HED4814
Assessment PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE
January 2025
DUE January 2025
,ACTIVITIES
You are teaching Grade 10 Physical Sciences at a township school in Soweto. Your class of 45
learners includes: • 20 learners who speak isiZulu as their home language. • 15 learners who are
Sesotho speakers. • 5 learners who speak Xitsonga. • 5 learners who are immigrants from Zimbabwe
and speak Shona at home. The school's language of instruction is English, but most learners use their
home languages in daily communication. You notice that: • Learners struggle to understand scientific
terminology in English. • Some learners are hesitant to participate in class discussions. • Written
assignments show understanding of concepts but poor English expression. • Group work tends to
divide along language lines. • Parents' meetings are challenging due to language barriers.
Assessment Task: 1. Analyse the language barriers affecting learning in this multicultural context. 2.
Apply relevant psychological theories to explain the impact on learning. 3. Develop practical
strategies that utilize multilingualism as a resource. 4. Consider how to involve parents despite
language barriers. Scenario 2: Socioeconomic Diversity and Motivation Context: Semi-Private School
in Mpumalanga You teach Grade 10 Business Studies at a semi-private school in Mpumalanga. Your
class reflects South Africa's economic disparities: • 10 learners from affluent families who live in the
nearby golf estate. • 15 learners from middle-income families in the township. • 20 learners on
partial or full scholarships from a nearby informal settlement. You observe varying levels of
motivation: • Some learners have access to tablets, internet, and private tutors. • Others lack basic
resources like textbooks and struggle with transport. • Scholarship learners show high academic
motivation but face practical challenges. • Some affluent learners show low motivation despite
having resources. • School projects requiring internet research create visible disparities. Assessment
Task: 1. Analyse how socioeconomic factors affect learner motivation. 2. Apply motivation theories
to explain the different levels of engagement. 3. Develop inclusive strategies that don't disadvantage
any group. 4. Create a plan for equitable resource access and participation. Scenario 3: Diverse
Learning Needs and Abilities Context: Public School in Rural KwaZulu-Natal You teach Grade 10 Life
Sciences in a rural school in KwaZulu-Natal. Your class of 50 learners includes: • 2 learners with
diagnosed dyslexia • 1 learner with partial hearing loss • 3 gifted learners who finish work quickly
and get bored. • 5 learners who missed significant schooling due to COVID-19. • 10 learners who
struggle with basic literacy. • Several learners affected by regular power outages at home. • Limited
access to special needs support or resources. The school has no special needs department, and you
must manage all these diverse needs within one classroom. Assessment Task: 1. Analyse the
different learning barriers present in this context. 2. Apply learning theories to explain how different
needs affect learning. 3. Develop practical strategies for inclusive teaching with limited resources. 4.
Create a support plan that involves community resources. General Guidelines for All Scenarios When
analysing these scenarios, consider: 1. Ubuntu Philosophy o How can you build a supportive
,classroom community? o How can learners help each other overcome barriers? 2. Resource
Constraints o Develop solutions that are practical in a resource-limited context. o Consider low-cost
or no-cost interventions. 3. Cultural Sensitivity o How do cultural factors influence learning and
motivation? o How can cultural diversity be used as a resource? 4. Community Involvement o How
can parents and community members be involved? o What local resources can be mobilized? 5.
Sustainability o Are your proposed solutions sustainable long-term? o How can interventions be
maintained with limited resources? Assessment Criteria for Each Scenario Content Description Mark
allocated Comments 1. Context Understanding (5 marks) -Clear analysis of the South African context
-Recognition of specific challenges and resources -Understanding of community dynamics 2. Theory
Application (8 marks) -Relevant psychological theories applied to SA context. -Clear connection
between theory and practice -Culturally appropriate theoretical framework 3. Practical Solutions (10
arks) -Feasible interventions for SA schools -Resource-conscious strategies -Clear implementation
steps 4. Cultural Sensitivity (7 marks) -Recognition of cultural dynamics -Integration of local
knowledge and practices -Respect for diversity SECTION B: Problem-Based Learning Project (40) Task
Description: Design and implement a problem-based learning project for your subject area that: 1.
