HED4814 PORTFOLIO (DETAILED ANSWERS) 2025 DUE January 2026 - DISTINCTION GUARANTEED

HED4814 PORTFOLIO (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,. MODULE: HED4814 ASSESSMENT: Portfolio examination 2026 DEPARTMENT: PSYCHOLOGY OF EDUCATION DATE: JANUARY 2026 LECTURERS: PRIMARY: Dr KN Metsing SECONDARY: Dr T Tshalala MODERATOR: Prof L Makhonza TOTAL MARKS: 100 INSTRUCTIONS This portfolio is your final examination for the HED4814 Psychology of Education module. You are required to answer ALL THE QUESTIONS. Each question is compulsory and contributes to your final mark. Thabo is a 13-year-old Grade 7 learner at a public school in Soweto, Johannesburg. Over the past few months, teachers have noticed a decline in his academic performance and frequent emotional outbursts in the classroom. Thabo often displays signs of frustration, has difficulty regulating his emotions, and has become increasingly withdrawn from his peers. His teachers report instances where he lashes out verbally at classmates and refuses to participate in group activities. Thabo’s behaviour escalated after his family experienced a major financial crisis, leading to instability in his home environment. His mother, who was the primary breadwinner, lost her job, and the family had to relocate to a smaller residence in an informal settlement. This transition has disrupted Thabo’s routine, making him anxious and defensive. Teachers have tried to implement traditional discipline strategies, but these have not been effective. Some educators suspect that Thabo might be dealing with psychological distress due to his home circumstances and a lack of coping mechanisms. The school LO Educator has suggested an approach integrating Emotional Intelligence (EI) principles and Behavioural Interventions to support Thabo’s emotional well-being and classroom engagement. Assignment Questions and Mark Allocation: Section A: Emotional Intelligence (20 Marks) A Grade 8 learner at a South African public school is struggling academically. The learner speaks isiZulu at home, but the school uses English as the Language of Learning and Teaching (LOLT). The learner shows low participation in class, especially in mathematics and science, and feels disconnected from the teaching style. The school is overcrowded, and the learner has limited access to learning materials. Task: Analyse the learner’s challenges using psychological and contextual frameworks. Your analysis must include: 1. Cognitive and emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions. Support your discussion with relevant psychological theories and contextual examples Define Emotional Intelligence (EI) and describe its components (self-awareness, self-regulation, motivation, empathy, and social skills) (10 marks). Downloaded by Chandrey De Villiers () lOMoARcPSD| 2. Discuss the role of Emotional Intelligence in psychosocial support and its impact on emotional and behavioural interventions, using academic references (10 marks). RUBRIC Reflect on your own assumptions and biases when working with diverse learners. a) Identify specific biases (e.g., language, culture, ability). b) Discuss how these may affect your teaching or interactions. c) Propose strategies to ensure inclusive, strengths-based practices. d) Reference concepts such as cultural humility, anti-bias education and inclusive pedagogy.Question Criteria Marks Allocation Select a real-world educational challenge from your professional environment. Analyse the motivational dynamics affecting learners in that context. Your response should address: 1. The balance between intrinsic and extrinsic motivation. 2. Socioeconomic and systemic barriers to motivation. 3. The role of cultural and linguistic relevance in shaping learner engagement. Use examples and or pictures from your context and reference psychological motivation theories. Define Emotional Intelligence (EI) and describe its components (self-awareness, self-regulation, motivation, empathy, and social skills). Definition of EI with academic references 3 marks Explanation of components with relevant examples 5 marks Use of references (APA format) 2 marks 2. Discuss the role of Emotional Intelligence in psychosocial support and its impact on emotional and behavioural interventions, using academic references. Explanation of psychosocial support 3 marks Analysis of EI's impact on interventions 4 marks Critical evaluation with logical reasoning 2 marks Referencing in APA format 1 mark Section B: Behavioural Interventions (20 Marks) A Grade 8 learner at a South African public school is struggling academically. The learner speaks isiZulu at home, but the school uses English as the Language of Learning and Teaching (LOLT). The learner shows low participation in class, especially in mathematics and science, and feels disconnected from the teaching style. Apply three psychological theories, namely Piaget, Vygotsky and Erikson, to explain a learner’s behaviour and academic challenges. 2. Briefly describe the learner’s situation. For each theory a) explain the relevant stage or concept. 