SDBECOS October/November - 2019
FET SUBJECT DUDACTICS BUSINESS STUDIES
Question 1 (Compulsory)
The importance of a learner-centred approach to teaching and learning cannot be over-emphasised
Business studies teacher or educator can use different teaching methods to ensure learner
participation. Answer the following questions, and give applicable examples from Business studies
CAPS curriculum to illustrate your answers.
1.1 Differentiate between a teaching technique and teaching method. Give an applicable example of
each to illustrate your answer. (2x3=6)
a) Teaching Method.
Teaching method are various classroom activities planned by the teacher in order to reach teaching and
learning goals. Teaching method is a well-considered system or approach that is used in order to reach
teaching and learning goals. Teaching methods may also be viewed as the procedure that the teacher follows
in order to accomplish the desired learning (ladeemsl501:67).
The teacher may use one of the following methods, direct instruction, problem solving, cooperative, small
group, role play and research. The teacher conducting a lesson on business plan may ask learners to do a
research on how to do a business plan, the research my include getting news business article, asking business
people.
b) Teaching Techniques.
A technique is a way of carrying out a particular task that is how you teach or the way you teach is a technique.
Techniques can be defined as skills acquired with experience and applied as per requirements of the lesson
content. Teaching techniques deals with the way you teach. Example some teachers teach using examples or
others use real life incidents.
1.2 Explain how you would use the JIGSAW strategy as a cooperative learning method in teaching
Business Studies. Explain the planning that needs to be done before you can use this strategy. Give
examples to illustrate your answers. (SDBECOS page 123) (5x2=10)
Learners are assigned to five or six-member heterogeneous study team.
Academic materials are presented to learners in text form.
Each learner has to learn a portion of the material.
If the text was Business plan, one learner will learn financial plan, another learner will be responsible for
marketing activities and the other learner will be responsible for presentation.
Members from different teams with the same topic meet to study and help each other learn their topic.
The learners then return to their original teams and teach other members what they have learned.
Home team meetings and discussions learners take quizzes individually on the content.
The quizzes are scored and each individual is given an improvement score.
The improvement score is based not on a learner’s absolute score but instead on the degree to which
the score exceeds a learner’s past averages.
Each week through a short newsletter or some other device, teams with highest score and learners
who have high improvements score are recognized.
, 1.3 Use the application, evaluation and synthesis levels of Bloom’s Taxonomy to formulate THREE
Lesson aims you want to achieve in a lesson about ventures for grade 11. The lesson topic is
“Avenues of acquiring business”. (SDBECOS page 82) (3x2=6)
The topic that will be used is Presentation and validation of business information.
a) Application.
Use graphs to present information about Sales of the product.
Illustrate how you would use verbal presentations to present information about the progress of
the business.
Show how you would use video conferencing to present information.
b) Evaluation.
Assess the success of video conferencing in presenting the information (use advantages).
Support why you would use Audio visuals when presenting information to people with hearing
problems.
Compare the advantages of verbal and non vebal presentations.
c) Synthesis.
Develop a Business presentation of information regarding Sales figure of a product using
Graphs.
Design a diagram of how you would show monthly figure of the product sales.
1.4 Design a diagram or representation or complete teaching notes to use as an aid to visualise the
following aim topic, grade relevance, minimum proposed new knowledge, skills, values, possible
support material, specific method(s) and relevant formal assessment tools with regard to the lesson
topic “Business roles”. The lesson topic presentation is for Grade 10. Follow the guidelines of the
CAPS document forthe Business Studies. (6x2=12)
Main Topic: Creative thinking and problem solving
Theme: Problem solving process and techniques
Grade: 10
Time: 60 minutes
Knowledge: Learners must be able to name and explain different problem solving techniques that are used to
solve the problem. Learners must know the steps to be followed in brainstorming.
Skills: learners must be able to use problem solving techniques when solving or gathering information.
Values: Learners must understand the advantages and disadvantages of different problem solving techniques.
Teaching materials: Textbook, teachers guide, chalkboard, internet, newspaper articles, magazines and other
audio-visual media.
Teaching methods: Direct instruction, Discussions, Question and Answer method.
Formal assessment: Case study Supermarket has a problem.
