Assessment is an integral part of the learning and teaching. Trends in International Mathematics and Science report reveals that in South Africa, grade 9 has the worst science skills. The objective of the study is to explore if teachers can promote science learning through science content and practical assessment. The descriptive survey design was utilized in the study. The study was informed by Vygotsky’s social constructivism. Thirty out of sixty-seven schools were selected using simple random sampling. Cronbach’s alpha test was used to ascertain the scale reliability of the questionnaire. The findings revealed the following: Data illustrates how educators assess Science Learning. Responses were agreed, neutral, disagree, and no response. Align with cognitive domains 86.7%; Principles of assessment 77%; Investigations 66.7%; Simulation 63.3%; Debates 50%; each among these: Assignment, Experiments, and Examinations 40%; Problem Solving 37%; Projects 34%; Presentation 23%; Roleplay 17%; Tests 13.3%; and Quiz 7%. Regarding Neutral, data validates that teachers need support as well as those who disagreed they lack content knowledge regarding strategies of assessment. We recommend teachers to value assessment and implement different strategies of assessment so that students can be able to apply both theory and the practical.

There are several challenges in teaching of concepts of Natural Sciences as a subject to isiXhosa speakers in primary schools in South Africa. This chapter explores the challenges of teaching Sciences Natural in English to isiXhosa speakers in the selected primary schools. The Bronfenbrenner’s ecological systems theory was utilised. A qualitative research methodology was employed supported by the case study design. A purposeful sampling technique was utilised to select five different primary schools. Qualitative data were collected through semi-structured interviews and analysed thematically. This study revealed that Natural Sciences teachers use code switching for students to understand the scientific concepts that seem difficult to comprehend in English as a foreign language. Natural Sciences teachers indicated that policy makers do not involve them when planning the curriculum. The study recommends: (i) the curriculum to make a provision for teachers to start their lessons with what students are familiar with, (ii) Natural Sciences teachers to be familiar with the theories of language development for them to link the language with learning and teaching of Natural Sciences concepts through professional development programmes and workshops, and (iii) the Department of Education to ensure that it adopts the mother tongue policy for teaching Natural Sciences.