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  • University Of South Africa
  • IFP3701 (IFP3701)
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IFP3701 Assignment 6 (Portfolio) 2025 (Answer Guide) - Due 20 October 2025

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IFP3701 Assignment 6 (Portfolio) 2025 (Answer Guide) - Due 20 October 2025 VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER PLAGARIZE. Thank you and success in your academics. UNISA, 2025 Contents QUESTION 1A — BARRIERS TO LEARNING OBSERVED 3 Short interpretive commentary (optional paragraph below table) 8 QUESTION 1B – GIFTEDNESS AS AN INTRINSIC BARRIER TO LEARNING 8 Short analytical paragraph (optional below table) 9 QUESTION 2 – WORKSHOP MANUAL 1: CURRICULUM DIFFERENTIATION IN MATHEMATICS 10 Title: 10 Aim: 10 Duration: 10 Introduction: 10 Reflection: 11 Case Studies (4 short scenarios, ≤6 lines each): 11 Questions for Discussion: 12 Feedback: Accommodating Different Learning Styles (examples) 12 Teacher Activities (Interactive, engaging & practical): 12 Conclusion: 13 Addendum 1 – Sample Differentiated Mathematics Lesson Plan (Grade 2) 13 Addendum 2 – Example Individual Support Plan (ISP) for a Mathematics Learner 14 QUESTION 2 – WORKSHOP MANUAL 2: CURRICULUM DIFFERENTIATION IN READING 15 Title: 15 Aim: 15 Duration: 15 Introduction: 15 Reflection: 16 Case Studies (4 short scenarios): 16 Questions for Discussion: 17 Feedback: Accommodating Different Learning Styles (examples) 17 Teacher Activities (Interactive, collaborative, and reflective): 17 Conclusion: 18 Addendum 1 – Sample Differentiated Reading Lesson Plan (Grade 2) 18 Addendum 2 – Example Individual Support Plan (ISP) for a Reading Learner 19 Conclusion Summary for Submission: 20 REFERENCES 20   QUESTION 1A — BARRIERS TO LEARNING OBSERVED Barrier type Impact on learner Two ways other teachers addressed the barrier Your suggestion for the SMT 1. Systemic Barrier – Overcrowded classrooms Learners struggle to receive individual attention; noise and limited resources make it difficult for slower learners to follow lessons effectively. (1) Teachers use group work and peer-assisted learning to ensure all learners engage; (2) They employ differentiated worksheets and rotate support among groups during lessons. SMT should advocate for additional teacher aides or interns through the Department of Basic Education and ensure timetabling allows smaller group sessions for literacy and numeracy (Department of Basic Education, 2014). 2. Societal Barrier – Poverty and food insecurity Hungry learners show low concentration, fatigue, and absenteeism, reducing academic progress. (1) Teachers encourage learners to eat at the feeding scheme before lessons; (2) They adapt tasks requiring minimal stationery and use locally available materials. SMT should strengthen links with community organisations and the National School Nutrition Programme to ensure consistent feeding and access to stationery (Department of Basic Education, 2014).

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,1|Page


IFP3701 Assignment 6 (Portfolio) 2025 (Answer Guide) - Due 20 October 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025



Contents
QUESTION 1A — BARRIERS TO LEARNING OBSERVED .................................................3
Short interpretive commentary (optional paragraph below table) ...................................8
QUESTION 1B – GIFTEDNESS AS AN INTRINSIC BARRIER TO LEARNING ..................8
Short analytical paragraph (optional below table) .............................................................9
QUESTION 2 – WORKSHOP MANUAL 1: CURRICULUM DIFFERENTIATION IN
MATHEMATICS ......................................................................................................................... 10
Title: ....................................................................................................................................... 10
Aim: ........................................................................................................................................ 10
Duration: ................................................................................................................................ 10
Introduction:.......................................................................................................................... 10
Reflection: ............................................................................................................................. 11
Case Studies (4 short scenarios, ≤6 lines each): ............................................................. 11
Questions for Discussion:................................................................................................... 12
Feedback: Accommodating Different Learning Styles (examples) ................................ 12
Teacher Activities (Interactive, engaging & practical): .................................................... 12
Conclusion: ........................................................................................................................... 13
Addendum 1 – Sample Differentiated Mathematics Lesson Plan (Grade 2) ................. 13
Addendum 2 – Example Individual Support Plan (ISP) for a Mathematics Learner ..... 14
QUESTION 2 – WORKSHOP MANUAL 2: CURRICULUM DIFFERENTIATION IN READING
.................................................................................................................................................... 15
Title: ....................................................................................................................................... 15
Aim: ........................................................................................................................................ 15
Duration: ................................................................................................................................ 15
Introduction:.......................................................................................................................... 15
Reflection: ............................................................................................................................. 16
Case Studies (4 short scenarios): ...................................................................................... 16

, 2|Page


Questions for Discussion:................................................................................................... 17
Feedback: Accommodating Different Learning Styles (examples) ................................ 17
Teacher Activities (Interactive, collaborative, and reflective): ....................................... 17
Conclusion: ........................................................................................................................... 18
Addendum 1 – Sample Differentiated Reading Lesson Plan (Grade 2) ......................... 18
Addendum 2 – Example Individual Support Plan (ISP) for a Reading Learner............. 19
Conclusion Summary for Submission:.............................................................................. 20
REFERENCES ........................................................................................................................... 20

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