SEMESTER 1

Vincentius Krige
NAME AND SURNAME
STUDENT NUMBER 15243893
GROUP NUMBER 136T
TA NAME Dr C Kader
MODULE CODE BPT1501

Declaration form
The format of the form follows below. The form can be handwritten or typed.

1.I understand what academic dishonesty entails and am aware of UNISA’s

policies in this regard.
2. I declare that this assignment is my own, original work. Where I have used
someone else’s work I have indicated this by using the prescribed style of
referencing. Every contribution to, and quotation in, this assignment from the
work or works of other people has been referenced according to this style.
3. I have not allowed, and will not allow, anyone to copy my work with the
intention of passing it off as his or her own work.
4. I did not make use of another student’s work and submitted it as my own.

NAME: Vincentius Krige

STUDENT NUMBER: 15243893
MODULE CODE: BPT1501
SIGNATURE:
DATE: 18 June 2023

(1)
NOTE: AS YOU TYPE THE LINE MOVES DOWN

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 TABLE OF CONTENTS
Ques Description Page
1 Teachers’ ethical convictions in supporting the learners 3-4
Teachers’ knowledge 5-6
Teachers’ working relationships within and beyond the 7-8
classroom
2 (PLC) strengthen the weaknesses 9-10
3 Identify five (5) teaching and learning strategies that Ms 11-12
Sehorn normally used in her classroom and give an
example of how each strategy was used in her classroom.
4 Mention two strategies you used to approach and write 13
BPT1501 assignments. In each strategy give a reason why
the strategy was successful or not successful.
Reference list/Bibliography 14

(4)

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QUESTION 1 (54)

Q1a)

Ethical Conviction 1
Moral convictions
Implications based on Ethical Conviction 1
1. Teachers’ moral convictions are beliefs about what is right or wrong
and what actions are justified in light of these beliefs. In the context
of the Amnesty International article, teachers’ moral convictions
might include a belief in the importance of human rights and an
obligation to stand up against injustice. Teachers who hold these
convictions might be more likely to speak out in defense of their
students’ rights or to actively engage in social justice initiatives
within their schools and communities.
2. Teachers with strong ethical convictions are more likely to uphold
high standards in their teaching practices. This includes being
responsible for the welfare of their learners, promoting their rights
to participate in classroom activities, being transparent in their
dealings with students, and maintaining confidentiality.
Consequently, such teachers create a favourable learning
environment that enables learners to achieve their goals.
3. Another implication of teachers' professionalism on ethical
convictions concerns the development of a positive culture of
learning. Teachers who uphold ethical convictions create a culture of
respect, honesty, and professionalism that learners emulate. Such a
positive culture enhances the learning experience for students,
promoting their academic growth and success. As professionals,
teachers must ensure that ethical convictions form the basis for their
teaching practices to improve their learners' outcomes

Ethical Conviction 2
Professional standards

Implications based on Ethical Conviction 2

1. Teachers’ professional standards are the expectations and norms
that guide their behaviour as professionals. The Amnesty
International article points out that teachers have a responsibility to
provide a safe and inclusive learning environment for their students,
which includes protecting them from harm and ensuring that their

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 rights are respected. Teachers who uphold these professional
standards might be more likely to report instances of discrimination
or abuse, to advocate for improved policies and practices within
their schools, or to take training and professional development
courses related to equity and inclusion.
2. Teachers' professionalism and ethical convictions are essential to
support successful learning outcomes for learners. Teachers must
reflect on their ethical convictions to ensure that they align with
their teaching practices.
3. Upholding ethical convictions enables teachers to provide quality
education, improve learning experiences, build trust with
parents/guardians, and enhance their career prospects.

Ethical Conviction 3
Personal values
Implications based on Ethical Conviction 3
1. Teachers’ personal values are the beliefs and attitudes that they
hold outside of their professional role. These values can influence
the way that they interact with students and the decisions that they
make. The Amnesty International article highlights the importance of
teachers’ personal commitment to social justice and human rights,
suggesting that this can motivate them to take action on behalf of
their students and integrate these values into their teaching
practices.
2. They must also uphold ethical values such as equality, fairness, and
justice and work towards mitigating discrimination, prejudice, and
stereotypes in their classrooms.
3. Another essential implication of teachers' professionalism on their
ethical convictions regarding supporting learners’ concerns building
trust with their learners and their parents/guardians. Parents and
guardians entrust their children to teachers for proper guidance in
their educational journey. Teachers with strong ethical convictions
are more likely to build trust with their learners, ensuring parents
and guardians have confidence in their ability to educate students
appropriately

