LADEMSJ
STUDY NOTES
Previous question papers answers
1
,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
behavioral 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. Pg 55-56
Paper Question Marks Allocated
Jan/Feb-2019 2.2 14
Oct/Nov-2018 2.2 14
Page 55-56
According to Rossouw (2009:75-76) criterion-referenced behavioural outcomes are specific.
They indicate what learners should be able to do and they guide the teacher’s planning and
continuous evaluation. This means that they involve observable and measurable behavior.
Sometimes beginner teachers battle to formulate good outcomes; only by sustained practice
and the use of criteria to formulate behavioral outcomes will they be able to overcome this
problem. Besides an introductory phrase and whom it refers to (the learner), criterion-
referenced behavioral outcomes, when written out completely, contain the following
elements (Mager 1962):
● The ultimate action expected of learners must be spelled out. Learners 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 a 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 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
the learner's development level, readiness, potential, and or weaknesses.
Example: Upon completion of the lesson, the grade 8 Economics and Management
Sciences learners (introductory phase) will be able to discuss and list (action), with 90%
accuracy (measurable), personal and community needs (content), after memorising their
1
, own research notes (conditions). The action verbs are discussed and listed. This example
meets the requirements because it is concrete, realistic and attainable and demarcates the
content.
Identify 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).
● The teacher should make a micro-analysis of the subject knowledge (technical terms
like proper names, generic names, and symbols),
● Subject-specific skills such as giving advice, making decisions, drawing graphs,
collecting data, and general skills (explaining, interpreting, and analysing)
2. Planning a lesson design
● The teacher has to particularise propositions from the lesson structure – macro-
structure and so arrive at a lesson design that harmonises the anticipated lesson
format with the subject matter.
3. Make a lesson proceed meaningfully
● Skilled teachers are able to establish a balance between their own activities and
those of their learners.
● The criteria for evaluating this skill include instructional effect and learning effect.
4. Viewing themes through the eyes of learners
As subject experts, teachers often make the mistake of expecting learners to have reached
the same level of insight as they have. Also, a teacher who proceeds straight to grade 12
class from a grade 8 class may forget the basic truth. Or teachers may expect a grade 12
class to have reached a level that they only have to achieve by the end of the year.
5. Capturing and holding learners’ interest
● Teachers should vary activities to capture learners.
● Teachers should start the lesson once the learners have unpacked their books.
● Teachers should prepare lesson plans thoroughly and motivate learners.
6. Asking questions
● Teachers should use a question and answer method to promote a dialogue between
them and learners.
2
STUDY NOTES
Previous question papers answers
1
,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
behavioral 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. Pg 55-56
Paper Question Marks Allocated
Jan/Feb-2019 2.2 14
Oct/Nov-2018 2.2 14
Page 55-56
According to Rossouw (2009:75-76) criterion-referenced behavioural outcomes are specific.
They indicate what learners should be able to do and they guide the teacher’s planning and
continuous evaluation. This means that they involve observable and measurable behavior.
Sometimes beginner teachers battle to formulate good outcomes; only by sustained practice
and the use of criteria to formulate behavioral outcomes will they be able to overcome this
problem. Besides an introductory phrase and whom it refers to (the learner), criterion-
referenced behavioral outcomes, when written out completely, contain the following
elements (Mager 1962):
● The ultimate action expected of learners must be spelled out. Learners 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 a 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 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
the learner's development level, readiness, potential, and or weaknesses.
Example: Upon completion of the lesson, the grade 8 Economics and Management
Sciences learners (introductory phase) will be able to discuss and list (action), with 90%
accuracy (measurable), personal and community needs (content), after memorising their
1
, own research notes (conditions). The action verbs are discussed and listed. This example
meets the requirements because it is concrete, realistic and attainable and demarcates the
content.
Identify 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).
● The teacher should make a micro-analysis of the subject knowledge (technical terms
like proper names, generic names, and symbols),
● Subject-specific skills such as giving advice, making decisions, drawing graphs,
collecting data, and general skills (explaining, interpreting, and analysing)
2. Planning a lesson design
● The teacher has to particularise propositions from the lesson structure – macro-
structure and so arrive at a lesson design that harmonises the anticipated lesson
format with the subject matter.
3. Make a lesson proceed meaningfully
● Skilled teachers are able to establish a balance between their own activities and
those of their learners.
● The criteria for evaluating this skill include instructional effect and learning effect.
4. Viewing themes through the eyes of learners
As subject experts, teachers often make the mistake of expecting learners to have reached
the same level of insight as they have. Also, a teacher who proceeds straight to grade 12
class from a grade 8 class may forget the basic truth. Or teachers may expect a grade 12
class to have reached a level that they only have to achieve by the end of the year.
5. Capturing and holding learners’ interest
● Teachers should vary activities to capture learners.
● Teachers should start the lesson once the learners have unpacked their books.
● Teachers should prepare lesson plans thoroughly and motivate learners.
6. Asking questions
● Teachers should use a question and answer method to promote a dialogue between
them and learners.
2
