TPS3706
Assignment 50
PORTFOLIO
Due 2025
, TPS3706
Assignment 50
PORTFOLIO
Due 2025
Comprehensive Response
Transformative Experiences in FET Teaching Practice: A Journey of
Pedagogical Development and Inclusive Education"
SECTION B
Question 1: Contextual Questionnaire
Introduction
This section outlines the broader context of my teaching practice, detailing the school
environment, classroom setup, learner characteristics, mentor teacher profile, and my
personal background. It also critically reflects on how these elements shaped my lesson
planning, teaching methods, and assessment practices during my 25-day Teaching
Practice in the FET Phase.
1. Description of the school
I completed my teaching practice at a secondary school located in a semi-urban area of
Limpopo. Established in the early 1990s, the school accommodates approximately
1,200 learners and employs around 45 teachers. It offers education from Grade 8 to
Grade 12 under the Limpopo Department of Education.
The school is equipped with moderate facilities, including a science laboratory, a
computer room, a staff room, and a small library.
1|Page
,English serves as the Language of Learning and Teaching (LOLT), though the majority
of learners speak Sepedi as their home language. The institution follows a structured
timetable aligned with the CAPS curriculum.
2. Description of the classroom
The Grade 10 Life Sciences classroom where I taught accommodated up to 40
learners. The space was moderately sized, with desks arranged in traditional rows to
facilitate teacher-directed instruction. Available resources included a chalkboard and a
wall chart illustrating the human body, but technological teaching aids were limited.
While learners had access to textbooks, additional learning materials were scarce.
Overall, the classroom maintained a calm learning atmosphere, though occasional
noise from neighbouring classes and overcrowding posed challenges.
3. Description of the learners
Each class comprised approximately 40 learners with varying levels of academic
preparedness. Some learners demonstrated strong motivation and consistent
participation, while others required frequent encouragement and additional support.
Many learners came from socio-economically disadvantaged households, limiting their
access to educational resources and after-school learning support. For some,
household responsibilities and unreliable electricity disrupted homework completion.
Despite these challenges, learners generally showed enthusiasm for learning and
engaged actively in class activities.
4. Influence of contextual factors on lesson planning, teaching, and assessment
The contextual realities of the school environment greatly influenced my pedagogical
strategies. Due to limited technological resources, I utilised traditional teaching aids
such as charts and the chalkboard.
2|Page
, To support learner comprehension, especially when tackling complex scientific
terminology in English, I employed strategic code-switching to Sepedi. I designed
lessons to be interactive and contextually relevant, incorporating peer discussions and
examples drawn from learners’ everyday experiences. For assessments, I adopted
formative approaches such as oral questioning and simple paper-based activities like
diagram labelling to accommodate learners with minimal resources.
5. Description of the mentor/subject/learning area teacher
My mentor teacher, Mr. Mokoena, has been teaching Life Sciences for over 18 years
and serves as the Head of Department. His subject mastery and commitment to learner
development are exceptional. Throughout my practice, he provided constructive
feedback on my lesson plans, observed my teaching, and guided me on improving
lesson delivery, pacing, and classroom management. His mentorship significantly
contributed to my professional growth.
6. Description of personal background
I am a full-time UNISA student, and this teaching practice was my first formal
experience in the FET Phase. I hold a Diploma in Education, awarded in 2021 by a local
teacher training college. My passion for Life Sciences began in high school and has
since grown through my volunteer tutoring of Grade 11 and 12 learners in my
community. These experiences strengthened my ability to create learner-centred and
CAPS-aligned lessons that address diverse learner needs.