4 b) link it to the learner’s behaviour or challenges; and c) suggest practical strategies for educators (e.g., scaffolding, peer collaboration, emotional support). The school is overcrowded, and the learner has limited access to learning materials. Task: Analyse the learner’s challenges using psychological and contextual frameworks. Your analysis must include: 1. Cognitive and emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions. Support your discussion with relevant psychological theories and contextual examples Analyse Thabo’s emotional and behavioural challenges based on the case study. Identify key psychological and social factors affecting his well-being (10 marks). 2. Evaluate two behavioural intervention strategies that could be used to support Thabo. Explain how each strategy would address his emotional and behavioural difficulties, citing relevant research (10 marks). RUBRIC Question Criteria Marks Allocation 1. Analyse Thabo’s emotional and behavioural challenges based on the case study. Identify key psychological and social factors affecting his well-being. Identification of emotional challenges 4 marks Identification of behavioural challenges 3 marks Analysis of psychological and social factors 2 marks Academic references used correctly 1 mark 2. Critically examine how learners’ cognitive, emotional and social development affects their academic performance in a multilingual and under-resourced South African school. a. Define each developmental domain clearly. b. Use relevant psychological theories (e.g., Piaget, Erikson, Bronfenbrenner) to explain how these domains interact. c. Discuss how language barriers, resource limitations and social dynamics (e.g., peer relationships, family support) influence learning. d. Provide realistic examples or case studies to illustrate your points. Evaluate two behavioural intervention strategies that could be used to support Thabo. Explain how each Selection of appropriate interventions 3 marks Explanation of each strategy 4 Design a problem-based learning (PBL) activity tailored to the learners’ context. a) Describe the learner’s background and needs. b) Outline the steps of the activity. c) State the learning objectives. d) Justify the activity using psychological theories (e.g., constructivism, experiential learning). e) Ensure that the activity is culturally relevant and inclusive and promotes critical thinking. marks Analysis of effectiveness Reflect on how your proposed strategy contributes to inclusive and effective learning environments in South African schools. In your reflection: 1. Evaluate the potential impact on learner outcomes 2. Consider ethical and practical implications 3. Suggest ways to measure success and sustainability Reflect on how your proposed strategy contributes to inclusive and effective learning environments in South African schools. In your reflection: 1. Evaluate the potential impact on learner outcomes 2. Consider ethical and practical implications 3.Create a visual strategy (e.g., mind map, concept diagram) to enhance learner motivation. Include elements such as a) community involvement. b) culturally responsive teaching; and c) systemic interventions (e.g., school policies, support services). d) Justify your strategy using motivation theories (e.g., the self-determination theory, the expectancy-value theory, Maslow’s hierarchy of needs). e) Explain how the strategy addresses barriers to motivation and promotes engagement. Suggest ways to measure success and sustainability strategy would address his emotional and behavioural difficulties, citing relevant research. Proper use of academic references 1 mark Section C: Applied Response (10 Marks) 1. Design an intervention plan incorporating Emotional Intelligence principles and Behavioural Interventions to help Thabo. Your plan should be practical, evidence-based, and include steps for implementation (10 marks). RUBRIC Question Criteria Marks Allocation Create a learner profile (real or fictional) and analyse how cultural background and socioeconomic status shape the learner’s learning experiences. a) Describe the learner’s context in detail. b) Identify barriers and opportunities in their environment. c) Highlight developmental strengths (e.g., resilience, creativity, social intelligence) that educators can build on. Reference theories such as Maslow’s hierarchy of needs, Vygotsky’s sociocultural theory or Bandura’s social learning theory. 1. Design an intervention plan incorporating Emotional Intelligence principles and Behavioural Interventions to help Thabo. Your plan should be practical, evidence-based, and include steps for implementation. Integration of EI and behavioural strategies Select a real-world educational challenge from your professional environment. Analyse the motivational dynamics affecting learners in that context. Your response should address: 1. The balance between intrinsic and extrinsic motivation. 2. Socioeconomic and systemic barriers to motivation. 