1.1.

a) Branches
b) Laws of nature
c) Matter
d) Energy

1.2.1: TRUE. This image likely depicts an activity related to Natural Science, particularly the concept
of "Weather," as it shows kids with umbrellas in the rain, which is a weather phenomenon
related to precipitation.

1.2.2: TRUE. This image also likely depicts an activity related to Natural Science, specifically the
concept of "Seasons," particularly winter, as it shows people warming up with wood fire, which is
a common practice during cold seasons.

1.2.3: FALSE. This image does not seem to relate to any of the three disciplines of Beginning
Knowledge. It appears to be more related to personal hygiene or health rather than Natural
Science concepts such as "Planet Earth and Beyond," "Weather," or "Seasons."

1.3.1 Summer

 Understand the characteristics and changes associated with summer weather.

 Explain how different organisms adapt to and thrive in summer environments.

1.3.2 Wild Animals

 Describe the habitats and behaviors of various wild animals.

 Discuss the importance of biodiversity and the role of wild animals in ecosystems.

1.3.3 Weather

 Differentiate between various weather phenomena such as temperature, precipitation, and

wind.
 Analyze the factors that influence weather patterns and climate.

1.3.4 Water

 Identify different types of bodies of water, including oceans, rivers, lakes, and ponds.
 Explain the water cycle and its significance for sustaining life on Earth.
1.3.5 Seasons

 Describe the characteristics and changes associated with each season.

 Discuss how seasonal variations affect living organisms and ecosystems.

1.3.6 Habitats

 Identify different types of habitats, such as forests, grasslands, deserts, and wetlands.
 Explain how organisms are adapted to their specific habitats and the interdependence
between species and their habitats.

1.3.7 Climate

 Define climate and its long-term patterns and variations.

 Analyze the impact of human activities on climate change and the consequences for the
environment and society.

1.3.8 Earth's Systems

 Describe Earth's major systems, including the atmosphere, hydrosphere, geosphere, and
biosphere.
 Explain the interactions and interdependencies between these systems and how they regulate
Earth's processes and support life.
Question 2

2.1 The technology concept evident in the scenario is "innovation." The creation of the tippy tap
represents an innovative solution to the problem of lack of access to running water for
handwashing. Instead of relying on conventional handwashing facilities, Miss Otsile and her
learners improvised with locally available materials to devise a simple yet effective handwashing
mechanism.

2.2 The three phases that all systems have are:

Input Phase: This is where the system receives information, energy, or resources from its
environment.
Processing Phase: In this phase, the system processes the inputs it received, transforming them
into outputs.
Output Phase: This is where the system releases the processed information, energy, or
resources back into the environment.

2.3.1 Technology as artefacts: The learners and the teacher utilized materials such as plastic
containers, soap, rope, and a stick to create the tippy tap. These physical objects represent
artefacts, which are tangible products or tools created through technological processes.

2.3.2 Technology as knowledge: The teacher and learners applied their understanding of how to
construct the tippy tap based on their knowledge of basic engineering principles and problem-
solving skills. They also gained knowledge about the importance of handwashing in preventing
the spread of diseases like Covid-19.

2.3.3 Technology as activities: The process of designing, constructing, and using the tippy tap
involved various activities. These activities included brainstorming ideas, planning, building,
testing, and refining the handwashing mechanism. Additionally, using the tippy tap became a
regular activity for the learners, ingraining the practice of hand hygiene into their daily routine.

2.3.4 Technology as an aspect of humanity: The implementation of the tippy tap reflects how humans
adapt to their environment and overcome challenges through technological innovation. It also
demonstrates empathy and care for the well-being of others, as the teacher and learners worked
 together to address the issue of limited access to handwashing facilities, ultimately contributing to
the health and safety of their community.

2.4. c) Socio-economic barriers.

In the scenario, the lack of access to running water in the rural school in the Eastern Cape is a
socio-economic barrier. This barrier arises from the economic constraints faced by the community
and the school, leading to inadequate infrastructure such as a lack of running water. The inability
to afford or access basic amenities like running water significantly impacts the ability of the
learners and the school to practice proper hygiene, which is essential for preventing the spread of
diseases like Covid-19. The improvised solution of creating a tippy tap using locally available
materials highlights the resourcefulness and adaptability of the teacher and learners in
overcoming this socio-economic barrier.

Question 3

3.1. It is crucial to teach Social Sciences to Grade R learners because it provides them with
foundational knowledge and understanding of the world around them. Social Sciences help young
learners make sense of their social environment, including their interactions with family, friends,
and the broader community. By learning about different cultures, traditions, and societies, Grade
R learners develop empathy, respect, and appreciation for diversity.

