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8/14/2019 SoW 9. 10, 11 Economics Normal Track (3 YEARS)
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SPN ABAD 21
SCHEME OF WORK FOR YEAR 9
UNIT 1: BASIC ECONOMIC PROBLEMS AND ECONOMIC SYSTEM
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTEDTEACHING
STRATEGY
2 weeks 1.1
1.2
What is Economics?
Basic economicproblem of scarcityand exercise of choice.
Finite resources
Unlimited wants.
Explain the definition of
economics / Defineeconomics
Explain the basiceconomic problem ofscarcity.
Explain that people have
unlimited WANTS.
Explain that people have
limited RESOURCESand explain SCARCITYarises when there is anexcess of human wantsover what can actually
be produced.
Explain that because of
scarcity, people have tomake a DECISION /CHOICE.
Explain why makingchoices is necessary andhow to go about it.
The basic economic problem such as what toproduce, how much to produce, how toproduce and for whom to produce which arisefrom limited resources and unlimited wants.
Place the phrase: I want ..on the white board. Have the students respondverbally / on paper, listing their wants on thewhiteboard.
Ask students what is thedifferent between WANTS and NEEDS.
Show diagram A tothe students and ask them which of these
people have a need and which havewants.
Let the students identify whatare the goods / services they need and want onthe list. If the needed item not in the list, askthe students to list it. Discuss about the human
basic needs which are food, shelter andclothing with the students.
Ask: Would you really like allof these? (Students will probably answeryes) Explain that the desires people have for
goods and services are almost without limit /unlimited.
Ask: Can you satisfy all yourwants / do you have enough money / resourcesto buy all the goods? (Usually, students willsay they cant). Then ask: Why (Probably,they might say that they do not have enoughmoney to buy everything they wanted)
Explain that resources are limited in supply.Point out that not being able to have
everything they want is the problem ofSCARCITY due to limited resources.
Ask: If you couldnt have all
Anderton, Unit 1, pg
6-7.
Andrew Tibbitt, activities1.2, pg 9.
Hashim Ali, chapter 1, pg1-4
Moyniham and Titley,
chapter 1, pg 1-7
Paisley and Quillffeldt, part1, unit 1.1, pg 2-9
http://www.tutor2u.net/econ
omics/content/topic/introduction/scaricity.htm
Oral
Communication
Class discussion
Note taking
Mind-map
Answering shortanswer and paragraph
questions.
1
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1.3 Human needs andwants
Understand what are the
differences betweenhuman needs and wants?
the goods that you want, what would you do?
Show diagram (figure 1.1a)from Paisley and Quilldfeldt, unit 1.1, pg 2 to
the students and ask them What would youdo if you were in this situation? Explain tothe students that because of scarcity, peoplewill have to make a decision / choice onwhich goods to choose.
Explain to the students, becauseof unlimited wants and limited resources(scarcity), economics societies have to choose
between goods in order to satisfy their needsand wants.
Ask the students to collect pictures of goodsand services at home. Ask them to combinewith their partners and draw a table and sortthem into NEEDS and WANTS givingREASONS for their choices.
Get the students to think and talk about what
is meant by a want and how it differs from aneed. Ask each of them to list three needsand three wants and compare them to see howthey differ.
Anderton (page 6) has some usefulphotographs to stimulate discussion of needs,wants and the idea of resources being finite
Andrew Tibet pg15-20.
Anderton, Unit 1, pg6-7.
Moyniham and Titley,
chapter 1, pg 4-7
2 weeks 1.4
1.5
Concept of
Opportunity cost
Production possibilityCurve
State what is meant byopportunity cost.
Explain the opportunity
cost to the individual, tothe firms and finally tothe government.
Explain what theproduction possibilitycost is.
Ask the students to think of a range ofexamples from their own experience in termsof time or goods they bought before
illustrating the concept of opportunity cost.For example, staying at home to complete
their homework or going out to the cinema.
A good example can be taken f rom RobertPaisley & John Quillfeldt page 2, unit 1.1which shows a diagram about the concept ofopportunity cost when an individual has madea choice.
Relates the Scarcity, Choice and OpportunityCost to the Basic Economics Problem of :
What to produce?
How much to be produced?
Anderton, Unit 1, pg8-9
Andrew Tibbitt Activities1.3, pg 10
Hashim Ali, chapter 1, pg4-7.
Moyniham and Titley,
chapter 1, pg 8-13
Paisley and Quillffeldt, part1, unit 1.1, pg 2-9
http://www.bized.co.uk/edu
cators/ opportunity cost.htm
Oral discussion
Note-taking
Multiple choices.
Working in a groupor individually.
.
2
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How to produce?
For whom to produce?
Anderton (page 8-9) and Moyniham andTitley (page 7-13) have some good examplesof opportunity cost.
Ask the students to imagine that they areproducers and they wanted to produce 2 goods(good X and good Y) with a limited amount ofcapital.
The capital is $1 000 and the cost ofproducing 10 units of good X is $20 and thecost of producing 10 units of good Y is also$20.
Ask the students What would they do?Remind the students to apply their knowledgeof the basic economic problem. (Students will
probably say they have to choose either toproduce good X / good Y / both and howmuch to produce)
Ask students to draw a table for each decisionmade then ask them to draw a graph of thetable.
Explain to the students the graph is theProduction Possibility Curve where the pointsalong the curve show how the resources are
being effectively utilized to produce 2different goods.
Ask: What do you think if the point is
outside the curve?Then ask: And what if it is inside the curve?
1 week 1.6 Types of goods
Free goods
Public goods
Economic goods.
Consumer goods
Complementarygoods
Substitute goods.
Inferior goods
Understand / explain
what is the differencebetween capital goodsand consumer goods
Distinguish betweencomplementary goodsand the substitute goods,inferior goods anddurable goods.
Ask the students to lists outsome of the goods they have in their house.Put a heading Different types of goods.Head the columns free goods, publicgoods, economics goods, consumer goodsand capital goods. A good example can befound in Unit 1.1, page 5-8; by Robert Paisley& John Quillfeldt.
Andrew Tibbitt activities 1.4, page 12.
Paisley and Quillfeldt
Unit 1.1, page 5-8.
Oral discussion
TeachingInterpretation ofPictorial.
Questions andAnswers
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Durable goods
2 weeks 1.7 Economic System
Subsistence
Market Economy
State and explain themain features of the foureconomic systems.
State the advantages anddisadvantages of each
economic system.
Students could start by researching theirown country, or any economy, to discover theextent to which it is characterized by featuresof a market, a planned economy. Alleconomies are, to varying degrees, mixedeconomies and they could try and discover the
ratio of the mixture in particular economies.
A good example can be found inMoyniham and Titley, page 31-33 exercise 4& 5 and from Robert Paisley & John Quilted
page 21, figure 1.3a.
Anderton, Unit 85, page
212-213 and Unit 86, page214-215.
Moyniham and Titley,
pages 31-33.
Paisley and Quillfeldt -
Unit 1.3, pages 21-28.
Oral discussion
Mind map
Note taking
1 week 1.7 Planned Economy Distinguish betweenmarket economy,
planned economy andmixed economy.
Give the students figure 1.3bfrom Robert Paisley & John Quilted page 22and ask the students to identify whattypes of economic system are likely to be
illustrated in the picture.
Ask: Can you give reasons for your answer?then ask students for disadvantages of thesetypes of economic system.
Ask: What type of economic system is bestto adopt to solve these problems?
Another good example to bediscussed can be exercise 6, page 36 fromMoyniham and Titley.
Andrew Tibbitt. Page 15-20.
Anderton, Unit 85, page
212-213 and Unit 86, page
214-215. Hashim Ali,1.5, page
7-11.
Moyniham and Titley,
chapter 3, page 35-37.
Paisley and Quillfeldt,Unit 1.3, page 22.
Discussion.
Note-taking( Spider diagram )
1 week 1.7 Mixed Economy Give examples of each
economic system. Andwhich country appliesthis type of economicsystem.
Distribute the picture on page23, unit 1.3, Figure 1.3c from Paisley andQuillfeldt which would give the students anidea how the mixed system works in theeconomy.
Andrew Tibbitt, pages, 15-19, chapter 1.
Anderton, Unit 85, page
212-213 and Unit 86, page214-215.
Moyniham and Titley,
chapter 3, page 33-34.
Paisley and Quillfeldt, Unit1.3, page 22-23.
