INC3701 Assignment 4 (100% ANSWERS) 2025 - DUE 21 July 2025

INC3701 Assignment 4 (100% ANSWERS) 2025 - DUE 21 July 2025 ...... Discuss how the following legislations and policies effectively accommodate the diverse needs of learners who experience barriers to learning in the school enviro 1.1 The Constitution of South Africa (Act 108 of 1996) [5] 1.2. The Convention on the rights of the child [5] 1.3. Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001) [5] 1.4. The School Nutrition Policy of 2013 [5] [20] Question 2 Read the paragraph below and answer question 3. Support Needs Assessment 1(SNA1) form Inclusive education aims to provide all learners, regardless of their abilities or barriers, with equal opportunities to access quality education. However, effectively identifying and supporting learners who experience challenges requires a structured and systematic approach. The Screening, Identification, Assessment and Support (SIAS) policy provides tools to guide educators in addressing these needs. One such tool is the SNA1 form, designed to document initial observations and interventions for learners experiencing barriers to learning. To better understand its role in the SIAS process, we need to explore key aspects of this form, such as its purpose, intended users, the timing of completion, the type of information it records, its significance, the submission process and related documentation. What is the purpose of this form? Mention two purposes (2X2=4) Who is it for? Mention two people and why? (2X2=4) What information does the form record? (What are the various sections?) (1X4=4) Why is this information important? (1X4=4)When submitting SNA1 forms to the district, you must include two related supporting documents. Indicate which documents are required and explain their importance. Read the scenario and answer the questions that follow: Ms Selepe is teaching a lesson about the solar system. She starts her lesson by taking the class outside. They stand with their eyes closed and she lets them feel the warmth of the sun on their skin while she explains to them about the sun and the solar system. Next, she models the position of the planets and their orbit around the sun with groups of learners becoming different planets. They go back into class where Ms Selepe and the class talk about and reproduce their active model visually on the board. Then the class works in groups to remember and note down the key points they remember from her outdoor explanation. Ms Selepe gives them a choice board for a project they will work on in small groups over the next few weeks to learn more about the solar system. A choice board, also known as a learning menu or a choice menu, is an instructional tool used in education to provide students with options for how they can demonstrate their understanding of a particular topic or concept. It is a visual organiser that presents students with a range of tasks or activities, typically related to a specific subject or learning goal. Choice boards are designed to accommodate diverse learning styles, interests and abilities, allowing students to select activities that align with their preferences and strengths. 7 2.1 What is the significance of Ms Selepe taking the class outside and letting them feel the warmth of the sun on their skin as she teaches about the solar system? [3] 2.2 Why does Ms Selepe have the class work in groups to remember and note down key points from her outdoor explanation? [3] 2.3 Mention three modes or forms the learners used in Ms Selepe's lesson and give examples from the scenario. [6] 2.4. Describe peer learning using an example from the scenario. [4] 2.5. In a paragraph, explain cooperative learning and how will it benefit learners in MS Selepe class. [4] [20] Question 3 There are several values that educators often refer to when they talk about inclusive classroom communities. In a paragraph, explain to a colleague the importance and impact of the following values in an inclusive classroom: 3.1. Responsibility [5] 3.2. Respect [5] 3.3. Inclusivity [5] 3.4. Adaptability [5] [20] Question 4 Read the case study about Ms Zandi and then answer the following questions. Ms Zandi is the Grade 4 Social Science teacher at an urban school. She has 40 learners in her class who come from diverse backgrounds. Over the first term of the year, she has acquired an in-depth knowledge of her learners. She has become aware of the diversity amongst them in terms of language proficiency, reading and writing competence, interests, learning preferences, learning behaviours, attitudes to learning, motivational levels, prior knowledge and levels of achievement in 8 numeracy. She has one learner, Mbali, who is hearing impaired and underperforms in Social Sciences. Ms Zandi believes that Mbali can do better if given support. Three learners are new to the school. From her assessments, Ms Zandi realises that they are functioning below the grade level in Social Sciences. They have not mastered a lot of the content and skills in the Grade 2 and 3 Social Sciences curricula. They are struggling with reading and writing skills in the language of teaching and learning, which is English. Although they are working hard, they need to be closely supervised especially during group work, or they become playful and do not focus on the task at hand. Ms Zandi has four learners in her class who are highly motivated and have a special liking for, curiosity about, and interest in Social Sciences. Ms Zandi tries her best to stimulate them and provide them with a more enriching and expanded curriculum. Njabulo appears to have developmental delays and, speaking to his previous teachers, she learns that he has made progress but is below the grade level in most subjects. In addition, she has Karabo in her class, a pleasant child who tries hard when Ms Zandi works with him individually. He enjoys practical activities and working with manipulatives but is easily distracted. He has gaps in Social Sciences learning and has not mastered some of the content in the Grade 2 and 3 curricula. 