TMS3731
Assignment 5 PORTFOLIO 2025
2 2025
Unique Number:
Due date: 14 October 2025
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL
SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social Sciences
lesson at a public school in a township area of Gauteng. The school environment was lively
and diverse, with learners who spoke different home languages such as isiZulu, Sesotho,
Setswana and English. Some learners came from disadvantaged backgrounds, while others
had learning barriers such as slow reading or difficulty in understanding English instructions.
This diversity required me to think carefully about how to make the lesson inclusive, so that
every learner could participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the History
section for Term 2. The main aim of the lesson was for learners to understand what slavery
meant, why it existed, and how it affected people’s lives. I also wanted learners to reflect on
fairness, equality and human rights, linking the topic to their daily experiences. Because the
class was large, with 46 learners, I knew that careful planning and differentiation were
needed to make learning accessible to everyone.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE
SOCIAL SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social
Sciences lesson at a public school in a township area of Gauteng. The school
environment was lively and diverse, with learners who spoke different home
languages such as isiZulu, Sesotho, Setswana and English. Some learners came
from disadvantaged backgrounds, while others had learning barriers such as slow
reading or difficulty in understanding English instructions. This diversity required me
to think carefully about how to make the lesson inclusive, so that every learner could
participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the
History section for Term 2. The main aim of the lesson was for learners to
understand what slavery meant, why it existed, and how it affected people’s lives. I
also wanted learners to reflect on fairness, equality and human rights, linking the
topic to their daily experiences. Because the class was large, with 46 learners, I
knew that careful planning and differentiation were needed to make learning
accessible to everyone.
To begin, I used a storytelling approach to capture their interest. I started by
narrating a short story about a young boy forced to work on a cotton farm in America.
I described his daily life in simple language, while showing pictures on the
smartboard to help learners who struggled with English understand the events. This
visual support made it easier for all learners to follow the story and relate emotionally
to the topic. Learners who spoke little English could still understand the main ideas
through the pictures.
I then used group activities to promote collaboration and inclusivity. Each group had
a mix of learners who spoke different home languages, and I encouraged peer
support by asking stronger learners to help explain terms to others. This method was
based on the philosophy of Ubuntu, which values togetherness, respect and mutual
support. I explained that everyone had an important role to play and that helping one
, For additional support +27 81 278 3372
another was part of being a good learner and citizen. In this way, learners learned
not only about slavery but also about the importance of community and empathy.
To assist learners with reading barriers, I printed short, simplified summaries of the
lesson with key terms like ―slave,‖ ―freedom,‖ and ―plantation‖ defined in easy
English. Learners used these summaries while working in groups. Those who were
stronger readers received slightly longer texts with more detailed information. This
ensured that each learner could engage at their own level without feeling left out. I
also made use of colour-coded cards for definitions and examples. Learners had to
match the correct term to its meaning and picture, which made the learning process
interactive and supported those with concentration difficulties.
During the discussion, I made sure that learners could express their ideas in the
language they were most comfortable with, and then I translated or summarised their
responses in English for the class. This created an inclusive classroom where
language was not a barrier but rather a bridge between learners. By doing so, I
applied the philosophy of constructivism, which focuses on learners building their
own understanding through active participation. Learners shared ideas about what
freedom means to them today and compared it to the experiences of slaves in
history.
Assessment was also adapted to promote fairness. Instead of only using written
tests, I included oral questioning and group reflections. Learners drew posters
showing scenes of slavery and freedom, which allowed creative expression for those
who struggled with writing. I assessed them using a rubric that valued effort,
understanding, and teamwork, not just language accuracy.
Reflecting on the lesson, many aspects worked well. The use of visuals, group work,
and differentiated materials helped all learners stay engaged. Learners enjoyed
discussing how slavery was unfair and how everyone deserves respect. The
classroom atmosphere became more united, and even the shy learners felt safe to
participate. One learner who usually remained quiet shared her drawing showing
people helping each other escape from a plantation, explaining that it reminded her
of helping friends in real life. This showed me that the lesson reached beyond facts
and touched emotional understanding.
