THE ECONOMY

LESSON PLAN 1
Subject: EMS Grade: Educator(s) Signature:
8
Topic: Government Date: HOD Signature:

Term: 1

Week: 2 - 3

Duration: 2 weeks
4hrs
6 periods of 40 minutes

Prior Content knowledge: Link with next lesson:

Basic needs of individuals, families, Markets

communities and countries.
Content: Vocabulary/important words

• Meaning of government. Government, household, service, resource,

• Different levels of government consumer, producer.
• Roles of the different levels of
government in respect of households
(as consumers and producers)
• Role of government in respect of
businesses in the use of resources
and services (both as consumers and
producers).
Aims and objectives of the lesson
By the end of the lesson learners will be able to:

• Explain the concept ‘government’ in their own words.

• Identify the levels of government
• Understand the roles of the different levels of government in the society.
• Appreciate the role of government in respect of businesses in the use of resources and
services.

Teaching methods: Differentiation (Enrichment opportunities/

addressing barriers to learning)
• Modelling/demonstration;
• Group teaching, • Learners compile lists of what they would like the
• Observation government to do for them taking into consideration
• Discussion and the limited resources in their locality.
• Question and answer • Ask learners to state the three levels of
government and any four core responsibilities of
each level and to name the responsible minister or
MEC for each department (national and provincial)
• Ask learners to mention the provinces in South
Africa and their respective Premiers.
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Assessment strategy Formal X Informal X

Form of assessment: Assessment tool: Memo and checklist/Rubric

Class work, Assignment and Controlled test

Evidence of assessment
Teacher: Activities are peer marked, corrected, signed and dated. Notes given by teacher are
checked and teacher comments in the learners’ books.
Learners: Notes and activities are completed by the learners in their exercise books.
Class work, Homework and Assignment should form the basis of informal activities to be
given by the individual teacher.

Teacher Activities: Learners’ Activities:

Introduction Introduction
• Introduce the lesson through questioning e.g. what are the
things that you wish to have? • Learners listen and respond to
• Write the learners’ answers on the chalkboard. the teacher as s/he explains
and introduces the concepts of
• Explain that there are certain things they can live without
economic problem, economic
and there are some things they cannot live without. Those
systems, money, spheres of
they can live without are called wants and those they
government and the movement
cannot live without are called needs.
of goods and services.
• Assist learners to distinguish between needs and wants
• Learners ask the teacher
based on their wish list which has been written on the
questions that will further clarify
chalkboard.
their understanding and
• Ask learners to mention what they will use to acquire their
subsequent contributions.
needs and wants. (Expected answer: Money).
• Explain that their needs and wants are unlimited but the
• Listen to the teacher when he
means (resources) to satisfy them are limited
explains the new concepts.
• Ask learners to give the reasons why we talk of unlimited
• Discuss among themselves and
wants and limited resources (basic economic problem
explain to the teacher their
means that humans have unlimited wants and limited
understanding of the key
resources to satisfy them).
concepts mentioned by the
• Explain that a long time ago, people provided for their own teacher.
needs and as such they were self-sufficient and lived on
• Ask the teacher to explain
whatever was provided by nature.
aspects or information given by
• Point out that as time passed by, people who were mainly
other learners to gain better
hunters and herders (traditional societies) started moving
clarity.
in larger groups from place to place. This movement led to
• Contribute to group discussions
groups meeting one another. As the groups met other
• Participate actively in the class
groups, they exchanged goods. This was called bartering.
debate.
• Ask learners to give examples of bartering.
• Give other roles played by the
• Explain that as the years came to pass, groups became
three levels of government
bigger communities and later nations and started trading.
aside those mentioned by the
• Ask learners to mention who controls trading in a country teacher.
such as South Africa.
• Explain that with the emergence of nations came
governments.

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• Is trading controlled by governments in all countries?
Learners must explain their answers.
• Explain that countries use different economic systems.
Lesson Content
• Explain to learners that ‘government’ is the political control
exercised over the actions of the members, citizens, or
inhabitants of communities, societies and states;
government is necessary to the existence of a civilised
society.
• Explain to learners that in South Africa there are three
levels of government, that is National, Provincial and Local
government
• All levels of government are both as consumer and
producer.
E.g. They buy material from PPC to build the roads
(Consumer)
Use labour to produce and provide roads (Producer)
• Explain to learners why governments are necessary by
focussing on revenue collection, provision of education,
provision of services, establishment of laws, regulation of
the economy, defence of the country through institutions
such the army, operation of the judiciary, building of roads
etc.
Example: National government – education, army, police,
health, national roads
Provincial government – housing, provincial
roads
Local government – refuse removal, water,
sewage, local roads

Note: Reflection on the lesson can only be done after the

lesson has been taught and completed
Resources:
Text books, learners’ exercise books, etc.

