BPT1501
ASSIGNMENT 3 SEMESTER 2 2025
UNIQUE NO.
DUE DATE: 2025
, Being a Professional Teacher
QUESTION 1
Do you think our curriculum caters for the needs of all students? Explain, with
examples, who benefits and who does not. (One paragraph)
While national curricula aim for equity, in practice they often privilege a “typical” learner
profile one who is fluent in the language of learning and teaching (LoLT), has consistent
access to textbooks/devices, learns well through lecture-plus-notes, and performs under
time-pressured, summative assessments. This narrows access for multilingual learners,
neurodiverse learners (e.g., ADHD, autism, dyslexia), learners with disabilities (sensory,
physical, or cognitive), and those from resource-constrained homes where homework
support or reliable connectivity is limited. For example, a Grade 9 Natural Sciences test
that is solely text-heavy and time-limited benefits fluent readers with strong working
memory, but disadvantages an equally capable dyslexic learner who understands
concepts better through diagrams and oral explanation. Likewise, pace-driven coverage
can leave behind learners who need scaffolding and extended time, while high-stakes
exams without alternatives like projects, oral presentations, or portfolios undervalue
skills demonstrated in other modalities. In short, the curriculum most benefits
neurotypical, LoLT-proficient, well-resourced learners and systematically underserves
multilingual, neurodiverse, disabled, and economically disadvantaged learners who
require flexibility in pace, input/output modes, and assessment types.
QUESTION 2
Refer to the image above and illustrate at least six strategies you would use to
assist an academically challenged learner. Explain why you chose each strategy
and how it benefits the learner.
1. Differentiated tasks (content, process, product)
Why: Learners have varied readiness levels and interests; a single “one-size”
ASSIGNMENT 3 SEMESTER 2 2025
UNIQUE NO.
DUE DATE: 2025
, Being a Professional Teacher
QUESTION 1
Do you think our curriculum caters for the needs of all students? Explain, with
examples, who benefits and who does not. (One paragraph)
While national curricula aim for equity, in practice they often privilege a “typical” learner
profile one who is fluent in the language of learning and teaching (LoLT), has consistent
access to textbooks/devices, learns well through lecture-plus-notes, and performs under
time-pressured, summative assessments. This narrows access for multilingual learners,
neurodiverse learners (e.g., ADHD, autism, dyslexia), learners with disabilities (sensory,
physical, or cognitive), and those from resource-constrained homes where homework
support or reliable connectivity is limited. For example, a Grade 9 Natural Sciences test
that is solely text-heavy and time-limited benefits fluent readers with strong working
memory, but disadvantages an equally capable dyslexic learner who understands
concepts better through diagrams and oral explanation. Likewise, pace-driven coverage
can leave behind learners who need scaffolding and extended time, while high-stakes
exams without alternatives like projects, oral presentations, or portfolios undervalue
skills demonstrated in other modalities. In short, the curriculum most benefits
neurotypical, LoLT-proficient, well-resourced learners and systematically underserves
multilingual, neurodiverse, disabled, and economically disadvantaged learners who
require flexibility in pace, input/output modes, and assessment types.
QUESTION 2
Refer to the image above and illustrate at least six strategies you would use to
assist an academically challenged learner. Explain why you chose each strategy
and how it benefits the learner.
1. Differentiated tasks (content, process, product)
Why: Learners have varied readiness levels and interests; a single “one-size”
