sow 9, 10 economics express track (2 years)

8/14/2019 SoW 9, 10 Economics Express Track (2 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 is not in the list, askthe students to list it. Discuss the human basicneeds which are food, shelter and clothingwith 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.

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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 tothe 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), economic 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 giving

REASONS for their choice.

Get the students to think and talk about whatis 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.


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 completetheir 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 :

Anderton, Unit 1, pg8-9

Andrew Tibbitt Activities1.3, pg 10

Hashim Ali, chapter 1, pg4-7.


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 group

or individually..

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What to produce?

How much to be produced?

How to produce?

For whom to produce?

Anderton (page 8-9) and Moyniham and

Titley (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 knowledgeon the basic economic problem. (Studentsprobably 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 the

Production 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 isoutside the curve?

Then ask: And what if it is inside the curve?

1 week 1.6 Types of goods

Free goods

Public goods

Economics goods.

Consumer goods

Complementary

goods

Understand / explain

what is the difference

between capital goodsand consumer goods

Distinguish betweencomplementary goods

and the substitute 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, public

goods, economics goods, consumer goodsand capital goods. A good example can be

found in to Unit 1.1, page 5-8; by Robert

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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Substitute goods.

Inferior goods

Durable goods

inferior goods and

durable goods.

Paisley & John Quillfeldt.

2 weeks 1.7 Economic System

Subsistence

Market Economy

State and explain themain features of the four

economic systems.

State the advantages anddisadvantages of eacheconomic system.

Students could start by researching totheir own country, or any economy, todiscover the extent to which it is characterized

by features of a market, a planned economy.

All economies are, to varying degrees, mixedeconomies and they could try and discover theratio 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.


pages 31-33.

Paisley and Quillfeldt -

Unit 1.3, pages 21-28.

Oral discussion

Mind map

Note taking

1.7 Planned Economy Distinguish betweenmarket economy,

planned economy and

mixed 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 pictures.

Ask: Can you give reasons for your answer?then ask students for disadvantages of these

types 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.


212-213 and Unit 86, page

214-215. Hashim Ali,1.5, page

7-11.


chapter 3, page 35-37.

Paisley and Quillfeldt,Unit 1.3, page 22.

Discussion

Interpretation

exercises

matching

Programmedreview

Provide the map ofthe world and askedthe students to

differentiate whichcounties belong to

Market Economy,Planned Economyand MixedEconomy.

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.


212-213 and Unit 86, page

214-215.


chapter 3, page 33-34.

Paisley and Quillfeldt, Unit1.3, page 22-23.

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SPN ABAD 21


UNIT 2: THEORY OF PRODUCTION

TIMEFRAME

UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTEDTEACHINGSTRATEGY

1 week 2.1

2.2.

What is production?

Types of production

Primary

Secondary

tertiary

Explain the definition of

production / Define

production

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 come

from. 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 what are thegoods and services that this carpenter needs.From the students answers (if correct), then

we can explain that, all the goods and servicesthat the students lists are called theproduction in order to produce a desk.

Give some pictures of different productionssuch as from newspapers or some photostaken. Give to each group with somequestions.

What product is produced?

How is the product producedfrom the initial stage to the final saleto consumers?

A good textbook and useful pictures to start

with this topic, is Moyniham and Titley,


Unit 6.1, page 137.

URL-http//www.tutor2u.net/economics/content/topics/introduction/factor.htm


cators/production.htm


Unit 6.1, page 136.

Oral discussion

Role Playing

Teaching concepts

Teachinginterpretation ofPictorial andGraphicRepresentations.

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Chapter 4, pg 49-51

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 to

choose 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.

1 week 2.4 Factors of production

Land

Labour

Skilled

unskilled

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 out 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 itemshould go.

Another activity, is to ask the students todiscuss and list all the necessary things that

they need in starting small types of businesses.Example: Gerai Malam. After explanationlet them identify 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 andpages 82 84.

http://www.bized.co.uk/educators/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


chapter 4, pages 59-61.

