, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1. Learning and teaching support materials/resources (LTSM) provide the structure for
teaching within which learners explore, experiment, plan and make decisions for themselves,
thus enabling them to learn, develop and make good progress.
1.1 Briefly provide the importance of resources and complete the following table to emphasise
the structure LTSM provides for teaching and learning.
Resources, also known as Learning and Teaching Support Materials (LTSM), are the tools teachers
use or give to learners to enhance a learning concept within an educational context (RDF2601,
Learning Units. 2026. p. 25). They are fundamental because they grab learners’ attention, encourage
interaction, develop interest, stimulate thinking, and facilitate the achievement of learning outcomes.
Importantly, they provide the structure for teaching, allowing learners to explore, experiment, plan,
and make decisions, thereby enabling them to learn, develop, and make good progress (RDF2601,
Study Guide. p. 19).
A brief explanation of the importance of resources:
Resources are crucial because they transform abstract concepts into concrete, understandable
experiences, catering to diverse learning styles and creating an atmosphere conducive to learning
(RDF2601, Learning Units. 2026. p. 38). They also encourage active learning and skill development
while bringing the curriculum to life (RDF2601, Study Guide. p. 19).
Three categories of resources with examples and their use across Foundation Phase subjects:
1. Print Materials
Brief explanation: These are paper-based resources such as storybooks, posters, flashcards,
charts, and newspapers (RDF2601, Learning Units. 2026. p. 26).
Example: A big storybook with large, colourful pictures and simple text.
Use in teaching:
Mathematics: Use the storybook to count objects on a page (e.g., “How many animals do
you see?”) or discuss positions (e.g., “The bird is above the tree”).
Home Language: Read the story aloud, discuss the plot, ask literal and inferential questions,
and build vocabulary.
First Additional Language: Use repetitive sentence structures from the book to build
learners’ oral language and comprehension in the additional language.
Life Skills: Relate the story’s theme (e.g., sharing, seasons, or family) to Beginning
Knowledge topics and discuss values such as empathy and cooperation.
, 2. Manipulatives and Open-Ended Materials
Brief explanation: These are tangible objects that learners can handle, combine, or transform,
such as blocks, play dough, bottle tops, beads, and puzzles (RDF2601, Learning Units. 2026. p.
28).
Example: A set of small interlocking blocks or counting beads.
Use in teaching:
Mathematics: Use blocks for counting, addition and subtraction, pattern making, sorting by
colour/size, and place value bundling.
Home Language: Use letter blocks to build sight words or form word families (e.g., “cat,”
“bat,” “hat”).
First Additional Language: Label blocks with vocabulary words (e.g., fruit or animal names)
for learners to match, sort, or build simple sentences.
Life Skills: During free play or Creative Arts, learners can construct models of homes or
vehicles, developing fine motor skills and spatial awareness.
3. Natural Materials
Brief explanation: These are freely available resources from nature, such as leaves, stones, sand,
water, sticks, seeds, and shells, providing tactile and sensory experiences (RDF2601, Learning
Units. 2026. p. 30).
Example: Small stones or pebbles collected from the playground.
Use in teaching:
Mathematics: Use stones as counters for one-to-one correspondence, grouping, sharing
(division), or creating number patterns.
Home Language: Use stones with letters written on them for letter recognition, spelling
names, or forming CVC (consonant-vowel-consonant) words.
First Additional Language: Write vocabulary words on stones for learners to arrange into
simple sentences (e.g., “The cat sits”).
Life Skills: Use leaves and sticks to create art (Visual Arts), discuss seasons (Beginning
Knowledge), or build natural structures during outdoor play, promoting sensory and gross
motor development.
QUESTION 1
1. Learning and teaching support materials/resources (LTSM) provide the structure for
teaching within which learners explore, experiment, plan and make decisions for themselves,
thus enabling them to learn, develop and make good progress.
1.1 Briefly provide the importance of resources and complete the following table to emphasise
the structure LTSM provides for teaching and learning.
Resources, also known as Learning and Teaching Support Materials (LTSM), are the tools teachers
use or give to learners to enhance a learning concept within an educational context (RDF2601,
Learning Units. 2026. p. 25). They are fundamental because they grab learners’ attention, encourage
interaction, develop interest, stimulate thinking, and facilitate the achievement of learning outcomes.
Importantly, they provide the structure for teaching, allowing learners to explore, experiment, plan,
and make decisions, thereby enabling them to learn, develop, and make good progress (RDF2601,
Study Guide. p. 19).
A brief explanation of the importance of resources:
Resources are crucial because they transform abstract concepts into concrete, understandable
experiences, catering to diverse learning styles and creating an atmosphere conducive to learning
(RDF2601, Learning Units. 2026. p. 38). They also encourage active learning and skill development
while bringing the curriculum to life (RDF2601, Study Guide. p. 19).
Three categories of resources with examples and their use across Foundation Phase subjects:
1. Print Materials
Brief explanation: These are paper-based resources such as storybooks, posters, flashcards,
charts, and newspapers (RDF2601, Learning Units. 2026. p. 26).
Example: A big storybook with large, colourful pictures and simple text.
Use in teaching:
Mathematics: Use the storybook to count objects on a page (e.g., “How many animals do
you see?”) or discuss positions (e.g., “The bird is above the tree”).
Home Language: Read the story aloud, discuss the plot, ask literal and inferential questions,
and build vocabulary.
First Additional Language: Use repetitive sentence structures from the book to build
learners’ oral language and comprehension in the additional language.
Life Skills: Relate the story’s theme (e.g., sharing, seasons, or family) to Beginning
Knowledge topics and discuss values such as empathy and cooperation.
, 2. Manipulatives and Open-Ended Materials
Brief explanation: These are tangible objects that learners can handle, combine, or transform,
such as blocks, play dough, bottle tops, beads, and puzzles (RDF2601, Learning Units. 2026. p.
28).
Example: A set of small interlocking blocks or counting beads.
Use in teaching:
Mathematics: Use blocks for counting, addition and subtraction, pattern making, sorting by
colour/size, and place value bundling.
Home Language: Use letter blocks to build sight words or form word families (e.g., “cat,”
“bat,” “hat”).
First Additional Language: Label blocks with vocabulary words (e.g., fruit or animal names)
for learners to match, sort, or build simple sentences.
Life Skills: During free play or Creative Arts, learners can construct models of homes or
vehicles, developing fine motor skills and spatial awareness.
3. Natural Materials
Brief explanation: These are freely available resources from nature, such as leaves, stones, sand,
water, sticks, seeds, and shells, providing tactile and sensory experiences (RDF2601, Learning
Units. 2026. p. 30).
Example: Small stones or pebbles collected from the playground.
Use in teaching:
Mathematics: Use stones as counters for one-to-one correspondence, grouping, sharing
(division), or creating number patterns.
Home Language: Use stones with letters written on them for letter recognition, spelling
names, or forming CVC (consonant-vowel-consonant) words.
First Additional Language: Write vocabulary words on stones for learners to arrange into
simple sentences (e.g., “The cat sits”).
Life Skills: Use leaves and sticks to create art (Visual Arts), discuss seasons (Beginning
Knowledge), or build natural structures during outdoor play, promoting sensory and gross
motor development.
