The document contains lesson plans and teaching materials for economics and business studies. For economics, the lesson plan covers trade unions, defining what they are, their aims, and the types of trade unions in Namibia. The teaching materials provide notes on trade unions, defining them as workers' organizations that represent workers in dealings with management. It also lists the aims of trade unions such as protecting members against unfair dismissal, representing members in wage negotiations, and ensuring compensation for work injuries. For business studies, the lesson plan covers the public and private sectors, and nationalization vs. privatization. The teaching materials provide summaries of the public and private sectors and their differences, along with reasons for and advantages/disadvantages of nationalization and
This document outlines a two-lesson plan on introducing basic economic concepts. The lessons aim to provide students with background on the nature of economics, the economic problem, and key concepts like opportunity cost and production possibility frontiers. The lessons include PowerPoint presentations, mind maps, and activities. Students will learn about unlimited wants and scarce resources, the three questions of economics, and how to analyze costs and tradeoffs using graphs and tables.
This document discusses several theories and concepts related to management and organizational behavior. It covers classical management theories from Taylor and Weber, as well as behavioral theories from Maslow, McGregor, and Argyris. Additionally, it discusses concepts like bureaucracy, operations management, systems thinking, contingency theory, quality management, continuous improvement, and high-performance organizations. The document provides overviews of these various topics at a high level.
This document outlines the requirements for a special project at Jesús T. Piñero School involving an oral and written presentation on a song. Students must choose a song with a positive message, present it to the class along with background information, and explain why they chose it. They must also submit a written report including the song lyrics, explanation, and personal opinion. Both presentations will be evaluated based on criteria like organization, eye contact, grammar, and meeting deadlines. Students who plagiarize lyrics will fail the assignment.
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
The document discusses the importance of planning and organizing instruction. It states that teaching is a complex activity that requires careful preparation through hourly, daily, and weekly planning and objectives. It emphasizes that effective planning and organization of instruction makes learning the central classroom focus and guides both teachers and students. Finally, it recommends identifying clear lesson objectives, considering student learning styles, and developing questions that reflect different cognitive skill levels when planning instruction.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
This document outlines a two-lesson plan on introducing basic economic concepts. The lessons aim to provide students with background on the nature of economics, the economic problem, and key concepts like opportunity cost and production possibility frontiers. The lessons include PowerPoint presentations, mind maps, and activities. Students will learn about unlimited wants and scarce resources, the three questions of economics, and how to analyze costs and tradeoffs using graphs and tables.
This document discusses several theories and concepts related to management and organizational behavior. It covers classical management theories from Taylor and Weber, as well as behavioral theories from Maslow, McGregor, and Argyris. Additionally, it discusses concepts like bureaucracy, operations management, systems thinking, contingency theory, quality management, continuous improvement, and high-performance organizations. The document provides overviews of these various topics at a high level.
This document outlines the requirements for a special project at Jesús T. Piñero School involving an oral and written presentation on a song. Students must choose a song with a positive message, present it to the class along with background information, and explain why they chose it. They must also submit a written report including the song lyrics, explanation, and personal opinion. Both presentations will be evaluated based on criteria like organization, eye contact, grammar, and meeting deadlines. Students who plagiarize lyrics will fail the assignment.
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
The document discusses the importance of planning and organizing instruction. It states that teaching is a complex activity that requires careful preparation through hourly, daily, and weekly planning and objectives. It emphasizes that effective planning and organization of instruction makes learning the central classroom focus and guides both teachers and students. Finally, it recommends identifying clear lesson objectives, considering student learning styles, and developing questions that reflect different cognitive skill levels when planning instruction.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
Selecting, preparing, using and developing instructional materialsJeanCalisle
The document provides guidelines for teachers in selecting, preparing, and using instructional materials. It recommends that materials fit course objectives and be well-organized, prepare students for lessons, and be designed using the LACARA method. Materials should provide sufficient repetition through examples and questions to enhance understanding for a diverse student body, and be at an appropriate reading level and difficulty to match students' abilities. When preparing materials, teachers should define objectives, allow flexibility, develop content for diverse learners, guide students, and evaluate results.
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUMAlbin Caibog
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
Principles of effective teaching and learningmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
The document discusses various techniques and principles for effective classroom management, including clearly establishing and consistently enforcing rules, presenting material in a clear and organized manner, promoting student responsibility, and treating students with respect to build positive relationships and engagement. Effective instructional management requires planning classroom activities, monitoring student behavior, and maintaining student attention.
The document discusses curriculum mapping as a process to outline learning outcomes, content, skills, instructional methods, and assessments across a program or course. It provides examples of curriculum maps for basic education and college levels that chart these elements over time or across subjects. The purpose of mapping is to ensure alignment and consistency between the formal curriculum and its implementation in the classroom.
This document discusses interactive teaching strategies. It defines teaching strategies as long-term plans to achieve learning goals. When choosing strategies, teachers must consider objectives, subject matter, learners, policies. The top 10 strategies discussed are: setting specific outcomes, show and tell, asking questions, graphical summaries, authentic tasks, accommodating different learning styles through visual, auditory and kinesthetic methods. Interactive strategies blend learning styles to ensure all learners succeed.
How to promote learning and manage an overcrowded classroom?Avinash Fofalia
Overcrowding is a serious menace faced by educators and schools worldwide. It is a
challenge for teachers to pay attention to and facilitate the learning of so many students
simultaneously.
