In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.

Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on students at tertiary vocational education and training (TVET) colleges. This qualitative multiple case study explored computer practice module lecturer’s experience of internal continuous assessment (ICASS) in three KwaZulu-Natal TVET colleges. Six lecturers were purposively selected from three KwaZulu-Natal TVET colleges. Drawing from an interpretivist perspective, constructivist theory entailing cognitive and social constructivism guided this study. Data were collected by means of semi-structured interviews and document analysis. Collected data were transcribed, categorized into codes and themes emerged using thematic data analysis method. The findings revealed that it was difficult to complete the curriculum due to limited time and assessments methods were limited and did not meet the diverse needs of students. Lecturers had to work beyond the set assessment schedules to cater students who missed or scored below average marks. Moderation and assessment feedback were not considered as a critical aspect in the ICASS. Coronavirus disease (COVID-19) crisis hindered the successful implementation of the ICASS. It is recommended that the policy makers should insist TVET college managements to offer specialized in-service training for lecturers’ professional development and upgrade the infrastructure and equipment. Time should be set for teaching activities to enhance effective learning so that extra lectures can be offered to students with limited or no previous computer knowledge and encourage them to follow the comments by lecturers as a corrective assessment feedback. It is concluded that lecturers should use diverse assessment methods to improve students’ ICASS.