commercial studies 7101 sow year 9 for spn 21 express track - 2 years
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COMMERCIAL STUDIES 7101/1 SCHEME OF WORK YEAR 9 [EXPRESS] for SPN-21
ELEMENTS OF COMMERCE - PART 1
Topic 1: INTRODUCTION TO COMMERCE
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIESSUGGESTED THINKING
SKILLS
2 weeks 1.
INTRODUCTIONTO COMMERCE
1.1 Definition of
commerce.
1.2 Trade and the
aids to trade.
Students should be
able to:
define Commerce.
state and explain
briefly trade and aids
to trade.
Activity 1: Welcome to the world of Commerce.
Group the students into five or six. Provide them
with different situations in trade.
Group 1: Amah agent,
Group 2: Computer dealer.
Group 3: Bookshop owner.
Group 4: Car dealer.
Group 5: Tuition school.
Group 6: Hair and Beauty Salon.
Get the students to think of the aids to trade
which assist them in running the business. It must
be related to the business situations given to
them.
Application.
Analysing.
Constructing.
Extracting.
Information gathering.
Decision making.
Evaluating.
Group work.
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For example: A Car workshop business will need a
transport (container) to carry the spare parts form
the port to the workshop. It needs to have a
phone to stay contact with the supplier. A fax
machine is also needed to get pictures of the car
spare parts from the supplier. It needs insurance
to cover for example against loss due to fire for
the workshop, accident to the workers, protection
of the property against theft and burglary, loss
due to shipwreck and road accident. Etc.
The students will have to present their group work
to the class.
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Topic 2: THE BUSINESS UNIT
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIESSUGGESTED THINKING
SKILLS
6 weeks 2. THE
BUSINESS
UNIT.2.1 The main
forms and their
features.
2.2The concept
of
multinational
companies.
2.3The main
functions
and
responsibiliti
es.
Students should be
able to:
recognize the main
forms of business units
and their features.
explain the
advantages and
disadvantages of each
business unit.
explain the conceptof multinational
companies.
state the main
functions and
responsibilities of
multinational
Activity 1: Starting up a business.
Your friend has a starting capital of $5 000. He/she
is not sure what type of business he/she would liketo set up. You are required to give advice and
guidance that will influence him/her to set up a sole
proprietorship type of business. Present your
suggestions to the class.
Activity 2: From a sole trader to a partnership.
Mr. Ali has been running his business as a sole
trader for a long time. Recently he has decided to
take in a new partner. State the advantages Mr. Aliwill enjoy if he sets up a partnership. In your
opinion will he face any difficulties if he does so?
Activity 3: Private Vs. Public.
Why do we have a lot of Private Limited Companies
in Brunei?
Despite the many Private Limited Companies, why
Application.
Analysing.
Constructing.
Extracting.
Information gathering.
Decision making.
Evaluating.
Group work.
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2.4 Organisation
charts.
companies.
draw the
organizational chart.
do the Public Limited Companies still exist in
Brunei, for example TelBru, DST and Banks?
Report your findings to the class.
Topic 3: TRADE
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIESSUGGESTED THINKING
SKILLS
6 weeks 3. TRADE.3.1 Levels of trade:
Home and
international
trade.
Characteristic
s and
purposes.
3.2 Types of trade:
Retail trade
types; main
characteristic
s; trends in
retailing and
Students should beable to:
recognize home
trade and
international trade.
define with
examples home trade
and international
trade.
identify the types
of retail trade: small,
large and
cooperative.
Activity 1: A retailer in my neighbourhood. Get the students in group to choose a retailer in
their neighborhood. Set up an interview session
with the retailer to study how he/she manages
his/her business. The questions prepared must
be brief, precise and only touch on the
management of the business. Then write a
short report on how he/she manages the
business. The report should be presented in
class.
.
Activity 2: Scrap Book.
Divide the class into group of six to eight. Each
group need to produce a scrap book which
contains details, pictures, news and other
information related to various types of retail
Application. Analysing.
Constructing.
Extracting.
Information gathering.
Decision making.
Evaluating.
Group work.
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their effects.
Wholesale
trade types;
main
characteristic
s and
functions;
trade and
cash
discounts.
3.3Main documents
used in Home
Trade:
Types of
documents.
Key
information
and functions
of each.
