2025
CDE3701
EXAM PACK 2025
UNISA
,CDE3701 EXAM 2025
OCTOBER 2025
1.1 Identify three forms of diversity represented among the children.
The image shows diversity in race, gender, and physical ability. The children have
different skin tones, both boys and girls are represented, and one child uses a
wheelchair, illustrating physical inclusion (CDE3701, Learning Unit 4).
1.2 Explain how you would promote inclusive participation in a classroom with
children like those shown in the image.
I would encourage cooperative learning activities where every child contributes
according to their ability, and ensure that learning materials reflect diverse cultures and
abilities. This promotes a sense of belonging and equal participation (Lee, 2019;
CDE3701, Unit 4).
1.3 What strategies can you use to support a learner who uses a wheelchair in
daily classroom routines?
The classroom should have accessible pathways and desks at the appropriate height.
Activities must be adapted so that the learner can participate meaningfully, such as
using group work that allows collaboration without mobility barriers (Gordon, 2018;
CDE3701, Learning Unit 4.8).
,1.4 Name and describe two ways you would use this image in a lesson about
friendship or empathy.
4- Storytelling: Ask learners to create a story about the children in the picture, focusing
on how they help and include one another.
Role-play: Let learners act out situations showing kindness and teamwork, reinforcing
empathy and cooperation (Hughes, 2002; CDE3701, Learning Unit 4.5).
1.5 What visual cues in the image suggest that the environment is welcoming and
child-friendly?
The bright colours of the clothing and the children’s happy facial expressions suggest
warmth and acceptance. Their close proximity also indicates inclusion and friendship
(CDE3701, Learning Unit 4.5.1.3).
1.6 Discuss the importance of using diverse and inclusive teaching materials,
such as the image shown, in Early Childhood Education (ECE).
Inclusive materials help children recognise and respect differences, promoting positive
attitudes toward diversity. They encourage self-acceptance and empathy, essential for
building an inclusive classroom culture (Margetts & Phatudi, 2013; CDE3701, Unit 3.2).
1.7 How would you use this image as a prompt for a storytelling or role-play
activity in Grade R? Include two learning outcomes you would focus on.
, I would use the image to inspire a role-play about helping friends at school, focusing on
teamwork and acceptance.
Learning Outcomes:
Learners show empathy and respect for others’ differences.
Learners participate cooperatively in group play (CDE3701, Learning Unit 6).
1.8 Describe how you would modify classroom activities to accommodate both
physically abled and differently-abled learners, as seen in the image.
Activities would be designed with flexibility, offering options for movement or stationary
participation. Group tasks would allow all learners to contribute using their strengths,
ensuring equal access to learning opportunities (Mbiti, 1989; Ndaba, 1994; CDE3701,
Learning Unit 2.5.3).
1.9 Explain two ways in which this image could be used to foster discussions on
empathy and social responsibility in Foundation Phase learners.
Learners could discuss how they would include a new classmate who uses a
wheelchair.
Learners could share stories about helping friends who feel left out, reinforcing social
care and inclusion (Yilmaz, 2019; CDE3701, Learning Unit 4.5.1).
1.10 Reflect on how your own attitudes and values as a teacher can influence
inclusive teaching practices in diverse classrooms.
CDE3701
EXAM PACK 2025
UNISA
,CDE3701 EXAM 2025
OCTOBER 2025
1.1 Identify three forms of diversity represented among the children.
The image shows diversity in race, gender, and physical ability. The children have
different skin tones, both boys and girls are represented, and one child uses a
wheelchair, illustrating physical inclusion (CDE3701, Learning Unit 4).
1.2 Explain how you would promote inclusive participation in a classroom with
children like those shown in the image.
I would encourage cooperative learning activities where every child contributes
according to their ability, and ensure that learning materials reflect diverse cultures and
abilities. This promotes a sense of belonging and equal participation (Lee, 2019;
CDE3701, Unit 4).
1.3 What strategies can you use to support a learner who uses a wheelchair in
daily classroom routines?
The classroom should have accessible pathways and desks at the appropriate height.
Activities must be adapted so that the learner can participate meaningfully, such as
using group work that allows collaboration without mobility barriers (Gordon, 2018;
CDE3701, Learning Unit 4.8).
,1.4 Name and describe two ways you would use this image in a lesson about
friendship or empathy.
4- Storytelling: Ask learners to create a story about the children in the picture, focusing
on how they help and include one another.
Role-play: Let learners act out situations showing kindness and teamwork, reinforcing
empathy and cooperation (Hughes, 2002; CDE3701, Learning Unit 4.5).
1.5 What visual cues in the image suggest that the environment is welcoming and
child-friendly?
The bright colours of the clothing and the children’s happy facial expressions suggest
warmth and acceptance. Their close proximity also indicates inclusion and friendship
(CDE3701, Learning Unit 4.5.1.3).
1.6 Discuss the importance of using diverse and inclusive teaching materials,
such as the image shown, in Early Childhood Education (ECE).
Inclusive materials help children recognise and respect differences, promoting positive
attitudes toward diversity. They encourage self-acceptance and empathy, essential for
building an inclusive classroom culture (Margetts & Phatudi, 2013; CDE3701, Unit 3.2).
1.7 How would you use this image as a prompt for a storytelling or role-play
activity in Grade R? Include two learning outcomes you would focus on.
, I would use the image to inspire a role-play about helping friends at school, focusing on
teamwork and acceptance.
Learning Outcomes:
Learners show empathy and respect for others’ differences.
Learners participate cooperatively in group play (CDE3701, Learning Unit 6).
1.8 Describe how you would modify classroom activities to accommodate both
physically abled and differently-abled learners, as seen in the image.
Activities would be designed with flexibility, offering options for movement or stationary
participation. Group tasks would allow all learners to contribute using their strengths,
ensuring equal access to learning opportunities (Mbiti, 1989; Ndaba, 1994; CDE3701,
Learning Unit 2.5.3).
1.9 Explain two ways in which this image could be used to foster discussions on
empathy and social responsibility in Foundation Phase learners.
Learners could discuss how they would include a new classmate who uses a
wheelchair.
Learners could share stories about helping friends who feel left out, reinforcing social
care and inclusion (Yilmaz, 2019; CDE3701, Learning Unit 4.5.1).
1.10 Reflect on how your own attitudes and values as a teacher can influence
inclusive teaching practices in diverse classrooms.
