SECONDARY SCHOOL LEVEL FORMS 1-4 - MoPSE

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ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONCURRICULUM DEVELOPMENT AND TECHNICAL SERVICESCOMMERCESECONDARY SCHOOL LEVELFORMS 1-42015-2022TEACHER’S GUIDECurriculum Development UnitP.O.BOX MP133Mount PleasantHarare All Rights ReservedCopyright 2015

Commerce Teacher’s Guide 2016Acknowledgements.The Ministry of Primary and Secondary Education would like to thank the following:zz Curriculum Development and Technical Services (CDTS) Staffzz Universities Representativeszz Teachers Colleges Representativeszz UNICEF for funding2

Commerce Teacher’s Guide 2016TABLE OF CONTENTSAcknowledgements.2Organisation of the guide.4Part A: Critical Documents.5Unit 1: Curriculum framework for Primary and Secondary Education.6Unit 2: Syllabus interpretation.7Unit 3: Scheme of work. .12Unit 4: Lesson plan .14Unit 5: Record keeping.16Unit 6: Curriculum delivery. .17Unit 7: Scope of the guide .20Conclusion. .263

Commerce Teacher’s Guide 2016ORGANISATION OF THE GUIDEThe Secondary School Forms 1-4 Commerce Teacher’s Guide is a document that has been prepared to assist youin understanding how to deliver the 2015-2022 curriculum with ease. This guide is divided into two parts. Part A ofthe guide focuses on the critical documents that you as the teacher must have in the course of curriculum delivery forCommerce. Part B of the guide focuses on the curriculum delivery, that is curriculum content, objectives, methodology, instructional materials, class management and assessment.A thorough study of this guide will assist you, the teacher, to have ideas on how to properly teach curriculum contenton the 2015-2022 Secondary School forms 1-4 Commerce learning area. This guide makes it easy for you, the teacher to interpret the syllabus and prepare learning experiences for the learners.To enhance your understanding of the Commerce learning area, it is very important that as a teacher, you readthrough the given guidelines thoroughly.Aims of the Teacher’s GuideThe teacher’s guide aims to assist you (the teacher) to:zz interpret and translate the national syllabus into meaningful and functional school syllabi, schemes of work andrecord bookszz appreciate the need to keep and maintain useful, comprehensive and up- to- date recordszz have relevant teaching and learning resources in the delivery of your lessonszz acquire effective teaching methods suitable for Commerce learning area and level of learnerszz demonstrate skills of assessment in Commercezz cope with specific problem areas in Commerce teachingzz design appropriate strategies for enhancing competencieszz the teacher should familiarise with cross cutting themes and how they can be intergrated in the teaching andlearning process4

Commerce Teacher’s Guide 2016PART A:CRITICAL DOCUMENTSIntroductionThe Primary and Secondary Education Curriculum 2015-2022 has been defined by a policy framework which outlines the mandate of the Ministry of Primary and Secondary Education. The teacher, as the implementer, ought tofamiliarise with documents that the Ministry has availed in order to develop an understanding of the new dimensionthe curriculum has taken. It is of paramount importance for you to embrace the changes that come with the curriculum. In this guide, critical documents that a teacher should have in order to develop an in-depth understanding of thecurriculum content and underpinning philosophy are discussed.RATIONALEThe study of commerce equips learners with practical enterprise skills, value addition skills and business relatedcompetences .This will enable them to function properly in the prevailing socio–economic, cultural, political and technological environment. It promotes self-reliance for the enhancement of economic growth through the ownership andexploitation of the means of production such as land and capital.The Commerce syllabus enables learners to develop the following skills:zzzzzzzzzzzzzzzzzzProblem solvingCritical thinkingDecision makingConflict chnical and innovativeEnterprise developmentObjectivesBy the end of Part A of this guide, you as the teacher, should be able tozz identify critical documents in curriculum implementationzz describe the contents of each critical documentzz interpret Secondary School 2015-2022 Commerce syllabusThe Critical documentsAs a teacher, it is important for you to know the critical documents that you must have in order to deliver the curriculum effectively in respect of Secondary School 2015-2022 Commerce learning area. You must have the following:zz Curriculum Framework for Primary and Secondary Education (2015-2022)zz National Syllabuszz School syllabuszz Schemes of Work/Scheme Cum Planzz Assessment Frameworkzz Lesson Planszz Learner Profile Guidezz Progress Recordszz Attendance Register5

