Diploma in Grade R Teaching - Sants...gaining insight into the importance of movement in the Grade R learning programme as well as its value in the learners' holistic development

DIPLOMA IN GRADE R TEACHING MODULE DESCRIPTORS

Diploma in Grade R Teaching

Offered by:

SANTS

PRIVATE HIGHER EDUCATION INSTITUTION

Date of publication: 03 May 2019

TABLE OF CONTENTS

1. INTRODUCTION .............................................................................................. 1

1.1 YEAR 1, SEMESTER 1 .................................................................................... 1

1.1.1 MODULE 1: ACADEMIC LITERACY; ALI 515 .................................................. 1

1.1.2 MODULE 1: ACADEMIC NUMERACY; ANU 515 ............................................. 1

1.1.3 MODULE 1: LITERACY TEACHING IN GRADE R; LGR 515 ........................... 2

1.1.4 MODULE 1: NUMERACY TEACHING IN GRADE R; NGR 415 ....................... 2

1.2 YEAR 1, SEMESTER 2 .................................................................................... 2

1.2.1 COMPUTER LITERACY; CLI 515 .................................................................... 2

1.2.2 MODULE 1: FIRST LANGUAGE TEACHING; FLT 417 .................................... 3

1.2.3 MODULE 1: LIFE SKILLS TEACHING IN GRADE R; LSR 416 ........................ 3

1.2.4 MODULE 1: WHOLE CHILD DEVELOPMENT; WCD416 ................................. 3

1.2.5 MODULE: EFFECTIVE CLASSROOM PRACTICE; ECP 416 .......................... 4

1.2.6 MODULE 1: WIL I; WIL 416 .............................................................................. 4

1.3 YEAR 2, SEMESTER 1 .................................................................................... 4

1.3.1 MODULE 2: ACADEMIC LITERACY; ALI 425 .................................................. 4

1.3.2 MODULE 2: LITERACY TEACHING IN GRADE R; LGR 426 ........................... 5

1.3.3 MODULE 2: LIFE SKILLS TEACHING IN GRADE R; LSR 426 ........................ 5

1.3.4 MODULE: LEARNING AND TEACHING THEORIES; LTT 517 ........................ 6

1.3.5 MODULE 2: WIL II; WIL 426 ............................................................................. 6

1.4 YEAR 2, SEMESTER 2 .................................................................................... 6

1.4.1 MODULE 1: STUDIES IN EDUCATION: FOUNDATIONS OF EDUCATION;

SED516 ............................................................................................................ 6

1.4.2 MODULE 2: TEACHING IN ENGLISH AS A FIRST ADDITIONAL LANGUAGE;

FAL426 ............................................................................................................. 7

1.4.3 MODULE 2: NUMERACY TEACHING IN GRADE R; NGR 426 ....................... 7

1.4.4 MODULE: THE GRADE R TEACHER AS ASSESSOR, ASS 416 .................... 7

1.5 YEAR 3, SEMESTER 1 .................................................................................... 8

1.5.1 MODULE 2: ACADEMIC NUMERACY; ANU 425 ............................................. 8

1.5.2 MODULE 2: STUDIES IN EDUCATION: SOUTH AFRICAN CONTEXT; SED 527

........................................................................................................................ 8

1.5.3 MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT; ILS416 ..... 8

1.5.4 MODULE: SCHOOL READINESS; SCR 417 ................................................... 9

1.5.5 MODULE 3: WIL III; WIL436 ............................................................................. 9

1.6 YEAR 3, SEMESTER 2 .................................................................................... 9

1.6.1 MODULE: THE GRADE R CURRICULUM IN PRACTICE; CPR 416…………...9 1.6.2 MODULE 3: STUDIES IN EDUCATION: ISSUES AND CHALLENGES IN

EDUCATION; SED 537 .................................................................................. 10

1.6.3 MODULE: TEACHING AS A PROFESSION; TPR 516 ................................... 10

1.6.4 MODULE 3: LANGUAGE OF CONVERSATIONAL COMPETENCE; CLC 435 ..

...................................................................................................................... 11

ADDENDUM 1: Accreditation - DHET and SAQA Registration numbers ............................. 12

ADDENDUM 2: Language Specialisation ............................................................................ 17

ADDENDUM 3: Table of contents of each module .............................................................. 18

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1. INTRODUCTION

The Diploma in Grade R Teaching was offered by SANTS since 2014 as an accredited programme with the approval of the Department of Higher Education and Training (DHET). This approval was granted by statutory bodies such as the Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE) (HEQC Ref: H/PR148/E008CAN) and the South African Qualifications Authority (SAQA). This approval recognised the Diploma in Grade R Teaching, offered by SANTS, as meeting the accreditation criteria which includes adherence to the requirements of the policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) (DHET, 2011). The following module descriptors are provided to present the purpose and content knowledge of each module, per year and semester. In addition, the module code, the level of each module according to the National Qualifications Framework (NQF) and the credit load of each module are given. Additional information regarding the qualification is given as Addenda. ADDENDA Addendum 1: Accreditation - DHET and SAQA Registration documents, Letter on RPL as specified in MRTEQ Addendum 2: Language Specialization/Endorsement Addendum 3: Table of contents of each module

1.1 YEAR 1, SEMESTER 1

1.1.1 MODULE 1: ACADEMIC LITERACY; ALI 515 NQF 5; CREDITS 20

Purpose The purpose of the module is to assist students in learning more effectively by equipping them with literacy and communication skills to deal with the demands of academic contexts. Content knowledge After completion of the module, students should be able to: (i) use language appropriately for academic purposes; (ii) access and process information; and (iii) critique texts for academic purposes. It involves responding to written, oral and audio-visual texts. The texts being critiqued may include those which are academic (e.g. textbooks or journal articles) or popular (e.g. advertisements, newspapers, magazines).

UNIT 1: ENGLISH GRAMMAR

UNIT 2: READING SKILLS

UNIT 3: WRITING SKILLS

UNIT 4: LISTENING AND SPEAKING

1.1.2 MODULE 1: ACADEMIC NUMERACY; ANU 515 NQF 5; CREDITS 12 Purpose The purpose of the module is to develop students' basic level of competence in interpreting and using numerical and elementary statistical knowledge to facilitate their personal academic learning.

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Content knowledge After completion of the module, students should be able to apply numerical information in personal, social and economic contexts; investigate numerical issues in order to make informed decisions and solve well-defined and unfamiliar numerical and statistical problems in their daily lives.

UNIT 1: NUMBERS, OPERATIONS AND RELATIONSHIPS

UNIT 2: MEASUREMENT

UNIT 3: DATA HANDLING

1.1.3 MODULE 1: LITERACY TEACHING IN GRADE R; LGR 515 NQF 5; CREDITS 1

Purpose The purpose of the Literacy teaching in Grade R modules are to empower teachers to plan, implement and evaluate a developmentally appropriate Literacy Learning Programme in Grade R, and to assess their learners’ progress on a continuous basis. Content knowledge After completion of the module, students should be able to apply basic knowledge and competence in perceptual and early literacy skills development in Grade R as the basis for successful language learning in the Foundation Phase. Students will be able to plan, prepare, facilitate and assess early literacy using theme discussions, stories, songs, rhymes, and informal interactions between adults and children to facilitate emergent reading and writing. Furthermore, students will be able to evaluate their teaching and modify it if required according to their Grade R learners' needs.

UNIT 1: DEVELOPMENT OF LITERACY SKILLS

UNIT 2: PLAN A LITERACY PROGRAMME

UNIT 3: TEACHING LITERACY IN GRADE R

1.1.4 MODULE 1: NUMERACY TEACHING IN GRADE R; NGR 415 NQF 5; CREDITS 12

Purpose The purpose of Numeracy teaching is to empower teachers to plan ,implement and evaluate a developmentally appropriate Numeracy Learning Programme as well as asses their learners’ progress on a continuous basis. Content knowledge After completion of the module, students should be able to apply basic knowledge and competence of learning and teaching emergent or early numeracy in Grade R in order to build a strong foundation for mathematics learning in the Foundation Phase. Students will apply a range of strategies to facilitate early/emergent numeracy and mathematical concept formation by using a range of relevant activities and materials during the daily programme/schedule. Moreover, students will design, facilitate and assess a numeracy learning programme to ensure that they foster emergent numeracy in Grade R.

UNIT 1: PLANNING FOR MATHEMATICS TEACHING IN GRADE R

UNIT 2: NUMBERS, OPERATIONS AND RELATIONSHIPS

UNIT 3: PATTERNS AND FUNCTIONS


1.2.1 COMPUTER LITERACY; CLI 515 NQF 5; CREDITS 6

Purpose The purpose of this module is to enable students to use technology including computers and information communication technology (ICT) to enhance their learning.

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Content knowledge After completion of the module students should be able to apply computing concepts, word processing, knowledge of editing and formatting to enhance the quality of their assignments; present information professionally using for example tables and graphs; access and evaluate information from the internet.

1.2.2 MODULE 1: FIRST LANGUAGE TEACHING; FLT 417 NQF 7; CREDITS 12

Purpose The purpose of the module is to develop the student teacher’s proficiency skills (listening, speaking, reading and writing) in a language with the express purpose of developing competence to use the language as a language of learning and teaching (LoLT). Content knowledge First or home language skills, language structure and use as well as grammar, at CALP level of proficiency. The student teacher will develop cognitive academic language proficiency in an official South African language that includes critical listening skills, effective speaking strategies to express ideas and opinions. This proficiency includes academic reading and reading literary texts and advanced writing.

1.2.3 MODULE 1: LIFE SKILLS TEACHING IN GRADE R; LSR 416 NQF 6; CREDITS 10

Purpose The purpose of the Life Skills teaching in Grade R modules are to empower teachers to plan, implement and evaluate a developmentally appropriate Life Skills Learning Programme in Grade R, and to assess their learners’ progress on a continuous basis. Content knowledge The module will provide students with a sound knowledge of how young children up to the age of five years learn kinaesthetically through whole body exploration and physical development and is aimed at gaining insight into the importance of movement in the Grade R learning programme as well as its value in the learners' holistic development. Students will develop competence to promote health and safety, and understand how this contributes towards their learners’ development.

UNIT 1: OVERVIEW OF LIFE SKILLS AS A SUBJECT

UNIT 2: PLAN A LIFE SKILLS PROGRAMME

UNIT 3: TEACHING LIFE SKILLS IN GRADE R

UNIT 4: THE WHOLE CHILD AND DEVELOPMENTALLY APPROPRIATE PRACTICE

1.2.4 MODULE 1: WHOLE CHILD DEVELOPMENT; WCD416 NQF 6; CREDITS 12 Purpose The purpose of the module is to assist students in developing a sound knowledge of the Grade R learner's (5-6 years of age) development and learning. Content knowledge After completion of the module students should be able to master the knowledge related to how young children develop and learn in all the domains of development and apply this knowledge to promote children’s’ holistic development. Students will understand how development or developmental delays in one domain (or area of development) influences other domains. Students will also be exposed to contemporary brain-based research to deepen their understanding of how young children learn and develop.

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UNIT 1: CHILD DEVELOPMENT IN CONTEXT

UNIT 2: CHILD DEVELOPMENT THEORIES

UNIT 3: STAGES OF CHILD DEVELOPMENT

UNIT 4: THE WHOLE CHILD AND DEVELOPMENTALLY APPROPRIATE PRACTICE

1.2.5 MODULE: EFFECTIVE CLASSROOM PRACTICE; ECP 416 NQF 6; CREDITS 12

Purpose The purpose of the module is to develop the students’ fundamental knowledge, skills and personal qualities to effectively manage learning and teaching and improve their classroom practice. Content knowledge This module focuses on a range of processes and strategies relevant to Grade R learning and teaching based on an understanding of whole child development. This module promotes integrated and applied knowledge. After completion of this module students should be able to interpret and apply the roles, qualities, and responsibilities of the teacher in the teaching process; manage an effective indoor and outdoor teaching and learning environment; critically reflect on specific teaching approaches to achieve learning goals; and apply their knowledge and skills to create an effective learning and teaching environment that promotes safety, creativity, problem solving and critical thinking and manage their classroom effectively.

UNIT 1: PLACE OF GRADE R

UNIT 2: MANAGING A GRADE R CLASSROOM

UNIT 3: TEACHING IN GRADE R

UNIT 4: ASSESSMENT WORKPLACE INTEGRATED LEARNING (WIL)

1.2.6 MODULE 1: WIL I; WIL 416 NQF 6; CREDITS 18

Purpose The purpose of WIL is to develop the student’s competence in teaching effectively in the South African school context. Students should be able to teach in different contexts and deal effectively with diverse challenges in a classroom. Content knowledge WIL I exposes students to learning from practice in order to develop their initial perspectives of the broad role of the Grade R teacher, the Grade R curriculum and of developmentally appropriate and play-based learning and teaching strategies. It includes using resources and acquired knowledge from the different modules, to analyse different practices across a variety of contexts drawing on for example case studies offered in modules. Students are also required to complete school-based assignments based on their observation of learners, of learning in authentic classroom settings, and of teacher presentations.


1.3.1 MODULE 2: ACADEMIC LITERACY; ALI 425 NQF 5; CREDITS 20

Purpose The purpose of the module is to provide students with further basic level of academic (higher education) knowledge and competence to empower students to learn the types of literacies they need for academic success.

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Content knowledge After completion of the module students should be able to distinguish between essential and non-essential information; understanding and using academic words in context; using dictionaries effectively; recognising and choosing from different genres; arranging the parts of a text logically; formulating sentences correctly; understanding the functions of texts, such as description, discussion and argumentation; interpreting visual information and representing verbal information visually.

UNIT 1: ADVANCED ENGLISH GRAMMAR SKILLS

UNIT 2: ACADEMIC READING SKILLS

1.3.2 MODULE 2: LITERACY TEACHING IN GRADE R; LGR 426 NQF 6; CREDITS 12

Purpose The purpose of the Literacy module in Grade R is to empower students to plan, implement and evaluate a developmentally appropriate Literacy Learning Programme and assess learners’ progress. Content knowledge After completion of the module, students should have developed more specialised and intensive learning in order to: Plan, manage and facilitate emergent or early literacy through an integrated approach in Grade R; and align the practices and principles of the current curriculum policy by focusing on Home Language teaching across all official languages. The student develops competence in Grade R literacy learning and teaching by: (i) describing how literacy is developed, facilitated and assessed; (ii) planning an integrated literacy learning programme; (iii) preparing a range of developmentally appropriate literacy learning activities and materials; (iv) implementing the planned literacy learning programme; (v) assessing children’s literacy development and learning and (vi) evaluating their own teaching effort by considering the effectiveness of the literacy learning programme.

UNIT 1: PLAN, IMPLEMENT, AND TEACH LITERACY

UNIT 2: ASSESSING LEARNERS’ PROGRESS IN LITERACY

1.3.3 MODULE 2: LIFE SKILLS TEACHING IN GRADE R; LSR 426

NQF 6; CREDITS 8 Purpose The purpose of this Life Skills module is to empower students to plan, implement and evaluate a developmentally appropriate Life Skills Learning Programme in Grade R and to assess learners’ progress in the Life Skills Subject in developmentally appropriate ways. Content knowledge Students will develop competence in Grade R teaching to: (i) Enable their learners to deal effectively with the demands and challenges of daily life; and (ii) Plan and implement an integrated learning programme for Life Skills in Grade R. Students will learn to design, plan, present and evaluate a developmentally appropriate daily programme that optimises learners' holistic development, where all developmental domains are addressed in a balanced manner. The focus will be on integrating all domains of development in the daily Grade R life skills learning programme, including the creative arts, music and movement activities and continuously assess their learners' progress.

UNIT 1: PLANNING, IMPLEMENTING, AND TEACHING LIFE SKILLS

UNIT 2: ASSESSING LEARNERS’ PROGRESS IN LITERACY IN THE LIFE

SKILLS PROGRAMME

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1.3.4 MODULE: LEARNING AND TEACHING THEORIES; LTT 517

NQF 7; CREDITS 12 Purpose The purpose of the module is to provide students with intellectual enrichment in a range of learning theories, underpinning theoretical orientations and their practical implications for learning and teaching. Content knowledge After completion of the module students should be able to identify and discuss contrasting perspectives of learning theories relevant to Grade R. Students will critically engage with the learning theories drawing on their personal learning experiences to reflect on the diverse Grade R learning and teaching contexts. Students will apply the learning theories to their classroom practice and develop a personal practice theory.

UNIT 1: DEVELOPMENTAL THEORIES GROUNDING TEACHING AND LEARNING THEORIES IN THEORIES OF DEVELOPMENT

UNIT 2: LEARNING AND TEACHING THEORIES

UNIT 3: THE GRADE R CLASSROOM

1.3.5 MODULE 2: WIL II; WIL 426 NQF 6; CREDITS 24

Content knowledge WIL II will expose students to learning opportunities from and in practice. Students will develop teaching skills in a simulated Grade R classroom context as well as an authentic school-based environment. Students will complete practical assignments based on their disciplinary and pedagogical knowledge. Students will reflect on the application of theory to their actual school based classroom practice and compare similarities and differences between theory and practice. Students will be required to, (with guidance from the supervising mentor teacher), implement planned teaching tasks in a well-balanced Grade R daily programme.


1.4.1 MODULE 1: STUDIES IN EDUCATION: FOUNDATIONS OF EDUCATION; SED516 NQF 6; CREDITS 12

Purpose The purpose of the module is to introduce students to studies in education. Consequently, the module provides an overview of the central contributions that disciplines offer in enhancing students’ understanding of education. Content knowledge After completion of the module, the student should be able to motivate the contributions of history, philosophy, psychology and sociology in order to enhance our understanding of education. Students will be able to understand and discuss how education has changed over time. It will be the basis for understanding the contemporary issues and challenges facing education.

UNIT 1: HISTORY OF EDUCATION IN SOUTH AFRICA

UNIT 2: THE SOUTH AFRICAN EDUCATION SYSTEM

UNIT 3: GAINS AND CHALLENGES WITHIN THE SOUTH AFRICAN EDUCATION SYSTEM

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1.4.2 MODULE 2: TEACHING IN ENGLISH AS A FIRST ADDITIONAL LANGUAGE; FAL426 NQF 6; CREDITS 12

Purpose The purpose of the module is to further develop the student teacher’s language (reading, writing and speaking) proficiency skills in English as an additional official language within educational contexts. Students will be introduced to additive bilingualism, language learning contexts and understand how language skills are assessed. Content knowledge The module assists student teachers to further develop their language proficiency in English as a first additional language which includes interacting in oral communication in English, using reading and viewing strategies to understand different texts, write for a specific audience and purpose, use of English language structures and features in different contexts and drafting and editing own writing in English.

1.4.3 MODULE 2: NUMERACY TEACHING IN GRADE R; NGR 426 NQF 6; CREDITS 12

Purpose The Purpose of this module is to develop the Mathematics subject and pedagogical subject knowledge of student teachers. Students will develop competence in Grade R Mathematics teaching

and learning, especially as it relates to Space and Shape, Measurement and Data Handling. This

together with the preceding module will enable them to implement an integrated Numeracy programme in Grade R based on the prescribed curriculum. Content knowledge Students will develop competence in Grade R learning and teaching by: (i) understanding the purpose, scope and unique features of Mathematics to provide a focus for mathematical content in Grade R; (ii) understanding how numeracy teaching is organised in an integrated numeracy learning programme in Grade R; and (iii) developing and implementing work schedules, lesson and assessment plans for numeracy teaching and learning in Grade R. This module will equip students with the knowledge and skills to plan, facilitate and evaluate the numeracy learning programme according to current curriculum policy and guidelines for teaching, learning and assessment. This will include the integration of developmentally appropriate mathematics, science and technology knowledge and skills and the design of appropriate Grade R activities and materials. In addition, students will learn to assess childrens’ numeracy learning through observation and continuous informal assessment. Students will also evaluate the effectiveness of the numeracy learning programme.

UNIT 1: SPACE AND SHAPE IN GRADE R

UNIT 2: MEASUREMENT IN GRADE R

UNIT 3: DATA HANDLING IN GRADE R

UNIT 4: ASSESSING MATHEMATICS LEARNING

1.4.4 MODULE: THE GRADE R TEACHER AS ASSESSOR, ASS 416 NQF 6; CREDITS 8

Purpose The purpose of the module is to provide a sound knowledge of the theoretical framework to guide Grade R teachers in planning and conducting assessment. Content knowledge After completion of the module, students will be able to follow a principled approach to assessment practice. Students will acquire skills in using appropriate assessment approaches and strategies to monitor, evaluate, record, and report on learner progress and achievement in Grade R. In addition, students will be able to use assessment results to adapt and improve their teaching.

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In this module, students will encounter a range of developmentally appropriate assessment approaches and strategies for Grade R learners. The emphasis will be on informal, flexible and continuous assessment, mainly observation.

UNIT 1: ASSESSMENT IN GRADE R

UNIT 2: PRINCIPLES OF ASSESSMENT

UNIT 3: RECORDING AND REPORTING ON ASSESSMENT

UNIT 4: REVIEW ASSESSMENT


1.5.1 MODULE 2: ACADEMIC NUMERACY; ANU 425 NQF 5; CREDITS 12

Purpose The purpose of the module is to enhance students' ability to interpret and apply numerical and elementary statistical knowledge. Content knowledge After completion of the module students should be able to apply their understanding of numeracy and elementary statistics to effectively manage teaching, learning and assessment, i.e. to manage classroom resources, monitor learner attendance as well as record, interpret and report on the academic progress and achievement of their learners. They will also apply elementary procedures for financial management.

UNIT 1: DATA HANDLING

UNIT 2: ELEMENTARY STATISTICS AND PROBABILITY

UNIT 3: RATIO AND RATE

UNIT 4: FINANCIAL MANAGEMENT

1.5.2 MODULE 2: STUDIES IN EDUCATION: SOUTH AFRICAN CONTEXT; SED 527 NQF 7; CREDITS 12

Purpose The purpose of this module is to guide students to develop a clear understanding with regard to the complexities of teaching in South Africa. Content knowledge Students will be guided to develop the knowledge and skills related to the political, historical and cultural complexities of teaching in South Africa. Selected themes in the history of South African education will be explored to enable students to think critically about their role as engaged professional teachers today.

UNIT 1: NATIONAL AND INTERNATIONAL EDUCATION CONTEXTS

UNIT 2: EDUCATION FOR DEMOCRACY – A PHILOSOPHY OF EDUCATION

1.5.3 MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT; ILS416 NQF 6; CREDITS 12

Purpose The purpose of the module is to develop students’ understanding and analysis of the pedagogical relevance of the current philosophies, policies and methodologies related to inclusive education. Content knowledge After completion of the module, students should be able to identify the teaching implications related to diverse learner characteristics with respect to a range of diversity variables (e.g. ability/disability, language, race/ethnicity, socio-economic status, family structure, religion).

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Students will be able to identify the characteristics of learners with learning impairments and accommodate their diverse needs by providing respectful and appropriate learning support through adaptations, modifications and accommodations. Students will be able to refer children for additional support when necessary. Moreover, students will be encouraged to reflect on their own attitudes and bias.

UNIT 1: UNDERSTANDING INCLUSIVE EDUCATION AND LEARNING SUPPORT

UNIT 2: IDENTIFYING PROBLEMS TO ALLOW FOR EARLY INTERVENTION

UNIT 3: SUPPORTING LEARNERS IN THE GRADE R CLASSROOM

1.5.4 MODULE: SCHOOL READINESS; SCR 417 NQF 7; CREDITS 12

Purpose The purpose of the module is to familiarise students with a broad range of strategies that could be employed to promote school readiness. Content knowledge Since the majority of Grade R learners would not have had access to pre- Grade R programmes, Grade R teachers need to know how to compensate for the lack of early stimulation. This module will therefore focus on what the student (Grade R teacher) could do to promote readiness for learning by developing perceptual motor skills, muscle tone, visual and auditory discrimination, laterality, body coordination, and cognitive skills such as problem solving skills and concept formation. Students will learn how to plan for their learners’ transition to Grade 1 and to facilitate a gradual increase in structured activities.

UNIT 1: UNDERSTAND SCHOOL READINESS

UNIT 2: PROMOTING SCHOOL READINESS FOR LEARNING

UNIT 3: PLANNING FOR LEARNERS’ TRANSITION TO GRADE 1

1.5.5 MODULE 3: WIL III; WIL436 NQF 6; CREDITS 24

Content knowledge Students will be guided to reflect critically on their teaching experiences, learning and methods. Students will develop their own practice theory. On a daily basis, students will be required to write reflection notes on their work integrated learning activities. This will inform how they plan and design appropriate Grade R activities. In an authentic school based environment, students will present developmentally appropriate Grade R activities. This will afford students with opportunities to: (i) apply Grade R teaching skills; (ii) assess their learners’ progress; (iii) assist and support learners with diverse needs; and (iv) design and use teaching and learning materials (LTSMs). Students will participate in all school activities (including extra-mural activities) to develop an understanding of the full functioning of Grade R programmes whether community-based or school-based and their relationships with the communities they serve.


1.6.1 MODULE: THE GRADE R CURRICULUM IN PRACTICE; CPR 416 NQF 6; CREDITS 12

Purpose The purpose of the module is to provide intellectual enrichment in curriculum theory, curriculum development and curriculum implementation in Grade R.

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Content knowledge After completion of the module, students should be able to: Interpret the school curriculum and relevant policies and analyse its specialised contents. Use available resources appropriately, to plan and design suitable, integrated learning programmes for Grade R learners. Discover that playful learning is the most appropriate teaching and learning strategy in the Grade R classroom. Facilitate learning through play with the focus on the types of play, their benefits for young children's development and learning. Determine the Grade R teachers' role during indoor and outdoor play.

UNIT 1: THE GRADE R CURRICULUM

UNIT 2: PLAY AS A TEACHING AND LEARNING STRATEGY IN THE GRADE R CLASSROOM

UNIT 3: THE GRADE R TEACHER’S ROLE DURING INDOOR AND OUTDOOR PLAY

1.6.2 MODULE 3: STUDIES IN EDUCATION: ISSUES AND CHALLENGES IN EDUCATION; SED 537 NQF 7; CREDITS 12

Purpose The purpose of this module is to enable students to critically reflect on and engage with issues and challenges faced by teachers and children in schools and the communities that they serve. Content knowledge Issues that will be addressed include HIV and AIDS, Poverty, Multicultural Education and Democracy in the context of South African education. Students will (i) gain insight into the dynamics at play in diverse classrooms; (ii) identify and critically reflect on a number of issues facing South African education; (iii) engage in critical analyses of the role of professional teachers in addressing these challenges in relation to schooling; and (iv) construct a practice theory to increase instructional effectiveness for learners and (v) work in partnership with professional services to address these challenges.

UNIT 1: HIV AND AIDS

UNIT 2: POVERTY AND EDUCATION

UNIT 3: MULTILINGUALISM IN EDUCATION

1.6.3 MODULE: TEACHING AS A PROFESSION; TPR 516 NQF 6; CREDITS 12 Purpose The purpose of the module is to familiarise students with issues related to the employment and practice of the teacher, with specific focus on the Grade R teacher. Content knowledge After completion of the module, students should be able to conduct themselves professionally towards others in the learning environment. Students critically engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices. Students will be encouraged to develop a positive work ethic, display appropriate values, and conduct themselves in a manner that befits, enhances and promotes the teaching profession.

UNIT 1: TEACHING AS A MORAL PROFESSION

UNIT 2: THE TEACHER AS A LOVING AND CARING PROFESSENIAL

UNIT 3: TEACHERS AS AGENTS OF TRANSFORMATION

UNIT 4: THE TEACHER AS A REFLECTIVE PRACTITIONER PROFESSIONAL

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1.6.4 MODULE 3: LANGUAGE OF CONVERSATIONAL COMPETENCE; CLC 435 NQF6; CREDITS 12

Purpose The purpose of this module is to prepare student teachers for communication in an additional official language within educational contexts. This language must be different from the FL and FAL. Students will therefore be responsive to the rich language diversity of South Africa. Moreover, students will be prepared to fulfil the role of the Foundation Phase teacher as a language model who has enthusiasm for language learning and teaching. Conversational competence in an additional language will further equip teachers to communicate with diverse learners and their parents. Content knowledge The module will assist student teachers to engage in sustained oral communication in general and within educational context. Listening and speaking as well as comprehension will be addressed.

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ADDENDUM 1: Accreditation - DHET and SAQA Registration numbers

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RE: RECOGNITION OF SANTS’ DIPLOMA IN GRADE R TEACHING QUALIFICATION AND RECOGNITION OF

PRIOR LEARNING (RPL)

The Diploma in Grade R Teaching offered by SANTS is registered on the National Qualifications Framework

(NQF) by the South African Qualifications Authority (SAQA) with qualification ID number 90660.

This qualification articulates vertically with the Bachelor of Education (Foundation Phase Teaching) at NQF

Level 07. The vertical articulation opportunity provides students with the possibility to proceed into a Bachelor

of Education; Foundation Phase Teaching programme. Students with this qualification who intend to register

with a Higher Education Institution will receive recognition of their prior learning or recognition of cognate

modules completed in their diploma programme, upon application to the Bachelor of Education degree

programme, to a maximum of 180 credits attained during their study in the diploma programme. This

progression statement is in accordance with the Revised Policy on the Minimum Requirements for Teacher

Education Qualifications (Department of Higher Education and Training, 2015: 52).

Kind regards.

Professor Ina Joubert

Executive Academic Director

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ADDENDUM 2: Language Specialisation

LANGUAGE ENDORSEMENT ON GRADE R DIPLOMA CERTIFICATE 1. LANGUAGE OF LEARNING AND TEACHING(LoLT) List of possible Languages of which one will appear on the certificate isiZulu, isiXhosa, N-Sotho or Afrikaans

2. FIRST ADDITIONAL LANGUAGE TEACHING (FAL) English

3. CONVERSATIONAL COMPETENCE List of possible Languages of which one will appear on the certificate

NOTE: The language for conversational competence must not be the same as the LoLT or FAL.

