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Cooperative learTing Technology-based learning Visualization
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WIL OFFICE
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Types of Multiple Intolligences
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WIL OFFICE
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Add any specific
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WIL OFFICE
 Studeni ouuTbct
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Busness Sfudres: Gradels IKeys /Numberof
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TEACHING STRATEGIES Experiential learning

Peer teaching
Differentiated instruction Discovery learning
Project-based learning
Cooperative learning Visualization
Technology-based learning
Inquiry-based instruction Guided Practice
Game-based learning
Modelling and scalfolding Other: Specity

Personalized learning
Types of Nultiple Intelligences
Everyone loans diferentiy. There are Interpersonal
learn and X Verbal - Lingui_tic - Social
various ways in which learners Intrapersonal
can impact hon Logical - Analytical - Mathematical
process infommation. Thisretain, and apply ralistic
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ntom or
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What theme will you
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ers' real
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Key Concepts/

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WIL OFFICE
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Diferentiated instruction
Project-based learning
Visualization
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my learers unders Bodily -kinesthetics
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nd meteaching strategies to improve the
uality of the learning
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WIL OFFICE
 OFFICE WIL
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Thave familiarised myself with tho before starting to prepare for the
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DATE 11 12
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Zo124OS1/r RRR RR R1|234

SUBJECT: Siress Stoches lesson

Gradels I Keys / Number of Classes - the
DURATION OF THE LESSON: 60 mins/hourls will be taught to:

TEACHING STRATEGIES Experierntial learning

ADitferentiated instruction Peer teaching
Project-based learning Discovery learning
Cooperative learning
Yl Technology-based learning Visualization
Inquiry-based instruction Guided Practice
Game-based learning
Modelling and scaffolding Other: Specity

Personalized learning
Types of Multiple Intelligences
Everyone learns diferently There are Interpersonal
various ways in which learners leam and | Verbal -Linguistic- Social
process information. This can impact how Logical- Analytical- Mathematical Intrapersonal
Naturali_tic
my learners understand,
retain, and apply
Musical -Rhythmic
New Knowledge. Bodily - kinesthetics Kinaesthetic
stvles have Iconsidered to Existential
Wnat reohe instructional maternal IX Visual - Spatial
and my toaching stratogies to improve the
quality o the learrning process
INTEGRATION WITH OTHER SUBJECTS: (Nane the subjocts -Ho does this lesson integrate for cross-curricular teaching?)

WIL OFFICE
 ikead i0 L1slena

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WIL OFFICE
 JerBbock

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WIL OFFICE
 Then thetecher will contnue Gnd explan le
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teach?

WIL OFFICE
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WIL OFFICE
 Studont unber:
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Year of Study PGCE
Number: B,Ed

prcharalion lor tho IcSSon to be taupt

Suicnt Teache: Chocklisy in
CAPSIEBCambridge relevant policy documernts.
Thave familiarised mysel with the belore starting to prepare for the
topic.
overview, termly Annual Teaching Plan (ATP) and lextbook content
fead the prepared belorehand.
Ihave identiied what resources,
displays and task expectations should be therrne and skills being taughi.
Teacher's current stage of the curriculum, which focuses on the
Ihave reviewed the Mentor
learner diversity and respective learning needs.
Ihave reflected on how Imay support what needs re-teaching, and which
learner/s needs additiona
on what worked well or did not,
Ater the lesson, I will reflect for the next lesson.
support. This reflection will intorm my planning who, what, where, when, why &
my TASC in problem-solving. Tinking Actively in a Social Context. ConsiderEvaluate, Communicate, and
fconsidered Gathei/Organize, Identify, Generate, Decide,
Implement,
how. The Rsien TASC model:
|Learn trom Experience.
below
GRADE: Indicate with an Xan the oppropriate bOx
DATE:
11 12
2o1244O1lb RRR RRR1 2 3 4 56|7|89 10

SUBJECT:
Business Stocles.
|Grade's / Keys /Numbor of Classes- the lesson
DURATION OF THE LESSON: bO mins/thourls | will be taught to:

