TMS3731 Assignment 5
PORTFILIO (COMPLETE
ANSWERS) 2025 - DUE
14 October 2025
[Document subtitle]
[School]
[Course title]
,TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025
Course
Teaching Social Sciences in the senior Phase (TMS3731)
Institution
University Of South Africa (Unisa)
Book
TEACHING SOCIAL SCIENCES
TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025; 100%
TRUSTED Complete, trusted solutions and explanations
.. 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.
Topic, Grade, and Context
During my teaching practice, I taught a Grade 7 Social Sciences lesson on the topic “Human
Settlements in South Africa.” The lesson took place at a township school located on the
outskirts of Nairobi. The class was multilingual and socio-economically diverse, with learners
who spoke English, Kiswahili, and various local languages such as Kikuyu and Kamba. The
classroom had 46 learners, including a few with mild learning difficulties and one learner with a
visual impairment.
, The aim of the lesson was for learners to understand different types of human settlements
(rural, urban, and informal) and how factors such as economy, geography, and social
development influence where people live.
Inclusive Strategies Used
My main goal was to ensure that every learner could participate meaningfully regardless of
their background or ability. Drawing from the philosophies of social constructivism (Learning
Unit 1.3) and Ubuntu education philosophy (Learning Unit 1.4), I designed the lesson to
promote collaboration, empathy, and learner-centered participation.
1. Differentiation and Group Work
I used differentiated group activities to accommodate varied learning abilities. Learners were
divided into mixed-ability groups of six. Each group received a set of visual cards showing
different types of settlements (villages, cities, townships). Learners discussed and classified
these images, identifying key features.
Support for struggling learners: I paired slower learners with peers who could explain
concepts in Kiswahili or local languages, promoting peer teaching.
Support for visual impairment: I provided the learner with large-print images and tactile
outlines (raised paper drawings) to help him feel the layout of settlements.
2. Language Support
To address language diversity, I used code-switching strategically. While English was the
language of instruction, I occasionally clarified complex terms in Kiswahili. I also encouraged
learners to express their understanding in the language they were most comfortable with during
group work.
3. Visual and Multimedia Aids
I used a PowerPoint presentation with clear visuals and simple language to explain the concept
of settlements. I also showed a short video clip illustrating rural and urban environments. Visual
aids were crucial for learners who struggled with reading and for those who learned better
through seeing rather than hearing.
4. Culturally Relevant Examples
To make the content relatable, I used examples of local settlements familiar to learners — such
as Kibera (informal settlement) and Machakos (rural town). This helped learners connect theory
PORTFILIO (COMPLETE
ANSWERS) 2025 - DUE
14 October 2025
[Document subtitle]
[School]
[Course title]
,TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025
Course
Teaching Social Sciences in the senior Phase (TMS3731)
Institution
University Of South Africa (Unisa)
Book
TEACHING SOCIAL SCIENCES
TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025; 100%
TRUSTED Complete, trusted solutions and explanations
.. 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.
Topic, Grade, and Context
During my teaching practice, I taught a Grade 7 Social Sciences lesson on the topic “Human
Settlements in South Africa.” The lesson took place at a township school located on the
outskirts of Nairobi. The class was multilingual and socio-economically diverse, with learners
who spoke English, Kiswahili, and various local languages such as Kikuyu and Kamba. The
classroom had 46 learners, including a few with mild learning difficulties and one learner with a
visual impairment.
, The aim of the lesson was for learners to understand different types of human settlements
(rural, urban, and informal) and how factors such as economy, geography, and social
development influence where people live.
Inclusive Strategies Used
My main goal was to ensure that every learner could participate meaningfully regardless of
their background or ability. Drawing from the philosophies of social constructivism (Learning
Unit 1.3) and Ubuntu education philosophy (Learning Unit 1.4), I designed the lesson to
promote collaboration, empathy, and learner-centered participation.
1. Differentiation and Group Work
I used differentiated group activities to accommodate varied learning abilities. Learners were
divided into mixed-ability groups of six. Each group received a set of visual cards showing
different types of settlements (villages, cities, townships). Learners discussed and classified
these images, identifying key features.
Support for struggling learners: I paired slower learners with peers who could explain
concepts in Kiswahili or local languages, promoting peer teaching.
Support for visual impairment: I provided the learner with large-print images and tactile
outlines (raised paper drawings) to help him feel the layout of settlements.
2. Language Support
To address language diversity, I used code-switching strategically. While English was the
language of instruction, I occasionally clarified complex terms in Kiswahili. I also encouraged
learners to express their understanding in the language they were most comfortable with during
group work.
3. Visual and Multimedia Aids
I used a PowerPoint presentation with clear visuals and simple language to explain the concept
of settlements. I also showed a short video clip illustrating rural and urban environments. Visual
aids were crucial for learners who struggled with reading and for those who learned better
through seeing rather than hearing.
4. Culturally Relevant Examples
To make the content relatable, I used examples of local settlements familiar to learners — such
as Kibera (informal settlement) and Machakos (rural town). This helped learners connect theory