3. The role of cultural and linguistic relevance in shaping learner engagement. Use examples and or pictures from your context and reference psychological motivation theories You are required to develop a visual strategy to improve learner motivation and engagement in your selected educational context. Your strategy must be presented using a mind map, concept diagram, or another appropriate visual format. ASSIGNMENT_THREE_2025 | HED4814 Your visual strategy should clearly illustrate: 1. Community Involvement: Include elements such as mentorship programs, parental support, and local partnerships. 2.Create a visual strategy (e.g., mind map, concept diagram) to enhance learner motivation. Include elements such as a) community involvement. b) culturally responsive teaching; and c) systemic interventions (e.g., school policies, support services). d) Justify your strategy using motivation theories (e.g., the self-determination theory, the expectancy-value theory, Maslow’s hierarchy of needs). e) Explain how the strategy addresses barriers to motivation and promotes engagement. Culturally Responsive Teaching Methods: Show how teaching practices can reflect learners’ cultural and linguistic backgrounds. 3. Systemic Challenges and Solutions: Identify barriers such as resource gaps or policy limitations and propose realistic interventions. Justification (Written Component) Alongside your visual strategy, include a brief written explanation (300–Create a learner profile (real or fictional) and analyse how cultural background and socioeconomic status shape the learner’s learning experiences. a) Describe the learner’s context in detail. b) Identify barriers and opportunities in their environment. c) Highlight developmental strengths (e.g., resilience, creativity, social intelligence) that educators can build on. 3 d) Reference theories such as Maslow’s hierarchy of needs, Vygotsky’s sociocultural theory or Bandura’s social learning theory. 500 words) that justifies your approach. Your justification must: 1. Reference principles of contextualised learning 2. Apply relevant theories from the psychology of education 3. Explain how your strategy promotes inclusive and effective learning environments Step-by-step intervention plan 4 marks Practicality and feasibility of recommendations 2 marks Academic references used appropriately 1 mark Thabo is a 13-year-old Grade 7 learner at a public school in Soweto, Johannesburg. Over the past few months, teachers have noticed a decline in his academic performance and frequent emotional outbursts in the classroom. Thabo often displays signs of frustration, has difficulty regulating his emotions, and has become increasingly withdrawn from his peers. His teachers report instances where he lashes out verbally at classmates and refuses to participate in group activities. Thabo’s behaviour escalated after his family experienced a major financial crisis, leading to instability in his home environment. His mother, who was the primary breadwinner, lost her job, and the family had to relocate to a smaller residence in an informal settlement. This transition has disrupted Thabo’s routine, making him anxious and defensive. Teachers have tried to implement traditional discipline strategies, but these have not been effective. Some educators suspect that Thabo might be dealing with psychological distress due to his home circumstances and a lack of coping mechanisms. The school LO Educator has suggested an approach integrating Emotional Intelligence (EI) principles and Behavioural Interventions to support Thabo’s emotional well-being and classroom engagement. Assignment Questions and Mark Allocation: Critically examine how learners’ cognitive, emotional and social development affects their academic performance in a multilingual and under-resourced South African school. a. Define each developmental domain clearly. b. Use relevant psychological theories (e.g., Piaget, Erikson, Bronfenbrenner) to explain how these domains interact. c. Discuss how language barriers, resource limitations and social dynamics (e.g., peer relationships, family support) influence learning. d. Provide realistic examples or case studies to illustrate your points. Section A: Emotional Intelligence (20 Marks) A Grade 8 learner at a South African public school is struggling academically. The learner speaks isiZulu at home, but the school uses English as the Language of Learning and Teaching (LOLT). The learner shows low participation in class, especially in mathematics and science, and feels disconnected from the teaching style. The school is overcrowded, and the learner has limited access to learning materials. Task: Analyse the learner’s challenges using psychological and contextual frameworks. Your analysis must include: 1. Cognitive and emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions. Support your discussion with relevant psychological theories and contextual examples Define Emotional Intelligence (EI) and describe its components (self-awareness, self-regulation, motivation, empathy, and social skills) (10 marks).Design a problem-based learning (PBL) activity tailored to the learners’ context. a) Describe