C.Walford Practicum Portfolio

Running head: GROWTH AND DEVELOPMENT PORFOLIO
Reflective portfolio
Practicum Site: Camperdown High
I.D. #: 20161203
Course: Reflective Practicum: Reflective portfolio
Course Code: YPRC4401
Supervisor: Mr. Patrick Tucker
Submitted by:
Channeka Walford
Area of Specialization: Business Studies
Date: May 29, 2020
`
Introduction/Purpose
According to Malcolm X, “Education is the passport to the future, for tomorrow belongs to who
prepare for it today,” As a prospective teacher, this quote speaks volume. It motivates me to get
the work done when it on hand rather than formulating excuse to do the job later. Excuses are for
the weak.
The Purpose of this portfolio is to display my growth and development been engaged in a
practicum setting at Camperdown High. I am a teacher of principles of accounts and principles of
business. The teaching and learning process can be a very tedious yet fun. There will be good
days and there will be bad days. The key, however, is to be consistent, creative and innovative in
the process of transferring knowledge to stimulate the minds of these unsure students while
creating an atmosphere of being competitive as the process is a continuous one.
In addition to that, this portfolio consists of various sections. Section one includes an
autobiography, teaching philosophy, general information relating to the school, supervisory
support, timetable, schedule of special events, assessment instruments and the student teacher’s
personal contract. Section two consist of the school’s history and class profile. Section three
includes artifacts related to

AUTOBIOGRAPHY
“Do not despise little beginnings. It'll all make sense as you're staring at an opportunity that you
realize the difficult moments merely prepared you for.” ― Andrena Sawyer. I was born on
November 3rd, 1997 at approximately 5:25pm to parents Norbert Walford and Sherine Walford. I
was raised in a Hope Tavern community by both parents. I have three (3) brothers and two (2)
sisters. I am the third of my child of six (6) children. I am currently attending The Mico
University College where I’m perusing a bachelor’s degree in business education. My Name is
Channeka Tamara Walford. I started school at the age of 3 years old. My education journey
begins at Hope Seven-day Basic School through to Mona Height Primary. Traversing into the
High School, I went Tarrant High and Camperdown High. At the end of Lower six form, I
decided that I want to become I teacher as I aim at offering my service to Jamaica’s education
system.
Teaching Philosophy
My teaching philosophy is engulfed around the theory of constructivism, which suggests that I
am a constructivist student teacher. Piaget theory of constructivism addresses how learning
actually occurs, not focusing on what influences learning. “People acquire knowledge and
meaning through their own experiences.” According to Howard Gardner’s (1983) “Multiple
intelligence” proposes eight different intelligences to account for a broader range of human
potential in children. As a teacher in training, my aim is to develop ever changing strategies in
teaching profession to cater to the needs of diverse learners in the classroom. Learning MUST be
student centered. Collaboration in the classroom is very important as students are independent
yet dependent at the same time. Since we are living in an era where there is a rapid growth of
technology it is much easier for students to construct their own learning. Teachers are facilitators
not mere givers of information. Therefore, student d their own researches and investigation as
they are not blank beings that needs to be manipulated in order to function. Therefore, with
proper guidance students must be given the chance to explore, predict, evaluate, and make
certain decisions their own
. “It all starts at bonding.” Thompson (1998) says, “The most powerful weapon available to
secondary teachers who want to foster a favorable learning climate is a positive relationship with
our students. I believe that I am going to be an effective teacher. I’ll be the greatest mother,
father, friend and the counselor figure for them in their time of needs. I aim at building positive
and meaningful relationships that will impact my students in every aspect of their lives. Kohn
(1996), says, “Children are more likely to be respectful when important adults in their lives
respect them. “Positive teacher-student relationship enables students to feel safe and secure in
their learning environment and provides scaffolding for social and academic skills” (Baker Et Al
2008; O’Connor, Dearing and Collins 2011) Therefore, the closeness and warmth of my optimal
classroom will result in my students success.
Channeka Walford
General Information about the school
Camperdown high school is a welcoming institution. The environment is always clean and there
are a lot of bins provided by the school to maintain this which makes the environment conducive.
There are a lot of green areas around the school for beautification which made the atmosphere
peaceful and lively. Also, there seating around to accommodate students during break time. The
building structure of the school are mostly three-story buildings. The Building are painted I the
colors of the school which are blue and red. The environment is not spacious however the
landmarks are well oriented.

Timetable
CAMPERDOWN HIGH SCHOOL CALENDAR 2019-2020
EASTER TERM
Monday, JANUARY 6, 2020 – Wednesday APRIL 8, 2020
JANUARY
(EARTHQUAKE AWARENESS MONTH)
JANUARY 6 - Administrative & Ancillary Seminar

JANUARY 7 - Teachers Seminar
JNUARY 8 ALL STUDENTS RETURN TO SCHOOL
Mon. 20 Grade Supervisor & Form Teachers complete checking/commenting on
Reports
Mon. Jan. 20 - SEMESTER TWO BEGINS (Grades 7-8)
Jan. 20-24 HODs check Lesson Plans
January 23 - GENERAL PTA Meeting
Fri. Jan. 24 PRINT REPORTS – Lower/Upper School
Mon. 27-Fri. 31 PHOTOGRAPHS FOR 90TH ANNIVERSARY MAGAZINE
Fri. Jan.31 PACKAGE REPORTS
TBA Fathers Weekend Seminar
FEBRUARY
(BLACK HISTORY MONTH & REGGAE MONTH) Start of 90th Anniversary Celebration
Feb. 2nd @ 10:00 - Church Service Launch of 90th Anniversary Celebrations

Feb. 3 Lesson Plans to be checked by Principal & Vice Principals
Feb. 3 - 7 - Founders Week
Feb 5 - Re-naming & unveiling of Blocks
Feb. 10 or 17 2nd Town Hall Meeting-Student Council
Feb. 13th @ 8:00 - Parents Day – Grades 7 – 9
Feb. 14th @ 8:00 - Parents Day – Grades 10 - 13
Feb. 15 - Camperdown Classic
Mon. Feb 17 - Student Council 2nd Town Hall Meeting
Thurs. Feb. 20 - AWARDS CEREMONY (TOP ACHIEVERS-1st Term)
Fri. Feb. 21 - JAMAICA DAY
Tues. Feb. 25 - STAFF/STUDENT SPORTS DAY
Wed. Feb. 26 - ASH WEDNESDAY
Thur. – Fri. Feb 27-28 - Mid Term
Feb 27 – Mar. 1 - Sixth Form Retreat
MARCH
Mon. Mar. 2 - HoD / Grade Supervisors 1st Term Report Due
Submission of Test Papers
Mon. Mar. 2 @ 7:25am Students return to School
Wed. Mar. 4 - Health & Nutrition Day (CASTAC)/MR. & MS.
CAMPERDOWN
Mar. 9 – 13 - Career Week (Grade 8 & 9)

Mar. 20- - Dead line for Home Work & Class Work Grades to be on SMS
Thur. Mar 23 – 27 - SIXTH WEEKLY TEST
Mar 19 - PTA and/or Grade Meeting
Mar. 28 – Apr. 1 - ISSA Boys & Girls Championship
SUMMER TERM – APRIL 20 – JULY 3
APRIL
April 4 90th Anniversary Awards Dinner

April 7 ? Board Meeting
April 6 Checking and signing of the Lesson Plans (HODS)
April 6-8 Spiritual Awareness Week
April 8- 90th Anniversary Fun/Walk Run
April 9-17 Easter Break
April 20 ALL students return to school
April 20 Lesson Plans to be submitted to Principal & Vice Principals
April 24 Valedictory Service
April 15 – June 7 - CSEC/CAPE Examinations
April 22 Quinceanera (Grade 9)
April 27 HODs check Lesson Plans
April 29 - Departments Workload Due
TBA Grade 10 Dinner
MAY
(CHILD’S MONTH)
May 1 Grades Due 2nd six weekly test
May 3-8 - Education Week
Wednesday, May 6 - Teachers’ Day
May 10 Lesson Plans to be submitted to Principal & Vice Principals
May 28 - PTA MEETING and/or Grade Meeting
May 21 - Professional Development Day
May 20-25 - Mid Term
Tues. May 26 - Students return to School/EXAM PAPERS DUE
JUNE
June 5 Deadline for Homework & Class Work Grades on System
June 9/16? Board Meeting
June 18 - PTA MEETING
June 11 – June 26 - End of Year Examinations/2nd Review and Preparation of SIP
June 25 Graduation
June 30 - Department / Grade Plans Due for 2020 - 2021
JULY
June 29 –Jul1 - MARKING DAYS

July 3 - End of School Year
PREPARATION OF REPORTS
Fri. JULY 3 - ALL GRADES SHOULD BE ON THE SCHOOL MANAGER

Tues. JULY 7 - GRADE SUPERVISORS & FORM TEACHERS SHOULD
COMPLETE
CHECKING AND COMMENTING ON REPORTS
JULY 10 - PRINT
JULY 14 - PACKAGE REPORTS
JULY 16 - PARENTS COLLECT REPORTS
Student teacher learning contract

Assessment instruments
Practicum
setting
General information of school
Camperdown high school is a public secondary co-educational institution it is located at 6B
Camperdown Road Kingston 16. It was founded by Mrs. Ivy May grant in 1930. Today, the 90
years old institution have on roll approximately 1700 students and 85 teachers. In 1930 the
school started with only five students and by 1958 the school had expanded to 300 students and
the schools governing body sought sponsorship from the Synod of the Presbyterian Church of
Jamaica. This was granted and Camperdown opened as a high school at its present location.
The practicum setting- The school’s motto is “Solum Optima Penteda Sunt” which in English
means “only your best is good enough” based on the external examination passes of the
institution it is evident this motto is honored by majority of the stakeholders.
From 1930 to 2011 the school had Five principals. To date, the principal of the institution is Mr.
Valentine Bailey who acquired this positing in the year 2020. His leadership style is
commendable. He is a great leader and is well respected by stakeholder of the institution and the
community in which the school is in. The teacher ratio base on the researcher’s observation is
35: 1 classroom are conducive for learning and the school has above average resources to cater to
needs of its students and staff members.
The school culture and climate of the Camperdown High school includes a structure where the
staff and students’ value and respect one another. The teaching and learning styles are traditional,
teachers are the source of information. Students and staff members feel emotionally and
physically safe. The school’s policies and facilities promote student and staff safety and the
school environment is welcoming and well maintained.