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Q1b)

Teachers’ Knowledge 1
Content knowledge

Implications based on Teachers’ Knowledge 1

1. Teachers’ content knowledge refers to their understanding of the
subjects that they teach. The Amnesty International article suggests
that teachers should be aware of the human rights issues affecting
their students and their communities, as well as the ways in which
these issues intersect with other social and political factors.
2. Teachers with strong content knowledge would be better equipped
to incorporate human rights issues into their curriculum, facilitate
meaningful discussions and debates among their students, and
provide accurate and nuanced information about social justice
topics.
3. A teacher who values equity and fairness might design lessons that
are inclusive of all learners and promote social justice. A teacher
who values autonomy and independence might design lessons that
promote self-directed learning and student-centered approaches. By
aligning their teaching practices with their ethical convictions,
teachers demonstrate their professionalism and commitment to
their learners.

Teachers’ Knowledge 2
Pedagogical knowledge
Implications based on Teachers’ Knowledge 2
1. Teachers’ pedagogical knowledge refers to their understanding of
teaching and learning processes. The Amnesty International article
suggests that teachers should use a range of strategies, including
active learning, collaborative learning, and inquiry-based
approaches, to help students develop critical thinking skills and
engage with complex social justice issues. Teachers with strong
pedagogical knowledge would be better equipped to create inclusive
2. Additionally, teachers need to be aware of the potential challenges
that learners may face in accessing education, such as poverty,
discrimination, and violence.
3. Therefore, teachers need to be well-informed about local contexts,
cultural norms, and human rights frameworks to make informed
decisions about how best to support learners.
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 Teachers’ Knowledge 3
Professional knowledge

Implications based on Teachers’ Knowledge 3

1. Teachers’ professional knowledge refers to their understanding of
the broader social, political, and cultural contexts that shape
education and their profession. The Amnesty International article
suggests that teachers should be aware of the ways in which human
rights are enshrined in international law and how these rights are
protected and promoted by institutions and organizations. Teachers
with strong professional knowledge would be better equipped to
understand the legal and policy frameworks that govern their work,
advocate for policies and practices that promote human rights and
social justice, and to recognize and address issues of power and
privilege in their classrooms and schools.
2. Teachers have a professional responsibility to uphold ethical
principles, such as respect for human dignity, justice, and equality, in
their work with learners.
3. In situations of conflict and insecurity, these values may be
threatened, and teachers may face challenges in fulfilling their
ethical obligations

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Q1c)

Teachers’ Relationships 1
Relationships with students

Implications based on Teachers’ Relationships 1

1. Teachers’ relationships with their students are a fundamental aspect
of their work. The Amnesty International article suggests that
teachers should create a safe and inclusive learning environment for
their students, which includes protecting their rights and responding
to any instances of harm or discrimination.
2. Teachers who prioritize positive relationships with their students are
more likely to create a supportive and welcoming classroom
environment that promotes engagement and learning.
3. Besides, building working relationships in the school environment
will help to create a positive school culture, which is essential for the
well-being of learners.

Teachers’ Relationships 2

Relationships with colleagues

Implications based on Teachers’ Relationships 2
1. Teachers’ relationships with their colleagues are also important,
particularly when it comes to promoting social justice and human
rights within schools. The Amnesty International article suggests that
teachers should work collaboratively with their colleagues to create
a culture of respect and inclusion, address issues of discrimination or
injustice, and advocate for policies and practices that support the
rights of all students. Teachers who have strong relationships with
their colleagues are more likely to be able to work together to create
positive changes in their school communities.
2. Teachers’ knowledge is crucial in supporting learners, and they need
to possess a deep understanding of their subject matter, pedagogy,
and the learning needs of their students.
3. They must foster positive working relationships with other teachers,
administrators, and support staff to create a vibrant learning
community. The implication of this is that teachers must be effective
communicators, able to work in teams, and always maintain a
professional demeanour. They must also have strong interpersonal
skills that enable them to build trusting relationships with learners,

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 parents, and those they interact with beyond the classroom,
including other professionals in the education sector

Teachers’ Relationships 3

Relationships with broader communities

Implications based on Teachers’ Relationships 3
1. Finally, the Amnesty International article emphasizes the importance
of teachers’ relationships with broader communities, including
families, community organizations, and advocacy groups. Teachers
who have strong relationships with these stakeholders are more
likely to be able to leverage community resources and support to
promote social justice and human rights within their schools. They
might also be able to engage in advocacy efforts or partnerships with
community organizations to promote social justice and human rights
more broadly.
2. The article stresses the importance of collaboration, dialogue, and
engagement with communities, parents, and other stakeholders in
promoting education and creating safe and supportive learning
environments. Teachers need to develop positive working
relationships with both learners and their families, as well as with
colleagues, school management, and community members.
3. This requires effective communication, cultural sensitivity, and
problem-solving skills. Teachers also need to be aware of the
broader social and political contexts in which they work and be
willing to engage in advocacy and social action to promote human
rights and social justice in their communities.

