Of course.

Here is a Commerce project in the same format, written from the perspective of a Form 1
learner, addressing the failure to understand insurance concepts.

---

COMMERCE PROJECT

Improving Understanding of Insurance Concepts Among Form 1 Learners at New Vision Secondary
School

STAGE 1: Problem Identification and Scoping

1.1 Problem Description

Many Form 1 learners at New Vision Secondary School find the topic of Insurance in our Commerce
lessons very difficult and confusing. We struggle to understand words like ‘premium’, ‘policy’,
‘beneficiary’, and ‘risk’. Because the ideas are abstract and we cannot see or touch insurance, it feels
disconnected from our daily lives. This leads to poor performance in class tests and a lack of interest in
the subject. If we do not understand these basic concepts now, we may make poor financial decisions in
the future, like not insuring our property or health because we do not see its value.

1.2 Statement of Intent

This project aims to create simple and engaging learning tools to help Form 1 learners easily understand
the basic concepts of insurance. The primary objectives are:

a) To improve the academic performance and confidence of Form 1 learners in the Commerce topic of
Insurance.

b)To make insurance concepts relatable and relevant to our everyday lives as young students.
c)To create learning resources that can be used by future Form 1 classes.

d)To encourage learners to see the importance of insurance for future financial planning.

1.3 Design/Project Specification

The proposed solution must adhere to the following specifications:

i. Student-Created for Students: The learning tools must be designed by students, ensuring they are age-
appropriate and easy for other Form 1 learners to understand.

[Link] and Visual: The tools should use simple language, pictures, and real-life examples that we can
relate to.

[Link] Cost: The project must use materials that are easily available and affordable, like poster paper
and stationery.

[Link] and Interactive: The solution should be more interesting than just reading a textbook.

STAGE 2: Investigation of Related Ideas and Best Practices

Idea 1: Illustrated Concept Posters

Explanation: Create a series of colourful posters, each explaining one key insurance term with a simple
definition and a visual example.

Merits: Easy to make, cheap, can be displayed in the classroom for constant reference, helps visual
learners.

Demerits: Not interactive, requires students to read them on their own.

Explanation: Write and perform a short play where students act out a story involving insurance, like
someone’s phone breaking and their parent making a claim.

Merits: Makes learning fun and memorable, shows a real-life application, encourages teamwork.

Demerits: Requires more time to organize and practice, only the participants act.

Idea 3: A "Pictionary-Style" Flashcard Game

Explanation: Create a set of flashcards with insurance terms. Teams take turns drawing the term while
their team guesses what it is.

Merits: Very interactive and game-based, promotes quick thinking and understanding, can be used
multiple times.

Demerits: Requires someone to facilitate the game, only tests recognition of terms.

STAGE 3: Generation and Analysis of Possible Solutions

Solution 1: Create a Poster Wall

Merits: Simple to implement, serves as a permanent learning aid, low cost.

Demerits: Passive learning method, may not engage all learners.

Merits: Can reach the entire Form 1 year group at once, high impact and entertaining.

Demerits: A one-time event, learners might forget the message, can be stressful to perform.

Solution 3: Develop a Classroom Game Kit

Merits: Actively involves all learners in the class, learning through play, can be reused for revision.

Demerits: Takes time to create the game, requires the teacher to dedicate class time to it.

STAGE 4: Development and Refinement of the Chosen Idea

Chosen Idea: A Combined Approach - The "Insurance Made Simple" Kit

This solution was selected because it uses multiple methods to help different types of learners. It
includes the posters for quick reference, the game for active learning, and a short skit video to show a
real-life example.

Reasons for Choice:

· Multi-Sensory Learning: Combines visual (posters), auditory (video/skit), and kinesthetic (game)
learning.

· Sustained Use: The posters and game kit remain in the classroom for future use.

· Engaging for All: Caters to different learning styles in one package.

· Form a Project Team: Create a small group of 5 Form 1 learners with different skills (good at drawing,
good at writing, confident speakers).

· Phased Creation:

· Week 1: Brainstorm and design the posters.

· Week 2: Write a short script and film a simple 3-minute video using a phone, instead of a live skit, so it
can be shown multiple times.

· Week 3: Create the flashcard game and write simple game instructions.

· Teacher Review: The Commerce teacher will check all materials for accuracy before they are finalized.

STAGE 5: Presentation and Implementation of the Final Solution

The "Insurance Made Simple" kit was successfully created and presented to our Form 1 Commerce class.
The implementation included:

· Clear Role Allocation: The project team had a leader, two artists for the posters, two scriptwriters for
the video, and everyone helped make the flashcards.

· Successful Video Shoot: We filmed a short video in the classroom about "Kabelo Insures His Bicycle."
The video showed him paying a "premium" (with fake money) to his "insurance company" (another
student) and then making a "claim" when his bike got a flat tire.

· Interactive Game Session: We played the flashcard game with the whole class. It was very lively, and
everyone wanted to participate. Learners who were usually quiet were shouting out answers!

· Positive Teacher Feedback: Our Commerce teacher praised our initiative and said the posters were
clear and accurate. She pinned them to the classroom wall.

STAGE 6: Evaluation and Future Recommendations

6.1 Relevance to Statement of Intent

6.2 Challenges Faced

· Time Management: Finding time after school to work on the project was difficult due to homework and
other activities.

· Limited Resources: We used our own colouring pencils and paper. The video quality was basic because
we used a phone.

· Stage Fright: Some students were shy during the video filming.

6.3 Recommendations for Sustainability

· Formal Handover: At the end of the year, our project team should present the "Insurance Made
Simple" kit to the Commerce teacher and the incoming Form 1 class representatives.

· Digital Backup: The video should be saved on the school's computer or a shared drive so it is not lost.

· Kit Expansion: Future students can add new terms to the flashcard game or create new videos for other
difficult topics in Commerce.

· School Support: The school could provide a small budget for materials like better poster paper or
markers for future student projects like this one.

---