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MODULE NAME: MODULE CODE:

TEACHING INTERMEDIATE PHASE SOCIAL SCIENCES 1 TISS5111

ASSESSMENT TYPE: POE (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: A MINIMUM OF 20 HOURS IS SUGGESTED TO COMPLETE THIS ASSESSMENT

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.
7. This is an individual assignment.

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Referencing Rubric
Providing evidence based on valid and referenced academic sources is a fundamental educational principle and the
cornerstone of high‐quality academic work. Hence, The IIE considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Part of achieving these high standards is referencing in a
way that is consistent, technically correct and congruent. This is not plagiarism, which is handled differently.
Poor quality formatting in your referencing will result in a penalty of a maximum of ten percent being deducted from the
mark awarded, according to the following guidelines. Please note, however, that evidence of plagiarism in the form of
copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action
being taken in accordance with The IIE’s Intellectual Integrity Policy (0023).
Markers are required to provide feedback to students by indicating (circling/underlining) the information that best
describes the student’s work.
Minor technical referencing errors: 5% deduction from the overall mark – the student’s work contains five or more errors
listed in the minor errors column in the table below.
Major technical referencing errors: 10% deduction from the overall mark – the student’s work contains five or more errors
listed in the major errors column in the table below.
If both minor and major errors are indicated, then 10% only (and not 5% or 15%) is deducted from the overall mark.
The examples provided below are not exhaustive but are provided to illustrate the error.
Required: Minor errors Major errors
Technically correct referencing style in technical correctness of referencing In technical correctness of referencing
style style
Deduct 5% from mark awarded Deduct 10% from mark awarded
Consistency Minor inconsistencies. Major inconsistencies.
The referencing style is generally Poor and inconsistent referencing style
The same referencing format has been consistent, but there are one or two used in‐text and/or in the bibliography/
used for all in‐text references and in the changes in the format of in‐text reference list.
bibliography/reference list. referencing and/or in the bibliography. Multiple formats for the same type of
For example, page numbers for direct referencing have been used.
quotes (in‐text) have been provided for For example, the format for direct quotes
one source, but not in another instance. (in‐text) and/or book chapters
Two book chapters (bibliography) have (bibliography/ reference list) is different
been referenced in the bibliography in two across multiple instances.
different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. The referencing format is incorrect.
Referencing format is technically correct The correct referencing format has been Concepts and ideas are typically
throughout the submission. consistently used, but there are one or referenced, but a reference is missing from
two errors. small sections of the work.
Concepts and ideas are typically Position of the references: references are
Position of the reference: a reference is referenced, but a reference is missing only given at the beginning or end of large
directly associated with every concept or from one small section of the work. sections of work.
idea. Position of the references: references are For example, incorrect author information
only given at the beginning or end of every is provided, no year of publication is
paragraph. provided, quotation marks and/or page
For example, quotation marks, page For example, the student has incorrectly numbers for direct quotes missing, page
numbers, years, etc. are applied correctly, presented direct quotes (in‐text) and/or numbers are provided for paraphrased
sources in the bibliography/reference list book chapters (bibliography/reference material, the incorrect punctuation is used
are correctly presented. list). (in‐text); the bibliography/reference list is
not in alphabetical order, the incorrect
format for a book chapter/journal article is
used, information is missing e.g. no place
of publication had been provided
(bibliography); repeated sources on the
reference list.
Congruence between in‐text referencing Generally, congruence between the in‐text A lack of congruence between the in‐text
and bibliography/reference list referencing and the bibliography/ referencing and the bibliography.
reference list with one or two errors. No relationship/several incongruencies
All sources are accurately reflected and There is largely a match between the between the in‐text referencing and the
are all accurately included in the sources presented in‐text and the bibliography/reference list.
bibliography/reference list. bibliography. For example, sources are included in‐text,
For example, a source appears in the text, but not in the bibliography and vice versa,
but not in the bibliography/reference list a link, rather than the actual reference is
or vice versa. provided in the bibliography.
In summary: the recording of references In summary, at least 80% of the sources In summary, at least 60% of the sources
is accurate and complete. are correctly reflected and included in a are incorrectly reflected and/or not
reference list. included in reference list.

Overall Feedback about the consistency, technical correctness and congruence between in‐text referencing and bibliography:
_________________________________________________________________________________________________________________

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Portfolio of Evidence (PoE) — Background

Portfolio of Evidence: Teaching Intermediate Phase Social Sciences 1A

Introduction

It is important that you are able to display both sound subject knowledge as well as the ability to
adequately apply it to scenarios you will encounter as an Intermediate Phase Social Sciences educator. As
these are critical components of this module, this Portfolio of Evidence is designed to critically assess
both.
This Portfolio of Evidence needs to be developed as you progress through this module. The questions in
this assignment all form part of a single Portfolio of Evidence (POE) to be submitted at the end of the
module.

