TMS3731 Assignment 5
PORTFILIO (COMPLETE
ANSWERS) 2025 - DUE
14 October 2025
[Document subtitle]
[School]
[Course title]
,TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025
Course
Teaching Social Sciences in the senior Phase (TMS3731)
Institution
University Of South Africa (Unisa)
Book
TEACHING SOCIAL SCIENCES
TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025; 100%
TRUSTED Complete, trusted solutions and explanations.
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences Lessons (30 Marks)
This task requires you to reflect on your own experience of designing and delivering an inclusive
Social Sciences lesson during your teaching practice. Rather than creating a lesson plan, this task
asks you to narrate how you ensured inclusivity, learner participation, and diverse learning
needs were accommodated in your classroom based on the two philosophies you studied in
Learning Units 1.3 and 1.4. 1. Task instructions (30) ▪ Write a reflective narrative (2–3 pages)
describing a Social Sciences lesson you taught where inclusivity was a key focus. ▪ Describe the
topic of the lesson, the grade, and the context of the school (e.g., rural, township, multi-lingual
classroom, etc.). ▪ Explain what inclusive strategies you used to accommodate learners with
different needs (e.g., language barriers, learning difficulties, social background). ▪ Provide
practical examples: ▪ How did you support specific learners? ▪ How did your teaching materials
or instructions change to meet diverse needs? ▪ Attach any evidence you have (e.g., adapted
materials, visuals used, learner work samples, photos of differentiated group tasks, etc.). ▪
Reflect on what went well and what challenges you experienced. ▪ Explain what you learned
from this experience and how it will influence your future teaching practice. Portfolio Task 2:
Reflective Analysis of Classroom Management (40 Marks) In this task, you will observe a real-life
classroom situation and reflect critically on how a teacher establishes classroom expectations
and builds learner relationships on the first day of school. You will then apply this knowledge to
a challenging learner scenario relevant to South African schools. Watch the full video: The First
Day of High School – Establishing Classroom Expectations and Building Relationships 1. You are a
new Social Sciences teacher in a Grade 9 class at a public school in South Africa. One learner
refuses to participate in class, regularly disrupts lessons, and ignores your instructions. Verbal
warnings have had no effect. Your task is to analyse this situation and design a professional
, response using two discipline models. (15) (a) What effective classroom management strategies
did the teacher in the video use? (b) Which of these would you adopt or adapt for a South
African context? (c) What did the teacher do well to establish control and learner trust?
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences Lessons (30 Marks)
Title: Reflective Narrative on Designing an Inclusive Social Sciences Lesson
1. Context of the Lesson
Topic: The Impact of Colonisation on African Societies
Grade: 7
School Context: A township school in a multilingual community (English, isiZulu, and
Sesotho speakers).
Class Profile: 45 learners; mixed abilities; a few learners with mild learning difficulties
and several English Second Language learners.
2. Philosophical Foundations
During my teaching practice, I based my lesson on two educational philosophies covered in
Learning Units 1.3 and 1.4:
Progressivism: Focuses on learner-centered education, inquiry-based learning, and
learning through experience.
Social Reconstructionism: Emphasizes critical thinking and understanding of social
issues to promote equity and justice.
These philosophies guided my approach to create a lesson that not only delivered content but
also ensured participation and inclusivity.
3. Inclusive Strategies Used
I implemented several strategies to ensure that all learners could participate meaningfully:
a. Language Accommodation
I used code-switching between English and isiZulu for key terms to support learners with
limited English proficiency.
PORTFILIO (COMPLETE
ANSWERS) 2025 - DUE
14 October 2025
[Document subtitle]
[School]
[Course title]
,TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025
Course
Teaching Social Sciences in the senior Phase (TMS3731)
Institution
University Of South Africa (Unisa)
Book
TEACHING SOCIAL SCIENCES
TMS3731 Assignment 5 PORTFILIO (COMPLETE ANSWERS) 2025 - DUE 14 October 2025; 100%
TRUSTED Complete, trusted solutions and explanations.
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences Lessons (30 Marks)
This task requires you to reflect on your own experience of designing and delivering an inclusive
Social Sciences lesson during your teaching practice. Rather than creating a lesson plan, this task
asks you to narrate how you ensured inclusivity, learner participation, and diverse learning
needs were accommodated in your classroom based on the two philosophies you studied in
Learning Units 1.3 and 1.4. 1. Task instructions (30) ▪ Write a reflective narrative (2–3 pages)
describing a Social Sciences lesson you taught where inclusivity was a key focus. ▪ Describe the
topic of the lesson, the grade, and the context of the school (e.g., rural, township, multi-lingual
classroom, etc.). ▪ Explain what inclusive strategies you used to accommodate learners with
different needs (e.g., language barriers, learning difficulties, social background). ▪ Provide
practical examples: ▪ How did you support specific learners? ▪ How did your teaching materials
or instructions change to meet diverse needs? ▪ Attach any evidence you have (e.g., adapted
materials, visuals used, learner work samples, photos of differentiated group tasks, etc.). ▪
Reflect on what went well and what challenges you experienced. ▪ Explain what you learned
from this experience and how it will influence your future teaching practice. Portfolio Task 2:
Reflective Analysis of Classroom Management (40 Marks) In this task, you will observe a real-life
classroom situation and reflect critically on how a teacher establishes classroom expectations
and builds learner relationships on the first day of school. You will then apply this knowledge to
a challenging learner scenario relevant to South African schools. Watch the full video: The First
Day of High School – Establishing Classroom Expectations and Building Relationships 1. You are a
new Social Sciences teacher in a Grade 9 class at a public school in South Africa. One learner
refuses to participate in class, regularly disrupts lessons, and ignores your instructions. Verbal
warnings have had no effect. Your task is to analyse this situation and design a professional
, response using two discipline models. (15) (a) What effective classroom management strategies
did the teacher in the video use? (b) Which of these would you adopt or adapt for a South
African context? (c) What did the teacher do well to establish control and learner trust?
Portfolio Task 1: Reflective Narrative on Creating Inclusive Social Sciences Lessons (30 Marks)
Title: Reflective Narrative on Designing an Inclusive Social Sciences Lesson
1. Context of the Lesson
Topic: The Impact of Colonisation on African Societies
Grade: 7
School Context: A township school in a multilingual community (English, isiZulu, and
Sesotho speakers).
Class Profile: 45 learners; mixed abilities; a few learners with mild learning difficulties
and several English Second Language learners.
2. Philosophical Foundations
During my teaching practice, I based my lesson on two educational philosophies covered in
Learning Units 1.3 and 1.4:
Progressivism: Focuses on learner-centered education, inquiry-based learning, and
learning through experience.
Social Reconstructionism: Emphasizes critical thinking and understanding of social
issues to promote equity and justice.
These philosophies guided my approach to create a lesson that not only delivered content but
also ensured participation and inclusivity.
3. Inclusive Strategies Used
I implemented several strategies to ensure that all learners could participate meaningfully:
a. Language Accommodation
I used code-switching between English and isiZulu for key terms to support learners with
limited English proficiency.
