F-LSK 120: Life Skills Teaching in Foundation Phase - Semester 1

This document presents a comprehensive solution to a Life Skills Teaching assignment focused on the Foundation Phase. The assignment covers key areas such as the importance of the learning environment, effective use of teaching materials, lesson planning, and integration of life skills into various subjects. It includes practical examples, such as a Grade R lesson plan on plants and trees, and discusses different types of integration with examples related to water and healthy living. The solution emphasizes the importance of subject knowledge, content sequencing, and appropriate LTSM for achieving learning objectives. Desklib offers a wide array of similar resources to support students in their academic journey.

Introduction to Life Skills

Table of Contents
MAIN BODY..................................................................................................................................3
TASK ONE......................................................................................................................................3
TASK TWO.....................................................................................................................................4
TASK THREE.................................................................................................................................5
TASK FOUR...................................................................................................................................6
REFERENCES................................................................................................................................1

MAIN BODY
TASK ONE
1.1 Environment is important to create educational opportunities to make significant differences
for ourself and learners in the class because –
 The physical aspects of space, materials and activities that teachers can intentionally alter
to support each child’s learning and development is done holistically (Ilyashenko and
et.al., 2019).
 There are certain social spaces which people occupy occur between them and the kinds of
interactions occur between different times and context.
1.2 Benefits of environments that are well designed are –
 Helps the learners to learn more quickly and appropriately.
 Creates value for the environment helping to solve the negative aspects within learning.
 Positive environment is being created at large scale.
 Well-designed environment helps in engaging the learners and teachers to deliver
positive performance.
1.3 Teaching material are the instructional materials which is the information which is conveyed
to the learners within the course. Eg – textbooks, lectures (Prabowo and et.al., 2019).
Teaching resources are the resources which the teacher assist the learners to meet the
expectations for learning defined by curriculum. Eg – films, plays.
1.4 Three reasons for not be able to teach life lessons effectively if not having appropriate LTSM
are –
 Because they are aimed at supporting the development and learning of the learners and
ensures that they are successful.
 Because LTSM helps the learners to acquire knowledge and helps in strengthening the
learners’ skills of development.
 LTSM helps in improving the communication, problem solving and decisions making of
learners.

1.5 Ten LTSM materials which can be collected to enhance life skills learning are –
 Collection of pictures from magazines.
 Magnifying glass.
 Plastic Lens (Milligan and et.al., 2018).
 Objects like cups, boxes, tins etc.
 Puzzles.
 Posters for topic discussion.
 Homemade objects and models.
 Real people.
 Access to proper services of health.
 Visual aids such as pictures, maps etc.
TASK TWO
2.1 Five reasons which is important to plan teaching and learning activities for life skills are –
 It helps teachers to develop programme and curriculum for school year.
 It has clear learning objectives and provides learners with relevant activities.
 Ensures more positive classroom.
 Planning is done for writing lesson plans.
 Develop the year term weekly which meets the needs of learners.
2.2 Planning enables the teachers to meet the teaching expectations are –
 By creating supportive teaching and learning environment.
 Time to source, collect and prepare variety of resources.
 By development of activities and resources (Slade and et.al., 2019).
 By collaborating with colleagues.
 By gaining a sense of direction by teachers.
2.3 When setting objectives for the foundations of good planning –
 It is required to have subject knowledge or content.
 The amount of time which is to be spent on key concepts.

 LTSM required to achieve the objectives which are planned.
 Proper sequencing of the content which is to be taught.
 The level of pitch for the content which is developed.
2.4 Assessment of learning is defined as the tasks which are included in learning which are both
formative and summative tasks. Eg – School readiness tasks (Tolgfors, 2018).
Assessment for learning is defined as the results and evidence generated to inform about teaching
to the learner for the learning process sin the classroom. Eg – exploration.
2.5 The learning experiences should shift to create value for the learning which has bene
undertaken by the teaching experiences and learning the process of teaching in effective manner.
The teachers ensure that how the learning can be made easy and effective at large scale.
TASK THREE
1. Grade - R
2. Date – Saturday, 12 March 2022
3. Topic – Plants and Trees
4. Objective – Learners must be able to identify the difference between plants and trees.
5. LTSM – I need the following teaching and learning support materials to teach this lesson.
 Difference between plants and trees.
 Picture of plants and trees in the book.
6. Oral questions on the previous work done – Revision of the following –
 What are plants?
 What are trees?
7. Lesson Presentation –