(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
The document discusses the major foundations of curriculum including the philosophical, historical, and psychological foundations. It explores different educational philosophies like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum development. Furthermore, it examines the contributions of important historical figures and how psychological perspectives of behaviorism, cognitivism, constructivism, and humanism have shaped curriculum based on theories of how people learn.
TEACHER REFLECTION FORM (NEW SET........).docxruthvilladarez
This document contains a teacher reflection form with objectives and sets of questions related to creating a responsive learning environment, professional responsibilities of teachers, and participating in professional networks. It discusses ensuring the learning environment is responsive to the community context by understanding cultural norms, communicating effectively with families, incorporating students' cultural backgrounds, addressing issues of social justice, and reviewing laws and regulations regarding the teaching profession. It emphasizes exhibiting caring attitudes, respect, integrity, and participating in professional networks to enhance teaching practice and stay informed on best practices.
Reflective teaching involves recalling, considering, and evaluating past teaching experiences to answer "what" and "why" questions. This allows teachers to avoid jumping to conclusions, identify problems and areas for improvement, and grow as professionals. Reflective teaching is important for professional development, self-evaluation, and self-learning. Teachers can reflect through writing journals, self-reports, peer observations, and considering misconceptions that reflection is just thinking or that experienced teachers don't need it.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Curriculum development saylor and alexander modelKenzie Ancheta
The document outlines the Alexander Curriculum Model which provides a plan for delivering learning opportunities to achieve broad educational goals and specific objectives for students. It describes the major components of the model including goals, objectives and domains, curriculum design, implementation, and evaluation. The curriculum can be designed based on academic disciplines or student needs and interests, and implementation involves instructional objectives, teaching methods, and strategies to achieve learning outcomes which are then evaluated.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
This document discusses various teaching methods and strategies. It categorizes methods as either direct or indirect approaches. Direct approaches include deductive, showing, expository, demonstration, concept teaching, and reporting methods. These are teacher-centered and aim for mastery of skills and content. Indirect approaches are learner-centered and generate knowledge through experience with teacher guidance. Specific steps and techniques are outlined for each method.
This document provides an overview of a teaching and learning module. It discusses establishing ground rules for the class, outlining the module assignments, and introducing basic lesson planning. The session sets rules for class discussions, explains the assignment requirements include referencing and word counts, and covers the key components of a lesson plan such as objectives, introduction, body, and conclusion. Participants discuss examples for different planning elements and common mistakes to avoid. The goal is for participants to understand the importance of rules, assignment guidelines, and planning effective lessons.
This document discusses reflection and the use of a teacher's journal. It provides learning outcomes for a session on the teacher's journal and principles of reflection, which are to become familiar with the journal, learn how to effectively reflect on learning and teaching, and understand the importance of reflection. Reflection is defined as thinking about classroom events and how to improve. Keeping a journal is important as it allows teachers to consolidate learning, think critically, make connections, identify gaps, and plan improvements. Homework involves writing reflections from the training in the journal.
Selecting, preparing, using and developing instructional materialsJeanCalisle
The document provides guidelines for teachers in selecting, preparing, and using instructional materials. It recommends that materials fit course objectives and be well-organized, prepare students for lessons, and be designed using the LACARA method. Materials should provide sufficient repetition through examples and questions to enhance understanding for a diverse student body, and be at an appropriate reading level and difficulty to match students' abilities. When preparing materials, teachers should define objectives, allow flexibility, develop content for diverse learners, guide students, and evaluate results.
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUMAlbin Caibog
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
Principles of effective teaching and learningmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
The document discusses various techniques and principles for effective classroom management, including clearly establishing and consistently enforcing rules, presenting material in a clear and organized manner, promoting student responsibility, and treating students with respect to build positive relationships and engagement. Effective instructional management requires planning classroom activities, monitoring student behavior, and maintaining student attention.
The document discusses curriculum mapping as a process to outline learning outcomes, content, skills, instructional methods, and assessments across a program or course. It provides examples of curriculum maps for basic education and college levels that chart these elements over time or across subjects. The purpose of mapping is to ensure alignment and consistency between the formal curriculum and its implementation in the classroom.
This document discusses interactive teaching strategies. It defines teaching strategies as long-term plans to achieve learning goals. When choosing strategies, teachers must consider objectives, subject matter, learners, policies. The top 10 strategies discussed are: setting specific outcomes, show and tell, asking questions, graphical summaries, authentic tasks, accommodating different learning styles through visual, auditory and kinesthetic methods. Interactive strategies blend learning styles to ensure all learners succeed.
How to promote learning and manage an overcrowded classroom?Avinash Fofalia
Overcrowding is a serious menace faced by educators and schools worldwide. It is a
challenge for teachers to pay attention to and facilitate the learning of so many students
simultaneously.
(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
Teaching Strategies and Methodologies for Teaching and LearningMG M
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your method depends on what are your goals, your individual style and your school’s vision.
The document discusses the major foundations of curriculum including the philosophical, historical, and psychological foundations. It explores different educational philosophies like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum development. Furthermore, it examines the contributions of important historical figures and how psychological perspectives of behaviorism, cognitivism, constructivism, and humanism have shaped curriculum based on theories of how people learn.
TEACHER REFLECTION FORM (NEW SET........).docxruthvilladarez
This document contains a teacher reflection form with objectives and sets of questions related to creating a responsive learning environment, professional responsibilities of teachers, and participating in professional networks. It discusses ensuring the learning environment is responsive to the community context by understanding cultural norms, communicating effectively with families, incorporating students' cultural backgrounds, addressing issues of social justice, and reviewing laws and regulations regarding the teaching profession. It emphasizes exhibiting caring attitudes, respect, integrity, and participating in professional networks to enhance teaching practice and stay informed on best practices.
