Teaching Practice Requirements & Progression

BEd Foundation Phase

The teaching practice experience is critical to professional learning, as it offers student teachers a place to consolidate and apply what they are learning in their
coursework to the classroom setting. Through teaching practice, student teachers acquire a “big picture” understanding of schools, communities, learners and
teachers as they observe in classrooms, participate in school life, and plan and teach their first lessons.

Student teachers bring varying background experiences into their teaching practice. Clear dialogue between mentor teacher and student teacher early on will
facilitate the development of an appropriate teaching practice plan that aligns with the emerging knowledge, skills and abilities of the student teacher, and their
experience to date. Reviewing the plan regularly together, and communicating about how things are going, will help to ensure a gradual scaffolding of
responsibility that builds confidence and builds on successes in a supported environment. Any difficulties must be communicated early on.

The goal of teaching practice is to share a learning journey, and provide a learning environment that focuses on modelling practice, and scaffolding expectations
through feedback focussed on growth toward future performance. Goals need to be specific to the student teacher and mentor teacher pairing, communicated
in a clear and coherent form, and aligned with expectations.

Expectations will see a gradual building of engagement of the student teacher over the course of the teaching practice:

Week 1 Week 2 Week 3 Week 4

Observe, assist, co-plan/plan, co-teach/teach, reflect, plan for improvement

ESAs Engagement Year 1 Year 2 Year 3 Year 4

Professional
Teaching
Standards
First Semester
Professionalism and Observe Participation in all activities of the Observe and participate in Acts in a professional and Acts in a professional and ethically
Ethics Assisting/Participating professional orientation extra and/or co-curricular ethically responsible way responsible way towards the
programme (POP) (contact) activities at school. towards colleagues in community, the profession and the
Watch all video recordings of and out of school. employer.
POP sessions/content (distance). Acts in a professional and
ethically responsible way Plan and conduct a “practice parent
towards learners, in meeting” with one of the other
accordance with the Code of teachers at the school who is not your
Conduct of the South African mentor.
 Council of Educators
(SACE).
Critically reflect on responsibility
Critical reflection Critically reflect on towards the community, the
Critically reflect on responsibility as educator profession and the employer.
responsibility as educator towards colleagues in and
towards learners. out of school.
Context: School & Active Observation Observe the context (School and Observe MT’s classroom Observe your mentor Observe your school mentor teacher
Learning Learning Environment) seating arrangements; teacher giving instructions. for the first week of the practicum. Pay
Environment ✓ The school as Observe MT’s beginning attention to how she/he implements
community and end of day routines procedures, routines, transitions and
✓ The teacher’s action and procedures; strategies to support learning in the
zone classroom environment (i.e., between
✓ Conditions for learning learning activities, breaks, visit to the
cloakroom, washing hands, lunch,
visit to the tuck shop, etc.), as well as
how she handles learner behaviour.

Assisting/Participating Watch the video on school Watch the videos on Ask your mentor teacher Ask permission to initiate procedures,
organisation and administration. classroom seating whether you may work with routines, transitions and strategies for
Watch the videos on classroom arrangements before a small groups of learners a period of five consecutive days. Pay
management: Building going to school; (e.g., during station attention to the following:
relationships; Behaviour Draw a picture/diagram of teaching) that encourages o Efficient procedures for non-
management in the classroom; the seating arrangement positive social interaction, instructional activities: taking
and classroom rules and in your mentor teacher’s which is mutually respectful attendance, distributing and
expectations. classroom. and provides a low risk of collecting materials, making
Prepare a PowerPoint As you grow more failure for all learners by transitions, etc.
presentation to introduce confident, ask your creating supporting o Clear guidelines for learner
classroom rules. mentor teacher whether materials and using work when it is unsupervised,
Visually illustrate how praise and you may conduct appropriate classroom e.g., in small groups.
misbehaviour will be addressed. beginning and end of day management techniques o Evidence of clear standards of
routine and/or procedural such as proximity control conduct, understood by the
tasks: (i.e., standing close to learners, monitored by the
o Learners tidy their learners to address student teacher, corrected
workspace and disruption), along with successfully (when necessary)
pack their established cues and by student teacher or learners,
suitcases. signals. or both.
o Tidy the o Physical environment
classroom. Ask your school mentor supportive of learning
o Empty dustbins. teacher whether you may activities.
o Two learners give directions, make a
reflect on the voice recording, and
content of the day. explain procedures for a
o Close the classroom routine
windows.
o Closing thought.
 o Add any aspect of
your choice or that
the MT asks you
to.
Critical reflection Critically reflect on how policies, Reflect critically on your Critically reflect on your
rules, regulations and codes of Critically reflect on the audio recording where you implementation of procedures,
conduct impact learners as well effectiveness of seating focussed on the giving of routines, transitions and strategies in
as themselves as teachers. arrangements for all directions during a the learning environment.
learners’ learning classroom routine.
Critically reflect on how teachers
manage learning environments
by referring to rules and
behaviour management (e.g.,
relationship building, praise and
misbehaviour) in the classroom.

