Life skills is a critically important subject to teach at the Foundation Phase level as it is at this unique time in a young learner’s development that an important grounding for later life can be established. Never will teachers have a better opportunity to shape learners’ knowledge, skills and values and to prepare them for the challenges and successes that lie ahead. Teaching life skills in the Foundation Phase equips teachers to support learners’ holistic development, both as citizens of South Africa and participants in a global community.

Teaching life skills in the Foundation Phase is based on sound pedagogical principles, providing many practical ideas to Foundation Phase teachers and student teachers (grades R–3). For easy reference between classroom practice and formal studies, this book is structured according to the CAPS Foundation Phase curriculum and focuses on the following knowledge areas:

• Beginning knowledge (the teaching of natural sciences, technology and social sciences)
• Creative arts education (the teaching of visual and performing arts)
• Physical education (movement)
• Personal and social well-being (addressing social issues such as sexuality education, health education, violence and abuse)

Teaching life skills in the Foundation Phase is aimed at teachers, school managers and parents.

Life skills is a critically important subject to teach at the Foundation Phase level as it is at this unique time in young learners' development that an important grounding for later life can be established. Never will teachers have a better opportunity to shape learners' knowledge, skills and values and to prepare them for the challenges of being a citizen of the 21st century. Focusing attention towards the Africanising of the Foundation Phase Life Skills curriculum, this book addresses the ways in which teachers can structure their inclusive classroom practices to match the fundamental elements of social responsibility and human development in order to support learners' holistic development, both as citizens of South Africa and participants in a global community. Teaching Life Skills in the Foundation Phase is based on sound pedagogical principles, providing many practical ideas to Foundation Phase teachers and student teachers (grades R-3). For easy reference between classroom practice and formal studies, this book is structured according to the CAPS Foundation Phase curriculum and focuses on the following knowledge areas: Beginning knowledge (the teaching of natural sciences, technology and social sciences); Creative arts education (the teaching of visual and performing arts); Physical education (movement); Personal and social wellbeing (addressing social issues such as sexuality education, health education, violence and abuse); Teaching Life Skills in the Foundation Phase is aimed at teachers, school managers and parents.

Life Skills is a tool to promote skills, knowledge and values about the self, the environment, responsible citizenship, a healthy and productive life, social engagement, recreation and physical activity and creative arts in all Intermediate Phase learners in South Africa. Teaching Life Skills in the Intermediate Phase focuses on how to encourage the optimal emotional, physical, spiritual and mental development and wellbeing of learners. Teaching Life Skills in the Intermediate Phase aims to answer the call for learners that have improved self-esteem with strong interpersonal skills while showing respect for cultural diversity and a healthy lifestyle. In alignment with the South African Curriculum and Assessment Policy statements (CAPS), the book covers varies topics with regard to the holistic development of Intermediate Phase learners. Teaching Life Skills in the Intermediate Phase is aimed at Life Skills educators in South African schools as well as at parents who find themselves in fascinating, albeit challenging, territory with the personal growth and development of their children. Dr Christina Jordaan is a senior lecturer and head of the programme for the Intermediate Phase at the Nelson Mandela University in Port Elizabeth. She specialises in sexuality education, HIV/AIDS education, career guidance, child development and issues around bullying and suicide. Mariana Naude was the principal of various pre-school institutions in and around Pretoria for 12 years. She later taught Grade 1 to 3 learners. During this time she was tasked by the Department of Education to train Foundation Phase educators on the implementation of the CAPS Mathematics curriculum. Apart from her interest in Mathematics education, she is also co-editor of the book Teaching Life Skills in the Foundation Phase.

Die rol van 'n onderwyser is fundamenteel tot die verwerwing van die nodige wiskundige vaardighede en kennis wat deel uitmaak van die kind se vroee en verdere ontwikkeling. Vanaf die jaar voor toetrede tot formele skoolopleiding (Graad R) tot die einde van die Grondslagfase (Graad 3), dra onderwysers by tot die belangrikste leersiklus en le hulle leerders se grondslag vir die res van hul skoolloopbaan. Wiskunde-onderrig in die Grondslagfase bied kritieke insig tot die basiese beginsels wat internasionaal sowel as nasionaal toegepas word, met 'n indiepte-bespreking van die onderliggende konsepte en teoriee aangaande wiskunde-onderrig aan jong leerders. Die konsepte afrikanisering van die kurrikulum en etnowiskunde word ook bespreek. Die temas wat in die boek aangespreek word, is gebaseer op die KABV-dokumente wat deur die Departement van Basiese Onderwys in 2012 uitgereik is en omsluit die fisiese, sosiale en konseptuele kennis wat leerders moet verwerf en op voortbou om sodoende hul wiskundige vaardighede vir die toekoms te ontwikkel. Wiskunde-onderrig in die Grondslagfase is 'n onontbeerlike handleiding vir beginneronderwysers en studente vir die inrig van hul klaskamers, die beplanning van lesse vir die suksesvolle verkryging van wiskunde kennis en vaardighede, asook om wiskunde met selfvertroue te onderrig. Hierdie boek sal ook aan ouers toon wat van hulle kinders in die wiskunde klas verwag word.

Die rol van 'n onderwyser is fundamenteel tot die verwerwing van die nodige wiskundige vaardighede en kennis wat deel uitmaak van die kind se vroee en verdere ontwikkeling. Vanaf die jaar voor toetrede tot formele skoolopleiding (Graad R) tot die einde van die Grondslagfase (Graad 3), dra onderwysers by tot die belangrikste leersiklus en le hulle leerders se grondslag vir die res van hul skoolloopbaan. Wiskunde-onderrig in die Grondslagfase bied kritieke insig tot die basiese beginsels wat internasionaal sowel as nasionaal toegepas word, met 'n indiepte-bespreking van die onderliggende konsepte en teoriee aangaande wiskunde-onderrig aan jong leerders. Die temas wat in die boek aangespreek word, is gebaseer op die KABV-dokumente wat deur die Departement van Basiese Onderwys in 2012 uitgereik is en omsluit die fisiese, sosiale en konseptuele kennis wat leerders moet verwerf en op voortbou om sodoende hul wiskundige vaardighede vir die toekoms te ontwikkel. Die inhoud sluit die volgende in: Basiese beginsels oor die verwerwing van wiskundige vaardighede en kennis; Diversiteit in die wiskunde-klaskamer; Onderrig en leer van wiskunde in Graad R; Ontwikkeling van getalbegrip; Patrone, funksies en algebra in die Grondslagfase; Onderrig en leer van ruimte en vorm; Onderrig en leer van meting; Datahantering in die Grondslagfase; Wiskunde-assessering in die leerdergesentreerde klaskamer Wiskunde-onderrig in die Grondslagfase is 'n onontbeerlike handleiding vir beginner-onderwysers en studente vir die inrig van hul klaskamers, die beplanning van lesse vir die suksesvolle oordraging van wiskunde kennis en vaardighede, asook om wiskunde met selfvertroue te onderrig. Hierdie boek sal ook aan ouers toon wat van hulle kinders in die wiskunde klas verwag word. 'n Hulpbronpakket op CD-ROM is by die boek ingesluit om onderwysers van waardevolle hulpbronmateriaal te voorsien; verder bevat elke hoofstuk ook 'n spesiale afdeling oor die gebruik van tegnologie in die klaskamer.