TPF2601
ASS 3 PORTFOLIO
DUE 25 AUGUST 2025
, TPF2601/Assessments 3/0/2025
REMEMBER TO MAKE BACKUPS OF YOUR WORK IMMEDIATELY. REASONS
SUCH AS STOLEN PHONES, LAPTOPS, LAPTOPS THAT CRASHED AND
CORRUPT FILES WILL NOT BE ACCEPTED IF YOU LOSE THE EVIDENCE.
SUBMIT ONLY THE PAGES THAT FOLLOW FOR YOUR ASSESSMENT.
4 PORTFOLIOS
GENERAL STUDENT INFORMATION
assessment 3 (Portfolio 50) COMPLETE ALL THE
INFORMATION
Student name and surname Wilmien Oster Student number 1251927
Miss/Mrs/Mr
Postal address
124 Corner Jeppe & Smal Street, Johannesburg
Unisa E-mail
Contact details
0752874689
Are you permanently employed at a school?
NO
Are you an intern or assistant teacher at a school?
NO
Are you employed outside the education sector? NO
7
, TPF2601/Assessments 3/0/2025
MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your answers
as fully and as detailed as possible. This document sums up everything that you have done
in the past five weeks of your school-based observation. You have worked hard and want to
be credited for it.
The following marking grid is used in the marking of this examination portfolio/workbook
(Assessment 3/0/2025):
SECTIONS MARK ALLOCATION
SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION 10
Activity 1: Decolonisation (Education) (4) 2
Activity 2: African communalism 2
Activity 3: Ubuntu (Humanness) 2
Activity 4: Africanisation 2
Activity 5: Indigenous Knowledge (IKS) 2
SECTION B: BEING A PROFESSIONAL TEACHER 17
Activity 6: Roles and Responsibilities of a Teacher 6
Activity 7: Assessments 6
Activity 8: Teaching Philosophy 5
SECTION C: THE SCHOOL ENVIRONMENT 24
Activity 9: Contextual Questionnaire 3
Activity 10: Policies 7
Activity 11: Stakeholder Involvement 14
SECTION D: CURRICULUM 12
Activity 12: 21st-Century Skills 6
Activity 13: Inclusive Education 6
SECTION E: TEACHING AND LEARNING 30
Activity 14: Lesson Presentation 1 15
Activity 15: Learner Participation 4
Activity 16: Technology in the Classroom 4
Activity 17: Discipline 7
SECTION F: REFLECTIONS 7
Activity 18: Challenges during Teaching Practice 2
Activity 19: Cultural Influence 2
Activity 20: Prior Knowledge and Improvements 3
TOTAL 100
12
, SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION
Introduction
The following definitions are important when doing observation to contribute to your
theoretical knowledge of learning and teaching in South Africa. These definitions are
constructed aroundthe interpretation of specific aspects related to Africanisation. Make
use of these definitions together with your theoretical knowledge of current research
gained in each module. When observing, reporting and reflecting on the portfolio
activities, these concepts and principles will enable you to reflect critically on learning
and teaching in the unique context in which you are teaching.
To improve education in South Africa, teachers need to be aware of the contextual
factors that affect life and education. The lived realities as experienced by our society or
communities provide a background to understand challenges from their unique
contexts. An African philosophy of education based on these realities that articulate the
lived reality is needed. This philosophy could become a useful tool that provides a
perspective to define and address problems. This approach can improve education and
life on different levels (Higgs, 2003). The reality experienced by a diverse African
community suggests a spirit of communality as expressed in an indigenous African
knowledge system. General unifying themes describe concepts in African philosophy
that relate to education. To complete this portfolio, it is important that you understand
these concepts.
Read the information in the following table. The concept is explained first and the
principles underlying or supporting the concept follow. To ensure that you understand
the information, explain it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described
below.
ASS 3 PORTFOLIO
DUE 25 AUGUST 2025
, TPF2601/Assessments 3/0/2025
REMEMBER TO MAKE BACKUPS OF YOUR WORK IMMEDIATELY. REASONS
SUCH AS STOLEN PHONES, LAPTOPS, LAPTOPS THAT CRASHED AND
CORRUPT FILES WILL NOT BE ACCEPTED IF YOU LOSE THE EVIDENCE.
SUBMIT ONLY THE PAGES THAT FOLLOW FOR YOUR ASSESSMENT.
4 PORTFOLIOS
GENERAL STUDENT INFORMATION
assessment 3 (Portfolio 50) COMPLETE ALL THE
INFORMATION
Student name and surname Wilmien Oster Student number 1251927
Miss/Mrs/Mr
Postal address
124 Corner Jeppe & Smal Street, Johannesburg
Unisa E-mail
Contact details
0752874689
Are you permanently employed at a school?
NO
Are you an intern or assistant teacher at a school?
NO
Are you employed outside the education sector? NO
7
, TPF2601/Assessments 3/0/2025
MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your answers
as fully and as detailed as possible. This document sums up everything that you have done
in the past five weeks of your school-based observation. You have worked hard and want to
be credited for it.
The following marking grid is used in the marking of this examination portfolio/workbook
(Assessment 3/0/2025):
SECTIONS MARK ALLOCATION
SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION 10
Activity 1: Decolonisation (Education) (4) 2
Activity 2: African communalism 2
Activity 3: Ubuntu (Humanness) 2
Activity 4: Africanisation 2
Activity 5: Indigenous Knowledge (IKS) 2
SECTION B: BEING A PROFESSIONAL TEACHER 17
Activity 6: Roles and Responsibilities of a Teacher 6
Activity 7: Assessments 6
Activity 8: Teaching Philosophy 5
SECTION C: THE SCHOOL ENVIRONMENT 24
Activity 9: Contextual Questionnaire 3
Activity 10: Policies 7
Activity 11: Stakeholder Involvement 14
SECTION D: CURRICULUM 12
Activity 12: 21st-Century Skills 6
Activity 13: Inclusive Education 6
SECTION E: TEACHING AND LEARNING 30
Activity 14: Lesson Presentation 1 15
Activity 15: Learner Participation 4
Activity 16: Technology in the Classroom 4
Activity 17: Discipline 7
SECTION F: REFLECTIONS 7
Activity 18: Challenges during Teaching Practice 2
Activity 19: Cultural Influence 2
Activity 20: Prior Knowledge and Improvements 3
TOTAL 100
12
, SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION
Introduction
The following definitions are important when doing observation to contribute to your
theoretical knowledge of learning and teaching in South Africa. These definitions are
constructed aroundthe interpretation of specific aspects related to Africanisation. Make
use of these definitions together with your theoretical knowledge of current research
gained in each module. When observing, reporting and reflecting on the portfolio
activities, these concepts and principles will enable you to reflect critically on learning
and teaching in the unique context in which you are teaching.
To improve education in South Africa, teachers need to be aware of the contextual
factors that affect life and education. The lived realities as experienced by our society or
communities provide a background to understand challenges from their unique
contexts. An African philosophy of education based on these realities that articulate the
lived reality is needed. This philosophy could become a useful tool that provides a
perspective to define and address problems. This approach can improve education and
life on different levels (Higgs, 2003). The reality experienced by a diverse African
community suggests a spirit of communality as expressed in an indigenous African
knowledge system. General unifying themes describe concepts in African philosophy
that relate to education. To complete this portfolio, it is important that you understand
these concepts.
Read the information in the following table. The concept is explained first and the
principles underlying or supporting the concept follow. To ensure that you understand
the information, explain it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described
below.
