University of the Free State | Advanced Certificate in Teaching
Assessment
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University of the Free State | Advanced Certificate in Teaching
Assessment 1
Refer to the following:
 Appendix B, p. 70, “The Cycle of Socialisation” by Harro (2010);
 your class notes on the cycle of socialisation, and the social identities as listed in Unit 1, section
1.5; and
 your responses to the information shared in Unit 2.
Respond to the following questions:
1. Which two of the social identities did you indicate to have the highest level of discomfort?
2. Explain what makes you feel uncomfortable. Give at least two issues for each.
3. Explain the cycle of socialisation in your own words.
a. Describe how each level of socialisation possible contributed to the issues you raised in 1, (i.e.
how your thinking was shaped at home, during your school years and after school; how you
were socialised from birth to think in particular ways about those identities).
4. Provide two examples of incidences, since you started to teach, that influenced you to think in
particular ways about those identities.
a. Explain how the incidences confirmed or challenged your thinking about the identities.
5. What is your reaction to such thinking? (e.g. fear, prejudice, ignorance, etc.).
a. Identify the reactions you experience.
b. Give examples of what you do and how you react because of your feelings.
6. Consider the learners in your class. Give two examples of how you can break the cycle of
oppressive socialisation in order to liberate the learners in your class from stereotypical thinking
and acting.
What to submit:
 Cover sheet.
 Identify two identities.
 Causes for discomfort.
 Explanation of cycle of socialisation.
 Influence of cycle of socialisation.
 Incidences from teaching experience.
 Reactions.
 Examples to break the cycle of oppression.
 Rubric.
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University of the Free State | Advanced Certificate in Teaching
Assessment 1: Planning
SURNAME:
2
0
2
NGWENYAMA
1
2
3
5
INITIALS:
9
7
9
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STUDENT NUMBER
0
4
2
DATE
Complete the flow diagram to start your planning.
1. Identify one social
identitity that make you feel
uncomfortable.
2. Explain why you feel
uncomfortable.
3. Describe one part of your
upbringing or social life
that caused this feeling.
4. Study the cycle of
socialisation in the study
guide. Describe how this
issue links with the cycle
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University of the Free State | Advanced Certificate in Teaching
Assessment 1: Rubric
Criteria
Indicate 2 social identities
Causes of discomfort: 2 issues for
each identity
Critical, thoughtful explanation of
causes
Explain the cycle of socialisation
(C.o.s.)
Connections between issue 1 &
C.o.s.
Connections: relevant to C.o.s;
relevant to issue 1; how thinking
was shaped; socialisation’s role
Connections between issue 2 &
C.o.s.
Connections: relevant to C.o.s;
relevant to issue 2; how thinking
was shaped; socialisation’s role
Describe 2 incidences how teaching
influenced thinking
Reflection: challenges or
confirmations?
Reaction to thinking
0
None
None
1
1 from the list
1 cause; 1 issue
mentioned
Little insight
2
2 from the list
2 causes; 1 issue mentioned
None
Vague; lacks
understanding
Irrelevant
Not all levels gaps in the
cycle
1 connection made
None
1 criterion met
2 criteria met
None
Irrelevant
1 connection made
None
1 criterion met
2 criteria met
None
Irrelevant
1 incident
None
Opinion given; no reasons
None
Irrelevant, lacks
insight
Irrelevant
Examples of reactions given
None
Irrelevant
2 examples to: break the cycle of
oppression; related to teaching
2 examples related to stereotypical
thinking & acting
None
Irrelevant
None
1 example
relevant
None
None
3
4
1 cause for both issues
2 causes for both issues
Full cycle explained;
improvement needed
2 connections made;1
level
3 criteria met
Full cycle; all levels clearly
explained; shows insight
2 connections made on
different levels of cycle
All criteria met
2 connections made; 1
level
3 criteria met
2 connections made on
different levels of cycle
All criteria met
2 incidences for 1 issue;
not related to teaching
1 incident with good
reasons
1 reaction identified
linked to incidences
1 example linked to
reactions & incidences
1 example meets both
criteria
2 incidences; both issues;
related to teaching
Both incidents clear reasoning
Mod
/50
/50
Thoughtful; clear reasoning
Reaction identified, no links
to incidences
Examples given no clear links
to reactions/incidences
Examples meet one of the
criteria
Both examples totally
relevant
2 reactions identified; linked
to incidences
2 examples clearly linked
2 good examples meet both
criteria
Total
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University of the Free State | Advanced Certificate in Teaching
COVER PAGE FOR ASSESSMENT
ADVANCED CERTIFICATE IN TEACHING
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MODULE CODE:
ASSESSMENT NAME:
SURNAME:
PHONE NUMBER:
EMAIL ADDRESS:
DUE DATE:
CENTRE:
ASSESSMENT 1
NGWENYAMA
0724930854
J
INITIALS:
G
bhekisony@gmail.com
16/April/2022
FACILITATOR: N.P MTAMBO
SIGNATURE
2
0
2
1
2
3
5
STUDENT NUMBER
9
7
9
0
7
0
4
2
0
2
2
DATE
DECLARATION BY STUDENT
I have read the University’s Policy on the Prevention of Plagiarism and Dealing with Academic Writing
Misconduct: http://www.ufs.ac.za/docs/default-source/all-documents/plagiarism-prevention-policy-364eng.pdf?sfvrsn=0
I understand that I must:
1. abide by all the directives of this Policy, the Assessment Policy, course guides, specific and general
regulations and assessment requirements;
2. seek assistance if I am unsure about appropriate citation and referencing techniques;
3. accept responsibility for having full knowledge of the Policy;
4. submit only my own work for any form of assessment, except where:
the work of others is appropriately acknowledged; and
the assessor/moderator has required, or given prior permission for, group or collaborative work to
be submitted;
5. refrain from intentionally or negligently deceiving the reader by preventing my own work from being
copied by another student, who may or may not have an intentional or negligent aim to deceive the
reader;
6. be aware that according to the Policy, measures for all Level Four violations and repeated Levels
One, Two and Three violations are reported and investigated in accordance with the UFS Statute on
Student Discipline (see Chapter XIII, pp. 50 – 58); and
7. include with my assessment an electronic report of the software programme if required/where
applicable.
