Question

2.1 DESCRIBE what is meant by a stimulating Foundation Phase learning environment by referring to each of the components listed below. Then, INDICATE a quote from the F-PFS 121 CLG's Unit 2, Section 1 that supports what you described about each component. • Classroom climate. • Creating a print-rich classroom. • Arranging furniture to encourage active learning. • Language and learning. Marks will be awarded as follows: • 2 Marks towards your description of each component that relates to what is meant by a stimulating Foundation Phase classroom. • 2 Marks for each quote. • 2 Marks for correct in-text referencing for each quote. [24] QUESTION THREE 28 Question Three consists of two (2) questions. Read Unit 2, Section 2: Effective Classroom Practice in the Foundation Phase in your F-PFS 121 CLG before answering questions 3.1 and 3.2. Select NEXT to begin this section. 3.1 READ the scenarios below. IDENTIFY the principle of Effective Classroom Practice that each represents, as described by Sherrington (2019). [24] 3.1.1 Mrs. Lottering frequently includes practice tests in her lessons, helping learners become familiar with the format and expectations of formal assessments. (2) 3.1.2 Mrs. Phuti includes challenging extension tasks in her reading lesson plans, ensuring that advanced learners can deepen their comprehension while others receive the support they need. (2) 3.1.3 Mr. Schalk encourages learners to use new vocabulary words in different contexts throughout the day, promoting a deeper understanding and retention of the language. (2) 3.1.4 Mr. Johnson regularly seeks feedback from colleagues and learners, implementing new strategies to enhance his effectiveness and holding himself accountable for his professional growth. (2) 3.1.5 Mrs. Rejoice notices that Johnny struggles with reading but loves drawing, so she includes more visual aids in her lessons to help him grasp the content better. (2) 3.1.6 During math lessons, Mr. Nkosi offers verbal praise for correct answers and constructive feedback for mistakes, helping learners understand what they did well and where they can improve. (2) 3.1.7 When a learner disrupts the lesson, Mr. Nelson calmly stops the behaviour by enforcing the pre-discussed consequence, ensuring the class can continue without further interruption. (2) 3.1.8 Ms. Annamiene plans her term with clear learning goals, but remains flexible in her daily lessons, adapting based on her learners' progress and interests. (2) 3.1.9 Mrs. Edwards starts the lesson with a structured explanation of the new concept, followed by an open-ended activity where learners explore the idea through hands-on experiments. (2) 3.1.10 While explaining phonics, Mr. Athi uses clear, accurate examples and confidently answers learners' questions, showing his deep understanding of the subject. (2) 3.1.11 Mr. Taylor has learners work in small groups to discuss a new topic, allowing them to share their ideas and learn from one another. (2) 3.1.12 Mr. William sets up learning stations with different resources like books, tablets, and art supplies, allowing learners to choose activities that suit their interests and work independently. (2) 3.2 DIFFERENTIATE between reflection 'in' action and reflection 'on' action. [4] QUESTION FOUR 26

2.1 DESCRIBE what is meant by a stimulating Foundation Phase learning environment by referring to each of the components listed below. Then, INDICATE a quote from the F-PFS 121 CLG's Unit 2, Section 1 that supports what you described about each component.

• Classroom climate.
• Creating a print-rich classroom.
• Arranging furniture to encourage active learning.
• Language and learning.

Marks will be awarded as follows:
• 2 Marks towards your description of each component that relates to what is meant by a stimulating Foundation Phase classroom.
• 2 Marks for each quote.
• 2 Marks for correct in-text referencing for each quote.
[24]

QUESTION THREE
28

Question Three consists of two (2) questions.
Read Unit 2, Section 2: Effective Classroom Practice in the Foundation Phase in your F-PFS 121 CLG before answering questions 3.1 and 3.2.

Select NEXT to begin this section.

3.1 READ the scenarios below. IDENTIFY the principle of Effective Classroom Practice that each represents, as described by Sherrington (2019).
[24]

3.1.1 Mrs. Lottering frequently includes practice tests in her lessons, helping learners become familiar with the format and expectations of formal assessments.
(2)

3.1.2 Mrs. Phuti includes challenging extension tasks in her reading lesson plans, ensuring that advanced learners can deepen their comprehension while others receive the support they need.
(2)

3.1.3 Mr. Schalk encourages learners to use new vocabulary words in different contexts throughout the day, promoting a deeper understanding and retention of the language.
(2)

3.1.4 Mr. Johnson regularly seeks feedback from colleagues and learners, implementing new strategies to enhance his effectiveness and holding himself accountable for his professional growth.
(2)

