DPP1501
ASSIGNMENT 4 2023
, DPP1501/101/0/2023
Assignment 04
Unique number: To be provided online
Due date: To be announced online
THEME: TRANSFORMATIVE ASSESSMENT
THEME: TECHNOLOGY INFUSION (MULTIMEDIA INTEGRATION, ONLINE
INTERACTIONS, COLLABORATIVE ENGAGEMENTS)
This assignment constitutes 25% of the formative assessment for the module.
Question 1
The following questions are based on the implications for the education system: ethos of
inclusivity. Please read page 8 in your study guide before you attempt to answer the questions.
1.1 Explain the ethos of inclusivity (culture of inclusive education) and its implications for the
education system with reference to the following:
1.1.1 Collaboration and support 5 points x 2 marks each = (10)
1.1.2 Teacher training and continuous professional development (CPD)
5 points x 2 marks each = (10)
1.2 Watch the following video about Building South African inclusive school communities and
answer the questions. Press and hold the ctrl button on your computer keyboard, and click on
the link to play the video.
https://www.youtube.com/watch?v=pVVirSdc1Js
If you are unable to access or open the video, please read its transcripts below:
Transcripts
Video 1: Building South African Inclusive School Communities
Narration:
27
, All children have the right to learn. But it’s not only teachers who are responsible for realising
the educational rights of learners. Learners can be in school and class but still not be
included. Ensuring everyone is engaged in meaningful participation will support everyone’s
learning. An inclusive school community embraces many stakeholders. All are integral in
creating a school culture that promotes the development of all learners. Though teachers
can make a significant difference in supporting learners, inclusion in one classroom will
always be limited. Inclusion is possible starting from a clear vision at leadership level, the
involvement of stakeholders and carers and then practical application in the classroom. This
will ensure that policy, culture and practice are aligned.
Maiphepi Ndhlala, principal (Emasangweni Primary School):
The vision is very important to every single member of the school community and the
stakeholders in the school. So we communicate our vision right at the very beginning of the
year, with the parents in our information-sharing meeting, at the beginning of the year. And
then we also communicate our vision to the learners in that each and every single class in
our school has got the mission and the vision of the school pasted on the walls. And we
communicate it also with our partners that are partnering with us as a school. So everybody
knows this vision and we share it with every stakeholder that we are working with.
Narration:
Along with support agencies, the most important stakeholders in a school community are
parents and caregivers.
Gwynne Philander, principal (Ned Dorman High School):
So because schools are located within communities, that community has a vested interest
in what the school needs to serve. So the members of that school governing body need to
be the students; it needs to be the estate staff; it needs to be the teachers; needs to be the
parents. But it also needs to be community members. It needs to be counsellors. It needs
to be people that are working with the community at large who will influence and dictate or
suggest or recommend what would be best for the school. So if our community has a
problem with drugs but we don't have the problem at school, that community member may
influence and suggest, "Hold on. Let's have a drug policy, have a drug awareness
programme"; have these kind of education processes, because the school is a reflection of
the community.
Narration:
The role of parents extends beyond the SGB — even if up to 90% of parents and caregivers
are unemployed.
Dipuo Sithole, HOD Foundation Phase (Bachana Mokwena Primary School):
Yes, it is important to have the community in our teaching to assist us. For an example,
maybe there are some parents who know better football, they know better netball, and they
assist us in that regard. They just volunteer to come to school and then assist our learners
in that. And we've got some of the parents who volunteer just to come and assist us in terms
of homework.
Narration:
Forging relationships with local, national — even international organisations and businesses
— can take a school to a new level.
Cynthia Sherry, learning support/resource teacher (Ned Dorman High School):
We have a situation where we serve communities where gangsterism is fairly rife. But, that
through different stakeholders coming onto the school premises and working hand-in-hand
with the school teacher body, as well as the pupil learner body, we found that it had
transformed the school very positively in that the number of instances had obviously been
reduced.
