TMS3709/101/0/2022 Tutorial Letter 101/0/2022 Teaching Economics in Further Education and Training phase TMS3709 Year module Department of Curriculum and Instructional Studies This tutorial letter contains important information about TMS3709. Define tomorrow.CONTENTS: 24 2.2 44 42 43 54 52 53 61 a4 92 9.3 94 9.5 96 97 10 10.1 10.2 10.3 " 2 3 14 INTRODUCTION PURPOSE AND OUTCOMES Purpose Outcomes...... CURRICULUM TRANSFORMATION LECTURER(S) AND CONTACT DETAILS. Lecturer(s) Department. University. RESOURCES Prescribed book(s) Recommended book(s). Electronic reserves (e-Teserves) ...-sesseeetee wennneininnnennenienninnennnenT STUDENT SUPPORT SERVICES. First-Year Experience Programme @ Unisa 10 STUDY PLAN... PRACTICAL WORK... ASSESSMENT Assessment criteria " Assessment plan " Assignment numbers 12 Assignment due dates 12 ‘Submission of assignments 13 Other assessment methods 15 The examination 15 ACADEMIC DISHONESTY .. Plagiarism 18 Cheating More information about plagiarism can be downloaded on the link below 19 STUDENT WITH DISABILITY FREQUENTLY ASKED QUESTIONS 19 SOURCES CONSULTED. 19 IN CLOSING.TMS3709/101/0/2022 15 ADDENDUM... 201 INTRODUCTION Dear Student Welcome to this module. | trust that you will find the module stimulating and of great help in your future career as a teacher. | sincerely hope that your studies this year will prove successful. This tutorial letter is part of the University’s tutorial programme. It contains important information and must be studied very carefully. This module, Teaching Economics in Further Education and Training phase, forms part of the PGCE and BEd (Senior Phase and FET) programmes. Its main purpose is to equip you with the necessary teaching skills to teach effectively in the senior and FET school phases. | trust that you will find the content interesting, constructive and useful To achieve this purpose, the module is using a blended learning approach “of multiple teaching and learning strategies, pedagogies, educational technologies and student support where e-learning may form a significant proportion of the learning opportunities” (Unisa, Open Distance e-Learning Policy, 2018, p.2). This module introduces you to the concept alternative assessment, Alternative assessment is used to encourage your involvement in the assessment process and interaction with other students, lecturers and the school community at large. In this module you must compile an e- portfolio of your activities throughout the year. In the e-portfolio your progress, achievements, developmental strengths, and areas for continued improvement will be included and assessed. The e-portfolios require you to demonstrate your understanding of the subject and pedagogical content knowledge and the application thereof. In distance education, there are not many opportunities for lecturers and students to get together for practical lesson demonstrations. The lecturer for TMS3709 will mainly rely on the assessment of your submitted written activities in your e-portfolio. Thus, you are expected to complete eight activities for this module. Use this tutorial letter as the basis for a properly planned study programme for the module. 2 PURPOSE AND OUTCOMES: 24 Purpose The purpose of this module is to give you insight into the complexity of subject didactios theories and methodology; the distinctive nature of Economics as a school subject; the objectives in Economics; teaching and leaning strategies applicable to Economics; different methods and media to teach Economics; the role of the Economies subject teacher; and lesson planning and assessment.TMS3709/101/0/2022 2.2 Qutcomes 2.2.1. Purpose of the module The specific purpose of the module is to equip students to . bridge the gap between the theory of teaching and learning, and teaching practice . apply the various teaching methods in lesson planning and in teaching practice . acquire assessment and other teaching skills so that they can assess learners in objectively and effectively . perform their role as teachers when they start teaching . develop their capacity and ability to think critically and holistically about the educational and economic context 2.2.2 Objectives and assessment criteria A range of tasks and assignments in study guides, tutorial letters, various forms of multimedia, assignments, examinations and practical teaching will show that the students have achieved the following objectives: Objective 1: Students can explain the most important and basic concepts relating to Economics in the teaching and learning environment in South Africa. Assessment criteria for objective 1 . Explain the importance of Economics and how to teach the subject to Grade 10 to 12 leamers, . Formulate the main concepts of the subject, present the knowledge in a coherent manner and apply it in a lesson plan Objective 2: Students can discern and critically explain the advantages and disadvantages of the various teaching methods that used to teach Economics in the Senior Phase and FET Phase. Assessment criteria for objective 2 . Highlight the similarities and differences between the various methods for teaching Economics contents, for example the lecture method in combination with the scaffolding method. . Choose the right and most applicable teaching method for certain lesson presentations in a classroom situation. . Discuss the key concepts of the Curriculum and Assessment Policy Statement (CAPS) 2011 for Economics and explain how they are applied in a lesson plan. Objective 3: The student can plan, design, apply and evaluate the different stages of a lesson pian, and present a lesson according to the objectives and assessment criteria (in a practical way, if required),Assessment criteria for objective 3 . Identify the steps of a lesson plan with regard to the content, time, methodology, objectives and assessment tools. . Apply the principles of the CAPS document to