the learner’s background and needs. b) Outline the steps of the activity. c) State the learning objectives. d) Justify the activity using psychological theories (e.g., constructivism, experiential learning). e) Ensure that the activity is culturally relevant and inclusive and promotes critical thinking. Downloaded by Chandrey De Villiers () lOMoARcPSD| 2. Discuss the role of Emotional Intelligence in psychosocial support and its impact on emotional and behavioural interventions, using academic references (10 marks). RUBRIC Question Criteria Marks Allocation Select a real-world educational challenge from your professional environment. Analyse the motivational dynamics affecting learners in that context. Your response should address: 1. The balance between intrinsic and extrinsic motivation. 2. Socioeconomic and systemic barriers to motivation. 3. The role of cultural and linguistic relevance in shaping learner engagement. Use examples and or pictures from your context and reference psychological motivation theories. Define Emotional Intelligence (EI) and describe its components (self-awareness, self-regulation, motivation, empathy, and social skills). Definition of EI with academic references 3 marks Explanation of components with relevant examples 5 marks Use of references (APA format) 2 marks 2. Discuss the role of Emotional Intelligence in psychosocial support and its impact on emotional and behavioural interventions, using academic references. Explanation of psychosocial support 3 marks Analysis of EI's impact on interventions 4 marks Critical evaluation with logical reasoning 2 marks Referencing in APA format 1 mark Section B: Apply three psychological theories, namely Piaget, Vygotsky and Erikson, to explain a learner’s behaviour and academic challenges. 2. Briefly describe the learner’s situation. For each theory a) explain the relevant stage or concept. 4 b) link it to the learner’s behaviour or challenges; and c) suggest practical strategies for educators (e.g., scaffolding, peer collaboration, emotional support) Behavioural Interventions (20 Marks) A Grade 8 learner at a South African public school is struggling academically. The learner speaks isiZulu at home, but the school uses English as the Language of Learning and Teaching (LOLT). The learner shows low participation in class, especially in mathematics and science, and feels disconnected from the teaching style. The school is overcrowded, and the learner has limited access to learning materials. Task: Analyse the learner’s challenges using psychological and contextual frameworks. Your analysis must include: 1. Cognitive and emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions. Support your discussion with relevant psychological theories and contextual examples Analyse Thabo’s emotional and behavioural challenges based on the case study. Identify key psychological and social factors affecting his well-being (10 marks). 2. Evaluate two behavioural intervention strategies that could be used to support Thabo. Explain how each strategy would address his emotional and behavioural difficulties, citing relevant research (10 marks). RUBRIC Question Criteria Marks Allocation 1. Analyse Thabo’s emotional and behavioural challenges based on the case study. Identify key psychological and social factors affecting his well-being. Identification of emotional challenges 4 marks Identification of behavioural challenges 3 marks Analysis of psychological and social factors 2 marks Academic references used correctly 1 mark 2. Evaluate two behavioural intervention strategies that could be used to support Thabo. Explain how each Selection of appropriate interventions 3 marks Explanation of each strategy 4 marks Analysis of effectiveness Reflect on how your proposed strategy contributes to inclusive and effective learning environments in South African schools. In your reflection: 1.Reflect on your own assumptions and biases when working with diverse learners. a) Identify specific biases (e.g., language, culture, ability). b) Discuss how these may affect your teaching or interactions. c) Propose strategies to ensure inclusive, strengths-based practices. d) Reference concepts such as cultural humility, anti-bias education and inclusive pedagogy. Evaluate the potential impact on learner outcomes 2. Consider ethical and practical implications 3. Suggest ways to measure success and sustainability Reflect on how your proposed strategy contributes to inclusive and effective learning environments in South African schools. In your reflection: 1. Evaluate the potential impact on learner outcomes 2. Consider ethical and practical implications 3. Suggest ways to measure success and sustainability strategy would address his emotional and behavioural difficulties, citing relevant research. Proper use of academic references 1 mark Section C: Applied Response (10 Marks) 1. Design an intervention plan incorporating Emotional Intelligence principles and Behavioural Interventions to help Thabo. Your plan should be practical, evidence-based, and include steps for implementation (10 marks). RUBRIC Question Criteria Marks Allocation 1. Design an intervention plan incorporating Emotional Intelligence principles and Behavioural Interventions to help Thabo. Your plan should be practical, evidence-based, and include steps for implementation. Integration of EI and behavioural strategies Select a real-world educational challenge from your professional environment. Analyse the motivational dynamics affecting learners in that context. Your response should address: 1. The balance between intrinsic and extrinsic motivation. 