SWOT Analysis -

Teacher’s Guide
Economic and Management Sciences
Edward Miller
 General principles for the Teacher:

Worksheets will require the teacher to follow these general principles. Of course, the teacher may
adapt the specific instructions for each activity to their own preferences, but these general
principles will help the teacher get the best learning experience from using the worksheet.

• The worksheets facilitate the achievement of the learning outcome in a fun and engaging way.
This generally means getting the class to do activities which are designed to be a ‘game’ of sorts
(competitive, points-based, fun, etc). Or the learners have a chance to create something
(engaging, creative, rewarding, chance to show off their creation, etc), all while enforcing the
desired learning outcomes.

• Make sure your class is separated into groups of 4 learners per group, who are in turn divided
into pairs. Assign labels to each group member (e.g. Learner A, B, C and D). Pairs/groups are
absolutely essential in a class environment. Children learn from each other. And the learners who
are a bit more advanced generally like to help the others and ‘show-off’ what they know. And
most importantly, groups manage themselves better than if the class was divided into individual
learners. You can also split up the usual trouble-makers into different groups, giving them less
opportunity to cause trouble. In other words, general discipline should improve if you
implement a group system properly. Proper implementation will include selecting a group
captain – which takes us to the second point.

• You should appoint a captain for each group. Emphasise that captains are responsible to get their
groups talking and participating. Captains will help you control the groups. You’re also welcome
to rotate captains throughout the term.

• Some of the activities are based on a points system. Points introduce a competitive element
between the groups, which gets the learners geared up and eager to out-compete the others.
Use the points allocated on the learner worksheet as your guide. We also suggest that you link
the ending points’ tally of each group with the learners’ actual marks that form part of their
formative assessment. It can be as much or as little as you’d like. Tell the learners that the results
will add to their overall term result at the beginning of the lesson. Also, write the points tally on
the board so that groups can see the points for each group – and who is winning or coming
second, etc.

• Whenever a learner gives feedback, encourage and congratulate the learner on their feedback –
even if they have given an incorrect answer. Say words like ‘Well done, Sihle!’, and ‘Excellent,
Matthew!’, ‘Lwazi, I couldn’t have put it better myself.’, or ‘That’s a fantastic answer Fezi, but
wouldn’t you say that…’. This is essential in getting the class to want to do the activities.
Ultimately, most children want you to be proud of them - so show that you are proud of them.
This creates an atmosphere in which they will seek out and even compete for your approval.

• The teachers guide often suggests asking something called ‘concept check questions’. These are
questions designed to check that the learners understand something they’ve just heard or read.
For example: ‘What side do Assets increase?’ The learners must answer ‘Debit’. NB: concept
check questions are never just ‘yes-or-no’ questions – they require the learner to give an answer
other than Yes or No. The question: “Do you understand?” - followed by a resounding ‘Yes!’ does
not confirm that the learners have understood. Only concept check questions can assess that
understanding has taken place.
 • Wherever possible, instead of trying to explain everything, try to elicit answers from the learners.
You can elicit answers by asking them questions that lead them to the concept. For example,
instead of just explaining the relationship between consumer demand and price, you could ask
them:

‘If everyone in this class wanted my pen, do you think I would charge a low price for it? What if no-
one wanted my pen? Could I charge a high price?...’

Again, learners want to show off their abilities and their knowledge. And asking them questions
in order to elicit answers keeps them involved and reduces the chances of them nodding off or
causing mischief. Once again, encourage feedback and show your appreciation when they
answer – correctly, or incorrectly.

• It also helps to have an area on the board where you write key words as they come up in the
lesson. This becomes a visual cue to learners that they are important words – and serves as a
constant visual reminder of these words. For example, for the SWOT analysis lesson, the key
words would be strengths, weaknesses, opportunities and threats.

