TMN3706 Assignment
2 (COMPLETE
ANSWERS) 2026 -
DUE 9 April 2026
[Pick the date]
,Exam (elaborations)
TMN3706 Assignment 2 (COMPLETE
ANSWERS) 2026 - DUE 9 April 2026
QUESTION 1 1.1. How will you describe the term “learner centred approach”
as it 100 TMN3706/Assignment 01 /2026 Assessment criteria Assessment
criteria We will know that students are competent to be able to: • Identify
prevailing practices and methods. • Indicate how such practices should be
utilised to enhance learning. • Select a variety of teaching practices to
diverse settings. applies in the teaching and learning of Social Science? (15)
1.2. Discuss the following concepts: 1.2.1.Assessment (5) 1.2.2.Inquiry-
learning (5)
1.1. Describing the “Learner-Centred Approach” in Social
Science
In the context of Social Science (History and Geography), a learner-centred approach shifts
the focus from the teacher as the sole source of knowledge to the student as an active participant
in the construction of meaning. Instead of rote memorization of dates and maps, the classroom
becomes an environment where students' prior knowledge, interests, and cultural backgrounds
drive the inquiry.
Here is how this approach applies specifically to the teaching and learning of Social Science:
Active Engagement and Inquiry: Rather than listening to a lecture on the French
Revolution or climate change, learners engage in "doing" history or geography. They
analyze primary sources, examine artifacts, or conduct field observations to draw their
own conclusions.
The Teacher as Facilitator: The educator moves away from being the "sage on the
stage" and becomes a "guide on the side." They provide the scaffolding and resources
necessary for students to explore complex social issues independently.
Developing Critical Thinking: This approach encourages students to question
perspectives, identify bias in historical accounts, and understand the cause-and-effect
relationships within human and physical environments.
Differentiated Instruction: It recognizes that a Social Science classroom is diverse.
Teachers adapt their methods to meet different learning styles—for example, allowing
one student to write an essay on migration while another creates a visual storyboard or a
digital map.
, Relevance and Context: Lessons are linked to the learners' real-world experiences. For
instance, studying local community structures before moving to national government
makes the content more relatable and meaningful.
1.2. Discussion of Key Concepts
1.2.1. Assessment
In a modern educational framework, assessment is the continuous process of gathering,
interpreting, and acting upon evidence of student learning. It is not merely a final test
(summative) but a tool used to improve the quality of learning.
Assessment for Learning (Formative): Occurs during the lesson (e.g., quizzes, debates)
to help the teacher adjust instruction.
Assessment of Learning (Summative): Occurs at the end of a unit to judge the student's
competency against specific criteria.
Holistic View: In Social Science, assessment should measure more than memory; it
should evaluate a student’s ability to argue a point, interpret data, and show empathy
toward different historical or social contexts.
1.2.2. Inquiry-Learning
Inquiry-learning is a pedagogical strategy where learning is triggered by a question, problem,
or scenario. It is the "heart" of the Social Science curriculum because it mirrors how historians
and geographers actually work.
The Process: It begins with a "big question" (e.g., “Why did people settle near rivers?”).
Students then move through phases of investigation, evidence collection, and analysis.
Ownership: Students take responsibility for finding answers. This builds "information
literacy"—the ability to navigate various sources and determine what is credible.
Outcome: The goal is not just to find the "right" answer, but to develop the skills of
investigation and logical reasoning that students can apply to any social or environmental
issue they encounter in the future.
1.1 Learner-centred approach in the teaching and learning of Social Sciences (15
marks)
A learner-centred approach is a teaching method that places the learner at the center of the
learning process rather than the teacher. In Social Sciences, this approach emphasizes active
participation, critical thinking, and meaningful engagement with content.
2 (COMPLETE
ANSWERS) 2026 -
DUE 9 April 2026
[Pick the date]
,Exam (elaborations)
TMN3706 Assignment 2 (COMPLETE
ANSWERS) 2026 - DUE 9 April 2026
QUESTION 1 1.1. How will you describe the term “learner centred approach”
as it 100 TMN3706/Assignment 01 /2026 Assessment criteria Assessment
criteria We will know that students are competent to be able to: • Identify
prevailing practices and methods. • Indicate how such practices should be
utilised to enhance learning. • Select a variety of teaching practices to
diverse settings. applies in the teaching and learning of Social Science? (15)
1.2. Discuss the following concepts: 1.2.1.Assessment (5) 1.2.2.Inquiry-
learning (5)
1.1. Describing the “Learner-Centred Approach” in Social
Science
In the context of Social Science (History and Geography), a learner-centred approach shifts
the focus from the teacher as the sole source of knowledge to the student as an active participant
in the construction of meaning. Instead of rote memorization of dates and maps, the classroom
becomes an environment where students' prior knowledge, interests, and cultural backgrounds
drive the inquiry.
Here is how this approach applies specifically to the teaching and learning of Social Science:
Active Engagement and Inquiry: Rather than listening to a lecture on the French
Revolution or climate change, learners engage in "doing" history or geography. They
analyze primary sources, examine artifacts, or conduct field observations to draw their
own conclusions.
The Teacher as Facilitator: The educator moves away from being the "sage on the
stage" and becomes a "guide on the side." They provide the scaffolding and resources
necessary for students to explore complex social issues independently.
Developing Critical Thinking: This approach encourages students to question
perspectives, identify bias in historical accounts, and understand the cause-and-effect
relationships within human and physical environments.
Differentiated Instruction: It recognizes that a Social Science classroom is diverse.
Teachers adapt their methods to meet different learning styles—for example, allowing
one student to write an essay on migration while another creates a visual storyboard or a
digital map.
, Relevance and Context: Lessons are linked to the learners' real-world experiences. For
instance, studying local community structures before moving to national government
makes the content more relatable and meaningful.
1.2. Discussion of Key Concepts
1.2.1. Assessment
In a modern educational framework, assessment is the continuous process of gathering,
interpreting, and acting upon evidence of student learning. It is not merely a final test
(summative) but a tool used to improve the quality of learning.
Assessment for Learning (Formative): Occurs during the lesson (e.g., quizzes, debates)
to help the teacher adjust instruction.
Assessment of Learning (Summative): Occurs at the end of a unit to judge the student's
competency against specific criteria.
Holistic View: In Social Science, assessment should measure more than memory; it
should evaluate a student’s ability to argue a point, interpret data, and show empathy
toward different historical or social contexts.
1.2.2. Inquiry-Learning
Inquiry-learning is a pedagogical strategy where learning is triggered by a question, problem,
or scenario. It is the "heart" of the Social Science curriculum because it mirrors how historians
and geographers actually work.
The Process: It begins with a "big question" (e.g., “Why did people settle near rivers?”).
Students then move through phases of investigation, evidence collection, and analysis.
Ownership: Students take responsibility for finding answers. This builds "information
literacy"—the ability to navigate various sources and determine what is credible.
Outcome: The goal is not just to find the "right" answer, but to develop the skills of
investigation and logical reasoning that students can apply to any social or environmental
issue they encounter in the future.
1.1 Learner-centred approach in the teaching and learning of Social Sciences (15
marks)
A learner-centred approach is a teaching method that places the learner at the center of the
learning process rather than the teacher. In Social Sciences, this approach emphasizes active
participation, critical thinking, and meaningful engagement with content.