4.1. What challenges does Ms Zandi face with the three new learners in her class? [3] 4.2. Which support do you think Mbali should be given and why? [3] 4.3. How would you support the four highly motivated learners in Ms Zandi's class who have a special interest in Social Sciences? Mention four ways. [4] 4.4 Identify five strategies you would suggest to Ms Zandi to ensure that all learners are included and that they are not prejudged based on how they are grouped. Discuss the theory of constructivism as it is outlined in the Curriculum and Assessment Policy Statement (CAPS), focusing on how it emphasises active learner involvement in the learning process. Your response must be structured under the following three subheadings: • Constructivism (5) • the role of active learner involvement in the learning process (5) • the teacher's role in promoting it. (5) (15) Critically discuss the roles and differences among ordinary schools, full-service schools, and special schools as outlined in Education White Paper 6 (DoE, 2001). In your response, you must structure your discussion under the following three subheadings and highlight how departmental provisioning influences the support provided in each type of school. (15) • ordinary schools (5) • full-service schools (5) • special schools (5) Discuss how the CSTL framework aligns with the global Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063. In your response, address the following: • How CSTL supports the achievement of selected SDGs and the goals of the African Agenda 2063.(7) • The role of CSTL in addressing poverty, reducing inequalities, and improving the well-being of learners.(7) • The relevance of CSTL to inclusive, equitable, and sustainable education and development(.6) Question 5 Watch the following YouTube video: Learning in South Africa's Multilingual Classrooms ( Video transcripts are provided hereunder, in case you experience challenges accessing the video on the internet or Announcements. Narration: Children develop ideas about the world through language. They also express their understanding through language, so language is crucial to learning. Research clearly shows that children learn best in a language that is familiar to them. It therefore follows that children learn better in their home language. The average South African classroom is, however, multilingual. Home languages are generally used from Grades R–3; after this, there's a sudden switch to English. However, the majority of learners do not have the English proficiency needed to learn in this language. Itumeleng Mashego, Grade 4 teacher / HOD Languages (Emasangweni Primary School): Most of the learners, are from indigenous language backgrounds, and then when they come to Grade 4 all the subjects are being done in English and that transition to Grade 4 —when they now must be doing everything in English—that's when we experience some problems. You'll find that they skip vowels, or else some of them skip consonants. So that's when now, we need to help them. Narration: The language used for instruction can be a big barrier to inclusivity, affecting learners' progression throughout their basic education. This especially applies to children from disadvantaged backgrounds. Language Supportive Learning is a way of addressing this problem. This requires an understanding of how to use scaffolding strategies to support learning by breaking up learning into manageable chunks. This approach requires an understanding of what learners can do and what they may have difficulties with. 10 Scaffolding strategies involve understanding learners and their current learning needs and these strategies support meaning and understanding in achievement and meeting learning outcomes. Scaffolding strategies support all learners, though in different ways. An example of a scaffolding strategy may be for a teacher to use the home or familiar language to explain a concept or may be encouraging a learner to respond in their familiar language. Nonhlanhla Moleli, Grade 4 teacher (Emasangweni Primary School): So, I apply multilingualism in my class. Normally what we do is that we write a sentence in English and then we follow with their own native languages. It does help a lot by using different languages because that's what they know. It's their language, their mother tongue. So, it's easier for them to understand it better. I used to teach English; I use flashcards written in different languages and the buddy system where they help each other in the class. The ones that are more advanced help these ones with their learning difficulties. And then I also have a reading corner in my class, and we have the writing. I write a sentence in English, and they have to translate that into their own language. Scaffolding is very important in class because that's where, as a teacher, you break down the lesson. Scaffolding is making things easier for the learner so that they can understand. Not that you are changing the questions, the questions are there, but you're just accommodating everyone. Even those who have difficulties will be able to answer. Narration: Language Supportive Learning uses a familiar language to access the curriculum. This language is also used as a resource to scaffold learners' English language development. Scaffolding provides the incentive for learners to take a more active role in their own learning. With a teacher's support, they can take up the challenge of moving beyond their current skill and knowledge levels. Research suggests multilingual children are more creative, better problem solvers and critical thinkers. Using learners' languages in the classroom enhances their self-esteem. Language is also a carrier of culture and identity. Today, decolonisation is a priority. Including languages and knowledge from Africa will empower both teachers and learners. Chiara Baumann Getting an education is fundamental to moving our young people out of poverty and into economic opportunity. So why are we struggling to ensure children make it all the way through school? Perhaps it's because we fail to see what they're up against each and every day. As a country we have committed to greater access to education for all children. The importance of early childhood education (the first five years of a child's life) to improve children's capacity to learn and thrive is now firmly on the national agenda. Even the significance of prenatal care is making inroads in our attempt to give children the best start in life right from conception. But what use are these building blocks if we are not investing the same amount of energy and forward-thinking into keeping our children in school? Studies show that over the course of primary and secondary school, we lose 45 percent of learners they never make it to Grade 12, much less write a matric exam. While it may be legal in South Africa to exit the school system at the end of Grade 9, we know that young people without a matric are those who struggle most to find a job. To make matters worse, further educational opportunities are scarce for those who don't matriculate only one percent of learners who drop out of school go on to study at colleges. We have now reached a situation where more than half of