Guidelines: School-Based Work-integrated

Learning 2014
B Ed FET 4
th
Year














Updated March 2014




GUIDELINES: Work-integrated Learning 2014


FOR:

B Ed FET 4
th
Year Students

School Principals

Class Teachers / Mentor Teachers

Work-integrated Learning Coordinators

NMMU Lecturers






Table of Contents


CONTENTS PAGE
MESSAGE TO OUR PARTNER SCHOOLS 2
FACULTY VISION AND MISSION 3
CONTACT DETAILS 5
WORK-INTEGRATED LEARNING 6
SCHOOL TERMS AND EXPECTATIONS 8
EVALUATIONS AND DUE DATES 13
FORMS:
WiL CHECKLIST 14
DAILY ACTIVITIES FORMS 15
APPENDICES
A: LESSON EVALUATION FORM 24
B: WiL PORTFOLIO ASSESSMENT FORM 28
C: SAMPLE OF ABRIDGED LESSON PLAN 31
D: PEER LEARNING INTERACTION GUIDE 33
E: REFLECTIVE PRACTICE GUIDE 34
F: ATTENDANCE REGISTER 37
G: DISPENSATION FORM 38


2
2014 Message to our Partner Schools

Dear Principal and Teachers
We would like to express our sincere thanks to you for so willingly assisting us with our school-based
programme for B.Ed. students.
This part of the programme is an integral aspect in the development of new teachers, as without the
experience and guidance provided by teachers in schools it would not be possible for the student teacher
to develop the knowledge, understanding, skills and values they will need to become truly professional
educators, competent classroom practitioners and life-long learners.
Students have always reported favourably on their school-based experiences and they have particularly
valued the support received from our partner schools.
We trust that the Work-integrated Learning experience will be an enriching and inspiring one for all
involved. Please do not hesitate to contact us should you need any clarification or additional information.

Yours sincerely,
Dr Lonnie King
2014 WiL coordinator, Port Elizabeth
Lonnie.king@nmmu.ac.za

Mr Phillip Williams
2014 WiL coordinator, George
philoma@mweb.co.za




3
FACULTY VISION AND MISSION

Our Vision:
To be a dynamic community of teachers, leaders and scholars in education,
committed to creating a vibrant, socially just and democratic society.

Our Mission:
We are committed to cultivating
o Passionate, engaged, knowledgeable, effective, and compassionate teachers,
researchers, and leaders who are
o Critical thinkers, and
o Agents of hope, change, and social justice
Through
o Practicing humanizing pedagogies,
o Establishing collaborative partnerships with relevant stakeholders, particularly
students, schools, communities, alumni, and governments,
o Using future-oriented technologies creatively, and
o Bringing the classroom into the world and the world into the classroom







4
REFLECTIVE PRACTICE

What is reflection?

Bolton (2010:13) said that Reflective practice is learning through examining what we think happened on
any occasion, and how we think others perceived the event and us, opening our practice to scrutiny by
others.

Improvement cannot take place unless we learn from experience. Failure to do this is resigning ourselves
to being prisoners to our past. Reflection-on-practice is an intentioned action; the intention is to improve
the quality of educational experiences through a rigorous reflection of the learning that has accrued as a
consequence of engaging reflective practices of one kind or another (Ghaye, 2011: 134)

Why do we need to reflect?
One of the benefits of reflection is its impact on professionalism through reflecting on our practice we
become more aware, more in control, more able to see our strengths and development needs. Through
reflection, we can begin to move from novice to expert. This movement involves the following stages:

Novice advanced beginner competent performer proficient expert.

It is this process, the questioning or self-questioning to reconstruct what happened or to construct what
might happen that enables the teacher to move from novice to expert.









5
Contact Persons in the Faculty

Should you require further information or wish, at any time, to communicate with the Faculty regarding
any aspect of the school-based programmes for B Ed, please contact:

PORT ELIZABETH:
Work-integrated Learning Coordinator: General Enquiries:
Dr Lonnie King (041 504 2389) Mrs Delene Botha: (041 504 4330)
Lonnie.king@nmmu.ac.za delene.botha@nmmu.ac.za

GEORGE:
Work-integrated Learning Co-ordinator General Enquiries
Mr Phillip Williams (044 801 5087); Ms Melony Oliphant (044 801 5087)
philoma@mweb.co.za melony.oliphant@nmmu.ac.za



B Ed FET Head of Programme (PE & George)
Ms Heloise Sathorar
heloise.sathorar@nmmu.ac.za





6
WORK-INTEGRATED LEARNING PROGRAMME
This section seeks to present an overview of Work-Integrated Learning (WiL) and pertinent information on
its conduct in schools.

