TMS3731Portfolio
2025
Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons
(30 Marks)
Introduction
Teaching Social Sciences at a government school in Diepsloot, I
quickly realised that inclusion is a day-to-day necessity. My learners
come from different cultural backgrounds, speak several languages,
and face real-world barriers like poverty, trauma, and limited
resources. My practice is shaped by two key philosophies
highlighted in the TMS3731 Study Guide—Social Constructivism
and Ubuntu—which are both critical for effective teaching in
diverse South African schools (TMS3731 Study Guide, Learning Unit
1.3 & 1.4).
Lesson Topic, Grade, and Context
One lesson that deeply challenged and inspired me was my Grade 9
Social Sciences lesson on “Urbanisation and Population
Movement in South Africa”. This topic, which is part of the Senior
Phase CAPS curriculum (Department of Basic Education, 2011), is
very relevant to our learners in Diepsloot, many of whom have
direct experience with migration or rapid urban growth. The school
itself reflects this: classes are large, with over 40 learners, and the
diversity of language and background means no lesson is ever “one
size fits all.”
Guiding Philosophies for Inclusion
1. Social Constructivism
As explained in the TMS3731 Study Guide (Learning Unit 1.3), social
constructivism—based on Vygotsky’s work—sees learning as a
social, interactive process. Learners construct meaning together,
drawing on their own backgrounds and collaborating to solve
problems (Vygotsky, 1978; Lave & Wenger, 1991). In my classroom,
,this means using lots of discussion, group work, and connecting the
lesson to learners’ lived experiences.
2. Ubuntu
Ubuntu is a uniquely African philosophy rooted in the idea that “a
person is a person through other people.” The TMS3731 Study
Guide (Learning Unit 1.4) emphasises Ubuntu as the foundation for
respectful, compassionate teaching. In practice, Ubuntu requires us
to honour every learner’s dignity and support one another (Letseka,
2012; Msila, 2015).
How I Ensured Inclusivity in My Lesson
a) Creating a Welcoming Environment
Inspired by Ubuntu, I greeted each learner at the classroom door. As
the guide suggests, even small gestures set the tone for a caring,
respectful environment (TMS3731 Study Guide, LU 1.4). Learners
often responded in their home language—whether isiZulu, Sepedi,
or Shona—which I acknowledged, making everyone feel that their
identity was valued.
b) Purposeful Grouping and Collaboration
Guided by social constructivism, I used a seating chart to create
mixed-ability groups (TMS3731 Study Guide, LU 1.3). For example, I
seated learners who were new to South Africa with classmates who
could help translate or explain key ideas. In our migration mapping
activity, every learner contributed a personal or family story,
making the lesson real and relevant (Lave & Wenger, 1991).
c) Differentiated Instruction
Knowing that not all learners are comfortable with English or able to
read at the same level, I provided worksheets in both English and
isiZulu, used maps and diagrams, and allowed oral explanations.
This aligns with research on differentiated instruction for inclusion
(Tomlinson, 2014) and is reinforced in the study guide’s approach to
meeting diverse learning needs (TMS3731 Study Guide, LU 1.3).
d) Linking to Learners’ Lives
Our lesson began with a discussion about who had moved to
Diepsloot and why. As the TMS3731 guide recommends, making
lessons meaningful and connecting to learners’ contexts deepens
engagement (TMS3731 Study Guide, LU 1.4).
, e) Additional Support
One learner, Lebo, had reading difficulties; I paired her with a peer
“reading buddy.” For Sipho, who is still developing English skills, I
allowed responses in isiZulu during group discussions. These
strategies are supported by both national policy and international
research on inclusive education (Department of Basic Education,
2014; Tomlinson, 2014).
f) Establishing a Safe Space
Following Ubuntu, we co-created classroom rules about respect,
kindness, and helping each other. No learner was allowed to laugh
at mistakes; instead, everyone was encouraged to support each
other’s learning (TMS3731 Study Guide, LU 1.4; Letseka, 2012).
Evidence Collected
Group posters mapping family migration journeys (with labels
in multiple languages).
Learner stories, written or drawn, showing both academic and
personal growth.
Peer feedback slips reflecting on group support and learning.
Reflection: Successes and Challenges
What Went Well
Every learner participated: even those who were usually shy
spoke up when sharing their stories.
Grouping learners by ability and language created a sense of
solidarity—Ubuntu in action.
Allowing home languages and drawing on learners’ life stories
helped build a “community of learning,” as both the study
guide and Lave & Wenger (1991) recommend.
Challenges
Time was a challenge—translating and group feedback took
longer than planned.