Teacher’s comments/reflection:

HOD Input: Monitoring and support

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THE ECONOMY
LESSON PLAN 2
Subject: EMS Grade: 8 Educator(s) Signature:

Topic: National Budget Date: HOD Signature:

Term: 1

Duration: 2 weeks
4 hrs
6 periods of 40 minutes

Prior Content knowledge Link with next lesson

Different levels of government and their roles Standard of living

Content Vocabulary / important words

• Government revenue - Tax revenue, donations,

levies, airport tax, custom duties Government revenue, direct taxes,
• Different types of taxes and examples indirect taxes, government
• Government expenditure and department where expenditure, economic growth,
funds are allocated. economic inequalities.
• Explaining the concept economic growth.
• Economic inequalities.
• The influence of National budget on economic 700 – 500 = 200 - Surplus
growth. 500 – 700 = (200) - Deficit/ shortfall
• The influence of National budget in redressing
economic inequalities.

Aims and objectives of the lesson

By the end of the lesson learners will be able to:

• Define the term National budget

• Explain the term tax revenue in their own words.
• Explain and give examples of different taxes.
• Explain the term government expenditure.
• Indicate departments where government funding is allocated.
• Explain the terms economic growth and economic inequalities.
• Explain the influence of National budget on economic growth.
• Explain the influence of National budget in redressing economic inequalities.

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Teaching methods Differentiation (Enrichment
opportunities/ addressing barriers
• Group teaching, to learning)
• Discussion • Pitch the language level of the
• Question and answer lesson at English First Additional
• Narrative Language (EFAL).
• Rearrange learners seating
position to accommodate learners’
needs.
• Group learners according to their
grades.
• Give learners activities for
enrichment if time allows.

Assessment strategy Formal X Informal X

Form of assessment: Assessment tool: Memo

Informal: Class work activities
Formal: Data response and Controlled Test
Evidence of assessment
Teacher:
• Activities are marked, corrected and dated.
• Notes given by the teacher are checked.
• Teacher’s comments must appear in the learners’ books.
Learners:
• Notes and activities are completed by the learners’ in their class work books / exercise books.

Lesson and Class work Activity

Teaching Activities Learner activities

Introduction: PERIOD 1
• Ask learners to indicate the source incomes in Learners :
their respective families. • Respond to the question on the
• Ask them how the income (money) in the family sources of family incomes.
is being spent (on which items). • Respond by indicating items
• Indicate that the money received by all the family where money (income) is spent
members especially those that are working is an on.
income. • Listen to the explanation.
• Explain that the items on which the family spend • Listen to the explanation on
the income are called expenses. expenses.
• Mention that an individual, a family or a business
plans in advance how the expected money • Listen to the explanation on the
(income) will be used. That plan is called a budget.
budget. • Listen to the explanation on
• Mention that there are different types of budgets, different types of budgets.
e.g. personal budget, business budget and the • Listen to the explanation.
National budget.

Periods 2 & 3

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Allow learners to complete worksheets on family and
business budgets Learners complete activity sheets on
Mark activity sheets with learners in class budgets
Learners mark their work - Peer
Periods 4 - 7 marking
Lesson content:
• Indicate that the National budget is the budget for Learners :
the country drawn by the government. • Listens to the explanation of the
• Ask the learners what services are provided by National budget.
the government?
Answer: The government provides roads, water, • Respond to the questions.
clinics, schools and all these are done by • Listens to the explanation.
different Government Departments.
• Ask the learners where the government gets
money to provide for all these services?
Answer: The government gets its revenue from
taxes.
• Indicate that there are different types of taxes,
e.g., direct taxes, indirect taxes.
• Ask the learners to give examples of direct and
indirect taxes.
Answers: Direct tax: PAYE, company tax, • Respond by giving examples of
transfer duties, capital gains tax, indirect and direct taxes.
Indirect tax: VAT, custom duties, fuel • Respond by giving the
levies, excise duties (sin tax), explanation of the of the tax
custom duties revenue.
• Ask learner what is government revenue?
Answer: Government revenue – Income derived • Listens to the explanation.
from income tax, donations, levies, airport tax,
custom duties, loans, administrative income,
company tax, commercial income, sale and rent
from government properties, estate duties, excise Learners complete class activities and
duties (sin tax), mark work completed – peer marking
• Ask learners what is tax revenue?
Answer: It is the total income generated from all
types of taxes.
• Explain that the government uses this income/
revenue to provide services such as health,
education, social grants, etc. The total expenses
which the government incurs on all services it
renders is called the government expenditure.
• Every year in February the Minister of Finance
(Pravin Gordhan) presents the National budget of
how the government will generate revenue and
how it will spend that revenue.
• Explain what economic growth is
Answer: It is a general increase in the production
of goods and services. It is measured by a
percentage increase in Gross Domestic Product
(GDP)
GDP: Total production of the total number of
goods and services within the borders of a