What is Work-integrated Learning?
WiL is a school-based learning in practice experience undertaken by prospective teachers, and forms an
essential component of the practical learning integral to all the teacher education programmes offered by
Nelson Mandela Metropolitan Universitys Faculty of Education.

Aims of WiL
The general aim of WiL is to introduce prospective teachers to teaching and its routines under the guidance
of qualified professionals to develop skills, attitudes and competencies in the profession. Some of the key
focus areas in the exercise include:
Fostering links between educational theory and practice of teaching;
Developing student teachers ability to set relevant expectations for learners through a range of
teaching strategies appropriate to their age and ability;
Developing the ability to select and use appropriate teaching resources;
Making student teachers aware of the complex nature of teaching and learning processes in the school
and its environments; and
Mentoring and assessing student teachers according to the requirements of their respective teacher
education programs.

Assessment of Work-integrated Learning
WIL shall be assessed mainly through classroom observation and document analysis; these activities are the
core elements of the WIL process. The importance of assessment is not only to ascertain if a student
teacher meets the required standards of the profession, but also to assist the student teacher to realise the
standards through supportive, informative and constructive input. Consequently, observation shall not be
undertaken for grading purposes only, however, post-observation conferencing shall be undertaken at all
times to explore the student teachers strengths and lapses in teaching.



7
Classroom Observation
Given a wide range of areas of observation, a student teacher in action in class gives one first-hand
information and experience on the extent of development of various competencies expected of a teacher.
The general thrust in observing a taught lesson is guided among others by the following considerations:
What relationships exist between the teacher and learners?
Are learners learning anything worthwhile?
Are the best pedagogic practices adopted and practised in teaching?
How does the teacher continuously position her/himself in the teaching situation?
Is the student teachers conduct consistent with the philosophy and purpose of Work-integrated
Learning?

The meaning of student teachers

As the designation student teacher suggests, these are unqualified prospective teachers undergoing pre-
service education. They work in schools under the guidance and supervision of qualified and experienced
teachers. While on WIL, student teachers are nonetheless registered and bona fide students of the NMMU.
The host schools play a complex custodial, supervisory and mentoring role, with students themselves
accountable to the university and their respective host schools in particular, and the teaching profession in
general.


8
IMPORTANT: PLEASE SEE TIMETABLES AS FOLLOWS

1. School terms for 2014
TERMS Start dates End dates
Students first day at
school for the term
Students last day at
school for the term
1
st
Term 15 Jan 28 Mar 11 Feb 28 Mar
2
nd
Term 07 April 27 June 07 April 28 June
3
rd
Term 21 July 03 Oct 21 July 03 Oct
4
th
Term 13 Oct 12 Dec 13 Oct 31 Oct

2014 STUDENT RECESS PERIODS
29 MARCH 06 APRIL
21 JUNE 20 JULY
06 SEPTEMBER 14 SEPTEMBER
26 NOVEMBER 31 DECEMBER

NB:
Work-integrated learning will start on 11 February and end on 31 October 2014.
Students will be at schools for four days a week according to the 2014 school calendar during Term
1, and will be at schools for four days a week according the 2014 school calendar for Terms 2 to 4.
2. Expectations
School-based experience is an opportunity for students to explore and learn from the experience of being
in a school as a teacher (always remembering that they are at the beginning of their teaching careers and
are still learning what it means to become a teacher). It is their entry point into the teaching fraternity and
the community of practice of FET.
We suggest that as far as possible students should be exposed to a whole range of experiences, and be
given opportunities to develop the knowledge, skills, attitudes and values required of a passionate and
critically engaged teacher. This is an apprenticeship experience for them. We hope that our students will
also be able to contribute something towards your school and, as such, schools can expect certain
behaviours and actions from our students.


