ASSIGNMENT 1

LEARNER NUMBER: ST10304192

MARYNA PETRO VAN LOGGERENBERG

LEARNER NUMBER: ST10307147

MULALO MAXWELL GILIANA

SP AND FET TEACHING AND LEARNING (SFTL7111)

VISHAM RAMPHAL
16.04.2023

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Table of Contents
Task 1: Curriculum Reform in SA..................................................................................................... 3
Task 2: Current Trends in Teaching Practice................................................................................ 5
Task 3: Planning for Learning .............................................................................................................. 9
Annexure A ..........................................................................................................................................24
References ...........................................................................................................................................26

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Task 1: Curriculum Reform in SA

Challenges in Previous Curriculum Policies: Need for a New Policy Statement in Post-
Apartheid South Africa

Post-apartheid, from 1994, South Africa commenced transformations in many areas, including
the education and learning structure. This invited curriculum reform with the aim to heal the
divisions of the past and establish a society based on democratic values, social justice and
fundamental human rights, among other things (HSRC, 2009 in Moodley 2013).

Just like with any change, the curriculum reform did not happen smoothly as one would have
expected. According to Moodley (2013), South African educators have experienced difficulties
understanding and implementing various previous curriculum policies such as Curriculum 2005,
which was implemented in 1998 and the Revised National Curriculum Statement, which was
mandated by the education minister in 2002. These difficulties resulted in the Department of
Basic Education (DBE) reintroducing the national Curriculum and Assessment Policy
Statements (CAPS) in 2012. According to Moodley (2013), CAPS was intended to improve
teaching and learning.

Below is the timeline reflecting Curriculum reform and reviews from c2005 (OBE based
learning) to Revised National Curriculum Statement, and to the recent CAPS:

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 C2005 RNCS CAPS

(1997/1998) (2001/2002) (2012)

• On 24 March 1997 the Minister of • The Revised National Curriculum • The CAPS was announced on the
Education, announced the Statement was duly produced and 3rd of September 2010 by
Government’s intention to became policy in 2002. Following government. Following a review
transform and adopt a policy in a review and identification of of the RNCS.
the area of school curriculum C2005 weaknesses (DOE, 2004) • According to Du Plessis in
(Killen, 2016) and in 1998, a policy • According to the RNCS policy Moodley (2013), “CAPS is an
was adopted which aimed to document (DOE, 2004), RNCS is adjustment to the curriculum
change the curriculum in all not a new curriculum but a (what we teach) and not the
school levels (Killen, 2016). streamlining of C2005 which teaching methods or how we
affirms its commitment to OBE. teach”.
Main Aim
Curriculum structure Main aim of change to CAPS
• According to The Chisholm
Report (2000) as cited in Moodley • The RNCS consisted of eight • Moodley (2013) highlighted that
(2013), C2005 employed Learning Areas Statements, which the changes made to RNCS had a
methodologies used in the includes Learning Areas and the specific focus on relief to teachers
progressive pedagogy such as principles of outcomes-based and schools of the challenges
learner centeredness, teachers as education (OBE), human rights, experienced as a result of the
facilitators, relevance, caring for the environment, current curriculum and
contextualised knowledge as well inclusivity, and social justice. The assessment policies.
as cooperative learning. eight Learning Areas include: • With less administration duties,
Languages, Mathematics, Natural time would be used in teaching
Challenges Identified Sciences, Technology, Social and learning than in
Letshwene and du Plessis (2021) Sciences, Arts and Culture, Life administration as was case in the
in reference to the DBE (2011a) Orientation and Economic and RNCS (Letshwene & du Plessis,
highlighted the challenges of Management Sciences (DBE, 2021).
c2005 as follows: 2011a).
• Lack of training and qualification Curriculum structure
for Teachers regarding new Challenges identified with RNCS.
subjects (e.g. Technology and Life • The curriculum and content are
Orientation). Research by Selesho and Monyane now structured and aligned with
• Lack of resources required to (2012) revealed that: guidance per term. CAPS is being
render effective teaching; applied from Grade R to Grade 12
• Educators and all personnel
• Teachers were expected to (DBE, 2011).
involved received minimal
change their traditional teaching • Each subject has guiding
training and lacked support
styles from teacher centred documents with topics and
material.
learning to a more activity-based contents to be covered at a
• “RNCS was also implemented
learning specific time. The emphasis has
without enough targeted teacher
• The language in the policy now been on the teacher-centred
training that was subject-specific
documents was difficult to or enough resources for teachers teaching model however with
understand, therefore teachers and learners in most schools”. integration of other teaching
ended up being confused and de- • Furthermore, the curriculum strategies (DBE, 2011).
motivated. over-emphasizes assessment and
• C2005 had many design features associated administration and
leading to teachers spending ignored important education task
much time in their planning that of teaching, and this
compromised actual time for overburdened teachers to focus
teaching and learning. on administration tasks than
• No correlation between running classes (Moodley, 2013).
integration and progression.
C2005 encouraged integration NB:
however without clear guidance
on what to be taught, when and Revised National Curriculum
how? Statement (2002) was reviewed in
2009.
NB: THE C2005 WAS REVIEWED IN
2000

