SPN ABAD 21
SCHEME OF WORK FOR YEAR 9
UNIT 1: BASIC ECONOMIC PROBLEMS AND ECONOMIC SYSTEM
TIME UNIT SUB-TOPICS LEARNING OUTCOMES
FRAME
2 weeks 1.1 What is Economics? • Explain the definition of
economics / Define
‘economics’
1.2 Basic economic
problem of scarcity
• Explain the basic
and exercise of choice.
economic problem of
Finite resources scarcity.
Unlimited wants. • Explain that people have
unlimited WANTS.
• Explain that people have
limited RESOURCES
and explain SCARCITY
arises when there is an
excess of human wants
over what can actually
be produced.
• Explain that because of
scarcity, people have to
make a DECISION /
CHOICE.
• Explain why making
choices is necessary and
how to go about it.
SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED
TEACHING
STRATEGY
 The basic economic problem such as what to • Anderton, Unit 1, pg • Oral
produce, how much to produce, how to 6-7. Communication
produce and for whom to produce which arise • Andrew Tibbitt, activities • Class discussion
from limited resources and unlimited wants. 1.2, pg 9. • Note taking
 Place the phrase: “I want …..” • Hashim Ali, chapter 1, pg
• Mind-map
on the white board. Have the students respond 1-4
verbally / on paper, listing their wants on the • Answering short
• Moyniham and Titley, answer and paragraph
whiteboard. chapter 1, pg 1-7 questions.
 Ask students what is the • Paisley and Quillffeldt, part
different between WANTS and NEEDS. 1, unit 1.1, pg 2-9
 Show diagram A to
the students and ask them which of these • http://www.tutor2u.net/econ
people have a need and which have omics/content/topic/introdu
wants. ction/scaricity.htm
 Let the students identify what
are the goods / services they need and want on
the list. If the needed item not in the list, ask
•
the students to list it. Discuss about the human
basic needs which are food, shelter and
clothing with the students.
 Ask: “Would you really like all
of these?” (Students will probably answer
‘yes’) Explain that the desires people have for
goods and services are almost without limit /
unlimited.
 Ask: “Can you satisfy all your
wants / do you have enough money / resources
to buy all the goods?” (Usually, students will
say they can’t). Then ask: ‘Why’ (Probably,
they might say that they do not have enough
money to buy everything they wanted)
 Explain that resources are limited in supply.
Point out that not being able to have
everything they want is the problem of
SCARCITY due to limited resources.
 Ask: “If you couldn’t have all
1

1.3 Human needs and
wants
• Understand what are the
differences between
human needs and wants?
2 weeks 1.4 Concept of • State what is meant by
Opportunity cost opportunity cost.
• Explain the opportunity
cost to the individual, to
1.5 Production possibility
the firms and finally to
Curve
the government.
• Explain what the
production possibility
cost is.
the goods that you want, what would you do?”
 Show diagram (figure 1.1a)
from Paisley and Quilldfeldt, unit 1.1, pg 2 to
the students and ask them “What would you
do if you were in this situation?” Explain to
the students that because of scarcity, people
will have to make a decision / choice on
which goods to choose.
 Explain to the students, because
of unlimited wants and limited resources
(scarcity), economics societies have to choose
between goods in order to satisfy their needs
and wants.
 Ask the students to collect pictures of goods
and services at home. Ask them to combine • Andrew Tibet – pg
with their partners and draw a table and sort 15-20.
them into NEEDS and WANTS giving • Anderton, Unit 1, pg
REASONS for their choices. 6-7.
 Get the students to think and talk about what • Moyniham and Titley,
chapter 1, pg 4-7
is meant by a ‘want’ and how it differs from a
‘need’. Ask each of them to list three needs
and three wants and compare them to see how
they differ.
 Anderton (page 6) has some useful
photographs to stimulate discussion of needs,
wants and the idea of resources being finite
 Ask the students to think of a range of • Anderton, Unit 1, pg • Oral discussion
8-9
examples from their own experience in terms • Note-taking
of time or goods they bought before Andrew Tibbitt – Activities
• Multiple choices.
illustrating the concept of opportunity cost. 1.3, pg 10
For example, staying at home to complete • Hashim Ali, chapter 1, pg • Working in a group
their homework or going out to the cinema. 4-7. or individually.
• Moyniham and Titley, .
chapter 1, pg 8-13
 A good example can be taken from Robert
• Paisley and Quillffeldt, part
Paisley & John Quillfeldt page 2, unit 1.1
1, unit 1.1, pg 2-9
which shows a diagram about the concept of
opportunity cost when an individual has made
a choice. http://www.bized.co.uk/edu
cators/ opportunity cost.htm
 Relates the Scarcity, Choice and Opportunity
Cost to the Basic Economics Problem of :
 What to produce?
 How much to be produced?
2
  How to produce?
 For whom to produce?

 Anderton (page 8-9) and Moyniham and

Titley (page 7-13) have some good examples
of opportunity cost.

 Ask the students to imagine that they are

producers and they wanted to produce 2 goods
(good X and good Y) with a limited amount of
capital.

 The capital is $1 000 and the cost of

producing 10 units of good X is $20 and the
cost of producing 10 units of good Y is also
$20.

 Ask the students – ‘What would they do?’

Remind the students to apply their knowledge
of the basic economic problem. (Students will
probably say they have to choose either to
produce good X / good Y / both and how
much to produce)

 Ask students to draw a table for each decision

made then ask them to draw a graph of the
table.

 Explain to the students the graph is the

Production Possibility Curve where the points
along the curve show how the resources are
being effectively utilized to produce 2
different goods.

 Ask: “What do you think if the point is

outside the curve?”
Then ask: “And what if it is inside the curve?”
1 week 1.6 Types of goods • Understand / explain  Ask the students to lists out • Andrew Tibbitt – • Oral discussion
• Free goods what is the difference some of the goods they have in their house. activities 1.4, page 12. • Teaching
• Public goods between capital goods Put a heading “Different types of goods”. • Paisley and Quillfeldt – Interpretation of
• Economic goods. and consumer goods Head the columns ‘free goods’, ‘public Unit 1.1, page 5-8. Pictorial.
• Consumer goods • Distinguish between goods’, ‘economics goods’, ‘consumer goods’ • Questions and
• Complementary complementary goods and ‘capital goods’. A good example can be Answers
goods and the substitute goods, found in Unit 1.1, page 5-8; by Robert Paisley
• Substitute goods. inferior goods and & John Quillfeldt.
• Inferior goods durable goods.

3
 • Durable goods
2 weeks 1.7 Economic System • State and explain the
Subsistence main features of the four
Market Economy economic systems.
• State the advantages and
disadvantages of each
economic system.
1 week 1.7 Planned Economy • Distinguish between
market economy,
planned economy and
mixed economy.
1 week 1.7 Mixed Economy • Give examples of each
economic system. And
which country applies
this type of economic
system.
 Students could start by researching their • Anderton, Unit 85, page • Oral discussion
own country, or any economy, to discover the 212-213 and Unit 86, page • Mind map
extent to which it is characterized by features 214-215.
• Note taking
of a market, a planned economy. All • Moyniham and Titley,
economies are, to varying degrees, mixed pages 31-33.
economies and they could try and discover the
ratio of the mixture in particular economies. • Paisley and Quillfeldt -
Unit 1.3, pages 21-28.
 A good example can be found in
Moyniham and Titley, page 31-33 exercise 4
& 5 and from Robert Paisley & John Quilted
page 21, figure 1.3a.
 Give the students figure 1.3b • Andrew Tibbitt. Page 15- • Discussion.
from Robert Paisley & John Quilted page 22 20. • Note-taking
and ask the students to identify what • Anderton, Unit 85, page ( Spider diagram )
types of economic system are likely to be 212-213 and Unit 86, page
illustrated in the picture. 214-215.
• Hashim Ali,1.5, page
Ask: “Can you give reasons for your answer?” 7-11.
then ask students for disadvantages of these
types of economic system.
• Moyniham and Titley,
chapter 3, page 35-37.
Ask: “What type of economic system is best • Paisley and Quillfeldt,
to adopt to solve these problems?” Unit 1.3, page 22.
 Another good example to be
discussed can be exercise 6, page 36 from
Moyniham and Titley.
 Distribute the picture on page • Andrew Tibbitt, pages, 15- • Discussion
23, unit 1.3, Figure 1.3c from Paisley and 19, chapter 1. • Interpretation
Quillfeldt which would give the students an • Anderton, Unit 85, page exercises
idea how the mixed system works in the 212-213 and Unit 86, page • matching
economy. 214-215. • Programmed
review
• Moyniham and Titley,
• Provide the map of
chapter 3, page 33-34.
the world and asked
• Paisley and Quillfeldt, Unit the students to
1.3, page 22-23. differentiate which
counties belong to
Market Economy,
Planned Economy
4
 and Mixed
Economy.

