elements of business kills teaching and learning …
TRANSCRIPT
© 2020 Curriculum Planning and Development Division.This publication is not for sale. Permission is granted to reproduce this publication in its entirety for personal or non-commercial educational use only. All other rights reserved.
ELEMENTS OF BUSINESS SKILLS
TEACHING AND LEARNING SYLLABUSUpper Secondary
Normal (Technical) Course
Implementation starting with 2020 Secondary Three Cohort
1
CONTENTS
Page1 INTRODUCTION
• Introduction to Normal (Technical) Elements of Business Skills 4• Desired Outcomes of Education 4
2 CONTENT
• Design of Normal (Technical) Elements of Business Skills 9• Syllabus Aims 9• Syllabus Outcomes 10• Syllabus Framework 11• Syllabus Features 11• Syllabus Amplification 13• Syllabus and Business Investigation Tasks for Secondary 3 and 4 27• Content Alignment to MOE Initiatives and Financial Literacy 31
3 PEDAGOGY
• Singapore Curriculum Philosophy 39• Pedagogical Approaches 40• Experiential Learning 40
4 ASSESSMENT
• The MOE Assessment Philosophy 47• Formative and Summative Assessment 47• The Normal Technical Level Elements of Business Skills National Examination 49• Advice on Coursework 57
2
SECTION 1:INTRODUCTION
• Introduction to Normal (Technical) Elements of Business Skills
• Desired Outcomes of Education
4
1. INTRODUCTION
INTRODUCTION TO NORMAL (TECHNICAL) ELEMENTS OF BUSINESS SKILLS
The Elements of Business Skills (EBS) syllabus is designed as an introduction to business concepts by understanding business activities, focusing on basic marketing and customer relations, in Singapore’s context. Students will have opportunities to acquire foundational business knowledge and develop transferable employability skills in the service industry, namely the Travel and Tourism, Hospitality and Retail industries. Thus, the study of EBS will provide students with a basic understanding of business concepts and an awareness of the industry for further studies in institutes of higher learning and careers.
The service industry continues to play a significant role in Singapore’s economic growth and offers employment opportunities. With globalisation, changing demographics and technological advancement, businesses are innovating and reinventing themselves to stay ahead of the competition. The study of EBS in the selected industries would provide students with opportunities to learn and develop 21st Century Competencies (Figure 1.1) needed to thrive in an increasingly volatile, uncertain, complex and ambiguous world.
DESIRED OUTCOMES OF EDUCATION
It is hoped that every student will embody the Desired Outcomes of Education (DOE) attributes by becoming:
• a confident person who has a strong sense of right and wrong, is adaptable and resilient, knowshimself, is discerning in judgment, thinks independently and critically, and communicateseffectively;
• a self-directed learner who takes responsibility for his own learning, who questions, reflectsand perseveres in the pursuit of learning;
• an active contributor who is able to work effectively in teams, exercises initiative, takescalculated risks, is innovative and strives for excellence; and
• a concerned citizen rooted in Singapore, with a strong civic consciousness, is informed, andtakes an active part in bettering the lives of others around him.
5
Figure 1.1 21st Century Competencies Framework
Civic Literacy, Global Awareness and Cross-cultural Skills
In the EBS syllabus, students will learn foundational business knowledge through the study of businesses in the Travel and Tourism, Hospitality and Retail industries in Singapore. As students develop an awareness of the business landscape development in Singapore, its opportunities and challenges, they will also be more reflective of the knowledge and skills they need. The importance to add value at the work place through higher productivity and improving standards will propel them to be an active and effective contributor to society.
With Singapore being a multicultural country and popular tourist destination, students will develop a deeper understanding of the differing needs and wants of people as they observe customers shopping, dining and visiting various attractions. The recognition and appreciation of diversity will enhance their development of cross-cultural skills, facilitating their interaction and work with people from diverse backgrounds, and making them more aware of global influences on Singapore at the same time.
Critical and Inventive Thinking
As the world evolves and changes, it is essential for students to develop critical and inventive thinking capabilities to meet new challenges and opportunities. Through EBS, students have an opportunity to demonstrate an enterprising mindset by embarking on a business investigation process recommending improvements to a business. Students learn to evaluate information for its
6
credibility and relevance in the business investigation process and apply decision-making skills as they consider the options to derive the best recommendation for an authentic business.
Communication, Collaboration and Information Skills
The EBS syllabus provides many opportunities for students to develop their communication, collaboration and information skills. Apart from equipping students with the skills to manage information from online and offline sources, students learn to be responsible users of information by applying media literacy competencies. EBS also reinforces the importance of verbal, non-verbal and written communication skills learnt through exploring communication with customers in authentic settings. Through experiential learning in a constructivist learning environment, students will have the opportunity to exchange ideas and co-construct knowledge and understanding with their peers to maximise their learning. An increased awareness of how businesses use information and communication technologies (ICT) to improve their marketing mix and customer service will help students to understand businesses better.
IT Masterplan 4
In Masterplan 4 (mp4) ICT is used to develop knowledge through subject mastery, skills through 21st Century Competencies and attitudes through being responsible digital citizens. The business investigation process in EBS will instill in students the necessary dispositions afforded by mp4.
7
THE PAGE IS LEFT INTENTIONALLY BLANK.
SECTION 2:CONTENT
• Design of Normal (Technical) Elements of Business Skills
• Syllabus Aims
• Syllabus Outcomes
• Syllabus Framework
• Syllabus Features
• Syllabus Amplification
• Syllabus and Business Investigation Tasks for Secondary 3 and 4
• Content Alignment to MOE Initiatives and Financial Literacy
9
2. CONTENT
DESIGN OF NORMAL (TECHNICAL) ELEMENTS OF BUSINESS SKILLS
The conceptualising of the EBS syllabus is guided by the following principles:
yy To update knowledge, skills and values so that the syllabus remains relevant and reflective of business in the Travel and Tourism, Hospitality and Retail industries.
yy To build foundational business knowledge, skills and values undergirded by conceptual understanding that will support students’ further studies and work.
yy To scope syllabus content and instructional activities such that they are age-appropriate and accessible for the profile of Normal (Technical) stream students.
yy To ensure alignment with Desired Outcomes of Education, the 21st Century Competencies and IT Masterplan 4.
The 2020 EBS syllabus at the upper secondary level is an elective subject offered at Secondary 3 for the Normal (Technical) [N(T)] course. Adhering to the N(T) Step Curriculum Framework, the subject addresses students’ motivation and joy of learning by providing a variety of enriched learning experiences and equipping them with foundational business knowledge, transferable employability skills, and values that are, relevant for progression to higher institutes of learning and future employment.
SYLLABUS AIMS
The syllabus aims to provide students with the opportunity to develop foundational business knowledge, employability skills and values that are transferable over different areas of work, for the future. The Travel and Tourism, Hospitality and Retail industries in the service industry provide the context where application of these knowledge, skills and values can be demonstrated.
10
SYLLABUS OUTCOMES
Knowledge and Understanding
This syllabus intends for students to develop knowledge and understanding of:
• basic business activities in the Travel and Tourism, Hospitality and Retail industries;
• basic marketing that focuses on understanding the needs and wants of customers and themarketing mix and
• basic customer relations, focusing on communicating with customers and providing qualitycustomer service.
Skills
This syllabus intends for students to develop the ability to:
• apply concepts in marketing and customer relations, including the use of relevant terminology,to different contexts in the Travel and Tourism, Hospitality and Retail industries.
• gather, select, interpret, analyse and evaluate information in the investigation of a business;
• think critically and innovatively to generate solutions and make decisions to improvemarketing and customer relations;
• self-manage and direct personal learning to work independently and collaboratively;
• communicate effectively; and
• harness the use of use of Information and Communication Technologies (ICT) whereappropriate.
Values and Attitudes
This syllabus intends for students to develop the values and attitudes of:
• integrity and responsibility in making decisions;
• respect and social awareness in managing relationships with others;
• an enterprising mindset;
• resilience in overcoming challenges; and
• passion to pursue lifelong learning.
11
SYLLABUS FRAMEWORK
In the EBS syllabus framework shown in Figure 2.1, the concepts of basic marketing and customer relations are at the core of the EBS syllabus. The middle ring represents the outcomes of syllabus, namely foundational business knowledge, decision-making skills and an enterprising mindset. The outer ring defines the scope of the syllabus to be within the three service industries of Travel and Tourism, Hospitality and Retail.
Figure 2.1 Elements of Business Skills Syllabus Framework
THE SYLLABUS FEATURES
Foundational Business Knowledge
The foundational business knowledge includes the knowledge and understanding of the three units of the syllabus: Understanding Business Activities, Basic Marketing and Customer Relations.
12
Unit 1: Understanding business activities
This unit helps students to understand the purpose of a business and the various types of businesses in the Travel and Tourism, Hospitality and Retail industries. Impact of competition and trends on the businesses, and careers in these industries, are also examined to develop an understanding of the challenges and opportunities presented.
Unit 2: Understanding basic marketing
This unit helps students to understand the basics of marketing and how businesses meet the needs and wants of customers. This includes the use of market survey to gather information about target customers, and the marketing process to reach out to them.
Unit 3: Understanding customer relations
This unit helps students to understand the need to provide quality service to customers and the importance of effective communication in building customer relations. Students will learn how to provide good customer service in different interactions with customers.
Unit 4: Business Investigation
This unit helps students to understand the process and skills needed to carry out an investigation for a business to improve its marketing mix, so as to enhance its customers' experience. Students will select, interpret, analyse and evaluate information, and apply business knowledge to propose innovative and reasoned recommendations.
Enterprising Mindset
The landscape of business is constantly evolving due to economic, demographic and technological changes. Having an enterprising mindset prepares students for an evolving employment landscape, where employees are expected to seek continuous improvement to meet new challenges and demands. The ability to propose better ways of marketing and how to improve customer relations help to add value to a business. The disposition and mindset to contribute and improve oneself help to develop students as active contributors to society.
Decision-making Skills
Businesses and their employees have to make decisions on marketing and customer relations to grow the business. The syllabus provides opportunities for students to learn the process of gathering the information necessary to make a reasoned recommendation so as to enhance the customer experience for a real-world business. Sound decision-making skills are transferable and beneficial to students’ future area of study and work.
13
SYLL
ABU
S A
MPL
IFIC
ATIO
N
Uni
t 1
Und
erst
andi
ng B
usin
ess
Acti
viti
es
This
uni
t in
trod
uces
stu
dent
s to
the
con
cept
of
a bu
sine
ss a
s an
org
anis
ation
tha
t m
eets
the
nee
ds a
nd w
ants
of
cust
omer
s. R
esou
rces
are
us
ed in
bus
ines
s ac
tiviti
es t
o pr
ovid
e th
e de
sire
d go
ods
and
serv
ices
. Bu
sine
sses
mus
t in
nova
te t
o ke
ep u
p w
ith
chan
ges
in t
he b
usin
ess
envi
ronm
ent
and
to s
tay
ahea
d of
thei
r co
mpe
tition
.
Stud
ents
will
lear
n ab
out
the
diff
eren
t ty
pes
of b
usin
esse
s an
d th
eir
activ
ities
in t
he s
ervi
ce in
dust
ry: T
rave
l and
Tou
rism
, Hos
pita
lity,
and
Re
tail.
The
y w
ill c
onsi
der t
he im
pact
of t
rend
s in
the
serv
ice
indu
stry
and
dis
cuss
way
s bu
sine
sses
can
inno
vate
to m
eet t
he o
ppor
tuni
ties
and
over
com
e th
e th
reat
s pr
esen
ted.
Stu
dent
s w
ill a
lso
be a
war
e of
the
care
er o
ppor
tuni
ties
in th
e th
ree
indu
stri
es a
nd d
evel
op a
n en
terp
risi
ng
min
dset
to p
repa
re th
emse
lves
for
futu
re s
tudy
and
em
ploy
men
t in
the
serv
ice
indu
stry
.