Hashim Ali, unit 6.2, pages89-90.

Groupdiscussion

Prepared the tableand asked thestudents to

complete theexercises.

1 week 2.5 Division of labour

Advantages

Explain what is the A good start; ask the students Moyniham and Titley,

chapter 4 page 53.

Class

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Disadvantages division of labour?

Explain why do

people specialize at work?

Explain the advantages

and the disadvantages ofdivision of labour.

to assume that each of them have two brothers

and three sisters. Think of how their ownparents divide their duty at home.

Divide students into groups and let some ofthem work individually. Give themsimple 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 whatthey have experienced whether working

in a group or individually.

Moynihan D. Titley andAnderton, chapter 4, pages 52-53 have someuseful examples of how the division of labour

works at the production line.


Unit 2.1, pages 30 - 34.

discussion

Role playing

Group work

Presentation

1 week 2.6 Mobility of labour

Geographical Mobility oflabour

Occupational Mobility of

labour

FactorshinderingMobility oflabour

Factorshelping

Mobility oflabour

Explain the definitionof mobility of labour.

Distinguish the typesof mobility of labour i.e.the difference betweenoccupational and

geographical 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 is their last

occupation and why they have to find otherwork?

Why they chose to

work as what they are now? (You may add more

questions ..)

In schoolget them to discuss about their findings andteacher will help the students to explain whymobility 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

Variable

costs

Total costs

Averagecosts

Marginalcosts

Totalrevenue

Profits.

Describe what costs

are associated with theproduction of goods andservices?

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 them in school.After the products have sold out, the nextmeeting, let the students draw 6 columns and 10rows, and state 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 cost 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 the total

revenue they got from the selling of thisproduct.

And finally, how much profitthey 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 the

fixed 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 costsincreases.

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.


cators/16-19/economics/firms/

activity/dimreturns.htm

Group work orwork in pairs.

TeachingConcepts.

Class discussion.

Interpreting dataand usingdiagram.

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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.

Describe / explain

what costs are associated

with the production ofgoods and services?

Prior knowledge students should be able toapply their understanding of the concept of lawto of 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.

2.8 Long run period Describe the long run

period.

Distinguish between shortrun and long run period.

In the next class, ask the students to do thesame thing, but this time each group of studentswill be given 3 pairs of scissors and 3 pens and3 students 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


UNIT 3: HOW THE MARKET WORKS

TIME

FRAME

UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED

TEACHING

10


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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 themarket mechanism works.

Explain the definition

of demand / Definedemand

Explain the effect ofchanges in price to the

quantity 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 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.


of supply / Definesupply

Explain what happen

to the quantity supplywhen there is a change in

price.

Describe and explain

factors affect the supplyof 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 at 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.

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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.

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.

Effects on theequilibrium pricedue to thechanges indemand andsupply curves.

Effects on theequilibrium pricedue to taxationand 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 good.

- Factors that could influence supply apart

from price of good. Then ask the students to

present 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 particularly

how 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

3 weeks 3.5 Elasticity

Elasticity ofdemand

Define what is meantby 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 ofa number of products or services.


Anderton unit 15, pg 42-43.

Mind-map (ref:

bized)

Discussion

Problem solving

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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 asked the students to considerthe factors that might make demand for

these goods or services elastic or inelastic toa price 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

Elasticity of Supply

Price elasticityof supply.

Explain the priceelasticity of supply.

State the factorsaffecting 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 ,


Moynihan & Titley, Unit

1-2, pg 17-20

Discussion

Problemssolving

Matching

2 weeks 3.6 Types of MarketStructure

PerfectCompetition

Monopoly

Oligopoly

Monopolistic Competition

Pricing andOutput policiesin perfect

competition and

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 perfect

competition.

Ask the students to find out as manymarkets as possible in their own country.Later on advise them to distinguish and givethe 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

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.

