The table above shows different competences and specific activities. Describe the activities under each competence.

1. Overarching competence (1 mk)
2. Mastering creative arts involving use of the whole body. (8 mk)
3. Specific competence (1 mk)
4. Mastering creative arts involving use of sounds. (5 mk)
5. Applying mathematical concepts to learn mathematical concepts. (12 mk)
6. Naming objects found in the environment (5 mk)
7. Naming different tools used for cleaning the environment (5 mk)
8. Demonstrating activities for cleaning the environment (5 mk)

Upgrade to see model answers.

Refer to the table in question 1 and answer the questions that follow. (b) Mention any two activities that help to build fine motor skills in a child.

1. What is the relationship between effective teaching and learning and the use of materials? (1 mk)
2. Activities for 'Caring for one another' (3 mk)
3. Mention any two activities that help to build fine motor skills in a child. (2 mk)
4. What qualities should a teacher possess regarding teaching and learning materials? (1 mk)
5. Who is considered the main implementer of the Pre-Primary Education curriculum? (1 mk)

Upgrade to see model answers.

Refer to the table in question 1 and answer the questions that follow. (c) Identify two performance indicators for practising holding different objects appropriately.

1. What does assessment in Pre-Primary Education involve? (1 mk)
2. Recommended performance indicators for 'Problem solving' (2 mk)
3. Identify two performance indicators for practising holding different objects appropriately. (2 mk)
4. How frequently should a teacher assess a child's development and learning? (1 mk)
5. What common assessment tools are specifically excluded at this level, and what is the focus of the assessment? (2 mk)

Upgrade to see model answers.

Refer to the table in question 1 and answer the questions that follow. (d) Explain the importance of writing vowels step-by-step.

1. Explain the importance of writing vowels step-by-step. (2 mk)
2. List two performance indicators related to 'Ability to care for oneself and others'. (1 mk)
3. Number of periods for 'Greeting each other' (1 mk)
4. List two performance indicators related to 'Show respect for self and others'. (1 mk)
5. List two performance indicators related to 'Demonstrating self-control'. (1 mk)

Upgrade to see model answers.

Refer to the table in question 1 and answer the questions that follow. (e) Mention any two activities related to consonant shapes.

1. State the main purpose of this training. (1 mk)
2. Mention any two activities related to consonant shapes. (2 mk)
3. Mention two modes in which this training can be offered. (1 mk)
4. Who else, besides teachers, may receive similar training? (1 mk)

Upgrade to see model answers.

The table below shows some specific competences, activities and indicators related to the development of a child. Study the table and answer the questions that follow. | Overarching Competence | Specific Competence | Activities to be Performed by the Child | Performance Indicators | |---|---|---|---| | Ability to care for his/her health | Ability to identify parts of the body and their functions | Mentioning different parts of one’s body | Showing and naming different parts of one’s body | | | | Describing functions of different parts of the body | | | | | Using sensory organs to identify objects in the environment | | | | Ability to care for the body | Identify body cleaning materials | Mentioning different materials used for cleaning the body | | | (a) State the overarching competence shown in the table.

1. State the overarching competence shown in the table. (1 mk)
2. List three specific activities where parents/guardians and the community can participate. (3 mk)
3. What is the overall benefit of involving parents/guardians and the community? (1 mk)

Upgrade to see model answers.

Refer to the table in question 7 and answer the questions that follow. (a) State the overarching competence shown in the table.

1. State the overarching competence shown in the table. (2 mk)
2. Name three types of stakeholders that can partner with the Government. (1 mk)
3. In which year was the Education and Training Policy released that states this recognition? (1 mk)

Upgrade to see model answers.

Refer to the table in question 7 and answer the questions that follow. (b) Mention any two specific competences related to the overarching competence.

1. Mention any two specific competences related to the overarching competence. (2 mk)
2. State two documents that guided the revision of the Pre-Primary Education Curriculum in 2005. (2 mk)

Upgrade to see model answers.

Refer to the table in question 7 and answer the questions that follow. (c) Describe one activity that helps a child identify different parts of his/her body.

