BEd IN FOUNDATION PHASE TEACHING
ASSIGNMENT 1: 18 August 2026
THIS ASSESSMENT COVERS UNITS 1 - 3
MEMORANDUM
MODULE NAME PROFESSIONAL STUDIES IN THE
FOUNDATION PHASE 4: TEACHER
IDENTITY AND THE PROFESSION
MODULE CODE F-PFS 324
NQF LEVEL 7
EXAMINER MS N. CUNNINGHAM
INTERNAL MODERATOR MS. J. ROSE
ACADEMIC HEAD PROF. C. MAKGABO
TOTAL MARKS 100
PURPOSE: The purpose of this PDF is to do preliminary work on your assessment in
preparation for online submission.
Instructions
1. Academic Integrity and Declaration
1.1 By attempting and submitting this assessment, you confirm that it is your own original
and unaided work. You must correctly acknowledge all sources using in-text
referencing and a Harvard-style reference list as required by SANTS. The use of AI
tools (e.g., ChatGPT or image generators) to generate or enhance content
is not permitted unless explicitly authorised.
1.2 Any breach will be regarded as a severe irregularity and will be treated as such. Refer
to the Assessment Policy and Procedures for more information.
2. Completing the Assessment
2.1 Read each question carefully and use the mark allocation as a guide to determine the
required depth of your response.
2.2 You may consult your Curriculum and Learning Guide (CLG), core readings, and other
academic sources. However, all answers must be in your own words.
2.3 Do not copy text directly from any source. If quoting or paraphrasing, include correct
in-text references.
2.4 Language modules must be answered in the language specified (e.g., Afrikaans,
isiZulu). All other modules must be answered in English.
3. Typing and Submission
3.1 You can draft your responses in a separate document but note that answers must
be retyped into the submission platform - copying and pasting is not allowed.
3.2 Submit your work online via MyModules, using a laptop, desktop, or tablet. Avoid
using cell phones.
3.3 The recommended browser is Google Chrome (Firefox and Edge are also supported).
3.4 Ensure a stable internet connection during submission.
3.5 Only one submission is allowed - no resubmissions will be possible.
3.6 Submit early to avoid technical or personal delays.
3.7 You are responsible for having backup arrangements if your device or connectivity fails
or is unavailable. SANTS cannot offer a special assessment for device or connectivity
challenges.
4. Before You Submit
4.1 Carefully review your answers for clarity, completeness, and correct referencing.
4.2 Ensure your reference list is formatted in Harvard style, as outlined in your module
resources.
4.3 Save a backup copy of your work and keep a screenshot or confirmation of your
submission as proof.
5. Reminder
5.1 Be sure to click the "Finish Attempt" button at the end of your assessment!
5.2 If you do not click “Finish Attempt” before the deadline, your assessment will remain
“in progress” and will not be submitted or considered valid for grading.
6. Reassessment and Remark Requests
6.1 You are encouraged to review the Assessment Support Guidelines (ASG) before
requesting a reassessment of an assignment, which must be submitted within 7
working days of the release of results.
6.2 Requests for examination remarking must be made in writing within 3 working days of
the release of results and include the prescribed non-refundable fee. For full details,
refer to the Assessment Policy and Procedures.
QUESTION ONE 87
Read the following extracted information, and answer the question that follows:
Research indicates that teacher identity plays an important role in the individual’s
commitment to the profession (Jenlink, 2014). It is also important for teachers to have
a clear understanding of their own identity, and to appreciate the impact that their
identity will have on their teaching and interaction with their learners (Jenlink, 2014).
1.1 Differentiate between the concept’s “identity” and “professional identity” and
provide an example of each concept.
(4)
1.2 Identify three influences on a teacher’s professional identity. Discuss each
influence and provide an example of how it may impact the teacher’s behaviour and
decisions in the classroom.
(9)
1.3 Figure 1: The Interconnected Dimensions of Professionalism
Source: Ethical Systems (2021). Professionalism and Ethics: A Missed Connection.
Retrieved from [Link]
connection
1.3.1 Using Figure 1, analyse how Behaviour, Intellectuality and Attitude work
together to create teacher professionalism.