2025
Task 1: Reflective Narrative on Creating Inclusive Social Sciences
Lessons
(30 Marks)
Introduction
Teaching Social Sciences at a government school in Diepsloot, I
quickly realised that inclusion is a day-to-day necessity. My learners
come from different cultural backgrounds, speak several languages,
and face real-world barriers like poverty, trauma, and limited
resources. My practice is shaped by two key philosophies
highlighted in the TMS3731 Study Guide—Social Constructivism
and Ubuntu—which are both critical for effective teaching in
diverse South African schools (TMS3731 Study Guide, Learning Unit
1.3 & 1.4).
Lesson Topic, Grade, and Context
One lesson that deeply challenged and inspired me was my Grade 9
Social Sciences lesson on “Urbanisation and Population
Movement in South Africa”. This topic, which is part of the Senior
Phase CAPS curriculum (Department of Basic Education, 2011), is
very relevant to our learners in Diepsloot, many of whom have
direct experience with migration or rapid urban growth. The school
itself reflects this: classes are large, with over 40 learners, and the
diversity of language and background means no lesson is ever “one
size fits all.”
Guiding Philosophies for Inclusion
1. Social Constructivism
As explained in the TMS3731 Study Guide (Learning Unit 1.3), social
constructivism—based on Vygotsky’s work—sees learning as a
social, interactive process. Learners construct meaning together,
drawing on their own backgrounds and collaborating to solve
problems (Vygotsky, 1978; Lave & Wenger, 1991). In my classroom,
,this means using lots of discussion, group work, and connecting the
lesson to learners’ lived experiences.
2. Ubuntu
Ubuntu is a uniquely African philosophy rooted in the idea that “a
person is a person through other people.” The TMS3731 Study
Guide (Learning Unit 1.4) emphasises Ubuntu as the foundation for
respectful, compassionate teaching. In practice, Ubuntu requires us
to honour every learner’s dignity and support one another (Letseka,
2012; Msila, 2015).
How I Ensured Inclusivity in My Lesson
a) Creating a Welcoming Environment
Inspired by Ubuntu, I greeted each learner at the classroom door. As
the guide suggests, even small gestures set the tone for a caring,
respectful environment (TMS3731 Study Guide, LU 1.4). Learners
often responded in their home language—whether isiZulu, Sepedi,
or Shona—which I acknowledged, making everyone feel that their
identity was valued.
b) Purposeful Grouping and Collaboration
Guided by social constructivism, I used a seating chart to create
mixed-ability groups (TMS3731 Study Guide, LU 1.3). For example, I
seated learners who were new to South Africa with classmates who
could help translate or explain key ideas. In our migration mapping
activity, every learner contributed a personal or family story,
making the lesson real and relevant (Lave & Wenger, 1991).
c) Differentiated Instruction
Knowing that not all learners are comfortable with English or able to
read at the same level, I provided worksheets in both English and
isiZulu, used maps and diagrams, and allowed oral explanations.
This aligns with research on differentiated instruction for inclusion
(Tomlinson, 2014) and is reinforced in the study guide’s approach to
meeting diverse learning needs (TMS3731 Study Guide, LU 1.3).
d) Linking to Learners’ Lives
Our lesson began with a discussion about who had moved to
Diepsloot and why. As the TMS3731 guide recommends, making
lessons meaningful and connecting to learners’ contexts deepens
engagement (TMS3731 Study Guide, LU 1.4).
, e) Additional Support
One learner, Lebo, had reading difficulties; I paired her with a peer
“reading buddy.” For Sipho, who is still developing English skills, I
allowed responses in isiZulu during group discussions. These
strategies are supported by both national policy and international
research on inclusive education (Department of Basic Education,
2014; Tomlinson, 2014).
f) Establishing a Safe Space
Following Ubuntu, we co-created classroom rules about respect,
kindness, and helping each other. No learner was allowed to laugh
at mistakes; instead, everyone was encouraged to support each
other’s learning (TMS3731 Study Guide, LU 1.4; Letseka, 2012).
Evidence Collected
Group posters mapping family migration journeys (with labels
in multiple languages).
Learner stories, written or drawn, showing both academic and
personal growth.
Peer feedback slips reflecting on group support and learning.
Reflection: Successes and Challenges
What Went Well
Every learner participated: even those who were usually shy
spoke up when sharing their stories.
Grouping learners by ability and language created a sense of
solidarity—Ubuntu in action.
Allowing home languages and drawing on learners’ life stories
helped build a “community of learning,” as both the study
guide and Lave & Wenger (1991) recommend.
Challenges
Time was a challenge—translating and group feedback took
longer than planned.