Module Assessment — Background and Instructions

1. This assessment structure is comprised of two (2) activities. In order to prepare you for these
activities, there will be two (2) compulsory ICE tasks that must be submitted for marking to your
lecturer as per their timeline. These need not be included in the POE. The aim of the 2
compulsory ICE tasks is to render additional support to you so that you can be able to complete
your Summative PoE effectively.

2. You will have 2 lecturer facilitated touch points which will be scheduled prior to the expected
completion of each POE activity as per pacer; this is an opportunity for you to receive
developmental feedback on your draft work before submitting the summative at the end of the
module.

PS: Activities will only be marked on the final summative submission.

The assessment weighting for this PoE is as follows:
Assessment Name Weighting
ICE 10%
Summative POE 90%

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NB: Failure to submit your final portfolio of evidence by the prescribed time and date (as per PAS)
will be treated as an absence from examination, and not as a late assignment. Please refer to the
IIE 009 Assessment Strategy and Policy (updated January 2015) for further details. The final
portfolio will be required to be submitted through Safe Assign.

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Instructions
Please ensure that you complete each compulsory ICE task (submission date to be set by your
lecturer) prior to attempting the POE activity. You will then prepare a draft of the activity in
preparation for the lecturer facilitated touch point (date will appear in your Time Table).
 Take note of the penalty for poor referencing.
 Use the Rubrics at the end of the Activities to guide you.

Compulsory ICE Task 1

You are required to teach a Grade 4 Social Sciences (History) lesson.
Refer to the CAPS document for Intermediate Phase Social Sciences and the prescribed
textbook.
Topic: Local History
Focus: Finding out about the past and applying this knowledge to local history.
Content and concepts: Finding a variety of kinds of information about the history of a local
area:
Write three (3) lesson objectives.

Compulsory ICE Task 2

You are required to teach the topic of Transport Through Time. Timelines are an effective way
of helping learners to understand chronology. Create a timeline that illustrates the
development of Water Transport over time. Insert the characteristics of each type of vessel to
add content to this timeline.

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POE ACTIVITY 1: The fundamentals of teaching IP Social Sciences (Marks: 50)

1.1 Write an essay (600 – 800 words) on the fundamentals of teaching (20)
Intermediate Phase Social Sciences that answers the points below:
 What Social Sciences is and justify why it should be an integral part of
the South African Intermediate Phase curriculum.
 How Social Science teachers can make a positive impact to support
your argument above.
1.2 Below is a summary of the content you need to complete the topic: (15)
Places Where People Live.
People live in villages, towns, farms and cities for different reasons. The
differences between these places, the reasons they choose to live there and
the lifestyle in each. Each place means that people will possibly do different
jobs.

Based on this content, describe why and how you could use source rich
opportunities to create an engaging Social Sciences classroom for this
content. Provide at least two examples of suitable sources to support your
discussion.
1.3 Choose a suitable assessment type to measure learning by the end of the (15)
taught lesson from the summary in 1.2, and write a short essay that
considers the following points:
 A description of the chosen type of assessment.
 An explanation of why you chose this particular type of assessment.
 Substantiate how it would benefit teaching and learning in this context.

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POE ACTIVITY 2 — Rationalising about resources (Marks: 50)

2.1 POE Task 2 comprises of four (4) 5‐mark questions. You are required to complete (20)
all 4 of these questions.

Below is an extract from the agenda of the Social Sciences Grade 4 ‐7 Orientation
held by Hyginus HN October, Curriculum Advisor: Social Sciences of the West Coast
Education District in Paarl in October 2015.

Social Sciences Methodology

 Source‐based approach must be followed in Social Sciences.
 All sources must be contextualised:
What type of source it is; who wrote or created it; when was it written or
created; where was it created; identification of the people in the photos,
cartoons, etc.; what happened at the time when the source was created –
thus placing the source in its historical context.
 Sources must present different perspectives of an event or topic.
 Pictures, photos, cartoons, illustrations, etc. must be clear.
 Glossary with well‐defined Historical and Geographical concepts.
 The enquiry process must be followed. Learners should be encouraged to
ask questions: Who? Where? When/ What? Why? How? Should? Could?
 Learners must work with sources and write.
 Help learners with shared reading and shared writing (READ ‐ Balanced
Language Approach).
 In both Geography and History Learners must read and write every week,
starting with full sentences and paragraphs and building up to Extended
Writing in Grade 7, writing paragraphs and, from Grade 7, sequencing
these into passages of extended writing.
 Help them with mind maps to organise / writing frames to organise their
thoughts logically and to be able to write the paragraph/s.