SPN ABAD 21

SCHEME OF WORK FOR YEAR 9

UNIT 2: THEORY OF PRODUCTION

UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED

TIME
TEACHING
FRAME
STRATEGY
2 weeks 2.1 What is production? • Explain the definition of  Ask the students to think of any factory or • Paisley and Quillfeldt – • Oral discussion
‘production’/ Define company where goods and services come Unit 6.1, page 137. • Role Playing
‘production’ from. They will know that without production, • Teaching concepts
goods and services will not exist. • URL- • Teaching
http//www.tutor2u.net/econ interpretation of
 A good example; let the students think omics/content/topics/introd Pictorial and
about a carpenter who wants to produce ‘a uction/factor.htm Graphic
desk’. Ask the students to list out what are the Representations.
goods and services that this carpenter needs. http://www.bized.co.uk/edu
From the students answers(if correct), then we cators/production.htm
can explain that, all the goods and services
that the students lists are called the production
in order to produce ‘a desk’.
 Give some pictures of different productions
such as from newspapers or some photos
taken. Give to each group with some
2.2. Types of production
• Explain how the different
questions. • Paisley and Quillfeldt –
Primary  What product is produced? Unit 6.1, page 136.
Secondary types in the production
tertiary process are linked?  How is the product produced
from the initial stage to their final
• Explain primary industry,
sale to consumers?
secondary industry and
A good textbook and useful pictures to start
tertiary industry.
with this topic, is – Moyniham and Titley,
Chapter 4, pg 49-51
5
1 week 2.3 Stages / Chain • State and explain the  A good way to get students thinking about the • Anderton, Unit 18, • Class discussion
/Distribution of pages 48-49.
four stages of production. different types of production is to get them to • Role Playing
production
• Differentiate between choose two or three products and to write • Teaching concepts
• Producer / the manufacturer, down the stages involved in their production. • Moynihan and Titley,
manufacturer • Teaching
wholesaler, large scale chapter 2, pages17-19
interpretation of
• Wholesaler retailer, small scale
• Retailer  There are very useful lists of • Paisley and Quillfeldt, Part
Pictorial and
retailer and the consumer. resources in Moynihan and Titley (page 18), Graphic
• Consumer 1
• Explain how the Paisley and Quillfeldt (pg 6) and Anderton Unit 1.1 – Pages, 4-6.
Representations.
different stages in (Page 55)
production process are
linked.
2 weeks 2.4 Factors of production • Identify the four  Ask the students to list as many goods and • Anderton – Unit 20, Unit 21 • Class discussion
Land factors of production. services (resources) that can be used to and Unit 22 – pages 54-61. • Role playing
Labour • Briefly explain what produce chairs and tables. • Matching
S is land, labour, capital • Banaszak and Dennis C.
killed and the enterprise or  Draw 3 columns and label them natural Brennan, pages 74-76 and • Crossword
u entrepreneur. resources (land), human resources (labour) pages 82 – 84.
nskilled and man-made resources (capital). Then in
Capital pairs decide in which columns each item • http://www.bized.co.uk/edu
 Capita should go. cators/16-
l intensive 19/economics/firms/activity
 Labou /dimreturns.htm.
 Another activity, is to the students to discuss
r intensive and list all the necessary things that they need
Enterprise in starting small types of businesses. Example:
“Gerai Malam”. After explanation let them
identify what is meant by land, labour, capital
and enterprise.

1 week 2.4 Law of Diminishing • Explain the economic
Returns term ‘Laws of
Diminishing Returns.
• Produce a table with
a figure and explain how
to derive the diagram
• Give the reasons,
why as more labour is
employed the total
productivity declines.
1 week 2.5 Division of labour • Explain what is the
Advantages division of labour?
Disadvantages • Explain why do
people specialize at work?
• Explain the advantages
and the disadvantages of
 Refer to chapter 4, pages 59-61 – Moyniham • Moyniham and Titley, • Group
and Titley, who have an interesting story of chapter 4, pages 59-61. discussion
Farmer Scale. This could give useful • Hashim Ali, unit 6.2, pages • Prepare the table
information to the students to stimulate their 89-90. and ask the
thinking on the topic of Law of Diminishing students to
Returns complete the
exercises.
 A good starts ask the students • Moyniham and Titley, • Class
to assume that each of them have two brothers chapter 4 – page 53. discussion
and three sisters. Think of how their own • Role playing
parents divide their duty at home. • Paisley and Quillfeldt – • Group work
Unit 2.1, pages 30 - 34. • Presentation
 Divide students into groups and let some of
6
 division of labour. them work individually. Give them
simple tasks with instructions and give a
time limit. For example; making envelopes
using papers. At the end, record how
many they have produced and ask why
some could produce more and some
produce less whether in a group or
individually. Let them discuss what
they have experienced whether working
in a group or individually.

 ‘Moynihan D. Titley and

Anderton, chapter 4, pages 52-53 have some
useful examples of how the division of labour
works at the production line.

1 week 2.6 Mobility of labour • Explain the definition  Before starting this lesson ask • Anderton, unit 30, page 79. Interviewing
• Geographic of mobility of labour. students to interview each other and write • Hashim Ali, chapter 2.3, Class discussion
al Mobility of • Distinguish the types down about the jobs of their family. That is, pages 20-21. Matching.
labour of mobility of labour – i.e. father, mother etc as their homework. Some Mind map
• Occupation the difference between questions regarding :
al Mobility of occupational and
labour geographical mobility of • What are their current
• Factors labour. occupations and where?
hindering • Explain the obstacles • What job their last
Mobility of to occupational mobility occupation and why they have to find other
labour of labour and work?
• Factors geographical mobility of • Why they chose to
helping labour.
work as what they are now?
Mobility of
• (You may add more
labour
questions ……..)

 In school
get them to discuss their findings and teacher
will help the students to explain why mobility
of labour exists.

 Anderton,
pg 78 is a good exercise for the students to
answer about related factors that contribute to
the mobility of labour.

7
2 weeks 2.7 • Cost of • Describe what costs  With a given $10.00 note, ask the students to • Anderton, unit 3, pages 80- • Group work or
production are associated with the prepare any products at home. (E.g. 81 work in pairs.
 Fixed costs production of goods and Sandwiches) and let them sell in school. After • Hashim Ali, chapter 6, • Teaching
 Variable services. the products have sold out, the next meeting, let pages 87-95 Concepts.
costs • Differentiate between the the students draw 6 columns and 10 rows, and • Moynihan and Titley – • Class discussion.
 Total costs costs of production. state their answers to the questions below.
Average
Chapter 7, pg 61 – 69. • Interpreting data
 • How much they were able to • Paisley and Quillfeldt – and using
costs
bring and sell to the school? (the total Unit 6.1, pages 136 - 141. diagrams.
 Marginal output or the quantity)
costs • http://www.bized.co.uk/edu
 Total • Ask the students to lists all cators/16-
revenue the raw materials they need,in order to 19/economics/firms/
 Profits. produce his/her product and the costs of activity/dimreturns.htm
each item they used.
• How much they charged for
the product that they sold?
• How much was the profit
margin they collected from the selling
price.
• Then how much was the total
revenue they got from the selling of this
product.
• And finally, how much profit
they made.

 With reference to the above activity, teacher

will state which is the fixed cost and variable
cost to the goods they have produced. Then ask
the students to plot the short run cost curves and
ask the students to give the reason why all the
fixed costs are in a horizontally straight line.

 A good example of the activity to be given to

the students can be the case study – exercise 8,
page 62- 70, by Moynihan and Titley.

 By relating to the above activity, ask the

students to plot the long run average cost curve.
Then ask the students, why the higher the output
he/she produced, the total variable costs
increase.

