IFP3701
Assignment 6
Portfolio
Unique No: 811631
Due Date 20 October 2025
,IFP3701
Assignment 06: Portfolio
Unique No: 811631
Due 20 October 2025
DECLARATION OF HONESTY FOR WRITTEN ASSIGNMENTS
I (full names),
………………………………………………………………………………………
Student number: ………………………. Module code: ………………………..
declare that
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard;
2. This assignment is my own, original work. Where I used someone else’s work –
whether a printed source, the internet, or any other source – I gave the proper
acknowledgement and included a complete reference list;
3. I did not use another current or previous student’s work to submit it as my own;
4. I did not and will not allow anyone to copy my work with the intention of submitting it
as his or her own.
Signature: ………………………… Date: ………………………….
, Question 1A: Barriers to Learning
Introduction
Barriers to learning are obstacles that interfere with a learner’s ability to access quality education and participate
meaningfully in the learning process. According to the Education White Paper 6 on Special Needs Education
(Department of Education [DoE], 2001), these barriers may arise from within the learner, the education system, or the
broader social environment. During my 2025 classroom observation in a Grade 2 class, I encountered several learners
facing both intrinsic and extrinsic barriers. These experiences reinforced how social, systemic, and pedagogical
challenges often intersect to shape learning outcomes. The following table captures these reflections, along with
strategies used by teachers and recommendations for the school management team (SMT).
Table: Reflection on Barriers to Learning
Type of Barrier Name the Impact of the Barrier on the Two Ways Other Suggestions for the
Barrier Learner Teachers Addressed the School Management
Barrier Team (SMT)
Systemic Overcrowded The learner struggled to focus (1) Teachers divided The SMT should advocate
Barrier classrooms due to constant noise and learners into smaller for additional teaching
limited teacher attention. This working groups. (2) They assistants and
led to incomplete work, used learning stations to manageable class sizes
rotate attention fairly. through district support.
Assignment 6
Portfolio
Unique No: 811631
Due Date 20 October 2025
,IFP3701
Assignment 06: Portfolio
Unique No: 811631
Due 20 October 2025
DECLARATION OF HONESTY FOR WRITTEN ASSIGNMENTS
I (full names),
………………………………………………………………………………………
Student number: ………………………. Module code: ………………………..
declare that
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard;
2. This assignment is my own, original work. Where I used someone else’s work –
whether a printed source, the internet, or any other source – I gave the proper
acknowledgement and included a complete reference list;
3. I did not use another current or previous student’s work to submit it as my own;
4. I did not and will not allow anyone to copy my work with the intention of submitting it
as his or her own.
Signature: ………………………… Date: ………………………….
, Question 1A: Barriers to Learning
Introduction
Barriers to learning are obstacles that interfere with a learner’s ability to access quality education and participate
meaningfully in the learning process. According to the Education White Paper 6 on Special Needs Education
(Department of Education [DoE], 2001), these barriers may arise from within the learner, the education system, or the
broader social environment. During my 2025 classroom observation in a Grade 2 class, I encountered several learners
facing both intrinsic and extrinsic barriers. These experiences reinforced how social, systemic, and pedagogical
challenges often intersect to shape learning outcomes. The following table captures these reflections, along with
strategies used by teachers and recommendations for the school management team (SMT).
Table: Reflection on Barriers to Learning
Type of Barrier Name the Impact of the Barrier on the Two Ways Other Suggestions for the
Barrier Learner Teachers Addressed the School Management
Barrier Team (SMT)
Systemic Overcrowded The learner struggled to focus (1) Teachers divided The SMT should advocate
Barrier classrooms due to constant noise and learners into smaller for additional teaching
limited teacher attention. This working groups. (2) They assistants and
led to incomplete work, used learning stations to manageable class sizes
rotate attention fairly. through district support.