Reflective teaching involves recalling, considering, and evaluating past teaching experiences to answer "what" and "why" questions. This allows teachers to avoid jumping to conclusions, identify problems and areas for improvement, and grow as professionals. Reflective teaching is important for professional development, self-evaluation, and self-learning. Teachers can reflect through writing journals, self-reports, peer observations, and considering misconceptions that reflection is just thinking or that experienced teachers don't need it.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
Curriculum development saylor and alexander modelKenzie Ancheta
The document outlines the Alexander Curriculum Model which provides a plan for delivering learning opportunities to achieve broad educational goals and specific objectives for students. It describes the major components of the model including goals, objectives and domains, curriculum design, implementation, and evaluation. The curriculum can be designed based on academic disciplines or student needs and interests, and implementation involves instructional objectives, teaching methods, and strategies to achieve learning outcomes which are then evaluated.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
This document discusses various teaching methods and strategies. It categorizes methods as either direct or indirect approaches. Direct approaches include deductive, showing, expository, demonstration, concept teaching, and reporting methods. These are teacher-centered and aim for mastery of skills and content. Indirect approaches are learner-centered and generate knowledge through experience with teacher guidance. Specific steps and techniques are outlined for each method.
This document provides an overview of a teaching and learning module. It discusses establishing ground rules for the class, outlining the module assignments, and introducing basic lesson planning. The session sets rules for class discussions, explains the assignment requirements include referencing and word counts, and covers the key components of a lesson plan such as objectives, introduction, body, and conclusion. Participants discuss examples for different planning elements and common mistakes to avoid. The goal is for participants to understand the importance of rules, assignment guidelines, and planning effective lessons.
This document discusses reflection and the use of a teacher's journal. It provides learning outcomes for a session on the teacher's journal and principles of reflection, which are to become familiar with the journal, learn how to effectively reflect on learning and teaching, and understand the importance of reflection. Reflection is defined as thinking about classroom events and how to improve. Keeping a journal is important as it allows teachers to consolidate learning, think critically, make connections, identify gaps, and plan improvements. Homework involves writing reflections from the training in the journal.
Handbook for Assistant Teachers at The University of Iceland
Volume: 14. September 2018
Publisher: The Centre of Teaching and Learning at University of Iceland
English for Specific Purposes (ESP) - Section 3 - ApplicationAyu Retno Aditya
This document discusses different types of syllabi including the evaluation syllabus, organizational syllabus, material syllabus, teacher syllabus, classroom syllabus, and learner syllabus. It also discusses criteria for organizing a syllabus including topic, structure, function, skills, situation, task, and discourse. Finally, it discusses the role a syllabus should play in course design including language-centered, skills-centered, and learning-centered approaches.
This document discusses different types of syllabi including the evaluation syllabus, organizational syllabus, material syllabus, teacher syllabus, classroom syllabus, and learner syllabus. It also discusses criteria for organizing a syllabus including topic, structure, function, skills, situation, task, and discourse. Finally, it discusses the role a syllabus should play in course design including language-centered, skills-centered, and learning-centered approaches.
This document provides guidance on planning a lesson for the Apply and Evaluate assignment. It discusses the expectations for the Presenting Instructional Content and Thinking indicators. For Presenting Instructional Content, it emphasizes using visuals to establish the lesson purpose and organization, including internal summaries, and modeling expectations. For Thinking, it requires teaching one type of higher-order thinking such as analytical, practical, creative, or research-based thinking and providing opportunities for students to generate ideas and analyze problems from multiple perspectives. The document provides examples and strategies to help teachers meet these criteria in their Apply and Evaluate lesson plan.
Presenting instructional content and thinkingCiel Educttu
The document provides guidance for student teachers on planning a lesson to be evaluated based on the TAP rubric indicators of Presenting Instructional Content and Thinking. It reviews the descriptors for each indicator and discusses key elements like modeling, using visuals, internal summaries, and teaching different types of thinking. The document emphasizes modeling expectations, engaging students in generating ideas and multiple perspectives, and using research. It stresses including these elements in the lesson plan to meet the requirements of the evaluation assignment.
This document provides guidance on common elements to include in elementary lesson plans. It lists key components such as contextual information, student objectives and goals, materials, procedures, and assessments. The template is meant to help teachers organize their planning to meet diverse student needs and incorporate different types of lessons and subjects. Modifications may be needed based on course instructor recommendations. An example science lesson plan format is also included to illustrate how to apply the template components.
Session Objectives & Assessment for Learningwcctlc
This document provides information on setting objectives, assessing learning, and using assessment for learning (AFL) strategies in teaching. It includes:
1. A discussion of the importance of setting objectives and having students articulate their thinking before answering questions.
2. Examples of AFL strategies like using traffic light cards, bouncing answers around the room, and peer marking to assess understanding.
3. Guidance on writing clear, differentiated objectives and avoiding vague language. Activities are included for groups to critique one another's objectives.
4. A recap of the session's key points and a homework assignment to try an AFL strategy and reflect on its use.
This document discusses active learning techniques that can be used in the classroom. It introduces think-pair-share, which involves students thinking individually, discussing in pairs, and sharing with the class. Variations include writing responses individually before pairing up. Think-pair-share benefits include engaging students and incorporating multiple perspectives. Other techniques discussed are numbered heads, three-step interviews where students take turns interviewing and reporting, and three-minute reviews where students summarize material in pairs. Active learning requires activities that motivate students to think and work in groups rather than just listening passively.
