, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1.1 Using the principles of Inclusive Education discussed in IFP3701, explain what bullying
means within an inclusive Foundation Phase classroom.
Within an inclusive Foundation Phase classroom, as defined by the principles in Education White
Paper 6 and discussed in IFP3701, bullying is a direct contradiction to the core tenets of the system.
It is not merely a conflict between learners but a significant barrier to learning and a form of
exclusionary practice that undermines the rights and well-being of a child.
An inclusive classroom is founded on principles of social justice, human rights, and equal access to a
single, inclusive education system (IFP3701, p. 23). It aims to create a welcoming culture where all
learners feel they belong, are valued, and can participate fully in the learning process (IFP3701, p.
23). Bullying, by its nature, actively excludes, marginalizes, and discriminates against a learner. It
violates the principle that all children have a right to learn and need support (IFP3701, p. 23).
Specifically, bullying within an inclusive setting means:
A Violation of Human Rights: It directly contradicts the right to a safe and non-discriminatory
educational environment, which is a fundamental human right enshrined in both international
conventions (like the UNCRC) and the South African Constitution (IFP3701, p. 13). The
school has a responsibility to protect this right.
A Barrier to Learning: Bullying creates an unsafe and hostile learning environment, which is a
severe extrinsic barrier to learning (IFP3701, p. 27). The victim's participation in learning is
reduced, access to the curriculum is hindered, and their holistic development is jeopardized,
exactly what inclusive education seeks to prevent.
A Failure of the System: It indicates that the school's culture, attitudes, and safety measures are
not adequately inclusive. According to the principles of inclusive education, the system must
work to "change attitudes, behaviour, teaching methodologies, curricula and the environment to
meet the needs of all learners" (IFP3701, p. 23). Bullying is a clear sign that these systemic
changes have not been successfully implemented.
Therefore, bullying is a systemic failure to uphold the foundational principles of inclusion: respect
for diversity, equity, safety, and the right to participation for all learners.
, 1.2 Drawing from the case study, discuss four possible causes that may contribute to bullying
among Foundation Phase learners.
Based on the information in the case study, four possible causes contributing to bullying among
learners are:
Negative Home Environment and Social Issues: The case study quotes the principal, Ms.
Wyngaard, who identifies that "children are staying on one street and have their personal issues,
or their parents have issues. The children fight and take that to school" (Case Study). This
suggests that aggression and conflict experienced in the home or community environment are
being replicated at school. These are extrinsic barriers, often rooted in poverty, violence, and
inadequate support services (IFP3701, p. 27). Learners who are themselves victims of violence
may resort to bullying as a learned behavior or a way to exert control in an unpredictable
world.
Inadequate School Management and Lack of Response: The article highlights the mother's
frustration and belief that "the school is not doing anything" (Case Study). This perception, and
potentially the reality, that bullying is "being ignored by both teachers and the school’s
management" (Case Study), can create a culture of impunity. When the school fails to act
decisively, it signals to bullies that their behavior is acceptable and to victims that their safety
is not a priority. This contradicts the teacher's role in creating a safe and inclusive environment
(IFP3701, p. 37).
Lack of Parental Involvement and Communication: The principal mentions that "parents often
fail to attend meetings when called about their children's behaviour" (Case Study). This lack of
cooperation and involvement from parents is a known extrinsic barrier to learning and
development (IFP3701, p. 29). Without a partnership between the school and home, it becomes
extremely difficult to address and modify a child's aggressive behavior, as the positive behavior
support from home is missing.
Poverty and Socio-Economic Factors: Hanover Park is an area with significant socio-economic
challenges. The study guide identifies socio-economic factors (including poverty and
underdevelopment) as a key extrinsic barrier that exposes learners to dangers like violence and
crime (IFP3701, p. 27). Poverty creates chronic stress, frustration, and a lack of resources,
which can manifest as aggression and conflict among young learners who may lack the
emotional maturity to cope constructively.