TEACHING STRATEGIES
Differentiated instruction Peer leaching Experientia! learning

Project-based learning Discovery learning

Cooperative learning
Inquiry-based instruction
Technology-based learning Visualization
Game-based learning Guided Practice
Modeling and scaffolding
Other: Specity
Personalized learning
Types of Multiple inteligences
Everyone learns ditterently. There are
various ways in which learmers learn and XI Verbal - Linguistic -Social Interpersonal
procoss nformation. This carn impact how Logical - Analytical - Mathematical Intrapersonal
my learners understand, retain, and apply Naturalistic
Musical -Rhythmic
New Knovledge. Kinaesthetic
What learning styles have l considered to Bodily - kinesthetics
inform or adapt the instructional material X Visual - Spatial Existential
and my teaching strategies to improve the
quality of the learning process?

ErEGRATION WTH OTHER SUBIECTS: Names

te h e t
2s this lesson integrate for cross-curricular teaçhng),
coo tt (ootiute O

WIL OFFICE
 Neaca

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Grade's I Keys /Numbor of Classes- the lesson
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TEACHING STRATEGIES Experiential learning

Differentiated instruction YPeer teaching
Discovery learning
Cooperative learning Project-based learning
Technology-based learning Visualization
Inquiry-based instruction Guided Practice
Game-based learning
Modelling and scaffolding Other: Specity
Personaized learning
Types of Multiple Intelligences
Everyone learns dilferently. There are Interpersonal
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2102OSTAZ RRR RRR 1 2 3|

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DURATION OF THE LESSON: mins/hourls will be taught to:

TEACHING STRATEGIES Experiential learning

|WDifferentiated instruction Peer teaching
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Project-based learning
|Cooperative learning Visualization
Technology-based learning
Inguiry-based instruction Guided Practice
Game-based learning
Modelling and scaffolding Other: Specify
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Types of Multiple Intelligences
Everyone learns dtferently. There are X1 Verbal- Linguistic - Social Interpersonal
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GRADE: Inicate with an X on the
DATE:
2024OC|aY RRR RR R1 23 4 5

SUBJECT:
BynesSudes losson
Gradels/ Keys /Number of Classes - the
DURATION OF THE LESSON:
60 mins/hourls will be taught to:

TEACHING STRATEGIES Experierntial learning

X Differentiated instruction Peer teaching
Project-based learning Discovery learning
A Cooperative learning Technology-based learning Visualization
Inquiry-based instruction Guided Practice
Game-based learning
Modelling and scaffolding Other: Specify
Personalized learning
Types of Multiple Intelligences
Everyone learns ditferently. There are Interpersonal
various ways in which leamers learn and Verbal-Linguistic- Social
process information. This can impact how Logical-Analytical - Mathematical Intrapersonal
my learners understand, retain, and apply Naturalistic
Musical - Rhythmic
New Knowledge. Kinaesthetic
What learning styles have l considered to Bodily - kinesthetics
materia! X Visual - Spatial Existential
infom or adapt the instructional
and my teaching strategies to improve the
quality of the learning process

LFEGRATION WITH OTHER SäpJECT^: (Name thesubject's - Howdogs this lessop integraie forcros_-curriculy teactuypg?
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re-teaching, and which learner/s needs additional
|After the lesson, I will reflect on what worked well or did noL, what needs
support. This refiection will informm my planning lor the next lessotr
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GRADE: Indicata with an X on the appropriate box bolow
DATE:
RRR RR R12 3 45 7 8 9 1 0 11 12

SUBJECT: Bsness uohas

DURATION OF THE LESSON:
| Grade's /I Koys / Numbor of Classes -the lesson
mins/hour/s
willbe taught to:

TEACHING STRATEGIES
Ditferentiated instruction Peer teaching Experiential learning