COMMENTS FROM ASSESSOR:
MARK:
SIGNATURE
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1. Indicate 2 social identities
Which two of the social identities did you indicate to have the highest level of discomfort.
1.1.1 Race – It refers to groups of people who are categorized by physical characteristics e.g.
(skin color / complexion, facial features) black, Asia, colored, white and many more
1.1.2 HIV Status—Human immune deficiency virus is an infection that attacks the body
immune system, specially the white blood cells called CD4cells
2. Causes of discomfort
2.1.1 RACE
All human beings are born equal in dignity and rights and all an integral party of humanity. Racism is
something from the past, we live in a country where people face barriers, just because of the the
colors of their skin color to education, employment, health, Justice and colors. What makes me
uncomfortable is that people are discriminated, excluded, stigmatized, attacked or even murdered
 To burn people alive , burn their houses, chased them make me feel uncomfortable , I feel bad
when they call them by names like (Amakwerekwere) foreigners telling them to go back where
they come from, SA is full of immigrants due to business opportunities and other socio
economic status
 I think is time to forget racism and discrimination. SA is a diverse country let us enjoy to be
together and bring peace and happiness, race leads individuals to categorize themselves and
other groups , some of us we avoid these discussions because we fear that conversation about
race, bias , and racism leads to feelings of anger, guilt ,discomfort and sadness , race is a
category that groups together. Race is a social construction is because what it means to be
black, white etc. is defined according to culture
2.1.2 ALBINISM
People living with albinism should be protected against unfair discrimination of basis to their race as
well as their skin tone. People living with albinism are exposed to discriminating stigmatization and
prejudice based on their color as well as their race
Discrimination is the biggest issue in SA people used to bully, kill them and sell their body parts to
traditional healers.
Most families don’t even care for them because their skin needs special care.
They are calling names, we have to treat them equal we must not discriminate them.
 People with albinism face discrimination and violence from society, Sometimes even from their
own families. Because they look different they are created differently. Some are excluded from
education
2.1.3 HIV STATUS
Being sick is both an individual experience and social norm. People experience panic, discomfort,
disorientation and marginalization. It affects the loss a positive social identity such as a work identity
due to chronic disease. It increase fear of discrimination and lack of acceptance. HIV/AIDS
discrimination takes many forms such as blood donation, violence against people living with HIV,
discrimination in housing, employment and access to health/social services. HIV –positive individuals
around the world still experience instances of stigma and abuse. HIV /AIDS discrimination lead to low
Turn-out for HIV counseling and testing identity crises. Isolation, loneliness, low self-esteem and lack of
interest. Violence accts against HIV infected individuals or people who are perceived to be infected
with HIV
2.1.4 HIV IN SCHOOLS
In my school it was difficult to live with people living with HIV/AIDS. They are discriminated because of
the disease, many learners have only had to deal with chronic illness at home and in schools. Children
have the right to learn, lack of knowledge of educators and learners leads to discrimination to those
children. We have many learners who are discriminated some children isolate themselves from others
during break they eat outside the class, even if they are playing, they don’t want to play or sit with
them or share something like a book/pen or even to sit with them in the same table, The worse part
teachers don’t want to mark his/her book thought that she will be infected. Many learners have not to
only have to deal with chronic resulting from the disease but have also to deal with loss of family
members. All those things leads to drop-out we don’t treat them equal, they are human beings like us
they have future ahead. We have to help if there is a real need to do so. As teachers let’s treat them
like other learners. We have future presidents to those learners one day they will lead us.
