TMS3715
October November PORTFOLIO 2025
2 2025
Unique Number:
Due date: 9 October 2025
QUESTION 2 – TEACHING ADOLESCENT LEARNERS IN SOUTH AFRICA
2.1 My Unique Approach to Teaching Adolescent Learners in the FET Phase
As a Grade 11 Home Language teacher, my approach to teaching is grounded in inclusivity,
cultural respect, and learner participation. I view language as both a tool for communication
and a means of identity formation. Because learners in South African classrooms come from
different linguistic, cultural, and socioeconomic backgrounds, my teaching philosophy
centres on recognising and celebrating this diversity while ensuring that every learner feels
valued and capable.
I believe in using a communicative and text-based approach, as guided by the CAPS
curriculum and supported by the TMS3715 Study Guide (2020). These approaches help
learners engage with authentic texts, discussions, and tasks that connect language learning
to real-life experiences. Learners explore language through stories, media, and dialogue,
which helps them relate emotionally and intellectually to the subject. I create lessons that
balance structure and freedom—giving learners space to express themselves while guiding
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1 – DISCUSSION FORUM POSTS
1.1 Attach a screenshot of your post for each of the six study units. (6 marks)
1.2 Attach screenshots of your responses to other students' posts (one
screenshot for each study unit). (6 marks)
1.3. Reflection on Discussion Forum Post – Learning Unit 3: Teaching Reading
and Viewing
The main point of my post in Learning Unit 3 focused on the importance of using a
process-based approach to teaching reading in the FET phase. I discussed how
teachers can guide learners through the stages of pre-reading, while-reading, and
post-reading to improve comprehension and critical thinking. I explained that reading
should not be treated as a mechanical skill, but as a process that encourages
understanding, prediction, and interpretation, as outlined in the TMS3715 Study
Guide (2020).
This post directly aligned with the learning objectives of the unit, which emphasise
developing learners’ reading comprehension, visual literacy, and critical language
awareness. My contribution showed that I understood how to integrate CAPS
requirements with practical strategies, such as using questioning techniques, visual
texts, and group reading discussions.
Responding to my peers helped me deepen my understanding. I learned new
strategies for teaching diverse learners and realised that collaborative reflection
enhances professional growth. Engaging with other students also made me aware of
challenges faced in multilingual classrooms and how different schools adapt reading
instruction.
One challenge I experienced during the forum was limited engagement from peers,
which sometimes made it difficult to build a flowing discussion. I overcame this by
asking open-ended questions in my responses to encourage further dialogue. In
future discussions, I plan to participate earlier and comment more actively on peers’
ideas to promote stronger academic interaction.
, For additional support +27 81 278 3372
QUESTION 2 – TEACHING ADOLESCENT LEARNERS IN SOUTH AFRICA
2.1 My Unique Approach to Teaching Adolescent Learners in the FET Phase
As a Grade 11 Home Language teacher, my approach to teaching is grounded in
inclusivity, cultural respect, and learner participation. I view language as both a tool
for communication and a means of identity formation. Because learners in South
African classrooms come from different linguistic, cultural, and socioeconomic
backgrounds, my teaching philosophy centres on recognising and celebrating this
diversity while ensuring that every learner feels valued and capable.
I believe in using a communicative and text-based approach, as guided by the CAPS
curriculum and supported by the TMS3715 Study Guide (2020). These approaches
help learners engage with authentic texts, discussions, and tasks that connect
language learning to real-life experiences. Learners explore language through
stories, media, and dialogue, which helps them relate emotionally and intellectually
to the subject. I create lessons that balance structure and freedom—giving learners
space to express themselves while guiding them toward academic excellence.
I also integrate Ubuntu philosophy and culturally-sustaining pedagogy, which
promote respect, empathy, and shared learning. By drawing on learners’ lived
experiences, cultural backgrounds, and home languages, I help them see that their
voices matter. For instance, when teaching a prescribed novel, I encourage learners
to connect its themes to their community experiences and to reflect critically on
moral choices made by characters.
Another key element of my approach is process-oriented learning, especially in
writing and speaking. Learners draft, reflect, and improve their work through
feedback and peer review. This method develops their critical thinking and self-
expression while building confidence.
