INC3701 Assignment 4 (QUALITY ANSWERS) 2025

This document contains workings, explanations and solutions to the INC3701 Assignment 4 (QUALITY ANSWERS) 2025. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4... Discuss how the following legislations and policies effectively accommodate the diverse needs of learners who experience barriers to learning in the school enviro 1.1 The Constitution of South Africa (Act 108 of 1996) [5] 1.2. The Convention on the rights of the child [5] 1.3. Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001) [5] 1.4. The School Nutrition Policy of 2013 [5] [20] Question 2 Read the paragraph below and answer question 3. Support Needs Assessment 1(SNA1) form Inclusive education aims to provide all learners, regardless of their abilities or barriers, with equal opportunities to access quality education. However, effectively identifying and supporting learners who experience challenges requires a structured and systematic approach. The Screening, Identification, Assessment and Support (SIAS) policy provides tools to guide educators in addressing these needs. One such tool is the SNA1 form, designed to document initial observations and interventions for learners experiencing barriers to learning. To better understand its role in the SIAS process, we need to explore key aspects of this form, such as its purpose, intended users, the timing of completion, the type of information it records, its significance, the submission process and related documentation. What is the purpose of this form? Mention two purposes (2X2=4) Who is it for? Mention two people and why? (2X2=4) What information does the form record? (What are the various sections?) (1X4=4) Why is this information important? (1X4=4)When submitting SNA1 forms to the district, you must include two related supporting documents. Indicate which documents are required and explain their importance. Read the scenario and answer the questions that follow: Ms Selepe is teaching a lesson about the solar system. She starts her lesson by taking the class outside. They stand with their eyes closed and she lets them feel the warmth of the sun on their skin while she explains to them about the sun and the solar system. Next, she models the position of the planets and their orbit around the sun with groups of learners becoming different planets. They go back into class where Ms Selepe and the class talk about and reproduce their active model visually on the board. Then the class works in groups to remember and note down the key points they remember from her outdoor explanation. Ms Selepe gives them a choice board for a project they will work on in small groups over the next few weeks to learn more about the solar system. A choice board, also known as a learning menu or a choice menu, is an instructional tool used in education to provide students with options for how they can demonstrate their understanding of a particular topic or concept. It is a visual organiser that presents students with a range of tasks or activities, typically related to a specific subject or learning goal. Choice boards are designed to accommodate diverse learning styles, interests and abilities, allowing students to select activities that align with their preferences and strengths. 7 2.1 What is the significance of Ms Selepe taking the class outside and letting them feel the warmth of the sun on their skin as she teaches about the solar system? [3] 2.2 Why does Ms Selepe have the class work in groups to remember and note down key points from her outdoor explanation? [3] 2.3 Mention three modes or forms the learners used in Ms Selepe's lesson and give examples from the scenario. [6] 2.4. Describe peer learning using an example from the scenario. [4] 2.5. In a paragraph, explain cooperative learning and how will it benefit learners in MS Selepe class. [4] [20] Question 3 There are several values that educators often refer to when they talk about inclusive classroom communities. In a paragraph, explain to a colleague the importance and impact of the following values in an inclusive classroom: 3.1. Responsibility [5] 3.2. Respect [5] 3.3. Inclusivity [5] 3.4. Adaptability [5] [20] Question 4 Read the case study about Ms Zandi and then answer the following questions. Ms Zandi is the Grade 4 Social Science teacher at an urban school. She has 40 learners in her class who come from diverse backgrounds. Over the first term of the year, she has acquired an in-depth knowledge of her learners. She has become aware of the diversity amongst them in terms of language proficiency, reading and writing competence, interests, learning preferences, learning behaviours, attitudes to learning, motivational levels, prior knowledge and levels of achievement in 8 numeracy. She has one learner, Mbali, who is hearing impaired and underperforms in Social Sciences. Ms Zandi believes that Mbali can do better if given support. Three learners are new to the school. From her assessments, Ms Zandi realises that they are functioning below the grade level in Social Sciences. They have not mastered a lot of the content and skills in the Grade 2 and 3 Social Sciences curricula. They are struggling with reading and writing skills in the language of teaching and learning, which is English. Although they are working hard, they need to be closely supervised especially during group work, or they become playful and do not focus on the task at hand. Ms Zandi has four learners in her class who are highly motivated and have a special liking for, curiosity about, and interest in Social Sciences. Ms Zandi tries her best to stimulate them and provide them with a more enriching and expanded curriculum. Njabulo appears to have developmental delays and, speaking to his previous teachers, she learns that he has made progress but is below the grade level in most subjects. In addition, she has Karabo in her class, a pleasant child who tries hard when Ms Zandi works with him individually. He enjoys practical activities and working with manipulatives but is easily distracted. He has gaps in Social Sciences learning and has not mastered some of the content in the Grade 2 and 3 curricula. 