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TMS3704 /Sdbecos memo jan/feb 2019
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The document contain questions and Memo's for Teaching Business Studies in Further education.
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SDBECOS January/February 2019FET SUBJECT DUDACTICS BUSINESS STUDIES
Question 1 (Compulsory)
Your are a novice teacher responsible for the teaching of Grades 10,11 and 12 Business Studies. You
plan to teach Business Sectors, Lesson topic Primary, Secondary and Tertiary Sectors for Grade 10.
Study information in Appendix 1 of the CAPS for Business Studies (2012), which contains sections of
the overview of the topic per term, teaching plans and informal assessment instructions for Grades 10
to 12.
1.1 Design a diagram or any other form of representation or teaching notes to use as an aid to
visualise the aim topic, grade relevance, time of implementation, minimum proposed knowledge, skills,
values, method(s), and relevant assessment strategies with regard to Business Sectors, Lesson topic
Primary, Secondary and tertiary Sectors according to the guidelines of the CAPS for Business Studies
(10)
Main Topic: Primary, Secondary and Tertiary Sectors. (Primary Sector Enterprise)
(The learners may choose any sub-topic from the three.)
Grade: 11
Time: 60 minutes
Knowledge: Learners need to what primary sector enterprise is, they must be able to name the four sub-
sectors of primary sector enterprise.
Skills: Learners must be able to explain agriculture, forestry, fishing and mining
Values: Learners must understand what each sub-sector contribute in the economy of the country..
Teaching methods: Textbook, teachers guide, chalkboard, internet, newspaper articles, magazines and other
audio-visual media.
Formal assessment: Project Total Marks 50 Project given in term 1 learner to submit it in term 2 -
Write an essay presentation about on how the Primary Sector enterprise contributes to the economic
development of South Africa. (50 marks)
1.2 Formulate any three lesson aims you want to achieve in a lesson about Business Sector, Lesson
topic Secondary and Tertiary Sectors for Grade 10. Explain to what extent your lesson aims comply
with the requirements of a well-formulated lesson aim. (4)
Demonstrating the understanding of Primary Sector, Secondary Sector and Tertiary Sector
Giving learners opportunity to explain sub-sectors with each Sector, explain how each sector contribute
to the Economy of the country.
Giving learners an opportunity to link between various Primary, Secondary and Tertiary Sectors
This aims will represent that learners have learners enough information about the topic, at a given period (time
of the lesson). They determine the nature of the content that learners should know, remember and be able to
demonstrate
, 1.3 To overcome learning barriers in the classroom, teachers need to use several curricular strategies
to address differentiation. Explain how you could use or adapt the lesson aims, formulated in 1.2
above, to accommodate learners with varying abilities in your Business Studies class. Page 278 (6)
Some learners may have barriers lack of basic services or poor teaching. I will use available resources
and ensure that learners have enough resources and access to learning materials.
Some learners may have barriers to learning due the fact that they are slow learners. I would ask
learners who understand better to explain to them and give more explaining them.
Simplify the lesson or show it differently.
Reduce the amount of information give to learners with barriers.
Allow extra time for learners to understand the task.
1.4 Discuss the factors to be considered in the choice of method of instruction. (10) Pg 112
The learning outcomes. What is the aim of the lesson? Is it to introduce new information? Apply
theory in practice or revise completed work?
The learner’s needs. If the learner does not understand the work that has already been explained, a
teaching method should be chosen that provides opportunities for asking questions so that problems
can be cleared up.
The subject contents. Some subject contents are more practical while others are more theoretical.
When the section of the subject is extremely practical, (doing market research), it is preferable to
choose a method in which demonstration and examples can be use to explain the subject content.
Learner’s talent and gifts. Learners, who are less gifted, have difficulty learning - hence there is a
need for sufficient illustration, demonstration, learner involvement and repetition. More gifted learners
learn more quickly and are able to concentrate for longer periods. The teacher must choose a method
according to student’s abilities.
The competence of the teacher. Use the method that you won’t have difficulties in using. For example
if you are not computer literate , you may not use methods that require you to use computers
Availability of instruction media. Use the instruction media that are available at your school.
1.5 Discuss, with an applicable example, how you will plan and use t the student team games-
tournament (TGT) as cooperative learning method in the teaching of Business Studies. (10) Google
Team Games- Tournament (TGT)
Select a instructional topic and present it to the learners (Business Plan)
Develop a list of questions on the topic. Number them. Cut out small pieces of paper and number them
so that the total matches the number of question that you have developed for the topic to measure the
understanding (if you have 35 questions, create pieces of paper with numbers 1-35 on them).Give a set
of question to one student in each group who reads the questions as their corresponding number are
drawn from the pile.
Tip have student place any number for which they were unable to come up with the correct answer in a
small bag. Collect those numbers and use them to guide what you will reteach.
Team Game-place students in heterogeneous groups’ 4-5 by ability and have them review materials
during this “team” phase by selecting a number from the pile. Groups must be equal in size. Give each
group a “letter Identity” (Group A) and each student a number identity (student 1). Student must answer
the question that matches the number they selected from the pile. For example, if a student selects 22#
and the question “The purpose of the business plan” from the pile, the student is challenged to answer
the question. If he /she do not come up with the answer, a team mate may steal the question. Team
share knowledge during this phase of the lesson.
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