Commerce Teacher’s Guide 2016Unit 1:Curriculum Framework for Zimbabwe Primary and Secondary Education1.0 IntroductionThe curriculum Framework for Primary and Secondary Education (2015-2022) was crafted to provide a medium tolong term policy direction, to make improvements in the delivery of a home grown curriculum. It establishes a clearsequence of priorities that a teacher must study clearly to ensure that a return on investment made in education isoptimised in terms of the results that matters the most, which are learner outcomes. This unit will give a brief outlineof the Curriculum Framework and it is important that you read the full edition of the Framework to appreciate what isexpected of you in the new curriculum.1.1 ObjectivesBy the end of Unit 1 of this guide, you should be able to:zz Motivate learners to cherish their Zimbabwean identity and value their heritage, history and cultural traditions andpreparing them for participatory citizenshipzz Prepare learners for life and work in an indigenized economy and increasingly globalized and competitiveenvironmentzz Ensure learners demonstrate desirable literacy and numeracy skills including practical competences necessaryfor lifezz Prepare and orient learners for participation in voluntary service and leadership1.2 Key ElementsThe new curriculum framework consists of the following:zz pillars of the curriculumzz aims of the curriculumzz principles and values guiding the curriculumzz learner exit profilezz organisation of the curriculumzz teaching and learning methodologieszz assessmentzz life skills orientation programme1.3 ConclusionIt is important for you as the facilitator to have an in depth understanding of key elements of the curriculum frameworkso that you are continuously guided in your operations. An understanding of the curriculum framework also assistsyou in acquiring knowledge of areas of emphasis in the teaching and learning process of Commerce.6

Commerce Teacher’s Guide 2016Unit 2:Syllabus Interpretation2.0 IntroductionSyllabus interpretation facilitates breaking down of content into teachable units. Correct syllabus interpretation ispivotal to the delivery of effective lessons, through careful planning by the teacher.Careful syllabus interpretation is critical for the development of a good school syllabus, scheme of work and lessonplan. You should also note that, you teach from the syllabus.2.1 ObjectivesBy the end of Part A of this guide, you as the teacher should be able to:zz demonstrate an understanding of the Commerce Syllabus, through correct interpretation and usage.zz interpret the Commerce Syllabus and develop the school syllabus from it.2.2 Syllabus InterpretationSyllabus interpretation is based on the Curriculum Framework for Primary and Secondary Education 2015-2022, asthe guiding policy document. Syllabus interpretation:zz is the process of making sense of the syllabuszz is about finding meaning of the syllabus.zz it is the process of unpacking the syllabus, analysing and synthesising the content.As a professional teacher, you need to be eloquent in syllabus interpretation. You therefore need to demonstrate thisby the ability to scheme, plan and deliver the lesson during the teaching and learning process.2.3 How Do You Interpret the New Syllabus?Syllabus interpretation focuses on the following:zz The national philosophy/vision as spelt out in the curriculum framework (the philosophy of unhu/ubuntu/vumunhu).zz The syllabus aims and objectives, what does the syllabus intend to achieve within the learners?zz The content, knowledge, skills and attitudes i.e. competences.Syllabus interpretation facilitates breaking down of content into teachable units. It focuses on:zz the nature and scope of the contentzz organisation of the contentzz the spiral approach of concepts, that is, the same topics taught at every level but gaining in breadth and depth asone goes up the higher grades.zz methods of delivery, which should encourage learner centred and hands on approaches, experimental learningand problem solving methods.2.4 Types of SyllabiThere are two types of syllabuses namely the national syllabus and the school syllabusThe Syllabus2.4.1 National SyllabusA syllabus is an important document to every teacher. It is a policy document that guides you as the teacher on how7

