TMS3708
PORTFOLIO 2025
Unique number:
Due Date: 2025
QUESTION 1
1.1.
I recommend that Mr Naidoo use the small-group work method for his Grade 9 EMS
lesson on Entrepreneurship: Sectors of the Economy. This approach involves dividing
learners into small groups (usually 3–5 learners) to work together on a shared task
where each learner is expected to contribute actively. In this method, learners
collaborate to discuss concepts, share ideas, solve problems, and present their
understanding to the class.
This method is especially appropriate for Mr Naidoo’s under-resourced classroom in a
low-income community because it encourages learner engagement without needing
expensive resources. Learners can use their own lived experiences of different
economic sectors (e.g., informal trade, agriculture, community services) to participate
meaningfully in the discussion. Group work promotes peer-to-peer learning, builds
confidence in shy learners, and helps reduce discipline problems by giving learners a
sense of responsibility and purpose. Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1.
I recommend that Mr Naidoo use the small-group work method for his Grade 9
EMS lesson on Entrepreneurship: Sectors of the Economy. This approach involves
dividing learners into small groups (usually 3–5 learners) to work together on a
shared task where each learner is expected to contribute actively. In this method,
learners collaborate to discuss concepts, share ideas, solve problems, and present
their understanding to the class.
This method is especially appropriate for Mr Naidoo’s under-resourced classroom in
a low-income community because it encourages learner engagement without
needing expensive resources. Learners can use their own lived experiences of
different economic sectors (e.g., informal trade, agriculture, community services) to
participate meaningfully in the discussion. Group work promotes peer-to-peer
learning, builds confidence in shy learners, and helps reduce discipline problems by
giving learners a sense of responsibility and purpose.
Furthermore, group work allows Mr Naidoo to move away from a teacher-centred
style toward a more interactive environment, where learners feel heard and involved.
This method also supports 21st-century skills like communication, collaboration, and
problem-solving, which are all essential for developing entrepreneurial thinking
(Killen, 2007). Thus, it is well suited to the CAPS-aligned topic and the realities of the
classroom described.
1.2.
To effectively teach the CAPS topic “Entrepreneurship: Sectors of the Economy”
using small-group work, Mr Naidoo must integrate pedagogical content knowledge
(PCK)—which combines his understanding of EMS content with how best to teach it
to Grade 9 learners in a meaningful way.
Teaching and Learning Strategy
Mr Naidoo can begin the lesson with a brief interactive introduction, explaining the
three main economic sectors (primary, secondary, and tertiary) using real-life,
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
relatable examples from the local community. For instance, he could describe how
people in the area engage in farming (primary), baking bread (secondary), and
selling products or cutting hair (tertiary). This sparks interest and makes the content
relevant.
Next, he divides learners into small, mixed-ability groups and gives each group a
task card describing a business scenario. For example:
Group 1: A local farmer growing maize (Primary Sector)
Group 2: A small bakery producing bread (Secondary Sector)
Group 3: A spaza shop providing goods (Tertiary Sector)
Each group must:
1. Identify which sector the business belongs to.
2. Explain the role of that sector in the economy.
3. Discuss how the entrepreneur adds value and creates jobs.
4. Present their answers to the class using a short role-play or poster.
Subject Content
This approach covers the required EMS content, as outlined in Term 1 of the CAPS
curriculum: understanding economic sectors, their interdependence, and their
importance to entrepreneurship. Learners will also apply their knowledge by linking
theory to real-life examples.
Why This Works
Through small-group work:
Learners develop critical thinking by analysing and explaining content.
Participation increases, especially among learners who are usually quiet.
Peer support enhances understanding—learners teach each other,
strengthening both conceptual and procedural knowledge.
Mr Naidoo, instead of lecturing, walks around to guide and scaffold learning.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
PORTFOLIO 2025
Unique number:
Due Date: 2025
QUESTION 1
1.1.
I recommend that Mr Naidoo use the small-group work method for his Grade 9 EMS
lesson on Entrepreneurship: Sectors of the Economy. This approach involves dividing
learners into small groups (usually 3–5 learners) to work together on a shared task
where each learner is expected to contribute actively. In this method, learners
collaborate to discuss concepts, share ideas, solve problems, and present their
understanding to the class.
This method is especially appropriate for Mr Naidoo’s under-resourced classroom in a
low-income community because it encourages learner engagement without needing
expensive resources. Learners can use their own lived experiences of different
economic sectors (e.g., informal trade, agriculture, community services) to participate
meaningfully in the discussion. Group work promotes peer-to-peer learning, builds
confidence in shy learners, and helps reduce discipline problems by giving learners a
sense of responsibility and purpose. Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1.
I recommend that Mr Naidoo use the small-group work method for his Grade 9
EMS lesson on Entrepreneurship: Sectors of the Economy. This approach involves
dividing learners into small groups (usually 3–5 learners) to work together on a
shared task where each learner is expected to contribute actively. In this method,
learners collaborate to discuss concepts, share ideas, solve problems, and present
their understanding to the class.
This method is especially appropriate for Mr Naidoo’s under-resourced classroom in
a low-income community because it encourages learner engagement without
needing expensive resources. Learners can use their own lived experiences of
different economic sectors (e.g., informal trade, agriculture, community services) to
participate meaningfully in the discussion. Group work promotes peer-to-peer
learning, builds confidence in shy learners, and helps reduce discipline problems by
giving learners a sense of responsibility and purpose.
Furthermore, group work allows Mr Naidoo to move away from a teacher-centred
style toward a more interactive environment, where learners feel heard and involved.
This method also supports 21st-century skills like communication, collaboration, and
problem-solving, which are all essential for developing entrepreneurial thinking
(Killen, 2007). Thus, it is well suited to the CAPS-aligned topic and the realities of the
classroom described.
1.2.
To effectively teach the CAPS topic “Entrepreneurship: Sectors of the Economy”
using small-group work, Mr Naidoo must integrate pedagogical content knowledge
(PCK)—which combines his understanding of EMS content with how best to teach it
to Grade 9 learners in a meaningful way.
Teaching and Learning Strategy
Mr Naidoo can begin the lesson with a brief interactive introduction, explaining the
three main economic sectors (primary, secondary, and tertiary) using real-life,
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
relatable examples from the local community. For instance, he could describe how
people in the area engage in farming (primary), baking bread (secondary), and
selling products or cutting hair (tertiary). This sparks interest and makes the content
relevant.
Next, he divides learners into small, mixed-ability groups and gives each group a
task card describing a business scenario. For example:
Group 1: A local farmer growing maize (Primary Sector)
Group 2: A small bakery producing bread (Secondary Sector)
Group 3: A spaza shop providing goods (Tertiary Sector)
Each group must:
1. Identify which sector the business belongs to.
2. Explain the role of that sector in the economy.
3. Discuss how the entrepreneur adds value and creates jobs.
4. Present their answers to the class using a short role-play or poster.
Subject Content
This approach covers the required EMS content, as outlined in Term 1 of the CAPS
curriculum: understanding economic sectors, their interdependence, and their
importance to entrepreneurship. Learners will also apply their knowledge by linking
theory to real-life examples.
Why This Works
Through small-group work:
Learners develop critical thinking by analysing and explaining content.
Participation increases, especially among learners who are usually quiet.
Peer support enhances understanding—learners teach each other,
strengthening both conceptual and procedural knowledge.
Mr Naidoo, instead of lecturing, walks around to guide and scaffold learning.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