9
To assist schools in providing a rich and safe environment in which students can gain these competencies
we have compiled a few guidelines to assist you in meeting the students expectations as well as gaining as
much as you can from our students.
3. Reporting Lines
As in any school, the principal (or his/her designated deputies and HoDs) are the ultimate authority. In this
regard students are responsible to the school principal. This means that they must observe all aspects of
school policy and conduct themselves in a professional manner at all times. They fall within the policies
and rules governing any teacher at the schools, and the SACE Code of Conduct. So what does this mean?
Students must be punctual for school and class and extra-mural activities,
they must dress according to the norms for staff at the school, and
they must be thoroughly prepared for all activities in which they are expected to take part.
4. B. Ed. Course Requirements
4.1 Attendance
Students must attend their school on the designated days. As far as possible, students should be fully
involved in the functioning of the school for 15 hours a week. We see this as including, but not limited to:
attending assemblies, teaching classes, observing lessons, supervising classes and extra mural activities.
The 15 hours of work per week should be regarded as part of the B Ed programme and students must not
be remunerated for this. Whilst at school, students should have time to do some university work.
It does sometimes happen that schools might want (need) the student to perform additional duties and
when negotiating this with students please ensure that the students do not compromise their academic
responsibilities and the attendance requirements of the B. Ed. programme. We suggest that you consider
remunerating the students for any long term additional responsibilities that you negotiate with them.
4.2 Students and school activities
Students should be available to assist with the schools extra-mural (e.g. after care, sport, music, etc.)
programme during the school-based teaching periods. Students are expected to do at least one summer
sport and one winter sport and or cultural activities. It should be borne in mind that many students have to
work in order to pay for their university course, and several of them are involved in sports coaching
arrangements with various schools, as well as other activities.
4.3 Students and School Policy
Students could sometimes be called upon to give teaching or administrative assistance to teachers on an ad
hoc basis, but not to take over the work of teachers who are away from school for several days at a time.
Please guard against the student becoming the full-time teacher, in other words taking the place of absent
staff or filling vacant posts on a long term (more than two days) basis. This is both unfair to the student and
to the learners.


10
Students must observe all aspects of school policy and conduct themselves in a professional manner at all
times. Dress code is in accordance with the schools requirements and the appearance of students should
be neat and professional at all times. Students are responsible to the principal of the school and as such
must follow all school policies and rules as if they were a staff member.
In order to pass his/her WiL module, the student must meet the attendance as well as academic
requirements failure to meet either may lead to the student repeating WIL the following year.
Students ought not to take for granted the availability of duplicating and photocopying facilities or the use
of other equipment, and should remember that they are guests of the school. They should therefore take
care not to abuse any privileges offered by the school.
Should students be required, or opt, to accompany a class on an excursion of one or more days, they must
include a record of the relevant activities and reflect on the value of the excursion. If students do not
participate in an excursion involving their class group, they should be accommodated in another class for
the duration of the excursion.
5. WiL Assessment
5.1 Lecturer Assessment
Lecturers from NMMU will visit students at their schools for the purposes of both formative and summative
assessment. During such visits, it is the responsibility of the student to provide the lecturer with the
necessary Assessment Form. This form is available from Ms Delene Botha on South Campus, Ms Melony
Oliphant in George, as well as in this guide. The WIL coordinator may visit the school from time to time to
strengthen the partnership with the school.
5.2 Mentor Teacher Assessment
Mentor Teachers are required to give a percentage mark for the lessons they evaluate, as this mark is
needed for assessment purposes. Mentor Teachers assessments and comments will be taken into
consideration when the students final mark is determined. It is the individual students responsibility to
place the original lesson report of each mentor teacher assessment in their WIL file. Should a student
neglect to do this, it could negatively influence the students progress. The student will provide the teacher
with the Assessment Form. This form is available from Ms Delene Botha on South Campus, Ms Melony
Oliphant in George, as well as in this guide.
6. WiL Portfolio
Students must keep a portfolio (preferably an A4 lever-arch file) for WIL. Alternatively, students are
encouraged to maintain an e-Portfolio, should their circumstances permit and in consultation with the
method lecturer. This will serve as a record of activities and observations both inside and outside the
classroom. It is of the utmost importance to keep this portfolio up to date from the very beginning of each
block session. The completed portfolio is to be handed in / submitted on line on a pre-determined date set
by the WIL coordinator.