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Your task is to find a suitable source to teach a topic from Food and Farming in
South Africa – WAYS OF FARMING for a Grade 4 Social Sciences lesson. When you
have found the source, you need to:

2.1.1 Contextualise the source. Do this by: (5)

 Giving the full reference for this source;
 Explain how it was used in the original publication (was it an
advertisement/ in an
 Article/ etc.);
 Explaining why you chose the source from a teaching perspective.
2.1.2 Create a glossary of at least five (5) words that are used/ based on the source. (5)
Include definitions and referencing where necessary.
2.1.3 Describe how you would use the inquiry process as a teaching strategy, with (5)
specific reference to the source that you have chosen. (Remember to
reference the researched source)

2.1.4 Explain how you would weave a writing activity into your lesson. (Remember (5)
to reference the researched source)

2.2 Map work (30)

Make use of small group work as a teaching strategy. Plan an engaging small group
work activity for each of the following map work skills specifically for Grade 4. You
will need to refer to CAPS and the textbook to guide you on the content the learner
would need to master for the activities.
 Compass Directions;
 Provinces of South Africa;
 The use of a Key.

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Rubric: Activity 1
1.1

Mark Range Unsatisfactory Developing Competent Proficient Distinguished

0‐2 3‐4 5‐6 7‐8 9 ‐10 Total
Criteria Little or no Evidence of some A reasonable A comprehensive A refined and
Must include understanding or understanding of what understanding of SS in explanation of SS and a articulate
both what SS description of what SS is and with an the SA IP phase with a strong justification as to description of SS.
is and why it SS is. Limited to no attempt to justify why it good argument for its why it is necessary part Makes an
should be reference to the SA IP should be included in inclusion in the of the SA IP curriculum. insightful and
included with curriculum. the SA IP curriculum. curriculum. influential case
reference to for its inclusion
SA IP into the SA IP
curriculum.

/10
Explanation of Little or no A fair discussion on the A reasonably positioned A strong argument that A powerful
how SS understanding on the impact of teachers on case on how SS teachers describes how SS argument on
teachers can possibilities that a SS the SS curriculum but can impact positively on teachers can impact what SS teachers
impact teacher can have on lacks depth of thought the curriculum but does positively to the SS can do to
the teaching of SS in and understanding of not relate it to the curriculum. support its
IP. possibilities of the argument presented inclusion in the
teacher. above. curriculum with /10
reference to the
points made
above.
TOTAL
/20

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1.2

Mark Range Unsatisfactory Developing Competent Proficient Distinguished

0‐2 3‐4 5‐6 7‐8 9 ‐10 Total
Criteria Little or no reasons Some understanding of A reasonable argument A comprehensive A refined and
Must include given for why one the benefits of using for the use of source description supporting articulate
why and how would use sources in source material and material and specifically why source material description of why
sources/ SS and how this could why it should be used why it is suitable for SS should be used to source material is an
resources be integrated to with specific reference and how it could be engage learners in SS engaging way to
can be used. enhance T & L in SS. to SS. Limited used to enhance T & L. and how this could be teach SS. An
Limited understanding understanding of how achieved. insightful
of sources and to use them creatively. explanation of how /10
resources. this could be
integrated into
teaching.
Examples of Unsatisfactory Developing Competent Proficient Distinguished
sources 0‐1 2 3 4 5 Total
included. May or may not One or two provided Two sources provided Two sources provided Two relevant and
include one or two but lack imagination but lack originality and that support the educationally
resources that do not and relevance to the may not necessarily content stimulating sources
enhance learning. content. Not support the content. provided and
referenced. properly referenced. /5
Total: /15

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1.3

Mark Range Unsatisfactory Developing Competent Proficient Distinguished

0‐1 2 3 4 5 Total
Description Unsuitable description An attempt to describe A reasonable A well‐written An excellent
of the of the assessment the assessment with description of the description of the description that is
assessment type. many omissions. assessment but missing assessment covering insightful and
some elements. most of content. comprehensive.
/5
Choice of Poor reason for choice An attempt to explain A reasonable A strong reason given to A compelling case
assessment of assessment type. the reason for the explanation for this justify this decision. for the choice of this
choice. choice of assessment particular
type. assessment types
that map well to the /5
content.
Benefits to T Little justification of An attempt to justify A reasonable A strong reason that A convincing
&L the benefits of this how it would be explanation of the explains, with standpoint that
assessment type for beneficial but lacks benefits of this choice understanding, the clearly evidences an
this topic. depth of understanding. with some omissions. value of assessment. understanding of
the benefits of /5
assessment this
context.
TOTAL /15

