1
This document is the intellectual property of its creator and is intended for personal study use only.
Any form of reproduction, redistribution, copying, or commercial use without prior written permission
is strictly prohibited. Unauthorized use may result in legal action. By purchasing or accessing this
material, you agree to respect the author’s copyright and use it solely for individual learning purposes.
, 2
TMS3731 ASSIGNMENT 5 PORTFOLIO 2025
DUE DATE: 14 OCTOBER 2025
PORTFOLIO TASK 1:
REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL SCIENCES
LESSONS
INTRODUCTION
Teaching Social Sciences in a diverse classroom requires more than delivering
content; it requires deliberate planning and reflective practice to ensure that all
learners, regardless of their background, language proficiency, or learning ability, are
engaged and supported. Inclusivity in teaching goes beyond the physical presence of
learners in the classroom; it involves creating an environment where every learner
feels valued, understood, and capable of participating meaningfully in the learning
process. During my teaching practice, I had the opportunity to design and deliver a
lesson that specifically focused on inclusivity, learner participation, and
accommodating diverse learning needs. This reflective narrative recounts the lesson,
analyses the strategies used to support learners with varying abilities, and discusses
the practical application of the two teaching philosophies studied in Learning Units
1.3 and 1.4. It also reflects critically on the successes and challenges encountered
and the lessons learned for future teaching practice.
CONTEXT OF THE LESSON
The lesson was conducted in a Grade 9 Social Sciences class at a public school
situated in a township area with a multi-lingual learner population. The school serves
a community with varied socio-economic backgrounds, and many learners face
challenges such as limited access to educational resources, language barriers, and
differing levels of prior knowledge. The topic for the lesson was “The Role of
This document is the intellectual property of its creator and is intended for personal study use only.
Any form of reproduction, redistribution, copying, or commercial use without prior written permission
is strictly prohibited. Unauthorized use may result in legal action. By purchasing or accessing this
material, you agree to respect the author’s copyright and use it solely for individual learning purposes.
, 3
Democracy in Modern South Africa”, which aimed to provide learners with an
understanding of democratic principles, their historical development, and the
importance of civic participation. Given the diversity of the classroom, it was
imperative to implement teaching strategies that addressed linguistic, cognitive, and
social differences among learners, while also fostering a sense of belonging and
active engagement.
INCLUSIVE STRATEGIES IMPLEMENTED
To ensure inclusivity, I began by adapting my teaching materials to accommodate
learners with different needs. Recognising the multi-lingual nature of the classroom, I
prepared bilingual handouts summarising key concepts in both English and isiZulu,
which allowed learners who were less confident in English to access content
meaningfully. Visual aids such as diagrams, charts, and timelines were also
incorporated to support learners who process information more effectively through
images rather than text. Additionally, I used real-life examples from learners’
communities to make abstract concepts relatable and to affirm the relevance of
Social Sciences to their everyday experiences. This approach was informed by the
learner-centred philosophy, which emphasises the importance of connecting teaching
content to learners’ prior knowledge, experiences, and socio-cultural context.
Differentiation played a central role in the lesson. Activities were structured to allow
learners to engage with content at their own level of readiness. For instance, during
group discussions on the principles of democracy, learners were grouped
heterogeneously, pairing those with stronger language and analytical skills with
learners who required additional support. This arrangement encouraged peer-
assisted learning, allowing learners to scaffold each other’s understanding
collaboratively. Learners who struggled to express ideas verbally were encouraged to
use alternative forms of communication such as drawing concept maps or preparing
short written responses, which ensured that every learner could demonstrate
comprehension in a way that suited their strengths.
Active learner participation was also prioritised through the use of interactive
strategies. Questioning techniques were carefully planned to promote critical thinking
while remaining accessible. I employed a mix of open-ended questions to stimulate
discussion and closed-ended questions to check for factual understanding. To
This document is the intellectual property of its creator and is intended for personal study use only.
Any form of reproduction, redistribution, copying, or commercial use without prior written permission
is strictly prohibited. Unauthorized use may result in legal action. By purchasing or accessing this
material, you agree to respect the author’s copyright and use it solely for individual learning purposes.