Discussion Interpretation
exercises
matching
Programmedreview
Provide the map ofthe world and askedthe students todifferentiate whichcounties belong toMarket Economy,
Planned Economy
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and Mixed
Economy.
SPN ABAD 21
SCHEME OF WORK FOR YEAR 9
UNIT 2: THEORY OF PRODUCTION
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED
TEACHINGSTRATEGY
2 weeks 2.1
2.2.
What is production?
Types of production
Primary
Secondary
tertiary
Explain the definition of
production/ Defineproduction
Explain how the different
types in the productionprocess are linked?
Explain primary industry,
secondary industry andtertiary industry.
Ask the students to think of any factory orcompany where goods and services comefrom. They will know that without production,goods and services will not exist.
A good example; let the students thinkabout a carpenter who wants to produce adesk. Ask the students to list out what are thegoods and services that this carpenter needs.From the students answers(if correct), then wecan explain that, all the goods and servicesthat the students lists are called the productionin order to produce a desk.
Give some pictures of different productionssuch as from newspapers or some photos
taken. Give to each group with somequestions.
What product is produced?
How is the product producedfrom the initial stage to their finalsale to consumers?
A good textbook and useful pictures to startwith this topic, is Moyniham and Titley,
Chapter 4, pg 49-51
Paisley and Quillfeldt
Unit 6.1, page 137.
URL-http//www.tutor2u.net/economics/content/topics/introduction/factor.htm
http://www.bized.co.uk/edu
cators/production.htm
Paisley and Quillfeldt
Unit 6.1, page 136.
Oral discussion
Role Playing
Teaching concepts
Teachinginterpretation ofPictorial and
GraphicRepresentations.
5
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1 week 2.3 Stages / Chain/Distribution of
production
Producer /manufacturer
Wholesaler
Retailer
Consumer
State and explain the
four stages of production.
Differentiate betweenthe manufacturer,wholesaler, large scaleretailer, small scaleretailer and the consumer.
Explain how the
different stages inproduction process arelinked.
A good way to get students thinking about thedifferent types of production is to get them tochoose two or three products and to writedown the stages involved in their production.
There are very useful lists of
resources in Moynihan and Titley (page 18),Paisley and Quillfeldt (pg 6) and Anderton(Page 55)
Anderton, Unit 18,pages 48-49.
Moynihan and Titley,chapter 2, pages17-19
Paisley and Quillfeldt, Part
1Unit 1.1 Pages, 4-6.
Class discussion
Role Playing
Teaching concepts
Teachinginterpretation ofPictorial and
GraphicRepresentations.
2 weeks 2.4 Factors of production
Land
Labour
Skilled
u
nskilled
Capital
Capital intensive
Labour intensive
Enterprise
Identify the fourfactors of production.
Briefly explain what
is land, labour, capitaland the enterprise orentrepreneur.
Ask the students to list as many goods andservices (resources) that can be used to
produce chairs and tables.
Draw 3 columns and label them naturalresources (land), human resources (labour)and man-made resources (capital). Then in
pairs decide in which columns each item
should go.
Another activity, is to the students to discussand list all the necessary things that they needin starting small types of businesses. Example:
Gerai Malam. After explanation let themidentify what is meant by land, labour, capital
and enterprise.
Anderton Unit 20, Unit 21and Unit 22 pages 54-61.
Banaszak and Dennis C.Brennan, pages 74-76 and
pages 82 84.
http://www.bized.co.uk/edu
cators/16-19/economics/firms/activity/dimreturns.htm.
Class discussion
Role playing
Matching
Crossword
1 week 2.4 Law of DiminishingReturns
Explain the economic
term Laws ofDiminishing Returns.
Produce a table witha figure and explain howto derive the diagram
Give the reasons,
why as more labour isemployed the total
productivity declines.
Refer to chapter 4, pages 59-61 Moynihamand Titley, who have an interesting story ofFarmer Scale. This could give usefulinformation to the students to stimulate theirthinking on the topic of Law of DiminishingReturns
Moyniham and Titley,
chapter 4, pages 59-61.
Hashim Ali, unit 6.2, pages
89-90.
Groupdiscussion
Prepare the table
and ask thestudents tocomplete theexercises.
1 week 2.5 Division of labour
Advantages
Disadvantages
Explain what is the
division of labour?
Explain why do
people specialize at work?
Explain the advantages
and the disadvantages of
A good starts ask the studentsto assume that each of them have two brothersand three sisters. Think of how their own
parents divide their duty at home.
Divide students into groups and let some of
Moyniham and Titley,chapter 4 page 53.
Paisley and Quillfeldt
Unit 2.1, pages 30 - 34.
Class
discussion
Role playing
Group work
Presentation
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division of labour. them work individually. Give them
simple tasks with instructions and give atime limit. For example; making envelopesusing papers. At the end, record howmany they have produced and ask whysome could produce more and someproduce less whether in a group orindividually. Let them discuss what
they have experienced whether workingin a group or individually.
Moynihan D. Titley andAnderton, chapter 4, pages 52-53 have someuseful examples of how the division of labourworks at the production line.
1 week 2.6 Mobility of labour
Geographical Mobility oflabour
Occupation
al Mobility oflabour
Factors
hinderingMobility oflabour
FactorshelpingMobility oflabour
Explain the definitionof mobility of labour.
Distinguish the typesof mobility of labour i.e.the difference between
occupational andgeographical mobility oflabour.
Explain the obstaclesto occupational mobilityof labour andgeographical mobility oflabour.
Before starting this lesson askstudents to interview each other and writedown about the jobs of their family. That is,father, mother etc as their homework. Somequestions regarding :
What are their current
occupations and where?
What job their last
occupation and why they have to find otherwork?
Why they chose to
work as what they are now?
(You may add morequestions ..)
In school
get them to discuss their findings and teacherwill help the students to explain why mobility
of labour exists.
Anderton,pg 78 is a good exercise for the students toanswer about related factors that contribute tothe mobility of labour.
Anderton, unit 30, page 79.
Hashim Ali, chapter 2.3,pages 20-21.
Interviewing
Class discussion
Matching.
Mind map
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2 weeks 2.7 Cost ofproduction
Fixed costs
Variablecosts
Total costs
Averagecosts
Marginalcosts
Totalrevenue
Profits.
Describe what costs
are associated with theproduction of goods and
services.
Differentiate between thecosts of production.
With a given $10.00 note, ask the students toprepare any products at home. (E.g.Sandwiches) and let them sell in school. After
the products have sold out, the next meeting, letthe students draw 6 columns and 10 rows, andstate their answers to the questions below.
How much they were able to
bring and sell to the school? (the totaloutput or the quantity)
Ask the students to lists all
the raw materials they need,in order toproduce his/her product and the costs ofeach item they used.
How much they charged for
the product that they sold?
How much was the profit
margin they collected from the sellingprice.
Then how much was the total
revenue they got from the selling of thisproduct.
And finally, how much profit
they made.
With reference to the above activity, teacherwill state which is the fixed cost and variablecost to the goods they have produced. Then askthe students to plot the short run cost curves andask the students to give the reason why all thefixed costs are in a horizontally straight line.
A good example of the activity to be given tothe students can be the case study exercise 8,page 62- 70, by Moynihan and Titley.
By relating to the above activity, ask thestudents to plot the long run average cost curve.Then ask the students, why the higher the outputhe/she produced, the total variable costsincrease.
Anderton, unit 3, pages 80-81
Hashim Ali, chapter 6,pages 87-95
Moynihan and Titley
Chapter 7, pg 61 69.
Paisley and Quillfeldt
Unit 6.1, pages 136 - 141. http://www.bized.co.uk/edu
cators/16-19/economics/firms/activity/dimreturns.htm
Group work orwork in pairs.
TeachingConcepts.
Class discussion.
Interpreting data
and using
diagrams.
8
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1 week 2.7 Social cost and
benefit Distinguish between
private costs benefits, andexternal costs and
benefits.
Realize that theproduction decisions offirms and consumption
decisions of consumerscan affect others.
Analyse what is
involved in cost-benefit
analysis
Ask the students to do the group work, given inthe case study on page 188 by Moynihan andTitley.
Another activity can be to refer to page 189 andasked the students to do group exercises.
Students should also attempt the activities fromunit 46, Anderton, pg 116 to enhance theirunderstanding of the social cost of production.