Languages: isiZulu, isiXhosa, N-Sotho or Afrikaans

EXAMPLE OF ENDORSEMENTS TO BE PRINTED ON DIPLOMA CERTIFICATE:

LoLT: isiXhosa FAL: English Conversational Competence: isiZulu

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ADDENDUM 3: Table of contents of each module

Diploma in Grade R Teaching

Year 1

Semester 1 Semester 2

ALI 515 CLI 515

ANU 515 FLT 417

LGR 415 LSR 416

NGR 415 WCD 416 WIL 416 ECP 416

Year 2


ALI 425 SED 516

LGR 426 FAL 426

ASS 416 NGR 426

LTT 517 LSR 416

WIL 426

Year 3


ANU 425 CPR 416

SED 527 SED 537

ILS 416 TPR 516

SCR 417 CLC 435 WIL 436

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B Ed AND GRADE R TEACHING PROGRAMMES

MODULE 1

ACADEMIC LITERACY

ALI515

STUDENT TRAINING MANUAL

Copyright SANTS Private Higher Education Institution Pty. Ltd. PO Box 72328, Lynnwood Ridge, 0040

First Edition 2013

Revised 2015

All rights reserved. Apart from any fair dealing for the purpose of research, criticism or review as permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, without permission in writing from SANTS.

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MODULE 1: ACADEMIC LITERACY STUDENT TRAINING MANUAL i

CONTENT

MODULE 1

ACADEMIC LITERACY

1. Introduction 1 2. Purpose of this Module 1 3. Objectives of Module 1 1 4. Structure of Module 1 2

UNIT 1

ENGLISH GRAMMAR

1. Introduction 2 2. Objectives of Unit 1 3 3. Structure of Unit 1 3

SECTION 1

PARTS OF SPEECH

1. Introduction 3 2. Nouns 3 2.1 Common Nouns 4 2.2 Proper Nouns 5 3. Pronouns 5 4. Verbs 7 4.1 Types of Verbs 7 4.1.1 Action Verbs 7 4.1.2 Linking Verbs 7 4.2 Influences on the form of Verbs 7 4.2.1 Influence of Tense on the form of Verbs 7 4.2.2 Influence of Singular / Plural subject of the form of Verbs 8 5. Adverbs 10 6. Adjectives 11

SECTION 2

SENTENCE STRUCTURE

1. Introduction 13 2. Subject, Predicate and Object 13 2.1 Subject 13 2.2 Predicate 15 2.3 Object 16 3. Sentences 18

SECTION 3

PARAGRAPHS

1. Introduction 20 2. Paragraphs 20 2.1 Structure of a paragraph 21 2.2 Topic sentence 21

SECTION 4

PUNCTUATION

1. Introduction 23 2. Punctuation Marks 23


21

ii MODULE 1: ACADEMIC LITERACY STUDENT TRAINING MANUAL

UNIT 2

READING SKILLS


SECTION 1

READING STRATEGIES

1. Introduction 27 2. Identifying key words or ideas 27 2.1 Key words 28 2.2 Key ideas 31 3. Scanning 32 4. Skimming 36 5. Speed reading 37

SECTION 2

STUDY READING

1. Introduction 39 2. What is Study Reading? 39 3. Text mapping 39 3.1 Underlining and Highlighting 40 3.2 Note making and summaries 42 3.3 Using mind maps 44

SECTION 3

READING LITERARY TEXT

1. Introduction 46 2. What is Literary Text? 46 3. Literary Genres 47 4. Analysing Literary Text 48 4.1 Analysing a legend 48 4.1.1 Elements and structure of a Legend 49 4.1.2 Graphic organiser 51 4.2 Analysing a Poem 52 4.3 Analysing a Fable 56

SECTION 4

CRITICAL READING

1. Introduction 58 2. What is Critical Reading? 58 3. Text Types 58 3.1 Literary Text 58 3.2 Factual Text 59 4. Critically reading various texts 60 4.1 Critically reading procedural text 60 4.2 Critically reading an exposition 62 4.3 Critically reading persuasive text 64 4.4 Critically reading narrative text 66 5. General matters regarding reading 68


22

MODULE 1: ACADEMIC LITERACY STUDENT TRAINING MANUALiii

UNIT 3

WRITING SKILLS


SECTION 1

WRITING STRATEGIES

1. Introduction 69 2. Purpose of Writing and Identifying the Audience 69 3. Sentence Techniques 73 4. Writing Paragraphs 77 4.1 Chronological Order 77 4.2 Cause and Effect 78 4.3 Compare and Contrast 78 4.4 Hints and Suggestions: Writing Paragraphs 79 5. Beginnings and Endings 80 5.1 Beginnings 80 5.2 Endings 81 5.3 Beginnings and Endings in Narrative Text 83

SECTION 2

THE WRITING PROCESS

1. Introduction 84 2. What does the writing process entail? 84 3. The Writing Phases 85 3.1 The Pre-Writing Phase 85 3.1.1 Collecting Ideas and Information 85 3.1.2 Sifting and Organising Material 90 3.2 The Writing Phase 91 3.2.1 Writing a Draft 91 3.2.2 Revising the Draft 92 3.2.3 Writing a Revised (Second) Draft 92 3.2.4 Proofreading and Editing the Second Draft 94 3.2.5 Writing the Final Product 97 3.3 The ‘Publishing’ or Presenting Phase 97 3.3.1 Ways to present your work 97 3.3.2 The Author’s Chair 98

SECTION 3

WRITING A VARIETY OF TEXTS

1. Introduction 99 2. What does transactional writing mean? 99 3. Writing Letters 100 3.1 The Friendly Letter 100 3.2 The Business Letter 102 3.3 E-Mail Letters 105 4. Applying for a Post 106 4.1 Advertisement for a Post 106 4.2 Curriculum Vitae 107 4.3 The Covering Letter 109 5. Transactional writing and meetings 111 5.1 Notice of a Meeting 111 B Ed AND GRADE R TEACHING PROGRAMMES

23

iv MODULE 1: ACADEMIC LITERACY STUDENT TRAINING MANUAL

5.2 Agenda of a Meeting 112 5.3 Minutes of a Meeting 114

UNIT 4

LISTENING AND SPEAKING SKILLS


SECTION 1

LISTENING SKILLS

1. Introduction 118 2. Hearing compared to Listening 118 2.1 Hearing 118 2.2 Listening 118 3. Types of Listening 119 3.1 Discerning Listening 119 3.2 Informative Listening 121 3.2.1 Factors involved in Informative Listening 121 3.2.2 Note Taking 122 3.3 Appreciative Listening 123 3.4 Relationship Listening 124 3.5 Critical Listening 125 3.5.1 Barriers to Listening 125 3.5.2 Criteria for Critical Listening 126

SECTION 2

SPEAKING SKILLS

1. Introduction 129 2. Verbal and Non-Verbal Communication 129 2.1 Verbal Communication 129 2.2 Non-Verbal Communication 130 3. Oral Presentations 132 3.1 Preparing an Oral Presentation 133 3.2 Writing the Speech 134 3.2.1 The Introduction 134 3.2.2 The Body 136 3.2.3 The Conclusion 136 3.3 Delivering the Speech 137 3.4 Assessing your Peers’ Oral Presentations 139 3.4.1 What Do I Do While I Listen to a Presentation? 139 3.4.2 Completing an Assessment Rubric 140


24


MODULE 1

ACADEMIC NUMERACY

ANU515


Copyright SANTS Private Higher Education Institution. Pty. Ltd. PO Box 72328, Lynnwood Ridge, 0040

First Edition 2013

Revised 2015


25

MODULE 1: ACADEMIC NUMERACY STUDENT TRAINING MANUAL i

CONTENT

ACADEMIC NUMERACY

1. Introduction 1 2. Purpose of Module1 1 3. Subject Content of Module 1 1 4. Structure of Module 1 2

UNIT 1

NUMBERS, OPERATIONS AND RELATIONSHIPS


SECTION 1

THE CONCEPT OF NUMBER

1. Introduction 4 2. Number Systems, Number Terms, and Number Sets 4 2.1 Number Systems 4 2.2 Number Terms and Number Sets 5 2.2.1 How to read and write Numbers 6 2.2.2 More about Number Sets 6 3. Counting 8 3.1 Count Forwards and Backwards 8 3.2 Working with Larger Numbers 9

SECTION 2

PLACE VALUES AND VALUES OF DIGITS IN NUMBERS

1. Introduction 10 2. Ordering and Comparing Numbers 10 2.1 More than, Less than or Equal to 10 2.2 Ordering and Comparing Numberson Number Lines 11 3. Place Values and Values of Digits in Numbers 15 3.1 Concrete Objects to Establish Base-Ten Concepts 15 3.2 Place value Tables 16 3.3 Multiplication of numbers by 10, 100 and 1000 17

SECTION 3

OPERATIONS WITH WHOLE NUMBERS

1. Introduction 18 2. Mental Operations 18 2.1 Mental Addition and Subtraction 19 2.2 Mental Multiplication and Division 20 3. Operations with Whole Numbers 20 3.1 Addition 21 3.1.1 Vertical Addition 21 3.1.2 Application of Addition in Word Problems 23 3.2 Subtraction 24 3.2.1 Vertical Subtraction 24 3.2.2 Application of Subtraction in Word Problems 28 3.3 Multiplication 29 3.3.1 Short Multiplication 30 B Ed AND GRADE R PROGRAMMES

26

iiMODULE 1: ACADEMIC NUMERACY STUDENT TRAINING MANUAL

3.3.2 Long Multiplication 31 3.3.3 Application of Multiplication in Word Problems 33 3.4 Division 33 3.4.1 Short Division 33 3.4.2 Long Division 34 3.4.3 Application of Division in Word Problems 37 3.5 Rounding off Numbers 37 3.5.1 Use a Number Line 38 3.5.2 The Rounding off Rule 40 3.6 Multiples and Factors 41 3.6.1 Develop the Multiplication Tables 42 3.6.2 Multiples of Given Numbers 43 3.6.3 Factors of Numbers 43 3.6.4 Lower Common Multiples and Higher Common Factors 44 3.6.5 Prime Numbers 45 3.6.6 Prime Factors of Numbers 46

SECTION 4

COMMON FRACTIONS, DECIMAL NUMBERS AND PERCENTAGES

1. Introduction 48 2. Common Fractions 48 2.1 Concepts related to Common Fractions 51 2.1.1 How to compare Fractions 51 2.1.2 Build a Fraction Wall 51 2.1.3 Use Fraction Diagrams and Number Lines 52 2.1.4 Use Equivalent Fractions to simplify Fractions 54 2.1.5 Fractional Parts of Whole Numbers 55 2.1.6 Solve problems with Fractions 56 2.2 Proper Fractions, Improper Fractions and Mixed Numbers 57 2.2.1 Count with Fractions 57 2.2.2 Proper and Improper Fractions in diagrams 58 2.2.3 Conversions between Improper Fractions and Mixed Numbers 59 2.3 Operations with Fractions 61 2.3.1 Addition of Fractions 61 2.3.2 Addition of Fractions in Word Problems 65 2.3.3 Subtraction of Fractions 65 2.3.4 Subtraction of Fractions in Word Problems 68 2.3.5 Multiplication of fractions 69 3. Decimal numbers 72 3.1 Fractions and Decimals 72 3.1.1 Use Base-Ten Fractions 72 3.1.2 Extend the Place Value System 75 3.1.3 Convert Decimal Numbers to Common Fractions 76 3.1.4 Convert Common Fractions to Decimal Numbers 76 3.2 Addition involving Decimal Numbers 77 3.2.1 Vertical Addition of Decimal Numbers 77 3.2.2 Addition of Decimal Numbers in Word Problems 78 3.3 Subtraction with Decimal Numbers 79 3.3.1 Vertical Subtraction of Decimals 79 3.3.2 Subtraction of Decimal Numbers in Word Problems 80 3.4 Multiplication and Division by 10, 100 and 1 000 81 3.4.1 Multiplication by 10, 100 and 1 000 81

B Ed AND GRADE R PROGRAMMES

27

iii MODULE 1: ACADEMIC NUMERACY STUDENT TRAINING MANUAL

3.4.2 Division by 10, 100 and 1 000 83 3.5 Multiplication by Decimal Numbers 85 3.5.1 Multiplication by Whole Numbers 85 3.5.2 Multiplication by Decimal Numbers 86 4. Percentages 87 4.1 Percentages of Whole Numbers 89 4.1.1 Calculations with Percentages 89 4.1.2 Solving Problems involving Percentages 90

SECTION 5

RATIO, RATE AND PROBLEM-SOLVING

1. Introduction 91 2. Ratio and Rate 92 2.1 Solving Word Problems with Ratios 93 2.2 Solving Word Problems with Rate 95 3. Problem Solving 96 3.1 Steps for Problem Solving 97 3.2 Solve Non-Routine Problems 97

UNIT 2

MEASUREMENT


SECTION 1

MEASURING LENGTH, MASS AND CAPACITY

1. Introduction 101 2. Length, Mass and Capacity 101 2.1 Length 101 2.2 Mass 102 2.3 Capacity 102

SECTION 2

MEASURING PERIMETER AND AREA

1. Introduction 103 2. Perimeter 103 3. Area 104

SECTION 3

MEASURING TIME AND TEMPERATURE

1. Introduction 105 2. Time 105 2.1 Duration of Time 105 2.2 Reading Time 106 3. Temperature 106

UNIT 3

DATA HANDLING

1. Introduction 107 2. Objectives of Unit 3 107 3. Structure of Unit 3 107 B Ed AND GRADE R PROGRAMMES

28

iv MODULE 1: ACADEMIC NUMERACY STUDENT TRAINING MANUAL

SECTION 1

COLLECT DATA

1. Introduction 108 2. Data Collection 108

SECTION 2

ORGANISE DATA

1. Introduction 109 2. Organise Data 109

SECTION 3

REPRESENT DATA

1. Introduction 110 2. Representation of Data 110 2.1. Pictograph 110 2.2 Double Bar Graph 111

SECTION 4

INTERPRET DATA

1. Introduction 114 2. Data Interpretation 115 2.1 Interpretation of Data 116 2.2 Different kinds of Averages 117

BIBLIOGRAPHY 120

B Ed AND GRADE R PROGRAMMES

29

DIPLOMA IN GRADE R TEACHING

MODULE 1 ACADEMIC NUMERACY

ANU515

STUDENT SUPPORT GUIDE

Level 5 Credits 12


Second Edition 2015


30

MODULE 1: ACADEMIC NUMERACY STUDENT SUPPORT GUIDE i

CONTENT

STUDENT SUPPORT GUIDE (SSG) MODULE 1: ACADEMIC NUMERACY (ANU515)

1. Introduction to the Student Support Guide 1 2. Study Programme 1 3. Progression Requirements of the module 37 4. Communication with SANTS 37 5. Student Exercise Book 38 6. Memorandum – Student Exercise Book 131

Assignment Cover Page 168


31


MODULE 1

LITERACY TEACHING IN GRADE R

LGR415

Level 5 Credit 12



First Edition 2013 Revised 2015


32

MODULE 1: LITERACY TEACHING IN GRADE R STUDENT TRAINING MANUAL i

CONTENT

MODULE 1

LITERACY TEACHING IN GRADE R

1. Introduction 1 2. Purpose of this Module 1 3. Objectives of Module 1 1 4. Structure of Module 1 2

UNIT 1

DEVELOPMENT OF LITERACY SKILLS


SECTION 1

EMERGENT LITERACY

1. Introduction 3 2. Emergent Literacy 3 2.1 The Development of Literacy Skills 4 2.2. Learning through Observation 5 2.3 Spoken Language 5 2.3.1 The Development of Oral Communications 6 2.3.2 Vocabulary 6 2.3.3 Conversation and Discussion 7 3. Pre-Reading Skills 8 3.1 Emergent Reading Skills 9 3.1.1 Pictures, Symbols and Labels 9 3.1.2 Signs, Billboards, Food Containers 10 3.1.3 Books 10 4. Pre-Reading 11 4.1 Shared Reading 11 4.2 Phonological Awareness 11 4.3 Letters of the Alphabet 12 5. Pre-Writing Skills 13 5.1 Gross Motor Skills 13 5.2 Fine Motor Skills 13 6. Emergent Writing 15 6.1 Names 15 6.2 Letters of the Alphabet 16 7. Opportunities to Practice and Experience Literacy 16 7.1 Practicing Reading through Play in the Book Corner 16 7.2 Practicing Writing in Play 17

SECTION 2

LITERACY SKILLS

1. Introduction 18 2. Literacy Skills 18 3. The Process of Teaching emergent Literacy 18 3.1 Expansion in Grade R 19 3.2 Developmentally appropriate Practices 19

4. Laying the Foundations 20 DIPLOMA IN GRADE R TEACHING

33

ii MODULE 1: LITERACY TEACHING IN GRADE R STUDENT TRAINING MANUAL

4.1 Strengthen Early Childhood Foundations 20 4.2 Progression 21 5. Engagement in a Literacy Rich Environment 22 5.1 Talking 22 5.2 Listening 22 5.3 Experiencing 23 5.4 Reading 23 5.5 Writing 23 6. Whole Child Development 23

UNIT 2

PLAN A LITERACY PROGRAMME


SECTION 1

THE IMPORTANCE OF PLANNING

1. Introduction 28 2. Impact on the Teacher 28 3. Impact on the Learners 29 4. Impact on the Lessons 29

SECTION 2

YEAR, TERM, WEEKLY AND DAILY LESSON PLANS

1. Introduction 30 2. The Progression of Planning 30 2.1 The Year Plan 31 2.2 The Term Plan 33 2.2.1 Theme Planning 33 2.2.2 Literacy Planning 34 2.3 The Weekly Plan 35 2.4 Daily Programme 36 2.4.1 Example of a Daily Programme 36 2.4.2 The Lesson Plan 38

SECTION 3

PLAN FOR INTEGRATION

1. Introduction 42 2. Routines 42 3. Themes 42 4. Teacher-Directed (Guided) Activities 43 5. Other Learning Areas 44 6. Play 45

SECTION 4 PREPARE MATERIALS AND RESOURCES TO PROMOTE LITERACY 1. Introduction 47 2. What is LTSM? 47 3. Why LTSM is Important 47 4. Learning and Teaching Support Materials 47 4.1 Printed Materials 48 4.2 Physical Materials 48


34

MODULE 1: LITERACY TEACHING IN GRADE R STUDENT TRAINING MANUALiii

4.3 Electronic Resources 49 4.4 Human Resources 49 5. Literacy Resources 49 5.1 Playroom Resources 50 5.1.1 The Weather Chart 50 5.1.2 The Birthday Chart 52 5.1.3 The Symbols Chart 53 5.1.4 Lockers and Hooks 54 5.1.5 Plan for the Day 55 5.1.6 Playroom Labels 56 5.2 Indoor Resources 56 5.2.1 Story Illustrations 56 5.2.2 The Theme Table 57 5.2.3 The Alphabet Table 58 5.2.4 The Reading Corner 58 5.2.5 Fantasy Play Areas 59 5.2.6 Phonics 60 5.3 Outdoor Resources 60 5.3.1 Sand 60 5.3.2 Paving 61

UNIT 3

TEACHING LITERACY IN GRADE R


SECTION 1

THE APPROACH TO TEACHING LITERACY

1. Introduction 63 2. Teach according to learners’ Learning Styles 63 3. Role Model 65 4. Teaching Strategies 65 4.1 Integrated Approach 65 4.1.1 Informal Activities 66 4.1.2 Formal Activities 66 4.2 Differentiated Activities 67

SECTION 2

LISTENING AND SPEAKING

1. Introduction 68 2. Listening 68 3. Speaking 69 4. Listening and Speaking 70 4.1 Oral Work at the Beginning of the Day 70 4.2 Focused Listening and Speaking Activities 71

SECTION 3

READING, VIEWING AND PHONICS

1. Introduction 71 2. Teaching Reading 71 2.1 Stages in the Development of Reading 71 2.1.1 The Pre-Reader 72 DIPLOMA IN GRADE R TEACHING

35

iv MODULE 1: LITERACY TEACHING IN GRADE R STUDENT TRAINING MANUAL

2.1.2 The Emergent Reader 72 3. How to Teach Reading 74 3.1 A Print-Rich Environment 74 3.2 Recognition of own Name 74 3.3 Reading Corner 75 3.4 Theme Display 76 3.5 “Read Alouds” by the Teacher 76 4. Teaching Viewing 76 4.1 Viewing Pictures 76 4.2 Viewing Print 79 5. Teaching Phonics 81 5.1 Syllabification 81 5.2 Same and Different 82 5.3 Initial, Middle and Final Sounds 82 5.3.1 Initial Sounds 82 5.3.2 Middle Sounds 83 5.3.3 Final Sounds 83 5.4 Blending 83 5.5 Rhyming 84

SECTION 4

WRITING AND HANDWRITING

1. Introduction 85 2. Emergent Writing 85 2.1 Introduce Emergent Writing 85 2.2 Ways to Support Emergent Writing 86 2.1.1 Writing Names 86 2.1.2 Writing Letters of the Alphabet 87 3. The Pre-Writing Phase 88 3.1 Developing Gross Motor Skills 88 3.2 Developing Positive Body Image and Self Esteem 89 3.3 Developing Hand-Eye Coordination 89 3.4 Developing Visual Discrimination 90 3.5 Developing Fine Motor Skills 91 4. Writing Patterns 92 5. Writing Materials and Media 93

BIBLIOGRAPHY 96


36


MODULE 1

NUMERACY TEACHING IN GRADE R

NGR415


Level 5

Credits 12

Copyright SANTS Private Higher Education Institution (Pty) Ltd.

PO Box 72328 Lynnwood Ridge 0040

Second Edition 2015

All rights reserved. Apart from any fair dealing for the purpose of research, criticism orreview as permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, without permission in writing from SANTS.

37

MODULE 1: NUMERACY TEACHING IN GRADE R STUDENT TRAINING MANUAL i

CONTENT

MODULE 1 NUMERACY TEACHING IN GRADE R 1. INTRODUCTION ................................................................................................................................... 1 2. PURPOSE OF THIS MODULE ...................................................................................................... 1

3. SUBJECT CONTENT OF MODULE 1 ........................................................................................ 1

4. STRUCTURE OF MODULE 1 ........................................................................................................ 2

UNIT 1 PLANNING FOR MATHEMATICS TEACHING IN GRADE R 1. INTRODUCTION ................................................................................................................................... 2

2. OBJECTIVES OF UNIT 1 ................................................................................................................. 2 3. STRUCTURE OF UNIT 1 .................................................................................................................. 3

SECTION 1 OVERVIEW OF MATHEMATICS TEACHING IN GRADE R 1. INTRODUCTION ................................................................................................................................... 3 2. EMERGENT NUMERACY ................................................................................................................ 3

3. EMERGENT NUMERACY SKILLS IN GRADE R ................................................................. 4 3.1 CORRECT USE OF THE MATHEMATICAL LANGUAGE ............................................... 4

3.2 DEVELOP NUMBER CONCEPT AND CALCULATION SKILLS ................................... 4

3.3 LEARN TO APPLY KNOWLEDGE AND SOLVE PROBLEMS ...................................... 4 4. FOCUS OF THE MATHEMATICS CONTENT AREAS ...................................................... 5

4.1 NUMBERS, OPERATIONS AND RELATIONSHIPS ........................................................... 5

4.2 PATTERNS AND FUNCTIONS ..................................................................................................... 6 4.3 SPACE AND SHAPE .......................................................................................................................... 6

4.4 MEASUREMENT .................................................................................................................................. 6 4.5 DATA HANDLING ................................................................................................................................. 6

SECTION 2 PLANNING FOR MATHEMATICS TEACHING IN GRADE R 1. INTRODUCTION ................................................................................................................................... 7 2. THE IMPORTANCE OF PLANNING ........................................................................................... 7

3. OVERVIEW OF THE PLANNING PROCESS ......................................................................... 7

4. THE YEAR PLAN .................................................................................................................................. 8 5. THE TERM PLAN ................................................................................................................................. 8

6. GRADE R MATHEMATICS CURRICULUM OVERVIEW ................................................. 8 6.1 NUMBERS, OPERATIONS AND RELATIONSHIPS ........................................................... 9

6.2 PATTERNS AND FUNCTIONS .................................................................................................. 14

6.3 SPACE AND SHAPE (GEOMETRY)........................................................................................ 14 6.4 MEASUREMENT ............................................................................................................................... 19

6.5 DATA HANDLING .............................................................................................................................. 23 7. THE WEEKLY PLAN ........................................................................................................................ 25

8. THE DAILY PLANNING AND LESSON PLANS ................................................................. 26

8.1 DAILY PLANNING ............................................................................................................................. 26 8.2 THE LESSON PLAN ........................................................................................................................ 28 DIPLOMA IN GRADE R TEACHING

38

ii MODULE 1: NUMERACY TEACHING IN GRADE R STUDENT TRAINING MANUAL

SECTION 3 MAXIMISING MATHEMATICS LEARNING IN GRADE R 1. INTRODUCTION ................................................................................................................................ 30

2. AN INVITING CLASSROOM THAT SUPPORTS MATHEMATICS TEACHING AND LEARNING ................................................................................................................................ 30

2.1 CLEAN AND TIDY CLASSROOM ............................................................................................. 31 2.2 MATHEMATICS CORNER ............................................................................................................ 32

2.3 LTSM FOR MATHEMATICS TEACHING .............................................................................. 32

2.4 CLASSROOM DISPLAY ................................................................................................................ 33 2.5 STORAGE SPACE............................................................................................................................ 33

3. STRATEGIES TO MAXIMISE MATHEMATICS LEARNING ........................................ 33 3.1 TEACH ACCORDING TO THE DEVELOPMENTAL LEVEL OF LEARNERS ..... 33

3.2 ACTIVELY INVOLVE LEARNERS ............................................................................................ 34

3.3 TEACH FROM THE CONCRETE TO THE ABSTRACT ................................................ 35 3.4 DEVELOP YOUR OWN MATHEMATICAL KNOWLEDGE ........................................... 37

UNIT 2 NUMBERS, OPERATIONS AND RELATIONSHIPS 1. INTRODUCTION ................................................................................................................................ 39 2. OBJECTIVES OF UNIT 2 .............................................................................................................. 39

3. STRUCTURE OF UNIT 2 ............................................................................................................... 39

SECTION 1 COUNTING

1. INTRODUCTION ................................................................................................................................ 40

2. WHAT COUNTING IS ...................................................................................................................... 40 2.1 ROTE COUNTING ............................................................................................................................ 40

2.2 RATIONAL COUNTING .................................................................................................................. 41

2.3 ONE-TO-ONE CORRESPONDENCE ..................................................................................... 41 3. HOW TO TEACH COUNTING..................................................................................................... 41

3.1 HOW TO TEACH ROTE COUNTING WITH RHYMES AND SONGS ..................... 41 3.1.1 COUNTING FORWARDS .............................................................................................................. 43

3.1.2 COUNTING BACKWARDS ........................................................................................................... 43

3.2 HOW TO TEACH RATIONAL COUNTING ON A CONCRETE LEVEL .................. 44 3.2.1 ONE-TO-ONE CORRESPONDENCE ..................................................................................... 44

3.2.2 COUNTING IN ONES ...................................................................................................................... 47 3.2.2.1 KINAESTHETIC LEARNING ....................................................................................................... 47

3.2.2.2 CONCRETE LEARNING ............................................................................................................... 48

3.2.3 HOW TO TEACH COUNTING FORWARDS AND BACKWARDS ............................ 49 3.2.3.1 KINAESTHETIC LEARNING ....................................................................................................... 49

3.2.3.2 CONCRETE OBJECTS .................................................................................................................. 50 3.3 HOW TO TEACH RATIONAL COUNTING AT SEMI-CONCRETE LEVEL........... 50

3.3.1 DOT CARDS ........................................................................................................................................ 50

3.3.1.1 HOW TO MAKE DOT CARDS .................................................................................................... 50 3.3.1.2 WAYS TO USE DOT CARDS FOR TEACHING COUNTING ..................................... 51

3.3.2 PICTURE CARDS ............................................................................................................................. 52 3.3.2.1 HOW TO MAKE YOUR OWN PICTURE CARDS ............................................................. 52

3.3.2.2 WAYS TO USE PICTURE CARDS FOR COUNTING .................................................... 53

3.3.3 ART ACTIVITIES................................................................................................................................ 53 3.3.4 NUMBER WORKSHEETS ............................................................................................................ 54


39

MODULE 1: NUMERACY TEACHING IN GRADE R STUDENT TRAINING MANUAL iii

SECTION 2 NUMBER SENSE (RELATIONSHIPS) 1. INTRODUCTION ................................................................................................................................ 55 2. NUMBER SENSE (RELATIONSHIPS) .................................................................................... 56

3. UNDERSTANDING THE VALUE OF WHOLE NUMBERS ........................................... 56

3.1 IMPORTANCE OF TEACHING LEARNERS TO IDENTIFY AND DESCRIBE WHOLE NUMBERS ......................................................................................................................... 57

3.2 TEACHING WHOLE NUMBERS AT CONCRETE LEVEL ............................................ 57 3.3 TEACHING WHOLE NUMBERS AT SEMI-CONCRETE LEVEL ............................... 57

4. COMPARISON ACCORDING TO SIZE ................................................................................. 58

4.1 IMPORTANCE OF TEACHING LEARNERS TO COMPARE ACCORDING TO SIZE ......................................................................................................................................................... 59

4.2 COMPARE SIZE ON A CONCRETE LEVEL ....................................................................... 59 4.2.1 KINAESTHETIC LEARNING ........................................................................................................ 59

4.2.2 LEARNING WITH CONCRETE OBJECTS ........................................................................... 59

4.3 COMPARE SIZE AT SEMI-CONCRETE LEVEL ............................................................... 61 4.3.1 EXAMPLE ACTIVITY FOR SAME-SIZE SHAPES ............................................................ 61

4.3.2 OTHER POSSIBLE ACTIVITIES ............................................................................................... 61 5. COMPARISON ACCORDING TO AMOUNT ....................................................................... 62

5.1 IMPORTANCE OF TEACHING COMPARISON ACCORDING TO AMOUNT..... 62

5.2 COMPARE SETS ACCORDING TO AMOUNT ON A CONCRETE LEVEL ......... 62 5.3 COMPARE SETS ACCORDING TO AMOUNT AT SEMI- CONCRETE LEVEL . 64

6. ESTIMATION ....................................................................................................................................... 64

6.1 HOW TO TEACH ESTIMATION AT CONCRETE LEVEL ............................................. 64 6.1.1 KINAESTHETIC LEARNING ........................................................................................................ 64

6.1.2 LEARNING WITH CONCRETE OBJECTS ........................................................................... 65 6.2 HOW TO TEACH ESTIMATION AT SEMI-CONCRETE LEVEL ................................ 65

7. INCIDENTAL AWARENESS OF ORDINAL NUMBERS ................................................. 65

SECTION 3 NUMBER RECOGNITION

1. INTRODUCTION ................................................................................................................................ 67

