, DPP1501
ASSIGNMENT 6 2026
DUE 2 SEPTEMBER 2026
Question 1
1.1.1 Two aspects of exclusion from education in this school community
The first aspect of exclusion evident in this school community relates to language barriers, where
learners who are Sepedi-speaking may struggle to express themselves and demonstrate their
knowledge in English as the language of learning and teaching, as the teacher notes that children
know the answer but cannot formulate it in English, which could lead to their academic abilities
being underestimated and their participation being limited. The second aspect of exclusion is
socioeconomic disadvantage, as the teacher acknowledges that most children are from poor
backgrounds, which could create barriers to learning through factors such as inadequate nutrition,
lack of educational resources at home, limited parental availability due to work commitments, and
the emotional stress associated with poverty, all of which may prevent these learners from fully
accessing and benefiting from educational opportunities on an equal basis with their more affluent
peers (DPP1501, 2021:10).
1.1.2 Strategies the teacher adopts to support learners and encourage inclusion
The teacher adopts peer teaching strategies by mixing groups to include both Sepedi and English
speakers, which helps overcome linguistic divisions and creates opportunities for collaborative
learning where learners can support one another. She also allows learners to use their home
language, Sepedi, in the classroom, recognising that children feel safer and more spontaneous
when they can express themselves in their mother tongue, and she encourages Sepedi-speaking
learners to translate stories and songs for the rest of the class, which values and celebrates
linguistic diversity (DPP1501, 2021:9-10). Additionally, the teacher differentiates her teaching styles
by incorporating various methods including movement forms, music and singing, storytelling,
cutting and pasting, and puppet work, which accommodates different learning preferences such as
kinaesthetic, auditory, and visual learners (DPP1501, 2021:75-76). She also conducts home visits to
understand her learners' backgrounds and build relationships with parents, showing compassion
and encouraging respect and kindness among learners, and she participates in regular teacher
collaboration meetings to discuss different forms of learning and teaching interventions, which
helps her improve her inclusive practices (DPP1501, 2021:17). Furthermore, the school holds
workshops to educate parents whose children have language and other learning problems, thereby
extending support beyond the classroom and involving families in the educational process
(DPP1501, 2021:17).
ASSIGNMENT 6 2026
DUE 2 SEPTEMBER 2026
Question 1
1.1.1 Two aspects of exclusion from education in this school community
The first aspect of exclusion evident in this school community relates to language barriers, where
learners who are Sepedi-speaking may struggle to express themselves and demonstrate their
knowledge in English as the language of learning and teaching, as the teacher notes that children
know the answer but cannot formulate it in English, which could lead to their academic abilities
being underestimated and their participation being limited. The second aspect of exclusion is
socioeconomic disadvantage, as the teacher acknowledges that most children are from poor
backgrounds, which could create barriers to learning through factors such as inadequate nutrition,
lack of educational resources at home, limited parental availability due to work commitments, and
the emotional stress associated with poverty, all of which may prevent these learners from fully
accessing and benefiting from educational opportunities on an equal basis with their more affluent
peers (DPP1501, 2021:10).
1.1.2 Strategies the teacher adopts to support learners and encourage inclusion
The teacher adopts peer teaching strategies by mixing groups to include both Sepedi and English
speakers, which helps overcome linguistic divisions and creates opportunities for collaborative
learning where learners can support one another. She also allows learners to use their home
language, Sepedi, in the classroom, recognising that children feel safer and more spontaneous
when they can express themselves in their mother tongue, and she encourages Sepedi-speaking
learners to translate stories and songs for the rest of the class, which values and celebrates
linguistic diversity (DPP1501, 2021:9-10). Additionally, the teacher differentiates her teaching styles
by incorporating various methods including movement forms, music and singing, storytelling,
cutting and pasting, and puppet work, which accommodates different learning preferences such as
kinaesthetic, auditory, and visual learners (DPP1501, 2021:75-76). She also conducts home visits to
understand her learners' backgrounds and build relationships with parents, showing compassion
and encouraging respect and kindness among learners, and she participates in regular teacher
collaboration meetings to discuss different forms of learning and teaching interventions, which
helps her improve her inclusive practices (DPP1501, 2021:17). Furthermore, the school holds
workshops to educate parents whose children have language and other learning problems, thereby
extending support beyond the classroom and involving families in the educational process
(DPP1501, 2021:17).
