Economic Management Sciences Learning Area - Curriculum ...

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• The use of computer technology in improving accounting and record keeping • Improving the learner’s understanding of all aspects of management, to improve learner employability, especially of • administration, • finances and accounting, • record keeping, • human resources and conditions of employment, • technology, and • public relations and marketing • Feasibility studies, the business plan and SWOT analysis • The role of small, medium and micro enterprises 8. TEACHING AND LEARNING STRATEGIES Effective teaching and learning of the EMS learning area will draw on a range of philosophies of education and approaches to teaching, learning and assessment. These include experiential learning, appropriate linking of theory and practice, and adoption of a process model. This is because learners need both a sound theoretical understanding of EMS, and — from as early an age as possible — a progressively effective ability to apply the knowledge, skills, attitudes and values associated with it in related useful activities. These in turn will reinforce theoretical learning of the desired qualities. Increasing involvement in activity applies especially to LOs 3 and 4, which deal with the development of managerial and entrepreneurial skills, respectively; and to a lesser extent to LOs 1 and 2, which deal with reconstruction and growth and with how the economic cycle addresses the economic problem. This broad learning process in EMS relates to the nature and processes of production and distribution, and to their business and production management, in the contexts of both South Africa’s economy and society and alternative socio-economic systems. EMS requires, moreover, that learners understand the need for the promotion of growth and job-creation and the reduction of poverty, while respecting the environment, human rights, social justice and inclusivity. The full scope of the learning area therefore demands of its learners a wide range of knowledge, skills, attitudes and values, in both theory and practice. EMS knowledge helps learners to become aware, active economic citizens, and gives special attention to helping them meet the challenges of development, growth and job creation. The process approach, in the context of experiential learning, sees the learners as active beings. They are entitled and encouraged to participate in the decision-making that affects them, and to consciously construct meaning from reality. In the process approach, Economic and Management Sciences 9
the development of the learner and how he or she attained the LOs is as important, if not sometimes more important, than the attainment of the LOs. EMS should be a practical, enjoyable, participatory learning experience for every learner. The Economic and Management Sciences learning area is ideally suited to be an enjoyable, practical learning area where learners can truly learn through play. The world of economics and business is alive, vibrant and conspicuous around all of us every day – this reality should be exploited fully through the curriculum. Children learn most things much easier by doing and experiencing – this is almost always achievable through the EMS learning area’s LOs. The ZOPP methodology is a modern, international teaching and learning strategy for learners at all levels (school and adult learning centres). It can be introduced to learners even from Grade 1 (read only), but especially with great effect once learners can write words and short phrases, which is the essence of the ZOPP methodology (Refer to Annexure 1). In fact this is a strategy that can be used for developing literacy (reading and writing) in the Foundation Phase and Intermediate Phase. 9. EXTENSIONS TO LEARNING The EMS learning area allows for expanded opportunities for learners gifted in the various multiple intelligences through, for example, visits to businesses and financial institutions, or running their own businesses, as well as through research opportunities of current events and information portrayed in the media. Learners who require extension can be made aware of the World Tourism Day and Small Business Week annually. Projects/Assignments should ideally be developed around these events. 10. BARRIERS TO LEARNING VISUAL IMPAIRMENT Ensure that flash cards, posters and OHP transparencies are in enlarged print or writing. Place learners in front of class. ATTENTION DISORDERS When planning learning experiences, ensure that the interests of the learners are accommodated, by including teaching and learning strategies that address the different multiple intelligences, where applicable. Teachers should give clear and concise instructions and limit distractions in the classroom. WEAK MOTOR SKILLS Teachers should allow more time for learners with fine motor skills deficiencies to complete tasks in Accounting. Teachers should allow more time for learners with gross motor skills deficiencies to complete activities such as the Market Day. Economic and Management Sciences 10
Page 1 and 2: DIRECTORATE: CURRICULUM DEVELOPMENT
Page 4 and 5: PART ONE ECONOMIC AND MANAGEMENT SC
Page 6 and 7: entrepreneurial mind frame. The key
Page 8 and 9: MONEY GOODS & SERVICES CONSUMERS PR
Page 10 and 11: Service Studies. In particular, EMS
Page 14 and 15: DYSLEXIA Teachers are to ensure tha
Page 16 and 17: PART THREE 14. INTRODUCTION: EMS PR
Page 18 and 19: SENIOR PHASE ECONOMIC & MANAGEMENT
Page 20 and 21: technology can improve productivity
Page 22 and 23: Learning Outcome 4: ENTREPRENEURIAL
Page 24 and 25: ZOPP METHODOLOGY ANNEXURE A A wonde

Economic Management Sciences Learning Area - Curriculum ...

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