21st Century Active Observation Observe technology integration

Technology ✓ Blackboard work

Assisting/participating Watch videos on TPACK model

and Gen Z.
Read documents on the use of
ICT in education.
Complete practical handwriting
on the blackboard.
Integrate animation and apps into
a Grade R programme.

Planning & Co-teaching Co-plan and co-teach a Grade R

activity by integrating technology.

Critical reflection Critically reflect on the use of

technology for teaching and
learning.

Planning and Active Observation Observe planning and Observe MT’s method of
Preparation preparation planning.
✓ Classroom profile
✓ Learner profile

Plan and prepare Grade R Discussion session with MT

Assisting/participating programmes (year, week and to determine how she plans, Co-plan four whole Plan for five whole mornings of
day); what she uses, factors she mornings of lessons for lessons for five consecutive days
considers, etc. four consecutive days –
 Read pre-planning Mathematics, Language under the guidance of the MT (weekly
considerations. and Life Skills (weekly). for all subjects).
Do weekly planning (alone Plan four detailed lessons Plan four detailed lessons (Maths,
or co-plan with MT) for all (Maths, Home Language, Home Language, Additional
subjects; Additional Language and Language and Life Skills).
Do one detailed weekly plan Life Skills)
for one subject.

Differentiate between Grade R Critically reflect on planning

Critical reflection and Grade 1-3 planning and (observed, discussed & own
preparation. planning). Critically reflect on your perceived
competence in planning and
preparation.

Instruction Observe Not applicable Observe MT and pay Observe MT as she gives
attention to MT’s questions, homework.
wait time and pacing. Observe unplanned
classroom language as
well as the use of the
mother tongue/home
language in the classroom.

Assist/participate Co-teach two mornings of Co-teach the four whole Co-teach or you teach and your MT
lessons with your MT. mornings of lessons for observes and advises – five whole
Assist with all informal and four consecutive days. mornings of lessons.
formal assessment activities.

Critical Reflection Critically reflect on your co- Critically reflect on the Do a critical analysis of your
teaching and how you giving of homework, instruction.
experienced it; what worked unplanned classroom
well and what didn’t. language as well as the
use of the mother
tongue/home language in
the classroom.

Critically reflect on your

instruction during the
teaching practice period.

Assessment Observe Not applicable Observe your MT as she

assesses learners’ written
work.
 Observe the types of
assessments used.
Assist/Participate Develop one task with its relevant
Develop and administer activities (formal assessment) under
any four assessment the guidance of the MT.
activities. Do all the marking and recording for
Mark and record all the MT.
assessment under the
guidance of the MT.
Schedule a discussion
session with MT to talk
about how Departmental
school-based assessment
documents should be
utilised.
Critical Reflection Do a critical analysis of your
Write a critical reflection on assessment competence and your
your understanding of ability to use the assessment results
assessment and its role in to inform your planning and
planning and instructional instruction.
delivery.

As a Mentor Teacher (MT), you can support your Student Teacher (ST) by:

• Welcoming your ST to the school, inviting him or her to the staff room, and introducing him or her to others in the school;
• Assisting your ST in clarifying learning goals for the practicum;
• Modelling your best classroom teaching strategies, and discussing them with yourST;
• Encouraging your ST to engage with learners, assist you with your lessons, and observe your classroom management strategies, etc.
• Discussing with your ST your planning, teaching and assessment practices;
• Maximising success by using your best professional judgement to assign teaching responsibilities that draw upon your ST’s strengths;
• Expecting written lesson plans – initially lesson plans should be very detailed; later, as your ST gains experience and can demonstrate good
teaching, lesson plans can become briefer;
• Observing your ST while he or she interacts with learners and providing constructive feedback afterwards.