Cooperative learning
Project-based learning Discovery learring
Technology-based learring Visualization
Inquiry-based instruction
Game-based learning Guided Practice
Modeling and scafolding
Other: Specify
Personalized learning
Types of Multiple intoligences
Everyoneleans ditterertly. There are
various vways in wthich learners learn and X Verbal - Linguistic - Social Interpersonal
process intormation. This carn impact how Logical- Analytical - Mathematical IntraperSonal
my learners understand, retain, and apply
New Knowledge. Musical- Rhythnic Naturalistic
What learning styles have l considered to Bodily -kinesthetics Kinaesthetic
inform or adapt the instructional material X Visual -Spatial Existential
and my teaching strategies to improve the
quality of the learning process?
INTEGRATION WITH 9THER SUBJECTS: (Name the subject/s - How dos this lesson integrate for,cross-curricular teaching?)
tono hey Ieao akut Chalengs n
WIL OFFICE
 Readnd LIstett)

Wnim Spealn
PRESCEIDER LEABiNilsG OUTCOMES tron GAS it t4, o Gntn

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-kknhkonond Creghe Ihemselus and olhers (hreqh
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Teaching Plan (ATP): Add CAPS Page References relevant to your Specific
Annual
Term:
Weck: e
Topic: Mate enurmert (anponents
Values &Attitudes: List applicabe ains thht you wish
featu.
and tea
to achieve
anproximately pp &-10

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expererce?

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numbers |poqe he
Key Concepts/
|Mbiked enuAment ests mmecliately oulsicde
Vocabulary &
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wIL OFFICE
 7ehnoloqy will ol he
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ncopvafo specitying the duration of each sub-sectiorn

Lesson Progression Diterent stages of the lesson withh timesternps
Purpose of the
yplan he ern moikol enunonmnt
utlno he componens f ho moitot enuuonnent
lesson

identify rea! fe
connectians

By the end of the ime ond giplaun cn oppor knitec and theg'
lesson, lcarners
will be able to Jaed by ho buness.
TIME

Hook- Attention leuFers to crecte STAMPS

Grabber ZhÍ leachet twill nstud

Capture attention
stimulato interest. q postey, abt (oponent,
he lesoN
creste a learring
atmosphere.
cti
Hheu ctenhor
ingain eacher.
ieamer dialogue, &

awaken prior
knowiedge
nssocal
news to the lesso
The toocher sets the Mins
tone for the lessorn.

Introduction
Teachercentred |ho teaher will Slat he eson
The teacher will
introduce the topic
on lho preuios essoN.
and explain the
lesson's objectives. -The eacker will ogue studen b an
Recap previous work. Ho explaun what they hae leoun t iom
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tho trsd torm Cpror Enowlecqe)
Mind LMapping

Thencomponent
bhe leachor alleoineu
to Stort o dom
each
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ts
...Mins

WIL OFFICE
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ihk teadko illexplan tan [Link]
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Compnent ond pesentbe bwodheosclaus
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-The teahe ul mork he achuty to choct
Consider ways to
hhether leners cchued he leanag oton
The techor will Jaes he mstant
ascortarn that
ieamers' have
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the lesso,
oints padod
Recap the rati

assessert task
anr
More roche queshen wll be
to leouneij.
-Teahe wil ao debre leuger lo ensure
Wrap up.
How does the learning
experierce koad to
further karning for the
next hae s no mIsConcephon. ...Mins

Post Lesson
Reflection
Leutots wee lHle dsyuphe hay cnt
What went wet?

What coukd be done I Shaulel empy moe ics on had Shaal

|myge clquphe behuicr
next lesson?
Wat did the ioatners h teleached
What dolneed to e.
teact

WIL OFFICE
 Blcy Jhalernen(CAn)Gdde lo1í lebng
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keuners book.
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Add any specific
Requirements: Requucment were (hal J tomehr
Subject cuh) hen hane longuo ge
Specialisation tre esson -ell
Requirements for
Planning of
Teaching and
Learning
Requirements for
the delivery of the
Lesson