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ACTIVITY 2
2.1.1
Criteria Unsatisfactory Distinguished
0–1 2 Total
 Full reference given for the source. Reference not given (0) Reference is given and is given in
OR compliance with Harvard Referencing
Reference is not given in compliance with System
Harvard Referencing System (1)
 Explanation of how the source Explanation is not given or incomprehensibly Please note that a maximum of 1
was used in the original written (0) OR mark may be awarded for these
publication. Explanation is clear in describing where the criteria.
source was found (1)

 Explanation of why the Explanation is not given or incomprehensibly Explanation is clear in describing why the
source was chosen. written (0) OR source was chosen. Rationale draws on
Explanation is unclear in describing why the relevant criteria for selection.
source was chosen. (1)
OR
Rationale draws on irrelevant criteria for
selection. (1)

TOTAL /5

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2.1.2

Mark Unsatisfactory Developing Competent Proficient Distinguished

Range 0‐1 2 3 4 5 Total
Criteria No glossary is provided Glossary word Glossary word Glossary word Glossary word
(0) definitions are generally definitions are entirely definitions are entirely definitions are
OR correct, with a few correct, with no errors, correct, but there are entirely correct,
Glossary word errors. but definitions are some lapses in the with no errors, and
definitions are derived from student’s citations. definitions are
incorrect. (1) own knowledge and not derived from
substantiated with research which is
research. correctly cited. /5

2.1.3

Mark Unsatisfactory Developing Competent Proficient Distinguished

Range 0‐1 2 3 4 5 Total
Criteria No description provided. Description of how Description is about the Description of the use Description of the
(0) this process will be inquiry process but the of the inquiry process is i nquiry process is
OR used with some use of the source in the strong and shows an strong. Well
Description is about lapses, and there is inquiry process is not understanding of how thought‐out
something other than little evidence of use always strong/ tenable. to integrate the source evidence of the use
the inquiry process. (1) of the source in this into this strategy of the source in
process. successfully. this process. An
OR insightful response
Description is about the that shows a deep
inquiry process but is understanding of
vague and unclear this process in /5
support of the
source.

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2.1.4

Mark Unsatisfactory Developing Competent Proficient Distinguished

Range 0‐1 2 3 4 5 TOT
Criteria Little or no Limited understanding Correct understanding Clear explanation on An excellent writing
understanding of of the strategy of and explanation on the this writing strategy and activity that promotes
writing as a strategy in writing with little use of the strategy with how it could be used to learner engagement
SS. Limited to a read reference to this some attempt to support the with the source.
and write exercise. particular lesson. correlate it to the engagement of the
source. learner with the source. /5
Final Total for 2.1 /20

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2.2

Mark Range Unsatisfactory Developing Competent Proficient Distinguished

0‐2 3‐4 5‐6 7‐8 9 ‐ 10 Total
Activity does not Activity shows some A suitable activity, An engaging activity An exciting and
meet the content understanding of the although lacking in that understands the creative activity
Compass requirements of the principles of good group some detail around requirements for group that maps well to
Directions curriculum. work design. Does not execution and concerns work in Gr 4 and maps both the strategy
necessarily meet the around whether it well to the content. and the content
required content meets content and is suitably /10
expectations. acquisition. aligned to the
grade.
Provinces of Activity does not Activity shows some A suitable activity, An engaging activity An exciting and
SA meet the content understanding of the although lacking in that understands the creative activity /10
requirements of the principles of good group some detail around requirements for group that maps well to
curriculum. work design. Does not execution and concerns work in Gr 4 and maps both the strategy
necessarily meet the around whether it well to the content. and the content
required content meets content and is suitably
expectations. acquisition. aligned to the
grade.
Use of a Key Activity does not Activity shows some A suitable activity, An engaging activity An exciting and
meet the content understanding of the although lacking in that understands the creative activity /10
requirements of the principles of good group some detail around requirements for group that maps well to
curriculum. work design. Does not execution and concerns work in Gr 4 and maps both the strategy
necessarily meet the around whether it well to the content. and the content
required content meets content and is suitably
expectations. acquisition. aligned to the
grade.
/30

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ACTIVITY 1 ACTIVITY 2 TOTAL MARKS

Question Maximum Student Question Maximum Student MAXIMUM MARK
mark mark ACTIVITY 50
1.1 20 2.1 20 1
1.2 15 2.2 30 ACTIVITY 50
1.3 15 TOTAL 50 2
TOTAL 50
TOTAL 100

[TOTAL MARKS: 100]

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