TEMS702 Teaching Management and Economic Sciences FET 2

Part A: AI Investigation of Learning BY DOING                    

AI Prompt and Response

The following image (Figure 1) with keywords serves as a visual stimulus for you to consider when you are crafting your prompt on the value of practical, learner-centred options during a practical EMS EXL-POD Task. (Note that the terminology here is not exhaustive).

Part A: Researching Practical, Learner-Centred Learning in EMS Using AI

Artificial intelligence (AI) tools can assist teachers with research, but the quality of the information they produce depends largely on the quality of the prompt provided. In this task, you will design an effective educational prompt and then critically evaluate the AI-generated response, applying your own professional judgement as a future teacher.

Design and Present an Educational AI Prompt and Response

Write a detailed AI prompt that investigates the value of practical, learner-centred learning in Economic and Management Sciences (EMS) using credible academic sources:

• Include the complete AI prompt in your assignment and reference any sources used when developing the prompt according to the STADIO CTR-13 Referencing Guide.
• Submit the complete AI-generated response in a clearly labelled text box.
• Ensure that any references included in the AI response are retained. Verify that the references are authentic, current, and correctly presented.

Critically Evaluate the AI Response

Critically evaluate the AI-generated response and justify your evaluation by discussing:

• Its strengths (for example, accurate information, depth of explanation, and useful teaching ideas).
• Its weaknesses (for example, inaccuracies, omissions, bias, or limited applicability).

For each point, provide clear reasons and support your evaluation with your own professional judgement from the perspective of teaching EMS in the Senior Phase. Your ‘Researcher’s Voice’ must come across clearly to substantiate your personal points of view.

Part B.1: Ice Breaker for Group Allocation (10 Marks)

Design a non-ICT-based icebreaker activity that learners will complete as they enter the venue before the EXL-POD session begins.

Your activity must:

• Engage learners immediately and capture their attention.
• Be between 5–10 minutes in length.
• Randomly allocate learners into purposeful groups.
• Link to the designated CAPS topic (POLC), as well as assign each group a management style that they will apply during the EXL-POD task.

Your ice breaker should be engaging, well-organised, and educationally meaningful. It should create a clear link between the introductory activity and the management concepts that learners will apply during the main EXL-POD task.

PART B.2: Co-operative Learning EXL-POD Task Moderation (40 Marks)

The Departmental Head (DH) who began designing the EXL-POD task has left the following resources and instructions for you to moderate and complete. The draft documents are provided in the appendices below:

• Appendix 1: Planning notes outlining the structure and purpose of the task.
• Appendix 2: Completed Task Cards for each of the four POLC stations.
• Appendix 3: A partially completed group assessment rubric.

Your role is to moderate and develop these draft resources into a coherent, professionally presented assessment package for use by both learners and teachers facilitating the EXL-POD stations. Learner performance will be assessed by the facilitators at each station using a completed group assessment rubric, which you will moderate and finalise, together with an individual assessment rubric that you will design for one selected component of the task.

Using the appendices, complete the following:

1. Plan and present the EXL-POD task as a complete assessment package with the appropriate headings and a logical structure that integrates the four POLC stations (with the use of the cards for each station), demonstrating both the management functions and the assigned management styles. Your planning must also include the design of one individual component that will be marked separately from the group task.
2. Design a short practical structure-building activity for the Leading station using everyday, readily available materials. Include a list of all required resources.
3. Develop a professionally presented set of learner instructions that clearly explains how groups will move through the four stations and apply both the relevant management function (POLC) and their assigned management style.
4. Develop a facilitation guide that enables teachers at each station to confidently facilitate the activities and assess learner performance consistently.

Learner Instructions

Your learner instructions must include:

• Professional assessment headings suitable for school use.
• A clear explanation of the purpose and overall flow of the EXL-POD task.
• Step-by-step instructions and time allocations for each of the four POLC stations.
• Clear instructions outlining what learners must complete at each station.
• Explicit links between each station activity and:
  • the relevant management function (POLC);
  • the assigned management style; and
  • expectations for both individual participation and group roles.

Facilitation Guide

Your facilitation guide must include:

• Professional assessment headings presented in a clear and consistent format.
• The purpose of the task and a brief overview of the relevant Grade 8 EMS CAPS content, enabling teachers from any subject specialisation to facilitate and assess the activity confidently.
• Table 1: ASKA&V table identifying the Skills, Knowledge, Attitudes, and Values developed at each station, together with a pedagogical justification explaining how each outcome is developed and assessed.
• Table 2: Bloom’s Taxonomy table showing how each cognitive level is assessed throughout the task, together with a justification for each.
  • Bloom’s Taxonomy requirements:
    • Every station must assess at least one Middle-Order Thinking (MOT) and/or Higher-Order Thinking (HOT) skill.
    • All six levels of Bloom’s Taxonomy must be represented across the complete EXL-POD task.