• Each worksheet should be done before the concept has been covered in the class. For example,
if the teacher wants to cover the SWOT analysis, this worksheet serves as an introduction to the
SWOT analysis, and so should be done before this concept is covered in class.

• Most worksheets can be covered over 2-3 lessons, with the final activity being the ‘deliverable’
of the lesson (usually a presentation, poster, role play or mini-play), which will usually require a
whole lesson to complete. The teacher may also devote a whole lesson for the groups to prepare
for the final task, in which case the final ‘deliverable’ can be done in the third lesson.

Learning outcome:
By the end of the lesson, learners will be able to analyse a business and draw up a SWOT analysis
for the business - and make recommendations for the business based on its SWOT analysis.

Pre-lesson preparation and requirements for lesson:

1. Provide a poster size blank page for each group.
2. Secure a device that can project a video or play an audio file (*optional).
3. Make copies of the rubric that is in the assessment section of the teacher’s guide. Make a
copy for each group.
4. If you’d like to do the extra activity in the teachers guide, then you need to make a few
copies of the articles required for the extra activity. Cut out the articles, making sure you
keep the articles organised in mini stacks.

Included in the digital folder:

1. SWOT analysis video
2. SWOT analysis audio file
 Activity Instructions
1. Think about it!
This exercise is to get the learners to start thinking about the concept that is about to be presented to
them, and starts the class in a relaxed but engaging way. When this activity is finished, the learners will
be mentally prepared to be receptive to the main input of the lesson.

Instructions: (Time: around 10 minutes; Pair activity)

1. Make sure the class is looking at the scenario and then read the scenario aloud.
2. Ask a few ‘concept check questions’ to make sure the class has understood the scenario.
Examples:
a. What kind of app have you designed?
b. What happens to the app user who gets the closest prediction?
c. Is the app completely ready yet? (No, it has minor flaws)
3. Read the questions aloud while the class follows along.
4. Instruct the class that you will give them 2 minutes to discuss the questions with their partner
(pair activity) - and they will have to report back to the class what they have discussed.
5. When 1 min 30 seconds has elapsed, tell the class that there are 30 seconds left.
6. Get feedback from the class. Choose different pairs to give feedback for each question.

Answer Key:
Answers will vary. Encourage feedback and congratulate learners when they give feedback.

*HOT TIP!
Try to keep to strict time limits for every task. Tell the class that they only have x seconds/minutes to
complete task, and then when the activity is almost done, announce to the class that they only have x
minutes/seconds left. Strict time limits create a sense of urgency among the groups to complete the task
at hand.
2. Watch and learn!
This is where the main concept of the lesson will be conveyed. For this activity, learners will be
given a chance to watch a video, listen to an audio recording or read an article. If you don’t have
access to a device that can project the video, or you can’t play the audio file, then you could
always teach the concept to the class in the traditional way. Of course, even if you do have the
required devices to project the video, you could always teach the concept in the traditional way
if that’s what you’d prefer. But remember that children love watching videos, and the video
brings a welcome bit of variety into the classroom. *The video/audio file can be found in the
worksheet folder. The transcript of the video is at the end of the teacher’s guide.

Instructions: (Time: around 15 minutes; Pair activity)

1. Draw the class’s attention to the table of the SWOT analysis. Instruct learners to discuss with their
partner what they think a SWOT analysis is.
2. Tell them that they are about to watch a video about their new sports app business to find out what
a SWOT analysis is.
3. Instruct the class to put down their pens and turn over their worksheet – they must only watch the
video – and not write answers in their worksheets.
4. When the video is over, tell the class that they can turn over their worksheet again. The learners can
answer questions 2.3 and 2.4 individually. When finished they can compare their answers with their
partners.
5. Get feedback from the class.
6. If you feel it’s necessary, you can play the video again so that the learners can check their answers for
number 2.4. Learners check in pairs again and then get feedback from class.

