LESSON PLANS - Office Administration



Topic (2) – Financial Institution Services – Lesson 1

Aim of lesson: To familiarise students with the main financial institutions, and to introduce them to bank accounts.

|Introduction |Development |Student activities |Homework |How did it go? |

|Describe the special role of the |Explain the basic difference between a bank |Set the students a number of |Students could be required to complete |Lesson review |

|central bank |deposit/savings account and a current/chequing |questions to assist them in |the Key Words section at the end of the | |

|Compare the central bank functions with |account. |making revision notes related to |chapter in our Heinemann Office | |

|those of a commercial/high street bank. |Summarise the main services provided by banks for |this lesson. These could consist |Administration for CSEC book. | |

|Summarise other financial institutions, |making payments. |of questions 1-10 in the Make a | | |

|such as investment companies, credit |Emphasise some of the terminology they need to |note of it section of the chapter| | |

|unions and others that are important in |become familiar with, e.g. interest, deposit, ATM,|of the Pearson Heinemann book, | | |

|the finance market. |cheque, credit slip, overdraft, etc |although the teacher may prefer | | |

| | |to set their own questions. | | |

Topic (2) – Financial Institution Services – Lesson 2

Aim of lesson: To familiarise students with the function of cheques.

|Introduction |Development |Student activities |Homework |How did it go? |

|Explain what a cheque is and the various |Explain the basic difference between an |Prior to the lesson, it will be beneficial if the |Set students a series of questions that they |Lesson review |

|forms it can take, e.g. order cheques, |open cheque and a crossed cheque. |teacher has printed off copies of blank cheques |should answer in order to provide revision | |

|bearer cheques, counter cheques. |Explain the significance of the cheque |Cheques.doc that can be used at this point in the |notes. These could be taken from the Make a | |

|Use our template of a cheque Cheques.doc |crossing and the forms it can take. |lesson to enable the students to practise cheque |note of it exercise at the end of the | |

|as a hard copy or display via PowerPoint,|Describe examples when a cheque might be |completion. |Heinemann Office Administration for CSEC | |

|to identify the parties of a cheque and |dishonoured and how this could affect |Set students various amounts to pay to other |book, or the teacher may prefer to set their | |

|other features. |someone’s reputation. |classmates. They check each other for accuracy. |own questions. | |

| | |Group students in pairs. Instruct them to make a | | |

| | |cheque payable to their partners. They are to make| | |

| | |one or more deliberate errors that their partner | | |

| | |is required to identify. Ideally, this activity | | |

| | |should introduce a bit of fun into the learning | | |

| | |situation. | | |

Topic (2) – Financial Institution Services – Lesson 3

Aim of lesson: To familiarise students with the bank statement and the bank reconciliation statement.

|Introduction |Development |Student activities |Homework |How did it go? |

|Explain the purpose of a bank statement |Give students access to a bank statement |Provide students with a bank statement |Students to read their text book in |Lesson review |

|and how it relates to the previous |with actual data. This may be done via a |scenario and get them to carry out the |preparation for their next lesson and in | |

|statement issued by the bank. |template and PowerPoint display, or by |bank statement reconciliation. |particular the sections relating to bank | |

|Describe the purpose of each of the |reference to an example in their text |Set students questions they should answer|loans and bank overdrafts. | |

|columns displayed on a bank statement. |book. |in order to formulate revision notes on | | |

|Use template Bank_statement.doc for |Talk them through a range of entries that|the topic of this lesson. These may be | | |

|illustration purposes. (Editor we perhaps|includes debits, credits and cumulative |taken from the ‘Make a note of it’ | | |

|need to give a link device?) |balance. |activity at the end of the Heinemann | | |

| |Discuss with students the reasons for the|Office Administration for CSEC book | | |

| |need to create a reconciliation |chapter, or the teacher may prefer to | | |

| |statement, and how this is formulated. |create their own. | | |

Topic (2) – Financial Institution Services – Lesson 4

Aim of lesson: To give students an understanding of the range of banking services available.

|Introduction |Development |Student activities |Homework |How did it go? |

|Give a summary description of the main |Describe the various methods of borrowing|Set students questions to enable them to |Students should revise their class notes |Lesson review |

|banking services provided by banks for |from a bank and compare the cost |create revision notes on the content of |and the activities they have carried out,| |

|their customers, e.g. standing order, |implications of each. |the lesson. These can be obtained from |and the appropriate chapter in the | |

|direct debit, credit transfer, bank cards|Discuss circumstances where one method of|the Make a note of it questions at the |Heinemann Office Administration for CSEC | |

|and the use of ATM. |borrowing would be used in preference to |end of the related chapter in the Pearson|and the Longman Office Administration for| |

| |others in the business context. |Heinemann book, although the teacher may |CSEC, in preparation for the test in the | |

| | |prefer to create their own. |next lesson. The student may also utilise| |

| | | |the relevant information contained in the| |

| | | |CD-ROM provided with their mentioned | |

| | | |textbooks. | |

Topic (2) – Financial Institution Services – Lesson 5

Aim of lesson: To test students’ understanding of the financial institutions services topic; their ability to apply the knowledge acquired, and to provide the teacher with an assessment of the student’s progress.

Preparation

The teacher will need to prepare test sheets for multiple choice questions, and structured questions, and print off the relevant structured questions they wish to set the students.

Multiple choice questions: Prepare a multiple choice test using questions contained at end of the related chapter of the Heinemann Office Administration for CSEC and the Longman Office Administration for CSEC texts, and within the CD-ROMs that accompany these texts. The teacher should be aware that the answers are contained at the end of the book so, do not allow use of the text book. This test should be extended by the teacher by using the multiple choice questions on the CD-ROM and others to make up to a maximum score of 20.

1. Structured questions: Prepare one or two structured questions from those contained between pages 231 to 234 of the Heinemann Office Administration for CSEC book, or similar stepped questions created by the teacher.

2. Teachers note: If you have students who are of particularly poor ability it is possible to assign to them only sections a) and b) of each question. You will find that this still achieves assessment of ability because they can achieve only a low score, but the weaker student is able to achieve some degree of success.

How did it go? Lesson review

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Lesson Plans

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