JUSTIN KRAUSE 64317390 BTE2601
ASSIGNMENT 4
27 AUGUST 2021
QUESTION 1
1.1 Since 1994, the education system and curriculum ensure the same education is
provided to all students of South Africa, no matter their ethnicity. There has been a
surge in the number of private schools that have opened since 1994. The curriculum
ensured a broader access to tertiary education as more social classes had sufficient
educational background to meet tertiary requirements. Higher education facilities
during apartheid were strictly for white South Africans, but post apartheid saw a rise
in the number of university admissions for all races in South Africa (Hay & Mapesela
2009: 11). Another important point made by Hays and Mapesela (2009:13) is that
the curriculum brought a greater response to societies differing needs, social
profiles, and interests. This ensured the curriculum was broad, included aspects
from all cultures’ backgrounds (meaning South Africans started to learn more about
each other and developing the idea of a rainbow nation).
1.2.1 Learning outcomes: show a good understanding of how a drought an affect a
community (Geography grade 9).
1.2.2 Students will have to create a journal about droughts (as a tool of reflection). In
the journal, these are the points that must be answered:
• Define what a drought is
• Effects of a drought on the environment
• Effects of a drought on the economy
• Effects of a drought on the social environment (the community).
1.2.3 Solutions for this journal can vary but it must follow this guideline:
• A drought is a long period without rain, causing a shortage of water.
• Effects on the environment: dying plants, difficulty growing crops, animals may
be dehydrated and can die.
, • Effects on the economy: expensive to source water to irrigate crops, loss of
income for farmers.
• Effects on the community: difficulty bathing, cooking and washing clothes, have
to walk very far to source fresh water, chances of contracting an illness,
dehydration.
QUESTION 2
2.1 Reflective journal of teaching practice.
• When did I feel most positive as a teacher? What worked well and why did it
work well?
I felt most positive when students would come to me and ask questions about
their work. It showed me that students were open to me and felt comfortable
enough to ask questions if they did not understand the work or if they wanted to
learn more. It worked well when I would call the shy students to my desk away
from the rest of the class to see if they understood their work and they felt open
to communicate with me. It worked well because some students are
uncomfortable to raise their hands in a class as they are scared, they will be
judged or ridiculed by other students.
• When did I feel negative or disinterested? What made me feel like this and what
can I change to fix this problem?
I was bored during the times that students were writing assessments and I had to
walk around the class and watch them. I could combat this negative aspect by
ensuring I can sit at a desk and do some (at the back of the class) so I can keep
an eye on all the students and use my time wisely. Secondly, I did not enjoy the
times where I would have to sit around and wait for instructions from my mentor
(if they were in a meeting or we had a free period). Next time, I can ensure I bring
my studies and do my extra readings during this off time to ensure I do not waste
any time during the day.
• What caused me stress or anxiety and what did I learn?
I felt very anxious when I first had to give a lesson in the class by myself. I was
scared I was not prepared or if my mentor would not like my method of teaching.
ASSIGNMENT 4
27 AUGUST 2021
QUESTION 1
1.1 Since 1994, the education system and curriculum ensure the same education is
provided to all students of South Africa, no matter their ethnicity. There has been a
surge in the number of private schools that have opened since 1994. The curriculum
ensured a broader access to tertiary education as more social classes had sufficient
educational background to meet tertiary requirements. Higher education facilities
during apartheid were strictly for white South Africans, but post apartheid saw a rise
in the number of university admissions for all races in South Africa (Hay & Mapesela
2009: 11). Another important point made by Hays and Mapesela (2009:13) is that
the curriculum brought a greater response to societies differing needs, social
profiles, and interests. This ensured the curriculum was broad, included aspects
from all cultures’ backgrounds (meaning South Africans started to learn more about
each other and developing the idea of a rainbow nation).
1.2.1 Learning outcomes: show a good understanding of how a drought an affect a
community (Geography grade 9).
1.2.2 Students will have to create a journal about droughts (as a tool of reflection). In
the journal, these are the points that must be answered:
• Define what a drought is
• Effects of a drought on the environment
• Effects of a drought on the economy
• Effects of a drought on the social environment (the community).
1.2.3 Solutions for this journal can vary but it must follow this guideline:
• A drought is a long period without rain, causing a shortage of water.
• Effects on the environment: dying plants, difficulty growing crops, animals may
be dehydrated and can die.
, • Effects on the economy: expensive to source water to irrigate crops, loss of
income for farmers.
• Effects on the community: difficulty bathing, cooking and washing clothes, have
to walk very far to source fresh water, chances of contracting an illness,
dehydration.
QUESTION 2
2.1 Reflective journal of teaching practice.
• When did I feel most positive as a teacher? What worked well and why did it
work well?
I felt most positive when students would come to me and ask questions about
their work. It showed me that students were open to me and felt comfortable
enough to ask questions if they did not understand the work or if they wanted to
learn more. It worked well when I would call the shy students to my desk away
from the rest of the class to see if they understood their work and they felt open
to communicate with me. It worked well because some students are
uncomfortable to raise their hands in a class as they are scared, they will be
judged or ridiculed by other students.
• When did I feel negative or disinterested? What made me feel like this and what
can I change to fix this problem?
I was bored during the times that students were writing assessments and I had to
walk around the class and watch them. I could combat this negative aspect by
ensuring I can sit at a desk and do some (at the back of the class) so I can keep
an eye on all the students and use my time wisely. Secondly, I did not enjoy the
times where I would have to sit around and wait for instructions from my mentor
(if they were in a meeting or we had a free period). Next time, I can ensure I bring
my studies and do my extra readings during this off time to ensure I do not waste
any time during the day.
• What caused me stress or anxiety and what did I learn?
I felt very anxious when I first had to give a lesson in the class by myself. I was
scared I was not prepared or if my mentor would not like my method of teaching.