Narration:
2
ASSIGNMENT 4 2023
, DPP1501/101/0/2023
Assignment 04
Unique number: To be provided online
Due date: To be announced online
THEME: TRANSFORMATIVE ASSESSMENT
THEME: TECHNOLOGY INFUSION (MULTIMEDIA INTEGRATION, ONLINE
INTERACTIONS, COLLABORATIVE ENGAGEMENTS)
This assignment constitutes 25% of the formative assessment for the module.
Question 1
The following questions are based on the implications for the education system: ethos of
inclusivity. Please read page 8 in your study guide before you attempt to answer the questions.
1.1 Explain the ethos of inclusivity (culture of inclusive education) and its implications for the
education system with reference to the following:
1.1.1 Collaboration and support 5 points x 2 marks each = (10)
1.1.2 Teacher training and continuous professional development (CPD)
5 points x 2 marks each = (10)
1.2 Watch the following video about Building South African inclusive school communities and
answer the questions. Press and hold the ctrl button on your computer keyboard, and click on
the link to play the video.
https://www.youtube.com/watch?v=pVVirSdc1Js
If you are unable to access or open the video, please read its transcripts below:
Transcripts
Video 1: Building South African Inclusive School Communities
Narration:
27
, All children have the right to learn. But it’s not only teachers who are responsible for realising
the educational rights of learners. Learners can be in school and class but still not be
included. Ensuring everyone is engaged in meaningful participation will support everyone’s
learning. An inclusive school community embraces many stakeholders. All are integral in
creating a school culture that promotes the development of all learners. Though teachers
can make a significant difference in supporting learners, inclusion in one classroom will
always be limited. Inclusion is possible starting from a clear vision at leadership level, the
involvement of stakeholders and carers and then practical application in the classroom. This
will ensure that policy, culture and practice are aligned.
Maiphepi Ndhlala, principal (Emasangweni Primary School):
The vision is very important to every single member of the school community and the
stakeholders in the school. So we communicate our vision right at the very beginning of the
year, with the parents in our information-sharing meeting, at the beginning of the year. And
then we also communicate our vision to the learners in that each and every single class in
our school has got the mission and the vision of the school pasted on the walls. And we
communicate it also with our partners that are partnering with us as a school. So everybody
knows this vision and we share it with every stakeholder that we are working with.
Narration:
Along with support agencies, the most important stakeholders in a school community are
parents and caregivers.
Gwynne Philander, principal (Ned Dorman High School):
So because schools are located within communities, that community has a vested interest
in what the school needs to serve. So the members of that school governing body need to
be the students; it needs to be the estate staff; it needs to be the teachers; needs to be the
parents. But it also needs to be community members. It needs to be counsellors. It needs
to be people that are working with the community at large who will influence and dictate or
suggest or recommend what would be best for the school. So if our community has a
problem with drugs but we don't have the problem at school, that community member may
influence and suggest, "Hold on. Let's have a drug policy, have a drug awareness
programme"; have these kind of education processes, because the school is a reflection of
the community.
Narration:
The role of parents extends beyond the SGB — even if up to 90% of parents and caregivers
are unemployed.
Dipuo Sithole, HOD Foundation Phase (Bachana Mokwena Primary School):
Yes, it is important to have the community in our teaching to assist us. For an example,
maybe there are some parents who know better football, they know better netball, and they
assist us in that regard. They just volunteer to come to school and then assist our learners
in that. And we've got some of the parents who volunteer just to come and assist us in terms
of homework.
Narration:
Forging relationships with local, national — even international organisations and businesses
— can take a school to a new level.
Cynthia Sherry, learning support/resource teacher (Ned Dorman High School):
We have a situation where we serve communities where gangsterism is fairly rife. But, that
through different stakeholders coming onto the school premises and working hand-in-hand
with the school teacher body, as well as the pupil learner body, we found that it had
transformed the school very positively in that the number of instances had obviously been
reduced.
Narration:
2
