TMS3731 Assignment 5
PORTFILIO (COMPLETE
ANSWERS) 2025 - DUE 14
October 2025;
USER
[Email address]
,TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14
October 2025;
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons (30 Marks) This task requires you to reflect on your own experience
of designing and delivering an inclusive Social Sciences lesson during your
teaching practice. Rather than creating a lesson plan, this task asks you to
narrate how you ensured inclusivity, learner participation, and diverse
learning needs were accommodated in your classroom based on the two
philosophies you studied in Learning Units 1.3 and 1.4. 1. Task instructions
(30) ▪ Write a reflective narrative (2–3 pages) describing a Social Sciences
lesson you taught where inclusivity was a key focus.
▪ Describe the topic of the lesson, the grade, and the context of the school
(e.g., rural, township, multi-lingual classroom, etc.). ▪ Explain what inclusive
strategies you used to accommodate learners with different needs (e.g.,
language barriers, learning difficulties, social background). ▪ Provide
practical examples: ▪ How did you support specific learners? ▪ How did your
teaching materials or instructions change to meet diverse needs? ▪ Attach
any evidence you have (e.g., adapted materials, visuals used, learner work
samples, photos of differentiated group tasks, etc.). ▪ Reflect on what went
well and what challenges you experienced. ▪ Explain what you learned from
this experience and how it will influence your future teaching practice.
Portfolio Task 2: Reflective Analysis of Classroom Management (40 Marks) In
this task, you will observe a real-life classroom situation and reflect critically
on how a teacher establishes classroom expectations and builds learner
relationships on the first day of school. You will then apply this knowledge to
a challenging learner scenario relevant to South African schools. Watch the
full video:
The First Day of High School – Establishing Classroom Expectations and
Building Relationships 1. You are a new Social Sciences teacher in a Grade 9
class at a public school in South Africa. One learner refuses to participate in
class, regularly disrupts lessons, and ignores your instructions. Verbal
warnings have had no effect. Your task is to analyse this situation and design
a professional response using two discipline models. (15) (a) What effective
classroom management strategies did the teacher in the video use? (b)
Which of these would you adopt or adapt for a South African context? (c)
What did the teacher do well to establish control and learner trust? 2. Apply
the following frameworks (as reflected in Learning Unit 5.3) in your response:
(10) (a) Three-Legged Pot: Analyse how parents, community environment,
and teacher conduct contribute to the problem or solution. (b) Spencer’s Six
Discipline Principles: Evaluate how these could guide your actions. Page 3 of
, 4 3. Design an Intervention Plan to solve the matter (5) ▪ Involve the learner,
parent/guardian, and school support team ▪ Aim for restorative discipline
(not punishment) ▪ Include realistic steps and follow-ups 4. Based on your
teaching practice experience in the South African school context, critically
reflect on (10) (a) How does your plan (in number 3) promote fairness,
consistency, and restorative discipline? (b) What would you do differently
from what is shown in the video on your first day? (c) What have you learned
from the video? Portfolio Task 3: Reflection on Assessment Planning (40
Marks) In this task, you are expected to critically reflect and analyse your
own lesson planning based on the feedback received from Assignment 3 on
Question 3. 1. Paste your marked Question 3 (Lesson Plan). (10) 2. Reflect on
your performance. Explain the sections where mistakes were identified (or
areas of improvement). (10)
3. Revise and submit your lesson plan with the necessary corrections
incorporated. (20) Portfolio Task 4: Assessment Design and Moderation Task
(60 Marks) Your Social Sciences HoD has asked you to prepare an end-of-
year examination for Grade 8 learners, covering both Geography and History.
The paper should include Bloom’s Taxonomy levels and CAPS weightings,
with a total of 50 marks. Twenty-five (25) marks should assess content from
all four terms of Geography, and the remaining twenty-five (25) marks
should assess content from all four terms of History. 1. Task Instructions:
(50) ▪ Create a 50-mark formal assessment task with: ▪ Sources
(Infographics, Pictures, Case-studies etc.,) ▪ 5–6 questions aligned to CAPS
cognitive level weightings (30% Easy, 50% Moderate, 20% Difficult) ▪
Marking guidelines or rubric ▪ Clearly labelled cognitive levels – Use the
example table below to summarise your CAPS cognitive level weighting. This
table must be your second page on your question paper immediately after
the instructions to learners. Page 4 of 4 Example: The table below outlines
the spread of cognitive levels addressed in this test. Cognitive level
Percentage Marks Question numbers Low Order: Knowledge and recall 30 10
12 Total = 22 Section A Question 1 & 2 Section B Question 1 & 2 Middle
Order: Comprehension 50 25 13 Total= 38 Section A Question 3, 4 & 5
Section B Question 3 & 4 Higher Order: Analysis, evaluation and synthesis 20
15 Section B Question 5 2. Explain how your task demonstrates validity,
reliability, currency and practicability. (10) Portfolio Task 5: Self-Assessment
and Professional Growth Plan (30 Marks) You are now completing your
learning in Teaching Social Sciences in the Senior Phase as a beginner
teacher.