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country within a certain period of time usually one
year.
• Explain how the national budget can influence
economic growth
By spending more on infrastructure stimulate the
economy and creates jobs. Incentivise the small
businesses by taxing them at the lower rate. By
allocating more funds on training and
development. (Skills development). Create
employment for young people to reduce
dependency, Investment in technology,
Improvement of education, etc.
• Explain what economic inequalities are
Majority of citizens of a country live below the
bread line, are poverty stricken, and not all
people are literate, skilled, have homes, have
skills and resources to start their own
businesses, have resources to pay for medical
expenses,
• Explain how the national budget can redress
economic inequalities
Answer: Provision of RDP houses to the poorest
citizens, provision of social grants for elderly and
the poor, taxing people at a lower tax rate, UIF,
etc.
Period 8
Allow learners to complete formal assessment activity: Learners complete formal assessment
Data Response in class. activity in class.
Teacher to mark the formal activity.
Monitor all the learners while they work on their
activities. Give support at all times. Mark learners’
work as you walk around to support them
Resources

Textbooks and activity sheets.

Teacher’s comments/reflection:

HOD Input: Monitoring and support

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THE ECONOMY
LESSON PLAN 3
Subject: EMS Grade: 8 Educator(s) Signature:

Topic: Standard of Living Date: HOD Signature:

Term: 1
Week: 7
Duration: 1 week
120 hrs - 3periods of 40 minutes
Links with previous lesson: Links with next lesson:
The economy: National Budget Entrepreneurship: Factors of production
Content : Vocabulary/important words
Lifestyles, modern societies, rural societies, Development
impact of development on the environment, Environment
unemployment, productive use of resources to Employment
promote a healthy environment Unemployment

Aims and objectives of the lesson

By the end of the lesson learners will be able to:
• Learners must know and be able to explain what lifestyles are
• Explain the difference between self-sufficient, modern and rural societies
• Development on the environment
• Resource management and promoting healthy environment
Differentiation (Enrichment opportunities/ addressing
Teaching methods: barriers to learning)
• Allow learners to debate on Unemployment issues
• Modelling/demonstration; • Allow learners to complete extra expanded activities from
• Group teaching handouts and textbook and assist them by explaining the
• Discussion and requirements of questions NOT giving answers
• Question and answer households (sensitivity on the part of the teacher should
be observed).

Assessment strategy Formal X Informal X

Form of assessment: Assessment tool: Memo

Class work, debate and Controlled test

Evidence of assessment
Teacher: Activities are peer marked, corrected, signed and dated. Notes given by teacher are
checked and teacher comments in the learners’ books.
Learners: Notes and activities are completed by the learners in their exercise books.
Class work, Homework should form the basis of informal activities to be given by the
individual teacher.

Teacher Activities Learner ACTIVITIES Period

ECONOMIC AND MANAGEMENT SCIENCES GRADE 8 Page 1 of 3

• Teacher poses questions to learners- baseline • Learners answers
assessment questions posed by 1
➢ Explain the concepts: lifestyles teacher
• Explain the differences between urban life and • Listen and are allowed to
remote rural life ask questions for clarity
• Show the needs and wants of urban people
against rural people • Learners receive Handouts
• Teacher explain the concepts: modern societies for activity
and rural societies • Learners do the activity in
• Explain the advantages and disadvantages of their workbooks –
self-sufficient societies, modern societies and homework activity
rural societies
• Explain Level of development e.g. technology
,infrastructure etc., in different societies
• Give homework ACTIVITY on the Different
societies on Hand outs given
• Teacher clarify the questions the learners are
answering
N.B: Activity to be marked in the next period.

