caps – orientation workshop business studies. welcome ! teachers
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Topic Time Frame
Facilitator
1 Welcome & Introduction MML
2 Introduction – Business Studies
3 Main topics and overview
4 Content links EMS to FET
5 New content
6 Micro environment: NCA & CPA
7 Quality of performance
8 Business Sectors
9 CSR & Entrepreneurial qualities
10 Forms of Ownership
11 Creative Thinking & Contracts
12 Presentation of Business information
•Be punctual• Note questions: park them • Sign attendance register• Facilities• Cell phones • Respect for participants
SMILE BE POSITIVE LISTEN ATTENTIVEL
Y
SHARE KNOWLEDGE
BE FRIENDLY RELAX TRUST BE HELPFUL
PARTICIPATE IN
ACTIVITIES
SPEAK LOUDLY & CLEARLY
PATIENCE GIVE POSITIVE CRITICISM
BEFRIEND SOMEBODY
PUNCTUAL BE CREATIVE BE PROACTIVE
60 Seconds
I
I forget
Teach
Involve
I
me remember
and
learn andTe
ll
me me
Tell me and I forget. Teach me and I remember. Involve me and I Learn. [ Benjamin Franklin ]
Our orientation will cover …
Overview of CAPS
New subject content
Methodology & Planning
Assessment, Examinations and Moderation
PURPOSE: NCS
LEARNERS
KSV Participate in society
Access Higher Education
Facilitatetransition
Educ. Institution tothe workplace
Profile Competence to employers
15 15
Comparison between current and amended NCS
Current NCS Amended NCS
Subject statements : LPG & SAG
Curriculum and Assessment Policy
statements[CAPS]
PRINCIPLES: NCS
Social transformation; Progression; High knowledge and high skills; Human rights, inclusivity, environmental and social justice Credibility, quality and efficiency. Valuing indigenous knowledge systems; and Active and critical learning;
18 18
Comparison between current and amended NCS
Current NCS Amended NCS
Out
-OBE-Integration-Portability
In
Active and crtical learning
19 19
Comparison between current and amended NCS
Current NCS Amended NCS
NCS: Grades10 - 12
NCS:GradesR - 12
20 20
Comparison between current and amended NCS
Current NCS Amended NCS
LO’s &AS’s
Topics: concepts, knowledge and skills
21 21
Comparison between current and amended NCS
Current NCS Amended NCS
GET Learning Areas and FET subjects
Subjects across the curriculum
NCS
2012
CAPS
National Protocol for Assessment Grades R – 12 (January 2012),
National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12.
National policy for the administration and management of the NSC
Implementation Dates• 2011 Preparation of the system for
CAPS
• 2012 Grade R – 3 & Grade 10 • 2013 Grade 4 – 6 & Grade 11 • 2014 Grade 7 – 9 & Grade 12
QUESTIONS ANSWERS
1. What is the National Curriculum Statement Grades R – 12.
Reviewed curriculum policy statement for teaching and learning in SA schools Grade R-12
2. What constitutes the National Curriculum Statement R - 12?
CAPS & National policy for each approved school subject as listed in the policy doc. And the National policy pertaining to the programme and promotion requirements of the NCS Grade R-12
3. Why was it necessary to amend the curriculum in 2010?
Overload / Confusion / Learner underperformance
4. Which documents/policies have been repealed?
NSC – A qualification at level 4 on the NQF
An addendum to the policy doc the NSC regarding learners with special needs.
Subject statements, LPGs and SAGs for Grade R-9 and Grade 10-12.
5. Which document(s) replace the repealed policies?
CAPS per subject
The National policy pertaining to the programme and promotion requirements of the NCS Grade R-12
6. What are the principles of the National Curriculum Statement Grades R – 12? How do they differ with those of the National Curriculum Statement Grades 10 – 12?