8
1 week 2.7 Social cost and • Distinguish between
benefit private costs benefits, and
external costs and
benefits.
• Realize that the
production decisions of
firms and consumption
decisions of consumers
can affect others.
• Analyse what is
involved in cost-benefit
analysis
1 week 2.8 Time Periods • Describe the short
run period.
• Short run period • What costs are
associated with the
production of goods and
services?
1 week 2.8 • Long run period • Describe the long run
period.
• Distinguish between short
run and long run period.
 Ask the students to do the group work, given in • Anderton, unit 46, pages • Group work
the case study on page 188 by Moynihan and 116-117. • Discussion
Titley. • Moynihan and Titley – • Case Study
Chapter 9, pg 185 – 200. • Problem- solving
 Another activity can be to refer to page 189 and • Paisley and Quillfeldt, unit
asked the students to do group exercises. 6.1, pages 137-138.
 Students should also attempt the activities from
unit 46, Anderton, pg 116 to enhance their
understanding of the social cost of production.
 Prior knowledge – students should be able to • Moynihan and Titley – • Discussion
apply their understanding of the concept of law Section 9, page 58 – 70. • Concept review
of diminishing (unit 2.4). • Hashim Ali, unit 6.2, • Teaching
pages 89-101 concepts.
• Paisley and Quillfeldt, unit
 Get the students to form pairs and produce an 6.1, pg. 138.
invitation card as their activity. Each pair will
be given the same resources such as papers, one
pen and one pair of scissors to produce as many
invitation cards as possible within 30 minutes.
 For another 30 minutes, again ask the students
to produce double the above number of
invitation cards. Assume pens and scissors
(capital) are the scarce resources; the students
can only produce more invitation cards by
adding one more student (labour) within the
given time frame.
 The next class, ask the students to do the same • As above. • Discussion
thing, but this time each group of students will • Teaching concepts
be given 3 scissors and 3 pens and 3 pairs of • Interpreting data
students to produce the invitation cards within and using diagram
30 minutes.
 Now, compare to the above activity, how many
invitation cards were they able to produce.
Students will have an idea that in the short run
9
 above (within 30 minutes), students could only
produce more with additional workers due to no
more pens and scissors being available whereas,
given more time to get the capital (additional
pens and scissors), production will increase
more than in the short run.

SPN ABAD 21

SCHEME OF WORK FOR YEAR 9

UNIT 3: HOW THE MARKET WORKS

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED
FRAME TEACHING

10
 STRATEGY
2 weeks 3.1 What is a market? • Explain what is a  Prior knowledge – the activities that have • Anderton, Units 10- • Oral discussion
market? been set in the topic of cost of production 13 pages 28-37 • Crossword
where the students produced, sell and buy • Hashim Ali, chapter
• Explain how the the products in class / school. This will give 3, pg 30-33.
• Matching
market mechanism works. the students the idea of how the market • Moynihan & Titley, • Interpreting and
operates. Section 1, pg 152-160. using diagrams
3.2 Theory of demand •
 What is
• Paisley & Quillfeldt Group work
 The teacher produces a table and allocates – Unit 1.2, pg. 10
demand? • Explain the definition the prices of the different commodities (e.g.;
 Changes in of demand / Define Patchi, ice cream and cakes). Then, asks the
quantity ‘demand’ students to fill in the quantity of goods that
• Paisley & Quillfeldt
demanded Explain the effect of they are willing to buy. In theory, the higher – Unit 1.2, pages 10-11
 Changes in changes in price to the the price, the lower will be the quantity
demand curves quantity demanded. demanded. Thus, expectation from the • URL- http://www.s-
and the causes • Explain what factors students will be they will buy less when the cool.co.uk/quicklearnSu
to the changes. price increases. Compare the students’ work pply and Demand: real
affect the demand for a
product with their partners’ to see if this theory of world applications – the
price works for their quantity demanded. market for coffee.

 Ask the students to list how many $10.00

Recharge cards they are willing to buy if
they are given allowance of $50.00, $200.00,
and $20.00. This is to show how the
allowances or the income, affect the demand
curve to shift to the right or to the left at a
given price. Good examples found in can be
Anderton, page 31 units 11 and Moynihan,
page 159 to show the factors which
influence the movement or shifts in demand
curve.

1 week 3.3 Theory of Supply • Explain the definition  Prior knowledge, students should know • Anderton, Discussion
What is supply? of supply / Define some of the features of the market price or the unit 12, pg 32-33. • Working in pairs or
• C ‘supply’ market mechanism, specifically the self- • Hashim group work.
hanges in Ali, chapter 4, pg 48-50
quantity supply / • Explain what happen interest of the producer, which is to maximize
• Moynihan • Interpreting and
to the quantity supply profit from the increase in the selling price.
Movement & Titley, Section 2, using diagrams.
along the supply when there is a change in pages 161-166.
curve. price.
• Describe / Explain
 The teacher will provide the students • Paisley and
what factors affect the Quillfeldt, unit 2, pg 11-
supply of a product. with different selling prices of goods X in a
table. Then, ask the students to assume that 12.
they are the producer or the seller of good X.
How many quantities of good X will the
producer be willing to sell at different selling
prices.. Teacher expectation will be that the

11
 students answer more will be produced or to
sell good X at a higher price. Then, ask the
students to draw the supply curve from the
table or supply schedule.

1 week 3.3 Theory of Supply  Explain what causes  A good student activity can be found in • Anderton – Oral discussion
 Changes in supply the changes in supply for Moyniham and Titley, page 164 – 166, Unit 12, pg 32 – 33. • Interpreting and
curve and the goods and services. exercise 7, which shows different factors • Hashim Ali using diagrams.
causes to the that cause changes in supply or shifts the - chapter 4, pg 48 – 50 • Group work
changes. supply curves. • Moyniham
and Titley – Chapter 8
-Section 2, pg 162 –
166.
• Paisley and
Quillfeldt – Unit 1.2,
page 11 - 12.
2 weeks 3.4 Price determination • Explain how to  With the help of demand and supply • Anderton, unit 13, pg Group work
 Meaning of derive equilibrium price. curves, get the students to think and talk 34-35. Oral discussion
equilibrium price. about prices in an economy and in particular • Hashim Ali, chapter 4.6,
 Effect to the pg 56-65 • Interpreting and
equilibrium price • Explain what is the why some goods are priced higher than
• Moynihan & Titley, using diagrams
equilibrium price, and others. They are likely to have an idea that a
due to the shortage of something will probably make it Section 1, pg 166-170
changes in what factors cause it to
demand and change. more expensive and an excess of something • Paisley & Quillfeldt,
is likely to make it cheaper. Moynihan and Unit 1.2, pg 12-13.
supply curves. Titley, Exercise 8 pg 166-167 is a good
 Effects to the • Explain what
exercise to see how to find the market price
equilibrium price happens to the
when we derive / draw both demand and
due to taxation equilibrium price and
supply curves in one diagram.
and subsidy. quantity when there are
 Types of price changes in demand and
supply curves.  Get the students to work in groups and
control discuss the various:
• Discuss the effects of - Factors that could influence demand apart
tax and subsidy on the from price of goods.
supply market price of a - Factors that could influence supply apart
commodity. from price of goods.
 Then ask the students to
present their findings to the rest of the class,
by showing how it affects the equilibrium
price. Moynihan and Titley, Exercise 9 & 10
page 169-170 elaborate more particularly
how the changes in demand and supply
curves affect the equilibrium price.

2 weeks 3.5 Elasticity • Define what is meant  A good starting point would be to get the • Anderton, unit 14, pg Mind-map (ref:
by price elasticity of students to consider how responsive their 38-39. bized)
• Elasticity of demand. demand would be to the changes in price of • Anderton unit 15, pg 42- Discussion
demand • Undertake simple a number of products or services. 43.

12
  Price elasticity calculations to find their Expectantly, they will understand that • Hashim Ali, chapter 3.5, Problem solving
of demand values. demand for the inferior goods, example pages 33-39.
 Income • State the factors matches is likely to be less responsive to the • Paisley and Quillfeldt ,
Elasticity affecting price elasticity changes in price than the demand for the Unit 1.2, pg 17-20.
 Cross of demand. normal goods, example television. Then, • Moynihan & Titley,
Elasticity students would be able to see and Section 4-5, page 170-
differentiate the demand curves when 177
demand is price elastic and demand is price
inelastic.
• http://www.bized.co.uk/
price elasticity.htm
 Students should also be able to work out
simple calculation in relation to elasticity.
Moynihan and Titley (pg 171-173) and
Paisley & Quillfeldt (pg 17-20) have
examples of the calculations and questions
for the students to work out.

 Groups of students could be given

various examples of particular goods and
services and ask the students to consider the
factors that might make demand for these
goods or services elastic or inelastic to a
price change.

