ECONOMICS 2006 - AND BEYOND!

FET National Curriculum Statement (Schools)

OUTCOMES FOR THE SESSION

Demonstrate an understanding of the impact that the principles of the NCS will have on the teaching, learning and assessment of the new subjects.

Demonstrate an understanding of the generic design features of the NCS.

Demonstrate an understanding of the alignment between GET and FET

Demonstrate an understanding of the link between GET learning areas and FET NCS subjects

Demonstrate an understanding of the design features of the subjects

Identify learning needs for teachers in terms of new content/skills and ICT

Identify possible teaching and learning support material (software)

KEY PRINCIPLES AND VALUES UNDERPINNING THE NCS

Social transformation

outcomes-based education

high knowledge and high

skills

integration and applied

competence

progression

articulation and portability

human rights, inclusivity,

environmental and social

justice

valuing indigenous

knowledge systems

credibility, quality and

efficiency

DESIGN FEATURES OF THE NCS

Learning field A category that serves as a home forcognate subjects.

Subject A specific body of academicknowledge

Learning Outcome A statement of an intended result oflearning and teaching.

Assessmentstandards

Criteria that collectively provideevidence of what a learner shouldknow and be able to demonstrate ata specific grade.

ALIGNMENT BETWEEN GET AND FET

RNCS NCS

Learning field

Learning area Subject

Learning outcome Learning outcome

Assessment standard Assessment standard

SBA (75%) and GETCexitCTA (25%)

SBA (25%) and FETC exitexternal examinations (75%)

LEARNING FIELDS

Languages (Fundamental)Arts and CultureBusiness, Commerce, Management

and Service StudiesHuman and Social Studies and

LanguagesManufacturing, Engineering and

TechnologyPhysical, Mathematical, Computer, Life

and Agricultural Studies

Rules of Combination

Home Language (20)

Home Language/ 1st Additional Language (20)

Mathematics/ Mathematical Literacy (20)

Life Orientation (10)

Two subjects from the same field

(2 x 20)

Fundamental70 credits

Core40 credits

Elective20 credits

One subject from the same or any other

field

(1 x 20)

Time allocation

Subject Time allocation(hours per week)

Language 1 (Lolt)Language 2Math or Math LiteracyLife OrientationCore subjects (2)Elective

4,54,5524,5 x 24,5

Grading

Rating code CompetenceDescriptors

Marks (%)

6 Outstanding 80-100

5 Meritorious 60-79

4 Satisfactory 50-59

3 Adequate 40-49

2 Partial 30-39

1 Inadequate 0-29

WHICH LEARNING FIELD

AccountingBusiness StudiesEconomicsHospitality StudiesConsumer StudiesTourism

BUSINESS, COMMERCE, MANAGEMENT AND SERVICES STUDIES

THE NEW SUBJECT?

FET NCS ECONOMICS

Gr. 10 in 2006

Gr. 11 in 2007

Gr. 12 in 2008

•No HG/SG

•REPLACES

Report 550EconomicsHG & SG

LINKS WITH GET

Economic and Management Sciences (Revised National Curriculum Statement (RNCS)

ECONOMICS

LO 1 Circular Flow

LO 4Entrepreneurial

K &S

LO 3 Man, Cons & Fin

K & S

LO 2 S Growth & Development

KEY FEATURES OF ECONOMICS

DefinitionPurposeScopeEducational and Career LinksLearning OutcomesAssessment Standards

DEFINITION

The study of how individuals businesses governments other organisations

choose to useSCARCE RESOURCES to satisfy their NUMEROUS NEEDS AND WANTS in a

manner that is EFFICIENT and EQUITABLE

PURPOSE

Survive / adapt to/ contr incomplex economy

Sensitive resource utilisation

Advanced vocabulary - communicate

Analyse Dynamics of markets

Use Econ info for

problemsolving & decisionmaking

Understand human rights

concerns

Apply economicprinciples

Impact of institutions

on SA

SCOPE

Macro-Economics

Economic Pursuits

Micro-Economics

Contemporary Econ

EDUCATIONAL AND CAREER LINKS

•GET especially EMS

•FET ECONOMICS

•FutureBCM Studies

•Enter Business

•SelfEmployment

•MARKET!•Why?