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
1.1
Intr
oduc
tion
to B
usin
ess
yyPu
rpos
e of
bus
ines
s ac
tivit
y yy
wha
t ne
eds
and
wan
ts a
re
yybu
sine
sses
sati
sfy
the
need
s an
d w
ants
of c
usto
mer
s
yyst
ate
the
purp
ose
of b
usin
ess
yyst
ate
the
bene
fits
of b
usin
esse
s to
the
com
mun
ity
yyid
entif
y th
e ch
arac
teri
stics
of g
oods
and
ser
vice
s
yyst
ate
wha
t cu
stom
ers’
nee
ds a
nd w
ants
are
yyCl
assi
ficati
on o
f bus
ines
ses
acco
rdin
g to
out
put
yyth
e di
ffer
ence
s be
twee
n bu
sine
sses
th
at p
rodu
ce g
oods
and
bus
ines
ses
that
pro
vide
ser
vice
s
yyid
entif
y an
d de
scri
be th
e ch
arac
teri
stics
of g
oods
pr
oduc
ing
busi
ness
es a
nd s
ervi
ce p
rovi
ding
bus
ines
ses
yycl
assi
fy b
usin
esse
s in
term
s of
goo
ds p
rodu
cing
, ser
vice
pr
ovid
ing,
and
com
bina
tions
of b
oth
yyRe
sour
ces
for
busi
ness
acti
vitie
syy
reso
urce
s ar
e ne
eded
for
busi
ness
to
car
ry o
ut it
s ac
tiviti
esyy
iden
tify
the
reso
urce
s in
volv
ed in
bus
ines
s ac
tiviti
es:
capi
tal,
land
, lab
our,
ente
rpri
se
14
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
yyCo
mpe
tition
and
tren
dsyy
busi
ness
es c
ompe
te w
ith
one
anot
her
for
cust
omer
s
yyth
e ne
ed fo
r bu
sine
sses
to r
espo
nd
to th
e ch
angi
ng b
usin
ess
land
scap
e
yyst
ate
the
mea
ning
of d
irec
t an
d in
dire
ct c
ompe
tition
yyde
scri
be th
e im
pact
of c
ompe
tition
on
busi
ness
es in
the
serv
ice
indu
stry
yyde
scri
be th
e im
pact
of t
rend
s on
bus
ines
ses
in th
e se
rvic
e in
dust
ry, e
.g.:
-ch
angi
ng c
usto
mer
exp
ecta
tions
-te
chno
logi
cal d
evel
opm
ents
1.2
Busi
ness
es in
the
Sing
apor
e se
rvic
e in
dust
ry
1.2.
1 Tr
avel
and
Tou
rism
yyTr
avel
age
ncie
s
yyTo
uris
t att
racti
ons
yyw
hat
Trav
el a
nd T
ouri
sm d
oes
yyid
entif
y an
d de
scri
be th
e ty
pes
of b
usin
esse
s in
the
Trav
el a
nd T
ouri
sm in
dust
ry: t
rave
l age
ncie
s, a
ttra
ction
s:
hist
oric
al a
nd c
ultu
ral,
natu
re a
nd w
ildlif
e, c
omm
erci
al,
even
ts
1.2.
2 H
ospi
talit
y
yyA
ccom
mod
ation
yyFo
od a
nd b
ever
age
outle
ts
yyw
hat
Hos
pita
lity
does
yy
iden
tify
and
desc
ribe
the
type
s of
acc
omm
odati
on: h
otel
, se
rvic
ed a
part
men
t, r
esor
t, h
oste
l
yyid
entif
y an
d de
scri
be th
e ty
pes
of fo
od a
nd b
ever
age
outle
ts: fi
ne d
inin
g, th
eme,
eth
nic,
fam
ily, b
uffet
, coff
ee
hous
e, fa
st fo
od, f
ood
cour
t, h
awke
r ce
ntre
, cat
erin
g se
rvic
e
15
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
1.2.
3 Re
tail
yySt
ore
reta
ilers
yyN
on-s
tore
ret
aile
rs
yyw
hat
Reta
il do
es
yyid
entif
y an
d de
scri
be th
e ty
pes
of s
tore
ret
aile
rs a
nd n
on-
stor
e re
taile
rs
-st
ore
reta
ilers
: spe
cial
ity,
con
veni
ence
, dep
artm
ent,
supe
rmar
ket,
hyp
erm
arke
t
-no
n-st
ore
reta
ilers
: e-r
etai
l, ve
ndin
g m
achi
ne,
push
cart
, pop
-up
stor
e
1.3
Care
ers
and
care
er p
aths
in th
e Tr
avel
and
Tou
rism
, Hos
pita
lity,
an
d Re
tail
indu
stri
esyy
care
ers
and
care
er p
aths
in th
e se
rvic
e in
dust
ryyy
iden
tify
and
desc
ribe
som
e of
the
jobs
ava
ilabl
e in
the
Trav
el a
nd T
ouri
sm, H
ospi
talit
y, a
nd R
etai
l ind
ustr
ies
yyou
tline
pos
sibl
e ca
reer
pat
hs in
the
Trav
el a
nd T
ouri
sm,
Hos
pita
lity,
and
Ret
ail i
ndus
trie
s
16
Uni
t 2
Basi
c M
arke
ting
This
uni
t fo
cuse
s on
the
fou
ndat
iona
l asp
ects
of
mar
keti
ng f
or b
usin
esse
s to
mee
t th
e ne
eds
and
wan
ts o
f cu
stom
ers,
and
to
be b
ette
r th
an t
heir
com
peti
tors
thr
ough
the
ir c
hoic
e of
mar
keti
ng m
ix.
Cust
omer
s ha
ve d
iffe
rent
nee
ds a
nd w
ants
, an
d id
enti
fyin
g th
e ta
rget
m
arke
t(s)
will
hel
p bu
sine
sses
to
be f
ocus
ed in
the
ir m
arke
ting
eff
orts
. Mar
ket
surv
ey p
rovi
des
the
info
rmat
ion
for
busi
ness
es t
o re
ach
thei
r ta
rget
mar
ket
effe
ctiv
ely.
Stud
ents
will
con
side
r th
e di
ffer
ent
way
s bu
sine
sses
can
gro
up c
usto
mer
s an
d th
e su
rvey
met
hods
tha
t w
ill h
elp
them
gai
n a
bett
er
unde
rsta
ndin
g of
the
ir c
usto
mer
s. T
hey
will
dis
cuss
how
bus
ines
ses
can
inno
vate
by
impr
ovin
g th
eir
mar
keti
ng m
ix t
o be
tter
att
ract
th
eir
targ
et c
usto
mer
s. S
tude
nts
will
als
o de
velo
p de
cisi
on-m
akin
g sk
ills
as t
hey
cons
ider
opt
ions
and
mak
e th
e m
ost
suit
able
mar
keti
ng
reco
mm
enda
tion
for
vari
ous
busi
ness
sit
uati
ons.
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
2.1
In
trod
uctio
n to
Mar
ketin
gyy
wha
t m
arke
ting
is th
e im
port
ance
of
und
erst
andi
ng a
nd m
eetin
g cu
stom
ers’
nee
ds a
nd w
ants
yyfo
ur a
spec
ts o
f the
mar
ketin
g m
ix
yyw
hat
the
mar
ketin
g pr
oces
s is
yyst
ate
the
purp
ose
of m
arke
ting
yyst
ate
the
impo
rtan
ce o
f kno
win
g cu
stom
ers’
nee
ds a
nd
wan
ts
yyst
ate
and
desc
ribe
bri
efly
the
mar
ketin
g m
ix: p
rodu
ct,
pric
e, p
lace
and
pro
moti
on
yyou
tline
the
mar
ketin
g pr
oces
s
17
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
2.2
Know
You
r Cu
stom
ers
2.2.
1 G
roup
ing
of c
usto
mer
s yy
diff
eren
t cu
stom
ers
have
diff
eren
t ne
eds
and
wan
ts
yycu
stom
ers
can
be g
roup
ed
acco
rdin
g to
sim
ilar
need
s an
d w
ants
yyid
entif
y an
d de
scri
be h
ow c
usto
mer
s ca
n be
gro
uped
ac
cord
ing
to:
- ag
e
- ge
nder
- in
com
e
- oc
cupa
tion
- ge
ogra
phic
loca
tion
- lif
esty
le
- so
cial
gro
up
- be
nefit
sou
ght
yyex
amin
e th
e po
ssib
le n
eeds
and
wan
ts o
f a g
iven
cu
stom
er g
roup
yyde
scri
be w
hat
targ
et m
arke
t is
18
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
2.2.
2 U
nder
stan
ding
cus
tom
er n
eeds
an
d w
ants
yyM
arke
t su
rvey
yym
arke
t su
rvey
as
a m
etho
d to
ob
tain
info
rmati
on to
und
erst
and
cust
omer
nee
ds a
nd w
ants
yylis
t th
e ty
pes
of m
arke
t su
rvey
s: p
erso
nal s
urve
y, o
nlin
e su
rvey
, tel
epho
ne s
urve
y an
d po
stal
sur
vey
yyco
nduc
t a
mar
ket
surv
ey u
sing
a s
impl
e qu
estio
nnai
re
yyco
llate
and
pre
sent
dat
a co
llect
ed u
sing
tab
les
yyan
alys
e da
ta p
rese
nted
in t
able
s, b
ar c
hart
s an
d pi
e ch
arts
to
mak
e re
com
men
datio
ns
2.3
Th
e M
arke
ting
Mix
2.3.
1 Pr
oduc
t
yyA
spec
ts o
f pro
duct
yyw
hat
prod
uct
is
yypr
oduc
t ca
n in
clud
e go
ods
and
serv
ices
yypr
oduc
ts o
ffer
ed b
y bu
sine
sses
in
the
Trav
el a
nd T
ouri
sm, H
ospi
talit
y,
and
Reta
il in
dust
ries
yyde
scri
be th
e di
ffer
ent
aspe
cts
of a
pro
duct
and
how
they
ap
peal
to d
iffer
ent
cust
omer
s
yyid
entif
y th
e re
quir
emen
ts o
f tar
get
cust
omer
s
yyre
com
men
d su
itab
le p
rodu
cts,
wit
h re
ason
(s),
to m
eet
the
requ
irem
ents
of t
arge
t cu
stom
ers
yyBr
andi
ngyy
the
impo
rtan
ce a
nd u
se o
f bra
nds
yyst
ate
wha
t a
bran
d is
yyex
plai
n th
e im
port
ance
and
use
of b
rand
ing
for
prod
ucts
yyPa
ckag
ing
yyth
e im
port
ance
and
func
tion
of
pack
agin
g fo
r pr
oduc
tsyy
expl
ain
the
impo
rtan
ce a
nd fu
nctio
ns o
f pac
kagi
ng fo
r pr
oduc
ts
yySu
ppor
t se
rvic
esyy
the
impo
rtan
ce o
f pro
vidi
ng
supp
ort
serv
ices
yyex
plai
n th
e im
port
ance
of p
rovi
ding
sup
port
ser
vice
s
yylis
t ex
ampl
es o
f sup
port
ser
vice
s
19
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
2.3.
2 Pr
icin
g
yyFa
ctor
s to
con
side
r w
hen
setti
ng
pric
eyy
wha
t pr
icin
g is
yyth
e fa
ctor
s th
at in
fluen
ce p
rici
ng
deci
sion
s
yyde
scri
be th
e fa
ctor
s to
con
side
r w
hen
pric
ing
a pr
oduc
t
yyPr
icin
g te
chni
ques
yyho
w p
rici
ng te
chni
ques
can
be
used
yyid
entif
y an
d de
scri
be th
e ty
pes
of p
rici
ng te
chni
ques
and
th
eir
exam
ples
:
- pr
oduc
t-lin
e pr
icin
g
- op
tiona
l-pro
duct
pri
cing
- pr
oduc
t-bu
ndle
pri
cing
- od
d-ev
en p
rici
ng
- di
scou
nt p
rici
ng
yyre
com
men
d, w
ith
reas
on(s
), su
itab
le p
rici
ng te
chni
que(
s)
for
a gi
ven
busi
ness
sce
nari
o
2.3.
