20251INED178: Second Opportunity Assessment

Learning Outcomes Linked to Assessment Criteria

Students must demonstrate the ability to:

• Integrate various learning outcomes dealt with in INED175–INED178 to understand the intermediate phase learner as the point of departure to offer targeted learning support in reading using a case study.

• Understand the theoretical foundations of perception, visual perception, and visual discrimination, and their role in acquiring reading skills during the formative years of education.

• Implement the methodology of teaching reading support by planning and analysing effective reading interventions.

• Understand relevant policies related to inclusive education and intervention prerequisites as a licensed professional teacher.

Proposed Resources

Consult the following resources to complete this assessment:

1. Article: L. M. Sadiku (2015) – The Importance of Four Skills: Reading, Speaking, Writing, Listening in a Lesson Hour (Available on LMS).

2. Video:Perceptual Skills, Phonological & Phonemic Awareness – B. Phillips (2023).

3. Prescribed Textbook:Addressing Barriers to Learning

   • Definitions of perception, visual perception, and visual discrimination – Page 370

   • Chapter 16, Section 16.4.1.3: Support learners to experience success and to accommodate them through their strengths.

4. Textbook:Learner Support in a Diverse Classroom – Chapter 6

   • Access via EBSCOhost

5. Policy Documents:

   • Curriculum and Assessment Policy Statement (CAPS) – English Home Language, Intermediate Phase (Grades 4–6).

   • Screening, Identification, Assessment, and Support (SIAS) Policy Document.

6. Additional Resources:

   • Other relevant academic sources (e.g., ERIC).

   • TOGI Referencing Guide for in-text citations and reference list formatting.

Assessment Instructions

Case Study 

Scenario:

Carika is a 10-year-old learner in your Grade 4 class. She loves balloons, soccer, and her favourite colours are blue and pink.
She struggles with reading, and assessments indicate she has challenges with visual discrimination.

Task:

Create three original activities to help Carika improve her visual discrimination skills.

Activity 1: Worksheet – Shapes

• Design a worksheet involving different shapes.

• Ensure it helps Carika identify, differentiate, and match shapes effectively.

Activity 2: Worksheet – Letters

• Create a worksheet using letters.

• Focus on distinguishing visually similar letters (e.g., b/d, p/q).

Activity 3: Game

• Develop a game-based activity that strengthens Carika’s visual discrimination and reading engagement.

Video Presentation:

• Create a PowerPoint video presentation (7–10 minutes) discussing:

  • The aim of each activity.

  • How each activity targets visual discrimination and supports reading development.

  • The developmental stage of Carika and the rationale for chosen materials (e.g., why certain themes like “Cocomelon” are inappropriate for this age).

  • Relevant developmental theories supporting your activity design.

Upload your presentation to YouTube and include the link in your PDF submission.

Submission Requirements:

• Submit a typed PDF file on the LMS.

• Include:

  • All three activities (worksheets + game).

  • A Reference List after the third activity.

  • The YouTube link to your video presentation.

• Use in-text citations throughout your explanation of each activity.

• Reference all external content, including images or worksheet elements.

Part 2: Lesson Plans 

Create two lesson plans using the INED178 template or the TOGI planner provided in the Teaching Practice module.

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Lesson Plan Requirements:

1. Base your lessons on one story of your choice from the DBE Rainbow Book for Grade 4 (Terms 1 or 2).

2. Use the same story for both lessons.

3. Include an image of your DBE story in each lesson plan.

4. Consult the CAPS document for Grade 4 Home Language expectations for Terms 1–2.

5. Provide Step 7 activities that align with these CAPS requirements and reference the page numbers.

6. Include CAPS in your Reference List.

Lesson Design:

• Each lesson must include Steps 1–7 as per the INED178 structure.

• The second lesson should build on the first (e.g., Lesson 1 targets auditory discrimination → Lesson 2 focuses on visual discrimination).

• No reflection is required as these are theoretical lessons.

• Include any worksheets used in the lessons after each plan.

Video Presentation:

Create a PowerPoint video (7–10 minutes) discussing:

• The rationale for each lesson step.

• How your activities address visual perception and reading skills.

• Reference Sadiku (2015) to explain how your lesson incorporates the four reading skills (reading, writing, listening, speaking).

• Indicate the CAPS page numbers that support each activity.

Include your YouTube video link after Lesson 2 in your PDF.

Final Notes:

• Ensure academic integrity and originality throughout your work.

• All images, worksheets, and references must be cited.

• Plagiarism (including copied worksheets) will result in a zero grade.

• Use realistic classroom examples and academic references to support your explanations.

Summary of Assessment Requirements

The INED178 Second Opportunity Assessment focuses on understanding and supporting intermediate phase learners in developing reading and visual discrimination skills. It is divided into two main parts a Case Study (Part 1) worth 30 marks and Lesson Plans (Part 2) worth 70 marks, totalling 100 marks.

The assessment aims to ensure students can:

• Integrate knowledge from INED175–INED178 to plan targeted learning support.

• Demonstrate understanding of perception, visual perception, and visual discrimination in reading development.