•MARKET!•Inspire ...

•(PACE)

LEARNING OUTCOMES

LEARNING OUTCOME 1

MACRO-ECONOMICS

The learner is able to demonstrate knowledge, critical understanding and application of the principles, processes and practices of the economy.

LEARNING OUTCOMES

LEARNING OUTCOME 1

MACRO-ECONOMICS

To understand the principles, processes and practices of the economy, learners will have to present and interpret the circular flow model explain business cycles assess the socio-economic delivery of SA’s mixed

economy relate human rights issues to relevant elements

throughout

LEARNING OUTCOMES

LEARNING OUTCOME 2

MICRO-ECONOMICS

The learner is able to demonstrate knowledge, understanding and the appropriate skills in analysing the dynamics of markets

LEARNING OUTCOMES

LEARNING OUTCOME 2

MICRO-ECONOMICS (Grade 10)

To be able to analyse the dynamics of markets, learners will make use of schedules and graphs

to derive prices and quantities, and

explain price elasticities and cost-benefit analysis

LEARNING OUTCOMES

LEARNING OUTCOME 3:

ECONOMIC PURSUITS

The learner is able to demonstrate knowledge, understanding and critical awareness of the policies and practices underpinning the improvement of the standard of living

LEARNING OUTCOMES

LEARNING OUTCOME 3:

ECONOMIC PURSUITS

The learner will develop a critical awareness of economic development by understanding its characteristics, principles and practices, by examining SA’s population, money and banking, and its role in Africa; and by relating human rights issues where relevant

LEARNING OUTCOMES

LEARNING OUTCOME 4

CONTEMPORARY ECONOMIC ISSUES

The learner is able to demonstrate knowledge, understanding and critical awareness, and apply a range of skills dealing with contemporary economic issues

LEARNING OUTCOMES

LEARNING OUTCOME 4

CONTEMPORARY ECONOMIC ISSUES

The learner will understand significant contemporary economic issues (e.g. unemployment, poverty, redress, globalisation, inflation and environmental sustainability

SO WHAT’S NEW?

KNOWLEDGE (CONTENT)

SKILLS

VALUES AND ATTITUDES

TEACHING AND LEARNING STRATEGIES

SO WHAT’S NEW? (Continued)

KNOWLEDGE (CONTENT) Major adaptations were possible

Life skills (incl EMS)

from Grade R

NEW CONTENTInformed by

COs RNCS Principles

SO WHAT’S NEW? Knowledge (Continued)

Models capture reality and improve

comprehension. create room for quantitative

presentations and the development of numerical competencies.

Macro Economics

Emphasis on analysis and modeling

SO WHAT’S NEW? Knowledge (Continued)

Wider and slightly more demanding content and scope than previously - alignment to international mainstream school Economics.

Micro-economics

SO WHAT’S NEW? Knowledge (Continued)

The pursuits have to be contextualised in terms of history, or comparisons with other countries, or international ‘best practice’.

This focus aims at promoting critical thinking and analytic ability.

Economic pursuits

New focus

SO WHAT’S NEW? Knowledge (Continued)

New focusis aimed at enhancing the relevancy of the subject. Relevancy is enforced by means of a topical selection and continuous monitoring over time.

Contemporary economic issues

a new focus

SO WHAT’S NEW? (Continued)

KNOWLEDGE (CONTENT) How do you feel about the subject content at

this moment?

Task: Make use of Chapter 3 of the Business Studies NCS Statement Grade 10-12 and in Groups (One Outcome per group):

Identify New Content & Context per Learning Outcome for Grade 10. Old / New?