1. Describe one activity that helps a child identify different parts of his/her body. (2 mk)
2. Availability of a friendly, stimulating and safe teaching and learning environment. (1 mk)
3. According to the passage, what was the main aim of the review of the Primary Education Curriculum in 2015? (1 mk)
4. The use of an appropriate curriculum that emphasizes play-based teaching and learning processes. (1 mk)
5. Active participation and involvement of parents/guardians and the community. (1 mk)
6. Availability of appropriate services for children with special needs. (1 mk)
7. Use of simple and friendly technology in the teaching and learning for promoting child’s creativity. (1 mk)

Upgrade to see model answers.

Refer to the table in question 7 and answer the questions that follow. (d) State any two functions of different parts of the body.

1. State any two functions of different parts of the body. (2 mk)
2. The early years of the child’s life are very critical to his/her development and later learning. (1 mk)
3. Explain the role of ICT in the context of the Pre-Primary Education Curriculum. (2 mk)
4. The child’s early experiences and environment lay a foundation for his/her later development as well as success at school and in life. (2 mk)

Upgrade to see model answers.

Refer to the table in question 7 and answer the questions that follow. (e) Mention any two materials used for cleaning the body.

1. Mention any two materials used for cleaning the body. (2 mk)
2. Personality, Social and Emotional development (2 mk)
3. Briefly explain why the Pre-Primary Curriculum needs to focus on national, regional, and global demands. (2 mk)
4. Language, Communication and Literacy development (2 mk)
5. Creative, Expressive and Aesthetic development (2 mk)

Upgrade to see model answers.

The table above shows specific competences and indicators for different skills. Use the table to answer the questions that follow. (a) Mention three activities for cleaning the environment. (b) State two reasons why it is important to keep things in order. (c) Identify three things that pollute the environment. (d) Describe two dangerous objects that can be found in the environment. (e) Mention two signs that show precaution is needed in the environment. (f) Explain how a child can perform activities which show how to take precaution in the environment.

1. Mention three activities for cleaning the environment. (3 mk)
2. State two reasons why it is important to keep things in order. (2 mk)
3. Identify three things that pollute the environment. (3 mk)
4. Describe two dangerous objects that can be found in the environment. (2 mk)
5. Mention two signs that show precaution is needed in the environment. (2 mk)
6. Explain how a child can perform activities which show how to take precaution in the environment. (3 mk)

Upgrade to see model answers.

The table above shows specific competences and indicators for different skills. Use the table to answer the questions that follow. (a) Mention three artistic works involving the use of hands. (b) Describe two shapes of objects a child can mould. (c) Name three colours that can be identified in different objects. (d) Draw a picture of a house and colour it. (e) Construct a simple object using locally available materials and describe it.

1. Mention three artistic works involving the use of hands. (3 mk)
2. Describe two shapes of objects a child can mould. (2 mk)
3. Name three colours that can be identified in different objects. (3 mk)
4. Draw a picture of a house and colour it. (0 mk)
5. Construct a simple object using locally available materials and describe it. (0 mk)

Upgrade to see model answers.

The second table outlines specific activities related to environmental care and safety. Match the competence indicators with their corresponding overarching competence.

1. Activities to be performed by the child (1 mk)
2. Naming things that pollute the environment (6 mk)
3. Recommended Performance Indicators (1 mk)
4. Mentioning dangerous objects and areas in the environment (6 mk)
5. Mentioning precaution signs (6 mk)
6. Number of Periods (1 mk)
7. Cautiously removing dangerous objects from the environment (6 mk)
8. Describing characteristics of objects found in the environment (6 mk)
9. Describing uses of objects found in the environment (6 mk)

Upgrade to see model answers.

Identify two key aspects from the Convention on the Rights of the Child (CRC) of 1989 that the curriculum has taken into account.

1. Identify two key aspects from the Convention on the Rights of the Child (CRC) of 1989 that the curriculum has taken into account. (2 mk)

Upgrade to see model answers.