GRADE 11 - Curriculum
GRADE 11
Lesson Plan 5
|LESSON PLAN: Business Studies |
|Grade: 11 |
|Context: Action Plan and Business Venture |
|Duration: 16 hours/ 4 weeks |
|Learning Outcome 2: Business Ventures |
|The learner is able to identify and research viable business opportunities and to explore these and related issues through the creation of achievable business venture. |
|Assessment Standard |
|11.2.7 Avenues of acquiring businesses and their advantages and disadvantages as well as their contractual implications. |
|11.2.8 The benefits and challenges of establishing a company versus other forms of ownership. |
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|Integration within the subject: |
|11.3.2 Apply creative thinking to address business problems and to improve business practice. |
|11.3.3 Discuss the theories and principles of professionalism and ethics, and explore how they relate to the business environment. |
|Content:16 hours/ 8 weeks |
|Avenues of acquiring businesses (e.g. franchising, outsourcing, leasing), and their advantages and disadvantages as well as contractual implications (e.g. royalties, |
|legalities). |
|The benefits and challenges of establishing a company versus other forms of ownership (including taxation issues). |
|Forms of ownership (sole proprietor, partnership, close corporation, company |
|Acquire problem-solving skills in a business context. |
|The theories and principles of professionalism and ethics, and explore how they relate to the business environment. |
|The difference between good and bad decisions. |
|Prior knowledge: |
|Setting up a business venture using an action plan |
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|Extended activity: |
|The learners can visit the school library to have access to newspapers, journals, magazines and internet to get an understanding of the different forms of ownership. |
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|Expanded opportunities: |
|The learners can visit the local businesses to investigate and identify the forms of ownership. |
|Teacher’s |Learners’ |LTSM |Assessment |S |K |V |Time |
|Activity |Activities | |Strategies | | | | |
|The teacher groups the learners and presents a|The learners brainstorm and discuss|Pictures |Debates, discussions. | | | |5 hrs |
|scenario to learners on business acquisition,(|the scenario presented to them by |Leaflets |Role play. | | | | |
|e.g. pictures, leaflets, newspapers and video |the teacher. The learners link up |Newspapers | | | | | |
|tapes) of a franchise shop or a dealer such as|the advantages and disadvantages to|Video tapes and | | | | | |
|Kentucky Fried Chicken, Steers, Mcdonald, Pick|the avenues of acquisition that |textbooks | | | | | |
|n Pay, Shoprite Checkers etc. The teacher |they have been introduced to. The | | | | | | |
|unpacks on acquisition of business ventures |learners can now debate around the | | | | | | |
|such as |selection of a suitable form of | | | | | | |
|- Franchise, Outsourcing and leasing. The |acquisition. The learners listen | | | | | | |
|teacher further explains the contractual |carefully and debate by citing | | | | | | |
|implications |examples to confirm their | | | | | | |
|(e.g. royalties and legalities) to the |understanding. | | | | | | |
|learners by probing examples from the | | | | | | | |
|learners. | | | | | | | |
|The teacher must guide the learners in |Learners brainstorm the various |Legal documentse.g.|Baseline | | | |3 hrs |
|brainstorming the various forms of business |forms of business ownership, |Companies act. |Debate and discussion. | | | | |
|ownership. Should there be any omissions by |drawing from the experiences they |Close Corporations | | | | | |
|the learners, the teacher will make additions.|gathered while visiting the school |act. Textbook and | | | | | |
|The teacher must facilitate the choice of a |library and local businesses. The |charts. | | | | | |
|form of business ownership, by highlighting |learners debate and discuss their | | | | | | |
|the challenges and benefits of each form of |suitable choices based on the | | | | | | |
|business ownership. |benefits and challenges of each | | | | | | |
| |form of ownership. | | | | | | |
|The teacher facilitates a discussion on all |The learners are also involved in a|News study |Case study | | | |4 hrs |
|problem solving techniques and ensures that |debate and discussion, ensuring |Text book |Debate and discussion. | | | | |
|the learners are able to apply them in solving|their understanding of the problem |Wall charts |Role play(problem solving | | | | |
|the various problems. |solving techniques and how to apply|Video tapes. Case |process) | | | | |
|The teacher instructs the learners to work on|them in various problems. Learners|study | | | | | |
|a case study of his/her own scenario, where |are responding to a case study. | | | | | | |
|learners are expected to apply a suitable | | | | | | | |
|technique to a problem addressed in a case | | | | | | | |
|study. | | | | | | | |
|The teacher defines and explains |The learners listen and take notes.|Text book |Debate and discussion. | | | |4 hrs |
|professionalism and ethics. The teacher |They confirm understanding by |Hand out |Role play | | | | |
|explains theories and principles of |asking questions for clarity. The |Newspapers |Simulation | | | | |
|professionalism and ethics. The teacher |are involved in debate and |Internet |Case study. | | | | |
|facilitates the discussions with learners over|discussion of theories and |Videotapes and CDs.| | | | | |
|theories and principles of professionalism and|principles of professionalism and | | | | | | |
|ethics and explores how they relate to |ethics. The learners give examples | | | | | | |
|business environment. The teacher explores the|to indicate the relationship of the| | | | | | |
|difference between good and bad decision. |theories and principles of | | | | | | |
| |professionalism and ethics to | | | | | | |
| |business environment. The learners | | | | | | |
| |brainstorm, debate and discuss good| | | | | | |
| |and bad decisions in order to | | | | | | |
| |explore the differences between | | | | | | |
| |good and bad decisions. | | | | | | |
|Teachers reflections |
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|Date of completion: |
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