, IFP3701
ASSIGNMENT 5 2026
DUE 21 AUGUST 2026
QUESTION 1
1.1 Using the principles of Inclusive Education discussed in IFP3701, explain what bullying means
within an inclusive Foundation Phase classroom. (5)
Within the context of an inclusive Foundation Phase classroom, as informed by the principles of
Inclusive Education, bullying transcends a simple definition of peer conflict or misbehaviour. It is
understood as a fundamental violation of the core tenets of inclusivity, which are rooted in human
rights, social justice, and the belief that every learner has the right to feel safe, respected, and
valued. An inclusive classroom is a space where diversity is celebrated and all barriers to learning
and participation are actively removed. Bullying, in this environment, represents a deliberate and
powerful barrier that directly obstructs a learner's ability to access the curriculum and fully
participate in the school community. It is an abuse of power, often repeated, that creates a hostile
and exclusionary atmosphere, which is antithetical to the ethos of belonging and support that an
inclusive classroom strives to cultivate. From this perspective, bullying is not just an individual act
of aggression but a systemic failure to uphold the dignity and well-being of a learner, undermining
their fundamental right to education in a safe and nurturing environment. It signifies a breakdown
in the social and emotional fabric of the classroom, demonstrating a lack of respect for diversity
and a failure to foster positive interpersonal relationships.
1.2 Drawing from the case study, discuss four possible causes that may contribute to bullying
among Foundation Phase learners. (8)
Drawing from the events at Parkfields Primary School, several potential causes for bullying among
Foundation Phase learners can be identified. Firstly, the case study suggests a significant cause
rooted in the home and community environment. The school principal, Ms Wyngaard, states that
"children are staying on one street and have their personal issues, or their parents have issues. The
children fight and take that to school" (Phiri Cawe, 2026). This indicates that conflicts and
aggressive behaviours learned or experienced within the home or local community are being
replicated and perpetuated within the school setting, suggesting that external social dynamics
directly influence learner behaviour. Secondly, the article points to a failure in parental
engagement and accountability. Ms Wyngaard notes that parents often do not attend meetings
when called about their children's behaviour (Phiri Cawe, 2026). This lack of cooperation and
support from home can hinder the school's ability to address the root causes of bullying, leaving a
vacuum where negative behaviours can continue unchecked. Without parental involvement,
interventions are less effective, and children may not receive consistent messages about the
unacceptability of bullying.
ASSIGNMENT 5 2026
DUE 21 AUGUST 2026
QUESTION 1
1.1 Using the principles of Inclusive Education discussed in IFP3701, explain what bullying means
within an inclusive Foundation Phase classroom. (5)
Within the context of an inclusive Foundation Phase classroom, as informed by the principles of
Inclusive Education, bullying transcends a simple definition of peer conflict or misbehaviour. It is
understood as a fundamental violation of the core tenets of inclusivity, which are rooted in human
rights, social justice, and the belief that every learner has the right to feel safe, respected, and
valued. An inclusive classroom is a space where diversity is celebrated and all barriers to learning
and participation are actively removed. Bullying, in this environment, represents a deliberate and
powerful barrier that directly obstructs a learner's ability to access the curriculum and fully
participate in the school community. It is an abuse of power, often repeated, that creates a hostile
and exclusionary atmosphere, which is antithetical to the ethos of belonging and support that an
inclusive classroom strives to cultivate. From this perspective, bullying is not just an individual act
of aggression but a systemic failure to uphold the dignity and well-being of a learner, undermining
their fundamental right to education in a safe and nurturing environment. It signifies a breakdown
in the social and emotional fabric of the classroom, demonstrating a lack of respect for diversity
and a failure to foster positive interpersonal relationships.
1.2 Drawing from the case study, discuss four possible causes that may contribute to bullying
among Foundation Phase learners. (8)
Drawing from the events at Parkfields Primary School, several potential causes for bullying among
Foundation Phase learners can be identified. Firstly, the case study suggests a significant cause
rooted in the home and community environment. The school principal, Ms Wyngaard, states that
"children are staying on one street and have their personal issues, or their parents have issues. The
children fight and take that to school" (Phiri Cawe, 2026). This indicates that conflicts and
aggressive behaviours learned or experienced within the home or local community are being
replicated and perpetuated within the school setting, suggesting that external social dynamics
directly influence learner behaviour. Secondly, the article points to a failure in parental
engagement and accountability. Ms Wyngaard notes that parents often do not attend meetings
when called about their children's behaviour (Phiri Cawe, 2026). This lack of cooperation and
support from home can hinder the school's ability to address the root causes of bullying, leaving a
vacuum where negative behaviours can continue unchecked. Without parental involvement,
interventions are less effective, and children may not receive consistent messages about the
unacceptability of bullying.