3 Pl
ace
yyFa
ctor
s to
con
side
r w
hen
deci
ding
on
phy
sica
l loc
ation
yyO
nlin
e pr
esen
ce
yyw
hat
plac
e is
yyth
e us
e of
onl
ine
pres
ence
to r
each
ta
rget
cus
tom
er
yyid
entif
y th
e ty
pe o
f loc
ation
yyex
plai
n th
e fa
ctor
s to
con
side
r in
det
erm
inin
g ch
oice
of
loca
tion
yyid
entif
y th
e be
nefit
s of
phy
sica
l pre
senc
e an
d on
line
pres
ence
20
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
2.3.
4 Pr
omoti
on
yyPr
omoti
on te
chni
ques
yyw
hat
prom
otion
is
yyth
e pu
rpos
e of
pro
moti
on
yyth
e us
e of
Info
rmati
on a
nd
Com
mun
icati
on T
echn
olog
ies
(ICT)
in
onl
ine
prom
otion
and
mob
ile
platf
orm
s
yyst
ate
the
purp
ose
of p
rom
otion
yyid
entif
y th
e di
ffer
ent
type
s of
pro
moti
on te
chni
ques
:
- pe
rson
al s
ellin
g
- di
rect
mar
ketin
g
- ad
verti
sing
- pu
blic
rel
ation
s
- sa
les
prom
otion
yyre
com
men
d, w
ith
reas
on(s
), su
itab
le p
rom
otion
te
chni
que(
s) fo
r a
give
n bu
sine
ss s
cena
rio
yyA
dver
tisin
g
- A
dver
tisin
g m
edia
yyth
e di
ffer
ent
form
s of
adv
ertis
ing
med
iayy
give
exa
mpl
es o
f var
ious
adv
ertis
ing
med
ia:
- ne
wsp
aper
s
- m
agaz
ines
- di
rect
mai
l
- ou
tdoo
r
- br
oadc
ast
- el
ectr
onic
yyre
com
men
d, w
ith
reas
on(s
), su
itab
le a
dver
tisin
g m
ediu
m
for
a gi
ven
busi
ness
sce
nari
o
21
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
yySa
les
prom
otion
- Sa
les
prom
otion
tech
niqu
es
yyth
e di
ffer
ent
form
s of
sal
es
prom
otion
tech
niqu
esyy
give
exa
mpl
es o
f sal
es p
rom
otion
tech
niqu
es:
- co
upon
s
- pr
ice
deal
s
- co
ntes
ts
- gi
fts
- sa
mpl
es
- lo
yalt
y re
war
d pr
ogra
mm
es
- pu
rcha
se-w
ith-
purc
hase
- po
int-
of-s
ale
disp
lay
yyre
com
men
d, w
ith
reas
on(s
), su
itab
le s
ales
pro
moti
on
tech
niqu
es fo
r a
give
n bu
sine
ss s
cena
rio
yyPu
blic
rel
ation
syy
the
diff
eren
t w
ays
to c
reat
e go
odw
ill fo
r bu
sine
ssyy
give
exa
mpl
es o
f pub
lic r
elati
ons
activ
ities
:
- pr
ess
rele
ases
- sp
ecia
l eve
nts
- co
rpor
ate
iden
tity
mat
eria
ls
- sp
onso
rshi
p
2.3.
5 A
pply
ing
the
mar
ketin
g m
ix
yyth
e m
arke
ting
mix
inte
ract
s to
hel
p bu
sine
sses
rea
ch t
arge
t cu
stom
ers
yyex
plai
n th
e m
arke
ting
mix
of b
usin
esse
s in
the
serv
ice
indu
stry
yyre
com
men
d, w
ith
reas
on(s
), im
prov
emen
ts to
the
mar
ketin
g m
ix b
usin
esse
s in
the
serv
ice
indu
stry
22
Uni
t 3 C
usto
mer
Rel
ation
s
This
uni
t fo
cuse
s on
the
impo
rtan
ce o
f eff
ectiv
e co
mm
unic
ation
and
qua
lity
cust
omer
ser
vice
in b
uild
ing
posi
tive
rela
tions
wit
h cu
stom
ers.
Cu
stom
er re
latio
ns a
nd m
arke
ting
cont
ribu
te to
the
over
all c
usto
mer
exp
erie
nce
and
cust
omer
’s a
ttra
ction
to a
bus
ines
s. E
mpl
oyee
s rep
rese
nt
a bu
sine
ss a
nd th
ey c
an a
dd v
alue
to th
e cu
stom
er e
xper
ienc
e w
ith
the
righ
t kn
owle
dge,
ski
lls a
nd a
ttitu
des.
Stud
ents
will
lear
n ab
out
com
mun
icati
on s
kills
, an
d m
etho
ds o
f co
mm
unic
ation
, an
d ap
ply
them
to
vari
ous
busi
ness
sce
nari
os.
They
will
be
com
e se
nsiti
ve to
opp
ortu
nitie
s at
diff
eren
t tim
es d
urin
g cu
stom
er in
tera
ction
s to
pro
vide
qua
lity
cust
omer
ser
vice
.
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
3.1
Com
mun
icati
ng w
ith
the
cust
omer
3.1.
1 U
ses
of c
omm
unic
ation
yyth
e im
port
ance
of e
ffec
tive
com
mun
icati
on w
ith
cust
omer
syy
iden
tify
and
desc
ribe
the
uses
of c
omm
unic
ation
yyid
entif
y in
tern
al a
nd e
xter
nal c
omm
unic
ation
yyex
plai
n th
e im
port
ance
of e
ffec
tive
com
mun
icati
on w
ith
cust
omer
s
3.1.
2 C
omm
unic
ation
ski
lls
yyVe
rbal
com
mun
icati
on s
kills
- Sp
eaki
ng
- Li
sten
ing
yyN
on-v
erba
l com
mun
icati
on s
kills
- Bo
dy la
ngua
ge
yyW
ritt
en c
omm
unic
ation
ski
llss
yyth
e sk
ills
need
ed fo
r eff
ectiv
e co
mm
unic
ation
yy
iden
tify
and
expl
ain
the
com
mun
icati
on s
kills
cus
tom
er
serv
ice
pers
onne
l sho
uld
poss
ess
to c
omm
unic
ate
effec
tivel
y
23
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
3.1.
3 Co
mm
unic
ation
met
hods
yyFa
ce-t
o-fa
ce
yyW
ritt
en
yyTe
leph
one
yybu
sine
sses
use
diff
eren
t m
etho
ds
to c
omm
unic
ate
wit
h cu
stom
ers
yyde
scri
be d
iffer
ent
com
mun
icati
on m
etho
ds
yyre
com
men
d, w
ith
reas
on(s
), su
itab
le c
omm
unic
ation
m
etho
d(s)
for
a gi
ven
busi
ness
sce
nari
o
yyin
terp
ret
and
com
mun
icat
e in
form
ation
from
tour
ist
map
s, b
roch
ures
, men
us, g
uide
s an
d ot
her
prom
otion
al
data
to c
usto
mer
s
yyde
scri
be h
ow to
han
dle
tele
phon
e ca
lls
yyre
cord
mes
sage
s fr
om c
usto
mer
s ac
cura
tely
3.1.
4 P
erso
nal g
room
ing
yyPe
rson
al h
ygie
ne
yyA
ppro
pria
te d
ress
ing
yyth
e im
port
ance
of p
erso
nal
groo
min
g an
d hy
gien
e fo
r cu
stom
er s
ervi
ce p
erso
nnel
yyex
plai
n th
e im
port
ance
of p
erso
nal g
room
ing
in r
elati
ng
wel
l to
cust
omer
s
yygi
ve e
xam
ples
of g
ood
pers
onal
hyg
iene
pra
ctice
s at
the
wor
kpla
ce
yyid
entif
y an
d ex
plai
n ap
prop
riat
e dr
essi
ng fo
r cu
stom
er
serv
ice
pers
onne
l
24
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
3.2
Cu
stom
er s
ervi
ce
3.2.
1 Q
ualit
y cu
stom
er s
ervi
ceyy
the
impo
rtan
ce o
f qua
lity
cust
omer
se
rvic
e in
the
serv
ice
indu
stry
yyst
ate
wha
t cu
stom
er s
ervi
ce is
yyde
scri
be w
hat
qual
ity
cust
omer
ser
vice
is
yyex
plai
n th
e im
port
ance
of q
ualit
y cu
stom
er s
ervi
ce
yyid
entif
y th
e sk
ills
and
qual
ities
that
are
nee
ded
by
empl
oyee
s to
del
iver
qua
lity
cust
omer
ser
vice
yyex
plai
n th
e im
port
ance
of g
ood
prod
uct
know
ledg
e
yyid
entif
y as
pect
s of
pro
duct
kno
wle
dge
that
are
req
uire
d by
cus
tom
er s
ervi
ce s
taff
wor
king
in th
e se
rvic
e in
dust
ry3.
2.2
Prov
idin
g cu
stom
er s
ervi
ce
yyA
ppro
achi
ng c
usto
mer
syy
way
s to
pro
vide
qua
lity
cust
omer
se
rvic
e at
var
ious
poi
nts
of
cust
omer
inte
racti
on
yyde
scri
be w
ays
of a
ppro
achi
ng c
usto
mer
s
yyPr
esen
ting
prod
uct
info
rmati
on to
cu
stom
ers
yyde
scri
be w
ays
to p
rese
nt p
rodu
ct in
form
ation
to
cust
omer
s:
- fin
ding
out
cus
tom
ers’
nee
ds a
nd w
ants
- pr
esen
ting
the
prod
uct
- ha
ndlin
g cu
stom
ers’
que
stion
s an
d ob
jecti
ons
yyCl
osin
g th
e cu
stom
er e
xper
ienc
e yy
desc
ribe
way
s to
clo
se th
e cu
stom
er e
xper
ienc
e po
sitiv
ely
yyPr
ovid
ing
after
-sal
es s
ervi
ceyy
the
impo
rtan
ce o
f aft
er-s
ales
se
rvic
eyy
expl
ain
the
impo
rtan
ce o
f aft
er-s
ales
ser
vice
yyid
entif
y ty
pes
of a
fter
-sal
es s
ervi
ce
yyde
scri
be w
ays
of h
andl
ing
after
-sal
es s
ervi
ce
yyPe
rfor
min
g se
rvic
e re
cove
ry
- Se
rvic
e br
eakd
own
- Se
rvic
e re
cove
ry
yyth
e im
port
ance
of s
ervi
ce r
ecov
ery
to m
aint
ain
good
cus
tom
er
rela
tions
yyex
plai
n w
hat
serv
ice
brea
kdow
n is
yyex
plai
n th
e im
port
ance
of s
ervi
ce r
ecov
ery
yyde
scri
be th
e pr
oced
ure
for
hand
ling
serv
ice
brea
kdow
n an
d fo
r pe
rfor
min
g se
rvic
e re
cove
ry
25
Uni
t 4 B
usin
ess
Inve
stiga
tion
Busi
ness
Inve
stiga
tion
(BI)
sim
ulat
es th
e de
cisi
on-m
akin
g pr
oces
s un
dert
aken
by
real
-wor
ld b
usin
esse
s. It
invo
lves
the
dem
onst
ratio
n of
ski
lls
need
ed t
o ga
ther
, sel
ect,
inte
rpre
t, a
naly
se a
nd e
valu
ate
info
rmati
on f
or d
ecis
ion-
mak
ing
and
also
the
app
licati
on o
f bu
sine
ss k
now
ledg
e to
pro
pose
inn
ovat
e an
d re
ason
ed r
ecom
men
datio
n. T
hrou
gh B
I, th
e sy
llabu
s ou
tcom
es t
o ap
ply
foun
datio
nal
busi
ness
kno
wle
dge
and
dem
onst
ratin
g en
terp
risi
ng m
inds
et a
nd d
ecis
ion-
mak
ing,
can
be
achi
eved
.
