I Part A: EMS Staff Presentation Slides Training (50 marks)
INSTRUCTIONS
As part of your initial EMS Departmental Meeting, the Head of Academics has asked you to do training with the staff in your department (none of whom have ever worked at an IEB school) on integrating the EMS SP Subject Content Knowledge (SCK) and Pedagogical Content Knowledge (PCK) related to the teaching of EMS (Economic and Management Sciences) under the new management structure. You are required to specifically address the following aspects in your training with them:
• Approaches followed by non-Government Schools
• The reasons for using the REVISED Bloom’s Taxonomy
• The importance of developing SKAVs (Skills, Knowledge, Attitudes & Values) instead of concentrating only on content knowledge.
• The importance of actively implementing one of the GENERAL AIMS of the South African CAPS (Curriculum and Assessment Policy) Documents, which the school management has decided to prioritise for 2025: “Producing learners that can…. : Communicate effectively using visual, symbolic and/or language skills in various modes as per the General Aims of the South African Curriculum for Grades R – 12; ” (DBE, 2011: 5)
Design a set of Presentation Slides for your staff development course with a detailed individual notes page for each slide. Use examples from a variety of topics and grades in EMS to illustrate your points. The presentation must fulfil the following requirements:
Title Slide: Start your presentation with a title slide, denoting the school, department, subject, date, topic (of the presentation) as well as the name of the presenter.
Slides 1 and 2: Approaches followed by non-Government Schools. Note:
• You need to include the role of Umalusi, the various registered examination boards in South Africa for the NSC (National Senior Certificate) and some examples of the various international qualifications which many of the private schools in SA are now offering together with the South African Grade 12 (matric).
• Use practical examples from your own experience to highlight some of the changes that can be expected in the teaching of EMS under the IEB.
Slides 3 & 4: The reasons for using the REVISED Bloom’s Taxonomy. Note:
• You need to include (cited) images of both the old and Revised Bloom’s Taxonomies but create your own information/keywords on the slides. Do not only use one of the direct comparison images.
• Use specific examples relating to how YOU would apply this in your role as an EMS teacher.
Slides 5 and 6: The importance of developing SKAVs (Skills, Knowledge, Attitudes &
Values) in EMS as a subject. Note:
• For each of the four SKAVs give a specific example from the EMS curriculum of how it can best be applied to facilitate optimal teaching and learning.
Slide 7: The importance of using visual(s)ymbolic skills for modern technology-enabled learners. Note:
• Refer to your own experience at school (as a learner) with examples of lessons/ subjects that related well to your personal learning style (which you need to briefly explain to the marker in a separate block on the notes page), which you can build into your EMS teaching.
Slide 8: Reference List for the Presentation Slides (including any AI Tools used). (See Rubric for individual mark allocations per slide.)
After completing your Presentation Slides, do a 4-Slide-a-page Handout and put the images of both pages (8 Slides) at the top of your presentation in the Template provided on Canvas to provide a holistic view. Ensure that your images are large enough to be legible. IF you use Af you need to include a NOTES PAGE with the relevant AI prompts after the Reference List (Slide 8).
Part B: Grade 9 Revised Bloom’s Taxonomy Individual Worksheet (25 marks) (LOT and MOT)
INSTRUCTIONS
- Develop an individual worksheet for the Grade 9 learners, showing your use of the various aspects of the staff training you did in Part A in a practical assessment [Including the REVISED Bloom’s LOT (Lower Order Thinking) and MOT (Middle Order Thinking), visual stimulus questions, developing questions that assess a balance between the SKAVs etc.].
- Choose ONE of the following sections of ‘The Economy’ Section in the Grade 9 EMS CAPS (DBE, 2011):
• Term 1: Economic Systems and The Circular Flow
• Term 2: Price Theory
• Term 3: Trade Unions - Use an AI Tool of your choice to create your own short written case study (Max 300 Words) to use as a foundation to design a Revised Bloom’s Assessment Worksheet for your Grade 9 EMS learners. Ensure that you familiarise yourself with the content of these topics in EMS by referring to your prescribed textbooks.
- Develop questions for your case study assessment, covering only the LOT (Levels 1 and 2) and MOT (Levels 3 and 4) levels, and ensuring that the mark allocation for the assessment adds up to 30 marks. Pay careful attention to the validity and fairness of the assessment you design. The questions in your assessment should adhere to the following criteria:
• At least ONE of your LOT and ONE of your MOT questions must show examples of the visual aspects of setting questions, as per the advice you gave in Slide 7 of your Presentation Slides Training.
• Be clear and unambiguous. Use an appropriate standard and level of language to ensure that your assessment is fair and valid.
• Incorporate different types of questions and a variety of assessment styles to accommodate the various learning styles preferred by each learner, e.g. short/ objective questions, as well as subjective, paragraph style questions, etc. which link the designated EMS content to the case study theme and information.
• Indicate the mark allocation for each question clearly for a TOTAL of 30 Marks: LOT questions 18 marks,
MOT questions 12 marks.
- Your Grade 9 Revised Bloom’s Taxonomy assessment must be presented in a professional format, ready to go to the Head of Academics for moderation. Detailed assessment headers and instructions for the learners must be included:
• The headers should include subject; grade; date; topic; page numbers, as well as mark and time allocation and the names of both the assessor (you) and the moderator.
• Instructions should be complete and appropriate to the work and activities that the learners will be required to do, including the scope of the topic (i.e. Which CAPS section learners have to prepare.)
• Clearly indicate a suitable time allocation for the assessment to ensure that it is manageable and places reasonable demands on all learners. - Prepare a clear, detailed memorandum with suggested answers and a marking guideline for each question.
• Show the Memorandum directly a er each question, per the editable Word template available on Canvas. NOTE that a Memorandum without citations is invalid.
• Ensure that you indicate the exact mark allocation and ticks.
• Note that even if you choose to use a mini-rubric as a marking tool for one of your questions, a suggested answer is still required.
Answers to Above Questions on Teaching
Answer 1: The presentation slides for the staff development course is designed as follows:
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