LSP1501 Assignment 7 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED

LSP1501 Assignment 7 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references , LSP1501 ASSESSMENT 7/0/2025 QUESTION 1 You are planning a six-week integrated Life Skills programme for Foundation Phase learners. 1.1 Choose a theme suitable for a six-week Life Skills unit. 1.2 Identify one mathematics concept related to your theme and describe how it will be reinforced. 1.3 How can the same concept be explored through music or drama activities? 1.4 Explain how the theme can promote healthy living habits, including daily routines and hygiene practices. 1.5 Consider your lesson structure. Estimate how many periods per week would be needed for each focus area. (10) Complete the following table by identifying and discussing four perceptual motor abilities that affect children's ability to perform in numeracy and reading activities. Perceptual AbilityDefinition (1)How it supports academic learning (2) 1. 2. 3. 4. (14) QUESTION 2 2.1 Explain why asking open-ended questions is important during movement education lessons with multiple stations. 2.2 Provide two examples of open-ended questions, each linked to a different perceptual ability you identified in Question 1. (6) LSP1501 ASSESSMENT 7/0/2025 QUESTION 3 In the early months of development, babies spend significant time on their tummies. This time is crucial for developing basic movement patterns that later support school readiness. Discuss how each of the following body parts develops during tummy time and how this development is useful for learning in the Foundation Phase classroom: Shoulders Fingers Neck Eyes In your answer, include specific examples of classroom activities that benefit from these developments. (10) LSP1501 ASSESSMENT 7/0/2025 QUESTION 4 4.1 What do we mean by age-appropriate pedagogy in Foundation Phase education? 4.2 Briefly discuss how understanding learners' developmental milestones can improve classroom planning. 4.3 Explain the term scaffolding and how it applies in a physical education context. 4.4 According to Piaget, learners actively construct knowledge. What is the teacher’s role in this process during visual arts activities? 4.5 In your own words, explain how Vygotsky’s theory of social interaction applies to movement games in class. 4.6 Name one traditional South African game suitable for Grade 1 or 2 and explain how it can help develop early numeracy and phonics skills. (15) LSP1501 ASSESSMENT 7/0/2025 QUESTION 5 You observe a Grade 1 learner who displays the following behaviours: Struggles with cutting and gluing shapes accurately Cannot complete drawing tasks with the dominant hand Constantly bumps into desks and learners Cannot follow multi-step instructions Shows confusion with ordering numbers or letters Using the table below, identify and explain the possible underlying problems and suggest movement-based activities that may help correct each issue. Observed ChallengeExplanation (1)Movement-Based Support Strategy (2) 1. 2. 3. 4. (12) QUESTION 6 As the teacher responsible for a movement-based Life Skills lesson, list and briefly explain your five core responsibilities during the lesson presentation. (5) LSP1501 ASSESSMENT 7/0/2025 QUESTION 7 7.1 What is meant by the term pre-symbolic art in early childhood? 7.2 Imagine you are Teacher Zanele. The principal questions why the children’s paintings look “messy.” How would you respond using knowledge of art development stages? 7.3 Based on Vygotsky’s theory, explain how the teacher can support learners’ development through scaffolded art activities. 