QUESTION 1:
Teaching in Business Studies:
Teaching is the job of the educator to facilitate desirable learning in students through
the learning process.
This process includes all of the actions that the teacher engages in to mediate,
facilitate, and enable meaningful learning in the classroom in order to achieve certain
results.
To be an effective Business Studies teacher, you must be an expert in the Business
Studies field and have a variety of teaching abilities in order to take the subject
knowledge that you have and ensure that you are able to communicate this in a way
that all learners are able to comprehend and understand, regardless of the learning
barriers that they may face.
The implementation of these abilities should be supported by solid theoretical
understanding. It is also critical to cultivate a teaching style that can be altered from
day to day and from class to class in order to maintain attention and teach in
whatever circumstance is presented to you. (Rossouw & Nel, 2009)
Learning in Business Studies:
The amount of change that occurs in a learner's level of performance or behaviour is
used to assess their learning.
Learning is, in reality, expansion, and the mechanism by which we gain the
information and abilities required to properly live, learn, and work. (Rossouw & Nel,
2009)
So in essence, this would be how a student grasps the Business Studies concepts
and topics taught by the teacher and how they grow their mindset and thought
processes specifically aimed at Business Studies.
QUESTION 2:
NCS Grades 10–12 (General) is based on the following principles:
• Social transformation:
Social transformation in education aims to correct historical educational
disparities and offer equitable educational opportunities for all segments of
our community.
To accomplish social transformation, all South Africans must be educationally
validated via the acknowledgement of their potential and the removal of false
limitations to the obtaining of the qualification achievement. (Department of
3
, Basic Education South Africa)
• Outcomes-based education:
In South Africa, outcomes-based education (OBE), serves as the cornerstone
for the curriculum. It aims to help all learners realize their full learning potential
by establishing Learning Outcomes that must be met at the conclusion of the
educational process. OBE promotes a learner-centred and activity-based
approach to education and includes both critical and developmental
outcomes. (Department of Basic Education South Africa)
• High knowledge and high skills:
It sets high expectations for the achievements of all South African students.
Social justice necessitates that the population sectors formerly deprived of
their authority due to lack of knowledge and expertise be empowered. The
Statement on the national curriculum outlines the minimum knowledge and
abilities to be reached at each grade and establishes high criteria that are
attainable in all fields. (Department of Basic Education South Africa)
• Integration and applied competence:
Integration occurs throughout the disciplines and fields of study. Integrating
skills and abilities across areas and practice is critical for gaining applied
competence as defined by the National Qualifications Framework. Applied
competence seeks to integrate three distinct competences: practical,
fundamental, and reflective. The National Curriculum Statement Grades 10 –
12 (General) adopts integration and applied competence to enhance
integrated learning of theory, practice, and reflection. (Department of Basic
Education South Africa)
• Progression:
Progression refers to the process of developing more advanced and complex
knowledge and skills. The Subject Statements show progression from one
grade to another. Each Learning Outcome is followed by an explicit statement
of what level of performance is expected for the outcome. Assessment
Standards are arranged in a format that shows an increased level of expected
performance per grade. The content and context of each grade will also show
progression from simple to complex. (Department of Basic Education South
Africa)
• Articulation and portability:
Articulation refers to the interaction between qualifications at various National
Qualifications Framework levels or bands in ways that facilitate progression
from one qualification to another and portability refers to the extent to which
portions of a qualification (subjects or unit standards) are transferable to
another qualification in a different learning pathway within the same National
Qualifications Framework band. (Department of Basic Education South Africa)
4
Teaching in Business Studies:
Teaching is the job of the educator to facilitate desirable learning in students through
the learning process.
This process includes all of the actions that the teacher engages in to mediate,
facilitate, and enable meaningful learning in the classroom in order to achieve certain
results.
To be an effective Business Studies teacher, you must be an expert in the Business
Studies field and have a variety of teaching abilities in order to take the subject
knowledge that you have and ensure that you are able to communicate this in a way
that all learners are able to comprehend and understand, regardless of the learning
barriers that they may face.
The implementation of these abilities should be supported by solid theoretical
understanding. It is also critical to cultivate a teaching style that can be altered from
day to day and from class to class in order to maintain attention and teach in
whatever circumstance is presented to you. (Rossouw & Nel, 2009)
Learning in Business Studies:
The amount of change that occurs in a learner's level of performance or behaviour is
used to assess their learning.
Learning is, in reality, expansion, and the mechanism by which we gain the
information and abilities required to properly live, learn, and work. (Rossouw & Nel,
2009)
So in essence, this would be how a student grasps the Business Studies concepts
and topics taught by the teacher and how they grow their mindset and thought
processes specifically aimed at Business Studies.
QUESTION 2:
NCS Grades 10–12 (General) is based on the following principles:
• Social transformation:
Social transformation in education aims to correct historical educational
disparities and offer equitable educational opportunities for all segments of
our community.
To accomplish social transformation, all South Africans must be educationally
validated via the acknowledgement of their potential and the removal of false
limitations to the obtaining of the qualification achievement. (Department of
3
, Basic Education South Africa)
• Outcomes-based education:
In South Africa, outcomes-based education (OBE), serves as the cornerstone
for the curriculum. It aims to help all learners realize their full learning potential
by establishing Learning Outcomes that must be met at the conclusion of the
educational process. OBE promotes a learner-centred and activity-based
approach to education and includes both critical and developmental
outcomes. (Department of Basic Education South Africa)
• High knowledge and high skills:
It sets high expectations for the achievements of all South African students.
Social justice necessitates that the population sectors formerly deprived of
their authority due to lack of knowledge and expertise be empowered. The
Statement on the national curriculum outlines the minimum knowledge and
abilities to be reached at each grade and establishes high criteria that are
attainable in all fields. (Department of Basic Education South Africa)
• Integration and applied competence:
Integration occurs throughout the disciplines and fields of study. Integrating
skills and abilities across areas and practice is critical for gaining applied
competence as defined by the National Qualifications Framework. Applied
competence seeks to integrate three distinct competences: practical,
fundamental, and reflective. The National Curriculum Statement Grades 10 –
12 (General) adopts integration and applied competence to enhance
integrated learning of theory, practice, and reflection. (Department of Basic
Education South Africa)
• Progression:
Progression refers to the process of developing more advanced and complex
knowledge and skills. The Subject Statements show progression from one
grade to another. Each Learning Outcome is followed by an explicit statement
of what level of performance is expected for the outcome. Assessment
Standards are arranged in a format that shows an increased level of expected
performance per grade. The content and context of each grade will also show
progression from simple to complex. (Department of Basic Education South
Africa)
• Articulation and portability:
Articulation refers to the interaction between qualifications at various National
Qualifications Framework levels or bands in ways that facilitate progression
from one qualification to another and portability refers to the extent to which
portions of a qualification (subjects or unit standards) are transferable to
another qualification in a different learning pathway within the same National
Qualifications Framework band. (Department of Basic Education South Africa)
4
