ASSIGNMENT 3:
ENGLISH (FAL) READING AND WRITING
GRADE 3
LESSON PLAN AND RATIONALE
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
ENGLISH FIRST ADDITIONAL LANGUAGE DIDACTICS ED4 – ENG 1A FP
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
20 APRIL 2021
,TABLE OF CONTENTS
HONOUR PLEDGE / PLAGIARISM DECLARATION..........................................................................................................23
1. INTRODUCTION
In South Africa, learners are faced with many barriers that prevent them from gaining quality education that
is inclusive of their needs and individual socioeconomic circumstances. One of these barriers is the fact
that schools cannot accommodate learners' diver language needs. In a country that has eleven official
languages, it is not surprising that learning in one's mother tongue may prove to be challenging. Many
learners will have to use English as the main language of instruction from Grade 4 onwards, this is
problematic because often it is learners' second or even third additional language (DBE, 2011: 8). The
Department of Education has taken steps over the years to try and address these barriers by reviewing
learning outcomes and strategies in the Curriculum and Assessment Policy Statement (CAPS) which aims
to provide quality education for all. In the CAPS it is emphasized that an ‘additive bilingualism’ approach be
used to acquiring an additional language, which means establishing a strong foundation in learners' home
language so that learners can transfer their language and literacy skills (DBE, 2011: 8).
In Grade 3 the focus is on developing learners' literacy skills with a focus on reading with increasing fluency
and writing for meaning. Teachers need to come up with interesting activities that engage learners and
motivate them to actively participate in the classroom. It is recommended that learners are exposed to
2
, various texts and environmental texts as well as plenty of opportunities to read. Activities such as shared
reading, group guided reading in small groups, and paired/ independent reading are useful when learning
an additional language because they can be linked to various themes and create an opportunity for
learners to hear English and recycle vocabulary in a meaningful context (DBE, 2011: 12). The lesson below
is in line with the maximum time set for English First Additional Language (EFAL) for Grade 3.
2. SCHOOL AND CLASSROOM CONTEXT
Cornerstone Primary School:
This public school is located in the beautiful Garden Route, Western Cape, and provides a safe and vibrant
atmosphere that resembles that of a community. Formally a Model C school, it is one of the first in the area
to create an inclusive education policy embracing learners of all races and religious backgrounds.
Acceptance and democracy are at the heart of our school and we hope everyone will feel welcomed. The
school is a co-educational Afrikaans medium school that focuses on the Foundation Phase years.
South Africa is a diverse country and we wish to embrace learners from different language backgrounds
and try to accommodate their learning needs as best as possible. With regards to additional language
learning our school focuses on English as many learners will have to make the transition to English
instruction in Grade 4 and we hope to ease this transition. We foster an atmosphere of respect for all walks
of life as every individual has something unique to bring to our school and community.
Our Vision and Mission as Educators:
Our vision focuses on achieving inclusive quality education in the Western Cape.
Our mission as educators is to stimulate the curious minds of our learners by bringing the world into the
classroom, so that they may explore the endless opportunities that await them. We hope to support
learners in achieving their personal and academic achievements through continued reflection, giving them
the skills to overcome any challenge they may face.
3
ENGLISH (FAL) READING AND WRITING
GRADE 3
LESSON PLAN AND RATIONALE
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
ENGLISH FIRST ADDITIONAL LANGUAGE DIDACTICS ED4 – ENG 1A FP
AT
CORNERSTONE INSTITUTE
BY
SHANNON JADE SCHOFIELD
(50393)
20 APRIL 2021
,TABLE OF CONTENTS
HONOUR PLEDGE / PLAGIARISM DECLARATION..........................................................................................................23
1. INTRODUCTION
In South Africa, learners are faced with many barriers that prevent them from gaining quality education that
is inclusive of their needs and individual socioeconomic circumstances. One of these barriers is the fact
that schools cannot accommodate learners' diver language needs. In a country that has eleven official
languages, it is not surprising that learning in one's mother tongue may prove to be challenging. Many
learners will have to use English as the main language of instruction from Grade 4 onwards, this is
problematic because often it is learners' second or even third additional language (DBE, 2011: 8). The
Department of Education has taken steps over the years to try and address these barriers by reviewing
learning outcomes and strategies in the Curriculum and Assessment Policy Statement (CAPS) which aims
to provide quality education for all. In the CAPS it is emphasized that an ‘additive bilingualism’ approach be
used to acquiring an additional language, which means establishing a strong foundation in learners' home
language so that learners can transfer their language and literacy skills (DBE, 2011: 8).
In Grade 3 the focus is on developing learners' literacy skills with a focus on reading with increasing fluency
and writing for meaning. Teachers need to come up with interesting activities that engage learners and
motivate them to actively participate in the classroom. It is recommended that learners are exposed to
2
, various texts and environmental texts as well as plenty of opportunities to read. Activities such as shared
reading, group guided reading in small groups, and paired/ independent reading are useful when learning
an additional language because they can be linked to various themes and create an opportunity for
learners to hear English and recycle vocabulary in a meaningful context (DBE, 2011: 12). The lesson below
is in line with the maximum time set for English First Additional Language (EFAL) for Grade 3.
2. SCHOOL AND CLASSROOM CONTEXT
Cornerstone Primary School:
This public school is located in the beautiful Garden Route, Western Cape, and provides a safe and vibrant
atmosphere that resembles that of a community. Formally a Model C school, it is one of the first in the area
to create an inclusive education policy embracing learners of all races and religious backgrounds.
Acceptance and democracy are at the heart of our school and we hope everyone will feel welcomed. The
school is a co-educational Afrikaans medium school that focuses on the Foundation Phase years.
South Africa is a diverse country and we wish to embrace learners from different language backgrounds
and try to accommodate their learning needs as best as possible. With regards to additional language
learning our school focuses on English as many learners will have to make the transition to English
instruction in Grade 4 and we hope to ease this transition. We foster an atmosphere of respect for all walks
of life as every individual has something unique to bring to our school and community.
Our Vision and Mission as Educators:
Our vision focuses on achieving inclusive quality education in the Western Cape.
Our mission as educators is to stimulate the curious minds of our learners by bringing the world into the
classroom, so that they may explore the endless opportunities that await them. We hope to support
learners in achieving their personal and academic achievements through continued reflection, giving them
the skills to overcome any challenge they may face.
3