2. Socioeconomic and systemic barriers to motivation. 3. The role of cultural and linguistic relevance in shaping learner engagement. Use examples and or pictures from your context and reference psychological motivation theories You are required to develop a visual strategy to improve learner motivation and engagement in your selected educational context. Your strategy must be presented using a mind map, concept diagram, or another appropriate visual format. ASSIGNMENT_THREE_2025 | HED4814 Your visual strategy should clearly illustrate: 1. Community Involvement: Include elements such as mentorship programs, parental support, and local partnerships. 2. Culturally Responsive Teaching Methods: Show how teaching practices can reflect learners’ cultural and linguistic backgrounds. 3. Systemic Challenges and Solutions: Identify barriers such as resource gaps or policy limitations and propose realistic interventions. Justification (Written Component) Alongside your visual strategy, include a brief written explanation (300–500 words) that justifies your approach. Your justification must: 1. Reference principles of contextualised learning 2. Apply relevant theories from the psychology of education 3. Explain how your strategy promotes inclusive and effective learning environments Step-by-step intervention plan 4 marks Practicality and feasibility of recommendations 2 marks Academic references used appropriately 1 mark Thabo is a 13-year-old Grade 7 learner at a public school in Soweto, Johannesburg. Over the past few months, teachers have noticed a decline in his academic performance and frequent emotional outbursts in the classroom. Thabo often displays signs of frustration, has difficulty regulating his emotions, and has become increasingly withdrawn from his peers. His teachers report instances where he lashes out verbally at classmates and refuses to participate in group activities. Thabo’s behaviour escalated after his family experienced a major financial crisis, leading to instability in his home environment. His mother, who was the primary breadwinner, lost her job, and the family had to relocate to a smaller residence in an informal settlement. This transition has disrupted Thabo’s routine, making him anxious and defensive. Teachers have tried to implement traditional discipline strategies, but these have not been effective. Some educators suspect that Thabo might be dealing with psychological distress due to his home circumstances and a lack of coping mechanisms. The school LO Educator has suggested an approach integrating Emotional Intelligence (EI) principles and Behavioural Interventions to support Thabo’s emotional well-being and classroom engagement. Assignment Questions and Mark Allocation: Section A: Emotional Intelligence (20 Marks) A Grade 8 learner at a South African public school is struggling academically. The learner speaks isiZulu at home, but the school uses English as the Language of Learning and Teaching (LOLT). The learner shows low participation in class, especially in mathematics and science, and feels disconnected from the teaching style. The school is overcrowded, and the learner has limited access to learning materials. Task: Analyse the learner’s challenges using psychological and contextual frameworks. Your analysis must include: 1. Cognitive and emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions. Support your discussion with relevant psychological theories and contextual examples Define Emotional Intelligence (EI) and describe its components (self-awareness, self-regulation, motivation, empathy, and social skills) (10 marks). Downloaded by Chandrey De Villiers () lOMoARcPSD| 2. Discuss the role of Emotional Intelligence in psychosocial support and its impact on emotional and behavioural interventions, using academic references (10 marks). RUBRIC Question Criteria Marks Allocation Select a real-world educational challenge from your professional environment. Analyse the motivational dynamics affecting learners in that context. Your response should address: 1. The balance between intrinsic and extrinsic motivation. 2. Socioeconomic and systemic barriers to motivation. 