7. Other experiences influencing teaching practice
My involvement in community-based tutoring initiatives enhanced my ability to break
down complex concepts into accessible explanations and deepened my empathy for
learners from under-resourced backgrounds. These experiences also refined my
communication skills and patience, both of which proved crucial during my teaching
practice. Additionally, my active participation in online teacher forums allowed me to
3|Page
Assignment 50
PORTFOLIO
Due 2025
, TPS3706
Assignment 50
PORTFOLIO
Due 2025
Comprehensive Response
Transformative Experiences in FET Teaching Practice: A Journey of
Pedagogical Development and Inclusive Education"
SECTION B
Question 1: Contextual Questionnaire
Introduction
This section outlines the broader context of my teaching practice, detailing the school
environment, classroom setup, learner characteristics, mentor teacher profile, and my
personal background. It also critically reflects on how these elements shaped my lesson
planning, teaching methods, and assessment practices during my 25-day Teaching
Practice in the FET Phase.
1. Description of the school
I completed my teaching practice at a secondary school located in a semi-urban area of
Limpopo. Established in the early 1990s, the school accommodates approximately
1,200 learners and employs around 45 teachers. It offers education from Grade 8 to
Grade 12 under the Limpopo Department of Education.
The school is equipped with moderate facilities, including a science laboratory, a
computer room, a staff room, and a small library.
1|Page
,English serves as the Language of Learning and Teaching (LOLT), though the majority
of learners speak Sepedi as their home language. The institution follows a structured
timetable aligned with the CAPS curriculum.
2. Description of the classroom
The Grade 10 Life Sciences classroom where I taught accommodated up to 40
learners. The space was moderately sized, with desks arranged in traditional rows to
facilitate teacher-directed instruction. Available resources included a chalkboard and a
wall chart illustrating the human body, but technological teaching aids were limited.
While learners had access to textbooks, additional learning materials were scarce.
Overall, the classroom maintained a calm learning atmosphere, though occasional
noise from neighbouring classes and overcrowding posed challenges.
3. Description of the learners
Each class comprised approximately 40 learners with varying levels of academic
preparedness. Some learners demonstrated strong motivation and consistent
participation, while others required frequent encouragement and additional support.
Many learners came from socio-economically disadvantaged households, limiting their
access to educational resources and after-school learning support. For some,
household responsibilities and unreliable electricity disrupted homework completion.
Despite these challenges, learners generally showed enthusiasm for learning and
engaged actively in class activities.
4. Influence of contextual factors on lesson planning, teaching, and assessment
The contextual realities of the school environment greatly influenced my pedagogical
strategies. Due to limited technological resources, I utilised traditional teaching aids
such as charts and the chalkboard.
2|Page
, To support learner comprehension, especially when tackling complex scientific
terminology in English, I employed strategic code-switching to Sepedi. I designed
lessons to be interactive and contextually relevant, incorporating peer discussions and
examples drawn from learners’ everyday experiences. For assessments, I adopted
formative approaches such as oral questioning and simple paper-based activities like
diagram labelling to accommodate learners with minimal resources.
5. Description of the mentor/subject/learning area teacher
My mentor teacher, Mr. Mokoena, has been teaching Life Sciences for over 18 years
and serves as the Head of Department. His subject mastery and commitment to learner
development are exceptional. Throughout my practice, he provided constructive
feedback on my lesson plans, observed my teaching, and guided me on improving
lesson delivery, pacing, and classroom management. His mentorship significantly
contributed to my professional growth.
6. Description of personal background
I am a full-time UNISA student, and this teaching practice was my first formal
experience in the FET Phase. I hold a Diploma in Education, awarded in 2021 by a local
teacher training college. My passion for Life Sciences began in high school and has
since grown through my volunteer tutoring of Grade 11 and 12 learners in my
community. These experiences strengthened my ability to create learner-centred and
CAPS-aligned lessons that address diverse learner needs.
7. Other experiences influencing teaching practice
My involvement in community-based tutoring initiatives enhanced my ability to break
down complex concepts into accessible explanations and deepened my empathy for
learners from under-resourced backgrounds. These experiences also refined my
communication skills and patience, both of which proved crucial during my teaching
practice. Additionally, my active participation in online teacher forums allowed me to
3|Page