lesson plans that are specifically designed for the school subject Economics. . Apply the theoretical principles for developing a lesson plan and, in a practical way, base a lesson plan on the principles of the Department of Basic Education (DBE). Objective 4: Students can develop and evaluate the principles of assessment, they know how to apply them in the teaching environment and they can apply them correctly to learning in different grades (Grades 10 to 12). Assessment criteria for objective 4 . Construct the various assessment criteria and forms or tools that can be used to assess leamers effectively and objectively in Grades 10 to 12 . Demonstrate interaction with leamers, and understand the way in which learners learn by presenting a structured assessment plan. . ‘Assess and apply the requirements of the DBE for assessment in the school environment. . Give practical examples of various assessment tools, for example a written or oral ‘examination together with a complete memorandum. 3 CURRICULUM TRANSFORMATION Unisa has implemented a transformation charter based on five pillars and eight dimensions. In response to this charter, we have placed curriculum transformation high on the teaching and learning agenda. Curriculum transformation includes the following pillars: student-centred scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of teaching and learning, and the infusion of African epistemologies and philosophies. These pillars and their principles will be integrated at both programme and module levels as a phased-in approach. You will notice a marked change in the teaching and leaming strategy implemented by Unisa, together with how the content is conceptualised in your modules. We encourage you to embrace these changes during your studies at Unisa in a responsive way within the framework of transformation, 4 LECTURER(S) AND CONTACT DETAILS 41 Lecturer(s) Prof Micheal M van Wyk NS Radipere Building, 6-72 School for Teacher Education College of Education Office # 0124294775 Email: vwykmm@[Link]TMS3709/101/0/2022 4.2 Department Mrs Florenza B Lewis Departmental secretary NS Radipere Building, 6-70 School for Teacher Education College of Education Office # 0124294033, Email: lewisfb@[Link] 4.3 University University of South Africa Department of Curriculum and Instructional Studies P.O Box 392 UNISA 0003 5 RESOURCES 5.1 Prescribed book(s) There are no prescribed textbooks for this module. For this module, Teaching Economics in Further Education and Training is the only Study Guide for TMS3709 5.2 Recommended book(s) The following books are recommended for this module: 5.2.1 van Wyk MM & Dos Reis, K. 2016. Teaching Economic and Management Sciences in the senior phase. Cape Town: Oxford University Press. 5.2.2 Okeke CIO, van Wyk MM & Adu A. 2017. Learn fo teach. Cape Town: Oxford University Press. Recommended books can be requested online, via the Library catalogue. 5.3 Electronic reserves (e-reserves) The following e-reserves such as flipped learning, e-portfolios and open educational resources are recommended . Flipped Pedagogy teaching strategy 1] Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching, httos://[Link]/quides-sub-pages/flipping-the-classroom/ 2] Van Wyk, M.M. (2019). Flipping the Economics Class in a Teacher Education Course. Technology, Knowledge and Learning. Volume 24, pp 373-399 (2019). [Link]. Student ePortfolios 1] Douglas, M. E.; Peecksen, S; Rogers, J; Simmons, M (2019). College Students’ Motivation and Confidence for ePortfolio Use. International Journal of ePortfolio, Volume 9, Issue’, pp1-16 2019 [Link] 2] Omar M. K. Mahasneh (2020). A Proposed Model for the University Students’ E-Porttolio. Journal of Education and eLeaming Research, 7(1): 28-33, httos:/[Link] . Open Education Resources (OER) What is OER: open educational resources are the learning material and teaching that is available either under open licensing or in the public domain. All the open educational resources are created and contributed by curriculum designers, educators, school districts and curriculum partners. E.G. animations, videos, lesson plans, & photos, etc. They can be regarded as enrichment activities for students to provide an extra practice material, or to assist struggling students with the course or a particular concept. Recommended OER for this module: . [Link] general information about the department of basic education ( DBE). You will find links to vacancies, past exam papers, recommended LTSM; and programmes such as Inclusive Education, Spelling Bee, Workbooks; School Safety & Health promotions . [Link] you will find links on Curriculum and Assessment Policy Statement (CAPS); teachers TV, teachers Blog, classroom-based training, . httos://[Link]/ew/section/multimedia/formative-assessment-videos. htm! Using formative-assessment strategies, educators can gather information about what students are learning while they're leaming it. In these two videos, see how formative- assessment techniques play out in the classroom. . httos:/[Link]/watch?v=OOy3m02uEaE the use of Bloom's Taxonomy (six cognitive levels. Remember, understand, apply analyse, evaluate, create. The use of descriptive verbs when designing an assessment or lesson objective. . htlos:/[Link],com/watch?v= wvRJyTExVU understanding assessment and evaluation video . httos://[Link]/watch?v=u5if-aMZqWO understanding assessment of , as and for learning video E-reserves can be downloaded from the Library catalogue. More information is available at httos:/[Link]/request/request54 TMS3709/101/0/2022 Library services and resources The Unisa Library offers a range of information services and resources: For a general Library overview, go to [Link] Library @ a glance For detailed Library information, go to https:/[Link]/corporate/default/Library For research support and services (eg personal librarians and literature search services), go