Teachers cares about the students’ wellbeing, academic progress and social-emotional growth
and development of all. successes of students and staff members are recognized and celebrated.
Parents are valued members of the school community and are regularly engaged in the life of the
school.
Majority of the stakeholders’ model positive, pro-social behaviors for students, and they are held
responsible for high professional standards. Inappropriate student behavior is viewed as a
“teachable moment” for social emotional growth. Progressive discipline is used to address
student misconduct. Additionally, students, staff and parents have the opportunity for input into
important leadership decisions.

Class Profile
Grade: 9 option 2
Class: 9C “Learning is fun”
Subject: Principles of Business
Number of students: 26
Age: 13-14
Student ratio:
Class Climate:
The classroom climate of 9C option 2 can be referred to as conducive. The right number of
furniture’s are in place to accommodate students, the room is properly ventilated it has quite a
few windows that fresh air passes through, two ceiling fans and the classroom is spacious. Also,
the classroom has good lighting and current sockets to accommodate the use of technological
devices. However, the white board is not in good condition. It has a lot of cracks, permanent
writings etc. The walls are not clean. They have a lot of writing, drawing, and chewing gums on
them. The atmosphere in the classroom can be described as welcoming. Students are free to
share their thoughts and idea without being judge. Rules were put into place to address the
misconduct of students. Students respect each other and others personal space. A reward and
punishment strategy are put into to place so celebrate students’ accomplishments and punish the
if them when necessary. Since January student’s attendance to this class have increased
significantly. Majority of the days all students are present. No longer students are skipping class
and getting grades below 50% in Principles of Business based on the teaching strategies,
resources and activities execute lessons.
Student’s interest:
Students expressed love towards fun activities such as skits, impromptu presentations,
dramatization, music, and movies. Also, when they are free to choose who they want to work
with makes them more interested into the lesson.
Learning styles:
9C option 2 is consist of diverse learners with the dominant learning styles observed being
visual, auditory, social, and kinesthetic. However, based on the interpretation of the students
learning profile shows that auditory and visual learning styles would top the list.
Social interactions:
Majority of students possesses good interpersonal attributes. They are outspoken, link content
with real life situations, a good student to student relationship is established as well as a a good
They get along well with each other and the respect each other space.
Degree of self-directiveness:
In most cases students takes the initiative for their own learning development especially when
working into group because the strategy of random selection of students is often used. At times,
they require a little supervision but rarely but with or with out the help of the teacher they
complete their tasks.
Special needs students:
No student in this class showed signs of special need.

Class Profile
Grade: 9 option 6
Class: 9A “Anything is possible”
Subject: Principles of Accounts
Number of students:
Age: 13-14
Student ratio:
Class Climate:
The classroom climate of 9A option 6 can be is somewhat conducive for learning. There are not
enough furniture’s are in place to accommodate students, the room is properly ventilated it has
quite a few windows that fresh air passes through, one ceiling fan and is not spacious enough for
the total number of students. The classroom has no light but there is electricity to accommodate
the use of technological devices. The white board is in good condition. Majority of the students
in this class can be described as problem solvers, creative, thinkers and good listeners. The
atmosphere in the classroom can be described as welcoming. Students are free to share their
thoughts and idea without being judge. Rules were put into place to address the misconduct of
students. Students respect each other and others personal space. A reward and punishment
strategy are put into to place so celebrate students’ accomplishments and punish the if them
when necessary.
On the other hand, students tend to be a little talkative when they are not engaged and when the
lesson is not fun. These students are competitive when it comes on to graded pieces.
Attendance:
Majority of students are always present on a regular school day. They arrive at class on time.
Students are interested in problem solving and arriving at abbreviations to memorize principles.
Learning styles:
9A option 6 has several diverse learners with the dominant learning styles observed being visual,
auditory, logical, social, and kinesthetic. However, based on the interpretation of the students
learning profile shows that logical, auditory, and visual learning styles would top the list.
Majority of students possesses good interpersonal attributes. They are outspoken, link content
with real life situations, a good student to student relationship is established as well as a a good
They get along well with each other and the respect each other space.
In most cases students takes the initiative for their own learning development especially when
working into group because the strategy of random selection of students is often used. At times,
they require a little supervision but rarely but with or without the help of the teacher they
complete their tasks.
No student in this class showed signs of special need.

Class Profile
Grade: 10 option 3
Class: 10M “I can do all things through Christ who strengthens me”
Number of students:
Age: 13-14
Student ratio:
Class Climate:
The classroom climate of 10M is conducive for learning physically. There are enough furniture’s
to accommodate students, the room is properly ventilated it has a lot of windows that fresh air
passes through, two ceiling fans, spacious and the classroom is located on the second floor so it
is much cooler. There are proper lightings and electricity to accommodate the use of
technological devices. The white board is in good condition. The walls are clean and there are a
lot of charts with motivational quotes as well as manipulates from the mathematics, business, and
guidance departments.
Majority of the students in this class can be described as average learners. The atmosphere in the
classroom can be described average learners. There are a few students who can do well but have
behavior challenges that are hindering them from operating at their fullest potential. Students
have little or no respect for their peers and they are loud and aggressive. They do not listen
unless they are being yelled at.

Attendance:
Majority of students are always present on a regular school day. They arrive at class on time but
always want to eat in class.
Students are interested in dramatization and music.
Learning styles:
9A option 6 has several diverse learners with the dominant learning styles observed being visual,
and kinesthetic.
Majority of students possesses good interpersonal attributes. They are outspoken
Students do not take the initiative of creating their own learning development. They need
assistance at every phase. However, they ask constructive questions.
It is not in my place to diagnose a child of any kind with a learning disability but based on my
observation, there are two student that are intellectually challenged. They do little or no work at
all, they are hyperactive and rarely understand anything despite rendering the one-on-one
strategy.
Evidence of
processes
Principles of
Business lesson
Plan
Name: Channeka Walford
School: Camperdown High
Grade: 9 Option 2
Topic: Internal Organizational Environment
Sub-topic: Leadership
Date: January 16, 2020
Duration of Lesson: 60 minutes
Instructional materials: Teacher’s Phone, Bluetooth speaker, white board markers, handouts,
textbooks
Methodology: Questioning, Brainstorming, observation, discovery learning collaborative
learning strategies
Prior Knowledge: Student have seen different leaders in their surroundings.
Content: (attached)
General Objective:
At the end of this lesson students should understand how the different leadership styles in
organizations impact an organization productivity or its operation.
Specific Objectives:
At the end of the lesson student will be able to:

