HED4814 Final Portfolio
(COMPLETE ANSWERS) 2025
- DUE 15 January
USER
[Email address]
, HED4814 Final Portfolio (COMPLETE ANSWERS) 2025 - DUE 15 January
2026HED4814 ASSESSMENT: Portfolio examination 2026 DEPARTMENT:
PSYCHOLOGY OF EDUCATION DATE: JANUARY 2026 LECTURERS: PRIMARY: Dr
KN Metsing SECONDARY: Dr T Tshalala MODERATOR: Prof L Makhonza TOTAL
MARKS: 100 INSTRUCTIONS This portfolio is your final examination for the
HED4814 Psychology of Education module. You are required to answer ALL
THE QUESTIONS. Each question is compulsory and contributes to your final
mark. Thabo is a 13-year-old Grade 7 learner at a public school in Soweto,
Johannesburg. Over the past few months, teachers have noticed a decline in
his academic performance and frequent emotional outbursts in the
classroom. Thabo often displays signs of frustration, has difficulty regulating
his emotions, and has become increasingly withdrawn from his peers. His
teachers report instances where he lashes out verbally at classmates and
refuses to participate in group activities. Thabo’s behavior escalated after his
family experienced a major financial crisis, leading to instability in his home
environment. His mother, who was the primary breadwinner, lost her job,
and the family had to relocate to a smaller residence in an informal
settlement. This transition has disrupted Thabo’s routine, making him
anxious and defensive. Teachers have tried to implement traditional
discipline strategies, but these have not been effective. Some educators
suspect that Thabo might be dealing with psychological distress due to his
home circumstances and a lack of coping mechanisms. The school LO
Educator has suggested an approach integrating Emotional Intelligence (EI)
principles and Behavioural Interventions to support Thabo’s emotional well-
being and classroom engagement. Assignment Questions and Mark
Allocation: Section A: Emotional Intelligence (20 Marks) A Grade 8 learner at
a South African public school is struggling academically. The learner speaks
isiZulu at home, but the school uses English as the Language of Learning and
Teaching (LOLT). The learner shows low participation in class, especially in
mathematics and science, and feels disconnected from the teaching style.
The school is overcrowded, and the learner has limited access to learning
materials. Task: Analyse the learner’s challenges using psychological and
contextual frameworks.
Your analysis must include: 1. Cognitive and emotional factors. 2. Social and
environmental influences. 3. Historical and cultural dimensions. Support your
discussion with relevant psychological theories and contextual examples
Define Emotional Intelligence (EI) and describe its components (self-
awareness, self-regulation, motivation, empathy, and social skills) (10
marks). Downloaded by Chandrey De Villiers () lOMoARcPSD|
2. Discuss the role of Emotional Intelligence in psychosocial support and its
impact on emotional and behavioural interventions, using academic
references (10 marks). RUBRIC Reflect on your own assumptions and biases
when working with diverse learners. a) Identify specific biases (e.g.,
language, culture, ability). b) Discuss how these may affect your teaching or
interactions. c) Propose strategies to ensure inclusive, strengths-based
(COMPLETE ANSWERS) 2025
- DUE 15 January
USER
[Email address]
, HED4814 Final Portfolio (COMPLETE ANSWERS) 2025 - DUE 15 January
2026HED4814 ASSESSMENT: Portfolio examination 2026 DEPARTMENT:
PSYCHOLOGY OF EDUCATION DATE: JANUARY 2026 LECTURERS: PRIMARY: Dr
KN Metsing SECONDARY: Dr T Tshalala MODERATOR: Prof L Makhonza TOTAL
MARKS: 100 INSTRUCTIONS This portfolio is your final examination for the
HED4814 Psychology of Education module. You are required to answer ALL
THE QUESTIONS. Each question is compulsory and contributes to your final
mark. Thabo is a 13-year-old Grade 7 learner at a public school in Soweto,
Johannesburg. Over the past few months, teachers have noticed a decline in
his academic performance and frequent emotional outbursts in the
classroom. Thabo often displays signs of frustration, has difficulty regulating
his emotions, and has become increasingly withdrawn from his peers. His
teachers report instances where he lashes out verbally at classmates and
refuses to participate in group activities. Thabo’s behavior escalated after his
family experienced a major financial crisis, leading to instability in his home
environment. His mother, who was the primary breadwinner, lost her job,
and the family had to relocate to a smaller residence in an informal
settlement. This transition has disrupted Thabo’s routine, making him
anxious and defensive. Teachers have tried to implement traditional
discipline strategies, but these have not been effective. Some educators
suspect that Thabo might be dealing with psychological distress due to his
home circumstances and a lack of coping mechanisms. The school LO
Educator has suggested an approach integrating Emotional Intelligence (EI)
principles and Behavioural Interventions to support Thabo’s emotional well-
being and classroom engagement. Assignment Questions and Mark
Allocation: Section A: Emotional Intelligence (20 Marks) A Grade 8 learner at
a South African public school is struggling academically. The learner speaks
isiZulu at home, but the school uses English as the Language of Learning and
Teaching (LOLT). The learner shows low participation in class, especially in
mathematics and science, and feels disconnected from the teaching style.
The school is overcrowded, and the learner has limited access to learning
materials. Task: Analyse the learner’s challenges using psychological and
contextual frameworks.
Your analysis must include: 1. Cognitive and emotional factors. 2. Social and
environmental influences. 3. Historical and cultural dimensions. Support your
discussion with relevant psychological theories and contextual examples
Define Emotional Intelligence (EI) and describe its components (self-
awareness, self-regulation, motivation, empathy, and social skills) (10
marks). Downloaded by Chandrey De Villiers () lOMoARcPSD|
2. Discuss the role of Emotional Intelligence in psychosocial support and its
impact on emotional and behavioural interventions, using academic
references (10 marks). RUBRIC Reflect on your own assumptions and biases
when working with diverse learners. a) Identify specific biases (e.g.,
language, culture, ability). b) Discuss how these may affect your teaching or
interactions. c) Propose strategies to ensure inclusive, strengths-based