Commerce Teacher’s Guide 2016to execute your work. It states exactly what learners should learn at school in a particular learning area. It is a majorcurriculum document which:zz prescribes what the government expects in the teaching of commerce, as spelt out in the curriculum frameworkzz outlines the experiences that learners should undergo in a particular course of study i.e. Form 1 – 4 . It is a subjectplan/course outline or programme of study that provides guidance to both facilitators and learners.zz it is an instrument in which learners can achieve the gains of the Curriculum Frameworkzz You are required to teach from the syllabus and should not be guided by the textbooks. Note that assessment isbased on the syllabus.It is a policy document that outlines and specifies the learning area philosophy, aims and objectives, Learning/teaching concepts and content, suggested methodology and assessment criteria at every Secondary level. As a teacher,you should always have it and use it to guide you in your day to day teaching and learning activities.2.4.2 School SyllabusThis must be drawn from the National Syllabus by reorganising content taking into account local factors. The components of the School Syllabus are similar to the National Syllabus. The development of the Commerce school syllabusshould be a task for all teachers in the department. Topics in the National syllabus can be re-organised to suit theprevailing circumstances.2.4.2.1 Factors influencing the drafting of a new school syllabusThese include:zz availability of resourceszz cognitive ability of learnerszz time allocation2.5 National Syllabus2.5.1 Elements of the Commerce SyllabusTo interpret the syllabus you need to identify its components and establish links between and among them. Components of the syllabus include;zz Preamblezz Presentation of Syllabuszz Aimszz Syllabus Objectiveszz Methodology and Time Allocationzz Topicszz Scope and Sequencezz Competency Matrixzz Assessmentzz Glossary/Appendicesi.Contents pageThis lists the contents of the syllabus and page numbers.2.5.1.1 PreambleThe preamble consists of introductory notes to the syllabus. It has five sub-titles.i.ii.iii.iv.v.Introduction: Gives a brief insight into the learning area.Rationale: This is a justification of why this particular learning area is included in the curriculum.Summary of content: This is a summary of what should be learnt in a particular learning area.Assumptions: That is knowledge one assume learners already have.Cross cutting themes: These are emerging and contemporary issues that cut across all learning areas.2.5.1.2 Presentation of the syllabusThis is a description of how the Commerce syllabus is presented.8

Commerce Teacher’s Guide 20162.5.1.3 AimsThese are general statements of what the learning area intends to achieve (major outcomes).They are long term andtherefore broad. They generally cover the whole learning area e.g. from form 1-4.They may differ from level to levelfor the same learning area e.g. form 1- 4 may have different aims. They cover all domains of Bloom’s taxonomy andshould carter for all learners (inclusivity).2.5.1.4 Syllabus objectivesThese are specific competences of the learning areas and are derived from the aims. Commerce learning area objectives should be SMART (Specific, Measurable, Achievable, Result oriented and Time framed). These should alsoguide you in developing topic and lesson objectives.2.5.1.5 Methodology and Time allocationThis syllabus takes into account learner centred approaches and methods. The choice of teaching methods andapproaches should be guided by the principles of inclusivity, relevance, specificity, gender sensitivity and respect.They are guided by the curriculum framework’s thrust i.e. skills or competence based, promoting critical thinking andproblem solving.Time allocation reflects the number of periods and their duration for a particular learning area. Four (4) periods of 3540 minutes per week for Form 1-4 should be allocated for adequate coverage of the syllabus. You should be allocatedappropriately for learners with individual special education needs. It is the facilitators’ responsibility to plan for Edutours, Seminars, Research and Projects. Time for this should be provided for within the school calendar.2.5.1.6 TopicsThese are the main posts or pillars of the content for the levels given in itemised form. They form the core of a givenlearning area. Topics in Commerce are broken into sub-topics in the competence matrix depending on the learningarea. The topics for Commerce 1-4 are as shown on the table below.Table 1: Syllabi topics for Forms1-4Form 1-4 r ProtectionBusiness OrganisationEnterpriseFinance and BankingInsurance and AssuranceBusiness CommunicationTransportWarehousingMarketing2.5.1.7 Scope and sequenceThis shows you the depth and breadth of the content. Sequence refers to ordering of the information. Information isarranged logically from the simple to complex concepts. Generally, the same concept cuts across all levels differingin depth as learners progress to higher levels. The Spiral approach should be understood for it helps in developingthe school syllabus as well as scheming and planning of work. However, not all concepts cut across. For instance,9

