TMS3708 -
Assignment
Help
(Guidelines
and
Answers)
2022
, TMS3708
ASSIGNMENT GUIDELINES
&
ANSWERS
Please take note of the following:
1. This document is only to be used for comparison purposes.
2. This document is intended only for comparison, research, guidance, and reference purposes.
Directly submitting this is not permitted. Failing to do so will lead to plagiarism.
3. Reselling and distributing of any part of this document is not permitted, this is the authors
work and therefore it is illegal to resell and distribute any part of this document.
4. Please use this document for guidelines only – do not copy or directly submit as this will be
marked as plagiarism as it is not your own work, you still need to answer in your own words the
assignment and this document is only for reference and guideline purposes.
, LADEMSJ January/February 2016-January/ February 2019 Memo Summary
TEACHING ECONOMICS AND MANAGEMENT SCIENCES
(SENIOR PHASE SUBJECT DIDACTICS)
Name and discuss the elements and criteria used to formulate criteria-based behavioural outcomes that are
based on the criteria as discussed in the study guide. Formulate criteria- based outcomes (lesson objective
in lesson planning). Show in brackets where and which element and criteria you used
in the formulation of the outcome, and give an appropriate example. Pg55-56
Paper Question Marks Allocated
Jan/Feb-2019 2.2 14
Oct/Nov-2018 2.2 14
Page 55-56
• The ultimate action expected of learners must be spelled out. Learner and the teacher must know what is
expected to be capable of at the end of the lesson. (What is to be done?, write a business plan)
• The outcome of the lesson must be measurable or assessable performance (criteria). These include the
time allowed, level of proficiency and minimum number of correct answers required (10 out of 12...
90% accuracy. [How well was it done?].
• The condition under which the objectives have to be achieved must be spelled out and clearly
understood by everybody. These include restrictions and the media to execute the action contained
in the outcomes, (for instance if the teacher requires a task to be performed without the use of a
textbook).
The outcomes must also adhere to the following
• The learning material to which the outcome relates must be clearly demarcated and specified.
• Outcomes should be concrete, for example by the end of the lesson; learners who have given
10 accounts must be able to classify eight of them correctly without consulting the book.
• Outcomes must be manifestly realistic and attainable. They should take into account
learner’s development level, readiness, potential and or weaknesses.
Identity the skills that Economics and Management Sciences teachers should consciously develop to
become competent teachers in the learning area
Paper Question Marks Allocated
Jan/Feb-2016 1.1 10
Oct/Nov-2016 1.1 10
Jan/Feb-2017 1.1 10
Oct/Nov-2017 1.1 10
Oct/Nov-2018 1.1 10
Jan/Feb-2019 1.1 10
Page 151-152
1. Reduce subject matter to essences
- Teachers must carefully consider the interrelationship between a theme and other themes (macro
analysis). -Teacher should make a microanalysis of the subject knowledge (technical terms like proper
names, generic names and symbols),
Assignment
Help
(Guidelines
and
Answers)
2022
, TMS3708
ASSIGNMENT GUIDELINES
&
ANSWERS
Please take note of the following:
1. This document is only to be used for comparison purposes.
2. This document is intended only for comparison, research, guidance, and reference purposes.
Directly submitting this is not permitted. Failing to do so will lead to plagiarism.
3. Reselling and distributing of any part of this document is not permitted, this is the authors
work and therefore it is illegal to resell and distribute any part of this document.
4. Please use this document for guidelines only – do not copy or directly submit as this will be
marked as plagiarism as it is not your own work, you still need to answer in your own words the
assignment and this document is only for reference and guideline purposes.
, LADEMSJ January/February 2016-January/ February 2019 Memo Summary
TEACHING ECONOMICS AND MANAGEMENT SCIENCES
(SENIOR PHASE SUBJECT DIDACTICS)
Name and discuss the elements and criteria used to formulate criteria-based behavioural outcomes that are
based on the criteria as discussed in the study guide. Formulate criteria- based outcomes (lesson objective
in lesson planning). Show in brackets where and which element and criteria you used
in the formulation of the outcome, and give an appropriate example. Pg55-56
Paper Question Marks Allocated
Jan/Feb-2019 2.2 14
Oct/Nov-2018 2.2 14
Page 55-56
• The ultimate action expected of learners must be spelled out. Learner and the teacher must know what is
expected to be capable of at the end of the lesson. (What is to be done?, write a business plan)
• The outcome of the lesson must be measurable or assessable performance (criteria). These include the
time allowed, level of proficiency and minimum number of correct answers required (10 out of 12...
90% accuracy. [How well was it done?].
• The condition under which the objectives have to be achieved must be spelled out and clearly
understood by everybody. These include restrictions and the media to execute the action contained
in the outcomes, (for instance if the teacher requires a task to be performed without the use of a
textbook).
The outcomes must also adhere to the following
• The learning material to which the outcome relates must be clearly demarcated and specified.
• Outcomes should be concrete, for example by the end of the lesson; learners who have given
10 accounts must be able to classify eight of them correctly without consulting the book.
• Outcomes must be manifestly realistic and attainable. They should take into account
learner’s development level, readiness, potential and or weaknesses.
Identity the skills that Economics and Management Sciences teachers should consciously develop to
become competent teachers in the learning area
Paper Question Marks Allocated
Jan/Feb-2016 1.1 10
Oct/Nov-2016 1.1 10
Jan/Feb-2017 1.1 10
Oct/Nov-2017 1.1 10
Oct/Nov-2018 1.1 10
Jan/Feb-2019 1.1 10
Page 151-152
1. Reduce subject matter to essences
- Teachers must carefully consider the interrelationship between a theme and other themes (macro
analysis). -Teacher should make a microanalysis of the subject knowledge (technical terms like proper
names, generic names and symbols),