to [Link] The Library has created numerous Library guides to assist you: htto:/[Link] Recommended guides: Request recommended books and access e-reserve material: https:/[Link]/request Requesting and finding library material: Postgraduate services: httos:/[Link]/request/postarad Finding and using library resources and tools (Research Support): httos:/[Link]/research-support Frequently asked questions about the library: https:/[Link]/ask Services to students living with disabilities: httos:/[Link] AZ databases: httos:/[Link]/[Link] ‘Subject-specific guides: https:/[Link]/?b=s Information on fines & payments: httosv/libquides,[Link] Assistance with technical problems accessing the Unisa Library or resources: https/[Link] Lib-help@[Link] (insert your student number in the subject line please) General library enquiries can be directed to Library-enquiries@[Link]6 STUDENT SUPPORT SERVICES The Study @ Unisa website is available on myUnisa: [Link]/brochures/studies This website has all the tips and information you need to succeed at Unisa. 6.1 First-Year Experience Programme @ Unisa For many students, the transition from school education to tertiary education is beset with anxiety. This is also true for first-time students to Unisa. Unisa is a dedicated open distance and e-learning institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a mega university and all our programmes are offered through a blended learning mode or fully online learning mode. It is for this reason that we thought it necessary to offer first-time students additionalextended support so that you can seamlessly navigate the Unisa teaching and learning journey with little difficulty and few barriers. In this regard we offer a specialised student support programme to students entering Unisa for the first time, We refer to this programme as Unisa’s First-Year Experience (FYE) Programme. The FYE is designed to provide you with prompt and helpful information about services that the institution offers and how you can access information. The following FYE programmes are currently offered: + FYE website: All the guides and resources you need to navigate through your first year at Unisa can be accessed using the following link: [Link]/EYE + FYE e-mails: You will receive regular e-mails to help you stay focused and motivated * FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related to your first-year studies (eg videos on how to submit assignments online) «FYE mailbox: For assistance with queries related to your first year of study, send an e-mail to fye@[Link] 7 STUDY PLAN Please consult Study @ Unisa for a generic study plan. Adapt this study plan to your specific needs and context. The plan contains valuable time management and planning skills. 8 PRACTICAL WORK You are expected to be actively involved in the learners’ assessment during your teaching practice period. This includes designing assessment activities, different assessment tools, how to assess leamers, how to give leamers feedback, how to record leamers’ work and how feedback is given to different stakeholders. The subject teacher at your placement school will have to assist you. This module is attached to teaching practice, however, for more details 10TMS3709/101/0/2022 about teaching practice, you can consult the teaching practice lecturers in our department. Consult the UNISA brochure. 9 ASSESSMENT 9.1 Assessment criteria The assessment criteria can be read under 2.2.2. A range of tasks and assignments in study guides, tutorial letter, various forms of multimedia, assignments, examinations and practical teaching will show that the students have achieved the objectives, No examinations are written for the module TMS3709. Students are expected to complete TWO compulsory assignments and an assignment in the form of an e-portfolio. Please register on myUnisa to submit activities to pass this Teaching Economics in Further Education and Trainingmodule. For this module, E-portfolio must be submitted and consist of student work that displays the mastery of knowledge and skills of the tasks and activities in the subject. Save all assignments as pdf documents before uploading them to myUnisa, Moodle platform Students receive an assignment link via myUnisa to upload the e-portfolio. An e-portfolio is a purposeful collection of the student's work that exhibits the student's efforts, progress and achievements in one or more areas. The collection must include evidence of student participation in the selection of contents and assessment criteria, and evidence of the student's self-reflection. The e-portfolio must contain several pieces of evidence (podcasts, DVDs or CDs, lesson plans, etc). A specific project is given as an individual task. This project addresses authentic, real-life issues which are related to the subject. Any type of activity that displays what students know about a specific topic, such as the development of lesson plans, creative work, research proposals and multimedia presentations (podcasts), is considered to be a project. The project focus on problem-based learning opportunities. 