Subject / Phase
Specialisation Bsness Suches L Phase

WIL OFFICE
 Studont umber
Studcat Name and Surnanac

Mark with an Registered Prograrhnie

Lesson Plan PGCE

Year of Study
Number:
tauot
ut the lessan to be

CAPSIEBCambridae relevant poicy docurnent's

Thave famalarised myselt with the starting to prepare for the topc
Teaching Plan (ATP), ad textbook content before
read the overview, termly Annual prepared belorethand
sdentilied what resources, displays and task expectations should be skills being taughi
|T have
cutrent stage of the curriculum, which focuses on the theme and
nave reviewed the Mentor Teacher's diversity and tespective learning needs
learnet
have refiected on how I may suppot which learneris needs addtiarial
what worked weli or did not. what needs re-teacthing, and
Ater the lesson, I will refiect on for the next lessor. where, when, why e
support This retloction wall ntorn my planning h a Socal Context, Consider who, what,
problerm-soling, Turicng Actveiy Evaluate, Communicate, and
consideted my TASC in Gathe/Organize, ldentity, Generate, Decide,
Implement,
how. The B-step TASC medel:
Learn from Experience.
tbolow
on tho aporooriate box
GRADE: Indicale witth an X
DATE: |10 1112

SUBJECT: bnness Sodis - - the lesson

Gradels I Keys / Number ot Classos
will be taught to:
DURATION OF THE LESSON: mins/hourls

TEACHING STRATEGIES Experiential learning

Ditferentiated instruction Peer teaching
Project-based learning Discovery learning
Cooperative learning Technology-based learning Visualization
Inquiry-based instruction Guided Practice
Game-based learning
Modelling and scaffolding Other: Specify

Personalized learning
TVOs of Multiple lntelligences
Evervone loarns citterently There are
warious wavs in wBhich learners loarn and Interpersonal
X Verbal - Linguistic - Social
Intrapersonal
process intomation This can impact how Logical- Analytical - Mathermatical
my learners understand, relain, and apply Musical- Rhythrnic Naturalistic
New Knowiedge. Kinaesthetic
Bodily - kinesthetics
What leaming styles have l considered to X Visual Spatial Existential
intom or adapt the instructional materha
e th
and my teaching strategies to iimprove
quaity of the learning process
|INTEGRATION WIH OTHER SUBJECTS; (Name the subject's -How does this lesson integrate for cross-curricular teaching?)
Integaak wHh ife Scienco, Whre 1hey eain qhout
EEfelent phesesaf enoionmet
WIL OFFICE
 LIsten3
Walno Speaknng
RLSCRILED LLhRNilio UNIKONLStuCA it Coma

Crihal hnd ciaht thgk

0icjcnse onc
Subject.
CAPS Pa0e Relerences relevant to your Specific
Annual Teaching Plan (ATP): Add
Term
Weck: 8-10
throuahdhis kesson from CAPS. approximately pp.
Attitudes: List apnhhe ans that vou wdh to achieve
s,nowiedge, Values &

thomselos and/ ohers

Comhnitod to deolepung
Hhouqh bunesj op-olkunthesS
Lesson Planning

Subject Theme/ MUOm en Ur wwrle/

Chapter
hat theme will yoU
use to contextualise

exoerience? Link t to
the learners'real
worid, &introduce
your topc.
onuronment
Topic / Focus /
Textbook Page
numbers
Buiness Enmenb7
Key Concepts/
Vocabulary & PESTLE: Mehacl ucdo eualyale ho ellel mario phurmen
Definitions.

Define the
concepts in ful.
chlknt
tho bwine
Naco enuu Chm eni U nun as Ihe adonal
enurorment

utecs o tho buiness.

WIL OFFICE
 Pasl

sub-5eGton
timestemps specifying tho duration of each
sarogression Differen: saags o» the esson ath
marco
enowonment
Purpos5e of the -explun he term of ntet enuonmcr
lesson
conpenenb
dent, reai-e
connectons
-aqtlno and erpon
(mnents oj mUJO enononmen
Ev the end of the
7he
lesson, learners
wili be able to.
Sencno
TIRM
STAMI

Hook- Attention
Grabber thu oill koep
atentio
anterest.
hey qeh
creato a loarning
atmosphere ham
encourag0 actve

ner daogue. & to he

awaken prior
knowiedge.

news to te iosson
Mins
The toachee sets the
tone fo the lesso

Introduction
eCqppng cn ho preuou!
Teachercentre

The leacher wal

introduce the topc
and explain the
iesson's objectves.

