BUSINESS STUDIES 2006 AND BEYOND

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BUSINESS STUDIES 2006 - AND BEYOND!

• FET National Curriculum Statement (Schools)

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OUTCOMES FOR THE SESSION

• 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)

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KEY PRINCIPLES AND VALUES UNDERPINNING THE NCS

• 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

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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

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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

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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

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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)

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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)

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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

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DESIGN FEATURES OF THE NCS
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ALIGNMENT BETWEEN GET AND FET
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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

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Rules of Combination
Fundamental 70 credits
Core40 credits
Elective20 credits

• Two subjects from the same field
• (2 x 20)

• Home Language (20)
• Home Language/ 1st Additional Language (20)
• Mathematics/ Mathematical Literacy (20)
• Life Orientation (10)

One subject from the same or any other field (1 x
20)
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Time allocation
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Grading
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WHICH LEARNING FIELD

• Accounting
• Business Studies
• Economics
• Hospitality Studies
• Consumer Studies
• Tourism

BUSINESS, COMMERCE, MANAGEMENT AND SERVICES
STUDIES
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THE NEW SUBJECT?

• No HG/SG

FET NCS BUSINESS STUDIES

• REPLACES

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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 S Growth Development
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KEY FEATURES OF BUSINESS STUDIES

• Definition
• Purpose
• Scope
• Educational and Career Links
• Learning Outcomes
• Assessment Standards

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DEFINITION OF BUSINESSSTUDIES

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

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DEFINITION (Continued)

• Subject encompasses
• Business Principles, theory and practice
• that underpin development of
• Entrepreneurial initiatives
• Sustainable Enterprises
• Economic Growth

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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

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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

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SCOPE (Continued)

• BusinessEnvironment

• BusinessVentures

• Core Features

• Business Roles

• Business Operations(Business Functions)

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EDUCATIONAL AND CAREER LINKS

• MARKET!
• Inspire ...
• (PACE)

• GET especially EMS

• MARKET!
• Why?

• FET BUSINESS STUDIES

• SelfEmployment

• Enter Business

• FutureBCM Studies

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BIG PICTURE

• RSA Constitution

• COs DOs

• Key NCS Principles

• Fields

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BIG PICTURE (Continued)

• BUSINESS STUDIES

• Subject

• Learning Outcomes

• Context
• Content

• Assessment Standards

• Methods
• Rec Rep
• Subj Comp Statements

• Assessment

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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.

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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

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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.

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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

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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.

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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

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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.

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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

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SO WHATS NEW?

• KNOWLEDGE (CONTENT)
• SKILLS
• VALUES AND ATTITUDES
• TEACHING AND LEARNING STRATEGIES

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SO WHATS NEW?

• NAME!
• Business Studies

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SO WHATS NEW? (Continued)

• KNOWLEDGE (CONTENT)
• 3 new learning outcomes

• CHANGINGENVIRONMENTMacro, Micro, Market

• Businessventures

• BUSINESSROLES
• Citizen
• team member
• career performer
• self-manager
• entrepreneur

• BUSINESSOPERATIONS(Business Functions)

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SO WHATS 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
  learners level of understanding for learners to
  form sound opinions on current economic matters

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SO WHATS 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)

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SO WHATS NEW? (Continued)

• KNOWLEDGE (CONTENT)
• Where found?
• Assessment Standards
• Proposed Content
• More confident now?

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SO WHATS 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

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SO WHATS 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

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SO WHATS 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)

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KEY PRINCIPLES AND VALUES UNDERPINNING THE NCS

• 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

46
SO WHATS 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)

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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

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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

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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

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TEACHING AND LEARNING SUPPORT MATERIAL

• Text Books
• Software
• Reference Books
• Equipment

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TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

• Text Books
• Publishers are currently working frantically to
  have learners books and teacher guides ready
• Grade 10 Business Studies of most publishers
  ready early 2005

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TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

• Software Web-sites
• WCED Business Studies Web-site
• http//curriculum.wcape.school.za/site/28
• Educator support e.g. lesson plans
  www.bized.ac.uk
• Department of Trade and Industry www.dti.gov.za
• Financial Mail www.financialmail.co.z
  a
• Finansies en Tegniek www.fnt.co.za
• Just Business www.jusbiz.org

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TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

• Reference Books
• De Coning et al 1989 Succeed in your own
  business. Pretoria Acacia Books
• Le Roux, EE et al 1995 Business Management a
  practical approach. Johannesburg Lauren
• De J Cronje, GJ et al 1997 Introduction to
  Business Management 4th Edition. Johannesburg
  Thomson Publishing

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TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

• Reference Books (Continued)
• University of Stellenbosch Business School 1995
  Entrepreneurship Your gateway to personal
  Independence. Johannesburg Africa Growth
  Network
• Du Plessis, PG (Ed) et al 1993 Approved Business
  Economics. An Introductory Survey. Pretoria
  Educational Publishers
• Smit, L and Van der Bijl, A 2002 Business
  Management A practical outcomes based Business
  Management Workbook. Cape Town CLS Publishers

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TEACHING AND LEARNING SUPPORT MATERIAL (Continued)

• Equipment
• Reading shelf
• Bulletin bord / OHP
• Access to computer lab

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TRAINING NEEDS

• Formal University/Technikon qualification
• Degree/Diploma
• ACE
• Short courses
• Informal
• WCED training
• WEB modules

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WITH BUSINESS STUDIES AS SUBJECT .

• THANK YOU
  !