 Accurately define the term leadership and state who is leader with the 90 % accuracy
after engaging in the introductory activity.
 List at least (5) characteristics of a good leader after a group discussion.
 Explain the different type of leadership styles with 100% after a class discussion
 Detect the non-verbal cues of the different type of leaders regarding the benefits and
drawbacks of each styles with 100% accuracy after
 Respectfully participate into class activities
Engagement:
The popular song “Leader” by Masicka ft Dexta daps (clean) will be played. At a medium tone
the class will sing the song together. This song will be used to engage students in the lesson as
majority of the students would know it because it is trending. This song really seeks to
encourage or motivate its listeners to be a leader in whatever they do, spread their wing, believe
that nothing is impossible and that many individuals have done great things and they can too.
From this activity students will guess the topic for the day. (5 Minutes)
Explore:
“Three students will be randomly selected from the class; they will be given a piece of paper
with the following scenario: John is the General Manager of CJ limited. Most times he’s
overseas attending business meetings. When he’s not in office The Assistant Manager Mrs.
James takes control. Mr. John is always properly dressed, early for work, gets along well with his
employee and he always try his best to motivate them. Mrs. James is always late for work and
she has a dirty attitude towards work and her colleagues. Sonia is Mr. John’s secretary, whenever
he arrives at work Sonia’s day lightens up. Often times when he arrives Sonia runs from her
desktop welcome him and carry his bag to his office. On the other hand, Sonia does nothing like
that for Mrs. James.” From the activity, students will be asked to coin a definition of a leader.
Students will be randomly selected to share their definitions. However, they will not be given
feedback regarding their definitions immediately. (10 Minutes)
Explain:
A formal definition for the following terms leadership and leader will be written on the board.
Students will be instructed to compare the definition on the board alongside the one they created.
Students will be given two minutes to write the information in their notebooks. When they are
finish a discussion will be facilitated. The following questions will be asked to guide the
discussion.
Can anybody be a leader? How do you know a leader when you see one? Does attire play a part
in identifying a leader? What characteristics should a leader display?
After the discussion, a chart with a list of adjectives that describes the characteristics of a leader
will be displayed. In groups of five (5), two characteristics will be given to each group. They will
be required to tell why it is important for a leader to possess following characteristics. They will
be given three minutes to discuss and then one person from each group will stand and share with
the class. The facilitator will be there to guide students and help to their misconceptions. (15
minutes)
Elaborate:
Students will be introduced to the different types of leaders via dictations. They will be given a
handout with a table that contains information on the advantage and disadvantage of each
leadership styles. The class will read together each style and there will be a discussion of each.
(20 minutes)
Evaluation 1:
Students will be instructed to clear their desk (putting away all notebook and other learning
materials) they will be given a piece of paper. On that piece of paper, they will write no more
than two sentences something that they learnt from this lesson taught. Each student will stand
and share with the class what they wrote. (10 minutes)
Evaluation 1 & 2:
It was my first Principles of Business lesson for practicum. The cooperating teacher came to the
class and informed the students that they will have a new teacher for the remainder of the school
term, and she left. The classroom was arranged in rows and columns and students were ready to
learn. I introduced myself to the class, however, I didn’t ask them to introduce themselves
because I wanted to get into the lesson. I was surprised by how good students behaved at times I
had to call to a two student to stop talking but that was minor. The males were very helpful from
the beginning. They helped in connecting the speakers and head up the board. I wasn’t expecting
that for the first class.
I learnt that one should always have an open mind. Based on my experience on the two-week
practicum I really was not expecting students to be have that well.
Going forward I will make t my duty to research classroom management skills as the classroom
is filled with surprises. Some days good and some will be bad.
Content:
A leader is someone who can see how things can be improved and who rallies people to move
toward that better vision. Leaders can work toward making their vision a reality while putting
people first. Just being able to motivate people isn’t enough — leaders need to be empathetic and
connect with people to be successful. Leaders don’t have to come from the same background or
follow the same path. Future leaders will be more diverse, which brings a variety of perspectives.
Of course, other people could disagree with my definition. The most important thing is that
organizations are united internally with their definition of leadership.
Leadership: Leadership refers to the ability to lead, influence, or motivate others to accomplish a
given task or goal.
Characteristics of a Good Leader
 Honesty and integrity Creativity and Innovation
 Empathy Confidence
 Resilience Inspire Others
 Emotional Intelligence Commitment and Passion
 Humility Good Communicator
 Decision Making Capabilities Accountability
 Transparency Delegation and
Empowerment
Democratic Leadership
Democratic leaders include their team members in their decision-making process. While they are
ultimately responsible for making final decisions, they often ask team members what they think
and try to take their thoughts and opinions into account. This can help increase engagement
among team members, but it may not always be the best style for leaders who need to make
quick decisions.
Autocratic Leadership
On the other end of the effective leadership styles spectrum, autocratic leaders make all decisions
on their own without consulting with team members. This can be a good system for making
quick decisions. However, it can make team members feel out of touch or dissatisfied with their
working environment if they don’t feel like their opinions or ideas are ever considered in those
important decisions.
Laissez-Faire Leadership
Leaders who practice this style are known for giving their team members a lot of freedom. They
provide support and resources for team members when it’s necessary, but they don’t constantly
micromanage employees. This can be an effective leadership style if you have a lot of trust
among your team members and you know that they do good work and manage their time well on
their own. However, if you’re working with newer team members or those who need more
guidance or time-management help, it may not be as effective.
Charismatic Leader
Charismatic leadership is basically the method of encouraging behaviors in others by way of
eloquent communication, persuasion and force of personality. Charismatic leaders motivate
followers to get things done or improve the way certain things are done. This is accomplished by
conjuring up eagerness in others to achieve a stated goal or vision. The charismatic leadership
style has its basis in a form of heroism. This leadership style is almost of divine origin.
Difference between the Democratic and the Authoritarian Leadership Style
The democratic leadership style is quite simple different from the authoritarian leadership style.
The democratic of leadership is quite flexible and encourages an atmosphere of active
participation of employees in the business. The leader is quite firm but approachable and
respected by the employees.
The authoritarian is quite inflexible. The leader is extremely firm, quite unapproachable, very
forceful, aggressive, demanding and intimidating, to employees. Employees do as they are told.
They are not involved in the decision-making processes of the business. The work environment
may be quite uncomfortable for employees.
Benefits and Drawbacks of Leadership.
Leadership Styles Advantages (Benefits) Disadvantages (Drawbacks)
Autocratic  Decisions are made  Employees may lack
quickly as there is no a sense of belonging
consultation with within the in as they
subordinates. are not involved in
 There is clear chain the decision-making
of command
employees are not process.
confused as who  Employees may
they are to report to. become resentful
 New employees can towards managers
be provided with and may retaliate by
clear directives to not giving their best
follow. on the job.
 Workers creativity
and innovation is
stifled as their ideas
are not sourced by
the leader
Democratic Leadership  Employees may feel  The decision-making
a greater sense of process may be slow.
belonging within the  Employees may
firm as they are influence decisions
actively involved in that are more in line
the decision-making with their personal
process. preferences and
 Teamwork is skills, rather than the
encouraged. goals of the
 Provides a scope for organisation as a
the development of whole.

worker creativity and
innovation as their
ideas are sourced by
leader.
Laissez- Faire Leadership  Employees may feel  Decision making
a greater sense of may be slow and
belonging and antagonistic.
accountability within  With little
the firm as they are supervision or input
largely left to make from the leader,
decisions on their employees may
own. make decisions that
 Teamwork may be are more in line with
encouraged as, with their personal
little guidance from preferences and
their leaders, skills, rather than the
workers might it best goals of the
to rely on each other. organisation as a
 Provides a scope for whole.
the development of  With little
worker creativity and supervision, workers
innovation as may also become
employees are laissez-faire and

largely left to unproductive on the
implement their own job.
ideas.
Charismatic Leadership  Employees may be  The Leader may use
highly motivated and his or her strong
productive. personality to
 Employees may influence employees
develop great loyalty to engage in illegal
towards the leader, or unscrupulous
which makes it a lot activities.
easier for the leader  Employee creativity
to achieve his or her and innovation may
vision for the be stifles. Being so
organisation. loyal to leader,
subordinates may set
aside their own
ideas, and devote
their attention to
helping the leader
develop his or her
ideas.
Reference
Robinson, K., & Hamil, S. (2011). Carlong Principles of Business for Csec.
Kingston, Jamaica: Carlong Publishers.
Whitecomb, A., & Hamil, S. (2000). EssentialPrinciples of Business
for CXC (seconded.). Kingston, Jamaica: Carlong Publishers.

Grade: 9 Option 2
Topic: Internal Organization
Sub-topic: Leadership
Instructional materials: Textbook, white board marker,
Methodology: Questioning
Prior Knowledge: Student have seen different leaders in their surroundings.
General Objective:
At the end of this lesson students should understand how the different leadership styles in
organizations impact an organization productivity or its operation.
 Role play the attributes of the types of leaders with 100% accuracy having been taught to
content of the topic.

Engage:
There will be four groups. Each group will be given a picture. Based on the picture, they will
determine the type of leader and the definition of the leadership style. When students are finished
with that exercise, each group will stand and share what they came with in a chorus.
Exploration: Students will remind in group. In a jar thee are papers with a type of leadership
style written on it. A representative from each group will come to the front of the class and take
out one of the papers. They will open it up and return to their seats. They will be provided with
oral instructions about the task required.
Instructions: You are going to roleplay a scenario less than five (5) in which the following should
come out
 The type of leader you were given
 Three characteristics of a leader
 Behavior of the leadership style you were given
 Three advantages and one disadvantage of the leadership style.
Your presentation should be different, and creative and standard Jamaican English must be used.
Presentation rubric
Area Marks allotted Your Marks
Content 10
Creativity 10
Organization 5
Language 5
Evaluation 1&2:
I arrived at the class before the schedule time I arranged desk and chairs to form four groups.
When students came in, I told them to sit into the group in which they were placed in and do so
quietly. The class started off on time. The activity used to introduce today’s class was a good
one. I was evident that students have learnt something in the previous class as all group because
all group was correct.
At times the noise level increased because during the presentation their classmates did something
funny and they found it amusing. I intervened in the second presentation as student took the
activity out of context and started to roleplay a scene displaying sexual activities which I found
to be very inappropriate.
Nonetheless, all groups presented. They were knowledgeable. Three of the four group got 9/10
for content while the other got 7/10 because no disadvantages of the leadership style was
identified. Three group received full marks for creativity and the other got zero. All groups got
full marks or collaboration and organization.
I think this presentation could have been better if I had someone to help in the process of
marking the presentation. However, it was my first time grading a presentation so there is room
for improvement.
Going forward, I will make sure to inform students at the beginning that they are in a
professional setting and certain cues are inappropriate. Additionally, I am thinking about inviting
a colleague to sit in my classes to help in evaluating my performance as it relates to what I could
do differently, what wet well etc….

Grade: 9 option 2
Topic: The internal organizational Environment
Sub-topic: Conflict in the workplace
Prior Knowledge: Conflicts are present in the society students are living in.
Methodology: Brainstorming, Discovery learning, questioning, collaborative learning strategies.
General Objective: At the end of this lesson students should understand that conflicts are
inevitable, it can arise between management and employees however, they can be solved through
trade unions.
 Accurately conflict and conflict in the workplace with 70% accuracy after participating in
an introductory activity.
 Identify five (5) potential sources of conflicts with 95% accuracy after engaging in a
group discussion.
 Demonstrate the different strategies employers gain upper hand in a conflict with 75%
accuracy after brainstorming in groups.
Engagement:
A game called “musical ball” will be used to engage students. The ball will be pass around while
the music is playing. When the music stops, the student who has the ball will be asked to identity
a synonym for Conflict. Five (5) responses will the accepted. These responses will be written on
the board. From students’ responses, they will be instructed to use one of the five words to create
a definition “conflict” five students will be randomly selected to share their definition with their
classmates. (10 minutes)
Explore:
They class will be arranged in for groups. On spot the facilitator will tell students to stand a
assign them to a group. The position of group leader, timekeeper, secretary. Students will be
informed that each group will be allotted 10% for the remainder of the semester. Each time a
member of the group misbehave they will lose two percent (2%) off their final course work
grade. Each group will brainstorm the possible causes of conflicts in an organization with the use
of examples. they will be allotted five (5) minutes to hold their group discussion. At the end of
this discussion, any member of the group will be selected to share what the group have
discussed.
Explain:
A formal definition of conflict will be written on the board. Students will compare the definition
they create with the one that is written on the board. They will identify the key terms in the
definition, and they will be underlined with a red marker. These should always be in their
definition of conflict. The causes of conflict that was planned for the lesson will be written on the
board and discussed if students did not mention them. Students will be provided with notes
regarding the strategies used by employers to gain upper hand in a conflict.
Elaborate:
Students will remain in their groups; each group will be assigned a strategy used by the
management to gain upper hand in a conflict. Each strategy was discussed in the explanation
section. Now they will be require to create a scenario for each and stand and share it with the
class.
Evaluation:
“sponge Idea” will be used to evaluate the lesson. A student will be randomly selected to stand at
the front of the class and summarize the lesson for the day. He/she will be given the authority to
call on one of his/her classmate to reinforce a point he/she recalled.