Recap pevious wark, to explun chal thgy leant ton he

5rastomg
Mnd Mappirg
us tempror kloulelye)
eoch
Compnent lo leainots Yo holf
erentberne the

Ains

WIL OFFICE
 ihen lhe traha Toruillkoris
slot lo e
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The teocdhor will explun mptant con. epls
elexat a4 itaceabo tark.
Plan a SMART TASK: pect, casurable tanabe Lfemorandurm /Rubnc
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Speo'y tbe 2 s s s C
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tesching events wit
scaffolded learnet lhe leoupac will be tasted to he aen ony
clas
Compnent ond pesent o
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cwod
Cnd past pyper will be
s

ochovty 10
...Mins

ochec t
Consolidation -The teacher ul mork he ochuhy otrons
Consider was to
uhelher leanes cchiecd he heearnimostant
achieved the spectc
leaming outcomes of -The lecher will Joes
the lesson.
ponts. be procdod
Recap the rain
teaching points
assessment
More prochco queshax wl
Ho lecunes.
-Teaher wl ao clebrtef leuners to ensure
Wrap up
How does the learning
experience lead to
further kearning for the
hae s no misconcephans. S
...Mins
next lesSon?

chd'nt
Post Lesson
Reflection
Leaineks wese IHle
Want to eon. duaphe lhy
What wernt wel?

What could be done 1Shaalc emplag mofe ttics on had shauld

better in the planning
and executing of my
next lesson?
behauiour
What did the learners
understand woll or

What dol need to re

teach?

WIL OFFICE
OFLYLESSD od Assmen Blcy dhalemenCA)Gd de lo- llebnq
Terlboot:Patnur BuIneSC tuces Ccle lO
Webs ies
Onine Resources keuners kook,
Use APA re'erencinc Neforene hlps www
shie

cuicsimentpoly Balerent.
Add any specific
pere (halIShoul feach Sdent
Requirements:
Reguucnent Comachore
Subject
Specialisation

Requirements for
ther hane longua ge a
te dssov well hy
Planning of
Teaching and
Learning
Requirements for
the delivery of the
Lessorn

Subject /I Phase
Specialisation Bsnes Suches LPhase

WIL OFFICE
 Student number:
Student Nane and Surnane: uQ6 4633Y
Programme Registered
STbonga Mark with an

Lesson Plan PGCE

[Link] Year of Study
Number:
taueh
tihe lesson to be
Teachcr Chpcklist in preparation or
Studet
relevant policy docurnents.
have familiarised myself with the CAPSIEBCambridge content before starting to
prepare for the topic.
I (ATP), and textbook
Annual Teaching Plan
I read the overview, termly be prepared betorehand.
expectations should
resources, displays and task theme and skils being taught.
Ihave identified what stage of the curriculum, which focuses on the
Mentor Teacher's current
Ihave reviewed the learning needs.
how may
I support learner diversity and respective and which learner/s
needs additional
Ihave reflected on what needs re-leaching.,
on what worked well or
did not.
After the lesson, I will reflectintorm ny planning for the next lesson. where, when, why &
support. This relection will So 1Context. Consider who, what,
Communicate, and
problem-solving. Tiinking Actively in a
Implement, Evaluate,
Iconsidered my TASC in Gather/Organize, ldentify, Generate, Decide,
how. The -steph TASC model:
Learn from Experience.
appropriate box below
GRADE: Indicate with an Xon tho
DATE: 6 | 7 8 9 10 11 12
RR R12 3 45
RRR

SUBJECT:
winess uces
Classes- the lesson
Gradels / Keys /Number of
mins/hourls will be taught t0:
DURATION OF THE LESSON:

TEACHING STRATEGIES Experiential learning

Peer teaching
Differentiated instruction Discovery learning
Project-based learning
Cooperative learning Technology-based learning Visualization
Inquiry-based instruction Guided Practice
Game-based learning
Modelling and scalfolding Other: Specifty

