IFP3701
Assignment 6 PORTFOLIO 2025
Unique number: 811631
Due Date: 20 October 2025
QUESTION 1
Question 1A: Barriers to Learning
Category Barrier (1 mark) Impact of the barrier on the Two ways in which Your suggestion
learner (1 mark) other teachers school manag
addressed the team on how
barrier (2 marks) effectively suppo
type of barrier (1 m
Systemic Overcrowded The learner struggled to Teachers arranged The SMT should ad
Barrier classrooms receive individual attention group work to for smaller class s
during lessons, often falling encourage peer provide te
behind in reading and written learning and used assistants to help m
work because the teacher differentiated activities large groups effecti
could not provide one-on-one so that stronger
support. learners could assist
others.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
Question 1A: Barriers to Learning
Category Barrier (1 Impact of the barrier on the Two ways in which Your suggestion for the
mark) learner (1 mark) other teachers school management
addressed the team on how to
barrier (2 marks) effectively support this
type of barrier (1 mark)
Systemic Overcrowded The learner struggled to Teachers arranged The SMT should advocate
Barrier classrooms receive individual attention group work to for smaller class sizes or
during lessons, often falling encourage peer provide teaching
behind in reading and written learning and used assistants to help manage
work because the teacher differentiated activities large groups effectively.
could not provide one-on-one so that stronger
support. learners could assist
others.
Societal Poverty and The learner often came to Teachers organised a The SMT should
Barrier lack of basic school hungry and without feeding scheme and strengthen partnerships
resources proper stationery or a school collected donated with NGOs and social
uniform, which affected uniforms and workers to support
concentration and confidence stationery from vulnerable learners
in class participation. community members. through ongoing feeding
and resource
programmes.
Pedagogic Language of The learner, whose home Teachers used The SMT should arrange
Barrier learning and language is isiZulu, struggled bilingual teaching regular teacher workshops
teaching to understand English methods and on multilingual education
(LoLT) instructions, resulting in poor displayed visual aids strategies and ensure that
mismatch comprehension and limited to support language language support
class participation. understanding. materials are available.
Sensory Hearing The learner missed important Teachers positioned The SMT should liaise
Impairment impairment verbal instructions and could the learner in the front with the district support
(Intrinsic) not fully participate in oral of the class and used team to secure hearing
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
activities, leading to isolation written instructions to aids and train staff in basic
and lower academic reinforce verbal sign language to promote
performance. lessons. inclusion.
Intellectual Mild The learner needed extra time Teachers broke down The SMT should
Impairment intellectual to grasp new concepts and instructions into implement an Individual
(Intrinsic) disability often felt frustrated when smaller, manageable Support Plan (ISP) for
unable to complete tasks at steps and provided each learner with
the same pace as peers. individualised learning intellectual needs and
activities. monitor progress through
regular teacher reports.
Multiple Physical The learner used a wheelchair Teachers adapted The SMT should ensure
Impairment disability and had fine motor challenges tasks using tablets accessible infrastructure
(Intrinsic) combined that made writing difficult, and oral assessments (ramps, adapted toilets)
with learning slowing down progress in and rearranged the and collaborate with
difficulty written assessments. classroom to create occupational therapists for
easy movement ongoing support.
space.
Question 1B: Giftedness as an Intrinsic Barrier to Learning
Task Response
Describe 2 enrichment activities 1. Project-based learning: Dante can be given independent research
that can help Dante. (2 marks) projects related to class topics, such as creating a poster on how plants grow
or writing a short story. This keeps him engaged and challenges his higher
thinking skills.
2. Peer tutoring and leadership tasks: Allow Dante to assist classmates
who are struggling, or lead small group activities. This will use his abilities
constructively and improve his social and emotional skills.
Name 2 policies that support the 1. Education White Paper 6 (2001): Promotes inclusive education by
intervention. (2 marks) ensuring that all learners, including those who are gifted, receive appropriate
support in mainstream schools.
