, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1 Read the following case study, then answer the questions that follow.
a. What initiatives has Puleng Primary School introduced to promote inclusivity?
Puleng Primary School has introduced several initiatives to promote inclusivity, including
multilingual assistance programmes, cultural exchange opportunities, and a curriculum that
integrates cultural awareness into subjects such as Social Studies, Arts and Literature (DPP1501,
Study Guide, pp. 10-11).
b. How does/can the school address language barriers between the learners?
The school can address language barriers by implementing multilingual assistance programmes, as
mentioned in the case study. Additionally, teachers can acknowledge that the language of learning
and teaching can be a barrier for some learners (DPP1501, Study Guide, p. 15), and support them by
using various strategies such as providing visual aids, using simplified language, and encouraging
peer support. Collaboration with parents and community members who speak different languages
can also be beneficial (DPP1501, Study Guide, p. 18).
c. What role could parents and guardians play in fostering inclusivity?
Parents and guardians are crucial partners in fostering inclusivity. They are sources of information
regarding the difficulties their children experience, and working closely with them can make a
positive difference to a child's schooling experience (DPP1501, Study Guide, p. 18). They can
contribute by sharing their cultural knowledge and values, supporting language development at home,
and collaborating with teachers to support their child's learning (DPP1501, Study Guide, p. 18). They
can also be part of the School-Based Support Team (SBST) (DPP1501, Study Guide, p. 49).
d. How does/can the school ensure that African cultures are well represented in the curriculum?
The school can ensure African cultures are well represented by integrating cultural awareness into
subjects such as Social Studies, Arts, and Literature, as the school already does. This means going
beyond a superficial celebration of culture. An African perspective, such as Ubuntu, which
encompasses humanness, interdependence, and communalism, can be embedded in the school's ethos
and teaching practices (DPP1501, Study Guide, pp. 17-18). Activities during heritage months, where
learners display their cultural identities through dance, dress, songs, and poems, can also ensure
representation (DPP1501, Study Guide, p. 12).
e. What challenges do you think learners face, owing to cultural diversity?
Learners may face challenges such as language barriers, which can prevent them from accessing the
curriculum (DPP1501, Study Guide, p. 15). They may also experience cultural misunderstandings,
discrimination, and stereotyping based on their background (DPP1501, Study Guide, p. 15). Learners
from minority cultures might feel excluded or find it difficult to relate to the curriculum if their
culture is not represented.
Question 1
1.1 Read the following case study, then answer the questions that follow.
a. What initiatives has Puleng Primary School introduced to promote inclusivity?
Puleng Primary School has introduced several initiatives to promote inclusivity, including
multilingual assistance programmes, cultural exchange opportunities, and a curriculum that
integrates cultural awareness into subjects such as Social Studies, Arts and Literature (DPP1501,
Study Guide, pp. 10-11).
b. How does/can the school address language barriers between the learners?
The school can address language barriers by implementing multilingual assistance programmes, as
mentioned in the case study. Additionally, teachers can acknowledge that the language of learning
and teaching can be a barrier for some learners (DPP1501, Study Guide, p. 15), and support them by
using various strategies such as providing visual aids, using simplified language, and encouraging
peer support. Collaboration with parents and community members who speak different languages
can also be beneficial (DPP1501, Study Guide, p. 18).
c. What role could parents and guardians play in fostering inclusivity?
Parents and guardians are crucial partners in fostering inclusivity. They are sources of information
regarding the difficulties their children experience, and working closely with them can make a
positive difference to a child's schooling experience (DPP1501, Study Guide, p. 18). They can
contribute by sharing their cultural knowledge and values, supporting language development at home,
and collaborating with teachers to support their child's learning (DPP1501, Study Guide, p. 18). They
can also be part of the School-Based Support Team (SBST) (DPP1501, Study Guide, p. 49).
d. How does/can the school ensure that African cultures are well represented in the curriculum?
The school can ensure African cultures are well represented by integrating cultural awareness into
subjects such as Social Studies, Arts, and Literature, as the school already does. This means going
beyond a superficial celebration of culture. An African perspective, such as Ubuntu, which
encompasses humanness, interdependence, and communalism, can be embedded in the school's ethos
and teaching practices (DPP1501, Study Guide, pp. 17-18). Activities during heritage months, where
learners display their cultural identities through dance, dress, songs, and poems, can also ensure
representation (DPP1501, Study Guide, p. 12).
e. What challenges do you think learners face, owing to cultural diversity?
Learners may face challenges such as language barriers, which can prevent them from accessing the
curriculum (DPP1501, Study Guide, p. 15). They may also experience cultural misunderstandings,
discrimination, and stereotyping based on their background (DPP1501, Study Guide, p. 15). Learners
from minority cultures might feel excluded or find it difficult to relate to the curriculum if their
culture is not represented.