Addresses a real community issue. 2. Incorporates diverse learning styles. 3. Includes motivation
strategies. 4. Considers cultural and socioeconomic factors. Problem Context Many South African
communities face food security challenges, with school feeding schemes often struggling to maintain
consistent nutrition. Your school wants to develop a sustainable food garden but needs to consider:
• Limited water resources • Cost constraints • Community involvement • Local climate and soil
conditions • Traditional agricultural knowledge • Nutritional needs of learners Marking Criteria
Developing Criteria (10- 20 marks): Competent Criteria (21-30 marks): Excellence Criteria (31-40
marks): Mark allocated Comment -Basic project plan -Simple objectives -Limited cultural
consideration -Minimal documentation -Basic reflection -Good project plan -Clear objectives -
Cultural consideration -Basic implementation documentation -Adequate reflection -Comprehensive
project plan -Clear learning objectives -Strong cultural integration -Detailed implementation
documentation -Thorough reflection and evaluation SECTION C: MOTIVATION STRATEGY Total
Marks: 30 Duration: Term-long implementation and documentation TASK OVERVIEW As an educator
in South Africa, you are tasked with developing and implementing motivational strategies that work
in your specific context. Your school has noticed declining learner engagement, particularly after
COVID-19 disruptions, and needs evidence-based approaches to improve motivation. DETAILED TASK
REQUIREMENTS STRATEGY DEVELOPMENT AND PLANNING (25 marks) 1. Initial Classroom Analysis
(5 marks) Document your current classroom situation: • Number of learners • Cultural/language
breakdown • Socioeconomic factors • Current motivation levels • Existing challenges 2. Strategy
Collection (20 marks) Develop 2 motivation strategies. For each strategy (10 marks): a) Strategy
, Description • Clear name/title • Theoretical basis • Target motivation type (intrinsic/extrinsic) • Age
appropriateness b) Cultural Considerations • Language adaptations • Cultural relevance •
Community values integration • Potential cultural barriers c) Implementation Plan • Step-by-step
guide • Resources needed. • Time requirements • Cost implications d) Expected Outcomes • Short-
term indicators • Long-term goals • Measurement methods • Success criteria SECTION D: LEARNING
REFLECTION Marks: 5 Task Instruction Write a reflective essay (350-500 words) on your learning
journey in this module. Your reflection should critically evaluate your learning experiences,
challenges encountered, and professional growth. Focus Areas In your reflection, address the
following aspects: 1. Knowledge Development o Key concepts learned about motivation strategies. o
New understandings about cultural diversity o Insights into learner behaviour o Theoretical
knowledge gained. 2. Professional Growth o How has your teaching approach evolved? o What new
skills have you developed? o How has your understanding of learner motivation changed? o What
strategies will you implement in your classroom? 3. Challenges and Solutions o What challenges did
you face during the module? o How did you overcome these challenges? o What support helped you
succeed? o What would you do differently next time? 4. Future Implementation o How will you
apply your learning in your teaching context? o What further development do you need? o How will
you share your learning with colleagues? o What are your next steps for professional growth?
Assessment PORTFOLIO (COMPLETE ANSWERS) 2024 - DUE
January 2025
DUE January 2025
,ACTIVITIES
You are teaching Grade 10 Physical Sciences at a township school in Soweto. Your class of 45
learners includes: • 20 learners who speak isiZulu as their home language. • 15 learners who are
Sesotho speakers. • 5 learners who speak Xitsonga. • 5 learners who are immigrants from Zimbabwe
and speak Shona at home. The school's language of instruction is English, but most learners use their
home languages in daily communication. You notice that: • Learners struggle to understand scientific
terminology in English. • Some learners are hesitant to participate in class discussions. • Written
assignments show understanding of concepts but poor English expression. • Group work tends to
divide along language lines. • Parents' meetings are challenging due to language barriers.
Assessment Task: 1. Analyse the language barriers affecting learning in this multicultural context. 2.
Apply relevant psychological theories to explain the impact on learning. 3. Develop practical
strategies that utilize multilingualism as a resource. 4. Consider how to involve parents despite
language barriers. Scenario 2: Socioeconomic Diversity and Motivation Context: Semi-Private School
in Mpumalanga You teach Grade 10 Business Studies at a semi-private school in Mpumalanga. Your
class reflects South Africa's economic disparities: • 10 learners from affluent families who live in the
nearby golf estate. • 15 learners from middle-income families in the township. • 20 learners on
partial or full scholarships from a nearby informal settlement. You observe varying levels of
motivation: • Some learners have access to tablets, internet, and private tutors. • Others lack basic
resources like textbooks and struggle with transport. • Scholarship learners show high academic
motivation but face practical challenges. • Some affluent learners show low motivation despite
having resources. • School projects requiring internet research create visible disparities. Assessment
Task: 1. Analyse how socioeconomic factors affect learner motivation. 2. Apply motivation theories
to explain the different levels of engagement. 3. Develop inclusive strategies that don't disadvantage
any group. 4. Create a plan for equitable resource access and participation. Scenario 3: Diverse
Learning Needs and Abilities Context: Public School in Rural KwaZulu-Natal You teach Grade 10 Life
Sciences in a rural school in KwaZulu-Natal. Your class of 50 learners includes: • 2 learners with
diagnosed dyslexia • 1 learner with partial hearing loss • 3 gifted learners who finish work quickly
and get bored. • 5 learners who missed significant schooling due to COVID-19. • 10 learners who
struggle with basic literacy. • Several learners affected by regular power outages at home. • Limited
access to special needs support or resources. The school has no special needs department, and you
must manage all these diverse needs within one classroom. Assessment Task: 1. Analyse the
different learning barriers present in this context. 2. Apply learning theories to explain how different
needs affect learning. 3. Develop practical strategies for inclusive teaching with limited resources. 4.
