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MODULE NAME: MODULE CODE:

FOUNDATIONS OF EDUCATION FOED7411
FOUNDATIONS OF EDUCATION FOED7112p/w

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

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.

© The Independent Institute of Education (Pty) Ltd 2023

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Referencing Rubric

Providing evidence based on valid and referenced academic Markers are required to provide feedback to students by
sources is a fundamental educational principle and the cornerstone indicating (circling/underlining) the information that best
of high-quality academic work. Hence, The IIE considers it essential describes the student’s work.
to develop the referencing skills of our students in our commitment
to achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference list)
one source, but not in another instance. is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
Referencing format is technically • The correct referencing format has been • Concepts and ideas are typically referenced, but a
correct throughout the consistently used, but there are one or reference is missing from small sections of the
submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea. • Position of the references: references • For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are • For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in the presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
bibliography/reference list are book chapters (bibliography/reference used (in-text); the bibliography/reference list is not
correctly presented. list). 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 Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in reference
complete. reference list. list.

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

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As with all assignments, please ensure that your submission accords with the Intellectual Integrity
principles of The IIE, and that you have correctly and ethically referenced, paraphrased, and
contextualised other authors’ ideas.

Your assignment must be submitted through SafeAssign before it is marked.

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Question 1 (Marks: 50)

“And isn't it a bad thing to be deceived about the truth, and a good thing to know what the truth is?
For I assume that by knowing the truth you mean knowing things as they really are.” (Plato)

Thirty or more years ago, philosophy was an essential and much needed component in the
education of teachers. Currently, some believe that it is no longer important. Others believe that
exposure to the ‘Great Thinkers’ aid future educators’ understanding of educational practice. In your
readings, you encountered schools of thought in philosophy, including ‘idealism’ that originated in
the work of Socrates and Plato, and ‘realism’ of which the origins are credited to Aristotle.

Write an essay in which you compare the two schools of thought. Discuss how your engagement in
the philosophical thinking of these ‘Great Thinkers’ may impact on your teaching practice. Consider
the following when completing your answer:

• Provide a brief introduction on your personal views on the purpose of education in society
today;
• Provide a brief discussion of the originator/s of the schools of thought;
• Provide an overview of the basic premises of the schools of thought;
• Analyse their epistemological questions (the idea of knowing truth and questions of
knowledge – how it is required and how we can claim to ‘know things’) and discuss its
educational implications, i.e. how we teach (method of instruction);
• Analyse their metaphysical questions (the idea of describing the nature of reality – ‘what is
there’) and discuss its educational implications, i.e. what we teach (curriculum content);
• Emphasise similarities and differences between the schools of thought focusing on whether
they are teacher-centred or student-centred and why;
• Explain the main implications of the two schools of thought in the classroom. Use examples to
illustrate your arguments;
• Present arguments regarding which philosophy you feel is most relevant to teaching in today’s
classrooms.

Please note: You are required to reference the sources you consult. Your essay should be 1 500
words length.
Please use the assessment grid for Question 1 below to evaluate your own work prior to submitting
your assignment.

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Assessment grid for Question 1
ACADEMIC
CONTENT
CRITERIA
THEORETICAL Does not meet
CLARITY:
Accurate and 0-2
precise knowledge
Student has been unable to
of the topic
demonstrate their personal
view of education in society
but has not used relevant
principles to support their
stance.
0-2
Demonstrates little to no
understanding of the key
premises and metaphysical
and epistemological
underpinnings of idealism and
realism.
THEORETICAL CLARITY:
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Levels of Achievement
Partially meets
Score Ranges Per Level
3-4
Student has been able to
demonstrate some personal
view of education in society
using basic principles to
support their stance.
3-4
Demonstrates some
understanding of the key
premises and metaphysical
and epistemological
underpinnings of idealism
and realism.
Meets
5-7
Student has been able to
demonstrate a good personal
view of education in society
using principles to support their
stance.
5-7
Demonstrates understanding of
the key premises and
metaphysical and
epistemological underpinnings
of idealism and realism.
2023
Exceeds
8-10
Student has been able to
demonstrate an accurate and
critical personal view of education
in society using relevant principles
to support their stance.
8-10
Demonstrates clear and deep
understanding of the key premises
and metaphysical and
epistemological underpinnings of
idealism and realism.
SUBTOTAL /20
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Levels of Achievement
Does not meet Partially meets Meets Exceeds
Score Ranges Per Level
CONCEPTUAL
0-2 3-4 5-7 8-10
CLARITY: Thinking
is demonstrated Unable to successfully compare Compares and contrasts Clearly compares and Clearly and creatively compares and
and contribution is and contrast concepts related concepts related to contrasts concepts related contrasts concepts related to idealism
clear to idealism and realism. idealism and realism. to idealism and realism. and realism.