9.2 Assessment plan + Tocomplete this module, you will be required to submit two (2) assignments. + Allinformation on when and where to submit your assignments will be made available to you via the myUnisa site for your module. * Due dates for assignments, as well as the actual assignments are available on the myUnisa site for this module. * To gain admission to the examination, you will be required to submit ONE assignments but will be to your advantage to submit all the assignments. * Your assignments will comprise a combination of assignments such as MCQs, short answer questions or essay types. * You need to obtain a year mark average of 50% for the assignment/s to gain admission to the examination + The assignment weighting for the module is 20% (assignment 1=10% plus assignment 2=10%). + The examination will be an out-of-timetable examination in the form of a e-portfolio. . The examination will count 80% towards the final module mark. "9.3 9.4 12 Assignment numbers There are assignment due dates included in this tutorial letter. Assignment due dates will be made available to you on the landing page of myUnisa for this module. We envisage that the due dates will be available to you upon registration. Please start working on your assignments as soon as you register for the module. Log on to the myUnisa site for this module to obtain more information on the due dates for the submission of the assignments Assignment due dates Modules offered by Unisa are either blended (meaning that we use a combination of printed and online material to engage with you) or ontine (all information is available via the internet). In all cases of online engagement, we use myUnisa as our virtual campus. From 2022, the myUnisa virtual campus will be offered via a new learning management system, Moodle LMS. This is an online system that is used to administer, document and deliver educational material to you and support engagement with you. Look out for information from your lecturer as well as other Unisa platforms to determine how to access the virtual myUnisa module site. Information on the tools that will be available to engage with the lecturer and fellow students to support your learning will also be communicated via various platforms. The University undertakes to communicate as clearly and as frequently as is necessary to ensure optimum advantage in the use of the new learning management system. Additional information on the use of the myUnisa site for the module, as well as features to engage and communicate with your lecturer and other students will also be made available via the online site for the module. Therefore, log on to the myUnisa site for your module to gain more information on where to complete and/or upload your assignments and how to communicate with your lecturer.T™MS3709/101/0/2022 9.5 Submission of assignments Each assignment has been allocated DUE DATE with a specific unique number which must be copied on your assignments. Before you upload your assignment on myUnisa Moodle LMS, check the correctness of the unique number. NO LATE assignments will be accepted but only when a valid reason (only medical certificate as proof for reason). Before submitting your assignments or out-of-timetable examination such as an e-portfolio you must include a SIGNED DECLARATION at the beginning of your assignments and e-portfolio. that the work submitted is your own work, you are also declaring that you are aware of Unisa’s licy documents and that you are aware of the legal consequences if found guilty of plagiarism. tris vital that you avoid PLAGIARISM OR CHEATING and penalties are applicable where plagiarism is detected in any assignment or e-portfolio. In each assignment or e-portfolio, make sure that you provide the following: . SIGNED DECLARATION at the beginning of your assignment (APPENDIX B) . Your name and student number . The assignment number (01) or (02) or (3) Out-of-timetabled examination . Module code: TMS3709 . Subject name: Teaching Economics in Further Education and Training phase . Unique assignment number . After completion of each assignment, sign the plagiarism form and attached it to your assignment. No assignment will be marked without this plagiarism form. The assignment will be send back to you. As indicated in section 9.2, you need to complete two assignments for this module Details on the assignments are below. 13ASSIGNMENT 1 UNIQUE NUMBER: MARKS: 50 CLOSING DATE: 30 APRIL 2022 Save all your answers to these questions in one PDF document for assessment. Upload the PDF document to myUnisa. You may submit typed or handwritten answers. NO POSTED OR EMAILED * SIGNED DECLARATION at the beginning of your assignment (APPENDIX B) ‘ASSIGNMENTS will be accepted. COVER PAGE OF ASSIGNMENT * Your name and student number * The assignment number (01) * Module code: TMS3709 * Subject name: Teaching Economics in Further Education and Training Unique assignment number ‘Objectives to be achieves | Use the Sludy Guide, e-reserves, OER and other sources to) Mark as stipulated complete the Questions 1-4 allocation ‘Study the article of Suriamuthee Maistry (2071) on pages 7-25 in the | 50 Students can explain the most important and basic concepts relating to Economics in the teaching and leaming environment in South Africa, Study Guide also read Learning Unit 1 of the Study Guide to answer the questions 1.1 and 1.2 below. Why is it important to change towards an “authentic” Curriculum ‘Transformation agenda for business education? (8) Described the proposed transformational model for a pedagogy curriculum in teaching economics. (12) Read pages 37-54. Use also the CAPS Economics policy document to complete this Question 1.3 Described the categorisation of the subject matter as stipulated in the CAPS Economics palicy (12) 1.4 Explain with an applicable example the economic approaches in studying economies. (18) 14T™MS3709/101/0/2022 ASSIGNMENT 2 UNIQUE NUMBER: MARKS: 50 CLOSING DATE: 30 JUNE 2022 ‘Save all your answers to these questions in one PDF document for assessment. Upload the PDF document to myUnisa. You may submit typed or handwritten answers. NO POSTED OR EMAILED ASSIGNMENTS will be accepted, COVER PAGE OF ASSIGNMENT + SIGNED DECLARATION at the beginning of your assignment (APPENDIX A) * Your name and student number + The assignment number (02) + Module code: TMS3709 * Subject name: Teaching Economics in Further Education and Training ¢ Unique assignment number Objectives tobe | Use the Study Guide, e-reserves, OER and other sources to complete the | Mark achieves as | Questions 1-4 allocation stipulated Use your Study Guide, read pages 843-373 for Learning Unit 10. Also read | 50, the Annexure F 353-373 entitled, Portfolios in teaching practice — paper-based versus e-based portfolios by Micheal M van Wyk & Gamuchirai Ndamba, Complete the following questions related the e- Portfolio: Students can develop and evaluate the principles of | 6.1 Define the concept “e-Portfolio” 2 assessment, they know how to apply | 62 What is the purpose of an e-portfolio? “ them in the teaching Environment ang | 63 Describe the steps for planning and compiling an ePortfolio in grvronment ane | °° tne Economics lass (10) correct 0 Tamra | 6.4 ive th advanagos of using an e-Portoto in Economies, (10 (Grades 101012). 