NATIONAL CURRICULUM STATEMENT GRADES R - 9 Orientation ... · Grade 8 & 9 NCS Orientation Programme – Economic Management Sciences, Participant’s Guide 3 Read the Preface in the

NATIONAL CURRICULUM STATEMENT GRADES R - 9

Orientation Programme – Grades 8 and 9

2006

PARTICIPANT’S MANUAL

PART B: ECONOMIC AND MANAGEMENT SCIENCES

Grade 8 & 9 NCS Orientation Programme – Economic Management Sciences,Participant’s Guide

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CONTENTS OF EMS PARTICIPANTS MANUAL

Contents PageHow to use the Orientation Programme 3

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1.31.3.11.3.21.3.3

1.3.41.3.51.4

Section 1Getting to know the NCS & the Learning Area…………………………..Getting to know the Economic and Management Sciences Learning AreaThe purpose, unique features and scope of EMS……………………………How the learning area is structured……………………………………………..What do these learning outcomes and assessment standards reallymean?…………………………………………………………………………….Integration within and across the learning outcomes………………………..Progression………………………………………………………………………Looking back at our learning in Section 1 …………………………………….

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2.22.2.12.2.22.2.32.2.42.2.52.2.62.3

Section 2Classroom practice with the NCSTeaching and learning economic and management sciences in the NCSMethods and approaches in the EMS Learning Areas………………………Choosing the right activity………………………………………………………Creating the right atmosphere………………………………………………...Responding to diversity in EMS………………………………………………..LTSM in the EMS Learning area………………………………………………Special concerns in the EMS classroom……………………………………..Looking back at our learning in Section 2…………………………………….

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3.43.4.13.4.23.4.33.4.43.4.53.5

Section 3Assessment in the NCS……………………………………………………...Assessing EMS Learning Outcomes……………………………………….…The purpose of Assessment: What to assess?……………………………...Evaluating evidence – which assessment instrument to use?……………..Recording assessment………………………………………………………..Reporting on assessment………………………………………………………Follow up and intervention……………………………………………………...Looking back at our learning in Section 3…………………………………….

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4.24.34.44.5

Section 4Planning with the NCS………………………………………………………..Level 1:Development of a learning programme (learning area framework)Level 2: Development of a Work Schedule for EMS………………………..Level 3: Development of a lesson plan for EMS……………………………..Looking back at our learning in Section 4……………………………………

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Read the Preface in the Generic Manual Complete Section 1: Getting to know the NCS

First complete Section 1.1 and 1.2 in the Generic Manual

Then complete Sections 1.3 and 1.4 in your Learning Area Manual

Complete Section 2: Classroom practice with the NCSFirst complete Section 2.1 in the Generic Manual

Then complete Sections 2.2. and 2.3 in your Learning Area Manual

Complete Section 3: Assessment within the NCSFirst complete Sections 3.1, 3.2 and 3.3 in the Generic Manual

Then complete Section 3.4 and 3.5 in the Learning Area Manual

Complete Section 4: Planning with the NCSFirst complete Section 4.1 in the Generic Manual

Then complete Sections 4.2, 4.3, 4,4 and 4.5 in the Learning Area Manual

And read the section on ‘Curriculum Management at School’in the Generic Manual and do the activities at school

How to use the OrientationProgramme


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SECTION 1

GETTING TO KNOW THE NCS & THE LEARNING AREA

Overview of Section 1: Getting to know the NCS and the Learning Area

Generic Manual: If you have completed section 1.1 and section 1.2 of the Generic

Manual, you would have discovered what has stayed the same, and what has

changed (from C2005 to the NCS). You will also have explored the main design

features of the NCS. This provides the background knowledge and understanding

for completing Section 1.3 in this Economic and Management Sciences’ Learning

Area Manual.

Before completing this section inthe Learning Area Manual, youshould have completed Section 1.1and 1.2 in the Generic Manual.


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ACTIVITY CONTENTS OF SECTION 1

ACTIVITY TIMEALLOCATION

METHOD PAGE NO.

ACTIVITY 1.6: Clarifying the

purpose and role of EMS 30 mins

Group

discussions 10

ACTIVITY 1.7: Core concept

and content wheel 45 mins

Groups of 5

Brainstorming 12

ACTIVITY 1.8: Unpacking the

assessment standards 60 mins

Group

discussion

Presentation

18

ACTIVITY 1.9: Integration

within and across Learning

Outcomes

60 mins Group 23

ACTIVITY 1.10: Integration

across learning areas 15 mins

Group

Presentation 24

ACTIVITY 1.11: Integration of

critical and developmental

outcomes

20 mins Groups of 3 29

ACTIVITY 1.12: Getting to grips

with progression 30 mins Groups of 3 33


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1.3 GETTING TO KNOW THE ECONOMIC AND MANAGEMENTSCIENCES LEARNING AREA

In this section you will explore the Economic and Management Sciences’ Learning

Area, its Learning Outcomes, Assessment Standards, its content and unique

features. You will practically analyse some of the Learning Outcomes and

Assessment Standards, and consider how these will influence classroom practice.

For many educators in Grades 8 and 9 Economic and Management Sciences (EMS)

is a new Learning Area at this level. Traditionally EMS subjects were introduced at

FET level. The NCS however provides opportunities for introducing learners to EMS

in the Foundation and Intermediate phases. In the Senior Phase, EMS is one of the

eight Learning Areas with which learners engage and that provides a foundation for

further learning in Business, Commerce and Management subjects (Accounting,

Business Studies and Economics) in FET.

Reflection Activity

Are you wondering at this point…

What is the purpose of EMS?Of what significance could it beto learners in my classroom?How could it benefit learners?


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Consider some of these questions and write your thoughts in the box below.

The following section, focusing on the EMS Learning Area Statement will help you to

explore some of these questions in more depth.

1.3.1 THE PURPOSE, UNIQUE FEATURES AND SCOPE OF EMS

Every day, in everything that we do, our lives are shaped in some way by economics.

Consider for example the choices you made this morning: what did you have for

breakfast, what did you choose to wear, how did you travel to the workshop, etc.

People, everyday, everywhere need certain things to sustain their lives: food,

clothing, shelter, transport, etc. Some also often want things that are less necessary

but nice to have: jewelry, the latest MPV, flat screen televisions, etc.

Coupled to this is the fact that resources - money, materials with which to produce

goods and services, means of producing goods and services - that we have at our

disposal with which to satisfy these needs and wants are often scarce. This often

forces us to make very difficult decisions at some points in our life. This in itself

should highlight the critical importance of understanding what are often complex

economic decisions and interactions in everyday life. EMS as a Learning Area is

therefore crucial in providing us with the knowledge, skills and values to participate

actively in economic transactions that affect not only our own lives, but also that of

others in society.


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In section 1.1 and 1.2 you were introduced to the Constitutional values and

principles underpinning the NCS. These are of crucial importance in considering the

purpose of EMS in the context of transformation in South Africa.

Short activity

Read the definition and purpose of EMS inyour Learning Area Statement (p.4). Onthe scale below, write down the two centralelements on which all economic decisionsare based. In the space below this scale,write down some of the key considerationsin making economic decisions as you try tobalance the scale. Do you see any links tothe Constitutional values and the principlesof the NCS in your answers. Note these.Try to complete this activity in 5 minutes.


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Some key considerations …

Links to Constitutional values and principles …

From this the purpose of EMS can be summarized as enabling learners to adapt,

participate and survive in an economically complex society, in which needs and

wants are constantly being balanced against resources, while promoting productivity,

social justice, human rights and environmental sustainability.

The unique features and scope of EMS, towards the above stated purpose

includes:

• The economic problem supports learners in exploring the challenges of

distributing scarce resources in relation to society’s unlimited wants. These

challenges are considered in the context of the legacy of inequity in South Africa

and the consequences for both the economy, citizens of the country and the

environment.

• The economic cycle deals with the flow of resources and goods and services

amongst the different sectors in the economy, including households, business,

government and the foreign sector. It also considers the responsibility of each of

these sectors in the economy as well as the role of the individual as a positive

participant in the economy e.g. as entrepreneurs, producers, consumers, union

members, employees etc.

• Reconstruction, Sustainable Growth and Development in South Africa is crucial to

redress. This feature supports learners in understanding and exploring some of


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the national economic objectives, such as sustainable growth, poverty reduction,

wealth distribution in the context of an open and free market economy.

• The economic environment encourages learners to explore the world, society and

the economy as a set of related and interdependent systems.

• Leadership and Management supports learners in exploring knowledge, values

and skills that underpin entrepreneurship and management in the world of work.

• Entrepreneurship focuses on starting and running a business in an economic and

socially responsible way within communities and relative to the environment.

• Financial and Consumer Knowledge and Skills focusing on personal finance and

consumer knowledge.

ACTIVITY 1.6: CLARIFYING THE PURPOSE AND ROLE OF EMS

Time Allocation: 30 minutesResources Needed: EMS Learning Area Statement, a large sheet of paper for

making charts.Method: Group discussions in groups of 4, preparing a chart.

On your own, read the Learning Area Statement on the Definition, Purpose and theUnique Features and Scope of EMS (p.4). As you read, highlight the key dimensionsof the EMS learning area expressed in its definition and purpose and the uniquefeaturesand scope supporting this purpose. In your group of 4 participants, prepare a posterto be used to introduce learners and their parents to the EMS Learning Area at yourschool. In this poster include:

• The purpose of EMS in your particular school and community context;• The potential benefits for learners and the community;• An outline of the unique features and scope of EMS;• How these (definition, purpose, unique features and scope) address the principles

and Critical and Developmental Outcomes in the NCS.

Pin your posters up on the walls and then very briefly present these posters to therest of the group.


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1.3.2 HOW THE LEARNING AREA IS STRUCTURED

The unique features and scope of Economic and Management Sciences are

structured around four Learning Outcomes, which you can review on page 5 and 6 of

the Learning Area Statement. The Learning Outcomes remain the same throughout

the three phases and all grades in General Education and Training. However, two of

these learning outcomes are the main focus of teaching and learning in EMS in

Foundation Phase (see p.6 of your Learning Area Statement). All four Learning

Outcomes are addressed in the Intermediate Phase and Senior Phase.

Short activity to do on your own

Each Learning Outcome has a number of Assessment Standards. These

Assessment Standards are derived from the Learning Outcome and so reflect a link,

sometimes explicitly stated and other times more subtly implied. The number of

Assessment Standards varies from one Learning Outcome to another, but on

average there are about five Assessment Standards associated with each Learning

Outcome. The Assessment Standards for Grades 8 and 9 are listed on pages 37 to

45 of your Learning Area Statement.

Although we work towards the same learning outcomes in all phases and grades, the

breadth and depth of learning towards these outcomes progress from one phase to

another and from one grade to another. As learners progress through the grades

In your Learning Area Statement highlight the keywords in the Learning Outcomes that reflect theunique features and scope of EMS. You mightwant to number the unique features and thenmark the key words in the Learning Outcomeswith these numbers to show the links. Try tocomplete this activity in 10 minutes and shareyour ideas with the person next to you.


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and phases they build on their knowledge and learn more. The Assessment

Standards reflect this progression in learning from one grade to another.

One of the key changes in education is the move away from a specifically defined

syllabus and content for teaching. For many teachers, this is one of the biggest

challenges in working with the NCS. In some Learning Areas in the NCS, core

concepts and content have been specified in the Learning Area Statement. This is

particularly the case in the more ‘high-content’ Learning Areas, for example, Social

Sciences and Natural Sciences. In EMS, however, core concepts and content has

not always been specifically defined. Learning Outcomes and Assessment

Standards however, provides the teacher with some guidance on the core concepts

and content required and around which learning could be structured.

It is important to note that for EMS to effectively address the Assessment Standards

teaching and learning activities should be linked to real life situations as EMS is a

practical Learning Area that is everybody’s everyday life. Context can be drawn from

a variety of sources e.g. media and newspapers are a living source of material on a

daily basis. Learners should see the reality of EMS rather than be bombarded with

theory and abstract concepts that will make no real meaning to them. Learners

should see, do and live EMS at school and at home so that they can reach the stage

where they understand how the economy works, lead productive lives and see

themselves as important citizens who can bring the desired change to the country.

ACTIVITY 1.7: CORE CONCEPT AND CONTENT WHEEL

Time Allocation: 45 minutesResources: Learning Area Statements, Large sheets of paper on which to

draw concept and content wheel, markersMethod: Working in groups of five, brainstorming possible concept and

content focus areas.

In your groups, identify key conceptual and content requirements in the LearningOutcome. Write this at the center of the paper provided and build out a conceptualmind map that could provide you with some ideas of content on which to draw inplanning. Pin the mind map developed by your group up on the wall as a way ofsharing with others. In your group review the maps developed by others too.


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Example:

Learning Outcome 1 of EMS requires that …

“… the learner will be able to demonstrate knowledge and understandingof

the economic cycle within the context of the economic problem”

Assessment Standards that have been defined relative to each of the Learning

Outcomes also provides you with some more ‘meat’ around which to build out a core

concept and content framework for EMS.

Short Activity

With you partner next to your quickly look atsome of the Assessment Standards linked tothe Learning Outcome that you used for theabove activity. Are some of the coreconcepts and content explicitly stated orimplied in any of these? Can you addanything to your mind map, drawing on theAssessment Standards? Try to complete thisactivity in 5 minutes.

Economicproblem

Scarceresources

Money

Factors ofproduction

Needs vswants

Types ofneeds and

wants

Whatshapes

needs andwants

Labour

Rawmaterials

Entrepreneurship.

Capital


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1.3.3 WHAT DO THESE LEARNING OUTCOMES AND ASSESSMENTSTANDARDS REALLY MEAN?

How did you find the previous activity? Did you find it useful in helping you to start

engaging with the Learning Outcomes in more detail? Did it help in getting you out of

the starting blocks in identifying some core conceptual and content areas to be used

in your teaching? If you have answered yes to both questions, then the activity has

achieved its intended purpose.

A point of caution, however: Learning Outcomes and Assessment standards are

not only about identifying concepts and content to be taught directly to learners, who

in turn regurgitate these facts through an assessment process. Be very wary of

seeing and using them in this way. They define broadly, the minimum standards that

learners should be able to achieve at the end of the learning experience at a

particular phase and grade level. However, you can go beyond this minimum

standard and do more with your learners, in order to help them achieve the Learning

Outcomes. The following section will help you in exploring the essence of the

Learning Outcomes and Assessment Standards.

Reflective Activity

In the previous activity you have identified partof the essence of the Learning Outcomes, i.e.implied concepts and content. LearningOutcomes however, also have active verbsthat often describe what learners should beable to achieve. Look at all four LearningOutcomes in the Learning Area Statement. Inthe box below, write down all the words inthese Learning Outcomes that reflects itsessence, i.e. core concept and content andthe active verb in each of these – in EMSthese describe what learners should be ableto do with the core concepts and content. Areyou feeling more comfortable with yourunderstanding of these Learning Outcomes?


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Learning Outcome Core concepts andcontent

Active verbs

Learning Outcome 1 –

The economic cycle


Sustainable Growth and

Development


Managerial, Consumer and

Financial Knowledge and

Skills


Entrepreneurial Knowledge

and Skills

From the short activity on page 10 you must have noticed the link and association

between Learning Outcomes and Assessment Standards. You should also have

noticed that the Assessment Standards are derived from the Learning Outcomes. In

a sense the Assessment Standards can be seen as explaining and clarifying in more

detail the essence of the associated Learning Outcome.

You would also have noted from the Reflective Activity on page 13 that the Learning

Outcomes and Assessment Standards are about more than knowledge. They also

integrate skills and values with knowledge. Assessment Standards therefore

combine skills, knowledge and values.

When looking at the Assessment Standards, skills, knowledge and values are not

always explicitly stated. If not explicitly stated, these are sometimes implied in the

Assessment Standards. However, whether explicitly or implicitly stated, unpacking

Assessment Standards requires the teacher to look quite closely at the description of


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the Assessment Standard and the meaning implied in these. It helps to highlight all

key words from which to derive the knowledge, skills and values. It is still useful to

explore beyond what is explicitly stated.

Reflective Activity

One of the Assessment Standards associated with Learning Outcome 2 –

Sustainable Growth and Development, is:

“… we know this when the learner investigates and describes how the national

budget is used to influence growth and redress economic equalities”

Write your thoughts down in this box

The example used in the above activity requires:

What knowledge, skill and values areexplicitly reflected?Can you think of any other knowledge, skillor values that are implied beyond what isexplicitly stated in the AssessmentStandard?


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• Knowledge of the national budget, how it shapes economic growth and how it is

being applied to redress economic inequalities. In addition learners would also

require background knowledge of economic inequalities, for example, how they

came to exist, what the true nature of these inequalities are; how they manifest in

society, what is necessary to effect redress of economic inequalities.

• Skills including investigative skills (planning, interviewing, skills to analyse

budgets and associated documents, logical reasoning skills to make sense of the

data, etc) and communication skills, writing and verbal skills, etc .

