CLUSTER C - Curriculum
PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE
CURRICULUM FET PROGRAMMES
LESSON PLANS
ECONOMICS
GRADE 10
TERM 3
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new Teacher strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here (depending on the school environment, number and type of Learner in your class, the resources available to your Learner, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teacher, Learning and Assessment.
| |
|SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN : 02 TERM 3 TIME: 8 HOURS |
|TOPIC: History of early development of money since the 18tth century and now. |
|CONTENT: History of money and banking |
|INTEGRATION WITH HISTORY |
|Learning Outcome 1: Macro-economics. |Learning Outcome 2: Micro-economics |Learning Outcome 3:Economic Pursuits: |Learning Outcome 4: Contemporary Economic Issues: |
|The learner is able to demonstrate knowledge, critical |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |
|understanding and application of the principles, |understanding and the appropriate skills in |understanding and critical awareness of the policies |understanding and critical awareness, and apply a range of|
|processes and practices of the economy |analyzing the dynamics of markets. |and practices underpinning the improvement of the |skills in dealing with contemporary economic issues. |
| | |standard of living. | |
|10.1.1. Analyze Economics, describe its methods | |10.2.1. Explain the market as a phenomenon | |10.3.1. Investigate and outline the stages of | |10.4.1. Investigate and explain unemployment and | |
|and relationships with other sciences, and | |and make use of graphs to illustrate the | |economic development in broad historical | |debate the various approaches to solve it, taking | |
|investigate career opportunities. | |establishment of prices and quantities. | |context, and relate them to evidence from | |cognizance of the economically marginalized. | |
| | | | |Africa, where relevant. | | | |
|10.1.2. Identify and explain the problem that all | |10.2.2. Describe production possibility | |10.3.2. Investigate and outline economic | |10.4.2. Discuss labour relations and dispute | |
|economies try to solve, and relate it to the basic| |curves (reflecting on efficiencies), and | |development in South Africa in historical | |resolution mechanisms, including labour rights and | |
|processes of production, consumption and exchange,| |explain how they reconcile choice and | |context, highlighting indigenous knowledge | |conventions, within the context of the South | |
|highlighting the promotion or violation of human | |scarcity. | |systems and the impact of colonialism and | |African labour market. | |
|rights and the environment | | | |imperialism. | | | |
|10.1.3. Discuss the participants, markets, and | |10.2.3. Explain the effects, in terms of | |10.3.3. Investigate and outline the history of|X |10.4.3. Investigate and outline the reconstruction | |
|monetary and real flows in an open economy. | |prices and quantities, of the public sector’s| |money and banking in South Africa. | |of the South African economy after 1994, as an | |
| | |involvement and intervention in the market | | | |effort to redress the inequalities of the past. | |
| | |with the aid of graphs | | | | | |
|10.1.4. Describe the reasons for business cycles and | | | |10.3.4..Describe the |
|explain and illustrate their composition, mentioning | | | |composition of the |
|the impact on the economically vulnerable. | | | |South African |
| | | | |population and labour |
| | | | |force, and explain the|
| | | | |factors, such as |
| | | | |HIV/AIDS, that impact |
| | | | |on them. |
|In groups, learners are required to read a text on ‘how|They read as groups, analyze, classify and link |Extract from the text, Timeline table |Baseline | |
|money has evolved’ and ask them to analyze, classify & |information to different stages of economic | | | |
|link the information to different stages of economic |development, tracing these according to timelines.| | | |
|development. | | | | |
|Displays a chart with various forms & pictures of money|Listen attentively and take notes |Chart, Text book, Chalkboard, Newspapers. |Educator assessment, Observation | |
|used in South Africa during pre – and – post 1961 taken| | |Class test. | |
|from the National Museum & Libraries. Explains the | | | | |
