TPS3706
Assignment 50
PORTFOLIO
Due 2025
,TPS3706
Assignment 50
PORTFOLIO
Due 2025
Reflective Teaching Practice in the FET Phase: A Portfolio of Professional Growth,
Pedagogical Application, and Inclusive Learning
SECTION B
Question 1: Contextual Questionnaire
Introduction
This section provides contextual information about the school, classroom environment,
learners, mentor teacher, and my personal background. It also reflects on how these
factors influenced my lesson planning, teaching, and assessment practices during the
25-day Teaching Practice period in the FET Phase.
1. Description of your school
The school where I completed my teaching practice is situated in a semi-urban area of
Limpopo. Established in the early 1990s, it currently accommodates approximately
1,200 learners and 45 teachers. The school offers Grade 8 to Grade 12 and operates
under the Limpopo Department of Education. It has moderate facilities, including a
science laboratory, computer room, staff room, and a small library. The Language of
Learning and Teaching (LOLT) is English, although many learners are first-language
Sepedi speakers. The school maintains a structured timetable and adheres to the CAPS
curriculum.
,2. Description of your classroom
The classroom allocated to me for teaching Grade 10 Life Sciences had a capacity of
40 learners. It was moderately spacious, with desks arranged in rows to facilitate direct
instruction. The classroom had a chalkboard, a wall chart of the human body, and
limited technological resources. Although textbooks were available, there were few
supplementary learning materials. The learning environment was generally calm,
though occasionally challenged by overcrowding and noise from adjacent classrooms.
3. Description of your learners
The average class size was 40 learners. Learner readiness varied: some displayed high
academic motivation, while others required additional encouragement and support.
Many learners came from socio-economically disadvantaged backgrounds, which
influenced their access to learning materials and after-school support. Environmental
challenges, such as limited electricity at home or responsibilities in the household,
affected homework completion. Despite these challenges, most learners were eager to
learn and actively participated during lessons.
4. Influence of contextual factors on lesson planning, teaching, and assessment
Contextual realities significantly shaped my pedagogical approach. Due to limited
access to technology, I relied on traditional teaching aids such as charts and the
chalkboard. I integrated code-switching strategically to support comprehension,
particularly when learners struggled with scientific terminology in English. Lessons were
designed to be interactive and practical, incorporating peer discussions and locally
relevant examples. For assessment, I employed formative strategies such as oral
questioning and low-cost activities (e.g., labeling diagrams on paper) to accommodate
learners with limited resources.
, 5. Description of your mentor/subject/learning area teacher
My mentor teacher, Mr. Mokoena, has over 18 years of experience teaching Life
Sciences and has served as a Head of Department. His subject knowledge is
exceptional, and he is passionate about learner development. He provided constructive
feedback on my lesson plans and observed my lessons, offering guidance on improving
delivery, pacing, and classroom management. His mentorship was instrumental in
helping me grow professionally.
6. Description of your personal background
I am currently enrolled full-time at UNISA and this was my first teaching practice
experience in the FET Phase. I hold a Diploma in Education obtained in 2021 from a
local teacher training college. My interest in Life Sciences stems from my high school
years, and I have volunteered in tutoring Grade 11 and 12 learners in my community.
This practical exposure enriched my ability to design learner-centred and curriculum-
aligned lessons.
7. Other experiences influencing my teaching practice
Participating in community-based tutoring initiatives equipped me with the ability to
simplify complex concepts and develop empathy for learners from under-resourced
backgrounds. These experiences also honed my communication skills and patience,
which were vital during this teaching practice. Furthermore, my engagement with online
teacher forums allowed me to exchange ideas with peers and improve my pedagogical
techniques.
Assignment 50
PORTFOLIO
Due 2025
,TPS3706
Assignment 50
PORTFOLIO
Due 2025
Reflective Teaching Practice in the FET Phase: A Portfolio of Professional Growth,
Pedagogical Application, and Inclusive Learning
SECTION B
Question 1: Contextual Questionnaire
Introduction
This section provides contextual information about the school, classroom environment,
learners, mentor teacher, and my personal background. It also reflects on how these
factors influenced my lesson planning, teaching, and assessment practices during the
25-day Teaching Practice period in the FET Phase.
1. Description of your school
The school where I completed my teaching practice is situated in a semi-urban area of
Limpopo. Established in the early 1990s, it currently accommodates approximately
1,200 learners and 45 teachers. The school offers Grade 8 to Grade 12 and operates
under the Limpopo Department of Education. It has moderate facilities, including a
science laboratory, computer room, staff room, and a small library. The Language of
Learning and Teaching (LOLT) is English, although many learners are first-language
Sepedi speakers. The school maintains a structured timetable and adheres to the CAPS
curriculum.
,2. Description of your classroom
The classroom allocated to me for teaching Grade 10 Life Sciences had a capacity of
40 learners. It was moderately spacious, with desks arranged in rows to facilitate direct
instruction. The classroom had a chalkboard, a wall chart of the human body, and
limited technological resources. Although textbooks were available, there were few
supplementary learning materials. The learning environment was generally calm,
though occasionally challenged by overcrowding and noise from adjacent classrooms.
3. Description of your learners
The average class size was 40 learners. Learner readiness varied: some displayed high
academic motivation, while others required additional encouragement and support.
Many learners came from socio-economically disadvantaged backgrounds, which
influenced their access to learning materials and after-school support. Environmental
challenges, such as limited electricity at home or responsibilities in the household,
affected homework completion. Despite these challenges, most learners were eager to
learn and actively participated during lessons.
4. Influence of contextual factors on lesson planning, teaching, and assessment
Contextual realities significantly shaped my pedagogical approach. Due to limited
access to technology, I relied on traditional teaching aids such as charts and the
chalkboard. I integrated code-switching strategically to support comprehension,
particularly when learners struggled with scientific terminology in English. Lessons were
designed to be interactive and practical, incorporating peer discussions and locally
relevant examples. For assessment, I employed formative strategies such as oral
questioning and low-cost activities (e.g., labeling diagrams on paper) to accommodate
learners with limited resources.
, 5. Description of your mentor/subject/learning area teacher
My mentor teacher, Mr. Mokoena, has over 18 years of experience teaching Life
Sciences and has served as a Head of Department. His subject knowledge is
exceptional, and he is passionate about learner development. He provided constructive
feedback on my lesson plans and observed my lessons, offering guidance on improving
delivery, pacing, and classroom management. His mentorship was instrumental in
helping me grow professionally.
6. Description of your personal background
I am currently enrolled full-time at UNISA and this was my first teaching practice
experience in the FET Phase. I hold a Diploma in Education obtained in 2021 from a
local teacher training college. My interest in Life Sciences stems from my high school
years, and I have volunteered in tutoring Grade 11 and 12 learners in my community.
This practical exposure enriched my ability to design learner-centred and curriculum-
aligned lessons.
7. Other experiences influencing my teaching practice
Participating in community-based tutoring initiatives equipped me with the ability to
simplify complex concepts and develop empathy for learners from under-resourced
backgrounds. These experiences also honed my communication skills and patience,
which were vital during this teaching practice. Furthermore, my engagement with online
teacher forums allowed me to exchange ideas with peers and improve my pedagogical
techniques.
