MFP2601
Assessment 2
Due July 2025
, MFP2601
Assessment 2: Comprehensive Response
Due July 2025
Essay
Title: Critical Perspectives on Leadership, Teaching, Policy, and Inclusion in
Foundation Phase Education
Introduction
The Foundation Phase represents a critical juncture in the educational trajectory of
learners, shaping not only their academic foundations but also their social and
emotional development. In the South African context, this phase is further complicated
by structural inequalities, historical legacies, and diverse learner profiles. This
assignment critically engages with central concepts, policies, and practices that inform
Foundation Phase teaching. By examining leadership, assessment, legislation,
discipline, parental involvement, and classroom management, the analysis foregrounds
the philosophical and legislative commitments to equity, inclusion, and learner-centred
pedagogies. The discussion also identifies tensions within policy implementation, the
complexity of contextual teaching, and the implications of technological and leadership
adaptations. All arguments are supported by scholarly theory and legislative frameworks
to ensure a rigorous yet accessible exploration of these essential educational
dimensions.
1
Assessment 2
Due July 2025
, MFP2601
Assessment 2: Comprehensive Response
Due July 2025
Essay
Title: Critical Perspectives on Leadership, Teaching, Policy, and Inclusion in
Foundation Phase Education
Introduction
The Foundation Phase represents a critical juncture in the educational trajectory of
learners, shaping not only their academic foundations but also their social and
emotional development. In the South African context, this phase is further complicated
by structural inequalities, historical legacies, and diverse learner profiles. This
assignment critically engages with central concepts, policies, and practices that inform
Foundation Phase teaching. By examining leadership, assessment, legislation,
discipline, parental involvement, and classroom management, the analysis foregrounds
the philosophical and legislative commitments to equity, inclusion, and learner-centred
pedagogies. The discussion also identifies tensions within policy implementation, the
complexity of contextual teaching, and the implications of technological and leadership
adaptations. All arguments are supported by scholarly theory and legislative frameworks
to ensure a rigorous yet accessible exploration of these essential educational
dimensions.
1