7 Principles - CAPS p 6
Excl OBE, Integration
New: Active and critical learning
7. What are the aims of the National Curriculum Statement Grades 10 – 12?
Aim to produce learners that are able to: Same as before
Amended: work effectively as individuals and with others as members of a team
8. What are the amendments to the National Curriculum Statement Grades 10 – 12?
Subject statement, LPG,SAG replaced with CAPS
No Learning Outcomes and ASs – Topics: concepts, knowledge and skills
NSCA Qual on level 4 and Addendum learners with special needs – replaced with single
Nine principles – replaced with seven
GET learning areas and FET subjects – Subjects grade R-12
9. When will the CAPS be implemented? 2012 Grade R-3 & Grade 10
2013 Grade 4-6 & Grade 11
2014 Grade 7 – 9 & 1210. How will the implementation of the
CAPS be phased in?
2012 Grade R-3 & Grade 10
2013 Grade 4-6 & Grade 11
2014 Grade 7 – 9 & 1211. What is the instructional time for subjects in
Grade 10-12?Home language 4,5
FAL 4,5
Mathematics/Maths lit 4,5
LO 2
Three electives 3 x 4 hrs (Bus Stud/Econ)
27,5 hours in 5 days
Walk through CAPS document Section 1
• Adapted NCS Principles• Aims – adapted critical outcomes• Time Allocation FET
Section 2Definition, main topics, weightings of topics, purpose, time allocation
Section 3• Grade 10: Overview of topics per term• Summary of Annual Teaching Plan• Teaching PLan
Section 4 •Assessment
What is Business Studies?
The subject encompasses:•Business principles•Theory and practice that underpin the development of entrepreneurial initiatives•Sustainable enterprises•Economic growth
•[S E E P]
Instructional Time
Subject Time Allocation per week (hours)
1. Home Language 4.5
2. First Additional Language 4.5
3. Mathematics/Mathematical Literacy 4.5
4. Life Orientation 2
5. Business Studies (+ 2 Electives) 4 x 3 = 12
Time Allocation
Term Teaching Time in Weeks
Teaching Time in hours
Term 1 10 weeks 40 hours
Term 2 8 weeks 32 hours
Term 3 10 weeks 40 hours
Term 4 6 weeks 24 hours
Total 34 weeks 136 hours
ACTIVITY 2 (20 minutes)
• INSTRUCTIONS:– Participants to work in groups– Use: appendix 3 & 4– Study the EMS and Business Studies content
maps and comment on progression of content from one grade to another
– How would you as a FET teacher assist or work with your colleague in GET to make sure that learners are being taught this content as a foundation for the subject in FET?
– Report back to plenary.
36
ACTIVITY 1 [20 min]
INSTRUCTIONS: • Participants to work in groups• USE: CAPS [Pages 13 – 22] Appendix 2 – Overview of topics per term • Complete the columns in appendix 2 by referring to the content in
the CAPS document.• Indicate the page number and time allocated in the CAPS
document.
• Resources: CAPS/ Overview of topics, Khoki pen en flipchart.
Overview of Grade 10 Topics TERM 1 2 3 4
TOPICS •Micro environment
•Market environment
•Macro environment
•Interrelationship between environments
•Business sectors
•Business functions included in business environment
•Contemporary soci-economic issues
•Social responsibility
•Entrepreneurial qualities
•Forms of Ownership
•Creative thinking and problem solving
•Business opportunity
•Business location
•Contracts
•Presentation of Business information
•Business Plan
• Self-management
•Relationship and team performance
Weighting of Topics Weighting of Curriculum Topic Weeks
Business Environment
(weighting 25%)
1. Micro, market and macro environments 8
2. Business sectors 1
3. Contemporary socio-economic issues 3
Business Ventures
(weighting 25%)
4. Entrepreneurship 1
5. Business opportunity and related factors 1
6. Business Plan 3
7. Forms of Ownership 2
8. Contracts 1
9. Business location 1
10. Presentation of business information 1
Weighting of TopicsWeighting of Curriculum Topic Weeks
Business Roles
(weighting 25%)11. Creative thinking and problem solving 2
12. Self-management, professionalism & Ethics 2
13. Relationship and Team Performance 2
Business Operations
(weighting 25%)14. Business Functions -
15. Quality of Performance ( in business
environment)-
16. All topics divided into terms 6
Activity (60 minute)INSTRUCTIONS: 1. Study the : * Annual Teaching Plan (CAPS p. 13 – 46) * NCS LPG Grade 10 :
2. Identify the following:– New Grade 10 content in the CAPS (per term)– New Grade 11 content in the CAPS (per term)– New Grade 12 content in the CAPS (per term)– Content moved from other grades to grade 10; and– List the topics identified above (per term)– Methodology to explain new content
