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Question 1: Teaching three concepts to grade 4 learners.

History: Time and Chronology

To teach time and chronology to grade 4 learners, I would use a variety of methods,
including:

 Visual aids: I would use timelines, charts, and other visual aids to help learners
understand the sequence of events in history. For example, I might create a
timeline of the major events in South African history, or a chart showing the
different eras of human civilization.

 Role-playing: I would have learners role-play different historical events or


figures. This would help them to better understand the past and to see how it has
shaped the present. For example, I might have learners role-play the signing of
the Magna Carta, or the American Revolution.

 Primary sources: I would use primary sources, such as historical documents,


images, and artifacts, to help learners experience history firsthand. For example,
I might show learners a photograph of Nelson Mandela walking out of prison, or a
document from the Second World War.

Geography: Space

To teach space to grade 4 learners, I would use a variety of methods, including:

 Maps and globes: I would use maps and globes to help learners understand the
different spatial features of the world. For example, I might show them a map of
South Africa to identify the major cities and rivers, or a globe to show them the
different continents and oceans.

 Field trips: I would take learners on field trips to different places in their
community or region. This would help them to better understand the different
types of spaces that exist and how they are used. For example, I might take them
to a local museum, park, or farm.
 Hands-on activities: I would have learners do hands-on activities to help them
understand spatial concepts. For example, I might have them draw a map of their
neighborhood or build a model of the solar system.

Geography: Similarity and Difference

To teach similarity and difference to grade 4 learners, I would use a variety of


methods, including:

 Comparative studies: I would have learners compare different places, cultures,


and environments. For example, I might have them compare the climate and
vegetation of South Africa to the climate and vegetation of the United States or
compare and contrast the cultures of different African tribes.

 Case studies: I would have learners’ study specific case studies to learn more
about similarity and difference. For example, I might have them study the case of
the apartheid system in South Africa to learn about the different ways in which
people were treated based on their race.

 Personal experiences: I would have learners share their own personal


experiences of similarity and difference. For example, I might have them share
stories about their friends and family members who come from different
backgrounds.

Question 2: Moderation in assessment practices

Moderation is the process of reviewing and comparing assessments to ensure that they
are fair, consistent, and aligned with the curriculum. It is an important part of
assessment practices, as it helps to ensure that all learners are assessed fairly and
accurately.

There are a few ways to apply moderation in assessment practices. One common
approach is to have two or more teachers mark the same assessments independently.
The teachers can then meet to discuss their marks and to resolve any discrepancies.
Another approach is to use a moderation panel, which is a group of teachers who are
experts in the subject area being assessed. The moderation panel can review
assessments from different schools and provide feedback on the marking and on the
overall quality of the assessments.

Moderation is particularly important in quintile 1 schools, as these schools often have


fewer resources and less experienced teachers. By moderating assessments, schools
can help to ensure that all learners are assessed fairly, regardless of the school they
attend.

Question 3: Teaching approach, methods, and overarching strategy in a grade 4


quintile 1 school

One teaching approach that I would use in a grade 4 quintile 1 school is differentiated
instruction. Differentiated instruction is a teaching approach that tailor’s instruction to the
individual needs of learners. This is important in quintile 1 schools, as there is often a
wide range of abilities and learning styles in the classroom.

To implement differentiated instruction, I would start by assessing the needs of my


learners. I would use a variety of assessment methods, such as formal tests,
observations, and informal conversations with learners and their parents. Once I had
assessed the needs of my learners, I would develop lesson plans that were tailored to
their individual needs. This might involve using different materials, providing different
levels of support, or grouping learners in different ways.

In addition to differentiated instruction, I would also use a variety of teaching methods in


my classroom. Some of the teaching methods that I would use include:

 Direct instruction: This is a teaching method in which the teacher provides


explicit instruction to learners. Direct instruction is especially effective for
teaching new concepts and skills.

 Cooperative learning: This is a teaching method in which learners work


together in small groups to complete tasks. Cooperative learning helps learners
to develop social skills, problem-solving skills, and critical thinking skills.
 Inquiry-based learning: This is a teaching method in which learners are actively
engaged in the learning process. Inquiry-based learning helps learners to
develop their critical thinking skills and to learn how to learn independently.

I would also develop an overarching strategy for teaching in my classroom. This


strategy would be based on the needs of my learners and on the curriculum that I
am teaching. The overarching strategy would guide my lesson planning and
teaching practices.

One overarching strategy that I would use in a grade 4 quintile 1 school is social-
emotional learning. Social-emotional learning is the process of developing the self-
awareness, self-management, social awareness, relationship skills, and responsible
decision-making skills that learners need to succeed in school, work, and life.

To implement social-emotional learning in my classroom, I would start by creating a


safe and supportive learning environment. I would also teach learners about social-
emotional skills and how to use them in their everyday lives. I would also provide
learners with opportunities to practice their social-emotional skills.
Reference(s):

 Bybee, R. W., Taylor, J. A., Gardner, A. B., Van Scotter, P., Powell, J. C., &
Westbrook, S. L. (2009). Teaching science by inquiry in the secondary school:
Third edition. Pearson Merrill Prentice Hall.

 Collaborative for Academic, Social, and Emotional Learning. (2015). What is


social and emotional learning (SEL)? Retrieved from https://casel.org/what-is-sel/

 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B.,
& Pachan, A. B. (2011). The impact of enhancing students' social and emotional
learning: A meta-analysis of school-based programs. American Journal of
Community Psychology, 41, 161-182.

 Heacox, S. (2012). Differentiating instruction in the heterogeneous classroom.


Corwin Press.

 Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1990). Circles of learning:


Cooperation in the classroom. ASCD.

 Kagan, S. (2009). The Kagan cooperative learning classroom: Building


relationships and thinking skills through activities and structures. Jossey-Bass.

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