Personalized learrning Types of Multiple Intelligences

are Interpersonal
Everyone leans differently. There
learn and Y Verbal - Linguistic - Social
various ways in which learners Intrapersonal
omation. This can impact hOw Logical - Analytical -Mathematical
process itor Naturalistic
retain, and apply
my learrnerss iunderstand.
Musical - Rhythmic
Kinaesthetic
New KOWieug
ledge. Bodily -kinesthetics
have l considered to
What leaming stylesinstructional Visual - Spatial
Existential
adapt the material
inform or strategies to improve the
and my teaching
quality o! elearning process?
does this lesson integrate for cross-çuricular teaçhing?)
INTEGRATION WITH OTHER SUBJFCTS: (Nane the subjecls - How
atua scJence iuhee hay leoin
Inengute, WIh
WILOFFICE
 krht,pn ste ciptue,and mate cocison oing
-Olganue hraje thesekohntng
References relevant to your Specific Subjett
Annual Teaching Plan (ATP): Add CAPS Page
Term: |
Weck: /
Topic: MaLO enull
Cnd polhical ch onurCmen
Skills, [Link], Values &chMentra
Atitudes: ha trough this kessor trom CAPS, approxiratey pp o
sçnkal sinss
-acqune
anc pplo pdtely ono ptab1l
Lesson Planning

Subject Thene
Chapter law Shqpes cur econom
What theme will you
use to contextualise
your iearreg
Link it to
the learners' roa
wodd, &introduce
your tapic
Topic /Focus/
Textbook Page Maco enoiHOoment /Lagaland Polhcal enucment
numbers

Key Concepts/ |BEE~Blacl eon om empDorment

Vocabulary &
Definitions.
RDP- Reconstuchon at beuolpment oqycamne
Define the
concepts in full. Gron Cinaih, Emplagment candd RelstnbuhoGrar)
hutogy

WIL OFFICE
Maneslative

mte3a1ed
tes3urces osters
tiashcards ang
ganes
lechmalsgy cill hot he m'eqaloo nto thu yod
Lesson Progression Difierent staoos of the lesson with timestamps specityno tne duration of eacth sub-sectiori

Purpose of the
lesson - evplan he lemy eqal and pl1hicqlenvment
Identty real-e
-Name the caly fosmy' port of' (hs enuuimont
dulne -lhe am of thy laws.
connectons

By the end of the

lesson, learners
will be able to.

TIME
Hook - Attention
Grabber tucenls will ke quon an opfortenky STAMPS

Capture attention. o clo an peos teach1hg, teochinc Chp

hab allnhon of he
stimulate interest.
create a learming
atmosphere.
encourage active
inquity. teacher
learmer daloque, & leainers
awaken pior

ren
afairs newslocal
nevs to the lesson. ..Mins
The toacher sets the
tone for the lessorn.

Introduction
Teachercentred -he teoche wil tecap on he peusy
The teacher wil ucdlby cwith ths onç
introduce the topic
and explain the
Then chyeches' will bo duculecd o
ensuie leaDners knDa) what s expocted sf
lesson's obiectives

Recap previous work.

Brainstorning /
than
Mind Mappng
hen he teochor will Stot epy
|Lecgl and pobheal
Congnents

...Mins

WIL OFFICE
 Ahe toxhe will oninue yp lan he
lerms: Buns ond spley o
iwell a
Cinece nre

Applcable conten:
-lhen ccnpohtou wil he
Quesi
eamers towards Plan a SMART
Crita thnkig SE t'e.
TASKeeas esheHnat'k elevant an3 eeu t
ProceaMenoandun. Rubic [Link]

Piar the seguerce c

teaching events witn
scaffolded iearc
centred activties Leo01s wll be taut wth on achty
wing the ot {hen levolot
'chec

heblonne 30
Mins

Consolidation
-Tho teacher wl debiref looinere (o ensure
Consider vays to tht thee aIf o mycOconcephors.
ascertain that
learners' have
achieved the soecific - The teader oill stucenls on
leaming outcomes of
the lesson.
to sk queshon, kouns oJ
Recap the main
teaching points and
assessment tasks.
Homplok will be ueng bKevsioN.
aj
Wrap up.

