TMS3731
October November Portfolio Semester 2 2025
Unique number:
Due Date: 14 October 2025
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL
SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social Sciences
lesson at a public school in a township area of Gauteng. The school environment was lively
and diverse, with learners who spoke different home languages such as isiZulu, Sesotho,
Setswana and English. Some learners came from disadvantaged backgrounds, while others
had learning barriers such as slow reading or difficulty in understanding English instructions.
This diversity required me to think carefully about how to make the lesson inclusive, so that
every learner could participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the History
section for Term 2. The main aim of the lesson was for learners to understand what slavery
meant, why it existed, and how it affected people’s lives. I also wanted learners to reflect on
fairness, equality and human rights, linking the topic to their daily experiences. Because the
class was large, with 46 learners, I knew that careful planning and differentiation were
needed to make learning accessible to everyone. Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL
SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social Sciences
lesson at a public school in a township area of Gauteng. The school environment was
lively and diverse, with learners who spoke different home languages such as isiZulu,
Sesotho, Setswana and English. Some learners came from disadvantaged backgrounds,
while others had learning barriers such as slow reading or difficulty in understanding
English instructions. This diversity required me to think carefully about how to make the
lesson inclusive, so that every learner could participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the History
section for Term 2. The main aim of the lesson was for learners to understand what
slavery meant, why it existed, and how it affected people’s lives. I also wanted learners to
reflect on fairness, equality and human rights, linking the topic to their daily experiences.
Because the class was large, with 46 learners, I knew that careful planning and
differentiation were needed to make learning accessible to everyone.
To begin, I used a storytelling approach to capture their interest. I started by narrating a
short story about a young boy forced to work on a cotton farm in America. I described his
daily life in simple language, while showing pictures on the smartboard to help learners
who struggled with English understand the events. This visual support made it easier for
all learners to follow the story and relate emotionally to the topic. Learners who spoke little
English could still understand the main ideas through the pictures.
I then used group activities to promote collaboration and inclusivity. Each group had a mix
of learners who spoke different home languages, and I encouraged peer support by
asking stronger learners to help explain terms to others. This method was based on the
philosophy of Ubuntu, which values togetherness, respect and mutual support. I explained
that everyone had an important role to play and that helping one another was part of being
a good learner and citizen. In this way, learners learned not only about slavery but also
about the importance of community and empathy.
To assist learners with reading barriers, I printed short, simplified summaries of the lesson
with key terms like ―slave,‖ ―freedom,‖ and ―plantation‖ defined in easy English. Learners
used these summaries while working in groups. Those who were stronger readers
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
October November Portfolio Semester 2 2025
Unique number:
Due Date: 14 October 2025
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL
SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social Sciences
lesson at a public school in a township area of Gauteng. The school environment was lively
and diverse, with learners who spoke different home languages such as isiZulu, Sesotho,
Setswana and English. Some learners came from disadvantaged backgrounds, while others
had learning barriers such as slow reading or difficulty in understanding English instructions.
This diversity required me to think carefully about how to make the lesson inclusive, so that
every learner could participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the History
section for Term 2. The main aim of the lesson was for learners to understand what slavery
meant, why it existed, and how it affected people’s lives. I also wanted learners to reflect on
fairness, equality and human rights, linking the topic to their daily experiences. Because the
class was large, with 46 learners, I knew that careful planning and differentiation were
needed to make learning accessible to everyone. Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL
SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social Sciences
lesson at a public school in a township area of Gauteng. The school environment was
lively and diverse, with learners who spoke different home languages such as isiZulu,
Sesotho, Setswana and English. Some learners came from disadvantaged backgrounds,
while others had learning barriers such as slow reading or difficulty in understanding
English instructions. This diversity required me to think carefully about how to make the
lesson inclusive, so that every learner could participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the History
section for Term 2. The main aim of the lesson was for learners to understand what
slavery meant, why it existed, and how it affected people’s lives. I also wanted learners to
reflect on fairness, equality and human rights, linking the topic to their daily experiences.
Because the class was large, with 46 learners, I knew that careful planning and
differentiation were needed to make learning accessible to everyone.
To begin, I used a storytelling approach to capture their interest. I started by narrating a
short story about a young boy forced to work on a cotton farm in America. I described his
daily life in simple language, while showing pictures on the smartboard to help learners
who struggled with English understand the events. This visual support made it easier for
all learners to follow the story and relate emotionally to the topic. Learners who spoke little
English could still understand the main ideas through the pictures.
I then used group activities to promote collaboration and inclusivity. Each group had a mix
of learners who spoke different home languages, and I encouraged peer support by
asking stronger learners to help explain terms to others. This method was based on the
philosophy of Ubuntu, which values togetherness, respect and mutual support. I explained
that everyone had an important role to play and that helping one another was part of being
a good learner and citizen. In this way, learners learned not only about slavery but also
about the importance of community and empathy.
To assist learners with reading barriers, I printed short, simplified summaries of the lesson
with key terms like ―slave,‖ ―freedom,‖ and ―plantation‖ defined in easy English. Learners
used these summaries while working in groups. Those who were stronger readers
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
