RFP 2601
PORTFOLIO
2022
, QUESTION 1
1.1 School Governing Bodies (SGBs) have the power to determine a school’s language
policy. This is set out in the Schools Act, and has been confirmed in case law in the
Constitutional Court. The courts have also held that the HOD can intervene in the
language policy of a school, under reasonable grounds, in order to uphold the learners’
right to education. Section 29(2) of the Bill of Rights provides that everyone has the right
to receive education in the language of their choice where reasonably practical, taking
into account the need for historical redress because of past racially discriminatory laws
under apartheid. In addition to this, the language policy of the school must take into
account the broader needs of the community in which the school is located.
1.2 The education level of the parents and their expectations connected to the future of
their children – what they expect them to reach professionally – represent important
influences in the academic performance, especially in reading. Parents with better
education level show a greater interest in their children reaching a similar education
level and, hence, tend to be more aware of their studies (i.e.: they help with their
homework). This influence is greater during the student’s childhood than in their
adolescence. Parents’ expectations also show a degree of expected influence since
there is a connection between the commitment to their children’s education and the
control actions taken so students can reach their goals. Inadequate/shortage reading
materials have great negative impact on the reading performance of children. For better
performance children should be exposed to a variety of reading material. This allows
them to spend a great amount of time surrounded by reading environment.
QUESTION 2
2.1 Phonemic awareness is the conscious awareness that spoken words comprise
individual sounds. It is the ability to perceive spoken words as a sequence of sounds. It
is needed before phonics instruction so that reading will make sense. Phonemic
awareness has a strong relationship to reading as a predictor of possible reading
failure. For some children, learning phonemic awareness skills may bridge a critical gap
PORTFOLIO
2022
, QUESTION 1
1.1 School Governing Bodies (SGBs) have the power to determine a school’s language
policy. This is set out in the Schools Act, and has been confirmed in case law in the
Constitutional Court. The courts have also held that the HOD can intervene in the
language policy of a school, under reasonable grounds, in order to uphold the learners’
right to education. Section 29(2) of the Bill of Rights provides that everyone has the right
to receive education in the language of their choice where reasonably practical, taking
into account the need for historical redress because of past racially discriminatory laws
under apartheid. In addition to this, the language policy of the school must take into
account the broader needs of the community in which the school is located.
1.2 The education level of the parents and their expectations connected to the future of
their children – what they expect them to reach professionally – represent important
influences in the academic performance, especially in reading. Parents with better
education level show a greater interest in their children reaching a similar education
level and, hence, tend to be more aware of their studies (i.e.: they help with their
homework). This influence is greater during the student’s childhood than in their
adolescence. Parents’ expectations also show a degree of expected influence since
there is a connection between the commitment to their children’s education and the
control actions taken so students can reach their goals. Inadequate/shortage reading
materials have great negative impact on the reading performance of children. For better
performance children should be exposed to a variety of reading material. This allows
them to spend a great amount of time surrounded by reading environment.
QUESTION 2
2.1 Phonemic awareness is the conscious awareness that spoken words comprise
individual sounds. It is the ability to perceive spoken words as a sequence of sounds. It
is needed before phonics instruction so that reading will make sense. Phonemic
awareness has a strong relationship to reading as a predictor of possible reading
failure. For some children, learning phonemic awareness skills may bridge a critical gap