• Values including those of human rights and social justice, in considering how

these have been violated and given rise to economic inequalities, respect for

others when interacting with people through interviews for example, integrity in

managing information gathered, respect for the needs of others in for example

assessing the need for redress of economic inequality, etc.

Compare these knowledge, skills and values with those that you have identified from

the Assessment Standards in the previous activity. Do you have any that are

similar? Which do you have that are not reflected in the outline above? From this it

becomes apparent that the identification of these knowledge, skills and values is

shaped by our personal interpretations of the Assessment Standards. It might

therefore help for you to try to formulate these through interactions with others to

arrive at a collective set of knowledge, values and skills drawn from different

perspectives and then to plan in order to ensure that you address all at some time of

the year or other. It is important to note that you can’t incorporate everything in one

lesson – you will loose the focus and the importance of the message.

In unpacking the Assessment Standards it is also important to consider it in relation

to the Learning Outcome. For example, Learning Outcome 2 focuses on Sustainable

Growth and Development. This focus implies a consideration of not only economic

and social factors in investigating the national budget and how it is used to influence

growth and redress. It also focuses our attention on environmental impacts of

growth. This implies an additional knowledge focus on growth and development and

environmental impact, it requires additional skills to assess the environmental impact

of growth initiatives and additional values such as respect for the environment.


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From this it becomes evident that the Assessment Standards need to be unpacked

quite carefully and thoroughly. When doing this, try to think beyond what is more

apparent in the language used and try to think of what is implied in these definitions.

Try to consider them in the context of your Learning Area, in this case EMS and also

in the context of the Principles, Critical and Developmental Outcomes and the

Learning Outcomes.

ACTIVITY 1.8: UNPACKING THE ASSESSMENT STANDARDS

Time allocation: 1 hourResources needed: Learning Area Statement, Overview Document, highlighters, flip

chart paper, markers.Method: Group discussions, presentations.

• Review the Assessment Standard allocated to your group and highlight the keydimensions (words) that make up this Assessment Standard.

• Reflect on the Principles of the NCS, the Critical and Developmental Outcomesand the associated Learning Outcome.

• Try to list all the knowledge, skills and values that emerge from the AssessmentStandard.

• For your group’s assessment standard, list these together with the AssessmentStandard on flip chart paper.

• Paste this list up on the wall and share your ideas with others in the bigger group.• During presentations you might want to make notes in the box below, relative to

each assessment standard discussed.• You can also then on your own complete the same exercise, for those

Assessment Standards not addressed in the session.• Be sure to list all Assessment Standards in the left hand column.


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Learning Outcome 1: The Economic Cycle

AssessmentStandard

Knowledge Skills Values

Learning Outcome 2: Sustainable Growth and Development

AssessmentStandard



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Learning Outcome 3: Managerial, Consumer and FinancialKnowledge and Skills

AssessmentStandard


Learning Outcome 4: Entrepreneurial Knowledge and Skills

AssessmentStandard



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1.3.4 INTEGRATION WITHIN AND ACROSS THE LEARNINGOUTCOMES

Integration is a central feature and one of the key principles of the NCS (see section

1.2.1). Towards the aim of extending and optimizing learning opportunities,

integration needs to be considered at three key levels:

• Integration (clustering) between Assessment Standards in the same Learning

Outcome;

• Integration between Assessment Standards across Learning Outcomes in the

same Learning Area; and

• Integration between Assessment Standards and Learning Outcomes across

different Learning Areas.

In addition to these key levels, integration also needs to be considered at the level of

Critical and Developmental Outcomes being integrated into Learning Outcomes and

Assessment Standards.

In designing teaching and learning activities teachers are encouraged to integrate

Assessment Standards rather than taking the ‘one assessment standard, one

teaching activity approach’. One teaching and learning activity could address more

than one assessment standard, and it is likely that you will need a number of

teaching and learning activities to address a particular assessment standard

adequately. If integration is not carefully considered, we run the risk of fragmented

teaching and learning, where one teaching and learning activity has nothing to do

with the other. This in turn minimizes the broader learning experience of the learner.

You will also find that you are not likely to complete all the Assessment Standards in

a particular grade if you do not follow an integrated approach.

Let us turn our attention now to the practical implications of integration at the different

levels.


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Integration across Assessment Standards within a specific Learning Outcome

In our earlier discussions we noted that Assessment Standards are derived from and

linked to specific Learning Outcomes. It should then follow that since the

Assessment Standards are derived from the same Learning Outcome, integration

should be naturally considered.

Consider for example, the Assessment Standards for Grade 8 associated with

Learning Outcome 4 – Entrepreneurial Knowledge and Skills. When learners begin

to explore and discuss different ideas for starting a business (Assessment Standard

2), they similarly need to consider and explore possible ways of financing a business

that would require them to identify financial institutions and organizations that

promote entrepreneurship (Assessment Standard 1). They would also be required to

consider different forms of ownership and differentiate between these (Assessment

Standard 3) and consider (evaluate) the financial viability of the business that they

are exploring (Assessment Standard 4).

Consider also, as an example, the Grade 9 Assessment Standards for Learning

Outcome 2 - Sustainable Growth and Development. Learners are required to

discuss how the national budget … (amongst others) … can be used to facilitate

sustainable growth and development (Assessment Standard 1). A possibility for

integration is encouraging learners to explore and debate the successes and

shortcomings of the RDP (Assessment Standard 2) as a case example of national

spending towards sustainable growth and development.


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ACTIVITY 1.9: INTEGRATION WITHIN AND ACROSS LEARNINGOUTCOMES

Time Allocation: 1 hourResources: At least 5 copies of the Assessment Standards of each Learning

Outcome (half the groups to be given Grade 8 and the other halfGrade 9)

Method: Groups working on possible integration of Assessment Standards.

Each group will be given at least 5 copies of the Assessment Standards for the particulargrade you are working on.• Cut the assessment standards into separate pieces i.e. Learning Outcome 1 Assessment

Standard 1 separate from Learning Outcome 1 Assessment Standard 2, separate fromLearning Outcome 1 Assessment Standard 3 etc. Make separate piles of the differentassessment standards.

• Start with Learning Outcome 1 and decide which Assessment Standards go together i.e.what you can integrate together when teaching. For example Learning Outcome 1Assessment Standard 1 on historical development of money and its role in societies andeconomies and Learning Outcome 1 Assessment Standard 5 on inflation. Put these 2together in a pile.

• Look for other Assessment Standards in Learning Outcome 1 that you would like to link(integrate).

• Now look in Learning Outcomes 2, 3 and 4 and see if any of these AssessmentStandards link (integrate) with the groups you have already formed from LearningOutcome 1, e.g. Learning Outcome 2 Assessment Standard 3 in Grade 8 on Savings andInvestments and Learning Outcome 3 Assessment Standard 6 on Various methods ofsavings and investments would link with the example above.

• Now look at Learning Outcomes 2, 3 and 4 and follow the same pattern – what can youlink (integrate) together within the Learning Outcome and then look across the LearningOutcomes for other possible links.

• It is absolutely essential that all the Assessment Standards are used but it is not essentialthat they all be integrated. If you feel that an Assessment Standard should stand-alonethen that is quite acceptable e.g. you might decide that Learning Outcome 3 AssessmentStandard 7 in Grade 8 to do with employment should be handled separately. That isperfectly acceptable. On the other hand another person might wish to integrate thisAssessment Standard with for example Learning Outcome 1 Assessment Standard 4 ontrade unions. There is no right or wrong answer and different teachers will plandifferently but an integrated approach should be followed as much as possible.

• It is also important to ensure multiple opportunities for your learners – hence all theAssessment Standards should be covered more than once – this is the reason why youwere given at least 5 copies of the Assessment Standards. Some AS’s you mightintegrate only twice and another you might integrate 6 times. However, remember theweighting that is attached to the Learning Outcomes. (This is covered in section 4).

• Finally stick your groups of AS’s on a sheet of paper, putting the focal AS on the top. Wewill be referring back to these integrated Assessment Standards in Section 4 when wecomplete the Work Schedule so put them away carefully.


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Integration across Learning Areas

Integration across Learning Areas is to ensure that the whole learning experience of

the learner is optimized. Opportunities are provided for integration across Learning

Areas, through the principles that underpin all Learning Areas as explored in section

1.2. In linking and relating the different Learning Areas to each other through

teaching and learning activities, opportunities for learning across the curriculum are

supported and enriched. You will however, not assess Learning Outcomes from a

Learning Area other than your own.

Lets look at some of these opportunities for integration. In the next activity, some

examples are provided for possible integration across Learning Areas. An

opportunity is further provided for you to explore other links across Learning Areas.

ACTIVITY 1.10: INTEGRATION ACROSS LEARNING AREAS

Time allocation: 15 minutesResources: Learning Area Statements across all Learning Areas.Method: Group discussions and presentation using the following

worksheet.

EMS Learning Outcomes andAssessment Standard

Integrated with …

Learning Outcome 2Sustainable Growth andDevelopment

Assessment Standard for Grade9

Investigates and debates thesuccesses and shortcomings ofthe RDP.

Languages

Learning Outcome 2: Speaking - through whichlearners are able to communicate confidently andeffectively with others their findings on thesuccesses and shortcomings of the RDP.

Learners could, for example, be encouraged toengage in a public debate to discuss the issuesemerging from their findings.


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Learning Outcome 1The Economic Cycle

Assessment Standard for Grade9 Critically assesses theinfluence and actions of tradeunions in general and during theapartheid era.

Social Sciences

Learning Outcome 1 and 3, through whichlearners use enquiry skills to investigate past andpresent actions and influences of trade unionsand to interpret aspects of this historicalinvestigation in critically assessing its impact onthe South African Economy, Political, Economicand Social transformation and Labour issues.

Learners could, for example, be encouraged toinvestigate some past and present actions andtrade unions to inform their critical assessment ofits influences on the South African Economy,political, economic and social transformation andlabour issues.

Learning Outcome 4Entrepreneurial Knowledge andSkills

Assessment Standard for Grade9Discusses different ideas forstarting a business

Natural Sciences

Learning Outcome 3, where learners areencouraged to understand the interrelationshipbetween science and technology, society and theenvironment.

Here learners could for example, be encouragedto explore a particular business venture andconsider critically the use of, or the impact onnatural resources in their proposed venture.

Learning Outcome 4Entrepreneurial Knowledge andSkills

Assessment Standard for Grade8Evaluates the financial viability ofa business, for example, start upcosts production costs, sales,profits.

Mathematics

Learning Outcome 1, through which learnerscount, estimate and calculate with competenceand confidence as they explore the financialviability of a business.

Learners could for example, be encouraged toaccess information from a case example of abusiness and to work with the figures to evaluatethe financial viability of the business.

Life Orientation


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Technology

Arts and Culture

An important point to note: When exploring opportunities of integration across the

Learning Areas, try to look beyond the Learning Outcome and to consider integration

possibilities by looking at the associated Assessment Standards as well. This will

support the process of integration and guard against the superficial interpretation of

Learning Outcomes in other Learning Areas. However, integration must be ‘natural’

– don’t force it otherwise it will loose its value.

Critical and Developmental Outcomes integrated into Learning Outcomes.

Critical and Developmental Outcomes of the NCS, as you have explored in section

1.2 have been integrated into the Learning Outcomes and Assessment Standards in

all Learning Areas. This means that when you teach towards the EMS learning

outcomes, and assess learners’ achievement towards them, you will also be teaching

towards the critical and developmental outcomes, and assessing them.

Lets look at one example together, after which you can try your hand at identifying

the Critical and Development Outcomes integrated into the Assessment Standards of

the EMS Learning Area.


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Short Activity for Group

Write the responses coming from the group in the space below.

Which Critical and Developmental Outcomes were identified in the group? How

about: Identify and solve problems and make decisions using critical and creative

thinking. Do you think that this Critical Outcome is addressed in some way through

this Learning Outcome?

Briefly review the Critical and Developmental Outcomes inthe Overview Document on page 11.Consider Learning Outcome 2: Sustainable Growth andDevelopment – the learner will be able to demonstrate anunderstanding of reconstruction, sustainable growth anddevelopment, and to reflect critically on its relatedprocesses. Which Critical and Developmental Outcomes isreflected in this Learning Outcome? When you considerthis, try to look beyond what is explicitly stated in the


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Consider this: for learners to understand reconstruction, sustainable growth and

development, they need an understanding of the socio-economic needs that

underpin the need for reconstruction, sustainable growth and development. They

similarly need to understand various options for reconstruction, sustainable growth

and development if they are to reflect critically on how it plays out in South African

society.

On your own, you might want to try the same exercise for the other three Learning

Outcomes. In doing so, try to develop a brief motivation for why you see this Critical

and / or Developmental Outcome reflected in the Learning Outcomes. Use the space

below to jot down your thoughts.

Learning Outcome 1: The Economic Cycle – the learner will be able to demonstrateknowledge and understanding of the economic cycle within the context of theeconomic problem.

Learning Outcome 3: Managerial, Consumer and Financial Knowledge and Skills –the learner will be able to demonstrate knowledge and the ability to apply responsiblya range of managerial, consumer and financial skills.


29

Learning Outcome 4: Entrepreneurial Knowledge and Skills – the learner will be ableto demonstrate entrepreneurial knowledge, skills and attitudes.

ACTIVITY 1.11: THE INTEGRATION OF CRITICAL AND DEVELOPMENTALOUTCOMES

Time allocation: 20 minutesResources: Overview Statement and Learning Area StatementMethod: Group discussions in groups of 3.

In your group, review the Critical and Developmental Outcomes on pg 11 of theOverview Document.

Consider the Assessment Standard assigned to your group and list those Critical andDevelopmental Outcomes that are integrated into this Assessment Standard. In yourgroup develop a motivation for your choices that you could share with others.

Write notes on your discussion below:

Assessment Standard

Critical and / or Developmental Outcome Motivation


30

Again it is important to note that you can’t incorporate every Critical and

Developmental Outcome into each and every lesson. Plan ahead to ensure that over

the year they are all covered and that you incorporate them at the ‘best possible’

opportunity for each in the teaching and learning process. Ensure that these are

natural links.

1.3.5 PROGRESSION

Like integration, progression is also defined as one of the principles underpinning the

NCS. As we noted earlier, learners in all grades are expected to work towards

achievement of the same Learning Outcomes. Assessment Standards defined for

each grade however differ from one grade to another. It is in these Assessment

Standards that increased complexity (breadth and depth) in dealing with the Learning

Outcomes is reflected. These Assessment Standards showing increased complexity

from one grade to another helps the teacher to give careful attention to progression,

to ensure that learners develop towards and achieve higher levels of knowledge and

skills as they move towards the higher grade or grades.

Lets together analyse an example of an Assessment Standard that reflects this

progression toward increased breadth and depth.

Learning Outcome 2: Sustainable Growth and Development

Assessment Standardfor Grade 7



Identifies steps required to

redress socio-economic

imbalances and poverty.

Investigates how the RDP

could have been used to

stimulate economic growth

and restructuring.

Investigates and debates

the successes and

shortcomings of the RDP.


31

Short Activity

Write your notes down here.

1.3.5.1 Progression in breadth

• Learners in Grade 7 are expected to explore and identify what is needed to

redress economic imbalances in South Africa. This they are able to do after

investigating socio-economic differences and their causes in the Intermediate

Phase. The breadth here deals with what can be done to bring about redress.

• In Grade 8, learners are expected to begin to explore what has been done

through the RDP and what more could have been done. The scope of

investigation therefore increases to beginning to explore what has been doneand what more could have been done.

• In Grade 9, this focus on economic redress increases in breadth to learners now

being expected to consider what has been done, what could have been doneand identify and motivate for successes and shortcomings of what hasbeen done.

In looking across these AssessmentStandards are you able to see theprogression in breadth and depth thatlearners are required to achieve?


32

Do you notice how the scope of what learners are required to include in their

exploration broadens from Grade 7, to Grade 8 and still further in Grade 9? Notice

also how the Assessment Standard requirements builds on the former and draws on

what learners are expected to have done in former grades. For example, learners in

Grade 8 can look critically at what could have been done through the RDP, with the

prior knowledge of what needs to be done to bring about economic redress, explored

in Grade 7. Similarly, Grade 9 learners draw on what needs to be done (Grade 7)

and what could have been done (Grade 8) to begin to identify and explore

shortcomings and strengths of the RDP.

1.3.5.2 Progression in depth

The progression in depth is normally reflected in the verbs used in the Assessment

Standard. Please note however, that this is sometimes not explicit and the essence

of the Assessment Standard needs to be explored before one can see this implied

progression. Using the example above:

• In Grade 7 learners identify the steps towards economic redress.

• In Grade 8 they are expected to investigate how it could have been used.That means that they begin to develop a critical eye in looking at the RDP and

what it could have achieved.