How does the learning

experience lead to
further learning for the Mins
next lesSon

PsoN wenl uell u lraners

Post Lesson
Reflection
AllPait o} he
What went weli?
wep undesordo
done
What could be
better in the planning
and executing of
my
eueythiny bo re tootho os fhu form
next lesson?
What did the
learners -hn noel to
Put of reuuior
understand wel! or
pot?

to re.
What doineed
teach?

WIL OFFICE
 c np

OFLESSO: atemen(CAD)Gde o1a le bn4

Webs ies
Terbort :Phtumm Buyness stocheg Cocde |0
Onlne Resources Aeuners book,
Use APA referencing
Neforene hlps www
Cuesmenipoiq Balerent.

Kequncnent ere (hal7 Shoulc feach Sucent

Add any specific
Requiremente

Subject
Specialisation
LUng (her hane longuoge Ihay comaohn
Requirements
Plannio
fo te essoN wel
Chingan
and

Requirements for
the delivery of the
Lesson

Subject / Phase
Specialisation Bsnes Soces FT. Phase

WIL OFFICE
 Student ntumbe.
Student Name and Sttrname: ual6 4633 4
STbOnqason ke u|4 Progratnc
Mark with an Registered

Lesson Plan
Year of Study PGCE
Number: [Link]

Drcpatatio iot thc lesson to be tiBht

Studc1 Tcachgr Checklist in
CAPSEB/Camtbridge relevant policy document/s.
Thave famiiarised myself with the for the topic.
(ATP), and textbook content before starting lo prepate
read the overview, termly Annual Teaching Plan
and task expectations should be prepared beforehand.
Ihave identiied what resources, displays therne and skills being taught.
current stage of the curriculum, which focuses on the
I have reviewed the Mentor Teacher's
respective leatning needs.
|have retlected on how I may support learner diversity and additional
did not. what nceds re-teaching, and which learnet/s needs
After the lesson, I will reflect on what worked well or
support. This reflection will inform my planning for the ext lesson.
a Socal Context, Consider who, what, where, when,
why &
Hconsidered my TASC in problem-solving, Ttinking Actively in Evaluate, Communicate, and
Identify, Generate, Decide, Implement,
how. The -step TASC mode: Gather/Organize,
Learn from Experience.
GRADE: Indicate with an X on the appropriate box bekow
DATE:
3 4 5 6 I 7 8 9 10 11 12
RRR RR R 12

SUBJECT: Bsness'Stuces X
Grade/s / Keys / Number of Classes - the lesson
DURATION OF THE LESSON: mins/hour/s will be taught to

TEACHING STRATEGIES Experiential learning

Diferentiated instruction Peer teaching
Project-based learning Discovery learning
Cooperative learning
Technology-based learning Visualization
VInguiry-based instruction Guided Practice
Game-based learning
Modelling and scaffolding Other: Specity
Personalized learning
Types of Multiple Intelligences
dilferenthy. There are
Everyone learns which learners learn and Verbal -Linguistic -Social Interpersonal
various ways in whn can impact how Logical - Analytical - Mathematical Intrapersonal
process infomation. Thís
apply Naturalistic
my learners understand, retain, and Musical - Rhythmic
New Knowledge. Bodily - kinesthetics Kinaesthetic
to
What learming styles havel considered Visual -Spatial Existential
inform or adapt the instructictional material
and my teaching straBegies to improve the
quality of the learning process?
for cross-Curricular teaching?)
INTEGRATION WITH OTHER SUBJECTS: (Name the subjecUs How does this lesson integrate
EMI, They kan aba
m_the bwiness.
chalnge ah (om panue, facg
WIL OFFICE
 Sct

FRESCRIOtE
prçblanm
clenhfy and she ahd ond mate ceoserl wing
Crihcal
-Ot4anuethnin
ciedhue acheshas
panoye homsele and lheu
relevant to your Specific Subject.
hnual Teaching Plan (ATP): Add CAPS Page References
Term:| QsiON
Weck: 7 pnuranment.
Topie ZytertelahonshP oF mr make! nd Mauc
that vou wish to achieve thrOugh this lesson from CAPS, approximateY
Pp. &- 10
SKills, Knowiedge, Values & Atitudes: List apdicable aims

acquue an [Link] Skiliasonthrouqh

PSSP
Lbsneo oppoutrnhos ancd
deuelses Lesson Planning

Subject Theme/
Chapter
W'hat theme will you
les oepen on one another'
use to contextualise
your feamng
Link t to
exeners' re0
warid, & introduce
Vour topic.

