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For next year, I will <strong data-start=”22″ data-end=”106″>prioritise improving my skills in differentiation and the use of sensory objects for learners with severe intellectual disabilities. This area has the most direct impact on learner engagement and development in my classroom, and it aligns closely with my role and the needs of my learners.

By focusing on this, I aim to:

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After completing my Quality Management System (QMS) for mid – year, I’ve taken time to reflect on areas where I’ve grown, as well as where there are still opportunities for improvement. One of the key gaps I’ve identified in my personal skill set is the need to strengthen my approach to differentiation, particularly when working with learners who have severe intellectual disabled learners

While I aim to meet each learner at their level, I’ve realized that I need to develop more structured strategies that offer meaningful, accessible learning experiences for all. This includes using multi- sensory and sensory objects that stimulate learning through touch, sound, sight, and movement. I’ve noticed that some of my lessons could be more engaging and effective if they were adapted further to meet the sensory and cognitive needs of these learners.

In addition, I’d like to improve my ability to plan individualized learning activities that still allow for group participation and peer interaction, without overwhelming learners with complex instructions. This means deepening my knowledge of adaptive teaching tools, assistive technologies, and inclusive classroom practices.

Recognizing these areas has motivated me to seek out professional development opportunities, such as specialized workshops and peer collaboration, to enhance my practice. My goal is to provide a more supportive, stimulating, and inclusive environment where every learner—regardless of ability—can thrive.

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Starting a new PLC presents a valuable opportunity to collaboratively address challenges and improve teaching and learning in a focused, supportive environment. One important problem I would like to explore through a PLC is the <strong data-start=”383″ data-end=”475″>lack of consistent learner engagement, particularly in large or mixed-ability classrooms. This issue affects not only academic outcomes but also classroom management and teacher morale.

To make this PLC effective, I would invite colleagues who have shown interest in innovative teaching strategies, such as differentiated instruction or technology integration. This could include experienced subject heads, newer teachers with fresh perspectives, and the school’s learning support coordinator, as well as older teachers who may have a different way of instruction that is effective, who brings insight into learner needs. Involving a member of the leadership team would also be valuable to help align the PLC’s goals with school-wide priorities and ensure administrative support.

By pooling our experiences and experimenting with strategies in a collaborative setting, this PLC could become a powerful tool for professional growth and improved learner outcomes.

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In the school that I am currently teaching we have a variety of PLC committees. We are also a Special School for severely intellectually disabled learners. The PLC committees we have for our teachers is the following:

1. Languages (Afrikaans and English)
2. Mathematics
3. Natural Science
4. Creative Arts
5. Life Skills
6. Skills which consist of the following (Hospitality, Consumer studies and Food production, Agricultural Studies, Woodwork and Timber, Welding, Office Admin, Performing Arts and Arts and Crafts.)
7. The Therapists (Audiologist, Speech Therapist, Physio, and an Occupational therapist) and social worker conducts professional development for teachers as well.

I know of many neighbouring school that also have the same or close to the same PLC`s.

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I chose to join the Suid Afrikaanse Onderwysersunie<b style=”font-family: inherit; font-size: inherit;”> (SAOU) because it is a well-established union that supports Afrikaans-speaking educators in South Africa. What drew me to the SAOU was its strong focus on professional development, legal support, and advocacy for teachers’ rights and working conditions. The union is known for its active involvement in educational policy matters and for promoting quality teaching standards, which aligns with my values as an educator.

I also appreciate that SAOU offers resources and training to help teachers grow in their careers, while also ensuring they are protected in the workplace. The legal assistance and representation provided by the union give me peace of mind, knowing that I have support if any professional issues arise.

Reflecting on my decision, I feel positive and confident about joining SAOU. Being part of a union makes me feel more empowered and supported in my profession. It gives me a sense of belonging to a larger community of educators who share similar goals and challenges. Joining the SAOU reassures me that my voice matters and that I am not alone in striving for better conditions in the education sector.

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Having a <strong data-start=”179″ data-end=”210″>professional code of ethics is both beneficial and critical because it sets clear expectations for professional behavior, ensuring that educators uphold values such as integrity, fairness, and respect. It is <strong data-start=”391″ data-end=”399″>good because it guides teachers in handling complex situations with consistency and moral clarity, promotes a positive and respectful school culture, and helps build public trust in the education system. It is <strong data-start=”605″ data-end=”617″>critical because educators work closely with children and young people, whose safety, development, and rights must be protected at all times. The code acts as a safeguard against unethical practices, reinforces accountability, and supports the overall mission of education by holding teachers to high professional standards. Without it, the profession risks inconsistency, loss of public confidence, and potential harm to learners.