Focu
sing
on
the
mar
ketin
g m
ix o
f an
auth
entic
rea
l-wor
ld b
usin
ess,
stu
dent
s w
ill g
o th
roug
h th
e pr
oces
s of
BI b
y id
entif
ying
the
info
rmati
on
need
ed,
plan
ning
way
s to
gat
her
the
info
rmati
on,
carr
ying
out
the
pla
n an
d an
alys
ing
the
info
rmati
on t
o re
port
the
ir fi
ndin
gs.
Base
d on
th
ese
findi
ngs,
the
stud
ents
are
to s
ugge
st o
ption
s to
impr
ove
the
mar
ketin
g m
ix o
f the
bus
ines
s so
as
to e
nhan
ce it
s cu
stom
ers’
exp
erie
nce.
St
uden
ts w
ill a
naly
se th
e op
tions
to r
ecom
men
d an
impr
ovem
ent
for
the
busi
ness
to u
nder
take
.
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
4.1
BI p
roce
ss fo
r de
cisi
on-m
akin
g:
•U
nder
stan
d th
e ob
jecti
ve o
f BI
•Pl
an th
e in
vesti
gatio
n to
gat
her
info
rmati
on
•Ca
rry
out
the
inve
stiga
tion
•A
naly
se in
form
ation
and
rep
ort
findi
ngs
•Su
gges
t op
tions
and
mak
e de
cisi
on
yyth
e us
e of
BI t
o id
entif
y ho
w
impr
ovem
ents
mig
ht b
e m
ade
for
the
busi
ness
•pe
rfor
m a
n in
vesti
gatio
n of
an
auth
entic
rea
l-wor
ldbu
sine
ss to
rec
omm
end
impr
ovem
ent
to it
s m
arke
ting
mix
•un
ders
tand
the
obje
ctive
of B
I is
to e
nhan
ce c
usto
mer
expe
rien
ce th
roug
h im
prov
emen
t to
the
busi
ness
’m
arke
ting
mix
•pl
an a
nd c
arry
out
the
BI:
-id
entif
y so
urce
s of
info
rmati
on a
bout
the
busi
ness
: its
mar
ketin
g m
ix; i
ts c
usto
mer
s; th
e cu
stom
er s
ervi
ce it
prov
ides
; its
com
petit
ors;
tren
d aff
ectin
g th
e bu
sine
ss
-ga
ther
info
rmati
on fr
om p
rim
ary
and
seco
ndar
y so
urce
s
yДpr
imar
y so
urce
s: s
urve
y, o
bser
vatio
n, in
terv
iew
, etc
.
yДse
cond
ary
sour
ces:
inte
rnet
web
site
s, n
ewsp
aper
s,br
ochu
res,
etc
.
26
Cont
ent
Stud
ents
will
und
erst
and
(tha
t)Le
arni
ng O
utco
mes
Stud
ents
will
be
able
to
-p r
esen
t in
form
ation
gat
here
d: s
urve
y re
sult
s,ph
otog
raph
s, d
raw
ings
, obs
erva
tion
note
s, s
cree
nsho
ts,
tabl
es, e
tc.
•a n
alys
e th
e in
form
ation
gat
here
d an
d re
port
find
ings
:
-r e
port
in o
wn
wor
ds o
n th
e:
-n a
ture
of t
he b
usin
ess
and
its
targ
et c
usto
mer
s
-m
arke
ting
mix
and
cus
tom
er s
ervi
ce o
f the
bus
ines
s
-i m
pact
of c
ompe
tition
and
tren
d on
the
cust
omer
expe
rien
ce p
rovi
ded
by th
e bu
sine
ss
•s u
gges
t op
tions
and
mak
e de
cisi
on:
-s u
gges
t op
tions
for
impr
ovem
ent
to th
e m
arke
ting
mix
of th
e bu
sine
ss
-r e
com
men
d, w
ith
reas
ons,
way
s to
impr
ove
the
mar
ketin
g m
ix o
f the
bus
ines
s
27
SYLL
ABU
S A
ND
BU
SIN
ESS
INV
ESTI
GAT
ION
TA
SKS
FOR
SECO
ND
ARY
3 A
ND
4
Key
Cont
ent
Busi
ness
Inve
stiga
tion
Tas
ks
Tim
e fr
ame
for
BI T
ask
No.
of w
eeks
in
rev
ised
sy
llabu
sU
nit
1: U
nder
stan
ding
Bus
ines
s
Acti
viti
es
1.1
Int
rodu
ction
to b
usin
ess
1.2
Bus
ines
s in
the
Sing
apor
e se
rvic
e in
dust
ry
1.3
Car
eers
and
car
eer
path
s in
the
Trav
el a
nd T
ouri
sm,
Hos
pita
lity
and
Reta
il in
dust
ries
Rese
arch
and
rep
ort
findi
ngs
on n
atur
e of
a c
hose
n bu
sine
ss
yyga
ther
info
rmati
on fr
om p
rim
ary
and
seco
ndar
y so
urce
s:
Дob
serv
ation
s
Дin
tern
et r
esea
rch
(bus
ines
s w
ebsi
tes
and
soci
al m
edia
)
Дpr
int
mat
eria
ls, f
or e
xam
ple,
bro
chur
es, a
dver
tisem
ents
, ca
talo
gues
, mal
l dir
ecto
ry, l
ocati
on m
ap
yyan
alys
e in
form
ation
and
rep
ort
findi
ngs
(in o
wn
wor
ds):
Дde
scri
be th
e lo
catio
n of
the
busi
ness
Дde
scri
be th
e m
ain
cate
gory
of t
he p
rodu
cts
offer
ed b
y th
e bu
sine
ss
Sec
3
Term
1
9
28
Key
Cont
ent
Busi
ness
Inve
stiga
tion
Tas
ks
Tim
e fr
ame
for
BI T
ask
No.
of w
eeks
in
rev
ised
sy
llabu
sU
nit
2: B
asic
Mar
keti
ng
2.1
Int
rodu
ction
to m
arke
ting
2.2
Kno
w y
our
cust
omer
s
2.3
The
Mar
ketin
g M
ix
Rese
arch
and
rep
ort
findi
ngs
on th
e m
arke
ting
mix
of a
cho
sen
busi
ness
an
d it
s ta
rget
cus
tom
ers
yyga
ther
info
rmati
on fr
om p
rim
ary
and
seco
ndar
y so
urce
s:
Дm
arke
t su
rvey
s
Дob
serv
ation
s
Дin
tern
et r
esea
rch
(bus
ines
s w
ebsi
te, s
ocia
l med
ia)
Дpr
int
mat
eria
ls, f
or e
xam
ple,
bro
chur
es, a
dver
tisem
ents
, cat
alog
ues
Дph
otog
raph
s of
cus
tom
ers
or s
taff
inte
racti
on w
ith
cust
omer
yyan
alys
e in
form
ation
and
rep
ort
findi
ngs
(in o
wn
wor
ds):
Дde
scri
be th
e ty
pe o
f cus
tom
ers
the
busi
ness
att
ract
s.
Дex
plai
n th
e m
arke
ting
mix
of t
he b
usin
ess.
Дde
scri
be th
e cu
stom
er s
ervi
ce p
rovi
ded
by th
e bu
sine
ss.
Sec
3
Term
2
10
29
Key
Cont
ent
Busi
ness
Inve
stiga
tion
Tas
ks
Tim
e fr
ame
for
BI T
ask
No.
of w
eeks
in
rev
ised
sy
llabu
sU
nit
3: C
usto
mer
Rel
ation
s
3.1
Com
mun
icati
ng w
ith
the
cust
omer
3.2
Cus
tom
er s
ervi
ce
Rese
arch
and
rep
ort
findi
ngs
on c
usto
mer
ser
vice
of a
cho
sen
busi
ness
yyga
ther
info
rmati
on fr
om p
rim
ary
and
seco
ndar
y so
urce
s:
Дm
arke
t su
rvey
s
Дob
serv
ation
s
Дin
tern
et r
esea
rch
(bus
ines
s w
ebsi
te, s
ocia
l med
ia a
nd o
nlin
e re
view
s)
Дph
otog
raph
s of
cus
tom
ers
or s
taff
inte
racti
on w
ith
cust
omer
s
yyan
alys
e in
form
ation
and
rep
ort
findi
ngs
(in o
wn
wor
ds):
Дde
scri
be th
e cu
stom
er s
ervi
ce p
rovi
ded
by th
e bu
sine
ss; i
nclu
de
good
or
poor
ser
vice
dem
onst
rate
d by
the
busi
ness
.
Sec
3
Term
3
5
30
Key
Cont
ent
Busi
ness
Inve
stiga
tion
Tas
ks
Tim
e fr
ame
for
BI T
ask
No.
of w
eeks
in
rev
ised
sy
llabu
sU
nit
4: B
I (Pa
per
2)
4.1
BI p
roce
ss fo
r de
cisi
on-
mak
ing:
• U
nder
stan
d th
e ob
jecti
ve o
f BI
• Pl
an th
e in
vesti
gatio
n to
gat
her
info
rmati
on
• Ca
rry
out
the
inve
stiga
tion
• A
naly
se in
form
ation
an
d re
port
find
ings
• Su
gges
t op
tions
and
m
ake
a de
cisi
on
Rese
arch
and
rep
ort
findi
ngs
on c
ompe
tition
and
tren
ds fa
ced
by th
e ch
osen
bus
ines
s
yyga
ther
info
rmati
on fr
om p
rim
ary
and
seco
ndar
y so
urce
s:
Дpr
inte
d m
ater
ials
and
/or
onlin
e re
sear
ch o
n:
• c
ompe
titor
s’ m
arke
ting
mix
(foc
us o
n ce
rtai
n as
pect
s of
4Ps
)
• tr
ends
e.g
., ar
ticle
s on
onl
ine
busi
ness
, sel
f-se
rvic
e ch
ecko
ut,
onlin
e pr
esen
ce
ДM
arke
t su
rvey
(que
stion
to in
dica
te c
ompe
titor
s)
yyan
alys
e in
form
ation
and
rep
ort
findi
ngs
(in o
wn
wor
ds)
Д de
scri
be th
e im
pact
of c
ompe
tition
and
tren
ds o
n th
e m
arke
ting
mix
of t
he c
hose
n bu
sine
ss
Sugg
est
optio
ns a
nd d
ecis
ion-
mak
ing
yym
ake
two
sugg
estio
ns to
impr
ove
the
mar
ketin
g m
ix o
f the
bus
ines
s
yyco
mpa
re th
e st
reng
th a
nd w
eakn
ess
of e
ach
sugg
estio
n
yyre
com
men
d w
ith
justi
ficati
on th
e m
ost
appr
opri
ate
impr
ovem
ent
the
busi
ness
sho
uld
unde
rtak
e
Sec
3
Term
4
5
31
CON
TEN
T A
LIG
NM
ENT
TO M
OE
INIT
IATI
VES
AN
D F
INA
NCI
AL
LITE
RA
CY
In t
he E
BS S
ylla
bus,
stu
dent
s ar
e gi
ven
oppo
rtun
ities
to
deve
lop
skill
s an
d 21
st C
entu
ry C
ompe
tenc
ies
thro
ugh
rich
and
mea
ning
ful
lear
ning
ex
peri
ence
s. T
he N
ation
al E
duca
tion
narr
ative
and
Fin
anci
al L
itera
cy m
essa
ges
are
also
wov
en in
to w
hat
stud
ents
lear
n as
the
y di
scov
er t
he
busi
ness
land
scap
e in
Sin
gapo
re. T
he m
appi
ng o
f the
21st
Cen
tury
Com
pete
ncie
s, N
ation
al E
duca
tion
and
Fina
ncia
l Lite
racy
to
EBS
is o
utlin
ed in
th
e fo
llow
ing
tabl
e.
