PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE
CURRICULUM FET PROGRAMMES
LESSON PLANS
ECONOMICS
GRADE 10
TERM 3
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at
them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents,
and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the
following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy
/ Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This
interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds
up the confidence of the teachers in handling the content using new Teacher strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson
plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the
essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work
schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given
here (depending on the school environment, number and type of Learner in your class, the resources available to your Learner, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teacher, Learning
and Assessment.
Page 2 of 8
Economics Term 3 Lesson Plans
Grade 10
SUBJECT: ECONOMICS
GRADE: 10
LESSON PLAN : 02
TERM 3
TIME: 8 HOURS
TOPIC: History of early development of money since the 18tth century and now.
CONTENT: History of money and banking
INTEGRATION WITH HISTORY
Learning Outcome 1: Macro-economics.
The learner is able to demonstrate
knowledge, critical understanding and
application of the principles, processes and
practices of the economy
10.1.1. Analyze Economics, describe its
methods and relationships with other
sciences, and investigate career
opportunities.
10.1.2. Identify and explain the problem
that all economies try to solve, and
relate it to the basic processes of
production, consumption and exchange,
highlighting the promotion or violation of
human rights and the environment
10.1.3. Discuss the participants,
markets, and monetary and real flows in
an open economy.
Learning Outcome 2: Microeconomics
Learning Outcome 3:Economic
Pursuits:
Learning Outcome 4: Contemporary
Economic Issues:
The learner is able to demonstrate
knowledge, understanding and the
appropriate skills in analyzing the
dynamics of markets.
The learner is able to demonstrate
knowledge, understanding and critical
awareness of the policies and practices
underpinning the improvement of the
standard of living.
10.3.1. Investigate and outline the
stages of economic development in
broad historical context, and relate
them to evidence from Africa, where
relevant.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
The learner is able to demonstrate
knowledge, understanding and critical
awareness, and apply a range of skills in
dealing with contemporary economic issues.
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how they
reconcile choice and scarcity.
10.2.3. Explain the effects, in terms
of prices and quantities, of the
public sector’s involvement and
intervention in the market with the
aid of graphs
10.1.4. Describe the reasons for
business cycles and explain and
illustrate their composition, mentioning
the impact on the economically
vulnerable.
TEACHER ACTIVIES
Page 3 of 8
LEARNER ACTIVITIES
Economics Term 3 Lesson Plans
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking cognizance
of the economically marginalized.
10.4.2. Discuss labour relations and
dispute resolution mechanisms, including
labour rights and conventions, within the
context of the South African labour
market.
X
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
10.3.4..Describe the composition of
the South African population and
labour force, and explain the factors,
such as HIV/AIDS, that impact on
them.
10.4.4. Identify, engage in and
communicate economic issues of the
day, quantitative elements of Economics
and other essentials
RESOURCES
ASSESSMENT
Grade 10
X
DATE
COMPLETED
In groups, learners are required to read
a text on ‘how money has evolved’ and
ask them to analyze, classify & link the
information to different stages of
economic development.
Displays a chart with various forms &
pictures of money used in South Africa
during pre – and – post 1961 taken from
the National Museum & Libraries.
Explains the various stages as they are
in the chart. Further explains the
concept & types of money e.g. African;
Indigenous ; Colonial; Imperial; S.A.
barter system; medium of exchange;
metallic money; precious metals;
minting; legal tender; gold standard;
notes; coins; deposit money.
Facilitates & guides discussion on the: uses / functions of money;
characteristics of money; security
features of South African notes.
Outlines the development of banks in
S.A.; Types of banks; Uses & links.
Consolidates by explaining the role
played by money in Economic Growth
using questions and answers.
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
They read as groups, analyze,
classify and link information to
different stages of economic
development, tracing these
according to timelines.
Listen attentively and take notes
Extract from the text, Timeline table
Baseline
Chart, Text book, Chalkboard,
Newspapers.
Educator assessment,
Observation Class test.
Discussion
Text book, Chalkboard
Homework
Listen attentively and take notes
Chalkboard, OHP, Data Projector
Class work
Listen attentively, answer questions
Research Presentation
SIGNATURES:
______________________________
TEACHER
Page 4 of 8
________________
DATE
Economics Term 3 Lesson Plans
_____________________________
HOD / SMT
Grade 10
____________
DATE
SUBJECT: ECONOMICS
GRADE: 10
LESSON PLAN : 03
TERM 3
TIME: 8 HOURS
TOPIC: RSA Population
CONTENT: Describing the South African population, the SA labour force, factors impacting on the population and labour force growth and composition (e.g.
HIV/AIDS.
INTEGRATION WITH GEOGRAPHY
Learning Outcome 1: Macro-economics.
The learner is able to demonstrate
knowledge, critical understanding and
application of the principles, processes and
practices of the economy
10.1.1. Analyze Economics, describe its
methods and relationships with other
sciences, and investigate career
opportunities.
10.1.2. Identify and explain the problem
that all economies try to solve, and
relate it to the basic processes of
production, consumption and exchange,
highlighting the promotion or violation of
human rights and the environment
10.1.3. Discuss the participants,
markets, and monetary and real flows in
an open economy.
Learning Outcome 2: Microeconomics
Learning Outcome 3: Economic
Pursuits:
Learning Outcome 4: Contemporary
Economic Issues:
The learner is able to demonstrate
knowledge, understanding and the
appropriate skills in analysing the
dynamics of markets.
The learner is able to demonstrate
knowledge, understanding and critical
awareness of the policies and practices
underpinning the improvement of the
standard of living.
10.3.1. Investigate and outline the
stages of economic development in
broad historical context, and relate
them to evidence from Africa, where
relevant.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
The learner is able to demonstrate knowledge,
understanding and critical awareness, and
apply a range of skills in dealing with
contemporary economic issues.
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how they
reconcile choice and scarcity.
10.2.3. Explain the effects, in terms
of prices and quantities, of the
public sector’s involvement and
intervention in the market with the
aid of graphs
10.1.4. Describe the reasons for
business cycles and explain and
illustrate their composition, mentioning
the impact on the economically
vulnerable.
TEACHER ACTIVIES
Page 5 of 8
10.3.4..Describe the composition of
the South African population and
labour force, and explain the factors,
such as HIV/AIDS, that impact on
them.
LEARNER ACTIVITIES
Economics Term 3 Lesson Plans
RESOURCES
Grade 10
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking cognisance
of the economically marginalized.
10.4.2. Discuss labour relations and
dispute resolution mechanisms, including
labour rights and conventions, within the
context of the South African labour
market.
X
10.4.4. Identify, engage in and
communicate economic issues of the
day, quantitative elements of Economics
and other essentials
ASSESSMENT
X
DATE
COMPLETED
Learners are given population estimates
from Stats S.A. that depict population
groupings and gender at a given period.
They are then requested to read and
answer questions.
The educator then discusses / explains
the following :
(a) Population growth – Demographic
cycle (stages) – Migration and
urbanization.
Learners respond to questions from
the given handouts and discussion
around their responses ensues.
Draw graphs from the statistic in the
handouts given.
-
Textbooks
Reports from Stats S.A.
Internet (www.statssa.gov.za.
Newspapers.
Case study
Learners listen attentively and
respond to questions that are asked
during the discussion / explanation.
Participate in the discussion that
emanate from the explanation of
terms.
(b) Labor force - Composition
- Employment and unemployment
- Labor migration
(c) HIV / AIDS and its impact on the
South African population and labor
force using a variety of statistical
extracts.
Homework
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______________________________
TEACHER
Page 6 of 8
________________
DATE
Economics Term 3 Lesson Plans
_____________________________
HOD / SMT
Grade 10
____________
DATE
SUBJECT: Economics
GRADE: 10
TOPIC: Unemployment in RSA
LESSON PLAN :04
TERM 3
TIME: 12 HOURS
CONTENT: The nature of unemployment approaches to solving unemployment, and the ability of marginalized groups to participate in the economy.
INTEGRATION WITH ENGLISH
Learning Outcome 1: Macro-economics.
The learner is able to demonstrate
knowledge, critical understanding and
application of the principles, processes and
practices of the economy
10.1.1. Analyze Economics, describe
its methods and relationships with
other sciences, and investigate
career opportunities.
10.1.2. Identify and explain the
problem that all economies try to
solve, and relate it to the basic
processes of production,
consumption and exchange,
highlighting the promotion or violation
of human rights and the environment
10.1.3. Discuss the participants,
markets, and monetary and real flows
in an open economy.
Learning Outcome 2: Microeconomics
Learning Outcome 3: Economic
Pursuits:
Learning Outcome 4: Contemporary
Economic Issues:
The learner is able to demonstrate
knowledge, understanding and the
appropriate skills in analyzing the
dynamics of markets.
The learner is able to demonstrate
knowledge, understanding and critical
awareness of the policies and practices
underpinning the improvement of the
standard of living.
10.3.1. Investigate and outline the
stages of economic development
in broad historical context, and
relate them to evidence from
Africa, where relevant.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
The learner is able to demonstrate knowledge,
understanding and critical awareness, and
apply a range of skills in dealing with
contemporary economic issues.
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
10.3.4..Describe the composition
of the South African population
and labour force, and explain the
factors, such as HIV/AIDS, that
impact on them.
10.4.4. Identify, engage in and
communicate economic issues of the
day, quantitative elements of
Economics and other essentials
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how
they reconcile choice and
scarcity.
10.2.3. Explain the effects, in
terms of prices and quantities, of
the public sector’s involvement
and intervention in the market
with the aid of graphs
10.1.4. Describe the reasons for
business cycles and explain and
illustrate their composition,
mentioning the impact on the
economically vulnerable.
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking
cognizance of the economically
marginalized.
10.4.2. Discuss labour relations and
dispute resolution mechanisms,
including labour rights and conventions,
within the context of the South African
labour market.
TEACHER ACTIVIES
LEARNER ACTIVITIES
RESOURCES
ASSESSMENT
Teacher facilitates a fact-finding
exercise and brief sharing of information
session on where to obtain the following
Participate in the brainstorm
session and; fill/complete the
application forms as per instruction.
Textbooks
Class work
Libraries
Homework
Page 7 of 8
Economics Term 3 Lesson Plans
Grade 10
X
X
DATE
COMPLETED
application forms: UIF:






Magazines


Practicals
Unemployment insurance
Pension
Child support grant
Maintenance grant
ID document
Tax returns.
Also directs learners to fill one or more
of the Application forms.
Directs learners to provide an overview
of Unemployment and explains
unemployment:
Short test
Research and
presentation
Peers
Controlled test
Deliberate on the topic/investigate
and report to the class (participate
in brief discussion in class).
Textbooks
Also listen, ask questions and take
notes
Nature
Approaches to solving
unemployment
Ask learners to identify a marginalized
person in their community who does not
have access to financial assistance and
find out how that person could gain
access to financial benefits.
Summarizes/short explanation on how
the marginalized can participate in the
Economy
Administers a controlled test
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
Report back to class or peers.
Textbooks
Listen, take notes and ask
questions
Textbooks
Write a controlled test
SIGNATURES:
______________________________
TEACHER
Page 8 of 8
________________
DATE
Economics Term 3 Lesson Plans
_____________________________
HOD / SMT
Grade 10
____________
DATE