This document discusses differentiated instruction in the classroom. It defines differentiated instruction as tailoring teaching methods to meet the needs of diverse students. Key elements of differentiation include content, process, products, and learning environment. The goal is to identify students' needs and provide various ways of content delivery, activities, and assessments. Instructional strategies include comparing and contrasting, note-taking, recognition, practice, and visual representations. Elements for successful differentiation are identifying objectives, examining content, applying techniques, differentiating instruction, and using effective seating arrangements like stadium style.
The document outlines an agenda for a 3-day "Train the Trainer" workshop which will cover topics such as learning styles, training course design, training delivery techniques, and handling difficult training situations. Participants will learn how to identify training needs, design effective training sessions, and use various teaching methods and activities to engage learners. The workshop also provides opportunities for participants to practice delivering short presentations and receive feedback to improve their skills as trainers.
The document provides guidance on developing open learning materials. It defines open learning as enabling self-directed learning where the learner has control over various aspects of the learning process. It recommends asking seven questions when planning a self-instructional course, including the learners, objectives, content, sequencing, teaching methods, assessment, and evaluation. Tips are provided on writing objectives, deciding content, writing lessons, and including features before, during, and after lessons to support self-directed learning.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
This document provides information on effective study skills. It discusses organizing one's time, taking good notes, creating mind maps, teaching others, finding ways to reinforce concepts, breaking up study time, asking questions while studying, and testing oneself. The top three study skills highlighted are time management, note-taking, and developing internal motivation. Effective study techniques include lecturing oneself, making concepts rhyme, and testing one's knowledge with flashcards or practice questions.
The document provides guidance on how to take Cornell notes, including:
- Setting up Cornell notes with headings, dates, and sections for questions and notes
- Taking sequential or simultaneous notes during lectures
- Adding questions to the note-taking process to encourage critical thinking
- Writing a summary of the key points after class to reinforce learning
Classroom Management and Disaffection
Barbara Zamorski and Terry Haydn, School of Education and Professional Development,
University of East Anglia
Abstract
This paper reports on aspects of the Norwich Area Schools Consortium (NASC) cross-school
Classroom Management and Disaffection research project undertaken as part of the NASC
programme. It documents the dual interwoven ‘stories’ of teacher engagement in research as a
learning experience and the substantive research undertaken. The project took place in two
stages, the focus of the second stage emerging out of the analysis of the first stage. Research
into both pupil and teacher perceptions concerning disaffection and classroom management
were investigated in the first stage. The second stage attempted to unravel the complex
relationships between disaffection, curriculum, pedagogy and context from pupil perspectives,
with insights on the relationship between a good lesson and a good teacher being of particular
interest.
Introduction
This project had its roots in the NASC Workshop held at the University in the summer of 1999.
The aim of the Workshop was to produce research designs and action plans for the four crossschool
research projects which were to become the second phase of the three-year NASC
programme on pupil disaffection. The starting point for this particular project was to research
‘effective in-school strategies to deal with disaffection and reduce exclusion'.
As a result of this event, the Classroom Management and Disaffection Research Group came into
being. The eight members of the group comprised six teachers from five NASC schools and two
members of the University staff (a UEA research co-ordinator and mentor). The group met at
the University on a regular basis to work on the planning and conduct of the research. The
research was carried in two stages, the focus of the second stage emerging out of the analysis of
the first stage. This paper describes the work of this group during these stages, and reports on
some of the research undertaken.
Stage One
Stage One of this project, which took place in the autumn term of 1999, began with an interest in
the following questions, which arose from a consensus amongst the group that there were
generally differences in the extent to which pupils were engaged in learning not only between
schools, but within schools.
• What factors enable some teachers to develop greater effectiveness in terms of class
management and the engagement of pupils in learning than others?
• Is it possible to draw on the experience of teachers and pupils to elucidate which are the
characteristic and most influential skills and attributes that make teachers good classroom
managers?
2
• In addition to teacher characteristics, is it possible to discern departmental, subject, or school
‘effects’ which influence pupil engagement in learning?
The group began by reviewing and reflecting on what had already been learned about classroom
management and disaffection from NASC
This document outlines an introductory training session for postgraduate students on teaching skills, which covers understanding student learning, effective small group teaching techniques, questioning strategies, planning sessions, providing feedback, and reviewing one's own teaching practice. The training aims to help participants understand their roles and responsibilities as tutors and apply principles of learning and teaching to improve their instructional skills. Upon completion, participants can choose to pursue a formal postgraduate teaching accreditation through a series of additional workshops and portfolio requirements.
Similar to Lesson plan template Economics grade 12 (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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1. Table of Contents
Table of Contents...........................................................................................................................................1
Introduction....................................................................................................................................................2
Teachers Notes for Economics.......................................................................................................................6
What is a trade union?....................................................................................................................................6
Aims of a trade union.................................................................................................................................6
Types of trade unions in Namibia..................................................................................................................6
There are four types of trade unions...............................................................................................................7
Assesment Task for Economics.....................................................................................................................8
Marking Rubric for Economics......................................................................................................................9
Teachers Notes for Business Studies...........................................................................................................13
Summary: Private vs. Public Sectors...........................................................................................................13
The public sector......................................................................................................................................13
The private sector.....................................................................................................................................13
Nationalisation vs. Privatisation...................................................................................................................14
Reasons for Nationalisation.....................................................................................................................14
Advantages ..............................................................................................................................................14
Disadvantages...........................................................................................................................................14
The reasons for Privatisation....................................................................................................................14
Advantages...............................................................................................................................................14
Disadvantages...........................................................................................................................................14
Assessment Task for Business Studies.........................................................................................................15
Marking Rubric for Business Studies...........................................................................................................17
Conclusion....................................................................................................................................................19
References....................................................................................................................................................20
Lesson Plan
1 International University of Management: Faculty of Educational, Administration and Management: Form 3a
Students
2. Introduction
A lesson plan is a detailed regularly guide that outlines the teacher's objectives for what the students will
accomplish during the course of the lesson and how they will learn it. The following paper will be
focusing on two lesson plans, one for economics and the other for business studies. It will be covering the
whole planning process on how the teacher will be tackling his lesson on the topics of trade unions for
economics and ways of organizing a business activity: the public and private sectors for business studies,
with reference to their objectives. An attachment of the teaching materials, assessment task as well as the
marking rubrics for both subjects will be added at the end of either lesson plan.