• In Grade 9 they are expected to extend their critical eye in beginning to identifythe successes (strengths) and shortcomings (weaknesses) and are required

to motivate for these in a debate.

From this example one begins to see the increased level of, and complexity in skill

and knowledge required in developing towards achieving the Learning Outcomes

from one grade to another. Note that in some cases certain Assessment Standards

are not covered in a particular grade e.g. Learning Outcome 1 Assessment Standard

5 – Explains what inflation is and discusses reasons for changes in inflation rates is

only introduced in grade 8 and not grade 7.

It is important to recognize and identify the opportunities and requirements for

progression as you engage in planning for each grade that you teach. It helps you


33

for example, to recognize the expected levels of performance of those coming from

Grade 7 into your Grade 8 class or from Grade 8 into your Grade 9 class. This helps

you in identifying learners’ expected prior knowledge from where you can then plan

for addressing the Assessment Standards relevant to the grade that you are

teaching. Progression in the Assessment Standards also provides a good indicator

of what learners will be expected to do in the following grade, for example from

Grade 8 to Grade 9. This helps you in planning for teaching and learning activities

that lay a good foundation for what is still to come for learners in EMS, or any other

Learning Area.

Are you ready to try your hand at analyzing the progression reflected in the

Assessment Standards for EMS?

ACTIVITY 1.12: GETTING TO GRIPS WITH PROGRESSION

Time Allocation: 30 minutesResources: Learning Area StatementMethod: Small groups of around 3 participants

Choose one Assessment Standard from each of the Learning Outcomes in EMS andcomplete the analysis grid provided below. Share your ideas with the bigger group.

On your own, you might want to explore others further. For this an additional grid isprovided. If you need extra, you might want to copy this grid and work through thosenot covered in your own time.

Learning Outcome 1: The Economic CycleAssessment Standard forGrade 7

Assessment Standard for

Grade 8


Grade 9

Progression in breadth (include your notes on how this is reflected here).


34

Progression in depth (include your notes on how this is reflected here).


35

Learning Outcome 2: Sustainable Growth and DevelopmentAssessment Standard forGrade 7


Grade 8


Grade 9



Learning Outcome 3: Managerial, Consumer and Financial Knowledge and SkillsAssessment Standard forGrade 7


Grade 8


Grade 9




36

Learning Outcome 4: Entrepreneurial Knowledge and Skill.Assessment Standard forGrade 7


Grade 8


Grade 9



Extra Copy for use on your own

Learning OutcomeAssessment Standard forGrade 7


Grade 8


Grade 9



In this section we have dealt with progression from Grade 7, through Grade 8 to

Grade 9 in the Senior Phase. Note however, that EMS in Senior Phase provides

learners with the foundation necessary for Accounting, Business Studies and


37

Economics in FET, if they choose to continue on to the FET band and if they choose

these subjects. Lets briefly explore the links between and progression on to the FET

Band in Accounting, Business Studies and Economics.

1.3.5.3 Progression to FET

Accounting focuses on measuring performance and processing and communicating

financial information about economic sectors. It involves the logical, systematic and

accurate selection and recording of financial information and transactions and the

compilation, analysis and interpretation of financial statements and managerial

reports for use by interested parties. Accounting is structured around three

outcomes, namely:

Learning Outcome 1: Financial Information that requires learners to demonstrate

knowledge, understanding and the application of financial information according to

generally accepted accounting practices and concepts.

Learning Outcome 2: Managerial Accounting that requires learners to demonstrate

knowledge and understanding of managerial accounting (interpreting financial and

managerial information that inform management decisions) and the application

thereof.

Learning Outcome 3: Managing Resources that requires learners to demonstrate

knowledge and understanding of the use of different financial and managerial control

tools and strategies to manage resources in a responsible way.

Business Studies seeks to develop knowledge, skills and values for informed

production and consumption, ethical and responsible participation in the formal and

informal economic sectors. It involves the exploration of business principles, theory

and practice that underpin development of entrepreneurial initiatives, sustainable

enterprises and economic growth. The Learning Outcomes for Business Studies

include :


38

Learning Outcome 1: Business Environments through which learners demonstrate

knowledge and analyse the impact of changing and challenging environments on

business practice in all sectors.

Learning Outcome 2: Business Ventures that requires learners to identify and

research viable business opportunities and to explore these and related issues

through the creation of achievable business ventures.

Learning Outcome 3: Business Roles through which the learner demonstrates and

applies contemporary knowledge and skills to fulfill a variety of business roles

(entrepreneurial functions).

Learning Outcome 4: Business Operations where learners are required to

demonstrate and apply a range of management skills and specialized knowledge to

perform business operations successfully.

Economics explores how individuals, businesses, governments and other

organizations in society use scarce resources to satisfy unlimited needs and wants in

an efficient, equitable and sustainable way. This subject is structured around four

Learning Outcomes:

Learning Outcome 1: Macro-economics that encourages learners to demonstrate

knowledge, critical understanding and application of the principles, processes and

practices of the economy.

Learning Outcome 2: Micro-economics where learners demonstrate knowledge,

understanding and the appropriate skills in analyzing the dynamics of markets.

Learning Outcome 3: Economic Pursuits through which learners demonstrate

knowledge, understanding and critical awareness of the policies and practices

underpinning the improvement in the standard of living.

Learning Outcome 4: Contemporary Economic Issues through which learners

demonstrate knowledge, understanding and critical awareness and apply a range of


39

skills in dealing with contemporary economic issues (eg. Unemployment, poverty,

globalisation, labour relations, environmental sustainability, inflation, etc.)

Short Activity

Subject:

Learning Outcome:

Senior Phase (Grade 8 / 9) Assessment Standard supporting progression:

Choose any one of the Learning Outcomes fromone of the subjects above. Now reflect on theAssessment Standards in EMS, either Grade 8 orGrade 9. List all of those that would supportlearners’ progression towards these LearningOutcomes. List these in the box below and shareyour ideas with the rest of the group. Try tocomplete this activity in 15 minutes.


40

1.4 LOOKING BACK AT OUR LEARNING IN SECTION 1

At the start of this section we looked at the Orientation Programme Learning Outcomes and

the Orientation Programme Assessment Standards that we were hoping to achieve in this

section. After completing this section, do a self assessment. Assess your progress in

achieving the outcomes using this rating system:

√ (confident)

? (not so sure)

X (not sure at all)

Evidence of learning Fill in: √ or

? or XCan you explain the changes from C2005 to the NCS?

Can you identify and explain how the Critical and DevelopmentalOutcomes are infused into the Learning Area statement, the Learning

Outcomes and Assessment Standards?

Can you identify and explain what the NCS principles are, and how

they have been infused into the Learning Outcomes and Assessment

Standards?

Can you identify and explain the unique features of the Learning Area,

its scope and focus?

Can you analyse Learning Outcomes and Assessment Standards in

terms of knowledge, skills, and values?

Can you identify what concepts and content needs to be covered by

the Learning Outcomes and Assessment Standards in your Learning

Area?

Can you identify relevant contexts for teaching the knowledge, skills

and values in the Learning Outcomes and Assessment Standards?

Can you explain progression of the Assessment Standards in the

Learning Area?

Can you explain the relationship between Assessment Standardsand the Learning Outcome?

Can you explain integration within a Learning Outcome, and across

Learning Outcomes?


41

Follow up actions

Try to list what you still need to learnabout the Learning Area

What can you do to continue learningabout your Learning Area after theOrientation Programme?

Now that we have explored the structure of the NCS in some detail, and now that you have

developed a better understanding of the learning area, we will look at what you can do with

this understanding in a school context. In the next section, we will focus on classroom

practice with the NCS.

Remember that this is just an OrientationProgramme. You will need to keep on findingout more about your Learning Area in future.From the self-assessment activity above, youshould be able to identify what additional workyou need to do to fully understand the NCS.One idea would be to work through this sectionof the Orientation Programme again with otherteachers when you get back to school, or youcould simply read through it a few times on yourown.


42

SECTION 2CLASSROOM PRACTICE WITH THE NCS

Overview of Section 2: Classroom practice with the NCSGeneric Manual: If you have completed this section in the Generic Manual, you

would have considered what lies at the ‘heart’ of education – namely classroompractice. Here you would have explored what it means to ‘mediate’ learning. You

would also have considered the implications of different learning styles for classroom

practice. You would also have discussed barriers to learning, and explored ways of

responding to diversity in classrooms through differentiated teaching approaches.

Learning Area Manual: In this section you will explore the potential of different

strategies for teaching that are relevant to the Economic and Management Sciences

Learning Area, and how these will influence classroom practice. You will also work

on adapting a classroom activity to respond to different learners’ needs.

Before completing this section inthe Learning Area Manual, youshould have completed Section2.1 in the Generic Manual.


43

ACTIVITY CONTENTS OF SECTION 2:


METHOD PAGE NO.

ACTIVITY 2.4: Designing

teaching and learning activities 30 mins Groups of 8 48

ACTIVITY 2.5: Working with

diversity in the classroom

30 mins Groups and

presentations 54

ACTIVITY 2.6: Exploring LTSM

in EMS 20 mins

Group

discussions 58

ACTIVITY 2.7: Special

concerns in teaching EMS in

my classroom and school

context

15 mins

Discussions in

pairs 61

2.2 TEACHING AND LEARNING ECONOMIC AND MANAGEMENTSCIENCES IN THE NCS

Section 2.1 introduced you to various teaching methods that encourage participatory

and learner-centred approaches to classroom practice in the NCS. The following

section allows you to explore these teaching and learning activities in the context of

your Learning Area, Economic and Management Sciences (EMS).

2.2.1 METHODS AND APPROACHES IN THE EMS LEARNING AREA

Teaching and learning in the NCS is outcomes driven. Think back to the Learning

Outcomes and Assessment Standards that you explored in section 1. These define

the expected levels of achievement of learners in particular grades. As explored in

section 2.1, the teachers role is to guide and support learners towards the

achievement of these Learning Outcomes and Assessment Standards. There are

various ways (methods and approaches) to do this, as explored in section 2.1.

But why is it necessary? A variety of teaching methods and learning activities allows

you to:


44

Teach towards the range of Assessment Standards in Economic and Management

Sciences

Respond to learners’ diverse learning styles

Overcome barriers to learning

Be inclusive

Encourage learners’ participation and active learning

2.2.2 Choosing the right activity

Many different learning activities and teaching methods are suitable for Economic

and Management Sciences. Even the lecture method is appropriate!

However, choosing the right teaching method for an activity is important. Eachactivity you present in your classroom must have a purpose. That purpose must belinked to the Assessment Standard(s) that you are teaching towards in the particularLesson Plan. (We will revisit this issue in Section 4 when we talk about developingLesson Plans.) The learners should be informed of the purpose of an activity prior toengaging in it. Otherwise it is easy for them to get lost in a series of activities, withoutmaking any progress towards the intended Learning Outcomes.

Let consider an example:

Learning Outcome 3: Managerial, Consumer and Financial Knowledge and

Skills.

Assessment Standard: Differentiates between financial concepts used in

business

You could probably, just tell learners about things like assets, liabilities and owners

equity and give them examples thereof. But would this be a learner – centred or

participatory approach? In the NCS you are encouraged to support learners in


45

accessing the information required, making meaning of this information and applying

this information to their personal or other contexts.

To do this, you could, for example:

• Divide learners in groups (group activity). You could then supply each group with

a dictionary and allow them to investigate the meaning of a range of financial

concepts from a list that you have compiled.

• From this you might encourage them to, in their own words describe the financial

concepts with examples, drawn from their own lives and experiences (here you

are encouraging them to make meaning of the financial concepts given).

• You might further encourage them to consider the difference between these

financial concepts and then share with others the ideas (encouraging co-

operative meaning making).

• You could then consolidate the activity by giving learners a case study where

they need to identify various items that would be classified as assets, liabilities

and owners equity and prepare a statement of net worth of the case example.

Here you can see a range of activities towards the achievement of the Assessment

Standard listed above: Tell, investigate, describe, consider, share, case study and

identify.

• If you extend the activity to include an exploration of the concept of net worth

and get learners to prepare a role play of themselves as a financial advisor,

advising a client of the net worth of their business and making some

recommendations (based on an analysis of the statement), then you are providing

opportunities for integration across the Assessment Standards in Learning

Outcome 3. Do you recognize this?

From this example, you can see that more than one activity was neededthrough which to address this Assessment Standard. You will probablyfind that as you begin to design learner-centered and participatoryapproaches to teaching and learning towards the Learning Outcomesand Assessment Standards, you would be using a range of activities toguide and support learning.


46

Which approach do you think that learners would enjoy more. Just being told of the

different financial concepts or making meaning of it themselves and applying it within

a case study context?

Use the following checklist to help choose the appropriate method for teachingan activity:

Is this teaching method suitable for the Assessment Standard(s) I want to

address in the activity?

Will the method help my learners to progress towards the required

knowledge, skills and values envisaged for the activity?

Will the method make it possible for me to respond to the diverse needs of

the learners in my class?

Can I adapt the method to accommodate barriers to learning?

2.2.3 Creating the right atmosphere

Economic and Management Sciences requires learner participation. Yet, it can be

quite difficult to involve learners. The Economic and Management Sciences teacher

needs to create an open, safe atmosphere in the classroom to encourage learners to

participate and engage. Some methods (e.g. role plays, music, outdoor excursions)

may lend themselves to creating an atmosphere conducive to learners ‘opening up’.

An open and safe atmosphere should prevail in the classroom, even when you are

using the lecture method. The way in which you approach the lecture (e.g. using

questions effectively to draw learners in, using examples learners can relate to) is

important.

Structure and boundaries are also important in creating the right atmosphere in the

Economic and Management Sciences classroom. It may sound contradictory, but

learners actually participate best when there are clear guidelines for them on how to

participate. In an ‘anything goes’ classroom where everybody can speak together at

the top of their voices, interrupt each other’s questions, show disrespect towards

others’ opinions and disregard teacher instructions, effective participation and


47

learning is not possible. A good strategy is to negotiate the ‘rules of conduct’ with the

learners at the start of the year, put them up in the classroom, and revisit them from

time to time.

Your own values as a teacher also play a role. You need to show the tolerance and

respect towards others that is a prerequisite for participatory learning in the

classroom. Reflect on how your attitudes may allow or disallow learners to be

involved and learn in your classroom. The following activity may provide you with

some food for thought in this regard.

Follow-Up Activity (to take home): Do all my learners feel equally valued?

• Reflect on your own teaching and mark the items on the list which are applicable

to you:

o I talk more to the girls in my class.

o I talk more to the boys in my class.

o I tend to favour the brighter learners in my class.

o I get on better with the more sociable learners.

o I secretly resent those attractive, confident young people.

o I sometimes get impatient with learners who are slow.

o I relate best to learners who share my own cultural background.

o I prefer teaching learners from a certain economic background.

• Complete: I really struggle to relate to learners who ………………………….

• Reflect on your responses. What do they tell you about yourself as a teacher, and

how you relate to various learners? Do you think your preferences might influence

how some learners experience schooling?

• If you can, share and discuss your responses with a colleague or friend who

knows you well. Ask them if they share your views on how you relate to a diversity

of learners.

• Consider what you need to do about how you relate to different learners.


48

Write some of your reflections here:

Are you ready to engage your own creativity in considering some teaching and

learning activities?

ACTIVITY 2.4: DESIGNING TEACHING AND LEARNING ACTIVITIES

Time Allocation: 30 minutesResources: Learning Area StatementMethod: Working in 8 groups, sharing ideasLook up Learning Outcome 1 Assessment Standard 5 for Grade 8 on page 37 of yourLearning Area Statement – Explain what inflation is and discuss reasons for changesin inflation rates. Each group is to be allocated a group of learners who have aparticular learning style as per the list below.

In your groups take the assessment standard on inflation and develop a teaching andlearning activity for the group of learners assigned to your group. It is not necessaryfor you to develop the whole activity but focus on how you would accommodate thelearning style.

Each group is to have a scribe that should summarise the activity on a flipchart.One member of the group will need to report back to the plenary.

Groups of learners who have different learning stylesLearning Style Learning characteristicsVerbal / Linguistic Thinks in words. Likes reading, writing, listening & speaking.

Does well with books, dialogues, debates.Logical / Mathematical Likes reasoning. Likes to organise and interpret data, Does well

at maths & science problem solvingSpatial Thinks in images. Likes drawing and observing. Does well at

mind-mapping, puzzles, graphicsMusical / Rhythmic Thinks rhythmically and in tunes. Likes music and dance. Often

taps and humsBody / Kinaesthetic Thinks through sensations. Likes sport, drama, movement,

physical activityInterpersonal Thinks best with other. Likes co-operative & group activities.

Good at interactive, people centred activitiesIntrapersonal Thinks best alone. Likes individual self-paced and managed

activities. Reflective and quietNaturalistic Work with nature / resources?