2 weeks Elasticity of Supply • Explain the price  Moynihan and Titley, pg 178-181 show • Anderton, unit • Discussion
 Price elasticity elasticity of supply. the examples of the calculations and have • Hashim Ali, chapter 4.4, • Problems
of supply. • State the factors questions for students to complete. pg 51-55. solving
affecting price elasticity • Paisley and Quillfeldt , • Matching
of supply. Section 6, pg 178-182
 Groups of students could be given
various examples of particular goods and • Moynihan & Titley, Unit
services and ask the students to consider the 1-2, pg 17-20
factors that might make supply for these
goods or services elastic or inelastic to a
price change.

13
 SPN ABAD 21

SCHEME OF WORK FOR YEAR 10

UNIT 3: HOW THE MARKET WORKS (CONTINUATION)

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED
FRAME TEACHING
STRATEGY
3 weeks 3.6 Types of Market • Distinguish between  Ask the students to find out as many • Anderton, • Su
Structure price and non-price markets as possible in their own country. unit 35, pg 90-91 & unit mmary of content
• Perfect competition. Later on advise them to distinguish and give 36, pg 92-93. • Ex
Competition • Describe the the reasons why that market is called a perfect • Hashim ercises
• Monopoly characteristics of perfect competition, monopoly, oligopoly, or Ali, chapter 7, pg 107- • Int
• Oligopoly competition and why it monopolistic competition. 113 erpretation
• Monopolist gives rise to the best Exercises.
Moynihan and Titley,
ic Competition possible use of resources.  A good example can be found by chapter 10, pg 202-213.
• Pricing and • Define monopoly and referring to Moynihan and Titley, pages 201- • Paisley and
Output policies how it differs from perfect 211, and Harrison and Nutter, pages 90-95 Quillfeldt, Unit 6.5, pg
in perfect competition. also have some useful checkpoints and two 171
competition and • Define and describe helpful data response questions.
Monopoly. the barriers to entry.
• Analysie why, and in
which ways, the
government tries to
control the behavior of
monopolies.

1 week 3.7 Advertising • Explain the definition
• Purposes of advertising.
and Methods
• Explain what are the
purposes of advertising.
• Explain what
methods or media can
advertisers use.
 Ask the students to bring in any samples • Moynihan & Titley, • Group work
of advertising. Teacher will help the students chapter 10, pg 214-218. • Collecting
• Paisley and pictures and
to identify which type of advertising they
Quillfeldt, slogans for
belongs to i.e. whether it is informative,
persuasive, meaningless, brand image etc. Part 6, unit 6.7, pg 181- advertising from
186. all the media.
• Discussion
 In class the students will be put into
• Summary of
groups to discuss the methods of advertising
content.
often used by the producer or seller.

 A good example to show the types and

methods of advertising used by the producer
and seller can be found in to Moynihan &
Titley, Section 8, Exercise 8, page 223.

14
 SPN ABAD 21

SCHEME OF WORK YEAR 10

UNIT 4: TYPES OF BUSINESS ORGANISATION

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED
FRAME TEACHING
STRATEGY
2 weeks 4.1 Types of Business • List the different  A good place to start would be • Anderton, Units 40-43, • Interpreting
Organisation types of business to get the students thinking and talking about pages 102-111 and using
• Private organizations. the variety of business organizations which • Hashim Ali, chapter 5, pictures.
Sector • Distinguish between exist in an economy and how they might pages 73-74. • Discussion
• Public small and large business differ. Two important distinctions would be • Problem
Sector organizations. between the private and public sector and • Moynihan & Titley, solving
• Distinguish between between small and large organizations. section 4, pages 97-89
private and public sector • Paisley & Quillfeldt, unit
6.2, pg 142-145.

4.2
 After the teacher has explained
• Anderton, Units 40, pages
Sole proprietorship /
• State what is a sole the different types of small and large
103.
proprietorship. organizations as well as the difference Working in pairs.
sole trader / one man
• Explain the
between the private and public organization in • Hashim Ali, chapter 5, Presentation
business a previous lesson, students need to think why pages 74. Discussion.
characteristics of sole a sole trader prefers to become a one man
proprietorship. • Moynihan and Titley,
business.
chapter 5.2, section 4,
• Lists the advantages
pages 85-87.
and the disadvantages of  Now, the teacher should split
sole proprietorship. • Paisley & John Quillfeldt,
the students into 2 groups. One group will units 6.2, pages 142-143.
discuss why they would choose to become a
sole proprietorship and the other group will • http://www.bized.co.uk.
discuss about why they would not choose to sole proprietorship.htm
be a sole proprietorship.
 A good example can be found
in to Dan Moynihan & Brian Titley, Section 4
– pages 85-87
1 week 4.3 Partnership • State the  Get the students to think why a • Anderton, unit 40, pg 103. • Class
characteristics of a sole proprietor might decide to transform a • Hashim Ali, chapter 5, discussion
partnership. business into a partnership. pages 75-76. • Interpreting
• List the advantages  Let the students do the business • Moynihan and Titley, and using the
and the disadvantages of activity during the break time or CCA. Ask chapter 5.3, section 5, pictures.
partnership. the students to collect money from their group pages 87-89.
and split their group into positions such as
manager, the treasurer, advertiser, marketing
• Paisley & John Quillfeldt,

15

1 week 4.4 Limited Companies / • State the two types of
Joint-Stock company business organizations.
• Private Limited
Company • Explain what
different aims may a firm
have.
• State the three types
of funds for limited
companies.
• Describe the
advantages and the
disadvantages of limited
companies.
2 weeks 4.4 Limited Companies / • Sta
Joint-Stock Company te the three types of funds
(continuation) for limited companies.
• E
• Public Limited xplain how large
Company
companies are organized.
Shares
Debentures
1 week 4.5 Multinational • Explain the definition
Company of Multinational Company
/ Define ‘Multinational
Company’?
• Explain how multi-
nationals operate?
and etc. The next meeting, the teacher will Units 6.2, pages 143.
continue this activity and discuss what were http://www.bized.co.uk.p
the problems faced by the students after artnership
running the business activity.
 Students should try Exercise 4, • Anderton, unit 41, pg 104- • Distribute
from Moynihan and Titley, pg 90 to discover 105. the worksheet
the features of a Private Limited Company. • Hashim Ali, chapter 5.4, and ask the
After doing this exercise students should be pg 76-79. students to work
able to distinguish the main differences of the • Moynihan and Titley, in group
private limited companies from the chapter 5, section 6, pages • Presentatio
partnership particularly in terms of ownership, 89-93 n
source of capital, management and liability. • Discussion.
• Paisley & John Quillfeldt,
units 6.2, pages 143-145
 Get the students to list some
examples of private limited companies in
• URL –http//www,s-
Brunei Darussalam. coolco.uk/qauicklearn
Privatisation: The
advantages and
disadvantages of
privatization.
 Students should also attempt Exercise 5, • Anderton, unit 4, pg 104- Visit SME
from Moynihan and Titley, pg 93 about the 105. Group-work
Public Limited Company. • Hashim Ali, chapter 5.4, Presentation
pg 76-79.
Discussion.
• Moynihan and Titley,
 Teacher can also organize a visit to one of
chapter 5 section 6, pg 93-
the public limited companies operated in
96.
Brunei such as Brunei Islamic Development
Bank (BIBD) where the students are • Paisley & John Quillfeldt,
required to describe and analyse the units 6.2, pages 143-145
structure of the company and its activities.
Moreover, students should also be able to
find out the difference between the shares
and debentures from their visit.
 Prior knowledge: Students • Hashim Ali, chapter • Visit small,
should know the features of public limited 5.4, pg 79-80. medium and
companies and be able to see the link with • Moyniham & Titley, large enterprises
the multinational companies. Teacher will chapter 5, section 8, pg • Problems
100-104. solving
give the students some examples of
• Discussion
multinational companies such as KFC, • Paisley & John
Honda, Coca-Cola etc in which the students Quillfeldt, units 6.2, pages • Classroom
need to find out the country of origin and the 145. Debate
products that these multinational companies
produce. Students will also be asked to find
out for themselves other examples of
multinational companies.
 HSBC is one of the good
16
 examples of a multinational company in
Brunei. Get the students to think and discuss
whether it is good or not of HSBC operates
in Brunei. Split the students into two groups
in which one group will be in favour of the
operation of HSBC in Brunei Darussalam
whereas the other group will be against the
operation of the multinational company.

