CUS3701
ASSIGNMENT 3 2025
DUE: 4 AUGUST 2025
SEMESTER 2 2025
,CUS3701 ASSIGNMENT 3 2025
DUE DATE: 4 AUGUST 2025
QUESTION 1: READ THE EXTRACT
Mr Metsi, the principal of Mabotse Secondary School, has launched a programme to
enhance curriculum delivery. The programme aims to improve learner engagement and
learning outcomes.
Mr Moeng, the physical science teacher, noticed that his learners struggled to engage
during practical experiments. He welcomed the initiative hoping that integrating new
teaching strategies could make physical science more accessible and comprehendible.
This was supported by Mrs Lebepe, the English teacher who cited that learners struggle
to analyse literature, affecting their comprehension and performance.
1.1. Identify and analyse how each of these strategies can address the challenges
Mr Moeng and Mrs Lebepe faced in their respective subjects.
ANSWER
1. Problem Solving
Mr Moeng’s learners struggle to engage during practical experiments.
Mrs Lebepe’s learners struggle to analyse literature and comprehend texts.
According to Killen (2007), problem-solving is not just about applying steps but about
developing new knowledge through critical thinking.
Mr Moeng can use contextualised problems in physical science to help learners
understand the principles behind experiments, rather than just doing them.
, Mrs Lebepe can pose literary analysis problems e.g., interpreting metaphors or
themes)to get learners to explore meanings and perspectives actively.
2. Flipped Classroom
Learners in both subjects have low engagement with content.
Limited classroom time for practice and deep interaction.
In a flipped classroom, learners study theory (videos, texts, notes) at home, freeing
class time for discussion, application, and support (Pouezevara, 2013).
Mr Moeng can assign videos of experiments or theory clips before class, then use class
time to explore and troubleshoot practical work.
Mrs Lebepe can let learners watch literature analysis videos or read stories at home,
then guide them through interpretation and discussion in class.
3. Simulation
Learners find it hard to connect lessons with real-life relevance.
They struggle to understand complex concepts (like lab processes or abstract
literature).
In science, simulations mimic real experiments, allowing learners to explore outcomes
safely and realistically (Henson, 2004).
In English, simulations (like role play or mock interviews with characters) help learners
explore literary themes, character motivations, and tone.
Simulations promote decision-making, judgement, and applying knowledge in a realistic
context.
ASSIGNMENT 3 2025
DUE: 4 AUGUST 2025
SEMESTER 2 2025
,CUS3701 ASSIGNMENT 3 2025
DUE DATE: 4 AUGUST 2025
QUESTION 1: READ THE EXTRACT
Mr Metsi, the principal of Mabotse Secondary School, has launched a programme to
enhance curriculum delivery. The programme aims to improve learner engagement and
learning outcomes.
Mr Moeng, the physical science teacher, noticed that his learners struggled to engage
during practical experiments. He welcomed the initiative hoping that integrating new
teaching strategies could make physical science more accessible and comprehendible.
This was supported by Mrs Lebepe, the English teacher who cited that learners struggle
to analyse literature, affecting their comprehension and performance.
1.1. Identify and analyse how each of these strategies can address the challenges
Mr Moeng and Mrs Lebepe faced in their respective subjects.
ANSWER
1. Problem Solving
Mr Moeng’s learners struggle to engage during practical experiments.
Mrs Lebepe’s learners struggle to analyse literature and comprehend texts.
According to Killen (2007), problem-solving is not just about applying steps but about
developing new knowledge through critical thinking.
Mr Moeng can use contextualised problems in physical science to help learners
understand the principles behind experiments, rather than just doing them.
, Mrs Lebepe can pose literary analysis problems e.g., interpreting metaphors or
themes)to get learners to explore meanings and perspectives actively.
2. Flipped Classroom
Learners in both subjects have low engagement with content.
Limited classroom time for practice and deep interaction.
In a flipped classroom, learners study theory (videos, texts, notes) at home, freeing
class time for discussion, application, and support (Pouezevara, 2013).
Mr Moeng can assign videos of experiments or theory clips before class, then use class
time to explore and troubleshoot practical work.
Mrs Lebepe can let learners watch literature analysis videos or read stories at home,
then guide them through interpretation and discussion in class.
3. Simulation
Learners find it hard to connect lessons with real-life relevance.
They struggle to understand complex concepts (like lab processes or abstract
literature).
In science, simulations mimic real experiments, allowing learners to explore outcomes
safely and realistically (Henson, 2004).
In English, simulations (like role play or mock interviews with characters) help learners
explore literary themes, character motivations, and tone.
Simulations promote decision-making, judgement, and applying knowledge in a realistic
context.