Anderton, unit 46, pages116-117.
Moynihan and Titley Chapter 9, pg 185 200.
Paisley and Quillfeldt, unit6.1, pages 137-138.
Group work
Discussion
Case Study
Problem- solving
1 week 2.8 Time Periods
Short run period
Describe the shortrun period.
What costs areassociated with the
production of goods and
services?
Prior knowledge students should be able toapply their understanding of the concept of lawof diminishing (unit 2.4).
Get the students to form pairs and produce aninvitation card as their activity. Each pair will
be given the same resources such as papers, onepen and one pair of scissors to produce as manyinvitation cards as possible within 30 minutes.
For another 30 minutes, again ask the studentsto produce double the above number ofinvitation cards. Assume pens and scissors
(capital) are the scarce resources; the studentscan only produce more invitation cards byadding one more student (labour) within thegiven time frame.
Moynihan and Titley Section 9, page 58 70.
Hashim Ali, unit 6.2,pages 89-101
Paisley and Quillfeldt, unit6.1, pg. 138.
Discussion
Concept review
Teachingconcepts.
1 week 2.8 Long run period Describe the long run
period.
Distinguish between shortrun and long run period.
The next class, ask the students to do the samething, but this time each group of students will
be given 3 scissors and 3 pens and 3 pairs ofstudents to produce the invitation cards within30 minutes.
Now, compare to the above activity, how manyinvitation cards were they able to produce.
Students will have an idea that in the short run
As above. Discussion
Teaching concepts
Interpreting dataand using diagram
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above (within 30 minutes), students could only
produce more with additional workers due to nomore pens and scissors being available whereas,given more time to get the capital (additional
pens and scissors), production will increasemore than in the short run.
SPN ABAD 21
SCHEME OF WORK FOR YEAR 9
UNIT 3: HOW THE MARKET WORKS
TIME
FRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED
TEACHING
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STRATEGY
2 weeks 3.1
3.2
What is a market?
Theory of demand
What isdemand?
Changes in
quantitydemanded
Changes indemand curvesand the causesto the changes.
Explain what is a
market?
Explain how the
market mechanism works.
Explain the definition
of demand / DefinedemandExplain the effect ofchanges in price to thequantity demanded.
Explain what factors
affect the demand for aproduct
Prior knowledge the activities that havebeen set in the topic of cost of productionwhere the students produced, sell and buythe products in class / school. This will givethe students the idea of how the marketoperates.
The teacher produces a table and allocatesthe prices of the different commodities (e.g.;Patchi, ice cream and cakes). Then, asks thestudents to fill in the quantity of goods that
they are willing to buy. In theory, the higherthe price, the lower will be the quantity
demanded. Thus, expectation from thestudents will be they will buy less when the
price increases. Compare the students workwith their partners to see if this theory of
price works for their quantity demanded.
Ask the students to list how many $10.00Recharge cards they are willing to buy ifthey are given allowance of $50.00, $200.00,and $20.00. This is to show how theallowances or the income, affect the demandcurve to shift to the right or to the left at agiven price. Good examples found in can beAnderton, page 31 units 11 and Moynihan,
page 159 to show the factors whichinfluence the movement or shifts in demand
curve.
Anderton, Units 10-13 pages 28-37
Hashim Ali, chapter3, pg 30-33.
Moynihan & Titley,
Section 1, pg 152-160.
Paisley & Quillfeldt Unit 1.2, pg. 10
Paisley & Quillfeldt
Unit 1.2, pages 10-11
URL- http://www.s-
cool.co.uk/quicklearnSupply and Demand: realworld applications themarket for coffee.
Oral discussion
Crossword
Matching
Interpreting and
using diagrams
Group work
1 week 3.3 Theory of Supply
What is supply?
Changes inquantity supply /Movement
along the supplycurve.
Explain the definition
of supply / Definesupply
Explain what happen
to the quantity supplywhen there is a change in
price.
Describe / Explain
what factors affect thesupply of a product.
Prior knowledge, students should knowsome of the features of the market price or themarket mechanism, specifically the self-interest of the producer, which is to maximize
profit from the increase in the selling price.
The teacher will provide the studentswith different selling prices of goods X in atable. Then, ask the students to assume thatthey are the producer or the seller of good X.
How many quantities of good X will theproducer be willing to sell at different selling
prices.. Teacher expectation will be that the
Anderton,unit 12, pg 32-33.
HashimAli, chapter 4, pg 48-50
Moynihan
& Titley, Section 2,pages 161-166.
Paisley and
Quillfeldt, unit 2, pg 11-12.
Discussion
Working in pairs or
group work.
Interpreting and
using diagrams.
11
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students answer more will be produced or to
sell good X at a higher price. Then, ask thestudents to draw the supply curve from thetable or supply schedule.
1 week 3.3 Theory of Supply
Changes in supplycurve and the
causes to thechanges.
Explain what causesthe changes in supply forgoods and services.
A good student activity can be found inMoyniham and Titley, page 164 166,exercise 7, which shows different factors
that cause changes in supply or shifts thesupply curves.
Anderton Unit 12, pg 32 33.
Hashim Ali
- chapter 4, pg 48 50 Moyniham
and Titley Chapter 8-Section 2, pg 162 166.
Paisley andQuillfeldt Unit 1.2,
page 11 - 12.
Oral discussion
Interpreting andusing diagrams.
Group work
2 weeks 3.4 Price determination
Meaning ofequilibrium price.
Effect to theequilibrium price
due to thechanges indemand andsupply curves.
Effects to the
equilibrium pricedue to taxation
and subsidy.
Types of pricecontrol
Explain how to
derive equilibrium price.
Explain what is the
equilibrium price, andwhat factors cause it tochange.
Explain whathappens to theequilibrium price andquantity when there arechanges in demand andsupply curves.
Discuss the effects oftax and subsidy on thesupply market price of acommodity.
With the help of demand and supplycurves, get the students to think and talkabout prices in an economy and in particular
why some goods are priced higher thanothers. They are likely to have an idea that a
shortage of something will probably make itmore expensive and an excess of somethingis likely to make it cheaper. Moynihan andTitley, Exercise 8 pg 166-167 is a goodexercise to see how to find the market pricewhen we derive / draw both demand andsupply curves in one diagram.
Get the students to work in groups anddiscuss the various:
- Factors that could influence demand apartfrom price of goods.
-Factors that could influence supply apart
from price of goods.
Then ask the students topresent their findings to the rest of the class,by showing how it affects the equilibriumprice. Moynihan and Titley, Exercise 9 & 10page 169-170 elaborate more particularlyhow the changes in demand and supplycurves affect the equilibrium price.
Anderton, unit 13, pg34-35.
Hashim Ali, chapter 4.6,pg 56-65
Moynihan & Titley,
Section 1, pg 166-170
Paisley & Quillfeldt,
Unit 1.2, pg 12-13.
Group work
Oral discussion
Interpreting and
using diagrams
2 weeks 3.5 Elasticity
Elasticity of
demand
Define what is meant
by price elasticity ofdemand.
Undertake simple
A good starting point would be to get thestudents to consider how responsive theirdemand would be to the changes in price of
a number of products or services.
Anderton, unit 14, pg
38-39.
Anderton unit 15, pg 42-43.
Mind-map (ref:
bized)
Discussion
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Price elasticityof demand
IncomeElasticity
CrossElasticity
calculations to find their
values.
State the factorsaffecting price elasticityof demand.
Expectantly, they will understand that
demand for the inferior goods, examplematches is likely to be less responsive to thechanges in price than the demand for thenormal goods, example television. Then,students would be able to see anddifferentiate the demand curves whendemand is price elastic and demand is price
inelastic.
Students should also be able to work outsimple calculation in relation to elasticity.Moynihan and Titley (pg 171-173) andPaisley & Quillfeldt (pg 17-20) haveexamples of the calculations and questionsfor the students to work out.
Groups of students could be givenvarious examples of particular goods and
services and ask the students to consider thefactors that might make demand for these
goods or services elastic or inelastic to aprice change.
Hashim Ali, chapter 3.5,pages 33-39.
Paisley and Quillfeldt ,Unit 1.2, pg 17-20.
Moynihan & Titley,Section 4-5, page 170-177
http://www.bized.co.uk/
price elasticity.htm
Problem solving
2 weeks Elasticity of Supply
Price elasticityof supply.
Explain the priceelasticity of supply.
