, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
1.1. The National Curriculum Statement Grades R-12 serves to equip learners, irrespective of
their socio-economic background, race, gender, physical ability or intellectual ability, with the
knowledge, skills and values necessary for self-fulfilment, and meaningful participation in
society as citizens of a free country. What are your thoughts on this view? In other words, you
need to state your opinion, provide reasoning and present a balanced perspective.
The National Curriculum Statement Grades R–12 sets out a strong and inclusive vision for South
African education. Its aim to equip all learners with knowledge, skills, and values for personal
growth and active citizenship, regardless of their background, is both necessary and commendable. I
support this vision because it reflects a commitment to fairness and equal opportunity, and it
recognises the role of education in shaping a more just and functional society.
I believe the curriculum’s focus on developing deeper understanding, critical thinking, and
real-world problem-solving skills is important. When learners are encouraged to understand why
they are learning something and how it applies to their lives, education becomes more meaningful.
Including learners from different cultures, languages, and abilities makes the classroom a richer
space for everyone. Teaching that is responsive to learner diversity, and that encourages active
participation, has the potential to raise the quality of learning outcomes across the board.
However, I also think that realising this vision in practice is not easy. Many schools struggle with
overcrowded classrooms, under-resourced environments, and teachers who may not be fully
equipped to implement the curriculum as intended. These challenges can lead to a gap between what
the curriculum hopes to achieve and what actually happens in classrooms. So while I support the
National Curriculum Statement, I believe its success depends on strong teacher support, practical
training, and ongoing efforts to address inequalities in the education system.
1.2. One strategy that you could use to connect mathematical ideas is personification. It is a
figure of speech in which human qualities/attributes are given to inanimate (non-human) objects
or the representation of an abstract quality/idea in a human form. It is advisable to use this
strategy for Grade 4 learners. Select a topic in Mathematics from a specific grade and
demonstrate how you can illustrate this strategy. Provide three examples.
Using Personification to Teach Fractions in Grade 4
One effective way to connect mathematical ideas for Grade 4 learners is through personification.
This approach gives human qualities to non-human objects or abstract concepts, which helps young
learners relate to and remember mathematical ideas more easily. By turning fractions into characters
or giving them human-like roles, learners are more likely to engage with the content in a fun and
meaningful way.
Topic: Fractions (Grade 4)
Fractions can be difficult for learners to grasp because they represent parts of a whole or a group.
Using personification allows the teacher to bring these abstract ideas to life through stories and
visual representations. Below are three examples, each based on a different model of fractions—area,
linear, and set.
1.1. The National Curriculum Statement Grades R-12 serves to equip learners, irrespective of
their socio-economic background, race, gender, physical ability or intellectual ability, with the
knowledge, skills and values necessary for self-fulfilment, and meaningful participation in
society as citizens of a free country. What are your thoughts on this view? In other words, you
need to state your opinion, provide reasoning and present a balanced perspective.
The National Curriculum Statement Grades R–12 sets out a strong and inclusive vision for South
African education. Its aim to equip all learners with knowledge, skills, and values for personal
growth and active citizenship, regardless of their background, is both necessary and commendable. I
support this vision because it reflects a commitment to fairness and equal opportunity, and it
recognises the role of education in shaping a more just and functional society.
I believe the curriculum’s focus on developing deeper understanding, critical thinking, and
real-world problem-solving skills is important. When learners are encouraged to understand why
they are learning something and how it applies to their lives, education becomes more meaningful.
Including learners from different cultures, languages, and abilities makes the classroom a richer
space for everyone. Teaching that is responsive to learner diversity, and that encourages active
participation, has the potential to raise the quality of learning outcomes across the board.
However, I also think that realising this vision in practice is not easy. Many schools struggle with
overcrowded classrooms, under-resourced environments, and teachers who may not be fully
equipped to implement the curriculum as intended. These challenges can lead to a gap between what
the curriculum hopes to achieve and what actually happens in classrooms. So while I support the
National Curriculum Statement, I believe its success depends on strong teacher support, practical
training, and ongoing efforts to address inequalities in the education system.
1.2. One strategy that you could use to connect mathematical ideas is personification. It is a
figure of speech in which human qualities/attributes are given to inanimate (non-human) objects
or the representation of an abstract quality/idea in a human form. It is advisable to use this
strategy for Grade 4 learners. Select a topic in Mathematics from a specific grade and
demonstrate how you can illustrate this strategy. Provide three examples.
Using Personification to Teach Fractions in Grade 4
One effective way to connect mathematical ideas for Grade 4 learners is through personification.
This approach gives human qualities to non-human objects or abstract concepts, which helps young
learners relate to and remember mathematical ideas more easily. By turning fractions into characters
or giving them human-like roles, learners are more likely to engage with the content in a fun and
meaningful way.
Topic: Fractions (Grade 4)
Fractions can be difficult for learners to grasp because they represent parts of a whole or a group.
Using personification allows the teacher to bring these abstract ideas to life through stories and
visual representations. Below are three examples, each based on a different model of fractions—area,
linear, and set.