Final Product

Your completed assessment package should demonstrate a fully moderated experiential learning task that is:

• logically sequenced;
• aligned with the relevant Grade 8 EMS CAPS;
• cognitively progressive through the designated SKAVs and Bloom’s Taxonomy levels;
• suitable for assessing both individual and group performances.

PART B.3: Rubric Moderation and Design (16 Marks)

In this section, you are required to:

• Complete and moderate the 40-mark group assessment rubric provided in Appendix 3.
• Design a 10-mark individual assessment component and develop a descriptive rubric containing at least two assessment criteria.

Rubric Requirements

Both must be descriptive rubrics and comply with the Rubric Design Lecture guidelines. Each rubric must:

• Align the assessment criteria with the task requirements, intended learning outcomes, and the specific evidence learners are expected to produce.
• Include clear and measurable performance descriptors for each rubric level.
• Demonstrate meaningful progression across achievement levels to support fair, reliable, and consistent assessment.
• Assess the relevant Skills, Knowledge, Attitudes, and Values (SKAVs) developed through the task, together with the appropriate Bloom’s Taxonomy cognitive levels.
• Reflect the quality, accuracy, application, and communication of learners’ work in relation to the assessment requirements.
• Provide sufficient guidance to support consistent marking, moderation, and constructive feedback.

PART C: Reflective Infographic: Your PGCE Journey (16 Marks)

Create an infographic that reflects on your PGCE journey to date. Your infographic should demonstrate thoughtful and critical reflection on your personal and professional growth as a developing educator, drawing on your experiences throughout the programme, including the Teaching Economic and Management Sciences (TEMS) module where appropriate. It should communicate your reflections through a visually engaging and well-organised design that highlights how your experiences have prepared you for the teaching profession.

Your infographic should:

• Be visually engaging, well organised, and legible in A4 portrait format for online marking.
• Communicate ideas through an effective balance of concise text and visual elements (e.g., icons, symbols, images, or diagrams).
• Include a key or legend explaining any visual elements used.
• Reflect on your individual journey and personal style. Generic or pre-designed templates where only the text has been changed may not be used.
• Use an appropriate infographic structure (e.g., timeline, flowchart, journey map, pathway, or similar) to communicate your reflection clearly.
• Include an introduction and conclusion if desired; however, at least 80% of the content must appear within the infographic itself.

Content Requirements

1. Introduction: Provide a brief overview of your PGCE journey, focusing on your development as a future educator rather than describing each module.
2. Reflection on Key Experiences: Reflect on the experiences that have had the greatest impact on your development. You may draw on your academic studies, teaching practice and school-based learning, personal and family responsibilities, work or other commitments, and extracurricular activities (e.g., sport, community engagement, or leadership). Use concise bullet points, phrases, or short statements to highlight:
   • significant challenges and achievements as well as key lessons learned;
   • Skills, Knowledge, Attitudes, and Values (SKAVs) developed;
   • key learning experiences, feedback, and insights gained that lead to personal and professional growth.
3. Future Goals: Conclude by outlining your goals for the remainder of the PGCE programme and your future development as a teacher.

Ethical AI Usage and Verification: Summary for FIS PoE (Compulsory)

The use of AI in this assessment is governed by the AIMAT framework. You are responsible for ensuring that all AI-generated information is accurate, appropriately verified, and ethically acknowledged.

AI Use by Section

• Part A.1: AI Prompt and Response (Green Light): AI must be used to generate the research prompt and response.
• Part A.2: Critical Evaluation (Red Light): AI may not be used. This section must reflect your own critical analysis, professional judgement, and writing.
• Parts B.1 and B.2: Ice Breaker and EXL-POD Task (Amber Light): AI may be used but is optional.
• Part B.3: Rubric Design (Red Light): AI may not be used. You are required to demonstrate your own ability to moderate and design assessment rubrics.
• Part C: Reflective Infographic (Amber Light): AI may be used but is optional.

For every section in which AI is used, you must:

• Submit all AI prompts and outputs as an appendix.
• Include a declaration explaining how AI was used.
• Verify the accuracy of all information, references, and AI-generated content before submission.
• Critically evaluate all AI-generated suggestions before incorporating them into your work.

Failure to comply with these requirements may constitute academic misconduct.

Guidance

Refer to the marking instrument (rubric) below to understand the assignment performance expectations and how your work will be assessed. Once you have completed your assessment, use the checklist to ensure that you have covered all the required elements.

Submission Format

Your FIS PoE must be submitted as one document, in accordance with STADIO submission requirements, and structured as follows:

• Present each Part (A–C) using the headings/subheadings provided in these instructions.
• Arrange all sections in the same order as the assessment rubric to facilitate marking.

Appendix 1: Grade 8 EXL-POD Management Task Planning Notes

The Management Olympics

During the ice-breaker activity, learners will be placed into teams of approximately six members. Each team will be randomly allocated a management style that must be applied throughout the challenge. Teams will receive POLC station cards as visual stimuli, together with a set of learner instructions. Assessment will involve both team criteria and an individual component, both marked on a rubric.