Lesson Plan
2 International University of Management: Faculty of Educational, Administration and Management: Form 3a
3. 1. LESSON PLAN INFORMATION
Subject: Economics Name of the School: Andimba Toivo ya Toivo SSS
Grade : 12 Teacher’s name: Aktofel-A Antindi
Number of Learners: 33 Student Number: 180071319
Topic/Sub- Topic: Trade Unions Date:16 April 2018 Time:09H30
Length of Period: 45 Min
2. EXPECTATION(S)
Aims of the lesson: Learners Will………
• Appreciate the roles of Trade Unions in business organisations and the economy
Lesson Objectives: Learners Should be able to……
• Define a trade union
• Identify the aims of trade unions
• Describe the advantages of joining a trade union
• Describe the types of trade unions in Namibia (e.g. White collar, blue collar, craft union etc).
3. STATEMENT OF STUDENTS’ PRIOR KNOWLEDGE AND EXPERIENCE OF SUBJECT MATTER
• From the previous lesson on the topic of business organisation, learners should know a thing or two
about the employer and employee relationship.
4. ASSESSMENT OF STUDENT LEARNING
• Ask learners different questions with regards to the different learning objectives during the lesson.
5. LEARNING CONTEXT
A. The use of Information Technology
N/A
B. Learning Environment/Classroom Organization
• Student with vision impairment requires seating close to whiteboard and magnification equipment for
viewing task.
• Students to sit in pairs or group of three facing the side of the chalk board.
C. Resources/Materials
•Text book (NAMCOL STUDYY GUIDE
• Teachers Notes
• Chalk Board
D. English across the Curriculum:
Reading: Asked to read for the class
Lesson Plan
3 International University of Management: Faculty of Educational, Administration and Management: Form 3a
4. Writing: Take notes during class discussions
E. An appropriate talk on HIV/AIDs cross curricula
• N/A
6. TEACHING/LEARNING STRATEGIES
Content and Teacher Activity Learners Activity Resources
•A recap will be done on the previous
lesson which was on the topic of
Business Organisations. Learners will be
asked questions with regards to the
differences between the private and
public sector.
Introduction
• Ask learners for their inputs on what
they know when we are talking about
Trade Unions or anything that comes to
their minds when they hear about Trade
Unions.
• Write Answers on chalk board
Development
• Ask learners to turn on page 50 of their
text book; (Namcol Study guides in this
case) Look at the meaning together.
•Ask one student to read for the class on
the definition, and explain it in more
details.
• Looking at the definition of the Trade
Unions, ask learners to close their text
books and in groups of two or three note
down what they think are the reasons or
aims of creating a Trade Union with
reference to the definition they have.
•After they are done, ask each group to
name one of the aims they have noted
down, while every group states their
input, teacher will be writing their
answers on the board.
• By looking At the aims, learners will be
required to describe in short what they
make out of the aims the
• Will be expected to raise their hands and
answer to the question asked.
• Take their time to think and give responses
• Follow instructions
• Raise their hands to volunteer
• Work as a group, discuss with others.
• State their answers one by one but first
raising their hands and wait to be named to
talk.
• Required to think and be able to answer the
question.
• Hand outs of
previous lesson
and chalk
board
• Chalk Board
• Namcol
books
• Note Books
• Chalk Board
Lesson Plan
4 International University of Management: Faculty of Educational, Administration and Management: Form 3a
5. benefits/advantages they see in being
part of a trade union.
• Will write the types of Trade Unions on
the chalk board, and ask learners to
describe what they think each mean. By
so doing the learners will get the chance
to think more relating the sound of the
name and what it holds or mean to them.
Conclusion
• Restate the main objectives of the
lesson
• Provide hand outs to the learners with
the summarized notes for them to copy
as notes on the Chalk board.
• Give the learners a chance to ask where
they do not understand on the discussion
of the day.
• Give them homework, and instructions
on what and how to do it.
• Make it known that the definitions and
summaries they write will become test
questions and the notes taken from class
should be kept to be studied later.
• To listen to the given directions, and be
able to answer.
• Take short notes
• Make use of their free period to copy the
notes, or during study time.
• Ask questions where they do not
understand.
Name of Mentor Teacher/Supervisor Miss Alpha Ndeunyema Signature
Lesson Plan
5 International University of Management: Faculty of Educational, Administration and Management: Form 3a
7. HOMEWORK OR ASSIGNMENT SET: Homework Hand in date: Next Lesson
8. REFLECTION OF THE LESSON:
6. Teachers Notes for Economics
What is a trade union?
• Is a worker’s organisation which represents workers in their dealings with the management and
owners of a firm.