State the factors
affecting price elasticityof supply.
Moynihan and Titley, pg 178-181 showthe examples of the calculations and havequestions for students to complete.
Groups of students could be givenvarious examples of particular goods andservices and ask the students to consider thefactors that might make supply for thesegoods or services elastic or inelastic to a
price change.
Anderton, unit
Hashim Ali, chapter 4.4,pg 51-55.
Paisley and Quillfeldt ,
Section 6, pg 178-182
Moynihan & Titley, Unit
1-2, pg 17-20
Discussion
Problemssolving
Matching
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SPN ABAD 21
SCHEME OF WORK FOR YEAR 10
UNIT 3: HOW THE MARKET WORKS (CONTINUATION)
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTEDTEACHINGSTRATEGY
3 weeks 3.6 Types of Market
Structure
PerfectCompetition
Monopoly
Oligopoly
Monopolist
ic Competition
Pricing andOutput policiesin perfectcompetition andMonopoly.
Distinguish betweenprice and non-pricecompetition.
Describe the
characteristics of perfectcompetition and why itgives rise to the best
possible use of resources.
Define monopoly andhow it differs from perfectcompetition.
Define and describethe barriers to entry.
Analysie why, and in
which ways, thegovernment tries tocontrol the behavior ofmonopolies.
Ask the students to find out as manymarkets as possible in their own country.Later on advise them to distinguish and give
the reasons why that market is called a perfectcompetition, monopoly, oligopoly, ormonopolistic competition.
A good example can be found byreferring to Moynihan and Titley, pages 201-211, and Harrison and Nutter, pages 90-95also have some useful checkpoints and two
helpful data response questions.
Anderton,unit 35, pg 90-91 & unit36, pg 92-93.
Hashim
Ali, chapter 7, pg 107-113
Moynihan and Titley,
chapter 10, pg 202-213.
Paisley andQuillfeldt, Unit 6.5, pg171
Summary of content
Exercises
InterpretationExercises.
1 week 3.7 Advertising
Purposesand Methods
Explain the definition
of advertising.
Explain what are the
purposes of advertising.
Explain what
methods or media canadvertisers use.
Ask the students to bring in any samplesof advertising. Teacher will help the studentsto identify which type of advertising they
belongs to i.e. whether it is informative,
persuasive, meaningless, brand image etc.
In class the students will be put intogroups to discuss the methods of advertisingoften used by the producer or seller.
A good example to show the types andmethods of advertising used by the producerand seller can be found in to Moynihan &Titley, Section 8, Exercise 8, page 223.
Moynihan & Titley,chapter 10, pg 214-218.
Paisley andQuillfeldt,
Part 6, unit 6.7, pg 181-186.
Group work
Collectingpictures andslogans for
advertising fromall the media.
Discussion
Summary ofcontent.
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SPN ABAD 21
SCHEME OF WORK YEAR 10
UNIT 4: TYPES OF BUSINESS ORGANISATION
TIMEFRAME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTEDTEACHING
STRATEGY
2 weeks 4.1
4.2
Types of BusinessOrganisation
PrivateSector
Public
Sector
Sole proprietorship /sole trader / one man
business
List the differenttypes of businessorganizations.
Distinguish betweensmall and large business
organizations.
Distinguish betweenprivate and public sector
State what is a sole
proprietorship.
Explain the
characteristics of soleproprietorship.
Lists the advantages
and the disadvantages ofsole proprietorship.
A good place to start would beto get the students thinking and talking aboutthe variety of business organizations whichexist in an economy and how they mightdiffer. Two important distinctions would be
between the private and public sector andbetween small and large organizations.
After the teacher has explainedthe different types of small and largeorganizations as well as the difference
between the private and public organization ina previous lesson, students need to think whya sole trader prefers to become a one man
business.
Now, the teacher should splitthe students into 2 groups. One group willdiscuss why they would choose to become asole proprietorship and the other group will
discuss about why they would not choose tobe a sole proprietorship.
A good example can be foundin to Dan Moynihan & Brian Titley, Section 4
pages 85-87
Anderton, Units 40-43,pages 102-111
Hashim Ali, chapter 5,
pages 73-74.
Moynihan & Titley,
section 4, pages 97-89
Paisley & Quillfeldt, unit
6.2, pg 142-145.
Anderton, Units 40, pages103.
Hashim Ali, chapter 5,
pages 74.
Moynihan and Titley,
chapter 5.2, section 4,pages 85-87.
Paisley & John Quillfeldt,
units 6.2, pages 142-143.
http:/ /www.bized.co.uk .
sole proprietorship.htm
Interpretingand using
pictures.
Discussion
Problemsolving
Working in pairs.
Presentation
Discussion.
1 week 4.3 Partnership State the
characteristics of apartnership.
List the advantages
and the disadvantages ofpartnership.
Get the students to think why asole proprietor might decide to transform a
business into a partnership.
Let the students do the businessactivity during the break time or CCA. Askthe students to collect money from their groupand split their group into positions such as
manager, the treasurer, advertiser, marketing
Anderton, unit 40, pg 103.
Hashim Ali, chapter 5,
pages 75-76.
Moynihan and Titley,
chapter 5.3, section 5,pages 87-89.
Paisley & John Quillfeldt,
Class
discussion
Interpretingand using the
pictures.
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and etc. The next meeting, the teacher will
continue this activity and discuss what werethe problems faced by the students afterrunning the business activity.
Units 6.2, pages 143.
http:/ /www.bized.co.uk .partnership
1 week 4.4 Limited Companies /Joint-Stock company
Private LimitedCompany
State the two types ofbusiness organizations.
Explain what
different aims may a firmhave.
State the three typesof funds for limitedcompanies.
Describe theadvantages and thedisadvantages of limitedcompanies.
Students should try Exercise 4,from Moynihan and Titley, pg 90 to discoverthe features of a Private Limited Company.After doing this exercise students should be
able to distinguish the main differences of theprivate limited companies from thepartnership particularly in terms of ownership,source of capital, management and liability.
Get the students to list someexamples of private limited companies in
Brunei Darussalam.
Anderton, unit 41, pg 104-105.
Hashim Ali, chapter 5.4,pg 76-79.
Moynihan and Titley,
chapter 5, section 6, pages89-93
Paisley & John Quillfeldt,
units 6.2, pages 143-145
URL http//www,s-
coolco.uk/qauicklearnPrivatisation: Theadvantages anddisadvantages of
privatization.
Distribute
the worksheetand ask thestudents to work
in group Presentation
Discussion.
2 weeks 4.4 Limited Companies /
Joint-Stock Company(continuation)
Public Limited
Company
Shares
Debentures
Sta
te the three types of fundsfor limited companies.
E
xplain how large
companies are organized.
Students should also attempt Exercise 5,
from Moynihan and Titley, pg 93 about thePublic Limited Company.
Teacher can also organize a visit to one ofthe public limited companies operated inBrunei such as Brunei Islamic DevelopmentBank (BIBD) where the students are
required to describe and analyse thestructure of the company and its activities.
Moreover, students should also be able tofind out the difference between the sharesand debentures from their visit.
Anderton, unit 4, pg 104-
105. Hashim Ali, chapter 5.4,
pg 76-79.
Moynihan and Titley,chapter 5 section 6, pg 93-96.
Paisley & John Quillfeldt,
units 6.2, pages 143-145
Visit SME
Group-work
Presentation
Discussion.
1 week 4.5 MultinationalCompany
Explain the definition
of Multinational Company/ Define MultinationalCompany?
Explain how multi-
nationals operate?
Prior knowledge: Studentsshould know the features of public limitedcompanies and be able to see the link withthe multinational companies. Teacher willgive the students some examples ofmultinational companies such as KFC,Honda, Coca-Cola etc in which the studentsneed to find out the country of origin and the
products that these multinational companies
produce. Students will also be asked to findout for themselves other examples of
multinational companies.
HSBC is one of the good
Hashim Ali, chapter5.4, pg 79-80.
Moyniham & Titley,
chapter 5, section 8, pg100-104.
Paisley & John
Quillfeldt, units 6.2, pages145.
Visit small,medium andlarge enterprises
Problemssolving
Discussion
ClassroomDebate
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examples of a multinational company in
Brunei. Get the students to think and discusswhether it is good or not of HSBC operatesin Brunei. Split the students into two groupsin which one group will be in favour of theoperation of HSBC in Brunei Darussalamwhereas the other group will be against theoperation of the multinational company.