|various stages as they are in the chart. Further | | | | |
|explains the concept & types of money e.g. African; | | | | |
|Indigenous ; Colonial; Imperial; S.A. barter system; | | | | |
|medium of exchange; metallic money; precious metals; | | | | |
|minting; legal tender; gold standard; notes; coins; | | | | |
|deposit money. | | | | |
|Facilitates & guides discussion on the: - uses / |Discussion |Text book, Chalkboard |Homework | |
|functions of money; characteristics of money; security | | | | |
|features of South African notes. | | | | |
|Outlines the development of banks in S.A.; Types of |Listen attentively and take notes |Chalkboard, OHP, Data Projector |Class work | |
|banks; Uses & links. | | | | |
|Consolidates by explaining the role played by money in |Listen attentively, answer questions | |Research Presentation | |
|Economic Growth using questions and answers. | | | | |
|Homework: |
|Enrichment/Expanded Opportunities: |
|Teacher Reflections: |
SIGNATURES:
______________________________ ________________ _____________________________ ____________
TEACHER DATE HOD / SMT DATE
| |
|SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN : 03 TERM 3 TIME: 8 HOURS |
|TOPIC: RSA Population |
|CONTENT: Describing the South African population, the SA labour force, factors impacting on the population and labour force growth and composition (e.g. HIV/AIDS. |
|INTEGRATION WITH GEOGRAPHY |
|Learning Outcome 1: Macro-economics. |Learning Outcome 2: Micro-economics |Learning Outcome 3: Economic Pursuits: |Learning Outcome 4: Contemporary Economic Issues: |
|The learner is able to demonstrate knowledge, critical |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |
|understanding and application of the principles, |understanding and the appropriate skills in |understanding and critical awareness of the policies |understanding and critical awareness, and apply a range of|
|processes and practices of the economy |analysing the dynamics of markets. |and practices underpinning the improvement of the |skills in dealing with contemporary economic issues. |
| | |standard of living. | |
|10.1.1. Analyze Economics, describe its methods and | |10.2.1. Explain the market as a phenomenon and make | |10.3.1. Investigate and|
|relationships with other sciences, and investigate | |use of graphs to illustrate the establishment of | |outline the stages of |
|career opportunities. | |prices and quantities. | |economic development in|
| | | | |broad historical |
| | | | |context, and relate |
| | | | |them to evidence from |
| | | | |Africa, where relevant.|
|Learners are given population estimates from Stats S.A.|Learners respond to questions from the given |Textbooks | | |
|that depict population groupings and gender at a given |handouts and discussion around their responses |Reports from Stats S.A. |Case study | |
|period. They are then requested to read and answer |ensues. Draw graphs from the statistic in the |Internet (.za. | | |
|questions. |handouts given. |Newspapers. | | |
|The educator then discusses / explains the following : | | | | |
|(a) Population growth – Demographic cycle (stages) – |Learners listen attentively and respond to | | | |
|Migration and urbanization. |questions that are asked during the discussion / | | | |
|(b) Labor force - Composition |explanation. | | | |
|- Employment and unemployment |Participate in the discussion that emanate from | | | |
|- Labor migration |the explanation of terms. | | | |
|(c) HIV / AIDS and its impact on the South African | | | | |
|population and labor force using a variety of | | | | |
|statistical extracts. | | | | |
|Homework |
|Enrichment/Expanded Opportunities: |
|Teacher Reflections: |
SIGNATURES:
______________________________ ________________ _____________________________ ____________
TEACHER DATE HOD / SMT DATE
| |
|SUBJECT: Economics GRADE: 10 LESSON PLAN :04 TERM 3 TIME: 12 HOURS |
|TOPIC: Unemployment in RSA |
|CONTENT: The nature of unemployment approaches to solving unemployment, and the ability of marginalized groups to participate in the economy. |
|INTEGRATION WITH ENGLISH |
|Learning Outcome 1: Macro-economics. |Learning Outcome 2: Micro-economics |Learning Outcome 3: Economic Pursuits: |Learning Outcome 4: Contemporary Economic Issues: |
|The learner is able to demonstrate knowledge, critical |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |
|understanding and application of the principles, |understanding and the appropriate skills in |understanding and critical awareness of the policies |understanding and critical awareness, and apply a range of|
|processes and practices of the economy |analyzing the dynamics of markets. |and practices underpinning the improvement of the |skills in dealing with contemporary economic issues. |
| | |standard of living. | |
|10.1.1. Analyze Economics, describe its methods| |10.2.1. Explain the market as a phenomenon| |10.3.1. Investigate and outline the stages | |10.4.1. Investigate and explain unemployment and |X |
|and relationships with other sciences, and | |and make use of graphs to illustrate the | |of economic development in broad historical| |debate the various approaches to solve it, taking | |
|investigate career opportunities. | |establishment of prices and quantities. | |context, and relate them to evidence from | |cognizance of the economically marginalized. | |
| | | | |Africa, where relevant. | | | |
|10.1.2. Identify and explain the problem that | |10.2.2. Describe production possibility | |10.3.2. Investigate and outline economic | |10.4.2. Discuss labour relations and dispute | |
|all economies try to solve, and relate it to | |curves (reflecting on efficiencies), and | |development in South Africa in historical | |resolution mechanisms, including labour rights and| |
|the basic processes of production, consumption | |explain how they reconcile choice and | |context, highlighting indigenous knowledge | |conventions, within the context of the South | |
|and exchange, highlighting the promotion or | |scarcity. | |systems and the impact of colonialism and | |African labour market. | |
|violation of human rights and the environment | | | |imperialism. | | | |
|10.1.3. Discuss the participants, markets, and | |10.2.3. Explain the effects, in terms of | |10.3.3. Investigate and outline the history| |10.4.3. Investigate and outline the reconstruction| |
|monetary and real flows in an open economy. | |prices and quantities, of the public | |of money and banking in South Africa. | |of the South African economy after 1994, as an | |
| | |sector’s involvement and intervention in | | | |effort to redress the inequalities of the past. | |
| | |the market with the aid of graphs | | | | | |
|10.1.4. Describe the reasons for business cycles and | | | |10.3.4..Describe the |
|explain and illustrate their composition, mentioning | | | |composition of the |
|the impact on the economically vulnerable. | | | |South African |
| | | | |population and labour |
| | | | |force, and explain the|
| | | | |factors, such as |
| | | | |HIV/AIDS, that impact |
| | | | |on them. |
|Teacher facilitates a fact-finding exercise and brief |Participate in the brainstorm session and; |Textbooks |Class work | |
|sharing of information session on where to obtain the |fill/complete the application forms as per |Libraries |Homework | |
|following application forms: UIF: |instruction. |Magazines |Short test | |
|Unemployment insurance | | |Practicals | |
|Pension | | |Research and presentation | |
|Child support grant | | |Peers | |
|Maintenance grant | | |Controlled test | |
|ID document | | | | |
|Tax returns. | | | | |
|Also directs learners to fill one or more of the | | | | |
|Application forms. | | | | |
|Directs learners to provide an overview of Unemployment|Deliberate on the topic/investigate and report to |Textbooks | | |
|and explains unemployment: |the class (participate in brief discussion in | | | |
|Nature |class). | | | |
|Approaches to solving unemployment |Also listen, ask questions and take notes | | | |
|Ask learners to identify a marginalized person in their|Report back to class or peers. |Textbooks | | |
|community who does not have access to financial | | | | |
|assistance and find out how that person could gain | | | | |
|access to financial benefits. | | | | |
|Summarizes/short explanation on how the marginalized |Listen, take notes and ask questions |Textbooks | | |
|can participate in the Economy | | | | |
|Administers a controlled test |Write a controlled test | | | |
|Homework: |
|Enrichment/Expanded Opportunities: |
|Teacher Reflections: |
SIGNATURES:
______________________________ ________________ _____________________________ ____________
TEACHER DATE HOD / SMT DATE
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