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Task 2: Current Trends in Teaching Practice

Promoting Constructivist Learning: Floor Plan Design for Active Engagement and
Collaboration in a Further Education and Training Phase Classroom

The classroom layout, designed with a constructivist approach in mind, promotes a conducive
learning environment from the perspective of a FET phase teacher. Essential resources like a
blackboard, bookcases, and storage cupboards are easily accessible at the front of the
classroom, supporting smooth lesson delivery and classroom management. Tables arranged
in clusters and desks grouped in sets of six with a slight slant encourage collaboration and
engagement among students (Arduini-Van Hoose, 2020). Flexible seating options like pillows,
bean bags, or lower table legs provide choices for students to support their learning style and
comfort. To foster student-centered learning, the teacher's desk is positioned at the back of
the classroom, and a designated computer zone on the back left side allows for independent
research and collaboration using technology (Kelly, 2020; Wade, 2016). This arrangement
also ensures that the blackboard is not obstructed and allows the teacher to easily notice any
discipline issues. It can also make learners feel less intimidated as the teacher is not
constantly in front of them (Kelly, 2020). The computer zone provides access to technology
for research and collaboration, supporting exploration and application of knowledge in real -
world contexts. Each group of six learners can nominate a member for computer research,
ensuring equal opportunities. This can encourage students to independently formulate and
test their ideas, draw conclusions, and convey their knowledge in a collaborati ve learning
environment (Wade, 2016). Consideration for accessibility needs of all students, including
those with disabilities, is also taken into account, with provisions made for ease of movement
and additional seating options (Kelly, 2020). Overall, the classroom layout is carefully
designed to align with constructivist principles, promoting engagement, collaboration, and
exploration in a FET phase classroom setting.

Constructivism, as a learning theory, views learners as active participants in the learning

process, with an emphasis on personal meaning through reflection, analysis, and incremental
knowledge development. Strategies such as reflection, seminars, discussion forums, small
group work, and projects are commonly used to facilitate constructivist learning (Yussif,

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2022). In the classroom, the constructivist model for implementation, as defined by the
Biological Science Curriculum Study (BSCS), emphasizes engaging students, allowing them
to explore, facilitating explanation, elaborating on learning, and ongoing evaluation. Teachers
align with this model by connecting prior knowledge, facilitating group discussions, and
encouraging students to articulate their learning. Learners have access to resources like
computers and a library to support their elaboration on concepts. Ongoing assessment and
feedback guide instruction, with teachers actively circulating to check progress and provide
guidance, using probing questions to challenge assumptions and clarify thinking (Arduini -Van
Hoose, 2020). Constructivism also emphasizes group work and collaborative learning, with
teachers differentiating between facilitation and control, and being open to relinquishing
control of seating arrangements for the approach to work effectively. Allowing students to use
reading sections for quiet reading time can also be considered (Dornfeld, 2016).

