HED4802 PORTFOLIO (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED

HED4802 PORTFOLIO (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,.. Comprehensive-ness and accuracy Includes major definitions and perspectives on curriculum. All information is accurate and free from errors. Includes most major definitions and perspectives on curriculum. Most information is accurate, with few errors. Includes some major definitions and perspectives on curriculum. Some information is accurate but contains several errors. Includes few or no major definitions and perspectives on curriculum. Information is mostly inaccurate, with many errors. Only a few words included Criteria Excellent (10 marks) Good (8 marks) Satisfactory (6 marks) Needs Improvement (4 marks) Largely incomplete or minimally completed (2 marks) 0 (Not attempted/not done or copied directly from another source) Organisation, clarity, and readability Graphic is logically organised and very easy to read. Graphic is mostly organised and easy to read. Graphic has some organisation, but is a little difficult to read Graphic is poorly organised and difficult to read. No graphic included, only words Comprehensive-ness and accuracy Includes major definitions and perspectives on curriculum. All information is accurate and free from errors. Includes most major definitions and perspectives on curriculum. Most information is accurate, with few errors. Includes some major definitions and perspectives on curriculum. Some information is accurate but contains several errors. Includes few or no major definitions and perspectives on curriculum. Information is mostly inaccurate, with many errors. Only a few words included Criteria Excellent (10 marks) Good (8 marks) Satisfactory (6 marks) Needs Improvement (4 marks) Largely incomplete or minimally completed (2 marks) 0 (Not attempted/not done or copied directly from another source) Organisation, clarity, and readability Graphic is logically organised and very easy to read. Graphic is mostly organised and easy to read. Graphic has some organisation, but is a little difficult to read Graphic is poorly organised and difficult to read. No graphic included, only words Causes of the problem (according to… 3 different sources) Curriculum problems are related to curriculum content, curriculum coverage, teaching methods, teaching resources, assessment - not learner behaviour, parental involvement. 1. List 5 curriculum problems you are experiencing in your teaching/lecturing 2. In a table format complete the following: E.g. according to me… E.g. according to the principal… E.g. according to Copilot … E.g. according to Du Preez & Reddy (2025) … Possible solution to the problem (according to … 3 different sources) Problem 2 The second problem I encounter is … Causes of the problem (according to … 3 different sources) Possible solution to the problem (according to… 3 different sources) Problem 3 The third problem I encounter is … Causes of the problem (according to … 3 different sources) Possible solution to the problem (according to 3 different sources) Problem 4 The fourth problem I encounter is … Causes of the problem (according to 3 different sources) Possible solution to the problem (according to 3 different sources) Problem 5 The fifth problem I encounter is … Causes of the problem (according to 3 different sources) Possible solution to the problem (according to 3 different sources) Rubric for marking Criteria Excellent 10 Good 8 Adequate 6 Limited 4 Not completed/incorrect Identification of problems (10 marks) Clearly and specifically describes 5 real, relevant classroom problems. 4 problems clearly described; 1 vague/less relevant. 3 problems well described; others vague. Fewer than 3 problems, Your letter must include the following elements: • Introduction: Introduce yourself as a concerned Honours student and explain the purpose of your letter. • Current challenges: Identify the key challenges that you have experienced that novice teachers face in the classroom (e.g., classroom management, diverse learner needs, lack of real-world teaching experience). • Suggested curriculum adjustments: Propose specific adjustments or additions to the current teacher education curriculum. • Support from research: Integrate current research that supports the need for these adjustments. Provide references to studies or literature to back up your suggestions. • Benefits for novice teachers and the school system: Highlight how these adjustments will help future teachers better navigate the challenges of the classroom and improve their effectiveness. • Conclusion: End with an invitation to discuss the proposal further and express gratitude for their consideration. vague/irrelevant. 0 Excellent 15 Good 12 Adequate 9 Limited 5 Not completed/incorrect 0 Causes Supported by Sources (15 marks) For each problem, provides at least 3 credible, varied sources that deeply explain causes. Critical engagement evident. 2–3 sources per problem, mostly credible and relevant, some detail. 