3. Choose someone in the group to report back after the group discussions.
Content OverviewTOPIC GRADE 10 GRADE 11 GRADE 12
Micro, market and macro environments
Components, features and interrelationship between the three environments
Influences, control factors, challenges and adaptation of business environments.
Devise, evaluate and recommend strategies
Recent legislation
Business sectors Classification of business sectorsFormal and Informal sectorsPublic and Private sectors
Links between various sectors Business sector and its environment
Contemporary socio – economic issues
Identify contemporary socio-economic issues that impact on business
Impact and challenges of contemporary soci-economic issues: intellectual propoerty rights
Social responsibility and Social Corporate Responsibility (CSR)
Entrepreneurship Entrepreneurial Qualities The concept and how much business embraces entrepreneurial qualities
None
Business opportunity and related factors
Research instrument Business opportunitiesNew ideas
None None
Content Overview Topic GRADE 10 GRADE 11 GRADE 12
Business Plan Development of a Business Plan (including a financial analysis)
Transformation of a business plan into an action plan
Management and Leadership
None None Management and Leadership styles and approaches
Forms of Ownership
Definitions, characteristics, advantages and disadvantages, differences
Establishing a company vs other form of ownership.Formation of companies: MOIName and Prospectus
Contribution of form of ownership to the success or failure of business
Setting up a business
None Starting a business venture based on an action plan
None
Contracts Contracts and their legal implications
Avenues of acquiring business (e.g franchising)
Investment insurance
Business location
Factors that impact on business location decisions
None None
Content Overview TOPIC GRADE 10 GRADE 11 GRADE 12
Investment securities
None None Business investment opportunities, e.g. shares
Investment Insurance
None None Investment opportunities: assurance and insurance.
Presentation of Information
Verbal and non verbal presentation of a variety of business information
Verbal and non verbal; respond professionally to questions and feedback.
Verbal and non verbal; amend information as necessary.
Creative thinking and problem solving
Creative thinking vs successful business practice problem solving.
Creative thinking to address business problems and to improve business practice
Creative thinking to respond to challenges in dynamic and complex business contexts.
Self management, professionalism and ethics
Concept of self management in a business context.
Theories and principles of professionalism and ethics. The principles and skills of professional, responsibilities, ethical and effective business practice.
Professional, responsible, ethical and effective business practice. Recommendations for improvement.
Content Overview TOPIC GRADE 10 GRADE 11 GRADE 12
H Rights, Inclusivity and environ. issues
None None Business addresses issues of human rights, inclusivity and environmental issues.
Social responsibility
Contribution towards immediate community Social responsibility and CSR
The citizenship roles and responsibilities
Contribute time and effort to advance the well-being of others
Stress, crisis, change, conflict management
None Concepts relating to stress, crisis and change management.
Conflict management skills to resolve differences in business situations.
Relationship and team performance
Accomplish business objectives. Criteria for successful and collaborative team performance.
Team stages and team dynamics, and theories.
Achievements of specific objectives. Recap: criteria, stages, team dynamics and theories.
Content Overview TOPIC GRADE 10 GRADE 11 GRADE 12
Business Functions
Eight Business FunctionsRelatedness of business functions
The National Credit Act 34 of 2005 and the National Consumer Protection Act 68 of 2008, and their impact on the purchasing function
Levels and tasks of general management
Marketing function,Production function, Introduction to Human Resources function
Legislation regarding Human Resources , employee benefits; skills development
Quality of Performance
Quality in relation to the various business functions
None How quality of performance can influence a business
NCA & CPA
• Notes will be given• More emphasis on the Consumer Protection
Act• What will your approach be?• When teaching be mindful of the cognitive
levels wrt assessment.