1.6.5 You decided to adopt e-portfolio. Motivate the reasons for using e-portfolios in teaching of Economics. (12) 6.6 You used e-portfolio as teaching strategy in teaching of Economics. Give the type of evidence that should be included in the e-portfalio, (12) 9.6 Other assessment methods There are no assessment methods 9.7 The examination In this tutorial letter you are finding the format of the out-of-timetable examination as the Assignment 3, in the form of a e-portfolio 15ASSIGNMENT 3 OUT-OF-TIMETABLED EXAMINATION (E-PORTFOLIO) UNIQUE NUMBER: MARKS: 200 CLOSING DATE: 30 OCTOBER 2022 Save all your answers to these questions in one PDF document for assessment. Upload the PDF document to myUnisa. You may submit typed or handwritten answers. NO POSTED OR EMAILED ASSIGNMENTS will be accepted. COVER PAGE OF ASSIGNMENT + SIGNED DECLARATION at the beginning of your assignment (APPENDIX A) + Your name and student number + The assignment number (03) ‘* Module code: TMS3709 ‘+ Subject name: Teaching Economics in Further Education and Training ‘© Unique assignment number ‘Objecives to be achieves | Use the Sludy Guide, e-resewves, OER and other sources to | Mark as stipulated complete the Questions 1-4, allocation Students can discem and ‘Question 7 50 critically explain the advantages and | Use your Study Guide, Learning Unit 4 (pages 55-189). Read these disadvantages of __the | pages to answer the below Questions 1.1. 1.4. Read also page various teaching methods | pages 240 -242 to answer Question 1.5. You may also use other that used to teach | resources, but you must cite them correctly, Economics in the Senior Phase and FET Phase. 1, List the different leamer-centred teaching approaches a teacher can use in his or her classroom. @) 2. Explain, with an applicable example, the steps and ‘educational values of STAD as a co-operative learning strategy, (10) 3, Inyour opinion, what are the advantages of the flipped classroom method in teaching EMS? 8) 4, You have been selected to make a class presentation to your colleagues on the use of Jigsaw method as one of the co- ‘operative learning (CL) strategies for teaching EMS. 4.1. What is the objective of this CL strategy? i) 4.2. What will be your main points of departure? 4 4.3. Use an applied example form CAPS Economics policy to describe the steps to illustrate your answer? (18) 5. What practical guidelines will you present to your fellow classmates that you as a student teacher can Use to develop classroom rules for embracing diversity in your classroom. (8) 16TMS3709/101/0/2022 The student can plan, design, apply and evaluate the different stages of a lesson plan, and present a lesson according to the objectives and assessment criteria (in a practical way, if required), ‘Question 2 Read the pages 190-225 in your Study Guide. You are active on one of the social media platforms as a valuable socialisation or ‘educational Web 2.0 technology tool. Some of you are using these social media tools as teaching aids in planning Economics lessons. 2.4 Define the concept "Web 2.0 technology. a) 2.2 List any four of social media tools that a teacher can use in the classroom (4) 2.3 Give any three advantages of using WhatsApp as Web 2.0 technology as teaching aid in the classroom. (3x2: 2.4 Search the Internet tabulate the advantages and disadvantages Cf using technology in teaching economics, (8x2=16) 2.5 Describe the criteria for the selection of teaching-learning aids (6x2=10) 2.6 You are doing your teaching practice placement at a low-resource ‘school and had no access to the Internet, You plan to teach the topic ‘Economics basic concepts" for grade 10 according to the Grade 10 Term 1 Annual Teaching Plan. What recommended or appropriate teaching aids or resources will you use in teaching the topic? (10) 30 The student ean plan, design, apply and evaluate the different stages of a lesson plan, and present a lesson according to the objectives and assessment criteria (in a practical way, if required), Question 3 Use the lesson plan template below (Addendum 8) and plan a lesson fon the topic Circular flow for Grade 10. The lesson should relate to Macroeconomics for Grade 10. Use the national Curriculum and assessment policy statement (CAPS), Grades 10-12 (schools) for Economics, which is available at hitp:/[Link] or \[Link]. Also use Economics school textbooks (Grades 10-12) approved by the Department of Basic Education, Another Important website that you should visit before you answer this question is that of the Council for Economic Education at http: /www,[Link] 30 17Students can develop and ‘Question 4 30 evaluate the principles of assessment, thay know | Use the CAPS Economies poly and search for an economle how to apply them in the | cartoon on any topic relating to economic pursuits for Grade 11 feazning,‘enwronment nd | using the CAPS Grades 10-12 (Schools) for Economics. Complete correctly to Teaming in | te Below questions different grades (Grades 10 to 12) 4.1. What is the purpose of assessment O) 4.2 Explain the value of assessment for the teacher. @) 4.3 After reading the CAPS policy pages 40-44 on assessment, search and provide an economic cartoon on a topic relating to economic pursuits for Grade 11 “ 4.4 Based on your economic cartoon provided in 4.3, formulate five applicable questions with a memorandum for assessing the cartoon activities. (6x2=10) 45 You decided to plan for assessment tasks for your economics lesson, what factors should be considered in the planning of effective assessment (14) 4.6 Teaching is a practical matter and a human act. What are the teaching skills an economics teacher must have to be successful? (10) 10 ACADEMIC DISHONESTY 10.1. Plagiarism Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your own. It is a form of theft which involves several dishonest academic activities, such as the following . Cutting and pasting from any source without acknowledging the source. . Not including or using incorrect references. . Paraphrasing without acknowledging the original source of the information. 