IFP3701
ASSIGNMENT 5
DUE DATE: AUGUST 2026
,IFP3701 ASSIGNMENT 5 2026
DUE AUGUST 2026
Instructions Read the case study below and answer the questions that follow.
Support your answers with relevant concepts, theories, policies and inclusive
education principles studied in the IFP3701 module. Where applicable, use
practical examples from a Foundation Phase classroom to justify your responses.
QUESTION 1
1.1 Using the principles of Inclusive Education discussed in IFP3701, explain
what bullying means within an inclusive Foundation Phase classroom.
Within an inclusive Foundation Phase classroom, bullying is understood as intentional,
repeated aggressive behaviour that involves an imbalance of power between the
learner who bullies and the learner who is targeted. This behaviour can take various
forms, including physical (hitting, pushing, stabbing), verbal (name-calling, teasing,
threats), and social/relational (exclusion, spreading rumours, humiliation).
From an inclusive education perspective, as outlined in Education White Paper 6
(Department of Education, 2001), bullying is viewed not merely as a behavioural
problem of an individual learner, but as a barrier to learning and participation that
prevents the targeted learner from accessing quality education in a safe and supportive
environment. The study guide (IFP3701, Learning Unit 1) emphasises that inclusive
education is about "maximising the participation of all learners in the culture and the
curricula or educational institutions and uncovering and minimising barriers to learning"
(Study Guide, p. 23). Bullying directly undermines this principle by excluding, harming
and intimidating learners.
, Within an inclusive classroom, bullying is incompatible with the core principles of social
justice and human rights, respect for diversity, and participation and belonging. Every
learner has the right to dignity, equality and freedom from violence, and bullying often
targets learners who are perceived as "different" due to disability, language, culture or
socio-economic background (Study Guide, p. 23). Therefore, in an inclusive Foundation
Phase classroom, bullying is a serious barrier to learning that must be addressed
proactively through prevention, early intervention and restorative approaches, rather
than being ignored or normalised.
1.2 Drawing from the case study, discuss four possible causes that may
contribute to bullying among Foundation Phase learners.
1 Dysfunctional home environments and family issues
The principal, Ms Wyngaard, states that "some bullying cases originate in the home"
and that "children are staying on one street and have their personal issues, or their
parents have issues". This indicates that learners may bring conflicts, aggression and
unresolved emotional problems from their home environments into the school setting.
According to Bronfenbrenner's ecological systems theory (Study Guide, Learning Unit
1), the microsystem (family and home) directly influences the learner's behaviour and
development (Study Guide, p. 20-21). When children experience violence, neglect or
conflict at home, they may replicate these behaviours at school.
2 Lack of parental involvement and accountability
Ms Wyngaard also notes that "parents often fail to attend meetings when called about
their children's behaviour". This lack of parental engagement means that behavioural
issues are not addressed collaboratively between the school and families. The study
ASSIGNMENT 5
DUE DATE: AUGUST 2026
,IFP3701 ASSIGNMENT 5 2026
DUE AUGUST 2026
Instructions Read the case study below and answer the questions that follow.
Support your answers with relevant concepts, theories, policies and inclusive
education principles studied in the IFP3701 module. Where applicable, use
practical examples from a Foundation Phase classroom to justify your responses.
QUESTION 1
1.1 Using the principles of Inclusive Education discussed in IFP3701, explain
what bullying means within an inclusive Foundation Phase classroom.
Within an inclusive Foundation Phase classroom, bullying is understood as intentional,
repeated aggressive behaviour that involves an imbalance of power between the
learner who bullies and the learner who is targeted. This behaviour can take various
forms, including physical (hitting, pushing, stabbing), verbal (name-calling, teasing,
threats), and social/relational (exclusion, spreading rumours, humiliation).
From an inclusive education perspective, as outlined in Education White Paper 6
(Department of Education, 2001), bullying is viewed not merely as a behavioural
problem of an individual learner, but as a barrier to learning and participation that
prevents the targeted learner from accessing quality education in a safe and supportive
environment. The study guide (IFP3701, Learning Unit 1) emphasises that inclusive
education is about "maximising the participation of all learners in the culture and the
curricula or educational institutions and uncovering and minimising barriers to learning"
(Study Guide, p. 23). Bullying directly undermines this principle by excluding, harming
and intimidating learners.
, Within an inclusive classroom, bullying is incompatible with the core principles of social
justice and human rights, respect for diversity, and participation and belonging. Every
learner has the right to dignity, equality and freedom from violence, and bullying often
targets learners who are perceived as "different" due to disability, language, culture or
socio-economic background (Study Guide, p. 23). Therefore, in an inclusive Foundation
Phase classroom, bullying is a serious barrier to learning that must be addressed
proactively through prevention, early intervention and restorative approaches, rather
than being ignored or normalised.
1.2 Drawing from the case study, discuss four possible causes that may
contribute to bullying among Foundation Phase learners.
1 Dysfunctional home environments and family issues
The principal, Ms Wyngaard, states that "some bullying cases originate in the home"
and that "children are staying on one street and have their personal issues, or their
parents have issues". This indicates that learners may bring conflicts, aggression and
unresolved emotional problems from their home environments into the school setting.
According to Bronfenbrenner's ecological systems theory (Study Guide, Learning Unit
1), the microsystem (family and home) directly influences the learner's behaviour and
development (Study Guide, p. 20-21). When children experience violence, neglect or
conflict at home, they may replicate these behaviours at school.
2 Lack of parental involvement and accountability
Ms Wyngaard also notes that "parents often fail to attend meetings when called about
their children's behaviour". This lack of parental engagement means that behavioural
issues are not addressed collaboratively between the school and families. The study