Topic / FocusI
Textbook Page Busess ehc KOments(Kelhonshyp belween
76
Mrco,
numbers
muco andl maket
Key Concepts/ Inlercepengence -envnmabb
7he nerelkitodhs
of each he buiness phudomneny whch can
Define the Sroiuo wthot each other
|Mgyco envfment ha tho qeafest contel od
concepts in full.

nfluence cUer fhe mouket tnuoment

Miap eruamentbas the al|/LeJ contol
QUer he bxinoss enoroment

WIL OFFICE
 fat laos

rrogreSsion De nt staos of the koss on wh tnestaos spectvna Ihe duraton of each sub:secton
PurpTse of the
lesso -explon ihe icicthonshyp belueen tho bunos
Ident'y rea-e
COnect ns enuvomen k.
Sy the end of the
lesson, learners
will be able to. ae.
epkun tho eslent o criol skey vach busno
Hook- Attention
Eypani e nkerckerckne r the buhosy enuronments.
Grabber
The tracher will play an ucleo ahoot the TIME
STAMPS

Capture
shimdat
create a learning
elahonshup beBween he buires pFuvonmer
atmosphere,
encourage active leaunes need to idenh fy, ho relobonsh ip
inquiny, toacher
dialogue,& Chn ue ho lewon To heu onswor, ih
knowledoe.
Link to Curren:
all yab tho Stucent aenhor'
aftairs/newsioca
riews to the lesson
r SCts tho
ror the lessor .Mins

Introduction

The ecche will terap cn ho preuicu lason

Teachercontred

The toacher wi!

introduce the top
leoer uill evplar Iho chjechuer t,
and explain the
lesson's obiecthes
leainers enyule hc leonart unckutond
Recap previous work. Uhut is expecfec of thom.
Brainstorming
Mind Mapping |-Then ihe oqcher will qiue Sudend an
Iemeber from the fst tem.
the leah will explanng he
rekahonship holp feaner ndatand.
...Mins

WL OFFICE
 p lan the
-lhe toxho will (ontne
capchto
Plan a SMART TASK: c casuar
S

Cortred etbes Lauoes wll be ast wdh an achny

ihe P lhen fevol
Unoslonhne 30
..Mins

Consolidation -Tho togcher wdl debref loon eru to ensure

Consider ways to
learmere' hu
het hoe oe ro mScOncephon s
achieved the spectc
teaming outcomes of The teocher will sucens on
the lessarn.

Recap he man

nnching points and

assessment tasks.
-Homelorl
Wrap up.
aj a KeosioN.
How the lourrning
nerience lead to
further kosrning for the
next lesson?
ns
Post Lesson
Reflection
All Pod of Ihe Piscn wenl well au baners keg
What went wel?
jengaed onc were onsing uhan aykoc
What coutd be done
better in the plarning
and executing of my
next lesson?

What did the learners

eaylhng.
-HGhn noc to bo retoachoc os hu form
understand well or
not?

What do t need to re
Put of 1eui orN
tonch?
teach?

WIL OFFICE
 blcy Jkalomen (Ae)Gde jo1aclelobnq
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"erlbct katnum Buness Stoce
Leuners byok
Lse APR re'erencing Neferen«e hlps www
ccsmenipolcq Balnnt.
Add any specific
Requirements: Kequacmen t here Chal I Shoulc feach Soclent
Subject
Specialisation
Luhy ther hane lnguoge u lhay tonzeho
Keçuirements
R. fo
te ssoN well
ing and
Learning

Requirements for
the delivery of the
Lesson

Eubie Pe sness fuchesrLPhase .

WiL OFFICE