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ECONOMICS 2006 - AND BEYOND!
FET National Curriculum Statement (Schools)
OUTCOMES FOR THE SESSION
Demonstrate an understanding of the impact that the principles of the NCS will have on the teaching, learning and assessment of the new subjects.
Demonstrate an understanding of the generic design features of the NCS.
Demonstrate an understanding of the alignment between GET and FET
Demonstrate an understanding of the link between GET learning areas and FET NCS subjects
Demonstrate an understanding of the design features of the subjects
Identify learning needs for teachers in terms of new content/skills and ICT
Identify possible teaching and learning support material (software)
KEY PRINCIPLES AND VALUES UNDERPINNING THE NCS
Social transformation
outcomes-based education
high knowledge and high
skills
integration and applied
competence
progression
articulation and portability
human rights, inclusivity,
environmental and social
justice
valuing indigenous
knowledge systems
credibility, quality and
efficiency
DESIGN FEATURES OF THE NCS
Learning field A category that serves as a home forcognate subjects.
Subject A specific body of academicknowledge
Learning Outcome A statement of an intended result oflearning and teaching.
Assessmentstandards
Criteria that collectively provideevidence of what a learner shouldknow and be able to demonstrate ata specific grade.
ALIGNMENT BETWEEN GET AND FET
RNCS NCS
Learning field
Learning area Subject
Learning outcome Learning outcome
Assessment standard Assessment standard
SBA (75%) and GETCexitCTA (25%)
SBA (25%) and FETC exitexternal examinations (75%)
LEARNING FIELDS
Languages (Fundamental)Arts and CultureBusiness, Commerce, Management
and Service StudiesHuman and Social Studies and
LanguagesManufacturing, Engineering and
TechnologyPhysical, Mathematical, Computer, Life
and Agricultural Studies
Rules of Combination
Home Language (20)
Home Language/ 1st Additional Language (20)
Mathematics/ Mathematical Literacy (20)
Life Orientation (10)
Two subjects from the same field
(2 x 20)
Fundamental70 credits
Core40 credits
Elective20 credits
One subject from the same or any other
field
(1 x 20)
Time allocation
Subject Time allocation(hours per week)
Language 1 (Lolt)Language 2Math or Math LiteracyLife OrientationCore subjects (2)Elective
4,54,5524,5 x 24,5
Grading
Rating code CompetenceDescriptors
Marks (%)
6 Outstanding 80-100
5 Meritorious 60-79
4 Satisfactory 50-59
3 Adequate 40-49
2 Partial 30-39
1 Inadequate 0-29
WHICH LEARNING FIELD
AccountingBusiness StudiesEconomicsHospitality StudiesConsumer StudiesTourism
BUSINESS, COMMERCE, MANAGEMENT AND SERVICES STUDIES
THE NEW SUBJECT?
FET NCS ECONOMICS
Gr. 10 in 2006
Gr. 11 in 2007
Gr. 12 in 2008
•No HG/SG
•REPLACES
Report 550EconomicsHG & SG
LINKS WITH GET
Economic and Management Sciences (Revised National Curriculum Statement (RNCS)
ECONOMICS
LO 1 Circular Flow
LO 4Entrepreneurial
K &S
LO 3 Man, Cons & Fin
K & S
LO 2 S Growth & Development
KEY FEATURES OF ECONOMICS
DefinitionPurposeScopeEducational and Career LinksLearning OutcomesAssessment Standards
DEFINITION
The study of how individuals businesses governments other organisations
choose to useSCARCE RESOURCES to satisfy their NUMEROUS NEEDS AND WANTS in a
manner that is EFFICIENT and EQUITABLE
PURPOSE
Survive / adapt to/ contr incomplex economy
Sensitive resource utilisation
Advanced vocabulary - communicate
Analyse Dynamics of markets
Use Econ info for
problemsolving & decisionmaking
Understand human rights
concerns
Apply economicprinciples
Impact of institutions
on SA
SCOPE
Macro-Economics
Economic Pursuits
Micro-Economics
Contemporary Econ
EDUCATIONAL AND CAREER LINKS
•GET especially EMS
•FET ECONOMICS
•FutureBCM Studies
•Enter Business
•SelfEmployment
•MARKET!•Why?
