1. **Overlap in Supporting Children’s Learning**: Explaining the Benefits (3 Ways) 2. **Importance of Early Communication**: Teachers and Parents Addressing Learning Challenges (2 Reasons) 3. **D

### 1.1.1 Explain how the overlap between home and school environments can support children’s learning experiences. Mention three ways. (6) **1. Consistent Educational Messages:** - When home and school environments share similar values, rules, and expectations, children receive consistent messages about behavior, effort, and learning. This consistency can reinforce positive habits and attitudes toward education, thereby facilitating a cohesive learning experience. **2. Enhanced Communication:** - An overlap between home and school environments can lead to more effective communication between parents and teachers. Regular and open communication can help in understanding a child's needs, strengths, and areas of improvement, making it easier to provide targeted support and encouragement. **3. Holistic Support:** - When parents and teachers work together, they can provide comprehensive support for the child's overall development. This collaboration can address not just academic needs but also social, emotional, and developmental aspects, creating a well-rounded support system for the child. ### 1.1.2 Why is it important for teachers to communicate suspected learning challenges to parents as soon as possible? Provide two reasons. (4) **1. Early Intervention:** - Early communication about suspected learning challenges allows for timely intervention. When learning difficulties are identified and addressed early, appropriate strategies and supports can be implemented, potentially mitigating the impact of these challenges on the child's academic progress. **2. Parental Involvement:** - Informing parents promptly involves them in the process, enabling them to support their child effectively at home. Parents equipped with knowledge about their child's learning challenges can collaborate with teachers and possibly seek additional resources, such as tutoring or educational therapy, to support their child's learning. ### 1.2 Draw a diagram with labels to show the structure of a school governing body (SGB). (8) ``` School Governing Body (SGB) / | \ / | \ Chairperson Parents Principal Teachers Learners Non-Teaching Staff \ / \ | | / Parents Principal Teachers Learners Non-Teaching Staff ``` (Note: This is a textual representation. A proper diagram would typically be drawn with boxes or circles connected by lines representing the hierarchy and relationships among members.) ### 1.3 Mention three responsibilities of the SGB. (6) **1. Financial Management:** - The SGB is responsible for managing the school’s finances, including budgeting, fundraising, and overseeing the proper allocation and use of funds. **2. Policy Development:** - The SGB develops and enacts school policies that align with both educational regulations and the specific needs of the school community. These policies can cover areas such as discipline, safety, and inclusivity. **3. Infrastructure Maintenance:** - The SGB ensures that the school's infrastructure is adequately maintained. This includes overseeing repairs, upgrades, and ensuring that facilities are safe and conducive to learning. ### 1.4 Discuss three reasons parents are often reluctant to become members of the SGB. (6) **1. Time Constraints:** - Many parents are hesitant to join the SGB due to time constraints. Balancing work commitments, home responsibilities, and participating in SGB activities can be challenging for many parents. **2. Lack of Knowledge or Confidence:** - Some parents may feel that they lack the expertise or knowledge needed to contribute effectively to the SGB. This lack of confidence can deter them from taking on what they perceive to be a demanding role. **3. Perceived Ineffectiveness:** - Parents might be reluctant to join the SGB if they believe it does not have real power or influence. If past experiences or perceptions suggest that the SGB is merely a formality without substantial impact, parents may not see the value in participating.