49

Short activity

CHECKLIST FOR PLANNING DIVERSITY

SECTION INCLUSIVITY CONTENTAre activities planned in such away that:

Not

add

ress

ed

Bas

ical

lyA

ddre

ssed

Add

ress

ed in

rela

tion

to th

esu

bjec

t

Add

ress

edco

mpr

ehen

sive

ly

The individual past experiences,learning styles and preferencesare taken into accountThe core or underlying conceptsare clearly identified

Questions and activities aredeveloped that are aimed atdifferent levels of abilityExpectations are modified forsome learners including adaptedoutcomesThey provide for a variety ofparticipation levels such asindividual, pairs and small groupactivitiesLearners are given choices indetermining what methods theyuse for gathering, synthesisinginformation and in demonstratingtheir understanding of a concept orperformance of a skill or taskEqual value is accorded to all theindividual methods (e.g. learnerswho have spellingproblems/dyslexia can do moreorally)

Planningteaching and

Learningactivities

Assessment takes individualobjectives and progress intoaccount

Assess the activity that you designed inActivity 2.4 against the following checklist forplanning for diversity. Make a note of thoseaspects that you did not address and willneed to focus on when you return to school,particularly considering your teachingenvironment Try to complete in 10 minutes


50

Write a note of aspects you need to focus on:

Reflective activity

Write your thoughts in the box below

At present in a class of 28 pupils there are 28different personalities. Yet the learning processprobably subscribes to the learning preference ofthe teacher. This results in a number of pupils notparticipating or excelling if their specific personalityneeds are either not met or ignored.When you get back to school aim to cover all thedifferent learning styles at some time or other.While you will feel more comfortable with certainstyles plan where you can accommodate all


51

2.2.4 RESPONDING TO DIVERSITY IN ECONOMIC AND MANAGEMENTSCIENCES

We have previously discussed that the NCS encourages learner-centered andparticipatory approaches. All learners in your class have individual personalities,different life experiences, different socio-economic backgrounds, differentcompetences, different challenges (in learning or otherwise) etc, as introduced insection 2.1. Because of this, the way in which learners learn and respond in ateaching and learning context can differ from one learner to another. As in all otherLearning Areas, learner diversity enriches the teaching, learning and assessmentenvironment in the Economic and Management Sciences classroom, but also bringswith it special challenges. For example, diverse cultural backgrounds may not onlydeepen discussions about community norms and values, but may also give rise totensions. The NCS encourages teachers to respond to the need for diversity inapproaches to teaching and learning in their classroom.

Section 2.1 introduced you to the various categories of barriers to learning that could

confront your learners. It also introduced you to the various learning styles that might

work best for different learners. Ultimately however, the onus is on the teacher to

consider the range of diversity amongst the learners in the classroom context and

attempt to respond as effectively as possible to this diversity through differentiation in

teaching and learning activities.

However, in order to respond to diversity and support learners in overcoming barriers

to learning, one first has to know the learners and the contextual (class, school and

community) factors that might shape the way in which they respond to teaching and

learning activities. Most times diversity is not always observable with the naked eye

and might require some investigation, some probing to get to know the learners. This

is particularly the case when learners come to your class and school for the first time,

the chances of which are relatively strong in Grade 8. What are some of the ways in

which you could get into the ‘heads and hearts’ of your learners?


52

Methods to obtain access to the information regarding this diversity in yourclassroom:

• A review of their assessment reports from Grade 7 or a series of these,

which might give you more insight into the learner, their personalities,

strengths, preferences, challenges and so on.

• When you are teaching Grade 9, it might also be an idea to discuss some of

these aspects of the learner with one or more of their Grade 8 teachers.

• You might also, at the start of the year encourage learners to write abiographical account of themselves and you might want to focus this on their

interaction with EMS in the former grade.

• You might also try an ‘ice-breaker’ activity at the start of the year and

through observation of learners in this activity so start the process of getting to

know them.

• Another idea is setting learners a ‘revision’ task (baseline assessment)based on one or more of the Learning Outcomes and Assessment Standards

of the former grade to assess their interaction within different teaching and

learning activities.

Reflective ActivityWhat are some of the ways in which you couldbegin to get to know the learners in yourclass? Write some of these down and try tothink about what could be revealed throughthem. How can you maximize theseopportunities of getting to know your learners?Refer here to the idea introduced in section2.1. Try to brainstorm this with a partner in 5minutes.


53

Write some of your idea below.

Now that you have got to know the learners, their personalities, preferences,

strengths and challenges, what do you do with this? In the NCS teachers are

encouraged to respond to this diversity through the design of differentiated teaching

and learning activities. How does this look, practically, in your EMS class?

Lets take the example of the series of activities that we worked with in section 2.2.1.

To recap learners were required to make meaning, using a dictionary and drawing on

examples of their own context and presenting these ideas. It also included learners

undertaking a case study analysis and preparing a statement of net worth and

possibly acting out a role play. Now lets assume that in your class, learners are

drawn from two communities, predominantly. 30 % of learners in the school have

isiXhosa as a home language, the remaining 70% with English as a home language.

All classes at the school reflect these same ratios. Approximately 10% of the

learners have strong logical reasoning competences. There are a few learners in the

class who have a flair for the creative arts and representing ideas in different and

creative ways. Seven of the learners in your class work closely with the Learning

Support teacher; three requiring additional support for numeracy and four requiring

support to strengthen their reading and comprehension skills. One learner in the

class has a speech impairment and is very self conscious of this.

From this example, lets together identify some of aspects of diversity and in your

classroom and explore strategies through which to address these. Try also in this

exercise to explore some ways in which you can accommodate learners learning at a

different pace. As the discussion progresses, write your thoughts down below, for

further reference.


54

Aspects of diversity Strategies to accommodate diverse

needs

ACTIVITY 2.5: WORKING WITH DIVERSITY IN THE CLASSROOM

Time Allocation: 30 minutesResources: Ideas generated through activity 2.4Method: Group work and presentations

Consider one of the classes that you had last year. Identify some of the aspects thatreflected the diversity amongst learners in this classroom and also any learners whoexperienced barriers to learning. List these in the first block below.

Now recap on the range of activities that you have developed in activity 2.4. Listthese activities at the left hand side of the second block below. Discuss in yourgroup ways in which you would adapt one or more of these activities toaccommodate for the diverse learning needs, and barriers to learning that youidentified before. You can write these ideas at the right hand side of the secondblock and relative to the activities that you have listed.


55

Aspects that reflect diversity amongst learners in the classroom

Activity Differentiation to accommodate diversity

(1)

(2)

(3)

(4)

(5)

2.2.5 LTSM IN THE EMS LEARNING AREA

As noted before, textbooks provide a basic and initial resource through

which to explore various conceptual ideas in EMS. But remember that

we said in section 1.3, that economics is a field that affects us in our

everyday life. Everyday we purchase something we get a receipt, an

example of a LTSM that could be used in EMS. Learners’ parents


56

receive statement of accounts on a monthly basis. Some of them

might also draw up and document monthly budgets. Also some LTSM

that could be used, for example, in an activity that supports the

completion of source documents and recording elementary cash

transactions in a statement of receipt and payments (Assessment

Standard for Grade 8 linked to Learning Outcome 3). Everyday we are

also exposed to some form of economic activity, for example, through

news reports, magazines, newspapers, amongst others. Some

businesses are compelled to prepare their financial statements for

public scrutiny, which you could use to support learners in investigating

various methods of savings and investment and calculating return on

investment (Assessment Standard for Grade 8, linked to Learning

Outcome 3). These provide a good source of complementary LTSM that

support teaching and learning activities.

Many of these examples outlined above link to the Assessment

Standards of Learning Outcome 3. However, if you look across the

Assessment Standards of all the Learning Outcomes in EMS, a number

of them require learners to collect information … , critically assess … ,

identify … , investigate … and research … , amongst others, around

various economic concepts and contemporary economic issues. The

breadth of these explorations might be beyond the scope of a textbook.

For example, the laws affecting basic conditions of employment and non-

discrimination in the workplace (Assessment Standard for Grade 9,

linked to Learning Outcome 3). Or the successes and shortcomings of

the RDP (Assessment Standard for Grade 9, linked to Learning Outcome

2). Some activities might require learners to explore information sources

beyond the textbook. For example, newspaper archives to explore the

influence and actions of trade unions in general and during the apartheid


57

era (Assessment Standard for Grade 9, linked to Learning Outcome 1) or

reports on the role of small, medium and micro enterprises in wealth and

job creation (Assessment Standard for Grade 9, linked to Learning

Outcome 4), possibly accessible on the website of the Department of

Trade and Industry.

Try not to think of the textbook as the first point of call. You could

explore the use of other LTSM and see the textbook as a basic reference

or for further reference or consolidation. Your teaching and learning

activities are often a good guide as to the kind of LTSM would best

support these.

Short activity

Write your thoughts down here

Lets together explore some more ideas.

Consider the examples above, throughwhich we explored various teaching andlearning activities towards one or more ofthe Assessment Standards in EMS.These examples begin to suggest the useof some LTSM. What other LTSM couldhave been used for these activities tosupport learning? Try to complete thisactivity in 5 minutes and share yourideas with the person next to you.


58

ACTIVITY 2.6: EXPLORING LTSM IN EMSTime Allocation: 20 minutesResources: Activity 2.5Method: Group discussions

Refer to activity 2.5 and the teaching and learning activities discussed relative to theAssessment Standards. In your groups list the LTSM that you and the learnerswould use to support learning in these activities. In each case, consider carefullyhow the LTSM would be used either by yourself or learners and in which way it wouldsupport learning towards the Assessment Standard.

Activity How wouldlearners useit?

Why would theyuse it in this way?/ How does itsupport learning?

How would yousupport learnersengagementwith this LTSM?

(1)

(2)

(3)

(4)

(5)

2.2.6 SPECIAL CONCERNS IN THE EMS CLASSROOM

Working with diversity as explored in section 2.2.2, requires careful

consideration of what learners bring with them to the classroom and how

they interact with each other, with yourself as the teacher and the

teaching and learning activities that you design. There is however

another side to the coin here. You also have to consider the learner

within the EMS classroom context. And so consider the multitude of


59

factors that shape the classroom context, for example, the nature of the Learning

Area, the class size, the resources available, budgets available to your learning area

and the class allocation, learners access to contexts outside of the school (for

example, companies, banks, etc.), amongst other factors. Many of these factors are

contextually shaped and will differ from one context to another. There are however

some specific considerations that are of a more general nature that you might want to

think about:

The language of EMS. One could say that EMS has a language of its own. Some

of us might simply talk about our house or car. In EMS we talk about our assets.

Some of us seldom realize that we too have an economic net worth (assets less

liabilities or what we own minus what we owe others). In many cases we probably

prefer not considering our net worth.

To engage effectively with the Learning Outcomes and Assessment Standards in

EMS, learners and teachers need to be familiar with and understand the different and

more specific terminology used in this Learning Area. In your class context, how can

you support learners in developing the necessary vocabulary and language to

engage with the Learning Outcomes and Assessment Standards? One-way might

be for them to start developing their own EMS dictionary in which they record new

terms and meaning as they come across it. Another way might be to assign a corner

of your classroom wall to developing an EMS glossary. Each time a new term comes

up and learners begin to make meaning of it, this term and its meaning can be added

to the developing glossary.

Remember that EMS was traditionally not addressed at any level below grade 8 and

in most cases from grade 10, upwards. For the first time in South African schooling

EMS is introduced at Foundation and Intermediate Phase. Like grade 7 teachers,

most of the Foundation and Intermediate Phase teachers of EMS are less likely to

have been trained in teaching EMS. For these teachers it becomes vitally important

to keep abreast of developments and to explore as much text in EMS as possible to

allow you to interpret and support learning towards the Learning Outcomes and

Assessment Standards. As grade 8 teachers, it might be safe to assume that as a

high school EMS teacher you have had some exposure to EMS terminology,

concepts and knowledge areas, either in your background studies or in your teaching

of learners in the FET band. However, economics is a contemporary field of study


60

with ongoing developments. For these teachers it would similarly be useful to keep

abreast of economic developments and its links within political, social and

environmental contexts.

Handling and managing money. At some point in the EMS class, particularly in the

senior phase, learners are likely to engage in some business activity through which

they will be required to handle and manage money. This is a huge responsibility for

learners in any phase and perhaps more so for learners in GET and in the lower

phases. There could be some security issues that arise out of learners handling and

managing. There are also some ethical issues around handling and managing

money. In some cases, a breach of financial ethics could lead to criminal

prosecution, such as cheque fraud or the misuse of funds. As the teacher, when you

design teaching and learning activities it might be wise to attempt to identify some

potential challenges with which learners could be confronted. And deal with these

issues with learners in the class context, opening them up for discussion and looking

at ways of supporting learners in their confrontation with, and overcoming these

challenges.

Availability and access to resources. For many teachers, learners, classes and

schools in South Africa the availability of resources is a challenge. Teachers are

however, encouraged to use their creativity and initiative in identifying appropriate

resources that support teaching and learning activities. Some of the more specific

challenges in EMS include, for example access to computers to support learners in

using keyboard skills and function keys to develop, store, retrieve basic information

and edit business documentation (Assessment Standard for grade 8 and 9, Learning

Outcome 3). Would this be a challenge in your school context? How would you deal

with and attempt to overcome this challenge. Another potential challenge might be

the difference between rural and urban contexts. For example, you might be

exploring with learners secondary industries and decide to support their learning

through a visit to a processing factory. This might be easly accessible in an urban

context but not in a rural context. It might then be an idea to develop a brochure on

secondary industries for learners in a rural context in the absence of opportunities to

visit a specific site. You might encourage learners to visit the local Department of

Labour offices for researching the laws affecting basic conditions of employment and


61

non-discrimination in the workplace (Assessment Standard for Grade 9, Learning

Outcome 3). Here you might have to consider learners’ access to these offices or

resources to get there.

Since many of these concerns are contextual, they need to be considered in the

context of your particular school and class. Lets do that, through discussions.

ACTIVITY 2.7: SPECIAL CONCERN IN TEACHING EMS IN MYCLASSROOM AND SCHOOL CONTEXT

Time Allocation: 15 minutesResources: NoneMethod: Discussion in pairs

On your own, reflect on the activities discussed in activity 2.5 and theresources required in activity 2.6. Relative to these list some of thespecial concerns that you have in implementing some of these. List yourconcerns in the block below. Share these with the person next to youand together try to look at ways in which you could address theseconcerns, without compromising on the learning experience for thelearner.

Concerns Strategies to address these


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At the start of this section we looked at the Orientation Programme Learning Outcome and

the Orientation Programme Assessment Standards that we were hoping to achieve in this

section. After completing this section, do a self assessment. Assess your progress in

achieving the Orientation Programme Learning Outcomes using this rating system:

√ (confident)

? (not so sure)

X (not sure at all)

Evidence of learning Fill in: √ or

? or XCan you identify, explain and demonstrate how different strategiescan be used for teaching and learning in your Learning Area?

Can you identify, explain and demonstrate how differentiated taskscan be used to allow for different learning styles? (think back to the

Nkosi Sikelel’ iAfrica activity)

Can you identify, explain and demonstrate what needs to be done to

differentiate tasks that respond to the diversity of learners? (think

back to the activity on barriers to learning).

Can you make use of policy to make decisions that guide classroom

practice?


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Follow up actions

Try to list what you still need to learnabout Classroom practice with the NCS

What can you do to continue learningabout Classroom Practice with the NCSafter the Orientation Programme?

Now that we have explored Classroom Practice with the NCS in some detail, and now that

you have developed a better understanding of the different teaching strategies that are

appropriate to your Learning Area, and to the different learners in your class, we will look at

how to undertake assessment with the NCS. In the next section, we will focus on

assessment with the NCS.

Remember that this is just an OrientationProgramme. You will need to keep on findingout more about Classroom Practice with theNCS in future. From the self-assessmentactivity above, you should be able to identifywhat additional work you need to do to fullyunderstand Classroom Practice with the NCS.One idea would be to work through thissection of the Orientation Programme againwith other teachers when you get back toschool, or you could simply read through it afew times on your own.


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SECTION 3ASSESSMENT IN THE NCS

Overview of Section 3: Assessment with the NCSGeneric Manual: In this section you would have considered the purpose of

assessment, and the differences between criterion and norm referenced assessment.

You would also have explored the value of the Assessment Standards for guiding

teaching and learning. You have worked with a piece of evidence, and you have

explained how different forms of assessment are used to gather evidence of learning,

and how different tools can be used to judge evidence. You have also considered

formal recorded assessments, and how to record and report on learner performance,

according to assessment policy and the National Protocol for Assessment in the

NCS.

Learning Area Manual: Here you will practically explore the process of assessment

in the Economic and Management Sciences Learning Area and you will be involved

in designing an assessment task for formal recording purposes.

Before completing this section inthe Learning Area Manual, youshould have completed Section3.1, 3.2, and 3,3 in the GenericManual.


65



METHOD PAGE NO.

ACTIVITY 3.8: Designing an

assessment task for EMS

Step 1 – What and why are we

assessing?