50
Quality of performance
• Notes will be given• Important to note – quality in relation to the
business functions• What will your approach be?• When teaching be mindful of the cognitive
levels wrt assessment.
51
Description: Formal & Informal sector
Formal sector Informal sector
• refers to all businesses• that employ workers • which offer regular wages • and regular working hours, • with them employment rights,• and on which income is taxed
• refers to all businesses • that employ workers• whose wages are very low• and working hours irregular• with no employment rights• and on which no tax is paid for the income
Examples: Formal & Informal sector
Formal Sector Informal Sector
• Pick ‘n Pay• Mr. Price• Standard bank• Interflora• Toyota service centre
• Spaza Shop• Flea market• Loan Shark• Flower sellers• Backyard mechanic
Characteristics: Formal & Informal sectors
Formal Sector Informal Sector
• Business is registered • Pay taxes • Keep record of business activities• Regular working hours• Regular wages paid• Employees rights protected
• Business not registered• Do not pay taxes• Do not keep accurate record of business activities• Long working hours• Low wages paid• Employees rights not protected
Description: Formal & Informal sector
Private sector Public sector
• consist of privately owned business • that produce goods and services• with the aim of making a profit
• consist of organisations or institutions• that are owned by the government• or were set up by government• with taxpayers money
Examples: Private Sector & Public Sector
Private Sector Public Sector
• M-NET• Intec College • Postnet• South African Airways• MTN• Gatesville Med Centre
• SABC• Mandela High School • SA Post Office• Kalula.com • Telkom • Groote Schuur Hospital
Characteristics: Private & Public Sector
Private Sector Public Sector
• owned by private individuals • financed from own sources, loans or shares issued• objective to make a profit• end beneficiary is the general paying public
• owned by government
• financed from taxes or loans• not profit driven• end beneficiary is the general public
CSR & Entrepreneurial qualities
• Notes will be given; • What will your approach be?• When teaching be mindful of the cognitive
levels (identify entrepreneurial questions) wrt assessment.
Forms of Ownership
1 Sole Trader
2 Partnership
3 Close Corporation
4 Private Company
5 Personal Liability Company
6 Public Company
7 State Owned Company
8 Non- Profit Company
Forms of Ownership – Activity [60 min]
• Divide the forms of ownership amongst the group
• Decide on a scribe and spokesperson in your group
• The group will summarise: - Legal prescriptions
- Registration requirements - Legal person - Tax reliability - Liability - Management - Payment to owners• Summaries to be pasted on the walls
• Group leader explains the concepts to the group [Gallery walk]
KWARTAAL 1
•Creative Thinking and Problem solving Techniques added: [SCAMPER ]•Contracts – Legal implications, Parties, Rights and responsibilities•Presentation of information
Creative Thinking and Problem solving techniques: [SCAMPER]
• Problem solving • To unlock creativity• Provide solutions to problems or challenges • Use ideas that already exist • Find solutions
S Substitute Replace aspects of the problem
C Combine Ideas/sections/elements combined
A Adapt Making adjustments to ideas that exist already
M Modify Change something
P Put toOther uses
Make use of solutions
E Eliminate Eliminate some aspects
R Re-arrange Rearrange things
Activity: SCAMPER• Identify elements of SCAMPER that can be
applied to a Blackberry cellphone to transform it from the first model cellphone that was available.
Contracts:Legal implication, parties, rights and responsibilities
• Discuss the legal implications of the NCA and CPA on the following contracts in different business contexts:• Employment– Insurance– Renting agreements– Installment agrreements– Hire – purchase agreements
NOTES
Presentation of Information• Definition of audio visual aids• Design and layout of presentation using
different visual aids
NOTES
• Integrate with Media Research CASS Assignment (2nd Term)
Relationship and team performance
• Assessment of a team against criteria for successful and collaborative team performance.