3.4 International
Trade:
Its
importance to
a country.
explain the main
characteristics or
features of each type
of retail trade.
identify the
types of wholesale
trade.
explain the
main characteristics
or features of each
type of wholesale
trade.
state the functions
of wholesale trade.
differentiate trade
and cash discounts.
recognize the
types of documents
in home trade.
describe the key
information and
functions of each
document.
business. Resources can be obtained from
newspapers, magazines, advertisement ,
internet and other sources.
Activity 3: The right goods for the right
business.
Group the students. Get the students to identify
the types of goods which are suitable to be sold
through mail order business and franchising.
For each type of goods state the reasons why it
is chosen. This should be carried out in the form
of a business activity in class. The students,
then have to report the summary of their
business to the whole class.
Activity 4: Find it yourself.
Get the students in groups to think of the goods
which can be supplied by the wholesalers to the
following people:-
A contractor who is involved in the building
of a hotel.
A car workshop owner who is dealing with
selling car spare parts and repairing cars.
A beautician who is planning to open up a
beauty salon.
A retired teacher who is interested in
running a restaurant.
A doctor who is running a private clinic.
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The pattern of
a countrys
trade with the
rest of the
world.
list the importance
and problems
involved in
international trade.
explain the
pattern of a countrys
trade with the rest of
the world.
Then get the students to present their findings
to the class.
Activity 5: Wholesaler is at your service.
The wholesalers bought the goods from the
producers and then sell them to the consumers.
A few people complained that because the
wholesalers are middlemen, the price of the
goods is more expensive. However, their
existence is necessary because they are the
ones who provide services for the producers,
retailers and consumers. Divide the class into 3
groups each representing the producer, retailer
and consumers to discuss how the wholesalers
serve each of them.
Activity 6: Letter writing.
Get the students into pairs acting as a supplier
and the other as a customer. The teacher
provides the students with the list of goods and
the prices. Then, instruct the customer to write
a letter of enquiry which will be responded to
by the supplier by writing up a quotation. This
will be followed by an order from the customer
and replied to by the supplier with an advice
note.
Activity 7: Foreign trade.
Get the students to list down ten items of
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imported products they can find in their
home. Ask them to draw a table stating the
name of the imported products, their
brands, their prices and their country of
origin. Ask the students to present their
findings in class.
Topic 4: FINANCE AND BANKING
TIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIESSUGGESTED
THINKING SKILLS
6 weeks 4. FINANCE AND
BANKING
4.1 Means of
payment:
cash (coin
and notes),
Students should be able to:
explain the functions of
different means of payment.
explain the services
provided by the bank for
Activity 1: History of Banks.
Get the students into group. Ask them to do
a research on the history of the
developments of different banks in Brunei
through internet or other sources. Then, get
them to report their research in class.
Application.
Analysing.
Constructing.
Extracting.
Information
gathering.
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post office
facilities;
cheques;
credit
transfers;
credit cards.
4.2 Banking
facilities:
services of
banks in
home and
international
trade:
current and
deposit
accounts;
bank
overdraft
and loans.
4.3 Main
documents
used:
cheque,
paying-in
home and international trade.
identify the different main
documents used in banking.
Activity 2: Information gathering.
The students are required to collect some
bank slips and leaflets pamphlets/
brochures/ handbills/ fliers from different
banks. Get the students to present them in
class and explain the functions of each
document that they have collected.
Activity 3: Investigation.
In groups, ask the students to find out the
similarities and differences in the services
provided by the Islamic Banks and
Commercial Banks in Brunei. The findings
should be prepared in written form and then
presented in class.
Activity 4: Wall display presentation.
In groups, produce a wall display of bank
services and careers which banks have to
offer which are considered suitable for
school leavers.
Activity 5: Check my cheque.
Prepare a poster demonstrating the correct
way to fill in a cheque. Then, provide the
students with a copy of a cheque and ask them
Decision making.
Evaluating.
Group work.
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slip, bank
statement,
credit
transfer
forms,
standing
order, direct
debit, letters
of credit.
Key
information
and
functions of
each.
to fill them in, each with a different mistake. Get
the students to exchange the cheques between
them and try to detect the deliberate errors.
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COMMERCIAL STUDIES 7101/3 SCHEME OF WORK YEAR 4 [Express] for SPN-21
ARITHMETIC PART 2
Topic 10: INTERESTTIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
2 weeks 10.1 Interest:
Simple interest.
Compound
interest.
Students should be able
to:
calculate simple
interest.
work out compound
interest.