7.4 Suggest two strategies to guide learners who struggle with creative confidence. (12) QUESTION 8 Use the following apparatus to design original, new physical activities (do not repeat Question 7). Each apparatus must be used in a different way. ApparatusAimQuestion for LearnerDrawing (Insert by hand)Outcome Balls To practise hand-target accuracy using wall throws Can you throw the ball against the wall and catch it? Improved hand-eye coordination Ropes To develop hopping rhythm and body coordination Can you hop over the rope rhythmically without tripping? Enhanced foot timing and body control Balance Beam To promote core balance while moving sideways Can you slide sideways along the beam without falling? Improved lateral stability and core muscle use Beanbags To build memory and sequencing Can you collect the beanbags in the colour order I gave? Boosted memory and visual sequencing Markers To practise quick reaction to instructions Can you run to the marker I name before your friend? Faster auditory response and spatial recognition Plastic Bottles To improve estimation and gentle placement skills Can you stack the bottles without them falling? Increased fine motor control and focus Tyres (not rolled) To encourage partner cooperation and pushing strength Can you push the tyre across the mat with your partner? Social interaction and strength-building (28) QUESTION 9 – LESSON PLANS Design two multi-station physical education lessons. Follow the required format and ensure activities do not repeat. Grade R Multi-Station Lesson Plan Warm-up: Animal walk game – learners move like a frog, crab, and elephant. Station 1 Aim: Balance by walking on different textures. Question: How does it feel under your feet? Drawing: (Insert manually) Outcome: Sensory feedback and balance improvement. Station 2 Aim: Bounce and catch a soft ball. Question: Can you bounce the ball and catch it five times? Drawing: Outcome: Hand control and timing. Station 3 Aim: Pass a beanbag around a circle using music. Question: Can you listen and pass only when the music stops? Drawing: Outcome: Listening and turn-taking skills. Station 4 Aim: Build a tower with foam blocks. Question: Can you make your tower taller than your knee? Drawing: Outcome: Visual-motor planning and creativity. Cool-down: Breathing game – learners lie on backs and watch their tummy rise and fall. Grade 1 Multi-Station Lesson Plan Warm-up: Simon Says with gross motor actions. Station 1 Aim: Crawl under and over obstacles. Question: Can you crawl without touching the ropes? Drawing: Outcome: Body awareness and coordination. Station 2 Aim: Step on number mats in order. Question: What number comes after 5? Drawing: Outcome: Numeracy and directionality. Station 3 Aim: Follow a pattern of claps and stomps. Question: Can you repeat this pattern after me? Drawing: Outcome: Auditory memory and rhythm. Station 4 Aim: Throw beanbags into three different hoops. Question: Which hoop was the hardest to aim at? Drawing: Outcome: Visual judgment and hand strength. Cool-down: Butterfly stretch and quiet humming. (20) QUESTION 10 – CASE STUDY Read the case below: Sipho, a Grade 2 learner, shows signs of emotional withdrawal after being bullied. He participates less in group activities and avoids creative expression. 10.1 As a Foundation Phase teacher using art therapy, how can you structure the classroom to provide emotional safety? 10.2 Describe two creative art activities that allow Sipho to express his feelings safely and support healing. 10.3 Based on holistic development principles, explain how you would promote Sipho’s confidence and interaction with peers through visual arts. QUESTION 1 [14 MARKS] Complete the table below by selecting and explaining four perceptual motor skills that influence academic success in young learners. Instructions: Briefly define perceptual-motor development (2) Choose four different perceptual motor skills For each: Name the skill (1) Explain how it supports academic tasks like reading, writing, and problem-solving (2) SkillExplanation of Academic Link (per skill) 1. 2. 3. 4. QUESTION 2 [6 MARKS] Imagine you're preparing a movement-based lesson using perceptual skills. Explain why using open-ended questions improves learner engagement and development. Then give one open-ended question for each of two different perceptual abilities identified in Question 1. Structure: Importance of open-ended questions (2) Perceptual Skill 1 (1), Linked Question (1) Perceptual Skill 2 (1), Linked Question (1) QUESTION 1: Understanding Visual Art Concepts (20 marks) 1.1 Explain to learners how flat images differ from solid forms. Use simple language suitable for Foundation Phase learners. 1.2 Identify five everyday items that would be considered two-dimensional. 1.3 In your own words, explain why sculptures are classified as three-dimensional art forms. 