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Question: 100 TPG1501/Assessment 3 /0/2025 15 ACTIVITY 1: MORNING RING You observed the mentor teacher being actively involved with the children during the morning ring. What activities did the teacher do during the morning ring? (1) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… What do you think is the aim of the morning ring activities? (1) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Did the teacher discuss a weather chart? If so, how did she/he do it? (2) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… SECTION A: INCLUSIVE EDUCATION 16 ACTIVITY 2 Read the statement provided below and then answer the questions that follow. The Department of Basic Education conceptualizes an inclusive school as a school that has the capacity to respond to diversity by providing education appropriate for the individual needs of learners, irrespective of disability, differences in learning style or social difficulties. The Department expects every teacher at an inclusive school to have a repertoire of methods for supporting both curricular and institutional transformation. Additional support should also be available to both the learners and the teachers involved. Think of a learner with a health condition who might be in the classroom and answer the following questions: 2.1 Briefly describe the health condition of the learner. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2.2 Identify and describe the barriers that the learner could experience. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… TPG1501/Assessment 3 /0/2025 17 2.3 Discuss the learner's strengths. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2.4 How did the mentor teacher address the potential barriers that a learner with a health problem could experience? (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ACTIVITY 3 “No two children are the same.” Observe one group of children in the classroom and answer the following questions: 3.1 Are all the learners the same? How do the learners differ from one another and in which ways are they the same? Provide examples to support your answer. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 3.2 From your observations, why are the learners not the same? (1) 18 ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 4 Observe a learner who experiences barriers to learning. List the aspects that you have identified in the learner's behaviour, appearance and/or conduct that may indicate possible barriers to learning. 4.1 Behaviour in class (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.2 Emotional signs (e.g., aggressive towards other learners) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 19 4.3 Appearance (e.g., neglected) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.4 Social interaction and relationships (e.g., no friends in class) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.5 Intellectual capabilities (e.g., very slow learner, poor language development) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.6 Other aspects (e.g., part of a child-headed household) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 20 ACTIVITY 5 From your observations, how did the mentor teacher support the children who experience barriers to learning during activities and lessons? (Ask the mentor teacher for assistance with this activity, if necessary (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 6 This activity is based on what you are learning and observing in the Grade R classroom. 6.1 Your mentor teacher created a play-based Grade R activity that demonstrates the direct method. Describe the following elements of the activity: Indoor or outdoor activity (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... SECTION B: CHILD DEVELOPMENT IN THE EARLY YEARS 21 TPG1501/Assessment 3/0/2025 Resources the learners will use for learning (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 6.2 Critically discuss what the teacher does to enhance the learners' sense of belonging in the classroom by referring to two observed/demonstrated practical examples. Here are a few guiding questions to help your observation: What does the teacher do? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... How does the teacher speak to the learners? (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 22 How is the classroom enhancing or hindering the learners' sense of belonging? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 7 Interview the teacher of the class observed for 6.1. Draft four interview questions based on what you found interesting or would like to learn more about regarding children's sense of belonging in the Grade R classroom. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 23 ACTIVITY 8 In the Emergent Literacy module, you learnt that storytelling is a teacher-guided activity that must be presented to a Grade R class according to the daily programme. Observe your mentor teacher presenting a storytelling lesson. Answer the following questions to describe your observations: 8.1 Title of story ................................................................................................................................................... ................................................................................................................................................... Write a summary of the story. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... (2) 8.2 A skilful reader demonstrates certain skills before, during and after the reading process. Briefly explain the storytelling lesson by focusing on what the mentor teacher did in respect of each stage. Before reading (2) ................................................................................................................................................... ................................................................................................................................................... SECTION B: EMERGENT READING 24 During reading (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... After reading (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.3 What strategies did your mentor teacher use to promote emergent reading skills? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 25 8.4 List and explain two advantages that you can identify from this read-aloud/storytelling activity. (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.5 Explain one aspect you observed that you would like to embrace as a teacher when you present a storytelling lesson. Substantiate your answer with a comprehensive reason. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.6 Indicate one aspect you observed that you felt was not effective during the storytelling activity and explain how you would approach this aspect differently. (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 26 ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 9 Discuss with your mentor teacher the approach that he/she uses to teach language. Write down your questions and the teacher's answers and provide examples of his/her approach based on your observations. (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 9.1 Compare the mentor teacher's approach to teaching language with the theories you have learnt about language acquisition. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3/02025 27 READING READINESS ACTIVITY10 10.1 Observe the learners in your Grade R class during your teaching practice for signs that their emergent reading is unfolding. Choose one learner and explain the signs/behaviours that indicate to you that her/his emergent reading abilities are developing. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 10.2 Insert an example template of the assessment that your mentor teacher uses to assess reading readiness in his/her Grade R learners. (2) 28 10.3 Insert the assessment in 10.2 again. This time, complete it by assessing the learner you identified in 10.1 as being reading ready, based on certain signals/behaviours you observed. (2) TPG1501/Assessment 3 /0/2025 29 Over the next two days of teaching practice, observe two lessons that your mentor teacher plans and presents. Complete the following form to report on your observations: ACTIVITY 11 OBSERVATION OF LESSON Subject: Emergent Mathematics Date of observation: Theme and topic of lesson: ................................................................................................................................................... ................................................................................................................................................... Beginning of lesson: What strategies did the teacher use to gain the learners' attention? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... Middle of the lesson: Briefly discuss (new) knowledge or skills that the teacher focused on during the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... SECTION C: EMERGENT MATHEMATICS 30 List the teaching and learning support materials (TLSM) that the teacher used in the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... Briefly discuss how the teacher ended the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... In your view, what activity, presented as part of the lesson, did the learners enjoy most? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 31 ACTIVITY 12 Mathematical games such as snakes and ladders can provide children with opportunities to experience mathematical concepts. You watched the mentor teacher teaching a mathematics lesson using this game. The children were actively involved during the lesson. 12.1 Explain how the teacher explained the mathematical game to the children. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 12.2 Which mathematical concepts did the children learn in the game? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 32 ................................................................................................................................................... ................................................................................................................................................... 12.3 What rules of the game (how to play the game) did the teacher explain to the children? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 33 ACTIVITY 13 Lesson steps and activities for the lesson referred to in activity 12 (3) Step 1: Introduction Step 2: Core (playing the game) (2) Add a photograph of learners taking part in the game. (Remember, learners' faces must not be visible in the picture.) (1) Step 3: Conclusion of the lesson (end of game) (1) TPG1501/Assessment 3 /0/2025 35 REFLECTION In what way was the lesson successful? .................................................................................................................................................. .................................................................................................................................................. Were the lesson outcomes achieved? .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. What will you do differently if you have to repeat the lesson? .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. MENTOR TEACHER'S REPORT .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. Signed by mentor teacher: ................................ Date: ............................ 36 ACTIVITY 14 Read the case study provided below and answer the questions that follow. Case study question You are a Grade R teacher at a school in one of the provinces in South Africa. Recently, a new learner, Nozipho (a fictional name), joined your class. Nozipho, who is four years old, has migrated from another province to live with an aunt, owing to her having been orphaned. The aunt is a single parent of five children, aged two, five and five years. Since the aunt has only a part-time job, she depends on a social grant to be able to take care of her family. Your school is located in an urban township. The learners in your school speak more than five South African languages but are taught Life Skills and other subjects in English. The African languages offered in your school, at first-language level, include Sesotho, Setswana, Tshivenda and isiZulu. Your school also accommodates learners from neighbouring countries who learnt other African languages in primary school. Nozipho is unfamiliar with the local African languages that are spoken by the other learners. Although you teach Life Skills in English, you have noted that the learners tend to code-switch when they work in groups. You have also noticed that the code-switching tends to enhance their learning experience. Nozipho speaks with the rich accent of her mother tongue (isiXhosa), distinguishing her from the other learners. She also seems to be shy and isolated, speaking only when she is asked to respond to a question. On several occasions, you have seen other learners whispering and giggling among themselves after Nozipho answered a question. However, two learners seemed to act differently, reprimanding their classmates for their poor behaviour. Although she appears to realise that she has some support, Nozipho continues to be withdrawn, clearly preferring to be left alone. Answer the following questions: SECTION D: PARTNERSHIP WITH FAMILY AND COMMUNITY TPG1501/Assessment 3 /0/2025 37 14.1 How would you describe this classroom in terms of learners in a diverse context? Support your answer by giving your own reasons. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 14.2 How would you help Nozipho to settle into the classroom and how can you engage her in classroom activities? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 14.3 What can you teach learners in this situation? Provide two examples in your answer. (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 38 14.4 Who can you involve inside and outside the school to support Nozipho? What role could those concerned play? (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 15 Discuss the role of school–community partnerships. (5
### Section A: Inclusive Education #### ACTIVITY 1: MORNING RING 1. What activities did the teacher do during the morning ring? (1) - The teacher engaged children in singing songs, reciting rhymes, discussing the day's schedule, and sharing personal news or events. 2. What do you think is the aim of the morning ring activities? (1) - The aim is to build a sense of community, establish a routine, improve language and social skills, and prepare children for the day ahead. 3. Did the teacher discuss a weather chart? If so, how did she/he do it? (2) - Yes, the teacher discussed the weather chart by asking the children to look outside and describe the weather. She used pictures and symbols to represent different weather conditions and involved the children in placing the appropriate symbol on the chart. #### ACTIVITY 2 1. Briefly describe the health condition of the learner. (1) - The learner has asthma, a condition that affects their breathing and may require them to use an inhaler. 2. Identify and describe the barriers that the learner could experience. (1) - The learner could experience difficulty participating in physical activities, frequent absences due to illness, and anxiety about their condition. 3. Discuss the learner's strengths. (1) - The learner is resilient, has strong problem-solving skills, and is good at managing their time effectively to keep up with schoolwork. 4. How did the mentor teacher address the potential barriers that a learner with a health problem could experience? (1) - The mentor teacher ensured the learner had easy access to their inhaler, provided a quiet space for rest, and modified physical activities to accommodate their needs. #### ACTIVITY 3 1. Are all the learners the same? How do the learners differ from one another and in which ways are they the same? Provide examples to support your answer. (3) - The learners are not the same; they differ in learning styles, cultural backgrounds, and interests. For example, one learner might excel in visual arts while another is strong in mathematics. However, they share some similarities, such as being curious, eager to learn, and generally following the same classroom rules. 2. From your observations, why are the learners not the same? (1) - The learners are not the same because they come from diverse backgrounds with different life experiences, abilities, and learning styles. #### ACTIVITY 4 1. Behaviour in class (1) - The learner often appears distracted and has trouble focusing on tasks. 2. Emotional signs (e.g., aggressive towards other learners) (1) - The learner shows signs of frustration and occasionally acts out aggressively when they are unable to understand the material. 3. Appearance (e.g., neglected) (1) - The learner's appearance is sometimes unkempt, with clothes that are not always clean or properly fitted. 4. Social interaction and relationships (e.g., no friends in class) (1) - The learner has difficulty making friends and often plays alone during recess. 5. Intellectual capabilities (e.g., very slow learner, poor language development) (1) - The learner is a slow reader and struggles with language development, lagging behind their peers in literacy skills. 6. Other aspects (e.g., part of a child-headed household) (1) - The learner is part of a child-headed household and often has to take on caregiving responsibilities for younger siblings. #### ACTIVITY 5 1. How did the mentor teacher support the children who experience barriers to learning during activities and lessons? (4) - The mentor teacher used differentiated instruction, provided additional resources, involved a teaching assistant, and gave the learners extra time to complete tasks. ### Section B: Child Development in the Early Years #### ACTIVITY 6 1. Indoor or outdoor activity (1) - The activity was an indoor learning center focused on building blocks and puzzles. 2. Resources the learners will use for learning (1) - The learners used building blocks, puzzles, picture cards, and storybooks for their activities. 3. What does the teacher do to enhance the learners' sense of belonging in the classroom by referring to two observed/demonstrated practical examples? (2) - The teacher greets each learner by name and acknowledges their efforts, and she creates group activities where learners must collaborate, fostering a team spirit. 4. How does the teacher speak to the learners? (1) - The teacher speaks to the learners in a warm, encouraging tone, giving clear instructions and positive reinforcement. 5. How is the classroom enhancing or hindering the learners' sense of belonging? (2) - The classroom enhances belonging by displaying learners' artwork and having a cozy reading corner but could hinder it by not having enough culturally diverse materials. #### ACTIVITY 7 1. Draft four interview questions based on what you found interesting or would like to learn more about regarding children's sense of belonging in the Grade R classroom. (3) - How do you ensure that all children feel included in classroom activities? - What strategies do you use to handle conflicts between learners? - How do you foster a supportive classroom environment? - Can you give an example of how you have helped a shy or withdrawn learner become more engaged? ### Section C: Emergent Literacy #### ACTIVITY 8 1. Title of story (2) - "The Brave Little Lion" - Summary: The story is about a small lion who overcomes his fears and helps his friends by being brave and resourceful. 