11
The following information should be included in the journal and must be sequenced as below:
Situational analysis. This includes the schools locality, the kind of community it serves, learner
enrolment, division into class grades, the structure of the teaching staff, the physical infrastructure
of the school and the facilities it offers. Any other relevant or interesting features about the school,
its history, its projects and activities should also be included. This must be completed before the
first lecturer assessment.
Attendance register
A neat copy of all lessons taught for both assessment and non-assessment purposes. This
comprises:
o A detailed lesson plan for each formally assessed lesson, including worksheets or other
resources used in the lesson, and
o A less detailed plan for all non-assessed lessons.
Self-reflections on assessed as well as non-assessed lessons. Points of focus could be, inter alia,
o the extent to which planned outcomes were achieved,
o whether appropriate strategies were employed,
o what factors facilitated or impeded learning activities, and
o whether anything new or unexpected arose in the course of the lesson.
The above plays an important role in expressing the developmental process that should occur in school-
based teaching experience. In other words, the journal should not merely record the number and variety of
lessons given, but also create a picture of the students experience as a whole.
It should be borne in mind that appraising ones own efforts is an important professional developmental
activity, and that reflecting upon the various aspects of ones performance can enhance ones
understanding of the teaching and learning processes and interactions in the classroom.
Once the journals have been handed in, the students must attend school until 31 October 2014. If this is
not adhered to, the student will be allocated an FC (studies not yet completed) as a mark.



The Faculty of Education wishes all B.Ed. students and their respective schools a
worthwhile and enjoyable association, and trusts that the students will avail themselves of every
opportunity to grow professionally and realise their individual potential.


12
Education practice: POHO440 (30123)
Evaluations and due dates

Total mark:
NMMU lecturers evaluations only (x4) 60%
School educator/mentor (x8) 40%
Non-evaluated lessons:
Minimum additional lessons (non-evaluated) to be taught:
1 lesson per day (44 per semester 22 per method specialisation)
A register should be signed (see Appendix F)
Abridged lesson plans of these lessons should be provided in your portfolio (sample outline given
APPENDIX C)
Evaluations and due dates:
Each student has to arrange for four (4) Lecturer (NMMU Mentor) lesson evaluations (one per term) during
the year. A minimum of one assessed lesson per major per semester should be assessed. No lecturer will
visit a student more than once during the term for summative assessment purposes, but may visit the
student more regularly for formative assessment purposes. Lesson evaluations should be done in the
required terms and will be checked for the date of evaluation. It is important to plan ahead and make
arrangements with the individual mentors in good time. If the student fails to meet this criterion without
prior arrangement, he/she will receive zero for the lesson and he/she may then have to repeat the module.
These evaluations will be spread throughout the year, as shown below:

NMMU Mentor
Evaluations
School Mentor
Evaluations
Term 1 1 2
Term 2 1 2
Term 3 1 2
Term 4 1 2
TOTAL: 4 8


13
WORK-INTEGRATED LEARNING STUDENT CHECKLIST
4
th
year 2014 FET students
Please place this in front of your General Portfolio. Please fill in ALL the details.

NAME: ...
STUDENT NO:
LECTURER ASSESSMENT
NAME OF SCHOOL DATE SUBJECT +
Gr
TOPIC MARK NAME OF
LECTURER
1.
2.
3,
4.
TOTAL
AVERAGE %

TEACHER ASSESSMENT
NAME OF SCHOOL DATE SUBJECT +
Gr
TOPIC MARK NAME OF
TEACHER
1.
2.
3.
4.
5.
6.
7.
8.
TOTAL
AVERAGE %


14
STUDENTS DAILY ACTIVITIES AT SCHOOL (Term 1, FET)
Wk Date Lesson Topic/Activity Gr
Time Spent
1 11/2
12/2
13/2
14/2
2 17/2
18/2
19/2
20/2
21/2
3 24/2
25/2
26/2
27/2
28/2
4 3/3
4/3
5/3
6/3
7/3
5 10/3
11/3
12/3
13/3
14/3
6 17/3
18/3
19/3
20/3


15
Wk Date Lesson Topic/Activity Gr
Time Spent
7 24/3
25/3
26/3
27/3
28/3
AVERAGE TIME SPENT TEACHING:

Students Experiences:






General comments by the mentor:







16
STUDENTS DAILY ACTIVITIES AT SCHOOL (Term 2, FET)
Wk Date Lesson Topic/Activity Gr
Time Spent
1 7/4
8/4
9/4
10/4
11/4
2 14/4
15/4
16/4
17/4
3 22/4
23/4
24/4
25/4
4 29/4
30/4
5 5/5
6/5
7/5
8/5
9/5
6 12/5
13/5
14/5
15/5
16/5
7 19/5
20/5
21/5


17
Wk Date Lesson Topic/Activity Gr
Time Spent
22/5
23/5
8 26/5
27/5
28/5
29/5
30/5
9 2/6
3/6
4/6
5/6
6/6
10 9/6
10/6
11/6
12/6
13/6
11 17/6
18/6
19/6
20/6
12 23/6
24/6
25/6
26/6
27/6
AVERAGE TIME SPENT TEACHING:

Students Experiences:


18







General comments by the mentor:







19
STUDENTS DAILY ACTIVITIES AT SCHOOL (Term 3, FET)
Wk Date Lesson Topic/Activity Gr
Time Spent
1 21/7
22/7
23/7
24/7
25/7
2 28/7
29/7
30/7
31/7
1/8
3 4/8
5/8
6/8
7/8
8/8
4 11/8
12/8
13/8
14/8
15/8
5 18/8
19/8
20/8
21/8
22/8
6 25/8
26/8
27/8


20
Wk Date Lesson Topic/Activity Gr
Time Spent
28/8
29/8
7 1/9
2/9
3/9
4/9
5/9
8 8/9
9/9
10/9
11/9
12/9
9 15/9
16/9
17/9
18/9
19/9
10 22/9
23/9
24/9
25/9
26/9
11 29/9
30/9
1/10
2/10
3/10
AVERAGE TIME SPENT TEACHING:




21

Students Experiences:







General comments by the mentor:








22
STUDENTS DAILY ACTIVITIES AT SCHOOL (Term 4, FET)
Wk Date Lesson Topic/Activity Gr
Time Spent
1 13/10
14/10
15/10
16/10
17/10
2 20/10
21/10
22/10
23/10
24/10
3 14/10
15/10
16/10
17/10
18/10
4 27/10
28/10
29/10
30/10
31/10
AVERAGE TIME SPENT TEACHING:
Students Experiences:


General comments by the mentor:




23
APPENDIX A LESSON EVALUATION REPORT FORM
SCHOOL:


Overall %
obtained:

STUDENT:


DATE:

SUBJECT: GRADE:
NO. OF
LEARNERS:


LECTURER/
MENTOR:

CAPS Ref:


TOPIC


LESSON
AIMS:

CLEARLY STATED?

AIMS ACHIEVED?



A: Planning
Features



B. Structure of lesson
1. Introduction
of lesson.



2. Main Teaching
Activities.





24
3. Conclusion of
lesson.




C. Positive Aspects of
the lesson.



D. Areas for
Development:



E. Assessment
Activities.



F. Classroom
Discipline /
Management.



G. Utilization of
Teaching Resources:



Overall Impression:
Outstanding 80-100
Very Good 75-79
Good 70-75
Satisfactory 60-69
Achieved 50-59
Not Achieved <50

Lecturer/Mentor Signature
Student Signature


25

CRITERIA TO BE APPLIED TO EACH EVALUATION CATEGORY
Planning features
Is there evidence that the lesson has been thoroughly and thoughtfully prepared? Can any teacher of the subject
teach this lesson using the planning done?

Introduction of Lesson
The lesson is properly introduced learners are focussed and interested and their attention is on the lesson.
Creativity is displayed.

Main teaching activities
The student teacher develops the lesson in a logical manner, using a variety of techniques so as to involve learners,
sustain their interest and engage them in meaningful, purposeful activities. There is a flow to the lesson and
learning takes place.

Conclusion of lesson
The lesson is brought to a successful conclusion within the allotted timeframe and learning is consolidated in a
meaningful way.

Positive aspects of the lesson
What the student teacher has done well.

Areas of development
Areas in which the student teacher needs to devote more time and attention and on which mentors should provide
further guidance and development.

Assessment activities
Has the student teacher used appropriate forms of assessment for the lesson and the class? Is the assessment
linked to the aims/outcomes of the lesson? Have they included all learners in this assessment? Have the principles


26
of Universal Design for Learning (and assessment) been applied, i.e. Have students catered for learners with
different learning styles in their assessment activities?

Classroom Discipline/Management
Has the student teacher created an environment conducive to learning in the lesson? Did the student teacher
remain in control throughout the lesson? Were disruptive elements dealt with? Was the discipline exercised fair,
appropriate and consistent?

Utilization of Teaching Resources
Did the student teacher make use of a variety of teaching resources appropriate to the lesson? Were the resources
properly used to enhance learning?


