SDBECOS October/November 2018
FET SUBJECT DUDACTICS BUSINESS STUDIES
Question 1 (Compulsory)
1.1 Differentiate between a teaching method and teaching strategy. Page 99 and 109 (4)
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 Strategy.
Teaching strategy is as broad plan of action for teaching and learning activities used for achieving a specific
outcome or goal. Business studies teacher should formulate a cohesive plan that outline the approach that he
or she intend to take to enable learners to achieve the intended outcome in a lesson (van der Horst &
McDonald 2001:133). Each subject has its own strategies and approach, which are used to introduce a subject
matter to learners. We need to emphasis the point that a strategy entails more than a method. Business
Studies teachers may use the same strategy for a lesson or topic, but the refinement of the content, methods
and instruction media would vary according to the way the teacher plan and present their lesson.
1.2 Explain how you would implement the following learning techniques in the subject Page 122-123
1.2.1Student team Achievement Division (STAD) (6)
For Business studies grade 10, the teacher presents the following academic content to learners,
entrepreneurial qualities.
The groups must be heterogeneous, that is learners will be divided into four of five member learning
team, with representatives in each team of gender, various race or ethical group and high average and
low achievers.
The team members will use Textbooks, Newspaper, Magazines, and Articles to study and master
entrepreneurial qualities. Learners work effectively in groups, learners will be placed in a close physical
proximity to each other to complete the assigned task.
The teacher will create a positive interdependence to learners by providing insufficient recourses to
learners and force members to share worksheets, pencils and other resources to promote face to face
interaction and to help others to study the content through tutoring, quizzing one another to discuss
entrepreneurial qualities.
Learners need to be aware that each individual can achieve the particular learning outcome only if all
the learners in a group attain the learning outcome.
The teacher asks each member of the group to take weekly or biweekly quizzes on the content. The
quizzes will be scored and each individual will be given an improvement score. The improvement score
will be based on degree to which the score exceeds a learner's past averages.
Learner's with highest score, who have high improvement score or who have perfect score on the
quizzes will be recognized. The score will be on the newsletter or class notice board.
, Student team achievement division (STAD) is the easiest, simplest and most straightforward of
cooperative learning approach.
1.2.2 Jigsaw (6)
The teacher will assign learners into five or six member heterogeneous study team.
Academic material will be presented to learners in a text form.
Each learner has to learn a certain portion of the content; the idea is to encourage learners to develop
understanding, learning and performing the task. For example, in this case the textual material is
Cooperative learning methods, one learner will be responsible for STAD, other Jigsaw, and the others
who are experts will be responsible for the research of Group investigation.
Members from different teams with the same topic meet to study and help each other to learn their
topic.
Learners discussing similar topic STAD meet together as their topic do the same.
Learners will share information about their personal experience, give and receive feedback, arrive at
consensus and resolve conflict ask and give assistance to others about the topic.
This will lead to higher level of the learners will return to their home teams and teach other team
members what they have learned. Following home team meetings and discussions learners take
quizzes individually on the content.
Learner's with highest score, who have high improvement score or who have perfect score on the
quizzes will be recognized. The score will be on the newsletter or class notice board. The score are
performed using the same procedure as STAD.
1.3 Your are a novice teacher responsible for the teaching of Grades 10, 11 and 12 Business Studies.
You plan to teach Business Sectors, Lesson topic Primary, Secondary and Tertiary Sectors for grade
10 Study the in Appendix 1 from CAPS for Business Studies (2011), which contains section of the
overview of the topic per term, teaching plans and formal assessment instruction for Grades 10 to 12
Do the following.
1.3.1 Design a diagram or any other form of representation, or complete teaching notes to use as an
aid to visualise the aim topic, grade relevance, time of implementation, minimum proposed new
knowledge. Skills, values, possible support materials,specific method(s), and relevant formal
assessment strategies with regards to ther topic Business Sector, with as lesson topic Primary,
Secondary and Tertiary Sectors for Grade 10 accordingf to the guidelines of the CAPS for the
Business. (12)
Main Topic: Primary, Secondary and Tertiary Sectors. (Primary Sector Enterprise)
(The learners may choose any sub-topic from the three.)
Grade: 11
Time: 60 minutes
Knowledge: Learners need to what primary sector enterprise is, they must be able to name the four sub-
sectors of primary sector enterprise.