 Moynihan and Titley (pg 100-

104) gives a thorough coverage of
multinational companies.
1 week 4.6 Cooperatives • Explain what are co-  Let the students do some • Anderton, unit 42, pg 106- • Group work
operatives and how they research about the cooperatives which 107. • Presentation
are organized. operate in Brunei Darussalam. Students will • Hashim Ali, chapter 5.5, • Class discussion.
need to find some information such as the pg 80-81.
features and how the cooperatives are • Paisley & John Quillfeldt,
operated. units 6.2, pages 145.

 A good example of a
cooperative in Brunei is ‘Koperasi Tasamul’
and teacher can organize a visit to that
cooperative. Students can also make a visit
to BINA which controls the operation of all
cooperatives in Brunei Darussalam.
1 week 4.7 Public Corporation / • State what a public  Get the students to discuss the • Anderton, unit 43, pg • Questions and
Privatization corporation is. scenario of one of the private sector firms in 110-111. Answers
• State what Brunei e.g. Brutex Company (Brunei • Hashim Ali, chapter • Role playing and
privatization is and its Textile) being taken over by the 5.6 & 5.7, pg 82-83. stimulation.
advantages and government. What will be the main reasons • Moyniham & Titley, • Discussion.
disadvantages. why the government nationalized the Brunei chapter 5, section 10, pg
Textile Company? 106-107.
• Paisley & John
 Let the students read all the Quillfeldt, units 6.3, pg
cutting articles and try the study points about 148-152.
privatization from Anderton, pg 110.

17
 SPN ABAD 21

SCHEME OF WORK FOR YEAR 10

UNIT 5: ECONOMIES OF SCALE

18
 TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
FRAME STRATEGY
2 weeks 5.1 Types of Economies • Students should be  Ask the students to name a • Ander ton, unit 32, • Group work, 2 or 3
of Scale: able to define the word big company / industry in Negara Brunei pg 84-85. students in a group.
‘Economies of Scale’ • Presentation.
• Internal
Darussalam. For example, oil and gas • Have him Ali,
industry, Financial Institution or industry, chapter 6.4, and pg 95- • Class discussion
Economies of • Explain the internal Brutex (Textiles industry). From the 98.
Scale and the external students responses, the teacher will explain
• External • Moynihan and Titley,
economies of scale. and distinguish such examples and classify
Economies of chapter 4, pages 70-77
as internal and external economies of scale.
Scale • Paisley & Quillfeldt,
• Diseconom • Students should be Units 6.5, pages 163-166
ies of Scale able to define the phrase  There is a good example in • Stanlake, chapter 7,
‘Diseconomies of Scale’ diagram form in Robert Paisley & John pages 46-49.
and explain why large Quillfeldt -Unit 6.5, pages 163-166.
firms experience
diseconomies of scale.  A case study about 2
situations how large firms can enjoy cost
advantages which smaller firms cannot,
can be referred to in Moynihan and Titley,
section 12, Exercise 12, pg 73. From the
case study students can find advantages of
being a large firm and categorize them
under different types of internal economies
of scale.
 External economies of scale –
Discussion – a car company wants to set
up its new branch in Beribi. What benefits
will it have by setting up a new branch in
a place where there is no similar firm in
that area?

 A good example as a teaching

aid, can be found in Stanlake, pg 47, (table
7.1) showing a table on changes in the
scale of production, which shows that
when output increase more than the
increase in size of firm, it shows that there
are economies of scale, while when output
increases less than the increase in the size
of firm, it shows that there are
diseconomies of scale.

2 weeks 5.2 Growth of firms • Explain in what ways  The teacher distributes cards • Hashim Ali, unit 7.2, • Mind map
Or Types of firms grow larger. with different names of industries or pg 113-114. • Wall displays
integration • Moynihan and Titley, • Matching
• State what other different types of production to the students.
chapter 6, pages 127-130 • Discussion
reasons there are for the Then ask the students to match these cards
• Vertical
growing size of firms. with at least two other students. Teacher • Paisley & Quillfeldt,
• Horizontal will explain to the students in which group of Units 6.5, pages 163-166
• conglomera integration they belong to according to their
te matching production or industries. A good
example19of this topic can be found in
Moynihan, Section 6 exercises 5 pages 129,
which shows the different types of
integration.

SCHEME OF WORK FOR YEAR 10
UNIT 6: DEVELOPED AND DEVELOPING COUNTRIES
TIME UNIT SUB-TOPICS LEARNING OUTCOMES
FRAME
1 week 6.1 Characteristics of • Explain what are the main
developing and
developed countries.
characteristics of
developing countries.
• Explain what problems
are faced by many
developing countries that
may be less of a problem
for more industrialized
countries.
• Explain what economic
relationship exists
between developing and
industrialized countries?
• Explain how these
relationships have affected
developing countries.
2 weeks 6.2 What is population? • Explain basic concepts
• Factors related to population.
affecting the
population • Describe the factors that
growth. affect population growth
• Optimum (birth rate, death rate and
Population net migration. i.e
(immigration and
emigration).
SPN ABAD 21
SUGGESTED TEACHING ACTIVITIES RESOURCES SUGGESTED
TEACHING
STRATEGY
 Work with the students to discuss the • Anderton, unit 82, pg 204- • Group work
difference between developing and developed 205. • Interpreting data
countries. Teacher can provides the students • Hashim Ali, Chapter 13, • Interpreting
with the economic indicators and data for Unit 13.1, pg 205-207 diagrams
several countries varying from developed
countries to developing countries such as:
• Moynihan and Titley, • Interpreting
chapter 3, Section 7, pg pictures
 GDP per capita 38-44 • Presentation
 Population growth • Paisley and Quillfeldt,
 Occupational distribution Part 8, Unit 8.5, pg 296-
 Etc 298
 Ask the students to identify the examples of • Curry, pages 13-18.
developing and developed countries.
 A good exercise to do can be found in Paul
Curry on page 14, 16 and 18.
 Ask the students to look up in the economics • Anderton, unit 82, pg 204- • Discussion
dictionary the meaning of the following 205. • Exercises
concepts. • Hashim Ali, Chapter 13, • Crossword
 Birth rate Unit 13.1, pg 208-213 • Interpretation
 Death rate • Moynihan and Titley, exercises.
 Immigration chapter 21, Section 7, pg
 Emigration 424-428
 Teacher prepares a table of population data • Paisley and Quillfeldt,
over a ten years period i.e. 1990-2000. Ask Part 5, Unit 5.1, pg 118-
the students to study the table and decide 123
whether there is an increase or decrease in the • Curry, pages 79-96.
birth rate, death rate and net migration
between these two periods.
 A good example that shows a lot of general
information on population growth can be
found in Paisley & Quillfeldt, pages 118-123.
20
  Moyniham and Titley, data response on, pg
420, Ex. 1 is a good exercise for this topic.

2 weeks 6.3 Population Structure. • Students should be able to  Form the students into 4 groups and ask them
describe the structure of
population in an economy
such as:
- Age Distribution:
What are the effects of
an ageing population?
- Sex Distribution
- Occupational
Distribution:
What changes have there
been in people’s
occupations?
• Anderton, unit 56, pg 142- • Groups work.
to prepare the population pyramid using data 143 • Presentation
for their own country. They can get and see • Anderton , unit 58, pg • Discussion
the data from the population census. Then 146-147
ask them to label the horizontal line as sex
distribution of population and the vertical line
• Anderton unit 59, pg 148-
149.
as the age distribution of population. Then
ask them to compare the population pyramid • Hashim Ali, chapter 13,
in their own country and with an other unit 13, pg 213-215.
country. • Moynihan and Titley,
chapter 21, pages 428-
433.
• Paisley & Quillfeldt, Part
5, unit 5.2 pg 124-127

1 week 6.4 Unemployment • Define the word  Ask the students to think and write • Anderton, Unit 56, pg • Discussion
unemployment. down, if the country has NO FACTORY, 142-143 • interpreting
• Types and • Explain what are the what will happen to the people living in this • Anderton, Unit 58-59, pg pictures.
Causes of main causes of country? What will the people do to 146-149 • Mind-map
Unemployment overcome the problems that they listed
unemployment. • Hashim Ali, Chapter 13,
earlier? Unit 13.3, pg 213-216
• Moynihan & Titley,
Chapter 13, Section 3-6,
pg 279-285
• Paisley & Quillfeldt, Part
7, unit 7.5, pg 234-238.

