IFP3701 Assignment 3 2024 | Due 16 August 2024

IFP3701 Assignment 3 2024 | Due 16 August 2024. All questions answered. Question 1 In many countries, a high percentage of school learners live in informal settlements that are confronted by continual fires that burn everything they own. Read the article below to familiarise yourself with such learners’ encounters. Father of three kids who died in shack fire “won't forgive” BY HERMAN MOLOI - 29 August 2023 - 07:00 Five children burned to death in a shack fire in Itireleng informal settlement near Laudium, Pretoria, South Africa Image: Thulani Mbele “I will never forgive them. They must rot in jail.” These are the words of a distraught Johannes Masongwane, the father of three of the five children who perished following a shack fire at Itireleng informal settlement in Laudium, Pretoria, on Sunday. His partner and her sister who allegedly left the children alone overnight were arrested following the tragedy that claimed the lives of his children’s (aged two, six and eight). Speaking to Sowetan on Monday, Masongwane recalled how he was woken up by a phone call from one of the neighbours, telling him about the fire that destroyed four shacks. “I was with my children on Saturday and my partner told me she was taking our kids to visit their aunt (partner’s sister). I didn’t know they would be sleeping over there and only learnt about it late in the evening.” “At about 3am, I got a call that my children have burnt. When I got to the scene, I found that my children had burnt beyond recognition. Their mother and her sister were not there. They [sisters] have ruined my life,” said a weeping Masongwane. “I couldn’t even spot or point at my kids or their remains because everything was just ash.” Sowetan is withholding the names of the children as their mother has not appeared in court. Masongwane’s mother, Johanna Masongwane, said she was shattered. “My son and I have not eaten. My son has accepted the unfortunate incident. He said to me, ‘mama, it’s okay because the mother of my kids did not even care about my kids’,” she said. She said her grandchildren stayed at her home until the June school holidays when their mother took them away. “I am upset because they had a good life with me and now they are gone. They (sisters) must stay there and die in jail because we lost kids all because of alcohol, they deserve to die in prison,” she said. Neighbour Gilbert Mahlelebe who helped put out the fire said he was woken up by a smell of smoke. His shack also burnt down. “I went out and saw a fire. I screamed for help and other neighbours woke up. We started using buckets of water to try put out the fire. None of us knew that there were people in the shack as there were no screams coming from the shack where the children were. “We had to put out the fire using buckets of water because the fire engine could not drive closer to the shack because the roads are narrow. The children’s bodies were close together and it seems they died holding each other,” said Mahlelebe. “I lost everything,” he added. MEC for human settlement and infrastructure development, Lebogang Maile, visited the settlement on Monday and described it as inhabitable, saying the city has been given a budget amounting to billions to move the settlement. “I cannot give time frames as to when these people will be moved but the city has to do something about this place,” said Maile. The settlement has illegal electricity connections, sewage leaks and congested shacks. The case study below depicts a similar occurrence that had befallen one of the foundation phase school learners. Read the case study and answer the questions that follow. Case study Sphesihle, a 10-year-old boy, is currently a Grade 3 learner who has just registered for the first time at Menwana Primary School. The language of teaching and learning at the school is different of his home language and there are 60 learners registered in his classroom. The school is 6 km away from his home, which is in an informal settlement without water and sanitation. Sphesihle’s mother died 6 months ago, together with the only sibling he had, in a fire that robbed them of their shack in an informal settlement where they lived as a family. The fire left Sphesihle with his abusive stepfather who was co-habiting with his mother because no one know the whereabouts of his biological father. The grandfather had no other choice but to intervene and take Sphesihle under his wings. Sphesihle now lives with his grandfather who sells wood that he cuts from the nearest forest. Sphesihle is worried about his biological father and constantly asks his grandfather about him. No one in the house has proper documentation (birth certificate or ID) as their previous shack was burnt down during the fire in their area. As a result, neither Sphesihle nor his grandfather is receiving a government grant from the Department of Social Welfare, so the family is dependent on the money that the grandfather gets from selling wood. Sphesihle and his grandfather take turns to clean and cook food in the house, either in the morning or evening. Sphesihle’s schoolwork suffers because he is always tired and cannot concentrate for a long time in class. After school, Sphesihle is expected to collect water from the water tank that comes to the area every afternoon, as there is no running water. No one is monitoring or assisting him with his homework or signing his school diary as his grandfather comes home very late and sometimes very frustrated if his sales did not go well. When he is at school, Sphesihle often finds it difficult to concentrate in class and to follow as he is usually hungry and tired in the morning. During classroom activities, he is unable to grasp letter-sound relationships, confuses letter-sounds when reading or writing, and claims that he cannot see what is written on the board. When he writes, he uses a modified tripod grasp to hold the pencil and usually does not finish his written work as he complains about his hand getting tired. The teacher placed him at the back of the classroom as he is taller than the other kids. He does not participate in classroom discussions but is able to answer when the teacher directly asks him questions. He enjoys working alone and listening to music. The teacher, Ms Simangele, does not know why Sphesihle is always tired or why he is late for school every day. She shouts at him for not doing his work and for his poor performance at school. Sphesihle gets nervous when the teacher shouts at him, therefore he remains seated at the back of the class so that he will not be noticed. However, Sphesihle is partially sighted and cannot see the board from the back of the class. No one knows about his visual impairment as his eyes have never been tested. His academic performance deteriorates day by day. Ms Simangele has recently noticed that his diary is not signed, and the homework not done. The teacher has tried several times to write a letter to invite Sphesihle’s parents but never got a response. Question 1 Five (5) barriers to learning experienced by Sphesihle Question 2 Strategies to accommodate and support Sphesihle Question 3 Ms Simangele's method of shouting at Sphesihle to improve his academic performance Question 4 Steps to ensure that Sphesihle’s visual impairment is identified, diagnosed and treated promptly Question 5 A more inclusive and supportive environment for learners who are dealing with language barriers and personal hardships Question 6 A checklist to identify learners who experience barriers to comprehension Question 7 An activity that could be used to support such a learner in the foundation phase