DPP1501 Assignment 3 (QUALITY ANSWERS) 2025

This document contains workings, explanations and solutions to the DPP1501 Assignment 3 (QUALITY ANSWERS) 2025. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4.... Question 1 Read the case study below to answer the questions that follow. Case Study: Addressing Bullying in Primary School Bullying is a pervasive issue in primary schools, affecting learners’ well-being and academic performance. Malebo Primary School, a medium-sized institution with approximately 800 learners, has been grappling with a rising incidence of bullying among its learners. The bullying ranges from verbal taunts and exclusion to more severe instances of physical aggression. The school’s administration has recognised the urgency of addressing this issue and has initiated various anti-bullying programmes. Ongoing evaluation and adjustments to the school’s strategies are essential to ensure a sustainable and effective anti-bullying programme. The school has implemented a peer mediation programme, counselling services, and a structured disciplinary system to address bullying incidents promptly. Awareness campaigns, including guest speakers and workshops, are organised throughout the academic year to educate learners about the impact of bullying. Learners can report bullying incidents to teachers, school counsellors, or through an anonymous online reporting system. Malebo Primary School is therefore actively working to create a safe and inclusive environment for its learners by employing a multifaceted approach to address and prevent bullying. Disciplinary actions for DPP1501/102/0/2025 8 bullying may include counselling, parental involvement, and, in severe cases, suspension or expulsion. The parents are informed about the school’s anti-bullying policies during orientation sessions and through regular communication. Workshops and informational sessions are organised for parents, providing them with resources and guidance on addressing bullying and supporting their children emotionally. Overall, Malebo Primary School promotes a positive culture by means of anti-bullying campaigns, character education programmes, and initiatives that celebrate diversity. The school communicates its anti-bullying policies through regular assemblies, newsletters, and the school’s website. Teachers and staff undergo annual training sessions focused on recognising signs of bullying, effective intervention strategies, and creating a safe and inclusive classroom environment. Teachers also discuss these policies in the classroom. Victims receive immediate support from the school counsellors, and a buddy system is in place to connect them with a supportive peer. Empathy-building activities, such as group projects and team-building exercises, are integrated into the curriculum to foster positive relationships. (Adapted from Basic Education, 2012) Answer the following questions based on the case study. 1.1 How does Malebo Primary School identify instances of bullying among its learners? (2) 1.2 What reporting mechanisms exist for learners who witness or experience bullying? (2) 1.3 How does the school communicate its anti-bullying policies and procedures to learners, parents and staff? (2) 1.4 What efforts are made to raise awareness about the consequences of bullying within the school community? (2) 1.5 What specific intervention strategies has the school implemented to address bullying incidents? (2) DPP1501/102/0/2025 9 1.6 How are teachers and staff trained to recognise and respond effectively to bullying situations? (2) 1.7 What support systems are in place for victims of bullying, and how does the school ensure their well-being? (2) 1.8 How does the school handle disciplinary actions for learners engage in bullying behaviours? (2) 1.9 What preventive measures has the school put in place to create a positive and inclusive school culture? (2) 1.10 How does Malebo Primary School promote empathy and understanding among learners to prevent bullying? (2) 1.11 How does the school involve parents in addressing and preventing bullying incidents? (4) [24] Question 2 2.1 Read the information in learning unit 1 of the study guide to answer the following questions. 2.1.1 Define extrinsic barriers to learning. Give two examples and briefly explain how they impact educational outcomes. (6) 2.1.2 How can educational institutions address extrinsic barriers to promote inclusivity and equal learning opportunities? (5) 2.1.3 How do extrinsic barriers affect lifelong learning, and what strategies can individuals employ to overcome these obstacles? (5) 2.2 Answer the following questions about collaboration and support in inclusive education settings: 2.2.1 Why is collaboration important in inclusive education settings? (2) 2.2.2 How can teachers support collaboration in inclusive classrooms? (2) 2.2.3 What role do support staff play in inclusive education? (2) 2.2.4 How can technology enhance collaboration in inclusive education? (2) DPP1501/102/0/2025 10 2.2.5 What are the benefits of a collaborative and supportive approach to inclusive education? (2) 2.3 Read the following scenario provided below and answer the questions about strategies to support learners with reading difficulties. Scenario: Difficulties with reading skills significantly hinder learners’ academic progress, making it crucial to identify reading challenges early and implement effective intervention strategies. Common reading errors include omissions, insertions, substitutions, repetitions, mispronunciations, and reading word by word. Additionally, many learners struggle with understanding the meaning of what they read. (Adapted from: Teaching for All, 2019:105) 2.3.1 What are some effective ways to identify reading difficulties early? (2) 2.3.2 How can teachers tailor interventions to meet individual learners’ needs? (2) 2.3.3 What role does phonics instruction play in supporting struggling readers? (2) 2.3.4 How can teachers encourage reading comprehension in learners who struggle to understand the meaning of text? (2) 2.3.5 What classroom strategies can help create a supportive environment for learners with reading difficulties? (2) [36] DPP1501/102/0/2025 11 Question 3 Answer the following questions based on learning unit 4 of the study guide. Please read the study guide content before answering the questions. You are, however, not expected to copy and paste from the study guide, but instead to read extensively from other sources of information to answer the questions. 3.1 Discuss, in only two paragraphs, how the curriculum can be modified to accommodate diverse learning styles. (10) 3.2 Discuss how the learning environment can be modified to accommodate learners with disabilities, with reference to the following factors: 3.2.1 Accessible physical environment (5) 3.2.2 Adaptive technology (5) 3.2.3 Flexible instructional material (5) 3.2.4 Alternative assessment methods (5) 3.2.5 Universal design for learning (UDL) (5) 3.2.6 Social and emotional support (5)