 The learners sit in the classroom on table and chair.
 The teacher introduces herself to the class.
 The teacher asks the learners to introduce themselves on by one by their name.
 Further, than she tells the students to open their books and open the chapter within book
of plants and trees.
 The teacher then asks question as what is difference between plants and trees.
 Some learners are able to answer and some are not.
 Then the teacher further makes them identify the difference with the help of pictures
provided in the book.
 With the help of that, students are able to learn and identify the difference successfully.
8. Homework
Learners to practice at home and draw plants and trees in their homework copy and discuss with
their parents.
TASK FOUR
4.1 Integration is defined as the tool which helps the teachers and learners to acquire the basic
skills to develop positive attitudes for successful learning at large scale in an effective manner
possible (Bellman and et.al., 2019).
4.2 Four different types of integration with their description are described as -
 Intradisciplinary Integration – This integration method focuses on the concepts of a
specific school subject or knowledge.
 Multidisciplinary Integration – This integration focuses on interrelations between the
various disciplines of knowledge.
 Interdisciplinary Integration – In this integration process, there are more than one
disciplines in the process of learning.
 Transdisciplinary Integration – When there are concepts which are beyond the
disciplines by including the sense of sharing which is called cohesion.

4.3
 The topic in personal and social well being and natural sciences that relates to the topic of
water is - Water and sustainable development.
 Poem on water is -
Water, Water everywhere
Ships are drowning everywhere
Lifeboats are ready to steer
Waves are crashing into the sides.
Lightning is flashing into side.
We are in for a bumpy ride.
 Creating games and skills such as washing the bodies, body awareness, singing action
songs etc.
4.4 The form of integration which is being encouraged is – water and sustainability development.
It is being said so because this aspect helps in knowing that how effectively the water is being
preserved (Wijnen-Meijer, 2019).
4.5 With the help of healthy living, it is being analysed and identified that a literacy lesson, a
Mathematics lesson and a Creative Arts lesson are being prepared which helps in understanding
the aspects of how healthy living can be maintained.
4.6 When setting objectives, it is kept in mind that –
 Subject knowledge or content is required.
 Proper sequencing of the content which is to be taught (Leigh and Steuben, 2018).
 The level of pitch for the content developed.
 LTSM required to achieve objectives which are planned.

REFERENCES
Books and journals
Bellman, K.L. and et.al., 2019, June. Self-improving system integration-on a definition and
characteristics of the challenge. In 2019 IEEE 4th International
Workshops on Foundations and Applications of Self* Systems (FAS*
W) (pp. 1-3). IEEE.
Ilyashenko, L.K. and et.al., 2019. Educational environment as a development resource for the
learning process. Amazonia investiga. 8(18). pp.303-312.
Leigh, G. and Steuben, F., 2018. Setting learners up for success: Presimulation and prebriefing
strategies. Teaching and Learning in Nursing. 13(3). pp.185-189.
Milligan, L.O. and et.al., 2018. Understanding the role of learning and teaching support materials
in enabling learning for all. Compare: A Journal of Comparative and
International Education.
Prabowo, A. and et.al., 2019, October. Android-based teaching material for straight-sides solid.
In Journal of Physics: Conference Series (Vol. 1321, No. 3, p. 032097).
IOP Publishing.
Slade, M.L. and et.al., 2019. The Impact of Reflective Practice on Teacher Candidates'
Learning. International Journal for the Scholarship of Teaching and
Learning. 13(2). p.15.
Tolgfors, B., 2018. Different versions of assessment for learning in the subject of physical
education. Physical Education and Sport Pedagogy. 23(3). pp.311-327.
Wijnen-Meijer, M., 2019. Integration in the light of curriculum design. GMS Journal for Medical
Education. 36(6).
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