•MARKET!•Inspire ...
•(PACE)
LEARNING OUTCOMES
LEARNING OUTCOME 1
MACRO-ECONOMICS
The learner is able to demonstrate knowledge, critical understanding and application of the principles, processes and practices of the economy.
LEARNING OUTCOMES
LEARNING OUTCOME 1
MACRO-ECONOMICS
To understand the principles, processes and practices of the economy, learners will have to present and interpret the circular flow model explain business cycles assess the socio-economic delivery of SA’s mixed
economy relate human rights issues to relevant elements
throughout
LEARNING OUTCOMES
LEARNING OUTCOME 2
MICRO-ECONOMICS
The learner is able to demonstrate knowledge, understanding and the appropriate skills in analysing the dynamics of markets
LEARNING OUTCOMES
LEARNING OUTCOME 2
MICRO-ECONOMICS (Grade 10)
To be able to analyse the dynamics of markets, learners will make use of schedules and graphs
to derive prices and quantities, and
explain price elasticities and cost-benefit analysis
LEARNING OUTCOMES
LEARNING OUTCOME 3:
ECONOMIC PURSUITS
The learner is able to demonstrate knowledge, understanding and critical awareness of the policies and practices underpinning the improvement of the standard of living
LEARNING OUTCOMES
LEARNING OUTCOME 3:
ECONOMIC PURSUITS
The learner will develop a critical awareness of economic development by understanding its characteristics, principles and practices, by examining SA’s population, money and banking, and its role in Africa; and by relating human rights issues where relevant
LEARNING OUTCOMES
LEARNING OUTCOME 4
CONTEMPORARY ECONOMIC ISSUES
The learner is able to demonstrate knowledge, understanding and critical awareness, and apply a range of skills dealing with contemporary economic issues
LEARNING OUTCOMES
LEARNING OUTCOME 4
CONTEMPORARY ECONOMIC ISSUES
The learner will understand significant contemporary economic issues (e.g. unemployment, poverty, redress, globalisation, inflation and environmental sustainability
SO WHAT’S NEW?
KNOWLEDGE (CONTENT)
SKILLS
VALUES AND ATTITUDES
TEACHING AND LEARNING STRATEGIES
SO WHAT’S NEW? (Continued)
KNOWLEDGE (CONTENT) Major adaptations were possible
Life skills (incl EMS)
from Grade R
NEW CONTENTInformed by
COs RNCS Principles
SO WHAT’S NEW? Knowledge (Continued)
Models capture reality and improve
comprehension. create room for quantitative
presentations and the development of numerical competencies.
Macro Economics
Emphasis on analysis and modeling
SO WHAT’S NEW? Knowledge (Continued)
Wider and slightly more demanding content and scope than previously - alignment to international mainstream school Economics.
Micro-economics
SO WHAT’S NEW? Knowledge (Continued)
The pursuits have to be contextualised in terms of history, or comparisons with other countries, or international ‘best practice’.
This focus aims at promoting critical thinking and analytic ability.
Economic pursuits
New focus
SO WHAT’S NEW? Knowledge (Continued)
New focusis aimed at enhancing the relevancy of the subject. Relevancy is enforced by means of a topical selection and continuous monitoring over time.
Contemporary economic issues
a new focus
SO WHAT’S NEW? (Continued)
KNOWLEDGE (CONTENT) How do you feel about the subject content at
this moment?
Task: Make use of Chapter 3 of the Business Studies NCS Statement Grade 10-12 and in Groups (One Outcome per group):
Identify New Content & Context per Learning Outcome for Grade 10. Old / New?
What constitutes progression across the Grades?
Report back per group (feedback giver)
SO WHAT’S NEW? (Continued)
KNOWLEDGE (CONTENT) How do you feel about the subject content at
this moment?
