IPS1501 ASSIGNMENT
2 ANSWERS 2026
IPS1501 ASSIGNMENT 2 ANSWERS 2026
, IPS1501
ASSESSMENT 02: [50 marks]
UNIQUE NUMBER: 754562
SUBMISSION DATE: 23 June 2026
1.1 Scaffolding (Vygotsky)
1.1.1 Explain what is meant by scaffolding and the zone of proximal
development (ZPD). (4)
- Scaffolding is the temporary support provided by a more capable person (teacher,
peer, or parent) to help a learner perform tasks they cannot yet do independently.
The support is tailored, gradually reduced as the learner becomes more competent,
and aims to help the learner progress within their ZPD.
- The Zone of Proximal Development (ZPD) is the range between what a learner can
do alone (current level of independent performance) and what they can do with
guidance or collaboration. Learning is most effective when instruction targets tasks
that lie in the ZPD.
1.1.2 Using the case study, describe two ways the teacher can scaffold
Thabo’s learning. (4)
- Break tasks into small, manageable steps and model the thinking process (think-
aloud), then gradually reduce prompting as Thabo demonstrates competence. For
example, when completing a math problem or a reading task, the teacher first
demonstrates each step and verbalizes strategies, then guides Thabo through the
steps with prompts, and finally allows him to attempt independently.
- Provide guided practice with supports and a peer buddy or language-appropriate
resources. Pair Thabo with a supportive classmate for collaborative tasks, offer
visual aids (checklists, graphic organizers), and use simple language or bilingual
supports to help him participate in group work and complete tasks within his ZPD.
Also incorporate routine check-ins to reduce anxiety and build confidence.
1.2 Psychosocial Development (Erikson)
1.2.1 Identify the relevant psychosocial stage for Thabo’s age. (2)
- Industry vs. Inferiority (latency period, roughly ages 5–12).
1.2.2 Describe the main conflict in this stage. (2)
2 ANSWERS 2026
IPS1501 ASSIGNMENT 2 ANSWERS 2026
, IPS1501
ASSESSMENT 02: [50 marks]
UNIQUE NUMBER: 754562
SUBMISSION DATE: 23 June 2026
1.1 Scaffolding (Vygotsky)
1.1.1 Explain what is meant by scaffolding and the zone of proximal
development (ZPD). (4)
- Scaffolding is the temporary support provided by a more capable person (teacher,
peer, or parent) to help a learner perform tasks they cannot yet do independently.
The support is tailored, gradually reduced as the learner becomes more competent,
and aims to help the learner progress within their ZPD.
- The Zone of Proximal Development (ZPD) is the range between what a learner can
do alone (current level of independent performance) and what they can do with
guidance or collaboration. Learning is most effective when instruction targets tasks
that lie in the ZPD.
1.1.2 Using the case study, describe two ways the teacher can scaffold
Thabo’s learning. (4)
- Break tasks into small, manageable steps and model the thinking process (think-
aloud), then gradually reduce prompting as Thabo demonstrates competence. For
example, when completing a math problem or a reading task, the teacher first
demonstrates each step and verbalizes strategies, then guides Thabo through the
steps with prompts, and finally allows him to attempt independently.
- Provide guided practice with supports and a peer buddy or language-appropriate
resources. Pair Thabo with a supportive classmate for collaborative tasks, offer
visual aids (checklists, graphic organizers), and use simple language or bilingual
supports to help him participate in group work and complete tasks within his ZPD.
Also incorporate routine check-ins to reduce anxiety and build confidence.
1.2 Psychosocial Development (Erikson)
1.2.1 Identify the relevant psychosocial stage for Thabo’s age. (2)
- Industry vs. Inferiority (latency period, roughly ages 5–12).
1.2.2 Describe the main conflict in this stage. (2)
