IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
ENGLISH HOME LANGUAGE DIDACTICS (ED4-ENG 2A)
AT
CORNERSTONE INSTITUTE
BY
…
13 AUGUST 2020
, 1. INTRODUCTION
According to the guidelines for writing set out in the Curriculum and Assessment Policy Statement for Grade
R, Emergent Handwriting and Writing skills should be developed during the course of the day through creative
activities that integrate writing into all areas of learning (DBE, 2011: 35). During Grade R, learners mainly
interact with their environment through play and make sense of their world primarily through their senses thus
learning takes place informally through play-based activities (ECDoE, 2011: 5). The different activities that
take place in Grade R usually have a very clear literacy focus that aims at refining learners’ hand-eye
coordination, fine and gross motor control, and perceptual skills (DBE, 2011: 20). Based on the above, I have
made an attempt to create fun activities that stimulate learners’ senses to promote information retention and
develop the skills they need to become competent young writers.
2. ACTIVITY 1 – GRADE R (HANDWRITING)
Name of Activity: Time Allocation:
Minimum 15 minutes (Activity can be extended into
DIY Pre-writing Sensory Bag (Handwriting Activity) other study areas once completed)
Foundation Phase: Grade R Main Subject: Creative arts
Theoretical and Developmental Relevance:
According to the Department of Education (2011) it is important to focus on all aspects of young learners
development in the Foundation Phase, putting emphasis on integrating writing and handwriting activities
throughout all areas of study in order to accommodate the diverse learning styles and needs of children.
The activity I have chosen to create is a ‘DIY Pre-writing Sensory Bag & Flip book’ (Appendix 1) for Grade
R learners. This activity follows a multi-sensory approach to learning, an approach often used in the Grade
R classroom and engages learners’ senses in a variety of stimulating activities that are aimed at developing
learners fine-motor, gross-motor, and perceptual skills.
Naudé & Meier (2016) noted that learners may struggle to develop proficient language and writing skills if
they are not given opportunities to practise using the style of learning that suits them best. While it is
essential to create activities that accommodate all learners, teachers need to bear in mind that some
learners acquire skills best when exposed to visual support such as flashcards or drawings and some may
find music and songs more motivating, whereas others may learn through tactile-kinesthetic stimulation,
developing skills through hands-on activities that involve movement and play (Naudé & Meier, 2016: 15).
2
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