TMS3715
October November Portfolio 2025
Unique number:
Due Date: 9 October 2025
QUESTION 1 – DISCUSSION FORUM POSTS
1.1 Attach a screenshot of your post for each of the six study units. (6 marks)
1.2 Attach screenshots of your responses to other students' posts (one screenshot
for each study unit). (6 marks)
1.3. Reflection on Discussion Forum Post – Learning Unit 3: Teaching Reading and
Viewing
The main point of my post in Learning Unit 3 focused on the importance of using a process-
based approach to teaching reading in the FET phase. I discussed how teachers can guide
learners through the stages of pre-reading, while-reading, and post-reading to improve
comprehension and critical thinking. I explained that reading should not be treated as a
mechanical skill, but as a process that encourages understanding, prediction, and
interpretation, as outlined in the TMS3715 Study Guide (2020).
This post directly aligned with the learning objectives of the unit, which emphasise
Terms of use
developing learners’ reading comprehension, visual Byliteracy,
making useand
of thiscritical
documentlanguage
you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1 – DISCUSSION FORUM POSTS
1.1 Attach a screenshot of your post for each of the six study units. (6 marks)
1.2 Attach screenshots of your responses to other students' posts (one
screenshot for each study unit). (6 marks)
1.3. Reflection on Discussion Forum Post – Learning Unit 3: Teaching Reading
and Viewing
The main point of my post in Learning Unit 3 focused on the importance of using a
process-based approach to teaching reading in the FET phase. I discussed how
teachers can guide learners through the stages of pre-reading, while-reading, and
post-reading to improve comprehension and critical thinking. I explained that reading
should not be treated as a mechanical skill, but as a process that encourages
understanding, prediction, and interpretation, as outlined in the TMS3715 Study
Guide (2020).
This post directly aligned with the learning objectives of the unit, which emphasise
developing learners’ reading comprehension, visual literacy, and critical language
awareness. My contribution showed that I understood how to integrate CAPS
requirements with practical strategies, such as using questioning techniques, visual
texts, and group reading discussions.
Responding to my peers helped me deepen my understanding. I learned new
strategies for teaching diverse learners and realised that collaborative reflection
enhances professional growth. Engaging with other students also made me aware of
challenges faced in multilingual classrooms and how different schools adapt reading
instruction.
One challenge I experienced during the forum was limited engagement from peers,
which sometimes made it difficult to build a flowing discussion. I overcame this by
asking open-ended questions in my responses to encourage further dialogue. In
future discussions, I plan to participate earlier and comment more actively on peers’
ideas to promote stronger academic interaction.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 2 – TEACHING ADOLESCENT LEARNERS IN SOUTH AFRICA
2.1 My Unique Approach to Teaching Adolescent Learners in the FET Phase
As a Grade 11 Home Language teacher, my approach to teaching is grounded in
inclusivity, cultural respect, and learner participation. I view language as both a tool
for communication and a means of identity formation. Because learners in South
African classrooms come from different linguistic, cultural, and socioeconomic
backgrounds, my teaching philosophy centres on recognising and celebrating this
diversity while ensuring that every learner feels valued and capable.
I believe in using a communicative and text-based approach, as guided by the CAPS
curriculum and supported by the TMS3715 Study Guide (2020). These approaches
help learners engage with authentic texts, discussions, and tasks that connect
language learning to real-life experiences. Learners explore language through
stories, media, and dialogue, which helps them relate emotionally and intellectually
to the subject. I create lessons that balance structure and freedom—giving learners
space to express themselves while guiding them toward academic excellence.
I also integrate Ubuntu philosophy and culturally-sustaining pedagogy, which
promote respect, empathy, and shared learning. By drawing on learners’ lived
experiences, cultural backgrounds, and home languages, I help them see that their
voices matter. For instance, when teaching a prescribed novel, I encourage learners
to connect its themes to their community experiences and to reflect critically on
moral choices made by characters.
Another key element of my approach is process-oriented learning, especially in
writing and speaking. Learners draft, reflect, and improve their work through
feedback and peer review. This method develops their critical thinking and self-
expression while building confidence.