G.C.E O Level: Select appropriate questions
from past year papers.
Simple Interest: Exercise 63, Pg 80 [BasicBusiness Mathematics for G.C.E O Level;
author unknown.]
Compound interest: Exercise 64, Pg. 82
[Basic Business Mathematics for G.C.E O
Level; author unknown.]
Mental test 9: Pg. 84 [Basic Business
Mathematics for G.C.E O Level; author
unknown.]
Self test 9: Pg. 85 [Basic Business
Mathematics for G.C.E O Level; author
unknown.]
Application.
Analysing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
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Simple interest: Exercise VII, Page 61-62 [The
Arithmetic of Commerce; J.H. Harvey, B.Com.]
Simple interest: Revisionary exercise B, Page
63 [The Arithmetic of Commerce; J.H. Harvey,
B.Com.]
Topic 11: DEPRECIATION
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
2 weeks 11.1 Depreciation.
Straight line
method.
Diminishing
Balance
method.
Students should be able
to:
calculate depreciation
using the straight line
method and the
diminishing balance
method.
G.C.E O Level: Select appropriate questions
from past year papers.
Depreciation: Exercise 66, Pg. 84 [Basic
Business Mathematics for G.C.E O Level;
author unknown.]
Mental test 9: Pg. 84 [Basic BusinessMathematics for G.C.E O Level; author
unknown.]
Self test 9: Pg. 85 [Basic Business
Mathematics for G.C.E O Level; author
unknown.]
Application.
Analysing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
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Topic 12: MONEY, FOREIGN MONEY AND EXCHANGE RATE
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
2 weeks 12.1 Money, foreign
money and exchange
rate:
Simpleexchange
transactions.
Changing
pound sterling
into foreign
currencies and
vice versa.
Student should be able to:
demonstrate their skills
in simple exchange
transactions.
G.C.E O Level: Select appropriate questions
from past year papers.
Foreign Exchange: Exercise 51, Pg. 62 [Basic
Business Mathematics for G.C.E O Level;
author unknown.]
Mental test 7: Pg. 64 [Basic Business
Mathematics for G.C.E O Level; author
unknown.]
Application.
Analysing.
Constructing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
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Self test 7: Pg. 64 [Basic Business
Mathematics for G.C.E O Level; author
unknown.]
Topic 13: WAGES
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
2 weeks 13.1 Wages:
Gross wages.
Deduction in
wages.
Overtime
payments.
Students should be able to:
determine gross wages.
work out the deduction
G.C.E O Level: Select appropriate questions
from past year papers.
Gross wages: Exercise 68, Page 89 [Basic
Business Mathematics for G.C.E O Level;
author unknown.]
Application.
Analysing.
Extracting.
Information
gathering.
Decision making.
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in wages.
calculate overtime
payments.
Overtime: Exercise 69, Page 90 [Basic
Business Mathematics for G.C.E O Level;
author unknown.]
Deduction in wages: Exercise 73, Page 93
[Basic Business Mathematics for G.C.E O
Level; author unknown.]
Mental test 10: Pg. 94 [Basic Business
Mathematics for G.C.E O Level; author
unknown.]
Self test 10: Pg. 94 [Basic Business
Mathematics for G.C.E O Level; author
unknown.
Evaluating.
Topic 14: COMMISSION
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
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2 weeks 14.1 Types of
commission:
Straight-line
commission.
Commission
above a certain
quota.
Graduated
commission.
Students should be
able to:
work out the
straight-line
commission,
commission above a
certain quota and
graduated
commission.
G.C.E O Level: Select appropriate questions
from past year papers.
Commission: Exercise 71, Page 91 [Basic
Business Mathematics for G.C.E O Level; author
unknown.]
Mental test 10: Pg. 94 [Basic Business
Mathematics for G.C.E O Level; author unknown.]
Self test 10: Pg. 94 [Basic Business Mathematics
for G.C.E O Level; author unknown.
Application.
Analysing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
Topic 15: GRAPH
TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
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FRAME
(WEEK
S)
THINKING SKILLS
2 weeks 15.1Types of
graphs: Simple graph.
Straight-line
graph.
Z graph.
Students should be
able to:construct different
types of graph.
G.C.E O Level: Select appropriate questions from
past year papers.
Simple graph: Exercise 89, Page 132 [Basic
Business Mathematics for G.C.E O Level; author
unknown.]
