A group of teachers at Khanya Township School decided to forge a path of change in their school. Recognizing the challenges that surrounded their classrooms, they formed a Professional Learning Community (PLC) named UNITY. The teachers at UNITY faced overcrowded classrooms and scarce resources. However, their shared commitment to enhancing education created a bond that went beyond the walls of their school. The PLC became a hub of ideas and support, where teachers collaborated to navigate challenges and share innovative teaching methods. Through collaborative efforts, UNITY implemented a mentorship program, pairing experienced educators with those newer to the profession. This simple yet effective initiative alleviated the strain on individual teachers and created a supportive network that echoed with the spirit of unity. In response to outdated resources, the PLC embraced technology. They created a digital platform where teachers could access and share lesson plans, resources, and creative teaching ideas. The virtual space became a treasure trove of knowledge, injecting vitality into classrooms and providing students with a more engaging learning experience. As word spread about UNITY’s success, other township schools joined the movement. The PLCs formed a network of support, each contributing to the collective mission of enhancing education in the townships.

Critically discuss what the teacher does in the classroom to enhance the following skills of the learners using FOUR (4) observed/demonstrated practical examples: • Fine motor skills (two examples)