TPF2601
Assignment number: 50
PORTFOLIO
Year: 2023
LOLA JACOBS ASSIGNMENTS 0618151315
, MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your
answers as fully and as detailed as possible. This document sums up everything that
you have done in the past five weeks of your school-based observation. You have
worked hard and want to be credited for it.
The following marking grid is used in the marking of this examination
portfolio/workbook (TPF2601/103/2023):
SECTIONS MARK ALLOCATION
SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION 10
Activity 1: Decolonisation (Education) (4) 2
Activity 2: African communalism 2
Activity 3: Ubuntu (Humanness) 2
Activity 4: Africanisation 2
Activity 5: Indigenous Knowledge (IKS) 2
SECTION B: BEING A PROFESSIONAL TEACHER 17
Activity 6: Roles and Responsibilities of a Teacher 6
Activity 7: Assessments 6
Activity 8: Teaching Philosophy 5
SECTION C: THE SCHOOL ENVIRONMENT 24
Activity 9: Contextual Questionnaire 3
Activity 10: Policies 7
Activity 11: Stakeholder Involvement 14
SECTION D: CURRICULUM 12
Activity 12: 21st-Century Skills 6
Activity 13: Inclusive Education 6
SECTION E: TEACHING AND LEARNING 30
LOLA JACOBS ASSIGNMENTS 0618151315
,Activity 14: Lesson Presentation 1 15
Activity 15: Learner Participation 4
Activity 16: Technology in the Classroom 4
Activity 17: Discipline 7
SECTION F: REFLECTIONS 7
Activity 18: Challenges during Teaching Practice 2
Activity 19: Cultural Influence 2
Activity 20: Prior Knowledge and Improvements 3
TOTAL 100
LOLA JACOBS ASSIGNMENTS 0618151315
, SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION [10]
Introduction
The following definitions are important when doing observation to contribute to your
theoretical knowledge of learning and teaching in South Africa. These definitions are
constructed around the interpretation of specific aspects related to Africanisation.
Make use of these definitions together with your theoretical knowledge of current
research gained in each module. When observing, reporting and reflecting on the
portfolio activities, these concepts and principles will enable you to reflect critically on
learning and teaching in the unique context in which you are teaching.
To improve education in South Africa, teachers need to be aware of the contextual
factors that affect life and education. The lived realities as experienced by our society
or communities provide a background to understand challenges from their unique
contexts. An African philosophy of education based on these realities that articulate
the lived reality is needed. This philosophy could become a useful tool that provides
a perspective to define and address problems. This approach can improve education
and life on different levels (Higgs, 2003).
The reality experienced by a diverse African community suggests a spirit of
communality as expressed in an indigenous African knowledge system. General
unifying themes describe concepts in African philosophy that relate to education. To
complete this portfolio, it is important that you understand these concepts.
Read the information in the following table. The concept is explained first and the
principles underlying or supporting the concept follow. To ensure that you understand
the information, explain it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described
below.
LOLA JACOBS ASSIGNMENTS 0618151315
Assignment number: 50
PORTFOLIO
Year: 2023
LOLA JACOBS ASSIGNMENTS 0618151315
, MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your
answers as fully and as detailed as possible. This document sums up everything that
you have done in the past five weeks of your school-based observation. You have
worked hard and want to be credited for it.
The following marking grid is used in the marking of this examination
portfolio/workbook (TPF2601/103/2023):
SECTIONS MARK ALLOCATION
SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION 10
Activity 1: Decolonisation (Education) (4) 2
Activity 2: African communalism 2
Activity 3: Ubuntu (Humanness) 2
Activity 4: Africanisation 2
Activity 5: Indigenous Knowledge (IKS) 2
SECTION B: BEING A PROFESSIONAL TEACHER 17
Activity 6: Roles and Responsibilities of a Teacher 6
Activity 7: Assessments 6
Activity 8: Teaching Philosophy 5
SECTION C: THE SCHOOL ENVIRONMENT 24
Activity 9: Contextual Questionnaire 3
Activity 10: Policies 7
Activity 11: Stakeholder Involvement 14
SECTION D: CURRICULUM 12
Activity 12: 21st-Century Skills 6
Activity 13: Inclusive Education 6
SECTION E: TEACHING AND LEARNING 30
LOLA JACOBS ASSIGNMENTS 0618151315
,Activity 14: Lesson Presentation 1 15
Activity 15: Learner Participation 4
Activity 16: Technology in the Classroom 4
Activity 17: Discipline 7
SECTION F: REFLECTIONS 7
Activity 18: Challenges during Teaching Practice 2
Activity 19: Cultural Influence 2
Activity 20: Prior Knowledge and Improvements 3
TOTAL 100
LOLA JACOBS ASSIGNMENTS 0618151315
, SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION [10]
Introduction
The following definitions are important when doing observation to contribute to your
theoretical knowledge of learning and teaching in South Africa. These definitions are
constructed around the interpretation of specific aspects related to Africanisation.
Make use of these definitions together with your theoretical knowledge of current
research gained in each module. When observing, reporting and reflecting on the
portfolio activities, these concepts and principles will enable you to reflect critically on
learning and teaching in the unique context in which you are teaching.
To improve education in South Africa, teachers need to be aware of the contextual
factors that affect life and education. The lived realities as experienced by our society
or communities provide a background to understand challenges from their unique
contexts. An African philosophy of education based on these realities that articulate
the lived reality is needed. This philosophy could become a useful tool that provides
a perspective to define and address problems. This approach can improve education
and life on different levels (Higgs, 2003).
The reality experienced by a diverse African community suggests a spirit of
communality as expressed in an indigenous African knowledge system. General
unifying themes describe concepts in African philosophy that relate to education. To
complete this portfolio, it is important that you understand these concepts.
Read the information in the following table. The concept is explained first and the
principles underlying or supporting the concept follow. To ensure that you understand
the information, explain it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described
below.
LOLA JACOBS ASSIGNMENTS 0618151315