Create a support plan that involves community resources. General Guidelines for All Scenarios When
analysing these scenarios, consider: 1. Ubuntu Philosophy o How can you build a supportive
,classroom community? o How can learners help each other overcome barriers? 2. Resource
Constraints o Develop solutions that are practical in a resource-limited context. o Consider low-cost
or no-cost interventions. 3. Cultural Sensitivity o How do cultural factors influence learning and
motivation? o How can cultural diversity be used as a resource? 4. Community Involvement o How
can parents and community members be involved? o What local resources can be mobilized? 5.
Sustainability o Are your proposed solutions sustainable long-term? o How can interventions be
maintained with limited resources? Assessment Criteria for Each Scenario Content Description Mark
allocated Comments 1. Context Understanding (5 marks) -Clear analysis of the South African context
-Recognition of specific challenges and resources -Understanding of community dynamics 2. Theory
Application (8 marks) -Relevant psychological theories applied to SA context. -Clear connection
between theory and practice -Culturally appropriate theoretical framework 3. Practical Solutions (10
arks) -Feasible interventions for SA schools -Resource-conscious strategies -Clear implementation
steps 4. Cultural Sensitivity (7 marks) -Recognition of cultural dynamics -Integration of local
knowledge and practices -Respect for diversity SECTION B: Problem-Based Learning Project (40) Task
Description: Design and implement a problem-based learning project for your subject area that: 1.
Addresses a real community issue. 2. Incorporates diverse learning styles. 3. Includes motivation
strategies. 4. Considers cultural and socioeconomic factors. Problem Context Many South African
communities face food security challenges, with school feeding schemes often struggling to maintain
consistent nutrition. Your school wants to develop a sustainable food garden but needs to consider:
• Limited water resources • Cost constraints • Community involvement • Local climate and soil
conditions • Traditional agricultural knowledge • Nutritional needs of learners Marking Criteria
Developing Criteria (10- 20 marks): Competent Criteria (21-30 marks): Excellence Criteria (31-40
marks): Mark allocated Comment -Basic project plan -Simple objectives -Limited cultural
consideration -Minimal documentation -Basic reflection -Good project plan -Clear objectives -
Cultural consideration -Basic implementation documentation -Adequate reflection -Comprehensive
project plan -Clear learning objectives -Strong cultural integration -Detailed implementation
documentation -Thorough reflection and evaluation SECTION C: MOTIVATION STRATEGY Total
Marks: 30 Duration: Term-long implementation and documentation TASK OVERVIEW As an educator
in South Africa, you are tasked with developing and implementing motivational strategies that work
in your specific context. Your school has noticed declining learner engagement, particularly after
COVID-19 disruptions, and needs evidence-based approaches to improve motivation. DETAILED TASK
REQUIREMENTS STRATEGY DEVELOPMENT AND PLANNING (25 marks) 1. Initial Classroom Analysis
(5 marks) Document your current classroom situation: • Number of learners • Cultural/language
breakdown • Socioeconomic factors • Current motivation levels • Existing challenges 2. Strategy
Collection (20 marks) Develop 2 motivation strategies. For each strategy (10 marks): a) Strategy
, Description • Clear name/title • Theoretical basis • Target motivation type (intrinsic/extrinsic) • Age
appropriateness b) Cultural Considerations • Language adaptations • Cultural relevance •
Community values integration • Potential cultural barriers c) Implementation Plan • Step-by-step
guide • Resources needed. • Time requirements • Cost implications d) Expected Outcomes • Short-
term indicators • Long-term goals • Measurement methods • Success criteria SECTION D: LEARNING
REFLECTION Marks: 5 Task Instruction Write a reflective essay (350-500 words) on your learning
journey in this module. Your reflection should critically evaluate your learning experiences,
challenges encountered, and professional growth. Focus Areas In your reflection, address the
following aspects: 1. Knowledge Development o Key concepts learned about motivation strategies. o
New understandings about cultural diversity o Insights into learner behaviour o Theoretical
knowledge gained. 2. Professional Growth o How has your teaching approach evolved? o What new
skills have you developed? o How has your understanding of learner motivation changed? o What
strategies will you implement in your classroom? 3. Challenges and Solutions o What challenges did
you face during the module? o How did you overcome these challenges? o What support helped you
succeed? o What would you do differently next time? 4. Future Implementation o How will you
apply your learning in your teaching context? o What further development do you need? o How will
you share your learning with colleagues? o What are your next steps for professional growth?
