TMS3731
Assignment 5
PORTFOLIO
DUE 14 October 2025
, Assignment 5 - Portfolio
Due date: Tuesday, 14 October 2025, 11:00 PM
Task 1: Reflective Narrative on Creating Inclusive Social Sciences Lessons
Introduction
During my teaching practice, I had the opportunity to design and deliver Social Sciences lessons
in a Grade 8 classroom at a township school characterised by a multi-lingual and socio-
economically diverse learner population. Many learners came from homes where English was
not the primary language of communication, and others had learning difficulties that influenced
their participation in class. In this reflective narrative, I will describe one specific lesson where
inclusivity was at the centre of my planning and implementation. I will also analyse the strategies
I used to accommodate diverse learning needs, reflect on the successes and challenges I faced,
and consider how this experience has shaped my professional growth. My reflection is informed
by humanistic education philosophy (Learning Unit 1.3) and social constructivism (Learning
Unit 1.4), which both emphasise learner-centredness, collaboration, and holistic development.
Lesson Context and Topic
The lesson topic was “The Scramble for Africa and its Impact”, taught to Grade 8 learners.
The school is situated in an urban township area where learners’ home languages included
isiZulu, Sesotho, Afrikaans, and English. The class had 45 learners, including three learners
identified with learning barriers: one with mild dyslexia, another with concentration challenges,
and a third who struggled with oral expression in English.
Inclusive Teaching Strategies Applied
To ensure that all learners could participate meaningfully, I deliberately incorporated inclusive
strategies throughout the lesson.
, 1. Language Accommodation
o I prepared bilingual summary notes (English + isiZulu/Sesotho keywords) to
assist learners who struggled with English.
o Peer-support structures were created by grouping learners in mixed-language
teams so that those more proficient in English could assist peers.
2. Differentiated Instruction
o I provided simplified texts with visuals for learners with dyslexia, reducing text
density and using larger fonts.
o Visual aids such as political cartoons, maps, and timelines were used to cater for
different learning styles.
3. Active Participation Strategies
o Group work tasks were designed to allow learners to take different roles (note-
taker, presenter, illustrator, researcher) so that each learner could contribute
according to their strengths.
o For example, the learner with concentration challenges was given the task of
“timekeeper” in group discussions, which helped them stay engaged without
being overwhelmed.
4. Constructivist Activities
o I used a “think–pair–share” exercise where learners reflected on how
colonisation may have affected their ancestors, discussed in pairs, and then shared
with the class. This encouraged collaboration and validated diverse cultural
perspectives.
Practical Examples of Support
• A learner with dyslexia was given colour-coded notes and was paired with a peer who
assisted in reading instructions aloud.
• To support a learner struggling with oral expression, I allowed them to present their
group’s ideas using a poster instead of a verbal speech.
• I modified worksheets by including guiding questions and scaffolding prompts for
learners who needed step-by-step guidance.
Assignment 5
PORTFOLIO
DUE 14 October 2025
, Assignment 5 - Portfolio
Due date: Tuesday, 14 October 2025, 11:00 PM
Task 1: Reflective Narrative on Creating Inclusive Social Sciences Lessons
Introduction
During my teaching practice, I had the opportunity to design and deliver Social Sciences lessons
in a Grade 8 classroom at a township school characterised by a multi-lingual and socio-
economically diverse learner population. Many learners came from homes where English was
not the primary language of communication, and others had learning difficulties that influenced
their participation in class. In this reflective narrative, I will describe one specific lesson where
inclusivity was at the centre of my planning and implementation. I will also analyse the strategies
I used to accommodate diverse learning needs, reflect on the successes and challenges I faced,
and consider how this experience has shaped my professional growth. My reflection is informed
by humanistic education philosophy (Learning Unit 1.3) and social constructivism (Learning
Unit 1.4), which both emphasise learner-centredness, collaboration, and holistic development.
Lesson Context and Topic
The lesson topic was “The Scramble for Africa and its Impact”, taught to Grade 8 learners.
The school is situated in an urban township area where learners’ home languages included
isiZulu, Sesotho, Afrikaans, and English. The class had 45 learners, including three learners
identified with learning barriers: one with mild dyslexia, another with concentration challenges,
and a third who struggled with oral expression in English.
Inclusive Teaching Strategies Applied
To ensure that all learners could participate meaningfully, I deliberately incorporated inclusive
strategies throughout the lesson.
, 1. Language Accommodation
o I prepared bilingual summary notes (English + isiZulu/Sesotho keywords) to
assist learners who struggled with English.
o Peer-support structures were created by grouping learners in mixed-language
teams so that those more proficient in English could assist peers.
2. Differentiated Instruction
o I provided simplified texts with visuals for learners with dyslexia, reducing text
density and using larger fonts.
o Visual aids such as political cartoons, maps, and timelines were used to cater for
different learning styles.
3. Active Participation Strategies
o Group work tasks were designed to allow learners to take different roles (note-
taker, presenter, illustrator, researcher) so that each learner could contribute
according to their strengths.
o For example, the learner with concentration challenges was given the task of
“timekeeper” in group discussions, which helped them stay engaged without
being overwhelmed.
4. Constructivist Activities
o I used a “think–pair–share” exercise where learners reflected on how
colonisation may have affected their ancestors, discussed in pairs, and then shared
with the class. This encouraged collaboration and validated diverse cultural
perspectives.
Practical Examples of Support
• A learner with dyslexia was given colour-coded notes and was paired with a peer who
assisted in reading instructions aloud.
• To support a learner struggling with oral expression, I allowed them to present their
group’s ideas using a poster instead of a verbal speech.
• I modified worksheets by including guiding questions and scaffolding prompts for
learners who needed step-by-step guidance.