Content:
Conflict can define as a clash between individuals arising out of a difference in thought process,
attitudes, understanding, interests, requirements and even sometimes perceptions.
Conflict in the workplace can be defined as
Sources of conflict
 Preferential treatment by management
 Poor working conditions
 Gossip
 Pay Disputes
 Unfair Dismissal
 Refusal to allow employees to gain trade union representation
 Job security issues
 Sexual Harassment
 Verbal abuse by management
Practices used by management to gain the upper hand during conflict
 Lock Out- This involves an employer stopping employees involved in a dispute from
entering the business premises so that they cannot work or disrupt production. Because
they are unable to work the employer may stop paying, the employees’ wages.
 The hire of temporary labour: An employer may employ persons other workers to
work temporarily or short term to replace those who are engaged in the disputes and
protest actions. These temporary workers are known as ‘scab labour” their employment
enables production to continue.

 Refusal to negotiate with trade union representative: the hope may be that employees
will seize protest action and report back to work if they realize that employer refuse to
meet with trade union representative. For example, the employees may find it difficult to
continue taking strike action and lose pay, forcing themselves and families into hardship.
 Scare tactics: There maybe threats of dismissal or disciplinary actions against who
threats of dismissal or disciplinary action against workers who attempt to question the
decision and authority of management or who partake in protest action.

Evaluation 1&2:
Class went well. Students participated into the lesson. They were able to relate to the topic as
such they shared their own experiences as well as things that they see happening in their
surroundings. One student shared an experience that left her classmates crying. He father was
beaten by the community leader as he was accused of dating a 15 years old girl. He father
retaliated and was killed, and they had to leave the community. Her mother witnessed his death
and now suffers from mental illnesses. Shared her experience to conclude that conflicts are
inevitable in every aspect of life and they are not managed properly it can leave individuals
mentally broken.
On the other hand, misled students in my explanation. When I was explaining the concept of
hiring temporary workers, I approached it wrong. I was explaining it in the sense that of seasonal
employment. I told students that when busy seasons are coming up the employer would
employer other staff. It was during my reflecting period realized that I explained it in such
manner. Next class, I will apologize to students use a better example.
I assigned roles to specific students their group and told them that each group are given 10% for
the duration of this term. If I stay at my desk and hear their discussion, two percent will be
deducted from their overall course work grade each time. I decided to use this strategy to
maintain order because students will not want that to happen.
Going forward, I will be conducing more researches, allow students to share their experience as
it is a mean of understanding them and ensure that when I am planning my lesson I create
numerous examples regarding a topic as students can ask just about any question and as a mean
of not giving students wrong information.

Reference
Robinson, K., & Hamil, S. (2011). Carlong Principles of Business for Csec. Kingston,
Jamaica: Carlong Publishers.
Whitecomb, A., & Hamil, S. (2000). EssentialPrinciples of Business for
CXC (seconded.). Kingston, Jamaica: Carlong Publishers.

Grade: 9 option 2
Instructional materials: Laptop, Projector, markers, textbook, handouts, teacher’s phone and
Bluetooth speaker
Methodology: Brainstorming, Discovery learning, questioning, collaborative learning strategies
trade unions.
 Define industrial relations with 90% accuracy after watching a YouTube Video.
 Explain the strategies used by employees to gain upper hand in a conflict with 75%fter
gathering notes from a handout.
 Recall at least four steps of the grievance procedure with 60% accuracy after
participating into a class discussion.
 Demonstrate strategies that can be used by the employers to resolve dispute with 90%
accuracy watching a YouTube video.
Engage:
A video about industrial relations will be displayed. After students finish watch the video, they
will be instructed to create a definition for the term in their own words individually. After
students is finish with this activity, five students will be asked to volunteer and share their idea
their definition of industrial relations. This video will be used to set the pace for the class as it is
ideal video for today’s session. https://youtu.be/Te72G36bMTI (10 minutes)
Explore:
A definition for industrial relations will be written on the board. They will be instructed to write
it in their books.
Students will be given Students will receive a piece of paper with the following printed scenario
printed on it.
The marketing department employees At ABC limited is discouraged because the asked for a
raise of pay from management and they are yet to receive it. The employees became very
reluctant. The arrive at work late, taking long to complete their tasks, (Go slow) spending extra
time at lunch, call in sick or sit in (do not work). Given the following information in group of
five students will identify some strategies employed by employees to gain upper hand in a
conflict. Each group will also be instructed to brainstorm one strategy that could be used by the
employees to gain upper hand in a conflict. (10 minutes)
Explain:
Beside the strategies that were in the case study students will be provide with additional
strategies and they will be discussed. Each group will be given two handouts and they be
allotted 5 minutes to read through the handout. After they have finish reading. There will be a
discussion about each step. At the beginning of the discussion, the definition will be read in
chorus and students will be asked to volunteer in saying what they get from the definition.
Examples will be formulated by the both students and the facilitator for students to understand
what the concept is surrounding the grievance procedure. (15 minutes)
Explore:
The following question will be posed to students: having been introduced to concept of conflict,
identify one source of conflict, and explain formulate a strategy the employer could use to
resolve that conflict: students will remain in their group. A four cause of conflict will be written
on the board. The leaders of the group will choose which one source of conflict their group will
look at.
Evaluation:
To sum up today’s lesson, a box with questions will be passed around. They box has on the
following questions. Define the grievance procedure, explain industrial relations, list two source
of conflict, identify the last step of the grievance procedure. There will be a bonus question that
will be asked by the facilitator. How many steps are in the grievance procedure?
Evaluation 1&2:
I arrived at class 5 minutes before the scheduled time. When I got to the class there was another
subject teacher there who was at the point of summing up her lesson. She went over her time by
three minutes. However, she ensured that her students arranged the class into rows and column.
The class went well students were engaged. They asked a lot of questions regarding the strategies
used by employees to gain upper hand in a conflict. Questions such as who is a steward? Does all
workplace use the grievance process to resolve conflict? Can an employee go use the strategies
use to gain upper hand in a conflict before reporting their issue or concern to their steward or
trade union? If no, is it a possibility that the employer can fire them?
Based on the questions posed by students, it showed that they were interested in the learning
process. I had done some extra reading on the topic therefore I was able to answer their
questions. I left the class feeling satisfied. The discussions that took place today were mature.
Students raised their hands and waited to be acknowledge before they speak, and they were on
their best behaviour.
I have learnt that a teacher should always do extra reading when preparing for a class. It is very
importing the he/she read through the information that she will be giving to students properly
and ensure that any words he/she is not familiar with they find time to familiarizes themselves
with the words.
Going forward, I will engage in researches not just improve in my area of specialization to
become well-rounded with will help in my development of my personal life and my professional
life
Content:
What is industrial relation?
Industrial Relations or IR encompasses the relationship between the management and workmen
and the role of a regulatory body to resolve any industrial dispute.
Strategies used by employees
Employees may attempt to gain upper hand in a conflict with their employers in the following
ways:
Work-to-rule- Employees report to work, but only complete task that are strictly in their job
description and working hours, and nothing more. Employees refuse to work overtime or apply
extra effort to boost productivity.
Go-Slow- Employee report to work, but deliberately discharge their duties at an extremely slow
pace and so undermine output.
Overtime ban- Employees refuse to work overtime
Sick-out – unionised workers all can call in sick or take sick leave at the same time.
Sit-in – Workers report to work but sit at their desks or work area for the entire business day and
refuse to complete any of their assigned task.
Strike action: Ultimately, employees may walk out of the organization and refuse to return to
work.
The grievance Procedure:

A workplace grievance may be described as a situation where conflict exist between employees
or between employees and management. in such case it is vital that that clear grievance
procedures are implemented by employers to investigate and resolve the dispute internally. This
is to ensure that production is not disrupted and that a healthy a positive working environment is
maintained.
Step in the grievance procedures:
Step 1: The employee may report the matter to the union delegate or the shop steward
Step2: The union Delegate evaluate the issue and determine whether the employers violated the
relevant labour laws
Step 3: If it is determined that the employers has indeed violated the relevant labour laws, the
union delegate may request a meeting with the employer to discuss the problem, and hopefully
arrive at a reasonable solution.
Step 4: If the negotiation fails at this level then, the matter is brought before the union Officials,
who examines the case and determine whether the employees were indeed treated unfairly in
accordance with labour laws.
Step 5: If the union officials determined that that the employer has indeed violated the labour
laws, they request a meeting with them to discuss the problem and hopefully arrive at a solution.
Step 6: If the discussion fails the union may instruct employees to engage in restrictive practices
such as go slow, strike cations. Work-to rule etc.
Step 7: The union may the request a further discussion with the employer to finally conclude the
matter.
Strategies used by employers to resolve dispute:
 Improving pay and working conditions for employees
 Providing employees with the necessary tools to get their jobs done adequately
 Encourage teamwork
 Listening to employees
Reference
Robinson, K., & Hamil, S. (2011). Carlong Principles of Business for Csec. Kingston,
Jamaica: Carlong Publishers.
Whitecomb, A., & Hamil, S. (2000). EssentialPrinciples of Business for
CXC (seconded.). Kingston, Jamaica: Carlong Publishers.