Session 12Session 12
Working in a team to accomplish business objectives
Groep 1
Clear objectives and agreed goals
Openness
Mutual respect
Support and mutual trust
Groep 3Interpersonal relations and behaviour
Good communication
Planning
Committed to achieving goals
Groep 2Sound inter – team relations
Solving problems and goal setting in teams
Shared Values
Individual development
Groep 4Review of teamwork
Conflict management
Leadership
Decision making
Methodology
• Teaching approach• Use of different strategies• Managing diversity in the classroom
86
Summary of Planning• Planning is important and necessary
• For accountability to parents, officials and other role players
• A proper annual teaching plan gives teachers a plan in terms of content, resources, assessment, starting and completion time.
• Need for proper lesson planning
Planning
Topic Content Date started
Completion date
Resources used
Assessment
•Lesson preparation in the teachers working file.•. HINT: Convert annual teaching plan electronically; hard copy •Learner note books as evidence of teaching and learning process.
SUBJECT: _________________________ GRADE: ______ TERM: ___
Learners Teachers
– Textbook– Notebook• Other resources
– Variety of text books and other resources for example:
• Companies Act, 71 of 2008, • Employment Equity Act No. 55 of 1998, • National Credit Act No. 34 of 2005, • Consumer Protection Act No. 68 of 2008, • Basic Conditions of Employment Act No.
75 of 1997,
Teacher
• Labour Relations Act No. 66 of 1995, • Black Economic Empowerment Act No.53 of
2003, • Skills Development Act No.97 of 1998, • Compensation for Occupational Injuries and
Diseases Act No. 130 of 1993, • Hire Purchase Act, • Long-term Insurance Act 52 of 1998, • Short-term Insurance Act 53 of 1998, etc.• Memorandum of Incorporation (MOI) - new
founding document of a company• Specimen of contract forms • Bank brochures • Business and financial magazines • Corporate Social Responsibility (CSR) Policy –
any company• The King Code of Governance for South
Africa 2009
Textbook LTSM Effective tool for teaching and learning Presents all the topics in the content overview Knowledge and concepts are well scaffolded to
provide understanding and insight Variety of activities/exercises that are clear and
address different cognitive levels.
NB: Each learner should have a textbook per subject to take home to study from and do homework.
Teacher FileEvery teacher must have a file as planning instruments or evidence
The Annual Teaching Plan
A record of start and end dates of lessons
Assessment Plan
Formal Assessment tasks and memoranda/assessment tool
List of Text books and other LTSM used
Recording Sheets of learners individual marks for all formal assessment tasks
Any interventions used for the class or individual learners, especially learners with barriers to learning
What is assessment ?
- Identifying
- Gathering - Interpreting
information
knowledge
and
skills
Demonstrated to learners
95
Formal and Informal Assessment
95
Recording Optional Strengthen teaching and learning
INFORMALDaily Assessment
RecordingUsed for promotion/certification
FORMAL Programme of Assessment
Assessment
9696
Informal and Formal Assessment Cont.Informal and Formal Assessment Cont.Informal Informal FormalFormal
Daily assessmentDaily assessment Programme of AssessmentProgramme of Assessment
Monitor learner’s progressMonitor learner’s progress Systematic way of evaluating Systematic way of evaluating learner progresslearner progress
Improve teachingImprove teaching Used for promotion / Used for promotion / certificationcertification
Scaffold learningScaffold learning Recorded Recorded
Stepping stones to tasks in Stepping stones to tasks in Programme of AssessmentProgramme of Assessment
Not required to recordNot required to record
97
Programme of Assessment
97
9797
25%75%Tasks during the yearEnd of year
300 marks reduced to 75%
End of year Mid-year 200 marks
ExaminationsTwo
First and Third Terms
= 100
TestsTwo
Terms 1, 2 & 3 = 3 x 50
Not tests and exams
Assignment, Project and Presentation
POA
Grade 10
Programme Of Assessment The Programme of Assessment in Grade 10
Term 1 Term 2 Term 3 Term 4
Assessment Assignment (Case study – all 3 cogn levels incl 30%/50%/20%)
Test Presentation (Med Research topics term 1,2 )
Mid-year
Project(Bus Plan or Research Project, covering cogn levels 1-3, 30%/50%/20%)
Test Year markFinal exam
Total
Total marks 50 100 50 200 50 100 550 300
Converted to a mark out of:
550÷5.5 =100
300 400
Note: In Grade 10 the Seven Assessment tasks make up the Programme of Assessment. Refer to Protocol on Assessment.