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Monopoly. Define and describethe barriers to entry.

Analyse why, and in

which ways, thegovernment tries tocontrol the behavior ofmonopolies.

helpful data response questions.

1 week 3.7 Advertising

Purposesand Methods


of advertising.

Explain what are the

purposes of advertising?

Explain whatmethods 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 advertising

often used by the producer or seller.

A good example to show the types and

methods 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

Collecting

pictures andslogans foradvertising fromall the media.

Discussion

Summary ofcontent.

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SPN ABAD 21

SCHEME OF WORK YEAR 9

UNIT 4: TYPES OF BUSINESS ORGANISATION

TIMEFRAME


1 week 4.1

4.2

Types of BusinessOrganisation

PrivateSector

PublicSector

Sole proprietorship /

sole trader / one manbusiness

List the different

types of businessorganizations.

Distinguish betweensmall and large businessorganizations.

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 be

to 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, unit6.2, pg 142-145.

Anderton, Units 40, pages103.


pages 74.


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

Interpreting

and usingpictures.

Discussion

Problemsolving

Working in pairs.

Presentation

Discussion.

1 week 4.3 Partnership State the

characteristics of a

partnership.

List out theadvantages and the

Get the students to think why asole proprietor might decide to transform a

business into a partnership.

Let the students do the business

Anderton, unit 40, pg 103.


pages 75-76.


Class

discussion

Interpreting

and using

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disadvantages of

partnership

activity during the break time or CCA. Ask

the students to collect money from their groupand split their group into positions such asmanager, the treasurer, advertiser, marketingand etc. The next meeting, the teacher willcontinue this activity and discuss what werethe problems faced by the students afterrunning the business activity.

chapter 5.3, section 5,

pages 87-89.


Units 6.2, pages 143. http:/ /www.bized.co.uk .p

artnership

pictures.

3 weeks 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 the

disadvantages 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 beable to distinguish the main differences of the

private limited companies from thepartnership, particularly in terms of

ownership, source of capital, management andliability.

Get the students to list someexamples of private limited companies inBrunei Darussalam.

Anderton, unit 41, pg 104-105.

Hashim Ali, chapter 5.4,

pg 76-79.


chapter 5, section 6, pages89-93


units 6.2, pages 143-145

URL http//www,s-

coolco.uk/qauicklearnPrivatisation: The

advantages anddisadvantages of

privatization.

Distributethe worksheetand asked thestudents to work

in group

Presentation

Discussion.

4.4 Limited Companies /Joint-Stock Company(continuation)

Public LimitedCompany

Shares

Debentures

State the three types of funds

for limited companies.

E

xplain how largecompanies 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 Development

Bank (BIBD) where the students arerequired to describe and analyse the

structure of the company and its activities.Moreover, students should also be able tofind out the difference between the sharesand debentures from their visit.



Moynihan and Titley,chapter 5 section 6, pg 93-96.


units 6.2, pages 143-145

Visit SME

Group-work

Presentation

Discussion.

2 weeks 4.5 MultinationalCompany


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 will

give the students some examples ofmultinational companies such as KFC,

Honda, Coca-Cola etc in which the students

Hashim Ali, chapter

5.4, pg 79-80.

Moyniham & Titley,chapter 5, section 8, pg100-104.

Paisley & John

Quillfeldt, units 6.2, pages

Visit small,

medium andlarge enterprises

Problemssolving

Discussion

Classroom

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need to find out the country of origin and the

products that these multinational companiesproduce. Students will also be asked to findout for themselves other examples ofmultinational companies.

HSBC is one of the goodexamples of a multinational company inBrunei. Get the students to think and discusswhether it is good that or not of HSBCoperates in Brunei. Split the students intotwo groups in which one group will be infavour of the operation of HSBC in BruneiDarussalam whereas the other group will beagainst the operation of the multinational

company.

Moynihan and Titley (pg 100-104) gives a thorough coverage of

multinational companies.