As a Student Teacher, you can maximise your chances of success by:

 • Using your initiative to find ways to learn about the school as a whole, and to assist your MT, support learners, and share your own skills and gifts
in the classroom;
• Taking lesson planning seriously: when you are experienced, you will not need to prepare such detailed lesson plans; right now they are important
in providing a record of what you teach during the practicum;
• Reflecting upon your experiences in the school.

Planning for Feedback

In Visible Learning Feedback, John Hattie and Shirley Clarke have noted that there is a distinction between what teachers think about when they give
feedback, and what students/learners are expecting. From this insight, they distilled a model that helps both the educator and the student/learner
reach a shared understanding of goals, compare those goals with the expected standard, and then engage in dialogue, remediation and action
which can close any gaps that exist between where they are, and where they need to be (aligned with their level of experience and progression in
the programme).
 Second Semester

ESAs Year 1 Year 2 Year 3 Year 4

Professional
Teaching
Standards
Professionalism and Observe and participate in extra Observe and participate in extra Observe and participate in extra Read point 5 (Conduct: The
Ethics and/or co-curricular activities at and/or co-curricular activities at and/or co-curricular activities at Educator and the Community),
school. school. school. point 7 (Conduct: The Educator
and The Profession), point 8
Acts in a professional and Write a message to a “stand-in” (Conduct: The Educator and His or
ethically responsible way parent or caregiver, under the Her Employer) of SACE’s Code of
Acts in a professional and towards learners, in accordance supervision of your mentor Professional Ethics.
ethically responsible way in with the Code of Conduct of the teacher, in which you either ask
accordance with the Code of South African Council of for information about a learner’s Be at school for the entire
Conduct of the South African Educators (SACE). interests or comment on an practicum period at the partner
Council of Educators (SACE). aspect of the learner’s behaviour school.
or academic work. The Participate in extra and/or co-
Critically reflect on responsibility message/letter should be curricular activities at school.
Critically reflect on how the SACE as educator towards learners. professional and it should be
Code of Conduct affects role as language edited. It should focus In this ESA you are required to
educator on a positive aspect. The letter observe three different conflict
should not be sent to a real situations (or misunderstandings)
parent at the school. This is for occurring between learners either
practice purposes. in the classroom or during break.
For example, you observe George
Acts in a professional and pushing Peter from play
ethically responsible way equipment during break; Neo tells
towards parents and the the teacher that Tshepo has taken
community. her pencil; Ontatile pushes
Karabo, who falls and starts to cry;
Carli tells the teacher that Jaime is
copying her work.
Schedule a discussion session
with your mentor teacher and ask
her/him how they would handle
the situation and what
intervention they would put in
Critically reflect on responsibility place. IF your mentor teacher
as educator towards parents and allows you to, you may implement
the community. the intervention.
Reflect on the situations, your
discussion with the mentor
teacher as well as your own ideas
on how to handle the conflict
 situations. Describe the conflict
situations and write a critical
reflection of about 400-600
words.
Write a critical reflection on your
responsibility as educator
towards the community, the
profession and your employer,
refer to SACE Code of Conduct.