young people are unemployed, and almost a third of all youth are out of employment, training and education opportunities. Such high levels of economic exclusion lead to crime and social instability that keeps mounting over time. Dropout is therefore not an individual problem, it's a challenge that affects us all. 7 For many, the term "school dropout" conjures up the image of lazy, naughty, reckless teens learners who choose to leave school and so are responsible for their own misfortune. But, what if we looked at the situation from the point of view of our learners? Perhaps we would better understand what it's really like to be a learner in South Africa. Each morning, millions of children wake up hungry because they've had no supper the night before and have to leave for school with little or no breakfast. According to the General Household data for 2015, 13 percent of children reported going hungry sometimes, often or always in South Africa that's 2.4 million children. For some, the only meal they'll receive for the rest of day is from their school's feeding scheme, or from a concerned teacher who has dipped into her own pocket to buy porridge for her class. Many children will also wake up alone because their caregivers have had to leave early for work, often leaving them to get their siblings ready for school, too. Next, they have to make the journey to school. For many, it is difficult and unsafe either requiring long distances on foot (sometimes over 10 kilometres each way in rural areas), or waiting in long queues for multiple bus and taxis rides. This is on good days; on bad days, the weather, transport strikes, or taxi violence will make the journey even longer, and even more dangerous. Children on the Cape Flats, for example, have to choose their routes carefully in case a stray bullet comes their way. So, by the time the first school bell rings if children manage to make it in time for the first period at all they've already depleted much of their reserves. Now they are expected to sit in loud, large classes with as many as 60 learners in one class. The walls of the school are often completely bare, and there are bars on the windows. Add to this the immense pressure on teachers to stick to the curriculum, and the result is largely unimaginative lessons that are rushed; leaving many children behind or simply losing their interest along the way. Sometimes children have to run the classes themselves because their teacher is not present. Then there's bullying and violence to contend with. A 2015 survey found that 48 percent of Grade 5 learners in no-fee schools in South Africa reported being bullied weekly. Another study notes that extreme levels of sexual violence are experienced by girls not only commuting to school, but also during school hours by teachers and classmates, with little in place to hold their educators to account. And, despite it being banned more than 20 years ago, many teachers continue to use corporal punishment in the classroom, even for minor transgressions, such as being late. Once the final bell rings for the day, learners still have to face the long journey back home, only to come home to an empty house, a mound of homework, and for some, a violent home. With no one around to help, and often with household chores or childcare duties also to tend to, schoolwork drops to a low priority. 8 When we add up these experiences, we begin to get a more accurate picture of what it's like to be a learner in SA. It comes as no surprise then that by high school our learners are running on empty, with school dropout peaking in Grades 10 and 11. This may seem like a picture of doom and gloom, but it's also a picture of immense resilience, courage, hope and opportunity. Every day, children are showing up at school, despite the odds. And they show up over and over again for many years, some for 16 years until all the things that weigh them down finally force them to sink. Dropout is therefore less of an active choice, and more of a culmination of the many factors that work together to push our children out of the school system. But this doesn't have to be the case. For five to seven hours, five days a week, we have learners within our reach. Let's use this time wisely. Let's acknowledge the reality in which children live, and hold their well-being at the centre of every decision we make. Let's create moments of relief for them where they feel acknowledged, supported and safe. Let's be mindful of the language we use, and build simple, loving connections within our schools. We may not be able to change the broader and deep-seated constraints that children and young people are up against in the short term, but we can protect the time we do have with them and ensure that schools are deliberately recognising the obstacles they must constantly overcome just to make it through the day. Discuss five key challenges faced by learners in South Africa that contribute to school dropout. Use examples from the article to support your answer. (10) Propose five strategies that schools can implement to better support learners and reduce dropout rates. For each strategy, explain how it addresses the challenges discussed in the article 11 Language can be an important inclusive tool. As teachers, we need to recognise that the more languages we speak, the richer we are. Reference: Teaching for All: Inclusive Teaching and Learning for South Africa. British Council (2019:128). Answer the following questions based on the video narrative. 5.1 Why is language considered an important inclusive tool in teaching? Give three reasons for your answer. [6] 5.2. Describe the buddy system mentioned by Nonhlanhla Moleli and how it supports learners with different language levels. [3] 5.3. How does the inclusion of African languages and knowledge in education contribute to empowerment? [3] 5.4 Discuss four reasons why there is a high failure rate in Grade 4 classes. [8] Intersectionality means that every child experiences a unique combination of factors that either promote advantage or are compounded to increase marginalisation. For example, the lived reality of a child living in a poor rural community with a disability is very different to the experience of a child in a well-resourced urban community with a disability. The fact that they both have a disability cannot be viewed in isolation. The intersection or combination of their different identities must be considered. Discuss how the concept of intersectionality can help educators develop inclusive teaching practices. Refer to the experiences of children with disabilities in both poor rural and well-resourced urban communities