145. Debate

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 willneed to find some information such as thefeatures and how the cooperatives areoperated.

A good example of acooperatives in Brunei is KoperasiTasamul and teacher can organize a visit tothat cooperatives. Students can also make a

visit to BINA which controls the operationof all cooperatives in Brunei Darussalam.




units 6.2, pages 145.

Group work

Presentation

Class discussion.

4.7 Publ ic 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 BruneiTextile Company?

Let the students read all thecutting articles and try the study points about

privatization from Anderton, pg 110.


Hashim Ali, chapter5.6 & 5.7, pg 82-83.

Moyniham & Titley,chapter 5, section 10, pg106-107.

Paisley & John

Quillfeldt, units 6.3, pg

148-152.

Questions andAnswers

Role playing andstimulation.

Discussion.

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SPN ABAD 21


UNIT 5: ECONOMIES OF SCALE

18

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING


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FRAME STRATEGY

1 week 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 examples, 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 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

1 week 5.2 Growth of firmsOr Types ofintegration

Vertical

Horizontal

conglomerate

Explain In what waysfirms grow larger.

State what other

reasons there 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 willexplain to the students in which group of

integration they belong to according to theirmatching production or industries. A good

example 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


Units 6.5, pages 163-166

Mind map

Wall displays

Matching

Discussion

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SPN ABAD 21


UNIT 6: DEVELOPED AND DEVELOPING COUNTRIES

TIMEFRAME


3 weeks 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 haveaffected developingcountries.

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 toPaul Curry on page 14, 16 and 18.

Anderton, unit 82, pg 204-

205.

Hashim Ali, Chapter 13,

Unit 13.1, pg 205-207


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

6.2 What is populat ion?

Factors

affecting thepopulation

growth. OptimumPopulation

Explain basic concepts

related to population.

Describe the factors that

affect population growth(birth rate, death rate andnet 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 year period i.e. 1990-2000. Ask thestudents to study the table and decide whetherthere is an increase or decrease in the birthrate, death rate and net migration betweenthese two periods.

A good example that shows a lot of generalinformation on population growth can be

found in Paisley & Quillfeldt, pages 118-123.



Unit 13.1, pg 208-213


chapter 21, Section 7, pg

424-428

Paisley and Quillfeldt,

Part 5, Unit 5.1, pg 118-123

Curry, pages 79-96.

Discussion

Exercises

Crossword

Interpretation

exercises.

20


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Moyniham and Titley, data response on, pg420, Ex. 1 is a good exercise for this topic.

6.3 Population Structure. Students should be able to

describe the structure ofpopulation in an economysuch as:

- Age Distr ibution:What are the effects ofan ageing population?

- Sex Distribution- Occupational

Distribution:What changes have there

been in peoplesoccupations?

Form the students into 4 groups and ask themto prepare the population pyramid using datafor their own country. They can get and seethe data from the population census. Then

asks 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, pg

146-147

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

2 weeks 6.4 Unemployment

Types andCauses ofUnemployment

Define the word

unemployment. Explain what are the

main causes ofunemployment.

Ask the students to think and write

down, 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?


142-143 Anderton, Unit 58-59, pg

146-149

Hashim Ali, Chapter 13,Unit 13.3, pg 213-216

Moynihan & Titley,

Chapter 13, Section 3-6,pg 279-285


7, unit 7.5, pg 234-238.

Discussion

interpretingpictures.

Mind-map

6.4 Unemployment

(Continuation) Costs of

Unemployment

Measures to

reduceunemployment.

Explain what

measures a governmentcan take to reduceunemployment.

Explain what

economic and socialproblems are created byunemployment?

Ask the students to think

about 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.


144-145 Hashim Ali, Chapter 13,

Unit 13.3, pg 213-216

Moynihan & Titley,Chapter 13, Section 7, pg

286-287


7, unit 7.5, pg 234-238.

Summary of

content. Crossword

Multiple-

choice

Extensionexercises.