30 mins Groups of 4

Presentation 73



Step 2 – What forms of

assessment will I use?

30 mins Group work

Presentation

79



Step 3 – Which assessment

instruments are appropriate?

65 mins Group work

Presentations

83



Step 4 – How are you going to

evaluate the evidence?

20 mins Group work 86

3.4 ASSESSING ECONOMIC AND MANAGEMENT SCIENCESLEARNING OUTCOMES

Through the first part of this section you explored various generic features of assessment,such as the purpose of assessment, assessment strategies, recording and reportingassessment, amongst others. In the following section we begin to explore what this reallymeans in the context of your classroom and the Economic and Management SciencesLearning Area.

As we work through a process of designing an assessment activity, we will draw on

the Learning Outcomes and Assessment Standards of EMS, so keep your Learning

Area Statement handy. We will also consider these Learning Outcomes and

Assessment Standards in the context of the National Protocol on Assessment as


66

explored in the former sections. So you might want to keep handy the activities with

which you have engaged in the former section.

The approach in this section is to work with you through the case example, of Lucy a

Grade 8 teacher. Lucy has been teaching for the past ten years. Though she has

been introduced to Assessment in the NCS in various workshops before, she has not

really started to work with these ideas practically in her school and classroom

context. This year she can avoid it no longer since she has to now begin to

implement the NCS with her Grade 8 learners. She feels a measure of excitement

about this different (to her traditional approaches) approach to assessment. But she

also feels apprehensive about many areas of assessment that she has read about,

heard about and talked about, but now needs to translate into practice.

Reflective Activity

For how long have you been teaching? Canyou think back over these years. How have youapproached the assessment of your learners?What are some of the strategies that you used?Have your approaches changed at all overtime? How? What are some of the keyapprehensions that you have about thechanges to assessment in your classroom,congruent with an outcomes-based approach?Complete this activity in 10 minutes.

Have your National Protocol onAssessment for Schools in the Generaland Further Education and Training Band(Grades R – 12)(21 October 2005) handy to refer to asyour work through this module


67

Write some of your apprehensions down here and reflect on them as we go along.

3.4.1 THE PURPOSE OF ASSESSMENT: WHAT TO ASSESS?

Assessment involves the gathering, organizing and recording of evidence that reflectslearners’ achievement, and reporting on their achievement, as explored through sections 3.1to 3.3. The purpose of assessment being to enhance individual growth and development, tomonitor progress and to facilitate further learning. As such, assessment in the NCS iscontinuous and formative so as to support ongoing learning.

Lets begin to construct our example:

LUCY’S CASE STORYLucy has in the first term, engaged her Grade 8 learners in a rangeof activities supporting their learning towards explaining howdifferent economic systems address the economic problem(Assessment Standard linked to Learning Outcome 1).

She mapped out for learners the three kinds of economic systems for exploration.She then divided them into groups. For activity 1, learners had to explore the keycharacteristics of the three types of economies, the advantages and disadvantages ofthese types of economies. They also had to identify a country example that reflectsthis type of economy for further exploration. To support activity 1, Lucy referredlearners to their textbook as a basic resource. They were also given an additionalresource book to use during the activity time in the classroom. As part of aninvestigative project for activity 2 learners had to explore in depth one of the countryexamples identified in activity 1, focusing on the economic type, some of theeconomic realities in that country and how the advantages and disadvantages of thiseconomic type manifests in this country. Here they were encouraged to use the


68

internet, which they can access after school and the public library which is in closeproximity to the school, for access to additional resource materials and financialmagazines. To consolidate this activity they had to do a presentation to the rest ofthe class group.

Throughout the term Lucy has observed learners’ interaction with the range oftasks towards achieving the minimum defined in this Assessment Standard.She also made some notes on learners’ interactions with each other in groups.To ensure that all learners were progressing towards the achievement of theAssessment Standard, Lucy asked her learners to prepare a process reportfor their group. In this they specified the process of investigation that theirgroup had embarked on, the various sources consulted and the contributionsmade by various group members. She also asked them to comment on anystrengths and challenges that they were encountering through the process.From this she presented a general summary to the bigger class group to givethem some ideas for proceeding further. She did this so as not to expose anylearner, group or process that reflected tensions.

Lucy recorded some of her observations made and filed these notes. She also filedthe progress reports written by the learners.

Let’s summarise the different forms of assessment that Lucy used in the case study:

• Explore and identify using the textbook and other resource books;

• Investigative project using the internet;

• Presentation to the class;

• Teacher observation of the groups working and interacting together;

• Process report in which they had to comment on strengths and challenges;

• Teacher summary of the progress reports.

Short Activity

Read pges 48 – 50 in your LearningArea Statement.

(1) Various purposes ofassessment emerged at different pointsin this case. List them and the examplethat reflects this purpose.

(2) What are some of the keyelements and characteristics ofassessment reflected in this caseexample?


69

Write your thoughts down here.

(1)

(2)

A Variety Of Assessment Forms

NOTE THE FOLLOWING CONCERNING THE DIFFERENT TERMS USED:

The term assessment strategy refers to:

• What will be assessed (SKVs);

• When will it be assessed;

• Duration of the assessment;

• How will it be assessed (form and tool);

• Who will do the assessment (teacher, peer or self)

The forms of assessment refer to creative writing, project, case studies etc and methodsrefers to who will do the assessment – teacher, peer or self. Refer back to the generic

section page 89 and 90 for more comprehensive notes on these terms.

You will be required to do four formal assessment tasks per year per grade for

Grades 8 and 9. Of these four tasks, one should be a written test. The other methods

must vary. Do you know why?

Why is a variety of assessment forms important?

•• You are assessing a variety of assessment standards, and the form of

assessment must suit the assessment standard and learning outcome which you

are aiming to assess

•• You have a variety of learners in your class, and some will do better on some

forms of assessment than others, e.g. some learners are better at oral

presentations and others are better at written tasks.


70

•• Competence can be demonstrated in a variety of ways, and a variety of

assessment forms are needed to give learners the best possible chance to

demonstrate their abilities.

•• The use of a variety of forms of assessment also help you to respond to any

special needs your learners may have, and therefore it supports inclusivity.

•• Assessment should be integrated with teaching and learning activities.

Your Economic and Management Sciences Learning Programme is the place to indicate thevariety of assessment forms that you plan to use for formal assessment over the year. Youmay also develop a special assessment programme for the year. In addition, you can noteyour strategies for informal assessment in your Lesson Plans. Learning Programmes arediscussed in Section 4.

Choosing An Assessment Form

Use this checklist:

Does this assessment form…..

•• Suit the Assessment Standard (s) I want to assess?

•• Assess the values, skills and knowledge of this Assessment

Standard?

•• Expand on the variety of forms across the year?

•• Link to the teaching and learning activities?

•• Give all learners a chance to demonstrate their competence?

Diversity and inclusivity: Your choice of assessment tasks should not discriminate

against a learner or learners. For example, your assessment task should not require

computers unless you are sure that all your learners do have access to computers

Assessment provides information on how learners have progressed towards

expected levels of achievement in specific Learning Outcomes and within a particular

grade. However, remember that in section 1 we explored the Learning Outcomes

and Assessment Standards of EMS and found that the four Learning Outcomes are

addressed across the grades in all phases (except for only two being addressed in


71

Foundation Phase). How then are we able to assess learners’ achievement in

Learning Outcomes from one grade to another?

As noted before, Assessment Standards have been defined for each grade. In

section 1.3.5 we also explored progression from one grade to another. These

Assessment Standards tell us what the minimum level of achievement ought to be for

learners at a particular grade level, and the breadth and depth of what is to be

achieved at this level. The Assessment Standards are therefore central to

assessment processes at each grade level.

Remember in this section we also looked at the skills, knowledge and values

embedded in the Assessment Standards, as we unpacked them in activity 1.8.

These embedded skills, knowledge and values are important in designing teaching

and learning activities, but also critically important in considering assessment tasks.

Because you are assessing learners against the Assessment Standards (criterion

referenced assessment), you are in a sense assessing them against the minimum

levels of knowledge, skills and value embedded in these Assessment Standards.

Short Activity

Refer back to activity 1.8 in section 1 inwhich you identified the skills, knowledgeand values embedded in each AssessmentStandard. Add an extra column to theworksheet and add possible assessmentforms / activities that you could use for eachof the Assessment Standards. At this stagewe are not looking at integration but just torealize that there are a wide range availableother than just the traditional test.Complete the list when you get back toschool.


72

ASSESSMENT CRITERIAAssessment should meet the following criteria:• Appropriateness• Fairness• Manageability• Integration into work or learning• Validity• Direct• Authenticity• Sufficient• Systematic• Open• Consistent

REFLECTIVE ACTIVITY

INTEGRATION

In section 1.3.4 we dealt with integration at three levels. Do you remember these? Reflecton the following diagram and try to identify these types of integration discussed. Also reflecton the example of this type of integration explored before in activities 1.9 and 1.10

(1) (2) (3)

EMS OTHER LEARNING AREAS

LO 1 LO 2 LO 3LO 4

AS 1

AS 2

AS 3

AS 4

AS 5

AS 1

AS 2

AS 3

AS 4

AS 5

AS 1

AS 2

AS 3

AS 4

AS 5

AS 1

AS 2

AS 3

AS 4

AS 5

LO 4

AS 1

AS 2

AS 3

AS 4

AS 5

Discuss with the person next to youwhat each criteria means and why youthink it should be listed as a criteria?


73

Write your answers here

(1)

(2)

(3)

PLANNING AN ASSESSMENT TASK/ACTIVITYWe will now put all the above together to plan an Assessment Task / Activity for EconomicManagement Science learners. Make use of the following 6 steps, as discussed in thegeneric section, when you plan an assessment task / activity:

1. Define the purpose of the assessment – What and why are you assessing?2. Decide on what forms of assessment /activities will you use?3. Decide on which assessment instruments / tool will you use to evaluate the

activity?4. Decide how to record the assessment.5. Decide how to report on the assessment.6. Decide what follow-up intervention will be provided.

ACTIVITY 3.8: DESIGNING AN ASSESSMENT TASK FOR EMS

STEP 1: WHAT AND WHY ARE WE ASSESSING?

Time Allocation: 30 minutesResources: Learning Area Statement, Teachers’ Guide for the Development

of Learning Programmes, Nation Protocol on Assessment.Method: Group work in groups of four, presentations.

(a) In your group, identify one or more assessment standards that you will beassessing. Here you are encouraged to adopt an integrated approach toassessment, so consider other assessment standards (either in the sameLearning Outcome, from other Learning Outcomes in the same Learning Areaor from other Learning Areas) for integration with the one / more that you haveidentified. List these in the space below.

(b) From this, identify the purpose that you have in mind for this assessment task;and

(c) Consider some of the key elements and characteristics that you aim tointegrate into this assessment task, and motivate briefly for these initialdecisions made.


74

Write your notes below: WHAT AND WHY ARE WE ASSESSING?(a) Learning Outcome

Assessment Standard

Assessment Standard

Assessment Standard

Motivation for envisaged integration:

(b) The purpose of assessment

(c) Some key elements and characteristics envisaged for the assessment task.


75

STEP 2: WHAT ASSESSMENT STRATEGIES SHALL WE USE?

We noted before that assessment is about gathering and organizing evidenceabout learners’ achievement relative to Learning Outcomes and AssesmentStandards. Here we begin to consider the following questions in designing

appropriate assessment strategies:

• What evidence are we looking for?

Unpacking the Assessment Standard into knowledge, skills and values, as we have

done before, gives us a clear indication of what we need to assess and so whatevidence we need to be looking for.

In Lucy’s example she needed to gather evidence on:

Knowledge - knowledge that different economic systems exist;

- the different type of economic systems predominantly found;

- how economic activity is shaped by each of these;

- key differences between these in relation to each other;

- the key characteristics of each of these;

- the advantages of each and disadvantages;

- a country example of each;

- what type of economy SA reflects.

- Have you identified any other in the activity above?

Skills - reading and comprehension;

- planning an information search;

- application of knowledge of economic systems;

- working as part of a team;

- communication skills

- writing skills


Values - respect for others and their opinions;

- concern for excessive wants and limited resources;



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• Which forms of assessment will I use?

When considering forms of assessment one needs to consider their appropriateness

to gathering the evidence required. So when you work through the development of

an assessment task, try to consider ‘what evidence’ and which form’ in relation to

each other. Lets explore Lucy’s case further.

Lucy decided to consolidate the work done by learners described before througha formal, summative assessment task at the end of the first term. For this shesets a project for learners through which they would prepare for participation in apanel discussion. Learners were divided into groups of 4. Each group wouldparticipate in a panel discussion of the South African economy in the context ofdifferent economic systems explored. They needed to do this in the context ofsome contemporary issues that Lucy introduced them to: (1) debates on tradetariffs that protect local producers and promote exports, for example in the wineindustry and (2) trade unions pressure on government to take steps towardsprotecting the local textile industry, for example in the Western Cape. Each groupneeded to choose one example and decide on whether they support or challengethese issues, motivated from the advantages and disadvantages of economicsystems. To support their preparation for this panel discussion, Lucy prepared forthem an information pack on the issues that highlight the positive and negativeaspects of each. Learners were required to prepare a written argument for (oragainst) these government measures that they would then use in the paneldiscussion. Lucy would collect these and file them as evidence.

• Who would gather the evidence?

Not all evidence needs to be generated and gathered by the teacher him / herself. In

designing assessment tasks you might want to consider peer assessment and self-

assessment. This allows for the assessment of learners from a different perspective

and gives you a range of sources on which to draw in assessing learners’

achievement towards the Learning Outcome and Assessment Standard.

Many teachers believe that peer and self-assessment will not produce valid results.

This depends very much on the tool that is developed for the assessment i.e. if the

criteria are clearly spelt out then generally learners are found to be very fair, erring

often on the stricter side. So don’t discount making use of these 2 approaches – you

are also teaching valuable life skills.


77

Whole Group Activity (30 minutes)

Lets look again at Lucy’s example:

The different forms of assessment that Lucy used, both informally and formally havebeen filled in on the worksheet that follows. You are required to complete thefollowing:(a) Which reflect teacher assessment / peer assessment / self assessment?(b) Motivate for the appropriateness of these methods in terms of gathering

evidence on the knowledge, skills and values embedded in the AssessmentStandard;

(c) Comment also on the appropriateness of the assessment methods forlearners in Grade 8.

(d) Can you see any opportunity in this list of assessment strategies that mightprovide opportunities for differentiated assessment processes that respond tolearners’ diverse needs. Explain.

Write notes on discussions generated.

Comment on appropriateness for(a) AssessmentForm

(b) Teacher /peer / selfassessment (c) Generating evidence on

required knowledge, skills andvalues

(d)Learners inGrade 8

Explore and

identify

Investigative

project

Presentation

Observations

Process report

Panel discussion


78

(d)


79

NOW LET’S APPLY THESE PRINCIPLES TO YOUR ASSESSMENT ACTIVITY:


STEP 2: WHAT FORMS OF ASSESSMENT WILL I USE?

Time Allocation: 30 minutesResources: Step 1, Learning Area Statement, Teachers’ GuideMethod: Group work, presentationsConsider the Assessment Standards, together with the knowledge, skills and valuesthat will be the focus on your assessment, as explored in step 1. Think also aboutthe purpose of the assessment task. Drawing on this, design:• Appropriate assessment strategies and motivate for these relative to generating

the required evidence about knowledge, skills and values – consult the forms ofassessment outlined in the Teachers’ Guide that are appropriate to EMS (pge 30);

• Consider whether this would be teacher, peer and / or self-assessment.• Start to develop an exemplar of your assessment task to be pasted up on the wall

for further discussions.• Share your groups’ ideas with that of other groups.

Use this diagram to record your ideas

Motivation for appropriateness

Learning Outcome:

Assessment Standard

Assessment Standard

Assessment strategies (mark with a T/ P / S to indicate teacher / peer or selfassessment.

Knowledge

Skills

Values


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3.4.2 EVALUATING EVIDENCE – WHICH ASSESSMENT INSTRUMENTS TOUSE?

When developing an assessment task, we also need to give some attention to developingand using appropriate assessment tools or instruments to help us in evaluating the evidencegathered. These tools and instruments include for example, a marking memorandum, achecklist for observations, a rating scale or a rubric.

It is important to note that while reporting has to be done against the 7-point Nationalcodes system assessment does not have to always be on the 7-point scale. Itdepends on the particular activity. It is vital that the level descriptors used todistinguish between the different levels are clear and specific – the learners andteachers must be able to use the level descriptors to assess the activity. Words likesome are difficult to assess and are open to subjectiveness on the part of the marker.Therefore it is often more appropriate to develop a rubric with less levels and aconversion can be made afterwards for reporting purposes. Refer to the Genericsection for the steps in developing a rubric.

