SDACTOM January/February 2018
FET SUBJECT DUDACTICS ACCOUNTING
Question1 (COMPULSARY)
1.1 Explain the criteria and elements to be used in for formulating criterion-directed
behavioural objectives (10)
-Criterion-directed behavioural outcomes are specific.
- They indicate what learners must be able to do and give direction to the teacher’s planning and
continuous assessment.
- Teachers who want to plan their practice effectively should specify what learners have to be
able to do (knowledge, skills and attitudes) at the end of the lesson.
- Criterion-directed behavioural outcomes should contain the following elements:
The action that the learners must eventually perform should be spell out in detail. Learners
and teachers should know exactly what they should be able to do at the end of the lesson.
The outcomes must be defined in term of measurable or assessable performance (criteria).
They should include allocated time, level of performance and minimum number of correct
answers (10 out of 12; 90%).
The condition under which the outcomes have to be achieved must be spell out and clearly
understood by everybody. This includes certain restrictions, as well as media that are required
to perform the action in the outcomes (if the teacher requires the task to be performed without
the use of textbook).
Apart from the above elements, the outcomes should also meet the following criteria:
The learning content to which the outcomes relate should be clearly demarcated and specified.
Outcomes should be concrete, Example at the end of the lesson learners who have given
10 consumer goods, should be able to correctly classify eight without referring to the textbook.
Outcomes should be clear, realistic and attainable. They should take into account the level of
development, readiness, potential, or and weaknesses of learners
1.2 Discuss the project method in the teaching of Accounting under the following
headings.
1.2.1 Criteria for selecting the project method. (10)
The project should consist of real learning activities. Do not decide on a project
that turns out to be mere a task to keep the learners busy. Ask the question:
‘‘what will the learners actually learn from the project?’’
. The project should be relevant to the subject. Although projects may include
material and activities that are relevant to other subjects (which is totally
acceptable), the teacher must ensure that the project is still part and parcel of
the subject under study (e.g. accounting).
. The learning to be gained from the project should be worth the time spent on it.
The teacher must decide whether the time spent on a project is worth it or
whether the knowledge can be gained more economically in another way.
The relevant materials and equipment should be available and inexpensive.
1.2.2 Conducting the project method. (12)
, Conducting the project if the project has been selected by the learners and approved
by the teacher the learners can proceed. As with any activity, the teacher should
constantly help and guide the learners as they attempt to work on the project. Bear in
mind that the learners should exercise a great deal of responsibility for doing the task
themselves and that, to a certain extent; they will be able to assess their own progress.
Projects may be done individually or in a group setting. The project method enhances
individualisation by encouraging learners to handle/take part in a section of a project
that they have an interest in or to do a project on their own. Projects that involve the
whole class are usually highly successful at secondary school level.
the process to be followed is the same as any other problem-solving activity, namely
. decide what information is to be discovered
. define the problem/task so that it is manageable in the available time span (by
setting deadlines) and that materials are available for the successful outcome of
the task
. determine what tasks should be done to gather the relevant data and decide
who will be responsible for each task
. gather the materials and equipment necessary for the task
. perform the data-gathering tasks to meet deadlines
. review and analyse the data gathered
. draw conclusions and make generalisations from the data gathered
. report the findings and conclusions
The project method is highly recommended in promoting individualisation in the
classroom to emphasise the importance of problem solving and stimulate critical
thinking, and is used in outcomes-based education classrooms.
One of the forms of assessment for accounting learners is to do a project.
1.2.3 Advantages of the project method. (8)
Differences between learners can be accommodated because different sections
of the project can make provision for individual learners’ interests and
capabilities.
. It satisfies the learners’ need for self-expression and creative activity.
. It provides moulding empowering learners to solve practical life problems.
. It motivates learners because what they learn becomes meaningful for them [40]
Question 2
2.1 Teaching is a practical matter. Name and discuss the ten (10) teaching skills
that educators should consciously develop to enhance their classroom (10)
practice.
Reduce subject matter to essences
Planning a lesson design
Make a lesson proceed meaningfully
Viewing themes through the eyes of learners
Capturing and holding learner’s interest
Asking questions
Accommodating different learning styles.
