TMS3708
PORTFOLIO
DUE DATE: OCTOBER 2025
,TMS3708 Portfolio 2025: EMS Teaching and Assessment (Grades 7–9)
DUE OCTOBER 2025
1. Learner-Centred Method for Grade 9 EMS: Entrepreneurship – Sectors of the
Economy
CAPS requires Grade 9 learners to study “Sectors of the economy”, namely the primary,
secondary and tertiary sectors, their interrelationships, and types of businesses in each.
A suitable learner-centred method for this topic is cooperative learning e.g. Jigsaw or
group investigation. In this approach, students work in small groups to research and
present one sector of the economy, then teach their peers. The teacher acts as a
facilitator, guiding discussions and providing context.
This method is learner-centred because knowledge is constructed by students through
collaboration and active inquiry (consistent with constructivist PCK principles). For
implementation, the teacher uses PCK by anticipating common misconceptions e.g.
confusing sectors, providing clear examples e.g. local farming as primary, local factories
as secondary, shops as tertiary, and scaffolding tasks. For instance, the teacher might
prepare guiding questions or charts, select simple analogies such as “building a house is
like moving from raw materials to finished product” to explain sectors), and circulate to
support groups. The lesson might begin with a brief review of the three sectors using
local images or newspaper articles and then assign each group a sector to explore
(primary -mining/farming; secondary - manufacturing; tertiary -services. Learners then
create posters or role-plays illustrating business examples e.g. a farm produce market, a
small factory, a village clinic or supermarket) using everyday resources (charts, local
, photos, recycled materials. The teacher monitors groups, asks probing questions, and
ultimately leads a class discussion to integrate the findings.
Cooperative learning engages learners actively and develops ownership of knowledge. It
shifts the focus from teacher to learner, promoting higher-order thinking as students
analyze and compare the three sectors. It also builds social and communication skills by
requiring teamwork. CAPS emphasizes real-life context – by assigning local examples
and community-based tasks, learners connect curriculum content to their environment.
Pedagogically, this aligns with Shulman’s concept of Pedagogical Content Knowledge
(PCK): the teacher selects representations and examples that make the abstract idea of
“economy sectors” concrete and comprehensible, and anticipates learners’ prior
knowledge and misconceptions. For example, a teacher may know that students often
think all food is “manufacturing” (secondary) and clarify that growing crops (farming,
primary) is different. The method draws on Vygotskian social constructivism (learning as
social) and Bloom’s higher-order skills (students create and evaluate definitions and
examples)
Advantages:
Active Engagement: Cooperative learning ensures students are actively involved (not
passive listeners), which increases motivation and retention. Learners “solve problems by
themselves… independently brainstorm”.
Critical Thinking: Exposure to peers’ perspectives challenges students to think critically
about economic concepts. For example, comparing business types in different sectors
fosters analysis skills.
Collaboration & Social Skills: It builds teamwork and communication skills, preparing
learners for real-world work environments. Students learn to value others’ input rather
than compete.
Knowledge Retention: Making and teaching a poster or role-play helps learners
remember the material longer than by lecture, as noted by Felder’s and Jarvis’s findings
on deeper learning in student-centred settings.
PORTFOLIO
DUE DATE: OCTOBER 2025
,TMS3708 Portfolio 2025: EMS Teaching and Assessment (Grades 7–9)
DUE OCTOBER 2025
1. Learner-Centred Method for Grade 9 EMS: Entrepreneurship – Sectors of the
Economy
CAPS requires Grade 9 learners to study “Sectors of the economy”, namely the primary,
secondary and tertiary sectors, their interrelationships, and types of businesses in each.
A suitable learner-centred method for this topic is cooperative learning e.g. Jigsaw or
group investigation. In this approach, students work in small groups to research and
present one sector of the economy, then teach their peers. The teacher acts as a
facilitator, guiding discussions and providing context.
This method is learner-centred because knowledge is constructed by students through
collaboration and active inquiry (consistent with constructivist PCK principles). For
implementation, the teacher uses PCK by anticipating common misconceptions e.g.
confusing sectors, providing clear examples e.g. local farming as primary, local factories
as secondary, shops as tertiary, and scaffolding tasks. For instance, the teacher might
prepare guiding questions or charts, select simple analogies such as “building a house is
like moving from raw materials to finished product” to explain sectors), and circulate to
support groups. The lesson might begin with a brief review of the three sectors using
local images or newspaper articles and then assign each group a sector to explore
(primary -mining/farming; secondary - manufacturing; tertiary -services. Learners then
create posters or role-plays illustrating business examples e.g. a farm produce market, a
small factory, a village clinic or supermarket) using everyday resources (charts, local
, photos, recycled materials. The teacher monitors groups, asks probing questions, and
ultimately leads a class discussion to integrate the findings.
Cooperative learning engages learners actively and develops ownership of knowledge. It
shifts the focus from teacher to learner, promoting higher-order thinking as students
analyze and compare the three sectors. It also builds social and communication skills by
requiring teamwork. CAPS emphasizes real-life context – by assigning local examples
and community-based tasks, learners connect curriculum content to their environment.
Pedagogically, this aligns with Shulman’s concept of Pedagogical Content Knowledge
(PCK): the teacher selects representations and examples that make the abstract idea of
“economy sectors” concrete and comprehensible, and anticipates learners’ prior
knowledge and misconceptions. For example, a teacher may know that students often
think all food is “manufacturing” (secondary) and clarify that growing crops (farming,
primary) is different. The method draws on Vygotskian social constructivism (learning as
social) and Bloom’s higher-order skills (students create and evaluate definitions and
examples)
Advantages:
Active Engagement: Cooperative learning ensures students are actively involved (not
passive listeners), which increases motivation and retention. Learners “solve problems by
themselves… independently brainstorm”.
Critical Thinking: Exposure to peers’ perspectives challenges students to think critically
about economic concepts. For example, comparing business types in different sectors
fosters analysis skills.
Collaboration & Social Skills: It builds teamwork and communication skills, preparing
learners for real-world work environments. Students learn to value others’ input rather
than compete.
Knowledge Retention: Making and teaching a poster or role-play helps learners
remember the material longer than by lecture, as noted by Felder’s and Jarvis’s findings
on deeper learning in student-centred settings.