10.2 Cheating Cheating includes, but is not limited to, the following . Completing assessments on behalf of another student, copying from another student during an assessment or allowing a student to copy from you, . Using social media (eg WhatsApp, Telegram) or other platforms to disseminate assessment information ‘Submitting corrupt or irrelevant files. . Buying completed answers from “tutors” or intemet sites (contract cheating). 18T™MS3709/101/0/2022 10.3. More information about plagiarism can be downloaded on the link below https:/[Link]/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules 11. STUDENT WITH DISABILITY The Advocacy and Resource Centre for Student with Disability ARCSWiD) provides an opportunity for staff to interact with new and returning students with disabilities. . If you are a student with a disability and would like additional support or need additional time for assessments, you are invited to contact Prof MM van Wyk, wwykmm@[Link] so that you can be assisted. 12 FREQUENTLY ASKED QUESTIONS The Study @Unisa brochure contains an A-Z guide of the most relevant study information and questions. Please consult this guide first and then the tutorial letters. 13 SOURCES CONSULTED Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. https:/oft. vanderbilt. edu/quides-sub-pagesy/flipping-the-classroom/ Douglas, M. E.; Peecksen, S; Rogers, J; Simmons, M (2019). College Students’ Motivation and Confidence for ePortfolio Use. International Journal of ePortfolio, Volume 9, Issue, pp1-16 2019 [Link] ed. gov/?id=E.J1214509 Omar M. K. Mahasneh (2020). A Proposed Model for the U Journal of Education and eLeaming Research, 7(1): 28-33, https:/[Link]/[Link] Van Wyk, M.M. (2019). Flipping the Economics Class in a Teacher Education Course. Technology, Knowledge and Learning. Volume 24, pp 373-399 (2019). [Link] Van Wyk, MM, (2019). Teaching Economics in the Further Education and Training. Only Study Guide for TMS3709. University of South Africa, Pretoria. /ersity Students’ E-Portfolio. Van Wyk MM & Dos Reis, K. [Link] Economic and Management Sciences in the senior phase. Cape Town: Oxford University Press. 1914 IN CLOSING After you has be empowered with pedagogical content knowledge, skills and values in this module, Teaching Economics in Further Education and Training phase, for which you are registered for either the PGCE and BEd (Senior Phase and FET) programme, | hope that you will use the teaching skills to teach effectively in the senior and in the FET school phase. | trust that you had enjoyed this module, provide your views in Appendix E (survey) will strengthening the study guide. 15 ADDENDUM Included are different types of addendums to be used either for your Assignments and Out-of- timetabled examination (e-portfolio). A: DEPARTMENTAL STUDENT DECLARATION FORM v B: EXAMPLE OF LESSON PLAN TEMPLATE > C: EXAMPLE OF CAPS ECONOMICS ANNUAL TEACHING PLANS v D: FLIPPED INSTRUCTIONAL DESIGN QUESTIONNAIRE (FIDQ) 20TMS3709/101/0/2022 21‘ADDENDUM A STUDENT DECLARATION FORM DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES COLLEGE OF EDUCATION UNIVERSITY OF SOUTH AFRICA ‘The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical behaviour with regard to the preparation of all written work submitted for academic assessment. Although your lecturers can provide you with information about reference techniques and guidelines to avoid plagiarism, you also have a responsibilty to full in this regard, Should you at any time feel unsure about the requirements, you must consult your lecturers before you submit any assignment. You are quill of plagiarism when you extract information from a book, article, web page or fellow student without acknowledging the source and submit it as your own work, In truth, you are stealing someone else's property. You may not use another student's work. You may not allow anyone to copy of use your work with the intention to submit it as his/her own, Students who are guilty of plagiarism will forfeit all credit for the work concemed. Plagiarism is a serious violation of the University's regulations and may lead to expulsion. The under-mentioned declaration must accompany writen assignments. Your assignment will be cancelled and returned unmarked if you do not include a fully completed and signed declaration form. | (full names): Student number: Module:TMS3709 Declare that 1. understand what plagiarism entails and am aware of the University's policy in this regard, 2. I declare that this assignment is my own, original work. Where | used someone else's work, whether a printed source, the intemet or any other source, | give the proper acknowledgement and include a complete reference list 3. I did not use another current or previous student's work, submitting it as my own. 4, 1 did not allow and wil not allow anyone to copy my work with the intention of submitting it as his or her own work. Signature Date: 22T™MS3709/101/0/2022 ADDENDUM B EXAMPLE OF A LESSON PLAN: 1 _Localising details: Subject -.ssccsesssseetenseeesseee 7 Grade: sesesssesesceeeeseeees ceesineeennneee Time essseeeenseerse Number of learners: ...scssesesssee 2 Learning intentions of the lesson Knowledge ...ssseessseeessseeeneeeesaseeenseeene ssessnseensnetesennsvanetinenenseneenvestes® Skills Values 3 Curriculum content topic related to this lesson 4 Lesson theme (a curriculum sub-topic or lesson content theme) 5 Methods, teaching support aids and learning materials (Name the teaching methods used in this lesson, explain why you have chosen them and name your teaching aids, e.g. the chalkboard and posters.) Methods or lesson types (e.g. practical, experimental, fieldwork, direct instruction, question-and-answer, active learning) — motivate your choice. See other lesson types in attachment to the portfolio. Aids and materials (e.g. smart board, PowerPoint slides, overheads, black/green board, DVDs, pictures, objects, maps, models, instruments, textbook). Attach evidence. 