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ECONOMICS 2006 - AND BEYOND!

ECONOMICS 2006 - AND BEYOND!. FET National Curriculum Statement (Schools). 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.

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ECONOMICS 2006 - AND BEYOND!

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  1. ECONOMICS 2006 - AND BEYOND! FET National Curriculum Statement (Schools)

  2. 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) OUTCOMES FOR THE SESSION

  3. 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 KEY PRINCIPLES AND VALUES UNDERPINNING THE NCS

  4. DESIGN FEATURES OF THE NCS

  5. ALIGNMENT BETWEEN GET AND FET

  6. LEARNING FIELDS • Languages (Fundamental) • Arts and Culture • Business, Commerce, Management and Service Studies • Human and Social Studies and Languages • Manufacturing, Engineering and Technology • Physical, Mathematical, Computer, Life and Agricultural Studies

  7. 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) Rules of Combination Fundamental 70 credits Core40 credits Elective20 credits One subject from the same or any other field (1 x 20)

  8. Time allocation

  9. Grading

  10. WHICH LEARNING FIELD • Accounting • Business Studies • Economics • Hospitality Studies • Consumer Studies • Tourism BUSINESS, COMMERCE, MANAGEMENT AND SERVICES STUDIES

  11. Gr. 10 in 2006 Gr. 11 in 2007 Gr. 12 in 2008 THE NEW SUBJECT? • No HG/SG FET NCS ECONOMICS • REPLACES Report 550 Economics HG & SG

  12. LINKS WITH GET • Economic and Management Sciences (Revised National Curriculum Statement (RNCS) LO 1 Circular Flow ECONOMICS LO 4 Entrepreneurial K &S LO 3 Man, Cons & Fin K & S LO 2 SGrowth & Development

  13. KEY FEATURES OF ECONOMICS • Definition • Purpose • Scope • Educational and Career Links • Learning Outcomes • Assessment Standards

  14. DEFINITION • The study of how • individuals • businesses • governments • other organisations • choose to use • SCARCE RESOURCES to satisfy their • NUMEROUS NEEDS AND WANTS in a manner that is EFFICIENT and EQUITABLE

  15. PURPOSE • Economics equips learners with KSVA that will enable them to • contribute to • adapt to, and • survive • in a complex economic society. • It will enable them to demonstrate a critical awareness of the benefits of responsible and sensitive resource utilisation.

  16. PURPOSE (continued) • Learners will be able to: • acquire and advanced vocabulary, enabling them to debate and communicate the essentials of the subject • apply, in a responsible and accountable manner, principles that underlie basic economic processes and practices • explore a variety of methods and strategies to analyse and explain the dynamics of markets

  17. PURPOSE (continued) • Collect, analyse and interpret • production • consumption, and • exchange data, • & other information • in order to solve problems and make informed decisions

  18. PURPOSE (continued) • Understand human rights concerns, reflect on the wealth creation process, and engage in poverty alleviation, and • Analyse and assess the impact of local and global institutions on the SA economy

  19. SCOPE • The subject Economics studies the activities of • production • consumption, and • exchange • viewed from macro-economic and micro-economic perspectives • informed by individual and societal preferences • In a historical context, they focus successively on the primary, secondary and tertiary sectors

  20. SCOPE (Continued) • Priorities include the significant contemporary issues of • poverty • redistribution of income and wealth • growth and development • globalisation • respect for the environment • human rights and responsibilities

  21. EDUCATIONAL AND CAREER LINKS • MARKET! • Inspire ... • (PACE) • GET especially EMS • MARKET! • Why? • FET ECONOMICS • SelfEmployment • Enter Business • FutureBCM Studies

  22. 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.

  23. 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

  24. 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

  25. 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

  26. 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

  27. 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

  28. 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

  29. 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

  30. SO WHAT’S NEW? • KNOWLEDGE (CONTENT) • SKILLS • VALUES AND ATTITUDES • TEACHING AND LEARNING STRATEGIES

  31. SO WHAT’S NEW? (Continued) • KNOWLEDGE (CONTENT) • Major adaptations were possible NEW CONTENT Informed by COs RNCS Principles Life skills (incl EMS) from Grade R

  32. SO WHAT’S NEW? Knowledge (Continued) Emphasis on analysis and modeling • Models • capture reality and improve comprehension. • create room for quantitative presentations and the development of numerical competencies. Macro Economics

  33. SO WHAT’S NEW? Knowledge (Continued) • Wider and slightly more demanding content and scope than previously - alignment to international mainstream school Economics. Micro-economics

  34. SO WHAT’S NEW? Knowledge (Continued) New focus • 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

  35. 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. a new focus Contemporary economic issues

  36. 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)

  37. SO WHAT’S NEW? (Continued) • SKILLS • Cognitive - Identify, Describe, Discuss, Explain, , Examine, Analyse, Evaluate • Communication - Presentation / Debating • Investigative (Research) - Media, community, etc • Practical • engage in economic issues of the day • quantitative elements of economics • tasks - completion of life-related forms, activities applying ordinary citizen skills

  38. SO WHAT’S NEW? (Continued) • 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

  39. SO WHAT’S NEW? (Continued) • VALUES AND ATTITUDES • Task: In Groups (one LO per group), determine how the kye NCS principles willl/should impact on the teaching, learning and assessment of FET NCS Economics. • (Refer to next slide)

  40. 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)

  41. Implications for Upskilling of teachers • Training • on • new topics • topics of which the contentshave changed • Improved competency to facilitatethe OBE learning process • Orientationwith regard to • skills, values and attitudesthat learners in Economics should acquire. • Computer literate • Able to exploit the Internet

  42. 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

  43. TEACHING AND LEARNING SUPPORT MATERIAL • Text Books • Software • Reference Books • Equipment

  44. 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

  45. 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

  46. 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

  47. TEACHING AND LEARNING SUPPORT MATERIAL (Continued) • Equipment • Reading shelf • Bulletin board / OHP • ZOPP methodology: 3M Spraymount, Large sheets blank newsprint, A5 (used, pref colour) sheets, crayons/koki pens • Access to computer lab • Financial calculators

  48. TRAINING NEEDS • Formal: University/Technikon qualification • Degree/Diploma • ACE • Short courses • Informal • WCED training • WEB modules

  49. WITH ECONOMICS AS SUBJECT …. • THANK YOU!

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