4.1. What challenges does Ms Zandi face with the three new learners in her class? [3] 4.2. Which support do you think Mbali should be given and why? [3] 4.3. How would you support the four highly motivated learners in Ms Zandi's class who have a special interest in Social Sciences? Mention four ways. [4] 4.4 Identify five strategies you would suggest to Ms Zandi to ensure that all learners are included and that they are not prejudged based on how they are grouped. Discuss the theory of constructivism as it is outlined in the Curriculum and Assessment Policy Statement (CAPS), focusing on how it emphasises active learner involvement in the learning process. Your response must be structured under the following three subheadings: • Constructivism (5) • the role of active learner involvement in the learning process (5) • the teacher's role in promoting it. (5) (15) Critically discuss the roles and differences among ordinary schools, full-service schools, and special schools as outlined in Education White Paper 6 (DoE, 2001). In your response, you must structure your discussion under the following three subheadings and highlight how departmental provisioning influences the support provided in each type of school. (15) • ordinary schools (5) • full-service schools (5) • special schools (5) Discuss how the CSTL framework aligns with the global Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063. In your response, address the following: • How CSTL supports the achievement of selected SDGs and the goals of the African Agenda 2063.(7) • The role of CSTL in addressing poverty, reducing inequalities, and improving the well-being of learners.(7) • The relevance of CSTL to inclusive, equitable, and sustainable education and development(.6) Question 5 Watch the following YouTube video: Learning in South Africa's Multilingual Classrooms ( Video transcripts are provided hereunder, in case you experience challenges accessing the video on the internet or Announcements. Narration: Children develop ideas about the world through language. They also express their understanding through language, so language is crucial to learning. Research clearly shows that children learn best in a language that is familiar to them. It therefore follows that children learn better in their home language. The average South African classroom is, however, multilingual. Home languages are generally used from Grades R–3; after this, there's a sudden switch to English. However, the majority of learners do not have the English proficiency needed to learn in this language. Itumeleng Mashego, Grade 4 teacher / HOD Languages (Emasangweni Primary School): Most of the learners, are from indigenous language backgrounds, and then when they come to Grade 4 all the subjects are being done in English and that transition to Grade 4 —when they now must be doing everything in English—that's when we experience some problems. You'll find that they skip vowels, or else some of them skip consonants. So that's when now, we need to help them. Narration: The language used for instruction can be a big barrier to inclusivity, affecting learners' progression throughout their basic education. This especially applies to children from disadvantaged backgrounds. Language Supportive Learning is a way of addressing this problem. This requires an understanding of how to use scaffolding strategies to support learning by breaking up learning into manageable chunks. This approach requires an understanding of what learners can do and what they may have difficulties with. 10 Scaffolding strategies involve understanding learners and their current learning needs and these strategies support meaning and understanding in achievement and meeting learning outcomes. Scaffolding strategies support all learners, though in different ways. An example of a scaffolding strategy may be for a teacher to use the home or familiar language to explain a concept or may be encouraging a learner to respond in their familiar language. Nonhlanhla Moleli, Grade 4 teacher (Emasangweni Primary School): So, I apply multilingualism in my class. Normally what we do is that we write a sentence in English and then we follow with their own native languages. It does help a lot by using different languages because that's what they know. It's their language, their mother tongue. So, it's easier for them to understand it better. I used to teach English; I use flashcards written in different languages and the buddy system where they help each other in the class. The ones that are more advanced help these ones with their learning difficulties. And then I also have a reading corner in my class, and we have the writing. I write a sentence in English, and they have to translate that into their own language. Scaffolding is very important in class because that's where, as a teacher, you break down the lesson. Scaffolding is making things easier for the learner so that they can understand. Not that you are changing the questions, the questions are there, but you're just accommodating everyone. Even those who have difficulties will be able to answer. Narration: Language Supportive Learning uses a familiar language to access the curriculum. This language is also used as a resource to scaffold learners' English language development. Scaffolding provides the incentive for learners to take a more active role in their own learning. With a teacher's support, they can take up the challenge of moving beyond their current skill and knowledge levels. Research suggests multilingual children are more creative, better problem solvers and critical thinkers. Using learners' languages in the classroom enhances their self-esteem. Language is also a carrier of culture and identity. Today, decolonisation is a priority. Including languages and knowledge from Africa will empower both teachers and learners. Chiara Baumann Getting an education is fundamental to moving our young people out of poverty and into economic opportunity. So why are we struggling to ensure children make it all the way through school? Perhaps it's because we fail to see what they're up against each and every day. As a country we have committed to greater access to education for all children. The importance of early childhood education (the first five years of a child's life) to improve children's capacity to learn and thrive is now firmly on the national agenda. Even the significance of prenatal care is making inroads in our attempt to give children the best start in life right from conception. But what use are these building blocks if we are not investing the same amount of energy and forward-thinking into keeping our children in school? Studies show that over the course of primary and secondary school, we lose 45 percent of learners they never make it to Grade 12, much less write a matric exam. While it may be legal in South Africa to exit the school system at the end of Grade 9, we know that young people without a matric are those who struggle most to find a job. To make matters worse, further educational opportunities are scarce for those who don't matriculate only one percent of learners who drop out of school go on to study at colleges. We have now reached a situation where more than half of young people are unemployed, and almost a third of all youth are out of employment, training and education opportunities. Such high levels of economic exclusion lead to crime and social instability that keeps mounting over time. Dropout is therefore not an individual problem, it's a challenge that affects us all. 7 For many, the term