2a) Describe the broad aims of education as stipulated by the Education Policy

Review Commission (EPRC) of 1989 and the Government White Paper on Education
(1992).

1. Promotion of national unity: Education aims to unite learners from

different ethnic, religious, and cultural backgrounds by instilling values of
tolerance, respect, and patriotism.

2. Acquisition of practical skills: It equips learners with vocational and

technical skills necessary for employment and entrepreneurship, thereby
combating unemployment.

3. Development of critical thinking: The curriculum encourages learners to

think independently, analyze situations, and solve problems innovatively.

4. Fostering social and moral values: Education aims to instill discipline,

integrity, and a sense of responsibility to produce law-abiding and ethical
citizens.

5. Preservation of culture: Education plays a role in transmitting cultural

heritage, languages, and traditions from one generation to another.

6. Promotion of economic development: Educated individuals contribute

more effectively to national development through productivity and innovation.

7. Environmental conservation: Learners are taught to appreciate and

conserve their environment, promoting sustainable living.

8. Promotion of gender equality: Education policies aim to eliminate gender

disparities in access, participation, and performance.

9. Global competitiveness: Education prepares learners for global

opportunities by focusing on quality, ICT skills, and international collaboration.

10. Lifelong learning: It encourages continued personal and professional

growth beyond formal education.

2b) Choose a subject and examine the objectives for teaching/learning that subject.
(Subject: Science)

1. To develop scientific knowledge: Learners understand scientific concepts,

principles, and facts related to biology, chemistry, and physics.
 2. To cultivate inquiry skills: Encourages observation, experimentation, and
analysis, helping learners become investigative and curious.

3. To apply scientific knowledge: Learners are expected to relate scientific

concepts to real-life situations such as health, agriculture, and technology.

4. To promote critical thinking: Helps learners question existing theories,

interpret data, and form evidence-based conclusions.

5. To develop environmental awareness: Learners explore ecological issues

and are encouraged to engage in conservation efforts.

6. To promote health and hygiene: Teaches about the human body,

diseases, and healthy practices that ensure personal and public well-being.

7. To encourage innovation: Through practicals and projects, students are

inspired to come up with creative solutions to everyday problems.

8. To build teamwork: Group experiments and discussions foster cooperation

and collaborative learning.

9. To prepare for further studies: Provides a foundation for learners who

wish to specialize in science-related careers.

10. To instill scientific attitudes: Encourages objectivity, honesty, and

perseverance in the learning and application of science.

3a) Explain the ways assessment may be done in a given subject.

1. Written tests: These evaluate learners’ understanding of theoretical

knowledge through structured questions.

2. Practical exams: Common in science subjects, these test learners’ ability to

conduct experiments and interpret results.

3. Quizzes: Short, informal tests that reinforce learning and provide instant
feedback.

4. Oral assessments: Involves asking learners to verbally explain concepts,

which helps evaluate comprehension and communication skills.

5. Projects: Long-term assignments where students explore a topic in depth,

promoting research and creativity.
 6. Group work assessments: Evaluates both individual contribution and group
outcomes, encouraging collaboration.

7. Assignments: Take-home tasks test learners’ understanding, application,

and synthesis of content.

8. Peer assessment: Involves learners evaluating each other’s work, which

enhances self-reflection and fairness.

9. Class presentations: Learners prepare and present topics, demonstrating

research skills and knowledge articulation.

10. Portfolio assessment: A collection of a learner’s work over time

showcasing progress, strengths, and areas for improvement.

3b) Describe the tools of assessment.

1. Rubrics: Scoring guides that outline criteria for grading tasks and help ensure
objective marking.

2. Checklists: Lists of skills or behaviors that learners are expected to

demonstrate.

3. Rating scales: Used to measure the degree to which a learner has met the
expected standard.

4. Observation guides: Teachers use these during activities to record learner

performance.

5. Test papers: Used for written exams to assess knowledge retention and
application.

6. Workbooks: Contain exercises and problems that reflect learners’ day-to-day

understanding.

7. Self-assessment forms: Encourage learners to evaluate their own work,

fostering independence.

8. Peer review sheets: Structured forms for evaluating classmates’ work in a

guided way.

9. Digital assessment tools: Online platforms like Kahoot and Google Forms
help conduct quizzes and assignments digitally.
 10. Progress records: Teachers use them to track learners’ academic
development over time.

4a) After assessing the learners, describe how you would record their marks.

1. Mark books: Traditional hard-copy books where teachers record individual

scores for each subject or task.

2. Score sheets: Excel-based sheets or paper-based tables used to summarize

performance data.

3. Progress reports: Summarize marks over a term and highlight strengths and
weaknesses.

4. Electronic databases: Systems like SIMS or school management software

allow secure and organized data entry.

5. Class registers: Help cross-check student attendance with performance for

analysis.

6. Report cards: Consolidate learners’ marks across subjects and display overall
performance.

7. Cumulative records: Track academic performance across terms or years.

8. Graphs and charts: Visual representations of progress help both learners

and parents understand performance trends.

9. Assessment portfolios: Store graded work that serves as evidence of

progress.

