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Image of a classroom with a teacher and young children sitting in a circle, with educational toys and posters visible around them.

During your observation period, sit in and observe your mentor teacher in grade R doing the morning introductory ring activity of the daily programme. 1. What teaching strategy did your mentor teacher use? 2. What types of resources were made available to the children? Name at least three. 3. Did the children develop any mathematical concepts from the activity? Name two of them. If they did not develop any, which concepts would you have included if you had to plan the lesson?

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Image of a teacher and children engaged in a learning activity with blocks, books, and a chalkboard visible in the background.

During your observation period, sit in and observe your mentor teacher doing the morning introductory ring activity of the daily programme. 1. What teaching strategy did your mentor teacher use? 2. What types of resources were made available to the children? Name at least three. 3. Did the children develop any mathematical concepts from the activity? Name two of them. If they did not develop any, which concepts would you have included if you had to plan the lesson?

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Illustration of a diverse classroom with children of different ethnicities, one using a wheelchair, while the teacher explains a lesson using visual aids and multiple languages to engage all students effectively.

Describe the diversity present in the classroom (backgrounds, cultures, and so on). Explain how the mentor teacher adapted their teaching and learning because of the specific class dynamics and describe how it influenced the learner neither positively and negatively.

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Image of a classroom with second-grade students working in small groups, using tablets and interactive tools while the mentor teacher supervises and guides.

Describe how your mentor teacher integrated 21st-century skills into the teaching and learning process for grade 2: communication, creativity, collaboration and critical thinking

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Image of a classroom wall with a daily programme chart showing a sequence of daily activities with corresponding clock times illustrated to help Grade R students learn the concept of time. Each time slot is paired with simple graphics depicting events like reading, playtime, lunch, and naptime.

Use the simplified lesson plan template to plan a mock lesson for Grade R where you will use the DAILY PROGRAMME displayed in the classroom, to teach the concept of time according to CAPS. In your mock lesson plan, include pictures (in the space provided at the bottom of the template) to show the sequence of events as they happen every day

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Illustration showing a series of simple clocks with different times, alongside pictures of daily classroom activities such as story time, play time, lunch, and nap time to teach the concept of time to Grade R students.

Use the simplified lesson plan template to plan a mock lesson for Grade R where you will use the DAILY PROGRAMME displayed in the classroom, to teach the concept of time. In your mock lesson plan, include pictures (in the space provided at the bottom of the template) to show the sequence of events as they happen every day

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Illustration of a simplified lesson plan template with images at the bottom showing a daily schedule sequence like sunrise, breakfast, school time, playtime, dinner, and bedtime, to teach the concept of time to Grade R students.

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Image of a classroom wall with a daily schedule chart displaying different daily activities like reading, lunch, and playtime, marked at specific times to teach the concept of time management to students.

Use the simplified lesson plan template to plan a mock lesson where you will use the DAILY PROGRAMME displayed in the classroom, to teach the concept of time. In your mock lesson plan, include pictures (in the space provided at the bottom of the template) to show the sequence of events as they happen every day

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Drawing of a young boy named Tom enthusiastically telling a story to his peers at a daycare center, with his granny smiling proudly in the background.

Tom is a 4-year-old boy who stays with his granny in a village. Every evening his granny tells him short bedtime stories. He enjoys storytelling. He has just been admitted at a local daycare centre and the teacher is impressed by how Tom retells the stories to his peers at the centre. His language is characterised by more complex sentences that resemble that of older children. 1.1 Describe the language stage that Tom displays. Give concrete examples to support your answer. (15) 1.2 How can Tom’s grandmother employ advanced strategies and techniques to strengthen and promote his language skills through supplementary activities? (5) 1.3 Recommend ways that you as a teacher can explore to advance the literacy development of children like Tom. (10)

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Illustration comparing Jean Piaget's Cognitive Development Theory and Lev Vygotsky's theory through visual representations of key concepts and stages in learning and development.