Straight-line graph: Exercise 90, Page 134 [Basic
Business Mathematics for G.C.E O Level, author
unknown.]
Application.
Analysing.
Constructing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
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Topic 16: PARTNERSHIP
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
2 weeks 16.1 Partnership:
Distribution of
profits in
proportion to
capital
contributed.
Students should be
able to:
determine the
distribution of profits
in proportion to
capital contributed.
G.C.E O Level: Select appropriate questions from
past year papers.
Partnership: Exercise 52, Page 63 [Basic Business
Mathematics for G.C.E O Level; author unknown.]
Mental test 7: Pg. 64 [Basic Business Mathematics
for G.C.E O Level; author unknown.]
Self test 7: Pg. 64-65 [Basic Business Mathematics
for G.C.E O Level; author unknown.
Partnership: Exercise XII, Page 82 [The Arithmetic
of Commerce, J.H. Harvey, B.Com.]
Application.
Analysing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
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Topic 17: SIMPLE INDEX
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
2 weeks 17.1 Simple index:
Retail price
index.
Students should be
able to:
work out retail
price index.
G.C.E O Level: Select appropriate questions from
past year papers.
: Exercise , Page [Basic Business Mathematics for
G.C.E O Level; author unknown.]
Mental test : Pg. [Basic Business Mathematics for
G.C.E O Level; author unknown.]
Self test : Pg. [Basic Business Mathematics for
G.C.E O Level; author unknown.
Partnership: Exercise XII, Page 82 [The Arithmeticof Commerce, J.H. Harvey, B.Com.]
Application.
Analysing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
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Topic 18: STOCK AND SHARES
TIME
FRAME
(WEEK
S)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
THINKING SKILLS
2 weeks 18.1 Stock and
shares.
Dealing in
stocks and
shares.
Students should be
able to:
show skills in
dealing in stocks and
shares.
G.C.E O Level: Select appropriate questions from
past year papers.
Stock and shares: Exercise 81, Page 113 [Basic
Business Mathematics for G.C.E O Level; author
unknown.]
Stock and shares: Exercise 82, Page 114 [Basic
Business Mathematics for G.C.E O Level,; author
unknown.]
Mental test 13: Pg. 117 [Basic Business
Mathematics for G.C.E O Level; author unknown.]
Self test 13: Pg. 117 [Basic Business Mathematics
for G.C.E O Level; author unknown.
Application.
Analysing.
Extracting.
Information
gathering.
Decision making.
Evaluating.
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COMMERCIAL STUDIES 7101/3 SCHEME OF WORK YEAR 9 [EXPRESS] for SPN-21ELEMENTS OF COMMERCE AND WORDPROCESSING
WORD PROCESSING BASIC
Topic 1: FAMILIARITY WITH KEYBOARD
TIMEFRAME(weeks)
SUB-TOPICS OBEJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
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4 weeks KeyboardKey:
Alphabets
Numbers and otherSigns
Numbers and other signAcceptable Formats andTyping / Keyboarding :
Abbreviations
Corrections symbols
Spelling andgrammar
Figures
Times
Dates
Students Should be able to:
Use correct fingersfor the keys
Familiarize withalphabet, number etc
Type at a speed of25-30 words per minuteconfidently
Understandabbreviations/corrections in typing
Apply knowledgegained of someabbreviation/corrections
o Learning location of
Home Keyso Learning location of
Lower row keyso Learning location of
Upper row keyso Learning location of
Numberso Speed test passage
Analyzing
Constructing
Decision making
Application
Topic 2: INTRODUCTION TO WORD PROCESSINGTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 1. Introduction to word
processing :
Starting word.
Title bar.
Students should be able to:
Switch on and switch
off in proper manner the
computer and monitor.
Ask the students what
are the various items
found on word screen.
Demonstrate the use for
Analysing.
Constructing..
Decisionmaking.
Application.
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Menu bar.
Dialog boxes.
Standard toolbar.
Formatting toolbar.
Office assistant.
Ruler.
Text area.
Scroll bars.
View buttons.
Status bar.
Exit word.
Use and move the
mouse and with it open
up the programs on the
hard disk.
Identify the various
elements surrounding
the word screen (the
blank page):
title bar
menu bar
dialog boxes
Text area. Scroll bars.
View buttons
Status bar
some of the buttons and
icons found on the
screen:
o Starting word
o Title bar
o Starting toolbar
o Scroll bar
o Office assistant
o Ruler
o Text area.
o Scroll bars.
o View buttons.o Status bar.
o Exit word.