27
Appendix B
ASSESSMENT OF B Ed FET WiL PORTFOLIO: 2014.
(N.B. This incorporates Method Portfolios)
Date: WIL Block
(month):
Checked by
Lecturer:
Name and Surname
(Student):
Year group
(e.g. FET 4
th
Year):
Checklist:
Item Yes: No: Comments ( if necessary)
Student name/
number

Situational
analysis

Attendance
register

Summary of
lessons taught

Neat copies of
all lessons

Copies of all relevant
Curriculum Documents

Copies of Notes / handouts

Lessons No. Comments ( if necessary)
Number of teacher
evaluated lessons

Number of other
lessons

Number of whole teaching
experiences
(if applicable)



Mark: /100


28
Resources /Teaching
Aids
No. Comments ( if necessary)
Has additional Teaching
Resources

Resources are appropriate
and accessible


Lesson Reflection Yes: No: Comments ( if necessary)
Reflections on:
Aims/Outcomes
achieved
Positive factors
Negative factors
Unexpected
outcomes/events, etc.

Reflections completed for
all evaluated lessons

Reflections completed
briefly for all non-evaluated
lessons

General Comments on Portfolio: e.g:
Overall
appearance:

Organisation
of contents

Depth, details and
interest value of
material included
and of reflections

Care taken and
commitment shown
in overall presentation








29

PEER-ASSESSOR/LECTURER: ..
Sign:

Date: ..


DUE DATE FOR COMPLETED PORTFOLIOS:

03 NOVEMBER 2014

NB!!!
No portfolio will be accepted after the due date.
Failure to meet the deadline may lead to a repeat
of the module in the following year.

Outstanding 80-100
Very Good 75-79
Good 70-75
Satisfactory 60-69
Achieved 50-59
Not Achieved <50


30
Appendix C
SAMPLE OF ABRIDGED LESSON PLAN
(Please note that Method lecturers will distribute the full lesson plan formats that they require directly to
students)
Educator/Teacher:

Grade:

Subject:
School:


Week: Date:
Content Area
Topic
Context
Lesson Aims / Outcomes
Suggested resources

Prior knowledge
Educator activities Learner activities Resources Assessment Forms /
Strategies
Time










Expanded opportunities

Enrichment and extension
Special needs / Barriers to learning

Homework



31
Task/Assignment/Practical/
REFLECTION























32
Appendix D
PEER LEARNING INTERACTION GUIDE
Peer Learning Interactions

Introductory questions Talk me through what happened
Were there any surprises?
What pleased you most?
What was disappointing?
Context
Content
What was the purpose of the lesson?
What did the children learn today that they did not already know?
What did you want the children to remember from this lesson?
What do you think they will remember?
Evaluation
Evidence
Do you think the class learned what you wanted them to?
How do you know?
Prediction
Next steps
What will you do to support and develop this next time?
How will you provide support for all learners?
How will you know if this is successful?
Analysis What kind of thinking did you encourage today?
How do you know?
How might a similar lesson be presented differently?
Can you say the extent to which thinking about children as
learners influenced the approach that you adopted?
How did your lesson encourage the development of their conceptual
understanding?
Can you tell me some links between your lesson and your
professional reading?
Tell me about the impact of your lesson on the childs learning.
How has your input enriched the childrens progress?
Research Can you describe another lesson where content and purpose
influenced you to use a different approach?
Summary What kind of feed-back would you give yourself for this lesson?




33
Appendix E
REFLECTIVE PRACTICE RECORD
(To be completed after every lesson formally assessed by Mentor Teachers / Lecturers)

Focus Comment
Details of the
context used for
this reflection.



Why was this
context chosen
for reflection?



What did you
want the pupils
to learn?



What do you
think they will
remember?



What kind of
thinking did you
wish to promote?





34
How did you
organise the
lesson to be
inclusive for all
learners?


Were there any
particular
challenges or
issues during the
lesson?


Was there
something you
were particularly
pleased with?


Was there any
sense of
frustration during
the course of the
lesson?


How might you
do things
differently next
time?


How will you
assess the impact
of these
changes?


What might your
evidence be?




What will
success/progress
look like?





35
What did you
learn about
yourself/your
practice from this
reflection?


Action/plan for
next step?


























36
Appendix F
ATTENDANCE REGISTER
Date Mentor/Principal Date Mentor/Principal




























37
Appendix G
DISPENSATION FORM (for examination purposes)
IMPORTANT:
To be completed in duplicate
Attach copy of the examination time-table
Name of School:
Name of Student:
Student Number:
Phase:
Date of Examination:
Number of days required:
Module Code:
Module Name:
Students Signature:
Date:

RECOMMENDATION Recommended Not Recommended
_____________________ _____________________________ ___________
Mentors Name Mentors Signature Date

APPROVAL

Approved Not Approved
________________________________ _________________________
Principals Signature Date
________________________________ _________________________
NMMU WIL Coordinator Date