Learning theories are important in the process of learning and teaching. In the light of the above statement compare Jean Piaget’s (1860–1980) Cognitive Development Theory and Lev Vygotsky’s theory (1986–1934) in terms of their focus and contribution to the teaching and learning process.

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Illustration of a dilapidated school building with a broken fence, graffiti on walls, and scattered trash, symbolizing the physical elements of a poor-quality environment in a school setting.

Trinity Secondary School is a non-paying fee school situated in the Gauteng Province. There is no security system in place and the school fence was cut in several places because the community use the school as a short cut to a taxi rank. This resulted in some classes being severely vandalized. The school has 26 teachers over 600 learners from Grade 7 to Grade 12. The school had been classified as a poor performing school in the Gauteng province based on the learner performance for the past three years in the Senior Certificate Examination (Grade 12). Apart from the physical concerns on campus, the school was plagued by serious disciplinary problems and a governing body that had been ineffective since being elected. On daily bases, the principal was overwhelmed with interviewing parents and learners relating to disciplinary issues. It appeared that the principal was not coping with poor learner discipline and uncooperative parents. The principal alone had to resolve recurring schoolbased violence among learners, teachers and learners coming late to school and he had to attend to learners who refuse to do their homework. The district had received numerous complaints from parents and other members of the community about the learner performance and discipline at Trinity Secondary School. The enrolment had declined steadily over the past three years. What does quality mean in the context of the above scenario? Base your response on the quality of the environment. Your discussion should focus on the following aspects: 3.1.1 Physical elements 3.1.2 Psychosocial elements and their importances(ineffective SGB, undisciplined learners, uncooperative parents, prevalence of school based violence and classroom and management discipline) 3.1.3 Service delivery at schools

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Question: Question 2 2.1. Read the text below and identify the seven (7) different roles that Miss Nice displayed. Give an example of how Miss Nice displayed each of the roles Text: Secondary school teacher Miss Nice sees her career as an investment in a more equal future for rural area kids who might be interested in pursuing careers in agriculture and STEM. “Kids can sell themselves short out here,” Miss Nice says. “I try to empower them and make sure they don’t feel limited by anything.” Miss Nice, who teaches grades 7 to 9 in a rural school, is passionate about introducing her learners to new technologies and encouraging them to pursue their interests. She recently applied for and brought an iFarm, a fully computerised and interactive farm science research station, to her school. “Opening their eyes is so special,” Miss Nice enthuses. “When you show them something new and you see them light up with excitement, it is so worth it.” For Miss Nice, it is important for young learners to see women succeeding in agriculture. “There are a lot of young female learners I teach that are so passionate and clever when it comes to agriculture,” she says. This year, Miss Nice’s learners were gifted with two beautiful ribbons after participating in the School Merino Wether Challenge, an annual event which educates learners and teachers about the merino industry. These ribbons serve as a daily reminder for Ms. Nice of how she is inspiring her learners to follow their passions and making an impact on her learners’ lives. One of Miss Nice’s learners, who wants to work in agriculture, told her that the challenge was a great learning experience. “It is such a privilege to witness your learners growing in their confidence, engaging with current industry leaders and being inspired to make a difference,” Miss Nice says. Recently, Ms Nice asked her learners what they wanted to be when they grew up. She was moved when one of her learners piped up, “I think I’d like to be a Miss Nice.” “It meant so much to me to hear that," she explains. “I had many wonderful teachers throughout my school years, and it has always been my mission to make sure my learners felt they could look up to me the way I looked up to my teachers in the past.” She adds, “Being involved in young learners’ education is a privilege, and one that constantly challenges me to never stop learning and be better than I was yesterday.” For Miss Nice, the two ribbons remind her of this privilege every day. The seven roles are: learning mediator, Interpreter and designer of learning programmed and materials, Leader, administrator and manager, Scholar, researcher and lifelong learner, Community, citizenship and pastoral role,Assessor, Learning area/subject/discipline/phase specialist

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