An Overhead View of the Floor Plan:

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Front View of the Floor Plan:

Rear View of the Floor Plan:

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Left-side View of the Floor Plan:

Right-side View of the Floor Plan:

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Task 3: Planning for Learning

LEARNER INFORMATION

LEARNER NAME Maryna van Loggerenberg

LEARNER NUMBER ST10304192
QUALIFICATION PGCE
YEAR OF STUDY PGCE1

LESSON INFORMATION

A. Lesson Details

GRADE Grade 10 (FET Phase)

SUBJECT (CAPS) Business Studies
TOPIC Micro-environment:
• Concept of quality
(BS Department of Basic
Education, 2011).
DATE OF LESSON Term 1, Week 2
NUMBER OF LEARNERS 30 learners
DURATION OF LESSON 60 minutes

B. Caps-Specific Focus

CAPS SPECIFIC FOCUS (link here) The focus of this lesson according to
CAPS is to teach the core elements of
quality in business functions such as
human resources, production,
administration processes, financial
management, quality management,

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 and quality promotion within the micro-
environment (BS Department of Basic
Education, 2011).
REFERENCES Department of Basic Education. 2011.
Eg: Department of Basic Education National Curriculum Statement,
(2011). Curriculum and Assessment Curriculum and Assessment Policy
Policy Statement (CAPS), Grades 4-6 Statement Grade 10-12 Business
Mathematics. Retrieved…. from Studies. [Online] Available at:
[Link] p. [Link]
CD/
National%20Curriculum%20Statement
s%20an
d%20Vocational/CAPS%20FET%20_
%20BUSIN
ESS%20STUDIES%20_%20GR%201
0-
12%20_%20Web_0CA7.pdf?ver=2015
-01-27-
154000-470

Department of Basic Education. 2023.

Annual teaching plans: Business studies
Grade 10. [Online]. Available at:
[Link]
ocuments/Recovery%20plan%20page/2
023%20ATPs/FET%20Content%20Subj
ects/Grade%2010/1.180%20ATP%2020
23-
24%20Gr%2010%20Bus%20Stu%20fina
[Link]?ver=2022-12-22-114022-317

Department of Basic Education. 2011.

Curriculum and Assessment Policy

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 Statement Life Orientation Grade 10-12.
[Online]. Available at:
[Link]
aspx?fileticket=aovsPAsVZao%3d&tabi
d=570&portalid=0&mid=1558

C. Summary of the content to cover

Briefly describe ‘what’ content you need to cover. This will inform the lesson
objectives and choice of teaching strategy.

The content covers the concept of quality in a business context and its relation to
various business functions. Quality refers to the degree of excellence or superiority
of something, often measured against a set of standards or expectations. In a
business context, quality can relate to functions such as human resources,
production, administration, financial management, and overall management
practices. Each of these functions has specific quality considerations, such as

recruiting and retaining top talent in human resources, producing reliable and safe
products, establishing efficient and effective administration processes, managing
financial resources responsibly, and promoting a positive business image.
Ultimately, quality management involves planning, organizing, leading, and
controlling business operations to achieve the desired level of quality in all aspects
of the business.

D. Lesson Objectives

List the objectives for this specific lesson below. Use the verbs from Blooms
Taxonomy to frame your objectives.

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 1. By the end of this lesson, learners will be able to define what quality in business
entails and identify the set of standards that differentiate something that is of
high quality and another of
subpar quality (BS Department of Basic Education, 2011).
2. By the end of this lesson, learners will be able to critically examine and break
down the concept of quality to comprehend the importance of quality in
business context and its impact on various business functions such as human
resources, production, administration, financial
management, and overall management practices (BS Department of Basic
Education, 2011).
3. By the end of this lesson, learners will be able to creatively think about solutions
for improving the overall quality of management of a business by synthesizing
information from the case studies and applying critical thinking skills (BS
Department of Basic Education, 2011).