Two important aspects to keep in mind when designing assessment tools and

instruments are:

• These have to be based on criteria for assessment derived from the skills,

knowledge and values embedded in the relevant Assessment Standards of the

the Learning Area; and

• Learners should know what they will be assessed again, so have to be told before

hand.

Assessment task Lucy has decided to use a rubric through which to evaluate theevidence generated through the assessment process. She identifies some keyelements that should be contained in the written argument as per her projectinstructions. This includes for example, identifying the economic type reflected inthe chosen country’s economy, what this implies for economic activity andtransactions in the country (how they address the economic problem using thisparticular system), whether the steps taken / not taken by government is typical ofthat type of economy, what are the advantages and / or disadvantages ofgovernment taking / not taking steps to alleviate these pressures on the economy.


81

Lucy discussed with the learners the assessment task, what was required ofthem, how she would assess them and the criteria against which she wouldassess their performance.

Lucy developed the following rubric, to support the evaluation of evidencegathered through learners’ written work.

RUBRIC FOR THE ASSESSMENT OF THE PROJECT(Learning Outcome 1 Assessment Standard 3)‘Explains how different economic systems address the economic problems’.Learners Name: Assessment Task: Date:Criteria Level 1 Level 2 Level 3 Level 4Identification ofthe economictypes reflectedin the country’seconomy

Makes verylittle effort toidentify theeconomictypes

Identifiesaspects of theeconomictypes in thecountry’seconomy

Identifies theeconomictypes reflectedin the country’seconomy

Displays greatinsight in theidentification ofthe economictypes

Implications forthe country inaddressingtheir economicproblems

Very littleunderstandingis shown of theimplications

An attempt ismade toidentify theimplications

Implicationsare identified

Great insight isshown in thediscussion oftheimplications forthe country

Steps taken bythe country’sgovernment inthis respect

Makes littleeffort to identifythe steps taken

An attempt ismade toidentify thesteps

Identifies stepstaken toaddress theeconomicproblem

An excellentidentification ofthe steps takenshowing in-depth study

Advantages /disadvantagesof thegovernmenttaking thesteps

Makes littleattempt toidentify theadvantages /disadvantageswith nodiscussion

Identifiesadvantages /disadvantageswith someattempt atdiscussion

Identifies anddiscusses theadvantages /disadvantages

Excellentdiscussion ontheadvantages /disadvantages

NOTE: That in this particular rubric based on Learning Outcome 1 AssessmentStandard 3 it would be difficult to extend to 7 levels as each level needs to indicateprogression. Teachers must be flexible and adapt to the particular activity. We willdiscuss the mark allocation for recording and reporting in the next section.


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An alternative tool could be used in the form of a checklist as follows:

CRITERIA YES NO(1) Does the learner include a clear description /

explanation of the type of economy in SouthAfrica?

(2) Does he / she provide a clear motivation forthis?

(3) Does the learner explain how this type shapeseconomic activity?

(4) Did they discuss the government’s steps taken /not taken?

(5) Do they express their own opinion drawn fromthe ideas given?

(6) Is the argument made in a clear and convincingway?

(7) Is the written assignment clear in terms ofstructure, lay out and is it easy to follow?

Short Activity

Write your notes here

Discuss the following points with theperson sitting next to youWhat is the difference between the 2 toolsgiven above?Which tool do you believe is the mostappropriate? Why?Are the skills, knowledge and values in theAssessment Standard being assessed?Critique the rubric and state what you would doto improve it as an assessment tool?What type of activities would best suit eachtool?


83

In the context of the Assessment Standard with which Lucy is working, would this

assessment instrument on its own suffice? Why / why not? You have probably

noticed that some of the knowledge areas embedded in the Assessment Standard

have been evaluated and captured through this assessment instrument. Some of the

skills have been similarly evaluated and captured. What about the others? For

example, learners’ interaction in a group and learners’ openness to the opinion of

others that shows respect for the ideas and opinions of others, amongst others. You

will find that as your work towards designing these assessment instruments, you will

probably require a range of tools and instruments that helps you to cover the

spectrum of knowledge, skills and values that are embedded in the Assessment

Standard.


STEP 3: WHICH ASSESSMENT INSTRUMENTS ARE APPROPRIATE?

Time Allocation: 65 minutesResources: Step 1 and 2, Learning Area Statement, National Protocol on Assessment, Teachers Guide.Methods: Group work, presentations

Part 1: Evaluating knowledge, skills and values (10 minutes).

Reflect on the various forms of assessment that you decided on in step 2. Relative to eachof these, decide on the various assessment instruments that you could use. As you do thisconsider the broad spectrum of knowledge, skills and values being assessed and ensure thatthe assessment instruments as a collective, cover all of these areas. Develop a clearmotivation for this to share with the bigger group.

Part 2: Designing assessment instruments (30 minutes)

From this list of assessment instruments, choose one of them that you will develop further.For example, if you are using a memorandum for a written task, what will you include in itand how will you use it, and how will you evaluate learners’ work, using it. If you use a rubricwhich specific criteria will you use and how will you evaluate learners? In designing theseassessment instruments consider:

• What criteria will you use in the rubric – relative to the assessment standard (knowledge,skills and value) and the rating scale;

• How you plan to use it;• How will it support you in evaluating learners’ performance.• An explanation for your colleagues on how to use the rubric and the interpretation of the

criteria in relation to the rating scale.


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Include the detail of the assessment instrument on large sheets of paper where you canpaste it up on the wall for others to reflect on.

You are encouraged to develop a different instrument to what you generally use. Mostteachers are familiar with the memorandum so we encourage you to try and make useof this opportunity to develop a rubric. It is not necessary for you to use all 7 levels atthis stage – rather use 4 like in the example given above.


85

PART 3: EVALUATING LEARNER PERFORMANCE

Evaluating the learner’s performance will be against the level descriptor for eachcriteria. At this point it is often a good idea to check the validity of your leveldescriptors – mark a few scripts (a strong, average and weak learner) to determine ifthe criteria are fair and the distinctions are clear.• One of the decisions that needed to be made at the outset is the weighting of the

criteria i.e. are all 4 criteria equally weighted. For example you might decide thatthe first 2 criteria are the most important in view of the Assessment Standards –Explain how the different economic systems address the economic problem. Inthis case you could weight these 2 more heavily.

Criteria Level 1 Level 2 Level 3 Level 4 MarksIdentificationof theeconomictypesreflected inthe country’seconomy

Makes verylittle effort toidentify theeconomictypes

Identifiesaspects oftheeconomictypes in thecountry’seconomy

Identifies theeconomictypesreflected inthe country’seconomy

Displaysgreat insightin theidentificationof theeconomictypes

4 x 2 =8

Implicationsfor the countryin addressingtheireconomicproblems

Very littleunderstanding is shown oftheimplications

An attempt ismade toidentify theimplications

Implicationsare identified

Great insightis shown inthediscussion oftheimplicationsfor thecountry

4 x 2 =8

Steps takenby thecountry’sgovernment inthis respect

Makes littleeffort toidentify thesteps taken

An attempt ismade toidentify thesteps

Identifiessteps takento addresstheeconomicproblem

An excellentidentificationof the stepstakenshowing in-depth study

4 x 1 =4

Advantages /disadvantages of thegovernmenttaking thesteps

Makes littleattempt toidentify theadvantages /disadvantages with nodiscussion

Identifiesadvantages /disadvantages with someattempt atdiscussion

Identifiesanddiscussestheadvantages /disadvantages

Excellentdiscussionon theadvantages /disadvantages

4 x 1 =4

TOTAL 24

Thus each level carries 2 marks for the first 2 criteria and 1 for the others giving a

total of 24 marks. A simple conversion can be done to allocate a mark using the

national codes e.g. a learner who obtains 16 out of 24 would achieve a level 5 (16 ÷

24 = 66%).


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STEP 3: HOW ARE YOU GOING TO EVALUATE THE EVIDENCE?

Time Allocation: 20 minutesResources: Step 1 and 2, Learning Area Statement, National Protocol on Assessment, Teachers Guide.Methods: Group work

Part 1: Evaluating knowledge, skills and values (10 minutes).

Refer to your assessment tool developed and determine how you are going to evaluate thelearner’s performance.

• How are you planning to use it;• How will it support you in evaluating learners’ performance;• An explanation for your colleagues on how to use the rubric and the interpretation of

the criteria and how you are going to evaluate the activity.

Write your notes here

3.4.3 RECORDING ASSESSMENT

The National Protocol on Assessment requires that all formal assessments be

recorded. Not much is provided on systems of recording, except to outline the

number of Assessment Tasks required in particular Learning Areas and teacher and

learner portfolios as systems of keeping records of learner assessment. The

following section looks at what Lucy has decided to do in terms of recording

assessment. It also gives you an opportunity to explore in groups ways of recording

assessments.


87

As an individual, Lucy has and eye for detail and order and enjoys (and mosttimes need) to work within systems and procedures. She spent a lot of timedesigning the assessment instruments and decided to use these not only toevaluate learner performance, but also as a means of recording the detail ofthe assessment task. In addition to the rubric developed above, she alsodeveloped one to support her observations of learners’ interactions with eachother, within the group and with information sources (eg. reading,concentration and comprehension skills). She also designed a questionnairethat guided learners in developing the report on the investigative process thatshe used as a means of peer and self-assessment (see above).

At the top of each assessment instrument, she included the following detail:• Learning Outcome• Assessment Standards (noting the integration of these)• A brief overview of knowledge, skills and values being assessed

She then also provided space for recording the learners’ name and surname,the date on which the assessment was done and a brief description of theassessment task. Other detail specified in the instruments were, as reflectedabove, the criteria against which assessment would take place and the ratingscale to be used. For additional information, Lucy also included an additionalcolumn at the right hand side to provide space for her own comments/ those ofthe learner about their achievement and progress towards the LearningOutcome and Assessment Standard.

Lucy thought it would be impractical to file absolutely all details of eachassessment for each learner, both informal and formal, in her file. What shedecided to do was to develop a summary of learners’ achievement and recordthis summary in her file. She would also include a summary of theassessment task, such as Learning Outcomes, Assessment Standardsaddressed, assessment strategies used and assessment instruments used.She would also include any instructions and task details offered to learners.Lucy used the following example.


88

Learning Area:

Grade:

Formal Assessment TaskTerm:Date:Learning Outcome:

Assessment Standards:(1)

(2)

(3)

Assessment task:

Learner Score % Comment

Each learner in Lucy’s class has a learner portfolio. In these the details of theassessment tasks are recorded. For example, learners have included their markedwritten assignment in these portfolios. They have also included the rubric that Lucyhanded back to them when she provided them with feedback on the assessmenttask.

Short ActivityRead pages 13 to 14 and also pages 17 to19 on the recorded pieces of evidence forGrades 7 – 9 in the National Protocol onAssessment - teachers portfolios andlearners portfolios.What are some of the key considerations tokeep in mind when developing a system ofrecording assessment? Are there anysuggestions that you can make with regardto recording assessment?Discuss these questions with your partnerfor about 10 minutes.


89

Write your comments here

3.4.4 REPORTING ON ASSESSMENT

Think back to the purpose of the assessment that we discussed in section 3.4.1. and

the purposes that you defined for the assessment task in Step 1 of Activity 3. Think

back also to the purpose of assessment discussed in section 3.1.1. Why do we

engage learners in assessment processes? Is it only to determine their progress

towards achieving Learning Outcomes and Assessment Standards? And then what?

Short Activity

Read pages 7 – 8 of the National Protocol onAssessment. Use a highlighter to mark the variouspurposes for gathering and recording evidence onlearners progression towards achievement ofLearning Outcomes and Assessment Standardsthrough assessment processes. What are these?Complete in 5 minutes


90

Write your notes down below.

Short Activity

What is the required frequency for reporting?

What strategies could be used for reporting?

Read also the pages that deal with the principlesfor recording and reporting assessment (page 8 –9).• How frequently should assessment of

learners’ achievement take place?• What reporting strategies could be used for

communicating the outcome of assessment?• Which of these will be most appropriate at

your school and why?• Would this be the most effective in

communicating the outcome of assessment toparents?

Discuss these with a partner in about 10 minutes.


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What would work best in your school context and comment on its effectiveness?

3.4.5 FOLLOW UP AND INTERVENTION

As noted before, assessment in the NCS is intended to enhance individual growth

and development and a developmental approach to teaching, learning and

assessment is encouraged. Assessments tell the learners, teachers, parents, school

management team and others more about how and why learners are progressing.

As such, it provides learners with insight into the areas that they need to be giving

attention to in future. It provides information to parents on how they can better

support their children to address the area of achievement that are lagging in. It also

provides the teacher with insight into areas of strength and challenge for the learners

and allows him / her to draw on this in future planning.

Short Activity

You are given Thandi’s scoring sheet for herassessment activity.• Using the scoring sheet assess Thandi’s

performance. Role-play the following in groups of three:• Each one takes the role of Thandi, her

parent or Lucy.• What can each of you do to support Thandi’s

progress toward increasing her level ofachievement towards the Learning Outcomeand Assessment Standard outlined.


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THANDI’S SCORING SHEETRating code

Criteria for Assessment1 2 3 4 Marks

Identification of the economic types reflected inthe country’s economy

*

Implications for the country in addressing theireconomic problems

*

Steps taken by the country’s government in thisrespect

*

Advantages / disadvantages of the governmenttaking the steps

*

Lucy assigns an individual score to each criteria for assessment as per the Rubric onpage 80, then totals the score and calculates an average score. This she uses toallocate a score / percentage to the written work, as per the rating code in theNational Protocol on Assessment (see page 10) as follows:

4 + 2 + 3 + 1 = 10 / 24 = 42% or level 3 (Moderate Achievement).

Write notes here.

Thandi could …

Lucy could …

Thandi’s parents could …


93


At the start of this section we looked at the Orientation Programme Learning

Outcome and the Orientation Programme Assessment Standards that we were

hoping to achieve in this section. After completing this section, do a self assessment.

Assess your progress in achieving the Orientation Programme Learning Outcomes

using this rating system:

√ (confident)

? (not so sure)

X (not sure at all)

Evidence of your learning Fill in: √ or ? or

X

Can you define and explain the difference between norm referenced and criterionreferenced assessment?

Can you explain the difference between informal and formal assessment?

Do you know how many formal recorded assessments you should complete per

term in your Learning Area?

Do you know when you use marks and when to use translate these into the 7-point

code system used for reporting?

Can you design a 7 level rubric (or another assessment tool) to assess learner

performance against Assessment Standards and Learning Outcomes?

When you designed your assessment task, did you plan what Learning Outcomes

and Assessment Standards you were assessing? Were you able to identify the

knowledge, skills and values that needed to be assessed?

When you designed your assessment task, did you use different forms of

assessment?

When you designed your assessment task, did you design an appropriate tool forjudging evidence?

Did you decide on how you would record the assessment?

Did you decide on how you would report on the assessment?

Were you able to identify how you could adapt the assessment for differentiatedlearner needs?

Can you explain how the assessment can be used for formative, developmentalpurposes?


94

Follow up actions

Try to list what you still need to learnabout Assessment in the NCS

What can you do to continue learningabout Assessment in the NCS after theOrientation Programme?

Now that we have explored assessment within the NCS in some detail, and now that you

have developed a better understanding of the purposes of assessment, what policy says

about assessment, and how you can design assessment tasks, we will look at how to

undertaken planning within the NCS. In the next section, we will focus on planning withinthe NCS.

Remember that this is just an OrientationProgramme. You will need to keep onfinding out more about Assessment withinthe NCS in future. From the self-assessmentactivity above, you should be able to identifywhat additional work you need to do to fullyunderstand Assessment with the NCS. Oneidea would be to work through this section ofthe Orientation Programme again with otherteachers when you get back to school, oryou could simply read through it a few timeson your own.


95

SECTION 4PLANNING WITH THE NCS

Section 4: Planning with the NCSGeneric Manual: If you have completed this section in the Generic Manual, you

would have considered the different factors that influence planning in the NCS. You

would have been introduced to the 3 levels (stages) of planning needed for

implementing the NCS: Learning Programmes (Learning Area Framework), Work

Schedules and Lesson Plans.

Learning Area Manual: In this section you will spend time practically planning

Learning Programmes (Learning Area Framework), Work Schedules and Lesson

Plans in the Economic and Management Sciences Learning Area, so that you can

immediately start planning the way you are going to implement the NCS at school.

The focus will be on how the planning process is relevant to classroom practice.

Before completing this section inthe Learning Area Manual, youshould have completed Section4.1 in the Generic Manual.


96



METHOD PAGE NO.