MO
E In
itiati
ves
Fina
ncia
l Lit
erac
y (F
L)Le
arni
ng E
xper
ienc
es21
st C
CN
ation
al E
duca
tion
1 Ci
vic
Lite
racy
, Glo
bal
Aw
aren
ess
and
Cros
s-cu
ltur
al S
kills
CGC1
: Aw
aren
ess
of c
omm
unit
y an
d na
tiona
l iss
ues
and
play
ing
a pa
rt in
impr
ovin
g th
e co
mm
unit
y an
d na
tion:
• St
uden
ts a
re a
ble
to c
onsi
der
the
influ
ence
of t
rend
s,
cust
omer
exp
ecta
tions
and
te
chno
logi
cal a
dvan
cem
ent
in th
e bu
sine
ss la
ndsc
ape
in S
inga
pore
and
how
they
sh
ould
res
pond
to th
e ch
alle
nges
and
opp
ortu
nitie
s pr
esen
ted.
1 St
uden
ts d
evel
op a
sen
se o
f re
alit
y w
hen
they
:
• sh
ow a
war
enes
s an
d un
ders
tand
ing
of
Sing
apor
e’s
cons
trai
nts
and
vuln
erab
ilitie
s; a
nd
• m
ake
conn
ectio
ns w
ith th
e co
ntem
pora
ry r
ealiti
es th
at
conf
ront
us
as a
cou
ntry
am
idst
the
back
drop
of a
n un
pred
icta
ble
wor
ld.
1 Pe
rson
al r
esou
rces
are
lim
ited
and
hav
e to
be
allo
cate
d fo
r di
ffer
ent
purp
oses
.
One
nee
ds to
:
• m
ake
choi
ces
on th
e us
e of
pe
rson
al r
esou
rces
;
• un
ders
tand
that
an
oppo
rtun
ity
cost
will
be
incu
rred
whe
n a
deci
sion
is
mad
e;
• di
ffer
entia
te b
etw
een
a w
ant
and
a ne
ed; a
nd
• m
ake
ratio
nal d
ecis
ions
for
purc
hase
s by
con
side
ring
the
cost
s an
d be
nefit
s.
• St
uden
ts c
onsi
der
the
impa
ct o
f tre
nds,
cu
stom
er e
xpec
tatio
ns a
nd
tech
nolo
gica
l adv
ance
men
t on
the
busi
ness
land
scap
e an
d on
the
busi
ness
es in
the
serv
ice
indu
stry
in S
inga
pore
.
• St
uden
ts u
nder
stan
d th
e ty
pe
of r
esou
rces
bus
ines
ses
need
to
car
ry o
ut it
s ac
tiviti
es.
• St
uden
ts a
re a
ble
to a
pply
w
hat
they
hav
e le
arne
d, to
pl
an a
nd o
rgan
ise
even
ts
such
as
a ba
zaar
to c
eleb
rate
In
tern
ation
al F
rien
dshi
p D
ay.
32
MO
E In
itiati
ves
Fina
ncia
l Lit
erac
y (F
L)Le
arni
ng E
xper
ienc
es21
st C
CN
ation
al E
duca
tion
CGC2
: Aw
aren
ess
of g
loba
l is
sues
and
tren
ds:
• St
uden
ts a
re a
war
e of
gl
obal
tren
ds a
ffec
ting
loca
l bu
sine
sses
suc
h as
tour
ist
arri
vals
and
mee
tings
, in
centi
ves,
con
fere
nces
and
ex
hibi
tion
(MIC
E) e
vent
s in
Si
ngap
ore.
Stud
ents
lear
n th
e:
• co
ncep
t of
nee
ds a
nd w
ants
an
d ho
w d
iffer
ent
cust
omer
gr
oups
hav
e di
ffer
ent
need
s an
d w
ants
;
• di
ffer
ent
reso
urce
s th
at
busi
ness
es n
eed
to c
arry
out
th
eir
activ
ities
;
• fa
ctor
s aff
ectin
g th
e pr
icin
g of
a p
rodu
ct s
uch
as c
ost,
cu
stom
er’s
will
ingn
ess
to
pay
and
the
pric
e ch
arge
d by
co
mpe
titor
s; a
nd
• St
uden
ts c
an le
arn
to
appl
y th
e co
ncep
ts le
arnt
by
cre
ating
pro
duct
s to
se
ll. T
hey
wou
ld h
ave
to d
eter
min
e th
e ta
rget
m
arke
t(s)
for
thei
r pr
oduc
ts
and
how
to p
rice
thei
r pr
oduc
ts. T
he p
rodu
cts
can
then
be
sold
to s
choo
l-mat
es
to r
aise
fund
s fo
r sp
ecia
l ev
ents
.
33
MO
E In
itiati
ves
Fina
ncia
l Lit
erac
y (F
L)Le
arni
ng E
xper
ienc
es21
st C
CN
ation
al E
duca
tion
CGC3
: Dis
play
s so
cio-
cultu
ral
and
relig
ious
sen
sitiv
ity
and
awar
enes
s:
• St
uden
ts a
re a
ble
to c
onsi
der
the
need
s an
d w
ants
of
diff
eren
t gr
oups
of p
eopl
e an
d ar
e ab
le to
bui
ld g
ood
cust
omer
rel
ation
s w
ith
them
.
• St
uden
ts a
re a
ble
to
colla
bora
te w
ith
peer
s fr
om
diff
eren
t ba
ckgr
ound
s du
ring
pa
ir o
r gr
oup
wor
k.
2 St
uden
ts d
evel
op a
sen
se o
f be
long
ing
whe
n th
ey:
• sh
ow a
war
enes
s of
who
w
e ar
e as
Sin
gapo
rean
s an
d a
natio
n, w
ith s
hare
d un
ders
tand
ing
of th
e co
mm
on
good
;
• de
velo
p an
atti
tude
of
open
ness
to a
ccep
t ot
hers
w
ho a
re d
iffer
ent
from
them
; an
d
• pr
oacti
vely
con
trib
ute
and
wor
k on
impr
ovin
g th
eir
lives
an
d th
ose
arou
nd th
em.
• ra
tiona
le fo
r ch
oice
of
mar
ketin
g te
chni
ques
and
co
mm
unic
ation
met
hods
for
diff
eren
t sc
enar
ios.
Poss
ible
FL
appl
icati
on:
• St
uden
ts e
valu
ating
thei
r ow
n ne
eds
and
wan
ts b
y us
ing
the
exam
ple
of m
obile
pho
nes
(sm
art
phon
e vs
nor
mal
ph
one)
.
• St
uden
ts u
nder
stan
d th
e pu
rpos
e of
bus
ines
ses
and
the
cont
ribu
tion
of th
e se
rvic
e in
dust
ry n
amel
y,
Trav
el a
nd T
ouri
sm,
Hos
pita
lity
and
Reta
il in
dust
ries
in S
inga
pore
.
• St
uden
ts le
arn
that
bu
sine
sses
nee
d to
inno
vate
to
impr
ove
thei
r m
arke
ting
mix
and
cus
tom
er s
ervi
ce
to b
etter
sati
sfy
thei
r ta
rget
cu
stom
ers.
34
MO
E In
itiati
ves
Fina
ncia
l Lit
erac
y (F
L)Le
arni
ng E
xper
ienc
es21
st C
CN
ation
al E
duca
tion
2 Cr
itica
l and
Inve
ntive
Th
inki
ng
CIT1
: Exp
lore
s po
ssib
ilitie
s an
d ge
nera
tes
idea
s:
• St
uden
ts a
re a
ble
to e
xplo
re
and
gene
rate
opti
ons
that
can
im
prov
e a
busi
ness
thro
ugh
diff
eren
t bu
sine
ss s
cena
rios
an
d BI
.
CIT2
: Exe
rcis
es s
ound
re
ason
ing,
dec
isio
n-m
akin
g an
d m
etac
ogni
tion:
• St
uden
ts a
re a
ble
to c
onsi
der
alte
rnati
ves
pres
ente
d to
de
rive
a r
easo
ned
conc
lusi
on.
• St
uden
ts a
re a
ble
to a
naly
se
the
info
rmati
on th
ey h
ave
gath
ered
from
thei
r re
sear
ch,
prop
ose
optio
ns, w
eigh
the
3 St
uden
ts d
evel
op a
sen
se o
f ho
pe w
hen
they
:
• di
spla
y co
nfide
nce
and
optim
ism
in S
inga
pore
’s
futu
re, a
nd r
esili
ence
to fa
ce
the
chal
leng
es a
head
;
• em
brac
e th
e pr
inci
ples
we
valu
e as
Sin
gapo
rean
s (f
or
exam
ple,
sel
f-de
term
inati
on,
mul
ti-ra
cial
ism
); an
d
• fe
el e
mpo
wer
ed to
see
k op
port
uniti
es in
cha
lleng
es,
belie
ving
that
Sin
gapo
re is
th
eir
hom
e, r
egar
dles
s of
w
here
they
may
live
.
2 Pe
rson
al e
xpen
ditu
re c
omes
fr
om o
ne’s
cur
rent
or
futu
re
inco
me
One
nee
ds to
:
• sp
end
with
in o
ne’s
mea
ns;
• un
ders
tand
that
spe
ndin
g be
yond
one
’s e
arni
ng
capa
city
will
lead
to in
curr
ing
debt
s, w
hich
hav
e to
be
repa
id b
y dr
awin
g on
futu
re
inco
me;
and
• un
ders
tand
that
falli
ng in
to a
de
bt tr
ap w
ill h
ave
long
term
ne
gativ
e im
plic
ation
s on
one
’s
life.
• St
uden
ts le
arn
the
impo
rtan
ce o
f pro
vidi
ng
qual
ity
cust
omer
ser
vice
an
d ho
w to
pro
vide
qua
lity
cust
omer
ser
vice
in d
iffer
ent
cust
omer
inte
racti
on
scen
ario
s.
• St
uden
ts h
ave
an a
war
enes
s of
the
chan
ging
em
ploy
men
t la
ndsc
ape
and
care
er
oppo
rtun
ities
in th
e se
rvic
e in
dust
ry.
• St
uden
ts h
ave
an a
war
enes
s of
how
bus
ines
ses
in
Sing
apor
e in
nova
te to
rem
ain
com
petiti
ve a
nd c
ontin
ue
to c
ontr
ibut
e to
Sin
gapo
re's
ec
onom
y.
35
MO
E In
itiati
ves
Fina
ncia
l Lit
erac
y (F
L)Le
arni
ng E
xper
ienc
es21
st C
CN
ation
al E
duca
tion
pros
and
con
s of
eac
h op
tion,
an
d re
com
men
d th
e m
ost
suita
ble
optio
n to
impr
ove
a bu
sine
ss.
CIT3
: Man
ages
com
plex
ities
and
am
bigu
ities
:
• St
uden
ts a
re a
ble
to id
entif
y in
form
ation
they
nee
d an
d de
vise
a p
lan
to o
btai
n th
is
info
rmati
on fr
om v
ario
us
sour
ces.
• St
uden
ts a
re a
ble
to h
andl
e in
form
ation
from
var
ied
sour
ces,
and
org
anis
e an
d an
alys
e th
e in
form
ation
to
form
a re
ason
ed d
ecis
ion.
4 St
uden
ts d
evel
op a
will
to
act
whe
n th
ey:
• sh
ow a
col
lecti
ve r
esol
ve a
nd
a se
nse
of s
hare
d m
issi
on
to w
ork
tow
ards
bui
ldin
g a
Sing
apor
e fo
r al
l;
• de
mon
stra
te a
will
ingn
ess
to s
uppo
rt S
inga
pore
in
wha
teve
r w
ays
they
can
to
keep
it s
afe
and
peac
eful
; and
• re
cogn
ise
the
need
to
be a
ctive
citi
zens
, see
ing
them
selv
es a
s pl
ayin
g a
role
in th
e flo
uris
hing
of t
he
natio
n.
Stud
ents
lear
n th
e:
• di
ffer
ent
reso
urce
s th
at
busi
ness
es n
eed
to c
arry
out
th
eir
activ
ities
;
• im
port
ance
of b
rand
ing
to b
enefi
t bu
sine
sses
and
cu
stom
ers;
and
• fa
ctor
s aff
ectin
g pr
icin
g su
ch
as c
ost
of th
e pr
oduc
ts.
Poss
ible
FL
appl
icati
on:
• Th
e co
ncep
t of
lim
ited
reso
urce
s to
spe
nd w
ithi
n on
e’s
mea
ns.
