HOPEACADEMY
HED4814
Portfolio examination
DUE: 15 JANUARY 2026
2026
Question 1.1
1. Design a problem-based learning (PBL) activity tailored to the learners’
context.
a) Describe the learner’s background and needs.
b) Outline the steps of the activity.
c) State the learning objectives.
d) Justify the activity using psychological theories (e.g., constructivism,
experiential learning).
0 7 6 4 0 3 1 2 2 9
,HED4814 ASSESSMENT: Portfolio examination 2026
Question 1.1
1. Design a problem-based learning (PBL) activity tailored to the learners’
context.
a) Learners’ Background and Needs
The learners are Grade 9 students in a public secondary school in South
Africa, coming from diverse socio-economic, cultural, and linguistic
backgrounds. Many learners speak English as a second language and have
varied access to learning resources at home. The learners are familiar with
community challenges such as water shortages, unemployment, and waste
management, which directly affect their daily lives. Their learning needs
include developing problem-solving skills, improving collaboration,
enhancing communication skills, and applying theoretical knowledge to
real-life situations. In addition, learners require learning experiences that
value their cultural knowledge, promote inclusion, and build confidence in
expressing their ideas.
b) Outline of the PBL Activity
Problem Scenario:
The local community is experiencing frequent water shortages due to poor
water management and drought. Learners are tasked with proposing
realistic and sustainable solutions to improve water conservation at school
and in the community.
Steps of the Activity:
, Introduction of the Problem: The teacher introduces the water shortage
issue using local examples and short news clips.
Group Formation: Learners are divided into mixed-ability and culturally
diverse groups of 4–5.
Problem Analysis: Groups discuss what they already know about water
scarcity and identify what they need to learn.
Research and Inquiry: Learners gather information from textbooks,
community members, and online or printed resources.
Solution Development: Each group designs a practical solution, such as
rainwater harvesting or awareness campaigns.
Presentation: Groups present their solutions through posters, oral
presentations, or role-plays.
Reflection: Learners reflect on what they learned, challenges faced, and how
their solution could be improved.
c) Learning Objectives
By the end of the PBL activity, learners should be able to:
Identify and explain causes and effects of water scarcity in their community.
Apply critical thinking skills to analyse real-life problems and propose
solutions.
Work collaboratively and respectfully in diverse groups.
Communicate ideas clearly through oral and visual presentations.
Reflect on their learning experiences and evaluate proposed solutions.
HED4814
Portfolio examination
DUE: 15 JANUARY 2026
2026
Question 1.1
1. Design a problem-based learning (PBL) activity tailored to the learners’
context.
a) Describe the learner’s background and needs.
b) Outline the steps of the activity.
c) State the learning objectives.
d) Justify the activity using psychological theories (e.g., constructivism,
experiential learning).
0 7 6 4 0 3 1 2 2 9
,HED4814 ASSESSMENT: Portfolio examination 2026
Question 1.1
1. Design a problem-based learning (PBL) activity tailored to the learners’
context.
a) Learners’ Background and Needs
The learners are Grade 9 students in a public secondary school in South
Africa, coming from diverse socio-economic, cultural, and linguistic
backgrounds. Many learners speak English as a second language and have
varied access to learning resources at home. The learners are familiar with
community challenges such as water shortages, unemployment, and waste
management, which directly affect their daily lives. Their learning needs
include developing problem-solving skills, improving collaboration,
enhancing communication skills, and applying theoretical knowledge to
real-life situations. In addition, learners require learning experiences that
value their cultural knowledge, promote inclusion, and build confidence in
expressing their ideas.
b) Outline of the PBL Activity
Problem Scenario:
The local community is experiencing frequent water shortages due to poor
water management and drought. Learners are tasked with proposing
realistic and sustainable solutions to improve water conservation at school
and in the community.
Steps of the Activity:
, Introduction of the Problem: The teacher introduces the water shortage
issue using local examples and short news clips.
Group Formation: Learners are divided into mixed-ability and culturally
diverse groups of 4–5.
Problem Analysis: Groups discuss what they already know about water
scarcity and identify what they need to learn.
Research and Inquiry: Learners gather information from textbooks,
community members, and online or printed resources.
Solution Development: Each group designs a practical solution, such as
rainwater harvesting or awareness campaigns.
Presentation: Groups present their solutions through posters, oral
presentations, or role-plays.
Reflection: Learners reflect on what they learned, challenges faced, and how
their solution could be improved.
c) Learning Objectives
By the end of the PBL activity, learners should be able to:
Identify and explain causes and effects of water scarcity in their community.
Apply critical thinking skills to analyse real-life problems and propose
solutions.
Work collaboratively and respectfully in diverse groups.
Communicate ideas clearly through oral and visual presentations.
Reflect on their learning experiences and evaluate proposed solutions.