Topic 3: PRODUCING/CREATING A DOCUMENTTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 2. Creating a document.
Entering text.
Students should be able to:
type a given document by
Get the students to
create a document from
Analysing.
Constructing.
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Moving around.
Automatic spell
checker.
Saving a document.
Print preview.
Printing a document.
Adjust paper size.
Opening a file.
Shortcut to opening
a document.
recognizing the
make use of office
assistant.
use the keys enter, shift,
caps lock, and
backspace.
move around a
document using a
mouse.
use automatic spell
checker.
save a document in a
floppy disk.
view the printed
document using print
previous.
print the document.
open a file to a
document.
a given text by
performing the following
tasks:
o Entering text by typing a
given document.
o Moving around through
the document.
o Using automatic spell
checker to check any
spelling error.
o Saving the document.
o Viewing the document.
o Adjusting the paper size.
o Printing the document.
Get the students to
demonstrate their skills
in:
o Opening a file to a
document.
Decision making.
Application.
Topic 4: SIMPLE EDITINGTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
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3 weeks 3. Editing a document.
Alter text.
Split and joint
paragraphs.
Add text.
Select text:-
Selection with a
mouse.
Using the left
margin.
Selection with a
keyboard. Move text.
Copy text.
Delete text:-
Delete key.
Backspace key.
Undo.
Redo.
Students should be able to:
Change words in the
text.
Add text in the typed
text.
Select text to edit with
mouse.
Select text with
keyboard.
Move text and paste in a
new location.
Delete text.
Apply the undo and redo
commands.
Get the students to do
the task of editing a
document by:
o Altering text.
o Splitting and joining
paragraph.
o Adding text.
o Selecting text with
mouse.
o Selecting text with
keyboard.
o Moving text.
o Copying text.
o Pasting the text.
o Deleting text.
Analysing.
Constructing.
Decision making.
Application
Topic 5: FORMATTING TEXTTIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
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FRAME
(WEEKS)3 weeks 4. Formatting a text.
Change fonts.
Change text size.
Copy text
formatting.
Bold, italic and
underline.
Toggle on or off.
Highlight text.
Font color.
Students should be able to:
Change font of text.
Change the text with font
size.
Copy text formatting with
format pointer.
Bold, italic and underline
text.
Highlight text.
Ask the students to
format a text by
performing the followingtasks:
o Changing font of text.
o Changing the text with
font size.
o Copying text formatting .
o Bold, italic and underline
text.
o Toggle on and off
o Highlighting the text.
Analysing.
Constructing.
Decision making. Application.
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Topic 6: FORMATTING PARAGRAHPSTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 5. Formatting a paragraph.
Align text.
Click and type.
Style.
Numbered lists.
Indent.
Students should be able to :
align the margins- left
and right.
apply click and type.
use different styles on
text.
turn paragraphs into
numbered or bulleted
lists. use indent to move
further from the margin.
Ask the students to
format a paragraph by
performing the following:
o align text using margins.
o click and type to pick the
position for text and
alignment to use.
o
apply different styles ontext.
o use formatting toolbar to
turn paragraph into
numbered lists.
o use the formatting
toolbar to change
paragraph into bulleted
lists.o use increase indent
button to move text
further in from the
margin.
Analysing.
Extracting
Constructing.
Decision making.
Application.
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Topic 7: AUTO EDITING
TIMEFRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 6. Auto correct and auto
text.
Auto correct.
Set auto format
options.
Automatic bulleted
lists.
Bold and italic.
Automatic numbered
lists.
Students should be able to:
Use auto correct feature
to correct spelling
errors.
Use autocorrect feature
characters with words.
Use auto text for date
greetings and closing in
letter.
Save in auto text entry
for future use.
Ask the students to auto
editing a text by:
o Auto correcting any
spelling errors in typing.
o Replacing abbreviations
with words/phrases.
o Using Autotext for date,
greetings and closings in
letter.
o Saving document in auto
text entry for future use.
Analysing.
Constructing.
Decision making.
Application.
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Topic 8: FINDING AND REPLACING TEXTTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 7. Finding and replacing
text.
Find text.
Find options:-
Search to match
case.
Search for all words.
Use wildcards.
Search for words
that sound alike.
Students should be able to:
Use find feature to
locate words quickly.