Grade: 9 option 2
Instructional materials: Laptop, projector, markers, textbook, teacher’s phone and Bluetooth
speaker
Methodology: Brainstorming, questioning, collaborative learning strategies
trade unions.
 Define the terms arbitration, conciliation, and mediation after watching a YouTube Video
with 50% accuracy.

 Explain each term mentioned above through a class discussion given a handout with 60%
accuracy.
 Demonstrate scenarios of mediation, arbitration, and conciliation with 90% accuracy
having been introduced to the content on the following.
Engage:
Students will sit into three groups. There are twenty-six students in this group therefore there will
two group with nine students and one group with eight. Two YouTube videos will be displayed.
One titled “Mediation and Arbitration: what you need to know” and “what is conciliation? What
does conciliation mean? Conciliation meaning, definition & explanation.” In previous classes,
students were told about the three methods that can be used to solve conflict in the workplace if
the employee and the employee is unable to settle the dispute among themselves they would
want to seek either of the method that includes a third party. These videos will be used to help
students to understand the methods that can be used to resolve conflict in the workplace without
taking matters to court. In these videos, it showed that these methods is used to resolve conflict
in the workplace as well they addresses other situations in which these three methods can be
used. Also, the videos are age appropriate and the language spoken in the videos were clear so
students could understand. At the end of both videos, the thsree conflict resolution methods will
be written on the board. (8 minutes)
Explore
Mediation, Arbitration, and conciliation will be written on three pieces of paper. On student from
each group will come to the front of the class to choose on of the paper from the bag. The on that
the select will be the one that their group will be exploring. What will be required to do will be
written on the board after the facilitator communicate the information orally.
Facilitator: So, the piece of paper that your group member selected is the method of conflict
resolution that you will be exploring for today’s class. You have watched the video therefore you
will have an idea of the term given. (12 minutes)
You are required to:
 Create a definition for the term
 State the name given to the third party in each method
 Explain the purpose of the third party
Explain:
One student will represent each group (not the student who selected the paper) to share with their
classmates the information that they gathered on the conflict resolution method. After each group
share with the class, the facilitator will give each group a handout that contains information
about the methods. Each group will read in chorus the information on the method that they
looked at. When each group are through with this, there will be a class discussion using the same
points that students looked at in the exploration section. They will check see if their information
is close to the information on the handout. This class discussion will be facilitated to see how
students interpret the information given to them. Discussions in general, normally requires
critical thinking so students will have to be brainstorming. Additionally, the facilitator will
address questions asked by students the eliminate any misconceptions they would have had in
their minds. (15 minutes)

Elaboration:
Create Case study
https://youtu.be/KTONZIFm1t4 (mediation process)
(10 minutes)
Evaluation:
(10 minutes)
Evaluation 1&2:
Grade: 9 option 2
Sub-topic: Teamwork
Prior Knowledge:
Instructional materials: Textbook, handouts, markers, newspaper, scissors, cartridge paper,
glue
Prior knowledge: Students have seen teams at some points in their lives. They have seen teams
in schools such as the football teams, basketball team etc..
General Objective: At the end of this lesson students should understanding that effective
teamwork increases the productivity of the organization.
 Accurately define teamwork with 90% accuracy after participating into an activity.
 Explain the importance of teamwork in the organization with 70% accuracy after a
discussion.
 Identify at least four factors that should be considered when developing teams with 60%
accuracy after gathering information from a handout.
 Demonstrate at least three advantages and disadvantages of teamwork with 60% accuracy
after watching a YouTube Video.
 Willingly participate into class activities
Engage:
Upon my arrival to the class, based on how students are sitting four groups will be formed. Each
group will be given a piece of newspaper, a cartridge paper, a pair of scissors, a glue, and a
marker. Student will be required to search the newspaper, cut, and paste all the pictures showing
people working together. Under each picture they will write a summary of what happening in the
picture. Emphasis will be placed on “sharing the workload” the aim of the emphasis is for
students to unfold the topic of today’s lesson. When students are finish, they be asked to guess
the topic for the class. Their responses will be written on the board. When students arrive at the
topic a concept map will be drawn on the board. Voluntarily students will go to the board to
write a synonym for “teamwork” after which a discussion will be facilitated to see why students
selected the synonyms.
Explore:
From the list of synonyms for the term teamwork, students be instructed to create a definition
individually. They will remain in their group; however, students will be informed that it is an
individual activity. Ten students will be randomly selected to share their definition with the class.
Additionally, a discussion will be developed to response and provide clarification as well as
providing students with a formal definition from there textbooks and they will be required to
write it in their notebooks.
The following questions will be written on the board:
1. What is the importance of teamwork in the organization?
2. Why is teamwork important?
3. Can teamwork be used a strategy to resolve conflict in the workplace?
In their groups, they will be instructed to discussion each question among themselves and write
their answers in their books.
Explain:
A class discussion will be facilitated after students are finish discussing the guided questions that
are written on the board. Each group will share their perspective of each the questions asked.
Immediately after a group share their responses, feedback will be provided as mean of helping
students to create their own learning experience. At the end of the discussion information on the
importance of teamwork in the organization will be displayed via a PowerPoint. Students will
not writ the information in their books because it will be sent to the class email. Alternative
students will be randomly selected to read a point then the class will read until the PowerPoint
presentation comes to an end. After reading each slide students will be allowed to explain their
perspective on what they read as well as providing examples to substantiate their explanation.
Elaborate:
Students will be given an individual handout that has information about “factors to consider
when establishing teams. Students will be randomly selected to share with their classmates why
they think considering each factor is important.
Evaluation:
Students will be engaged in a game of tug-o-war. A team of five student will go up against one
student. Regarding the what we covered today; students will be selected to explain how
teamwork could improve the game of tug-of-war. After their responses four students will
voluntarily, ask to make a team with the 1 student on the other end of the rope. They will be
given one minutes to play the game. After which students will be asked to explain what
happened and how teamwork improved the game.

Evaluation 1&2:
The introductory activity set the pace for the class as such all planned objectives were not met.
Students have a serious talking issue. When they are addressed, they stop for a while and then
start back shortly after. However, they were participating actively into the lesson.
The game was played to help students to understand the concept of teamwork and that teamwork
is necessary in almost every aspect of our daily lives. Students were able to relate to the topic
because they have seen team whether in school, on the television etc. team such as football team,
basketball teams etc. The others will be carried over to the next scheduled class time.
The lesson went well for the most parts, but I am still having an issue with classroom
management.
Nonetheless, I am still engaging into researches to maintain classroom management.

Content
Teamwork involves dividing up the workforce in an organization into small teams of employees
and giving them the responsibility for planning and organizing their areas of work. It encourages
greater cooperation and gives employees more responsibility for their own work. They become
more involved in problem-solving and decision making.
Teamwork is used in many organizations to motivate employees to improve their productivity,
since they have more control over their work and do not wish to let each other down. They also
learn different kind of skills from other members of the team. When teamwork is successful
waste is reduced, output will rise, quality will increase, and more profit may be earned. Without
this, more employee-to-employee conflict may arise which can undermine the performance of
the enterprise.
Importance of Teamwork in the Organization
Work Efficiency
Teamwork enables you to accomplish tasks faster and more efficiently than tackling projects
individually. Cooperating together on various tasks reduces workloads for all employees by
enabling them to share responsibilities or ideas. Teamwork also reduces the work pressure on
every worker, which allows him to be thorough in the completion of the assigned roles. In
sharing ideas or responsibilities, every employee should have a role that suits his specialization.
You should also consider employees' levels of interest in the project at hand, which positively
influences the efficiency or speed of their output in accomplishing the task.
Improved Employee Relations

Teamwork is important in an organization because it provides employees with an opportunity to
bond with one another, which improves relations among them. Workers who constitute a team
working on a project often feel valued upon the successful completion of such tasks. A situation
in which all of them find a chance to contribute towards the tasks improves relations within the
team and enhances their respect for each other. Improved employee relations also result from the
fact that teamwork enhances cohesion among members, thanks to increased trust among them.
Increased Accountability
Teamwork increases the accountability of every member of the team, especially when working
under people who command a lot of respect within the business. Team members do not want to
let each other down and hence do their best to contribute to the successes of their teams. In
contrast to working solo on a project, peer pressure is usually high within teams such that cases
of low morale are less likely to impact individuals. As a business owner, you would benefit from
increased productivity through efficient team projects, which may be completed well ahead of
the deadline.
Learning Opportunities
Cooperating on a project is an opportunity for new workers to learn from more experienced
employees. Teams often consist of members who differ from one another in terms of skills or
talents. Working together is a great opportunity to acquire skills that an employee never had
beforehand. Unlike working alone on a project, teamwork affords people the opportunity to
challenge the ideas of each other and come up with a compromise solution that contributes to the
successful completion of the task.

Factors that should be considered when establishing teams:
In developing teams, it is vital that managers pay careful attention to the combination of
individuals who are placed together.
incomplete
Grade: 9 option 2
Sub-topic: Teamwork
Prior Knowledge: Students have seen teams at some points in their lives. They have seen teams
in schools such as the football teams, basketball team etc..
Instructional materials: Textbook, handouts, markers, puzzle sheet, Laptop, projector and
speakers
General Objective: At the end of this lesson students should understanding how effective
teamwork boost the productivity of the organization.
 List least three advantages and disadvantages of teamwork in the organization
after a discussion.
 Willingly participate into class activities
Engage:
Students will be working individually in the completion of today’s introductory activity. Each
student will be given a paper with a puzzle to complete on teamwork. They will be given five (5)
minutes to complete the puzzle. Puzzles are generally great activities to stimulate individuals’
minds and they are normally fun. Giving students a timespan to complete this activity will tease
their brains which will help in the department of brain development and vocabulary
enhancement. They puzzle will be collected and graded. As well as the first person to finish the
activity will be given a token.