QUESTION 1
1.1 Using the principles of Inclusive Education discussed in IFP3701, explain what bullying
means within an inclusive Foundation Phase classroom.
Within an inclusive Foundation Phase classroom, as defined by the principles in Education White
Paper 6 and discussed in IFP3701, bullying is a direct contradiction to the core tenets of the system.
It is not merely a conflict between learners but a significant barrier to learning and a form of
exclusionary practice that undermines the rights and well-being of a child.
An inclusive classroom is founded on principles of social justice, human rights, and equal access to a
single, inclusive education system (IFP3701, p. 23). It aims to create a welcoming culture where all
learners feel they belong, are valued, and can participate fully in the learning process (IFP3701, p.
23). Bullying, by its nature, actively excludes, marginalizes, and discriminates against a learner. It
violates the principle that all children have a right to learn and need support (IFP3701, p. 23).
Specifically, bullying within an inclusive setting means:
A Violation of Human Rights: It directly contradicts the right to a safe and non-discriminatory
educational environment, which is a fundamental human right enshrined in both international
conventions (like the UNCRC) and the South African Constitution (IFP3701, p. 13). The
school has a responsibility to protect this right.
A Barrier to Learning: Bullying creates an unsafe and hostile learning environment, which is a
severe extrinsic barrier to learning (IFP3701, p. 27). The victim's participation in learning is
reduced, access to the curriculum is hindered, and their holistic development is jeopardized,
exactly what inclusive education seeks to prevent.
A Failure of the System: It indicates that the school's culture, attitudes, and safety measures are
not adequately inclusive. According to the principles of inclusive education, the system must
work to "change attitudes, behaviour, teaching methodologies, curricula and the environment to
meet the needs of all learners" (IFP3701, p. 23). Bullying is a clear sign that these systemic
changes have not been successfully implemented.
Therefore, bullying is a systemic failure to uphold the foundational principles of inclusion: respect
for diversity, equity, safety, and the right to participation for all learners.
, 1.2 Drawing from the case study, discuss four possible causes that may contribute to bullying
among Foundation Phase learners.
Based on the information in the case study, four possible causes contributing to bullying among
learners are:
Negative Home Environment and Social Issues: The case study quotes the principal, Ms.
Wyngaard, who identifies that "children are staying on one street and have their personal issues,
or their parents have issues. The children fight and take that to school" (Case Study). This
suggests that aggression and conflict experienced in the home or community environment are
being replicated at school. These are extrinsic barriers, often rooted in poverty, violence, and
inadequate support services (IFP3701, p. 27). Learners who are themselves victims of violence
may resort to bullying as a learned behavior or a way to exert control in an unpredictable
world.
Inadequate School Management and Lack of Response: The article highlights the mother's
frustration and belief that "the school is not doing anything" (Case Study). This perception, and
potentially the reality, that bullying is "being ignored by both teachers and the school’s
management" (Case Study), can create a culture of impunity. When the school fails to act
decisively, it signals to bullies that their behavior is acceptable and to victims that their safety
is not a priority. This contradicts the teacher's role in creating a safe and inclusive environment
(IFP3701, p. 37).
Lack of Parental Involvement and Communication: The principal mentions that "parents often
fail to attend meetings when called about their children's behaviour" (Case Study). This lack of
cooperation and involvement from parents is a known extrinsic barrier to learning and
development (IFP3701, p. 29). Without a partnership between the school and home, it becomes
extremely difficult to address and modify a child's aggressive behavior, as the positive behavior
support from home is missing.
Poverty and Socio-Economic Factors: Hanover Park is an area with significant socio-economic
challenges. The study guide identifies socio-economic factors (including poverty and
underdevelopment) as a key extrinsic barrier that exposes learners to dangers like violence and
crime (IFP3701, p. 27). Poverty creates chronic stress, frustration, and a lack of resources,
which can manifest as aggression and conflict among young learners who may lack the
emotional maturity to cope constructively.