ACTIVITY 4.4: Developing a

Learning Programme (Learning

Area Framework) for EMS

1 hour 20 mins Groups of 4 103 &104

ACTIVITY 4.5: Developing a

Work Schedule for EMS 1 hour 20 mins Groups of 4 109 & 110

ACTIVITY 4.6: Developing

Lesson Plans in EMS 1 hour 30 mins Groups of 4 127 & 128

4.2 LEVEL 1: DEVELOPING A LEARNING PROGRAMME(LEARNING AREA FRAMEWORK) FOR ECONOMIC ANDMANAGEMENT SCIENCES

The first step is the development of the Learning Programme (Learning Area

Framework) which is for the phase (Grade 7 – 9). The important factors to focus on

is the unpacking of the Assessment Standards to determine the skills, knowledgeand values that are embedded in each assessment standard. If this step is not done

teachers could well find themselves not covering all the requirements e.g. the

assessment standard required them to explain and discuss – therefore more than

just the definition is required. Secondly it will also show the progression across the

grades – what is expected of the learners in each grade.

In the Senior Phase, Learning Programme planning is a bit challenging given that

this is a phase split between primary and high school in most cases. Some schools

referred to as middle schools do not have this problem as they offer and plan for

grades across Senior Phase, from grade 7 to grade 9. One of the suggested ways of

working with this challenge is to try to identify the main feeder schools to your high

school. This is sometimes easier when learners in a particular community naturally

move from the primary to the high school in the same area. In other cases this is

more difficult especially when one begins to deal with schools where learners are

drawn from a broad range of communities, not necessarily in close proximity to the


97

school. In many cases however, the key feeder schools can be identified. Once you

have identified these schools, try to make contact with the grade 7 teachers and see

whether you could arrange a meeting to discuss aspects that might shape you

planning at Learning Programme, and thus phase level.

Short Activity

You might want to write your notes below:

Whatever your circumstances and however you choose to address the challenges of

planning in the split phase, the NCS requires careful and considered planning at the

level of developing Learning Programmes.

Something you might like to try on your own:

• Can you identify the key feeder schools toyour high school?

• Do you know any teacher, or better still anEMS and / or grade 7 teacher at theschool?

• Try to make contact with the relevantteacher and explore ways in which youcould support each other, particularly atthe level of Learning Programme Planning.

• What would you propose to encourageworking together in the Senior Phase?

• What are some of the key benefits thatcould be derived from working together?


98

CORE CONCEPTS AND KNOWLEDGE

In section 1.3.2 we noted that in EMS the conceptual and content areas are not

separately specified. These are implied in the Learning Outcomes and Assessment

Standards. Reflect back on the mindmapping in activity 1.7 and explore the various

conceptual and content areas that you could draw on in addressing the Learning

Outcomes and Assessment Standards. These need to be noted in your Learning

Programme as a broad sketch, the detail of which follows in the Work Schedule and

individual Lesson Plans.

RESOURCES

The Teacher Guide for the Development of Learning Programmes in EMS suggests

that as you develop Learning Programmes that you identify broadly some of the

resources on which you would draw for teaching and learning activities. These are

for example, identifying the textbook as a basic source with some complementary

resources. This is useful in terms of planning ahead for the resources that you would

ultimately use in your teaching and learning activities the details of which are then

contained in the Lesson Plan. Also bear in mind that for EMS to be effective the

Assessment Standards should be linked to real life situations. Therefore it is

important that you make use of as many different sources of information as possible

and wherever possible to use current situations e.g. the newspaper has a wealth of

information that can be used in an EMS classroom.

The following is an example of a Learning Programme (Learning Area Framework).

When reviewing your Teachers’ Guide you will notice that it differs in format and

detail from the one in this guide. When you develop these Learning Programmes

(Learning Area Framework) together with your colleagues in the school and Learning

Area context you might find a different format and different details will inform the

outline of your Learning Programme (Learning Area Framework).


99

You will notice that you will have covered all the aspects in Module 1 when you

unpacked the Assessment Standards so refer back to Activity 1.8. You might just

want to expand on the content / context and the resources that are needed.

The resources are only required in general terms at this stage – you will add to these

later. For example if you are going to use a computerized accounting programme in

Learning Outcome 3 when you look at source documents and keyboard skills (LO

8.3.3 & 4; LO 9.3.3 & 4) then it is essential that you plan in advance to not only

purchase the software programme but also have it installed and book the computer

room. If you want to take the learners on an excursion to visit the banks this will also

have to be organized in advance.

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102

ACTIVITY 4.4: DEVELOPING A LEARNING PROGRAMME(LEARNING AREA FRAMEWORK)

Note that there are 2 parts to this activity.

PART 1: ASPECTS TO CONSIDER IN DEVELOPING LEARNING PROGRAMMES(LEARNING AREA FRAMEWORK)

Time Allocation: 20 minutesResources: Learning Programme (Learning Area Framework) exemplarMethod: Groups of 4

In your group, study the extracts of the Learning Programme (Learning AreaFramework) for grade 8 & 9 given above. In the space below write down all theaspects that you can identify that is reflected in the Learning Programme (LearningArea Framework) and also compare Grade 8 & 9 for progression. In what aspects doyou notice progression-taking place. Share all you have identified with the biggergroup with examples.


103

PART 2: DEVELOPING LEARNING PROGRAMMES (LEARNING AREA FRAMEWORK)

Time Allocation: 1 hourResources: Learning Area Statement, Teacher Guide,Method: Groups of 4.

In groups:

• Complete the rest of Learning Outcome 1 for Grade 8 and 9. Refer back toActivities 1.7 and 1.8 in which you already unpacked the Assessment Standards.

• Compare Grade 8 & 9 for progression, not only in knowledge but also skills andvalues.

• Report back to the rest of the group to get other ideas. Add these to yourtemplate.

• As you go along, write down any questions that arise and raise these fordiscussion and clarity in the bigger group.

Reflective activity

4.3 LEVEL 2: DEVELOPING A WORKSCHEDULE FOR ECONOMICAND MANAGEMENT SCIENCES

Developing a work schedule is the second level of planning, as introduced before.

Whereas the Learning Programme (Learning Area Framework) is developed for each

phase the Work Schedule is developed for each grade, for each year within a

particular Learning Area. Also, whereas the Learning Programme (Learning Area

Framework) is developed by all teachers who teach across all grades in a particular

Learning Area (the Learning Area Department teachers), the Work Schedule is

developed by one or more teachers working within the same grade.

It is essential that you complete step1 for all 4 Learning Outcomes. Ifthere is not time in the session dothis when you return to school.However, bear in mind that thisunpacking will have a bearing on theWork Schedule that we are going tocontinue with.


104

As noted before, the three levels of planning increases in detail from level 1 (the

Learning Programme/ Learning Area Framework) to level 2 (the Work Schedule). All

the aspects considered in the development of the Learning Programme (Learning

Area Framework) and as discussed before, similarly apply in the development of a

Work Schedule. In designing the Work Schedule, you have to give attention to

weighting, sequencing and progression through the grade and relative to Learning

Outcomes and Assessment Standards. In a Work Schedule you will begin to

consider in more depth the resources that you will use. You will also begin to

examine more closely the teaching and learning activities through which the Learning

Outcomes and Assessment Standards will be addressed. It will also include details

of the assessment processes that you envisage.

This increased detail in the Work Schedule helps you to plan for and ensure:

• Sequencing of teaching and learning activities;

• Time allocation;

• A variety of teaching and learning activities spread across the year;

• A variety of assessment tasks spread over the year;

• A variety of resources that will be used in the teaching, learning and

assessment activities.

Remember that the Work Schedule is developed drawing on, and linked to the

Learning Programme (Learning Area Framework). So the broader details contained

in the Learning Programme (Learning Area Framework) are refined in the Work

Schedule.

WEIGHTING AND TIME ALLOCATION IN THE SENIOR PHASE FOR EMS.

• EMS time allocation in relation to other Learning Area in the NCS

In the Senior Phase the time allocation for EMS is 8% of the weekly teaching time

of 27 and a half hours. This means that there is about two hours of teaching time (4

x 30 minute periods) for EMS per week, excluding homework tasks and after-hour


105

activities. If we assume there are 36 weeks for contact time in the year (40 weeks

minus exams, etc) then you can count on a total of 72 contact hours for the year.

Reflection activity:

Write your responses here:

• Weighting of Learning Outcomes

The Teachers’ Guide for the Development Of Learning Programmes (p.22) suggests

a particular schedule of weighting across the Learning Outcomes for Intermediate

and Senior Phase. For the Senior Phase, this weighting is:

Learning Outcome1: Economic Cycle 20%

Learning Outcome 2: Sustainable Growth and Development 15%

Learning Outcome 3: Managerial, Consumer and Financial

Knowledge and Skill 30%

Learning Outcome 4: Entrepreneurial Knowledge and Skills 35%

This is an equally important consideration in deciding on the emphasis placedand time allocated to teaching and learning activities addressing the differentLearning Outcomes and associated Assessment Standards.

How is this time allocation andweighting similar to what youare used to? How is it differentfrom what you are used to?What are the implications?


106

Short activity

Write your notes down here:

• Number of Assessment TasksThe National Protocol on Assessment specifies the number of formal assessment

tasks required for each Learning Area and within each phase. Do you remember

what the requirements in the Senior Phase for EMS are? Refer to page 84 in the

generic section or page 14 of the National Protocol on Assessment. In designing

the Learning Programme, you need to also consider carefully the number of formal,

as well as informal assessment tasks with which learners will engage in each grade

in the phase. Remember that time spent engaging with the assessment task will

be deducted from the total time allocated to teaching and learning the Learning

Area.

On page 22 of the Teachers’ Guide forthe Development Of LearningProgrammes, read the motivation forthe weighting of the LearningOutcomes. In your own words, explainto your partner why the LearningOutcomes in EMS are weighted in thisway. What are the implications of thisweighting designing teaching andlearning activities? Try to completethis in 10 minutes


107

SEQUENCING LEARNING IN EMS

Few guidelines exist for sequencing teaching and learning in EMS. In describing the

relationship between the four Learning Outcomes in EMS, the Teachers’ Guide for

the Development Of Learning Programmes, suggests focusing learning in the Senior

Phase on the development of entrepreneurial knowledge and skill. This means a

focus on Learning Outcome 4, and addressing the others through integration and

addressing these in the context of entrepreneurial knowledge and skill. The

assumption being that at the Intermediate level, learners would have been introduced

to much of the conceptual work around economics and economic transactions and

interactions. Senior Phase should therefore focus on an application of these

conceptual ideas in the context of developing and promoting entrepreneurship.

Remember in section 1.3.2 and activity 1.7, through a mindmapping exercise we

explored various conceptual and content areas that could guide learning towards the

Learning Outcomes and Assessment Standards in EMS. You might find these mind

maps useful in deciding on how to sequence teaching and learning outcomes

towards the Learning Outcomes and Assessment Standards.

When considering the sequencing it is useful to consider what learners need to know

before they can proceed to more complex interactions with the concepts. For

example, learners would need to know what inflation is, the reasons for change in the

inflation rate and possibly how it shapes economic activity before they are able to

evaluate the long-term financial viability of a business (Assessment Standards for

Grade 8, linked to Learning Outcome 1 and 4 respectively).

INTEGRATION

In section 1.3.4 we explored integration of Assessment Standards at various levels.

In the development of Learning Programmes, you need to consider this level of

integration. You will use these activities in the completion of your work schedule.


108

As with the Learning Programme (Learning Area Framework) this Work Schedule is

only one example of what it might look like. For example, if you look at the Teachers’

Guide, the format used there is different. You might find that colleagues in other

Learning Areas have been exposed to a different outline in developing the Work

Schedule. Your school or Learning Area or Phase department might have developed

a format which they prefer to follow.

Ultimately, the Work Schedule as with the Learning Programme (Learning Area

Framework), rather than conforming to specific norms, needs to be seen as a support

process in planning for better and more effective teaching in the NCS. Drawing on

all that you have been exposed to, try to develop a format and outline that works for

you and so place your own individual signature on these working documents. Shall

we give it a go?

ACTIVITY 4.5: DEVELOPING A WORK SCHEDULE FOR EMS

Note that this activity has two parts.

PART 1: INCREASING DETAIL

Time Allocation: 20 minutesResources: Learning Programme (Learning Area Framework) Exemplar, Work

Schedule ExemplarMethod: Group work

Review the Learning Programme (Learning Area Framework) and Work ScheduleExemplars developed and in your groups:• Identify all areas of increased detail from level 1 planning (Learning Programme /

Learning Area Framework) to level 2 planning (Work Schedule);• Observe all other aspects of correlation / difference;• Identify how the schedule has indicated sequencing, time allocation and

integration.• Share with other groups.

Write your notes for sharing down in this space below:


109

PART 2: DEVELOPING WORK SCHEDULES

Time Allocation: 1 hourResources: Work Schedule ExemplarMethod: Group work in groups of four

• In your groups you are required to develop a Work Schedule. Half the groups areto work on Grade 8 and the other half Grade 9 – same as you did in Activity 1.9.

• Refer back to your integration activity 1.9 in which you integrated (grouped)Assessment Standards together.

• You are firstly to decide on the sequence (order) in which you are going to coverthe integrated (groups) of Assessment Standards.

• Note that it is not essential to start with Learning Outcome 1 first. Refer back to4.2.2 Sequencing Learning in EMS in which it was suggested that the focuslearning in the Senior Phase should be on development of entrepreneurialknowledge and skills. In this case you would start with the AssessmentStandards from Learning Outcome 4 but integrate with the other AssessmentStandards. This does ensure a practical approach to the theory topics i.e. thelearners can apply in an entrepreneurial activity the theory that they learn.

• Transfer these groups of Assessment Standards, in your decided order, to theWork Schedule. If your group decided to adopt the exemplar as your 1st termthen continue with Term 2.

• Complete Term 1 first and if you have time in the session continue with the otherterms otherwise complete these when you get back to school.

• Share with other groups. Remember there is no right or wrong way as long as allthe Assessment Standards are covered during the year.

Gra

de 8

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NC

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atio

n P

rogr

amm

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Eco

nom

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anag

emen

t Sci

ence

s,P

artic

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uide

110

Wor

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anag

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ning

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esan

dA

sses

smen

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ards

LO 1

: E

cono

mic

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leA

S: D

escr

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the

hist

ory

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oney

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le in

soc

ietie

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onom

ies

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: E

cono

mic

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leA

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xpla

ins

infla

tion,

its

reas

ons

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ge in

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rate

.

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: S

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row

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evel

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rate

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Gra

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S O

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atio

n P

rogr

amm

e –

Eco

nom

ic M

anag

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t Sci

ence

s,P

artic

ipan

t’s G

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111

Ass

essm

ent

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Ass

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ras

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ass

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cts

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).

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Det

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Gra

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rogr

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nom

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anag

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s,P

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Wor

k Sc

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anag

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s,P

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113

Wor

k Sc

hedu

le E

xem

plar

2Le

arni

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rea:

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nom

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anag

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t Sci

ence

s G

rade

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M

T

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ail

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ning

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com

esan

dA

sses

smen

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LO 1

: E

cono

mic

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leA

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xpla

ins

the

flow

of m

oney

,fa

ctor

s of

pro

duct

ion

and

good

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d se

rvic

es in

the

SA

eco

nom

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: S

usta

inab

leG

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ent

AS:

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cuss

prod

uctiv

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sef

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eco

nom

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rity,

gro

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and

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titio

n

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: E

cono

mic

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leA

S: E

xpla

ins

the

flow

of m

oney

, fac

tors

of p

rodu

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dgo

ods

and

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ices

in th

e S

A e

cono

my.

AS:

Ass

esse

s th

e in

fluen

ce o

f tra

de u

nion

s …

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: S

usta

inab

le G

row

th a

nd D

evel

opm

ent

AS:

Dis

cuss

pro

duct

ivity

and

its

effe

cts

on e

cono

mic

pro

sper

ity,

grow

th a

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loba

l com

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: E

cono

mic

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leA

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xpla

ins

the

flow

of m

oney

, fac

tors

of

prod

uctio

n an

d go

ods

and

serv

ices

in th

e S

Aec

onom

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S: A

sses

ses

the

influ

ence

of t

rade

uni

ons

…LO

2:

Sus

tain

able

Gro

wth

and

Dev

elop

men

tA

S: D

iscu

ss p

rodu

ctiv

ity a

nd it

s ef

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s on

econ

omic

pro

sper

ity, g

row

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loba

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mpe

titio

n

LO3:

Man

ager

ial,

Con

sum

er a

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inan

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dge

and

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the

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inte

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with

in E

MS

abo

ve; S

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s LO

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hist

oric

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vest

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ions

of t

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on a

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thin

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and

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acto

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ticul

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n la

bour

), go

ods

and

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and

the

inte

ract

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ese

in th

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onom

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ycle

.

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ivity

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mic

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artm

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chur

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bour

legi

slat

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Teac

hing

and

Lear

ning

Act

iviti

es

1.

Lear

ners

in g

roup

s ex

plor

ein

tera

ctio

ns in

the

econ

omic

cycl

e an

d co

nstru

ct a

cha

rt w

ithar

row

s sh

owin

g flo

w.

1. L

earn

ers

expl

ore

all a

spec

ts o

fpr

oduc

tivity

and

shar

e m

eani

ng m

ade

in g

roup

s.