(4)
1.3.2 Provide one practical example of how a teacher can demonstrate the
integration of behaviour, attitude, and intellectuality in a classroom context.
(2)
1.3.3 For each classroom scenario, drag and drop the correct professional role of a
teacher. Each role may only be used once.
Options:
A) Learning mediator
B) Leader, administrator and manager
C) Interpreter and designer of learning programmes and materials
D) Scholar, researcher and lifelong learner
E) Assessor
F) Community, citizenship and pastoral role
G) Specialist in phase, subject discipline or context
(7)
1.4 Read the following scenario and answer the question.
Scenario: Democracy and Professional Practice in a Primary School
A primary school in Gauteng has recently introduced a new “Democratic
Classroom Initiative” aimed at strengthening learner participation, fairness,
and inclusivity in everyday teaching. Teachers are expected to not only
understand democratic principles but also apply them through their
professional conduct and teaching practices.
As a future teacher, you are part of a staff development workshop where you
are asked to reflect on what democracy means in education and how it
connects to classroom practice, learner rights, and professional teaching
responsibilities.
Write a structured essay in which you respond to the following:
In your own understanding, explain what is meant by democracy in an educational
context. Then discuss how democratic principles can be applied in a classroom
environment.
Your essay must include a discussion of:
• What democracy means in an educational context.
• Three fundamental principles of democracy and how each can be applied in
everyday classroom practice.
• Three learner rights from the Bill of Rights that are most important for
teachers, including why each right matters and how it can be applied in
practice.
• A reflection on how a teacher can demonstrate progressive, citizenship, and
stewardship professionalism in supporting a democratic and inclusive school
environment.
Use examples from WIL to support and strengthen your answers.
(20)
1.5 A Grade 6 teacher is planning a lesson on democracy and learners’ rights in
South Africa. During the discussion, she explains that there is a key document that
acts as the highest law in the country and another that specifically protects the rights
and freedoms of all people. She also reminds learners that every child in her class
has the right to be treated fairly and to learn in a safe environment. In her classroom,
she makes sure she listens to learners’ opinions and treats everyone with fairness
and respect.
Complete the paragraph by inserting the correct terms in the spaces below:
The highest law in South Africa is the _________, while the section that protects the
rights and freedoms of citizens is the ______ In this classroom context, every learner
has the right to _______ and the teacher demonstrates democratic values by
treating learners with __________.
(4)
1.6 Study each image in Column A. Each image shows a classroom situation where
a learner’s rights are being demonstrated or violated. Match each situation to the
correct constitutional right by selecting your answer from the drop-down menu in
Column B.
Column A Column B
• Freedom of association
• Privacy
• Freedom of expression
• Education
• Human dignity
• Freedom of movement
• Privacy
• Political rights
• Equality
• Freedom of religion
• Human dignity
• Language and culture
• Education
• Freedom of expression
• Citizenship
• Freedom of religion,
belief and opinion
• Freedom of expression
• Assembly and
demonstration
• Property
• Human dignity
• Freedom of movement
• Health care, food, water
and social security
• Political rights
• Education
• Citizenship
• Freedom of expression
• Freedom of association
• Health care, food, water
and social security
(7)
1.7 Show your understanding of the terms morals and values by explaining each in
your own words and supporting each explanation with a relevant Work-Integrated
Learning (WIL) example.
(4)
1.8 Using your understanding from the CLG, explain why teaching is described as a
‘moral profession’. Provide three reasons to support your answer.
(6)
1.9 Teachers often face ethical challenges in their everyday classroom and school
contexts. Drawing from your CLG, discuss four ethical issues teachers may face
regarding teaching and assessment. For each issue, explain how it can be
addressed to ensure that classroom practice remains ethical and fair. You must refer
to or cite the relevant CLG page numbers in your answer.
(10)
1.10Read the following classroom and leadership contexts. Select the ethical school
leadership principle that best represents each teacher or leader’s decision. Each
principle may only be used once.