1.4 Create one example of a 2D and one example of a 3D artwork that you could introduce to Grade R learners. Provide a brief explanation of each. LSP1501 ASSESSMENT 7/0/2025 QUESTION 2: Integrating Life Skills Across Subjects (10 marks) Choose a six-week Life Skills topic suitable for Grade 1 and respond to the following: 2.1 Which Life Skills topic would you integrate with basic mathematics? 2.2 How could you use the same topic to teach movement through drama or storytelling? 2.3 Suggest how personal health, safety, and hygiene can be embedded in your chosen topic. Note: Indicate the estimated time allocation per week. QUESTION 3: Perceptual Motor Development (14 marks) 3.1 Define “perceptual-motor learning” in your own words. (2) 3.2 Complete the table below. Provide four perceptual motor abilities and discuss their role in learning. Perceptual AbilityDescription of its link to classroom learning and movement 1. 2. 3. 4. QUESTION 4: Creativity and Expression (10 marks) 4.1 What is the difference between creativity and innovation in young children’s artwork? 4.2 Why is it important for teachers to create open-ended art experiences for learners? 4.3 Briefly define the terms: a) artistic exploration b) symbolic play c) freedom of expression 4.4 What strategies would you use to encourage originality in learners' drawings? QUESTION 5: Open-Ended Questioning in Movement Lessons (6 marks) 5.1 Explain why open-ended questions are more effective than yes/no questions in a multi-station lesson. (2) 5.2 Provide an open-ended question for each of the following perceptual abilities: Body Awareness Eye-Hand Coordination QUESTION 6: Early Development and Classroom Skills (10 marks) 6.1 Discuss how the development of the following during tummy time supports school readiness. Use 2–3 lines per item. Arms Neck Eyes Legs Trunk QUESTION 7: Developmentally Appropriate Teaching (12 marks) 7.1 Define “scaffolding” and explain how it supports learners in the visual arts. 7.2 In your own words, explain the concept of the “learning zone” as used in early childhood development. 7.3 According to Piaget, how should a teacher guide a child who is drawing for the first time? 7.4 Identify one traditional South African game. Explain how the game improves counting and reading confidence in Grade R learners. QUESTION 8: Movement Observation and Support (12 marks) You observe the following during PE: A learner avoids turning during movement games. Another struggles with rhythm and claps off-beat. A third child avoids any eye contact during games. A fourth becomes disoriented in team relay tasks. For each learner: State the potential underlying perceptual issue. (1) Suggest a movement activity you would design to help improve the skill. (2) QUESTION 9: Teacher’s Role in Multi-Station Lessons (5 marks) Describe five specific responsibilities you have while conducting a multi-station perceptual movement lesson. QUESTION 10: Understanding Drawing Development (10 marks) 10.1 What do “early random marks” or scribbles indicate about a learner’s development? 10.2 As Ms. Dlamini, how would you explain to a parent that scribbling is important in learning to write? 10.3 Referencing Vygotsky’s theory, how can peer interaction support early art-making stages? 10.4 Suggest two strategies to extend learners beyond scribbling into more controlled drawing. QUESTION 11: Apparatus-Based Activity Design (28 marks) Create two different activities for each apparatus below. Each activity must include: Aim Open-ended Question for the learner Outcome Simple sketch or description of drawing Apparatus: Balls, Ropes, Balance Beam, Beanbags, Beacons/Markers, Plastic Bottles, Tyres Note: Do NOT repeat any activity from previous assessments. Do NOT include skipping. QUESTION 12: Lesson Planning for Foundation Phase (20 marks) Design two multi-station perceptual motor lessons, one for Grade R and one for Grade 1. Follow this format for each grade on a single A4 page: Warm-Up Activity (1 mark) 4 Stations (4 x 3 = 12 marks) Aim Question Outcome Drawing (short sketch/description) Cooling-Down Activity (2 marks) Note: Each station must target a different perceptual skill. No repetition of activities from any previous question. QUESTION 13: Case Study – Art Therapy in Practice (8 marks) Read the following and answer: Nomsa, aged 6, refuses to speak in class but often paints angry shapes in red and black. Her teacher notes that she participates better during art time than other subjects. 