2. NUMBER RECOGNITION ............................................................................................................. 67

2.1 WHAT IS NUMBER RECOGNITION? ..................................................................................... 67 2.2 HOW TO TEACH NUMBER RECOGNITION ...................................................................... 68

2.2.1 NUMBER RECOGNITION D ISPLAYS ................................................................................... 68 2.2.2 USING NUMBERS IN FAMILIAR CONTEXTS ................................................................... 69

2.3 HOW TO TEACH NUMBER RECOGNITION AT CONCRETE LEVEL ................... 71

2.3.1 KINAESTHETIC LEARNING ........................................................................................................ 72 2.3.2 CONCRETE OBJECTS .................................................................................................................. 72

2.4 HOW TO TEACH NUMBER RECOGNITION AT SEMI-CONCRETE LEVEL ...... 74 2.4.1 IDENTIFYING NUMBERS IN COUNTING ACTIVITIES ................................................. 74

2.4.2 IDENTIFY NUMBERS IN PICTURES ...................................................................................... 76

2.4.3 DOT CARDS, PICTURE CARDS AND NUMBER CARDS ........................................... 76 2.4.4 NUMBER PUZZLES ......................................................................................................................... 78

2.4.5 NUMBER RECOGNITION GAME ............................................................................................. 79 2.4.6 DRAWING NUMBERS .................................................................................................................... 79

2.5 HOW TO TEACH NUMBER RECOGNITION WITH MONEY ...................................... 80

2.5.1 DEVELOP AN AWARENESS OF SOUTH AFRICAN COINS...................................... 80 2.5.2 DEVELOP AN AWARENESS OF SOUTH AFRICAN BANK NOTES ...................... 82

2.5.3 FANTASY PLAY ................................................................................................................................. 83 DIPLOMA IN GRADE R TEACHING

40

iv MODULE 1: NUMERACY TEACHING IN GRADE R STUDENT TRAINING MANUAL

SECTION 4 PROBLEM SOLVING 1. INTRODUCTION ................................................................................................................................ 85 2. WHAT IS PROBLEM SOLVING? ............................................................................................... 85

3. TEACHING PROBLEM SOLVING IN GRADE R ............................................................... 85

3.1 PROBLEM SOLVING IN CONTEXT ........................................................................................ 86 3.1.1 CONCRETE OBJECTS .................................................................................................................. 86

3.1.2 SEMI-CONCRETE PICTURES OR DOT CARDS ............................................................. 87 3.2 HOW TO TEACH LEARNERS TO ORALLY SOLVE PROBLEMS USING

ADDITION AND SUBTRACTION .............................................................................................. 88

3.2.1 TEACHING PROBLEMS THAT REQUIRE ADDITION ................................................... 88 3.2.2 TEACHING PROBLEMS THAT REQUIRE SUBTRACTION ........................................ 89

3.3 HOW TO TEACH PROBLEM SOLVING WITH SHARING AND GROUPING ..... 89 3.3.1 PROBLEM SOLVING WITH SHARING .................................................................................. 90

3.3.2 PROBLEM SOLVING WITH GROUPING .............................................................................. 91

3.3.3 SHARING AND GROUPING WITH REMAINDERS ......................................................... 91

UNIT 3 PATTERNS AND FUNCTIONS 1. INTRODUCTION ................................................................................................................................ 92

2. OBJECTIVES OF UNIT 3 .............................................................................................................. 92 3. STRUCTURE OF UNIT 3 ............................................................................................................... 92

4. WHAT ARE PATTERNS AND FUNCTIONS? ..................................................................... 92 5. PATTERNS AND FUNCTIONS IN GRADE R ..................................................................... 92

6. TEACHING PATTERNS AND FUNCTIONS ........................................................................ 93

6.1 HOW TO TEACH PATTERNS AND FUNCTIONS AT CONCRETE LEVEL ........ 93 6.1.1 IDENTIFY PATTERNS .................................................................................................................... 94

6.1.2 KINAESTHETIC EXPERIENCES WITH PATTERNS ...................................................... 94 6.1.3 PATTERNS WITH CONCRETE OBJECTS .......................................................................... 97

6.2 HOW TO TEACH PATTERNS AND FUNCTIONS AT SEMI-CONCRETE

LEVEL ..................................................................................................................................................... 97 6.2.1 DRAWINGS .......................................................................................................................................... 98

6.2.2 PICTURES ............................................................................................................................................ 99 6.2.3 NOISE PATTERNS ........................................................................................................................ 100

6.2.4 GAMES ................................................................................................................................................ 100

BIBLIOGRAPHY ............................................................................................................................................. 102


41


MODULE 1 COMPUTER LITERACY

CLI515


Level 5

Credits 6


Revised 2016


42

MODULE 1: COMPUTER LITERACY STUDENT TRAINING MANUAL i

CONTENT

MODULE 1: COMPUTER LITERACY ................................................................. 1

1. INTRODUCTION ............................................................................................. 1 2. PURPOSE OF THIS MODULE ....................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE ............................................ 2 4. RECOMMENDED READING .......................................................................... 2 5. UNDERSTANDING AND APPLYING THIS STUDENT TRAINING MANUAL . 3

UNIT 1: COMPUTERS, DIGITAL TECHNOLOGY, FILE MANAGEMENT, AND DIGITAL ELECTRONICS ...................................................................... 4

1. INTRODUCTION ............................................................................................. 4 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ................................................ 5

SECTION 1: DIGITAL TECHNOLOGY AND COMPUTERS ................................ 6 1. INTRODUCTION ............................................................................................. 6 2. COMPUTERS: TYPES AND COMPONENTS ................................................ 8 2.1 Types of Computers .............................................................................. 8 2.1.1 Personal Computers .................................................................. 8 2.1.2 Desktop Computer ..................................................................... 9 2.1.3 Portable Computers ................................................................... 9 2.1.4 Handheld Computers ............................................................... 12 2.2 Computer Systems .............................................................................. 13 2.3 Computer Components ....................................................................... 14 2.3.1 Input Devices ........................................................................... 14 2.3.2 The System Unit ...................................................................... 16 2.3.3 The Memory (Random Access Memory) ................................. 18 2.3.4 Output Devices ........................................................................ 19 2.3.5 Storage Devices ...................................................................... 21 2.3.6 Communication Devices .......................................................... 22 3. OPERATING SYSTEMS AND FUNCTIONALITY ......................................... 24

4. GETTING STARTED ..................................................................................... 26 4.1 Using a Computer ................................................................................ 26 4.2 Turning on a Computer ........................................................................ 26 5. SUMMARY ...................................................................................................... 27

SECTION 2: FILE MANAGEMENT AND DIGITAL ELECTRONICS ................. 29

1. INTRODUCTION ........................................................................................... 30 2. FILE MANAGEMENT TOOLS ....................................................................... 30 3. OPENING LIBRARIES IN WINDOWS EXPLORER ...................................... 34 4. USING WINDOWS EXPLORER ................................................................... 37 4.1 Computer File Basics .......................................................................... 37 4.1.1 Creating a Folder ..................................................................... 37 4.1.2 Creating a Shortcut to a Folder ................................................ 39 4.1.3 Managing Computer Files ........................................................ 40 4.2 Computer Memory ............................................................................... 41 4.2.1 RAM (Random Access Memory) ............................................. 41 4.2.2 ROM (Read-Only Memory) ...................................................... 41


43

ii MODULE 1: COMPUTER LITERACY STUDENT TRAINING MANUAL

5. PROTECTING DATA ..................................................................................... 42

UNIT 2: COMPUTER APPLICATION SOFTWARE .......................................... 45

1. INTRODUCTION ........................................................................................... 45 2. STRUCTURE AND OBJECTIVES OF UNIT 2 .............................................. 45

SECTION 1: CREATING DOCUMENTS [MICROSOFT WORD] ..................... 46

1. INTRODUCTION ........................................................................................... 46 2. CREATE A BLANK DOCUMENT IN MICROSOFT WORD ........................... 46 3. THE BASICS OF A MICROSOFT WORD DOCUMENT ............................... 48 4. PARTS OF THE SCREEN ............................................................................. 49 4.1 The Title Bar .......................................................................................... 49 4.2 The Menu Bar ...................................................................................... 50 4.3 Dialog Box Launchers ......................................................................... 52 4.4 Quick Access Toolbar .......................................................................... 53 4.5 Status Bar ............................................................................................ 54 5. ADDING TEXT ON MICROSOFT WORD ..................................................... 56 6. SAVING A DOCUMENT ................................................................................ 59

7. MORE TABS ON THE MENU BAR ............................................................... 62 7.1 Insert .................................................................................................... 62 7.2 Page Layout......................................................................................... 62 7.2.1 Page Setup .............................................................................. 62 7.2.2 Margins .................................................................................... 63 7.2.3 Size .......................................................................................... 63 7.2.4 Orientation ............................................................................... 64 8. SPELLING AND GRAMMAR CHECKER ...................................................... 65 9. INSERT A PICTURE OR A TABLE ................................................................ 66 9.1 Insert a Picture .................................................................................... 66 9.2 Insert a Table ....................................................................................... 67 10. MICROSOFT FILE TAB ................................................................................. 69 10.1 Closing Microsoft Word ....................................................................... 69 10.2 Creating Documents Using Different Templates ................................. 70

11. TEXT FORMATTING ..................................................................................... 73 11.1 Select Text ........................................................................................... 73 11.2 Change Case ....................................................................................... 73 11.3 Bold, Italics and Underline ................................................................... 74 11.4 Font and Font Size .............................................................................. 75 11.5 Copy, Cut and Paste ........................................................................... 78 11.5.1 A Faster Method: Keyboard Shortcuts..................................... 81 11.5.2 The Drag-and-Drop Method ..................................................... 81 11.6 Paragraph Formatting .......................................................................... 82 11.7 Applying Bullets to A List ..................................................................... 89 11.8 Applying Numbering a List ................................................................... 90 12. PRINT DOCUMENTS .................................................................................... 92

SECTION 2: CREATING SPREADSHEETS [MICROSOFT EXCEL] ............... 93 1. INTRODUCTION ........................................................................................... 93 2. STARTING THE EXCEL PROGRAM ............................................................ 94 2.1 The Excel Cell Referencing System .................................................... 95


44

MODULE 1: COMPUTER LITERACY STUDENT TRAINING MANUAL iii

2.2 Entering Numbers and Text ................................................................. 96 2.3 Find the Sum of Numbers .................................................................... 98 2.4 Worksheets and Workbooks .............................................................. 100 2.4.1 Saving a workbook ................................................................ 100 2.4.2 Closing a Workbook and Exiting the Excel Program ............. 101 3. SELECTION TECHNIQUES ........................................................................ 102 4. ALIGNMENT FORMATTING ....................................................................... 103 5. INSERTING COLUMNS INTO A WORKSHEET ......................................... 103 6. UNDO AND REDO ...................................................................................... 106

7. CELL ORIENTATION ................................................................................... 107 8. BUILDING FORMULAS IN MICROSOFT EXCEL ...................................... 108

UNIT 3: DIGITAL MEDIA & INTERNET BASICS ............................................ 110

1. INTRODUCTION .......................................................................................... 110 2. STRUCTURE AND OBEJECTIVES OF UNIT 3 ........................................... 111

SECTION 1: UNDERSTANDING THE INTERNET ........................................... 112 1. INTRODUCTION .......................................................................................... 112 2. NETWORKS AND THE INTERNET ............................................................. 112 2.1 Networks ............................................................................................ 112 2.2 The Internet ....................................................................................... 114

3. THE WEB ..................................................................................................... 114

SECTION 2: USING AN INTERNET BROWSER ............................................. 116 1. INTRODUCTION .......................................................................................... 116 2. WEB BROWSERS ....................................................................................... 117 3. USING A BROWSER.................................................................................... 118 4. SEARCHING AND SEARCH ENGINES ...................................................... 119 4.1 Using a Search Engine ...................................................................... 121 4.2 Getting Reliable Information from the Web ....................................... 122 4.3 Wikipedia ........................................................................................... 123 4.4 Youtube ............................................................................................. 124 4.5 Primary Sources on the WEB ............................................................ 124 4.6 Plagiarism .......................................................................................... 124

SECTION 3: EBSCOHOST .............................................................................. 126 1. INTRODUCTION ......................................................................................... 126 2. RECOMMENDED READING ...................................................................... 126 3. LOGGING IN TO EBSCOHOST .................................................................. 126 4. SIMPLE AND ADVANCED SEARCHES ..................................................... 128 5. DOWNLOADING A DOCUMENT ................................................................ 130 6. SUMMARY .................................................................................................. 134 BIBLIOGRAPHY ................................................................................................ 136


45


MODULE 1

FIRST LANGUAGE TEACHING

FLT417

STUDENT GUIDE

Level 7

Credits 12


Revised 2016


46

MODULE 1: FIRST LANGUAGE TEACHING STUDENT GUIDE i

CONTENT

STUDENT GUIDE

STUDENT GUIDE (SG) MODULE 1 FIRST LANGUAGE TEACHING (FLT417) 1 1. INTRODUCTION TO THE STUDENT GUIDE ................................................... 1 2. STUDY PROGRAMME FOR THE SEMESTER ................................................. 1 2.1 SUMMARY OF SEMESTER STUDY PROGRAMME ...................................................... 1 2.2 PLANNING YOUR SEMESTER STUDY PROGRAMME ............................................... 2 3. ASSESSMENT................................................................................................... 3 DIPLOMA IN GRADE R TEACHING

47


MODULE 1

LIFE SKILLS TEACHING IN GRADE R

LSR416


Level 6

Credits 10


Revised 2016

All rights reserved. Apart from any fair dealing for the purpose of research, criticism or

review as permitted under the Copyright Act, no part of this book may be reproduced or

transmitted in any form or by any means, electronic or mechanical, including

photocopying and recording, without permission in writing from SANTS.

48

i MODULE 1: LIFE SKILLS TEACHING IN GRADE R STUDENT TRAINING MANUAL

CONTENT MODULE 1 LIFE SKILLS TEACHING IN GRADE R 1. INTRODUCTION ................................................................................................................................. 1 2. PURPOSE OF THIS MODULE .................................................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE 1 ............................................................ 2 4. RECOMMENDED READING ........................................................................................................ 2 5. UNDERSTANDING AND APPLYING THIS STUDENT TRAINING MANUAL ...... 3

UNIT 1 OVERVIEW OF LIFE SKILLS AS A SUBJECT 1. INTRODUCTION ................................................................................................................................. 4 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ..................................................................... 4

SECTION 1 OVERVIEW OF LIFE SKILLS 1. INTRODUCTION ................................................................................................................................. 5 2. DEFINING LIFE SKILLS .................................................................................................................. 5 3. NINE ESSENTIAL LIFE SKILLS.................................................................................................. 7 4. STUDY AREAS OF THE LIFE SKILLS SUBJECT .......................................................... 10

4.1 BEGINNING KNOWLEDGE ....................................................................................................... 11

4.2 PERSONAL AND SOCIAL WELL-BEING ........................................................................... 12

4.3 CREATIVE ARTS ............................................................................................................................ 13

4.4 PHYSICAL EDUCATION ............................................................................................................. 14

SECTION 2 IMPORTANCE OF LIFE SKILLS 1. INTRODUCTION .............................................................................................................................. 15 2. INFLUENCE OF CHILD-REARING PRACTICES ON LIFE SKILLS ....................... 15

3. THE IMPORTANCE OF DEVELOPING LIFE SKILLS ................................................... 16

3.1 SOUTH AFRICAN LEGISLATION REQUIRE US TO IMPLEMENT LIFE

SKILLS TOGETHER WITH VALUES .................................................................................... 17

3.2 SPECIFIC AIMS OF LIFE SKILLS AS A SUBJECT ....................................................... 18

3.3 LINK BETWEEN HOLISTIC DEVELOPMENT AND LIFE SKILLS SUBJECT .. 20

UNIT 2 PLAN A LIFE SKILLS PROGRAMME 1. INTRODUCTION .............................................................................................................................. 23 2. STRUCTURE AND OBJECTIVES OF UNIT 2 .................................................................. 24

SECTION 1 THE IMPORTANCE OF PLANNING 1. INTRODUCTION .............................................................................................................................. 24 2. THE IMPORTANCE OF PLANNING ...................................................................................... 25

2.1 PLANNING IS EXPECTED OF A TEACHER ..................................................................... 25

2.2 PLAN TO ACHIEVE OBJECTIVES ......................................................................................... 25

2.3 PLAN TO IMPROVE TEACHING ............................................................................................. 26

2.4 PLAN FOR PROGRESSION ...................................................................................................... 27

2.5 PLAN FOR ASSESSMENT ......................................................................................................... 27


49

MODULE 1: LIFE SKILLS TEACHING IN GRADE R STUDENT TRAINING MANUAL ii

SECTION 2 PLANNING FOR INTEGRATION 1. INTRODUCTION .............................................................................................................................. 28

2. UNDERSTANDING INTEGRATION ....................................................................................... 28

3. INTEGRATION OF COMPONENTS WITHIN THE LIFE SKILLS PROGRAMME .................................................................................................................................. 28

SECTION 3 UNDERSTANDING LEVELS OF PLANNING 1. INTRODUCTION .............................................................................................................................. 33 2. OVERVIEW OF THE PLANNING PROCESS .................................................................... 34

3. THE YEAR PLAN ............................................................................................................................. 34

4. THE TERM PLAN ............................................................................................................................ 35

5. THE WEEKLY PLAN ...................................................................................................................... 36

6. THE LESSON PLAN ...................................................................................................................... 38 6.1 GRADE ................................................................................................................................................. 38

6.2 DATE ...................................................................................................................................................... 38

6.3 TOPIC .................................................................................................................................................... 38

6.4 THE LESSON OBJECTIVE ........................................................................................................ 38

6.5 LTSM FOR THE LESSON ........................................................................................................... 39

6.6 ORAL QUESTIONS ON THE PREVIOUS DAYS WORK ............................................ 39

6.7 LESSON PRESENTATION (METHODOLOGY)............................................................... 39

6.8 FUNWORK .......................................................................................................................................... 39

SECTION 4 MAXIMISING LIFE SKILLS LEARNING 1. INTRODUCTION .............................................................................................................................. 43 2. DEVELOPING AN INVITING LIFE SKILLS CLASSROOM ......................................... 43

2.1 LIFE SKILLS CORNER ................................................................................................................. 44

2.2 LIFE SKILLS ACTIVITIES............................................................................................................ 45

3. STRATEGIES TO MAXIMISE LEARNING .......................................................................... 47

3.1 TEACH ACCORDING TO THE DEVELOPMENTAL LEVEL OF YOUR

LEARNERS ........................................................................................................................................ 47

3.2 ACTIVELY INVOLVE YOUR LEARNERS ........................................................................... 48

3.3 USE OF A VARIETY OF TEACHING STRATEGIES ..................................................... 49

3.3.1 INTRODUCTIONS AND CONCLUSIONS OF LESSONS ........................................... 49

3.3.2 TOPIC DISCUSSIONS .................................................................................................................. 50

3.3.3 QUESTIONING AS A TEACHING STRATEGY ................................................................ 51

3.4 LEARNING AND TEACHING SUPPORT MATERIAL (LTSM) .................................. 52 3.5 REFLECT ON YOUR OWN TEACHING .............................................................................. 54

UNIT 3 TEACHING LIFE SKILLS IN GRADE R 1. INTRODUCTION .............................................................................................................................. 56 2. STRUCTURE AND OBJECTIVES OF UNIT 3 .................................................................. 56

SECTION 1 PERSONAL AND SOCIAL WELL-BEING 1. INTRODUCTION .............................................................................................................................. 57 2. PERSONAL AND SOCIAL WELL-BEING ........................................................................... 58

2.1 PERSONAL DEVELOPMENT ................................................................................................... 58

2.2 SOCIAL DEVELOPMENT............................................................................................................ 58

2.3 HEALTH PROMOTION ................................................................................................................. 59


50

iii MODULE 1: LIFE SKILLS TEACHING IN GRADE R STUDENT TRAINING MANUAL

3. TOPICS TO PROMOTE BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING .................................................................................................................. 60

4. TEACHING PERSONAL AND SOCIAL WELL-BEING .................................................. 61

4.1 HOW TO TEACH USING THE TOPIC “ME” ...................................................................... 62

4.2 HOW TO TEACH SOCIAL DEVELOPMENT ..................................................................... 63

4.2.1 HOW TO TEACH USING THE TOPIC “MY FAMILY” .................................................... 63

4.2.2 HOW TO USE THE TOPICS “AT SCHOOL” AND “IN THE CLASSROOM” ...... 67

4.3 HEALTH PROMOTION ................................................................................................................. 69

4.3.1 HOW TO TEACH USING THE TOPIC “MY BODY” ........................................................ 69

4.3.2 HOW TO TEACH USING THE TOPIC “HEALTHY LIVING” ....................................... 70

SECTION 2 BEGINNING KNOWLEDGE 1. INTRODUCTION .............................................................................................................................. 75 2. SPECIFIC OBJECTIVES OF BEGINNING KNOWLEDGE ......................................... 75

2.1 SOCIAL SCIENCES ....................................................................................................................... 75

2.2 NATURAL SCIENCES .................................................................................................................. 77

2.3 TECHNOLOGY ................................................................................................................................. 77

3. TEACHING SOCIAL SCIENCES ............................................................................................. 78

3.1 HOW TO TEACH USING THE TOPIC “SOUND” ............................................................ 79

3.2 HOW TO TEACH USING THE TOPIC “SIGHT” ............................................................... 83

3.3 HOW TO TEACH USING THE TOPIC “TOUCH” ............................................................. 85

3.4 HOW TO TEACH THE TOPIC “TASTE AND SMELL” .................................................. 89

3.5 HOW TO TEACH “SHAPES AND COLOURS AROUND US” ................................... 91

3.5.1 SHAPES ............................................................................................................................................... 91

3.5.2 COLOUR .............................................................................................................................................. 94

3.6 HOW TO TEACH USING THE TOPIC “SPECIAL DAYS” ........................................... 97

4. TEACHING NATURAL SCIENCES ........................................................................................ 99

4.1 HOW TO SET UP A NATURAL SCIENCES ACTIVITY CENTRE ........................... 99

4.2 NATURAL SCIENCES OUTINGS AND RECYCLING ................................................ 101

4.3 HOW TO TEACH USING THE TOPIC “HEALTHY ENVIRONMENT” ................ 103

4.4 HOW TO TEACH THE TOPIC “WILD ANIMALS” ......................................................... 104

4.5 HOW TO TEACH THE TOPIC “WATER” .......................................................................... 106

4.6 HOW TO TEACH THE TOPIC “AUTUMN” ....................................................................... 109

5. HOW TO TEACH TECHNOLOGY ........................................................................................ 112

SECTION 3 CREATIVE ARTS 1. INTRODUCTION ........................................................................................................................... 114 2. CREATIVE ARTS ......................................................................................................................... 114

3. SPECIFIC OBJECTIVES OF CREATIVE ARTS ........................................................... 115

4. TEACHING PERFORMING ARTS IN GRADE R .......................................................... 116

4.1 HOW TO USE GAMES IN GRADE R ................................................................................. 116

4.2 HOW TO TEACH DANCE IN GRADE R ........................................................................... 117

4.3 HOW TO TEACH DRAMA IN GRADE R ........................................................................... 117

4.3.1 DRAMATISATION OF STORIES .......................................................................................... 118

4.3.2 ROLE-PLAYING REAL LIFE SITUATIONS ..................................................................... 118

4.3.3 LANGUAGE DEVELOPMENT................................................................................................ 119

4.4 HOW TO TEACH MUSIC IN GRADE R ............................................................................ 120

4.4.1 WHAT IS EXPECTED OF THE GRADE R LEARNER ............................................... 122

4.4.2 THE ROLE OF THE GRADE R TEACHER IN TEACHING MUSIC ..................... 123

4.4.3 MUSICAL INSTRUMENTS ...................................................................................................... 124


51

MODULE 1: LIFE SKILLS TEACHING IN GRADE R STUDENT TRAINING MANUAL iv

4.4.4 HOW TO PLAN AND PRESENT A MUSIC LESSON ................................................. 125

4.4.5 MUSIC IN THE GRADE R DAILY PROGRAMME ....................................................... 126

5. HOW TO TEACH VISUAL ARTS IN GRADE R ............................................................. 127

5.1 HOW TO SET UP A VISUAL ARTS ACTIVITY CENTRE ......................................... 129

5.2 ALLOW LEARNERS TO CHOOSE THEIR ACTIVITIES ........................................... 132

5.2.1 DAILY BASIC ACTIVITIES ....................................................................................................... 132

5.2.2 MAIN ACTIVITIES ........................................................................................................................ 133

5.3 DISPLAYING GRADE R LEARNERS’ VISUAL ART ................................................... 135

5.4 DISCUSS LEARNERS ARTWORK / CREATIONS ...................................................... 135

5.5 HANDLING OF SPECIFIC VISUAL ART PROBLEMS ............................................... 137

5.6 ART PROCESSES AND MEDIA ........................................................................................... 138

5.6.1 APPLYING ....................................................................................................................................... 139

5.6.2 FORMING OR MODELLING ................................................................................................... 147

5.6.3 INTERLACING ............................................................................................................................... 149

SECTION 4 PHYSICAL EDUCATION 1. INTRODUCTION ........................................................................................................................... 151 2. SPECIFIC OBJECTIVES OF PHYSICAL EDUCATION ............................................ 151

2.1 LOCOMOTION ............................................................................................................................... 152

2.2 PERCEPTUAL MOTOR SKILLS ........................................................................................... 152

2.3 SPORTS AND GAMES .............................................................................................................. 153

3. OUTDOOR LEARNING ENVIRONMENT ......................................................................... 154

4. HOW TO TEACH PHYSICAL EDUCATION .................................................................... 154

4.1 HOW TO DEVELOP GROSS MOTOR SKILLS ............................................................. 155

4.1.1 OUTDOOR PHYSICAL EDUCATION ................................................................................. 155

4.1.2 INDOOR PHYSICAL EDUCATION ...................................................................................... 156

4.2 HOW TO TEACH LOCOMOTOR DEVELOPMENT AND BALANCE ................. 157

4.3 HOW TO PROMOTE PERCEPTUAL DEVELOPMENT ............................................ 158

4.4 HOW TO PROMOTE RHYTHM ............................................................................................. 159

4.5 HOW TO PROMOTE CO-ORDINATION .......................................................................... 160

4.6 HOW TO PROMOTE SPATIAL ORIENTATION ............................................................ 161

4.7 HOW TO PROMOTE LATERALITY .................................................................................... 161

4.8 HOW TO PROMOTE PARTICIPATION IN SPORTS AND GAMES .................... 162

BIBLIOGRAPHY ............................................................................................................................................ 167

ANNEXURE 1: OVERVIEW OF CONTENT AND SKILLS ........................................................ 170 ANNEXURE 2: WHAT CHILDREN’S DRAWINGS TELL US ABOUT THEIR BRAIN DEVELOPMENT ............................................................................................................................................ 189 DIPLOMA IN GRADE R TEACHING

52


MODULE 1

WHOLE CHILD DEVELOPMENT

WCD416


Level 6

Credits 12


Revised 2016

All rights reserved. Apart from any fair dealing for the purpose of research,

criticism or review as permitted under the Copyright Act, no part of this book may be

reproduced or transmitted in any form or by any means, electronic or mechanical,

including photocopying and recording, without permission in writing from SANTS.