The teacher ask learners to read a case study and answer questions (10 marks)
FET SUBJECT DUDACTICS BUSINESS STUDIES
Question 1 (Compulsory)
The importance of a learner-centred approach to teaching and learning cannot be over-emphasised
Business studies teacher or educator can use different teaching methods to ensure learner
participation. Answer the following questions, and give applicable examples from Business studies
CAPS curriculum to illustrate your answers.
1.1 Differentiate between a teaching technique and teaching method. Give an applicable example of
each to illustrate your answer. (2x3=6)
a) Teaching Method.
Teaching method are various classroom activities planned by the teacher in order to reach teaching and
learning goals. Teaching method is a well-considered system or approach that is used in order to reach
teaching and learning goals. Teaching methods may also be viewed as the procedure that the teacher follows
in order to accomplish the desired learning (ladeemsl501:67).
The teacher may use one of the following methods, direct instruction, problem solving, cooperative, small
group, role play and research. The teacher conducting a lesson on business plan may ask learners to do a
research on how to do a business plan, the research my include getting news business article, asking business
people.
b) Teaching Techniques.
A technique is a way of carrying out a particular task that is how you teach or the way you teach is a technique.
Techniques can be defined as skills acquired with experience and applied as per requirements of the lesson
content. Teaching techniques deals with the way you teach. Example some teachers teach using examples or
others use real life incidents.
1.2 Explain how you would use the JIGSAW strategy as a cooperative learning method in teaching
Business Studies. Explain the planning that needs to be done before you can use this strategy. Give
examples to illustrate your answers. (SDBECOS page 123) (5x2=10)
Learners are assigned to five or six-member heterogeneous study team.
Academic materials are presented to learners in text form.
Each learner has to learn a portion of the material.
If the text was Business plan, one learner will learn financial plan, another learner will be responsible for
marketing activities and the other learner will be responsible for presentation.
Members from different teams with the same topic meet to study and help each other learn their topic.
The learners then return to their original teams and teach other members what they have learned.
Home team meetings and discussions learners take quizzes individually on the content.
The quizzes are scored and each individual is given an improvement score.
The improvement score is based not on a learner’s absolute score but instead on the degree to which
the score exceeds a learner’s past averages.
Each week through a short newsletter or some other device, teams with highest score and learners
who have high improvements score are recognized.
, 1.3 Use the application, evaluation and synthesis levels of Bloom’s Taxonomy to formulate THREE
Lesson aims you want to achieve in a lesson about ventures for grade 11. The lesson topic is
“Avenues of acquiring business”. (SDBECOS page 82) (3x2=6)
The topic that will be used is Presentation and validation of business information.
a) Application.
Use graphs to present information about Sales of the product.
Illustrate how you would use verbal presentations to present information about the progress of
the business.
Show how you would use video conferencing to present information.
b) Evaluation.
Assess the success of video conferencing in presenting the information (use advantages).
Support why you would use Audio visuals when presenting information to people with hearing
problems.
Compare the advantages of verbal and non vebal presentations.
c) Synthesis.
Develop a Business presentation of information regarding Sales figure of a product using
Graphs.
Design a diagram of how you would show monthly figure of the product sales.
1.4 Design a diagram or representation or complete teaching notes to use as an aid to visualise the
following aim topic, grade relevance, minimum proposed new knowledge, skills, values, possible
support material, specific method(s) and relevant formal assessment tools with regard to the lesson
topic “Business roles”. The lesson topic presentation is for Grade 10. Follow the guidelines of the
CAPS document forthe Business Studies. (6x2=12)
Main Topic: Creative thinking and problem solving
Theme: Problem solving process and techniques
Grade: 10
Time: 60 minutes
Knowledge: Learners must be able to name and explain different problem solving techniques that are used to
solve the problem. Learners must know the steps to be followed in brainstorming.
Skills: learners must be able to use problem solving techniques when solving or gathering information.
Values: Learners must understand the advantages and disadvantages of different problem solving techniques.
Teaching materials: Textbook, teachers guide, chalkboard, internet, newspaper articles, magazines and other
audio-visual media.
Teaching methods: Direct instruction, Discussions, Question and Answer method.
Formal assessment: Case study Supermarket has a problem.
The teacher ask learners to read a case study and answer questions (10 marks)
