Correct answer: Concept-attainment teaching Giving examples and non-examples, letting learners infer the defining attributes, and naming the concept afterwards is concept-attainment teaching.

• Advance-organiser teaching Advance organisers give learners an overview before the new content.
• Mastery learning Mastery learning uses staged units with feedback until a standard is reached.
• Direct explanation Direct explanation states the concept at the start.

Correct answer: Socratic questioning Repeatedly asking for evidence, assumptions, and counter-evidence is Socratic questioning.

• Expository lecture Expository lecture is mainly the teacher telling.
• Repetitive drill Repetitive drill is repeated practice of a skill.
• Silent demonstration Silent demonstration shows a procedure without questioning.

Correct answer: Design a school waste-audit plan from collected data. Designing a waste-audit plan from collected data requires learners to investigate a real problem, which makes the task authentic.

• Classify sample waste items using a supplied key. Classifying items with a supplied key is a routine, low-level task.
• Recall the textbook definition of waste management. Recalling a definition does not require investigation.
• Copy a model diagram of a recycling process. Copying a model diagram does not require investigation.

Correct answer: Place the explanatory labels beside the relevant parts. Placing labels beside the relevant parts removes the split-attention problem and the need to search between pages.

• Pre-teach all definitions before showing the diagram. Pre-teaching definitions does not remove the search between facing pages.
• Add a second worked example after the diagram. A second worked example adds material but does not fix the split layout.
• Provide narration together with the complete written text. Narration with the complete written text adds redundancy and does not address split attention.

Correct answer: scenario-based planning Preparing optimistic, expected, and adverse projections before deciding is scenario-based planning.

• benchmarking Benchmarking compares performance with other organisations or standards.
• zero-based budgeting Zero-based budgeting justifies every expense from zero.
• routine scheduling Routine scheduling is day-to-day timetabling, not planning under uncertainty.

Correct answer: Keep the stakeholder satisfied without excessive detail. A stakeholder with high influence but low interest should be kept satisfied without overloading them with detail (power–interest grid).

• Communicate only through broad public messages. Broad public messages alone do not keep an influential stakeholder satisfied.
• Manage the stakeholder closely through daily consultation. Daily consultation suits stakeholders with both high influence and high interest.
• Exclude the stakeholder until active interest develops. Excluding an influential stakeholder risks losing their support.

Correct answer: Prioritise the safety risk despite the equal score. An irreversible learner-safety consequence outweighs a recoverable delay, so the safety risk should be prioritised despite the equal score.

• Treat the risks identically because their scores match. Treating them identically ignores differences in severity and reversibility.
• Prioritise the scheduling risk because it is readily quantified. Ease of quantification is not a reason to prioritise a less serious risk.
• Use the numerical score as the only decision criterion. A numerical score should not be the only decision criterion.

Correct answer: Weekly follow-up completion rate The weekly follow-up completion rate is an early, controllable measure of implementation that predicts later reductions in absence.

• Annual pass percentage among enrolled learners Annual pass percentage is a lagging outcome and not specific to absenteeism.
• Later college-entry rate among former pupils Later college-entry rate is a distant outcome.
• Year-end chronic-absence reduction rate Year-end chronic-absence reduction is a lagging result, not a leading indicator.

Correct answer: Develop alternative scenarios with predefined decision triggers. Alternative scenarios with predefined decision triggers let planners respond as the uncertainty resolves.

• Use a weighted average and commit all resources immediately. Committing all resources immediately to a weighted average ignores the risk of being wrong.
• Plan for the best case and retain only a small reserve. Planning for the best case with a small reserve leaves the district exposed.
• Delay all planning until future enrolment becomes certain. Delaying all planning until enrolment is certain is impractical.

Correct answer: Compare expected priority gains against required resource cost. Comparing expected gains in priority areas against the resources required supports efficient allocation while keeping educational priorities in view.

• Rank interventions by expected effect without considering cost. Ignoring cost can use up the budget on one intervention.
• Fund the intervention serving the greatest number of people. The number of people served ignores effectiveness and cost.
• Select the intervention with the most predictable result. Predictability alone ignores both benefit and cost.

Correct answer: The project completion date moves three days later. An activity on the critical path has zero float, so a delay pushes the project completion date later by the same amount unless corrective action is taken.

• A non-critical activity automatically absorbs the delay. Non-critical activities do not automatically absorb a delay on the critical path.
• Project duration remains unchanged because float is shared. Float belongs to non-critical activities; the critical path has none to share.
• Only the project budget changes, not its completion date. A delay to a critical activity affects the completion date, not only the budget.

Correct answer: Raise benchmark attainment to 68% by March. “Raise benchmark attainment to 68% by March” has a specific target and a deadline, so it is measurable.

• Improve overall reading achievement substantially by March. “Substantially” is vague and cannot be checked.
• Encourage more learners to engage actively in reading. “Encourage more learners” has no target or measure.
• Make the school reading programme more effective this year. “More effective” has no target or measure.

Correct answer: Delegate authority with agreed outcomes and review points. Delegating authority with agreed outcomes and review points shares leadership while keeping accountability and coherence.