• Teacher check the learners books, and request • Learners show the teacher 2
the learners to exchange books the work done and
• Explain the way the work will be marked exchange the books for
• Teacher ask the learners to read out the question marking
and give answers • Learners read questions
• Teacher give appropriate answers and clarify and give answers
misunderstandings • Learners mark books and
• Teacher request learners to collect books and seek clarity
send forward for teacher to control • Learners collect books and
******************************************** give to the teachers
➢ Teacher introduce the new topic : *******************************
Impact of development on the ******
environment
• Describe the impact of development on the • Learners Listen and are
environment allowed to ask questions
• Teacher define the concepts : industrialization, for clarity
overpopulation, pollution • Learners collect handouts
• List the examples of industrialization, for notes and Activity 2 to
overpopulation, pollution be done as homework
• Explain the measures to reduce environmental
destruction e.g. strict environmental laws
• Give learners handouts for Activity 2 to be done
as home work
N.B: Activity to be marked in the next period.
• Teacher check the learners work, and request the • Learners show the teacher
learners to mark own work the work done 3
• Explain the way the work will be marked • Learners read questions
and give answers

ECONOMIC AND MANAGEMENT SCIENCES GRADE 8 Page 2 of 3

• Teacher ask the learners to read out the question • Learners mark own work
and give answers and seek clarity
• Teacher give appropriate answers and clarify • Learners paste handouts in
the books and give to the
misunderstandings
teachers
***************************************** *******************************
➢ Teacher introduce the new topic **
:Unemployment • Learners Listen and are
• Explain the concepts: Unemployment allowed to ask questions
• Explain types of Unemployment e.g. seasonal, for clarity
frictional, structural etc. • Learners sit in groups to
• Causes and effects of unemployment debate the topic
• Measures to reduce unemployment in the country ‘ Unemployment is man-
• Teacher set Debate topic for learners made and how can it be
• Teacher record important points (scoring) solved’ agree or disagree
• Teacher announce the results based on valid and
relevant information
Resources :
Textbooks, handouts, charts, class notes and activities

Teacher’s comments/reflection:

HOD Input: Monitoring and support

ECONOMIC AND MANAGEMENT SCIENCES GRADE 8 Page 3 of 3

FINANCIAL LITERACY
LESSON PLAN 2
Learning Area: EMS Grade: 8 Educator(s) Signature:
Duration: 1 Weeks Date: HOD Signature:
2 Hours
3 periods of 40 minutes
Topic:
Source Documents
Links with previous Lesson: Links with next Lesson:
Accounting Cycle Cash Receipts Journal
Content:
Receipts, deposit slips, cash register slip/rolls, cheques, cheque counterfoils, bank statements,
cash invoices, credit invoices.
Teacher Activities: Learner Activities: Period
:
-The educator explains the relationship between -Learners listen carefully and ask
a transaction and source documents. questions for clarity.
- Give learners different types of transactions -Learners write notes in their books.
on the board as notes. 1
-Give learners the usages of a receipt and - Learners listen and are allowed to
bank deposit slips ask clarity seeking questions
-The educator gives learners home-work -Learners complete the homework on
Activity 3, to bring along the receipt and any Activity 3 as requested.
bank deposit slip.
-Checks on the receipts that the learners have -Learners do Activity 3 in class by
brought to class for Activity 3. pasting the completed receipts in their
books.

-The educator explains the main items that must -Learners refer to their own receipts
be there in every receipt e.g. the name of the and checks if the items explained by
business, the logo, date, amount, tax if any and the educator are there in their receipts.
the type of payment. - Learners do Activity 3 in class by 2&3
pasting the completed deposit slip in
their books.
-The educator explains the main items that must
be there in every deposit slip E.g. the name of -Learners refer to their own deposit
the bank, the logo, date, amount, account slip and checks if the items explained
holder, form of deposit and total amount. by the educator are there in their
deposit slips.
Assessment:
Formative:
Class & homework activities

Summative:
Method: Instrument:
Formative:
Class work activities – Teacher & peers Marking memorandum with solutions
Homework activities – Teacher & peers Marking memorandum with solutions
Summative:

Resources: Textbooks, Class Activities, Class notes

Teacher Reflection: Expanded Opportunities:

Allow learners to complete extra activities from
textbook used by school if time allows