• Be
com
ing
a cr
itica
l con
sum
er
in p
urch
asin
g ch
oice
s to
m
anag
e pe
rson
al e
xpen
ses.
• St
uden
ts in
vesti
gate
au
then
tic b
usin
esse
s to
pro
pose
rea
sone
d re
com
men
datio
ns fo
r th
e m
arke
ting
mix
of t
he
busi
ness
es.
• St
uden
ts le
arn
to m
ake
reas
oned
dec
isio
ns b
y co
nsid
erin
g di
ffer
ent
optio
ns.
• St
uden
ts a
cqui
re a
n en
terp
risi
ng m
inds
et to
se
ek im
prov
emen
t an
d co
ntinu
al le
arni
ng to
impr
ove
them
selv
es in
futu
re s
tudy
an
d w
ork.
36
MO
E In
itiati
ves
Fina
ncia
l Lit
erac
y (F
L)Le
arni
ng E
xper
ienc
es21
st C
CN
ation
al E
duca
tion
3 Co
mm
unic
ation
, Co
llabo
rati
on a
nd
Info
rmati
on S
kills
CCIS
1: C
omm
unic
ates
and
co
llabo
rate
s eff
ectiv
ely:
• St
uden
ts a
re a
ble
to
com
mun
icat
e an
d ju
stify
thei
r pr
opos
ed re
com
men
datio
ns
to a
ddre
ss b
usin
ess
issu
es a
nd
scen
ario
s.
• St
uden
ts a
re a
ble
to w
ork
colla
bora
tivel
y to
dis
cuss
an
d sh
are
pers
pecti
ves
to
cons
truc
t new
und
erst
andi
ng
and
idea
s.
3 Pe
rson
al fi
nanc
ial s
tabi
lity
is e
stab
lishe
d th
roug
h ad
equa
te p
erso
nal s
avin
gs,
earl
y fin
anci
al p
lann
ing
and
wis
e in
vest
men
ts
One
nee
ds to
:
• cu
ltiva
te a
goo
d sa
ving
hab
its
from
a y
oung
age
;
• st
art
finan
cial
pla
nnin
g ea
rly;
an
d
• in
crea
se o
ne’s
res
ourc
es
thro
ugh
inve
stm
ents
, if
poss
ible
.
• St
uden
ts c
an p
artic
ipat
e in
w
ork
expe
rien
ce p
rogr
amm
es
whe
re th
ey w
ill c
ome
into
con
tact
wit
h pe
ople
fr
om a
ll w
alks
of l
ife to
ap
prec
iate
the
impo
rtan
ce o
f co
mm
unic
ation
ski
lls.
37
MO
E In
itiati
ves
Fina
ncia
l Lit
erac
y (F
L)Le
arni
ng E
xper
ienc
es21
st C
CN
ation
al E
duca
tion
CCIS
2: M
anag
es, c
reat
es a
nd
shar
es d
igita
l inf
orm
ation
th
ough
tful
ly, e
thic
ally
and
re
spon
sibl
y
• St
uden
ts a
re a
ble
to s
earc
h fo
r, or
gani
se a
nd m
anag
e bu
sine
ss in
form
ation
from
di
ffer
ent
sour
ces
to s
uppo
rt
deci
sion
-mak
ing.
• St
uden
ts a
re a
ble
to u
se
vari
ed m
edia
ele
men
ts to
co
mm
unic
ate
and
pres
ent
thei
r un
ders
tand
ing
of
busi
ness
es c
once
pts.
• St
uden
ts a
re a
ble
to s
hare
pe
rspe
ctive
s th
roug
h on
line
platf
orm
s su
ch a
s G
oogl
e do
cum
ents
and
oth
er o
nlin
e di
scus
sion
app
licati
ons.
Stud
ents
lear
n th
e:
• ri
sks
and
rew
ards
in b
eing
an
ent
repr
eneu
r as
par
t of
bu
sine
ss r
esou
rces
.
Poss
ible
FL
appl
icati
on:
• Co
nsid
er s
tarti
ng a
bus
ines
s,
to in
vest
or
to s
ave
fund
s in
ba
nk a
ccou
nts.
• St
uden
ts b
ecom
e m
ore
med
ia li
tera
te w
hen
they
us
e th
e In
tern
et to
res
earc
h in
form
ation
.
SECTION 3:PEDAGOGY
• Singapore Curriculum Philosophy
• Pedagogical Approaches
• Experiential Learning
39
3. PEDAGOGY
SINGAPORE CURRICULUM PHILOSOPHY
The Singapore Curriculum Philosophy (SCP) presents the core beliefs for teaching, learning and assessment. Teachers should actively draw reference from the SCP and the knowledge bases (KB) related to teaching and learning of EBS, and translate them into a meaningful application of the Pedagogical Practices (PP) as spelt out in the Singapore Teaching Practice (STP).
The STP explicates a set of PP that describes the four fundamental teaching processes and the corresponding 24 Teaching Areas (TA), as presented in Figure 3.1 below.
Figure 3.1 The PP outlining the four TP and the corresponding 24 TA in the STP
40
Pedagogical Approaches
The pedagogical approaches advocated for the teaching of EBS are undergirded by the considerations to:
Engender the Joy of Learning
Research on students of N(T) profile revealed that they need a greater amount of cognitive, affective and social support. Such support can be provided by fostering students’ curiosity, interest and desire to learn through opportunities for enjoyable real-world interaction, authentic and engaging tasks, and activities that allow for personal choice and collaboration with peers (Linnakylä, Väliärvi & Arffman, 2011). The learning of EBS provokes the joy of learning through the design of authentic learning experiences that support active engagement between content knowledge and the real world.
Align to Syllabus Aims and Outcomes
The EBS syllabus aims for students to demonstrate an enterprising mindset by thinking critically and innovatively, and to make informed decisions as they face challenges in their future studies and careers. The use of experiential learning in EBS supports students in constructing new knowledge based on reflections on the learning experiences, and encourages the application of 21st Century Competencies skills such as critical thinking, reasoning and problem solving (Zohar & Dori, 2003; Zohar & Peled, 2008), aligned to the syllabus aims and outcomes.
EXPERIENTIAL LEARNING
The N(T) Step Curriculum focuses on enhancing personal and social learning to address N(T) students’ critical need for motivation and purpose of schooling. The Step Curriculum for upper secondary level focuses on building positive work habits and skills for the future study or work. EBS curriculum is designed such that learning is authentic, contextualised and applied.
The awareness of the future economy's uncertainty led to the need to prepare students with technological literacy, creativity, innovation, problem-solving and collaboration skills. This urged the move away from a didactic way of teaching to interactive and collaborative pedagogies where students have the opportunity to be actively involved in the learning process.
Learning is the process whereby knowledge is created through
the transformation of experience.
Kolb, 1984
Kolb’s experiential learning theory presents that learning takes place when students undergo a process designed to create opportunity for them to interact with their environment, to encounter dissonance of what is new and what is known. The process involves reflection on the dissonance to derive and test the new knowledge.
41
The adapted Experiential Learning Cycle (ELC) framework for EBS articulates four stages of students’ engagement in effective learning of knowledge and skills (Experiential Learning Cycle, David Kolb 1984). The experiential learning paradigm requires teachers to enable students to be actively involved in the experiences. This requires teachers to define relevant activities and to create on a positive classroom culture, conducive for reflection and experimentation of new knowledge.
Figure 3.2 shows the stages of students’ engagement in ELC and an example of how ELC can be implemented in a lesson on Good Customer Service.
Figure 3.2 The Experiential Learning Cycle for EBS Lessons
Stage 1: Concrete Experience
This stage is when students engage in an activity that enables interaction with the real world. These activities involve the use of their senses such as sight, hearing and touch. They could range from indoor activities such as role play, group discussions, viewing a video or presentation, to outdoor experiences such as learning journeys or hands-on work experience.
Active ExperimentationTesting what was learnt
Derive revised script and role play to show good customer service.
Abstract Conceptualisation
Consolidating what was learnt
Derive a checklist on how to provide good customer service.
Concrete ExperienceIntroduce an experiencethat engages the senses
Viewing of video on poor customer service.
Reflective ObservationMaking sense of the
experience
Observation notes on what was done correctly and wrongly.
4
3
1
2
42
Stage 2: Reflective Observation
This stage involves review on the part of the students to make sense of the ideas that arise from the experience. This can be achieved through questioning by teachers or steps that provide scaffolding, in journals or worksheets. Reflective questions could include simple questions such as “What did you do?” to higher-level questions such as “What problems did you encounter?” or “What was done correctly or incorrectly?”.
Experiential learning takes place when a person involved in an activity looks back and evaluates it, determines what was useful or important to remember, and uses this information to perform another activity.
John Dewey
Stage 3: Abstract Conceptualisation
This is the thinking stage where students draw conclusions of their reflections and consider how they can be translated into practice. The conceptualisations can take the form of scripting, creating or discussion to relate how the reflections transform into new knowledge.
Stage 4: Active Experimentation
This stage is when students use their newly acquired knowledge and test them in a new scenario. This could involve a revised role play or activity like answering questions from a worksheet. Learning is a continuous process; the experimentation then creates a new experience for students to further reflect, conceptualise and experiment to create another new learning.
Table 3.1 shows some examples of how ELC can be implemented in EBS lessons.
Supportingand rapport
Maintaining positive
discipline
sequencing content
questio
ns
lear
ning
instructional strategies
and
lear
ning
reso
urce
s
Deciding on
Decid
ing
on te
achi
ng a
ids
43
Tabl
e 3.
1 Ex
ampl
es o
f how
ELC
can
be
impl
emen
ted
in E
BS le
sson
s
Topi
c/Le
arni
ng O
utco
me
Stag
es o
f Exp
erie
ntial
Lea
rnin
g Cy
cle
Conc
rete
Exp
erie
nce
Refle
ctive
Obs
erva
tion
Abs
trac
t Co
ncep
tual
isati
onA
ctive
Exp
erim
enta
tion
1.2.
3 Re
tail
yySt
ore
reta
ilers
Lear
ning
out
com
e:
ДId
entif
y an
d de
scri
be
the
type
s of
sto
re
reta
ilers
: spe
cial
ity,
co
nven
ienc
e,
depa
rtm
ent
supe
rmar
ket
and
hype
rmar
ket
yyCo
nduc
t a
lear
ning
jo
urne
y at
a
neig
hbou
rhoo
d sh
oppi
ng m
all.
yySt
uden
ts a
re to
id
entif
y on
e ex
ampl
e of
eac
h ty
pe o
f re
tail
stor
es. C
olle
ct
phot
ogra
phs,
in
form
ation
abo
ut
the
stor
e, fo
r ex
ampl
e w
hat
it s
ells
, w
heth
er it
pro
vide
s pe
rson
alis
ed s
ervi
ce
or s
elf-
serv
ice,
how
bi
g th
e st
ore
is (m
any
floor
s, s
mal
l sho
p sp
ace,
and
so
on).
yyPo
ssib
le r
eflec
tive
ques
tions
(aft
er
stud
ents
con
solid
ate
the
info
rmati
on fr
om
the
lear
ning
jour
ney)
:
i) W
hat
diff
eren
tiate
s a
spec
ialit
y st
ore
from
a
depa
rtm
ent
stor
e?
ii) W
hat
diff
eren
tiate
s a
hype
rmar
ket
from
a
supe
rmar
ket?
iii) W
hat k
inds
of s
ervi
ces
do th
e di
ffer
ent
stor
es p
rovi
de?
yySt
uden
ts to
com
pile
a
tabl
e sh
owin
g th
e fe
atur
es o
f the
di
ffer
ent
type
s of
st
ores
.
yySt
uden
ts to
com
plet
e a
wor
kshe
et. I
n th
e w
orks
heet
:
Дto
pro
vide
rea
sons
w
here
they
wou
ld
choo
se to
buy
a
spec
ific
prod
uct
(for
exa
mpl
e, s
port
s sh
oes,
fres
h fr
uits
) ; a
nd
Дgi
ve p
ossi
ble
reas
ons
for
the
diff
eren
t se
rvic
es,
pric
es th
ey e
xpec
t fr
om th
e st
ore,
ra
nge
of p
rodu
cts
they
can
cho
ose
from
, and
so
on.
