, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
TABLE OF CONTENT
SECTION A: LANGUAGE Page 3
SECTION B: MATHEMATICS Page 11
SECTION C: CURRICULUM PROGRESSION Page 15
, SECTION A: LANGUAGE
ACTIVITY 1 MORNING RING
1.2 Birthday chart
Describe how the mentor teacher used the birthday chart during morning ring.
The teacher pointed to the chart and announced which learners had a birthday that month, and
the class sang "Happy Birthday" to them.
Explain what you would change and why, based only on what you observed in the classroom.
I would ask the birthday child to point to their name on the chart. This would help them
practice identifying their own name in print and build their confidence.
1.3 Weather chart
Explain how the teacher linked the weather chart to oral language (e.g., vocabulary, full
sentences).
The teacher pointed to the weather picture (e.g., sunny) and asked, "What is the weather like
today?" The learners were encouraged to answer in a full sentence, such as "Today is a sunny
day."
Recommend one additional question the teacher could ask
"What do you like to wear on a rainy day?"
1.4 Attendance register
Describe how the teacher marked the attendance register and explain how the learners
participated in the routine.
The teacher called out each learner's name. When a learner heard their name, they raised their
hand and said, "Present, teacher."
Comment on how effective this attendance routine was for developing learners’ listening and
speaking skills. Support your answer with examples from your observation.
It was effective. For listening, learners had to focus to hear their own name and wait their turn.
For speaking, they had to respond clearly, for example by saying "Here" when their name was
called.
TABLE OF CONTENT
SECTION A: LANGUAGE Page 3
SECTION B: MATHEMATICS Page 11
SECTION C: CURRICULUM PROGRESSION Page 15
, SECTION A: LANGUAGE
ACTIVITY 1 MORNING RING
1.2 Birthday chart
Describe how the mentor teacher used the birthday chart during morning ring.
The teacher pointed to the chart and announced which learners had a birthday that month, and
the class sang "Happy Birthday" to them.
Explain what you would change and why, based only on what you observed in the classroom.
I would ask the birthday child to point to their name on the chart. This would help them
practice identifying their own name in print and build their confidence.
1.3 Weather chart
Explain how the teacher linked the weather chart to oral language (e.g., vocabulary, full
sentences).
The teacher pointed to the weather picture (e.g., sunny) and asked, "What is the weather like
today?" The learners were encouraged to answer in a full sentence, such as "Today is a sunny
day."
Recommend one additional question the teacher could ask
"What do you like to wear on a rainy day?"
1.4 Attendance register
Describe how the teacher marked the attendance register and explain how the learners
participated in the routine.
The teacher called out each learner's name. When a learner heard their name, they raised their
hand and said, "Present, teacher."
Comment on how effective this attendance routine was for developing learners’ listening and
speaking skills. Support your answer with examples from your observation.
It was effective. For listening, learners had to focus to hear their own name and wait their turn.
For speaking, they had to respond clearly, for example by saying "Here" when their name was
called.