Context: School & Observe your school mentor Watch the following video Observe the mentor teacher Observe your school mentor
Learning teacher and document, using the BEFORE going to school. Click performing procedures, routines teacher for the first week of the
Environment learning environment form below, on the link below: and transitions in the learning practicum. Pay attention to how
what you see while he/she is Substitute teachers environment (i.e., between she/he implements procedures,
teaching – focus on respectful (i.e., student teachers learning activities, breaks, visit to routines, transitions and
interactions, managing classroom at school) the cloakroom, washing hands, strategies to support learning in
procedures, managing learner https://www.you lunch, visit to the tuck shop, etc.), the classroom environment (i.e.,
behaviour, and organising physical as well as how she handles between learning activities,
space. tube.com/ misbehaviour. breaks, visit to the cloakroom,
watch?v=w Ask permission to initiate washing hands, lunch, visit to the
Observe and actively assist the procedures, routines and tuck shop, etc.), as well as how
school mentor teacher in the w2FUk__h transitions for a period of five she handles learner behaviour.
switch between learning activities eY consecutive days.
Ask permission to initiate
where handing out, collecting or Initiate an effective classroom
organising learning materials management plan for handling procedures, routines, transitions
Observe and reflect on the and strategies for a period of five
needs to be done. effectiveness of your mentor misbehaviour either by individuals
or the class as a whole. consecutive days.
teacher’s classroom
Observe the school mentor management system. Write a critical reflection on the Pay attention to the following:
teacher perform the beginning of value of set routines, procedures,
the day routine and procedural transitions and behaviour o Efficient procedures for
tasks (e.g., marking of registers) As you grow more confident, ask management in creating a safe non-instructional activities: taking
and ask permission to execute this your mentor teacher whether and engaging learning attendance, distributing and
on your own under his/her you may take over the environment. collecting materials, making
supervision. management of a small group of transitions, etc.
learners when they are, for o Clear guidelines for learner
example, doing group work. work when it is unsupervised,
Watch the videos on classroom e.g., in small groups.
routines, procedures and Development your own system o Evidence of clear standards of
transitions BEFORE going to of classroom management with conduct, understood by the
school. these learners.
Classroom management: Routines learners, monitored by the
and procedures student teacher, corrected
https://www.youtube.com/wat successfully (when necessary)
Write a critical reflection on
ch?v=0- by student teacher or
classroom management and the
n3ZncKAcU learners, or both.
effect on learners’ learning and
Classroom management: engagement in the classroom.
Transitions
 https://www.youtube.com/w o Physical environment
atch?v=S0a8 supportive of learning
Pkcfc2g activities.
o Write a critical reflection on
Schedule a reflective session (i.e., your implementation of
a discussion) with your school procedures, routines,
mentor teacher and engage with transitions and strategies in
the teacher on how respectful
the learning environment.
interactions, managing classroom
o
procedures, managing learner
behaviour, and organising physical
space can facilitate instruction and
enhance learners’ learning
(Complete the Observation:
Discussion form).

Engage with (i.e., discuss) your

school mentor teacher on how and
why classroom rules and routines
were developed, and write a
reflective narrative on the how and
why of classroom rules and
routines.

Actively support the school mentor

teacher in routine tasks associated
with creating an effective,
organised and well managed
classroom environment.

Write a reflective narrative on your

observation, the discussion with
your school mentor teacher and
indicate how the four aspects
observed can facilitate instruction
or enhance learners’ learning.

A reflective narrative on the how

and why of classroom rules and
routines.

Learner Development Watch the videos BEFORE going

to school.
The importance of promoting
social-emotional skills in children
https://www.youtube.com/watch?v
=JzQ0i_mvxbs
The importance of cognitive
development.
https://www.youtube.com/watch?v
=0gaxu3CZSOY

Supervise and observe learners

during break, physical education,
creative arts, etc. to understand
learner development.

Make connections between your

observations and the video
material you should have watched.

Observe your school mentor

teacher’s interactions with learners
on:
• Learners’ language
development.
• Special learner needs
• Differentiation of
instruction.
Select three learners who have
different emotional, social,
physical, cognitive and language
profiles. Ask your school mentor
teacher to assist you with this.

Obtain information from your

school mentor teacher in terms of
the identified learners’ interest,
cultural background and linguistic
profile (e.g., what language is
spoken by mother/caregiver, etc.).

Attach evidence to support your

documentation (e.g., copies of
learner’s work, evidence can also
be the reporting of an incident,
with the exact words of the learner
etc.). Please note that NO learner
should be mentioned by name.
Use a pseudonym or refer to the
learners as Learner A, Learner B
and Learner C.
 Schedule a discussion session
with your school mentor teacher
and talk to her about your
observation and what you have
learnt about the developmental
profiles of the learners you
selected.

Ask the school mentor teacher

whether you may mark the
identified learners’
workbooks/worksheets/activities
(Coaching by your school mentor
teacher is necessary) and/or
tasks/tests with a memo (school
mentor teacher acts as an
instructor and moderator).

Record marks under supervision

of the school mentor teacher.

Discuss with your school mentor

teacher how the learners’
assessment data (i.e., informal
tasks, worksheets, tests,
homework, etc.) is used by the
teacher to inform planning and
instructional decisions.

Write a detailed analysis of each

learner’s developmental profile.
Indicate how their profiles would
affect your lesson planning as well
as the choice of instructional
activities and resources, and how
their assessment results (i.e.,
informal tasks, worksheets, tests,
homework, etc.) would affect your
planning.

