The lesson below is aimed at learners at an underprivileged school in Cape Town. The school consists of many learners from diverse backgrounds. The most prominent culture is isiXhosa, meaning that learners are used to learning in their Home Language (HL) and are learning English as a First Language...
In partial fulfilment
of the requirements in Post Graduate Certificate in Education (Foundation Phase)
(PGCE FP)
At
Cornerstone Institute
____________________________________________
By
LM. Jaffe
38483
11 April 2019
, Context of the School/Classroom:
The lesson below is aimed at learners at an underprivileged school in Cape Town.
The school consists of many learners from diverse backgrounds. The most
prominent culture is isiXhosa, meaning that learners are used to learning in their
Home Language (HL) and are learning English as a First Language (EFAL). The
grade 3 classrooms have 23 learners, there is a high absentee rate as learners live
outside of the city and there are many transportation issues. On average, there are
roughly 15 learners in class each week.
Learners in each class are broken up into groups according to their abilities. The
birds are the independent workers, the butterflies are the average functioning
learners and the beetles are the lower functioning learners. The classroom is
organized according to these levels and are structured to prevent inappropriate
behaviour: for example independent workers (17/23 learners) work at their own
tables whereas the beetles (4/23 learners) and the butterflies (2/23 learners) sit at
round tables so they can work together to the best of their abilities.
The school follows the Curriculum Assessment Policy Statement (CAPS) as well as
the Cambridge curriculum. The lesson below is adapted from the Oxford Cambridge
Primary Curriculum (Snashall, 2016).
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