What constitutes progression across the Grades?

Report back per group (feedback giver)

SO WHAT’S NEW? (Continued)

KNOWLEDGE (CONTENT) How do you feel about the subject content at

this moment?

Task: Make use of Chapter 3 of the Business Studies NCS Statement Grade 10-12 and in Groups (One Outcome per group):

Identify New Content & Context per Learning Outcome for Grade 10. Old / New?

What constitutes progression across the Grades?

Report back per group (feedback giver)

SO WHAT’S NEW? (Continued)

LEARNER SKILLS

Cognitive - Identify, Describe, Discuss, Explain, , Examine, Analyse, Evaluate

Communication - Presentation / Debating

Investigative (Research) - Media, community, etc

Practicalengage in economic issues of the dayquantitative elements of economicstasks - completion of life-related forms, activities applying

ordinary citizen skills

SO WHAT’S NEW? (Continued)

LEARNER VALUES AND ATTITUDES

Directly addressed - not incidental

Critical outcomes Key NCS principles, especially

Human rights, inclusivity, environmental and social justice

Valuing indigenous knowledge systems Social transformation

SO WHAT’S NEW? (Continued)

LEARNER VALUES AND ATTITUDES

Task: In Groups (one LO per group), determine how the key NCS principles willl/should impact on the teaching, learning and assessment of FET NCS Economics.

(Refer to applicable slide)

SO WHAT’S NEW? (Continued)

TEACHING AND LEARNING STRATEGIES

Outcomes based Learner Centred Teacher as facilitator Place emphasis on COs and Dos Assessment informs teaching and learning Teachers are reflective practitioners Learners to acquire new Knowledge, Skills,

Values and Attitudes (SKVAs)

Implications for Upskilling of teachers

Training

on

•new topics

• topics of which the contents

have changed•Orientation

with regard to

•skills, values and attitudes

that learners in Economics

should acquire.

Computer literate

Able to exploit the Internet

•Improved competency to facilitate

the OBE learning process

Implications for teaching and learning

Learners need to

be exposed to information resources, in addition to textbooks (including use of text book as one form of a learner resource)

develop numerical skills develop competency to operate electronic

resources - least is a financial calculator develop competency to discuss, debate,

present

TEACHING AND LEARNING SUPPORT MATERIAL

Text Books

Software

Reference Books

Equipment

TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

Text Books

Publishers are currently working frantically to have learner books and teacher guides ready

Grade 10 FET NCS Economics books of most publishers ready early 2005

TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

Software & Web-sites

WCED Economics Web-site http://curriculum.wcape.school.za/site/33 Educator support e.g. lesson plans:

www.bized.ac.uk www.economics.ltsn.ac.uk

Department of Trade and Industry www.dti.gov.za Financial Mail www.financialmail.co.za Finansies en Tegniek www.fnt.co.za

TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

Reference Books Mohr, Fourie & Ass. 2004.

Economics for SA Students. 3rd Edition. JL van Scaik. Pretoria (Available in English and Afrikaans)

Sloman, John. 2004. Economics. 5th Edition. Stanlakes Economics. Grant, SJ. 2000. Longman, Edinburgh Economics. Stiglitz & Driffil. 2000. WW Norton & Co,

London

Economic Dictionaries Bannock, Baxter & Davis. 1998. The Penguin Dictionary of

Economics. 6th Edition. Penquin. London. Pass, Lovers & Davies. 2000. Collins. Dictionary

Economics. 3rd Edition

TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

Equipment

Reading shelfBulletin board / OHPZOPP methodology: 3M Spraymount, Large

sheets blank newsprint, A5 (used, pref colour) sheets, crayons/koki pens

Access to computer labFinancial calculators

TRAINING NEEDS

Formal: University/Technikon qualification Degree/Diploma ACE Short courses

Informal WCED training WEB modules

WITH ECONOMICS AS SUBJECT ….

THANK YOU!