Task: Make use of Chapter 3 of the Business Studies NCS Statement Grade 10-12 and in Groups (One Outcome per group):
Identify New Content & Context per Learning Outcome for Grade 10. Old / New?
What constitutes progression across the Grades?
Report back per group (feedback giver)
SO WHAT’S NEW? (Continued)
LEARNER SKILLS
Cognitive - Identify, Describe, Discuss, Explain, , Examine, Analyse, Evaluate
Communication - Presentation / Debating
Investigative (Research) - Media, community, etc
Practicalengage in economic issues of the dayquantitative elements of economicstasks - completion of life-related forms, activities applying
ordinary citizen skills
SO WHAT’S NEW? (Continued)
LEARNER VALUES AND ATTITUDES
Directly addressed - not incidental
Critical outcomes Key NCS principles, especially
Human rights, inclusivity, environmental and social justice
Valuing indigenous knowledge systems Social transformation
SO WHAT’S NEW? (Continued)
LEARNER VALUES AND ATTITUDES
Task: In Groups (one LO per group), determine how the key NCS principles willl/should impact on the teaching, learning and assessment of FET NCS Economics.
(Refer to applicable slide)
SO WHAT’S NEW? (Continued)
TEACHING AND LEARNING STRATEGIES
Outcomes based Learner Centred Teacher as facilitator Place emphasis on COs and Dos Assessment informs teaching and learning Teachers are reflective practitioners Learners to acquire new Knowledge, Skills,
Values and Attitudes (SKVAs)
Implications for Upskilling of teachers
Training
on
•new topics
• topics of which the contents
have changed•Orientation
with regard to
•skills, values and attitudes
that learners in Economics
should acquire.
Computer literate
Able to exploit the Internet
•Improved competency to facilitate
the OBE learning process
Implications for teaching and learning
Learners need to
be exposed to information resources, in addition to textbooks (including use of text book as one form of a learner resource)
develop numerical skills develop competency to operate electronic
resources - least is a financial calculator develop competency to discuss, debate,
present
TEACHING AND LEARNING SUPPORT MATERIAL
Text Books
Software
Reference Books
Equipment
TEACHING AND LEARNING SUPPORT MATERIAL (Continued)
Text Books
Publishers are currently working frantically to have learner books and teacher guides ready
Grade 10 FET NCS Economics books of most publishers ready early 2005
TEACHING AND LEARNING SUPPORT MATERIAL (Continued)
Software & Web-sites
WCED Economics Web-site http://curriculum.wcape.school.za/site/33 Educator support e.g. lesson plans:
www.bized.ac.uk www.economics.ltsn.ac.uk
Department of Trade and Industry www.dti.gov.za Financial Mail www.financialmail.co.za Finansies en Tegniek www.fnt.co.za
TEACHING AND LEARNING SUPPORT MATERIAL (Continued)
Reference Books Mohr, Fourie & Ass. 2004.
Economics for SA Students. 3rd Edition. JL van Scaik. Pretoria (Available in English and Afrikaans)
Sloman, John. 2004. Economics. 5th Edition. Stanlakes Economics. Grant, SJ. 2000. Longman, Edinburgh Economics. Stiglitz & Driffil. 2000. WW Norton & Co,
London
Economic Dictionaries Bannock, Baxter & Davis. 1998. The Penguin Dictionary of
Economics. 6th Edition. Penquin. London. Pass, Lovers & Davies. 2000. Collins. Dictionary
Economics. 3rd Edition
TEACHING AND LEARNING SUPPORT MATERIAL (Continued)
Equipment
Reading shelfBulletin board / OHPZOPP methodology: 3M Spraymount, Large
sheets blank newsprint, A5 (used, pref colour) sheets, crayons/koki pens
Access to computer labFinancial calculators
TRAINING NEEDS
Formal: University/Technikon qualification Degree/Diploma ACE Short courses
Informal WCED training WEB modules
WITH ECONOMICS AS SUBJECT ….
THANK YOU!