1. A Project (can be any topic covered in the 3rd term, but the BUSINES PLAN must still be done in class)
2. Tests & Exams Control Tests – terms 1 and 3 / Mid year exam / Year end Exam
3. Written or practical assignments
(One Task – 1st term / One presentation
4. Presentation Term 2 – any topic covered in term 1 or 2 – must provide evidence
Must cover all topics.
Hand in to SMT at the end of previous year – school use to compile school assessment plan.
100100
Forms of TasksForms of TasksOther forms of tasks excluding tests andOther forms of tasks excluding tests andexamsexams
– Number of tasks: 3 per year as per Protocol on Number of tasks: 3 per year as per Protocol on assessment assessment
– Controlled conditionsControlled conditions
– Facilitated during class time by teacher (!)Facilitated during class time by teacher (!)
– Certain aspects could be done at home e.g. Certain aspects could be done at home e.g. sourcing information, planning, etc.sourcing information, planning, etc.
101101
Forms of TasksForms of Tasks
TESTS:TESTS:• Two tests:Two tests:
– First and Third termsFirst and Third terms
• 100 marks each100 marks each• Scheduled Scheduled • Controlled conditionsControlled conditions• Not to be made up of a series of small testsNot to be made up of a series of small tests
102102
Forms of TasksForms of TasksGrades 10 - ExaminationsGrades 10 - Examinations• Two exams:Two exams:
– Midyear and End-of-YearMidyear and End-of-Year– All internal / school-basedAll internal / school-based
•Duration to protect contact time–Two weeks per exam for internal examinations (according to Annual Teaching Plan)–End-of-Year exams not to start before November
103
Examination
103
Content stipulated specifically for the grade 100%
Cognitive levels Basic thinking skills (e.g. factual recall, low-level application and low-level comprehension)
30%
Moderately high thinking skills (e.g. more advanced application, interpretation and low-level analysis)
50%
Higher-order thinking skills (e.g. advanced analytical skills, synthesis and evaluation)
20%
Mid-year examinationsBelow is an outline of the structure of the mid-year examinations in each of the grades:
Paper Time Marks TopicsGrade 10 1 2 hours 200 As per Grade annual
teaching plan
Examination End-of-year examinations
Grade 10 should write a 3-hour examination of 300 marks as a final examination.
Paper Time Marks Business Environment
Business Venture
Business Role
Business Operation
Grade 10 1 3 hours 300 25% 25% 25% 25%
107
• Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable.
• Moderation should be implemented at school, district, provincial and national levels.
• Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments.
Moderation of assessment
108
• All Grade 10 tasks are internally moderated, • The subject head for Business Studies or Head of
Department for the Business, Commerce and Management subjects at the school will generally manage this process.
• Moderation at the school will be carried out at least once per school term.
Moderation of assessment
109
• HoD (or subject head) if HoD did not specialise in subject
• All PoA tasks: HoD moderates before task is given to learners
• HoD moderates 10% of learner responses to PoA tasks and marking instruments.
Moderation
Instruction - Moderation
Activity• Participants form groups of 3 – 10• Discuss the challenges that you encounter
when doing SBA moderation. How can you overcome those challenges?
• Report back and discussion.( 10 min)
110
111
Moderation of POA task: What to look for?• Internal: Internal Moderation checklist to be completed for
each task and learner scripts/tasks• External: Make use of cluster moderation checklist• Aspects to be moderated: e.g.• Duration, length ( in case of a test and examination)• Weighting of content• Weighting of cognitive levels• Language used.• Use of pictures, diagrams, graphs to facilitate language• Level of difficulty• Other?
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