TMS3731
ASSIGNMENT 4
DUE DATE: SEPTEMBER 2025
,TMS3731
ASSIGNMENT 4 PORTFOLIO 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.
Lesson Context and Philosophical Foundations
I taught a Grade 8 Social Sciences lesson on “The Scramble for Africa and Its Impact” at a peri-
urban township school in KwaZulu-Natal. The class had about 45 learners from diverse
linguistic backgrounds (isiZulu, Sesotho, Afrikaans, English) and varied socioeconomic
situations. Several students had additional learning needs for example, one was diagnosed
with dyslexia and another had attention challenges. In planning the lesson, I focus on
humanistic and social constructivist approaches, aiming to make learning learner-centered,
collaborative, and responsive to each child’s needs.
The topic itself was both engaging and sensitive. The CAPS Social Sciences curriculum
encourages learners to ask questions and relate content to their world, so I planned to connect
the historical content to students’ experiences. I began by eliciting learners’ existing knowledge
and feelings about colonial history, acknowledging that some had family stories related to the
,era. And asking open-ended questions (Who? Why? How?) and inviting every student to share,
I made the lesson relevant and ensured their voices were heard.
, Inclusive Teaching Strategies
To ensure all learners could participate meaningfully, I integrated multiple inclusive strategies:
Language and Cultural Support: I provided bilingual glossaries of key terms (English with
isiZulu equivalents) and allowed code-switching during explanations. I encouraged students to
discuss ideas in their home language first and then report back in English. This linguistic
scaffolding helped bridge comprehension gaps and reflects the humanistic principle of
equitable access regardless of language. I also used culturally familiar examples local place
names, everyday contexts to make the lesson more relatable to the learners’ background.
ASSIGNMENT 4
DUE DATE: SEPTEMBER 2025
,TMS3731
ASSIGNMENT 4 PORTFOLIO 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.
Lesson Context and Philosophical Foundations
I taught a Grade 8 Social Sciences lesson on “The Scramble for Africa and Its Impact” at a peri-
urban township school in KwaZulu-Natal. The class had about 45 learners from diverse
linguistic backgrounds (isiZulu, Sesotho, Afrikaans, English) and varied socioeconomic
situations. Several students had additional learning needs for example, one was diagnosed
with dyslexia and another had attention challenges. In planning the lesson, I focus on
humanistic and social constructivist approaches, aiming to make learning learner-centered,
collaborative, and responsive to each child’s needs.
The topic itself was both engaging and sensitive. The CAPS Social Sciences curriculum
encourages learners to ask questions and relate content to their world, so I planned to connect
the historical content to students’ experiences. I began by eliciting learners’ existing knowledge
and feelings about colonial history, acknowledging that some had family stories related to the
,era. And asking open-ended questions (Who? Why? How?) and inviting every student to share,
I made the lesson relevant and ensured their voices were heard.
, Inclusive Teaching Strategies
To ensure all learners could participate meaningfully, I integrated multiple inclusive strategies:
Language and Cultural Support: I provided bilingual glossaries of key terms (English with
isiZulu equivalents) and allowed code-switching during explanations. I encouraged students to
discuss ideas in their home language first and then report back in English. This linguistic
scaffolding helped bridge comprehension gaps and reflects the humanistic principle of
equitable access regardless of language. I also used culturally familiar examples local place
names, everyday contexts to make the lesson more relatable to the learners’ background.