6 Place of the lesson in the curriculum. Indicate where the theme fits into the curriculum. In other words, what precedes it and what follows? Lesson content: Name five aspects of the lesson content, 237 Lesson preparation Explain what you have to prepare to be able to facilitate the lesson (e.g. to prepare for an experiment you have to set up the instruments). 8 Pattern of the lesson 8.1 Actualisation or recall of existing knowledge (e.g. using recall questions). 8.2 Introduction of the lesson topic (through questioning, interesting DVDipictures/object/activity, setting the scene/preparing the context). 8.3 Explanation of new subject matter. Teacher contribution to lesson Active learning by leamers during the lesson 84 Monitoring the understanding of new subject matter during the lesson, How would you assess learners’ understanding of new contents? Use an informal assessment strategy. This is about leamers’ understanding of what they have learned 24TMS3709/101/0/2022 8.5 Functionalisation/assessment. Indicate which assignmenttask/activity is given to learners, The assessment task must be fully developed and must be attached here. The application of what has been learned, 86 Extension tasks. Alternative activities for learners with barriers to learning; additional activities for fast learners, if applicable. END OF LESSON PLAN- 25ADDENDUM C OVERVIEW OF TOPICS PER TERM Grade 10 Grade 12 Term Topic Term Topic Introduction to economics: . Circular flow * Basic concepts + Business cycles 1 |. Basic economic problem 1 |. Pubic sector * Circular flow + Foreign exchange markets * Quantitative elements: production and income +Business cycles ait Dynamics of markets 2|t Protectionism and free trade . Production possibility curve . Perfect markets . Public sector intervention . Imperfect markets + Market failures 3. |* Economic growth, development 3 |¢ Growth and development ‘and globalisation + Industrial development policies © South African economic growth * Economic concepts and social and development — historical context performance indicators © History of money and banking * Inflation . Population and labour force . Tourism + Environmental sustainability 4 Economic issues of the day: 4__| Revision and examination preparation * Unemployment = Labour relations . Economic redress Grade 11 + Factors of produetion and their remuneration 1 |. Economie goods and services * Economic systems + South Africa's economic structures 2 |* Relationships between markets + Effects of cost and revenue on price and quantities + Price elasticity + Economic growth 26TMS3709/101/0/2022 * Economic development + Poverty + Money and banking * Economic growth and development: South Africa's role and ‘economic importance in Africa ANNUAL TEACHING PLANS. Grade 10 Term 2 WeetHour Tople Contents Recommended 2weeks | Dynamics of | The market as a phenomenon Textbooks (Weoks 1 & ‘markets | (demand and supply). Use graphs. | Graph paper 2) * Description Posters on topic + Value, price and utility Newspapers + Prices: Magazines demand TV and radio news Term 4 1week | Labour relations | An discussion and investigation of | Textbooks (Week 3) «labour market Newspapers * labour relations TV and radio news * labour rights and conventions | Statistics: Stats SA Internet ~ concepts ~ examples + trade unions ~ definition - trade union membership - effects Grade 11 Term 3 WeetHiour Topi Contents Recommended 2weeks Economic | An analysis and investigation of |_| Textbooks (Weeks 3 & issues _| poverty. Magazines 4) ofthe day: | « Poverty Newspapers - absolute and relative poverty TV coverage poverty - measuring poverty Posters - causes of poverty Statistics: Department ~ the effects of poverty of Labour and Stats SA Grade 12 Term 3 WeetlHour Topic Contents Recommended resources 271 week Economic | Comparison of South African growth | Textbooks (Week 1) growth _| and development policies Magazines and + the demand-side approach Newspapers development | + the supply-side approach TV coverage + evaluation of the approaches used | internet in South Africa Statistics: Stats SA FORMAL ASSESSMENT Grade 10 Term 2: Formal assessment Form of assessment Project Mid-year examination (2 hours) Marks 50 200 Note: Project— Term 2 This project was given in term 1. Learners should complete the project for term 2 and submit it Term 4: Formal assessment Form of assessment Case study Controlled test 2 (1 hour) Marks 50 100 Note: The test should cover the content dealt with during this term. Grade 14 Term 4: Formal assessment A year-end examination should cover the entire syllabus Grade 12 Term 3: Formal assessment Form of assessment Case study Test Preliminary examination (3hours) ‘Marks 50 100 300 Note: A preliminary examination should cover the entire syllabus and the structure of the question paper should resemble the final examination paper. 