Lastly, I believe that a supportive classroom climate is essential. I promote
collaboration rather than competition, ensuring that both outspoken and quiet
learners participate meaningfully. My role is not only to teach language but also to
October November PORTFOLIO 2025
2 2025
Unique Number:
Due date: 9 October 2025
QUESTION 2 – TEACHING ADOLESCENT LEARNERS IN SOUTH AFRICA
2.1 My Unique Approach to Teaching Adolescent Learners in the FET Phase
As a Grade 11 Home Language teacher, my approach to teaching is grounded in inclusivity,
cultural respect, and learner participation. I view language as both a tool for communication
and a means of identity formation. Because learners in South African classrooms come from
different linguistic, cultural, and socioeconomic backgrounds, my teaching philosophy
centres on recognising and celebrating this diversity while ensuring that every learner feels
valued and capable.
I believe in using a communicative and text-based approach, as guided by the CAPS
curriculum and supported by the TMS3715 Study Guide (2020). These approaches help
learners engage with authentic texts, discussions, and tasks that connect language learning
to real-life experiences. Learners explore language through stories, media, and dialogue,
which helps them relate emotionally and intellectually to the subject. I create lessons that
balance structure and freedom—giving learners space to express themselves while guiding
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1 – DISCUSSION FORUM POSTS
1.1 Attach a screenshot of your post for each of the six study units. (6 marks)
1.2 Attach screenshots of your responses to other students' posts (one
screenshot for each study unit). (6 marks)
1.3. Reflection on Discussion Forum Post – Learning Unit 3: Teaching Reading
and Viewing
The main point of my post in Learning Unit 3 focused on the importance of using a
process-based approach to teaching reading in the FET phase. I discussed how
teachers can guide learners through the stages of pre-reading, while-reading, and
post-reading to improve comprehension and critical thinking. I explained that reading
should not be treated as a mechanical skill, but as a process that encourages
understanding, prediction, and interpretation, as outlined in the TMS3715 Study
Guide (2020).
This post directly aligned with the learning objectives of the unit, which emphasise
developing learners’ reading comprehension, visual literacy, and critical language
awareness. My contribution showed that I understood how to integrate CAPS
requirements with practical strategies, such as using questioning techniques, visual
texts, and group reading discussions.
Responding to my peers helped me deepen my understanding. I learned new
strategies for teaching diverse learners and realised that collaborative reflection
enhances professional growth. Engaging with other students also made me aware of
challenges faced in multilingual classrooms and how different schools adapt reading
instruction.
One challenge I experienced during the forum was limited engagement from peers,
which sometimes made it difficult to build a flowing discussion. I overcame this by
asking open-ended questions in my responses to encourage further dialogue. In
future discussions, I plan to participate earlier and comment more actively on peers’
ideas to promote stronger academic interaction.
, For additional support +27 81 278 3372
QUESTION 2 – TEACHING ADOLESCENT LEARNERS IN SOUTH AFRICA
2.1 My Unique Approach to Teaching Adolescent Learners in the FET Phase
As a Grade 11 Home Language teacher, my approach to teaching is grounded in
inclusivity, cultural respect, and learner participation. I view language as both a tool
for communication and a means of identity formation. Because learners in South
African classrooms come from different linguistic, cultural, and socioeconomic
backgrounds, my teaching philosophy centres on recognising and celebrating this
diversity while ensuring that every learner feels valued and capable.
I believe in using a communicative and text-based approach, as guided by the CAPS
curriculum and supported by the TMS3715 Study Guide (2020). These approaches
help learners engage with authentic texts, discussions, and tasks that connect
language learning to real-life experiences. Learners explore language through
stories, media, and dialogue, which helps them relate emotionally and intellectually
to the subject. I create lessons that balance structure and freedom—giving learners
space to express themselves while guiding them toward academic excellence.
I also integrate Ubuntu philosophy and culturally-sustaining pedagogy, which
promote respect, empathy, and shared learning. By drawing on learners’ lived
experiences, cultural backgrounds, and home languages, I help them see that their
voices matter. For instance, when teaching a prescribed novel, I encourage learners
to connect its themes to their community experiences and to reflect critically on
moral choices made by characters.
Another key element of my approach is process-oriented learning, especially in
writing and speaking. Learners draft, reflect, and improve their work through
feedback and peer review. This method develops their critical thinking and self-
expression while building confidence.
Lastly, I believe that a supportive classroom climate is essential. I promote
collaboration rather than competition, ensuring that both outspoken and quiet
learners participate meaningfully. My role is not only to teach language but also to