E. Curriculum Integration (if relevant)

Briefly describe how this lesson integrates content, skills or knowledge from other
areas of the curriculum (if relevant).

This lesson integrates into the Life Orientation’s Chapter 3, Week 4 - 5 (Unit 3: Socio-
economic factors in study and career choices). Unit 3, in the Life Orientation Grade
10 FET CAPS document, focuses on the cognitive development about life and career
choices and since this lesson will be closely teaching learners about organizational
structure and functioning, when learners are also doing their Unit 3 in L.O, they will
be able to understand specific sub-sections or sub-topics in the Life Orientation class
more especially aspect of finances, business management as a career, life domains
and socio-economic underpinnings (LO Department of Basic Education, 2011).

Learners can draw their knowledge gained in this section to the L.O lesson, more
especially observing the fact that this lesson is delivered in week 3 of term 1 and the
L.O Unit 3 lesson follows during week 4 – 5 of term 1 (LO Department of Basic
Education, 2011).

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 F. Rationale for Lesson Design

Consider the following questions and write a paragraph that responds to these
questions in the space provided below:

1. How does the knowledge of this topic inform choices for learning design?
• What is the main idea/s and most important things to know about this topic?
• What ways of thinking and doing are important for learning this topic?
• How do these inform the design of learning tasks and sequencing of lesson
steps?

2. How do learners and their diversities inform choices for lesson design?
• How have you considered the learning support needs in this class?
• How have I ensured that all learners may participate and learn?

3. How do opportunities in this context inform choices for lesson design?

• What possibilities and constraints have I considered?

1. The main idea about this topic is to be able to define quality and the importance of
maintaining good quality in all areas of business. They need to ask themselves
questions like “What is the concept of quality?” “What are the quality indicators?”
“How can quality be assured?”. By asking themselves these questions, they can
continually check for gaps in their own knowledge.
For learners to fully benefit from this lesson, they need to take a hands-on
approach to learning, be analytical and creative thinkers, and have an eye for
detail. As teacher I can better tailor the class activities to develop my learners’
analytical and creative thinking by having them engage in activities such as
class discussions and case-study analyses. By doing so, I am also
encouraging them to have a hands-on approach in applying the knowledge
acquired in this lesson. Having discussions about this topic, will familiarize
learners with ways of talking about quality and help them understand how their
peers and fellow consumers think about quality.
Taking the above objectives into account, I need to break down complex topics

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 into smaller more understandable content if I am to teach learners to effectively
communicate and become detail oriented. Supporting this idea, I need to also
ensure that all information provided in the lesson is accurate and accompanied
by real-situation examples. I also need to provide clear and concise instructions
and explanations and give clear feedback throughout the lesson.

2. A lesson should be designed in such a way as to engage learners with different

support needs and encourage active participation by all learners, through case
studies, group discussions,
problem-solving exercises, and real-world simulations. By checking in with
learners to ensure that they are on track, I can ensure that I notice any learning
support needs that pop up. I have also considered and accommodated the
different learning styles (auditory, visual, and kinaesthetic learning) adopted by
different learners. To help learners who learn in different ways, we should plan
lessons in different ways. This means changing how we organize and plan
activities during class (Department of Basic Education, 2016).

3. In designing this lesson, I thought about how I could successfully teach the
concept of quality in business in our South African context. I hope to
accommodate different learning styles, persons from different cultural
backgrounds and include inclusive language and materials. To cater for learners
who have learning difficulties, I will, for example, use multi-sensory teaching
strategies such as visual aids, hands-on activities, and use audio or video
materials. I have also considered constraints that may exist such as limited time
or resources. I hope to adopt a flexible stance and adapt the lesson to my
learners’ needs. Doing the above, I hope to create a warm and welcoming
environment for my learners.