13.1 As her teacher, how would you use art therapy to support Nomsa’s emotional needs? (2) 13.2 List two types of art activities you would introduce for holistic development. (2) 13.3 How would you structure your classroom environment to make it a safe, expressive space? (2) 13.4 Name one benefit of group art-making for shy learners like Nomsa. (2) QUESTION 3 [10 MARKS] Tummy time is essential in early motor development. With reference to the head, shoulders, and core muscles, discuss what each body part develops during tummy time. Explain how each development supports classroom functioning (e.g., sitting posture, fine motor skills, focus). Structure: Head: What develops? How it helps in class? Shoulders: What develops? How it helps in class? Core Muscles: What develops? How it helps in class? QUESTION 4 [5 MARKS] Select an indigenous game from a South African culture suitable for Grade R learners. Name the game and its cultural origin (1) Describe how to play it (1) Explain its educational value in relation to: Group cooperation Mathematical reasoning Early literacy development (3) QUESTION 5 [12 MARKS] You observe a learner who struggles with movement and learning tasks. Identify four challenges and suggest movement-based solutions. Example of format: Challenge: Difficulty sitting still (1) Suggested PE Intervention: Animal walks to improve core control (2) Continue this format for three more challenges. QUESTION 6 [5 MARKS] Describe your specific role as a teacher when conducting a multi-station physical development lesson. Include the following in your answer: How you prepare the space and materials How you guide the learners How you observe and support participation How you ensure safety How you reflect afterwards QUESTION 7 [28 MARKS] Create new physical activities for each of the listed apparatus below (NO repeating activities from previous assessments). Each apparatus must be used twice, with: An aim A learner question A drawing (can be hand-drawn or described in words) An expected outcome List of Apparatus: Balls ×2 Ropes ×2 Balance Beams ×2 Beanbags ×2 Beacons/Markers ×2 Plastic Bottles ×2 Tyres ×2 (Use a two-column table format for submission) QUESTION 8 [20 MARKS] MULTI-STATION MOVEMENT LESSON PLAN: GRADE R Design a complete multi-station lesson plan for Grade R learners. Must include: Warm-up (with aim) Four different stations (no repeated perceptual skill) Aim Question for learner Drawing (hand sketch or visual description) Outcome Cool-down activity (Lesson must fit on one A4 page) MULTI-STATION MOVEMENT LESSON PLAN: GRADE 1 Design a separate lesson for Grade 1. Must include: Warm-up (with aim) Four perceptual stations (no repeats) Aim Question Drawing Outcome Cool-down activity (Lesson must fit on one A4 page) QUESTION 1 Name and discuss how four (4) perceptual motor abilities are directly linked and have an impact on academic learning. Complete your answer in the table below. (14) Define the term perceptual motor (2 marks) Name the perceptual ability (1 mark) 1. Discuss how the ability is linked to learning and crucial in the movement programme (2 marks) 1. Name the perceptual ability (1 mark) 2 Discuss how the ability is linked to learning and crucial in the movement programme (2 marks) 2. 8 Name the perceptual ability (1 mark) 3 Discuss how the ability is linked to learning and crucial in the movement programme (2 marks) 3 Name the ability (1 mark) 4 Discuss how the ability is linked to learning and crucial in the movement programme (2 marks) 9 QUESTION 2 Based on question 1, discuss and explain the need for open-ended questions for a multi-station movement lesson when teaching perceptual abilities. State two (2) examples of such questions linked to any two abilities mentioned in question 1 above. (6) Discuss the need for open-ended questions in a multi-station PE lesson (2 marks) • • Ability 1: (1 mark) Question that could be asked (1 mark) Ability 