Answer Key:

2.1 A SWOT analysis is a tool that businesses can use to analyse their business and their external
environment (or any variation of this).
2.2. NA
2.3 Strengths - (b), Weaknesses - (d), Opportunities - (a), Threats - (c)

2.4 Strengths: Great app - schoolchildren will love it; You and your friends are very passionate

Weaknesses: No-one has any experience; The app still has some minor flaws
Opportunities: Get spectators to download the app; You have no competitors yet.
Threats: The app doesn’t work with no mobile phone reception; Someone else might come up with a
better app.

*HOT TIP!
Always give learners an opportunity to check their answers with their partner before you get feedback
from the whole class. This reduces the chances of a learner getting completely lost and feeling alienated
as the lesson goes on.

3. Let’s Practise!
This activity is to further enforce the concept in the form of a fast-paced, engaging, game-like
activity. Generally, this is the chance to do something fun to get the learners competing with
each other and having fun while learning.

Instructions: (Time: around 20 minutes; Group activity)

1. Refer the class to the instructions and read them aloud – and tell them how many points are on
offer for this activity (stated in worksheet). Below are more detailed instructions for the teacher.
2. On the next page is the list of 8 factors which can all be separated into strengths, weaknesses,
opportunities and threats of a new business that sells games for PC and console.
3. You are going to call out each factor and the learners have to then say in which block they belong
in the SWOT analysis.
4. Only the captain of each group can put up their hand. The captains should confer with their
group before putting up their hand. The group who puts up their hand first gets the first guess. If
they’re wrong they lose ONE point (this will incentivise them to not just guess wildly). But if they
are correct, they get TWO points.
5. If the group gets it wrong, then you can choose another group (randomly chosen) to give the
answer. But if they also get it wrong, they also lose ONE point, and so on. Keep going like this
until a group gives the right answer. Record the points on the board so the learners can see the
points of all the groups.
6. At the end of the activity, announce the winners and their points tally. Then go through any
factors that the groups got wrong and explain/elicit why that factor is a strength, weakness,
opportunity or threat.
7. Before starting the activity, perhaps do a quick example to demonstrate how the activity works.
Use the class when doing the demonstration to check that they understand.

Example demonstration:
Teacher: “The shop’s computer keeps breaking down.”
{Captain in a group puts up his hand first}
Teacher: “Group 3 put up their hand first. What’s the answer group 3?”
Captain: “Weakness”
Teacher: “Yes! Well done! That’s two points for your team.”

8. ***As a final task, choose one weakness, opportunity and threat and ask groups to discuss how
the game shop could improve on the weakness, take advantage of the opportunity, and reduce
the impact of the threat. Groups discuss first - then get feedback.

Factors:
 1. Your store buys its games really cheaply from various Strength
suppliers in China.
2. Your one employee arrives late every day. Weakness
3. The economy might enter a recession next year. Threat
4. There is a website that lots of gamers visit that you can Opportunity
advertise on.
5. You have a large collection of games. Strength
6. Your computer system often crashes and then you can’t Weakness
process transactions.
7. There is a new website which enables gamers to download Threat
games for a low price.
8. Most customers prefer hiring a game for a week rather Opportunity
than buying a game.

*HOT TIP!
Demonstrating how activities work by doing an example is way more effective than merely explaining it.
In your demonstration, use a realistic example and involve the class. In this way, you can see immediately
if they don’t understand how the activity works - and direct them accordingly.
4. Share your ideas!
A full lesson should be devoted to this. This is the learners’ opportunity to work in their groups,
research, collaborate, be creative and produce a larger piece of work while further enforcing the
concept of the lesson. The teacher may even devote a whole lesson to preparing for the
presentation, and then give a whole lesson to the presentation itself, with the feedback.