• Design and analyse effective reading interventions for learners with barriers to learning.

• Apply relevant inclusive education policies such as CAPS and SIAS.

Students are required to consult academic resources such as Sadiku’s (2015) article on reading skills, the DBE CAPS document, and the Addressing Barriers to Learning textbook.

Part 1: Case Study

Students must create three original activities for a Grade 4 learner named Carika, who struggles with visual discrimination.

1. Activity 1: A worksheet involving shapes to develop pattern and shape differentiation.

2. Activity 2: A worksheet involving letters to improve recognition of visually similar letters (e.g., b/d, p/q).

3. Activity 3: A game-based activity to enhance engagement and strengthen visual discrimination.

Students must also record a PowerPoint video (7–10 minutes) explaining the purpose and educational theory behind each activity, supported by references.

Part 2: Lesson Plans

Students are required to prepare two sequential lesson plans using the INED178/TOGI format. Both lessons must:

• Be based on one story from the DBE Rainbow Book for Grade 4.

• Cover Steps 1–7 of the INED178 structure.

• Align with CAPS learning outcomes and page references.

• Incorporate reading skills as per Sadiku’s (2015) model – reading, writing, speaking, and listening.

• Build continuity between lessons (Lesson 2 extends on Lesson 1).

A PowerPoint video presentation (7–10 minutes) explaining the rationale and theoretical alignment of the lessons must be submitted along with the written plans.

Mentor’s Step-by-Step Guidance and Approach

Step 1: Understanding the Assessment Brief

The academic mentor began by helping the student interpret the assessment outcomes and marking criteria. The mentor emphasised that the goal was not only to create worksheets but to demonstrate a deep understanding of visual perception and learning barriers through evidence-based design. The mentor guided the student to review Sadiku (2015) and the Addressing Barriers to Learning textbook for theoretical grounding.

Step 2: Research and Conceptualisation

The mentor advised the student to research visual discrimination and reading intervention strategies before creating the activities. The student reviewed examples from inclusive learning models and was guided to choose Carika’s interests (balloons, soccer, colours) to make the activities learner-centred and age-appropriate. The mentor also reinforced referencing protocols using the TOGI referencing guide.

Step 3: Designing Activities (Part 1)

The mentor guided the student through the creation of three structured activities:

• Worksheet 1 (Shapes): The mentor advised using familiar shapes and colour-coded outlines to strengthen Carika’s ability to differentiate form and orientation.

• Worksheet 2 (Letters): The mentor encouraged incorporating a “find and circle” or “match-the-letter” task focusing on confusing letter pairs.

• Activity 3 (Game): The mentor helped conceptualise a memory-matching or sorting game with coloured cards, linking visual recognition to reading fluency.

Each activity was refined through feedback, ensuring it targeted visual discrimination and could be explained theoretically in the video presentation.

Step 4: Developing the PowerPoint Video

The mentor guided the student on how to structure the video presentation:

1. Introduction to Carika’s case.

2. Explanation of each activity and its link to visual perception theory.

3. Application of developmental theories (e.g., Piaget’s cognitive stages).

4. Reflection on how activities enhance reading and comprehension.
   The mentor reviewed the draft video to ensure clarity, academic tone, and correct referencing.

Step 5: Lesson Plan Creation (Part 2)

For the second part, the mentor demonstrated how to use the INED178 lesson plan format. The student selected a Grade 4 story from the DBE Rainbow Book, ensuring alignment with the CAPS Home Language curriculum.

The mentor explained how to:

• Map lesson objectives to CAPS learning outcomes.

• Plan activities for each step (1–7) focusing on reading, writing, and listening.

• Include inclusive teaching strategies for learners with reading barriers.

• Cite CAPS and Sadiku (2015) to support activity choices.

The second lesson built upon the first, moving from auditory to visual discrimination, showing progression and continuity.

Step 6: Video Walkthrough for Lesson Plans

The mentor supported the student in recording a second PowerPoint video (7–10 minutes) to discuss:

• Rationale for activity sequencing.

• Integration of Sadiku’s four reading skills.

• Relevance of the CAPS document and inclusive education policies.

The mentor reviewed the presentation script to ensure logical flow and alignment with assessment rubrics.

Step 7: Compilation and Referencing

The mentor helped the student compile all elements 

• Activities

• Lesson plans

• YouTube video links

• Reference List (APA/TOGI format)

The student ensured all resources, worksheets, and textbook materials were properly cited to maintain academic integrity and avoid plagiarism.

Outcome and Learning Objectives Achieved

Through mentor-led guidance, the student successfully achieved the following outcomes:

• Integrated theoretical understanding of visual perception and reading development.

• Designed original, age-appropriate teaching materials.

• Developed lesson plans aligned with CAPS and inclusive education policies.

• Demonstrated competence in lesson sequencing and scaffolding learning activities.

• Showed proficiency in academic referencing and digital presentation skills.

The final assessment submission reflected pedagogical understanding, creativity, and evidence-based planning, aligning with all INED178 learning outcomes and rubrics.

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