This document is the intellectual property of its creator and is intended for personal study use only.
Any form of reproduction, redistribution, copying, or commercial use without prior written permission
is strictly prohibited. Unauthorized use may result in legal action. By purchasing or accessing this
material, you agree to respect the author’s copyright and use it solely for individual learning purposes.
, 2
TMS3731 ASSIGNMENT 5 PORTFOLIO 2025
DUE DATE: 14 OCTOBER 2025
PORTFOLIO TASK 1:
REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL SCIENCES
LESSONS
INTRODUCTION
Teaching Social Sciences in a diverse classroom requires more than delivering
content; it requires deliberate planning and reflective practice to ensure that all
learners, regardless of their background, language proficiency, or learning ability, are
engaged and supported. Inclusivity in teaching goes beyond the physical presence of
learners in the classroom; it involves creating an environment where every learner
feels valued, understood, and capable of participating meaningfully in the learning
process. During my teaching practice, I had the opportunity to design and deliver a
lesson that specifically focused on inclusivity, learner participation, and
accommodating diverse learning needs. This reflective narrative recounts the lesson,
analyses the strategies used to support learners with varying abilities, and discusses
the practical application of the two teaching philosophies studied in Learning Units
1.3 and 1.4. It also reflects critically on the successes and challenges encountered
and the lessons learned for future teaching practice.
CONTEXT OF THE LESSON
The lesson was conducted in a Grade 9 Social Sciences class at a public school
situated in a township area with a multi-lingual learner population. The school serves
a community with varied socio-economic backgrounds, and many learners face
challenges such as limited access to educational resources, language barriers, and
differing levels of prior knowledge. The topic for the lesson was “The Role of
This document is the intellectual property of its creator and is intended for personal study use only.
Any form of reproduction, redistribution, copying, or commercial use without prior written permission
is strictly prohibited. Unauthorized use may result in legal action. By purchasing or accessing this
material, you agree to respect the author’s copyright and use it solely for individual learning purposes.
, 3
Democracy in Modern South Africa”, which aimed to provide learners with an
understanding of democratic principles, their historical development, and the
importance of civic participation. Given the diversity of the classroom, it was
imperative to implement teaching strategies that addressed linguistic, cognitive, and
social differences among learners, while also fostering a sense of belonging and
active engagement.
INCLUSIVE STRATEGIES IMPLEMENTED
To ensure inclusivity, I began by adapting my teaching materials to accommodate
learners with different needs. Recognising the multi-lingual nature of the classroom, I
prepared bilingual handouts summarising key concepts in both English and isiZulu,
which allowed learners who were less confident in English to access content
meaningfully. Visual aids such as diagrams, charts, and timelines were also
incorporated to support learners who process information more effectively through
images rather than text. Additionally, I used real-life examples from learners’
communities to make abstract concepts relatable and to affirm the relevance of
Social Sciences to their everyday experiences. This approach was informed by the
learner-centred philosophy, which emphasises the importance of connecting teaching
content to learners’ prior knowledge, experiences, and socio-cultural context.
Differentiation played a central role in the lesson. Activities were structured to allow
learners to engage with content at their own level of readiness. For instance, during
group discussions on the principles of democracy, learners were grouped
heterogeneously, pairing those with stronger language and analytical skills with
learners who required additional support. This arrangement encouraged peer-
assisted learning, allowing learners to scaffold each other’s understanding
collaboratively. Learners who struggled to express ideas verbally were encouraged to
use alternative forms of communication such as drawing concept maps or preparing
short written responses, which ensured that every learner could demonstrate
comprehension in a way that suited their strengths.
Active learner participation was also prioritised through the use of interactive
strategies. Questioning techniques were carefully planned to promote critical thinking
while remaining accessible. I employed a mix of open-ended questions to stimulate
discussion and closed-ended questions to check for factual understanding. To
This document is the intellectual property of its creator and is intended for personal study use only.
Any form of reproduction, redistribution, copying, or commercial use without prior written permission
is strictly prohibited. Unauthorized use may result in legal action. By purchasing or accessing this
material, you agree to respect the author’s copyright and use it solely for individual learning purposes.