Planning and Ask your teacher if you could Grade 1 to Grade 3 Placement
Preparation study her year planning. Co-plan for five whole mornings of
lessons for five consecutive days
under the guidance of your school
Ask to attend a phase, grade or mentor teacher. The focus is on
subject meeting if they are held Mathematics, Language and Life
at your school. Take minutes Skills. The co-planning should
during this meeting with the Co-plan with your teacher OR on be done using the method or
permission of the HOD. your own with her support and manner of planning (weekly)
guidance. Give an example of done by the mentor teacher or
how weekly planning is done at recommended by the district in
Schedule a discussion session the school where you are placed. which the school resorts.
with your school mentor teacher For example, is it done in an
and talk to her about how she integrated manner (all subjects IN ADDITION to the above, you
does planning, what resources done on one sheet of paper OR should plan FOUR detailed
she uses, factors she takes into does planning for the week take lessons (one Maths, one Home
consideration when planning, and place separately for Language, one First Additional
how she uses learner Mathematics, Home Language, Language and one Life Skills)
assessments (e.g., worksheets, etc.)? You should include utilising a more detailed format
informal assessments, quizzes, planning for TWO weeks. (Consult the eFundi site under
etc.) to inform her planning for ESA 3 – Resources – Planning).
future planning and instruction. Please note that all planning done Any format will be accepted as
while you are at school should be long as it provides sufficient detail
Co-plan with your school mentor done according to the manner of for lesson planning.
teacher or plan on your own for planning done by your mentor
teacher. Write a critical reflection on your
two weeks (i.e., weekly planning). perceived competence in
Make use of the weekly planning In addition to the planning done planning and preparation.
templates used by your school with your mentor teacher (weekly)
mentor teacher or that required you also have to Plan ONE Home
by the district in which the school Language and ONE Mathematics
resorts. If planning on your own, Grade R Placement
lesson if you are placed in Grade
please ask your mentor teacher IF YOUR ARE PLACED IN A
1-3 OR TWO day programmes if
to check your planning. GRADE R CLASS. Co-plan five
you are placed in a Grade R
integrated day programmes for
classroom. The aim is for you to
Complete a daily task form that four consecutive days, under the
do some detailed planning in
relates to YOUR tasks for a day guidance of your mentor teacher.
order to see all the various
(i.e., everything you did on The co-planning should be
aspects that should be taken into
Monday). Devise your own form. done using the method or
consideration when planning.
manner of planning (weekly
You may use one of the lessons
In addition to the planning plan) done by the mentor
you co-planned with your mentor
mentioned in the previous bullet, teacher or recommended by the
teacher (weekly planning). This
you should plan one district in which the school
planning you have to do on your
Mathematics, one Home resorts.
own. Pay special attention to how
Language, one Additional learning goals are selected, IN ADDITION to the above, you
Language and one Life Skill linked to CAPS and formulated. should plan FOUR detailed day
lesson on your own. If you are Examples of pre-planning programmes utilising a format of
placed in a Grade R classroom considerations and templates are your choice. (Consult the eFundi
plan four day programmes. The provided under Resources (ESA site under ESA 3 – Resources –
lessons that you plan can come 3) on eFundi. You may use a Planning). Any format will be
from the weekly planning you did. format of your choice. However, accepted as long as it provides
The idea is that in these four detailed planning is required. You
lessons you provide more detail.
 Consult the pre-planning may ask your mentor teacher to sufficient detail for day
considerations document under check your planning. programme planning.
Resources (ESA 4) on eFundi to
guide you in your planning. Mark workbooks/worksheets Write a critical reflection on your
(coaching by your mentor teacher perceived competence in
is necessary) and/or tasks/tests planning and preparation.
Write a reflective journal in which with a memo (mentor teacher
you comment critically on: acts as an instructor and
o year, weekly, and daily or moderator).
lesson planning or day Record marks under supervision
programmes (Grade R); of the mentor teacher.
o how planning is linked to
CAPS;
o the value of phase or grade
Write a reflective journal in which
meetings;
you comment critically on:
o what you learnt from co-
planning and co-teaching o weekly and daily
with the school mentor planning/lesson planning
teacher or planning on your or day programmes for
own; Grade R (only if you are
o the learning context (i.e., placed in a Grade R class);
school information, o how planning is linked to
classroom information, CAPS;
learner characteristics, and o how to link the setting of
resources); learning goals to CAPS;
o how you will plan for o the learning context (i.e.,
assessment on a weekly school information,
and daily basis (e.g., classroom information,
informal). learner characteristics, and
resources).
o how to use assessment
data (e.g., learners’
workbooks, worksheets,
oral reading, informal
assessments) to inform
your planning.
o what you learnt from co-
planning with the mentor
teacher or planning on your
own.