Explore:
Students will sit into the groups that they were sitting in last class. Each member of the group
will number themselves from one to six or seven. Each group will be given two handouts
regarding the advantage and disadvantages of teamwork. They will be allotted five (5) minutes to
discuss the information. When they are finish, all number one, two etc will sit together share and
share what they have learnt in their original groups. (10 minutes)
Explain:
There will be a class discussion regarding what students have already discussed among
themselves. Students will be provided with examples and non-examples of teamwork. Three
scenarios will be written on the board and students will be instructed to write them in their
notebook and indicate whether it Its good teamwork or poor teamwork and justify their
responses.
Mary and Martha are supervisors at a uniform factory. Martha controls the marketing section of
the business and Mary controls the accounting aspect. Mary is an extrovert and Martha is an
introvert. However, Mary is intrinsically motivated while Martha is extrinsically motivated.
Mary’s staff posses a good synergy, good communication skills and is well mannered. On the
contrary, Martha’s staffs are lazy, they do not communicate well with each other and they lack
are not organized. The business is thinking about doing a promoting and those two department
are the core departments when it comes on to promotion. On the day of the promotion, Martha’s
staff messed up everything. While Mary’s staff met on numerous occasions and planned for the
promotion launch incorporating numerous strategies to make it a success. Mary realize what was
happening with Martha’s staff and give her some tips that she could use to establish teams and
the advantages of teamwork.
Ready the case study carefully and answer the following questions.
Why is that the accounting and marketing should make a good team?
What do you think Martha could have done to make the promotion a success for her team?
List three factors Martha should consider when creating teams and justify each factor.
Does Martha characteristic trait affect her staff? Explain why your answer.
Elaboration:
A YouTube video will be displayed titled “Good teamwork and bad teamwork” This video
provides a summary of how beneficial working together can be to individual development as
oppose to not working together. The video can be found at https://youtu.be/fUXdrl9ch-Q
Evaluation:
Students will create an original dub poem or song to sum up what they have learnt on the topic of
teamwork. Each group will be given 10 minutes to plan and two minutes to present.
Evaluation:
I was not feeling today’s class at all. Participation level was low the atmosphere itself did not
seems right and it was just not conducive for learning to take place. The classroom that we have
originally class in was under construction. They sent us to a classroom on the grade 10 block. It
was in a corner student were clustered and looking miserable.
For learning to take place there should be a level of comfort that was absent. At the point of
realizing that students were uncomfortable I should have taken them outside and facilitate the
lesson under one of the gazebos. It is the first time that I have experience this type of energy.
They weren’t talking at all and that is unlike them because they are very talkative. Three students
were also sleeping in the front of the class despite my effort to get them engaged and work
against the odd.
If a situation like this should occur, I will take students to a area that is more conducive to
facilitate the lesson.

Content:
References
Puzzle retrieved from: https://thewordsearch.com/puzzle/37769/teamwork/downloadable/
Video retrieved from: https://youtu.be/fUXdrl9ch-Q

Camperdown High School
Class Quiz
January 31, 2020
Grade 9 option 2
Principles of Business
Time: 1 hour
Name: __________________________________________
Teacher’s Name: _________________________________________
Answer ALL of the following questions
1. Define the term conflict in the workplace (2marks)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Discuss two causes of conflict in workplace.
(6 marks)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Explain two strategies employed by the employees and employers to gain upper hand in
the conflict.
(8 marks)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Define teamwork in the organization (3 marks)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. List and explain any two leadership styles
(6 marks)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
CIRCLE THE CORRECT ANSWERS BELOW.
1. Tussan is the owner of “CLARK’S Shoes Store.” His employees are very unhappy
because they don’t have a say in the decision-making process and the business isn’t
making any profit. What type of leader is Tussan?
a. Laissez-faire
b. Democratic leader
c. Autocratic leader
d. Transformational leader
2. Which of the following would most likely cause a problem between employees and their
employer?
a. Gossip
b. Preferential treatment
c. Sit-in
d. Unfair dismissal
3. All the following are effective techniques for resolving conflict with angry people expect
a. Confrontation
b. Compromise
c. Contain
d. Compassion
4. Which of the following is the main advantage of teamwork?
a. Teamwork can be very time consuming
b. There is shared responsibility
c. Decision making slower

Evaluation 1&2:
This quiz was formulated to see how much students have learnt since I have been teaching them.
The grades for Principles of Business for last term when they were been taught by their original
teacher were low (30% to 50%). I arrived at the class approximately 10 minutes before the actual
class time. No class was been held in that room, so I arranged the classroom in rows and columns
a waited for the students to come by. When they started coming in, I instructed them where they
should sit because I did not want any cheating. According to Christopher Cascio (2018) one
long-term effect of cheating is that you do not have access to knowledge you never learned on
the first place. I do support his view on students who cheat on quiz because at some points in
their lives they will be placed in situations where they will have to pull on the information or
skill that they have learned but they will be incapable of doing such because they cheated.
On the other hand, students were extremely quite during the quiz. Majority of the students
finished before 50 minutes. After collecting the paper, I asked students how the paper and they
said it was manageable because I taught all that was on the paper. I do not believe in giving
students what I did not teach. I think that would be very unfair as I would be setting up students
to fail.
If I were to change anything about today’s session, I would allow students to sit where they
wanted to sit and see what would have happened. However, going forward, I will make sure to
remain honest to myself and when dealing with any relation in the classroom regarding student’s
grades and their outcome.

Reference
C., Cascio. (2018). How will cheating in school affects the rest of your life?
Retrieved from:
https://www.theclassroom.com/cheating-school-affect-rest-life-28573.html
A., Simmons. (2018) Why students cheat-and what to do about it.
Retrieved from:
https://www.edutopia.org/article/why-students-cheat-and-what-do-about-it
School: Camperdown High School
Date: February 4, 2020
Subject: Principle of Business
Topic: The internal environmental organization
Sub-topic: Guideline for the conduct of good management and staff relation in the
workplace (motivation)
Grade level: 9 option 2
Duration: 60 minutes
Materials: Textbook, laptop, projector, speakers,
Methodologies: Research, Questioning, Discussion, cooperative learning
General Objectives: At the end of this lesson students should develop an understanding of
the concept surrounding motivation in the workplace.
Specific objectives: At the end of this lesson students should be able to:
 Accurately define the term motivation after watching a video presentation with 80%
presentation.
 Analyse the difference between intrinsic and extrinsic motivation after participating
in an activity.
 Explain the importance of motivation in the workplace through participating in a
class discussion.
 Create a chart displaying five (5) benefits of employee’s motivation in the workplace
working collaboratively.
 Willingly and respectfully participate into class activities.

Prior Knowledge: Students are aware of things/strategies that motivates them to do their
best for example, a student may work harder at his/her schoolwork because the school
rewards them.
Development of lesson:
Engage: 10 minutes
A YouTube video presentation will be projected on the white board of the class. This video is titled “NO
EXCUSES” this video is a general motivation video. This video will be displayed to introduced students
to the concept of motivation. After student have watch the video, they will be asked what they think is
purpose of the video and what they can take away from the video to and add to their lives.
Expected students’ responses:
 The purpose of the video is to be:
 Motivated
 Self-motivated
 Do not sorry for yourself
 Put in the work
 Do not make excuses
A concept map will be written on the board, in the concept map motivation will be written. Students will
be asked to volunteer to write a word or phrase that describes motivation. The class will then be instructed
to use one of the words or phrases written by their classmates to create a definition for the term
motivation. Three males and three females will be randomly selected to share their definition to with their
classmates.
Explore: 10 minutes
Five group will be formed. Students will be placed into groups and positions will be assigned to students
to maintain classroom management. In their group they will be instructed that each member should write
down three things that motivates them and discuss with their classmate why that thing motivates them.
The terms intrinsic and extrinsic motivation will be written on the board along with the definition of each.
Students will be engaged in class discussion where they will share what motivated them with the general
class, collectively each will be written on the board and classified as intrinsic or extrinsic motivate.
Explain: 20 minutes
A formal definition for the term motivation will be given to student where as it will be compared to with
students who shared their definitions and the one closest to the formal definition will be written on the
board, students will be required to write it in their notebooks. Each group will be provided with a handout
that provides them with information about the importance of motivation in the organization. In each group
students will number themselves from one to five. These questions will be written on the board to guide
student’s discussion.
1. What is the main purpose of motivation in the organization?
2. How do you think employers know that their motivation strategies/ incentive is guaranteed to
motivate workers?
3. You are an employee at a hardware what some strategies that both you and your employer can
come up with to motivate you to do your best work.
At the end the group discussion, all number ones to five will get together and share what they have
discussed in their different groups with each other.
Elaborate: 10 minutes
Students will return to their original groups where they will be provided with cartridge paper, ruler,
markers, glue, and papers from the newspaper. They will be instructed to look through the newspaper cut
out pictures that suits them. Label the chart reasons for motivation in the organization. They will also be
instructed to paste those pictures on the cartridge paper, write a brief description of what is happening in
the picture, explain a strategy that you would use to motivate people in the picture and how you think they
would benefit from the motivational strategy that you came up with. Students will be encouraged to work
as a team in getting tis activity done. While students are working, the benefits of motivating employees
will be written on the board. at the end students will read through together as a class and each group will
be allowed to share if they had anything close to any of the benefits and they will be allowed to share it
with their classmates.
Evaluation: 10 minutes
Students will be provided with a small piece of the paper. They will be given two (2) minutes to write one
thing that they have learnt today along with their name written on the papers. The will be collected and
read aloud to the class.
Evaluation 1&2 :
Practice Teacher Name: Channeka Walford Date:February 6, 2020