28TMS3709/101/0/2022 ADDENDUM D Flipped Instructional Design Questionnaire (FIDQ) (After completion of the questionnaire please SENT TO ME - vwykmm@[Link] Read Instructions before you complete this online survey. Dear Economies Student You are invited to participate in a survey. The survey you have received has been designed to study the use of Flipped Instructional Design, which could be used to enhance student self-directed learning to support student learning in an ODL context. You were selected to participate in this survey because you are registered in the module. By completing this survey, you agree that the information you provide may be used for research purposes, including dissemination through peer-reviewed publications and conference proceedings. Its anticipated that the information ‘we gain from this survey will help us to generate new knowledge on student support towards students’ self-directed learning in an ODel. context, effecting changes to the e-learning and e-assessment through assessment policy practices of Unisa. You are, however, under no obligation to complete the survey and you can withdraw from the study before submitting the survey. The survey is developed to be anonymous, meaning that we will have no way of connecting the information that you provide to you personally. Thank you for your time to complete this questionnaire. of Micheal M van Wyk vwykinm@[Link] ‘After completion of the questionnaire please sent by em: Cowes! Prof Micheal M van Wyk The project leader and researcher SECTION A: Biographical information Respond to the below information and mark (X) in the applicable block. Male Gender Female Postgraduate Certificate in Education Qualification Registered Bachelor of Education ‘Recounting Business Studies Teaching Methodology Economics (Only the module that you are registered) [Economic and Management Sciences 29‘SECTION B: Students experiences of modeling in Flipped Instructional Design “Statements on the modeling of the Flipped | Strongly | Agree (A) | Disagree (0) | Strongly Instructional Design (FID) ‘agree (SA) Disagree (SD) Tt models opportunities for me to participate a 3 z 7 actively n learning to teach the subject, Temodels by involving me in planning lessons for a 3 z 7 practice of learning materials in the course TE promotes students learning process to reflect 4 3 z 7 on personalize learning Te models me for what to expect as a future a 3 z I teacher by making informed decisions as a responsible learner Te models my pace of learning throughout the a 3 z 7 course by becoming actively involved in learning toteach Tr ives me @ realistic view of what fo expect In a 3 z 7 reality (in practice) Te enables me to cooperate, engage and 4 3 z 7 collaborate with other students as an online strategy Te provides me with digital Mteracy skils to a 3 z 7 negotiate an online learning environment and ticipate during in-class time Te models me to Tearn to teach by Freeing up In a 3 z 7 class time for discussion and critical reflection Trcreates opportunities for experimental earning a 3 z I by studying modeling videos and other learning materials T supports me to keep Wack of my learning a 3 z T experiences by posted information in my learning journal 30TMS3709/101/0/2022 SECTION C: Students views of the lecturer's role in the Flipped Instructional Design ‘Statements related to the role of lecturer in| Strongly | Agree(A) | Dsagree(D) | Strongly modeling the role in the FID ‘Agree (SA) Disagree (SD) Teeturer planned Tearning material for in-class a 3 2 T ‘and out-of class times The lecturer decides what to be covered In each a 3 2 7 learning task for the in-class and out-of lass time The lecturer gives clear instructions for what a 3 2 7 needs to be done for in-class and out-oflass activities as per learning goals The lecturer provides constructive feedback on a 3 2 7 completed out-of class tasks The lecturer models lessons for students t watch to provide teaching practice The lecturer models lessons for students to be a 3 2 7 studied and used for reflection on learning to teach The lecturer carefully selects learning material to 4 a 2 7 be studied for in-class and out-of class thmes with the purpose of self-paced learning The lecturer provided clear guidelines regarding 4 3 2 7 what information to be recorded in the learning journal 31‘SECTION D: Flipped instructional design support student teachers in modeling to teach in the Teaching Methodology course(s) /module(s) ‘Statements related to the FID strategy supporting | Strongly | Agree (A) | Disagree(O) | Strongly self-paced learning Agree (SA) Disagree (50) The FID as @ supportive strategy promotes an | 4 3 z 7 engaged, active, supportive and enhancing space for students’ learning The FID 85 supportive strategy provides ample | 4 3 z 7 time, whether in-class or out-of-class time, to engage in the application of and reflection on learning content towards self-directed learning The FID as @ supportive Strategy promotes an] 4 3 z 7 Interactive learning space conducive for problem- based learning, peer collaborative strategies and activities to achieve learning objectives in the course For the FID as @ supportive strategy to be effective, | 4 3 z 7 the teacher's role in modeling is vital as a designer of learning activities for optimal learning towards students' thinking The FID as a supportive strategy gives students a] 4 3 z 7 realistic view of what to expect in realty when they ‘become professional teachers The FID as a supportive strategy provides me with | __4 3 z 7 clita literacy skis, knowledge and values on how to be effective in an online learning environment The FID a5 @ supportive strategy frees up time and | 4 3 z 7 provides support to students learning to teach The FID as 8 supportive strategy supports students | __@ 3 z 7 in seltpaced learning and becoming actively Involved in learning to teach the subject The FID as a supportive strategy provides stadents | __4 3 z 7 an opportunity to reflect by experimenting in the leatning process of becoming future teachers End of Questionnaire 32