G. Teaching and learning strategies

Introduction: To assess prior knowledge, I will follow

Inquiry-based an enquiry-based learning approach.
learning Following the KWL (Know, Want to

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 Discussion know, Learnt) chart as a guide, I will
start by asking my learners to
brainstorm what they understand
about the topic, what they want to know
about the topic and what they have
learnt by the end of the lesson.
Following this sort of structured enquire,
allows learners to identify gaps in their
own knowledge and encourages them
to think creatively and analytically about
the topic at hand and find a way to
relate complex topics to real-life
situations. This also allows me and my
learners to have a visual representation
of the learning process (Data Analysis,
2022). As an introduction activity, I will
write this chart on the board, hand out
sticky notes and allow learners to jot
down their ideas, and then post them to
the board. This encourages visual and
kinaesthetic learners to engage in class
right from the start.
K - What I already Know ?
W - What I Want to Learn ?
L - What I Learned ?

On the whiteboard/blackboard, write

down some binary questions that
present common misconceptions about
the concept of quality and ask learners
to raise their hands and discuss
whether they think it is true/ false or if
they agree/disagree with the
statements. This kind of strategy can

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 be used to test prior knowledge on the
subject area (McTighe, 2021). For
example:

Is quality assurance the same thing as quality

control? Does achieving quality mean
increasing costs?
Technology in the Classroom: Allows
learners to use brush up on their tech skills. I
will use PowerPoint presentations and videos in
class to make the learning environment more
exciting and create a more inclusive and
effective learning environment (Main, n.d.).

Teaching and Learning Phase: Direct instruction will be used initially as I start
Direct Instruction the main part of the lesson with a lecture. This
Cooperative learning teaching strategy allows the teacher to control
Visualisation the timing of the lesson, cover the necessary
Teamwork curriculum, and allows the teacher to break down
Writing for learning complex topics into simple pieces of information
Kinaesthetic learning during the learning process. I will move from a
teacher-directed teaching method to a learner
centered one as the learners become more
confident in their understanding of the topic and
the application thereof. In providing a lecture to
learners on the main idea of the lesson and give
them examples of the real-life applications of the
material discussed, learners will have a stronger
foundation to build on as they complete the
subsequent group activities. This strategy also
includes guided practice and feedback (Renard,
2021). According to Johnson and Johnson
(n.d.), cooperative learning involves organizing
learners into small groups to collaborate and

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 enhance their own learning as well as that of
their peers. By using Netflix's marketing strategy
as a hook activity, I will help learners get an idea
of what quality in business looks like in real-life,
and how it can be used to create a successful
brand.
Visualisation is used in this lesson because it
helps learners view a complex topic in a simpler,
clear and systematic way (Main, n.d.). Handouts
such as the quality checklist is also included to
help learners process information.
Teamwork is used in this lesson as a form of
cooperative learning because it caters for
learners of different ability levels (Main, n.d.).
Writing for learning: Asking learners to make
bullet points lists of their ideas on the topic.
Kinaesthetic learning: Hands-on activities are
used to encourage learners to maintain their
interests and encourage learners who
understand things better when
they touch it to participate (Main, n.d.).

Conclusion Use the 3-2-1 method to help them summarize

Discussion 3 things that they have learned in the lesson,
Writing for learning two things that they are curious about and want
to learn more about, and one question they still
have about the topic. This strategy helps
learners summarize their thoughts and
reflect on what they’ve learnt (The Teacher
Toolkit,
n.d.).
Homework reflective essay to encourage
learners to further do research on the topic

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 and further express
their ideas on the topic.

H. Lesson Phases

Lesson Write, in detail, every element/step of your lesson Resources

for each phase. Include time on task for each
Phases Required
phase.

INTROD Warm up and Introduction (5 minutes):

UC- Greet the learners and introduce yourself.
TORY Ask one or two learners to share their Audio
PHASE experiences with purchasing products or recording or

services. video.

Use their experiences to segue into the

importance of quality in business. Visual aids/

Review the prior knowledge of the learners PowerPoint

using the KWL chart.