Moynihan and Titley (pg 100-104) gives a thorough coverage ofmultinational companies.
1 week 4.6 Cooperatives Explain what are co-
operatives and how theyare organized.
Let the students do someresearch about the cooperatives whichoperate in Brunei Darussalam. Students will
need to find some information such as thefeatures and how the cooperatives are
operated.
A good example of a
cooperative in Brunei is Koperasi Tasamuland teacher can organize a visit to thatcooperative. Students can also make a visitto BINA which controls the operation of allcooperatives in Brunei Darussalam.
Anderton, unit 42, pg 106-107.
Hashim Ali, chapter 5.5,pg 80-81.
Paisley & John Quillfeldt,
units 6.2, pages 145.
Group work
Presentation
Class discussion.
1 week 4.7 Public Corporation /Privatization
State what a publiccorporation is.
State whatprivatization is and itsadvantages anddisadvantages.
Get the students to discuss thescenario of one of the private sector firms inBrunei e.g. Brutex Company (BruneiTextile) being taken over by thegovernment. What will be the main reasonswhy the government nationalized the Brunei
Textile Company?
Let the students read all thecutting articles and try the study points about
privatization from Anderton, pg 110.
Anderton, unit 43, pg110-111.
Hashim Ali, chapter5.6 & 5.7, pg 82-83.
Moyniham & Titley,chapter 5, section 10, pg106-107.
Paisley & John
Quillfeldt, units 6.3, pg148-152.
Questions andAnswers
Role playing andstimulation.
Discussion.
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SPN ABAD 21
SCHEME OF WORK FOR YEAR 10
UNIT 5: ECONOMIES OF SCALE
18
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FRAME STRATEGY
2 weeks 5.1 Types of Economiesof Scale:
InternalEconomies ofScale
External
Economies ofScale
Diseconomies of Scale
Students should beable to define the wordEconomies of Scale
Explain the internal
and the externaleconomies of scale.
Students should be
able to define the phrase
Diseconomies of Scaleand explain why large
firms experiencediseconomies of scale.
Ask the students to name abig company / industry in Negara BruneiDarussalam. For example, oil and gasindustry, Financial Institution or industry,Brutex (Textiles industry). From thestudents responses, the teacher will explainand distinguish such examples and classifyas internal and external economies of scale.
There is a good example in
diagram form in Robert Paisley & JohnQuillfeldt -Unit 6.5, pages 163-166.
A case study about 2situations how large firms can enjoy cost
advantages which smaller firms cannot,can be referred to in Moynihan and Titley,
section 12, Exercise 12, pg 73. From thecase study students can find advantages of
being a large firm and categorize themunder different types of internal economiesof scale.
External economies of scale
Discussion a car company wants to setup its new branch in Beribi. What benefitswill it have by setting up a new branch ina place where there is no similar firm inthat area?
A good example as a teachingaid, can be found in Stanlake, pg 47, (table7.1) showing a table on changes in thescale of production, which shows that
when output increase more than theincrease in size of firm, it shows that thereare economies of scale, while when output
increases less than the increase in the sizeof firm, it shows that there arediseconomies of scale.
Ander ton, unit 32,
pg 84-85.
Have him Ali,
chapter 6.4, and pg 95-98.
Moynihan and Titley,chapter 4, pages 70-77
Paisley & Quillfeldt,Units 6.5, pages 163-166
Stanlake, chapter 7,
pages 46-49.
Group work, 2 or 3
students in a group.
Presentation.
Class discussion
2 weeks 5.2 Growth of firmsOr Types ofintegration
Vertical
Horizontal
conglomera
te
Explain in what ways
firms grow larger.
State what other
reasons there are for thegrowing size of firms.
The teacher distributes cardswith different names of industries ordifferent types of production to the students.Then ask the students to match these cardswith at least two other students. Teacher
will explain to the students in which group ofintegration they belong to according to their
matching production or industries. A goodexample of this topic can be found inMoynihan, Section 6 exercises 5 pages 129,which shows the different types ofintegration.
Hashim Ali, unit 7.2,pg 113-114.
Moynihan and Titley,chapter 6, pages 127-130
Paisley & Quillfeldt,
Units 6.5, pages 163-166
Mind map
Wall displays
Matching
Discussion
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SPN ABAD 21
SCHEME OF WORK FOR YEAR 10
UNIT 6: DEVELOPED AND DEVELOPING COUNTRIES
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTEDTEACHINGSTRATEGY
1 week 6.1 Characteristics of developing and
developed countries.
Explain what are the main
characteristics ofdeveloping countries.
Explain what problems
are faced by manydeveloping countries that
may be less of a problemfor more industrializedcountries.
Explain what economic
relationship existsbetween developing andindustrialized countries?
Explain how these
relationships have affecteddeveloping countries.
Work with the students to discuss thedifference between developing and developedcountries. Teacher can provides the studentswith the economic indicators and data for
several countries varying from developedcountries to developing countries such as:
GDP per capita
Population growth
Occupational distribution
Etc
Ask the students to identify the examples ofdeveloping and developed countries.
A good exercise to do can be found in PaulCurry on page 14, 16 and 18.
Anderton, unit 82, pg 204-
205.
Hashim Ali, Chapter 13,
Unit 13.1, pg 205-207
Moynihan and Titley,
chapter 3, Section 7, pg38-44
Paisley and Quillfeldt,Part 8, Unit 8.5, pg 296-
298
Curry, pages 13-18.
Group work
Interpreting data
Interpreting
diagrams
Interpretingpictures
Presentation
2 weeks 6.2 What is population?
Factors
affecting thepopulation
growth.
OptimumPopulation
Explain basic concepts
related to population.
Describe the factors that
affect population growth(birth rate, death rate and
net migration. i.e(immigration andemigration).
Ask the students to look up in the economicsdictionary the meaning of the followingconcepts.
Birth rate
Death rate
Immigration Emigration
Teacher prepares a table of population dataover a ten years period i.e. 1990-2000. Askthe students to study the table and decide
whether there is an increase or decrease in thebirth rate, death rate and net migration
between these two periods.
A good example that shows a lot of generalinformation on population growth can befound in Paisley & Quillfeldt, pages 118-123.
Anderton, unit 82, pg 204-
205.
Hashim Ali, Chapter 13,
Unit 13.1, pg 208-213
Moynihan and Titley,
chapter 21, Section 7, pg424-428
Paisley and Quillfeldt,
Part 5, Unit 5.1, pg 118-123
Curry, pages 79-96.
Discussion
Exercises
Crossword
Interpretation
exercises.
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Moyniham and Titley, data response on, pg420, Ex. 1 is a good exercise for this topic.
2 weeks 6.3 Population Structure. Students should be able to
describe the structure of
population in an economysuch as:- Age Distr ibution:
What are the effects ofan ageing population?
- Sex Distribution- Occupational
Distribution:
What changes have therebeen in peoples
occupations?
Form the students into 4 groups and ask themto prepare the population pyramid using data
for their own country. They can get and seethe data from the population census. Thenask them to label the horizontal line as sexdistribution of population and the vertical lineas the age distribution of population. Thenask them to compare the population pyramidin their own country and with an othercountry.
Anderton, unit 56, pg 142-143
Anderton , unit 58, pg146-147
Anderton unit 59, pg 148-
149.
Hashim Ali, chapter 13,unit 13, pg 213-215.
Moynihan and Titley,chapter 21, pages 428-433.
Paisley & Quillfeldt, Part
5, unit 5.2 pg 124-127
Groups work.
Presentation
Discussion
1 week 6.4 Unemployment
Types andCauses ofUnemployment
Define the wordunemployment.
Explain what are the
main causes ofunemployment.
Ask the students to think and writedown, if the country has NO FACTORY,what will happen to the people living in thiscountry? What will the people do toovercome the problems that they listedearlier?
Anderton, Unit 56, pg
142-143
Anderton, Unit 58-59, pg146-149
Hashim Ali, Chapter 13,Unit 13.3, pg 213-216
Moynihan & Titley,
Chapter 13, Section 3-6,pg 279-285
Paisley & Quillfeldt, Part
7, unit 7.5, pg 234-238.
Discussion
interpretingpictures.
Mind-map
1 week 6.4 Unemployment(Continuation)
Costs ofUnemployment
Measures to
reduceunemployment.
