IFP3701
ASSIGNMENT 5 2025
DUE: 27 AUG 2025 (MEMO)
,IFP3701 ASSIGNMENT 5 2025
DUE DATE ASSIGNMENT 05
27 AUGUST 2025
1.1 How can such a disruptive event affect foundation phase learners’ emotional
readiness for learning?
A disruptive event can create fear, insecurity and anxiety, which may lower learners’
confidence and readiness to engage in learning activities. When learners feel unsafe,
they may struggle to concentrate and lose motivation (Study Guide, Learning Unit 2,
p.49; Nel, Nel & Hugo, 2016).
1.2 What signs would you look for to identify learners who are anxious or
distressed after a community incident like this?
Behavioural signs: withdrawal, aggression, refusal to participate.
Emotional signs: crying, irritability, sudden mood swings.
Physical signs: stomach aches, headaches, fatigue without medical reasons.
Academic signs: decline in concentration, loss of interest in learning tasks (Study
Guide, Unit 2.6.2.1, p.121–124; DBE, 2014).
, 1.3 How can you adapt your language and maths lessons to support learners who
missed school due to disruptions?
Provide revision using songs, games, and storytelling.
Use scaffolding (peer support, visual aids, counters).
Simplify and gradually build lessons back to grade level.
Apply differentiated tasks to match learner ability.
Use flexible grouping to allow peer-assisted learning (Study Guide, Unit 2.6.2.2–2.6.2.3,
pp.126–131; Nel et al., 2016).
1.4 In what ways can you help learners feel safe and supported in your classroom
after such a traumatic event?
Establish a predictable daily routine to restore stability.
Provide emotional outlets such as circle time, drawings and storytelling.
Create a positive and inclusive classroom environment.
Reassure learners through consistent teacher support.
ASSIGNMENT 5 2025
DUE: 27 AUG 2025 (MEMO)
,IFP3701 ASSIGNMENT 5 2025
DUE DATE ASSIGNMENT 05
27 AUGUST 2025
1.1 How can such a disruptive event affect foundation phase learners’ emotional
readiness for learning?
A disruptive event can create fear, insecurity and anxiety, which may lower learners’
confidence and readiness to engage in learning activities. When learners feel unsafe,
they may struggle to concentrate and lose motivation (Study Guide, Learning Unit 2,
p.49; Nel, Nel & Hugo, 2016).
1.2 What signs would you look for to identify learners who are anxious or
distressed after a community incident like this?
Behavioural signs: withdrawal, aggression, refusal to participate.
Emotional signs: crying, irritability, sudden mood swings.
Physical signs: stomach aches, headaches, fatigue without medical reasons.
Academic signs: decline in concentration, loss of interest in learning tasks (Study
Guide, Unit 2.6.2.1, p.121–124; DBE, 2014).
, 1.3 How can you adapt your language and maths lessons to support learners who
missed school due to disruptions?
Provide revision using songs, games, and storytelling.
Use scaffolding (peer support, visual aids, counters).
Simplify and gradually build lessons back to grade level.
Apply differentiated tasks to match learner ability.
Use flexible grouping to allow peer-assisted learning (Study Guide, Unit 2.6.2.2–2.6.2.3,
pp.126–131; Nel et al., 2016).
1.4 In what ways can you help learners feel safe and supported in your classroom
after such a traumatic event?
Establish a predictable daily routine to restore stability.
Provide emotional outlets such as circle time, drawings and storytelling.
Create a positive and inclusive classroom environment.
Reassure learners through consistent teacher support.