Applying reinforcement
Integrating teaching media effectively
Assessment/ Evaluation
FET SUBJECT DUDACTICS ACCOUNTING
Question1 (COMPULSARY)
1.1 Explain the criteria and elements to be used in for formulating criterion-directed
behavioural objectives (10)
-Criterion-directed behavioural outcomes are specific.
- They indicate what learners must be able to do and give direction to the teacher’s planning and
continuous assessment.
- Teachers who want to plan their practice effectively should specify what learners have to be
able to do (knowledge, skills and attitudes) at the end of the lesson.
- Criterion-directed behavioural outcomes should contain the following elements:
The action that the learners must eventually perform should be spell out in detail. Learners
and teachers should know exactly what they should be able to do at the end of the lesson.
The outcomes must be defined in term of measurable or assessable performance (criteria).
They should include allocated time, level of performance and minimum number of correct
answers (10 out of 12; 90%).
The condition under which the outcomes have to be achieved must be spell out and clearly
understood by everybody. This includes certain restrictions, as well as media that are required
to perform the action in the outcomes (if the teacher requires the task to be performed without
the use of textbook).
Apart from the above elements, the outcomes should also meet the following criteria:
The learning content to which the outcomes relate should be clearly demarcated and specified.
Outcomes should be concrete, Example at the end of the lesson learners who have given
10 consumer goods, should be able to correctly classify eight without referring to the textbook.
Outcomes should be clear, realistic and attainable. They should take into account the level of
development, readiness, potential, or and weaknesses of learners
1.2 Discuss the project method in the teaching of Accounting under the following
headings.
1.2.1 Criteria for selecting the project method. (10)
The project should consist of real learning activities. Do not decide on a project
that turns out to be mere a task to keep the learners busy. Ask the question:
‘‘what will the learners actually learn from the project?’’
. The project should be relevant to the subject. Although projects may include
material and activities that are relevant to other subjects (which is totally
acceptable), the teacher must ensure that the project is still part and parcel of
the subject under study (e.g. accounting).
. The learning to be gained from the project should be worth the time spent on it.
The teacher must decide whether the time spent on a project is worth it or
whether the knowledge can be gained more economically in another way.
The relevant materials and equipment should be available and inexpensive.
1.2.2 Conducting the project method. (12)
, Conducting the project if the project has been selected by the learners and approved
by the teacher the learners can proceed. As with any activity, the teacher should
constantly help and guide the learners as they attempt to work on the project. Bear in
mind that the learners should exercise a great deal of responsibility for doing the task
themselves and that, to a certain extent; they will be able to assess their own progress.
Projects may be done individually or in a group setting. The project method enhances
individualisation by encouraging learners to handle/take part in a section of a project
that they have an interest in or to do a project on their own. Projects that involve the
whole class are usually highly successful at secondary school level.
the process to be followed is the same as any other problem-solving activity, namely
. decide what information is to be discovered
. define the problem/task so that it is manageable in the available time span (by
setting deadlines) and that materials are available for the successful outcome of
the task
. determine what tasks should be done to gather the relevant data and decide
who will be responsible for each task
. gather the materials and equipment necessary for the task
. perform the data-gathering tasks to meet deadlines
. review and analyse the data gathered
. draw conclusions and make generalisations from the data gathered
. report the findings and conclusions
The project method is highly recommended in promoting individualisation in the
classroom to emphasise the importance of problem solving and stimulate critical
thinking, and is used in outcomes-based education classrooms.
One of the forms of assessment for accounting learners is to do a project.
1.2.3 Advantages of the project method. (8)
Differences between learners can be accommodated because different sections
of the project can make provision for individual learners’ interests and
capabilities.
. It satisfies the learners’ need for self-expression and creative activity.
. It provides moulding empowering learners to solve practical life problems.
. It motivates learners because what they learn becomes meaningful for them [40]
Question 2
2.1 Teaching is a practical matter. Name and discuss the ten (10) teaching skills
that educators should consciously develop to enhance their classroom (10)
practice.
Reduce subject matter to essences
Planning a lesson design
Make a lesson proceed meaningfully
Viewing themes through the eyes of learners
Capturing and holding learner’s interest
Asking questions
Accommodating different learning styles.
Applying reinforcement
Integrating teaching media effectively
Assessment/ Evaluation
