GLORIA MGAGA

65107497

Inc 3701
Assignment 4

Gloria Nompumelelo Mgaga

65107497@mylife.unisa.ac.za
DECLARATION OF HONESTY FOR WRITTEN ASSIGNMENTS I (FULL NAMES):
……GLORIA…NOMPUMELELO……MGAGA…………………………………………………………
……………… STUDENT NUMBER: ……65107497……………… MODULE CODE:
…INC3702……………… DECLARE THAT… 1. I UNDERSTAND WHAT PLAGIARISM
ENTAILS AND AM AWARE OF THE UNIVERSITY’S POLICY IN THIS REGARD. 2. I
DECLARE THAT 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 GIVE THE PROPER ACKNOWLEDGEMENT AND
INCLUDE A COMPLETE REFERENCE LIST. 3. I DID NOT USE ANOTHER CURRENT
OR PREVIOUS STUDENT’S WORK, SUBMITTING IT AS MY OWN. 4. I DID NOT
ALLOW AND WILL NOT ALLOW ANYONE TO COPY MY WORK WITH THE
INTENTION OF SUBMITTING IT AS HIS OR HER OWN WORK. SIGNATURE
………GNMGAGA………………… DATE: …26 AUGUST…2023…………………….
Question 1

1.1 . Assessment for inclusivity is practiced in Scenario A, where Mrs. Molefe, the grade 5
teacher, ensures that all learners participate actively in all lesson activities. She gives
assessment tasks at the end of each learning unit, which have proven to be helpful for
learners, including those with learning difficulties. This approach promotes inclusivity by
providing equal opportunities for all students to demonstrate their understanding and
progress.
1.2 Both scenarios involve evaluating the educational progress of learners, but it is
emphasized more in Scenario B. Mr. Japhta, a teacher in the foundation phase, designs
assessment activities for first-grade students to detect any learning obstacles they may
face. Based on the outcomes of these informal assessments, individualized support plans
are created for students who require additional aid with specific subjects. This highlights
how the assessments are utilized to assess academic advancement and determine
where supplementary help is necessary..
1.3 In Scenario B, the SIAS (Screening, Identification, Assessment, and Support) policy will
play a crucial role. Mr. Japhta, a foundation phase teacher, has the responsibility to
screen and identify learners with learning challenges at the start of each school year. He
prepares assessment activities to pinpoint students with learning barriers, and the
outcomes inform the creation of individual support plans. This approach aligns with the
SIAS policy, which stresses the significance of early detection and assistance for students
with learning difficulties..
1.4 In both scenarios, involving parents is highly important. However, it is especially
emphasized in Scenario B. Here, Mr. Japhta creates assessment activities to identify
students with learning barriers. The results are then used to create individual support
plans. To make sure these plans are effective, it is crucial for parents to be involved and
collaborate with the school. Parents can offer valuable insights into their child's learning
needs, provide extra support at home, and work with the school to create a supportive
learning environment. This partnership between parents and teachers enhances the
overall educational experience and promotes student success..

Question 2

2.1) 1 Diagnosing a learner without proper qualifications: Timothy made the mistake of
diagnosing a learner with dyslexia without being a qualified professional in the field of learning
disabilities. Only trained specialists, such as educational psychologists or speech therapists,
should diagnose learning disabilities. Timothy should have referred the learner to the
appropriate professionals for a proper assessment.
2 Jumping to conclusions and recommending a special school: Timothy made the mistake
of immediately recommending that the learner be referred to a special school based on
his own diagnosis. This decision should not be made solely by a teacher. It is important
to involve a multidisciplinary team, including professionals, parents, and school
administrators, to make an informed decision about the best educational placement for
the learner.
3 Lack of individualized support: Timothy's approach seems to be focused on identifying
learners with learning disabilities but lacks a plan for individualized support. Each learner
with a learning disability requires a personalized support plan that addresses their
specific needs. Timothy should have considered implementing evidence-based strategies
and accommodations within the regular classroom setting before considering a special
school placement.

2.2.1 To implement a whole school approach to support vulnerable learners with learning
difficulties, the following aspects should be considered:
1. Professional development: Provide ongoing professional development opportunities
for teachers and staff to enhance their understanding of learning difficulties,
inclusive teaching strategies, and differentiation techniques. This will enable them to
effectively support learners with diverse needs.
2. Collaboration and teamwork: Foster collaboration among teachers, support staff,
and specialists to share knowledge, resources, and best practices. Regular meetings
and discussions can help identify and address the needs of vulnerable learners.
3. Early identification and intervention: Implement a system for early identification of
learners with learning difficulties. This can involve regular screenings, assessments,
and observations to identify learners who may require additional support. Early
intervention programs can then be put in place to address their specific needs.
4. Individualized support plans: Develop individualized support plans for learners with
learning difficulties. These plans should outline specific goals, strategies, and
accommodations tailored to each learner's needs. Regular monitoring and review of
these plans are essential to track progress and make necessary adjustments.
5. Inclusive classroom practices: Promote inclusive classroom practices that create a
supportive and engaging learning environment for all learners. This can include
differentiated instruction, flexible grouping, assistive technologies, and modifications
to curriculum and assessments.
6. Parent and community involvement: Involve parents and the wider community in
supporting vulnerable learners. Regular communication, parent workshops, and
partnerships with community organizations can enhance the support network for
these learners.

