HIGH SCHOOL

SCHEMES OF WORK

Economics: lower six

MRS J N

EC NUMBER:
AIMS
 1. To develop an appreciation of the environment within which business enterprise activities take place
2. Develop knowledge and understanding of stakeholders within and outside business and consider ways in which they are able to
influence business objectives
3. Create new business ventures and employment
4. To develop employment creators rather than employment seekers
5. To enhance lifelong skills such as creativity, innovation, problem solving and decision making and contribute to economic development
6. To instill the spirit of UNHU/UBUNTU (good business ethics) when running an enterprise
7. To provide the basis for further studies

OBJECTIVES
By the end of the term, learners should be able to:

1. Analyze the environment in which business enterprise activities take place

2. Demonstrate knowledge and understanding of facts, terms, concepts and functions of the business enterprise
3. Apply knowledge and business skills to solve problems in the business situation
4. Make accurate judgements on business issues
5. Apply ICTs in business activities
6. Communicate business information in a coherent and logical manner
7. Demonstrate an enterprising culture, apply skills of numeracy, literacy, inquiry and use relevant sources of information to present and
interpret business data

METHODOLOGY
Learner centered methods and approaches shall be used

1. Problem solving 6. Demonstrations

2. Case studies 7. Educational tours
 3. Research 8. Group work
4. Role play 9. Debate
5. School on the shop floor

SOURCES OF MATERIAL
1. TEACHER’S RESOURCE FILE

TOPIS TO BE COVERED
1. REVISION THEORY OF DEMAND
2. REVISION THEORY OF SUPPLY
3. THEORY OF THE FIRM
4. THEORY OF CONSUMER BEHAVIOUR
5. THEORY OF COSTS
6. MARKET STRUCTURES
7. THEORY OF DUSTRIBUTION

WEEK TOPIC AND CONTENT OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/

ENDING By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
 lesson, learners should attitudes)
be able to:
REVISION By the end of the topic ~ Drawing • In pairs learners • Internet
DEMAND THEORY pupils must be able to: Draw market demand • Teacher’s own resource file
Determinants • analyses the causes of ~ Explaining the movements Curves and explaining the • Economics, A Student’s
Price, income and cross movements along the along and shifts of a demand movements along and Guide, 5th edn, J Beard Shaw
elasticity of demand demand curve and shifts of curve shifts of a demand curve et al, pg.
Demand curve the demand
curve
17 REVISION By the end of the topic -Computing various Presentations: Learners • Internet
/ Elasticity concepts
Importance of elasticity
pupils must be able to:
• explain concepts of
elasticities of demand
-Interpreting numerical values
make presentations on the
degrees of elasticity and
• Teacher’s own resource file
• Economics, A Student’s
05 concepts to: elasticity of demand -Illustrating degrees of the importance of Guide, 5th edn, J Beard Shaw
- Households • calculate various elasticities elasticity concepts et al, pg.
/ - Firms elasticities of demand -Assessing the importance of
25 - Government • evaluate the importance
of elasticity of demand
elasticity concepts

By the end of the topic ~ Explain the factors affecting  answering questions
Individual Ex pupils must be able to: demand  Pupils write work  Past exam papers
• Answer exam question ~ Assessing the importance of while the teacher  Paper 1
- Discuss the importance without difficult elasticity concepts invigilates.  Paper 2
of elasticity of demand • Interpret the question and
tackle it clearly

GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
REVISION By the end of the topic Presentations: Learners • Internet
SUPPLY THEORY pupils must be able to: -Illustrating equilibrium make presentations on • Teacher’s own resource file
24 Determinants of ~ Explain the equilibrium short run and long run • Economics, A Student’s
supply • explain the establishment cost Guide, 5th edn, J Beardshaw
/ of equilibrium price and et al, pg.
05 Supply curve quantity

/ SUPPLY THEORY ~ Explaining the dead weight • Group work: Learners • Internet
25 ~ Consumer surplus
• Differentiate between
consumer surplus and
loss are grouped into four to
discuss on consumer and
• Teacher’s own resource file
• Economics, A Student’s
~ Producer surplus producer surplus ~ Differentiate producer surplus Guide, 5th edn, J Beard Shaw
~ Deadweight loss • Explain the dead weight between consumer surplus and • Teacher asks for et al, pg.
loss producer surplus feedback writing key
points on the board.
Individual Ex  answering questions
• Answer exam question ~ Explain consumer surplus  Pupils write work  Past exam papers
Explain consumer without difficult and producer surplus while the teacher  Paper 1
surplus and producer • Interpret the question and Discuss the importance of invigilates.  Paper 2
surplus tackle it clearly elasticity of supply

GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
PRODUCTION By the end of the topic Presentations: Learners • Internet
COSTS pupils must be able to: ~ Discussing short run make presentations on • Teacher’s own resource file
~Short Run Costs • Explain the short run and long run production short run and long run • Economics, A Student’s
and long run cost costs cost Guide, 5th edn, J Beard Shaw
31 ~Long run costs • calculate ~Computing production et al, pg.
/ production costs costs

05 - Total cost ~ distinguish ~ Explaining internal and • Group work: Learners • Internet
/ - Marginal cost
- Average costs
between internal
and external
external economies of scale
~ Discussing diseconomies of
are grouped into four to
discuss on internal and
• Teacher’s own resource file
• Economics, A Student’s
25 - Economies and economies and scale external economies of Guide, 5th edn, J Beard Shaw
Diseconomies of diseconomies of ~ Distinguishing between scale. et al, pg.
scale scale internal and external • Teacher asks for
economies of scale feedback writing key
points on the board.
Individual Ex • Answer exam question ~ Calculate production costs  answering questions
without difficult ~ Distinguish between  Pupils write individual  Past exam papers
- Calculate production economies of scale and work while the teacher  Paper 1
costs • Interpret the question diseconomies of scale supervise.  Paper 2
and tackle it clearly
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
CYCLE TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING CONTENT (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
attitudes)
LESSON 1 By the end of the topic Discussion method is -Zimsec Eco’s Syllabus
pupils must be able to: ~ identify used to make teacher and page 19
Marginal utility • define marginal utility, ~ explain learners interact and solve • Teacher’s own resource file
theory total utility ~ Critical thinking problems • Economics, A Student’s
06 -explain the law of Guide, 5th edn, J Beard Shaw
/ diminishing marginal
utility
et al, pg.

06 LESSON 2 By the end of the topic ~ Group work: Learners -Zimsec Eco’s Syllabus
/ Marginal utility
theory
pupils must be able to:
• show MU, TU and
~ identify
~ explain
are grouped into six to
discuss on the differences
page 19
• Teacher’s own resource file
25 ~ TU graph LDMU on graphs ~ Critical thinking between MU, TU, LDMU • Economics, A Student’s
~ MU graph graphically. Guide, 5th edn, J Beard Shaw
~ LDMU ~ Teacher asks for et al, pg.
feedback
LESSON 3 1. Presentations: -Zimsec Eco’s Syllabus
Marginal utility • explain the consumer ~ identify Learners make page 19
theory equilibrium ~ explain presentations on • Teacher’s own resource file
~Consumer • Draw and explain the ~ Critical thinking consumer equilibrium. • Economics, A Student’s
Equilibrium demand curve Guide, 5th edn, J Beard Shaw
~ Demand Curve et al, pg.
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
WEEK TOPIC AND CONTENT OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
LESSON 1 By the end of the topic -Zimsec Eco’s Syllabus
-budget line pupils must be able to: ~ identify ~ Question and answer page 19
• -define a budget line ~ explain method is used to find the • Teacher’s own resource file
-draw a budget line ~ Critical thinking level of understanding of • Economics, A Student’s
13 -explain the consumer learners Guide, 5th edn, J Beard Shaw
/ equilibrium in indifference
curve analysis
et al, pg.

06 LESSON 2 • explain the limitations of ~ Discussion method is -Zimsec Eco’s Syllabus

/ Indifference curve analysis MU theory
-define indifference curves
~ identify
~ explain
used to make teacher and
learners interact and solve
page 19
• Teacher’s own resource file
25 and schedules ~ Critical thinking problems • Economics, A Student’s
-draw and explain Guide, 5th edn, J Beard Shaw
indifference et al, pg.
LESSON 3 • explain with the aid of ~ Group work the teacher -Zimsec Eco’s Syllabus
A change in income and diagrams how a change in ~ identify creates groups of mixed page 19
price either price or income will ~ explain ability learners may assist • Teacher’s own resource file
affect ~ Critical thinking each other to solve • Economics, A Student’s
problems Guide, 5th edn, J Beard Shaw
et al, pg.
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
Substitution and By the end of the topic ~ communication Group work .the teacher -Zimsec Eco’s Syllabus
income effect pupils must be able to: ~ Team building creates groups of mixed page 19
• explain the substitution ~ explain ability that learners may • Teacher’s own resource file
and income effect for a assist each other to solve • Economics, A Student’s
20 normal good problems Guide, 5th edn, J Beard Shaw
/ et al, pg.
- Substitution and By the end of the topic ~ communication Learners are paired that -Zimsec Eco’s Syllabus
06 income effect pupils must be able to: ~ Team building they may work out page 19
/ • explain the substitution
and income effect for an
~ explain solutions in pairs teacher
moves around assisting
• Teacher’s own resource file
• Economics, A Student’s
25 inferior good those in struggling Guide, 5th edn, J Beard Shaw
et al, pg.
Individual Ex • Answer exam question ~ explain and draw budget  answering questions
without difficult lines  Pupils write individual  Past exam papers
- Indifference curves ~ Distinguish between work while the teacher  Paper 1
and budget line • Interpret the question and substitution and income supervise.  Paper 2
tackle it clearly effect
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
THEORY OF By the end of the topic ~ Problem solving • Group work: Learners -Zimsec Eco’s Syllabus
THE FIRM pupils must be able to: Communication are grouped into four to page 20
-Economic • explain what is meant ~ explaining different types discuss on allocative, • Teacher’s own resource file
productive and technical • Economics, A Student’s
27 efficiency by economic efficiency of economic efficiency
efficiency. Guide, 5th edn, J Beard Shaw
-explain different types
/ of economic efficiency:
• Teacher asks for
feedback writing key
et al, pg.