Instructions: (Time: around 50 minutes; Group activity)

1. Direct the class to the task and read all the tasks aloud (4.1-4.3). Ask concept check questions to
check understanding.
2. With the full class, brainstorm some famous brands. The groups need to choose one
brand/company to do a SWOT analysis on. Try to steer them towards South African
brands/businesses where possible (Nandos, Steers, Spur, SAA, Pick n Pay, Spar, Vodacom, Cell C,
MTN). It doesn’t matter if groups choose the same brand.
3. Show the class the rubric that you will assess their presentation on (this rubric is in the
assessment section below). Doing this will make learners aware of the things they need to
prepare for - or do - in their presentations.
4. Also draw attention to the points that are on offer.
5. Walk around the class while they are preparing and keep an eye on how they are going. Try to
ensure that all the learners are participating, and help them along if they need direction or have
any questions.

After the presentations are done…

6. Congratulate the class on their performance and then go through some general feedback points
– especially if the groups got anything wrong in their presentation.
7. Announce the winners of the presentation (and honourable mentions) and explain why they did
so well.
8. Add the points of each group’s presentation to the points they earned throughout the rest of the
lesson, and announce the total points of each group, starting with the worst performing group
and go all the way through to the winners.
9. Tell the class that their points will go towards their end of term results.
10. Congratulate the class on their performance and say goodbye.

*HOT TIP!
Perhaps you can model a presentation for the class before they start preparing. For instance showing
them a good Ted Talks or some other great presentation you’ve found on the internet. Elicit from the
class what makes this presentation good. Draw attention to things like structure, use of images and text,
body language, confidence, etc.
***Encourage feedback and congratulate learners when they give their presentation
 Assessment:

1. Use a rubric to assess their Presentation.

2. Show them this rubric before they start preparing and explain what each category means.
3. Tick the relevant block as you watch their presentation.
4. Tally up the points at the end.

4 3 2 1
Participation

Content

Overall Flow and structure

Delivery

Visual Aids

Name of group: Score / 20

*Notes for Rubric:

• Participation: To what extent did everyone in the group participate?

• Content: Accuracy, understanding of concept, evidence of research, etc
• Overall flow and structure: Was the presentation coherent and have a clear structure?
• Delivery: What was their actual delivery like? Did they sound clear, enthusiastic and confident?
• Visual Aids: What did their presentation look like? Did they use the right balance of pictures and
text? Did the pictures/text match the actual concept being presented?

4 = Excellent
3 = Good
2 = Average
1 = Below average
 Video script:
You and your friends have just started a business to sell your new sports app . That’s great, but what next? You
want your business to grow and become really successful don’t you? So you need to analyse your business a bit
more. But how exactly can you analyse your business? Well, a good place to start is a SWOT analysis.

A SWOT analysis is a tool that you can use to analyse your business and its external environment. The word ‘SWOT’
stands for Strengths, Weaknesses, Opportunities, and Threats. But what exactly do we mean by all these words?

Well, strengths are those internal, positive aspects of your business. These are things that you can control. For
example:
• You have a great app which you think everyone will love.
• And you and your business partners are very passionate about the business.
Strengths are the things about your business which you have to try to maintain and build on.

On the other hand, weaknesses are negative factors that take away from your strengths. For example:
• No-one in your business has any experience starting a business.
• Also, the app still has some minor flaws that you are trying to fix.
So weaknesses are aspects that you can control, and that you need to improve on to be successful.

And what about opportunities? Opportunities are external factors in your business environment that will add to your
success. For instance:
• Many people come to your school on Saturdays to watch all the teams in action. You could try to get all
these people to download your app.
• Another one could be that there are no other similar apps available. In other words, you have no
competitors yet.
The business needs to try to identify opportunities and take advantage of them!

Finally, threats are external factors that you have no control over. For example:
• The app doesn’t work in areas where there is no mobile phone reception.
• Or maybe someone else might come up with a better app than yours.
Threats are things you have to plan for in case they do happen. For example, you need to keep improving your app
and make sure your app is better than anyone else’s.

At the end of the day, the SWOT analysis can help you and your classmate’s business to grow and be successful. Use
it – or lose it!