Moreover, Social Sciences teach important life skills such as problem-solving, critical thinking,
and decision-making. Through exploring topics like history, geography, and civics, learners
develop a sense of identity, belonging, and citizenship. They learn about the rights and
responsibilities of individuals within society, fostering values of tolerance, cooperation, and social
justice.

Furthermore, Social Sciences encourage curiosity and inquiry, nurturing a lifelong love of
learning. By engaging with topics relevant to their everyday lives, Grade R learners develop a
deeper understanding of themselves and the world, laying the foundation for future academic
success and active participation in society. Overall, teaching Social Sciences to Grade R learners
is essential for their holistic development and preparation to become informed, responsible, and
engaged citizens.
3.2.1 Conservation: Organize a classroom recycling project where Grade R learners learn about
sorting different types of waste materials into recycling bins. Discuss the importance of
conserving resources and reducing waste to protect the environment.

3.2.2 Cause and effect: Conduct a simple cause-and-effect experiment such as planting seeds and
observing their growth. Grade R learners can witness how providing water and sunlight (cause)
leads to the growth of plants (effect).

3.2.3 Place: Create a classroom map with pictures or symbols representing different places in the
school or community. Grade R learners can explore the map, identifying familiar locations and
discussing their purposes and significance.

3.2.4 Diversity and individuality: Organize a cultural show-and-tell activity where Grade R learners
bring items or share stories from their own cultural backgrounds. This encourages appreciation
for diversity and individuality within the classroom.

3.2.5 Adaptation: Set up a role-playing activity where Grade R learners pretend to be animals
adapting to various habitats. Provide different props and scenarios to demonstrate how animals
change their behavior or physical features to survive in different environments.

3.3.1 Relationships and interdependence

3.3.2 It is the natural curiosity of discovering how things work.

3.3.3 Earth’s atmosphere, resources and physical features.

Question 4

4.1 The topic portrayed in Figure 2 is "Safety Rules." I would present this topic in Term 1 to Grade R learners.

4.2 To introduce the lesson on "Hot days, cold days, sunny days, rainy days, windy days - include
what we wear on these days" to Grade R learners, I would employ various engaging strategies.
Firstly, I would begin by discussing with the learners about different types of weather they
experience, encouraging them to share their own experiences and observations. This could
involve asking questions like "What does the weather look like when it's sunny?" or "How does it
feel when it's rainy?" This would help create a context for the lesson and tap into their prior
knowledge.

Next, I would utilize visual aids such as pictures or flashcards depicting various weather
conditions and appropriate clothing. This visual representation would help make the concept
more concrete and understandable for the learners, especially those who are visual learners.
Additionally, I would incorporate storytelling or role-playing activities where learners can pretend
to dress up for different weather scenarios, further reinforcing the importance of wearing
appropriate clothing for different conditions.

Furthermore, I would introduce simple experiments or demonstrations related to weather, such as

feeling different materials to understand which ones are suitable for cold or hot weather. This
hands-on approach would actively engage the learners and make the lesson more interactive and
memorable. Finally, I would incorporate songs or rhymes related to weather and clothing, adding
a fun and musical element to the lesson while also aiding in retention and recall of the concepts.

4.3 To present the lesson on weather and appropriate clothing to Grade R learners, I would begin by
gathering the learners in a circle and initiating a discussion about different weather conditions
they have experienced. After discussing each type of weather, I would introduce a variety of
clothing items and props representing clothing suitable for each weather condition. Then, I would
guide the learners through a series of developmentally appropriate activities:

 Dress-Up Relay: Divide the learners into teams and set up a relay race where they have to
race to a pile of clothing items and dress up appropriately for a specific weather condition
before running back to tag their teammate.
  Weather Sorting Game: Provide the learners with a collection of clothing pictures or cards and
weather condition pictures. Ask them to match each clothing item to the corresponding
weather condition, encouraging discussion and reasoning.
 Weather Dress-Up Corner: Set up a dramatic play area with dress-up clothes and props
representing different weather conditions. Allow the learners to explore and role-play dressing
up for different weather scenarios, promoting imaginative play and language development.
 Weather Chart Art: Provide the learners with weather charts or templates and art materials.
Encourage them to create their own weather charts, drawing and coloring different weather
conditions and matching clothing items to each.
 Weather Song and Dance: Teach the learners a weather-themed song or dance, incorporating
movements that represent different weather conditions and appropriate clothing choices. This
activity promotes gross motor skills and rhythm while reinforcing the lesson content.