06 allocative, productive points on the board.

and technical
/ Price • explain what is meant ~ defining price • Presentations: Learners -Zimsec Eco’s Syllabus
25 discrimination by price discrimination discrimination make presentations on the page 20
• explain conditions ~ explaining the conditions conditions and benefits of • Teacher’s own resource file
necessary for and of price discrimination price discrimination • Economics, A Student’s
benefits of price Guide, 5th edn, J Beard Shaw
discrimination et al, pg.
Individual Ex • Answer exam question ~ explain productive and  answering questions
without difficult allocative efficiency.  Pupils write individual  Past exam papers
Essay ~ Explain Price work while the teacher  Paper 1
• Interpret the question and Discrimination supervise.  Paper 2
tackle it clearly ~ Discuss the benefits of
price discrimination
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
LESSON 1 ~ explain the reasons ~ explaining growth of • Presentations: Learners -Zimsec Eco’s Syllabus
GROWTH OF for firms make presentations on the page 20
FIRMS growth of firms ~Discuss the benefits of reasons growth and • Teacher’s own resource file
~ analyse the benefits of large firms • Economics, A Student’s
04 - Integration
- Mergers methods of growth of
large firms
Discuss the benefits of Guide, 5th edn, J Beard Shaw
/ - Diversification firms Multinational companies et al, pg.
- Multinational ~ assess the benefits
07 firms of large firms
/ LESSON 2 ~ Jjustify survival of ~ justifying • Group work: Learners -Zimsec Eco’s Syllabus
Survival of Small to Medium ~ analyzing are grouped into four to page 20
25 SMEs Enterprises (SMEs) ~ Discussing the reasons discuss on efficiency of • Teacher’s own resource file
~ Government ~ Analyse reasons for for government intervention firms. • Economics, A Student’s
involvement in government • Teacher asks for Guide, 5th edn, J Beard Shaw
the creation of involvement in the feedback writing key et al, pg.
SMEs creation of SME points on the board.
~ Benefits of
SMEs
Individual Ex • Answer exam question ~ Explain the reason for  answering questions
without difficult survival of SMEs.  Pupils write individual  Past exam papers
Essay ~ Discuss the benefits of work while the teacher  Paper 1
Multiple choice • Interpret the question and SMES to the economy supervise.  Paper 2
tackle it clearly
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:
WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/
ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
LESSON 1 ~ explain the ~ explaining • Presentations: Learners -Zimsec Eco’s Syllabus
OBJECTIVES OF objectives of firms ~ discussing make presentations on the page 20
11 FIRMS objectives of the firms • Teacher’s own resource file
- Profit • Economics, A Student’s
/ maximisation Guide, 5th edn, J Beard Shaw
07 - Survival
- Growth
et al, pg.

/ - Sales
maximisation
25 LESSON 2 ~ Describe the ~ demonstrate the • Group work: -Zimsec Eco’s Syllabus
PRICE AND equilibrium equilibrium conditions of Demonstrating the page 20
OUTPUT conditions of the the firms equilibrium position • Teacher’s own resource file
DETERMINATION firm ~ Analyzing the factors • Discussing factors • Economics, A Student’s
~Firm’s ~analyse the factors that affect pricing Guide, 5th edn, J Beard Shaw
equilibrium that influence the and output decisions et al, pg.
conditions pricing and output of
(MC=MR) decisions of the firm; the firm
~demand and
supply
LESSON 3 ~ explain the ~ describing the • Presentations: Learners -Zimsec Eco’s Syllabus
MARKET concept of market equilibrium conditions of make presentations on the page 20
STRUCTURES structure; the firms characteristics of perfect • Teacher’s own resource file
- Perfect ~ assess the ~ discuss the characteristics completion • Economics, A Student’s
competition efficiency of firms in ~ evaluate the efficiency of Demonstrate the Guide, 5th edn, J Beard Shaw
- Allocative and Perfect market equilibrium position , et al, pg.
the firms
productive structures profit and losses
efficiencys
Profit and losses
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:

WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/

ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
LESSON 1 ~Assess the efficiency ~ describing the • Group work: Learners -Zimsec Eco’s Syllabus
MONOPOLY of firms in different equilibrium conditions of are grouped into four to page 20
18 - Allocative and market structures the firms discuss characteristics of • Teacher’s own resource file
productive Monopoly • Economics, A Student’s
/ efficiencys
~Evaluate whether ~ discuss the characteristics
Demonstrate the Guide, 5th edn, J Beard Shaw
profitable firms are ~ evaluate the efficiency of
07 Profit and losses efficient the firms
equilibrium position ,
profit and losses Teacher
et al, pg.

/ asks for feedback

25 LESSON 2
OLOGOLY
~Assess the efficiency
of firms in different
~ describing the
equilibrium conditions of
• Group work: Learners
are grouped into four to
-Zimsec Eco’s Syllabus
page 20
- Allocative and market structures the firms discuss characteristics of • Teacher’s own resource file
productive ~Evaluate whether ~ discuss the characteristics Oligopoly • Economics, A Student’s
efficiencys Demonstrate the Guide, 5th edn, J Beard Shaw
profitable firms are ~ evaluate the efficiency of
Profit and losses equilibrium position , et al, pg.
efficient the firms profit and losses
LESSON 3 ~Assess the efficiency ~ describing the • Group work: Learners -Zimsec Eco’s Syllabus
Monopolistic of firms in different equilibrium conditions of are grouped into four to page 20
- Allocative and market structures the firms discuss characteristics of • Teacher’s own resource file
productive ~Evaluate whether ~ discuss the characteristics Monopolistic • Economics, A Student’s
efficiencys Demonstrate the Guide, 5th edn, J Beard Shaw
profitable firms are ~ evaluate the efficiency of
Profit and losses equilibrium position , et al, pg.
efficient the firms
 profit and losses
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:

WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/

ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
 Write the end of  Writing end of  Individual work  Economics national
term test term test responding to syllabus; section
25 MID YEAR EXAMS
 Show  Applying set questions 8.1.3
understanding knowledge of  Teacher
 Answer sheet
of learnt learnt concepts invigilating
\ concepts  Exam Question
Papers

07  Write the end of  Writing end of  Individual work  Economics national

MID YEAR EXAMS term test term test responding to syllabus; section
 Show  Applying set questions 8.1.3
\ understanding knowledge of  Teacher
 Answer sheet
of learnt learnt concepts invigilating
concepts  Exam Question
25 Papers
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:

WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/

ENDING CONTENT By the end of the (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
lesson, learners should attitudes)
be able to:
 Write the end of  Writing end of  Individual work  Economics national
term test term test responding to syllabus; section
01 MID YEAR EXAMS
 Show  Applying set questions 8.1.3
understanding knowledge of  Teacher
 Answer sheet
of learnt learnt concepts invigilating
\ concepts  Exam Question
Papers
08  Write the end of  Writing end of  Individual work  Economics national
MID YEAR EXAMS term test term test responding to syllabus; section
 Show  Applying set questions 8.1.3
\ understanding knowledge of  Teacher
 Answer sheet
of learnt learnt concepts invigilating
concepts  Exam Question
Papers
25
GENERAL EVALUATION:

INDIVIDUAL EVALUATION:

WEEK TOPIC AND OBJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/

ENDING CONTENT By the end of the lesson, (knowledge, skills and ACTIVITIES MEDIA/REFERENCES
learners should be able to: attitudes)
 Get feedback  Individual  Teacher compiling  Answer
through marked evaluation marks for the term scripts
08 MARKING AND
scripts  Self-assessment  Learners working in  Marking
MARKSCOMPILATI
 Assess personal and critical thinking groups on tasks guides
ON COMPILATION
strengths and given  Mark
/ weaknesses schedules
 Report
booklets
08  Get feedback  Individual  Teacher compiling  Mark
REPORTS through marked evaluation marks for the term schedules
 COMPILATION scripts  Self-assessment  Learners working in  Report
 Assess personal and critical thinking groups on tasks booklets
/ strengths and given
weaknesses
 Get feedback  Individual  Teacher compiling  Mark
25 CLOSE DOWN through report evaluation marks for the term schedules
booklets  Self-assessment  Learners working in  Report
 Assess personal and critical thinking groups on tasks booklets
strengths and given
weaknesses
GENERAL EVALUATION:

INDIVIDUAL EVALUATION: