, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1 - Instructional Context and Learning Needs
Item Response
Subject English Home Language
Grade / Phase Grade 7 / Senior Phase
Topic Transactional Writing: Giving Instructions and Directions
Duration of
60 minutes
the lesson
This lesson is designed for a contact, classroom-based learning environment
in a typical South African public school. The school is assumed to be
moderately resourced, with access to a chalkboard/whiteboard, basic
Learning
stationery, and photocopied worksheets. While some learners may have
context
access to digital devices, the lesson is planned to be accessible without
reliance on technology. The class is in an urban setting, but the lesson content
can be easily adapted for a rural context.
Learners are approximately 12-13 years old, in Grade 7. This is a pivotal year
that builds the bridge between the Intermediate Phase and the Senior Phase
(ISC3701, Study Guide, p. 31). Learners bring diverse prior knowledge,
interests, language proficiencies, and learning barriers. They are at a
developmental stage where they benefit from engaging, practical writing
tasks. Their background knowledge includes basic writing skills, exposure to
various text types, and an understanding of simple sentence structures. Some
Learner
learners may have limited English proficiency, requiring additional support.
profile
There may be learners with learning barriers such as dyslexia or ADHD, and
the lesson must be inclusive. The class is likely to be culturally and
linguistically diverse, reflecting the South African context. Their interests
often lie in practical, relatable tasks that connect to their daily lives. As Killen
(2024, p. 41) notes, learners' attitudes towards school and learning
significantly influence their engagement, and positive, relevant tasks help to
build motivation.
Lesson Outcome: By the end of this lesson, learners will be able to write a
Lesson
clear set of instructions or directions for a practical task, using imperative
outcome and
verbs, logical sequencing, and appropriate spatial vocabulary. They will also
Curriculum
be able to identify and correct common errors in instruction writing. This
link
aligns with the CAPS curriculum requirements for Grade 7 English Home
, Item Response
Language, specifically the focus on Transactional Writing. CAPS requires
learners to demonstrate the ability to write purposefully and organise their
ideas for real-world communication (Killen, 2024, p. 11). This lesson links to
the writing and presenting skills strand, focusing on learners' ability to express
ideas clearly and follow a logical sequence, reflecting the principle that the
curriculum promotes knowledge in local contexts while being sensitive to
global imperatives (ISC3701, Study Guide, p. 19).
Difference between teaching and instruction:
Teaching is a holistic, complex endeavour that goes beyond simply presenting
information. It involves facilitating meaningful learning, considering the
learner's development, and building a supportive relationship. Instruction, on
the other hand, refers to the planned, purposeful activities and methods used
during a lesson to achieve specific learning goals. Instruction is a key
component of teaching, designed with a specific purpose to contribute to
learning and educational value. Teaching is holistic and includes instruction,
while instruction is the planned and purposeful aspect of teaching that guides
learning (ISC3701, Study Guide, p. 15). According to Killen (2024, p. 29),
good teaching is no longer about helping learners to accumulate knowledge
that is passed on to them by the teacher; it is about helping learners to make
sense of new information and apply their new understandings in meaningful
Teaching and
and relevant ways.
instruction
How my lesson demonstrates planned and purposeful instruction:
My lesson is an example of planned and purposeful instruction because it is
designed with a clear learning outcome and a structured sequence of activities.
Every activity is chosen to move learners towards the goal of writing effective
instructions and directions. The lesson uses a scaffolding approach, first
modelling the skill, then providing guided practice, and finally allowing for
independent application. This deliberate planning ensures that the instruction
is focused and contributes directly to the learning objective, demonstrating the
principle that instruction is a designed educational experience (ISC3701,
Study Guide, p. 15). As Killen (2024, p. 86) emphasises, careful planning
helps to clarify what you want students to learn and to consider multiple ways
of helping learners achieve those goals.
