,CIC2601 Assignment 2 2025 - DUE 3 June
2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions.
MULTIPLE CHOICE,ASSURED EXCELLENCE
Question 1 [20 marks] The aim of question 1 is to enable you to
demonstrate your ability to plan the integration of digital tools
in teaching. Task: Plan a lesson or teaching strategy that
integrates digital technology. Describe how you would ensure it
is effective for your students. Question 2 [20 marks] The aim of
question 2 is to enable you to think about assessment strategies
in the digital age and how they can measure student learning
effectively. Task: Describe how you would plan to use formative
assessment tools (e.g., quizzes, online discussions, peer
feedback) in your digital teaching strategy. Provide specific
examples. Question 3 [10 marks] The aim of question 3 is to
enable you to apply theoretical knowledge to real-world
examples and draw lessons for use in your own teaching
practice. Task: Review a case study of a school or classroom that
has successfully implemented digital technologies. Identify key
strategies used and explain how you could apply these
strategies in your future teaching practice.
Question 1 [20 marks]
Plan a lesson or teaching strategy that integrates digital
,technology. Describe how you would ensure it is effective
for your students.
Context and Grade Level
Subject: Grade 9 Geography (Map Skills and Contour
Lines)
Duration: 60 minutes
Learner Profile: Mixed-ability class, some learners with
strong spatial reasoning and others who struggle with
abstract representations of terrain. Access to computer
lab (one computer per two learners) and reliable internet.
1. Learning Outcomes and Objectives
Knowledge & Understanding:
o Learners will be able to interpret contour lines and
understand how they represent elevation on a
topographic map.
o Learners will be able to identify key map features
(scale, legend, north arrow).
Skills:
, o Use an online GIS‐based tool (e.g., Google Earth or a
free web‐based contour mapping site) to visualize
terrain in three dimensions.
o Collaborate in pairs to answer guided questions
about slopes, hilltops, and valleys using the digital
tool.
Values & Attitudes:
o Appreciate how digital technology can aid
geographical understanding.
o Develop confidence in using online resources to
explore real‐world geography.
2. Lesson Structure and Digital Components
Phase Activities Digital Tools
1. Introduction - Activate prior - Interactive
(10 minutes) knowledge: Show a whiteboard
static topographic projector
map projected on - Prepared 2D
the board. Ask topographic map
learners to recall image (PDF)
what contour lines
are and how they
indicate elevation.
2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions.
MULTIPLE CHOICE,ASSURED EXCELLENCE
Question 1 [20 marks] The aim of question 1 is to enable you to
demonstrate your ability to plan the integration of digital tools
in teaching. Task: Plan a lesson or teaching strategy that
integrates digital technology. Describe how you would ensure it
is effective for your students. Question 2 [20 marks] The aim of
question 2 is to enable you to think about assessment strategies
in the digital age and how they can measure student learning
effectively. Task: Describe how you would plan to use formative
assessment tools (e.g., quizzes, online discussions, peer
feedback) in your digital teaching strategy. Provide specific
examples. Question 3 [10 marks] The aim of question 3 is to
enable you to apply theoretical knowledge to real-world
examples and draw lessons for use in your own teaching
practice. Task: Review a case study of a school or classroom that
has successfully implemented digital technologies. Identify key
strategies used and explain how you could apply these
strategies in your future teaching practice.
Question 1 [20 marks]
Plan a lesson or teaching strategy that integrates digital
,technology. Describe how you would ensure it is effective
for your students.
Context and Grade Level
Subject: Grade 9 Geography (Map Skills and Contour
Lines)
Duration: 60 minutes
Learner Profile: Mixed-ability class, some learners with
strong spatial reasoning and others who struggle with
abstract representations of terrain. Access to computer
lab (one computer per two learners) and reliable internet.
1. Learning Outcomes and Objectives
Knowledge & Understanding:
o Learners will be able to interpret contour lines and
understand how they represent elevation on a
topographic map.
o Learners will be able to identify key map features
(scale, legend, north arrow).
Skills:
, o Use an online GIS‐based tool (e.g., Google Earth or a
free web‐based contour mapping site) to visualize
terrain in three dimensions.
o Collaborate in pairs to answer guided questions
about slopes, hilltops, and valleys using the digital
tool.
Values & Attitudes:
o Appreciate how digital technology can aid
geographical understanding.
o Develop confidence in using online resources to
explore real‐world geography.
2. Lesson Structure and Digital Components
Phase Activities Digital Tools
1. Introduction - Activate prior - Interactive
(10 minutes) knowledge: Show a whiteboard
static topographic projector
map projected on - Prepared 2D
the board. Ask topographic map
learners to recall image (PDF)
what contour lines
are and how they
indicate elevation.
