IFP3701
Assignment 6
Portfolio
Unique No: 811631
Due 20 October 2025
,IFP3701
Assignment 06: Written
Unique No: 811631
Due 20 October 2025
DECLARATION OF HONESTY FOR WRITTEN ASSIGNMENTS
I (full names),
………………………………………………………………………………………
Student number: ………………………. Module code: ………………………..
declare that
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard;
2. This assignment is my own, original work. Where I used someone else’s work –
whether a printed source, the internet, or any other source – I gave the proper
acknowledgement and included a complete reference list;
3. I did not use another current or previous student’s work to submit it as my own;
4. I did not and will not allow anyone to copy my work with the intention of submitting it
as his or her own.
Signature: ………………………… Date: ………………………….
, Question 1A: Barriers to Learning
Barriers to learning are challenges that restrict learners from fully accessing educational opportunities and achieving their
potential. These barriers can arise from the education system itself, the broader social context, or within the learner.
Reflecting on teaching experiences and classroom observations in 2025, this section explores various barriers that
affected learners and how they were managed in practice.
Extrinsic Barriers
Barrier Name of Impact of the Barrier on Two Ways Other Teachers Suggestions for School
Type Barrier the Learner Addressed the Barrier Management Team (SMT)
Systemic Overcrowded The learner received little Teachers used peer-assisted The SMT should lobby for
Barrier Classrooms individual attention and learning to manage group smaller class sizes through
often felt invisible. With too work and encouraged district communication and
many learners per class, the advanced learners to help allocate teaching assistants to
teacher struggled to others. Some also rotated high-enrolment classes
differentiate activities or small-group sessions to give (Department of Basic
monitor progress effectively. focused support. Education, 2014).
Societal Poverty The learner came to school Teachers started a feeding The SMT should strengthen
Barrier hungry and often lacked initiative within the partnerships with NGOs and
basic materials. Hunger ensure consistent
Assignment 6
Portfolio
Unique No: 811631
Due 20 October 2025
,IFP3701
Assignment 06: Written
Unique No: 811631
Due 20 October 2025
DECLARATION OF HONESTY FOR WRITTEN ASSIGNMENTS
I (full names),
………………………………………………………………………………………
Student number: ………………………. Module code: ………………………..
declare that
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard;
2. This assignment is my own, original work. Where I used someone else’s work –
whether a printed source, the internet, or any other source – I gave the proper
acknowledgement and included a complete reference list;
3. I did not use another current or previous student’s work to submit it as my own;
4. I did not and will not allow anyone to copy my work with the intention of submitting it
as his or her own.
Signature: ………………………… Date: ………………………….
, Question 1A: Barriers to Learning
Barriers to learning are challenges that restrict learners from fully accessing educational opportunities and achieving their
potential. These barriers can arise from the education system itself, the broader social context, or within the learner.
Reflecting on teaching experiences and classroom observations in 2025, this section explores various barriers that
affected learners and how they were managed in practice.
Extrinsic Barriers
Barrier Name of Impact of the Barrier on Two Ways Other Teachers Suggestions for School
Type Barrier the Learner Addressed the Barrier Management Team (SMT)
Systemic Overcrowded The learner received little Teachers used peer-assisted The SMT should lobby for
Barrier Classrooms individual attention and learning to manage group smaller class sizes through
often felt invisible. With too work and encouraged district communication and
many learners per class, the advanced learners to help allocate teaching assistants to
teacher struggled to others. Some also rotated high-enrolment classes
differentiate activities or small-group sessions to give (Department of Basic
monitor progress effectively. focused support. Education, 2014).
Societal Poverty The learner came to school Teachers started a feeding The SMT should strengthen
Barrier hungry and often lacked initiative within the partnerships with NGOs and
basic materials. Hunger ensure consistent