10. Secure cloud storage: Used to prevent loss and allow access to
performance data anywhere.

4b) For what reasons have you been recording learners’ marks during teaching
practice?

1. To track progress: Allows for monitoring learners’ academic development

over time.
 2. To identify weaknesses: Helps in discovering subject areas or topics where
learners struggle.

3. To plan remediation: Informs targeted interventions to support struggling

students.

4. To communicate with stakeholders: Parents, administrators, and learners

themselves benefit from mark records.

5. To evaluate teaching effectiveness: Enables reflection on whether

teaching strategies are working.

6. To inform grading: Provides a basis for assigning grades at the end of a

term.

7. To motivate learners: Knowing their marks encourages students to improve

or maintain performance.

8. For certification purposes: Marks are needed for issuing reports,

certificates, and school promotions.

9. To promote accountability: Helps teachers justify their work and students’

performance.

10. To support guidance and counseling: Helps counselors advise

students based on academic records.

5a) Justify the use of the Project Method of teaching.

1. Promotes active learning: Learners take initiative and engage more deeply
with content.

2. Encourages critical thinking: Projects often involve solving real-world

problems, which enhances reasoning skills.

3. Builds collaboration: Students often work in groups, which fosters

teamwork and communication.

4. Improves research skills: Learners gather, analyze, and present data,

enhancing inquiry and investigation.

5. Enhances creativity: Students are encouraged to come up with innovative

solutions or presentations.
 6. Supports integration: Projects can combine subjects like science and math,
promoting holistic learning.

7. Builds responsibility: Learners manage tasks and deadlines, improving

personal discipline.

8. Caters to individual interests: Projects can be tailored to students’

passions, making learning more relevant.

9. Improves presentation skills: Learners present their findings, building

confidence and articulation.

10. Encourages lifelong learning: Instills a habit of independent learning

beyond the classroom.

5b) Explain why some teachers do not want to use the Project teaching method.

1. Time-consuming: Projects often take longer to plan and execute than

traditional methods.

2. Lack of resources: Some schools lack materials or tools to support project-

based learning.

3. Large class sizes: It’s difficult to manage projects effectively in overcrowded

classrooms.

4. Assessment challenges: Projects can be hard to grade objectively,

especially group work.

5. Curriculum constraints: Teachers may feel pressure to cover content

quickly, discouraging deeper exploration.

6. Teacher workload: Projects require more supervision, planning, and follow-

up.

7. Unfamiliarity: Some teachers lack training or confidence to guide projects

effectively.

8. Limited learner skills: Not all students have the self-discipline or research
ability for project work.

9. Inconsistent results: Some students may rely on others in group work,

leading to unequal learning.
 10. Parental concerns: Some parents may question the academic rigor of
project-based learning.

6) Narrate how to implement the Group Work method of teaching.

1. Plan group tasks: Select tasks suitable for collaborative learning, like
problem-solving or discussion.

2. Form balanced groups: Ensure diversity in skills, gender, and abilities

within groups.

3. Assign roles: Define specific roles (leader, scribe, presenter) to promote

accountability.

4. Set clear goals: Communicate learning objectives and expectations to all

group members.

5. Provide guidance: Teachers monitor and support groups without

dominating the discussion.

6. Encourage participation: Use strategies to ensure every student

contributes.

7. Monitor progress: Observe and record how groups are working and adjust
where needed.

8. Facilitate reporting: Let each group present findings to the class to

reinforce learning.

9. Evaluate performance: Use rubrics to assess group dynamics and outcomes

fairly.

10. Reflect: Encourage students to reflect on what they learned and how
they worked as a group.

7a) Steps teachers should take to carry out effective tours (fieldwork):

1. Set learning objectives: Define what learners should achieve from the tour.
 2. Select relevant sites: Choose locations related to the curriculum, e.g.,
farms for agriculture lessons.

3. Conduct reconnaissance: Visit the site in advance to identify logistics and

challenges.

4. Seek permissions: Get approvals from school administration, parents, and

site managers.

5. Budget planning: Estimate costs and arrange transport, food, and materials.

6. Organize supervision: Assign adequate staff to monitor and guide students.

7. Brief students: Explain the purpose, rules, and expectations of the trip.

8. Prepare materials: Distribute worksheets or tools needed for data

collection.

9. Ensure safety: Put measures in place for medical emergencies and behavior
management.

10. Follow up: Conduct post-tour activities like reports or presentations to

reinforce learning.

7b) Assess the pros and cons of Field Work.

Pros:

1. Hands-on learning: Learners engage with real-world environments,

enhancing retention.

2. Bridges theory and practice: Fieldwork connects classroom concepts to

real experiences.

3. Promotes inquiry: Students ask questions, collect data, and draw

conclusions.

4. Stimulates interest: Field visits make learning exciting and memorable.

5. Improves observation skills: Students learn to notice details and think

critically.

Cons:
6. Costly: Transport and logistics can be expensive for both schools and
parents.

7. Time-consuming: Planning and executing field trips takes significant time.

8. Safety concerns: Accidents or misbehavior may occur outside the classroom.

9. Limited accessibility: Some learners with disabilities may find it difficult to

participate.

10. Weather dependence: Unfavorable conditions can disrupt or cancel

trips.