Test prior knowledge with one or two binary Note-taking
questions about misconceptions related to tools such

quality that present common misconceptions as pen and

about the concept of quality and ask learners post it

to raise their hands and discuss whether they notes.

think it is true/ false or if they agree/disagree

with the statements. This kind of strategy can
be used to test prior knowledge on the subject
area (McTighe, 2021).
Optional: After completing this short activity,
play an audio recording or video to the class of
a business that has excelled in providing high-
quality products or services.

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 Introduce the hook activity such as a case
study or real-life example of a business that
excels in providing high-quality products or
services. Give them examples of quality
indicators for Netflix, a popular streaming
service. Explain that you want them to think
about how they would ensure that the product/
service meets high-quality standards.

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 (35 minutes) Business Studies
textbook.
Continue with hook activity and allow
learners to quickly summarize their ideas Internet
on a piece of paper and share their
thoughts with the class. Note-taking tools
Lecture on the different types of quality such as pen and
across business functions and give paper.
examples of how businesses present the
quality while making reference to the case A Case Study on
study about Netflix’s service quality. For Netflix Marketing
example, I could give examples of quality Strategy:
indicators such as customer satisfaction, [Link]
service reliability, responsiveness, etc. ea
Allow learners to reflect on what they [Link]/tutorials/ma
have written down. rk eting-case-
Use visual aids such as charts, graphs, studies-
images, a PowerPoint presentation, or a tutorial/netflix-
video to explain quality across business marketing-strategy
functions.
Provide examples of companies that are Checklist
TEACHIN known for their quality products or
G services and give examples of Samples of
& companies that have succeeded or failed products with
LEARNI based on their quality. both high and low
NG Hand out the quality checklist. Divide quality.
PHASE learners into groups of 4 learners. The
groups can evaluate sample products and Mind mapping
discuss the differences between high and or
low-quality sample products. brainstorming
Have the small groups present their tools.
thoughts to the class.
As learners are presenting their Visual aids
thoughts, take note of their ideas on the

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 board in a mind map format. Grade 10 Bus
Assess which topics need to be expanded Studies notes,
on a bit in terms of their performance in DBE exemplar
the class discussions and perhaps question paper 1
present additional visual aids to & 2, past question
understand key concepts. papers & marking
guidelines,
telematics video,
etc.

21 | P a g e
 Conclusion and warm down (5 minutes): Blackboard or
Ask learners to reflect on what they have whiteboard.
learned during the lesson using the 3-2-1
method to help them summarize 3 things Note-taking tools
that they have learned in the lesson, two (chalk, pen, paper)
things that they are curious about and
want to learn Homework
more about, and one question they still activities such as
have about the topic (The Teacher research and
Toolkit, n.d.). reflective essays.
CLOSU
RE Provide opportunities for learners to ask
PHAS any questions they may have and
E encourage them to think critically about
how quality applies to their own lives.

Provide the homework activity in which

learners write a short reflective essay in
which they need to critically think and
outline the importance of quality in
business. Provide them with the article
Quality Is More Than Making a Good
Product by Hirotaka Takeuchi and John
Quelch (July 1983) and ask them to
reference this article in their reflective
essay.

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 ASSESSM Document any assessment activity that could be assessment of learning,
EN T for learning or as learning.

KWL (Know, Want to know, Learnt) chart (Data Analysis, 2022).

Informal assessment: Section A-type questions, contextual questions,

direct and indirect questions including scenarios and case studies and
essay questions.

3-2-1 method (The Teacher Toolkit, n.d.).

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Annexure A

Each person in the group must complete this checklist. Attach all checklists to
your Assignment (Question 1 – Question 3) before you submit.

Name: Maryna van Loggerenberg

Date completed: 17.04.2021

Student number: ST10304192

Checklist Tick
Task 1:

Timeline with:

‐ Dates

‐ Aims of each policy

Presented as an infographic
Two paragraphs to address:

‐ Shortcomings of each policy

‐ How these were addressed by the next policy.