53

MODULE 1: WHOLE CHILD DEVELOPMENT STUDENT TRAINING MANUAL i

TABLE OF CONTENTS

MODULE 1: WHOLE CHILD DEVELOPMENT .................................................................................. 1 1. INTRODUCTION ......................................................................................................................................... 2 2. PURPOSE OF THIS MODULE ............................................................................................................ 2 3. MODULE STRUCTURE AND OBJECTIVES ................................................................................ 3 4. RECOMMENDED READING ................................................................................................................ 3 5. UNDERSTANDING AND APPLYING THIS STUDENT TRAINING MANUAL .............. 4

UNIT 1: CHILD DEVELOPMENT IN CONTEXT ................................................................................. 5 1. INTRODUCTION ......................................................................................................................................... 5 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ............................................................................. 6

SECTION 1: UNDERSTANDING THEORY ........................................................................................ 6 1. INTRODUCTION ......................................................................................................................................... 6 2. WHAT IS A THEORY? ............................................................................................................................. 6 3. THE USE OF DEVELOPMENT THEORIES .................................................................................. 9

SECTION 2: BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY ................... 10 1. INTRODUCTION ....................................................................................................................................... 10 2. BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY ........................................... 12 3. CONCLUSION ........................................................................................................................................... 17

UNIT 2: CHILD DEVELOPMENT THEORIES ................................................................................... 18 1. INTRODUCTION ....................................................................................................................................... 18 2. STRUCTURE AND OBJECTIVES OF UNIT 2 ........................................................................... 18

SECTION 1: COGNITIVE CONSTRUCTIVIST THEORY OF DEVELOPMENT ............. 19 1. INTRODUCTION ....................................................................................................................................... 19 2. COGNITIVE CONSTRUCTIVIST VIEW OF DEVELOPMENT ........................................... 19

2.1 Jean Piaget .......................................................................................................................................... 19 2.2 Piaget’s Cognitive Stages of Development .......................................................................... 21

SECTION 2: PSYCHODYNAMIC THEORIES OF DEVELOPMENT ................................... 23 1. INTRODUCTION ....................................................................................................................................... 23 2. PSYCHODYNAMIC THEORY OF DEVELOPMENT ............................................................... 23

2.1 Freud 23 2.2 Erikson ................................................................................................................................................... 27

SECTION 3: CULTURAL HISTORICAL THEORY VIEWS OF DEVELOPMENT ......... 28 1. INTRODUCTION ....................................................................................................................................... 28 2. CULTURAL HISTORICAL THEORY OF DEVELOPMENT .................................................. 29

2.1 Vygotsky................................................................................................................................................ 29 2.2 Vygotsky’s Conception of Cognitive Development ........................................................... 29

3. CONCLUSION ........................................................................................................................................... 30

UNIT 3: STAGES OF CHILD DEVELOPMENT ................................................................................ 31 1. INTRODUCTION ....................................................................................................................................... 31 2. STRUCTURE AND OBJECTIVES OF UNIT 3 ........................................................................... 32

SECTION 1: DEVELOPMENT FROM CONCEPTION TO INFANCY ................................. 33 1. INTRODUCTION ....................................................................................................................................... 34 2. PRENATAL PERIOD: CONCEPTION TO BIRTH .................................................................... 34

2.1 The Germinal Period ....................................................................................................................... 35 2.2 The Embryonic Period .................................................................................................................... 36


54

ii MODULE 1: WHOLE CHILD DEVELOPMENT STUDENT TRAINING MANUAL

2.3 The Foetal Period ............................................................................................. 37 2.3.1 Tetratogens: Environmental Sources of Birth Defects ............................ 38 2.3.2 Learning in the Womb ............................................................................ 39 2.3.3 Labour and Birth ..................................................................................... 39 2.4 Development and Learning in the Prenatal Period ............................................ 40 3. INFANCY ................................................................................................................ 41 3.1 Body Growth ..................................................................................................... 41 3.2 Motor and Physical Development ..................................................................... 42 3.3 Development of the Brain, Cognitive Development, and Learning .................... 44 3.3.1 Piaget’s Perspectives on Cognitive Development in Infancy .................. 45 3.3.2 Vygotsky’s Perspectives on Cognitive Development in Infancy ............. 48 3.4 The Beginnings of Language in Infancy ............................................................ 49 3.4.1 Language Milestones ............................................................................. 50 3.4.2 Influences on Language Development ................................................... 51 3.5 Psychosocial Development ............................................................................... 52 4. Summary of Developmental Milestones .................................................................. 54 4.1 Developmental Milestones of 1-Year Olds ........................................................ 54 4.2 Developmental Milestones of 2-Year Olds ........................................................ 55 5. CONCLUSION ........................................................................................................ 56

SECTION 2: EARLY CHILDHOOD ............................................................................ 57 1. INTRODUCTION ..................................................................................................... 57 2. COGNITIVE DEVELOPMENT................................................................................. 57 2.1 Piaget’s Theory of Cognitive Development ....................................................... 57 2.2 Vygotsky’s Theory of Cognitive Development ................................................... 61 3. MORAL DEVELOPMENT ....................................................................................... 63 3.1 Pre-Conventional Morality ................................................................................. 64 3.2 Moral Development and Teaching .................................................................... 65 4. MOTOR DEVELOPMENT ....................................................................................... 66 5. CONCLUSION ........................................................................................................ 66

UNIT 4: THE WHOLE CHILD AND DEVELOPMENTALLY APPROPRIATE

PRACTICE ................................................................................................... 67 1. INTRODUCTION ..................................................................................................... 67 2. STRUCTURE AND OBJECTIVES OF UNIT 4 ........................................................ 68

SECTION 1: DEVELOPMENTALLY APPROPRIATE PRACTICE ............................. 68 1. INTRODUCTION ..................................................................................................... 68 2. DEVELOPMENTALLY APPROPRIATE PRACTICE ............................................... 68 2.1 Principles for Developmentally Appropriate Practice ........................................ 69 2.2 Implications for Teaching Practice .................................................................... 69 2.3 Assessing your own Practice ............................................................................ 70

SECTION 2: CREATING DEVELOPMENTALLY APPROPRIATE

ENVIRONMENTS .................................................................................. 71 1. INTRODUCTION ..................................................................................................... 71 2. OPPORTUNITIES FOR PHYSICAL/MOTOR DEVELOPMENT .............................. 71 2.1 Kinaesthetic Opportunities ................................................................................ 72 2.2 Gross Motor Opportunities ................................................................................ 74 2.3 Fine Motor Opportunities................................................................................... 76 2.4 Perceptual Motor Opportunities ........................................................................ 76 3. OPPORTUNITIES FOR SOCIAL DEVELOPMENT ................................................ 77 4. OPPORTUNITIES FOR EMOTIONAL DEVELOPMENT ........................................ 78


55

MODULE 1: WHOLE CHILD DEVELOPMENT STUDENT TRAINING MANUAL iii

5. OPPORTUNITIES FOR INTELLECTUAL DEVELOPMENT ............................................... 80 6. OPPORTUNITIES FOR LANGUAGE DEVELOPMENT ........................................................ 81 7. OPPORTUNITIES FOR MATHEMATICS LEARNING ........................................................... 81 8. CONCLUSION ........................................................................................................................................... 82 BIBLIOGRAPHY ................................................................................................................................................ 83

FIGURES

FIGURE 1: Representation of Bronfenbrenner’s Ecological Systems Theory . 12

FIGURE 2: Freud’s Psychological Stages of Development .......................................... 25

FIGURE 3 Sperm entering the Egg ............................................................................................. 35 FIGURE 4: Foetus at 11 Weeks ...................................................................................................... 37

FIGURE 5: Infant at Birth ..................................................................................................................... 40 FIGURE 6: Prenatal period – Postnatal period ...................................................................... 41 FIGURE 7: Motor/Physical Development in Infancy .......................................................... 42 FIGURE 8: Separation anxiety, Reunion behaviour and Separation anxiety 51

FIGURE 9: Piaget’s Conservation Experiment ...................................................................... 58

FIGURE 10: Fantasy Play of a 3-year old ................................................................................... 60 FIGURE 11: Example of Fantasy Play. Doctor, Doctor ...................................................... 61

FIGURE 12: Grade R learners with their teachers in the outdoor play areas ...... 74 FIGURE 13: Grade R learners involved in water play, a popular outdoor play

activity ................................................................................................................................... 74

FIGURE 14: Peter’s Chair ..................................................................................................................... 78 FIGURE 15: Working with the letters of the Alphabet ......................................................... 80


56


MODULE 1

EFFECTIVE CLASSROOM PRACTICE

ECP416

Level 6 Credits 12

CURRICULUM AND LEARNING GUIDE

Copyright SANTS Private Higher Education Institution. Pty. Ltd.

PO Box 72328, Lynnwood Ridge, 0040

Revised 2016





57

MODULE 1: EFFECTIVE CLASSROOM PRACTICE CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE 1: EFFECTIVE CLASSROOM PRACTICE 1 1. INTRODUCTION ...................................................................................................... 1 2. PURPOSE OF THIS MODULE ................................................................................. 1 3. STRUCTURE AND OBJECTIVES OF MODULE 1 ................................................... 1 4. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................... 2

UNIT 1: PLACE OF GRADE R 3 1. INTRODUCTION ...................................................................................................... 3 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 ...................................... 3

SECTION 1: THE DIFFERENCE OF GRADE R PROGRAMME 4 1. INTRODUCTION ...................................................................................................... 4 2. FEATURES OF PROGRAMMES .............................................................................. 4 2.1 Pre-Grade R Physical Environment ................................................................ 4 2.1.1 Pre-Grade R Indoor Environment .................................................... 4 2.1.2 Pre-Grade R Outdoor Environment ................................................. 5 2.2 Grade R Physical Environment ...................................................................... 5 2.2.1 Grade R Indoor Environment ........................................................... 5 2.2.2 Grade R Outdoor Environment ........................................................ 6 2.3 Foundation Phase Physical Environment ....................................................... 6 2.3.1 Foundation Phase Indoor Environment ........................................... 6 2.3.2 Foundation Phase Outdoor Environment......................................... 7 2.4 Pre-Grade R Teaching Approach ................................................................... 7 2.5 Grade R Teaching Approach .......................................................................... 8 2.6 Foundation Phase Teaching Approach .......................................................... 9 2.7 Pre-Grade R Learning Approach .................................................................... 9 2.8 Grade R Learning Approach ......................................................................... 10 2.8.1 Planning Learning Experiences Using Concrete Level .................. 10 2.8.1.1 Kinaesthetic Learning Experiences 10

2.8.1.2 Experiences with Three Dimentional or Concrete

Objects 11

2.8.2 Planning Learning Experiences on a Semi-Concrete Level ........... 11 2.9 Foundation Phase Learning Approach ......................................................... 12 2.10 Daily Programme .......................................................................................... 13 2.10.1 Pre-Grade R .................................................................................. 13 2.10.2 Grade R ......................................................................................... 13 2.10.3 Foundation Phase ......................................................................... 14 3. SUMMARY OF DIFFERENCES BETWEEN PRE-GRADE R, GRADE R AND

THE FOUNDATION PHASE ................................................................................... 14

SECTION 2: GRADE R CONTEXT 16 1. INTRODUCTION .................................................................................................... 16 2. SHORT-TERM GOALS OF THE GRADE R PROGRAMME .................................. 17 2.1 School Readiness ........................................................................................ 17 2.1.1 Emotional and Social Development ............................................... 17 2.1.2 Language Development................................................................. 17 2.1.3 Cognitive Development.................................................................. 18 2.1.3.1 Mathematical Thinking 18 DIPLOMA IN GRADE R TEACHING

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2.1.3.2 Scientific Thinking 18

2.1.3.3 Creativity 18

2.1.4 Physical Well-Being and Motor Development ................................ 19 2.1.5 Learning Readiness ....................................................................... 19 2.2 Transition to Grade 1 .................................................................................... 20 3. LONG-TERM GOAL OF THE GRADE R PROGRAMME: LIFE READINESS ........ 21

UNIT 2: MANAGING A GRADE R CLASSROOM 23 1. INTRODUCTION .................................................................................................... 23 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................... 23 3. CORE READER...................................................................................................... 24 4. RECOMMENDED READING OF UNIT 2 ............................................................... 24

SECTION 1: THE QUALITIES AND ROLES OF THE GRADE R TEACHER 24 1. INTRODUCTION .................................................................................................... 24 2. FEATURES OF A COMPETENT GRADE R TEACHER ......................................... 24 2.1 Lifelong Learner ........................................................................................... 25 2.2 Self-Reflection .............................................................................................. 25 2.3 Good Health ................................................................................................. 25 2.4 Professionalism ............................................................................................ 25 3. ROLES OF A GRADE R TEACHER ....................................................................... 26 3.1 Grade Specialist ........................................................................................... 26 3.2 Mediator of Learning .................................................................................... 27 3.3 Assessor............................. 27 3.4 Leader…………….. 27 4. CLASSROOM MANAGEMENT .............................................................................. 28 4.1 The Physical Environment ............................................................................ 28 4.2 Interpreting the Curriculum ........................................................................... 29 4.3 Assessment .................................................................................................. 30 4.4 The Personal Classroom Management Plan ................................................ 31 4.5 The Learner .................................................................................................. 32 4.6 Authorities .................................................................................................... 34 4.7 Support Parents and the Community ........................................................... 34 4.7.1 Support Parents ............................................................................. 34 4.7.2 Supporting Communities ............................................................... 41 4.8 Classroom Administration ............................................................................. 41 4.8.1 Attendance Registers .................................................................... 41 4.8.2 Record Keeping ............................................................................. 42 4.8.3 Learner Portfolios .......................................................................... 42

SECTION 2: THE GRADE R LEARNER 43 1. INTRODUCTION .................................................................................................... 43 2. PROFILE OF A TYPICAL GRADE R LEARNER .................................................... 43 2.1 Each Learner is Unique ................................................................................ 43 2.2 Social Development ..................................................................................... 44 2.3 Morals, Norms and Values ........................................................................... 44 2.3.1 Morals ............................................................................................ 45 2.3.2 Norms and Values ......................................................................... 45 2.4 Emotional Development ............................................................................... 45 2.4.1 GUILT AND UNCERTAINTY ......................................................... 46 2.4.2 BEHAVIOUR CONTROL ............................................................... 46 2.5 Personal Development ................................................................................. 47


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2.5.1 Self-Concept .................................................................................. 47 2.5.2 Gender and Gender Roles of the Grade R Learner ....................... 47 2.6 Physical Development .................................................................................. 48 2.6.1 Physical and Perceptual Motor Skills ............................................. 49 2.6.2 Gross Motor Coordination .............................................................. 49 2.6.3 Fine Motor Coordination ................................................................ 49 2.6.4 Hand-Eye Coordination ................................................................. 50 2.6.5 Body Balance ................................................................................ 50 2.6.6 Spatial Awareness ......................................................................... 50 2.7 Cognitive Development ................................................................................ 51 2.7.1 Visual Skills ................................................................................... 51 2.7.2 Auditory Skills ................................................................................ 52 3. RECOGNISING DEVELOPMENTAL DELAYS ....................................................... 52

SECTION 3: THE IMPORTANCE OF PLANNING 54 1. INTRODUCTION .................................................................................................... 54 2. GROUND RULES FOR PLANNING ....................................................................... 54 2.1 Working Together ......................................................................................... 54 2.2 Planning for Play-Based Learning ................................................................ 55 2.3 Filing your Planning ...................................................................................... 55 2.4 Planning Well in Advance ............................................................................. 55 2.5 Daily Programme and Integrated Planning ................................................... 56 3. ACTIVITIES YOU NEED TO PLAN ........................................................................ 59 3.1 Teacher Guided Activities............................................................................. 59 3.2 Free Play Activities ....................................................................................... 60 3.3 Routine Activities .......................................................................................... 61 4. HOW TO PLAN SUCCESSFULLY ......................................................................... 62 5. PLANNING ACCORDING TO LEARNERS’ NEEDS, INTERESTS AND

ABILITIES ............................................................................................................... 63 6. PLANNING FOR RAINY DAYS .............................................................................. 64 7. PLAN TO DIFFERENTIATE YOUR TEACHING ..................................................... 65

SECTION 4: THE LEARNING ENVIRONMENT 66 1. INTRODUCTION .................................................................................................... 66 2. A POSITIVE, INVITING LEARNING ENVIRONMENT ............................................ 66 3. INDOOR LEARNING ENVIRONMENT ................................................................... 67 3.1 Language Area ............................................................................................. 69 3.1.1 Book Corner .................................................................................. 69 3.1.2 Quiet Listening Area ...................................................................... 70 3.1.3 Theme Table ................................................................................. 71 3.1.4 Word Cards Throughout the Class ................................................ 72 3.2 Mathematics Area ........................................................................................ 72 3.2.1 Construction Area .......................................................................... 72 3.2.2 Use of Visual Aids for Mathematics ............................................... 72 3.2.3 A Quiet Corner with Mathematics Apparatus ................................. 73 3.2 Life Skills Area .............................................................................................. 74 3.2.1 Science Corner .............................................................................. 74 3.2.2 Fantasy Corner .............................................................................. 74 3.2.3 Personal Space ............................................................................. 74 3.2.4 Visual Representation of Class Rules and the Daily Programme .. 75 3.2.5 School Corner ................................................................................ 75 3.2.6 Representing South Africa ............................................................. 75 DIPLOMA IN GRADE R TEACHING

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4. OUTDOOR LEARNING ENVIRONMENT ............................................................... 76 4.1 Learner Safety .............................................................................................. 77 4.2 Metal and Wooden Jungle Gyms and Other Equipment .............................. 78 4.3 Water Play .................................................................................................... 78 4.4 Sand Play ..................................................................................................... 78 4.5 Fun Additions to the Play Area ..................................................................... 79

SECTION 5: DISCIPLINE IN THE CLASSROOM 80 1. INTRODUCTION .................................................................................................... 80 2. FACTORS THAT INFLUENCE DISCIPLINE .......................................................... 80 2.1 Factors in the Home ..................................................................................... 80 2.2 Factors in the School .................................................................................... 81 2.2.1No Discipline at all ......................................................................... 81 2.2.2My Way and My Way Only ............................................................ 81 2.2.3Slave of the Master ........................................................................ 82 2.2.4You and Me Together .................................................................... 82 3. RULES AND ROUTINES ........................................................................................ 82 3.1 Clear Set Boundaries ................................................................................... 83 3.2 Actions Cause Reactions ............................................................................. 83 3.3 Positive Reinforcement ................................................................................ 85 3.4 Practical Ideas to use in your Class ............................................................. 86

UNIT 3: TEACHING IN GRADE R 90 1. INTRODUCTION .................................................................................................... 90 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................... 90 3. CORE READER...................................................................................................... 91

SECTION 1: DEVELOPMENTALLY APPROPRIATE PRACTICE 91 1. INTRODUCTION .................................................................................................... 91 2. DEVELOPMENTALLY APPROPRIATE PRACTICE ............................................... 91 3. KNOW THE INDIVIDUAL LEARNER’S NEEDS ..................................................... 92 4. KEEP CULTURAL INFLUENCES IN MIND ............................................................ 92

SECTION 2: TEACHING APPROACH 93 1. INTRODUCTION .................................................................................................... 93 2. THE GRADE R TEACHING APPROACH ............................................................... 93 3. IMPLICATIONS OF AND GUIDELINES FOR TEACHING FOR PLAY-BASED

LEARNING ............................................................................................................. 94 3.1 Personal Views and Beliefs of a Teacher ..................................................... 94 3.2 Point of Contact ............................................................................................ 94 3.3 Principles of Play-Based Learning ................................................................ 95 3.3.1 Whole Child Development ............................................................. 95 3.3.2 Self-Activity .................................................................................... 95 3.3.3 Social Competence ....................................................................... 96 3.3.4 Authority Versus Freedom ............................................................. 96 3.3.5 Giving Meaning .............................................................................. 96

SECTION 3: TEACHING STRATEGIES AND METHODS 97 1. INTRODUCTION .................................................................................................... 97 2. EFFECTIVE DEVELOPMENTALLY APPROPRIATE TEACHING STRATEGIES .. 97 3. TEACHING METHODS TO ENHANCE GRADE R LEARNING AND TEACHING . 99

3.1 Discovering Language Through Different Means .................................................... 100


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MODULE 1: EFFECTIVE CLASSROOM PRACTICE CURRICULUM AND LEARNING GUIDEv

3.1.1 Discussions ................................................................................. 100 3.1.2 Questions and Answers ............................................................... 100 3.1.3 Stories ......................................................................................... 100 3.1.4 Singing Songs ............................................................................. 100 3.2 Involving the Learner Through Different Activities ...................................... 101 3.2.1 Dramatisation .............................................................................. 101 3.2.2 Play ............................................................................................. 101 3.2.3 Projects........................................................................................ 101 3.3 Demonstration ............................................................................................ 102

UNIT 4: ASSESSMENT 104 1. INTRODUCTION .................................................................................................. 104 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 4 .................................. 104

SECTION 1: DEVELOPMENTALLY APPROPRIATE ASSESSMENT IN GRADE R 105 1. INTRODUCTION .................................................................................................. 105 2. GUIDELINES FOR DEVELOPMENTALLY APPROPRIATE ASSESSMENT IN

GRADE R ............................................................................................................. 105 3. STRATEGIES FOR SUCCESSFUL ASSESSMENT ............................................ 106 3.1 Keeping the Role of Assessment in Mind ................................................... 106 3.2 Gathering Useful and Meaningful Information from the Learner ................. 107 3.3 Not Comparing Learners ............................................................................ 108 3.4 Using the Results you have Collected ........................................................ 108 4. RULES OF ASSESSMENT .................................................................................. 109 5. THE PROCESS OF ASSESSMENT ..................................................................... 109 5.1 Planning ..................................................................................................... 109 5.2 Collecting Assessment Evidence ............................................................... 110 5.3 Recording Assessment Information ............................................................ 110 5.3.1 Learner Portfolios ........................................................................ 110 5.3.2 Learner Profiles ........................................................................... 111 5.4 Reporting on Assessment .......................................................................... 111 6. TYPES OF ASSESSMENT ................................................................................... 111 6.1 Baseline Assessment ................................................................................. 112 6.2 Formative Assessment ............................................................................... 112 6.3 Diagnostic Assessment .............................................................................. 112 6.4 Summative Assessment ............................................................................. 112 6.5 Evaluative Assessment .............................................................................. 112 6.6 Continuous Assessment ............................................................................. 113 7. TEAM APPROACH ............................................................................................... 113

SECTION 2: ASSESSMENT METHODS FOR GRADE R 114 1. INTRODUCTION .................................................................................................. 114 2. ASSESSMENT METHODS TO GIVE STRUCTURE TO PLAY-BASED

LEARNING ........................................................................................................... 114 2.1 Observation ................................................................................................ 115 2.1.1 Physical and Perceptual Motor Skills ........................................... 115 2.1.2 Language Skills ........................................................................... 116 2.1.3 Creative Arts ................................................................................ 116 2.1.4 How the Learners use Outside Play Areas .................................. 116 2.1.5 How the Learners use the Inside Play Areas ............................... 116 2.1.6 Teacher Guided Activities ............................................................ 117 2.1.7 Routine Activities ......................................................................... 117 DIPLOMA IN GRADE R TEACHING

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2.1.8The Child as an Individual ........................................................... 117 2.1.9The Child as Part of a Group ....................................................... 118 2.2 Questions and Answers.............................................................................. 118 2.3 Self-Supporting Questions and Answers by Learners ................................ 118 2.4 Interviews ................................................................................................... 119 2.5 Performance Assessment .......................................................................... 119 2.6 Recognition of Prior Learning ..................................................................... 120 3. EXPOSE LEARNERS TO ASSESSMENT IN DIFFERENT SETTINGS ............... 121 3.1 Self-Assessment ........................................................................................ 121 3.2 Peer Assessment ....................................................................................... 121 3.3 Group Assessment ..................................................................................... 122

SECTION 3: ASSESSMENT INSTRUMENTS 122 1. INTRODUCTION .................................................................................................. 122 2. RECORDING ASSESSMENT............................................................................... 122 3. TOOLS FOR ASSESSMENT ................................................................................ 123 3.1 Recording of Assessment Goals ................................................................ 123 3.2 Observation Tools for Learner Behaviour ................................................... 125 4. REPORTING ON ASSESSMENT ......................................................................... 126 4.1 Interviews ................................................................................................... 126 4.2 Report Cards .............................................................................................. 127

REFERENCES 130


63

Year 2

Semester 1: ALI425 Semester 2: SED516 LGR426 FAL426 ASS416 NGR426 LTT517 LSR426

WIL426

64


MODULE 2

ACADEMIC LITERACY

ALI425


Level 5

Credits 20



Revised 2016




photocopying and recording, without permission in writing from SANTS

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MODULE 2: ACADEMIC LITERACY CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE 2: ACADEMIC LITERACY ............................................................................. 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE 2 ................................................. 1 4. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................. 2

UNIT 1: ADVANCED ENGLISH GRAMMAR SKILLS .................................................... 3 1. INTRODUCTION .................................................................................................... 3 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 .................................... 4 3. RECOMMENDED READING .................................................................................. 4

SECTION 1: PARTS OF SPEECH ................................................................................. 5 1. INTRODUCTION .................................................................................................... 5 2. OVERVIEW OF PARTS OF SPEECH .................................................................... 5 3. NOUNS ................................................................................................................... 7 3.1 Common Nouns ............................................................................................. 7 3.2 Proper Nouns ................................................................................................. 9 3.3 Collective Nouns .......................................................................................... 10 3.4 Abstract Nouns ............................................................................................. 12 4. PRONOUNS ......................................................................................................... 14 4.1 Personal Pronouns ....................................................................................... 15 4.2 Possessive Pronouns ................................................................................... 16 4.3 Reflexive Pronouns ...................................................................................... 17 4.4 Interrogative Pronouns ................................................................................. 17 4.5 Demonstrative Pronouns .............................................................................. 17 4.6 Indefinite Pronouns ...................................................................................... 18 4.7 Relative Pronouns ........................................................................................ 18 5. ADJECTIVES ........................................................................................................ 23 5.1 Descriptive Adjectives (What Kind?) ............................................................ 23 5.2 Proper Adjectives ......................................................................................... 23 5.3 Adjectives of Quantity (How Many?) ............................................................ 23 5.4 Adjectives of Order (Position) ....................................................................... 23 5.5 Demonstrative Adjectives (Which One?) ...................................................... 24 5.6 Possessive Adjectives (Belonging To?) ....................................................... 24 5.7 Interrogative Adjectives (Which One?) ......................................................... 24 5.8 Compound Adjectives .................................................................................. 24 5.9 Degrees of Comparison ............................................................................... 25 6. VERBS .................................................................................................................. 28 6.1 Categories of Verbs ...................................................................................... 29 6.1.1 Action Verbs .................................................................................... 29 6.1.2 Linking Verbs ................................................................................... 29 6.2 Types of Verbs ............................................................................................. 31 6.2.1 Finite Verbs ..................................................................................... 31 6.2.2 The Infinitive .................................................................................... 31 6.2.3 Auxiliary Verbs ................................................................................. 32 6.3 Participles ..................................................................................................... 32 7. ADVERBS ............................................................................................................. 34 8. CONJUNCTIONS ................................................................................................. 36 9. PREPOSITIONS ................................................................................................... 37 DIPLOMA IN GRADE R TEACHING

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10. ARTICLES ............................................................................................................ 38 10.1 Definite Article .............................................................................................. 38 10.2 Indefinite Article ............................................................................................ 39

SECTION 2: SENTENCE STRUCTURE ....................................................................... 40 1. INTRODUCTION .................................................................................................. 40 2. TYPES OF SENTENCES ..................................................................................... 41 2.1 Statements ................................................................................................... 41 2.2 Questions ..................................................................................................... 41 2.3 Exclamations ................................................................................................ 41 2.4 Commands ................................................................................................... 41 3. CLASSIFICATION OF SENTENCES.................................................................... 41 3.1 The Simple Sentence ................................................................................... 42 3.2 The Compound Sentence ............................................................................. 42 3.3 The Complex Sentence ................................................................................ 42 4. DIVIDING SENTENCES INTO PARTS................................................................. 44 4.1 The Subject .................................................................................................. 44 4.2 The Predicate ............................................................................................... 45

UNIT 2: ACADEMIC READING SKILLS ...................................................................... 50 1. INTRODUCTION .................................................................................................. 50 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................. 50 3. RECOMMENDED READING ................................................................................ 51

SECTION 1: WORD ATTACK SKILLS ........................................................................ 51 1. INTRODUCTION .................................................................................................. 51 2. APPLYING WORD SKILLS .................................................................................. 51 2.1 Chunking the Word ....................................................................................... 51 2.2 Sounding out the Word ................................................................................. 52 2.3 Cutting the Word into Syllables .................................................................... 52 2.4 Skipping the Word ........................................................................................ 53 2.5 Re-Reading the Word or Sentence .............................................................. 53

SECTION 2: COMPREHENDING ACADEMIC TEXT ................................................... 54 1. INTRODUCTION .................................................................................................. 54 2. TEXT MAPPING ................................................................................................... 54 3. MAKING SUMMARIES ......................................................................................... 57 3.1 Summary – Linear Notes .............................................................................. 57 3.2 Summary – Mind Map .................................................................................. 58

SECTION 3: CRITICAL READING ............................................................................... 60 1. INTRODUCTION .................................................................................................. 60 2. DEFINING CRITICAL READING .......................................................................... 60 3. FORMATS OF FACTUAL TEXT ........................................................................... 60 4. CRITICALLY READING ACADEMIC TEXT .......................................................... 61

SECTION 4: READING STRATEGIES FOR ACADEMIC PURPOSES ....................... 64 1. INTRODUCTION .................................................................................................. 64 2. IDENTIFYING KEY IDEAS ................................................................................... 64 3. SCANNING ........................................................................................................... 69 4. SKIMMING ............................................................................................................ 70

UNIT 3: ACADEMIC WRITING SKILLS ....................................................................... 75 1. INTRODUCTION .................................................................................................. 75 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................. 76


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MODULE 2: ACADEMIC LITERACY CURRICULUM AND LEARNING GUIDE iii

SECTION 1: SENTENCE STRUCTURE IN ACADEMIC WRITING ............................. 76 1. INTRODUCTION .................................................................................................. 76 2. SENTENCE WRITING TECHNIQUES ................................................................. 76 2.1 Be Concise ................................................................................................... 77 2.2 Use the Active Voice .................................................................................... 79 2.3 Write Unambiguous Sentences .................................................................... 81 2.4 The Use of Adjectives and Adverbs ............................................................. 82

SECTION 2: PARAGRAPH STRUCTURE IN ACADEMIC WRITING .......................... 83 1. INTRODUCTION .................................................................................................. 83 2. THE PURPOSE OF PARAGRAPHS .................................................................... 83 3. TOPIC AND SUPPORTING SENTENCES ........................................................... 86 4. ORDER AND SEQUENCE ................................................................................... 89 5. TRANSITIONAL WORDS AND PHRASES .......................................................... 92

BIBLIOGRAPHY ........................................................................................................... 97

ANNEXURE: CORE READER – IDENTIFYING AND TACKLING TEACHER

BURNOUT .......................................................................................... 98


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MODULE 2: LITERACY TEACHING IN GRADE R CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE 2: LITERACY TEACHING IN GRADE R ........................................................ 1 1. INTRODUCTION ..................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE 2 ................................................. 1 4. RECOMMENDED READING .................................................................................. 2 5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE ................... 2

UNIT 1: PLAN, IMPLEMENT, AND TEACH LITERACY ................................................. 3 1. INTRODUCTION ..................................................................................................... 3 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ........................................................ 4

SECTION 1: UNDERSTANDING ELEMENTS OF A DAILY PROGRAMME .................. 4 1. INTRODUCTION ..................................................................................................... 4 2. UNDERSTANDING THE DAILY PROGRAMME ..................................................... 4 2.1 Developing a Daily Programme ...................................................................... 5 2.2 Advantages of a Daily Programme for Teachers ............................................. 5 2.3 Advantages of a Daily Programme for Learners ............................................. 5 3. ELEMENTS OF A DAILY PROGRAMME ................................................................ 6 3.1 Routines ......................................................................................................... 7 3.1.1 Greetings.............................................................................................. 7 3.1.2 Toilet Routine, Eating, and Rest Times ................................................ 9 3.1.3 Tidy-up Routine .................................................................................. 10 3.1.4 Transitions .......................................................................................... 10 3.2 Group Times ................................................................................................. 12 3.2.1 Whole Group Activities ....................................................................... 12 3.2.2 Small Group Activities ........................................................................ 13 3.2.3 Individual Activities ............................................................................. 14 3.3 Teacher-Guided and Child-Initiated Activities................................................ 16 3.3.1 Teacher-Guided Activities ................................................................... 16 3.3.2 Child-Initiated Activities ...................................................................... 17 3.4 Play Time ...................................................................................................... 20 3.4.1 Quiet Play ........................................................................................... 20 3.4.2 Active Play ......................................................................................... 21 3.4.3 ‘Work’ Time as play ............................................................................ 21 3.4.4 Indoor (Inside) Free Play .................................................................... 22 3.4.5 Outdoor (Outside) Free Play .............................................................. 22 3.5 Time Management ........................................................................................ 24 3.5.1 Timeslots ............................................................................................ 24 3.5.2 Time Management Strategies ............................................................ 26 3.5.3 Programme Displays .......................................................................... 28 3.6 Flexibility ....................................................................................................... 29 3.6.1 Follow the Learners’ Interests ............................................................ 29 3.6.2 Teachable Moments ........................................................................... 30 3.6.3 Incidental Learning ............................................................................. 30 3.6.4 Emergencies and Interruptions .......................................................... 31 4. TEACHING LITERACY SKILLS THROUGH THE DAILY PROGRAMME ............. 32 4.1 Listening and Speaking ................................................................................ 33