1.

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TU

man

ifest

os le

arne

rs e

xplo

re th

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le a

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urpo

seof

trad

e un

ions

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evie

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ewsp

aper

arti

cles

of p

ast a

ctio

ns o

f tra

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nion

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evie

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nt a

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ns o

f TU

s, th

roug

h ne

wsp

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arti

cles

4.

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sent

atio

n fro

m D

pt o

f Tra

de a

nd In

dust

ry o

n ef

fect

s of

trade

uni

on a

ctio

ns.

5.

Inve

stig

ate

impa

cts

on e

cono

my

thro

ugh

inte

rvie

ws

1.

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ners

pla

n an

inve

stig

atio

n of

labo

urle

gisl

atio

n.2.

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isit

loca

l DoL

offi

ces

and

talk

with

a la

bour

repr

esen

tativ

e.3.

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se in

form

atio

n to

con

stru

ct a

sum

mar

y of

basi

c co

nditi

ons

of e

mpl

oym

ent a

nd n

on-

disc

rimin

atio

n in

the

wor

kpla

ce.

Ass

essm

ent

Task

Ass

essm

ent:

Res

earc

h an

d w

ritte

n re

port

on

role

of t

rade

unio

ns, p

ast a

nd c

urre

nt a

ctio

ns a

nd h

ow th

is s

hape

d ec

onom

icac

tivity

and

leve

ls o

f pro

duct

ivity

.

Ass

essm

ent:

Cas

e st

udy:

Lea

rner

s re

view

asi

mul

ated

cas

e st

udy

of la

bour

inte

ract

ions

in th

ew

orkp

lace

and

iden

tify

non

com

plia

nce

with

legi

slat

ion

and

mak

e re

com

men

datio

ns.

Gra

de 8

& 9

NC

S O

rient

atio

n P

rogr

amm

e –

Eco

nom

ic M

anag

emen

t Sci

ence

s,P

artic

ipan

t’s G

uide

114

Wor

k Sc

hedu

le E

xem

plar

2Le

arni

ng A

rea:

Eco

nom

ic a

nd M

anag

emen

t Sci

ence

s G

rade

9Ye

ar 2

006

TER

M

T

ime

Det

ail

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EK

1W

EE

K 2

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0

Lear

ning

Out

com

esan

dA

sses

smen

tSt

anda

rds

Inte

grat

ion

Con

cept

,co

nten

t and

cont

ext

Res

ourc

es

Teac

hing

and

Lear

ning

Act

iviti

es

Ass

essm

ent

Task

Gra

de 8

& 9

NC

S O

rient

atio

n P

rogr

amm

e –

Eco

nom

ic M

anag

emen

t Sci

ence

s,P

artic

ipan

t’s G

uide

115

Wor

k Sc

hedu

le E

xem

plar

2Le

arni

ng A

rea:

Eco

nom

ic a

nd M

anag

emen

t Sci

ence

s G

rade

9Ye

ar 2

006

TER

M

T

ime

Det

ail

WE

EK

1W

EE

K 2

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EK

3W

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K 4

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EK

5W

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7W

EE

K 8

WE

EK

9W

EE

K 1

0

Lear

ning

Out

com

esan

dA

sses

smen

tSt

anda

rds

Inte

grat

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Con

cept

,co

nten

t and

cont

ext

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ourc

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hing

and

Lear

ning

Act

iviti

es

Ass

essm

ent

Task

4.4 LEVEL 3: DEVELOPING A LESSON PLAN FOR ECONOMICAND MANAGEMENT SCIENCES

The third level of planning in the NCS is at the level of Lesson Plan development.

Keep in mind the link made in section 4.1 between the Learning Programme

(Learning Area Framework), Work Schedule and Lesson Plan. Your Lesson Plan

and its development is therefore based on the former levels of planning and at this

level particularly the Work Schedule. The Lesson Plan is your personal planning

instrument to be drawn on in your classroom context as you engage learners in

various teaching and learning activities towards achieving the Learning Outcomes

and Assessment Standards.

When developing a Lesson Plan careful consideration needs to given to the realities

of the classroom context. Some of these considerations include, the diversity of

learners in the classroom context and how to work with this diversity for example, in

preferred learning styles amongst learners, learners progressing at a differentpace relative to peers and learners that experience barriers to learning. Others

include the size of the class, for example, multi-grade classes or some schoolpolicies that might impact on teaching, learning and assessment activities. It also

includes learners’ prior knowledge and experience brought into the classroom

context and the resources available both in the classroom and the school context.

It might also include something as specific as the geographical location of the

school, for example, in terms of arranging an excursion for learners to the local

Department of Labour offices. Another important consideration is you as the teacher

and your preferred methods and approaches. The Lesson Plan is therefore a

personalized plan developed in relation to the you as the teacher and your specific

learners. It allows you to use your own initiative and creativity in supporting learners

in achieving the Learning Outcomes and Assessment Standards, while at the same

time making sure that you fit into the broader planning for the phase and grade.

Remember that Work Schedules are developed for one year for each grade. Lesson

Plans are developed for shorter periods of time. This may vary from one teacher to

another depending on your needs and preferences. For example and relative to the

Grade 8 & 9 NCS Orientation Programme – Economic Management Sciences,Participant’s Manual

117

Work Schedule exemplar 1 for grade 8, you could develop one lesson plan for week

1 and focusing on exploring the history and role of money in societies and

economies. You could then also develop another lesson plan for the three weeks

dealing with inflation, how it changes and its impacts on the economy, applying this

understanding to the South African economy. You could however also split these

three weeks into a series of lesson plans to make working with the plans more

manageable for yourself. So you could for example, develop one lesson plan around

the meaning of inflation, the different types of inflation and its causes. This could for

example, cover another weeks teaching and learning activities. You might then

develop another lesson plan around the history of inflation in South Africa and apply

learners understanding of the types and causes of inflation and measures taken to

control inflation in this context. This could cover, for example, teaching and learning

activities over another two weeks.

The Lesson Plan includes more specific details on teaching, learning and

assessment activities. In addition to building on the detail derived from the Work

Schedule such as the Learning Outcomes and Assessment Standards, integration,

resources, teaching and learning activities and assessment tasks, it also details the

time frame for specific teaching, learning and assessment activities, when these are

to take place in a term, how long they would take, what are the specific resourcesneeded, what exactly will the learners be required to do, what role will theteacher play. It could also detail the links to the previous lesson and providelinks into the next lesson plan. It also provides the space for the teacher to plan for

extended learning activities or differentiated teaching and learning activitiesthat respond to diversity amongst learners. In other words, the Lesson Plan is the

most detailed level of planning aimed at supporting the translation of the LearningProgramme and Work Schedule into classroom practice.

In the next section, you are offered some exemplars of Lesson Plans. The activity

that follows encourages you to review these exemplars and then engage in a process

of lesson planning yourself.


118

LESSON PLAN EXEMPLAR 1LESSON PLAN

Learning Area : EMS

Duration: 1 week

Grade: 8

Date: 23 – 27 January 2006 (Week 1)Learning Outcome(s)Economic Cycle

Assessment Standard(s)Describe the history ofmoney and its role insocieties and economies

IntegrationSocial Science LO 1:historical investigation

Links with previous lessonIn previous phases (Foundation Phase)learners have explored money as amedium of exchange in moderneconomies.

Links with next lessonPrepares foundation for learners’ furtherexploration of savings and investment.Learners will explore the changes in thevalue of money, through inflation andthen begin to explore different investmentoptions and the return on investment.

Core concepts and knowledge explored• The concept of money• Requirements for a good medium of exchange• Types of money and money associated instruments• The role of money in societies and economies• The development of money as an acceptable medium of exchange• The National Identity of South African money


119

Learning activities2. Assessing what learners’ know

Brainstorm: why we need money insociety?

3. Finding out more about money:- Roleplay: Learners role play trade

using different objects (eg. fruit, paper,sand, etc) and identify some of theproblems resulting. Teacher guideslearners towards identifying therequirements for a good medium ofexchange and writes ideas up on theboard.- Case Study: Learners in groups read

the case study and identify the differenttypes of money and money associatedinstruments that a cashier handles.Report back on findings from the casestudy and Teacher shows examples ofeach.- Discussion: Teachers discusses the

main function of money in society.Learners given a worksheet containingdifferent case examples on the one sidethat they need to match to the functionsof money.- Making meaning through reading:

Using the textbook, learners readthrough the history of money andconstruct a time line of findings ingroups.

3. Consolidation: As a take home task, tobe handed in, in3 weeks from now,learners explore the evolution of theSouth African medium of exchange andprepare a report on findings (eg. what isthe history of money in SA, what do ourgrandparents remember about themoney used, how has this changed, whatdo our grandparents not know that wenow use, etc) Groups plan andindividually investigate throughquestionnaire.

Differentiation for Diversity

Use visual and text to illustrate caseexamples

Some learners and / or groups mightrequire language support.

Class activity to support learnersdeveloping the plan for investigation andsharing these ideas amongst the group.Extended activities: Learners explorethe key historical developments thatshaped the evolution of the South Africanmedium of exchange.


120

Assessment:

Method

• Peer assessment: Groups assesswritten report on the History of Moneyin South Africa, using criteriadeveloped by the teacher.

Instrument

• Using a group assessment rubricdeveloped by the teacher

Resources:

• Textbook• Additional reference material on the history of money in SA• Case Study – story of a cashier receiving various forms of payments.• Worksheets – with case examples of functions of money (graphic and text

presentations)


121

Teacher reflections:

LESSON PLAN EXEMPLAR 2LESSON PLAN

Learning Area: EMSDuration: 4 weeks

Grade: 9Date: 13 February– 10 March 2006 (Weeks 4 -7)

Learning Outcome(s)LO 1: EconomicCycle

LO 2: SustainableGrowth andDevelopment

Assessment Standard(s)• Explains the flow of money, factors

of production and goods andservices in the SA economy;

• Assess the influence of tradeunions;

• Discuss productivity and its effectson economic prosperity, growthand global competition.

IntegrationSocial Science LO1: Historicalinvestigation;Languages LO 5:Thinking andReasoning


122

Links with previous lessonFocus on trade unions, actions asrepresentative of labour and impacts oneconomy, so:• Draws on understanding of labour as

a factor of production and itsexchange in the economic cycle;

• Draws on understanding ofproductivity and effects of decreasedproductivity on economic growth anddevelopment.

Links with next lessonBegins to highlight some of the issues inlabour relations to open up anunderstanding of some of the legislationaround basic conditions of employmentand non-discriminatory practices.

Core concepts and knowledge explored• What are trade unions, what are their roles and responsibilities.• History of trade unions in SA, generally and in the apartheid context.• Past and current actions of trade unions, its effects on economy, supporting

political and socio-economic change and in shaping labour issues.• Trade union actions, productivity and economic growth and development.Learning activities1. Assessing what learners’ know (1 week):- Brainstorm: what learners know about

trade unions and their role andresponsibilities. Teacher writes notes onthe board.- Explore: In groups learners review the

manifesto of some of the more prominenttrade unions in SA. Learners add to listof roles and responsibilities of tradeunions. Learners further exploreexamples of these roles andresponsibilities in the 3 contexts (see AS8.1.4) from achived and more currentnewspaper articles, supplied by theteacher.- Affirm: Learners describe in their note

books (drawing up notes on the board)the role and responsibilities of tradeunions using examples drawn fromnewspaper articles.

Differentiation for Diversity

Learners might need some languagesupport in reviewing these documentsand newspaper articles


123

2. Finding out more about trade unionsthrough research (2 weeks)- planning: learners again review the

archived newspapers and current articlesand note things that are unclear and thatthey need to find out more about. Theseare shared in the class group throughquestion lists pasted up by all groups.Learners then develop a research plandetailing how, when, by whom theinformation will be sought – assigningroles to all group members.- undertaking research: learners

implement their research.- synthesis: As they collect information

they engage in group discussions toassess the impact (past and current) oftrade union actions (see AS 9.1.4). Asthey engage in small group discussionsthey also share with class group some ofthe findings as well as sharing ideasaround the process (eg. sourcesaccessed, progress being made,challenges and how to overcome these,etc).- Class discussions and presentations

around actions of trade unions in thepast, more recent actions of trade unions,impacts on economy, in supportingchange and on labour issues.

3. Consolidation (1 week): Drawing on ownresearch and ideas and perspectives shared,each learner develops a report on TradeUnions in South Africa: how it has shapedthe economy, change and labour issues.

Support learners in planning theresearch. Ensure participation amongstall group members. Explore issues ofethics in research and reporting, eg.quoting appropriately, copyright issues,gaining access, etc.

Assessment:

Method

• Informal assessment: Groups assessthe research plans of other groups andmake comments on these.

• Informal assessment: teacherobservations of learner interactions ingroup research work.

• Written research report

Instrument

• Using a group assessment rubricdeveloped by the teacher

• Observation checklist

• Memo with broad framework andrubric.


124

Resources:

• Textbook• Additional reference material on trade unions• Archived and current newspaper cuttings of trade union actions and impacts• Some examples of trade union manifestos• Handout on research ethics;


125

Teacher reflections:


126

ACTIVITY 4.6 DEVELOPING LESSON PLANS IN EMS

Note that this activity has two parts.

Part 1: ANALYSING LESSON PLANS IN EMS

Time Allocation: 30 minutesResources: Work Schedule Exemplars, Lesson Plan ExemplarsMethod: Working in pairs, presentations

Take a detailed and critical look at the Lesson Plan Exemplars for either grade 8 orgrade 9. In your analysis consider and comment on the following aspects of theLesson Plan and discuss your responses with a partner. In each case, identify anexample from the Lesson Plan that you can use in your discussions:

• Is the duration stated in the Lesson Plan practical? Motivate.• Do you recognize the opportunities and possibilities for integration?• Comment on the links with the previous and next lesson;• Are the learning activities practical in the context of time and core knowledge to

be explored?• What others ways could you provide for differentiation in the activities and

supporting learners with barriers to learning?• What other extended activities could you think of and include?• Do you think the assessment methods and instruments are useful in assessing

achievement towards the stated Learning Outcomes and Assessment Standards?Motivate you answer with an example.

• Would the resources suffice? Motivate.

Write your notes in the space below. As you go through this activity, list anyquestions that might arise for you with regard to any of the aspects of the LessonPlan. These you can raise for discussion and clarification in the bigger groupdiscussions.

Focus Your Comments Any questionsDuration of lesson

Integration

Links withprevious and nextlesson


127

LearningActivities

Working withdiversity andbarriers tolearningExtensionactivities

Assessment

Resources

PART 2: DEVELOPING LESSON PLANS

Time Allocation: 1 hourResources: Lesson Plan template, Work Schedule developed in activity 4.3Method: Work in groups of 4.

In groups of 4, develop a Lesson Plan for either grade 8 or grade 9 drawing on theyour planning of the Work Schedule done in activity 4.3


128


At the start of this section we looked at the Orientation Programme Learning

Outcome and the Orientation Programme Assessment Standards that we were

hoping to achieve in this section. After completing this section, do a self assessment.

Assess your progress in achieving the Orientation Programme Learning Outcomes

using this rating system:

√ (confident)

? (not so sure)

X (not sure at all)

Evidence of your learning Fill in: √ or ?or X

Can you identify at least 5 different factors that will influence

Learning Programme (Learning Area Framework) planning, Work

Schedule planning and Lesson Plans?

In the Work Schedule plan that you developed / worked on, were

you able to make sure that contextual factors were taken into

account?

Have you produced a useful Learning Programme (Learning Area

Framework) that can help you ‘get started’ with the NCS?

Have you produced a useful Work Schedule that can help you to

‘get started with the NCS?

Have you produced a Lesson Plan that you could use when you

start working with the NCS?

Did you plan for differentiated learning needs?

Did you make sure that your Assessment Programme was

included in the Learning Programme (Learning Area Framework),

the Work Schedule and the Lesson Plan


129

Follow up actions

Try to list what you still need to learnabout the Learning Area

What can you do to continue learningabout your Learning Area after theOrientation Programme?

We have almost come to the end of the Orientation Programme, and you have

worked through four sections of the manual, which should provide you with a good

‘starting point’ for working with the NCS.

Before you leave, however, it is important to think about what you can do to in the

school as a whole, to create an enabling environment for the NCS. In the next

section (which you should work on at school), we discuss some of the managementtasks that need to be done to facilitate successful implementation of the NCS.

Remember that this is just an OrientationProgramme. You will need to keep onfinding out more about planning with theNCS in future. From the self-assessmentactivity above, you should be able to identifywhat additional work you need to do to fullyunderstand planning with the NCS. One ideawould be to work through this section of theOrientation Programme again with otherteachers when you get back to school, oryou could simply read through it a few timeson your own.

Documents

NATIONAL CURRICULUM STATEMENT GRADES R - 9 Orientation ... · Grade 8 & 9 NCS Orientation Programme – Economic Management Sciences, Participant’s Guide 3 Read the Preface in the