Explain what
measures a e governmentcan take to reduceunemployment?
Explain what
economic and socialproblems are created byunemployment.
Ask the students to thinkabout the consequences of unemployment tothe economy.
Moynihan, Section 7,Exercise 8, pg 286-287 requires the studentsto read the article on Unemployed drowntheir Sorrows which is a good example ofthe costs of unemployment to the economy.
Work with the students todiscuss how to reduce unemployment.
Anderton, Unit 57, pg144-145
Hashim Ali, Chapter 13,Unit 13.3, pg 213-216
Moynihan & Titley,Chapter 13, Section 7, pg286-287
Paisley & Quillfeldt, Part
7, unit 7.5, pg 234-238.
Summary ofcontent.
Crossword
Multiple-choice
Extensionexercises.
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SPN ABAD 21
SCHEME OF WORK FOR YEAR 10
UNIT 7: WAGES AND TRADE UNION
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHINGSTRATEGY
1 week 7.1 Wages Demand for
labour
Supply of labour
Wagedetermination
Explain whatdetermines the demand forlabour.
Explain the factorsaffecting supply of labour.
Demonstrate how
wages are determined.
Students should be able to see therelationship between the demands of goodswith demand for labour which is calledderived demand. Let the students think aboutthe situation if there was a fall in demand foroil and gas in Brunei how would it affect thedemand for labour in this industry.
Students should also think about what wouldhappen to the demand for labour if robotstook over all the work done by the labourers.
Exercise 1, pg 231 from Moynihan and
Titley shows one of the factors thatdetermine the demand of labour.
Let the students think what would happen tothe supply of labour if most of the working
population migrate to other countries andwhat happen to wage rate as there would bea shortage of labour.
Anderton, Unit 23-25, pg62-67
Hashim Ali, Chapter 8,
Unit 8.1, pg 121-123
Moynihan & Titley,
Chapter 11, Section 1-4,pg 228-237
Paisley and Quillfeldt,Unit 7.3, pg 219-221
Oral discussion
Interpretingdiagrams
Mind-map
1 week 7.2 Wages (continuation)
Wage differentials
among different
Explain factors which
influence the choice ofoccupation.
Exercise 3, Moynihan and Titley (pg 235)have an interesting exercise entitled WhatJob Shall I Do?
Hashim Ali, Chapter 8,
Unit 8.2, pg 123-125
Moynihan & Titley,
Data Responsequestion
Discussion
Research22
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occupations
Wage
differentials within
the sameoccupation
Wage differentials
between males andfemale.
Wage
differentialsbetween urbanand rural area
Explain why peopleearn different wages:
- Among di fferentoccupations
- Within the sameoccupation
- Between males andfemale
- Between urban and ruralareas.
Give the students an assignment in whichthey are required to discuss with parents orother relatives to get some idea of the variety
of factors which can affect an individualschoice of occupation. This can be done byinterviewing the people and producing asummary of their findings.
Another activity would be to get students tochoose a particular occupation which theyare interested in and to find out informationabout it that would relate to people choosingthat occupation.
Chapter 11, Section 5, pg
237-243
2 weeks 7.3 Trade Unions
Aims of tradeunion.
Types of tradeunion
Functions oftrade union.
Determinations
of unionspower
The basis ofwage claims
Industrialdisputes.
Explain why peoplejoin trade unions.
Explain what
different types of tradeunion there are.
Explain how trade
unions are organized?
Explain what iscollective bargaining.
Explain how
agreement is reached inindustrial disputes?
Explain what types of
industrial action tradeunions can take.
Explain what is aclosed shop.
Explain how
employers are organized.
Teacher can start the lessonby asking the students to assume that theyare the employees in one industry where theemployer plans to cut the wages of thelabourers and increase the number ofworking hours in order to increase their
production at lower cost. As the employees,what will be the action taken by the students
to overcome this problem?
Teacher will explain to thestudents that a trade union is a group ofworkers who act as representatives for theother employees in order to improve thewages and working conditions of itsmembers.
Anderton (pages 68-73)covers trade union thoroughly and includes a
useful data response question.
Anderton, Unit 26 & 27,
pg 68-71
Hashim Ali, Chapter 8,
Unit 8.3, pg 126-130
Moynihan & Titley,
Chapter 11, Section 7, pg244-250
Paisley and Quillfeldt,
Unit 2.3, pg 42-48
Discussion
Matching
Programme
d review
Interpretationexercises.
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SPN ABAD 21
SCHEME OF WORK FOR YEAR 10
UNIT 8: MONEY
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHINGSTRATEGY
1 week 8.1 Barter System
Problems ofbarter
How toovercome the
problems ofbarter trade.
Define barter trade and
explain the problems ofbarter trade.
A good place tostart is to ask each student to think aboutwhat they want to have. Then, ask them toget ready with their own items that they
want to exchange in order to get what theywant.
Another activity,ask some students to imagine they do not
have any money. Give the students someitems e.g. chocolate bars, candy, drinks, few
pens and papers and ask whether they wantto exchange the things given to them witheach other. What are the problemsencountered during the swap? Jot everyanswer on the board and also take note ofthe answers given by the students.
The above activitywill demonstrate concept of barter trade andteacher will point out what problems might
be faced when using this system.
Anderton, unit 8, pg
23
Hashim Ali, Chapter10, Unit 10.1, pg 153-154
Moynihan and Titley,
chapter 19, Section 1, pg393-395
Paisley & Quillfeldt,
Unit 3.1, pg 56.
Group work
Interpretingpictures anddiagrams
Presentation
Discussion
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Moynihan andTitley, chapter 19, page 394, exercise 1 also
has a simple activity for the students to try.
1 week 8.2 Money
Qualities of goodmoney
Functions of
money
Explain how money
developed.
Explain what are the
different qualities possessedby money.
State and explain thefunctions of money.
.
First activity :
Ask the students to bring Brunei Currency of1cent, 5cents, 10 cent, 20 cents, $1.00,$5.00, and $10.00. In class the teacher wil lexplain why the above currency is absolutelythe same in size, colour and patterns. Fromthis explanation, the teacher will classify thecharacteristics of the money.
Second activity :
Teacher will provide the students 4 scenariosto be discussed in class. After each answeredscenario, the teacher will explain the 4
different functions of money.
Scenario 1
If the students are given $10.00, what are thegoods that they are willing to buy?
Scenario 2
Assume the price of a biscuit is $1.00 each.With the $10.00 given to them, how many
biscuits can they buy?
Scenario 3
Assume the students have $1000.00 andused half of it. What will they do with theremaining if there is a bank nearby?
Scenario 4 Assume the students want to buy a
computer. The total price is $2,500.00.Unfortunately, they have only $1000.00 andthere is no bank willing to grant a loan tothem. A company who sell this computeroffers a hire purchase system. How will thestudents solve this problem?
Anderton,Unit 8, pg 23.
HashimAli, Chapter 10, unit
10.2, pg 154-155 Moyniham& Titley, chapter 19,section 2 & 3, pg 395-399
Paisley &Quillfeldt, Unit 3.1, pg57-58
Group work
Interpretingpictures anddiagrams
Presentation
Discussion
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SCHEME OF WORK FOR YEAR 11
UNIT 8: MONEY (CONTINUATION)
TIME
FRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
STRATEGY
2 weeks 8.3 Inflation
Meaning
Measuringrate of inflation
(RPI) Causes ofinflation
Effect ofinflation
Ways tocontrol inflation
Define consumer price index
and explain the steps tocalculate it.
Define inflation and analyze
the causes of inflation. Explain the effects of
inflation and describe ways
to curb inflation.
A good example can be found in Moynihamand Titley, chapter 13, page 267 has anextract from newspapers entitled Inflationon target to hit 35 year low of 1 pc. This
could be used to stimulate discussion andstudents could look in newspapers for anysimilar stories.
Anderton (pg 152-153) shows themeasurement of inflation through retail priceindex.
Moynihan & Titley (pg 272-276), exercise 4is very helpful to show the causes ofinflation.
Students should also consider the costs of
Anderton,Unit 60-63, pg 152-159.
HashimAli, Chapter 10, unit 10.3,
pg 156-160 Moyniham& Titley, chapter 13,section 13, pg 266-279
Paisley &Quillfeldt, Unit 3.2, pg61-63
Oral discussion
Calculation
Crossword
Programmed
review Matching
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inflation. Students could be encouraged to
think about and list the people who are likelyto gain and suffer at a time of inflation.Moynihan and Titley (pg 277-279) alsodiscuss the cost of inflation.