Skills: Learners must be able to explain agriculture, forestry, fishing and mining
FET SUBJECT DUDACTICS BUSINESS STUDIES
Question 1 (Compulsory)
1.1 Differentiate between a teaching method and teaching strategy. Page 99 and 109 (4)
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 Strategy.
Teaching strategy is as broad plan of action for teaching and learning activities used for achieving a specific
outcome or goal. Business studies teacher should formulate a cohesive plan that outline the approach that he
or she intend to take to enable learners to achieve the intended outcome in a lesson (van der Horst &
McDonald 2001:133). Each subject has its own strategies and approach, which are used to introduce a subject
matter to learners. We need to emphasis the point that a strategy entails more than a method. Business
Studies teachers may use the same strategy for a lesson or topic, but the refinement of the content, methods
and instruction media would vary according to the way the teacher plan and present their lesson.
1.2 Explain how you would implement the following learning techniques in the subject Page 122-123
1.2.1Student team Achievement Division (STAD) (6)
For Business studies grade 10, the teacher presents the following academic content to learners,
entrepreneurial qualities.
The groups must be heterogeneous, that is learners will be divided into four of five member learning
team, with representatives in each team of gender, various race or ethical group and high average and
low achievers.
The team members will use Textbooks, Newspaper, Magazines, and Articles to study and master
entrepreneurial qualities. Learners work effectively in groups, learners will be placed in a close physical
proximity to each other to complete the assigned task.
The teacher will create a positive interdependence to learners by providing insufficient recourses to
learners and force members to share worksheets, pencils and other resources to promote face to face
interaction and to help others to study the content through tutoring, quizzing one another to discuss
entrepreneurial qualities.
Learners need to be aware that each individual can achieve the particular learning outcome only if all
the learners in a group attain the learning outcome.
The teacher asks each member of the group to take weekly or biweekly quizzes on the content. The
quizzes will be scored and each individual will be given an improvement score. The improvement score
will be based on degree to which the score exceeds a learner's past averages.
Learner's with highest score, who have high improvement score or who have perfect score on the
quizzes will be recognized. The score will be on the newsletter or class notice board.
, Student team achievement division (STAD) is the easiest, simplest and most straightforward of
cooperative learning approach.
1.2.2 Jigsaw (6)
The teacher will assign learners into five or six member heterogeneous study team.
Academic material will be presented to learners in a text form.
Each learner has to learn a certain portion of the content; the idea is to encourage learners to develop
understanding, learning and performing the task. For example, in this case the textual material is
Cooperative learning methods, one learner will be responsible for STAD, other Jigsaw, and the others
who are experts will be responsible for the research of Group investigation.
Members from different teams with the same topic meet to study and help each other to learn their
topic.
Learners discussing similar topic STAD meet together as their topic do the same.
Learners will share information about their personal experience, give and receive feedback, arrive at
consensus and resolve conflict ask and give assistance to others about the topic.
This will lead to higher level of the learners will return to their home teams and teach other team
members what they have learned. Following home team meetings and discussions learners take
quizzes individually on the content.
Learner's with highest score, who have high improvement score or who have perfect score on the
quizzes will be recognized. The score will be on the newsletter or class notice board. The score are
performed using the same procedure as STAD.
1.3 Your are a novice teacher responsible for the teaching of Grades 10, 11 and 12 Business Studies.
You plan to teach Business Sectors, Lesson topic Primary, Secondary and Tertiary Sectors for grade
10 Study the in Appendix 1 from CAPS for Business Studies (2011), which contains section of the
overview of the topic per term, teaching plans and formal assessment instruction for Grades 10 to 12
Do the following.
1.3.1 Design a diagram or any other form of representation, or complete teaching notes to use as an
aid to visualise the aim topic, grade relevance, time of implementation, minimum proposed new
knowledge. Skills, values, possible support materials,specific method(s), and relevant formal
assessment strategies with regards to ther topic Business Sector, with as lesson topic Primary,
Secondary and Tertiary Sectors for Grade 10 accordingf to the guidelines of the CAPS for the
Business. (12)
Main Topic: Primary, Secondary and Tertiary Sectors. (Primary Sector Enterprise)
(The learners may choose any sub-topic from the three.)
Grade: 11
Time: 60 minutes
Knowledge: Learners need to what primary sector enterprise is, they must be able to name the four sub-
sectors of primary sector enterprise.
Skills: Learners must be able to explain agriculture, forestry, fishing and mining
