BPT1501 PORTFOLIO due 18 June 2024
Lucy mathebula
51765890
BPT1501
This document is a Portfolio with accurate answers from
question 1 through 4.
QUESTION 1
Read the given passage below and indicate whether Ms.
Optimism acted professionally or not. Give three reasons
to support your stance. (10)
As a teacher in the school with a dual medium
instruction, Ms Optimism was comfortable because she
could communicate proficiently in both languages. The
medium of instruction in Ms Optimism’ school were
English and Afrikaans. However, in 1997 the
demographics of her learners started showing some
shifts. The learners’ language of communication
increased to ten different languages. Of the ten
languages she was proficient in only two languages. Her
concern was that she could not cover the need of the
entire class. As a learner, she always felt isolated and
marginalized because she believed that she never had a
, BPT1501 SEMESTER 1 PORTFOLIO 2024
QUESTION 1
Read the given passage below and indicate whether Ms. Optimism acted professionally or not.
Give three reasons to support your stance. (10)
I would say that Ms. Optimism acted professionally throughout the situation. Here are three reasons
to support my stance:
Reason 1: Acknowledging her limitations: Ms. Optimism recognized her limitations in communicating
with learners who spoke different languages, which shows her awareness of her own abilities and
the need for support.
Reason 2: Seeking help and collaboration: Ms. Optimism didn't try to tackle the challenge alone;
instead, she turned to the community and other teachers for assistance, demonstrating her
willingness to collaborate and seek help when needed.
Reason 3: Advocating for equity and inclusivity: Ms. Optimism identified a lack of equity in the
resources provided for learners in the school and took initiative to address it by promoting a parallel
medium of instruction, making all learners feel welcomed and valued in the school and community.
QUESTION 2
Read the given passage below and identify the seven (7) different roles that Miss
Nice displayed. Give an example of how Miss Nice displayed each of the roles. (28)
Secondary school teacher Miss Nice sees her career as an investment in a more equal future for rural
area kids who might be interested in pursuing careers in agriculture and STEM.
“Kids can sell themselves short out here,” Miss Nice says. “I try to empower them and make sure
they don’t feel limited by anything.” Miss Nice, who teaches grades 7 to 9 in a rural school, is
passionate about introducing her learners to new technologies and encouraging them to pursue
their interests. She recently applied for and brought an iFarm, a fully computerised and interactive
farm science research station, to her school. “Opening their eyes is so special,” Miss Nice enthuses.
“When you show them something new and you see them light up with excitement, it is so worth it.”
For Miss Nice, it is important for young learners to see women succeeding in agriculture. “There are
a lot of young female learners I teach that are so passionate and clever when it comes to
agriculture,” she says. This year, Miss Nice’s learners were gifted with two beautiful ribbons after
participating in the School Merino Wether Challenge, an annual event which educates learners and
teachers about the merino industry. These ribbons serve as a daily reminder for Ms. Nice of how she
Lucy mathebula
51765890
BPT1501
This document is a Portfolio with accurate answers from
question 1 through 4.
QUESTION 1
Read the given passage below and indicate whether Ms.
Optimism acted professionally or not. Give three reasons
to support your stance. (10)
As a teacher in the school with a dual medium
instruction, Ms Optimism was comfortable because she
could communicate proficiently in both languages. The
medium of instruction in Ms Optimism’ school were
English and Afrikaans. However, in 1997 the
demographics of her learners started showing some
shifts. The learners’ language of communication
increased to ten different languages. Of the ten
languages she was proficient in only two languages. Her
concern was that she could not cover the need of the
entire class. As a learner, she always felt isolated and
marginalized because she believed that she never had a
, BPT1501 SEMESTER 1 PORTFOLIO 2024
QUESTION 1
Read the given passage below and indicate whether Ms. Optimism acted professionally or not.
Give three reasons to support your stance. (10)
I would say that Ms. Optimism acted professionally throughout the situation. Here are three reasons
to support my stance:
Reason 1: Acknowledging her limitations: Ms. Optimism recognized her limitations in communicating
with learners who spoke different languages, which shows her awareness of her own abilities and
the need for support.
Reason 2: Seeking help and collaboration: Ms. Optimism didn't try to tackle the challenge alone;
instead, she turned to the community and other teachers for assistance, demonstrating her
willingness to collaborate and seek help when needed.
Reason 3: Advocating for equity and inclusivity: Ms. Optimism identified a lack of equity in the
resources provided for learners in the school and took initiative to address it by promoting a parallel
medium of instruction, making all learners feel welcomed and valued in the school and community.
QUESTION 2
Read the given passage below and identify the seven (7) different roles that Miss
Nice displayed. Give an example of how Miss Nice displayed each of the roles. (28)
Secondary school teacher Miss Nice sees her career as an investment in a more equal future for rural
area kids who might be interested in pursuing careers in agriculture and STEM.
“Kids can sell themselves short out here,” Miss Nice says. “I try to empower them and make sure
they don’t feel limited by anything.” Miss Nice, who teaches grades 7 to 9 in a rural school, is
passionate about introducing her learners to new technologies and encouraging them to pursue
their interests. She recently applied for and brought an iFarm, a fully computerised and interactive
farm science research station, to her school. “Opening their eyes is so special,” Miss Nice enthuses.
“When you show them something new and you see them light up with excitement, it is so worth it.”
For Miss Nice, it is important for young learners to see women succeeding in agriculture. “There are
a lot of young female learners I teach that are so passionate and clever when it comes to
agriculture,” she says. This year, Miss Nice’s learners were gifted with two beautiful ribbons after
participating in the School Merino Wether Challenge, an annual event which educates learners and
teachers about the merino industry. These ribbons serve as a daily reminder for Ms. Nice of how she