Ways to control role playing of theconversation given in Anderton, page 156
could be used to understand the cost ofinflation. The class can be introduced to themonetary and fiscal measures taken bygovernments control it.
1 week 8.4 Value of Money
Real value
of money.
Measuringchanges in thevalue of money
How are changes in thevalue of money measured?
Ask the students to check the price ofskimmed milk or other items in asupermarket, then ask the students, how
much their mother has bought over twoyears.
Paisley & Quillfeldt, pg 63 has a gooddatabase that shows the fall in value ofmoney.
As above Oral discussion
Crossword
Programmedreview
Matching
SPN ABAD 21
SCHEME OF WORK FOR YEAR 11
UNIT 9: BANKING
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHINGSTRATEGY
2 weeks 9.1 Commercial Banks
Functions
of CommercialBanks
The
services
provided byCommercialBanks
Basic
Principles ofCommercialBanking.
State the types of
bank.
Explain the
differences between thecommercial bank andcentral bank.
Lists the services
provided by thecommercial banks.
Get started with students listing all the banksthey know in Negara Brunei Darussalam.
Students can be asked to listdifferent services of the banks. Students that
have experiences dealing with the banks canshare with the class for the benefit of all.
Take the students for a visit toany one of the banks. This could be
organized for a better understanding offunctions of commercial banks. A groupdiscussion in the class room after the visitwould facilitate better understanding by thestudents.
Anderton, Unit 50-
52, pg 126-133
Hashim Ali, Chapter
10, Unit 10.4-10.5, pg160-164
Moynihan & Titley,Chapter 19, Section 5-9,
pg 402-415
Paisley andQuillfeldt, unit 3.3, pg 66
73
Visits
Group work
Group Discussionabout the leafletsor brochures
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Balance
Sheet ofCommercial
Banks
Creditcreation
2 weeks 9.2 Central Banks
Functions
of CentralBanks
State and explain thefunctions of a central
bank.
Before lesson or during
school holiday students could have a visit toone of the banks in the country and possiblyto the Board of Currency in Ministry ofFinance. Give them the opportunity torecord some of their findings there or givethem some simple questionnaires on theirvisit.
Anderton, Unit 50,pg 126-129.
Anderton, Unit 68,
pg 170-171
Hashim Ali, Chapter
10, Unit 10.4, pg 163
Moynihan & Titley,
pg 416-417
Moynihan & Titley,pg 334-340
Paisley andQuillfeldt, unit 3.3, pg 66
73
Visits
Group discussion Presentation.
1 week 9.3 Stock Exchange
Definition
Functions
Explain the meaning
and the functions of stockexchange.
Describe how thestock exchange works.
Students will be asked to givedifferent ways of raising money for their
expenditure on a tour. The difficulty ofgetting a huge sum of money could be
understood by them and the need for manysources to raise a huge sum.
Singapore stock exchangecan be explained for a better understanding.
Anderton, Unit 50,
pg 126-129.
Hashim Ali, Chapter
10, Unit 10.6, pg 165
Moynihan & Titley,
Chapter 6, Section 5, pg122-127
Paisley andQuillfeldt, unit 3.3, pg 66
73
Class discussion
SPN ABAD 21
SCHEME OF WORK FOR YEAR 11
UNIT 10: GOVERNMENT INTERVENTION IN ECONOMY
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHINGSTRATEGY
1 week 10.1 GovernmentSpending
Reasons forgovernmentspending
List and explain themain types of governmentspending.
Describe the mainreasons for government
spending.
Teacher can provide the students with thefigures of government spending either fromthe Brunei Statistical Year Book or BruneiFive Year National Plan. Students will needto study the data to identify in which
ministry the government spends most of
Anderton, Unit 53 &
54, pg 134-137
Hashim Ali, Chapter
12, Unit 12.2, pg 189-190
Moynihan & Titley,
Oral discussion
Matching
Interpreting thepictures
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Types of
governmentspending
their money and explain the possible reasons
for this.
Chapter 16, Section 2 &3,
pg 343-348
Paisley and
Quillfeldt, Unit 7.1, 196-204
1 week 10.2 Government Revenue
Sources of
governmentrevenue.
Explain what is the
public sector?
Explain what are the
main items of governmentspending.
Explain why the
government needs tospend?
State the sources of
government revenue.
Ask the students, how much they pay for aschool fund. Next question, ask the students,where this payment goes to.
Ask the students to list the goods andservices provided by the government
Ask the students to think about and listwhere the government gets its revenue tofinance its spending.
Let the students compare their answers withtheir partners.
Anderton, Unit 55,
pg 138-139 Anderton, Unit 72,
pg 180-181
Hashim Ali, Chapter
12, Unit 12.3, pg 190
Moynihan & Titley,
Section 4, pg 348
Paisley and
Quillfeldt, unit 7.2, pg205-213.
Group work
Presentation Oral discussion
Extensionexercises.
2 weeks 10.2 Taxation
Reasons fortaxation
Qualities ofa good system
Taxstructure
Types oftaxation
Advantage
anddisadvantages of
taxation
Explain / define what istaxation.
Explain why the
government needs to tax
State the differences
between direct andindirect taxes.
Ask the students to list the goods they havebought from a neighbouring country.
Let the students think, why for some of thegoods they bought they paid taxation andwhy for some other goods they avoided
paying taxation.
Let the students find out from the internet orother sources the different types of taxationBrunei government imposes. Students
should also try to find out what kind oftaxation is imposed by other countries, likeSingapore, Malaysia and U.K
Anderton, Unit 55,
pg 138-139
Anderton, Unit 72,pg 180-181
Hashim Ali, Chapter
12, Unit 12.4, pg 190-196
Moynihan & Titley,
Chapter 16, Section 5-12,
pg 349-360
Paisley andQuillfeldt, unit 7.2, pg
205-213.
Class discussion
Matching
Data Response
Questions
2 weeks 10.3 Controls of theEconomy
Fiscal Policy
Monetary Policy
Direct Policy
Describe the instrumentsof fiscal policy andanalyze the possibleimpact of changes in fiscal
policy on the economy.
Describe the aims andinstruments of monetary
policy.
Teacher can begin the lesson by givingan example where the government spendslarge amounts of money for infrastructureand investment in order to stimulate theeconomic growth. Then ask the students tothink and illustrate what will happen to theeconomy:
- If the government cuts back itsexpenditure.
Anderton, Unit 68-
71, pg170-179
Hashim Ali, Chapter
12, Unit 12.6, pg 197-198
Moynihan & Titley,
Chapter 15, pg 329-340
Paisley and
Quillfeldt, Unit 7.4, pg222-243
Crossword
Extensionexercises.
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- If the government increases the incometax.
Teacher can give the recent localexample where the government used one ofits tools in monetary policy to control theconsumers spending and falling into heavydebt by implementing a policy in which the
consumers who want to make loan from anycommercial banks are only entitled to makeloans equivalent to 12 months of their salaryand these loans must be settled within 6
years.
Students should also be able to use theother tools of monetary policy which thegovernment often use to influence theeconomy such as reducing inflation,reducing unemployment etc.
Moynihan and Titley has a lot ofmaterials on the fiscal and monetary policy
(exercise 2-6, from page 330-340) that thegovernment or central bank uses to influencethe economy.
1 week 10.4 Budget Explain the purposesof the budget.
From Brunei Five Year National Plan,students can see how the government makes
a proper budget to spend its money,particularly by ministries. Along with the
budget the students could also see the actualamount of money spent by the government.Teacher will explain to the students that the
government need to budget in order to avoidoverspending that would make thegovernment fall into deficit.
Hashim Ali, Chapter
12, Unit 12.5, pg 196-197
Moynihan & Titley,
Chapter 16, Section 11, pg
359-360
Paisley andQuillfeldt,
Oral discussion
Interpretationexercises.
1 week 10.5 Government
Aims Describe the
economic aims of thegovernment.- Full employment- Price stabili ty- Economics growth- Redistr ibution of
Get the students to find out the extent towhich there is full employment, either in
their own country or in any other country oftheir choice.
