TMS3708
PORTFOLIO EXAM
DUE: 8 OCTOBER 2025 (MEMO)
,TMS3708 PORTFOLIO 2025
DUE OCTOBER 2025
Question 1
Case Study Context
Mr Naidoo is a newly qualified Senior Phase EMS teacher in an under-resourced
school. His teacher-centred and autocratic style has led to poor learner participation and
interest. You have been asked to advise him on how to plan a learner-centred lesson on
the topic “Entrepreneurship: Sectors of the Economy.”
1.1 Description and Justification of the Learner-Centred Method
Cooperative Learning
According to Learning Unit 4 (Teaching approaches to the teaching of Economics), a
learner-centred model focuses on learners actively participating in the learning process
by evaluating data, proposing solutions, and making informed decisions (Van Wyk,
2010). The cooperative learning method is one such learner-centred approach where
learners work together in small groups to achieve a shared academic goal. Learners
engage in discussion, share ideas, and construct knowledge through collaboration while
the teacher acts as a facilitator rather than the sole transmitter of information (Fraser et
al., 1990).
This method is most suitable for Mr Naidoo’s Grade 9 class because it promotes
participation, critical thinking, and peer learning, which are essential in a low-income,
under-resourced school context. It also aligns with the CAPS principle of learner-
, centredness and encourages learners to connect the content on “Sectors of the
Economy” to their own community experiences (Department of Basic Education, 2011).
By shifting from a teacher-centred to a learner-centred style, Mr Naidoo can create an
inclusive and engaging classroom that supports independent and cooperative learning.
1.2 Practical Application Using Pedagogical Content Knowledge (PCK)
According to Learning Unit 10, teaching methodology involves integrating pedagogical
knowledge, subject content knowledge, and understanding of how learners learn
collectively known as Pedagogical Content Knowledge (PCK). Mr Naidoo can use
cooperative learning to apply this integration effectively in his lesson on
“Entrepreneurship: Sectors of the Economy.”
Step-by-Step Lesson Implementation:
Introduction (5–10 minutes)
Mr Naidoo begins with a relatable story about how bread moves from wheat farming to
the consumer. This contextual scenario introduces the concept of economic sectors and
encourages learners to think critically about production and services (Van Wyk, 2010).
Group Work (15–20 minutes)
The class is divided into four groups, each assigned to one sector: Primary, Secondary,
Tertiary, and Quaternary.
PORTFOLIO EXAM
DUE: 8 OCTOBER 2025 (MEMO)
,TMS3708 PORTFOLIO 2025
DUE OCTOBER 2025
Question 1
Case Study Context
Mr Naidoo is a newly qualified Senior Phase EMS teacher in an under-resourced
school. His teacher-centred and autocratic style has led to poor learner participation and
interest. You have been asked to advise him on how to plan a learner-centred lesson on
the topic “Entrepreneurship: Sectors of the Economy.”
1.1 Description and Justification of the Learner-Centred Method
Cooperative Learning
According to Learning Unit 4 (Teaching approaches to the teaching of Economics), a
learner-centred model focuses on learners actively participating in the learning process
by evaluating data, proposing solutions, and making informed decisions (Van Wyk,
2010). The cooperative learning method is one such learner-centred approach where
learners work together in small groups to achieve a shared academic goal. Learners
engage in discussion, share ideas, and construct knowledge through collaboration while
the teacher acts as a facilitator rather than the sole transmitter of information (Fraser et
al., 1990).
This method is most suitable for Mr Naidoo’s Grade 9 class because it promotes
participation, critical thinking, and peer learning, which are essential in a low-income,
under-resourced school context. It also aligns with the CAPS principle of learner-
, centredness and encourages learners to connect the content on “Sectors of the
Economy” to their own community experiences (Department of Basic Education, 2011).
By shifting from a teacher-centred to a learner-centred style, Mr Naidoo can create an
inclusive and engaging classroom that supports independent and cooperative learning.
1.2 Practical Application Using Pedagogical Content Knowledge (PCK)
According to Learning Unit 10, teaching methodology involves integrating pedagogical
knowledge, subject content knowledge, and understanding of how learners learn
collectively known as Pedagogical Content Knowledge (PCK). Mr Naidoo can use
cooperative learning to apply this integration effectively in his lesson on
“Entrepreneurship: Sectors of the Economy.”
Step-by-Step Lesson Implementation:
Introduction (5–10 minutes)
Mr Naidoo begins with a relatable story about how bread moves from wheat farming to
the consumer. This contextual scenario introduces the concept of economic sectors and
encourages learners to think critically about production and services (Van Wyk, 2010).
Group Work (15–20 minutes)
The class is divided into four groups, each assigned to one sector: Primary, Secondary,
Tertiary, and Quaternary.