Lastly, I believe that a supportive classroom climate is essential. I promote
collaboration rather than competition, ensuring that both outspoken and quiet
learners participate meaningfully. My role is not only to teach language but also to
guide adolescents toward becoming thoughtful, empathetic, and responsible
communicators in society.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
October November Portfolio 2025
Unique number:
Due Date: 9 October 2025
QUESTION 1 – DISCUSSION FORUM POSTS
1.1 Attach a screenshot of your post for each of the six study units. (6 marks)
1.2 Attach screenshots of your responses to other students' posts (one screenshot
for each study unit). (6 marks)
1.3. Reflection on Discussion Forum Post – Learning Unit 3: Teaching Reading and
Viewing
The main point of my post in Learning Unit 3 focused on the importance of using a process-
based approach to teaching reading in the FET phase. I discussed how teachers can guide
learners through the stages of pre-reading, while-reading, and post-reading to improve
comprehension and critical thinking. I explained that reading should not be treated as a
mechanical skill, but as a process that encourages understanding, prediction, and
interpretation, as outlined in the TMS3715 Study Guide (2020).
This post directly aligned with the learning objectives of the unit, which emphasise
Terms of use
developing learners’ reading comprehension, visual Byliteracy,
making useand
of thiscritical
documentlanguage
you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1 – DISCUSSION FORUM POSTS
1.1 Attach a screenshot of your post for each of the six study units. (6 marks)
1.2 Attach screenshots of your responses to other students' posts (one
screenshot for each study unit). (6 marks)
1.3. Reflection on Discussion Forum Post – Learning Unit 3: Teaching Reading
and Viewing
The main point of my post in Learning Unit 3 focused on the importance of using a
process-based approach to teaching reading in the FET phase. I discussed how
teachers can guide learners through the stages of pre-reading, while-reading, and
post-reading to improve comprehension and critical thinking. I explained that reading
should not be treated as a mechanical skill, but as a process that encourages
understanding, prediction, and interpretation, as outlined in the TMS3715 Study
Guide (2020).
This post directly aligned with the learning objectives of the unit, which emphasise
developing learners’ reading comprehension, visual literacy, and critical language
awareness. My contribution showed that I understood how to integrate CAPS
requirements with practical strategies, such as using questioning techniques, visual
texts, and group reading discussions.
Responding to my peers helped me deepen my understanding. I learned new
strategies for teaching diverse learners and realised that collaborative reflection
enhances professional growth. Engaging with other students also made me aware of
challenges faced in multilingual classrooms and how different schools adapt reading
instruction.
One challenge I experienced during the forum was limited engagement from peers,
which sometimes made it difficult to build a flowing discussion. I overcame this by
asking open-ended questions in my responses to encourage further dialogue. In
future discussions, I plan to participate earlier and comment more actively on peers’
ideas to promote stronger academic interaction.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 2 – TEACHING ADOLESCENT LEARNERS IN SOUTH AFRICA
2.1 My Unique Approach to Teaching Adolescent Learners in the FET Phase
As a Grade 11 Home Language teacher, my approach to teaching is grounded in
inclusivity, cultural respect, and learner participation. I view language as both a tool
for communication and a means of identity formation. Because learners in South
African classrooms come from different linguistic, cultural, and socioeconomic
backgrounds, my teaching philosophy centres on recognising and celebrating this
diversity while ensuring that every learner feels valued and capable.
I believe in using a communicative and text-based approach, as guided by the CAPS
curriculum and supported by the TMS3715 Study Guide (2020). These approaches
help learners engage with authentic texts, discussions, and tasks that connect
language learning to real-life experiences. Learners explore language through
stories, media, and dialogue, which helps them relate emotionally and intellectually
to the subject. I create lessons that balance structure and freedom—giving learners
space to express themselves while guiding them toward academic excellence.
I also integrate Ubuntu philosophy and culturally-sustaining pedagogy, which
promote respect, empathy, and shared learning. By drawing on learners’ lived
experiences, cultural backgrounds, and home languages, I help them see that their
voices matter. For instance, when teaching a prescribed novel, I encourage learners
to connect its themes to their community experiences and to reflect critically on
moral choices made by characters.
Another key element of my approach is process-oriented learning, especially in
writing and speaking. Learners draft, reflect, and improve their work through
feedback and peer review. This method develops their critical thinking and self-
expression while building confidence.
Lastly, I believe that a supportive classroom climate is essential. I promote
collaboration rather than competition, ensuring that both outspoken and quiet
learners participate meaningfully. My role is not only to teach language but also to
guide adolescents toward becoming thoughtful, empathetic, and responsible
communicators in society.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
