TEMS702 – Teaching Economic and Management Sciences

Case Study: “Entrepreneurship: It’s a Fact!”

Part A of this assessment is based on a multi-media case study in the form of a YouTube video: “Entrepreneurship: It’s a Fact!” which you will use to create an assessment for your Grade 7 learners. Watch the following YouTube video and then use it to set a suitable case study assignment with using Bloom’s Revised Taxonomy with the suggested EMS CAPS weighting which you will insert in the appropriate Bloom’s Taxonomy EMS CAPS Table at the start of your assessment.

Refer to the EMS CAPS document, the briefing video, the Canvas Resources and the following YouTube Video (also available on the Studio link below):

“Entrepreneurship: It’s a Fact!”

Part A: Revised Bloom’s Taxonomy Assessment                                     

You are required to set a full 50-mark Multi-Media Revised Blooms case study assessment which is based on the designated Grade 7 CAPS Topics using the given YouTube video (“Entrepreneurship: It’s a Fact!”) as a theme. You are required to use the following CAPS Section and identify the specific sub-topics you will cover in your assessment.

Part A: Instructions for the Revised Bloom’s Assessment

Assessment Format

The assessment must measure a variety of cognitive skills:

• The assessment needs to comply with a print-ready, professional format as per the Guidelines for Setting Professional Assessments (Quick Links Week 3).
• You need to set one question on each of the six Bloom’s levels, using the REVISED Bloom’s taxonomy.
• The Revised Bloom’s assessment must be for 50 Marks, covering all three of the LOT/MOT/HOT levels as per the EMS CAPS (Page 27) requirements (and aligned to the correct EMS weightings).
• You are required to do a Bloom’s Taxonomy Design Grid of Cognitive Levels (CAPS Table), which includes ALL SIX LEVELS of Bloom’s Revised Taxonomy.

Part B: Reflection on teaching to Bloom’s Taxonomy   

Effective teaching requires tailoring your approach to your specific learners—considering their grade level, language, life context and school environment to support meaningful understanding.

In Part B, reflect on your own classes and explain how you scaffolded your teaching to prepare them for this assessment.

Instructions

• Describe the type of school, the average learner profile and the local community situation of the classes that you are preparing this assessment for.
• Academic Management will often refer to the following statement:

You cannot assess Bloom’s, unless you teach to Bloom’s.

Interrogate this statement and give ONE example of how you scaffolded your teaching prior to this assessment, to prepare learners on all the different cognitive levels.

• Evaluate your key personal takeaway from the process of setting this assessment. Reflect on ONE aspect that you will carry forward as a learning experience into your future career.
• Maximum wording: 300 words. (Show word count in brackets at the end of this section).

Part C: Learner Inclusivity Support Strategies                                         

At a recent Grade 7 staff meeting, the Grade Head asked each teacher to design a support strategy for selected learners facing inclusivity challenges. Your allocated learners are listed below:

Learner Profiles

Experts Answer on Above Questions on Teaching EMS

Revised Bloom taxonomy

Bloom’s Level – Remember
Question – define entrepreneurship and identify two important characteristics of an entrepreneur as identified in the provided case study. (6) marks
Bloom’s Level – Understand
Question – explain in detail about why entrepreneurship is important to individuals and the community, make sure to utilise examples from the case study (8) marks
Bloom’s Level – Apply
Question – perform an application of two entrepreneurial characteristics from the given case study to a small business idea that is efficient for your local community (8) marks
Bloom’s Level – Analyse
Question – perform a deep analysis of the given case study to identify the business opportunity, resources needed, potential customers and the possible challenge faced by the entrepreneur (10) marks
Bloom’s Level -Evaluate
Question – perform an evaluation of whether the entrepreneurial idea as presented in the case study is likely to succeed. Provide two reasons based on evidence from the case study. (8) marks
Bloom’s Level – Create
Question – create a business concept for a grade 7 learner by including the name of the business, product/service, target customer, resources and one marketing method (10) marks

Reflection

I am a teacher and provide education to grade seven Learners in a diverse School environment, with specific focus on differences in language ability, socioeconomic circumstances, language differences and access to learning resources. The statement ” you cannot access bloom unless you teach to bloom” is evident in this assessment. It is important for the learner to understand the basic concept of Entrepreneurship first before they can analyse, evaluate and create. I scaffolded the teaching by introducing entrepreneurship vocabulary and examples, and also the activities that required learners to explain concepts, apply them, analyze opportunities, and evaluate decisions and develop their own business ideas.

The key points that I have understood from this assessment are the key questions should be planned alongside teaching activities. It would not be feasible to include higher order questions at this assessment stage where Learners are only required to recall information. I will definitely consider a progressive approach from remembering and understanding towards application, analysis, evaluation and creation in my future teaching so as to allow the learners to remain prepared for different cognitive demands.

Learner inclusivity support

For the learner Palm, the support strategy is to provide a short task sheet with numbered instructions and a visual checklist to maintain focus. For Beech, the strategy would be to provide diagrams and key EMS vocabulary with simple definition. Maple should be provided with practical representations for numerical concepts and allow verbal explanation. For Oak, the appropriate strategy would be to provide flexible opportunities to complete the missed learning and for Willow, it would be best to utilise pictures and practical business activities with important EMS terminologies introduced using visual examples.

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