TMS3731
ASSIGNMENT 5 PORTFOLIO 2025
UNIQUE NO.
DUE DATE: 14 OCTOBER 2025
, Teaching Social Sciences in the senior Phase
Student Name:
Student Number:
Module Code: TMS3731
Lecturer: VR Nkuna
Moderator: N Dlamini
Year: 2025
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons (30 Marks)
During my teaching practice at Mahlangu Secondary School, a township school in
Mpumalanga, I had the opportunity to teach Grade 9 Social Sciences (Geography) on
the topic “Climate Change and Human Impact on the Environment.” The school is
multilingual, with learners speaking isiZulu, isiNdebele, Sepedi, and English. Class sizes
averaged 42 learners per class, with diverse learning needs including one learner with
mild dyslexia and several with limited English proficiency.
Inclusivity Philosophy
My lesson was grounded in Vygotsky’s social constructivist theory (Learning Unit
1.3) and Paulo Freire’s critical pedagogy (Learning Unit 1.4). These philosophies
emphasize learner participation, collaboration, and valuing learners’ social contexts in
the learning process.
Inclusive Strategies Implemented
I used group work, bilingual resources, and visual aids to ensure participation from
all learners. Learners were grouped heterogeneously so that English-proficient learners
could assist those who struggled with language. I prepared a simplified vocabulary list
(e.g., “deforestation,” “carbon dioxide,” “pollution”) in both English and isiZulu.
ASSIGNMENT 5 PORTFOLIO 2025
UNIQUE NO.
DUE DATE: 14 OCTOBER 2025
, Teaching Social Sciences in the senior Phase
Student Name:
Student Number:
Module Code: TMS3731
Lecturer: VR Nkuna
Moderator: N Dlamini
Year: 2025
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons (30 Marks)
During my teaching practice at Mahlangu Secondary School, a township school in
Mpumalanga, I had the opportunity to teach Grade 9 Social Sciences (Geography) on
the topic “Climate Change and Human Impact on the Environment.” The school is
multilingual, with learners speaking isiZulu, isiNdebele, Sepedi, and English. Class sizes
averaged 42 learners per class, with diverse learning needs including one learner with
mild dyslexia and several with limited English proficiency.
Inclusivity Philosophy
My lesson was grounded in Vygotsky’s social constructivist theory (Learning Unit
1.3) and Paulo Freire’s critical pedagogy (Learning Unit 1.4). These philosophies
emphasize learner participation, collaboration, and valuing learners’ social contexts in
the learning process.
Inclusive Strategies Implemented
I used group work, bilingual resources, and visual aids to ensure participation from
all learners. Learners were grouped heterogeneously so that English-proficient learners
could assist those who struggled with language. I prepared a simplified vocabulary list
(e.g., “deforestation,” “carbon dioxide,” “pollution”) in both English and isiZulu.
