eo tsebo (umxholo)
curriculum (dikahare) e oluququzelelwe ngayo
hlophisitsweng ka yona kwikharityhulam
kharikhulamong
pedagogy thuto indlela yokufundisa
The science of teaching Saense ya ho ruta Inzululwazi yokufundisa

problem-solving ukusombulula iingxaki

Developing new knowledge ho rarolla mathata Ukuphuhlisa ulwazi
through solving problems Ho hlahisa tsebo e ntjha olutsha ngokusombulula
ka ho rarolla mathata iingxaki

progression tswelopele ukuqhubela phambili

Increasing conceptual Ho eketsa ho rarahana Ukwandisa ubunzima
complexity ha maikutlo bengqiqo

ENGLISH
rationale mabaka ingqiqo
Principles or reasons that Melaotheo kapa Imigaqo okanye izizathu
explain why a specific mabaka a hlalosang ezichaza ukuba kutheni
decision or action is taken hore na ke hobaneng ha kuthathwa isigqibo
ho etswa qeto kapa esithile okanye inyathelo
ketso e itseng

reciprocity imbuyiselo
of mutal benefit to all tepisano inzuzo efanayo kubo
concerned e molemo ho bohle ba bonke
amehang abachaphazelekayo

reciprocal teaching ho rutana ka ho ukufundisa

Allows for the creation of a fapanyetsana ngokutshintshiselana
dialogue between learners E dumella ho thehwa ha yo
and teachers moqoqo dipakeng tsa Ivumela ukuyilwa
baithuti le matitjhere kwengxoxo phakathi
kwabafundi nootitshala
remember (knowledge/ hopola (tsebo/ khumbula (ulwazi/
basic conceptual tsebo ya motheo ya ulwazi olusisiseko
knowledge) mohopolo) lwengqiqo)
Recognise and recall Lemoha le ho hopola Qaphela uze ukhumbule
relevant information from dintlha tsa bohlokwa tse ulwazi olufanelekileyo
long-term memory tswang mohopolong wa kwinkumbulo yexesha
nako e telele elide

reflection ho thuisa ukucingisisa

To give careful thought to Ho nahana ka hloko ka Ukucinga ngenyameko
something; to use a ntho e itseng; ho ngento ethile;
particular model or process sebedisa mohlala kapa ukusebenzisa imodeli
to think about, or mokgwa o itseng wa ho ethile okanye inkqubo
reconsider one's actions, nahana, kapa ho yokucinga, okanye
thoughts, ideas, or shebisisa diketso tsa ukuqwalasela kwakhona
decisions motho, menahano, izenzo zakho, iingcinga,
mehopolo, kapa diqeto izimvo, okanye izigqibo
tsa hae

sequencing ukulandelelaniswa
Conceptual order and tatellano Ulungelelwaniso
progression Taelo ya maikutlo le lwengqiqo kunye
tseelopele nokuqhubela phambili

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scaffolding indlela yokufundisa

Activities the teacher scaffolding yokunikeza inkxaso
constructs to help learners mesebetsi eo kubafundi
to learn morutabana a e etsang Imisebenzi equlunqwa
ho thusa barutuwa ngutitshala ukunceda
mabapi le ho ithuta abafundi bafunde

shared learning ukwabelana

Providing opportunities for thuto e arolelanwang ngokufunda
learners' participation in the Ho fana ka menyetlaya Ukubonelela
learning process ho kenya letsoho ha ngamathuba okuthatha
baithuti mokgweng wa inxaxheba kwabafundi
ho ithuta kwinkqubo yokufunda

simulation ketsiso ukulinganisa

Real circumstances are Maemo a sebele a etsiswa Iimeko zokwenene
imitated in the classroom ka tlelaseng zilinganiswa kwigumbi
lokufundela
summative assessment tekanyetso ya uvavanyo
Assessment at the kakaretso lokushwankathela
conclusion of a specific Tekanyetso qetellong ya Uvavanyo ekupheleni
instructional period to nako e itseng ya thuto kwexesha elithile
establish how effective the ho fumana hore na ho lokufundisa ukujonga
teaching was ruta ho ne ho atlehile indlela ekusebenze
hakae ngayo ukufundisa

understand qonda (qonda)

(comprehend) utlwisisa (utlwisisa) Qingqa intsingiselo
Create meaning from Theha moelelo ho tswa kwizixhobo zokufunda
educational material such ho disebediswa tsa ezifana nokufunda
as reading texts and thuto tse kang ho bala imibhalo kunye
explanations ditemana le ditlhaloso neengcaciso

validity isiqinisekiso
The extent to which an bonnete Indlela umsebenzi
assessment task assesses Tekanyo eo mosebetsi wokuvavanya ovavanya
what it is intended to wa tekanyetso o ngayo oko kujoliswe
assess or measure lekanyetsang hore na o kuko ukuvavanya
reretswe ho lekola kapa okanye umlinganiselo
ho metha eng

whole school planning moralo wa sekolo ucwangciso lwesikolo

Involves all stakeholders to kaofela sonke
consider the activities and E kenyelletsa bohle ba Kubandakanya bonke
interests of the school, and amehang ho nahana ka abachaphazelekayo
to decide on the goals for mesebetsi le ukuba baqwalasele
the school over a certain dithahasello tsa sekolo, imisebenzi neminqweno
period, making sure the le ho etsa qeto ka yesikolo, baze bathathe
school is ready for the dipakane tsa sekolo ka isigqibo ngeenjongo
learner nako e itseng, ho etsa zesikolo kwixesha
bonnete ba hore sekolo elithile, beqinisekisa
se loketse morutuwa. ukuba isikolo simlungele
umfundi

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Unisa 2025

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