3. EXPLAINING THE CYCLE OF SOCIALISATION
-It help us to understand the way in which we are socialized to play social roles, how we are affected by
issues of oppression ,and how we maintain oppressive system upon powers
Example – socializing with friends and family
- Being told to obey rules
- Rewarded for doing chores
- Taught how to behave in public places
-The first stop in socialization process is the outside of one’s control. Our social identities are
predetermined, and we are born in a world with rules, rules and assumption already in place. Our
family and role models teach these roles and roles to us. There were many rules and roles to us. There
were many rules and regulations most of them were targeting my freedom of socialization. The most
don’t socialize with other especially boys. I often wondered why my mother would come up with such
a rule because I was raised in an environment where men rule. The worst is that my family was full of
boys. Does that mean I shouldn’t have socialize with my brothers
3(a) AT HOME
I’m a lady who is black in colors who was born in a small family of five (5) I am an educator in
profession. I am a good motivator, problem solver hardworking and motivational speaker in my
community and schools, I’m also dedicated to my work
I grow up in an informal settlement, development is a cultural process. Culture shapes who children
develop into how I do so, but I never get to choose my own cultural identity, it started in the womb the
choice was already made for me, I never knew about my gender the class, religion etc., I never knew
whether I’m going to be black, white, Indian, Hindu, I never knew I will be male or female. The very
moment I entered in this world, I was socialized, I was born into the religion identity. At home I was
the youngest we used to go to church every Sunday.
3(b) DURING SCHOOL YEARS
During school years we were mixed, whereby there were many languages e.g. Swati, Tshwane , Zulu ,
Tsonga , it has given us an opportunity to have insight of who am I ,where I come from my origin,
culture and tradition, norms, values and believes, it helps me acknowledge different cultures,
traditions, religions infect an understanding of sodas groups. We learned social skills through our
interactions with teachers and other learners.
We learn the importance of obeying authority and that to be successful. We learn to be quiet to wait
and sometimes to act interested even if we not.
3(c) AND AFTER SCHOOL
Racism- is more than an isolated incident. It runs counter to a narrative that we want to tell
ourselves about who we are.
Teachers are less likely to encourage black students to take high level courses and not just attribute
the gaps to individual actions or choices of students or teachers, Schools are now finally looking at the
data when it comes to success of their students, and some they haven’t been doing a very good job
_ Black students are less likely to be placed in advanced or enriched classes. Race differences in
learner’s participation in after school programs, an out of school time experience that may influence
Learner’s achievement
Prejudice - It’s a rigid and unfair generalization about an entire category of people with little evidence,
it often takes form of stereotypes.
-It is clear that prejudice are present among young people due to a complex range of influences, an
inclusive environment can help negative attitudes between groups of children.
Unfair discrimination any unequal treatment of different groups of people. An example of unfair
discrimination in school is to claim that a culture should be allowed to have its own school where
children can be educated in the mother tongue language, is generally part of one’s culture. Culture can
include a wide range of other defining concepts such as religion.
3(d) PEERS
-Peers groups allow us to form relationship and learn without the direction of adults.
-Peers groups gives the learners opportunity to form relationships with others.
-Have incredible amount of influence when we were young, our parents always worry about the type
of friends we choose.
3(e) AFTER SCHOOL YEARS
-Through education society imparts its knowledge, skills, values, and behavioral, thereby ensuring selfpreservation and continuity
4 . PROVIDE TWO EXAMPLE OF INCIDENCE, SINCE YOU STSRTED TO TEACH, THAT INFLUENCE YOU TO
THINK IN PARTICULAR WAYS ABOUT THOSE IDENTITIES
 Confusion
It has led to debates from the school and the community teachers and learners bring racial
identities to school that impact how they relate to one another. Racial confusion is also similar
to gender confusion. It directly address the impact of race can result in a lack of connection
between the people, most people are used to ignore race
 Powerless-people
With power have gained it through the existing system, it is difficult risk losing it by challenging
that same system, people without power may think they can’t make a difference
It will be difficult to break out of it, but people do it everyday
Racial discrimination can trigger stress, anxiety, depression and racial trauma.
5(a) Identity the reaction you experience.
Fear
- I found it difficult my actions is to show the support to these children who were discriminated
by racism, My values is to focus on can include equal treatment for all Justice, standing up for
those who are suffering and respecting all people no matter no color of their skin, the
language they speak or other difference
Prejudice
- Provide accurate, historical context
- Encourage students to be brave
- Show the impacts of unintended harm
- Create opportunities for discussion
- Talk about racism and racial equity
- Establish and enforce group norms
Ignorance
- Create a welcoming school community
- Build relationship across races, class and languages
- Increase access in schools for marginalized communities
5(b) GIVE EXAMPLES OF WHAT YOU DO AND HOW YOUREACT
I have no right to talk to my learners about race or racism, always conversation will be different
depending in my own race nationality
-
I will help them to understand , respect and appreciate the differences between people
Standing up for those who are suffering and respecting all people no matter the color of their
skin the language they speak or other differences
When I see something that isn’t fair I will do something about it.
6 . GIVE TWO EXAMPLES OF HOW YOU CAN BREAK THE CYCLE OF OPPRESSIVE SOCIALISATION

-
RACE
Work around it, making changes in one self that allows one to continue.
Prepare children and communities for partial potion in oppressive society.
Learners should be involved in social justice education.
 HIV STATUS
- By offering support and speaking out to correct myths and stereotypes.
- We live in a developed world in a situation where people must work together and change their
behaviors.
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