Commerce Teacher’s Guide 2016a concept may be covered in Form 1 only and will not appear in Form 2, 3 and 4. For example, Wholesale Trade iscovered in Form 1 only whereas Retail Trade is covered in Form 2 only and Foreign Trade is covered in Form 3 and4. The table below is an example of the Scope and Sequence for form 1-4.Table 1: Scope and Sequence SampleTOPIC 2: TRADEFORM 1FORM 2FORM 3 Introduction to trade Retail Trade Foreign trade Wholesale trade Hire purchase anddeferred payments Discounts Documents used inhome tradeFORM 4 Balance of payments2.5.1.8 Competence matrixIt is a table that present to you the concepts/content to be taught or competencies to be acquired. It is developed fromthe scope and sequence. It includes topic/skill, objectives, unit/competence content, suggested learning activitiesand suggested resources. The table below indicates how the competence matrix is presented for the teacher in theForm 1-4 syllabus.10

Commerce Teacher’s Guide 2016Table 2: Competence Matrix sampleTopic 2: TRADE-Form 1TopicOBJECTIVESLearners shouldbe able to:Introduction Explain thetoneed for tradeTrade Describebarter and monetarytrade Comparehome trade andforeign tradeWholesaleTrade Explain theservices ofwholesalers Describe thedifferent types ofwholesalers Explain whya wholesaler is bypassed inthe distribution chain Identifymarketing boards Describe thefunctions ofcommodityMarketsCONTENT Reasons for trade Forms of trade Branches of trade Services of wholesalersto manufacturers,retailers and consumers Types of wholesalers:- cash and carry- general- specialist- co-operative wholesale societies Reasons for by-passingawholesale Marketing boards suchasGrain MarketingBoard (GMB) Commodity marketsSUGGESTEDNOTES ANDACTIVITIES Discussing the needfor trade Distinguishingbetween monetarytrade and barter Dramatizingexchange of goods Illustratingdiagrammaticallybranches of trade Identifyingsimilarities anddifference between home tradeand foreign trade Discussing servicesof wholesalers Visiting wholesalers Writing notes onfindings from visits Interviewingcustomers onservices provided by thewholesaler Researching on thetypes of wholesalers Outlining reasons forby passing awholesaler Listing the purposeof Marketing Boards Describing thefunctions ofMarketing Boards Explaining functionsof commoditymarketsSUGGESTEDRESOURCES Recommended text books Charts ICT tools Recommended text books Resource persons ICT tools Samples of money Samples of goods9. AssessmentThis section gives you information on how this learning area will be assessed, the weightingand skills to be tested, types of questions and duration of each paper. It gives information onhow the three forms of assessments namely; formative assessment, and summative will beconducted and the percentage allocated to each. It also includes information on profiling. This11section also has assessment objectives, scheme of assessment, specification grid andassessment model.

Commerce Teacher’s Guide 20162.5.1.9.AssessmentThis section gives you information on how this learning area will be assessed, the weighting and skills to be tested,types of questions and duration of each paper. It gives information on how the three forms of assessments namely;formative assessment, and summative will be conducted and the percentage allocated to each. It also includes information on profiling. This section also has assessment objectives, scheme of assessment, specification grid andassessment model.The assessment in Commerce will be based on 70% summative assessment and 30% continuous assessment forform 1-4 levels.2.6 ConclusionA comprehensive understanding of the syllabus is mandatory to you so that you facilitate learning and teaching process effectively for the achievement of syllabus objectives as well as learner competences.12

Commerce Teacher’s Guide 2016Unit 3Schemes of Work3.0 Schemes of Work/ Scheme Cum PlansThese are documents that you should draw from the national and school syllabus. The scheme of work outlines whatyou ought to execute on day-to-day teaching and learning activities. The document should therefore be clear in termsof objectives, activ

Commerce Teacher’s Guide 2016 9 2.5.1.3 Aims These are general statements of what the learning area intends to achieve (major outcomes).They are long term and therefore broad. They generally cover the whole learning area e.g. from form 1-4.They may differ from level to level

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