DPP1501 ASSIGNMENT 3 2026
DUE 10 JULY 2026
QUESTION 1: Embracing Diversity at Puleng Primary School
a. What initiatives has Puleng Primary School introduced to promote inclusivity?
Multilingual assistance programmes, cultural exchange opportunities, and a curriculum
that integrates cultural awareness into subjects such as Social Studies, Arts and
Literature (Assignment 3, p. 5).
b. How does/can the school address language barriers between the learners?
The school can address language barriers by implementing multilingual assistance
programmes where learners are supported in their home languages while also receiving
help to improve their proficiency in the language of learning and teaching (Assignment
3, p. 5). The CAPS guidelines also emphasise that "In responding to the diversity of
learner needs in the classroom, it is imperative to ensure differentiation in curriculum
delivery to enable access to learning for all learners" (CAPS Guidelines, p. 2). Also,
teachers can use visual aids, gestures, and peer support to help learners who struggle
with language.
,c. What role could parents and guardians play in fostering inclusivity?
Parents and guardians can play a vital role in fostering inclusivity by sharing information
about their children's cultural backgrounds, languages, and learning needs with the
school. As the study guide states, "Parents are sources of information regarding the
difficulties their children experience. If teachers listen to and work closely together with
parents, they are more likely to make a positive difference to a child's schooling
experience" (Study Guide, p. 17). Parents can also participate in school activities,
volunteer in classrooms, and help organise cultural events that celebrate diversity. The
CAPS guidelines note that support can be accessed "at community level: Parents/care
givers, other professionals, Universities and Non-Governmental Organizations" (CAPS
Guidelines, p. 22).
d. How does/can the school ensure that African cultures are well represented in
the curriculum?
The school can ensure African cultures are well represented by including African
stories, histories, traditions, and contributions in subjects like Social Studies, Arts and
Literature. Teachers can invite community members to share their knowledge and
cultural practices. The curriculum should reflect the diversity of South Africa's
indigenous cultures, including traditional music, dance, art, and oral histories. The
CAPS guidelines state that "teachers are encouraged to modify the content to some
extent to help learners reach the attain knowledge, skills and competencies" (CAPS
Guidelines, p. 5). As the study guide emphasises, inclusive education in Africa is
"embedded in Ubuntu which is underpinned by humanness, interdependence and
communalism" (Study Guide, p. 16).
, e. What challenges do you think learners face, owing to cultural diversity?
Learners may face somechallenges due to cultural diversity, including
Language barriers that make it difficult to understand lessons and communicate with
peers
Cultural misunderstandings that can lead to conflict or exclusion
Difficulty fitting in or feeling accepted when their cultural practices differ from the
mainstream
Stereotyping and discrimination based on cultural background
Feeling that their culture is not valued or represented in the school environment
As the CAPS guidelines explain, "If teachers are not responsive to these needs and
provide the necessary support learners may experience barriers to learning" (CAPS
Guidelines, p. 3).
f. How can the school support teachers in handling diversity in the classroom?
The school can support teachers by providing professional development workshops on
inclusive teaching practices and cultural awareness. As noted in the study guide,
"teachers' skills, capacity and expertise should continually be sharpened before they
can start their teaching career and continuously developed throughout their teaching
career" (Study Guide, p. 18). The CAPS guidelines state that "teachers need to find
ways that ensure participation of all learners in learning" (CAPS Guidelines, p. 8). The
school can also create a School-Based Support Team (SBST) to help teachers share
strategies and resources for managing diverse classrooms.
DUE 10 JULY 2026
QUESTION 1: Embracing Diversity at Puleng Primary School
a. What initiatives has Puleng Primary School introduced to promote inclusivity?
Multilingual assistance programmes, cultural exchange opportunities, and a curriculum
that integrates cultural awareness into subjects such as Social Studies, Arts and
Literature (Assignment 3, p. 5).
b. How does/can the school address language barriers between the learners?
The school can address language barriers by implementing multilingual assistance
programmes where learners are supported in their home languages while also receiving
help to improve their proficiency in the language of learning and teaching (Assignment
3, p. 5). The CAPS guidelines also emphasise that "In responding to the diversity of
learner needs in the classroom, it is imperative to ensure differentiation in curriculum
delivery to enable access to learning for all learners" (CAPS Guidelines, p. 2). Also,
teachers can use visual aids, gestures, and peer support to help learners who struggle
with language.
,c. What role could parents and guardians play in fostering inclusivity?
Parents and guardians can play a vital role in fostering inclusivity by sharing information
about their children's cultural backgrounds, languages, and learning needs with the
school. As the study guide states, "Parents are sources of information regarding the
difficulties their children experience. If teachers listen to and work closely together with
parents, they are more likely to make a positive difference to a child's schooling
experience" (Study Guide, p. 17). Parents can also participate in school activities,
volunteer in classrooms, and help organise cultural events that celebrate diversity. The
CAPS guidelines note that support can be accessed "at community level: Parents/care
givers, other professionals, Universities and Non-Governmental Organizations" (CAPS
Guidelines, p. 22).
d. How does/can the school ensure that African cultures are well represented in
the curriculum?
The school can ensure African cultures are well represented by including African
stories, histories, traditions, and contributions in subjects like Social Studies, Arts and
Literature. Teachers can invite community members to share their knowledge and
cultural practices. The curriculum should reflect the diversity of South Africa's
indigenous cultures, including traditional music, dance, art, and oral histories. The
CAPS guidelines state that "teachers are encouraged to modify the content to some
extent to help learners reach the attain knowledge, skills and competencies" (CAPS
Guidelines, p. 5). As the study guide emphasises, inclusive education in Africa is
"embedded in Ubuntu which is underpinned by humanness, interdependence and
communalism" (Study Guide, p. 16).
, e. What challenges do you think learners face, owing to cultural diversity?
Learners may face somechallenges due to cultural diversity, including
Language barriers that make it difficult to understand lessons and communicate with
peers
Cultural misunderstandings that can lead to conflict or exclusion
Difficulty fitting in or feeling accepted when their cultural practices differ from the
mainstream
Stereotyping and discrimination based on cultural background
Feeling that their culture is not valued or represented in the school environment
As the CAPS guidelines explain, "If teachers are not responsive to these needs and
provide the necessary support learners may experience barriers to learning" (CAPS
Guidelines, p. 3).
f. How can the school support teachers in handling diversity in the classroom?
The school can support teachers by providing professional development workshops on
inclusive teaching practices and cultural awareness. As noted in the study guide,
"teachers' skills, capacity and expertise should continually be sharpened before they
can start their teaching career and continuously developed throughout their teaching
career" (Study Guide, p. 18). The CAPS guidelines state that "teachers need to find
ways that ensure participation of all learners in learning" (CAPS Guidelines, p. 8). The
school can also create a School-Based Support Team (SBST) to help teachers share
strategies and resources for managing diverse classrooms.