Learning Mediator: The identified teacher role is that of a Learning
Mediator. According to the Norms and Standards for Educators, this is a core
Teacher
role where teachers mediate learning in a manner that is sensitive to the
responsibility
diverse needs of learners (ISC3701, Study Guide, p. 15). This role is
particularly important in this lesson because the topic of giving instructions
Question 1 - Instructional Context and Learning Needs
Item Response
Subject English Home Language
Grade / Phase Grade 7 / Senior Phase
Topic Transactional Writing: Giving Instructions and Directions
Duration of
60 minutes
the lesson
This lesson is designed for a contact, classroom-based learning environment
in a typical South African public school. The school is assumed to be
moderately resourced, with access to a chalkboard/whiteboard, basic
Learning
stationery, and photocopied worksheets. While some learners may have
context
access to digital devices, the lesson is planned to be accessible without
reliance on technology. The class is in an urban setting, but the lesson content
can be easily adapted for a rural context.
Learners are approximately 12-13 years old, in Grade 7. This is a pivotal year
that builds the bridge between the Intermediate Phase and the Senior Phase
(ISC3701, Study Guide, p. 31). Learners bring diverse prior knowledge,
interests, language proficiencies, and learning barriers. They are at a
developmental stage where they benefit from engaging, practical writing
tasks. Their background knowledge includes basic writing skills, exposure to
various text types, and an understanding of simple sentence structures. Some
Learner
learners may have limited English proficiency, requiring additional support.
profile
There may be learners with learning barriers such as dyslexia or ADHD, and
the lesson must be inclusive. The class is likely to be culturally and
linguistically diverse, reflecting the South African context. Their interests
often lie in practical, relatable tasks that connect to their daily lives. As Killen
(2024, p. 41) notes, learners' attitudes towards school and learning
significantly influence their engagement, and positive, relevant tasks help to
build motivation.
Lesson Outcome: By the end of this lesson, learners will be able to write a
Lesson
clear set of instructions or directions for a practical task, using imperative
outcome and
verbs, logical sequencing, and appropriate spatial vocabulary. They will also
Curriculum
be able to identify and correct common errors in instruction writing. This
link
aligns with the CAPS curriculum requirements for Grade 7 English Home
, Item Response
Language, specifically the focus on Transactional Writing. CAPS requires
learners to demonstrate the ability to write purposefully and organise their
ideas for real-world communication (Killen, 2024, p. 11). This lesson links to
the writing and presenting skills strand, focusing on learners' ability to express
ideas clearly and follow a logical sequence, reflecting the principle that the
curriculum promotes knowledge in local contexts while being sensitive to
global imperatives (ISC3701, Study Guide, p. 19).
Difference between teaching and instruction:
Teaching is a holistic, complex endeavour that goes beyond simply presenting
information. It involves facilitating meaningful learning, considering the
learner's development, and building a supportive relationship. Instruction, on
the other hand, refers to the planned, purposeful activities and methods used
during a lesson to achieve specific learning goals. Instruction is a key
component of teaching, designed with a specific purpose to contribute to
learning and educational value. Teaching is holistic and includes instruction,
while instruction is the planned and purposeful aspect of teaching that guides
learning (ISC3701, Study Guide, p. 15). According to Killen (2024, p. 29),
good teaching is no longer about helping learners to accumulate knowledge
that is passed on to them by the teacher; it is about helping learners to make
sense of new information and apply their new understandings in meaningful
Teaching and
and relevant ways.
instruction
How my lesson demonstrates planned and purposeful instruction:
My lesson is an example of planned and purposeful instruction because it is
designed with a clear learning outcome and a structured sequence of activities.
Every activity is chosen to move learners towards the goal of writing effective
instructions and directions. The lesson uses a scaffolding approach, first
modelling the skill, then providing guided practice, and finally allowing for
independent application. This deliberate planning ensures that the instruction
is focused and contributes directly to the learning objective, demonstrating the
principle that instruction is a designed educational experience (ISC3701,
Study Guide, p. 15). As Killen (2024, p. 86) emphasises, careful planning
helps to clarify what you want students to learn and to consider multiple ways
of helping learners achieve those goals.
Learning Mediator: The identified teacher role is that of a Learning
Mediator. According to the Norms and Standards for Educators, this is a core
Teacher
role where teachers mediate learning in a manner that is sensitive to the
responsibility
diverse needs of learners (ISC3701, Study Guide, p. 15). This role is
particularly important in this lesson because the topic of giving instructions
