HOPEACADEMY
ISC3701
ASSIGNMENT 4-PORTFOLIO
DUE 18 SEPTEMBER 2026
2026
Question 1
Instructional Context and Learning Needs (25 marks)
Based on the instructions to students above, complete the table below.
Your responses must show that you understand instruction and can
apply this understanding to a specific learning context.
0 7 6 4 0 3 1 2 2 9
,ISC3701 Instructional Studies in Context
YEAR MODULE 2026 PORTFOLIO
Question 1
Instructional Context and Learning Needs (25 marks)
Item Your Response
Subject Mathematics
Grade / Phase Grade – intermediate Phase
Topic Fractions
Duration of the 45 minutes
lesson
Learning context The lesson will take place in a public
school classroom in a semi‑urban area of
South Africa. The classroom is moderately
resourced, with chalkboards, textbooks,
and some teaching aids, but limited digital
tools. According to Wolhuter, Seroto, and
Davids (2020), context influences how
instruction is planned. Learners come from
diverse backgrounds, with different home
languages and learning needs. The
environment encourages group work and
peer support. The teacher must adapt
resources to ensure inclusivity, for
example, using bottle caps or paper
cut‑outs to demonstrate fractions when
digital tools are not available.
Learner profile Learners are Grade 5 children aged 10–11
years. They enjoy practical activities and
group work. Kivunja (2017) explains that
learner profiles must consider age,
interests, and barriers. Some learners may
struggle with English as a second
language, so instructions must be simple
and clear. Others may have difficulty with
abstract concepts, so concrete examples
are needed. Learners are diverse in ability,
, with some excelling in mathematics and
others needing support. The lesson will use
peer collaboration and scaffolding to
ensure all learners can participate
meaningfully and achieve the outcomes.
Lesson outcome By the end of the lesson, learners should
and Curriculum link be able to identify and represent halves,
quarters, and thirds using objects and
drawings. Creswell (2018) explains that
outcomes must link to curriculum
standards. In the South African CAPS
curriculum, Grade 5 mathematics requires
learners to understand fractions as parts of
a whole. The lesson will link to this
requirement by using practical examples,
such as cutting fruit or folding paper.
Learners will demonstrate understanding
by solving simple fraction problems and
explaining their answers. This ensures
alignment with curriculum goals and
learner needs.
Teaching and Teaching is the act of guiding learners,
instruction while instruction is the planned and
purposeful design of learning activities.
Cohen et al. (2018) explain that teaching
can be informal, but instruction is
structured with clear outcomes. In this
lesson, instruction is shown through
planned steps: introduction with prior
knowledge, body activities using objects,
and conclusion with reflection. The teacher
ensures activities are purposeful and linked
to outcomes. For example, learners will cut
paper into halves and quarters to see
fractions in action. This demonstrates
instruction that is intentional and
learner‑centred.
Teacher responsibility The teacher’s responsibility is to create an
inclusive learning environment. Creswell
(2018) notes that teachers must ensure all
learners can access the lesson. In this case,
ISC3701
ASSIGNMENT 4-PORTFOLIO
DUE 18 SEPTEMBER 2026
2026
Question 1
Instructional Context and Learning Needs (25 marks)
Based on the instructions to students above, complete the table below.
Your responses must show that you understand instruction and can
apply this understanding to a specific learning context.
0 7 6 4 0 3 1 2 2 9
,ISC3701 Instructional Studies in Context
YEAR MODULE 2026 PORTFOLIO
Question 1
Instructional Context and Learning Needs (25 marks)
Item Your Response
Subject Mathematics
Grade / Phase Grade – intermediate Phase
Topic Fractions
Duration of the 45 minutes
lesson
Learning context The lesson will take place in a public
school classroom in a semi‑urban area of
South Africa. The classroom is moderately
resourced, with chalkboards, textbooks,
and some teaching aids, but limited digital
tools. According to Wolhuter, Seroto, and
Davids (2020), context influences how
instruction is planned. Learners come from
diverse backgrounds, with different home
languages and learning needs. The
environment encourages group work and
peer support. The teacher must adapt
resources to ensure inclusivity, for
example, using bottle caps or paper
cut‑outs to demonstrate fractions when
digital tools are not available.
Learner profile Learners are Grade 5 children aged 10–11
years. They enjoy practical activities and
group work. Kivunja (2017) explains that
learner profiles must consider age,
interests, and barriers. Some learners may
struggle with English as a second
language, so instructions must be simple
and clear. Others may have difficulty with
abstract concepts, so concrete examples
are needed. Learners are diverse in ability,
, with some excelling in mathematics and
others needing support. The lesson will use
peer collaboration and scaffolding to
ensure all learners can participate
meaningfully and achieve the outcomes.
Lesson outcome By the end of the lesson, learners should
and Curriculum link be able to identify and represent halves,
quarters, and thirds using objects and
drawings. Creswell (2018) explains that
outcomes must link to curriculum
standards. In the South African CAPS
curriculum, Grade 5 mathematics requires
learners to understand fractions as parts of
a whole. The lesson will link to this
requirement by using practical examples,
such as cutting fruit or folding paper.
Learners will demonstrate understanding
by solving simple fraction problems and
explaining their answers. This ensures
alignment with curriculum goals and
learner needs.
Teaching and Teaching is the act of guiding learners,
instruction while instruction is the planned and
purposeful design of learning activities.
Cohen et al. (2018) explain that teaching
can be informal, but instruction is
structured with clear outcomes. In this
lesson, instruction is shown through
planned steps: introduction with prior
knowledge, body activities using objects,
and conclusion with reflection. The teacher
ensures activities are purposeful and linked
to outcomes. For example, learners will cut
paper into halves and quarters to see
fractions in action. This demonstrates
instruction that is intentional and
learner‑centred.
Teacher responsibility The teacher’s responsibility is to create an
inclusive learning environment. Creswell
(2018) notes that teachers must ensure all
learners can access the lesson. In this case,