2. Policy on Screening, Identification, Assessment and Support (SIAS,
2014): Guides teachers in identifying and providing support for learners with
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 6 PORTFOLIO 2025
Unique number: 811631
Due Date: 20 October 2025
QUESTION 1
Question 1A: Barriers to Learning
Category Barrier (1 mark) Impact of the barrier on the Two ways in which Your suggestion
learner (1 mark) other teachers school manag
addressed the team on how
barrier (2 marks) effectively suppo
type of barrier (1 m
Systemic Overcrowded The learner struggled to Teachers arranged The SMT should ad
Barrier classrooms receive individual attention group work to for smaller class s
during lessons, often falling encourage peer provide te
behind in reading and written learning and used assistants to help m
work because the teacher differentiated activities large groups effecti
could not provide one-on-one so that stronger
support. learners could assist
others.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
Question 1A: Barriers to Learning
Category Barrier (1 Impact of the barrier on the Two ways in which Your suggestion for the
mark) learner (1 mark) other teachers school management
addressed the team on how to
barrier (2 marks) effectively support this
type of barrier (1 mark)
Systemic Overcrowded The learner struggled to Teachers arranged The SMT should advocate
Barrier classrooms receive individual attention group work to for smaller class sizes or
during lessons, often falling encourage peer provide teaching
behind in reading and written learning and used assistants to help manage
work because the teacher differentiated activities large groups effectively.
could not provide one-on-one so that stronger
support. learners could assist
others.
Societal Poverty and The learner often came to Teachers organised a The SMT should
Barrier lack of basic school hungry and without feeding scheme and strengthen partnerships
resources proper stationery or a school collected donated with NGOs and social
uniform, which affected uniforms and workers to support
concentration and confidence stationery from vulnerable learners
in class participation. community members. through ongoing feeding
and resource
programmes.
Pedagogic Language of The learner, whose home Teachers used The SMT should arrange
Barrier learning and language is isiZulu, struggled bilingual teaching regular teacher workshops
teaching to understand English methods and on multilingual education
(LoLT) instructions, resulting in poor displayed visual aids strategies and ensure that
mismatch comprehension and limited to support language language support
class participation. understanding. materials are available.
Sensory Hearing The learner missed important Teachers positioned The SMT should liaise
Impairment impairment verbal instructions and could the learner in the front with the district support
(Intrinsic) not fully participate in oral of the class and used team to secure hearing
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
activities, leading to isolation written instructions to aids and train staff in basic
and lower academic reinforce verbal sign language to promote
performance. lessons. inclusion.
Intellectual Mild The learner needed extra time Teachers broke down The SMT should
Impairment intellectual to grasp new concepts and instructions into implement an Individual
(Intrinsic) disability often felt frustrated when smaller, manageable Support Plan (ISP) for
unable to complete tasks at steps and provided each learner with
the same pace as peers. individualised learning intellectual needs and
activities. monitor progress through
regular teacher reports.
Multiple Physical The learner used a wheelchair Teachers adapted The SMT should ensure
Impairment disability and had fine motor challenges tasks using tablets accessible infrastructure
(Intrinsic) combined that made writing difficult, and oral assessments (ramps, adapted toilets)
with learning slowing down progress in and rearranged the and collaborate with
difficulty written assessments. classroom to create occupational therapists for
easy movement ongoing support.
space.
Question 1B: Giftedness as an Intrinsic Barrier to Learning
Task Response
Describe 2 enrichment activities 1. Project-based learning: Dante can be given independent research
that can help Dante. (2 marks) projects related to class topics, such as creating a poster on how plants grow
or writing a short story. This keeps him engaged and challenges his higher
thinking skills.
2. Peer tutoring and leadership tasks: Allow Dante to assist classmates
who are struggling, or lead small group activities. This will use his abilities
constructively and improve his social and emotional skills.
Name 2 policies that support the 1. Education White Paper 6 (2001): Promotes inclusive education by
intervention. (2 marks) ensuring that all learners, including those who are gifted, receive appropriate
support in mainstream schools.
2. Policy on Screening, Identification, Assessment and Support (SIAS,
2014): Guides teachers in identifying and providing support for learners with
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