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4.1.1 Incidental Listening and Speaking Activities ....................................... 34 4.1.2 Structured Listening and Speaking Activities...................................... 34 4.2 Reading and Viewing .................................................................................... 34 4.2.1 Incidental Reading and Viewing Activities .......................................... 35 4.2.2 Structured Reading and Viewing Activities ......................................... 35 4.3 Phonological Awareness ............................................................................... 36 4.3.1 Incidental Phonological Awareness Development .............................. 37 4.3.2 Structured Phonological Awareness Training Activities ...................... 37 4.4 Writing and Handwriting ................................................................................ 38 4.4.1 Incidental Writing and Handwriting Activities ...................................... 38 4.4.2 Formal Writing and Handwriting Activities .......................................... 38 4.5 Skills Outline and Checklist........................................................................... 39

SECTION 2: PRACTICAL IMPLEMENTATION OF THE DAILY PROGRAMME USING

THEMES ........................................................................................................................ 40

1. INTRODUCTION ................................................................................................... 40 2. PLANNING FOR YOUR DAILY PROGRAMME .................................................... 40 2.1 Examples of the Daily Programme Plans for the Theme ‘Me’ ....................... 43 2.1.1 Monday: Theme ‘Me’ .......................................................................... 43 2.1.2 Tuesday: Theme ‘Me’ ......................................................................... 52 2.1.3 Wednesday: Theme ‘Me’ .................................................................... 55 2.1.4 Thursday: Theme ‘Me’ ........................................................................ 58 2.1.5 Friday: Theme ‘Me’............................................................................. 62 2.1.6 Check your Mind Map: Theme ‘Me’ .................................................... 64 2.2 Planning a Mindmap for the Theme ‘Autumn’ ............................................... 64 2.3 Examples of the Daily Programme Plans for the Theme ‘Autumn’ ............... 66 2.3.1 Monday: Theme - ‘Autumn’ ................................................................ 66 2.3.2 Tuesday: Theme ‘Autumn’.................................................................. 69 2.3.3 Wednesday: Theme ‘Autumn’ ............................................................ 72 2.3.4 Thursday: Theme ‘Autumn’ ................................................................ 75 2.3.5 Friday: Theme ‘Autumn’ ..................................................................... 77 2.3.6 Check your Mind Map: Theme ‘Autumn’ ............................................ 80 2.4 Planning a Mind Map for the Theme ‘Water’ ................................................. 80 2.5 Examples of the Daily Programme Plans for the Theme ‘Water’ .................. 81 2.5.1 Monday: Theme ‘Water’ ..................................................................... 82 2.5.2 Tuesday: Theme ‘Water’ .................................................................... 84 2.5.3 Wednesday: Theme ‘Water’ ............................................................... 87 2.5.4 Thursday: Theme ‘Water’ ................................................................... 89 2.5.5 Friday: Theme ‘Water’ ........................................................................ 92 2.5.6 Check Your Mind Map: Theme ‘Water’ ............................................... 95 3. EXERCISE ON DAILY PROGRAMME PLANNING ............................................... 96

UNIT 2: ASSESSING LEARNERS’ PROGRESS IN LITERACY .................................. 99 1. INTRODUCTION ................................................................................................... 99 2. STRUCTURE AND OBJECTIVES OF UNIT 2 ...................................................... 99

SECTION 1: WHAT TO ASSESS ................................................................................ 100 1. INTRODUCTION ................................................................................................. 100 2. PLANNING WHAT TO ASSESS .......................................................................... 100 3. LISTENING AND SPEAKING .............................................................................. 100 3.1 News ........................................................................................................... 101


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MODULE 2: LITERACY TEACHING IN GRADE R CURRICULUM AND LEARNING GUIDE iii

3.2 Stories ........................................................................................................ 101 3.3 Questions.................................................................................................... 101 3.4 Interaction with Friends and Teachers ........................................................ 101 3.5 Follow Instructions ...................................................................................... 102 3.6 Auditory Memory ......................................................................................... 102 3.7 Develop Concepts ................................................................. ..................... 102 4. READING AND VIEWING ................................................................................... 104 4.1 Handling a Book ......................................................................................... 104 4.2 Story Picture Sequence .............................................................................. 104 4.3 Puzzles ....................................................................................................... 104 4.4 Name Recognition ...................................................................................... 105 4.5 Emergent Reading ...................................................................................... 106 4.6 Letter Recognition ....................................................................................... 106 5. PHONOLOGICAL AWARENESS ........................................................................ 106 5.1 Syllabification ................................................................. ............................. 107 5.2 Rhyming ..................................................................................................... 107 5.3 Beginning Sounds ............................................................................... ........ 107 5.4 Blending ...................................................................................................... 108 6. WRITING AND HANDWRITING .......................................................................... 109 6.1 Gross Motor Skills ....................................................................................... 109 6.1.1 Sitting, Balance and Endurance ....................................................... 109 6.1.2 Sitting on the Carpet ........................................................................ 109 6.1.3 Sitting at a Table ............................................................................... 110 6.2 Fine Motor Skills ................................................................. ........................ 110 6.2.1 Hand Dominance ............................................................................. 110 6.2.2 Pencil Grip and Control .................................................................... 111 6.2.3 Crossing the Midline ......................................................................... 112 6.2.4 Body Image Pictures ........................................................................ 113 6.2.5 Cutting .............................................................................................. 113 6.2.6 Threading Beads .............................................................................. 115 6.2.7 Writing their own Names .................................................................. 115 6.2.8 News Drawings ................................................................................ 115 7. WHAT TO ASSESS DURING THE THEME ‘ME’ ................................................ 116

SECTION 2: WHEN TO ASSESS ............................................................................... 118 1. INTRODUCTION ................................................................................................. 118 2. WHEN TO ASSESS ............................................................................................ 118 3. LISTENING AND SPEAKING .............................................................................. 119 4. READING AND VIEWING ................................................................................... 120 5. PHONOLOGICAL AWARENESS ........................................................................ 121 6. WRITING AND HANDWRITING .......................................................................... 122

SECTION 3: HOW TO ASSESS ................................................................................. 123 1. INTRODUCTION ................................................................................................. 123 2. INFORMAL ASSESSMENTS .............................................................................. 123 3. ASSESSMENT METHODS ................................................................................. 124 3.1 The Assessment Process ............................................................... ............ 124 3.2 Following a Process .................................................................................... 125 3.3 Assessment Procedures ............................................................................. 126 3.3.1 Decide Why, What and When to Assess .......................................... 126 3.3.2 Set up the Environment .................................................................... 127 DIPLOMA IN GRADE R TEACHING

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iv MODULE 2: LITERACY TEACHING IN GRADE R CURRICULUM AND LEARNING GUIDE

3.3.3 Have your Observation Sheets Ready ............................................. 127 3.3.4 Give your full Attention ..................................................................... 128 3.3.5 Interpretation .................................................................................... 128 4. CONTINUOUS OBSERVATION .......................................................................... 128 4.1 Whole Group Activity Assessments ............................................................ 128 4.2 Observation and Assessment During Creative Activities ............................ 128 4.3 Observation and Assessment During Play .................................................. 129 4.4 Individual Assessments .............................................................................. 129 4.5 Portfolio’s, Pictures and Photos .................................................................. 130 5. HOW TO ASSESS LANGUAGE SKILLS DURING THE THEME ‘ME’ ................ 131 5.1 Name and Find Body Parts ......................................................................... 131 5.2 News ........................................................................................................... 132 5.3 Draw a Body Image .................................................................................... 132 5.4 Clap Syllables of Name .............................................................................. 132 5.5 Story Questions .......................................................................................... 132

SECTION 4: RECORDING .......................................................................................... 133 1. INTRODUCTION ................................................................................................. 133 2. OBSERVATION NOTES...................................................................................... 133 2.1 Setting out Observation Tables ................................................................... 134 2.2 How to Observe .......................................................................................... 135 2.3 Descriptive Notes ........................................................................................ 135 2.4 Checklists ................................................................................................... 136 2.4.1 Advantages of Using Checklists ....................................................... 137 2.4.2 Disadvantages of Using Checklists .................................................. 137 3. PORTFOLIO ....................................................................................................... 137 4. PARENT INTERVIEW NOTES ............................................................................ 138

SECTION 5: REPORTING .......................................................................................... 139 1. INTRODUCTION ................................................................................................. 139 2. REPORTS ........................................................................................................... 139 3. COMMENTS ....................................................................................................... 140 3.1 Comments on Learner’s Strengths ............................................................. 140 3.2 Comments on Area’s of Weakness ............................................................. 140 3.3 Comments on Improvement and Development........................................... 140 3.4 Language Comments as a Whole ............................................................... 141 4. MEETING WITH PARENTS ................................................................................ 141

SECTION 6: IMPROVE TEACHING AND SUPPORT FOR LEARNERS ................... 143 1. INTRODUCTION ................................................................................................. 143 2. IMPROVE TEACHING ........................................................................................ 143 3. SUPPORT FOR LEARNERS .............................................................................. 145 3.1 Possible Language Learning Barriers ......................................................... 145 3.1.1 Speaking in a Group ........................................................................ 145 3.1.2 Poor Sitting Balance ......................................................................... 146 3.2 Speech Therapy ......................................................................................... 147 3.3 Occupational Therapy ................................................................................. 147 3.4 Physiotherapy ............................................................................................. 147 4. CONCLUSION .................................................................................................... 147

BIBLIOGRAPHY ......................................................................................................... 149


72


MODULE THE GRADE R TEACHER AS ASSESSOR

ASS416


Level 6

Credits 8

Copyright SANTS Private Higher Education Institution (Pty) Ltd. PO Box 72328 Lynnwood Ridge 0040

Revised 2016


73

MODULE: THE GRADE R TEACHER AS ASSESSOR CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE: THE GRADE R TEACHER AS ASSESSOR ................................................. 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND LEARNING OBJECTIVES OF MODULE ................................ 1 4. RECOMMENDED READING .................................................................................. 2 5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................. 2

UNIT 1: ASSESSMENT IN GRADE R ............................................................................ 4 1. INTRODUCTION .................................................................................................... 4 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 .................................... 4

SECTION 1: ASSESSMENT PROCESS ........................................................................ 4 1. INTRODUCTION .................................................................................................... 4 2. DEFINING ASSESSMENT ..................................................................................... 4 3. THE ASSESSMENT PROCESS ............................................................................. 5 3.1 Reasons for Assessment................................................................................ 5 3.1.1 Determine a Learner’s Level of Development ...................................... 6 3.1.2 Enable Meaningful Guidance and Assistance to Learners................... 6 3.1.3 Provides Information to Give Feedback to Parents .............................. 6 3.1.4 Helps to Improve Teaching .................................................................. 7 3.2 Structure of Assessment ................................................................................ 8 4. WHAT SHOULD BE ASSESSED ........................................................................... 9 4.1 Assessing Language ...................................................................................... 9 4.1.1 Listening and Speaking........................................................................ 9 4.1.2 Phonics .............................................................................................. 11 4.1.3 Emergent Reading ............................................................................. 12 4.1.4 Emergent Writing ............................................................................... 13 4.2 Assessing Mathematics ................................................................................ 15 4.2.1 Numbers, Operations and Relationships ........................................... 15 4.2.2 Patterns and Functions ...................................................................... 15 4.2.3 Space and Shape .............................................................................. 15 4.2.4 Measurement ..................................................................................... 15 4.2.5 Data Handling .................................................................................... 16 4.3 Assessing Life Skills ..................................................................................... 17 4.3.1 Beginning Knowledge, Personal and Social Well-Being .................... 17 4.3.2 Creative Arts ...................................................................................... 17 4.3.3 Assessing Physical Education ........................................................... 18 5. WHOM TO ASSESS ............................................................................................. 19 5.1 Assessing an Individual Learner ................................................................... 19 5.2 Assessing a Group of Learners .................................................................... 20 6. WHEN TO ASSESS.............................................................................................. 21 7. FACTORS TO CONSIDER IN ASSESSMENT IN GRADE R ............................... 22 7.1 Grade R Levels of Communication ............................................................... 22 7.2 Classroom Environmental and Contextual Factors ...................................... 22 7.3 Adjustment to Grade R ................................................................................. 23 7.4 Exhaustion and the Grade R Learner ........................................................... 23 7.5 Uncooperative Behaviour ............................................................................. 23


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ii MODULE: THE GRADE R TEACHER AS ASSESSOR CURRICULUM AND LEARNING GUIDE

SECTION 2: ASSESSMENT IN PRACTICE ................................................................. 24 1. INTRODUCTION .................................................................................................. 24 2. TYPES AND USE OF ASSESSMENT .................................................................. 24 2.1 Baseline Assessment ................................................................................... 24 2.2 Formative Assessment ................................................................................. 25 2.3 Diagnostic Assessment ................................................................................ 27 2.4 Summative Assessment ............................................................................... 28 3. METHODS OF ASSESSMENT ............................................................................ 30 3.1 Observation of Grade R Learners ................................................................ 30 3.1.1 Methods of Observation ..................................................................... 32 3.1.2 The Observation Process .................................................................. 33 3.2 Parent / Caregiver Interviews ....................................................................... 35 3.3 Developing and Maintaining Learner Portfolios ............................................ 37 3.4 Guidelines for Assessing a Learner’s Work .................................................. 38

UNIT 2: PRINCIPLES OF ASSESSMENT .................................................................... 39 1. INTRODUCTION .................................................................................................. 39 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................. 39

SECTION 1: GENERAL PRINCIPLES OF ASSESSMENT .......................................... 40 1. INTRODUCTION .................................................................................................. 40 2. PRINCIPLES OF ASSESSMENT ......................................................................... 40 2.1 Principle of Reliability in Assessment ........................................................... 40 2.2 Principle of Validity in Assessment ............................................................... 40 2.2.1 Face Validity ...................................................................................... 41 2.2.2 Content Validity .................................................................................. 41 2.3 Principle of Fairness in Assessment ............................................................. 41 2.4 Principle of Appropriateness in Assessment ................................................ 41

SECTION 2: RULES FOR TRUSTWORTHY ASSESSMENT ...................................... 43 1. INTRODUCTION .................................................................................................. 43 2. RULES FOR TRUSTWORTHY ASSESSMENT ................................................... 43 2.1 Recognise Every Learner as Unique ............................................................ 43 2.2 Assess the Whole Learner in a Variety of Situations .................................... 43 2.3 Repeat Assessment for Trustworthy Results ................................................ 44 2.4 Remain Objective during Assessment .......................................................... 44 2.5 Know What You Are Going To Assess ......................................................... 44 2.6 Respect Confidentiality ................................................................................. 44 2.7 Collect Enough Information so that your Assessment is Reliable ................. 45 2.8 Assess the Learning Process and the Outcome ........................................... 45

UNIT 3: RECORDING AND REPORTING ON ASSESSMENT .................................... 46 1. INTRODUCTION .................................................................................................. 46 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................. 47

SECTION 1: RECORDING ASSESSMENT RESULTS ................................................ 47 1. INTRODUCTION .................................................................................................. 47 2. RECORDING ASSESSMENT RESULTS ............................................................. 47 2.1 Using Descriptive Records ........................................................................... 48 2.1.1 Guidelines for Recording Descriptive Records .................................. 48 2.1.2 Example of a Descriptive Record ....................................................... 48 2.1.3 Advantages and Disadvantages of Descriptive Records ................... 49 2.2 Using Checklists ........................................................................................... 49


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MODULE: THE GRADE R TEACHER AS ASSESSOR CURRICULUM AND LEARNING GUIDE iii

2.2.1 Principles for Compiling Checklists .................................................... 49 2.2.2 Advantages and Disadvantages of a Developmental Checklist ......... 50 2.3 Using Participation Charts ............................................................................ 50 2.3.1 Guidelines for Observing Participation ............................................... 51 2.3.2 Advantages and Disadvantages of Participation Charts .................... 51

SECTION 2: REPORTING ON ASSESSMENT ............................................................ 55 1. INTRODUCTION .................................................................................................. 55 2. REPORTING ON ASSESSMENT ......................................................................... 55 2.1 How to Report on Assessment ..................................................................... 55 2.2 The Purpose of Reporting on Assessment in Grade R ................................. 55 2.2.1 Providing Feedback to Learners ........................................................ 55 2.2.2 Providing Feedback to Parents .......................................................... 56 2.2.3 Keeping Schools, Districts and Regional Offices Informed on Learner Progress ............................................................................................ 57 2.2.4 Planning Further Learning, Teaching and Intervention Activities ....... 57 3. PRINCIPLES FOR REPORTING ON ASSESSMENT IN GRADE R .................... 57

UNIT 4: REVIEW ASSESSMENT ................................................................................. 59 1. INTRODUCTION .................................................................................................. 59 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 4 .................................. 59

SECTION 1: INTERPRETING ASSESSMENT RESULTS ........................................... 59 1. INTRODUCTION .................................................................................................. 59 2. INTERPRETING ASSESSMENT RESULTS ........................................................ 60 2.1 Principles for Interpreting Assessment Results ............................................ 60 2.1.1 Base Your Interpretations on all Available Information about the Whole Learner .............................................................................................. 60 2.1.2 Typical Behaviour can vary Greatly ................................................... 60 2.1.3 Interpretations are only Tentative ...................................................... 60 2.1.4 Interpretations are not Easy ............................................................... 61 2.1.5 You do have to Make Decisions ........................................................ 61 2.1.6 Be Aware of the Halo Effect ............................................................... 61 2.1.7 Keep in Mind that you are Biased ...................................................... 61 2.1.8 A Team Approach Results for Better Interpretations ......................... 62 2.1.9 Teachers Cannot Diagnose a Problem .............................................. 62 2.2 Analysing Assessment Results .................................................................... 62 2.2.1 What the Outcome of Assessment Tells us ....................................... 62 2.2.2 Analysis of Assessment Activities ...................................................... 62 3. DIFFERENT ASSESSMENT RESULTS ............................................................... 63 3.1 Valid and Trustworthy Assessment .............................................................. 63 3.2 Analysis ........................................................................................................ 63 3.3 Reasons for Inconsistent Assessment Results ............................................. 63 3.4 Personalise Teaching to Personalise Assessment Results .......................... 63 3.5 Provide Feedback to Parents and Learners ................................................. 63

SECTION 2: SUPPORT LEARNERS ........................................................................... 64 1. INTRODUCTION .................................................................................................. 64 2. LEARNING SUPPORT AND INTERVENTION ..................................................... 64 2.1 Learning Support .......................................................................................... 64 2.2 Intervention ................................................................................................... 65 2.3 Diagnostic Assessment Gives Valuable Feedback ...................................... 65 2.4 Assessment Helps Teachers to set Standards ............................................. 66 2.5 During Support the Teacher Must Evaluate The Learner’s Progress ........... 66 DIPLOMA IN GRADE R TEACHING

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iv MODULE: THE GRADE R TEACHER AS ASSESSOR CURRICULUM AND LEARNING GUIDE

2.6 Keep Track of the Learners’ Progress During Support ............................................ 66

2.7 Motivate Learners to Want to Learn .................................................................................. 67

2.8 After Assessment and During Support, Reflect and do Self-Evaluation .......... 67

BIBLIOGRAPHY .............................................................................................................................................. 69

ANNEXURE A: CORE READER: ASSESSING YOUNG CHILDREN: WHAT’S OLD,

WHAT’S NEW, AND WHERE ARE WE HEADED ....................................... 70

ANNEXURE B: CORE READER: WHY IS ASSESSMENT IMPORTANT ......................... 77

ANNEXURE C: CORE READER: ASSESSING YOUNG CHILDREN’S LEARNING AND DEVELOPMENT ............................................................................................... 80


77


MODULE

LEARNING AND TEACHING THEORIES

LTT517


Level 7

Credits 12


Revised 2016


78

MODULE: LEARNING AND TEACHING THEORIES CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE: LEARNING AND TEACHING THEORIES .................................................... 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND LEARNING OBJECTIVE OF THIS MODULE .......................... 2 4. RECOMMENDED READING .................................................................................. 2 5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................. 3

UNIT 1: DEVELOPMENTAL THEORIES GROUNDING TEACHING AND

LEARNING THEORIES IN THEORIES OF DEVELOPMENT ........................................ 5 1. INTRODUCTION .................................................................................................... 5 2. THE NATURE/NURTURE DEBATE ....................................................................... 6 3. THEORIES OF HUMAN DEVELOPMENT ............................................................. 7 3.1 Ecological Systems Theory .......................................................................... 8 3.1.1 Implications of Ecological Systems Theory for Pedagogy ............. 11 3.1.2 Critique of Ecological Systems Theory .......................................... 13 3.2 Biological Theoretical Perspective ............................................................. 13 3.2.1 Implications of the Biological Perspective for Pedagogy ............... 15 3.2.2 Critique of Biological Perspectives ................................................ 16 4. SUMMARY ........................................................................................................... 16

UNIT 2: LEARNING AND TEACHING THEORIES ...................................................... 18 1. INTRODUCTION .................................................................................................. 18 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................. 18

SECTION 1: BEHAVIOURISM AND BEHAVIOURIST THEORY ................................. 19 1. INTRODUCTION .................................................................................................. 19 2. BEHAVIOURISM .................................................................................................. 19 3 BEHAVIOURIST THEORIES ................................................................................ 20 3.1 Pavlov ........................................................................................................ 20 3.2 Watson ....................................................................................................... 20 3.3 Thorndike ................................................................................................... 21 3.4 Skinner ....................................................................................................... 22 4. IMPLICATIONS OF BEHAVIOURIST THEORIES FOR PEDAGOGY .................. 24 5. SUMMARY ........................................................................................................... 26

SECTION 2: CONSTRUCTIVISM AND CONSTRUCTIVIST THEORY ........................ 27 1. INTRODUCTION .................................................................................................. 27 2. CONSTRUCTIVISM.............................................................................................. 27 3. CONSTRUCTIVIST THEORIES ........................................................................... 29 3.1 John Dewey ............................................................................................... 30 3.1.1 Implications of Dewey’s Theory for Pedagogy ............................... 30 3.2 Maria Montessori ........................................................................................ 32 3.2.1 Implications of Montessori’s Theory for Pedagogy ........................ 34 3.3 Jerome Bruner ........................................................................................... 36 3.3.1 Implications of Bruner’s Theory for Pedagogy ............................... 37 3.4 Jean Piaget ................................................................................................ 38 3.4.1 Implications of Piaget’s Theory for Pedagogy ................................ 47 3.5 Lev Vygotsky .............................................................................................. 49 3.5.1 Implications of Vygotsky’s Theory for Pedagogy ........................... 52 4. SUMMARY ........................................................................................................... 55


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UNIT 3: THE GRADE R CLASSROOM ........................................................................ 55 1. INTRODUCTION .................................................................................................. 55 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................. 57

SECTION 1: INDIVIDUAL LEARNER FACTORS INFLUENCING LEARNING ........... 57 1. INTRODUCTION .................................................................................................. 57 2. INDIVIDUAL LEARNER FACTORS INFLUENCING LEARNING ......................... 57 2.1 Basic Needs ............................................................................................... 57 2.2 Learner Interests ........................................................................................ 58 2.3 Learner Motivation...................................................................................... 58 2.4 Fatigue and Boredom ................................................................................. 59 2.5 Aptitude ...................................................................................................... 59 2.6 Emotional Conditions ................................................................................. 59 2.7 Attitude ....................................................................................................... 60 3. SUMMARY ........................................................................................................... 60

SECTION 2: LEARNING AND TEACHING IN GRADE R ........................................... 61 1. INTRODUCTION .................................................................................................. 61 2. FACTORS TO CONSIDER IN TEACHING AND LEARNING IN A GRADE R

CLASSROOM ....................................................................................................... 61 2.1 The Role of the Teacher ............................................................................. 61 2.2 The Role of Play in Grade R Learning........................................................ 63 2.3 Planning for Learning ................................................................................. 64 2.4 Creating Conducive Learning and Teaching Environments ....................... 65

2.4.1 Active Learning Opportunities ........................................................ 66 2.4.2 Knowing Learners .......................................................................... 67 2.4.3 Differentiation and Differentiated Learning and Teaching .............. 68 2.4.4 Communication, Inquiry, and Reflection ........................................ 69 2.4.5 Managing Learner Behaviour ........................................................ 69 2.4.6 Assessment of and for Learning .................................................... 70 2.4.7 Resourcing Active Learning Environments .................................... 71 3. SUMMARY ........................................................................................................... 72

BIBLIOGRAPHY ........................................................................................................... 75

APPENDIX 1: BEHAVIOURISM ........................................................................... 78 APPENDIX 2: JEAN PIAGET (1896-1980) ........................................................... 84 APPENDIX 3: LEV SEMYONOVICH VYGOTSKY (1896-1934) ........................... 88 APPENDIX 4: JOHN DEWEY ............................................................................... 91

ADDITIONAL READING: ARTICLES .......................................................................... 94

FIGURES

FIGURE 1: ECOLOGICAL SYSTEMS THEORY .......................................................... 9 FIGURE 2: PIAGET'S STAGES OF DEVELOPMENT ............................................... 41 FIGURE 3: PIAGET'S CONSERVATION TASK ......................................................... 45 FIGURE 4: RELATIONSHIP OF PEDAGOGY ........................................................... 55


80


MODULE 1

STUDIES IN EDUCATION

SED516


Level 6

Credits 12



Revised 2016


81

i MODULE 1: STUDIES IN EDUCATION CURRICULUM AND LEARNING GUIDE

CONTENT

MODULE 1: STUDIES IN EDUCATION ......................................................................... 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE 1 ................................................. 2 4. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................. 2

UNIT 1: HISTORY OF EDUCATION IN SOUTH AFRICA .............................................. 6 1. INTRODUCTION .................................................................................................... 6 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ........................................................ 6

SECTION 1: HISTORICAL INFLUENCES ON EDUCATION IN SOUTH AFRICA ........ 7 1. INTRODUCTION .................................................................................................... 7 2. HISTORICAL INFLUENCES ON EDUCATION IN SOUTH AFRICA ...................... 7 2.1 Traditional Education ...................................................................................... 7 2.1.1 The Role of Family ............................................................................... 8 2.1.2 Traditional Education Today ................................................................ 8 2.2 Western Education ....................................................................................... 10 2.2.1 Dutch Influences on Education in South Africa .................................. 10 2.2.2 British Influences on Education in South Africa ................................. 11 2.3 Apartheid Education in South Africa ............................................................. 12 2.3.1 Establishment of Bantu Education ..................................................... 12 2.3.2 Education for Indian and Coloured People ........................................ 12 3. RESISTANCE TO APARTHEID EDUCATION ..................................................... 13 3.1 Reasons for Resistance to Apartheid Education .......................................... 13 3.2 Political Protests in the 1960s ...................................................................... 14 3.3 The Soweto Schools Uprising of June 1976 ................................................. 14 3.3.1 Reasons for the June 1976 Uprising .................................................. 16 3.3.2 The Outcomes of the 1976 Uprising .................................................. 17 3.4 The 1980 School Boycotts ............................................................................ 18 3.4.1 Reasons for the Boycotts ................................................................... 18 3.4.2 Outcomes of the Boycotts .................................................................. 18 3.5 The Tri-Cameral Constitution Provokes Further Unrest ............................... 19 4. THE END OF APARTHEID EDUCATION ............................................................. 19 5. RESTRUCTURING OF THE EDUCATION SYSTEM AFTER COLLAPSE OF APARTHEID ......................................................................................................... 21 5.1 The Major Educational Problems that had to be Faced ................................ 21 5.2 Education in the era of Democracy: Post 1994 ............................................ 23 6. CONCLUSION ...................................................................................................... 27

SECTION 2: A THEORY OF EDUCATION DEVELOPMENT ...................................... 28 1. INTRODUCTION .................................................................................................. 28 2. BEEBY’S MODEL OF EDUCATIONAL DEVELOPMENT ..................................... 28 2.1 Stage 1: Improve Familiar Teaching Methods .............................................. 28 2.2 Stage 2: Training for ‘One Best Way’ ........................................................... 29 2.3 Stage 3: Variation and Engagement Begins ................................................. 29 2.4 Stage 4: Teacher Understanding .................................................................. 30 3. THE APPLICATION OF BEEBY’S MODEL TO SOUTH AFRICA ......................... 30

UNIT 2: THE SOUTH AFRICAN EDUCATION SYSTEM ............................................. 34 1. INTRODUCTION .................................................................................................. 34 2. STRUCTURE AND OBJECTIVES OF UNIT 2 ...................................................... 34


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MODULE 1: STUDIES IN EDUCATION CURRICULUM AND LEARNING GUIDE iii

SECTION 1: EDUCATION POLICY AND THE LEGISLATIVE FRAMEWORK ........... 35 1. INTRODUCTION .................................................................................................. 35 2. PRINCIPLES UNDERPINNING EDUCATION IN SOUTH AFRICA ...................... 35 3. EDUCATION POLICIES AND OBJECTIVES ....................................................... 36 4. IMPORTANT EDUCATION LAWS ....................................................................... 38 5. IMPORTANT EDUCATION POLICY STATEMENTS ........................................... 39

SECTION 2: ORGANISATION AND GOVERNANCE OF EDUCATION IN SOUTH

AFRICA ......................................................................................................................... 43 1. INTRODUCTION .................................................................................................. 43 2. DEPARTMENTS IN THE SOUTH AFRICAN EDUCATION SYSTEM .................. 43 3. BASIC EDUCATION GOVERNANCE AND STRUCTURES ................................. 43 3.1 Organisation of Basic Education at National Level ....................................... 43 3.2 The Provincial Organisation of Education .................................................... 45 4. SCHOOL LEVEL ORGANISATION AND GOVERNANCE ................................... 46

SECTION 3: THE FINANCING OF EDUCATION ......................................................... 48 1. INTRODUCTION .................................................................................................. 48 2. BUDGETING FOR EDUCATION .......................................................................... 48 2.1 The National Budget ..................................................................................... 48 2.2 The Provincial Budget .................................................................................. 49 2.3 The School Budget ....................................................................................... 50 3. SOURCES OF MONEY FOR THE EDUCATION BUDGET ................................. 51 3.1 National Education Budget ........................................................................... 51 3.2 School Budgets ............................................................................................ 52 4. SPENDING THE EDUCATION BUDGET ............................................................. 52 5. FACTORS AFFECTING THE EDUCATION BUDGET ......................................... 54 5.1 Budget Factors at the National Level ........................................................... 54 5.2 Budget Factors at the Provincial Level ......................................................... 54 5.3 Budget Factors at the School Level .............................................................. 55