44
Topi
c/Le
arni
ng O
utco
me
Stag
es o
f Exp
erie
ntial
Lea
rnin
g Cy
cle
Conc
rete
Exp
erie
nce
Refle
ctive
Obs
erva
tion
Abs
trac
t Co
ncep
tual
isati
onA
ctive
Exp
erim
enta
tion
2.3.
1 Pr
oduc
t
yyBr
andi
ng
Lear
ning
out
com
es:
ДSt
ate
wha
t a
bran
d is
.
ДEx
plai
n th
e im
port
ance
and
use
of
bran
ds fo
r pr
oduc
ts.
yySt
uden
ts to
cut
ou
t br
ands
that
th
ey c
an id
entif
y fr
om m
agaz
ines
or
new
spap
ers.
yyPo
ssib
le r
eflec
tive
ques
tions
:
i) W
hy d
o yo
u lik
e th
e br
and
or b
rand
s?
ii) H
ow d
o yo
u re
cogn
ise
the
bran
ds?
iii) D
o yo
u th
ink
thes
e br
ands
are
wel
l-re
cogn
ised
? W
hy?
yyIn
gro
ups,
stu
dent
s to
cho
ose
one
of
the
bran
ds a
nd li
st
dow
n po
ints
to th
e fo
llow
ing
disc
ussi
on
ques
tions
:
i) W
hat
mak
es a
goo
d br
and?
ii) H
ow d
oes
a go
od
bran
d be
nefit
the
busi
ness
or
its
cust
omer
s?
yySh
ow a
wel
l-kno
wn
bran
d (a
diff
eren
t on
e fr
om s
tude
nts’
ex
ampl
e) o
n th
inki
ng
routi
ne fu
nctio
n in
SL
S.
yyIn
gro
ups,
stu
dent
s to
res
earc
h th
e br
and
(if th
ey a
re u
nfam
iliar
w
ith
it), a
nd li
st th
e re
ason
s , b
ased
on
thei
r fin
ding
s, w
hy
this
is a
wel
l-rec
eive
d br
and.
yySh
are
info
rmati
on
abou
t th
e br
and
and
prov
ide
feed
back
on
the
poin
ts th
e st
uden
ts h
ave
mad
e.
45
Topi
c/Le
arni
ng O
utco
me
Stag
es o
f Exp
erie
ntial
Lea
rnin
g Cy
cle
Conc
rete
Exp
erie
nce
Refle
ctive
Obs
erva
tion
Abs
trac
t Co
ncep
tual
isati
onA
ctive
Exp
erim
enta
tion
3.1
Co
mm
unic
ating
w
ith
the
cust
omer
3.1.
1 U
ses
of
com
mun
icati
on
Lear
ning
out
com
es:
yДEx
plai
n th
e im
port
ance
of
eff
ectiv
e co
mm
unic
ation
wit
h cu
stom
ers.
yДId
entif
y an
d ex
plai
n th
e co
mm
unic
ation
sk
ills
that
cus
tom
er
serv
ice
pers
onne
l sh
ould
pos
sess
to
com
mun
icat
e eff
ectiv
ely.
yyPl
ay th
e te
leph
one-
line
com
mun
icati
on
gam
e. P
ass
a m
essa
ge
(in th
e fo
rm o
f pro
se
or u
ncom
mon
son
g ly
rics
) fro
m th
e st
art
of th
e lin
e to
the
last
st
uden
t at
the
end
of
the
line.
yyRu
les
of th
e ga
me:
- Se
nder
can
onl
y te
ll th
e m
essa
ge o
nce.
- Re
ceiv
er is
not
allo
wed
to
ask
any
que
stion
.
yyPo
ssib
le r
eflec
tive
ques
tions
:
i) W
as it
eas
y to
list
en to
an
d pa
ss th
e m
essa
ge?
Why
?
ii) W
hat
are
som
e fa
ctor
s th
at c
an c
ause
th
e m
essa
ge to
be
mis
hear
d?
yyIn
gro
ups,
stu
dent
s to
lis
t do
wn
the
fact
ors
that
cou
ld e
nhan
ce
the
outc
ome
of th
e ga
me.
Like
ly r
ecom
men
datio
n:
- A
llow
sen
der
to r
epea
t th
e m
essa
ge a
nd
rece
iver
to a
sk q
ues-
tions
.
- O
ther
stu
dent
s ar
e no
t al
low
ed to
hel
p.
yyRe
play
the
tele
phon
e-lin
e ga
me
wit
h a
new
mes
sage
and
ne
w s
et o
f rul
es to
ob
tain
the
requ
ired
re
sult
s of
eff
ectiv
e co
mm
unic
ation
. For
ex
ampl
e, s
tude
nts
are
allo
wed
to w
rite
no
tes.
SECTION 4:ASSESSMENT
• The MOE Assessment Philosophy
• Formative and Summative Assessment
• The Normal Technical Level Elements of Business Skills NationalExamination
• Advice on Coursework
47
4. ASSESSMENT
THE MOE ASSESSMENT PHILOSOPHY
Assessment is an integral part of the learning process and should be closely aligned with curricular objectives, content and pedagogy. In order for the assessment to lead to meaningful learning, the “what” and “how” of assessment should be firmly anchored in the clarity of purpose – that is, the “why”. Assessment should be designed and implemented to provide information on intended student learning outcomes. This involves the purposeful and regular collection of quantitative and qualitative information about students’ progress and development. The information is then used to assess students’ attainment of intended learning outcomes and to design future teaching and learning activities.
The three key messages of the MOE Assessment Philosophy are:
• Assessment is integral to the learning process.
• Assessment begins with clarity of purpose.
• Assessment should collect information that informs future practices.
Both school assessment and national examinations play important, albeit different roles. A balanced assessment system should have both formative and summative assessments. Formative assessment provides information on the effectiveness of teachers’ instructional activities, while summative assessment serves to inform on students’ mastery of content knowledge and skills.
FORMATIVE AND SUMMATIVE ASSESSMENT
Assessment require teachers to have a good understanding of the students’ profiles and the learning outcomes delineated in the EBS syllabus. The demands of the assessment in terms of the knowledge and understanding, skills and values, and attitudes needed must be diligently planned, taught and developed in students with the appropriate instructional strategies. A well-designed assessment has the ability to increase student engagement and motivation, and empower them to become self-directed learners.
Formative assessment tasks in EBS should be varied to engage different types of learners. They should also be bite-sized to allow students to understand at a more manageable pace and apply the concepts, receive feedback, reflect, conceptualise and experiment again to acquire the competence and confidence to progress the next milestone. Formative assessment can be integrated into lessons in the form of individual assignments or group activities such as a project or discussion. Resources on Student Learning Space (SLS) also provide opportunities for students to become more self-directed in managing and monitoring their learning.
Complementing the experiential learning cycle, formative assessment allows students to practise skills by demonstrating their knowledge and be evaluated based on their performance and not their ability to memorise information. The iterative process in formative assessment and experiential learning identifies skills and learning targets clearly, and feedback is given to students on how to improve.
48
Summative assessment requires teachers to decide what to assess, the question items, how to allocate the marks and what to infer from assessment results. The design of an assessment task must consider assessment principles of fairness, validity and reliability. While summative assessment for EBS should include timed written tests and examinations to provide information on students’ achievement, provision could also be made to include assessment on BI skills.
Table 4.1 shows suggested school assessment for BI skills at Secondary 3. Reference should be made to the Specimen Paper and National Examinations for designing of assessment.
Table 4.1 Suggested school assessment for BI Skills at Secondary 3
Time frame Assessment Business Investigation Skills
Sec 3 Term 1 or 2
Report findings after research on a business in the selected industry:
yy Describe the nature of the business and main categories of products in the context of the sector.
yy Describe the types of customers the business attracts and their needs and wants.
Format: 2–3 hours curriculum time in examination environment
Mark scheme: Rubric (reference from coursework mark scheme)
Marks: 20–25 marks
yy Identify sources of research information on the business and its customers.
yy Gather information using suitable methods:
Д Primary source: observations, etc.
Д Secondary sources: Internet websites, newspaper, brochures, etc.
yy Analyse the information and report findings in own words.
Sec 3 Term 3 or 4
Report findings after research on a business in the selected industry:
yy Explain the marketing mix used by the business.
yy Explain how the business has provided customer service.
Format: 4–5 hours curriculum time in examination environment
Mark scheme: Rubric (reference from coursework mark scheme)
Marks: 20–25 marks
yy Identify sources of research information on the marketing mix and customer service.
yy Gather information using suitable methods:
Д Primary source: observations, surveys, interviews, etc.
Д Secondary sources: Internet websites, newspaper, brochures, etc.
yy Analyse the information and report findings.
Д Present quantitative research information in formats such as tables and charts.
Д Report findings and analysis in own words.
49
THE NORMAL TECHNICAL LEVEL ELEMENTS OF BUSINESS SKILLS NATIONAL EXAMINATION
ASSESSMENT OBJECTIVES (AO)
AO1: Knowledge and Understanding
yy Demonstrate knowledge and understanding of business activities and concepts, techniques and skills in marketing and customer relations in the context of the Travel and Tourism, Hospitality, and Retail industries.
AO2: Application
yy Apply knowledge and understanding of marketing and customer relations to a variety of business scenarios.
yy Gather, select and interpret different sources of information in conducting an investigation of a chosen business.
AO3: Analysis and Evaluation
yy Analyse and evaluate information in a variety of business scenarios in order to make reasoned judgements, recommendations and decisions.
SCHEME OF ASSESSMENT
1 ASSESSMENT MODE
The assessment comprises two compulsory papers. Paper 1 is a written paper and Paper 2 takes the form of a coursework.
50
2 SPECIFICATION GRID
Paper Description Marks Overall Weighting Duration
1
Written
There will be 4 compulsory questions from Units 1 to 3 of the syllabus, comprising short response and structured questions:
(i) with helping words;
(ii) requiring short answers, not necessarilyin complete sentences.
100 60% 1 hour 30 mins
2
Coursework
The coursework requires candidates to conduct a business investigation, making use of content and skills acquired from Units 1 to 4 of the syllabus.
Candidates in a class are required to choose different businesses in the selected service industry.
A total of 20 hours must be assigned during curriculum time to facilitate the completion of the coursework.
80 40% 20 hours of curriculum
time over 10 to 14 weeks
The following weighting of the assessment objectives gives an indication of their relative importance. They are not intended to provide a precise statement of the number of marks allocated to each assessment objective.
AO1
Knowledge and Understanding
AO2Application
AO3Analysis and Evaluation
Total
Paper 1 18% 30% 12% 60%
Paper 2 12% 20% 8% 40%
Overall 30% 50% 20% 100%
51
DESCRIPTION OF COMPONENTS
PAPER 1 WRITTEN
The question paper will comprise 4 compulsory questions from Units 1 to 3, comprising structured and short response questions. Each question provides a business context that frames the subsequent part questions. Candidates may be required to select a response to true/false items, match/sequence items, complete items from a choice of options, etc. or to compose a response to a given context.
PAPER 2 COURSEWORK
The question paper will specify one service industry (Travel and Tourism or Hospitality or Retail) for business investigation. Candidates are required to choose one business within the specified industry with a physical location in Singapore that customers can go to. They will gather information on the business and its customers, its marketing mix and customer service, and how competition and trend within the service industry affect the business. Candidates will use their findings in order to make decisions and a recommendation on how the marketing mix of the business could be improved to provide a better customer experience.
A total of 20 hours in the computer laboratory will be assigned during curriculum time to facilitate the completion of candidates’ coursework. These 20 hours provide candidates with the opportunity to gather information from secondary sources such as websites, brochures, newspapers, etc.; to organise their findings for submission; to respond to the coursework tasks; and to have individual review sessions with their coursework supervisors. Outside of these 20 hours, candidates are expected to gather information from primary sources about their chosen business by undertaking surveys, observations, interviews, etc.