Grade: 9 option 2_____________ Class: 9C
Category Achievements (Strengths) Challenges Way Forward
(Weakness) (Recommendations)
Lesson [√ ] Lesson started on time [ ] Lesson did not go [ ] Modify content to allow
[√ ] Teaching methods catered to as planned as time more discussion
different learning styles. out due to extended [ ] Incorporate other teaching
[√ ] A variety of instructional discussion to enable strategies to make lesson more
methods were identified and used students to grasp interesting.
in the lesson concepts. [ ] Utilize resource personnel
[√ ] Adequate resources were [ ] Lesson was often where appropriate
interrupted. [ ] Provide assessment
available [ ] Learning activities for various learning
environment was not styles.
[ ] Students were actively involved adequately prepared. [ ] Summarizing lesson
in the lesson [ ] No assessment content (teacher & student)
[ ] Atmosphere was conducive to activity was provided [ ] Ensure objectives clearly
learning or it did not measure stated what students would be
[ ] Appropriate prerequisite skills what was practiced able to do at the end of the
were identified and taught. lesson
[ ] Activities indicated how the [ ] No summary of [ ] Plan lesson that incorporate

vocabulary was introduced and the lesson or wrap- the use of various resources.
taught up occurred.
[ ] Learning outcomes/ objectives [ ] Objectives were
were met missing or did not
[ ] Assessment(s) provided the define what students
opportunity to demonstrates would be able to do.
[ ] Objectives included active verbs [ ] There was no
that defined what students could be variety in the type of
able to do. resources identified.
Student [ ] Learners were in a ready mode [ ] Tasks were absent [ ] Give one-to-one assistance
for learning or purely skill- based to the weaker students when
[ ] New skills were practiced without connections applicable
allowing students interaction and to real world [ ] Use cooperative group
cooperation. application learning
[ ] Lesson was student centered [ ] Students weren’t [ ] Extra classes (after school)
[ ] Opportunity was provided to able to interact and [ ] Use mentorship
recap what was taught and learned operate in pairs or [ ] Plan more activities to
[ ] Assessment(s) activities were groups facilitate fast learners as to
completed on time [ ] Individual groups keep them engaged at all times
[ ] Previous knowledge was weren’t effectively [ ] Ensure new skills practice
demonstrated monitored. relates to a real world setting
[ ] The faster learners
were not challenged
[ ] Students not able
to complete activities
within specific time.
Teacher [ ] Lesson went according to plan [ ] Teacher was not [ ] Improve on lesson planning
[ ] Utilize several teaching adequately prepared [ ] Cater for different learning
strategies to cater for all learners. for class. styles
[ ] Explain concepts and methods [ ] Teacher did not [ ] Provide on time feedback
with appropriate language. utilize resources [ ] Reflect on lesson and note
[ ] Skills were broken down into well. modifications in future lessons
learnable parts [ ] Teacher did not [ ] Provide constant feedback
[ ] Constructive feedback was cater for all learning on a timely manner or when
provided for activities/ skills being style. needed.
practiced. [ ] Teacher was not
[ ] Reflected on successes of the effective in lesson
lesson delivery
[ ] Feedback was not
constructive or non-
offered to students.
Comments:
Content:
Subject: Principle of Business
Topic: Motivation
Sub-topic Non-Financial and Financial
Grade level: 9 option 2
Materials: Textbook, PowerPoint Presentation
Methodologies: Brainstorming, Questioning, Discussion, cooperative learning
General Objectives: At the end of this lesson students should understand that it is important that workers
are motivated whether financially or non-financially, so they do their jobs to the best of their abilities.
Specific Objective: At the end of the lesson students will be able to:
1. Accurately define financial and non-financial motivation after solving a case study with 70 %
accuracy.
2. Explain at least two (2) methods of financial and non-financial incentives used by management to
encourage workers with no error after watching a video followed by class discussion
3. Roleplay scenarios in which both strategies can be used to motivate employees.
4. Respectfully and willingly participate into class activities.
Previous Knowledge: Students were exposed to the different motivational theories as well as student
they were taught the difference between intrinsically motivated and extrinsically motivated.
Lesson Development:
Engagement: 8 minutes
Two (2) concept map will be drawn on the board. One will have financial written in it and non-financial
will be written in it. Student will be required to brainstorm what are some monetary and non-monetary
strategies that can be employed by management to motivate their staff. Students responses will be written
on the board and there will be a discussion as to how the financial or non-financial strategies is used to
motivate employees. This activity will be facilitated to see how much students thinks about monetary and
non-monetary rewards.
Explore: 12 minutes
Students will be instructed to form five groups. There are 26 students in the class so there will be four
groups of five (5) and one group of six (6). The groups will be numbered from one to five (1-5). On
pieces of cartridge papers the following will be written allowances, awards, Training, job security and
Empowerment. Each group will be given a piece of the cartridge paper where they will be required to
define the term in relation to the organization and explain it will motivate employees to do their best
work. After which each group will stand and share the information collected with the class.
Explanation: 10 Minutes.
Student will watch a video presentation. The video is titled “Employees incentive program” The video is
age and language appropriate and it is approximately 2 minutes in length. After watching the video
students will be engage in a class discussion. The following questions will be posed to students:
1. Do incentives really motivate people to work harder? Justify your answer.
2. Can incentives be used to motivate students? Justify your response.
3. Some say motivation is driven by purpose and not monetary incentives. How true is this? Justify
your response.
Elaboration: 10 minutes
Each group will be given two hand out with the different type of non- financial strategies that are used by
employers to motivate their employees. Students will be instructed to read through the document and
create a scenario in which one of the strategies can be used to motivate employees.
Evaluation: 10 minutes.
Student will be instructed to create an impromptu skit displaying at least two financial and non-financial
strategies employed by employers to motivate their employees. Each group will be given 2 minutes to
show the do their skit.
Evaluation 1&2:
The facilitator arrived at the class on time. Students were arranging the classroom into rows and
columns and they were also cleaning the garbage from the floor.
The lesson went well, and all objectives were met before the plan time. Students were
cooperative and they participated make the lesson successful.
Students were able to relate to the topic. They thought of themselves as employees and the
financial and non-financial strategies that could be used to motivated perform their jobs to the
best of their abilities. One student mentioned fringe benefit in the introductory activity which
was quite surprising. That student was specifically asked to explain what fringe benefits are and
where she learnt the term. She expressed that she was encouraged by her mom to follow the
principles of business syllabus just to ensure that I am staying on track.
If I could reteach this lesson I would have incorporated more activities into the lesson so as to
sleep students working this I so because I finished today’s lesson in approximately 45-50
minutes and it was evident that student grasp the concepts that were taught.
Going forward I will aim a planning my lesson with an additional activity in case what happened
today should happen in the future.
Content:
Financial motivation relates to the way in which an organization uses compensation structure
to motivate workers to high performance. Companies use a variety of pay structures
depending on the type of work environment and the nature of the work being performed.
Different pay types add different elements to the financial motivation provided by
compensation.
1. Pay and Allowances:
It includes basic pay, grade pay, and dearness allowance; travelling allowance, pay
increments, etc. Good pay and allowances help the organization to retain and attract
capable persons.
However, good pay and allowances need not motivate all the people, especially who are
enjoying security of job in government organizations and those for whom corruption is a
way of life.
2. Incentive pays
plans are meant to increase output, which can be measured quantitatively. For incentive
plan targets, the employees must have confidence that they can achieve the targets.
3. Gain Sharing:
It is a reward system in which team members earn bonus for increasing productivity or
reduce wastages. To illustrate, if the wastage is reduced from 5% to less the benefits may
be shared equally with the team.
4. Profit Sharing:
It means sharing of profits with the employees by way of distribution of bonus. Profit sharing
plan has its shortcomings – one, that it has become a regular feature in government
departments irrespective of performance and two, it may have no relation with individual
efforts.
5. Stock Options:
Many companies use employee stock options plans to compensate, retain, and attract
employees. These plans are contracts between a company and its employees that give
employees the right to buy a specific number of the company’s shares at a fixed price
within a certain period.
Types of Non-financial Incentives
Most types of non-financial incentives fall into four buckets: recognition, reward, opportunity,
and flexibility. Consider the following list of ideas for new ways to validate and engage in lieu of
a pay increase or bonus.
Recognition Reward Opportunity Flexibility
1. Award presentation in 1. Chance to lead

1. Vouchers 1. Paid personal days
front of peers teams and tasks
2. Dinner with CEO 2. Prizes 2. Paid training 2. Flexible scheduling
3. Enhanced decision
3. Gift cards 3. Promotion 3. Telecommuting options
making
4. New office or 4. Paid parking or 4. Mentorship 4. Ability to stop working on
upgraded work space transit pass program least favorite task