Ask the students to work in pairs or in a
Anderton, Unit 67,
pg 168-169
Hashim Ali,
Moynihan & Titley,
Chapter 15, Section 1, pg
Group
work
Presentation
Oraldiscussion
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income
- Balance of paymentstability
group to consider why price stability is an
important aim of government. What will thegovernment do if prices fluctuate?
Ask the students to think about thenatural good of their own country. Then askthem to get the information from theeconomic planning about the price of the
natural resources, the output that the countryis able to produce and the total revenue.After the students know all the aboveinformation, then let the students to think,whether the increased in total revenue is dueto increase in price or an increase in quantityor in total output. If they realize the factorsor the reasons affect the increase or adecreased in total revenue, then asked them
to discuss how government could try andincrease the rate of economic growth in a
country.Anderton pg 160-161 and Moynihan, pg288-294 provide some good discussion
points.
Another aim of government policyis the distribution of income. Students needto find out information about the distributionof income in their own country and theyneed to consider what the government of thecountry is doing to try and achieve a moreequitable distribution of income. A goodexample can be referred to Anderton, pgs180-181 and a very good data respondquestion on the topic pg 183.Paisley and Quillfeldt, pages 256-260 have a
useful database and number of relevantquestions.
The balance of payments stability.Anderton, pages 190-191 has a useful dataon the balance of payments in the UK over atwenty year period and some study pointslinked to this data.
325.
Moynihan & Titley,Chapter 13, pg 266-293.
Moynihan & Titley,
Chapter 14, pg 296-316
Paisley and
Quillfeldt, Unit 7.4, pg222-234
Interpretationexercises.
1 week 10.6 Externalit ies
Negative
externalities
Realize that theproduction decisions of
firms and consumption
Ask the students to do the group work, givenin the case study on page 188 by Moynihan
and Titley.
Anderton, Unit 46,pg 116-117
Hashim Ali, Chapter
Groupwork
Explanation
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Positiveexternalities
decisions of consumers
can affect others.
Understand what isinvolved in cost-benefitanalysis
Another activity can be to refer to page 189and asked the students to do group exercises.
Students should also attempt the activitiesfrom unit 46, Anderton, pg 116 to enhancetheir understanding of the social cost of
production.
12, unit 12.7, pg 199-200
Moynihan & Titley,
pg 185 200.
Paisley andQuillfeldt, unit 6.1, pages137-138.
Commentanddiscussion
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SCHEME OF WORK FOR YEAR 5
UNIT 11: INTERNATIONAL TRADE
TIMEFRAME
UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHINGSTRATEGY
1 week 11.1
11.2
Reasons for trade.
Theory of AbsoluteAdvantages
Differentiate between
exports and imports. Explain the mainreasons for internationaltrade.
Describe the
advantages anddisadvantages ofinternational trade.
Explain the principlesof absolute advantages.
State the theory ofabsolute advantage andthe theory of comparativeadvantage.
State the differences
between absoluteadvantages andcomparative advantages.
Ask the students to list the
goods and services exported and imported bytheir country.
In a group, ask the students todiscuss why a country needs to export and
import the goods and services to and fromother countries.
Moynihan and Titley, Exercise3 and Exercise 4 from Section 3, pg 305 givea good example to differentiate between theexport and import of goods and services.
Provide the students theexamples and the figures that show absoluteadvantage between country A and country B.From the data given, then ask the students tosolve and gives the reasons why whichcountry has an absolute advantage in
producing TVs for example and whichcountry has an absolute advantage in
producing rice.
Hashim Ali,
Chapter 11, Unit 11.3,pg 172-175
Moynihan & Titley,
Chapter 14, Section 1,
pg 296-306
Paisley and
Quillfeldt, Unit 8.1, pg264
Hashim Ali,
Chapter 11, Unit 11.1,pg 170-171
Moynihan & Titley,
Section 2, pg 297-300
Paisley and
Quillfeldt, Unit 8.1, pg271-272
Oral discussion
Interpretationexercises.
Calculation
Short answerresponses
Extension
exercises.
Matching.
Discussion
Solving problems.
Interpretingdiagrams and
pictures
1 week 11.3 Theory of ComparativeAdvantages
Explain the principle
of comparativeadvantages.
State the terms oftrade and state the causesof changes in the terms oftrade.
Go back to the above example, now ask
the students to explain how and why theystated that country A has to specialize in the
production of TVS and country B specializesin the production of rice.
Get the views and the explanations fromthe students and the teacher has to discuss thestudent answers and gives the reasons.
Case study from Moynihan and Titley,section 2, page 297-300, provides goodexamples and exercises on the theory ofabsolute and comparative advantage.
Anderton, Unit 73,
pg 184-185 Hashim Ali,Chapter 11, Unit 11.2,
pg 171
Moynihan & Titley,
Section 2, pg 297-300
Paisley and
Quillfeldt, Unit 8.1, pg271-272
Discussion
Work inpairs
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Ask the students to list why their owncountry has to export the goods to othercountry and why some countries have toimport the goods to their own country have.
1 week 11.4 Protectionism Methods of
protectinghome
industries.
Reasons forprotectinghomeindustries
Explain the mainforms of protectionism.
Describe the
arguments against freetrade / reasons for
protectionism.
Describe the
arguments against trade of
protectionism.
Let the students think about why some ofthe goods that are imported from othercountries are highly taxed.
Form 4 or 5 groups and let the groupsexamine what happens when governmentsrestrict international trade. And ask them tocontrast restricted trade with free trade.Teacher can also provide the students with the
cutting articles about Protectionism or FreeTrade. One good article about the
disadvantage of protectionism is when Jakartabanned China goods and China retaliated byrestricting Jakarta products particularlyseafood. This is called Trade War.
Exercise 5, from Moynihan and Titley,pg 310-311, is a good exercise on the tradebarriers used by Japan.
Anderton (pages 186-187) looks at bothpoints of view and has a number of usefulstudy points for students to answer.
Anderton, Unit 74,
pg186-187
Hashim Ali,
Chapter 11, Unit 11.4,pg 176-178
Moynihan & Titley,
Section 5, 310-312
Paisley and
Quillfeldt, Unit 8.1, pg264-266
Discussion Groups work
Presentation
Review questions
2 weeks 11.5 Balance of Payments
Current account
Causes of currentaccount deficit
Capital account
Balancing items
Official financing
Describe and explain
the meaning and thestructure of the Balance ofPayments.
Describe thechanging patterns ofexports and imports andeffects on the balance of
payments.
Explain how the
balance of payments can
be improved
As introduction to the Balance of
Payments, ask the students to think why theUS economy has become such an attractive
target for foreign investors.
Ask why the dollar fluctuates against thevalues of other currencies and why interestrates vary from country to country.
Anderton, Unit 75
& 76, pg 188-191
Hashim Ali,
Chapter 11, Unit 11.5,pg 178-181
Moynihan & Titley,
Section 3, pg 300-304
Moynihan & Titley,Section 4, pg 306-312
Paisley and
Quillfeldt, Unit
8.2, pg 273-278
Case study
Discussion Calculation
Interpretingpictures
Reviewquestions
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2 weeks 11.6 Foreign Exchange
Factors thatinfluence the
price of acountryscurrency.
Define exchange rate.
Explain why
countries exchange
currencies? Give reasons whyexchange rates fluctuate.
Start by asking the students to get theforeign exchange rates in terms of BruneiDollars either from the newspapers, internet or
banks. When they have the data with them,teacher will explain what it means when theysee buy and sell in the foreign exchangerate.
Stimulate the students thinking by askingthem why do we need foreign exchange?
Expectation from students response will bebecause they go to other countries. Teacher
will then make further explanation to thestudents that when we buy/import foreigngoods or invest in another country; we have toobtain some of that countrys currency to
make the transaction. Thus, when foreignersbuy US produced goods or invest in the US,they have to obtain some U.S dollars. We getthe foreign currency, and foreigners get U.Sdollars in foreign exchange markets.
Students might ask the teacher why theexchange rate changes from one period toanother period. After explanation, studentsshould try Exercise 7, floating Up and Down,from Moynihan and Titley, page 316-317
Anderton page 193 has checkpointswhich should also be attempted by thestudents.
Anderton, Unit 77-79, pg 192-197
Hashim Ali,
Chapter 11, Unit 11.6,pg 181
Moynihan & Titley,Chapter 14 Section 6-7,
pg 313-322
Paisley andQuillfeldt, Part 8, Unit8.3, 283-289
Research
Discussion
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