2: (1 mark) Question that could be asked (1 mark) QUESTION 3 During the early developmental stages of a baby, tummy time develops vital skills that they will need for learning later in their life. With regard to the body parts mentioned below, arms, hands, and eyes, what is specifically developed during this important phase? In your answer, you must also indicate the link to functioning in a class as well. (10) Arms • • • Hands • • 10 Eyes • • • • QUESTION 4 Name one indigenous game for Grade 1 or 2 and explain the value of each game for learners in and how it links to mathematics and reading in Grade 1 or 2. (5) Name game and which culture it comes from (1 mark) Explain how the game is played. (1) Explain the value of the game for reading and mathematics (3 marks) • • • QUESTION 5 During your normal class observation, you realise that a learner is experiencing problems. The learner is unable to sit still and focus on the work in class. At times, the learner switches hands to cut, draw, and write. Later, while walking to the door, the learner bumps into other learners and even forgets the instruction you gave to him. When you ask him to arrange flash cards in order, you find them all mixed up and often on top of each other. Examine the problem and motivate your answer. (12) 1. List the problem and motivate what the problem is (1 mark) How would you rectify it in the movement lesson (2 marks) 2 List the problem and motivate what the problem is. (1 mark) How would you rectify it in the movement lesson (2 marks) 3 List the problem and motivate what the problem is (1 mark) How would you rectify it in the movement lesson (2 marks) 12 4. List the problem and motivate what the problem is (1 mark) How would you rectify it in the movement lesson (2 marks) QUESTION 6 Describe your role during the lesson presentation of a multi-station movement presentation. (5) • • • • • LSP1501 ASSESSMENT 7/0/2025 13 QUESTION 7 Use each of the following apparatus to create activities: balls, ropes, balance beams, bean bags, beacons/markers, plastic bottles, and tyres. (28) BALLS Aim: Question: Drawing: Outcome: BALLS Aim: Question: Drawing: Outcome: NOT SKIPPING ALLOWED ROPES Aim: Question: Drawing: Outcome: ROPES Aim: Question: Drawing: Outcome: 14 BALANCE BEAM Aim: Question: Drawing: Outcome: BALANCE BEAM Aim: Question: Drawing: Outcome: BEANBAGS Aim: Question: Drawing: Outcome: BEANBAGS Aim: Question: Drawing: Outcome: LSP1501 ASSESSMENT 7/0/2025 15 BEACONS/ MARKERS Aim: Question: Drawing: Outcome: BEACONS / MARKERS Aim: Question: Drawing: Outcome: PLASTIC BOTTLES Aim: Question: Drawing: Outcome: PLASTIC BOTTLES Aim: Question: Drawing: Outcome: 16 NO ROLLING OF TYRES ALLOWED TYRES Aim: Question: Drawing: Outcome: TYRES Aim: Question: Drawing: Outcome: QUESTION 8 Instructions for lesson planning (20) • Design your own multi-station lessons, one for Grade R, another one for Grade 1 learners. • No one station may have the same perceptual skill, and no stations may be the same. • Complete your lesson on one A4 page using the correct layout, which is provided in your study guide and below. • No copying of any examples given previously. • Th lesson layout is prescribed and may not be changed • Your lesson must include the following: 1) A warm-up 2) At least four different stations 3) A description of the activity (aim) 4) A question for the learner that you will ask at each station 5) Outcome of the station 6) A drawing 7) Cooling-down activities. Everything in the station must be correct to get the marks EACH LESSON MUST FIT ON ONE A4 PAGE NONE OF THE ACTIVITIES DESIGNED IN THE PREVIOUS QUESTION MAY BE USED IN THE STATIONS. NO ACTIVITIES MAY BE DUPLICATED. LSP1501 ASSESSMENT 7/0/2025 17 QUESTION 8 GRADE R Warm up Station 1: Aim Question: Drawing Outcome: Station 2: Aim Question: Drawing Outcome Station 2: Aim Question: Drawing Outcoe: Station 4: Aim Question: Drawing Outcome: Cooling down 18 QUESTION 8 GRADE 1 LESSON Warm up Station 1: Aim Question: Outcome: Station 2: Aim Question: Outcome Station 2: Aim Question: Drawing Outcome: Station 4: Aim Question: Drawing Outcome: Cooling down QUESTION 1 [14 MARKS] Complete the table below by selecting and explaining four perceptual motor skills that influence academic success in young learners. Instructions: Briefly define perceptual-motor development (2) Choose four different perceptual motor skills For each: Name the skill (1) Explain how it supports academic tasks like reading, writing, and problem-solving (2) SkillExplanation of Academic Link (per skill) 1. 