• Grant broad autonomy without reporting expectations. Broad autonomy without reporting expectations weakens accountability.
• Invite staff input while retaining every decision centrally. Inviting input but keeping every decision central is consultation, not distributed leadership.
• Rotate leadership roles regardless of relevant expertise. Rotating roles regardless of expertise can put people in roles they are not ready for.

Correct answer: Use several evidence sources across multiple occasions. Several sources of evidence across multiple occasions give the most dependable picture of classroom performance.

• Use two observations by one appraiser within one week. Two observations by one appraiser in a single week give a narrow sample and one viewpoint.
• Use one observation supplemented by a self-report. One observation plus a self-report is too limited a basis for a dependable judgement.
• Use examination results and attendance as the main evidence. Examination results and attendance are affected by many factors and do not show classroom practice directly.

Correct answer: Review observed problems and revise procedures accordingly. Reviewing the problems observed and revising procedures turns the drill into learning and improves future preparedness.

• Repeat the identical drill until evacuation time decreases. Repeating the same drill may shorten the time but does not fix weaknesses.
• Change the evacuation routes frequently without formal review. Changing routes frequently without formal review can create new confusion.
• Record only the total evacuation time for future comparison. Recording only the total time hides where the problems occurred.

Correct answer: Share relevant information only with staff who need it. Sharing only relevant information with the staff who need it protects confidentiality while serving the educational purpose.

• Provide the complete record to all subject teachers. Giving the complete record to all subject teachers goes beyond what is needed.
• Circulate a broad summary to staff without checking need. Circulating a summary without checking need still discloses more than necessary.
• Place the file on a shared drive accessible to all employees. A shared drive open to all employees gives uncontrolled access to a confidential record.

Correct answer: analyse common instructional causes across the classes Analysing common instructional causes across the classes diagnoses the problem before an intervention is chosen.

• arrange a general workshop before diagnosing the difficulty A general workshop before diagnosis may miss the real causes.
• purchase a new reading programme immediately Buying a programme immediately assumes a solution without a diagnosis.
• increase testing of low-performing learners first More testing of low performers measures the problem but does not explain its cause.

Correct answer: Apply transparent criteria after consulting both teachers. Transparent criteria applied after consulting both teachers are fair, defensible, and focused on instructional need.

• Give priority to the teacher with longer service. Length of service is not an instructional criterion.
• Rotate access regardless of instructional requirements. Rotating access regardless of instructional requirements ignores real needs.
• Give the laboratory to whoever requested it first. First-come-first-served ignores differences in instructional need.

Correct answer: Final accountability remains with the headteacher. Authority can be delegated, but accountability cannot, so final accountability stays with the headteacher.

• Authority and accountability transfer completely to the senior teacher. Accountability does not transfer completely along with authority.
• Accountability transfers while authority remains with the headteacher. This reverses the principle: authority is delegated, accountability is not.
• The headteacher retains authority while the senior teacher bears final accountability. The senior teacher cannot bear final accountability for a task the headteacher delegated.

Correct answer: Use evidence-based feedback conferences and focused follow-up observations. Evidence-based feedback conferences with focused follow-up observations give teachers specific, ongoing support to change their questioning habits.

• Conduct a one-off workshop before diagnosing the observed practice. A one-off workshop held before diagnosing the practice is unlikely to change it.
• Replace observations with checklists and teachers' self-reports. Checklists and self-reports remove direct evidence and developmental dialogue.
• Increase observation frequency without providing developmental feedback. More observations without developmental feedback do not help teachers improve.

Correct answer: Provide equivalent offline and low-bandwidth learning routes. Equivalent offline and low-bandwidth routes let learners with intermittent internet participate on equal terms.

• Require bandwidth-heavy live video for all learners. Bandwidth-heavy live video excludes learners with poor connections.
• Expand laboratory hours but keep all work online. Keeping all work online still depends on connectivity, whatever the laboratory hours.
• Subsidise data while retaining continuous high-resolution video. Data subsidies do not fix intermittent access, and continuous high-resolution video remains very demanding.

Correct answer: reasonable access adjustments within mainstream schooling Meeting the same outcomes with accessible seating and extra movement time is a reasonable access adjustment that removes barriers without lowering expectations.

• lowering the academic outcomes for the learner The academic outcomes are not lowered; the learner is expected to meet the same ones.
• full-day separation from the ordinary classroom Full-day separation is segregation, not an access adjustment within mainstream schooling.
• transfer to another school despite available access Transfer is unnecessary because access can be provided in the current school.

Correct answer: Provide safe transport or a nearer facility. The distance and the unsafe route are the immediate barrier, so safe transport or a nearer school addresses it directly.

• Offer a stipend without changing the journey. A stipend does not remove the unsafe, distant journey.
• Add teachers while retaining the same distance. More teachers do not help girls who cannot reach the school safely.
• Start school later without transport provision. A later start time makes neither the route safer nor shorter.

Correct answer: Use common learning standards with contextualised examples. Common learning standards keep national coherence, while contextualised examples let teachers adapt content to provincial and local needs.

• Require identical examples and pacing in every classroom. Identical examples and pacing remove the local flexibility the question asks to preserve.
• Let each province remove all shared learning benchmarks. Removing all shared benchmarks sacrifices national coherence.
• Use common textbooks with unrelated local learning outcomes. Common textbooks paired with unrelated local outcomes weaken both relevance and coherence.