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QUESTION 2 (13)
Weaknesses of PLC
Stance (Yes/No) yes
Weakness 1
The Department of Education has failed to deliver quality education to the
majority of the population,
Explanation of how a PLC can strengthen weakness 1
-PLCs can improve the quality of teaching by providing a platform to share
best practices and promote collaboration among teachers.
-PLCs can provide opportunities for teachers to experiment with new
approaches and innovative practices in a collaborative and supportive
environment.
-

Weakness 2
The Department of Education has been criticized for failing to adequately
train teachers, resulting in poor teaching quality.
Explanation of how a PLC can strengthen weakness 2
-PLCs can help teachers to develop professionally and enhance their teaching
skills, which will ultimately lead to better educational outcomes for learners.
- PLCs can create a space for teachers to share resources, ideas, and
strategies for ensuring that all learners have access to the necessary
resources to succeed.
-PLCs can help teachers and leaders extend their knowledge and skills in
areas related to their profession, resulting in a stronger overall approach to
education.

Weakness 3
The Department of Education has been criticized for using standardized
assessments that do not align with the curriculum and fail to capture the
diversity of learners
Explanation of how a PLC can strengthen weakness 3
-PLCs can provide an opportunity for teachers to develop and share effective
assessment practices that are aligned with the curriculum and meet the
needs of all learners.
-The sharing of knowledge and expertise among PLC members can inform
new strategies for addressing weaknesses within the Department of

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Education, resulting in a more effective approach to student learning and
success.

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QUESTION 3 (20)
Teaching and Learning Strategies
Strategy 1
Embracing differences and promoting diversity
Motivation for Strategy 1
Ms Sehorn helped her students embrace their differences and learn about
each other's cultures and backgrounds. An example of this is when she
encouraged her first-generation Filipino student to feel proud of their
heritage despite living in a homogenous community.

Strategy 2
Experiential learning
Motivation for Strategy 2
Ms Sehorn created a hands-on learning environment where her students
were able to incubate eggs, create pinch pots, compost, and garden. This
allowed her students to learn by doing and to feel a sense of ownership and
pride in their work.

Strategy 3
Encouraging creativity
Motivation for Strategy 3
Ms Sehorn created an inviting reading corner that she called "the Nest"
where her students could sit and "daydream something wonderful, then
bring it to life." She also encouraged her students to shine with bright
colours among a sea of grey, meaning that she encouraged them to be
creative and expressive.

Strategy 4
Creating a sense of community
Motivation for Strategy 4
Ms Sehorn made sure that every student in her classroom felt a sense of
ownership and pride in the classroom by having everyone contribute to the
incubating and hatching of eggs, composting and gardening, and other
activities. She also gathered her students together to watch news reports
and discuss important events, creating a sense of community and shared
experience.

Strategy 5

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Developing critical thinking skills

Motivation for Strategy 5

Ms Sehorn encouraged her students to consider the facts, voice their
thoughts, and formulate an opinion on important issues like the
assassination of President Ronald Reagan. She also talked about the
importance of understanding both sides of an issue and having respect for
different opinions.

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QUESTION 4 (8)
Approach
Strategy 1

Reading and analysing the assignment question or task carefully

Reason 1

- This strategy involves carefully reading and analysing the given task or
question to understand what is required and what needs to be done.
- Successful: This strategy can be successful because it ensures that students
understand the requirements of the task and can respond appropriately.

Strategy 2

Conducting thorough research and gathering relevant information

Reason 2

- This strategy involves conducting research on the topic of the assignment task
and gathering relevant information from various sources.
- Successful: This strategy can be successful because it ensures that students
have enough information to respond comprehensively to the assignment task
and to support their arguments with evidence.

TOTAL = 100

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Reference list/Bibliography
Being a professional teacher (BPT1501- UNISA STUDY GUIDE)
Internet source- Google.com
Classace.io

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