1–2 sources per problem, limited credibility/relevance, superficial explanation. Few/no sources; little explanation of causes. Repetitive causes 0 Solutions Supported by Sources (15 marks) Each solution linked to at least 3 different sources. Solutions are innovative, realistic, and grounded in curriculum/teaching theory. Most solutions linked to 2–3 sources, generally realistic and relevant. Some solutions linked to limited sources Few/no sources; solutions unrealistic or vague. Repetitive solutions 0 Comprehensive-ness and accuracy Includes major definitions and perspectives on curriculum. All information is accurate and free from errors. Includes most major definitions and perspectives on curriculum. Most information is accurate, with few errors. Includes some major definitions and perspectives on curriculum. Some information is accurate but contains several errors. Includes few or no major definitions and perspectives on curriculum. Information is mostly inaccurate, with many errors. Only a few words included Criteria Excellent (10 marks) Compose a formal letter to a university, urging them to adjust their undergraduate teacher education curriculum, so that novice teachers are better prepared for real-world classrooms. Good (8 marks) Satisfactory (6 marks) Needs Improvement (4 marks) Largely incomplete or minimally completed (2 marks) 0 Create a visual representation (e.g., concept map, mind map, infographic, or diagram) that outlines the different definitions and perspectives of the term “curriculum”. This task is designed to help you understand the complexity of curriculum as a concept, and how it varies across different educational contexts and theories. • Investigate multiple definitions of “curriculum” from various sources, such as academic literature, educational theorists, and curriculum frameworks. Consider both traditional and modern perspectives. • Traditional views: Focus on curriculum as a syllabus or a planned set of lessons and content that teachers deliver in the classroom. • Broader perspectives: Explore modern definitions that view the curriculum as an experiential, holistic, or hidden set of learnings that occur both in and outside the classroom. • Look at critical, social justice, or culturally relevant approaches to curriculum, such as the “hidden curriculum” or the “null curriculum.” Any platforms or apps that you use to create the diagram (e.g. Canva) must be credited. You may not copy an already published diagram. (Not attempted/not done or copied directly from another source) Organisation, clarity, and readability Graphic is logically organised and very easy to read. Graphic is mostly organised and easy to read. Graphic has some organisation, but is a little difficult to read Graphic is poorly organised and difficult to read. No graphic included, only words Comprehensive-ness and accuracy Includes major definitions and perspectives on curriculum. All information is accurate and free from errors. Includes most major definitions and perspectives on curriculum. Most information is accurate, with few errors. Includes some major definitions and perspectives on curriculum. Some information is accurate but contains several errors. Includes few or no major definitions and perspectives on curriculum. Information is mostly inaccurate, with many errors. Only a few words included Criteria Excellent (10 marks) Good (8 marks) Satisfactory (6 marks) Needs Improvement (4 marks) Largely incomplete or minimally completed (2 marks) 0 (Not attempted/not done or copied directly from another source) Organisation, clarity, and readability Graphic is logically organised and very easy to read. Graphic is mostly organised and easy to read. Graphic has some organisation, but is a little difficult to read Graphic is poorly organised and difficult to read. No graphic included, only words Comprehensive-ness and accuracy Includes major definitions and perspectives on curriculum. All information is accurate and free from errors. Includes most major definitions and perspectives on curriculum. Most information is accurate, with few errors. Includes some major definitions and perspectives on curriculum. Some information is accurate but contains several errors. Includes few or no major definitions and perspectives on curriculum. Information is mostly inaccurate, with many errors. Only a few words included Criteria Excellent (10 marks) Good (8 marks) Satisfactory (6 marks) Needs Improvement (4 marks) Largely incomplete or minimally completed (2 marks) 0 (Not attempted/not done or copied directly from another source) Organisation, clarity, and readability Graphic is logically organised and very easy to read. Graphic is mostly organised and easy to read. Graphic has some organisation, but is a little difficult to read Graphic is poorly organised and difficult to read. No graphic included, only words Causes of the problem (according to… 3 different sources) Curriculum problems are related to curriculum content, curriculum coverage, teaching methods, teaching resources, assessment - not learner behaviour, parental involvement. 