3. The role of cultural and linguistic relevance in shaping learner engagement. Use examples and or pictures from your context and reference psychological motivation theories. Define Emotional Intelligence (EI) and describe its components (self-awareness, self-regulation, motivation, empathy, and social skills). Definition of EI with academic references 3 marks Explanation of components with relevant examples 5 marks Use of references (APA format) 2 marks 2. Discuss the role of Emotional Intelligence in psychosocial support and its impact on emotional and behavioural interventions, using academic references. Explanation of psychosocial support 3 marks Analysis of EI's impact on interventions 4 marks Critical evaluation with logical reasoning 2 marks Referencing in APA format 1 mark Section B: Behavioural Interventions (20 Marks) A Grade 8 learner at a South African public school is struggling academically. The learner speaks isiZulu at home, but the school uses English as the Language of Learning and Teaching (LOLT). The learner shows low participation in class, especially in mathematics and science, and feels disconnected from the teaching style. The school is overcrowded, and the learner has limited access to learning materials. Task: Analyse the learner’s challenges using psychological and contextual frameworks. Your analysis must include: 1. Cognitive and emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions. Support your discussion with relevant psychological theories and contextual examples Analyse Thabo’s emotional and behavioural challenges based on the case study. Identify key psychological and social factors affecting his well-being (10 marks). 2. Evaluate two behavioural intervention strategies that could be used to support Thabo. Explain how each strategy would address his emotional and behavioural difficulties, citing relevant research (10 marks). RUBRIC Question Criteria Marks Allocation 1. Analyse Thabo’s emotional and behavioural challenges based on the case study. Identify key psychological and social factors affecting his well-being. Identification of emotional challenges 4 marks Identification of behavioural challenges 3 marks Analysis of psychological and social factors 2 marks Academic references used correctly 1 mark 2. Evaluate two behavioural intervention strategies that could be used to support Thabo. Explain how each Selection of appropriate interventions 3 marks Explanation of each strategy 4 marks Analysis of effectiveness Reflect on how your proposed strategy contributes to inclusive and effective learning environments in South African schools. In your reflection: 1. Evaluate the potential impact on learner outcomes 2. Consider ethical and practical implications 3. Suggest ways to measure success and sustainability Reflect on how your proposed strategy contributes to inclusive and effective learning environments in South African schools. In your reflection: 1. Evaluate the potential impact on learner outcomes 2. Consider ethical and practical implications 3. Suggest ways to measure success and sustainability strategy would address his emotional and behavioural difficulties, citing relevant research. Proper use of academic references 1 mark Section C: Applied Response (10 Marks) 1. Design an intervention plan incorporating Emotional Intelligence principles and Behavioural Interventions to help Thabo. Your plan should be practical, evidence-based, and include steps for implementation (10 marks). RUBRIC Question Criteria Marks Allocation 1. Design an intervention plan incorporating Emotional Intelligence principles and Behavioural Interventions to help Thabo. Your plan should be practical, evidence-based, and include steps for implementation. Integration of EI and behavioural strategies Select a real-world educational challenge from your professional environment. Analyse the motivational dynamics affecting learners in that context. Your response should address: 1. The balance between intrinsic and extrinsic motivation. 2. Socioeconomic and systemic barriers to motivation. 3. The role of cultural and linguistic relevance in shaping learner engagement. Use examples and or pictures from your context and reference psychological motivation theories You are required to develop a visual strategy to improve learner motivation and engagement in your selected educational context. Your strategy must be presented using a mind map, concept diagram, or another appropriate visual format. ASSIGNMENT_THREE_2025 | HED4814 Your visual strategy should clearly illustrate: 1. Community Involvement: Include elements such as mentorship programs, parental support, and local partnerships. 2. Culturally Responsive Teaching Methods: Show how teaching practices can reflect learners’ cultural and linguistic backgrounds. 3. Systemic Challenges and Solutions: Identify barriers such as resource gaps or policy limitations and propose realistic interventions. Justification (Written Component) Alongside your visual strategy, include a brief written explanation (300–500 words) that justifies your approach. Your justification must: 1. Reference principles of contextualised learning 2. Apply relevant theories from the psychology of education 3. Explain how your strategy promotes inclusive and effective learning environments Step-by-step intervention plan 4 marks Practicality and feasibility of recommendations 2 marks Academic references used appropriately 1 mark