TMS3731
ASSIGNMENT 5
PORTFOLIO 2026
UNIQUE NO:
DUE DATE: 4-NOV-2026
,TEACHING SOCIAL SCIENCES IN THE SENIOR PHASE - TMS3731
ASSIGNMENT 5 PORTFOLIO 2026
TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL SCIENCES
LESSONS (20 MARKS)
1.1 Introduction and teaching context
Inclusive education is an important principle in Social Sciences because learners come
from different social, cultural, linguistic and economic backgrounds. They also differ in
their learning abilities, interests and levels of confidence. An inclusive teacher
recognises these differences and creates opportunities for every learner to participate
meaningfully in classroom activities.
For this reflection, I use an example of a Grade 8 Social Sciences lesson on Map Skills
and Understanding the Local Environment in a multilingual public school in South Africa.
The class consists of learners who speak different home languages, have different
levels of reading ability and come from different socioeconomic circumstances. Some
learners understand geographical concepts quickly, while others require additional
explanations, visual materials and individual support.
The lesson aimed to help learners interpret simple maps, identify physical and human
features, use a map key and understand direction. My intention was to create a
welcoming learning environment where learners could participate regardless of their
language proficiency, academic ability or background.
1.2 Inclusive teaching strategies and philosophical foundations
I approached the lesson using learner-centred teaching and inclusive education
principles. Learner-centred teaching recognises learners as active participants in
constructing knowledge, while inclusive education requires the teacher to identify and
reduce barriers that prevent learners from learning.
ASSIGNMENT 5
PORTFOLIO 2026
UNIQUE NO:
DUE DATE: 4-NOV-2026
,TEACHING SOCIAL SCIENCES IN THE SENIOR PHASE - TMS3731
ASSIGNMENT 5 PORTFOLIO 2026
TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL SCIENCES
LESSONS (20 MARKS)
1.1 Introduction and teaching context
Inclusive education is an important principle in Social Sciences because learners come
from different social, cultural, linguistic and economic backgrounds. They also differ in
their learning abilities, interests and levels of confidence. An inclusive teacher
recognises these differences and creates opportunities for every learner to participate
meaningfully in classroom activities.
For this reflection, I use an example of a Grade 8 Social Sciences lesson on Map Skills
and Understanding the Local Environment in a multilingual public school in South Africa.
The class consists of learners who speak different home languages, have different
levels of reading ability and come from different socioeconomic circumstances. Some
learners understand geographical concepts quickly, while others require additional
explanations, visual materials and individual support.
The lesson aimed to help learners interpret simple maps, identify physical and human
features, use a map key and understand direction. My intention was to create a
welcoming learning environment where learners could participate regardless of their
language proficiency, academic ability or background.
1.2 Inclusive teaching strategies and philosophical foundations
I approached the lesson using learner-centred teaching and inclusive education
principles. Learner-centred teaching recognises learners as active participants in
constructing knowledge, while inclusive education requires the teacher to identify and
reduce barriers that prevent learners from learning.