1. List 5 curriculum problems you are experiencing in your teaching/lecturing 2. In a table format complete the following: E.g. according to me… E.g. according to the principal… E.g. according to Copilot … E.g. according to Du Preez & Reddy (2025) … Possible solution to the problem (according to … 3 different sources) Problem 2 The second problem I encounter is … Causes of the problem (according to … 3 different sources) Possible solution to the problem (according to… 3 different sources) Problem 3 The third problem I encounter is … Causes of the problem (according to … 3 different sources) Possible solution to the problem (according to 3 different sources) Problem 4 The fourth problem I encounter is … Causes of the problem (according to 3 different sources) Possible solution to the problem (according to 3 different sources) Problem 5 The fifth problem I encounter is … Causes of the problem (according to 3 different sources) Possible solution to the problem (according to 3 different sources) Rubric for marking Criteria Excellent 10 Good 8 Adequate 6 Limited 4 Not completed/incorrect Identification of problems (10 marks) Clearly and specifically describes 5 real, relevant classroom problems. 4 problems clearly described; 1 vague/less relevant. 3 problems well described; others vague. Fewer than 3 problems, Your letter must include the following elements: • Introduction: Introduce yourself as a concerned Honours student and explain the purpose of your letter. • Current challenges: Identify the key challenges that you have experienced that novice teachers face in the classroom (e.g., classroom management, diverse learner needs, lack of real-world teaching experience). • Suggested curriculum adjustments: Propose specific adjustments or additions to the current teacher education curriculum. • Support from research: Integrate current research that supports the need for these adjustments. Provide references to studies or literature to back up your suggestions. • Benefits for novice teachers and the school system: Highlight how these adjustments will help future teachers better navigate the challenges of the classroom and improve their effectiveness. • Conclusion: End with an invitation to discuss the proposal further and express gratitude for their consideration. vague/irrelevant. 0 Excellent 15 Good 12 Adequate 9 Limited 5 Not completed/incorrect 0 Causes Supported by Sources (15 marks) For each problem, provides at least 3 credible, varied sources that deeply explain causes. Critical engagement evident. 2–3 sources per problem, mostly credible and relevant, some detail. 1–2 sources per problem, limited credibility/relevance, superficial explanation. Few/no sources; little explanation of causes. Repetitive causes 0 Solutions Supported by Sources (15 marks) Each solution linked to at least 3 different sources. Solutions are innovative, realistic, and grounded in curriculum/teaching theory. Most solutions linked to 2–3 sources, generally realistic and relevant. Some solutions linked to limited sources Few/no sources; solutions unrealistic or vague. Repetitive solutions 0 Comprehensive-ness and accuracy Includes major definitions and perspectives on curriculum. All information is accurate and free from errors. Includes most major definitions and perspectives on curriculum. Most information is accurate, with few errors. Includes some major definitions and perspectives on curriculum. Some information is accurate but contains several errors. Includes few or no major definitions and perspectives on curriculum. Information is mostly inaccurate, with many errors. Only a few words included Criteria Excellent (10 marks) Compose a formal letter to a university, urging them to adjust their undergraduate teacher education curriculum, so that novice teachers are better prepared for real-world classrooms. Good (8 marks) Satisfactory (6 marks) Needs Improvement (4 marks) Largely incomplete or minimally completed (2 marks) 0 Create a visual representation (e.g., concept map, mind map, infographic, or diagram) that outlines the different definitions and perspectives of the term “curriculum”. This task is designed to help you understand the complexity of curriculum as a concept, and how it varies across different educational contexts and theories. • Investigate multiple definitions of “curriculum” from various sources, such as academic literature, educational theorists, and curriculum frameworks. Consider both traditional and modern perspectives. • Traditional views: Focus on curriculum as a syllabus or a planned set of lessons and content that teachers deliver in the classroom. • Broader perspectives: Explore modern definitions that view the curriculum as an experiential, holistic, or hidden set of learnings that occur both in and outside the classroom. • Look at critical, social justice, or culturally relevant approaches to curriculum, such as the “hidden curriculum” or the “null curriculum.” Any platforms or apps that you use to create the diagram (e.g. Canva) must be credited. You may not copy an already published diagram. (Not attempted/not done or copied directly from another source) Organisation, clarity, and readability Graphic is logically organised and very easy to read. Graphic is mostly organised and easy to read. Graphic has some organisation, but is a little difficult to read Graphic is poorly organised and difficult to read. No graphic included, only words