Options:
A) Creating a clear vision for the school
B) Promoting equal opportunities for all learners
C) Ensuring safety and well-being
D) Supporting teacher professional development
E) Encouraging participative governance
F) Facilitating parental involvement
G) Tracking learner performance for improvement
H) Building happy and inclusive school environments
I) Promoting fairness, justice, and accountability
J) Reflecting on ethical policies to ensure learner wellbeing
Column B:
Column A: Classroom Scenario
Answer
1.10.1 After a bullying incident, the principal meets learners and parents
to review the school’s discipline policy and revises the code of conduct
collaboratively.
1.10.2. Mrs Mamelo leads a staff meeting to reflect on learner
performance data and adjust teaching strategies for underperforming
learners.
1.10.3. The school introduces morning feeding and safety patrols to
ensure learners are ready to learn and protected on campus.
1.10.4. A teacher organises peer-learning sessions for colleagues to
share creative literacy strategies.
1.10.5. The principal redesigns the school’s vision to include “Every child
matter and displays it in all classrooms as a guiding value.
1.10.6. Teachers hold a parent information evening on supporting reading
at home, followed by a joint book drive.
1.10.7. The staff review resource allocation to ensure all learners,
including those with disabilities, have access to learning tools.
1.10.8. School management prioritises a positive learning climate by
recognising kindness and collaboration in assemblies.
1.10.9. The SMT reviews teacher performance policies to ensure they are
applied fairly and consistently across the school.
1.10.10. The principal conducts an end-of-year ethics review to ensure all
school policies uphold learner dignity and moral well-being.
(10)
QUESTION TWO 10
Case Study: “Mr Ngwenya’s Classroom Decisions”
Mr Ngwenya teaches Grade 2 in a rural school in Limpopo. He is committed to creating a
respectful and inclusive classroom where all learners feel valued. He believes that teaching
involves more than delivering content; it also requires fairness, empathy, and respect for
diversity.
During the term, a parent raises concern that some scheduled assessments conflict with
important religious observances. After reflecting on this, Mr Ngwenya revises his planning to
ensure that future assessments do not disadvantage learners who are observing religious
celebrations.
He also notices that in group activities, a few confident learners tend to dominate discussions,
while others like Thabo remain quiet and disengaged. Mr Ngwenya tries to create more
balanced participation but struggles to manage time effectively during lessons.
When reviewing written work, he finds that several learners have submitted very similar
answers. Instead of reacting harshly, he decides to use this as a learning opportunity to teach
values such as honesty, responsibility, and respect for academic integrity.
Overall, Mr Ngwenya reflects that ethical teaching requires continuous decision-making that
promotes fairness, inclusion, and respect in interactions with learners, parents, and
colleagues.
2.1 Which ethical principle from the CLG best explains Mr Ngwenya’s decision to
adjust assessment schedules to accommodate learners’ religious observances?
A) Doing no harm
B) Making things better
C) Respecting others
D) Being loved
(1)
2.2 Identify one ethical challenge faced by Mr Ngwenya in this case study. Explain
how this challenge affects fairness or respect and describe one practical way he
can respond to it in the classroom.
(3)
2.3 Read each statement about Mr Ngwenya’s classroom practice. Decide whether
each statement is True or False according to the ethical principles in your CLG.
2.3.1 Adjusting assessment dates to avoid religious conflicts reflects respect for
learners’ beliefs.
2.3.2 Allowing dominant learners to control group discussions supports equity in
participation.
2.3.3 Using learner mistakes as teaching opportunities reflects a caring and
supportive teaching approach.
(3)
2.4 Read each statement about Mr Ngwenya’s professional decisions. Choose the
ethical principle or professional value, as described in the CLG, that best
matches each statement.
Column A: Statement Column B: Options
(A) Doing no harm
2.4.1 A teacher postpones a test to ensure all learners (B) Respecting others
have fair access to assessment. (C) Being loving
(D) Being fair
(A) Being loving
2.4.2. A teacher supports struggling learners with (B) Being fair
additional help instead of punishment. (C) Doing no harm
(D) Making things better
(A) Justice and fairness
(B) Equity of opportunity
2.4.3. A lecturer encourages staff to reflect on ethical
decision-making during meetings. (C) Responsibility and
accountability
(D) Safety and care
(3)
QUESTION THREE 3
3.1 Please include a complete reference list of all sources used in this assignment.
Ensure that the reference list is correctly formatted according to the prescribed
referencing style.