2. 3. 4. QUESTION 2 [6 MARKS] Imagine you're preparing a movement-based lesson using perceptual skills. Explain why using open-ended questions improves learner engagement and development. Then give one open-ended question for each of two different perceptual abilities identified in Question 1. Structure: Importance of open-ended questions (2) Perceptual Skill 1 (1), Linked Question (1) Perceptual Skill 2 (1), Linked Question (1) QUESTION 3 [10 MARKS] Tummy time is essential in early motor development. With reference to the head, shoulders, and core muscles, discuss what each body part develops during tummy time. Explain how each development supports classroom functioning (e.g., sitting posture, fine motor skills, focus). Structure: Head: What develops? How it helps in class? Shoulders: What develops? How it helps in class? Core Muscles: What develops? How it helps in class? QUESTION 4 [5 MARKS] Select an indigenous game from a South African culture suitable for Grade R learners. Name the game and its cultural origin (1) Describe how to play it (1) Explain its educational value in relation to: Group cooperation Mathematical reasoning Early literacy development (3) QUESTION 5 [12 MARKS] You observe a learner who struggles with movement and learning tasks. Identify four challenges and suggest movement-based solutions. Example of format: Challenge: Difficulty sitting still (1) Suggested PE Intervention: Animal walks to improve core control (2) Continue this format for three more challenges. QUESTION 6 [5 MARKS] Describe your specific role as a teacher when conducting a multi-station physical development lesson. Include the following in your answer: How you prepare the space and materials How you guide the learners How you observe and support participation How you ensure safety How you reflect afterwards QUESTION 7 [28 MARKS] Create new physical activities for each of the listed apparatus below (NO repeating activities from previous assessments). Each apparatus must be used twice, with: An aim A learner question A drawing (can be hand-drawn or described in words) An expected outcome List of Apparatus: Balls ×2 Ropes ×2 Balance Beams ×2 Beanbags ×2 Beacons/Markers ×2 Plastic Bottles ×2 Tyres ×2 (Use a two-column table format for submission) LSP1501 ASSESSMENT 7/0/2025 QUESTION 8 [20 MARKS] MULTI-STATION MOVEMENT LESSON PLAN: GRADE R Design a complete multi-station lesson plan for Grade R learners. Must include: Warm-up (with aim) Four different stations (no repeated perceptual skill) Aim Question for learner Drawing (hand sketch or visual description) Outcome Cool-down activity (Lesson must fit on one A4 page) MULTI-STATION MOVEMENT LESSON PLAN: GRADE 1 Design a separate lesson for Grade 1. Must include: Warm-up (with aim) Four perceptual stations (no repeats) Aim Question Drawing Outcome Cool-down activity (Lesson must fit on one A4 page) LSP1501 ASSESSMENT 7/0/2025 QUESTION 1: Understanding Visual Art Concepts (20 marks) 1.1 Explain to learners how flat images differ from solid forms. Use simple language suitable for Foundation Phase learners. 1.2 Identify five everyday items that would be considered two-dimensional. 1.3 In your own words, explain why sculptures are classified as three-dimensional art forms. 1.4 Create one example of a 2D and one example of a 3D artwork that you could introduce to Grade R learners. Provide a brief explanation of each. QUESTION 2: Integrating Life Skills Across Subjects (10 marks) Choose a six-week Life Skills topic suitable for Grade 1 and respond to the following: 2.1 Which Life Skills topic would you integrate with basic mathematics? 2.2 How could you use the same topic to teach movement through drama or storytelling? 