BUSINESS STUDIES 2006 - AND BEYOND!

1. BUSINESS STUDIES 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. KEY PRINCIPLES UNDERPINNING THE NCS • Social transformation: • - redress of imbalances • Outcomes-based education: • - Learner-centredness • - Active learning approach • - Outcomes: COs & DOs & LOs • - Integrate learning/teaching and assessment

5. NCS PRINCIPLES (continued) • High knowledge and high skills:- high expectations • NCS specifies the minimum standards of knowledge and skills to be achieved at each grade

6. NCS PRINCIPLES (continued) • Integration and applied competence • within and across subjects and leaning fields • integration of knowledge and skills across subjects and terrains of practice for achieving applied competence • promotes integrated learning of theory, practice and reflection

7. NCS PRINCIPLES (continued) • Progression • process of developing more advanced and complexknowledge and skills • progression from one grade to another • Articulation: relationship between qualifications (FET & HE) • Portability: parts of qualification are transferable (20 credits)

8. NCS PRINCIPLES (continued) • Human rights, inclusivity, environmental and social justice • sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability • an inclusive approach by specifying minimum requirements for all learners (development of appropriate LP)

9. NCS PRINCIPLES (continued) • Valuing indigenous knowledge systems • recognise the wide diversity of knowledge systems • indigenous knowledge systems embedded in African thinking and social practices have been infused in NCS • problem solving & constructing knowledge • Credibility, quality and efficiency • comparable in quality, breadth, and depth to those of other countries

10. DESIGN FEATURES OF THE NCS

11. ALIGNMENT BETWEEN GET AND FET

12. LEARNING FIELDS • Languages • 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

13. 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)

14. Time allocation

15. Grading

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

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

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

19. KEY FEATURES OF BUSINESS STUDIES • Definition • Purpose • Scope • Educational and Career Links • Learning Outcomes • Assessment Standards

20. DEFINITION OF BUSINESSSTUDIES • Subject deals with K S A V critical for • informed • productive PARTICIPATION • ethical • responsible in Formal and Informal economic sectors

21. DEFINITION (Continued) • Subject encompasses • Business Principles, theory and practice • that underpin development of • Entrepreneurial initiatives • Sustainable Enterprises • Economic Growth

22. PURPOSE • Business requires informed, imaginative, participative, contributing, reflective business practitioners who can dynamically perform a range of BUSINESS OPERATIONS • Development of these BUSINESS ROLES put learners in a position to effectively apply K & S to analyse and deal with different (changing) BUSINESS ENVIRONMENTS • to successfully initiate and carry out BUSINESS VENTURES

23. PURPOSE (continued) • Learners will be able to: Create bus. Opportunities,solve problems,take risks Profitablyconduct business in changing bus. environments Apply leadership & management skills ResponsivelyManage themselves Develop themselves & others

24. SCOPE (Continued) BusinessEnvironment BusinessVentures Core Features Business Roles Business Operations(Business Functions)

25. EDUCATIONAL AND CAREER LINKS MARKET! Inspire ... (PACE) GET especially EMS MARKET! Why? FET BUSINESS STUDIES SelfEmployment Enter Business FutureBCM Studies

26. BIG PICTURE RSA Constitution COs DOs Key NCS Principles Fields

27. BIG PICTURE (Continued) BUSINESS STUDIES Subject Learning Outcomes Context Content Assessment Standards Methods Rec & Rep Subj Comp Statements Assessment

28. LEARNING OUTCOMES • LEARNING OUTCOME 1 • Business Environments • The learner is able to demonstrate knowledge and analyse the impact of changing and challenging environments on business practice in all sectors.