1 week 6.4 Unemployment • Explain what  Ask the students to think • Anderton, Unit 57, pg • Summary of
(Continuation) measures a e government about the consequences of unemployment to 144-145 content.
• Costs of can take to reduce the economy. • Hashim Ali, Chapter 13, • Crossword
Unemployment unemployment? Unit 13.3, pg 213-216 • Multiple-
• Measures to • Explain what  Moynihan, Section 7,
• Moynihan & Titley, choice
reduce Chapter 13, Section 7, pg • Extension
economic and social Exercise 8, pg 286-287 requires the students 286-287
unemployment. exercises.
problems are created by to read the article on ‘Unemployed drown
unemployment. their Sorrows’ which is a good example of • Paisley & Quillfeldt, Part
the costs of unemployment to the economy. 7, unit 7.5, pg 234-238.

 Work with the students to

discuss how to reduce unemployment.

21
 SPN ABAD 21

SCHEME OF WORK FOR YEAR 10

UNIT 7: WAGES AND TRADE UNION

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
FRAME STRATEGY
1 week 7.1 Wages • Explain what  Students should be able to see the • Anderton, Unit 23-25, pg •
• Demand for determines the demand for relationship between the demands of goods 62-67 Oral discussion
labour •
labour. with demand for labour which is called • Hashim Ali, Chapter 8,
• Supply of labour • Explain the factors derived demand. Let the students think about Unit 8.1, pg 121-123
Interpreting
the situation if there was a fall in demand for diagrams
• Wage affecting supply of labour.
oil and gas in Brunei how would it affect the • Moynihan & Titley, •
determination • Demonstrate how
demand for labour in this industry. Chapter 11, Section 1-4, Mind-map
wages are determined. pg 228-237
• Paisley and Quillfeldt,
 Students should also think about what would
Unit 7.3, pg 219-221
happen to the demand for labour if robots
took over all the work done by the labourers.

 Exercise 1, pg 231 from Moynihan and

Titley shows one of the factors that
determine the demand of labour.

 Let the students think what would happen to

the supply of labour if most of the working
population migrate to other countries and
what happen to wage rate as there would be
a shortage of labour.

1 week 7.2 Wages (continuation) • Explain factors which  Exercise 3, Moynihan and Titley (pg 235) • Hashim Ali, Chapter 8, • Data Response
• Wage differentials influence the choice of have an interesting exercise entitled ‘What Unit 8.2, pg 123-125 question
Job Shall I Do?’ • Discussion
among different occupation. • Moynihan & Titley, • Research
22
 occupations • Explain why people  Give the students an assignment in which Chapter 11, Section 5, pg
• Wage earn different wages: they are required to discuss with parents or 237-243
differentials within - Among different other relatives to get some idea of the variety
the same occupations of factors which can affect an individual’s
occupation - Within the same choice of occupation. This can be done by
occupation
• Wage differentials - Between males and
interviewing the people and producing a
between males and summary of their findings.
female
female.
- Between urban and rural  Another activity would be to get students to
• Wage areas. choose a particular occupation which they
differentials are interested in and to find out information
between urban about it that would relate to people choosing
and rural area that occupation.
2 weeks 7.3 Trade Unions • Explain why people  Teacher can start the lesson • Anderton, Unit 26 & 27, • Discussion
• Aims of trade join trade unions. by asking the students to assume that they pg 68-71 • Matching
union. • Explain what are the employees in one industry where the • Hashim Ali, Chapter 8, • Programme
• Types of trade different types of trade employer plans to cut the wages of the d review
union Unit 8.3, pg 126-130
union there are. labourers and increase the number of • Interpretation
• Functions of working hours in order to increase their • Moynihan & Titley,
trade union. • Explain how trade
production at lower cost. As the employees, Chapter 11, Section 7, pg
exercises.
• Determinations unions are organized? 244-250
what will be the action taken by the students
of union’s • Explain what is to overcome this problem? • Paisley and Quillfeldt,
power collective bargaining. Unit 2.3, pg 42-48
• The basis of • Explain how  Teacher will explain to the
wage claims agreement is reached in students that a trade union is a group of
• Industrial industrial disputes? workers who act as representatives for the
disputes.
• Explain what types of other employees in order to improve the
industrial action trade wages and working conditions of its
unions can take. members.
• Explain what is a
closed shop.  Anderton (pages 68-73)
• Explain how covers trade union thoroughly and includes a
useful data response question.
employers are organized.

23
 SPN ABAD 21

SCHEME OF WORK FOR YEAR 10

UNIT 8: MONEY

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
FRAME STRATEGY
1 week 8.1 Barter System • Define barter trade and  A good place to • Anderton, unit 8, pg • Group work
• Problems of explain the problems of start is to ask each student to think about 23 • Interpreting
barter barter trade. what they want to have. Then, ask them to • Hashim Ali, Chapter pictures and
• How to get ready with their own items that they 10, Unit 10.1, pg 153- diagrams
overcome the want to exchange in order to get what they 154 • Presentation
problems of want. • Moynihan and Titley, • Discussion
barter trade. chapter 19, Section 1, pg
 Another activity, 393-395
ask some students to imagine they do not • Paisley & Quillfeldt,
have any money. Give the students some Unit 3.1, pg 56.
items e.g. chocolate bars, candy, drinks, few
pens and papers and ask whether they want
to exchange the things given to them with
each other. What are the problems
encountered during the swap? Jot every
answer on the board and also take note of
the answers given by the students.

 The above activity

will demonstrate concept of barter trade and
teacher will point out what problems might
be faced when using this system.

24
  Moynihan and
Titley, chapter 19, page 394, exercise 1 also
has a simple activity for the students to try.
1 week 8.2 Money • Explain how money First activity : • Anderton, • Group work
• Qualities of good developed.  Ask the students to bring Brunei Currency of Unit 8, pg 23. • Interpreting
money • Hashim pictures and
• Functions of • Explain what are the 1cent, 5cents, 10 cent, 20 cents, $1.00,
Ali, Chapter 10, unit diagrams
different qualities possessed $5.00, and $10.00. In class the teacher will
money explain why the above currency is absolutely 10.2, pg 154-155 • Presentation
by money. •
the same in size, colour and patterns. From Moyniham • Discussion
• State and explain the & Titley, chapter 19,
this explanation, the teacher will classify the
functions of money. section 2 & 3, pg 395-
characteristics of the money.
399
Second activity : • Paisley &
Quillfeldt, Unit 3.1, pg
.  Teacher will provide the students 4 scenarios
57-58
to be discussed in class. After each answered
scenario, the teacher will explain the 4
different functions of money.

Scenario 1
 If the students are given $10.00, what are the
goods that they are willing to buy?

Scenario 2
 Assume the price of a biscuit is $1.00 each.
With the $10.00 given to them, how many
biscuits can they buy?

Scenario 3
 Assume the students have $1000.00 and
used half of it. What will they do with the
remaining if there is a bank nearby?

Scenario 4
 Assume the students want to buy a
computer. The total price is $2,500.00.
Unfortunately, they have only $1000.00 and
there is no bank willing to grant a loan to
them. A company who sell this computer
offers a hire purchase system. How will the
students solve this problem?

25
 SPN ABAD 21

SCHEME OF WORK FOR YEAR 11

UNIT 8: MONEY (CONTINUATION)
TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
FRAME STRATEGY
2 weeks 8.3 Inflation • Define consumer price index  A good example can be found in Moyniham • Anderton, • Oral discussion
• Meaning and explain the steps to and Titley, chapter 13, page 267 has an Unit 60-63, pg 152-159. • Calculation
• Measuring calculate it. extract from newspapers entitled ‘Inflation • Hashim • Crossword
rate of inflation • Define inflation and analyze on target to hit 35 year low of 1 pc’. This Ali, Chapter 10, unit 10.3, • Programmed
(RPI) the causes of inflation. could be used to stimulate discussion and pg 156-160 review
• Causes of • Explain the effects of students could look in newspapers for any • Moyniham • Matching
inflation inflation and describe ways similar stories. & Titley, chapter 13,
• Effect of to curb inflation. section 13, pg 266-279
inflation • Paisley &
 Anderton (pg 152-153) shows the
• Ways to Quillfeldt, Unit 3.2, pg
measurement of inflation through retail price
control inflation 61-63
index.

 Moynihan & Titley (pg 272-276), exercise 4

is very helpful to show the causes of
inflation.