Reflective practice is one of the key skills you should possess as a teacher. In
this task, you are therefore expected to reflect on your experiences across
the five Learning Units of the module. 1. Task Instructions: Reflect on your
strengths and areas of growth in the following areas: ▪ Planning inclusive
lessons (5) ▪ Managing classroom behaviour (5) ▪ Assessment principles and
design (5) ▪ Feedback and moderation (5) ▪ Teaching professionalism (5)
PORTFILIO (COMPLETE
ANSWERS) 2025 - DUE 14
October 2025;
USER
[Email address]
,TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14
October 2025;
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons (30 Marks) This task requires you to reflect on your own experience
of designing and delivering an inclusive Social Sciences lesson during your
teaching practice. Rather than creating a lesson plan, this task asks you to
narrate how you ensured inclusivity, learner participation, and diverse
learning needs were accommodated in your classroom based on the two
philosophies you studied in Learning Units 1.3 and 1.4. 1. Task instructions
(30) ▪ Write a reflective narrative (2–3 pages) describing a Social Sciences
lesson you taught where inclusivity was a key focus.
▪ Describe the topic of the lesson, the grade, and the context of the school
(e.g., rural, township, multi-lingual classroom, etc.). ▪ Explain what inclusive
strategies you used to accommodate learners with different needs (e.g.,
language barriers, learning difficulties, social background). ▪ Provide
practical examples: ▪ How did you support specific learners? ▪ How did your
teaching materials or instructions change to meet diverse needs? ▪ Attach
any evidence you have (e.g., adapted materials, visuals used, learner work
samples, photos of differentiated group tasks, etc.). ▪ Reflect on what went
well and what challenges you experienced. ▪ Explain what you learned from
this experience and how it will influence your future teaching practice.
Portfolio Task 2: Reflective Analysis of Classroom Management (40 Marks) In
this task, you will observe a real-life classroom situation and reflect critically
on how a teacher establishes classroom expectations and builds learner
relationships on the first day of school. You will then apply this knowledge to
a challenging learner scenario relevant to South African schools. Watch the
full video:
The First Day of High School – Establishing Classroom Expectations and
Building Relationships 1. You are a new Social Sciences teacher in a Grade 9
class at a public school in South Africa. One learner refuses to participate in
class, regularly disrupts lessons, and ignores your instructions. Verbal
warnings have had no effect. Your task is to analyse this situation and design
a professional response using two discipline models. (15) (a) What effective
classroom management strategies did the teacher in the video use? (b)
Which of these would you adopt or adapt for a South African context? (c)
What did the teacher do well to establish control and learner trust? 2. Apply
the following frameworks (as reflected in Learning Unit 5.3) in your response:
(10) (a) Three-Legged Pot: Analyse how parents, community environment,
and teacher conduct contribute to the problem or solution. (b) Spencer’s Six
Discipline Principles: Evaluate how these could guide your actions. Page 3 of
, 4 3. Design an Intervention Plan to solve the matter (5) ▪ Involve the learner,
parent/guardian, and school support team ▪ Aim for restorative discipline
(not punishment) ▪ Include realistic steps and follow-ups 4. Based on your
teaching practice experience in the South African school context, critically
reflect on (10) (a) How does your plan (in number 3) promote fairness,
consistency, and restorative discipline? (b) What would you do differently
from what is shown in the video on your first day? (c) What have you learned
from the video? Portfolio Task 3: Reflection on Assessment Planning (40
Marks) In this task, you are expected to critically reflect and analyse your
own lesson planning based on the feedback received from Assignment 3 on
Question 3. 1. Paste your marked Question 3 (Lesson Plan). (10) 2. Reflect on
your performance. Explain the sections where mistakes were identified (or
areas of improvement). (10)
3. Revise and submit your lesson plan with the necessary corrections
incorporated. (20) Portfolio Task 4: Assessment Design and Moderation Task
(60 Marks) Your Social Sciences HoD has asked you to prepare an end-of-
year examination for Grade 8 learners, covering both Geography and History.
The paper should include Bloom’s Taxonomy levels and CAPS weightings,
with a total of 50 marks. Twenty-five (25) marks should assess content from
all four terms of Geography, and the remaining twenty-five (25) marks
should assess content from all four terms of History. 1. Task Instructions:
(50) ▪ Create a 50-mark formal assessment task with: ▪ Sources
(Infographics, Pictures, Case-studies etc.,) ▪ 5–6 questions aligned to CAPS
cognitive level weightings (30% Easy, 50% Moderate, 20% Difficult) ▪
Marking guidelines or rubric ▪ Clearly labelled cognitive levels – Use the
example table below to summarise your CAPS cognitive level weighting. This
table must be your second page on your question paper immediately after
the instructions to learners. Page 4 of 4 Example: The table below outlines
the spread of cognitive levels addressed in this test. Cognitive level
Percentage Marks Question numbers Low Order: Knowledge and recall 30 10
12 Total = 22 Section A Question 1 & 2 Section B Question 1 & 2 Middle
Order: Comprehension 50 25 13 Total= 38 Section A Question 3, 4 & 5
Section B Question 3 & 4 Higher Order: Analysis, evaluation and synthesis 20
15 Section B Question 5 2. Explain how your task demonstrates validity,
reliability, currency and practicability. (10) Portfolio Task 5: Self-Assessment
and Professional Growth Plan (30 Marks) You are now completing your
learning in Teaching Social Sciences in the Senior Phase as a beginner
teacher.
Reflective practice is one of the key skills you should possess as a teacher. In
this task, you are therefore expected to reflect on your experiences across
the five Learning Units of the module. 1. Task Instructions: Reflect on your
strengths and areas of growth in the following areas: ▪ Planning inclusive
lessons (5) ▪ Managing classroom behaviour (5) ▪ Assessment principles and
design (5) ▪ Feedback and moderation (5) ▪ Teaching professionalism (5)
