TMS3731
Assignment 5 Portfolio Semester 2 2026
Unique number:
Due date: 4 November 2026
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons
1.1 Lesson context
During teaching practice, I prepared a Grade 9 History lesson on the Soweto
Uprising of 1976 within the CAPS topic on turning points in South African history.
The class was treated as a large multilingual public school group in Gauteng, with
differences in home language, reading confidence and willingness to speak in front
of others. I planned the lesson so that participation did not depend only on fluent
spoken English or fast reading. Humanistic education encouraged respect for each
learner’s dignity and confidence, while social constructivism guided the use of
discussion, peer support and shared interpretation of evidence (Rogers, 1969;
Vygotsky, 1978). Inclusive teaching also requires barriers to be identified and
, Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons
1.1 Lesson context
During teaching practice, I prepared a Grade 9 History lesson on the Soweto
Uprising of 1976 within the CAPS topic on turning points in South African history.
The class was treated as a large multilingual public school group in Gauteng, with
differences in home language, reading confidence and willingness to speak in front
of others. I planned the lesson so that participation did not depend only on fluent
spoken English or fast reading. Humanistic education encouraged respect for each
learner’s dignity and confidence, while social constructivism guided the use of
discussion, peer support and shared interpretation of evidence (Rogers, 1969;
Vygotsky, 1978). Inclusive teaching also requires barriers to be identified and
addressed through suitable classroom support (Department of Basic Education,
2014).
1.2 Inclusive strategies used
I introduced the lesson with a simple timeline showing 1948, 1960, 1976, 1990 and
1994 because the sequence helped learners connect the uprising to the wider
history of apartheid. Instead of one long passage, learners received short source
blocks with a small number of questions. Key words such as protest, Afrikaans
medium and state response were explained before the activity. Learners first
discussed one source in pairs and could clarify an idea in a familiar language before
giving the final answer in English. This gave quieter learners time to prepare a
response without reducing the academic expectation of the task (Department of
Basic Education, 2005).
Group work was mixed so that confident readers did not dominate one group while
learners needing support were left together. Each learner had a role such as
evidence finder, reader, recorder or spokesperson, and I moved between groups to
ask guiding questions. One learner who rarely spoke to the whole class contributed
as an evidence finder and later shared a short answer after first testing the idea with
the group. This experience showed me that participation can improve when learners
Assignment 5 Portfolio Semester 2 2026
Unique number:
Due date: 4 November 2026
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons
1.1 Lesson context
During teaching practice, I prepared a Grade 9 History lesson on the Soweto
Uprising of 1976 within the CAPS topic on turning points in South African history.
The class was treated as a large multilingual public school group in Gauteng, with
differences in home language, reading confidence and willingness to speak in front
of others. I planned the lesson so that participation did not depend only on fluent
spoken English or fast reading. Humanistic education encouraged respect for each
learner’s dignity and confidence, while social constructivism guided the use of
discussion, peer support and shared interpretation of evidence (Rogers, 1969;
Vygotsky, 1978). Inclusive teaching also requires barriers to be identified and
, Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons
1.1 Lesson context
During teaching practice, I prepared a Grade 9 History lesson on the Soweto
Uprising of 1976 within the CAPS topic on turning points in South African history.
The class was treated as a large multilingual public school group in Gauteng, with
differences in home language, reading confidence and willingness to speak in front
of others. I planned the lesson so that participation did not depend only on fluent
spoken English or fast reading. Humanistic education encouraged respect for each
learner’s dignity and confidence, while social constructivism guided the use of
discussion, peer support and shared interpretation of evidence (Rogers, 1969;
Vygotsky, 1978). Inclusive teaching also requires barriers to be identified and
addressed through suitable classroom support (Department of Basic Education,
2014).
1.2 Inclusive strategies used
I introduced the lesson with a simple timeline showing 1948, 1960, 1976, 1990 and
1994 because the sequence helped learners connect the uprising to the wider
history of apartheid. Instead of one long passage, learners received short source
blocks with a small number of questions. Key words such as protest, Afrikaans
medium and state response were explained before the activity. Learners first
discussed one source in pairs and could clarify an idea in a familiar language before
giving the final answer in English. This gave quieter learners time to prepare a
response without reducing the academic expectation of the task (Department of
Basic Education, 2005).
Group work was mixed so that confident readers did not dominate one group while
learners needing support were left together. Each learner had a role such as
evidence finder, reader, recorder or spokesperson, and I moved between groups to
ask guiding questions. One learner who rarely spoke to the whole class contributed
as an evidence finder and later shared a short answer after first testing the idea with
the group. This experience showed me that participation can improve when learners
