M.Ed (Curriculum Studies) / Department of Curriculum Studies / The transition of learners from Grade R to Grade 1 in a formal school is a significant stage. The purpose of the study was to investigate the transition of learners from Grade R to Grade 1 in Mutshindudi Circuit, Vhembe District. The researcher used qualitative method to conduct the study in order to get in-depth information to improve the teaching and learning of children in transition. It was a case study of one school where three Grade R and three Grade 1 teachers were selected. Individual interview and observation schedules were used to collect information from the informants during class visits. Learners were observed during teaching and learning in the classroom to see how teachers facilitate the transition between two grades The population of this study comprised with six teachers, three from Grade R and three from Grade 1. Purposive sampling of three Grade R and three Grade 1 teachers was based on the teachers’ knowledge and experience in these Grades. The findings revealed that Grade 1 teachers expected Grade R learners to know how to read and write. Teachers had experienced transition problems as the policy stipulates that all Grade R learners should progress from Grade R to Grade 1. Teachers should be inducted on how to assist learners to transit from Grade R to Grade 1 / NRF

No description available.

In recent years, the age of additional language learning has been lowered in school education. What separates current students from the previous generation, however, is the fact that they use modern technology, such as digital games, and this can be used as a teaching strategy. Several studies show that modern technology can benefit students in their language learning, especially when it comes to vocabulary whose acquisition helps students to develop and master the four language basic skills (listening, reading, speaking, writing). The aim of this study is to provide an overview of the literature concerning the use of digital games and their characteristics in middle school in Sweden(ages 9-12), looking at the positive and negative effects game-use has on English vocabulary learning. Results from different studies indicate that the advantages of using digital games with the aim of vocabulary acquisition outweigh the disadvantages that this computer technology can cause. Using digital games together with pedagogical materials can, for example, reduce speaking stress, increase students’ interest, motivate them to language learning, and develop language learning strategies. It is nonetheless important to take the risks of modern technology into consideration, such as behaviour change or addiction, especially with young users. Overall, integrating entertainment games into educational contexts can result in effective student learning gains.