TPS3704
Assignment 50
PORTFOLIO
Unique No: 732972
Closing on 17 September 2025
,TPS3704
Assignment 50
PORTFOLIO
Unique No: 732972
Closing date: 17 September 2025
SECTION 4: THE SCHOOL CONTEXT
1. Description of Your School
I completed my teaching practice at Mamelodi Secondary School, located in a
township area east of Pretoria in Gauteng Province. Established in 1978, the school
serves learners from Grade 8 to Grade 12. As a public institution, it operates under the
governance of the Gauteng Department of Education and adheres to the national
CAPS curriculum.
The school has approximately 1,200 learners and 45 teachers, including subject heads
and support staff. Despite facing infrastructural challenges common in township
schools, Mamelodi Secondary is moderately well-resourced, with facilities including:
• 30 standard classrooms
• 2 science laboratories
• 1 computer laboratory with limited internet access
• 1 library with a small but relevant collection of textbooks and reference materials
• A sports field used for physical education and co-curricular activities
The Language of Learning and Teaching (LOLT) is English, although many learners
speak Sepedi, Setswana, and isiZulu as home languages. Afrikaans is offered as a
First Additional Language.
,2. Description of Your Classroom
My allocated classroom was a standard-sized room accommodating 35 learners.
The space was arranged to support interactive teaching:
• Furniture: Fixed desks and chairs arranged in clusters to encourage group work
and peer collaboration.
• Facilities: A whiteboard, chalkboard, one wall-mounted chart, and windows
providing natural lighting.
• Learning and Teaching Support Materials (LTSM): The classroom had a
Mathematics wall chart, measuring tools (protractors, rulers), and a storage
cupboard with extra exercise books and handouts.
• Atmosphere: The classroom atmosphere was warm and welcoming. Learner-
generated posters and term projects were displayed on the walls, creating a
sense of ownership and pride. Learners were generally respectful and eager to
learn, especially when lessons were interactive.
3. Description of Your Learners
The Grade 11 learners in my class numbered 35, with a wide range of academic
abilities and socio-economic backgrounds:
• Readiness to Learn: Learners displayed varying levels of academic readiness.
Some performed well in Mathematics and actively participated in class
discussions, while others required continuous reinforcement and scaffolding.
• Home Environment: Many learners came from households facing economic
hardship, with several relying on the National School Nutrition Programme for
daily meals. Few had access to Wi-Fi or personal devices at home, limiting their
ability to engage with digital content outside school.
, • Environmental Conditions: Some learners walked long distances to school.
Load shedding and limited study space at home also disrupted their learning
routines.
These contextual factors influenced my approach to lesson planning, ensuring all
activities remained inclusive and equitable.
4. How This Context Affected My Teaching
The information gathered in Questions 1 to 3 helped me to adjust my lesson planning,
teaching, and assessment strategies in the following ways:
• Lesson Planning: I used CAPS as a guide but included differentiated
instruction to meet the needs of both struggling and advanced learners. I
incorporated hands-on activities and peer teaching where possible to enhance
comprehension.
• Teaching Methods: Given the language diversity, I simplified explanations
and sometimes allowed learners to clarify concepts in their home languages
during group work. I made use of group problem-solving tasks and practical
examples drawn from learners’ daily lives.
• Assessment: I designed short, clear, and accessible assessments that included
visuals and simplified instructions. I also incorporated informal oral questioning
and peer-marked exercises as formative assessments to track understanding.
I adapted resources by printing handouts instead of relying on digital access and
ensured that all tasks could be completed with basic classroom tools.
5. Description of Your Mentor Teacher
My mentor teacher, Ms Thuli Mokoena, is a seasoned Mathematics educator with over
15 years of teaching experience. Her subject knowledge was comprehensive, and
she demonstrated the ability to break down complex topics into learner-friendly
segments.
Assignment 50
PORTFOLIO
Unique No: 732972
Closing on 17 September 2025
,TPS3704
Assignment 50
PORTFOLIO
Unique No: 732972
Closing date: 17 September 2025
SECTION 4: THE SCHOOL CONTEXT
1. Description of Your School
I completed my teaching practice at Mamelodi Secondary School, located in a
township area east of Pretoria in Gauteng Province. Established in 1978, the school
serves learners from Grade 8 to Grade 12. As a public institution, it operates under the
governance of the Gauteng Department of Education and adheres to the national
CAPS curriculum.
The school has approximately 1,200 learners and 45 teachers, including subject heads
and support staff. Despite facing infrastructural challenges common in township
schools, Mamelodi Secondary is moderately well-resourced, with facilities including:
• 30 standard classrooms
• 2 science laboratories
• 1 computer laboratory with limited internet access
• 1 library with a small but relevant collection of textbooks and reference materials
• A sports field used for physical education and co-curricular activities
The Language of Learning and Teaching (LOLT) is English, although many learners
speak Sepedi, Setswana, and isiZulu as home languages. Afrikaans is offered as a
First Additional Language.
,2. Description of Your Classroom
My allocated classroom was a standard-sized room accommodating 35 learners.
The space was arranged to support interactive teaching:
• Furniture: Fixed desks and chairs arranged in clusters to encourage group work
and peer collaboration.
• Facilities: A whiteboard, chalkboard, one wall-mounted chart, and windows
providing natural lighting.
• Learning and Teaching Support Materials (LTSM): The classroom had a
Mathematics wall chart, measuring tools (protractors, rulers), and a storage
cupboard with extra exercise books and handouts.
• Atmosphere: The classroom atmosphere was warm and welcoming. Learner-
generated posters and term projects were displayed on the walls, creating a
sense of ownership and pride. Learners were generally respectful and eager to
learn, especially when lessons were interactive.
3. Description of Your Learners
The Grade 11 learners in my class numbered 35, with a wide range of academic
abilities and socio-economic backgrounds:
• Readiness to Learn: Learners displayed varying levels of academic readiness.
Some performed well in Mathematics and actively participated in class
discussions, while others required continuous reinforcement and scaffolding.
• Home Environment: Many learners came from households facing economic
hardship, with several relying on the National School Nutrition Programme for
daily meals. Few had access to Wi-Fi or personal devices at home, limiting their
ability to engage with digital content outside school.
, • Environmental Conditions: Some learners walked long distances to school.
Load shedding and limited study space at home also disrupted their learning
routines.
These contextual factors influenced my approach to lesson planning, ensuring all
activities remained inclusive and equitable.
4. How This Context Affected My Teaching
The information gathered in Questions 1 to 3 helped me to adjust my lesson planning,
teaching, and assessment strategies in the following ways:
• Lesson Planning: I used CAPS as a guide but included differentiated
instruction to meet the needs of both struggling and advanced learners. I
incorporated hands-on activities and peer teaching where possible to enhance
comprehension.
• Teaching Methods: Given the language diversity, I simplified explanations
and sometimes allowed learners to clarify concepts in their home languages
during group work. I made use of group problem-solving tasks and practical
examples drawn from learners’ daily lives.
• Assessment: I designed short, clear, and accessible assessments that included
visuals and simplified instructions. I also incorporated informal oral questioning
and peer-marked exercises as formative assessments to track understanding.
I adapted resources by printing handouts instead of relying on digital access and
ensured that all tasks could be completed with basic classroom tools.
5. Description of Your Mentor Teacher
My mentor teacher, Ms Thuli Mokoena, is a seasoned Mathematics educator with over
15 years of teaching experience. Her subject knowledge was comprehensive, and
she demonstrated the ability to break down complex topics into learner-friendly
segments.