29. LEARNING OUTCOMES • LEARNING OUTCOME 1 • Business Environments • Grade 10 • Components of micro (internal), market and macro business environments - relationship between them • Features of micro (internal), market and macro business environments • Contemporary socio-economic issues that impact on business • Nature and classification of businesses being conducted in the community

30. LEARNING OUTCOMES • 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 ventures.

31. LEARNING OUTCOMES • LEARNING OUTCOME 2 • Business Ventures • Grade 10 • Instruments to assess the needs and wants in an identified environment • Possible business opportunities • Business plan • Factors that impact on business location decisions • Presentation of business related information • Relevance of contracts & legal implications

32. LEARNING OUTCOMES • LEARNING OUTCOME 3 • Business Roles • The learner is able to demonstrate and apply contemporary knowledge and skills to fulfil a variety of business roles.

33. LEARNING OUTCOMES • LEARNING OUTCOME 3 • Business Roles • Grade 10 • Creative thinking towards successful business • Apply creative thinking strategies • Self-management • Business Careers • Teamwork skills & factors that can influence these relationships • How business can contribute responsibly towards own community

34. LEARNING OUTCOMES • LEARNING OUTCOME 4 • Business Operations • The learner is able to demonstrate and apply a range of management skills and specialised knowledge to perform business operations successfully.

35. LEARNING OUTCOMES • LEARNING OUTCOME 4 • Business Operations • Grade 10 • The eight business functions • Interrelationship of business functions in context of • Small business, Medium business, Big business • Levels and tasks of general management - analyse public or private organisation • Analyse following functions in achieving business objectives : Admin, Fin, Purchasing, Public relations

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

37. SO WHAT’S NEW? • NAME! • Business Studies

38. SO WHAT’S NEW? (Continued) • KNOWLEDGE (CONTENT) • 3 new learning outcomes CHANGINGENVIRONMENTMacro, Micro, Market Businessventures BUSINESSROLES Citizen team member career performer self-manager entrepreneur BUSINESSOPERATIONS(Business Functions)

39. SO WHAT’S NEW? (Continued) • KNOWLEDGE (CONTENT) • New approach strikes better balance between learning through actual experience/simulation in stead of memorising facts only • Contact with the world of the learner essential before introducing abstract concepts • More important than in the past is necessity to discuss current business topics within the learner’s level of understanding for learners to form sound opinions on current economic matters

40. 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)

41. SO WHAT’S NEW? (Continued) • KNOWLEDGE (CONTENT) • Where found? • Assessment Standards • Proposed Content • More confident now?

42. SO WHAT’S NEW? (Continued) • SKILLS • Cognitive - e.g. Identify, Describe, Discuss, Explain, Examine, Analyse, Assess, Evaluate, Critically reflect • Practical - e.g. Select, Devise, Develop, Research, Collaboratively transform/start, Present, Apply

43. SO WHAT’S NEW? (Continued) • VALUES AND ATTITUDES • Directly addressed - not incidentalDerived from: • Critical Outcomes • Key NCS principles especially • Human rights, inclusivity, environmental and social justice • Valuing indigenous knowledge systems • Social transformation • Assessment standards • Task: Use LO4 to find 2 of the NCS principles in Assessment Standards Gr 10-12

44. SO WHAT’S NEW? (Continued) • VALUES AND ATTITUDES • Task: In groups, (one LO per group), determine how the key NCS Key principles will/should impact on the teaching, learning and assessment of Business Studies. • (See next slide)

45. 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

46. 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 Skills, knowledge, values and attitudes (SKVA)

47. 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 Business Studies should acquire. Computer literate Able to exploit the Internet

48. Implications for teaching and learning • Teachers need ample access to: Variety of text books Dictionary(ies) Newspapers Business, Economics, Educational journals E.g. Teaching Business & Economics - Edulis

49. TEACHING AND LEARNING SUPPORT MATERIAL (Continued) • LSM (IDEALLY) • Textbooks as a resource • Readers, census data, graphic data, graphs • Dictionaries, photographs, models, encyclopaedias and other reference works • posters, pamphlets, brochures, cartoons • magazines and newspapers • pre-recorded videos, audio-cassettes and slides • multimedia packages • internet

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