4.4 Four Learning and Teaching Support Materials (LTSM’s) that I would use to enhance learners’
learning of the topic include:

 Weather Flashcards: Visual aids depicting different weather conditions and appropriate
clothing items, helping to reinforce understanding through visual representation.
 Dress-Up Clothes: A collection of clothing items and props representing clothing suitable for
different weather conditions, facilitating hands-on, interactive learning through role-play and
exploration.
 Weather Books: Age-appropriate storybooks or picture books about weather, providing
additional context and vocabulary reinforcement through storytelling.
 Weather Chart: A visual weather chart displaying different weather conditions and appropriate
clothing choices, serving as a reference tool for learners and promoting independent learning
and decision-making.

4.5 Integrating the lesson on weather and appropriate clothing into different Life Skills disciplines:

4.5.1 Personal and Social Well-being: Activity - Weather Helper Rotation. Assign each learner a turn
to be the "Weather Helper" for the day. The Weather Helper will observe the weather outside
and report back to the class, leading a discussion on appropriate clothing choices for the day's
weather. This activity promotes responsibility, observation skills, and social interaction as
learners collaborate to prepare for the weather.

4.5.2 Creative Arts: Activity - Weather Collage. Provide the learners with art materials and encourage
them to create collages depicting different weather conditions and clothing choices. They can
 use a variety of materials such as cotton balls for clouds, tissue paper for rain, and fabric scraps
for clothing. This activity fosters creativity, fine motor skills, and self-expression as learners
explore different textures and materials to represent weather elements and clothing.

4.5.3 Physical Education: Activity - Weather Obstacle Course. Set up an outdoor or indoor obstacle
course with different stations representing various weather conditions. For example, a station
with sprinklers for rain, a fan for wind, and a sun umbrella for sun. Learners navigate the course,
adjusting their movement and clothing choices according to each weather station. This activity
promotes physical activity, gross motor skills, and spatial awareness while reinforcing the
concept of dressing appropriately for different weather conditions.

Question 5

5.1.1 Barriers within the child:

 Language barrier due to unfamiliarity with the isiXhosa language used in the classroom.
 ADHD diagnosis impacting Thabo's ability to concentrate and stay focused during lessons.

5.1.2 Socio-economic barriers:

 Poverty-stricken family background, leading to limited resources and financial constraints.

 Absence of Thabo's mother due to work commitments, resulting in limited parental involvement
and support.

5.1.3 System barriers:

 Overcrowded classrooms due to a high learner-to-teacher ratio, making it challenging for

Thabo to receive individual attention and support.
 Limited resources and infrastructure in the school, contributing to the lack of specialized
support for learners like Thabo with specific learning needs.

5.2.1 Consultation: The teacher can engage in consultation with Thabo's caregivers, such as his
uncle and aunt, to understand his home environment better and gather insights into his specific
needs and challenges. This collaboration can provide valuable information on strategies that
have been effective in supporting Thabo outside of the classroom, allowing the teacher to tailor
his educational experience accordingly.

5.2.2 Collaboration: Collaboration involves working together with other professionals, such as special
educators or counselors, to develop and implement individualized support plans for Thabo. By
collaborating with specialists, the teacher can access additional resources and expertise to
address Thabo's ADHD diagnosis and other learning barriers effectively.
5.2.3 Cooperation: Cooperation entails fostering a supportive classroom environment where all
learners, including Thabo, feel valued and included. The teacher can promote cooperation
among classmates by encouraging peer support and understanding, fostering empathy, and
promoting a culture of acceptance and inclusivity.

5.2.4 Accommodation: To accommodate Thabo's barriers to learning, the teacher can implement
various strategies such as providing extra time for tasks, offering alternative modes of
instruction, breaking down complex tasks into smaller steps, and providing visual aids or cues to
support understanding and engagement. Additionally, the teacher can adjust the learning
environment to minimize distractions and create a conducive space for Thabo to focus and
participate effectively.

5.3.1 E

5.3.2 B

5.3.3 C

5.3.4 D

5.3.5 B

5.3.6 A

5.3.7 C
References:

1) Department of Basic Education. (2011). Curriculum and Assessment Policy Statement. Pretoria,
South Africa: Government Printers.
2) Department of Basic Education. (2019). DBE Grade R English Workbook 2.
3) Mom Goes Camping. (2020). Simple Handwashing Facility [Image]. Retrieved from
https://momgoescamping.com/wpcontent/uploads/2020/10/Simple_handwashing_facility_6908552
507.jpg
4) South Africa. Department of Basic Education. (2019). DBE Grade R English Workbook 2.
5) South Africa. Department of Basic Education. (2019). Grade R Resource Kit.