UNIT 3: GAINS AND CHALLENGES WITHIN THE SOUTH AFRICAN EDUCATION

SYSTEM ....................................................................................................................... 57 1. INTRODUCTION .................................................................................................. 57 2. STRUCTURE AND OBJECTIVES OF UNIT 3 ...................................................... 57

SECTION 1: GAINS IN THE POST-APARTHEID EDUCATION SYSTEM .................. 58 1. INTRODUCTION .................................................................................................. 58 2. AMENITIES AND RESOURCES .......................................................................... 58 3. CLASS SIZE AND TEACHER QUALIFICATIONS ................................................ 58 4. SCHOOL ATTENDANCE ..................................................................................... 59

SECTION 2: CHALLENGES IN THE CURRENT SYSTEM .......................................... 60 1. INTRODUCTION .................................................................................................. 60 2. CONSTRAINTS POSING CHALLENGES ............................................................ 60 2.1 FINANCIAL CONSTRAINTS AND SOCIO-ECONOMIC FACTORS

AFFECTING EDUCATION ........................................................................... 61 2.1.1 Financial Factors Affecting Education ................................................ 61 2.1.2 Socio-Economic Factors Affecting Education .................................... 61 2.2 Language Constraints Affecting Education................................................... 62 2.3 Poor Support Provided to Schools by most Provincial Education

Departments ................................................................................................. 63 2.4 Union Influence on the Operations of Provincial Education Departments .... 65 2.5 Weak Teacher Content Knowledge and Pedagogical Skills ......................... 68 DIPLOMA IN GRADE R TEACHING

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2.6 The Problem of Wasted Learning Time and not Enough Opportunities to

Learn ................................................................................................................................................ 69

3. SOME AREAS WHERE CHALLENGES POSED BY CONSTRAINTS ARE EVIDENT ................................................................................................................................................... 73

3.1 Literacy of Learners ................................................................................................................... 73

3.2 Numeracy Skills of Teachers ................................................................................................ 74

3.3 Quality of NSC Results ............................................................................................................ 74

3.4 Higher Education ........................................................................................................................ 75

3.5 Development ................................................................................................................................. 75

BIBLIOGRAPHY .............................................................................................................................................. 78

CORE READER: .............................................................................................................................................. 81

ANNEXURE A: BLACK TEACHERS AND THE STRUGGLE AGAINST APARTHEID ORAL HISTORIES FROM SOUTH AFRICA ............................................... 81 ANNEXURE B: IDENTIFYING BINDING CONSTRAINTS IN EDUCATION ........... 91

TABLE OF FIGURES

FIGURE 1: THE SOUTH AFRICAN EDUCATION SYSTEM ........................................................ 24

FIGURE 2: BASIC STRUCTURE OF EDUCATION IN SOUTH AFRICA ............................... 25

FIGURE 3: NATIONAL BUDGET ............................................................................................................... 49

FIGURE 4: ILLUSTRATION OF AND REASONS FOR LOST LEARNING TIME............... 69

FIGURE 5: DYNAMIC INTERACTION BETWEEN THE BINDING CONSTRAINTS ........ 71

FIGURE 6: PERCENTAGE OF GRADE 6 LEARNERS WITH ACCESS TO TEACHERS

WITH DESIRABLE LEVELS OF MATHEMATICS SUBJECT KNOWLEDGE

(SACMEQ, 2007) ...................................................................................................................... 74


84


TUTOR SEMESTER PROGRAMME

MODULE 2

FIRST ADDITIONAL LANGUAGE TEACHING - ENGLISH

FAL426

Level 5 Credits 6


Revised 2016


85

MODULE 2: FIRST ADDITIONAL LANGUAGE TEACHING - ENGLISH SEMESTER PROGRAMME i

CONTENT

TUTOR SEMESTER PROGRAMME

MODULE 2: FIRST ADDITIONAL LANGUAGE TEACHING - ENGLISH FAL426

1. INTRODUCTION 1

2. APPROACH 1

3. SEMESTER PROGRAMME 1 DIPLOMA IN GRADE R TEACHING

86


MODULE 2

NUMERACY TEACHING IN GRADE R

NGR426


Level 6

Credits 12

Copyright SANTS Private Higher Education Institution (Pty) Ltd. PO Box 72328 Lynnwood Ridge 0040

Revised 2016


87

MODULE 2: NUMERACY TEACHING IN GRADE R CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE 2: NUMERACY TEACHING IN GRADE R ..................................................... 1 1. INTRODUCTION ...................................................................................................... 1 2. PURPOSE OF THIS MODULE ................................................................................. 1 3. STRUCTURE AND OBJECTIVES OF MODULE 2 ................................................... 2 4. RECOMMENDED READING .................................................................................... 2 5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................... 3

UNIT 1: SPACE AND SHAPE IN GRADE R .................................................................. 4 1. INTRODUCTION ...................................................................................................... 4 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 ...................................... 4

SECTION 1: INTRODUCTION TO SPACE AND SHAPE .............................................. 6 1. INTRODUCTION ...................................................................................................... 6 2. HOW LEARNERS DEVELOP KNOWLEDGE ABOUT SPACE AND SHAPE ........... 6 3. LEARNING SHAPES THROUGH HANDS-ON LEARNING OPPORTUNITIES ....... 8

SECTION 2: THREE-DIMENSIONAL OBJECTS ........................................................... 9 1. INTRODUCTION ...................................................................................................... 9 2. UNDERSTANDING THREE-DIMENSIONAL OBJECTS .......................................... 9 3. TEACHING THREE-DIMENSIONAL SHAPES ....................................................... 11 3.1 Teaching Three-Dimensional Objects Through Kinaesthetic Learning ......... 11 3.2 Teaching Three-Dimensional Objects on a Semi-Concrete Level ................ 19 3.2.1 Representing Three-Dimensional Objects with Pictures .................. 19 3.2.2 Describe 3-D Objects According to the Shapes of their Faces ........ 19

SECTION 3: TWO-DIMENSIONAL SHAPES ............................................................... 21 1. INTRODUCTION .................................................................................................... 21 2. UNDERSTANDING TWO-DIMENSIONAL SHAPES .............................................. 21 3. TEACHING TWO-DIMENSIONAL SHAPES ........................................................... 23 3.1 Teaching Two-Dimensional Shapes on a Concrete Level ............................ 23 3.1.1 Kinaesthetic Learning ...................................................................... 24 3.1.2 Learning with Concrete Objects ....................................................... 24 3.2 Teaching Two-Dimensional Shapes at a Semi-Concrete Level .................... 30

SECTION 4: SHAPE RELATED CONCEPTS, SKILLS AND ACTIVITIES .................. 34 1. INTRODUCTION .................................................................................................... 34 2. SYMMETRY ........................................................................................................... 34 2.1 Teaching Symmetry on a Concrete Level..................................................... 35 2.2 Teaching Symmetry on a Semi-Concrete Level ........................................... 36 3. PUZZLES ................................................................................................................ 38 3.1 Making own Puzzles ..................................................................................... 39 3.2 Puzzle Building Activities .............................................................................. 39 4. FIGURE-GROUND PERCEPTION ......................................................................... 42 4.1 Concrete Experiences that Develop Figure-Ground Perception ................... 42 4.2 Applying Figure-Ground Perception to Pictures ........................................... 43

SECTION 5: SPATIAL RELATIONSHIPS .................................................................... 44 1. INTRODUCTION .................................................................................................... 44 2. UNDERSTANDING SPATIAL RELATIONSHIPS ................................................... 44 2.1 Language to Describe Spatial Relationships ................................................ 44 2.2 Development of Spatial Relationship Concepts ............................................ 44 3. TEACHING SPATIAL RELATIONSHIPS ................................................................ 45 DIPLOMA IN GRADE R TEACHING

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3.1 Teaching Spatial Relationships on a Concrete Level ................................... 45 3.1.1 Kinaesthetic Learning ...................................................................... 45 3.1.2 Learning with Concrete Objects ....................................................... 47 3.2 Teaching Spatial Relationships on a Semi-Concrete Level .......................... 48

SECTION 6: DIRECTIONALITY ................................................................................... 49 1. INTRODUCTION .................................................................................................... 49 2. UNDERSTANDING DIRECTIONALITY .................................................................. 49 3. TEACHING DIRECTIONALITY ............................................................................... 50 3.1 Teaching Directionality on a Concrete Level ................................................ 50 3.2 Teaching Directionality on a Semi-Concrete Level ....................................... 51

UNIT 2: MEASUREMENT IN GRADE R ....................................................................... 56 1. INTRODUCTION .................................................................................................... 56 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................... 56

SECTION 1: INTRODUCTION TO MEASUREMENT ................................................... 57 1. INTRODUCTION .................................................................................................... 57 2. DEFINING MEASUREMENT .................................................................................. 57 3. WAYS OF MEASURING ......................................................................................... 58 3.1 Measuring by Comparing ............................................................................. 58 3.2 Measuring Using non-Standard Units ........................................................... 58 3.3 Measuring Using Standard Units .................................................................. 59 4. ASPECTS OF MEASUREMENT TO TEACH ......................................................... 60 5. APPROACHES TO TEACHING MEASUREMENT ................................................. 60

SECTION 2: TEACHING TIME AND SEQUENCE OF EVENTS .................................. 62 1. INTRODUCTION .................................................................................................... 62 2. THE ROLE OF LANGUAGE IN TEACHING TIME AND SEQUENCE OF EVENTS62 3. TEACHING ABOUT TIME ...................................................................................... 63 3.1 Different Times of the Day ............................................................................ 63 3.2 Introducing the Clock .................................................................................... 65 4. TEACHING ABOUT THE SEQUENCE OF EVENTS .............................................. 68 4.1 Developing Learners’ Ability to Sequence Events ........................................ 68 4.2 Sequence of Events and the use of the Daily Programme ........................... 70 4.3 Using Calendars ........................................................................................... 71 4.4 Teaching Days of the Week ......................................................................... 75

SECTION 3: TEACHING MEASUREMENT OF LENGTH, MASS AND CAPACITY .... 77 1. INTRODUCTION .................................................................................................... 77 2. DEVELOPMENT OF MEASUREMENT CONCEPTS ............................................. 77 2.1 Measurement Concepts Learners Need to Develop in Grade R .................. 77 2.2 Planning for the Development of Measurement Concepts ........................... 79 3. TEACHING MEASUREMENT OF LENGTH ........................................................... 80 3.1 Language Used to Describe Measurement of Length .................................. 80 3.2 Teaching Measurement of Length on a Concrete Level ............................... 82 3.3 Teaching Measurement of Length on a Semi-Concrete Level...................... 86 4. TEACHING MEASUREMENT OF MASS ............................................................... 87 4.1 Understanding Mass .................................................................................... 88 4.2 Language Used to Describe Measurement of Mass ..................................... 88 4.3 Teaching Measurement of Mass on a Concrete Level ................................. 88 4.3.1 Where Learners’ Experiences of their own Mass fits in ................... 88 4.3.2 Using Concrete Objects to Teach About Mass ................................ 89 4.4 Teaching Measurement of Mass on a Semi-Concrete Level ........................ 91 5. TEACHING MEASUREMENT OF CAPACITY ........................................................ 92


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5.1 Understanding Capacity ............................................................................... 92 5.2 Language Used to Describe Measurement of Capacity ............................... 92 5.3 Teaching Measurement of Capacity on a Concrete Level ............................ 93 5.4 Teaching Measurement of Capacity on a Semi-Concrete Level ................... 94

UNIT 3: DATA HANDLING IN GRADE R ..................................................................... 96 1. INTRODUCTION .................................................................................................... 96 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................... 97

SECTION 1: INTRODUCTION TO DATA HANDLING ................................................. 97 1. INTRODUCTION .................................................................................................... 97 2. UNDERSTANDING DATA HANDLING ................................................................... 98 2.1 The Data Handling Process .......................................................................... 98 2.2 Overlap of Steps in the Process ................................................................... 98 3. TEACHING DATA HANDLING ............................................................................... 98 3.1 Importance of Data Handling ........................................................................ 99 3.2 Keeping Data Handling Practical .................................................................. 99 3.3 Curriculum Requirements of Data Handling ................................................. 99

SECTION 2: DATA COLLECTION AND POSING QUESTIONS ............................... 100 1. INTRODUCTION .................................................................................................. 100 2. UNDERSTANDING DATA COLLECTION ............................................................ 100 3. PREPARING FOR DATA COLLECTION .............................................................. 100 3.1 Choose a Suitable Topic ............................................................................ 101 3.2 Make Sure Learners can Collect the Data .................................................. 101 3.3 Planning for Data Collection over a Period of Time .................................... 101 4. POSING QUESTIONS TO GUIDE DATA COLLECTION ..................................... 101 5. COLLECTING DATA ABOUT LEARNERS ........................................................... 102 5.1 Start with Observable Data ......................................................................... 102 5.2 Collect Data through Asking Questions ...................................................... 102 5.3 The Teacher as Data Collector ................................................................... 103 5.4 Examples of Suitable Learner Data to Collect ............................................ 103 6. COLLECTING DATA ABOUT OBJECTS .............................................................. 104

SECTION 3: TEACHING HOW TO ORGANISE, REPRESENT AND INTERPRET

DATA ........................................................................................................................ .. 105 1. INTRODUCTION .................................................................................................. 105 2. SORTING AS PREPARATION FOR ORGANISING, REPRESENTING AND

INTERPRETING DATA ......................................................................................... 106 3. ORGANISING AND REPRESENTING DATA ....................................................... 107 3.1 Organising Data at Different Times ............................................................ 108 3.2 Representing Organised Data .................................................................... 109 3.3 Examples Continued .................................................................................. 113 4. INTERPRETING DATA ......................................................................................... 115 4.1 When to Interpret Data ............................................................................... 115 4.2 Guiding Learners to Interpret Data ............................................................. 116

UNIT 4: ASSESSING MATHEMATICS LEARNING ................................................... 119 1. INTRODUCTION .................................................................................................. 119 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 4 .................................. 120

SECTION 1: PLANNING ASSESSMENT OF MATHEMATICS ................................. 120 1. INTRODUCTION .................................................................................................. 120 2. WHAT TO ASSESS WHEN .................................................................................. 120 3. PLANNING OF TASKS TO BE ASSESSED ......................................................... 121 DIPLOMA IN GADE R TEACHING

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3.1 Expect Application Only of Skills to be Assessed ....................................... 121 3.2 Preparing for Observation .......................................................................... 122 3.3 Preparing Checklists for use During Assessment ....................................... 123

SECTION 2: ASSESSING MATHEMATICAL SKILLS ............................................... 126 1. INTRODUCTION .................................................................................................. 126 2. ASSESSMENT OF NUMBERS, OPERATIONS AND RELATIONSHIPS ............. 126 2.1 Assessment of Counting............................................................................. 127 2.2 Assessment of Number Sense ................................................................... 127 2.3 Assessment of Number Recognition .......................................................... 130 2.4 Assessment of Problem Solving ................................................................. 132 3. ASSESSMENT OF PATTERNS AND FUNCTIONS ............................................. 133 3.1 Extending a Pattern .................................................................................... 133 3.2 Describing a Pattern ................................................................................... 133 3.3 Considering the Complexity of Patterns ..................................................... 134 3.4 Creating own Patterns ................................................................................ 135 4. ASSESSMENT OF SPACE AND SHAPE ............................................................. 136 5. ASSESSMENT OF MEASUREMENT ................................................................... 137 6. ASSESSMENT OF DATA HANDLING ................................................................. 138

BIBLIOGRAPHY ......................................................................................................... 141

ANNEXURE A: 2-D SHAPES ..................................................................................... 144 ANNEXURE B: SEQUENCING .................................................................................. 145 ANNEXURE C: NUMBER SYMBOL CARDS ............................................................. 150 ANNEXURE D: NUMBER NAME CARDS .................................................................. 151 ANNEXURE E: DISCOVERING SHAPES AND SPACE IN PRESCHOOL ................ 154 ANNEXURE F: ACTIVITIES THAT REALLY MEASURE UP ...................................... 158


91


MODULE 2

LIFE SKILLS TEACHING IN GRADE R

LSR426


Level 6

Credits 8

Copyright SANTS Private Higher Education Institution Pty. Ltd.


Revised 2016





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MODULE 2: LIFE SKILLS TEACHING IN GRADE R CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE 2: LIFE SKILLS TEACHING IN GRADE R .................................................... 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE 2 ................................................. 1 4. RECOMMENDED READING .................................................................................. 2 5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................. 2

UNIT 1: PLANNING, IMPLEMENTING, AND TEACHING LIFE SKILLS ....................... 3 1. INTRODUCTION .................................................................................................... 3 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ........................................................ 4

SECTION 1: THE DAILY PROGRAMME IN GRADE R .................................................. 4 1. INTRODUCTION .................................................................................................... 4 2. UNDERSTANDING THE DAILY PROGRAMME IN GRADE R ............................... 4 3. ELEMENTS OF A DAILY PROGRAMME ................................................................ 7 3.1 Routines and Transitions ................................................................................ 9 3.1.1 Arrival Time and Greetings ................................................................ 10 3.1.2 Snack Time ........................................................................................ 11 3.1.3 Toilet Routine ..................................................................................... 13 3.1.4 Tidy-Up Routine ................................................................................. 14 3.1.5 Transitions ......................................................................................... 16 3.2 Group Time ................................................................................................... 17 3.2.1 Whole Group Teaching ...................................................................... 17 3.2.2 SMALL GROUP TEACHING .............................................................. 18 3.2.3 Individual Learning ............................................................................. 19 3.3 Teacher-Guided and Child-Initiated Activities ............................................... 21 3.3.1 Teacher-Guided Activities .................................................................. 21 3.3.2 Child-Initiated (Free Play) Activities ................................................... 21 3.4 Play Time ...................................................................................................... 23 3.4.1 Quiet and Active Play ......................................................................... 23 3.4.2 Work Time .......................................................................................... 24 3.4.3 Indoor/Inside Play .............................................................................. 24 3.4.4 Outdoor Play ...................................................................................... 25 3.5 Time Management ........................................................................................ 26 3.5.1 Developmentally Appropriate Time Slots ........................................... 26 3.5.2 Display of the Daily Programme ........................................................ 28 3.6 Flexibility ....................................................................................................... 29 3.6.1 Following Learners’ Interests ............................................................. 30 3.6.2 Be Prepared for Emergencies ............................................................ 30 3.6.3 Using all Teachable Moments ............................................................ 30 3.6.4 Enhancing Incidental Learning ........................................................... 31 3.7 Components of the Life Skills Subject .......................................................... 32 3.8 Conclusion .................................................................................................... 32

SECTION 2: PRACTICAL IMPLEMENTATION OF THE DAILY PROGRAMME

USING THEMES ........................................................................................................... 33 1. INTRODUCTION .................................................................................................. 33 2. EXAMPLES OF DAILY PROGRAMME PLANNING ............................................. 33 2.1 Four Levels of Planning ................................................................................ 33 2.2 Step 1: Break Down the Theme ................................................................... 34 DIPLOMA IN GRADE R TEACHING

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2.3 Step 2: Determine the Activities for Other Life Skills Components ............... 35 2.4 Step 3: Plot Activities for the Theme “Me” .................................................... 36 2.4.1 Activities and Daily Programme for Monday ...................................... 36 2.4.2 Daily Programme and Activities for Tuesday for the Theme “Me” ...... 42 2.4.3 Daily Programme and Activities for Wednesday for the Theme “Me” . 45 2.4.4 Daily Programme and Activities for Thursday for the Theme “Me” ..... 48 2.4.5 Daily Programme and Activities for Friday for the Theme “Me” .......... 53 2.5 Plot Activities for the Theme “Autumn” ......................................................... 57 2.5.1 Daily Programme and Activities for Monday for the Theme “Autumn” 58 2.5.2 Daily Programme and Activities for Tuesday for the Theme “Autumn”61 2.5.3 Daily Programme and Activities for Wednesday for the Theme

“Autumn” ............................................................................................ 64 2.5.4 Daily Programme and Activities for Thursday for the Theme “Autumn” ........................................................................................................... 67 2.5.5 Daily Programme and Activities for Friday for the Theme “Autumn” .. 70 2.6 Plot Activities for the Theme “Water” ............................................................ 73 2.6.1 Daily Programme and Activities for Monday for the Theme “Water” .. 75 2.6.2 Daily Programme and Activities for Tuesday for the Theme “Water” .. 78 2.6.3 Daily Programme and Activities for Wednesday for the Theme

“Water” ............................................................................................... 81 2.6.4 Daily Programme and Activities for Thursday for the Theme “Water” 84 2.6.5 Daily Programme and Activities for Friday for the Theme “Water” ..... 87 2.7 Conclusion .................................................................................................... 89

UNIT 2: ASSESSING LEARNERS’ PROGRESS IN THE LIFE SKILLS

PROGRAMME .............................................................................................................. 93 1. INTRODUCTION .................................................................................................. 93 2. STRUCTURE AND OBJECTIVES OF UNIT 2 ...................................................... 93

SECTION 1: WHAT, WHEN AND HOW TO ASSESS IN LIFE SKILLS ........................ 94 1. INTRODUCTION .................................................................................................. 94 2. WHY ASSESS ...................................................................................................... 94 3. WHAT TO ASSESS IN LIFE SKILLS .................................................................... 95 4. WHEN TO ASSESS .............................................................................................. 96 5. HOW TO ASSESS ................................................................................................ 97

SECTION 2: EVALUATING AND RECORDING IN LIFE SKILLS .............................. 106 1. INTRODUCTION ................................................................................................ 106 2. EVALUATING THE EVIDENCE COLLECTED AND RECORDING IT:

STEP 3 + 4 ............................................................................................................................................ 106

2.1 Rating Codes and Performance Descriptors .............................................................. 107

2.2 The Checklist ............................................................................................................................. 107

SECTION 3: REPORTING IN LIFE SKILLS .................................................................................... 112

1. INTRODUCTION .................................................................................................................................. 112 2. REPORTING ON THE EVIDENCE COLLECTED, EVALUATED AND RECORDED

(STEP 4) .................................................................................................................................................. 112

2.1 Purpose of Reporting .............................................................................................................. 112

2.2 The Progress Report Card ................................................................................................... 112

2.3 Example of Progress Report for Grade R Learners ................................................. 113

2.4 Progression Requirements .................................................................................................. 116


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MODULE 2: LIFE SKILLS TEACHING IN GRADE R CURRICULUM AND LEARNING GUIDE iii

SECTION 4: IMPROVING TEACHING AND SUPPORT IN LIFE SKILLS....................... 117

1. INTRODUCTION .................................................................................................................................. 117 2. REFLECTING ON THE OUTCOMES OF ACTIVITIES PLANNED AND ASSESSED ........................................................................................................ 118 2.1 The Need for Reflective Teaching .............................................................. 118 2.2 Assessing the Learning Environment ......................................................... 121

3. LEARNERS IN NEED OF SUPPORT ................................................................. 122 4. CONCLUSION .................................................................................................... 125

BIBLIOGRAPHY ......................................................................................................... 127

ANNEXURE: PLAY BASED LEARNING ..................................................................... 130


95

Year 3

Semester 1: ANU425 Semester 2: CPR416 SED527 SED537 ILS416 TPR516 SCR417 CLC435

WIL436

96


MODULE 2

ACADEMIC NUMERACY

ANU425

Level 5

Credit 12



Revised 2016



transmitted in any form or by any means, electronic or mechanical, including photocopying

and recording, without permission in writing from SANTS.

97

i MODULE 2: ACADEMIC NUMERACY CURRICULUM AND LEARNING GUIDE

CONTENT

MODULE 2: ACADEMIC NUMERACY ........................................................................... 1 1. INTRODUCTION ..................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE 2 ................................................. 1 4. WORKING THROUGH THIS CURRICULUM AND LEARNING GUIDE .................. 2

UNIT 1: DATA HANDLING .............................................................................................. 3 1. INTRODUCTION ..................................................................................................... 3 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ........................................................ 3

SECTION 1: COLLECTING, ORGANISING, AND REPRESENTING DATA .................. 4 1. INTRODUCTION ..................................................................................................... 4 2. DATA COLLECTION ................................................................................................ 4 2.1 Population or Sample ...................................................................................... 4 2.2 Tools to Collect Data ....................................................................................... 5 2.2.1 Data Cards and Data Sheets ............................................................. 5 2.2.2 Questionnaires ................................................................................... 7 3. DATA ORGANISATION ......................................................................................... 10 4. REPRESENTATION OF DATA .............................................................................. 13

SECTION 2: DATA INTERPRETATION......................................................................... 16 1. INTRODUCTION ................................................................................................... 16 2. DATA INTERPRETATION ...................................................................................... 17 2.1 Interpretation of Single Bar Graphs ............................................................... 17 2.2 Interpretation of Data in a Double Bar Graph ................................................ 19 2.3 Interpretation of Data in a Pie Graph ............................................................ 22

UNIT 2: ELEMENTARY STATISTICS AND PROBABILITY .......................................... 25 1. INTRODUCTION ................................................................................................... 25 2. STRUCTURE AND OBJECTIVES OF UNIT 2 ...................................................... 25 3. RECOMMENDED READING ................................................................................ 26

SECTION 1: ELEMENTARY STATISTICS CONCEPTS ............................................... 26 1. INTRODUCTION ................................................................................................... 27 2. ELEMENTARY STATISTICS CONCEPTS ............................................................ 27 2.1 Mean of a Data Set ....................................................................................... 27 2.2 Median of a Data Set .................................................................................... 28 2.3 Mode of a Data Set ....................................................................................... 30 2.4 Range of a Data Set ..................................................................................... 30

SECTION 2: THEORETICAL AND EXPERIMENTAL PROBABILITY .......................... 31 1. INTRODUCTION ................................................................................................... 32 2. PROBABILITY ....................................................................................................... 32 3. EXPERIMENTAL PROBABILITY AND THEORETICAL PROBABILITY ................ 33 3.1 Flipping a Coin .............................................................................................. 33 3.2 Throwing a Die .............................................................................................. 34 4. PROBABILITY IN DATA ........................................................................................ 35

UNIT 3: RATIO AND RATE ........................................................................................... 39 1. INTRODUCTION ................................................................................................... 39 2. STRUCTURE OF UNIT 3 ...................................................................................... 39 3. RECOMMENDED READING ................................................................................ 40


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SECTION 1: RATIO IN EVERYDAY LIFE ..................................................................... 40 1. INTRODUCTION ................................................................................................... 40 2. UNDERSTANDING RATIO .................................................................................... 41 3. RATIOS IN EVERYDAY LIFE ................................................................................ 43 3.1 People to People Ratios ............................................................................... 43 3.1.1 Use Ratios to Make Comparisons .................................................... 44 3.1.2 Use Ratios to Calculate the Number of People ................................ 46 3.2 Shopping Ratios ............................................................................................ 48 3.3 Ratios Used in Recipes ................................................................................. 54 3.4 Ratios in Scale Drawings .............................................................................. 59 3.5 Ratios in Measurement Conversions ............................................................ 63

SECTION 2: RATE IN EVERYDAY LIFE ....................................................................... 68 1. INTRODUCTION ................................................................................................... 68 2. UNDERSTANDING RATE ..................................................................................... 68 3. RATE IN EVERYDAY LIFE .................................................................................... 69 3.1 Speed Rates ................................................................................................. 69 3.1.1 Speed Limits .................................................................................... 69 3.1.2 Travelling Speed .............................................................................. 69 3.2 Heart Rate .................................................................................................... 72 3.3 Rates on Grocery Items ................................................................................ 74 3.4 Drop-Out Rates of Learners .......................................................................... 77

UNIT 4: FINANCIAL MANAGEMENT ........................................................................... 82 1. INTRODUCTION ................................................................................................... 82 2. STRUCTURE AND OBJECTIVES OF UNIT 4 ...................................................... 82 3. RECOMMENDED READING ................................................................................ 82

SECTION 1: PLANNING AND MANAGING PERSONAL FINANCES ......................... 83 1. INTRODUCTION ................................................................................................... 83 2. YOUR OWN BUDGET .......................................................................................... 83 2.1 Understanding Budgets ................................................................................ 83 2.2 Own Income .................................................................................................. 84 2.3 Own Expenditure .......................................................................................... 84 2.4 Example of a Personal Budget...................................................................... 84 3. MANAGING YOUR OWN FINANCES ................................................................... 84 3.1 List your Monthly Spending ........................................................................... 85 3.2 Develop a Household Budget you can Follow .............................................. 85 3.3 Budget for Savings ........................................................................................ 85 3.4 Pay your Monthly Bills on Time ..................................................................... 85 3.5 Eliminate Credit Card Debt ........................................................................... 85 3.6 Use Legitimate Financial Institutions ............................................................. 85

SECTION 2: THE SCHOOL BUDGET .......................................................................... 87 1. INTRODUCTION ................................................................................................... 87 2. FINANCIAL MANAGEMENT IN SCHOOLS .......................................................... 87 2.1 The School Governing Body ......................................................................... 88 2.2 The School Finance Committee .................................................................... 89 2.3 The School Management Team .................................................................... 91 2.4 The School Budget ....................................................................................... 92 2.4.1 The School’s Income ........................................................................ 93 2.4.2 Expenditure Budget .......................................................................... 94 3. PROCEDURES FOR FINANCIAL MANAGEMENT IN SCHOOLS ....................... 97

3.1 Banking ......................................................................................................... 97 DIPLOMA IN GRADE R TEACHING

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iii MODULE 2: ACADEMIC NUMERACY CURRICULUM AND LEARNING GUIDE

3.2 Recording ..................................................................................................... 98 3.2.1 Receiving Money .............................................................................. 99 3.2.2 Paying out Money .......................................................................... 105 3.2.3 Registers ........................................................................................ 114

3.3. Reporting .................................................................................................... 118 3.3.1 School Governing Body .................................................................. 118 3.3.2 Auditor ............................................................................................ 118 3.3.3 Community ..................................................................................... 119 3.3.4 Department .................................................................................... 119

BIBLIOGRAPHY ......................................................................................................... 120