The Leading station will include a practical, teamwork construction format from designated readily available resources while demonstrating the four management functions: Planning, Organising, Leading, and Controlling (POLC). Teams will be expected to work according to their assigned management style and provide a brief presentation and evaluation at the final stage.

Teams move through the four POLC stations in sequence. Only stationery items may be carried between stations. Building materials are issued at the construction station only. Each station operates within a fixed time allocation of 20 minutes.

At each station, teams are required to complete tasks related to the relevant management function and obtain the resources, information, or approvals needed to proceed. Teams should establish a group identity, allocate roles and responsibilities, and develop a strategy for completing the challenge. Consideration should also be given to setting goals, establishing team rules, and monitoring progress throughout the activity.

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AI prompt and response

Provide the educational value of learner centred learning in grade 8 economic and management sciences in the senior phase. Explain the ways in which EMS learning can be improved using practical activities, cooperative learning, problem solving and learner participation. How learners can understand the management functions of planning, organising, leading and controlling using practical learner centred activities.

AI generated response

Practical, learner Centre learning is highly valuable for grade 6 EMS because it helps learners in applying management concepts and work with realistic problems, and evaluate results of the decisions effectively. Tactical activities have significant implication in EMS in allowing learners to better understand management functions of planning, organising, leading and controlling.
Such practical learner centred work also helps in developing communication, team work, problem solving and decision making skills. But there are certain limitations as well, as some learners dominate group activities while others participate minimally. It is important for the teachers to establish clear roles and assessment criteria so that the performance can be evaluated effectively.

Critical evaluation

Icebreaker for group allocation
Activity – POLC management style match
Time – 7 minutes
Resources – Four sets of POLC cards, management style cards and coloured envelopes.
Each learner will get a card that contains planning, organising, leading or controlling function or a management styles symbol. Learner has to find the classmate whose card forms the same team combination. The learners group will get a management style once the six learners form a team. Each team will get 2 minutes on how they would manage the challenge and the teacher discloses the management style and explains to each team how to use the allocated style.

Four management styles

These are autocratic, democratic, laissez faire and paternalistic.

Cooperative learning EXL POD task

Station 1 is planning whereby the team receives a business challenge and must identify the objective, list required resources, establish a sequence of activities and allocate an available time of 20 minutes.
Station 2 is organising whereby the team gets a set of resources and is required to organise people, materials and responsibilities to complete the challenge.
Station 3 is leading whereby the team must construct a free standing tower by using paper, cardboard, straws, string and tape.
Station 4 is controlling in which the team compares its performance with the original objectives and evaluates what was accomplished, what went wrong, what corrective actions are needed and whether the final result meets the target.

Learner instructions

Management Olympics – instructions

The instructions include to remain within the allocated team, use the management style assigned, complete all the four POLC stations, only stationery can be carried between stations, construction material will be supplied at the leading station, if learners participate, and follow the rule allocated by the team. At the end, evaluate the team performance.

Facilitation guide

Station 1 is planning where the teacher focuses on whether learners establish a realistic objective. Station to is organising where teachers look for whether learners allocate people, resources and responsibilities appropriately. Station 3 is leading in which the teacher focuses on observing communication, direction, motivation and the application of assigned management style. In Station 4, the main focus of the teacher is on checking whether learners compare actual performance with the planned objectives and identify connective actions.

Bloom’s Taxonomy table

The Bloom’s level include remember, understand, apply, analyse, evaluate and create. Each level is applied to EXL-POD in the sense that the remember level defines the four POLC function, understand level explain the purpose of each management function, apply include the usage of POLC concepts during station activities, analyse requires identifying problems that impact team performance, evaluate require judgement of whether the team’s strategy is effective and create includes designing a plan and construct the required structure.

Rubric moderation and design

The required assessment structure is:
Group rubric – 40 marks
Individual rubric – 10 marks
Minimum 2 criteria for the individual rubric
Descriptive performance levels
Criteria aligned with the task requirements, learning outcomes and learner evidence.
SKAVs and Bloom’s taxonomy incorporated into assessment.

Reflective infographic – PGCE journey

The infographic is included in the appendix, and it is all about my journey that developed my understanding of teaching from simple delivery of content to creating meaningful learning experiences. The key experiences I have undergone include managing different learner’s abilities and maintaining participation, becoming confident in lesson planning, developing classroom and communication management skills, and learnt that effective teaching requires flexibility and continuous reflection. I have learnt about the pedagogical principles that can be applied in real classrooms, while the value I developed is responsibility towards the learner.

Future goals

My future goals are to improve my classroom management skills, learn a differentiated teaching approach, increase learner participation, develop effective assessment practices, and become a reflective EMS teacher.

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The preparation of grade 8 EMS assessment above utilising AI research, POLC management functions, cooperative learning, assessment rubrics and PGCE reflection revealed significant findings about the practical value of learner centred learning in grade 8 economics and management sciences. Get a similar kind of support with your assignment by visiting our assignment help South Africa page today. Or get access to solved answers from different subjects from STADIO.

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