3.1.5 Mrs. Rejoice notices that Johnny struggles with reading but loves drawing, so she includes more visual aids in her lessons to help him grasp the content better.
(2)

3.1.6 During math lessons, Mr. Nkosi offers verbal praise for correct answers and constructive feedback for mistakes, helping learners understand what they did well and where they can improve.
(2)

3.1.7 When a learner disrupts the lesson, Mr. Nelson calmly stops the behaviour by enforcing the pre-discussed consequence, ensuring the class can continue without further interruption.
(2)

3.1.8 Ms. Annamiene plans her term with clear learning goals, but remains flexible in her daily lessons, adapting based on her learners' progress and interests.
(2)

3.1.9 Mrs. Edwards starts the lesson with a structured explanation of the new concept, followed by an open-ended activity where learners explore the idea through hands-on experiments.
(2)

3.1.10 While explaining phonics, Mr. Athi uses clear, accurate examples and confidently answers learners' questions, showing his deep understanding of the subject.
(2)

3.1.11 Mr. Taylor has learners work in small groups to discuss a new topic, allowing them to share their ideas and learn from one another.
(2)

3.1.12 Mr. William sets up learning stations with different resources like books, tablets, and art supplies, allowing learners to choose activities that suit their interests and work independently.
(2)

3.2 DIFFERENTIATE between reflection 'in' action and reflection 'on' action.
[4]

QUESTION FOUR
26

2.1 DESCRIBE what is meant by a stimulating Foundation Phase learning environment by referring to each of the components listed below. Then, INDICATE a quote from the F-PFS 121 CLG's Unit 2, Section 1 that supports what you described about each component.

• Classroom climate.
• Creating a print-rich classroom.
• Arranging furniture to encourage active learning.
• Language and learning.

Marks will be awarded as follows:
• 2 Marks towards your description of each component that relates to what is meant by a stimulating Foundation Phase classroom.
• 2 Marks for each quote.
• 2 Marks for correct in-text referencing for each quote.
[24]

QUESTION THREE
28

Question Three consists of two (2) questions.
Read Unit 2, Section 2: Effective Classroom Practice in the Foundation Phase in your F-PFS 121 CLG before answering questions 3.1 and 3.2.

Select NEXT to begin this section.

3.1 READ the scenarios below. IDENTIFY the principle of Effective Classroom Practice that each represents, as described by Sherrington (2019).
[24]

3.1.1 Mrs. Lottering frequently includes practice tests in her lessons, helping learners become familiar with the format and expectations of formal assessments.
(2)

3.1.2 Mrs. Phuti includes challenging extension tasks in her reading lesson plans, ensuring that advanced learners can deepen their comprehension while others receive the support they need.
(2)

3.1.3 Mr. Schalk encourages learners to use new vocabulary words in different contexts throughout the day, promoting a deeper understanding and retention of the language.
(2)

3.1.4 Mr. Johnson regularly seeks feedback from colleagues and learners, implementing new strategies to enhance his effectiveness and holding himself accountable for his professional growth.
(2)

3.1.5 Mrs. Rejoice notices that Johnny struggles with reading but loves drawing, so she includes more visual aids in her lessons to help him grasp the content better.
(2)

3.1.6 During math lessons, Mr. Nkosi offers verbal praise for correct answers and constructive feedback for mistakes, helping learners understand what they did well and where they can improve.
(2)

3.1.7 When a learner disrupts the lesson, Mr. Nelson calmly stops the behaviour by enforcing the pre-discussed consequence, ensuring the class can continue without further interruption.
(2)

3.1.8 Ms. Annamiene plans her term with clear learning goals, but remains flexible in her daily lessons, adapting based on her learners' progress and interests.
(2)

3.1.9 Mrs. Edwards starts the lesson with a structured explanation of the new concept, followed by an open-ended activity where learners explore the idea through hands-on experiments.
(2)

3.1.10 While explaining phonics, Mr. Athi uses clear, accurate examples and confidently answers learners' questions, showing his deep understanding of the subject.
(2)

3.1.11 Mr. Taylor has learners work in small groups to discuss a new topic, allowing them to share their ideas and learn from one another.
(2)

3.1.12 Mr. William sets up learning stations with different resources like books, tablets, and art supplies, allowing learners to choose activities that suit their interests and work independently.
(2)

3.2 DIFFERENTIATE between reflection 'in' action and reflection 'on' action.
[4]

QUESTION FOUR
26

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