Use wildcards to search
for words beginning with
some letters. Replace a word with
another word.
Use grammar check.
The students are
required to do the task of
finding and replacing
text.
o
Use the Find optionscommand to locate a
specified text.
o Use the Find options
command to search for
whole words.
o Use Wildcards to search
for words beginning with
some letters.o Select browse buttons to
find text.
o Apply the Replace button
to replace text with
another.
Information gathering
Extracting.
Constructing.
Analysing
Decision making.
Application
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Topic 9: BORDERS AND MARGINSTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 8. Creating borders and
margins.
Text borders.
Insert decorative
horizontal.
Page borders.
Margins.
Change margins.
Students should be able to:
Use border
style.
Put boarder
around page.
Change top or
bottom margins.
The students are required
to create borders and
margins for a document by
performing the following:
o Create Text border.
o Insert Page border.
o Use Margins command to
change the top or
bottom margins.
Analysing.
Constructing.
Formatting.
Decision making.
Application.
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Topic 10: INDENTTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 8. The usage of indents.
The ruler.
Custom left indent.
Right indent.
Hanging indent.
First line indent.
Keyboard shortcuts.
Spacing before and
after paragraphs.
Line spacing.
Students should be able to:
Use indent.
Apply line
spacing.
Students are required to
shift a text away from
the margins by applying
the:
o Custom left indent.
o Right indent.
o Hanging indent.
o First line indent.
Students are required to
create spacing before
and after paragraphs by
using the spacing
command.
Get the students to apply
the line spacing
Analysing.
Constructing.
Formatting.
Decision making.
Application.
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command to create more
space between lines.
Topic 11: TAB STOPSTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 10. Usage of tab stops.
Tab key.
Types of tabs.
New tab stops with the
ruler.
Bar tab.
Leader characters.
Students should be able to:
Apply the tab
keys.
Identify the
types of tabs.
Use new tab
stops with the ruler.
Insert a bar
tab in a document.
Insert leader
characters in a
document.
Get the students to align a
text in a column by
applying the tab keys.
Ask the students to use the
ruler to set tab stops.
The students are to insert a
bar tab to add a vertical l ine
in a document.
The students are to insert
leader characters in a
document.
Analysing. Constructing.
Formatting.
Decision making.
Application.
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Topic 12: TABLESTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 11. Creating tables.
Insert tables.
Adjust column width.
Insert rows.
Table autoformat.
Merge cells.
Convert table to text.
Tables with
autoformat.
Students should be able to:
o Use insert table button to
create tables.
o adjust column width
o add row after creating a
table
o merge cells.
o Convert table to text.
Ask the students to apply
insert table button
command to:
o create table.
o type text in the table.
o adjust the table column
width.
o insert rows between table.
o use table autoformat.
o merge cells.
o convert table to text.
o convert table to text table
with autoformat.
Analysing.
Consructing.
Formatting
Decision making.
Application.
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Topic 13: HEADERS AND FOOTERS
TIMEFRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
3 weeks 12. Creating headers and
footers.
Insert bookmarks.
Go to a bookmark.
View bookmarks.
Insert page breaks.
Headers.
Footers.
Add page numbers.
Page numbers
command.
Students should be able to:
o Have a header for text
using header, footer menu.
o Have a footer for text using
header footer menu.
o Insert page numbers as
header or footer.
Get the students to insert the
following in a document:
o Header
o Footer
o Page numbers
Analysing.
Constructing.
Decision making.
Application.
Topic 14: TYPE WRITTEN PASSAGE
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TIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 week Type written passage Students should be able :
o Word process the type
written passage correctly
o Edit the passage
o Print the passage
o Distribute sample of
typewritten passage
o Interpret the correction to
be made
o Word process the passage
o Proof read ,edit and print
typed passage
Analysing.
Constructing.
Decision making.
Application.
Topic 15: PRODUCTION OF RULED TABLETIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 weeks Production of ruled table Students should be able :
o Interpret the correction
symbols/proof reading
marks
o Word process the passage
with tables
o Edit the ruled table
o Print the table
o Distribute sample table
o Interpret the correction
symbols.
o Make the necessary
corrections
o Word process the table.
o Proof read , edit and print
the table.
Analysing.
Constructing.
Decision making.
Application.
