Strategies for teaching leaners transiting from foundation phase to intermediate phase in rural arears of the Vhembe East District of the Limpopo Province

Teaching transition learners from Foundation Phase to Intermediate Phase is still a national academic catastrophe in the Department of Basic Education. Teachers teaching in the Intermediate Phase in rural schools find it difficult to meet the curriculum demands when teaching them. This study aimed to investigate strategies teachers use to teach learners who are transiting from the Foundation Phase to Intermediate Phase in rural areas. The study was conducted through a mixed methods approach. Simple random and purposive sampling procedures were followed to select teachers who took part in the study. Results showed that teachers are using different forms of teaching strategies to teach learners who are transiting from Foundation Phase to Intermediate Phase in Vhembe East District. Strategies used include code-switching to elaborate a point to make learners understand aspects of subjects taught in English. Group work is found as an effective teaching strategy that impacts the learning outcomes of transiting learners. There are however challenges that teachers and learners face when these teaching strategies are applied. The study recommends that teachers should use strategies that link Grade 3 content with that of Grade 4 to assist learners to know the current content. A model was developed to assist teachers with possible teaching strategies when assisting learners to perform well.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2022

Author dc:creator

• Muthivhi, Mashudu Julia

• Learners, foundation phase, intermediate phase, teachers

Licence

• https://devspace.unizulu.ac.za/bitstreams/7627162a-4e65-4e5f-a473-0d1c25f51c28/download