to encourage cross-curricular learning and to promote development through synthesising knowledge and skills gained in different learning environments. It helps learners benefit from and develop strategies to manage vicarious or non-linear learning opportunities.
H: Where did I come from… features This feature is designed to help learners develop their language skills and appreciate that words and languages have a life and are not set in stone. Furthermore, the features encourage learners to recognise and explore the rich variety of South African languages and their interconnectedness even in the medium of English as a home language.
I: Flow charts The Toolbox contains a number of checklists and process diagrams to support the reading and writing process. However, the chapters and cycles in the Learner’s Book also contain a number of flow charts and diagrams, for example to guide the learners in a structured manner through the different stages of the writing process. Not every learner will want to follow each flow chart slavishly but the charts are there to embed the principle of writing as a process with clearly defined stages across all the different text types.
As a package, the Learner’s Book together with the classroom management activities described in this Teacher’s Guide, particularly the section providing support and ideas on dealing with barriers to learning and the Teacher’s Guide consolidation and extension activities, encompass a wide variety of support and tools to promote a healthy and constructive learning environment for all.
J: Toolbox Throughout the Learner’s Books, learners are encouraged to refer to the Toolbox section at the back of the book to research, revise and consolidate their understanding of the language skill and convention being taught or practised.
*Star items Throughout the Learner’s Book, teachers and learners will spot activities that have an asterisk or star beside them. This is to indicate that this activity is more of an enrichment activity and this helps guide teachers and learners make them aware that more input may be needed to support certain learners or that this is an opportunity for certain learners to challenge themselves and explore a bit more to complete a more challenging question.
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