100


MODULE 2


SED527

CURRICULUM LEARNING GUIDE

Level 7

Credit 12



2017

This student curriculum manual has been written by Dr Sharon

Grussendorff in conjunction with Prof Wayne Hugo and SANTS


101

i MODULE 2: STUDIES IN EDUCATION CURRICULUM LEARNING GUIDE

CONTENT

MODULE 2: STUDIES IN EDUCATION .................................................................................................. 1 1. INTRODUCTION ...................................................................................................................................... 1 2. PURPOSE OF THIS MODULE .......................................................................................................... 1 3. STRUCTURE AND LEARNING OBJECTIVES OF MODULE 2 ........................................ 1 4. WORKING THROUGH THIS CURRICULUM AND LEARNING GUIDE ....................... 1

UNIT 1: NATIONAL AND INTERNATIONAL EDUCATION CONTEXTS ............................... 3 1. INTRODUCTION ...................................................................................................................................... 4 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 ................................................. 4 3. CORE READING ...................................................................................................................................... 6 4. RECOMMENDED READING .............................................................................................................. 6

SECTION 1: EXPANDING FROM ONE SCHOOL IN SOUTH AFRICA TO ALL THE SCHOOLS OF THE WORLD ........................................................................................................................ 6

1. INTRODUCTION ...................................................................................................................................... 6 2. ORGANISATION OF SCHOOLS IN SOUTH AFRICA ........................................................... 6 3. UNDERSTANDING INDIVIDUAL SCHOOLS IN SOUTH AFRICA .................................. 7 4. INFLUENCES LOCATION HAS ON RURAL SCHOOLS .................................................. 12 5. PROVINCIAL DIFFERENCES IN THE QUALITY OF EDUCATION IN SOUTH

AFRICA ...................................................................................................................................................... 14 6. RICHER COUNTRIES DO NOT ALWAYS HAVE BETTER EDUCATION –

SACMEQ ................................................................................................................................................... 19 7. EMERGING INTERNATIONAL PATTERN OF TYPE 1 AND TYPE 2 SCHOOLS 21 8. FIVE BROAD PATTERNS OF DIFFERENCES IN SCHOOLING.................................. 22 9. SUMMARY ................................................................................................................................................ 22

SECTION 2: ENROLMENT PATTERNS IN EDUCATION .......................................................... 23 1. INTRODUCTION ................................................................................................................................... 23 2. PATTERNS OF SCHOOL ENROLMENT INTERNATIONALLY ..................................... 23 3. SCHOOL ATTENDANCE IN SOUTH AFRICA ....................................................................... 25 4. TERTIARY EDUCATION IN SOUTH AFRICA ........................................................................ 26 5. SUMMARY ................................................................................................................................................ 29

SECTION 3: THE ORGANISATION OF SCHOOLS: FROM WORLD ORGANISATION TO LOCAL SCHOOL ORGANISATION ............................................................................................... 29

1. INTRODUCTION ................................................................................................................................... 29 2. FROM UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL

ORGANISATION (UNESCO) TO ONE SCHOOL PRINCIPAL ....................................... 30 3. SUMMARY ................................................................................................................................................ 32

SECTION 4: UNEVENNESS WITHIN AND ACROSS EDUCATION SYSTEMS ............. 32 1. INTRODUCTION ................................................................................................................................... 32 2. PATTERNS OF UNEVENNESS IN EDUCATION ................................................................. 32 3. TOWARDS EQUAL EDUCATION IN SOUTH AFRICA ...................................................... 35 4. SUMMARY ................................................................................................................................................ 39

UNIT 2: EDUCATION FOR DEMOCRACY – A PHILOSOPHY OF EDUCATION .......... 41 1. INTRODUCTION ................................................................................................................................... 42 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .............................................. 43 3. CORE READING ................................................................................................................................... 44


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MODULE 2: STUDIES IN EDUCATION CURRICULUM AND LEARNING GUIDE ii

4. RECOMMENDED READING ........................................................................................................... 44

SECTION 1: PHILOSOPHY OF EDUCATION AND ITS QUESTIONS ................................ 44 1. INTRODUCTION ................................................................................................................................... 44 2. DEFINING PHILOSOPHY ................................................................................................................. 44 3. UNDERSTANDING PHILOSOPHY OF EDUCATION ......................................................... 45 4. SUMMARY ................................................................................................................................................ 48

SECTION 2: GLOBAL CHALLENGES INFLUENCING EDUCATION ................................. 48 1. INTRODUCTION ................................................................................................................................... 48 2. CLIMATE CHANGE .............................................................................................................................. 48 3. RISING INEQUALITY .......................................................................................................................... 50 4. IMPROVING TECHNOLOGY .......................................................................................................... 51 5. LEARNING ALL THE KNOWLEDGE OF THE WORLD DURING SCHOOL ........... 53 6. SUMMARY ................................................................................................................................................ 53

SECTION 3: DEMOCRACY AND EDUCATION .............................................................................. 54 1. INTRODUCTION ................................................................................................................................... 54 2. DEFINING DEMOCRACY ................................................................................................................. 54 3. PURPOSE OF EDUCATION IN A DEMOCRACY................................................................. 55 4. ROLE OF THE TEACHER IN A DEMOCRATIC SYSTEM ............................................... 58 5. SUMMARY ................................................................................................................................................ 59

SECTION 4: EDUCATION FOR DEMOCRACY IN SOUTH AFRICA ................................... 60 1. INTRODUCTION ................................................................................................................................... 60 2. RIGHTS IN THE SOUTH AFRICAN CONSTITUTION ........................................................ 60 3. PURPOSE OF EDUCATION IN SOUTH AFRICA................................................................. 62 4. SUPPORT OF DEMOCRATIC PRINCIPLES BY THE STRUCTURE OF OUR

EDUCATION SYSTEM ....................................................................................................................... 62 5. SUMMARY ................................................................................................................................................ 64

SECTION 5: DEVELOPING YOUR OWN PHILOSOPHY OF EDUCATION...................... 64 1. INTRODUCTION ................................................................................................................................... 64 2. DEVELOPING YOUR PHILOSOPHY OF EDUCATION .................................................... 64 3. SUMMARY ................................................................................................................................................ 74

SECTION 6: APPLYING PHILOSOPHICAL WAYS OF THINKING ...................................... 75 1. INTRODUCTION ................................................................................................................................... 75 2. CONSIDERING AN ALTERNATIVE VIEW OF DEMOCRATIC CLASSROOM

PRACTICES ............................................................................................................................................. 75 3. SUMMARY ................................................................................................................................................ 78

BIBLIOGRAPHY .............................................................................................................................................. 80

ANNEXURE A: CORE READING UNIT 1 – BOUNDARIES OF THE EDUCATIONAL IMAGINATION ................................................................................................................................................... 82

ANNEXURE B: CORE READING UNIT 2 – MY PEDAGOGIC CREED BY JOHN DEWEY .............................................................................................................................................................. 101

FIGURES

Figure 1: Organisation of Schools in South Africa ......................................................................... 7

Figure 2: Aerial Photo of Carter High School ................................................................................... 8


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Figure 3: Aerial Photo of Carter High School ................................................................................... 8

Figure 4: Aerial Photo of Mpande High School ............................................................................... 9

Figure 5: Countries included in the SAMEQ study ..................................................................... 19

Figure 6: International pattern of Type 1 and Type 2 schools ............................................... 21

Figure 7: Purpose of education ............................................................................................................ 46


104


MODULE

INCLUSIVE EDUCATION AND LEARNING SUPPORT

ILS416


Level 6

Credits 12


Revised 2016


105

MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT ............................... 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF THIS MODULE........................................... 1 4. RECOMMENDED READINGS ............................................................................... 2 5. WORKING THROUGH THIS CURRICULUM LEARNING GUIDE ......................... 2

UNIT 1: UNDERSTANDING INCLUSIVE EDUCATION AND LEARNING SUPPORT .. 4 1. INTRODUCTION .................................................................................................... 4 2. STRUCTURE AND OBJECTIVES OF UNIT 1 ........................................................ 4

SECTION 1: DEFINING INCLUSIVE EDUCATION AND LEARNING SUPPORT ......... 5 1. INTRODUCTION .................................................................................................... 5 2. DEFINING CORE CONCEPTS .............................................................................. 5

2.1 Inclusive Education ........................................................................................ 6

2.2 Disabilities ...................................................................................................... 6

2.3 Special Educational Needs ................................................................... .......... 7

2.4 Barriers to Learning ........................................................................................ 7

2.5 Learning Support ............................................................................................ 9 3. UNDERSTANDING AND RESPONDING TO COMMON LEARNING NEEDS ..... 10

3.1 Creating Safe and Supportive Learning Environments ................................. 10

3.2 Having Access to Educational Opportunities ................................................ 11

3.3 Creating Opportunities for Continuous Assessment in the Grade R

Programme ................................................................................................... 12

3.4 Creating Regular and Consistent Opportunities to Practise by Learners ..... 12

3.5 Ensuring Classroom Conduct Conducive to Learning .................................. 12 4. FACTORS THAT INFLUENCE THE NEED FOR LEARNING SUPPORT ............ 14

4.1 Lack of Early Educational Experiences ........................................................ 14

4.2 Home Related Factors.................................................................................. 14

4.3 School-Related Factors ................................................................................ 15

SECTION 2: INCLUSIVE EDUCATION AND LEARNING SUPPORT

PHILOSOPHIES ........................................................................................................... 16 1. INTRODUCTION .................................................................................................. 16 2. THE WAY WE THINK ABOUT INCLUSIVE EDUCATION .................................... 16

2.1 Thinking in a Positive Way ........................................................................... 17

2.2 Using Language Placing the Learner First ................................................... 17

2.3 Positive Attitude Toward Learners with Special Educational Needs ............. 17 3. SOCIO-CULTURAL THEORY .............................................................................. 18

3.1 The Role of the Zone of Proximal Development in Learning ........................ 18

3.2 Understanding Disability In A Social And Cultural Context ........................... 20

3.3 Disability as a Developmental Process ........................................................ 21

3.4 The Social-Ecological Model ........................................................................ 21 4. BENEFITS OF INCLUSIVE EDUCATION ............................................................ 23

4.1 Benefits of Inclusion for Learners with Disabilities or Special Learning

Needs ........................................................................................................... 23 DIPLOMA IN GRADE R TEACHING

106

ii MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT CURRICULUM AND LEARNING GUIDE

4.2 Benefits of Inclusion for Learners Without Special Education Needs ........... 23

4.3 Benefits of Inclusion for Wider Society ......................................................... 24 5. PRINCIPLES OF LEARNING SUPPORT ............................................................. 24

5.1 Team Approach ............................................................................................ 24

5.2 Prevention of Failure .................................................................................... 26

5.3 Intensive Early Intervention .......................................................................... 26

5.4 Supplementary Teaching.............................................................................. 26

5.5 Make use of Appropriate LTSM .................................................................... 27

SECTION 3: INCLUSIVE EDUCATION AND LEARNING SUPPORT POLICIES ....... 28 1. INTRODUCTION .................................................................................................. 28 2. POLICIES ADDRESSING INCLUSION AND LEARNER SUPPORT ................... 29 3. EDUCATION WHITE PAPER 6 ............................................................................ 29

3.1 The Goal of Education White Paper 6 .......................................................... 29 3.1.1 Principles Guiding the Achievement of this Goal ............................. 30 3.1.2 Key Strategies in Achieving this Goal .............................................. 30

3.2 Key Strategies for Establishing our Inclusive Education and Training

System ......................................................................................................... 30 4. SCHOOL POLICY ON LEARNING SUPPORT ..................................................... 32

SECTION 4: THE ROLE OF THE TEACHER IN IMPLEMENTING INCLUSIVE

EDUCATION AND LEARNING SUPPORT .................................................................. 33 1. INTRODUCTION .................................................................................................. 33 2. UNDERSTANDING THE TEACHER’S ROLE ...................................................... 33

2.1 Preparing the Learning Environment ............................................................ 33

2.2 Involving Parents .......................................................................................... 34

2.3 Identifying Differences in Typical Development of Learners ......................... 34

2.4 Getting the Help the Learner Needs ............................................................. 35 2.4.1 Getting Medical Help for Learners ................................................... 36 3. MANAGING AN INCLUSIVE CLASSROOM BY TEACHERS .............................. 40 4. THE TEACHER’S ATTITUDE ............................................................................... 40

4.1 Attitudes that Negatively Influence Implementation of Inclusive Education .. 41

4.2 A Positive Attitude Toward Inclusive Education ............................................ 41 4.2.1 Cultivating Inclusive Culture ............................................................ 42 4.2.2 Exploring and Accepting Diversity ................................................... 42

4.3 Being Flexible and Reflective ....................................................................... 43 4.3.1 Being Flexible .................................................................................. 43 4.3.2 Being Reflective ............................................................................... 43

4.4 Being Creative and Innovative ...................................................................... 44

UNIT 2: IDENTIFYING PROBLEMS TO ALLOW FOR EARLY INTERVENTION........ 46 1. INTRODUCTION .................................................................................................. 46 2. STRUCTURE OF UNIT 2 ..................................................................................... 46

SECTION 1: IDENTIFYING POTENTIAL LEARNING BARRIERS .............................. 47 1. INTRODUCTION .................................................................................................. 47 2. DIFFICULTIES IN THE EDUCATION SYSTEM ................................................... 47

2.1 Flexibility of the Curriculum .......................................................................... 48

2.2 Language of Learning and Teaching ............................................................ 48

2.3 Inaccessible and Unsafe Built Environments ................................................ 49


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MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT CURRICULUM AND LEARNING GUIDE iii

2.4 Inappropriate and Inadequate Support Services .......................................... 49

2.5 Inadequate Policies and Legislation ............................................................. 50

2.6 The Non-Recognition and Non-Involvement of Parents ............................... 50

2.7 Inadequately and Inappropriately Trained Education Managers and

Teachers ...................................................................................................... 50 3. INFLEXIBLE TEACHING STRATEGIES .............................................................. 51 4. SOCIAL BARRIERS ............................................................................................. 52

4.1 Socio-Economic Barriers .............................................................................. 52

4.2 Unstable Families ......................................................................................... 52

4.3 Attitude Barriers ............................................................................................ 52

4.4 Cultural Barriers to Inclusive Education ........................................................ 53 5. DISABILITIES AND OTHER SPECIAL LEARNING NEEDS ................................ 54

5.1 Understanding Attention Deficit Hyperactivity Disorder and Attention

Deficit Disorder ............................................................................................. 54

5.2 Behaviour Problems ..................................................................................... 55

5.3 Physical Disabilities ...................................................................................... 56 5.3.1 Hearing Impairments ....................................................................... 56 5.3.2 Visual Impairments .......................................................................... 57 5.3.3 Physical Impairments ....................................................................... 57

5.4 Intellectual Disabilities .................................................................................. 58

5.5 Emotional Problems ..................................................................................... 59

5.6 Autism Spectrum Disorder............................................................................ 59

5.7 Chronic Diseases ......................................................................................... 61

5.8 Learning Disabilities ..................................................................................... 61

5.9 Giftedness .................................................................................................... 62

SECTION 2: IDENTIFYING LEARNERS THAT NEED SUPPORT .............................. 64 1. INTRODUCTION .................................................................................................. 64 2. OBSERVATION AS A TOOL TO KNOW LEARNERS .......................................... 65

2.1 Incidental Observation .................................................................................. 65

2.2 Focused Observation ................................................................................... 66 3. WHEN TO OBSERVE........................................................................................... 66 4. RECORDING YOUR OBSERVATIONS ............................................................... 66

4.1 Anecdotal Note Taking During Observation ................................................. 66

4.2 The Use of Observation Sheets or Checklists .............................................. 67 5. MONITOR LEARNER PROGRESS ...................................................................... 68

UNIT 3: SUPPORTING LEARNERS IN THE GRADE R CLASSROOM ...................... 69 1. INTRODUCTION .................................................................................................. 69 2. STRUCTURE OF UNIT 3 ..................................................................................... 69

SECTION 1: GENERAL TEACHING STRATEGIES THAT SUPPORT LEARNING .... 70 1. INTRODUCTION .................................................................................................. 70 2. ELEMENTS OF GOOD TEACHING ..................................................................... 71

2.1 Understanding Subject Matter ...................................................................... 71

2.2 Involving Learners ........................................................................................ 71

2.3 Accommodating Different Learning Styles.................................................... 71

2.4 Having High but Realistic Expectations ........................................................ 71


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iv MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT CURRICULUM AND LEARNING GUIDE

2.5 Giving Learners Regular Feedback .............................................................. 72

2.6 Setting Boundaries for Learners ................................................................... 72

2.7 Assessing your own Teaching ...................................................................... 73 3. PARENTAL INVOLVEMENT ................................................................................ 74 4. TEACHING FOR DIFFERENT LEVELS OF LEARNER COMPETENCE ............. 74

4.1 Scaffolding .................................................................................................... 75

4.2 Cooperative Learning ................................................................................... 75

4.3 Peer Tutoring ................................................................................................ 76 5. CLASSROOM MANAGEMENT TO SUPPORT ALL LEARNERS ........................ 77

5.1 Creating a Safe Environment ....................................................................... 78

5.2 Planning Activities ........................................................................................ 78

5.3 Teaching Strategies that Support Classroom Management ......................... 79 6. ADAPTING THE CURRICULUM .......................................................................... 81

6.1 Responding to Diversity Through the Curriculum ......................................... 81

6.2 Differentiating Curriculum Content ............................................................... 82 6.2.1 Methods of Differentiation ................................................................ 82 6.2.2 Multi-Level Teaching ........................................................................ 83

6.3 Differentiating the Learning Environment ..................................................... 83

6.4 Differentiating Teaching Methods ................................................................. 84

6.5 Differentiating Assessment ........................................................................... 86

SECTION 2: PROVIDING SUPPORT EARLY TO PREVENT LATER BARRIERS ..... 88 1. INTRODUCTION .................................................................................................. 88 2. PREVENTING BARRIERS CAUSED BY TEACHING STRATEGIES .................. 88 3. SUPPORTING LEARNERS THAT ARE NOT HOME LANGUAGE SPEAKERS

OF THE LoLT .......................................................................................................................................... 90

4. MAKING THE PHYSICAL ENVIRONMENT ACCESSIBLE AND SAFE ..................... 91

5. PREVENTING SOCIAL SITUATIONS FROM CAUSING LEARNING BARRIERS ............................................................................................................................................... 91

5.1 Limiting the Impact of Socio-Economic Factors ........................................................... 91

5.2 Limiting the Impact of Unstable Families ........................................................................ 91

5.3 Overcoming Negative Attitudes ........................................................................................... 92

5.4 Overcoming Cultural Barriers ............................................................................................... 92

6. EARLY INTERVENTION AND SUPPORT FOR LEARNERS WITH DISABILITIES AND OTHER SPECIAL EDUCATION NEEDS ........................................ 93

6.1 Support for Learners with ADHD/ADD ............................................................................. 93

6.2 Supporting Learners with Behaviour Problems ............................................................ 94

6.3 Supporting Learners with Physical Disabilities ............................................................. 95

6.3.1 Supporting For Learners with Hearing Impairments ................................. 95

6.3.2 Supporting For Learners with Visual Impairments ..................................... 96

6.3.3 Supporting for Learners with Physical Impairments .................................. 96

6.4 Supporting Learners with Intellectual Disabilities ........................................................ 97

6.5 Supporting Learners with Emotional Problems ............................................................ 98

6.6 Supporting Learners with Autism Spectrum Disorder ............................................... 98

6.7 Supporting Learners with Chronic Diseases ................................................................. 99

6.8 Supporting Learners who show signs of Potentially Developing a Learning

Disability ...................................................................................................................................... 100

6.9 Supporting Gifted Learners to Reach their full Potential ...................................... 100


109

MODULE: INCLUSIVE EDUCATION AND LEARNING SUPPORT CURRICULUM AND LEARNING GUIDE v 7. REFERRING LEARNERS WHO NEED SUPPORT YOU CANNOT PROVIDE .. 102

BIBLIOGRAPHY ........................................................................................................................................... 105 DIPLOMA IN GRADE R TEACHING

110


MODULE

SCHOOL READINESS

SCR417


Level 7

Credits 12


Revised 2016


111

MODULE: SCHOOL READINESS CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE: SCHOOL READINESS ................................................................................. 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF MODULE .................................................... 1 4. RECOMMENDED READING .................................................................................. 1 5. WORKING THROUGH THIS CURRICULUM AND LEARNING GUIDE ................. 1

UNIT 1: UNDERSTAND SCHOOL READINESS ........................................................... 3 1. INTRODUCTION .................................................................................................... 3 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 .................................... 3

SECTION 1: WHAT SCHOOL READINESS IS .............................................................. 4 1. INTRODUCTION .................................................................................................... 4 2. DEFINING SCHOOL READINESS ......................................................................... 4 3. FACTORS RELATING TO LEARNERS’ READINESS FOR SCHOOL .................. 5 3.1 School Maturity ............................................................................................... 5 3.2 Readiness for School Learning ...................................................................... 6 4. SCHOOL’S READINESS FOR LEARNERS ........................................................... 7 5. THE FAMILY’S READINESS FOR SCHOOL ......................................................... 8 5.1 Parent/Caregiver Attitudes and Involvement .................................................. 9 5.2 Supportive Parenting ...................................................................................... 9 5.3 Stimulating Home Environments .................................................................... 9 6. READY LEARNERS, READY SCHOOLS, AND READY FAMILIES .................... 11

SECTION 2: THE IMPORTANCE OF SCHOOL READINESS ..................................... 13 1. INTRODUCTION .................................................................................................. 13 2. REASONS ON THE IMPORTANCE OF SCHOOL READINESS ......................... 13 2.1 Learners Need Skills and Competencies to Enter Grade 1 .......................... 13 2.1.1 General Skills and Competencies .................................................... 14 2.1.2 Literacy Skills and Competencies .................................................... 15 2.1.3 Mathematics Skills and Competencies ............................................ 18 2.1.4 Social Skills and Competencies ....................................................... 24 2.2 Learners Need a Sustained Attention span .................................................. 25

UNIT 2: PROMOTING SCHOOL READINESS FOR LEARNING ................................ 29 1. INTRODUCTION .................................................................................................. 29 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................. 30

SECTION 1: PHYSICAL AND MOTOR DEVELOPMENT, AND PHYSICAL HEALTH 30 1. INTRODUCTION .................................................................................................. 30 2. PHYSICAL AND MOTOR DEVELOPMENT ......................................................... 31 2.1 Physical Development .................................................................................. 31 2.1.1 Brain Development .......................................................................... 32 2.1.2 Motor Development ......................................................................... 32 2.1.3 Physical Health and Well-Being ....................................................... 36

SECTION 2: EMOTIONAL AND SOCIAL DEVELOPMENT ........................................ 38 1. INTRODUCTION .................................................................................................. 38 2. EMOTIONAL DEVELOPMENT ............................................................................. 38 2.1 Influences on Emotional Development ......................................................... 39 2.2 Assessing a Learner’s Emotional Maturity for School Learning .................... 39 DIPLOMA IN GRADE R TEACHING

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ii MODULE: SCHOOL READINESS CURRICULUM AND LEARNING GUIDE

3. SOCIAL DEVELOPMENT ..................................................................................... 40 3.1 Defining Social Development ....................................................................... 40 3.2 Assessing a Learner’s Social Maturity for School Learning .......................... 41

SECTION 3: COGNITIVE DEVELOPMENT ................................................................. 42 1. INTRODUCTION .................................................................................................. 42 2. COGNITIVE DEVELOPMENT .............................................................................. 42 3. UNDERSTANDING A LEARNERS COGNITIVE READINESS FOR GRADE 1 ... 42

SECTION 4: LANGUAGE DEVELOPMENT ................................................................ 45 1. INTRODUCTION .................................................................................................. 45 2. UNDERSTANDING LANGUAGE DEVELOPMENT .............................................. 45 3. IMPORTANCE OF LANGUAGE DEVELOPMENT ............................................... 46 4. LANGUAGE PROFICIENCY SKILLS AND CONCEPTS REQUIREMENTS ........ 47 4.1 Listening Skills .............................................................................................. 47 4.2 Speaking Skills ............................................................................................. 50 4.3 Emergent Reading and Phonics ................................................................... 51 4.4 Emergent Writing .......................................................................................... 53 4.4.1 Drawing as an Emergent Writing Skill .............................................. 53 4.4.2 Emergent Writing Skills Required for School Readiness ................. 53

UNIT 3: PLANNING FOR LEARNERS’ TRANSITION TO GRADE 1 .......................... 57 1. INTRODUCTION .................................................................................................. 57 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................. 57

SECTION 1: SCHOOL READINESS ASSESSMENT .................................................. 58 1. INTRODUCTION .................................................................................................. 58 2. UNDERSTANDING SCHOOL READINESS ASSESSMENT ............................... 58 2.1 Definition and use of Baseline Assessment .................................................. 58 2.1.1 Defining Baseline Assessment ........................................................ 58 2.1.2 Purpose and use Baseline Assessments ......................................... 59 2.2 Definition and use of School Readiness Assessment .................................. 59 2.2.1 Defining School Readiness Assessment ......................................... 60 2.2.2 Purpose and use of School Readiness Assessment ....................... 60 3. IMPORTANCE OF SCHOOL READINESS ASSESSMENT ................................. 60 4. EXAMPLES OF ASSESSMENT TOOLS .............................................................. 61 4.1 Baseline Assessment Tool ........................................................................... 62 4.2 School Readiness Assessment Tool ............................................................ 65

SECTION 2: PREPARING THE SCHOOL FOR ADMISSION OF GRADE 1

LEARNERS .................................................................................................................. 82 1. INTRODUCTION .................................................................................................. 82 2. RESPONSIBILITIES OF THE SCHOOL ............................................................... 82 2.1 Planning for a School Environment Conducive to Learning.......................... 82 2.2 Providing Adequate Learning, Teaching and Support Material .................... 83 2.3 Plan for Effective Administration ................................................................... 83 2.4 Appoint Qualified and Effective Teaching Staff ............................................ 84 3. RESPONSIBILITIES OF TEACHERS................................................................... 84 3.1 General Responsibilities ............................................................................... 84 3.2 Ensure the Current Curriculum is Implemented ............................................ 84 4. ROLE OF THE PARENTS .................................................................................... 85

SECTION 3: THE ROLE OF THE COMMUNITY .......................................................... 86 1. INTRODUCTION .................................................................................................. 86 2. SUPPORTIVE COMMUNITIES ............................................................................ 86


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MODULE: SCHOOL READINESS CURRICULUM AND LEARNING GUIDE iii

2.1 Community Support and Participation .......................................................... 87 2.2 Building a Good Relationship with the Services in your Community ............ 87

2.2.1 Inviting Members of the Community to the School........................... 88 2.2.2 Becoming Active in your Area to Improve the Environment ............. 88 2.2.3 Making use of the Services Available in the Community ................. 89 2.2.4 Becoming of Service to the Community ........................................... 90 3. BASIC BENEFITS OF SCHOOL-READY LEARNERS TO THE COMMUNITY .... 91

SECTION 4: DIFFERENCE BETWEEN GRADE R AND GRADE 1 CLASSROOMS .. 92 1. INTRODUCTION .................................................................................................. 92 2. DIFFERENCES BETWEEN GRADE R AND GRADE 1 ....................................... 92

2.1 Grade R ........................................................................................................ 92 2.1.1 The Grade R Classroom .................................................................. 92 2.1.2 The Grade R Learning Programme ................................................. 93

2.2 Grade 1 ........................................................................................................ 93 2.2.1 The Grade 1 Classroom .................................................................. 93 2.2.2 The Grade 1 Learning Programme .................................................. 94 3. CLASSROOM MANAGEMENT TO SUPPORT ADJUSTMENT ........................... 95

BIBLIOGRAPHY ........................................................................................................... 99

ANNEXURE 1: Parent Engagement and School Readiness: Effects of the Getting

Ready Intervention on Preschool Children’s Social-Emotional

Competencies .................................................................................... 101 DIPLOMA IN GRADE R TEACHING

114


MODULE

THE GRADE R CURRICULUM IN PRACTICE

CPR416


Level 6

Credits 12



Revised 2016

All rights reserved. Apart from any fair dealing for the purpose of research, criticism,

or review as permitted under the Copyright Act, no part of this book may be reproduced

or transmitted in any form or by any means, electronic or mechanical, including


115

MODULE: THE GRADE R CURRICULUM IN PRACTICE CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE: THE GRADE R CURRICULUM IN PRACTICE ............................................. 1 1. INTRODUCTION .................................................................................................. 1 2. PURPOSE OF THIS MODULE ............................................................................. 1 3. STRUCTURE AND LEARNING OBJECTIVES OF THIS MODULE .................... 1 4. CORE READER ................................................................................................... 2 5. WORKING THROUGH THIS CURRICULUM AND LEARNING GUIDE ............... 2

UNIT 1: THE GRADE R CURRICULUM ......................................................................... 4 1. INTRODUCTION .................................................................................................. 4 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 .................................. 4

SECTION 1: UNDERLYING PRINCIPLES OF THE GRADE R CURRICULUM ............ 5 1. INTRODUCTION .................................................................................................. 5 2. FLEXIBILITY......................................................................................................... 5 2.1 The Flexible Classroom Teacher ............................................................... 6 2.1.1 Having High Expectations of all Learners ...................................... 6 2.1.2 Providing a Variety of Activities ..................................................... 7 2.1.3 Accepting all Contributions Learners Make ................................... 7 2.1.4 Providing Learners with Choices ................................................... 7 2.1.5 Allowing Learners to Progress at their own Pace .......................... 8 2.2 The Flexible Grade R Classroom ............................................................... 8 2.3 The Flexible Daily Programme ................................................................... 9 3. DEVELOPMENTALLY APPROPRIATE PRACTICE .......................................... 12 3.1 Criteria for Developmentally Appropriate Practice .................................... 12 3.1.1 Knowledge of Learners’ Intellectual Development And Learning 14 3.1.2 Knowledge of the Strengths, Interests and Needs of Each

Individual Learner ........................................................................ 14 3.1.3 Knowledge of the Social and Cultural Context in Which Learners Live .............................................................................................. 15 3.2 Implications of DAP for Grade R Teaching .............................................. 16 3.2.1 Ensuring that Teaching is Developmentally Appropriate ............. 16 3.2.2 Adapting your Teaching as Learners Develop ............................. 19 3.3 DAP Checklist .......................................................................................... 20 4. HOLISTIC DEVELOPMENT ............................................................................... 22 4.1 Physical Development .............................................................................. 22 4.2 Emotional Development ........................................................................... 23 4.3 Social Development ................................................................................. 23 4.4 Intellectual Development .......................................................................... 23 4.5 Language Development ........................................................................... 24 5. ENJOYMENT ..................................................................................................... 25