2.3 Suggest how personal health, safety, and hygiene can be embedded in your chosen topic. Note: Indicate the estimated time allocation per week. QUESTION 3: Perceptual Motor Development (14 marks) 3.1 Define “perceptual-motor learning” in your own words. (2) 3.2 Complete the table below. Provide four perceptual motor abilities and discuss their role in learning. Perceptual AbilityDescription of its link to classroom learning and movement 1. 2. 3. 4. QUESTION 4: Creativity and Expression (10 marks) 4.1 What is the difference between creativity and innovation in young children’s artwork? 4.2 Why is it important for teachers to create open-ended art experiences for learners? 4.3 Briefly define the terms: a) artistic exploration b) symbolic play c) freedom of expression 4.4 What strategies would you use to encourage originality in learners' drawings? QUESTION 5: Open-Ended Questioning in Movement Lessons (6 marks) 5.1 Explain why open-ended questions are more effective than yes/no questions in a multi-station lesson. (2) 5.2 Provide an open-ended question for each of the following perceptual abilities: Body Awareness Eye-Hand Coordination QUESTION 6: Early Development and Classroom Skills (10 marks) 6.1 Discuss how the development of the following during tummy time supports school readiness. Use 2–3 lines per item. Arms Neck Eyes Legs Trunk QUESTION 7: Developmentally Appropriate Teaching (12 marks) 7.1 Define “scaffolding” and explain how it supports learners in the visual arts. 7.2 In your own words, explain the concept of the “learning zone” as used in early childhood development. 7.3 According to Piaget, how should a teacher guide a child who is drawing for the first time? 7.4 Identify one traditional South African game. Explain how the game improves counting and reading confidence in Grade R learners. LSP1501 ASSESSMENT 7/0/2025 QUESTION 8: Movement Observation and Support (12 marks) You observe the following during PE: A learner avoids turning during movement games. Another struggles with rhythm and claps off-beat. A third child avoids any eye contact during games. A fourth becomes disoriented in team relay tasks. For each learner: State the potential underlying perceptual issue. (1) Suggest a movement activity you would design to help improve the skill. (2) QUESTION 9: Teacher’s Role in Multi-Station Lessons (5 marks) Describe five specific responsibilities you have while conducting a multi-station perceptual movement lesson. QUESTION 10: Understanding Drawing Development (10 marks) 10.1 What do “early random marks” or scribbles indicate about a learner’s development? 10.2 As Ms. Dlamini, how would you explain to a parent that scribbling is important in learning to write? 10.3 Referencing Vygotsky’s theory, how can peer interaction support early art-making stages? 10.4 Suggest two strategies to extend learners beyond scribbling into more controlled drawing. QUESTION 11: Apparatus-Based Activity Design (28 marks) Create two different activities for each apparatus below. Each activity must include: Aim Open-ended Question for the learner Outcome Simple sketch or description of drawing Apparatus: Balls, Ropes, Balance Beam, Beanbags, Beacons/Markers, Plastic Bottles, Tyres Note: Do NOT repeat any activity from previous assessments. Do NOT include skipping. QUESTION 12: Lesson Planning for Foundation Phase (20 marks) Design two multi-station perceptual motor lessons, one for Grade R and one for Grade 1. Follow this format for each grade on a single A4 page: Warm-Up Activity (1 mark) 4 Stations (4 x 3 = 12 marks) Aim Question Outcome Drawing (short sketch/description) Cooling-Down Activity (2 marks) Note: Each station must target a different perceptual skill. No repetition of activities from any previous question. LSP1501 ASSESSMENT 7/0/2025 QUESTION 13: Case Study – Art Therapy in Practice (8 marks) Read the following and answer: Nomsa, aged 6, refuses to speak in class but often paints angry shapes in red and black. Her teacher notes that she participates better during art time than other subjects. 13.1 As her teacher, how would you use art therapy to support Nomsa’s emotional needs? (2) 13.2 List two types of art activities you would introduce for holistic development. (2) 13.3 How would you structure your classroom environment to make it a safe, expressive space? (2) 13.4 Name one benefit of group art-making for shy learners like Nomsa. (2)