2.2.2 The principle of Ubuntu, which emphasizes interconnectedness and collective

responsibility, can be incorporated in the implementation of the whole school approach by:
1. Promoting a sense of community: Foster a sense of belonging and inclusivity within
the school community. Encourage collaboration, empathy, and respect among
students, teachers, parents, and staff. This can be achieved through shared decision-
making, open communication, and creating opportunities for everyone to
contribute.
2. Emphasizing collaboration and support: Encourage collaboration and support
among teachers, staff, and parents in addressing the needs of vulnerable learners.
Create platforms for sharing ideas, resources, and experiences. Encourage peer
mentoring and support networks to ensure that no one feels isolated or
overwhelmed.
3. Recognizing and valuing diversity: Embrace and celebrate the diversity of learners
and their unique strengths. Encourage a culture of acceptance and understanding,
 where differences are seen as assets rather than limitations. This can be done
through inclusive curriculum, diverse teaching materials, and multicultural events.
4. Promoting social and emotional well-being: Prioritize the social and emotional well-
being of learners. Create a safe and nurturing environment where learners feel
supported and valued. Implement strategies to address bullying, promote positive
relationships, and provide counseling or support services when needed.
5. Encouraging active citizenship: Foster a sense of responsibility and active citizenship
among learners. Encourage them to contribute to the well-being of others and the
community. This can be done through service-learning projects, community outreach
programs, and opportunities for learners to take on leadership roles.
2.3.1 To ensure that the learner is assisted, the following steps should be taken:
2.3.2 Review and revise the support plan: The support plan should be reviewed and
revised to identify any gaps or areas that need improvement. This can involve
gathering feedback from the learner, parents, teachers, and specialists involved
in the support process.
1. Implement targeted interventions: Based on the review, implement targeted
interventions that address the specific needs of the learner. This may involve
adjusting teaching strategies, providing additional resources or support, or seeking
further assessments or professional guidance.
2. Collaborate with specialists: Involve specialists, such as educational psychologists or
therapists, to provide further assessments and recommendations. Their expertise
can help identify alternative strategies or interventions that may be more effective
for the learner.
3. Regular monitoring and communication: Establish a system for regular monitoring
of the learner's progress and communication with all stakeholders involved. This can
include progress meetings, feedback sessions, and ongoing collaboration to ensure
that the learner's needs are being met.
The stakeholders involved in this step should include the learner, parents, teachers,
specialists, and any other relevant support staff. Collaboration and open communication
among all stakeholders are crucial to ensure a holistic and effective support system for
the learner.
2.3.2 Importance of assessments to teachers
Assessments play a crucial role in the teaching and learning process. Here are some
reasons why assessments are important to teachers:
1. Informing instructional decisions: Assessments provide teachers with valuable
information about their students' strengths, weaknesses, and learning progress. This
information helps teachers make informed decisions about instructional strategies,
curriculum adaptations, and individualized support plans.
2. Monitoring student progress: Assessments allow teachers to monitor student
progress over time. By regularly assessing students' knowledge and skills, teachers
can identify areas of improvement, track growth, and provide timely feedback to
students and parents.

There could be several reasons for this kind of curriculum differentiation:

1. Individualized Instruction: The teacher may have identified that the
learner requires additional support or practice in adding two-digit
numbers before moving on to three-digit numbers. By differentiating the
 curriculum, the teacher can provide targeted instruction to address the
learner's specific needs.
2. Building a Strong Foundation: The teacher may believe that it is important
for the learner to master the skills of adding two-digit numbers before
progressing to three-digit numbers. By starting with simpler tasks, the
teacher can ensure that the learner has a solid foundation in basic
addition skills.
3. Addressing Learning Differences: The teacher may be aware that the
learner has a learning difference or difficulty that makes it challenging to
add three-digit numbers. By differentiating the curriculum, the teacher can
provide a task that is more accessible and manageable for the learner,
allowing them to experience success and build confidence.
4. Meeting Individual Readiness: The teacher may have assessed the
learner's readiness and determined that they are not yet ready to add
three-digit numbers. By differentiating the curriculum, the teacher can
provide a task that aligns with the learner's current level of understanding
and skill development.
Overall, curriculum differentiation allows teachers to tailor instruction to meet
the diverse needs of their students, ensuring that each learner is appropriately
challenged and supported in their learning journey.

Question 3

3.1 The correct term for the teacher's method of teaching in the context of optimum learner
involvement in an inclusive learning environment is "differentiated instruction."
Differentiated instruction refers to the practice of tailoring teaching methods, materials,
and assessments to meet the diverse needs of students in the classroom. It involves
providing appropriate support and guidance to learners with learning difficulties while
gradually reducing that support as they become more competent.