SECTION 2: OVERVIEW OF THE CAPS CURRICULUM ............................................ 26 1. INTRODUCTION ................................................................................................ 26 2. BACKGROUND TO THE CAPS CURRICULUM ................................................ 26 3. WHY THE CAPS CURRICULUM? ..................................................................... 26 4. OVERVIEW OF CAPS ....................................................................................... 26 5. WHAT ARE THE AIMS OF CAPS ...................................................................... 27


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ii MODULE: THE GRADE R CURRICULUM IN PRACTICE CURRICULUM AND LEARNING GUIDE

SECTION 3: INTEGRATING HOME LANGUAGE, MATHEMATICS AND LIFE

SKILLS ...................................................................................................................... ... 27

1. INTRODUCTION ................................................................................................ 27 2. DEFINING INTEGRATION ................................................................................. 27 3. THE BENEFITS OF INTEGRATION .................................................................. 28 4. INTEGRATION OF HOME LANGUAGE, MATHEMATICS AND LIFE SKILLS .. 28 4.1 Home Language ....................................................................................... 28 4.1.1 Integrating Home Language During Ring Times ......................... 28 4.1.2 Integrating Home Language with Mathematics ........................... 28 4.1.3 Integrating Home Language with Routines .................................. 29 4.1.4 Integrating Home Language with Creative Activities ................... 29 4.2 Mathematics ............................................................................................. 29 4.2.1 Integrating Mathematics During Ring Times ................................ 29 4.2.2 Integrating Mathematics with Stories ........................................... 29 4.2.3 Integrating Mathematics with Routines ........................................ 29 4.2.4 Integrating Mathematics with Creative Activities ......................... 29 4.2.5 Integrating Mathematics with Free-Play ...................................... 30 4.3 Life Skills .................................................................................................. 30

SECTION 4: TIME ALLOCATION IN GRADE R .......................................................... 31 1. INTRODUCTION ................................................................................................ 31 2. INSTRUCTIONAL TIME ..................................................................................... 31 2.1 Time Allocation for Home Language ........................................................ 32 2.2 Time Allocation for Mathematics .............................................................. 32 2.3 Time Allocation for Life Skills ................................................................... 33

UNIT 2: PLAY AS A TEACHING AND LEARNING STRATEGY IN THE GRADE R

CLASSROOM ............................................................................................................... 36 1. INTRODUCTION ................................................................................................ 36 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 ................................ 37

SECTION 1: INTERPRETING AND APPLYING THE PLAY METHOD ....................... 37 1. INTRODUCTION ................................................................................................ 37 2. DEFINING THE PLAY METHOD ........................................................................ 37 3. LEARNING THROUGH PLAY ............................................................................ 38 3.1 Learning in the Fantasy Corner ................................................................ 39 3.2 Learning in the Block Area ....................................................................... 39 3.3 Learning in the art Area ............................................................................ 39 3.4 Learning in the Sand or Water Area ......................................................... 40 4. FACILITATING LEARNING THROUGH PLAY ................................................... 40 4.1 Creating Opportunities for Meaningful Play .............................................. 41 4.2 Preparing the Environment for Play ......................................................... 42

SECTION 2: PRINCIPLES OF THE PLAY METHOD................................................... 43 1. INTRODUCTION ................................................................................................ 43 2. PLAY AND LEARNING THROUGH DOING ....................................................... 43 3. PLAY AS AN EXPRESSION OF FREEDOM...................................................... 43 4. PLAY AS A MEANS TO UNDERSTAND THE NEEDS AND INTERESTS OF

LEARNERS .......................................................................................................................................... 44 5. PLAY AS SELF-EXPRESSION BY LEARNERS ................................................................ 44

SECTION 3: UNDERSTANDING HOW THE PLAY METHOD SUPPORTS DEVELOPMENT .......................................................................................................... 46 1. INTRODUCTION................................................................................................................................ 46


117

MODULE: THE GRADE R CURRICULUM IN PRACTICE CURRICULUM AND LEARNING GUIDE iii

2. LANGUAGE DEVELOPMENT ............................................................................ 46 2.1 Symbolic Thinking .................................................................................... 46 2.2 Social Interaction ...................................................................................... 46 2.3 The Amount of Language Input Involved in Play ...................................... 46 2.4 Engagement During Play ......................................................................... 46 3. COGNITIVE DEVELOPMENT ............................................................................ 48 4. PHYSICAL DEVELOPMENT .............................................................................. 49 5. CREATIVE DEVELOPMENT .............................................................................. 51 6. SOCIAL DEVELOPMENT .................................................................................. 52

UNIT 3: THE GRADE R TEACHER’S ROLE DURING INDOOR AND OUTDOOR

PLAY ......................................................................................................................... 55 1. INTRODUCTION ................................................................................................ 55 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 ................................ 55

SECTION 1: THE TEACHER’S ROLE DURING INDOOR PLAY ................................ 56 1. INTRODUCTION ................................................................................................ 56 2. CREATE A PLAY ENVIRONMENT .................................................................... 56 2.1 How to Plan the Indoor Play Environment ................................................ 56 2.2 How to Organise the Indoor Play Environment ........................................ 59 3. MODELLING BY THE TEACHER ...................................................................... 60 4. BUILD ON LEARNERS EXPERIENCE .............................................................. 61 4.1 Know Your Learners ................................................................................ 61 4.2 The Benefits of Knowing your Learners ................................................... 61 4.2.1 Creating a Psychologically Safe Environment ............................. 62 4.2.2 Determining Each Learner’s Readiness ...................................... 62 4.2.3 Identifying Multiple Access Points to the Curriculum ................... 63 4.2.4 Developing and Demonstrating Greater Emotional Intelligence .. 63 5. PARTICIPATING IN LEARNERS’ PLAY ............................................................ 64 5.1 Encouraging Engagement with Unfamiliar Materials ................................ 64 5.2 Making the Most of Learning Opportunities During Play .......................... 64 6. FACILITATIVE ROLE ......................................................................................... 66 6.1 Encouraging Learners to Experience Success During Play ..................... 66 6.2 Providing Help Only When Learners Need it ............................................ 66 6.3 Acting as Mediator When Required .......................................................... 67 7. OBSERVING AND RECORDING ....................................................................... 67

SECTION 2: THE TEACHER’S ROLE DURING OUTDOOR PLAY............................. 69 1. INTRODUCTION ................................................................................................ 69 2. PLAN AND PREPARE THE ENVIRONMENT .................................................... 69 3. TEACHER AS FACILITATOR ............................................................................ 72 3.1 Encourage Learners to Experience Success During Play ........................ 72 3.2 Provide Help Only When Learners Need it .............................................. 72 3.3 Knowing when to Mediate ........................................................................ 73 4. TEACHER AS OBSERVER ................................................................................ 74 5. RECORDING OBSERVATIONS ........................................................................ 74 6. SUPPORT LEARNERS ...................................................................................... 75 7. HANDLING CONFLICT ...................................................................................... 77

BIBLIOGRAPHY ........................................................................................................... 80

ANNEXURE .................................................................................................................. 84 CORE READER: BUILDING CURRICULUM DURING BLOCK PLAY .............. 84


118


MODULE 3


SED537

CURRICULUM LEARNING GUIDE

Level 7

Credits 12



Revised 2016

All rights reserved. Apart from any fair dealing for the purpose of research, criticism or review as permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, without permission in writing from SANTS

119

MODULE 3: STUDIES IN EDUCATION CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE 3: STUDIES IN EDUCATION ......................................................................... 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE LEARNING AND OBJECTIVES OF MODULE 3 ............................. 2 4. WORKING THROUGH THIS CURRICULUM AND LEARNING GUIDE ................. 2

UNIT 1: HIV AND AIDS .................................................................................................. 4 1. INTRODUCTION .................................................................................................... 4 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 .................................... 4 3. RECOMMENDED READING .................................................................................. 5

SECTION 1: HIV AND AIDS IN CONTEXT .................................................................... 5 1. INTRODUCTION .................................................................................................... 6 2. THE GLOBAL AND NATIONAL CONTEXT OF HIV AND AIDS ............................. 6 2.1 The Global Context of HIV and AIDS ............................................................. 8 2.2 The National Context of HIV and AIDS .......................................................... 9 2.3 Myths about HIV and AIDS ........................................................................... 10 3. HIV AND AIDS AND THE BILL OF RIGHTS ........................................................ 13 3.1 Legal Framework Impacting Persons with HIV and AIDS ............................ 14 3.2 Practical Implications of the Bill of Rights ..................................................... 19

SECTION 2: WELLNESS, CARE AND SUPPORT ...................................................... 22 1. INTRODUCTION .................................................................................................. 22 2. CONCEPTIONS OF WELLNESS, CARE, AND SUPPORT ................................. 22 3. HOLISTIC CARE AND SUPPORT FOR VULNERABLE CHILDREN ................... 24 3.1 Emotional Care and Support ........................................................................ 25 3.1.1 Identifying Learners in Need of Emotional Care and Support ............ 25 3.1.2 Assisting Learners in need of Emotional Care and Support............... 27 3.2 Physical Care and Support ........................................................................... 27 3.2.1 Identifying Learners in Need of Physical Care and Support............... 27 3.2.2 Assisting Learners in need of Physical Care and Support ................. 29 3.3 Spiritual Support ........................................................................................... 30 3.4 Academic Support ........................................................................................ 31 4. DEVELOPMENT OF A WELLNESS PROGRAMME ............................................ 32 4.1 Establishing a School-Based Support System ............................................. 33 4.2 Practical Guidelines in the Establishment of a Wellness Programme .......... 33 4.2.1 Conducting a Needs Analysis ............................................................ 33 4.2.2 Principles that Frame a Wellness Programme ................................... 34

UNIT 2: POVERTY AND EDUCATION ......................................................................... 35 1. INTRODUCTION .................................................................................................. 35 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................. 36 3. RECOMMENDED READING ................................................................................ 36

SECTION 1: POVERTY IN SOUTH AFRICA ............................................................... 37 1. INTRODUCTION .................................................................................................. 37 2. CAUSES OF POVERTY IN SOUTH AFRICA ....................................................... 39

2.1 Social and Environmental Causes of Poverty ............................................... 39 2.1.1 Overpopulation .................................................................................. 39 2.1.2 Distribution of Resources ................................................................... 42 2.1.3 Lack of Education .............................................................................. 42 2.1.4 Environmental Degradation ............................................................... 43 DIPLOMA IN GRADE R TEACHING

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ii MODULE 3: STUDIES IN EDUCATION CURRICULUM AND LEARNING GUIDE

2.1.5 Demographic Shifts ........................................................................... 43 2.1.6 HIV and AIDS .................................................................................... 43 2.2 Political Causes of Poverty ........................................................................... 44 2.3 Natural Disasters as a Cause of Poverty ...................................................... 45 2.4 Uneven Distribution/Lack of Adequate Resources in the World Economy ... 46

SECTION 2: POVERTY AND THE ECONOMY ............................................................ 47 1. INTRODUCTION .................................................................................................. 47 2. POVERTY AS AN ECONOMIC PROBLEM .......................................................... 47 2.1 Poverty and High Rate of Unemployment .................................................... 48 2.2 Poverty and Unfair Trade ............................................................................. 48 2.3 Poverty and Corruption ................................................................................ 48 2.4 Poverty and Economic Trends ..................................................................... 49 2.5 Poverty and Economic Freedom .................................................................. 49

SECTION 3: CHANGING POVERTY THROUGH EDUCATION .................................. 50 1. INTRODUCTION .................................................................................................. 50 2. EFFECTS OF POVERTY ON TEACHING AND LEARNING ................................ 51 2.1 Learners who are at Risk.............................................................................. 51 2.2 Academic and Behavioural Problems ........................................................... 54 2.3 Diversity ........................................................................................................ 54 2.4 High Mobility and School Attendance ........................................................... 54 2.5 Social and Economic Status ......................................................................... 55 3. THE ROLE OF THE SCHOOL IN ADDRESSING POVERTY .............................. 57 3.1 Establishing and Maintaining Nutrition Programmes .................................... 58 3.2 Access to Health Services ............................................................................ 58

UNIT 3: MULTILINGUALISM IN EDUCATION ............................................................. 59 1. INTRODUCTION .................................................................................................. 60 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................. 61

SECTION 1: THE SOUTH AFRICAN CONTEXT OF MULTILINGUALISM ................. 61 1. INTRODUCTION .................................................................................................. 61 2. LANGUAGE, RACE AND CLASS ......................................................................... 62 3. THE LANGUAGE RIGHTS OF LEARNERS ......................................................... 67 4. LANGUAGE POLICY IN SOUTH AFRICA ............................................................ 68 5. APPROACHES TO MULTILINGUALISM .............................................................. 71

SECTION 2: THE IMPACT OF LANGUAGE ON LEARNERS AND LEARNING ........ 72 1. INTRODUCTION .................................................................................................. 72 2. THE IMPORTANCE OF LEARNING THROUGH A MOTHER-TONGUE ............. 72 3. RESEARCH ON LITERACY IN SOUTH AFRICA ................................................. 73 4. READING ABILITY AMONGST LEARNERS IN SOUTH AFRICA ........................ 74 5. IMPLICATIONS OF LOW READING LEVELS IN SOUTH AFRICA ..................... 75

SECTION 3: LANGUAGE AS A SOCIAL JUSTICE ISSUE ......................................... 76 1. INTRODUCTION .................................................................................................. 76 2. DEFINING SOCIAL JUSTICE ............................................................................... 76 3. LANGUAGE AS A SOCIAL JUSTICE ISSUE IN SOUTH AFRICAN EDUCATION77

3.1 Recognising Oppression ......................................................................................................... 78

3.2 Teachers as Change Agents ................................................................................................ 80

4. TEACHING FOR SOCIAL JUSTICE ............................................................................................ 82

BIBLIOGRAPHY .............................................................................................................................................. 84

ANNEXURE A: SOCIAL JUSTICE AND RURAL EDUCATION IN SOUTH AFRICA ...... 87


121


MODULE

TEACHING AS A PROFESSION

TPR516


Level 6

Credits 12



Revised 2016


122

MODULE: TEACHING AS A PROFESSION CURRICULUM AND LEARNING GUIDE i

CONTENT

MODULE: TEACHING AS A PROFESSION .................................................................. 1 1. INTRODUCTION .................................................................................................... 1 2. PURPOSE OF THIS MODULE ............................................................................... 1 3. STRUCTURE AND OBJECTIVES OF THIS MODULE........................................... 1 4. RECOMMENDED READING .................................................................................. 3 5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE .................. 3

UNIT 1: TEACHING AS A MORAL PROFESSION ........................................................ 5 1. INTRODUCTION .................................................................................................... 5 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 1 .................................... 5

SECTION 1: THE IMPORTANCE OF VALUES AND MORALS .................................... 6 1. INTRODUCTION .................................................................................................... 6 2. VALUES AND MORALS ......................................................................................... 6 2.1 The Importance of Values and Morals ............................................................ 7 2.2 The Difference Between Values and Morals .................................................. 8 2.2.1 Defining Values .................................................................................. 8 2.2.2 Defining Morals ................................................................................ 10 2.3 Moral Values in Schools ............................................................................... 12 2.4 Examples of Values and Morals in Education .............................................. 13 2.4.1 Integrity ............................................................................................ 13 2.4.2 Courage ........................................................................................... 14 3. APPLYING VALUES AND MORALS TO YOUR LIFE AS A TEACHER ............... 16 4. SUMMARY ........................................................................................................... 17

SECTION 2: VALUES AND MORALS RELATING TO THE TEACHER’S ETHICAL

BEHAVIOUR ................................................................................................................. 19 1. INTRODUCTION .................................................................................................. 19 2. CODE OF ETHICS FOR TEACHERS .................................................................. 20 3. VALUES AND MORALS FOR THE PROFESSIONAL TEACHER ....................... 21 3.1 Professional Conduct of Teachers ............................................................... 21 3.1.1 Professional Conduct: The Teacher and Learners .......................... 21 3.1.2 Professional Conduct: The Teacher and Parents ............................ 22 3.1.3 Professional Conduct: The Teacher and the Community ................ 22 3.1.4 Professional Conduct: At Meetings and Social Events .................... 22 3.1.5 Encouraging a Professional Dress Code ......................................... 22 3.2 Professional Communication Skills .............................................................. 23 3.3 Professional Handling of Conflict .................................................................. 24 3.4 The Teacher’s Role in Furthering the Image of the Teaching Profession ..... 25 4. CONCLUSION ...................................................................................................... 26

UNIT 2: THE TEACHER AS A LOVING AND CARING PROFESSIONAL .................. 28 1. INTRODUCTION .................................................................................................. 28 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 2 .................................. 28

SECTION 1: TEACHING AS A CARING PROFESSION ............................................. 29 1. INTRODUCTION .................................................................................................. 29 2. BEING PART OF A LOVING AND CARING PROFESSION ................................ 29 3. QUALITIES OF A LOVING AND CARING TEACHER .......................................... 30 DIPLOMA IN GRADE R TEACHING

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3.1 A Quality and Caring Teacher is Focused on Improving Learning ............... 30 3.2 A Quality and Caring Teacher Believes that all Learners are Important ....... 31 3.3 A Quality and Caring Teacher is Flexible ..................................................... 31 3.4 A Quality and Caring Teacher Looks at the Learning Situation from their own as well as the Learner’s Perspective ............................................................ 31 3.5 A Quality and Caring Teacher Must Care for Himself/Herself ...................... 31 4. CONCLUSION ...................................................................................................... 31

SECTION 2: KNOWLEDGE OF LOVING AND CARING FOR YOUR LEARNERS..... 32 1. INTRODUCTION .................................................................................................. 33 2. A TEACHER-LEARNER RELATIONSHIP ............................................................ 33 2.1 Improve Learner Motivation .......................................................................... 33 2.1.1 Extrinsic and Intrinsic Motivation...................................................... 33 2.1.2 Characteristics of Teachers who Motivate Learners ........................ 35 2.1.3 Motivated Learners are Excited About Learning .............................. 36 2.2 Improving Learning ....................................................................................... 37 2.2.1 Be a Positive Role Model ................................................................. 38 2.2.2 Have High Expectations of all your Learners ................................... 38 2.2.3 Encourage and Support Learners .................................................... 38 2.2.4 Focus and Engage Learners’ Attention ............................................ 39 2.2.5 Connect the Classroom to the Outside World .................................. 39 2.3 Creating a Warm Classroom Environment ................................................... 40 2.3.1 Demonstrate Care ........................................................................... 40 2.3.2 Develop Trust .................................................................................. 40 2.3.3 Accept Learners for who they are .................................................... 40 2.3.4 Show Compassion ........................................................................... 41 2.3.5 Treat all Learners the Same ............................................................ 41 2.3.6 Be Responsive to Differences Between Learners............................ 41 2.3.7 Create an Atmosphere where Respect Between Learners is

Encouraged ..................................................................................... 41 3. KNOW YOUR LEARNERS ................................................................................... 42 3.1 Understand that Learners go Through Different Developmental Stages ...... 42 3.1.1 Physical Development ..................................................................... 42 3.1.2 Cognitive Development .................................................................... 42 3.1.3 Emotional Development ................................................................... 42 3.1.4 Social Development ......................................................................... 43 3.2 Understanding that not all Learners Learn in the Same Way ....................... 43 3.3 Be Aware of the Differences in Learners’ Abilities and Backgrounds ........... 43 3.3.1 Differences in Intellectual Abilities ................................................... 44 3.3.2 Cultural Diversity .............................................................................. 44 3.3.3 Language Diversity .......................................................................... 44 3.3.4 Religious Diversity ........................................................................... 44 3.3.5 Family Structure ............................................................................... 44 3.3.6 Socio-Economic Differences ............................................................ 45 4. LISTEN TO LEARNERS ....................................................................................... 45 5. ASK LEARNERS FOR FEEDBACK ..................................................................... 46

SECTION 3: NURTURING YOURSELF AS A TEACHER ........................................... 47 1. INTRODUCTION .................................................................................................. 47 2. CARE FOR YOURSELF ....................................................................................... 48 2.1 Identify the Challenges of Teaching ............................................................. 48 2.1.1 Extensive and Varied Workload ....................................................... 48


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2.1.2 Caring for Learners .......................................................................... 48 2.1.3 Accepting Leadership Roles ............................................................ 49 2.1.4 Work-Life Balance ........................................................................... 49 2.2 Identifying the Sources of Stress .................................................................. 50 2.2.1 What Others do to the Teacher........................................................ 50 2.2.2 What the Environment does to the Teacher .................................... 50 2.2.3 What the job does to you ................................................................. 50 2.3 Strategies to Deal with Stress ...................................................................... 50 2.3.1 Understand that Stress isn’t Necessarily a bad Thing ..................... 51 2.3.2 Differentiate Between Sources of Stress ......................................... 51 2.3.3 Learn to be Assertive ....................................................................... 51 2.3.4 Establish clear Priorities and Manage time well ............................... 51 2.3.5 Take care of your Health ................................................................. 52 2.3.6 Seek Support from Friends and Colleagues .................................... 52 3. CONCLUSION ...................................................................................................... 53

UNIT 3: TEACHERS AS AGENTS OF TRANSFORMATION ...................................... 55 1. INTRODUCTION .................................................................................................. 55 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 3 .................................. 55

SECTION 1: TEACHERS AS AGENTS OF TRANSFORMATION ............................... 57 1. INTRODUCTION .................................................................................................. 57 2. TRANSFORMATION DEFINED ........................................................................... 57 3. WHAT IS AN AGENT OF TRANSFORMATION? ................................................. 58 3.1 An Agent of Transformation has a Clear Vision ............................................ 58 3.2 An Agent of Transformation is Aware of their own Perceptions (Or Mental

Models)......................................................................................................... 59 3.3 An Agent of Transformation must be Willing to Inquire ................................ 59 3.4 An Agent of Transformation must Become an Expert .................................. 59 3.5 An Agent of Transformation must be able to Collaborate with People ......... 59 3.6 An Agent of Transformation must be able to see the Big Picture ................. 60 4. STAGES IN THE PROCESS OF TRANSFORMATION........................................ 60 4.1 Becoming Aware of a Need for Transformation ............................................ 60 4.2 Implementing the Change ............................................................................ 61 4.3 Evaluate the Implemented Transformation ................................................... 61

SECTION 2: THEORETICAL KNOWLEDGE AS A PRECONDITION TO BECOMING AN AGENT OF TRANSFORMATION ........................................................................... 62 1. INTRODUCTION .................................................................................................. 62 2. THEORIES UNDERPINNING TEACHING ........................................................... 62 2.1 Keep up to Date ........................................................................................... 62 2.2 Understand Teaching Theories .................................................................... 63 2.3 Understand how Learners Learn .................................................................. 63

SECTION 3: CHANGE IN THE CLASSROOM ............................................................. 64 1. INTRODUCTION .................................................................................................. 64 2. LEARNERS MUST THINK INDEPENDENTLY ..................................................... 64 2.1 Limit Help Given to Learners ........................................................................ 65 2.2 Set up Activities Which Give Learners Some Choice ................................... 65 2.3 Give Learners Formative Feedback ............................................................. 65 3. CONSIDER LEARNERS AS FUTURE CITIZENS ................................................ 65 4. CONCLUSION ...................................................................................................... 66


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SECTION 4: TRANSFORMING THE INSTITUTION .................................................... 67 1. INTRODUCTION .................................................................................................. 67 2. THE SCHOOL AS AN INSTITUTION ................................................................... 67 3. QUALITIES OF TEACHERS WHO TRANSFORM SCHOOLS .................... 67 3.1 Teachers who Transform Schools Understand the Context of the

School .............................................................................................. 68 3.2 Teachers who Transform Schools must be able to Work in a Team 68 3.3 Teachers who Transform Schools must have Problem-Solving

Expertise .......................................................................................... 68 3.4 The Teacher as Transformation Agent must Accept Responsibility and Take Ownership. .............................................................................. 69 4. WAYS OF TRANSFORMING SCHOOLS ............................................................. 69 4.1 Policy Change .............................................................................................. 70 4.1.1 Government Policies ........................................................................ 70 4.1.2 School Policies ................................................................................ 70 4.2 Technology Change ..................................................................................... 71 4.3 Ethical Change ............................................................................................. 72 4.3.1 Teach an Ethics of Intellectual Rigour ............................................. 72 4.3.2 Teach an Ethics of Civility ................................................................ 72 4.3.3 Teach an Ethics of Care .................................................................. 72 5 CONCLUSION ...................................................................................................... 73

SECTION 5: TRANSFORMING THE COMMUNITY ..................................................... 74 1. INTRODUCTION .................................................................................................. 74 2. SCHOOLS AND THEIR COMMUNITIES .............................................................. 74 3. TEACHERS AS ESTEEMED LEADERS IN THE COMMUNITY .......................... 75 4. INFLUENCE OF LEARNERS ON THEIR COMMUNITY ...................................... 75 5. CONCLUSION ...................................................................................................... 76

UNIT 4: THE TEACHER AS A REFLECTIVE PRACTITIONER ................................... 76 1. INTRODUCTION .................................................................................................. 76 2. STRUCTURE AND LEARNING OBJECTIVES OF UNIT 4 .................................. 77

SECTION 1: REFLECTIVE PRACTICE IN EDUCATION ............................................. 78 1. INTRODUCTION .................................................................................................. 78 2. DEFINING REFLECTION ..................................................................................... 78 3. REFLECTION-IN-ACTION AND REFLECTION-ON-ACTION .............................. 80 3.1 Reflection-in-Action ...................................................................................... 80 3.2 Reflection-on-Action ..................................................................................... 80 3.3 The Value of Reflection-in-Action and Reflection-on-Action ......................... 81 4. LEVELS OF REFLECTION ................................................................................... 81 4.1 Technical Reflection ..................................................................................... 81 4.2 Practical (Contextual) Reflection .................................................................. 82 4.3 Critical or Dialectical Reflection .................................................................... 82 5. THE FOCUS OF REFLECTION ........................................................................... 83 5.1 Academic Reflection ..................................................................................... 83 5.2 Social Efficacy Reflection ............................................................................. 84 5.3 Developmental Reflection ............................................................................. 84 6. THE BENEFITS OF REFLECTIVE PRACTICE .................................................... 85 6.1 Enhanced Learning ...................................................................................... 85 6.2 Guidance for new Teachers in new Roles .................................................... 85 6.3 Bridging the Gap Between Theory and Practice ........................................... 86


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6.4 Generating Knowledge for Immediate Application ........................................ 86 6.5 Better Understanding of the Role and Identity of the Teacher ...................... 86 6.6 Continuous Learning for Experienced Teachers .......................................... 86 6.7 Benefits for Teachers in Leadership Positions ............................................. 86 7. CONCLUSION ...................................................................................................... 87

SECTION 2: SKILLS OF A REFLECTIVE TEACHER ................................................. 87 1. INTRODUCTION .................................................................................................. 87 2. THE ATTITUDES OF REFLECTIVE PRACTITIONERS ....................................... 87 2.1 Open-Mindedness ........................................................................................ 88 2.2 Responsibility ............................................................................................... 88 2.2.1 Academic Consequences ................................................................ 88 2.2.2 Personal Consequences .................................................................. 89 2.2.3 Social and Political Consequences .................................................. 89 2.3 Wholeheartedness ....................................................................................... 89 3. THE REFLECTIVE CYCLE ................................................................................... 90 3.1 Awareness: Learning to See ........................................................................ 91 3.2 Description of Experience ............................................................................. 91 3.3 Analysis of Experience: Learning to Think Critically and Creating Theory ... 92 3.3.1 Using Experience to Help the Process of Analysis .......................... 92 3.3.2 Information from Other Teachers to Help the Process of Analysis .. 92 3.3.3 Using Frameworks from Research on Education to Help the

Process of Analysis ......................................................................... 92 3.4 Learning to Take Intelligent Action ............................................................... 93 4. REFLECTION IN COMMUNITY ........................................................................... 94 5. CONCLUSION ...................................................................................................... 94

SECTION 3: REFLECTING ON THE CURRENT SITUATION ..................................... 95 1. INTRODUCTION .................................................................................................. 95 2. EXPLORING THE CURRENT SITUATION .......................................................... 95 2.1 “Noticing” the Situation ................................................................................. 96 2.2 Using Teacher Journals................................................................................ 96 2.3 Getting Information and Insight from Other Sources .................................... 97 2.3.1 Learners as a Source of Information ................................................ 97 2.3.2 Other Teachers as a Source of Information ..................................... 97 2.3.3 Academic Writing as a Source of Information .................................. 97 3. DESCRIBING AND REFLECTING ON THE CURRENT SITUATION .................. 98 4. CONCLUSION .................................................................................................... 100

SECTION 4: DEALING WITH − AND CHANGING THE SITUATION ........................ 101 1. INTRODUCTION ................................................................................................ 101 2. DEVELOPING NEW PERSPECTIVES AND COMPETENCES .......................... 101 2.1 Pausing ...................................................................................................... 102 2.2 Openness ................................................................................................... 102 2.3 Learning ..................................................................................................... 102 2.4 Action ......................................................................................................... 102 2.5 Examine Your Values ................................................................................. 102 2.6 Courage...................................................................................................... 103 2.7 Honesty ...................................................................................................... 103 3. CHANGING THE SITUATION ............................................................................ 103 4. EVALUATING THE CHANGE WHICH WAS PUT IN PLACE ............................. 104 5. DEVELOPING AS A REFLECTIVE TEACHER .................................................. 104 DIPLOMA IN GRADE R TEACHING

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5.1 Take the Time to Reflect on the Lessons you Plan or Teach ............................ 104

5.2 Videotape or Audiotape Yourself Teaching ................................................................ 104

5.3 Identify Learners who Seem to Need More Assistance from you .................... 105

5.4 Remind Yourself of the Importance of Attitudes in Reflection ........................... 105

5.5 Follow up Reflection by Action .......................................................................................... 105

5.6 Examine All Implemented Solutions ............................................................................... 105

6. CONCLUSION ..................................................................................................................................... 105

BIBLIOGRAPHY ........................................................................................................................................... 107


128


MODULE 3

COMMUNICATIVE LANGUAGE COMPETENCE

CLC435

STUDENT GUIDE

Level 5

Credits 6


First Edition 2016


129

MODULE 3: COMMUNICATIVE LANGUAGE COMPETENCE STUDENT GUIDE i

CONTENT

STUDENT GUIDE MODU