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SPN ABAD 21


UNIT 7: WAGES AND TRADE UNION

TIME

FRAME

UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING

STRATEGY1 week 7.1 Wages

Demand forlabour

Supply of labour

Wagedetermination

Explain what

determines the demand forlabour.

Explain the factors

affecting 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 andTitley 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 migrated to other countries andwhat would happen to wage rate as therewould be a shortage of labour.

Anderton, Unit 23-25, pg

62-67


Unit 8.1, pg 121-123

Moynihan & Titley,



Unit 7.3, pg 219-221

Oral discussion

Interpretingdiagrams

Mind-map

1 week 7.2 Wages (continuation)

Wage differentialsExplain factors which

influence the choice of

Exercise 3, Moynihan and Titley (pg 235)have an interesting exercise entitled WhatJob Shall I Do?


Unit 8.2, pg 123-125

Data Responsequestion

Discussion22


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among different

occupations

Wage

differentials withinthe sameoccupation

Wage differentials

between males andfemale.

Wage

differentialbetween urbanand rural area

occupation.

Explain why peopleearn different wages:

- Among di fferentoccupations

- Within the sameoccupation

- Between males and

female- Between urban and rural

areas

Give the students an assignment in whichthey are required to discuss with parents or

other relatives to get some idea of the varietyof 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 to

choose a particular occupation which theyare interested in and to find out information

about it that would relate to people choosingthat occupation.

Moynihan & Titley,

Chapter 11, Section 5, pg237-243

Research

1 week 7.3 Trade Unions

Aims of tradeunion.

Types of tradeunion

Functions oftrade union.

Determinationsof unions

power

The basis ofwage claims

Industrialdisputes.

Explain why people

join trade unions.

Explain whatdifferent types of trade

union there are.

Explain how trade

unions are organized.

Explain what iscollective bargaining.

Explain how

agreement is reached in

industrial disputes?

Explain what types of

industrial action trade

unions 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 the

employer 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 studentsto overcome this problem?.

Teacher will explain to thestudents that a trade union is a group of

workers who act as representatives for theother employees in order to improve the

wages and working conditions of itsmembers.

Anderton (pages 68-73)covers trade union thoroughly and whichincludes a useful data response question.

Anderton, Unit 26 & 27,

pg 68-71

Hashim Ali, Chapter 8,Unit 8.3, pg 126-130

Moynihan & Titley,



Unit 2.3, pg 42-48

Discussion

Matching

Programme

d review

Interpretation

exercises.

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SPN ABAD 21


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 ofanswers given by the students.

The above activitywill be demonstrate concept of barter tradeand teacher will point out what problemsmight be faced when using this system.

Anderton, unit 8, pg

23

Hashim Ali, Chapter10, Unit 10.1, pg 153-154


chapter 19, Section 1, pg393-395


Unit 3.1, pg 56.

Group work

Interpretingpictures anddiagrams

Presentation

Discussion

24


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Moynihan andTitley, chapter 19, page 394, exercise 1 also

has a simple activity for the students to try.

8.2 Money

Qualities of good

money Functions of

money

Explain how money

developed.


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 4different 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 acomputer. 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 computer

offers a hire purchase system. How will the

Anderton,Unit 8, pg 23.

HashimAli, Chapter 10, unit10.2, pg 154-155

Moyniham& Titley, chapter 19,section 2 & 3, pg 395-399

Paisley &Quillfeldt, Unit 3.1, pg57-58

Group work

Interpreting

pictures anddiagrams

Presentation

Discussion

25


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students solve this problem?

2 weeks 8.3 Inflation

Meaning

Measuring

rate of inflation(RPI)

Causes ofinflation

Effect ofinflation

Ways tocontrol inflation

Define consumer price index

and explain the steps to

calculate it. Define inflation and analyze

the causes of inflation.

Explain the effects ofinflation and describe waysto curb inflation.