3.2 There are several advantages of using differentiated instruction for learners:
4 Individualized Learning: Differentiated instruction allows teachers to address each
learner's unique needs, interests, and learning styles, promoting personalized learning
experiences.
5 Increased Engagement: By providing relevant and meaningful learning experiences,
differentiated instruction increases learner engagement and motivation.
6 Improved Learning Outcomes: Learners receive targeted support and guidance,
enabling them to master new skills and grasp key concepts more effectively.
7 Promotes Inclusion: Differentiated instruction ensures that all learners, including those
with learning difficulties, are included and supported in the classroom.
8 Preparation for Real-World Challenges: By adapting instruction to meet diverse needs,
differentiated instruction prepares learners for the complexities of the real world, where
they will encounter diverse individuals and situations.
3.3 Knowing the learner's readiness level is significant for achieving curriculum
differentiation as it helps teachers tailor instruction to meet individual needs. By
understanding a learner's readiness level, teachers can determine the appropriate level of
challenge and support required to facilitate learning.
The SIAS (Systemic Instructional Assistance System) policy is a form of assessment that
teachers can use to obtain information about a learner's readiness level. It provides a
systematic approach to assess learners' strengths, weaknesses, and readiness to learn. By
using the SIAS policy, teachers can gather data on learners' abilities, prior knowledge, and
learning styles, which can inform instructional decisions and facilitate curriculum
differentiation.
3.4 To ensure the achievement of curriculum differentiation, teachers can employ the
following learner-centered strategies:
1. Flexible Grouping: Teachers can group learners based on their readiness levels,
interests, or learning styles. This allows for targeted instruction and collaborative
learning opportunities.
2. Choice and Personalization: Providing learners with choices in assignments, projects,
or learning materials allows them to take ownership of their learning and pursue
topics of interest.
3. Varied Instructional Materials: Using a variety of resources, such as visual aids,
manipulatives, technology, and real-world examples, caters to different learning
preferences and enhances understanding.
4. Formative Assessment: Regularly assessing learners' progress through formative
assessments, such as quizzes, discussions, or observations, helps teachers identify
areas of strength and areas that require additional support. This enables timely
intervention and adjustment of instruction.
By implementing these learner-centered strategies, teachers can create an inclusive learning
environment that supports the diverse needs of all learners and promotes their academic
growth.

Question 4

4.1
The element of curriculum that the teacher is differentiating is the level of difficulty or
complexity of the mathematical task. By assigning the learner the task of adding two-digit
numbers instead of three-digit numbers, the teacher is providing a differentiated curriculum
to meet the learner's individual needs.

There could be several reasons for this kind of curriculum differentiation:

 1. Individualized Instruction: The teacher may have identified that the learner requires
additional support or practice in adding two-digit numbers before moving on to
three-digit numbers. By differentiating the curriculum, the teacher can provide
targeted instruction to address the learner's specific needs.
2. Building a Strong Foundation: The teacher may believe that it is important for the
learner to master the skills of adding two-digit numbers before progressing to three-
digit numbers. By starting with simpler tasks, the teacher can ensure that the learner
has a solid foundation in basic addition skills.
3. Addressing Learning Differences: The teacher may be aware that the learner has a
learning difference or difficulty that makes it challenging to add three-digit numbers.
By differentiating the curriculum, the teacher can provide a task that is more
accessible and manageable for the learner, allowing them to experience success and
build confidence.
4. Meeting Individual Readiness: The teacher may have assessed the learner's
readiness and determined that they are not yet ready to add three-digit numbers. By
differentiating the curriculum, the teacher can provide a task that aligns with the
learner's current level of understanding and skill development.
Overall, curriculum differentiation allows teachers to tailor instruction to meet the diverse
needs of their students, ensuring that each learner is appropriately challenged and
supported in their learning journey.

Question 5

Geography Assessment

Subject/Topic: World Capitals

1. Recall (5.1.1):
• Multiple-choice question: "What is the capital of France?"
• A) London
• B) Paris
• C) Rome
• D) Berlin
2. Comprehension (5.1.2):
• True or False question: "The capital of Australia is Sydney."
• True
• False
3. Apply (5.1.3):
• Short answer question: "Identify the capital city of Brazil and explain why it was
chosen as the capital."
• Answer: [Student's response]
4. Analyze (5.1.4):
• Matching question: Match the country with its capital.
• Country: Germany
 • Capital: [Dropdown options: Berlin, Madrid, Tokyo, Moscow]
5. Evaluate (5.1.5):
• Essay question: "Compare and contrast the capitals of two different countries,
highlighting their cultural significance and impact on the country's development."
• Word limit: [Specify word limit]
This assessment covers the different levels of Bloom's Taxonomy for geography. It includes
questions that require recall, comprehension, application, analysis, and evaluation of
knowledge related to world capitals

References