TPF2601
Assignment 3
Portfolio 50
(Answer Guide) -
Due August 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
TPF2601 Assignment 3 Portfolio 50 (Answer Guide) - Due August 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
Contents
SECTION A: An African Philosophy of Education [10] ..................................................................... 3
Introduction.......................................................................................................................................... 3
Activity 1: Decolonisation (Education) [2 marks] ........................................................................... 3
Activity 2: African Communalism [2 marks] .................................................................................... 3
Activity 3: Ubuntu (Humanness) [2 marks] ..................................................................................... 4
Activity 4: Africanisation [2 marks] ................................................................................................... 4
Activity 5: Indigenous Knowledge Systems (IKS) [2 marks] ........................................................ 4
Conclusion ............................................................................................................................................... 5
SECTION B: Being a Professional Teacher [17] ............................................................................... 5
ACTIVITY 6: Roles and Responsibilities of a Teacher (6) ........................................................... 5
ACTIVITY 7: Assessments (6) ......................................................................................................... 6
ACTIVITY 8: Teaching Philosophy (5) ............................................................................................ 7
SECTION C: The School Environment [24] ....................................................................................... 8
ACTIVITY 9: Contextual Questionnaire (3) .................................................................................... 8
ACTIVITY 10: Policies (7) ................................................................................................................. 9
ACTIVITY 11: Stakeholder Involvement (14) ............................................................................... 10
SECTION D: CURRICULUM [12 marks] .......................................................................................... 11
ACTIVITY 12: 21st-Century Skills (6 marks)................................................................................ 11
ACTIVITY 13: Inclusive Education (6 marks)............................................................................... 13
SECTION E: TEACHING AND LEARNING [30] ......................................................................... 14
ACTIVITY 14: LESSON PRESENTATION 1 (15) ....................................................................... 14
ACTIVITY 15: LEARNER PARTICIPATION (4) .......................................................................... 17
ACTIVITY 16: TECHNOLOGY IN THE CLASSROOM (2) ........................................................ 18
ACTIVITY 17: DISCIPLINE (7) ....................................................................................................... 18
ACTIVITY 18: CHALLENGES DURING TEACHING PRACTICE (2) ...................................... 19
ACTIVITY 19: CULTURAL INFLUENCE (2) ................................................................................ 20
,2|Page
ACTIVITY 20: PRIOR KNOWLEDGE AND IMPROVEMENT (3) ............................................. 20
REFERENCES ................................................................................................................................. 21
, 3|Page
SECTION A: An African Philosophy of Education [10]
Introduction
African philosophy of education is rooted in the lived experiences, cultures, values, and
knowledge systems of African people. It seeks to provide contextually relevant
educational approaches that address societal challenges and promote holistic
development. In the South African context, this philosophy advocates for the integration
of indigenous knowledge systems, values like Ubuntu, and a communal approach to
education. Below, five key themes central to African philosophy of education are
discussed through their definitions, underlying principles, and application in teaching
contexts.
Activity 1: Decolonisation (Education) [2 marks]
Own understanding of the concept (1 mark):
Decolonisation in education is the process of transforming the curriculum by removing
Eurocentric dominance and integrating indigenous knowledge systems to make
education more relevant to African learners.
Application in teaching context (1 mark):
In my teaching practice, I incorporate African proverbs and locally relevant examples in
lessons to help learners connect with the content through familiar cultural contexts. For
example, when teaching literature, I include African oral storytelling traditions and
themes that resonate with learners’ daily experiences, thus promoting a decolonised
perspective.
Activity 2: African Communalism [2 marks]
Own understanding of the concept (1 mark):
African communalism is the belief that individuals exist as part of a larger community,
and their identity and well-being are intertwined with those of others.
Assignment 3
Portfolio 50
(Answer Guide) -
Due August 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
TPF2601 Assignment 3 Portfolio 50 (Answer Guide) - Due August 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025
Contents
SECTION A: An African Philosophy of Education [10] ..................................................................... 3
Introduction.......................................................................................................................................... 3
Activity 1: Decolonisation (Education) [2 marks] ........................................................................... 3
Activity 2: African Communalism [2 marks] .................................................................................... 3
Activity 3: Ubuntu (Humanness) [2 marks] ..................................................................................... 4
Activity 4: Africanisation [2 marks] ................................................................................................... 4
Activity 5: Indigenous Knowledge Systems (IKS) [2 marks] ........................................................ 4
Conclusion ............................................................................................................................................... 5
SECTION B: Being a Professional Teacher [17] ............................................................................... 5
ACTIVITY 6: Roles and Responsibilities of a Teacher (6) ........................................................... 5
ACTIVITY 7: Assessments (6) ......................................................................................................... 6
ACTIVITY 8: Teaching Philosophy (5) ............................................................................................ 7
SECTION C: The School Environment [24] ....................................................................................... 8
ACTIVITY 9: Contextual Questionnaire (3) .................................................................................... 8
ACTIVITY 10: Policies (7) ................................................................................................................. 9
ACTIVITY 11: Stakeholder Involvement (14) ............................................................................... 10
SECTION D: CURRICULUM [12 marks] .......................................................................................... 11
ACTIVITY 12: 21st-Century Skills (6 marks)................................................................................ 11
ACTIVITY 13: Inclusive Education (6 marks)............................................................................... 13
SECTION E: TEACHING AND LEARNING [30] ......................................................................... 14
ACTIVITY 14: LESSON PRESENTATION 1 (15) ....................................................................... 14
ACTIVITY 15: LEARNER PARTICIPATION (4) .......................................................................... 17
ACTIVITY 16: TECHNOLOGY IN THE CLASSROOM (2) ........................................................ 18
ACTIVITY 17: DISCIPLINE (7) ....................................................................................................... 18
ACTIVITY 18: CHALLENGES DURING TEACHING PRACTICE (2) ...................................... 19
ACTIVITY 19: CULTURAL INFLUENCE (2) ................................................................................ 20
,2|Page
ACTIVITY 20: PRIOR KNOWLEDGE AND IMPROVEMENT (3) ............................................. 20
REFERENCES ................................................................................................................................. 21
, 3|Page
SECTION A: An African Philosophy of Education [10]
Introduction
African philosophy of education is rooted in the lived experiences, cultures, values, and
knowledge systems of African people. It seeks to provide contextually relevant
educational approaches that address societal challenges and promote holistic
development. In the South African context, this philosophy advocates for the integration
of indigenous knowledge systems, values like Ubuntu, and a communal approach to
education. Below, five key themes central to African philosophy of education are
discussed through their definitions, underlying principles, and application in teaching
contexts.
Activity 1: Decolonisation (Education) [2 marks]
Own understanding of the concept (1 mark):
Decolonisation in education is the process of transforming the curriculum by removing
Eurocentric dominance and integrating indigenous knowledge systems to make
education more relevant to African learners.
Application in teaching context (1 mark):
In my teaching practice, I incorporate African proverbs and locally relevant examples in
lessons to help learners connect with the content through familiar cultural contexts. For
example, when teaching literature, I include African oral storytelling traditions and
themes that resonate with learners’ daily experiences, thus promoting a decolonised
perspective.
Activity 2: African Communalism [2 marks]
Own understanding of the concept (1 mark):
African communalism is the belief that individuals exist as part of a larger community,
and their identity and well-being are intertwined with those of others.