Assignment 5 PORTFOLIO 2025
2 2025
Unique Number:
Due date: 14 October 2025
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE SOCIAL
SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social Sciences
lesson at a public school in a township area of Gauteng. The school environment was lively
and diverse, with learners who spoke different home languages such as isiZulu, Sesotho,
Setswana and English. Some learners came from disadvantaged backgrounds, while others
had learning barriers such as slow reading or difficulty in understanding English instructions.
This diversity required me to think carefully about how to make the lesson inclusive, so that
every learner could participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the History
section for Term 2. The main aim of the lesson was for learners to understand what slavery
meant, why it existed, and how it affected people’s lives. I also wanted learners to reflect on
fairness, equality and human rights, linking the topic to their daily experiences. Because the
class was large, with 46 learners, I knew that careful planning and differentiation were
needed to make learning accessible to everyone.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
PORTFOLIO TASK 1: REFLECTIVE NARRATIVE ON CREATING INCLUSIVE
SOCIAL SCIENCES LESSONS
During my teaching practice, I had the opportunity to teach a Grade 7 Social
Sciences lesson at a public school in a township area of Gauteng. The school
environment was lively and diverse, with learners who spoke different home
languages such as isiZulu, Sesotho, Setswana and English. Some learners came
from disadvantaged backgrounds, while others had learning barriers such as slow
reading or difficulty in understanding English instructions. This diversity required me
to think carefully about how to make the lesson inclusive, so that every learner could
participate and learn meaningfully.
The lesson topic was ―Slavery in Southern America‖, which formed part of the
History section for Term 2. The main aim of the lesson was for learners to
understand what slavery meant, why it existed, and how it affected people’s lives. I
also wanted learners to reflect on fairness, equality and human rights, linking the
topic to their daily experiences. Because the class was large, with 46 learners, I
knew that careful planning and differentiation were needed to make learning
accessible to everyone.
To begin, I used a storytelling approach to capture their interest. I started by
narrating a short story about a young boy forced to work on a cotton farm in America.
I described his daily life in simple language, while showing pictures on the
smartboard to help learners who struggled with English understand the events. This
visual support made it easier for all learners to follow the story and relate emotionally
to the topic. Learners who spoke little English could still understand the main ideas
through the pictures.
I then used group activities to promote collaboration and inclusivity. Each group had
a mix of learners who spoke different home languages, and I encouraged peer
support by asking stronger learners to help explain terms to others. This method was
based on the philosophy of Ubuntu, which values togetherness, respect and mutual
support. I explained that everyone had an important role to play and that helping one
, For additional support +27 81 278 3372
another was part of being a good learner and citizen. In this way, learners learned
not only about slavery but also about the importance of community and empathy.
To assist learners with reading barriers, I printed short, simplified summaries of the
lesson with key terms like ―slave,‖ ―freedom,‖ and ―plantation‖ defined in easy
English. Learners used these summaries while working in groups. Those who were
stronger readers received slightly longer texts with more detailed information. This
ensured that each learner could engage at their own level without feeling left out. I
also made use of colour-coded cards for definitions and examples. Learners had to
match the correct term to its meaning and picture, which made the learning process
interactive and supported those with concentration difficulties.
During the discussion, I made sure that learners could express their ideas in the
language they were most comfortable with, and then I translated or summarised their
responses in English for the class. This created an inclusive classroom where
language was not a barrier but rather a bridge between learners. By doing so, I
applied the philosophy of constructivism, which focuses on learners building their
own understanding through active participation. Learners shared ideas about what
freedom means to them today and compared it to the experiences of slaves in
history.
Assessment was also adapted to promote fairness. Instead of only using written
tests, I included oral questioning and group reflections. Learners drew posters
showing scenes of slavery and freedom, which allowed creative expression for those
who struggled with writing. I assessed them using a rubric that valued effort,
understanding, and teamwork, not just language accuracy.
Reflecting on the lesson, many aspects worked well. The use of visuals, group work,
and differentiated materials helped all learners stay engaged. Learners enjoyed
discussing how slavery was unfair and how everyone deserves respect. The
classroom atmosphere became more united, and even the shy learners felt safe to
participate. One learner who usually remained quiet shared her drawing showing
people helping each other escape from a plantation, explaining that it reminded her
of helping friends in real life. This showed me that the lesson reached beyond facts
and touched emotional understanding.