A good example can be found in Moynihamand Titley; chapter 13, page 267 has an

extract from newspapers entitled Inflationon target to hit 35 year low of 1 pc. Thiscould 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 ofinflation. Students could be encouraged tothink 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 156could be used to understand the cost of

inflation. The class can be introduced to the

monetary and fiscal measures taken bygovernments control it.

Anderton,Unit 60-63, pg 152-159.

Hashim

Ali, 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

1 week 8.4 Value of Money

Real valueof 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, howmuch 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

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SPN ABAD 21


UNIT 9: BANKING

TIMEFRAME


2 weeks 9.1 Commercial Banks

Functions

of Commercial

Banks.

Theservices

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. Student thathave experiences dealing with the banks can

share with the class for the benefit of all.

Take the students for a visit toany one of the banks. This could beorganized 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 Discussion

about the leafletsor brochures.

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Balance

Sheets ofCommercial

Banks.

Creditcreation

9.2 Central Banks

Functions

of CentralBanks

State and explain thefunctions of a central

bank.

Before lesson or duringschool 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


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 beunderstood 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,



73

Class discussion

SPN ABAD 21


UNIT 10: GOVERNMENT INTERVENTION IN ECONOMY

TIME

FRAME

UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING

STRATEGY

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 whichministry 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

2 weeks 10.2 Government Revenue

Sources of

governmentrevenue.

Explain what is the

public sector.


main items of governmentspending.

Explain why the

government needs to

spend?

State the sources ofgovernment revenue.

Ask the students, how much they pay forschool fund. Next question, ask thestudents, 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 to

finance 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.

10.2 Taxation

Reasons fortaxation

Qualities ofa good system

Taxstructure

Types oftaxation

Advantageand

disadvantages of

taxation

Explain / Define what is

taxation?

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 the taxation.

Let the students find out from the internet orother sources the different types of taxation

Brunei government imposes. Studentsshould 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,


Paisley andQuillfeldt, unit 7.2, pg

205-213.

Class discussion

Matching

Data ResponseQuestions

1 week 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.

- If the government increases the income

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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tax.

Teacher can gives 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 theconsumers who want to make loan from any

commercial banks are only entitled to makeloans equivalent to 12 months of their salaryand these loans must be settled within 6years.

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.

2 weeks 10.4 Budget Explain the purposesof the budget.

From Brunei Five Year National Plan,students can see how the government makesa proper budget to spend its money,

particularly by ministries. Along with thebudget the students could also see the actualamount of money spent by the government.Teacher will explain to the students that thegovernment need to budget in order to avoid

overspending that would make thegovernment fall into deficit.

Hashim Ali, Chapter

12, Unit 12.5, pg 196-197

Moynihan & Titley,


Paisley andQuillfeldt,

Oral discussion

Interpretation

exercises.

10.5 GovernmentAims

Describe theeconomic aims of thegovernment.- Full employment- Price stabili ty

- Economics growth- Redistr ibution of

income

Get the students to find out the extent towhich there is full employment, either intheir own country or in any other country oftheir choice.

Ask the students to work in pairs or in agroup to consider why price stability is an

Anderton, Unit 67,

pg 168-169

Hashim Ali,

Moynihan & Titley,

Chapter 15, Section 1, pg325.

Moynihan & Titley,

Groupwork

Presentation

Oraldiscussion

Interpretationexercises.

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- Balance of paymentstability

important aim of government. What will the

government do if prices fluctuate.

Ask the students to think about thenatural resources of their own country. Thenask them to get the information from theeconomic planning about the price of thenatural resources, the output that the country

is able to produce and the total revenue.After the students know all the aboveinformation, then let the students think,whether the increase 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 adecrease in total revenue, then ask them todiscuss how government could try and

increase the rate of economic growth in acountry.

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 in Anderton, pgs180-181 and a very good data respondquestion on the topic pg 183.Paisley and Quillfeldt, pages 256-260 have auseful 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.