 Students should also consider the costs of

26
 inflation. Students could be encouraged to
think about and list the people who are likely
to gain and suffer at a time of inflation.
Moynihan and Titley (pg 277-279) also
discuss the cost of inflation.

 Ways to control – role playing of the

conversation given in Anderton, page 156
could be used to understand the cost of
inflation. The class can be introduced to the
monetary and fiscal measures taken by
governments control it.
1 week 8.4 Value of Money • How are changes in the  Ask the students to check the price of • As above • Oral discussion
• Real value value of money measured? skimmed milk or other items in a • Crossword
of money. supermarket, then ask the students, how • Programmed
• Measuring much their mother has bought over two review
changes in the years. • Matching
value of money
 Paisley & Quillfeldt, pg 63 has a good
database that shows the fall in value of
money.

SPN ABAD 21

SCHEME OF WORK FOR YEAR 11

UNIT 9: BANKING

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
FRAME STRATEGY
2 weeks 9.1 Commercial Banks • State the types of  Get started with students listing all the banks • Anderton, Unit 50- • Visits
• Functions bank. they know in Negara Brunei Darussalam. 52, pg 126-133 • Group work
of Commercial • Explain the  Students can be asked to list • Hashim Ali, Chapter • Group Discussion
Banks differences between the 10, Unit 10.4-10.5, pg about the leaflets
different services of the banks. Students that or brochures
• The commercial bank and have experiences dealing with the banks can 160-164
services central bank. share with the class for the benefit of all. • Moynihan & Titley,
provided by • Lists the services  Take the students for a visit to
Chapter 19, Section 5-9,
Commercial provided by the pg 402-415
any one of the banks. This could be • Paisley and
Banks commercial banks. organized for a better understanding of Quillfeldt, unit 3.3, pg 66
• Basic functions of commercial banks. A group – 73
Principles of discussion in the class room after the visit
Commercial would facilitate better understanding by the
Banking. students.
27
 • Balance
Sheet of
Commercial
Banks
• Credit
creation
2 weeks 9.2 Central Banks • State and explain the  Before lesson or during • Anderton, Unit 50, • Visits
• Functions functions of a central school holiday students could have a visit to pg 126-129.
• Group discussion
of Central bank. one of the banks in the country and possibly • Anderton, Unit 68,
• Presentation
Banks to the Board of Currency in Ministry of pg 170-171 .
Finance. Give them the opportunity to
record some of their findings there or give
• Hashim Ali, Chapter
10, Unit 10.4, pg 163
them some simple questionnaires on their
visit. • Moynihan & Titley,
pg 416-417
• Moynihan & Titley,
pg 334-340
• Paisley and
Quillfeldt, unit 3.3, pg 66
– 73
1 week 9.3 Stock Exchange • Explain the meaning  Students will be asked to give • Anderton, Unit 50, Class discussion
• Definition and the functions of stock different ways of raising money for their pg 126-129.
• Functions exchange. expenditure on a tour. The difficulty of • Hashim Ali, Chapter
• Describe how the getting a huge sum of money could be 10, Unit 10.6, pg 165
stock exchange works. understood by them and the need for many
sources to raise a huge sum.
• Moynihan & Titley,
Chapter 6, Section 5, pg
 Singapore stock exchange 122-127
can be explained for a better understanding.
• Paisley and
Quillfeldt, unit 3.3, pg 66
– 73

SPN ABAD 21

SCHEME OF WORK FOR YEAR 11

UNIT 10: GOVERNMENT INTERVENTION IN ECONOMY

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
FRAME STRATEGY
1 week 10.1 Government • List and explain the  Teacher can provide the students with the • Anderton, Unit 53 & • Oral discussion
Spending main types of government figures of government spending either from 54, pg 134-137 • Matching
• Reasons for spending. • Interpreting the
government • Describe the main
the Brunei Statistical Year Book or Brunei • Hashim Ali, Chapter pictures
Five Year National Plan. Students will need 12, Unit 12.2, pg 189-190
spending reasons for government to study the data to identify in which
spending. ministry the government spends most of • Moynihan & Titley,
28
 • Types of their money and explain the possible reasons Chapter 16, Section 2 &3,
government for this. pg 343-348
spending • Paisley and
Quillfeldt, Unit 7.1, 196-
204

1 week 10.2 Government Revenue • Explain what is the
• Sources of public sector?
government • Explain what are the
revenue. main items of government
spending.
• Explain why the
government needs to
spend?
• State the sources of
government revenue.
 Ask the students, how much they pay for a • Anderton, Unit 55, • Group work
school fund. Next question, ask the students, pg 138-139 • Presentation
• Anderton, Unit 72, • Oral discussion
where this payment goes to.
pg 180-181 • Extension
 Ask the students to list the goods and • Hashim Ali, Chapter exercises.
12, Unit 12.3, pg 190
services provided by the government
• Moynihan & Titley,
 Ask the students to think about and list Section 4, pg 348
where the government gets its revenue to • Paisley and
finance its spending. Quillfeldt, unit 7.2, pg
205-213.
 Let the students compare their answers with
their partners.

2 weeks 10.2 Taxation • Explain / define what is  Ask the students to list the goods they have • Anderton, Unit 55, • Class discussion
• Reasons for taxation. bought from a neighbouring country. pg 138-139 • Matching
taxation • Explain why the • Anderton, Unit 72, • Data Response
• Qualities of government needs to tax pg 180-181 Questions
a good system  Let the students think, why for some of the
• State the differences goods they bought they paid taxation and • Hashim Ali, Chapter
• Tax between direct and
structure why for some other goods they avoided 12, Unit 12.4, pg 190-196
indirect taxes. paying taxation.
• Types of • Moynihan & Titley,
taxation Chapter 16, Section 5-12,
• Advantage  Let the students find out from the internet or pg 349-360
and other sources the different types of taxation • Paisley and
disadvantages of Brunei government imposes. Students Quillfeldt, unit 7.2, pg
taxation should also try to find out what kind of 205-213.
taxation is imposed by other countries, like
Singapore, Malaysia and U.K
2 weeks 10.3 Controls of the • Describe the instruments  Teacher can begin the lesson by giving • Anderton, Unit 68- • Crossword
Economy of fiscal policy and an example where the government spends 71, pg170-179 • Extension
• Fiscal Policy analyze the possible exercises.
• Monetary Policy impact of changes in fiscal
large amounts of money for infrastructure • Hashim Ali, Chapter
and investment in order to stimulate the 12, Unit 12.6, pg 197-198
policy on the economy.
• Direct Policy economic growth. Then ask the students to
• Describe the aims and think and illustrate what will happen to the • Moynihan & Titley,
instruments of monetary economy: Chapter 15, pg 329-340
policy.
- If the government cuts back its • Paisley and
expenditure. Quillfeldt, Unit 7.4, pg
222-243
29
 - If the government increases the income
tax.

 Teacher can give the recent local

example where the government used one of
its tools in monetary policy to control the
consumers’ spending and falling into heavy
debt by implementing a policy in which the
consumers who want to make loan from any
commercial banks are only entitled to make
loans equivalent to 12 months of their salary
and these loans must be settled within 6
years.

 Students should also be able to use the

other tools of monetary policy which the
government often use to influence the
economy such as reducing inflation,
reducing unemployment etc.

 Moynihan and Titley has a lot of

materials on the fiscal and monetary policy
(exercise 2-6, from page 330-340) that the
government or central bank uses to influence
the economy.

1 week 10.4 Budget • Explain the purposes  From Brunei Five Year National Plan, • Hashim Ali, Chapter • Oral discussion
of the budget. students can see how the government makes 12, Unit 12.5, pg 196-197 • Interpretation
exercises.
a proper budget to spend its money, • Moynihan & Titley,
particularly by ministries. Along with the Chapter 16, Section 11, pg
budget the students could also see the actual 359-360
amount of money spent by the government.
• Paisley and
Teacher will explain to the students that the
Quillfeldt,
government need to budget in order to avoid
overspending that would make the
government fall into deficit.

