,IFP3701 – Assignment 6 PORTFOLIO (2025)
Question 1A:
Barriers to Learning
During my teaching practice in 2025, I observed several barriers to learning that
hindered learners’ access to education. These barriers can be classified as systemic,
societal, pedagogic, and intrinsic, each affecting learners differently. Below I reflect
on one specific learner for each barrier, how teachers attempted to support them,
and my suggestions for the school management team (SMT).
Systemic barrier
One of the most evident systemic barriers was overcrowded classrooms. I
observed a learner who consistently struggled to complete tasks because the
teacher could not provide adequate one-on-one support. This learner often displayed
low self-confidence and anxiety due to lack of attention, a challenge that research
shows is common in South African schools with high learner–teacher ratios (Nel et
al., 2016). To manage this, teachers created peer learning groups where stronger
learners assisted weaker peers, and they also provided differentiated worksheets so
that learners could complete tasks at their own level. However, these measures were
not always sufficient. I recommend that the SMT advocate for additional posts
through the Department of Education and consider implementing co-teaching or
assistant teacher programmes to relieve pressure. Education White Paper 6 (2001)
highlights that systemic support is essential to create enabling learning
environments, and this principle should guide management’s interventions.
Societal barrier
Another learner I encountered faced poverty and lack of resources as a societal
barrier. This learner frequently came to school without lunch and often appeared
fatigued, which significantly reduced concentration levels and academic
performance. Poverty-related barriers are known to limit learners’ ability to benefit
from education fully (Donald, Lazarus & Lolwana, 2010). Teachers attempted to
assist by linking the learner to the school feeding scheme and by adapting
homework tasks so that they required minimal resources, for example encouraging
oral storytelling instead of written assignments. For long-term sustainability, I suggest
that the SMT strengthen school–community partnerships by collaborating with
, NGOs, local businesses, and government departments to expand feeding
programmes and sponsor drives. The SIAS Policy (DBE, 2005) emphasizes that
effective collaboration with external stakeholders is crucial for supporting vulnerable
learners.
Pedagogic barrier
A third learner in the class experienced a language of learning and teaching
(LoLT) mismatch. As a first-language isiZulu speaker, this learner struggled to follow
English-only instructions, leading to frustration and slow academic progress.
Research by Heugh (2015) confirms that linguistic mismatches in the classroom
disadvantage learners from non-English home backgrounds. Teachers supported the
learner by developing bilingual glossaries of key vocabulary and using code-
switching during explanations, which improved comprehension. Nonetheless, I
recommend that the SMT organise professional development workshops on
multilingual pedagogies and advocate for additional language support classes within
the school. White Paper 6 (2001) stresses the importance of inclusive teaching
approaches, and addressing language barriers is fundamental to achieving this goal.
Intrinsic barrier: Sensory impairment
One learner had a hearing impairment, which made it difficult to follow oral
instructions or engage in group discussions. This often left the learner socially
isolated and academically behind, consistent with research findings on learners with
hearing challenges (Landsberg, Krüger & Nel, 2016). Teachers supported the learner
by providing written instructions alongside verbal explanations and by seating the
learner close to the teacher to enable lip-reading. While these strategies helped, the
SMT could enhance support by ensuring access to assistive devices such as FM
systems and by arranging training for teachers on inclusive communication
strategies. Such systemic support would align with the inclusive education
framework promoted by the Department of Basic Education.
Intrinsic barrier: Intellectual impairment
I also observed a learner with a mild intellectual disability. This learner required
more time to process information and needed repeated instructions to understand
concepts, which slowed down progress in comparison with peers. Engelbrecht and
Green (2018) argue that learners with intellectual barriers require tailored
Question 1A:
Barriers to Learning
During my teaching practice in 2025, I observed several barriers to learning that
hindered learners’ access to education. These barriers can be classified as systemic,
societal, pedagogic, and intrinsic, each affecting learners differently. Below I reflect
on one specific learner for each barrier, how teachers attempted to support them,
and my suggestions for the school management team (SMT).
Systemic barrier
One of the most evident systemic barriers was overcrowded classrooms. I
observed a learner who consistently struggled to complete tasks because the
teacher could not provide adequate one-on-one support. This learner often displayed
low self-confidence and anxiety due to lack of attention, a challenge that research
shows is common in South African schools with high learner–teacher ratios (Nel et
al., 2016). To manage this, teachers created peer learning groups where stronger
learners assisted weaker peers, and they also provided differentiated worksheets so
that learners could complete tasks at their own level. However, these measures were
not always sufficient. I recommend that the SMT advocate for additional posts
through the Department of Education and consider implementing co-teaching or
assistant teacher programmes to relieve pressure. Education White Paper 6 (2001)
highlights that systemic support is essential to create enabling learning
environments, and this principle should guide management’s interventions.
Societal barrier
Another learner I encountered faced poverty and lack of resources as a societal
barrier. This learner frequently came to school without lunch and often appeared
fatigued, which significantly reduced concentration levels and academic
performance. Poverty-related barriers are known to limit learners’ ability to benefit
from education fully (Donald, Lazarus & Lolwana, 2010). Teachers attempted to
assist by linking the learner to the school feeding scheme and by adapting
homework tasks so that they required minimal resources, for example encouraging
oral storytelling instead of written assignments. For long-term sustainability, I suggest
that the SMT strengthen school–community partnerships by collaborating with
, NGOs, local businesses, and government departments to expand feeding
programmes and sponsor drives. The SIAS Policy (DBE, 2005) emphasizes that
effective collaboration with external stakeholders is crucial for supporting vulnerable
learners.
Pedagogic barrier
A third learner in the class experienced a language of learning and teaching
(LoLT) mismatch. As a first-language isiZulu speaker, this learner struggled to follow
English-only instructions, leading to frustration and slow academic progress.
Research by Heugh (2015) confirms that linguistic mismatches in the classroom
disadvantage learners from non-English home backgrounds. Teachers supported the
learner by developing bilingual glossaries of key vocabulary and using code-
switching during explanations, which improved comprehension. Nonetheless, I
recommend that the SMT organise professional development workshops on
multilingual pedagogies and advocate for additional language support classes within
the school. White Paper 6 (2001) stresses the importance of inclusive teaching
approaches, and addressing language barriers is fundamental to achieving this goal.
Intrinsic barrier: Sensory impairment
One learner had a hearing impairment, which made it difficult to follow oral
instructions or engage in group discussions. This often left the learner socially
isolated and academically behind, consistent with research findings on learners with
hearing challenges (Landsberg, Krüger & Nel, 2016). Teachers supported the learner
by providing written instructions alongside verbal explanations and by seating the
learner close to the teacher to enable lip-reading. While these strategies helped, the
SMT could enhance support by ensuring access to assistive devices such as FM
systems and by arranging training for teachers on inclusive communication
strategies. Such systemic support would align with the inclusive education
framework promoted by the Department of Basic Education.
Intrinsic barrier: Intellectual impairment
I also observed a learner with a mild intellectual disability. This learner required
more time to process information and needed repeated instructions to understand
concepts, which slowed down progress in comparison with peers. Engelbrecht and
Green (2018) argue that learners with intellectual barriers require tailored