Instruction Not applicable Co-teach with your mentor You should teach for four You should now either co-
teacher OR on your own (the consecutive days (i.e., all teach or you teach and your
mentor teacher will inform you) Mathematics, Home mentor teacher observe and
for three consecutive days Language, Additional advise the five days of
(i.e., Mathematics, Home Language and Life Skills instruction you planned for
Language, Additional lessons) under the guidance of ESA 3.
Language and Life Skills your mentor teacher. In order
lessons). Your mentor teacher to teach for four consecutive
will probably not allow you to days, it will be necessary to
teach three full days on your plan for those days of teaching.
own. Please note that the idea You may use a planning format
is that you get experience to of your choice OR you may use
teach a particular subject on the planning format of your
consecutive days, for example mentor teacher. If lessons
if you did a maths lesson on during the course of a day are
Monday, you should follow up integrated (e.g., primarily a
with the maths on Tuesday phonics lesson, but
and if possible Wednesday so mathematics or life skills is
that you can learn to adapt, integrated), this is in order –
adjust and revise as necessary please indicate on the planning
based on how the learners format you use that it is an
were responding, engaging integrated lesson. IF you are
and comprehending what was placed in a Grade R class, you
being taught. You should be should teach complete day
teaching the lessons you programmes for four
planned in ESA 3 (drawn from consecutive days. Your mentor
your weekly planning). teacher will probably not allow
you to teach four full days on
your own. Please note that the
A one-page summary to idea is that you get experience
indicate whether your teaching to teach a particular subject on
did in fact align with the consecutive days, for example
planning you did in ESA 3. if you did a maths lesson on
Monday, you should follow up
with the maths on Tuesday and
if possible Wednesday and
Write a critical reflection on Thursday so that you can learn
your co-teaching OR your to adapt, adjust and revise as
teaching alone, and how you necessary based on how the
experienced it; what worked learners were responding,
well, what didn’t, etc. engaging and comprehending
what was being taught.
During your teaching over the
course of the four days you
should pay attention to eliciting
learners’ thinking by asking
questions and using tasks.
Write a critical reflection on
your planning and teaching
during the course of the four
days. You should pay
 particular attention to justifying
the choices you made on
aspects crucial to instruction,
namely:
✓ Link to CAPS;
✓ Essential question (central
focus of lesson)
✓ Objectives
✓ Learners’ profile and
contextualisation
✓ Learners’ background
knowledge
✓ Academic vocabulary and
concepts
✓ Resources
✓ Differentiation
✓ Management plan
✓ Lesson procedures
✓ Assessment

Assessment Not applicable Schedule a discussion session You should develop one task
with your mentor teacher to with its relevant activities
determine how she uses and (formal assessment), under the
implements the school based guidance of your mentor
assessment documentation in teacher.
her/his class. You should do all the marking
and recording for the mentor
Develop assessment activities teacher. The mentor teacher
that you will use with the should advise and monitor you
learners (entire class). These all the way.
can be assessments or tasks or Use the School Based
worksheets (that can be Assessment documents as your
assessed) that you mentor point of departure for the
teacher uses or develop your assessments.
own and ask your mentor Write a critical analysis on your
teacher to check your perceived competence with
assessments. regard to Teaching and
• Capture and record your Assessment. Focus on
formative assessments (the accurately and objectively
marks) on an Excel spreadsheet describing learner behaviour,
(for six learners) making inferences about your
teaching and adjusting teaching
• Analyse the learners’
strategies based on an analysis
performance in the Home
of learner data (assessment)
Language and Mathematics (for (Decision Making)
six learners).
• Write a detailed report on
the performance of SIX learners
(low, average and high) and
indicate how instruction will have
to be adapted to ensure that all
learners make progress or stay on
track. Please note that all learner
and school identification must be
removed/deleted.