Aims of a trade union
To protect their members against unfair dismissals at work
To represent their members at wage negotiations
To ensure that members get compensated for injuries at work
To ensure that members receive market related salaries and fringe benefits
To advise and encourage government to strive towards democracy, freedom and justice for all
To provide members with legal and financial advice
Then teacher will explain to the learners that UNIONS strengthen workers by uniting them, allowing them
to NEGOTIATE collectively with firms as suppliers of the firm with LABOUR rather than just as
individual workers. Thus, united workers are monopoly suppliers of labour to the firm, making them more
powerful than single workers.
Trade unions than act as the middle man between the workers and the FIRMS on issues regarding things
such as:
Higher/improved wages for their members
Shorter working days
Sick leaves
Maternity leaves
Racial and sexual abuse
Students to be able to describe the advantages of joining Trade Unions
Learners to be asked to state any advantages they may think of looking at what the trade unions aims at
providing.
As the learners state the teacher will write on the white board for learners to take notes. Teacher will also
add where he think the learner have left out.
Some advantages are:
The rights of members are protected
Additional benefits, such as counselling
Some unions give loans to members at reasonable interest rates.
Negotiate better working conditions, like more holidays or improved health and safety
Some provide training for new skills
Trade unions give general advice and support
Types of trade unions in Namibia
Teacher explains to the learners that all trade unions are grouped into different federations, which serve as
umbrella bodies under which different trade unions fall or affiliate.
Lesson Plan
6 International University of Management: Faculty of Educational, Administration and Management: Form 3a
7. There are four types of trade unions
1. Craft Union This type of unions restrict their membership to skilled workers who have undergone
lengthy, specialised technical training and who possess technical skills such as plumbers,
electricians, carpenters, boilermaker etc. traditionally, this trade unions are joined by members that
have undergone a recognised apprenticeship. An example in Namibia would be Namibia Building
Workers Union (NABWU).
2. General Union as unskilled and semi-skilled workers also need to be represented by a trade
union. This union fulfil such functions. This is a union that represent unskilled and semi-skilled
workers from trade and industries. An example in Namibia would be the Namibian Domestic and
Allied Workers Union (NDAWU).
3. Industrial Union those are trade unions that represent all workers in many different trades and
industries regardless of their skill or type of work. E.g. all workers who form a trade union in the
clothing industry, mining, railways, motor car manufacturing, etc. will form an industrial union.
An example in Namibia would be the Mineworkers Union of Namibia (MUN).
4. White Collar Unions these unions include general office workers, working in banking and
insurance sectors as well as those in management and professional occupations such as lawyers,
teachers, etc. An example in Namibia would be the Namibian Public Workers Unions (NAPWU),
Namibian National Teachers Union (NANTU), etc.
Lesson Plan
7 International University of Management: Faculty of Educational, Administration and Management: Form 3a
8. Assesment Task for Economics
Name: _________________________ Grade 12_
Class Activity Date: _________________
1. What is a trade union?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________[2]
2. Write a summary of not longer than five sentences identifying the aims of trade unions.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________[6]
3. Name by describing at least three different types of trade unions in Namibia, also give an example
to each.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________[12]
4. List any four advantages of joining a trade union.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________[4]
[Total 24]
Lesson Plan
8 International University of Management: Faculty of Educational, Administration and Management: Form 3a
9. Marking Rubric for Economics
Name:_________________________ Grade 12_
Class Activity Date:_________________
1. What is a trade union?
Is a worker’s organisation which represents workers in their dealings with the management and owners of
a firm. [2marks]
2. Write a summary of not longer than five sentences identifying the aims of trade unions.
To protect their members against unfair dismissals at work.
To represent their members at wage negotiations.
To ensure that members get compensated for injuries at work
To ensure that members receive market related salaries and fringe benefits
To advise and encourage government to strive towards democracy, freedom and justice for all
To provide members with legal and financial advice. [1 mark for each]
3. Name by describing at least three different types of trade unions in Namibia; also give an
example to each.
Craft Union [1 mark]
This type of unions restrict their membership to skilled workers who have undergone lengthy, specialised
technical training and who possess technical skills such as plumbers, electricians, carpenters, boilermaker
etc. traditionally, this trade unions are joined by members that have undergone a recognised
apprenticeship. [2 marks]
E.g. Namibia Building Workers Union (NABWU). [1 mark]
General Union [1 mark]
This is a union that represent unskilled and semi-skilled workers from trade and industries. [2 marks]
E.g. Namibian Domestic and Allied Workers Union (NDAWU). [1 mark]
Industrial Union [1 mark]
These are trade unions that represent all workers in many different trades and industries regardless of their
skill or type of work. E.g. all workers who form a trade union in the clothing industry, mining, railways,
motor car manufacturing, etc. will form an industrial union. [2 marks]
E.g. Mineworkers Union of Namibia (MUN). [1 mark]
White Collar Unions [1 mark]
These unions include general office workers, working in banking and insurance sectors as well as those in
management and professional occupations such as lawyers, teachers, etc. [2 marks]
E.g. Namibian Public Workers Unions (NAPWU), Namibian National Teachers Union (NANTU), etc. [1
mark]
[any three makes 12 marks]
4. List any four advantages of joining a trade union.
The rights of members are protected
Additional benefits, such as counselling
Some unions give loans to members at reasonable interest rates.