0-2 3-4 5-7 8-10

Some evidence of Evidence of analytical Evidence of analytical thinking,

analytical thinking, is thinking, is present including depth and complexity is
Criteria has not been adhered
present in the analysis of throughout the analysis of present throughout the comparison and
to little evidence of analytical
the images and metaphors the images and metaphors through reflection, expression and
thinking, is present in the
and through reflection, and through reflection, references to credible sources where
analysis of the images and
expression and references expression and references applicable.
metaphors.
to credible sources where to credible sources where
applicable. applicable.

0 1-2 3-4 5-6

Examples to illustrate are Examples to illustrate the comparison

No relevance in examples used. Has used examples. specific, original and are specific, original, relevant and
relevant. insightful.
CONCEPTUAL CLARITY: SUBTOTAL /26

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ACADEMIC
Levels of Achievement
WRITING CRITERIA

Does not meet Partially meets Meets Exceeds

Score Ranges Per Level

0 1 2-3 4

STRUCTURE AND • The essay is structured, coherent and

STYLE • The essay is structured, logical.
coherent and logical. • Sentence structure, grammar and
• No evidence • Some evidence of
• Sentence structure, language are of a high academic
of structure is structure is
grammar and language standard and use a formal tone and
present. present.
are of a high academic register that reflects proofreading
standard. and editing.

STRUCTURE & STYLE: SUBTOTAL /4

QUESTION 1: TOTAL /50

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Question 2 (Marks: 50)

Q.2.1 In Learning Unit 1, you created a teaching metaphor. To create a metaphor is to use a (20)
concept from a familiar environment as an image for another (possibly less familiar or
more abstract) concept. By doing so, one tries to understand and conceptually
organise the less familiar. A teaching metaphor is an image that characterises you as a
teacher and/or your teaching environment, representing similar or corresponding
characteristics. Such a metaphor creates a framework for planning and realising one’s
own teaching practice.

Describe a teaching metaphor that you believe reflects your basic beliefs about
teaching. It may help to consider the following:
As a teacher, I am like …
I see my learners as …
I believe effective teaching is …

Note: Your metaphor may not exceed 250 words.

Q.2.2 Analyse your teaching metaphor in terms of the key premises of idealism and realism. (30)
Identify which elements are informed by idealism and/or realism and explain why.

Please note: Your explanation should be approximately one page or 500 words and
may not exceed one and half page or 800 words.

Please use the assessment grid for Question 2 below to evaluate your own work prior
to submitting your assignment.

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Assessment grid for Question 2
ACADEMIC
CONTENT CRITERIA
Does not meet
0 1-3
Has not met the criteria.
0-3
2.1 Teaching
Metaphor
The teaching metaphor vaguely
represents and reflects the
student’s beliefs about
teaching. Elements related to
the role of the teacher, the role
of the learner are included.
TEACHING METAPHOR:
2.2 ANALYSIS OF TEACHING METAPHOR
0-2
Very little evidence of analysis
ANALYSIS OF of metaphor and application,
TEACHING evaluation and integration in
METAPHOR terms of how the metaphor
relates to the underlying
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Levels of Achievement
Partially meets
Score Ranges Per Level
The teaching metaphor is
specific, original and relevant.
4-6
The teaching metaphor
represents and reflects the
student’s beliefs about
teaching. Elements related to
the role of the teacher, the role
of the learner and teaching and
learning are included.
3-5
Some evidence of analysis of
metaphor and application,
evaluation and integration in
terms of how the metaphor
relates to the underlying
Meets
4-6
The teaching metaphor is
specific, original and relevant.
7-9
The teaching metaphor
represents and clearly reflects
the student’s beliefs about
teaching. Elements related to the
role of the teacher, the role of
the learner and effective teaching
and learning are included.
6-9
Evidence of analysis of metaphor
and application, evaluation and
integration in terms of how the
metaphor relates to the
underlying premises of idealism
2023
Exceeds
7-8
The teaching metaphor is creative, specific,
original and relevant.
10-12
The teaching metaphor represents and clearly
reflects the student’s beliefs about teaching.
Well explained elements related to the role of
the teacher, the role of the learner and
effective teaching and learning are included.
(2.1) SUBTOTAL /20
10-12
Detailed evidence of analysis of metaphor
and application, evaluation and integration in
terms of how the metaphor relates to the
underlying premises of idealism and realism
are relevant, clear and well supported by
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premises of idealism and premises of idealism and and realism are relevant and well detailed and accurate information.
realism are presented. realism are relevant and supported by detailed and
supported by accurate accurate information.
information.

ANALYSIS OF TEACHING METAPHOR: SUBTOTAL /12

ACADEMIC
Levels of Achievement
WRITING CRITERIA
Does not meet Partially meets Meets Exceeds
Score Ranges Per Level
0 1 2 3
• Answer is structured, coherent and
logical.
STRUCTURE AND • No evidence of structure is • Some evidence of structure • Answer is structured, • Sentence structure, grammar and
STYLE present. is present. coherent and logical. language are of a high academic standard
and use a formal tone and register that
reflects proofreading and editing.
STRUCTURE & STYLE: SUBTOTAL /3

(2.2) SUBTOTAL /15x2=30

Question2: TOTAL 20+30=50

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