2. Before reading (2) - The teacher introduced the story by discussing the cover and asking learners to predict what the story might be about. 3. During reading (2) - The teacher used different voices for characters and paused to ask questions, ensuring engagement and comprehension. 4. After reading (2) - The teacher led a discussion about the moral of the story and invited learners to share their favorite parts. 5. What strategies did your mentor teacher use to promote emergent reading skills? (2) - The teacher used repetitive phrases, picture clues, and engaged learners in storytelling. 6. List and explain two advantages of the read-aloud/storytelling activity. (2) - Enhances listening skills and vocabulary development. - Promotes a love for reading and storytelling. 7. Explain one aspect you observed that you would like to embrace as a teacher when you present a storytelling lesson. Substantiate your answer with a comprehensive reason. (1) - I would use different character voices to make the story more engaging, as it helps maintain children's interest and improves their comprehension. 8. Indicate one aspect you observed that you felt was not effective during the storytelling activity and explain how you would approach this aspect differently. (2) - The teacher did not include enough interactive questioning. I would incorporate more opportunities for learners to predict, infer, and relate the story to their experiences. #### ACTIVITY 9 1. Discuss with your mentor teacher the approach that he/she uses to teach language. Write down your questions and the teacher's answers and provide examples of his/her approach based on your observations. (4) - Questions might include: How do you introduce new vocabulary? What role does storytelling play in language teaching? 2. Compare the mentor teacher's approach to teaching language with the theories you have learnt about language acquisition. (3) - My mentor's approach largely aligns with Vygotsky's theory of social interaction being crucial for language development, as well as Chomsky's idea of using natural language experiences. #### ACTIVITY 10 1. Choose one learner and explain the signs/behaviours that indicate to you that her/his emergent reading abilities are developing. (3) - The learner recognizes and names letters, points to words in books when 'reading,' and tries to write their name. 2. Insert an example template of the assessment that your mentor teacher uses to assess reading readiness. (2) - Example template not provided here. 3. Complete the assessment by assessing the learner you identified in 10.1. (2) - Completed assessment not provided here. ### Section D: Partnership with Family and Community #### ACTIVITY 11 1. Observation of Lesson - Strategies to gain the learners' attention included clapping patterns and a catchy song. 2. Middle of lesson - Focused on the concept of counting and recognizing numbers up to 10. 3. Teaching and learning support materials (TLSM) - Used number cards, counters, and a whiteboard. 4. End of lesson - The teacher summarized the lesson and asked a few questions to check understanding. 5. Activity that the learners enjoyed most - The learners enjoyed a counting game that involved physical movement and cooperation. #### ACTIVITY 12 1. Explain how the teacher explained the mathematical game to the children. (3) - The teacher described the rules clearly, demonstrated the game, and allowed the children to ask questions. 2. Which mathematical concepts did the children learn in the game? (2) - They learned number recognition, counting, and basic addition and subtraction. 3. Rules of the game - The teacher explained how to move the pieces by rolling the dice and how to climb ladders or slide down snakes based on the numbers. #### ACTIVITY 13 1. Lesson steps and activities (3) - Introduction: Teacher introduces the game and explains the rules. - Core: Children play the game in small groups, practicing counting and number recognition. - Conclusion: Teacher discusses what the learners enjoyed and reviews the concepts learned. #### REFLECTION 1. In what way was the lesson successful? - The lesson was engaging, and learners actively participated and enjoyed learning through play. 2. Were the lesson outcomes achieved? - Yes, the learners demonstrated an understanding of the concepts taught. 3. What will you do differently if you have to repeat the lesson? - I would incorporate more visual aids and perhaps a collaborative activity at the end. #### MENTOR TEACHER'S REPORT - Mentor teacher's signature and date. #### ACTIVITY 14 1. How would you describe this classroom in terms of learners in a diverse context? - The classroom is diverse with learners from various cultural backgrounds, language differences, and socio-economic statuses. 2. How would you help Nozipho settle into the classroom and engage her in activities? (2) - I would create a buddy system pairing her with a supportive peer and incorporate her culture into lessons to make her feel valued and included. 3. What can you teach learners in this situation? (4) - Importance of empathy and kindness. - Value of diversity and learning about different cultures. 4. Who can you involve inside and outside the school to support Nozipho? (4) - Involve school counselors, local community groups for social support, and language tutors to help her with English and local languages. ### Additional Activities #### ACTIVITY 15 1. Discuss the role of school–community partnerships. (5) - School–community partnerships play a crucial role in providing comprehensive support to learners. They enhance educational experiences through access to additional resources, promote social and emotional well-being by involving families and community services, and foster a sense of belonging by integrating community values and cultures into the school environment. Effective partnerships can address diverse learners' needs by leveraging community expertise and creating a network of support that extends beyond the classroom.
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