Negotiate better working conditions, like more holidays or improved health and safety
Some provide training for new skills
Trade unions give general advice and support. [1 mark for any four]
Lesson Plan
9 International University of Management: Faculty of Educational, Administration and Management: Form 3a
10. 1. LESSON PLAN INFORMATION
Subject: Business Studies Name of the School: Andimba Toivo ya Toivo SSS
Grade : 12 Teacher’s name: Aktofel-A Antindi
Number of Learners: Student Number: 180071319
Topic/Sub- Topic: Ways of organizing business
activity: the public and private sectors
Date: 16 April 2018 Time: 07H30
Length of Period: 45 Min
2. EXPECTATION(S)
Aims of the lesson: Learners Will………
• Understand the difference between the public and private sectors
Lesson Objectives: Learners Should be able to……
• Explain, with examples the difference between public and private sectors, and ways of organizing
business activity;
• Distinguish between nationalization and privatization
3. STATEMENT OF STUDENTS’ PRIOR KNOWLEDGE AND EXPERIENCE OF SUBJECT MATTER
• Have an understanding of the mixed economic system and the private and public sectors
• Able to work with other students in a friendly manner.
4. ASSESSMENT OF STUDENT LEARNING
• Questions will be asked during the lesson and learners will be required to answer
• Learners will be given a task in a form of a test.
5. LEARNING CONTEXT
A. The use of Information Technology
• N/A
B. Learning Environment/Classroom Organization
• Student with vision impairment requires seating close to whiteboard and magnification equipment for
viewing task.
• Students to sit in pairs or group of three facing the side of the chalk board.
C. Resources/Materials
• Namcol study guide
• Teachers summarized notes
• Chalk board
D. English across the Curriculum:
Reading: Students to read out loud while the class follow.
Writing: Write personal summary while we are discussing.
Lesson Plan
10 International University of Management: Faculty of Educational, Administration and Management: Form 3a
11. E. An appropriate talk on HIV/AIDs cross curricula
N/A
6. TEACHING/LEARNING STRATEGIES
Content and Teacher Activity Learners Activity Resources
• A thorough recap on the previous lesson will be done.
This will be done by asking the learners what they can
remember from our previous meeting and if they have any
question. A re-instatement of the main points will be made.
Introduction
• Brainstorm the topic of “the public and private sectors”
on the board. The teacher may ask the individual students
questions to see where they are at, and how well they know
on the topic.
• The teacher will tell the students the purpose of the lesson
and what they should be able to achieve by the end of this
lesson.
Development
•Ask learner to join groups of two or three, and take their
text books on page 55. (Namcol study guides)
• Ask learners to look at the learning objectives and in
short note down a summary of what they think of the
objectives and what they think the topic is all about.
• Once they are done, teacher goes through with the
learners in what they have written down.
• And than discuss the topic further by explaining and
acknowledging what the students have noted down.
• Ask questions and listen
attentively
•Pay attention and answer
to the questions posed by
the teacher
• Listen attentively and
note down what is
expected of them after the
lesson.
• To choose their partners
without disturbing other
classes.
• Discuss as a group, and
note down the summary in
their note book.
• Pay attention and be able
to re-state their group
discussions to the class.
• Listen, take notes, ask
questions for clarity
•Chalk board
• Chalk board
•Learners note
books.
• Chalk Board
• Chalk board
Lesson Plan
11 International University of Management: Faculty of Educational, Administration and Management: Form 3a
12. Conclusion
• To conclude the lesson, teacher calls the students to sit on
their own individual tables.
• Students to bring what they have summarised during the
lesson.
• Teacher questions 3 students to see what they have learnt.
• Teacher makes a statement about the importance of
remembering the main objectives of the lesson.
• Give class rep a hand out summary to copy on the chalk
board for others during study time if there is no enough
time left.
• Do what they are told
• Raise hands to answer
• Pay attention
Name of Mentor Teacher/Supervisor Miss Alpha Ndeunyema Signature
Lesson Plan
12 International University of Management: Faculty of Educational, Administration and Management: Form 3a
7. HOMEWORK OR ASSIGNMENT SET: Class test Hand in date: Next Lesson
8. REFLECTION OF THE LESSON:
13. Teachers Notes for Business Studies
Summary: Private vs. Public Sectors
1. The public sector is made up of agencies and institutions owned and operated by the government, while the
private sector is made up of small businesses, corporations, as well as profit and non-profit organizations.
2. The public sector is not profit-driven, while this is the case with the private sector.
3. The end beneficiary of the services offered by the public sector is the general public, while it is the general
consuming public who take advantage of the goods and services offered for profit by the private sector
businesses.
The public sector
The main purpose is to provide essential goods and services that cannot be left to private sector businesses.
Other than health and education, defence and police; it may also include industries such as energy,
telecommunications and public transport.
The main aim of public sector businesses is to provide a service to the public in the areas of the country. To
keep people in jobs so that unemployment does not rise. To keep prices low so that everybody can afford the
services. To break even, the point of sales where there is no profit neither a loss.
Here we talk of the public corporations, which are businesses established by law and is wholly or partially
owned by the government. President appoints a board of directors, who appoint a managing director. e.g. NBC,
which provides radio and television services in Namibia. Nampower, generates and provide electricity in
Namibia. Namcor, handles exploration for oil and gas and planning for the development of a petroleum
industry. The Namibia Development Corporation (NDC) promotes, develops, and support all the sectors of the
Namibian economy.
Government owned companies, where government is the only shareholder of that company. The relevant
minister appoints the board of directors, who in turn appoints the managing director. E.g. Namwater, It provides
clean water for human and animal consumption. TransNamib, operates roads, rail, harbor and air transport.
Nampost, provides postal services, etc.
Statutory institutions, are established by law. E.g. Agricultural Bank of Namibia, which finances both
commercial and communal farming activities. It is self-funding. Under the control of the Minister of finance,
board of directors appointed by the president.