Candidates will be assessed on: AO1 AO2 AO3 MarksInformation gathering 16 16Nature of business and its customers 16 16Marketing mix and customer service of the business 16 16Competition and trend in the service industry 8 8 16Decision-making and recommendation 16 16Total marks 24 40 16 80% weighting 12% 20% 8% 40%
The assessment criteria and level descriptors are provided in Pages 52 to 56.
52
ASS
ESSM
ENT
CRIT
ERIA
FO
R PA
PER
2
Leve
l 1Le
vel 2
Leve
l 3Le
vel 4
Task
1:
Info
rmati
on
Gat
heri
ng
Cand
idat
e pr
ovid
es
gene
ric
info
rmati
on fr
om
prim
ary
sour
ces.
Mat
eria
ls a
re n
ot r
elat
ed
to th
e bu
sine
ss o
r ta
sks.
Cand
idat
e pr
ovid
es
rele
vant
info
rmati
on o
n th
e bu
sine
ss a
nd t
ask
from
on
e pr
imar
y so
urce
.
Cand
idat
e pr
ovid
es
rele
vant
info
rmati
on o
n th
e bu
sine
ss a
nd t
asks
fr
om t
wo
prim
ary
sour
ces.
Cand
idat
e pr
ovid
es
rele
vant
and
co
mpr
ehen
sive
in
form
ation
on
the
busi
ness
and
tas
ks fr
om
two
prim
ary
sour
ces.
Cand
idat
e pr
ovid
es
gene
ric
info
rmati
on fr
om
seco
ndar
y so
urce
s.
Mat
eria
ls a
re n
ot r
elat
ed
to th
e bu
sine
ss o
r ta
sks.
Cand
idat
e pr
ovid
es
rele
vant
info
rmati
on o
n th
e bu
sine
ss a
nd t
ask(
s)
from
tw
o se
cond
ary
sour
ces.
Cand
idat
e pr
ovid
es
rele
vant
info
rmati
on
on th
e bu
sine
ss a
nd
task
s fr
om a
var
iety
of
seco
ndar
y so
urce
s.
Cand
idat
e pr
ovid
es
rele
vant
and
co
mpr
ehen
sive
in
form
ation
on
the
busi
ness
and
tas
ks fr
om
a va
riet
y of
sec
onda
ry
sour
ces.
53
Leve
l 1Le
vel 2
Leve
l 3Le
vel 4
Task
2:
Nat
ure
of th
e Bu
sine
ss a
nd it
s Cu
stom
ers
Cand
idat
e gi
ves
limite
d,
or n
o, d
escr
iptio
n of
the
natu
re o
f the
bus
ines
s.
Cand
idat
e de
scri
bes
two
aspe
cts
of th
e na
ture
of
the
busi
ness
.
Cand
idat
e de
scri
bes
two
aspe
cts
of th
e na
ture
of
the
busi
ness
, bas
ed o
n in
form
ation
gat
here
d.
Cand
idat
e de
scri
bes
in d
etai
l the
nat
ure
of
the
busi
ness
, bas
ed o
n in
form
ation
gat
here
d.
Cand
idat
e gi
ves
limite
d,
or n
o, d
escr
iptio
n of
the
type
(s) o
f cus
tom
er(s
) the
bu
sine
ss a
ttra
cts
and/
or
of th
e ne
eds
and
wan
ts o
f cu
stom
ers.
Cand
idat
e de
scri
bes
one
type
of c
usto
mer
the
busi
ness
att
ract
s an
d/or
one
of t
he n
eeds
and
w
ants
of c
usto
mer
s.
Cand
idat
e de
scri
bes
mor
e th
an o
ne t
ype
of
cust
omer
the
busi
ness
att
ract
s an
d at
leas
t on
e of
the
need
s an
d w
ants
of
thes
e cu
stom
ers,
bas
ed
on in
form
ation
gat
here
d.
Cand
idat
e de
scri
bes
in d
etai
l the
typ
es o
f cu
stom
ers
the
busi
ness
att
ract
s an
d th
e ne
eds
and
wan
ts o
f the
se c
usto
mer
s,
base
d on
info
rmati
on
gath
ered
.
54
Task
3:
Mar
ketin
g M
ix
and
Cust
omer
Se
rvic
e of
the
Busi
ness
Leve
l 1Le
vel 2
Leve
l 3Le
vel 4
Cand
idat
e id
entifi
es th
e fo
ur P
s an
d gi
ves
limite
d,
or n
o, e
xpla
natio
n of
the
mar
ketin
g m
ix.
Resp
onse
s ar
e ge
neri
c.
Cand
idat
e de
scri
bes
how
th
e m
arke
ting
mix
is u
sed
by th
e bu
sine
ss.
(At l
east
two
Ps d
escr
ibed
.)
Cand
idat
e ex
plai
ns h
ow
the
mar
ketin
g m
ix is
use
d by
the
busi
ness
, bas
ed o
n in
form
ation
gat
here
d.
Cand
idat
e ex
plai
ns h
ow
the
mar
ketin
g m
ix is
use
d by
the
busi
ness
to m
eet
its c
usto
mer
s’ n
eeds
an
d w
ants
, bas
ed o
n in
form
ation
gat
here
d.
Cand
idat
e id
entifi
es
feat
ures
of c
usto
mer
se
rvic
e, o
r gi
ves
limite
d ex
ampl
e(s)
of g
ood
and/
or
poor
cus
tom
er s
ervi
ce.
Resp
onse
s ar
e ge
neri
c.
Cand
idat
e de
scri
bes,
w
ith e
xam
ple(
s), h
ow th
e bu
sine
ss h
as p
rovi
ded
good
and
/or
poor
cu
stom
er s
ervi
ce.
Cand
idat
e ex
plai
ns,
with
exa
mpl
es, h
ow th
e bu
sine
ss h
as p
rovi
ded
good
and
/or
poor
cu
stom
er s
ervi
ce, b
ased
on
info
rmati
on g
athe
red.
Cand
idat
e ex
plai
ns in
de
tail,
with
exa
mpl
es,
how
the
busi
ness
has
pr
ovid
ed g
ood
and/
or p
oor
cust
omer
ser
vice
, bas
ed o
n in
form
ation
gat
here
d.
55
Task
4:
Com
petiti
on
and
Tren
d in
the
Serv
ice
Indu
stry
Leve
l 1Le
vel 2
Leve
l 3Le
vel 4
Cand
idat
e gi
ves
limite
d,
or n
o, d
escr
iptio
n of
co
mpe
tition
and
/or
tren
d.
Resp
onse
s ar
e ge
neri
c.
Cand
idat
e de
scri
bes
one
com
petit
or a
nd/o
r on
e tr
end
that
the
busi
ness
m
ight
nee
d to
be
awar
e of
.
Cand
idat
e de
scri
bes
one
com
petit
or a
nd o
ne tr
end
the
busi
ness
mig
ht n
eed
to b
e aw
are
of, b
ased
on
info
rmati
on g
athe
red.
Cand
idat
e de
scri
bes
in
deta
il on
e co
mpe
titor
and
on
e tr
end
that
the
busi
ness
m
ight
nee
d to
be
awar
e of
, bas
ed o
n in
form
ation
ga
ther
ed.
Cand
idat
e id
entifi
es h
ow
one
com
petit
or a
nd/o
r on
e tr
end
affec
t the
bus
ines
s.
Resp
onse
s m
ay n
ot re
late
to
the
cust
omer
exp
erie
nce
prov
ided
by
the
busi
ness
.
Cand
idat
e de
scri
bes
how
on
e co
mpe
titor
and
/or
one
tren
d aff
ect t
he c
usto
mer
ex
peri
ence
pro
vide
d by
the
busi
ness
.
Cand
idat
e ex
plai
ns h
ow
one
com
petit
or o
r on
e tr
end
affec
t the
cus
tom
er
expe
rien
ce p
rovi
ded
by
the
busi
ness
, bas
ed o
n in
form
ation
gat
here
d.
Cand
idat
e ex
plai
ns h
ow
one
com
petit
or a
nd o
ne
tren
d aff
ect t
he c
usto
mer
ex
peri
ence
pro
vide
d by
th
e bu
sine
ss, b
ased
on
info
rmati
on g
athe
red.
56
Task
5:
Dec
isio
n-m
akis
ng a
nd
reco
mm
enda
tion
Leve
l 1Le
vel 2
Leve
l 3Le
vel 4
Cand
idat
e id
entifi
es
gene
ric
sugg
estio
n(s)
to
impr
ove
the
mar
ketin
g m
ix.
Cand
idat
e gi
ves
limite
d or
no
reas
ons
for
sugg
estio
n(s)
.
Reas
ons
are
not l
inke
d to
fin
ding
s in
Tas
ks 1
to 4
.
Cand
idat
e id
entifi
es tw
o su
gges
tions
to im
prov
e th
e m
arke
ting
mix
of t
he
busi
ness
.
Cand
idat
e gi
ves
at le
ast
one
reas
on fo
r ea
ch
sugg
estio
n.
Reas
ons
may
not
be
linke
d to
find
ings
in T
asks
1 to
4.
Cand
idat
e de
scri
bes
two
sugg
estio
ns to
impr
ove
the
mar
ketin
g m
ix o
f the
bu
sine
ss.
Cand
idat
e gi
ves
one
reas
on
for
each
sug
gesti
on, u
sing
fin
ding
s in
Tas
ks 1
to 4
.
Cand
idat
e de
scri
bes
two
sugg
estio
ns to
impr
ove
the
mar
ketin
g m
ix o
f the
bu
sine
ss.
Cand
idat
e gi
ves
two
reas
ons
for
each
su
gges
tion,
usi
ng fi
ndin
gs
in T
asks
1 to
4.
Cand
idat
e m
akes
a
reco
mm
enda
tion
with
lim
ited
or n
o re
ason
ing
on
gene
ric
impa
ct o
f cha
nge.
Cand
idat
e m
akes
a
reco
mm
enda
tion
with
re
ason
ing
that
rela
tes
to
gene
ric
impa
ct o
f cha
nge.
Cand
idat
e m
akes
a
reco
mm
enda
tion
with
re
ason
ing
that
rela
tes
to
the
impa
ct o
n th
e bu
sine
ss
or it
s cu
stom
ers.
Cand
idat
e m
akes
a
reco
mm
enda
tion
with
re
ason
ing
that
rela
tes
to
the
impa
ct o
n th
e bu
sine
ss
and
its c
usto
mer
s.
57
USE OF CALCULATOR
An approved calculator may be used in Paper 1 and Paper 2.
58
REFERENCES
Black, P., & William, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. London: Department of Education & Professional Studies, King’s College.
Bloom, B. S.(Ed.), Engelhart, M. D., Hill, W. H., Furst, E. J., & Krathwhol, D. R. A. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive domain. New York: David McKay Company Inc.
Hondzel, C. D., & Hansen, R. (2015). Associating creativity, context, and experiential learning. Education Inquiry, 177-190.
Kolb, D. A. (2015). Experiential Learning, Experience as the Source of Learning and Development. New Jersey: Pearson Education, Inc.
Moseley, D., Baumfield, V., Elliott, J., Gregson, M., Higgins, S., Miller, J., Newton, D. P. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge: Cambridge University Press.
Moss, C. M., & Brookhart, S. M. (2009). Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders. Alexandria, VA: ASCD.
Van den Branden, Kris, Piet Van Avermaet, mieke Van Houtte, editors (2011) Equity and Excellence in Education: Towards Maximal Learning Opportunities for All Students, Chapter 9, Finnish Basic Education: When Equity and Excellence meet by Pirko Linnakyla, jouni Valijarvi and Inga Arffman.
Wang Li Yi, Teng Siao See, Tan Chee Soon. (2014). Levelling Up Academically Low Progress Students. NIE Working Paper Series No. 3, 32.
Wurdinger, S. D., & Carlson, J. A. (2010). Teaching for Experiential Learning: Five Approaches That Work. United Kingdom: Rowman & Littlefield Education.