F-FPS 121
ASSIGNMENT 1 SEMESTER 2 2025
UNIQUE NO.
DUE DATE: 19 AUGUST 2025
,PROFESSIONAL STUDIES IN THE FOUNDATION PHASE 1: CLASSROOM PRACTICE
QUESTION ONE (50 marks)
1.1 (10 marks) — Fill in the blanks (completed paragraph)
Completed paragraph
Professional Studies provides student teachers with both theoretical knowledge and
practical skills essential for achieving quality teaching (Muyengwa, 2013). It supports
the development of teaching competence by focusing on key areas such as content
knowledge, practical application, classroom management, assessment, and reflective
practice. Engaging with Professional Studies transforms the subject to teach into an
academic endeavour that requires an understanding of the broader context within a
teacher's discipline and profession. The aim is to equip student teachers with insight
into their professional roles, the challenges they may face in practice, and effective
strategies for promoting high-quality professional practice. Topics within the
Professional Studies curriculum include the characteristics of Foundation Phase
learners, the importance of play, assessment methods, curriculum design, and issues
of inclusivity (CLG; Assignment Brief).
1.2 (10 marks) — Match concepts to scenarios (concept + one-line justification
each)
1.2.1 Concept: Reflective practice.
Justification: Mr Patel reflects on his practice, seeks colleague input and alters
strategies (seating, leadership roles) — an example of teacher reflection leading to
pedagogical change (CLG).
1.2.2 Concept: Classroom management.
Justification: Co-creating rules, revisiting them and using consistent routines (morning
, check-ins) are concrete classroom-management strategies to establish predictable,
supportive learning routines.
1.2.3 Concept: Communities of practice.
Justification: Mr Moyo participates in collaborative teacher meetings, peer observation
and parent communication — characteristics of a professional community sharing
practice and resources.
1.2.4 Concept: Pedagogical content knowledge (PCK).
Justification: Mr Moyo’s Grade 2 fractions lesson uses prior-knowledge activation,
hands-on materials and scaffolded progression — evidence of subject-specific
pedagogy integrated with content knowledge.
1.2.5 Concept: Pedagogical actions (inclusive practice).
Justification: Bilingual labelling, bilingual storybooks and giving learners voice are direct
pedagogical actions that foster inclusivity for second-language learners.
1.3 (9 marks) — Professional development (answers tied to CLG and readings)
1.3.1 (3 marks) Three key factors that define professional development (Ávalos,
2011/2013)
1. Focus on teacher learning and classroom practice — PD must centre on
improving teachers’ classroom practice and student learning.
2. Sustained, collaborative processes — effective PD involves ongoing
interaction (coaching, peer collaboration, communities of practice) rather than
one-off workshops.
3. Classroom application and reflection — PD should be linked to teachers’ daily
practice with opportunities for enactment, feedback and reflective cycles.
(Ávalos, 2011/2013).
ASSIGNMENT 1 SEMESTER 2 2025
UNIQUE NO.
DUE DATE: 19 AUGUST 2025
,PROFESSIONAL STUDIES IN THE FOUNDATION PHASE 1: CLASSROOM PRACTICE
QUESTION ONE (50 marks)
1.1 (10 marks) — Fill in the blanks (completed paragraph)
Completed paragraph
Professional Studies provides student teachers with both theoretical knowledge and
practical skills essential for achieving quality teaching (Muyengwa, 2013). It supports
the development of teaching competence by focusing on key areas such as content
knowledge, practical application, classroom management, assessment, and reflective
practice. Engaging with Professional Studies transforms the subject to teach into an
academic endeavour that requires an understanding of the broader context within a
teacher's discipline and profession. The aim is to equip student teachers with insight
into their professional roles, the challenges they may face in practice, and effective
strategies for promoting high-quality professional practice. Topics within the
Professional Studies curriculum include the characteristics of Foundation Phase
learners, the importance of play, assessment methods, curriculum design, and issues
of inclusivity (CLG; Assignment Brief).
1.2 (10 marks) — Match concepts to scenarios (concept + one-line justification
each)
1.2.1 Concept: Reflective practice.
Justification: Mr Patel reflects on his practice, seeks colleague input and alters
strategies (seating, leadership roles) — an example of teacher reflection leading to
pedagogical change (CLG).
1.2.2 Concept: Classroom management.
Justification: Co-creating rules, revisiting them and using consistent routines (morning
, check-ins) are concrete classroom-management strategies to establish predictable,
supportive learning routines.
1.2.3 Concept: Communities of practice.
Justification: Mr Moyo participates in collaborative teacher meetings, peer observation
and parent communication — characteristics of a professional community sharing
practice and resources.
1.2.4 Concept: Pedagogical content knowledge (PCK).
Justification: Mr Moyo’s Grade 2 fractions lesson uses prior-knowledge activation,
hands-on materials and scaffolded progression — evidence of subject-specific
pedagogy integrated with content knowledge.
1.2.5 Concept: Pedagogical actions (inclusive practice).
Justification: Bilingual labelling, bilingual storybooks and giving learners voice are direct
pedagogical actions that foster inclusivity for second-language learners.
1.3 (9 marks) — Professional development (answers tied to CLG and readings)
1.3.1 (3 marks) Three key factors that define professional development (Ávalos,
2011/2013)
1. Focus on teacher learning and classroom practice — PD must centre on
improving teachers’ classroom practice and student learning.
2. Sustained, collaborative processes — effective PD involves ongoing
interaction (coaching, peer collaboration, communities of practice) rather than
one-off workshops.
3. Classroom application and reflection — PD should be linked to teachers’ daily
practice with opportunities for enactment, feedback and reflective cycles.
(Ávalos, 2011/2013).