Task 2:

Floor plan using digital platform (not drawn in pen and scanned).
Elements on the floor plan reflect constructivism
Two paragraphs explaining:

‐ The floor plan

‐ Its alignment with constructivism.

Task 3:

Table is:

‐ Aligned with the CAPS document

‐ Aligned with the constructivist approach

24 Page
 ‐ Golden thread between LOs and activities is evident

Reflection task is:

‐ Individually complete

‐ Not more than 1 page long

‐ Uploaded separately as a Journal

Correctly formatted in‐text referencing where needed is included

Correctly formatted bibliography has been compiled

25 Page
References:

Arduini-Van Hoose, N. 2020. Educational psychology. EdPsych Pressbooks. [eBook].

Available on Pressbooks at: [Link]
[Accessed 11 April 2023].

Data Analysis. 2022. KWL Charts: Teaching Strategy that Work for your
Learners! [Blog]. Available at: [Link]
kwl-charts-in-education/ [Accessed 23 March 2023].

Department of Basic Education. 2011. Curriculum and Assessment Policy

Statement Life Orientation Grade 10-12. [Online]. Available at:
[Link]
3d&tabid=570&portalid=0&mid=1558 [Accessed: 17 April 2023].

Department of Basic Education. 2011. National Curriculum Statement,

Curriculum and Assessment Policy Statement Grade 10-12 Business
Studies. [Online]. Available at:
[Link]
tatements%20and%20Voc
ational/CAPS%20FET%20_%20BUSINESS%20STUDIES%20_%20GR
%2010- 12%20_%20Web_0CA7.pdf?ver=2015-01-27-154000-470
[Accessed: 23 March 2023].

Department of Basic Education. 2011a. Curriculum and Assessment Policy Statement

Grades 7–9: Economic and Management Sciences. Pretoria: Department of
Basic Education. [Online]. Available at
[Link]
ments%20and%20Vocational/CAPS%20SP%20%20EMS%[Link]?ver=2
015-01-27-160127-353 [Accessed 10 April 2023].

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[Online]. Available at:
[Link]
NES%20FOR%20RESPON
DING%20TO%20LEARNER%20DIVERSITY%20%20THROUGH%20CA
PS%20(FINAL).pdf?ver=2016-02-24-110910-340 [Accessed: 23 March
2023].

Department of Basic Education. 2023. Annual teaching plans: Business studies

Grade 10. [Online]. Available at:
[Link]
20page/2023%20ATPs/FET%20Content%20Subjects/Grade%2010/1.1
80%20ATP%202023-
24%20Gr%2010%20Bus%20Stu%[Link]?ver=2022-12-22-114022-
317 [Accessed: 23 March 2023].

Department of Education. 2004. Revised National Curriculum Statement. Grade 4-6.

(Schools), Intermediate Phase, Pretoria: Department of Education. [Online].
Available at
[Link]
11-21-100143-000 [Accessed 10 April 2023].

Dornfeld, K. 2016. Flexible Seating and Student-Centered Classroom Redesign,

Edutopia, 22 April 2016. [Online]. Available at:
[Link]
kayla-delzer [Accessed 12 April 2023].

27 Page
Johnson, D. W. and Johnson, R. T. n.d. An Overview of Cooperative
Learning, Cooperative Learning. [Online] Available at:
[Link]
[Accessed 23 March 2023].

Kelly, M. 2020. Classroom layout and desk arrangement methods, 15 May 2020.
[Online]. Available at: [Link]
arrangement-7729 [Accessed 11 April 2023].

Killen, R. 2016. Teaching Strategies for Quality Teaching and Learning. 2nd edition.
Cape Town: JUTA.

Letshwene, M. J. & du Plessis, E. C. 2021. The challenges of implementing the

Curriculum and Assessment Policy Statement in Accounting. South African
Journal of Education, 41(2), pp. 1-10. [Online]. Available at
[Link] [Accessed 12 April 2023].

Main, P. n.d. Teaching and learning strategies: A classroom guide. Structural

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