1 week 10.5 • Government • Describe the  Get the students to find out the extent to • Anderton, Unit 67, • Group
Aims economic aims of the which there is full employment, either in pg 168-169 work
government. • Presentatio
- Full employment
their own country or in any other country of • Hashim Ali, n
their choice.
- Price stability • Moynihan & Titley, • Oral
- Economics growth Chapter 15, Section 1, pg discussion
- Redistribution of  Ask the students to work in pairs or in a

30
 income group to consider why price stability is an 325. • Interpretation
- Balance of payment important aim of government. What will the • Moynihan & Titley, exercises.
stability government do if prices fluctuate? Chapter 13, pg 266-293.
• Moynihan & Titley,
 Ask the students to think about the Chapter 14, pg 296-316
natural good of their own country. Then ask
them to get the information from the
• Paisley and
Quillfeldt, Unit 7.4, pg
economic planning about the price of the
222-234
natural resources, the output that the country
is able to produce and the total revenue.
After the students know all the above
information, then let the students to think,
whether the increased in total revenue is due
to increase in price or an increase in quantity
or in total output. If they realize the factors
or the reasons affect the increase or a
decreased in total revenue, then asked them
to discuss how government could try and
increase the rate of economic growth in a
country.
Anderton pg 160-161 and Moynihan, pg
288-294 provide some good discussion
points.

 Another aim of government policy

is the distribution of income. Students need
to find out information about the distribution
of income in their own country and they
need to consider what the government of the
country is doing to try and achieve a more
equitable distribution of income. A good
example can be referred to Anderton, pgs
180-181 and a very good data respond
question on the topic pg 183.
Paisley and Quillfeldt, pages 256-260 have a
useful database and number of relevant
questions.

 The balance of payments stability.

Anderton, pages 190-191 has a useful data
on the balance of payments in the UK over a
twenty year period and some study points
linked to this data.

1 week 10.6 Externalities • Realize that the  Ask the students to do the group work, given • Anderton, Unit 46, • Group
• Negative production decisions of in the case study on page 188 by Moynihan pg 116-117 work
externalities firms and consumption and Titley. • Hashim Ali, Chapter • Explanation

31
• Positive decisions of consumers 12, unit 12.7, pg 199-200 • Comment
externalities can affect others.  Another activity can be to refer to page 189 • Moynihan & Titley, and
and asked the students to do group exercises. pg 185 – 200. discussion
• Understand what is • Paisley and
involved in cost-benefit Quillfeldt, unit 6.1, pages
analysis  Students should also attempt the activities
from unit 46, Anderton, pg 116 to enhance 137-138.
their understanding of the social cost of
production.

SPN ABAD 21

32
 SCHEME OF WORK FOR YEAR 5
UNIT 11: INTERNATIONAL TRADE

TIME UNIT SUB-TOPICS LEARNING OUTCOMES SUGGESTED TEACHING ACTIVITIES RESOURCES TEACHING
FRAME STRATEGY
1 week 11.1 Reasons for trade. • Differentiate between  Ask the students to list the • Hashim Ali, • Oral discussion
exports and imports. goods and services exported and imported by Chapter 11, Unit 11.3, • Interpretation
• Explain the main their country. pg 172-175 exercises.
reasons for international • Moynihan & Titley, • Calculation
trade. Chapter 14, Section 1, • Short answer
 In a group, ask the students to
• Describe the discuss why a country needs to export and pg 296-306 responses
• Extension
advantages and import the goods and services to and from • Paisley and
exercises.
disadvantages of other countries. Quillfeldt, Unit 8.1, pg
international trade. • Matching.
264
 Moynihan and Titley, Exercise
3 and Exercise 4 from Section 3, pg 305 give
11.2 Theory of Absolute a good example to differentiate between the
Advantages export and import of goods and services.
• Explain the principles • Discussion
of absolute advantages.  Provide the students the • Hashim Ali, • Solving problems.
• State the theory of examples and the figures that show absolute Chapter 11, Unit 11.1, • Interpreting
absolute advantage and advantage between country A and country B. pg 170-171 diagrams and
the theory of comparative From the data given, then ask the students to pictures
advantage. solve and gives the reasons why which • Moynihan & Titley,
country has an absolute advantage in Section 2, pg 297-300
• State the differences
between absolute
producing TV’s for example and which • Paisley and
country has an absolute advantage in Quillfeldt, Unit 8.1, pg
advantages and
producing rice. 271-272
comparative advantages.

1 week 11.3 Theory of • Explain the principle  Go back to the above example, now ask • Anderton, Unit 73, • Discussion
Comparative of comparative the students to explain how and why they pg 184-185 • Work in
Advantages advantages. pairs
stated that country A has to specialize in the • Hashim Ali,
• State the terms of production of TVS and country B specializes Chapter 11, Unit 11.2,
trade and state the causes in the production of rice. pg 171
of changes in the terms of
trade. • Moynihan & Titley,
 Get the views and the explanations from Section 2, pg 297-300
the students and the teacher has to discuss the
student answers and gives the reasons.
• Paisley and
Quillfeldt, Unit 8.1, pg
271-272
 Case study from Moynihan and Titley,
section 2, page 297-300, provides good
examples and exercises on the theory of
absolute and comparative advantage.
33
  Ask the students to list why their own
country has to export the goods to other
country and why some countries have to
import the goods to their own country have.

1 week 11.4 Protectionism • Explain the main  Let the students think about why some of • Anderton, Unit 74, • Discussion
• Methods of forms of protectionism. the goods that are imported from other pg186-187 • Groups work
protecting • Describe the countries are highly taxed. • Hashim Ali,
• Presentation
home arguments against free • Review questions
industries. Chapter 11, Unit 11.4,
trade / reasons for  Form 4 or 5 groups and let the groups pg 176-178
• Reasons for protectionism.
protecting examine what happens when governments • Moynihan & Titley,
home • Describe the restrict international trade. And ask them to Section 5, 310-312
industries arguments against trade of contrast restricted trade with free trade.
protectionism. Teacher can also provide the students with the • Paisley and
cutting articles about ‘Protectionism’ or ‘Free Quillfeldt, Unit 8.1, pg
Trade’. One good article about the 264-266
disadvantage of protectionism is when Jakarta
banned China goods and China retaliated by
restricting Jakarta products particularly
seafood. This is called Trade War.

 Exercise 5, from Moynihan and Titley,

pg 310-311, is a good exercise on the trade
barriers used by Japan.

 Anderton (pages 186-187) looks at both

points of view and has a number of useful
study points for students to answer.

2 weeks 11.5 Balance of Payments • Describe and explain  As introduction to the Balance of • Anderton, Unit 75 • Case study
• Curren the meaning and the Payments, ask the students to think why the & 76, pg 188-191 • Discussion
t account structure of the Balance of • Calculation
• Cause Payments.
US economy has become such an attractive • Hashim Ali,
• Interpreting
target for foreign investors. Chapter 11, Unit 11.5,
s of current • Describe the pictures
account deficit changing patterns of pg 178-181
 Ask why the dollar fluctuates against the • Review
• Capita exports and imports and • Moynihan & Titley, questions
l account effects on the balance of values of other currencies and why interest Section 3, pg 300-304
payments. rates vary from country to country.
• Balanc • Moynihan & Titley,
ing items • Explain how the Section 4, pg 306-312
• Offici balance of payments can • Paisley and
al financing be improved Quillfeldt, Unit
• 8.2, pg 273-278

34
2 weeks 11.6 Foreign Exchange • Define exchange rate.  Start by asking the students to get the • Anderton, Unit 77- • Research
• Factors that • Explain why foreign exchange rates in terms of Brunei 79, pg 192-197 • Discussion
influence the countries exchange Dollars either from the newspapers, internet or • Hashim Ali,
price of a currencies? banks. When they have the data with them, Chapter 11, Unit 11.6,
country’s teacher will explain what it means when they pg 181
• Give reasons why
currency. see ‘buy’ and ‘sell’ in the foreign exchange • Moynihan & Titley,
exchange rates fluctuate.
rate. Chapter 14 Section 6-7,
pg 313-322
• Paisley and
 Stimulate the students thinking by asking
Quillfeldt, Part 8, Unit
them why do we need foreign exchange?
8.3, 283-289
Expectation from students’ response will be
because they go to other countries. Teacher
will then make further explanation to the
students that when we buy/import foreign
goods or invest in another country; we have to
obtain some of that country’s currency to
make the transaction. Thus, when foreigners
buy US produced goods or invest in the US,
they have to obtain some U.S dollars. We get
the foreign currency, and foreigners get U.S
dollars in foreign exchange markets.

 Students might ask the teacher why the

exchange rate changes from one period to
another period. After explanation, students
should try Exercise 7, floating Up and Down,
from Moynihan and Titley, page 316-317

 Anderton page 193 has checkpoints

which should also be attempted by the
students.

35
36