Chapter 13, pg 266-293.

Moynihan & Titley,

Chapter 14, pg 296-316

Paisley and


1 week 10.6 Externalit ies

Negativeexternalities

Positiveexternalities

Realize that theproduction decisions offirms and consumptiondecisions of consumers

can affect others.

Ask the students to do the group work, givenin the case study on page 188 by Moynihanand Titley.

Another activity can be to refer to page 189

Anderton, Unit 46,pg 116-117

Hashim Ali, Chapter

12, unit 12.7, pg 199-200

Moynihan & Titley,

Groupwork

Explanation

Commentand

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Understand what isinvolved in cost-benefitanalysis

and ask 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.

pg 185 200.

Paisley andQuillfeldt, unit 6.1, pages137-138.

discussion

SPN ABAD 21


UNIT 11: INTERNATIONAL TRADE

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TIMEFRAME


2 weeks 11.1

11.2

Reasons for trade.

Theory of AbsoluteAdvantages

Differentiate between

exports and imports.

Explain the mainreasons for international

trade.

Describe the

advantages anddisadvantages ofinternational trade.

Explain the principlesof absolute advantages.

State the theory of

absolute advantage andthe theory of comparativeadvantage.

State the differences

between absoluteadvantages andcomparative advantages.

Ask the students to list thegoods and services exported and imported by

their country.

In a group, ask the students todiscuss why a country needs to export andimport 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 absolute

advantage 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,


Moynihan & Titley,


Paisley and


Oral discussion

Interpretationexercises.

Calculation

Short answerresponses

Extension

exercises.

Matching.

Discussion

Solving problems.

Interpreting

diagrams andpictures

11.3 Theory of ComparativeAdvantages

Explain the principleof comparativeadvantages.

State the terms of

trade and state the causesof changes in the terms oftrade.

Go back to the above example, now askthe students to explain how and why theystated that country A has to specialize in the

production of TVS and country B specializes

in 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 of

absolute and comparative advantage.

Ask the students to list why their owncountry has to export the goods, to other

Anderton, Unit 73,

pg 184-185

Hashim Ali,Chapter 11, Unit 11.2,

pg 171

Moynihan & Titley,


Paisley and


Discussion

Work inpairs

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countries and why some countries have to

import the goods to their own country.

1 week 11.4 Protectionism

Methods ofprotectinghomeindustries.

Reasons forprotectinghome

industries

Explain the mainforms of protectionism.

Describe the

arguments against freetrade / reasons for

protectionism.

Describe the

arguments against trade ofprotectionism.

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 thecutting articles about Protectionism or FreeTrade. One good article about thedisadvantage of protectionism is when Jakarta

banned Chinas goods and China retaliated byrestricting Jakartas products particularly

seafood. 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,


Moynihan & Titley,

Section 5, 310-312

Paisley and


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 of

Payments.

Describe thechanging patterns of

exports and imports andeffects on the balance ofpayments.

Explain how the

balance of payments canbe improved.

As an introduction to the Balance ofPayments, asked the students to think why theUS economy has become such an attractivetarget for foreign investors.

Ask why the dollar fluctuates against the

values of other currencies and why interestrates vary from country to country.

Anderton, Unit 75

& 76, pg 188-191

Hashim Ali,


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

Review

questions

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1 week 11.6 Foreign Exchange

Factors thatinfluence the

price of acountryscurrency.

Define exchange rate.

Explain why do

countries exchangecurrencies?

Give reasons whyexchange rates fluctuate.

Start by asking the students to get theforeign exchange rates in terms of BruneiDollars either from 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 be

because they go to other countries. Teacherwill 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 tomake the transaction. Thus, when foreigners

buy US produced goods or invest in the US,they have to obtain some U.S dollars. We get

the 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 checkpointsshould which 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 and

Quillfeldt, Part 8, Unit8.3, 283-289

Research

Discussion

35

sow 9, 10 economics express track (2 years)

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