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Topic 16:PRODUCTION OF HANDWRITTEN PASSAGETIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 weeks Production of handwritten
passage
Students should be able :
o Read the handwritten
passage
o Understand the corrections
symbol
o Interpret the proof reading
marks
o Word process the
handwritten passage
correctly
o Print the passage.
o Distribute sample of the
handwritten pasge
o Interpret the correction
symbols.
o Word process the passage
o Proof read , edit and print
the table.
o
Analysing.
Constructing.
Decision making.
Application.
TOPIC 17: PRODUCTION OF TYPEWRITTEN LETTERTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 weeks Production of Typewritten
Letter
Students should be able to:
o Understand the format of
an official letter
o Word process the letter
o Print the letter.
o Distribute sample of the
letter
o Do page set up.
o Identify format of the letter
o Word process the passage
o Proof read , edit and print
the table
Analysing.
Constructing.
Decision making.
Application.
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Topic 18: APPLICATION FOR EMPLOYMENT LETTERTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 weeks Application for
Employment Letter
Students should be able to :
o Compose an application
letter for employment
o Word process the letter
with proper format
o Print the above letter
correctly.
o Distribute sample of proper
format of letter of
application
o Identify Dos and donts of a
letter
o Address
o Date
o Reference
o Ending the letter
o Word process a simple
letter
Analysing.
Constructing.
Decision making.
Application.
Topic 19: PRODUCTION OF UNRULED TABLETIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 weeks Production of unruled table Students should be able to :
o Word process tables
o Edit the unruled table
o Print the table.
o Read the unruled tables
o Interpret the correction
symbols
o Make the necessary
corrections
o Word process ,edit and print
the tables.
Analysing.
Constructing.
Decision making.
Application.
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Topic 20: COMPOSE AND WORD PROCESS A BUSINESS LETTER
TIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 weeks Compose and word
process a business
letter
Students should be able :
o Compose a business letter
o Word process the letter
correctly
o Print the letter,.
o Distribute sample of the
question.
o Understand the task
o Compose the letter
o Word process ,edit and print
t.he letter
Analysing.
Constructing.
Decision making.
Application.
Topic 21: PRODUCTION OF DISPLAYED/UNRULED TABULATIONTIME
FRAME
(WEEKS)
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
3 weeks Production of ruled table Students should be able to:
o Interpret the correction
symbols/proof reading
marks
o Read the passage
o Interpret the correction
symbols
o Make the necessary
Analysing.
Constructing.
Decision making.
Application.
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o Word process the passage
with tables
o Edit the ruled table
o Print the table.
corrections
o Word process the table
o Proof ,edit and print the
table
Note: The order of syllabus contents may change from year to year in accordance with the syllabus
provided by CIE but there is no change to the content of topics.
Recommended Textbooks:
Betsy Li and Tan Sai Kim, Modern Certificate Guides: Elements of Commerce, 1999.
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Bill Jones, Revise Commerce, A Complete Course for GCSE.
D Butler, GCSE Business Studies, 2001.
Dave Hall, GCSE Applied Business.
Gerry Gorman, GCSE Business Studies, 1989.
Richard Barrett and Mario Gow, Commerce Skills, 1998.
Other sources;
Past 7100 Commerce O Level Papers, From Examination Department.
Past 7101/2 Commercial Studies O Level Papers, From Examination.
TEXTBOOK RESOURCES FOR WORDPROCESSING
Alistair King : Effective Business Letter - Writing, Fajar Bakti Sdn Bhd.
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Chua Choo See : Step-By-Step Guide to Word 2002, Times.
Iskandar Abd Rashid & Zaitun Ismail : XP Series: Microsoft Word 2002 Step-By-Step,
Vewton Publishing.
Maureen Fairhurst: Hands-on Wordprocessing Complete Course, Mc Graw-Hill Book
Company Sydney.
Pitman: Teach Yourself Typing.
Sharon Spencer: Learn to Keyboard, Heinemann.
ONLINE RESOURCES FOR WORDPROCESSING
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http://typing lessons.org/preliminaries.html.
http://texthumbstypingtutor.com .
http://www.office.xerox.com/small_business/resources/writing-effective-letter/enus.html .
41
http://texthumbstypingtutor.com/http://www.office.xerox.com/small_business/resources/writing-effective-letter/enus.htmlhttp://www.office.xerox.com/small_business/resources/writing-effective-letter/enus.htmlhttp://texthumbstypingtutor.com/http://www.office.xerox.com/small_business/resources/writing-effective-letter/enus.html
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