The private sector
Main aim is to make profit. The government has little or no control in the running of these businesses. In
Namibia, there are different types of business organisations in the private sector, e.g. sole-traders, partnerships,
close corporations, multinationals, joint ventures and franchises. They are usually small, although some are very
large such as public companies.
E.g. Shoprite, Pupkewitz Holdings; Game; Pep stores. Can you name other more?
So we have learnt that some businesses are privately owned and others owned by government. The ownership
can be changed either when government sells to the private sector or when government buys from the private
sector which is what we are going to discuss next.
Lesson Plan
13 International University of Management: Faculty of Educational, Administration and Management: Form 3a
14. Nationalisation vs. Privatisation
Nationalisation, is the process by which the state or government takes over the ownership and control of businesses
from the private sector. Nationalization implies that, on behalf of the nation, the government of the country owns and
operates the productive system, and sometimes also the distributive system.
Reasons for Nationalisation
• Services such as Health and Education may not be available to society or may be to expensive to afford if left in the
hands of the private sector.
• For national security reasons, certain key industries such as defence and police etc may be too important to be left to
private enterprises.
Advantages
• The industry is essential to a large number of consumers for example water.
• Existence of monopolies decreases
• Where the public interest would not be met by private enterprises. E.g. A private company would find it unprofitable to
run a railway to a small village.
Disadvantages
• Government can use those businesses for political reasons
• No close competition to the public corporations.
• There is a lack of incentives to increase consumer choice and increase efficiency.
Privatization, is the process of transferring ownership of businesses from the state to the private sector. An
industry/business that has been privatized has been transferred from the control of the state or to the private sector. A
recent example in our country is the change of ownership of Air Namibia from the state to private ownership.
The reasons for Privatisation
• Nationalised industries have too much power. Their power usually lies in the importance of the service or product they
deliver. Example of such industries are the Namwater and Nampower. Therefore strikes or reduction in service delivery
could impact negatively on the economy of a country.
• Constant government interference in the running of nationalized industries results in difficulties for management that
leads to inefficiency in management and operations of those industries.
Advantages
• New owners who have a profit as a main aim in mind might run the business more efficiently
• It raises money for the government because it has to pay tax
• Competition increases, which will keep prices low and encourage efficiency
• New owners may have more capital to invest, and it may improve the service they offer.
• There is no politics involved as in the case where the government owns it and decisions are only for business reasons.
Disadvantages
• Some important services that make losses may close down
• Workers may lose their jobs and because of the main aim, new owners are to make profits.
• Business may be run as a monopoly which may lead to high prices for consumers
• Only a few people will benefit from the business.
Lesson Plan
14 International University of Management: Faculty of Educational, Administration and Management: Form 3a
15. Assessment Task for Business Studies
Name: _________________________ Grade 12__
Class Test 01 Date: _________________
1. Distinguish between Nationalisation and privatization. [4]
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________
2. Why is business activities like broadcasting corporations owned and run by the state? [4]
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________
3. What are the advantages of privatization? [4]
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________
4. Explain with examples what is meant by a private and public sector business. [6]
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Lesson Plan
15 International University of Management: Faculty of Educational, Administration and Management: Form 3a
17. Marking Rubric for Business Studies
1. Distinguish between Nationalisation and privatization. [4]
Nationalisation, is the process by which the state or government takes over the ownership and control of
businesses from the private sector. [2 marks]
Privatisation is the process of transferring ownership of businesses from the state to the private sector. [2
marks]
2. Why is business activities like broadcasting corporations owned and run by the state? [4]
• To provide services to the public in all areas of the country.
• To keep people in jobs so that unemployment does not rise.
• To keep prices low so that everybody can afford the services.
•To break even, the point of sales where there is no profit neither a loss. [1 mark for each]
3. What are the advantages of privatization? [4]
• New owners who have a profit as a main aim in mind might run the business more efficiently
• It raises money for the government because it has to pay tax
• Competition increases, which will keep prices low and encourage efficiency
• New owners may have more capital to invest, and it may improve the service they offer.
• There is no politics involved as in the case where the government owns it and decisions are only for business
[1 mark for each]
4. Explain with examples what is meant by a private and public sector business. [6]
• The Public Sector business are usually organizations that are owned and operated by the government and exist
Lesson Plan
17 International University of Management: Faculty of Educational, Administration and Management: Form 3a
18. to provide services for its citizens, organizations in the public sector do not seek to generate a profit. [2 marks]
• Example is Nampower, Namcor and Transnamib. The Katutura state hospital, as well as Jan Mor SSS. [1
mark]
• The private sector business are businesses that are not state controlled and are run by individuals and
companies for profit. [2 marks] • E.g. Shoprite, Pupkewitz Holdings; Game; Pep stores [1 mark]
Lesson Plan
18 International University of Management: Faculty of Educational, Administration and Management: Form 3a
19. Conclusion
This paper was focusing on two lesson plans, which were based on the subjects of economics and business
studies, on the topics and objectives from their respective syllabuses. The paper has included in a teachers notes
for economics and business studies subjects, an assessment task as well as a marking rubric that will be used to
carry out the developed lesson plans.
Lesson Plan
19 International University of Management: Faculty of Educational, Administration and Management: Form 3a
20. References
NSSC/H Business studies module 1, page 55-62
NSSC/H Economics module 1, page 50-54
25.55-Econ Gr10 LPS Term 3 Final
Lesson Plan
20 International University of Management: Faculty of Educational, Administration and Management: Form 3a