Reference
Kalapana, R. (n.d). Employee Motivation: Financial and Non-financial Techniques of Staff
Motivation. Retrieved from
https://www.businessmanagementideas.com/motivation/employee-motivation-financial-and-non-
financial-techniques-of-staff-motivation/496
Ventura, L. (2018, December 01). Financial incentives to lure companies waste money.
Retrieved from
https://www.gfmag.com/magazine/december-2018/financial-incentives-lure-companies-waste-
money
Wagepoint. (2018, May 4). Non-financial incentives for employees. Retrieved from
https://www.plum.io/blog/non-financial-incentives-for-employees
Topic: Internal organizational environment.
Sub-Topic: Communication
Grade: 9 Option 2
General objective: At the end of this lesson students should understand how effective
communication increases productivity in an organization.
1. Define the term “Communication” with 80% accuracy after participating in a group
discussion.
2. Construct the communication process after viewing a video presentation
3. Accurately explain at least 4 elements of the communication cycle without making errors
after viewing a PowerPoint presentation.
4. Respectfully participate in class activity
Content: (Attached)
Prior knowledge: Students have been communicating daily with their peers whether verbally or
non-verbally for example: saying “Good morning” or making eye contact at some point.
Methodology:
Questioning, Brainstorming, Cooperative learning, or group learning,
Instructional materials:
Cartridge paper, Chart, Laptop, Projector, Markers, Pens, Speakers
Engage: 10 minutes
A game called “Chinese telephone will be played with Five males and five females which will be
randomly selected to participate in this activity. They will be instructed to stand in a semi-circle
formed at the front of the class where each male will stand between a female. The tongue twister
“how much wood would a wood chuck chuck if a wood chuck could chuck wood?” will be
passed to the first student which will in return pass to the others. If the incorrect information was
transported or received by the last student a discussion will be fostered to clarify the information.
The last student that receives the information will then tell the class what he or she heard. The
middle and first student will be instructed to inform the class what they heard as a mean of
tracking where the miscommunication occurred. At the end of this activity, students will return
to their seats. Excluding the students who participated in the activity, students will be required to
guess what the topic for today’s class will be. Each response will be written on the board after
which they will be justified and eliminated.
Expected responses:
● Communication
● Process
● Channel
● Listening
● Audience
Explore: 10 minutes
After the discovery of the topic, students will be instructed to sit into groups. There are 26
students in the class therefore there will be four groups of five (5) and one group of six (6). The
position of group leader will be assigned to a male student of each group. The following words
will be written on the board, Exchanged/Transmitting, Process, and information. In their groups,
students will be allotted two (2) minutes to create a definition for term communication which
must include the words written on the board. At the end, one member from each group will be
randomly selected to stand and share with the class the definition that they created. A discussion
will be developed to evaluate each groups’ response and provide clarification as well as
providing students with a formal definition of Communication from the Principles of Business
Textbook page 89.
Explain: 15 Minutes
A blank chart of the communication process will be displayed at the front of the class. Seven
students among the different groups will be asked to voluntarily participate in completion of this
activity. The seven students that would like to participate in this activity will be acknowledged
by a raised hand. When they are acknowledged they will be instructed to stand at the front of the
class, and they will be given seven pieces of cartridge paper that has the elements of the
communication process written on them. They will be encouraged to work as a team in
completing this activity. When they are through, the following question will be posed to the
remainder of the class; Are they correct? Students will agree or disagree by a raised hand.
Students will be randomly selected to explain why they agree or disagree. Subsequent to that,
students will watch a video presentation titled “Communication Process.” Which will provide
them with clarity on the communication process so they will see whether they were correct or in
correct. Additional questions, if any, will be answered.
Elaborate: 10 Minutes
A PowerPoint will be displayed. It contains information on each element of the communication
process. Students will be called on to read and select a classmate to explain what was read. A
discussion will be facilitated to clear up student’s misconception if any.
Evaluation: 15 minutes
Students will remain in their groups. Each group will be given a Bingo card which has the
answers to the content that will be taught. Questions will be written on pieces of cartridge paper;
they will be read (in the bingo it is referred to as “call”) and students will be expected to locate
the answers on the Bingo card. Answers to the questions can be in different lines so students will
be encouraged to listen to the questions and the line in which the answer is located. The first
group to bingo will be provided with a token at the end of the game.
Bingo questions/statements and answers
1. is the process by which information is exchanged between individuals through a common
system of symbols, signs or behavior (communication) N
2. How many elements make up the communication cycle? Seven (7) I
3. What three words should be present when defining communication? Information,
Process, Exchanged/Transmitted B
4. What are the four channels of communication in the workplace? Verbal, Non-Verbal,
Written and Visual B
5. Name the fourth element in the communication process (Channel) I

6. A letter is a form of? Written communication G
7. The person who creates the message is known as the (Sender) O
8. A poster pinned on a notice board is a form of? visual communication N
9. The process of converting symbols encoded by the sender (Decoding) G
10. The process of turning thoughts into communication. (Encoding) O
11. The response given to the sender by the receiver (Feedback) I
12. What is the 7th letter in communication? (I) N
13. Without the sender there will be no (Message) O
14. Which Type of written communication is mostly used in a business? (Email) I
15. Communication is a (two-way process) G
16. The person in which the message is created for is known as the (receiver) G
Evaluation 1&2:
The class started on time and the objectives were written on the board so that students were
aware of what needed to be accomplished in today’s lesson. The teaching methods and activities
used to execute the lesson successfully catered to the different learners as well as their critical
thinking skills were pulled on. Students were actively participating into the lesson. The observed
all rule when they wanted to share their idea for example a raise of hand and waited to be
acknowledge and listen while their classmates are speaking. All objective was successfully met.
Additionally, the classroom environment was conducive for learning and was properly
ventilated, spacious and the right atmosphere was created where students were free to share their
thoughts without being judged.
Students were in the correct mode for leaning and they could relate to the content. The use of
collaborative learning helps the slower students to learn from their peers which I think is good
because often students learns bet from their peers and it was evident in today’s lesson. I realized
that the student’s vocabulary is enhancing. In the beginning of the class student were encouraged
to buy a book and name it “the vocabulary building book.” At the end of every lesson students
wrote down three new words that they have learnt in todays lesson or sometimes I give them
words and its meaning.
Personally, the lesson went according to plan. During discussions when student posed questions
to the teacher timely feedbacks were given as well.
Reflecting on the lesson, I would not have changed anything about the lesson I would more
likely to introduce an additional activity.

Content:
Communication is the process of imparting or transmitting information in the organization
among all stakeholders to successfully meet its goals and objectives. Communication in the
working environment can be internal or external.
Communication process
Sender: The person who conceptualized and develop a message to be communicated.
Encoding: Encoding is the process in which the sender determines what and how they will
communicate the message. This is when the decisions are made as to the intended content and
context, which words to use, the tone of the message, location of delivery, is it written or oral,
face-to-face, etc. It is also the first risk factor in the communication process. The encoding
process is the responsibility of the sender with the primary objective to compose and deliver a
clear message to the recipient. Keep in mind that no matter how clear the message is, the receiver
may not interpret it as intended. Depending on the type of message, it is important to consider:
Who is/are the intended receiver(s)?
• What is the best channel to use to communicate the message?

• Will the communication be verbal, non-verbal, written or a combination thereof?
• What are the appropriate words, images, signs, etc., needed to convey the message and reduce
chances of misunderstanding or misinterpretation? Consider using multiple types of media to
reinforce the message.
• What is the context and tone of the message? Does it match the message content?
Message- Exactly what they wish to communicate.
Channel- are the mediums selected for transmitting or delivering the message. Communication
channels include mediums like meetings, presentations, letters, memos, emails, telephone calls,
social media sites, videos, etc. The sender usually selects the channel during the encoding
process. It’s important to select an appropriate channel for the message. The channel choice can
greatly influence the overall communication and is therefore our second risk factor. There are
other factors that can impact the message as well.
Receiver- has the responsibility to decode the message after it has been delivered.
Decoding is the process by which the receiver determines their interpretation of the message.
Just as there is noise when encoding a message, the meaning of the message can be impacted by
the receiver’s noise when it is decoded. This is one of the reasons why you can send the exact
same memo to different people and get different interpretations. This is another risk factor.
Receivers have the responsibility of decoding and interpreting the meaning of the message.
When in the role of receiver, it is important to focus on what is being communicated. To help
prevent misinterpretations, receivers should try to remove any noise and consider the context and
intention of the sender. With verbal communication, the primary skill needed by the receiver is
effective listening.
Feedback:
It is important as it shows whether the receiver understood what was communicated too him/her
in the message by the sender.

References
D, Young., (2016). Communication 10. © 2016 Forward Momentum, LLC retrieved
From: https://forwardmomentum.net/wp-content/uploads/2015/03/Communications-
101_v1_0.pdf
Robinson, K., & Hamil, S. (2011). Carlong Principles of Business for Csec.
Kingston, Jamaica: Carlong Publishers.
Whitecomb, A., & Hamil, S. (2000). Essential Principles of Business
for CXC (seconded.). Kingston, Jamaica: Carlong Publishers.
YouTube video retrieved from:
https://youtu.be/V1RQG1nB4Kg
Parent’s Day/Report
day was held on
February 14&15. See
school’s Calender
Sub-Topic: Communication
Grade: 9 Option 2
 Define the terms “internal and external communication with 80% accuracy after
participating in an activity.
 Accurately explain at least three difference between internal and external communication
after a class discussion.
 Demonstrate how the role of internal and external communication improves the
productivity of the organization after watching a video presentation.
 Willingly participate in class activity
Content: (Attached)
Methodology:
Questioning, Brainstorming, Cooperative learning, or group learning,

Instructional materials:
Laptop, Projector, Markers, Pens, Speakers
Engage:
A box made from cardboard will be placed at the front of the classroom on a desk. Inside of the
box represent internal communication and outside of the box represent external communication.
Eight students (8) Student will be acknowledged by a raise of hand to participate in this activity.
Cards made of cartridge part will have a word or phrase that indicated internal or external
communication in an Organization. The participating students will take one of the cards from a
raffle bag, read it aloud to their classmates and decide whether it is internal or external
communication without the help of the remainder of the class. As mentioned earlier if it suggests
internal communication it will go inside of the box and if it is external it will be paced on the
outside. After the activity, the entire class will go through all the cards where random student the
remainder of the class will be called on to explain their perspective on the drawn card. This
activity will be played to set the pace for the class, see how active these students’ brain at as it
relates to what they have observed from the game.
Content on cards:
 Having a dialogue with your mathematics teaching about a class activity that was given.
Internal communication
 The Managing director of Grace Kennedy and Lacso signed a partnership dead to serve it
customers better. External Communication
 Sheron told her colleagues that she saw their supervisor stealing from items from the
storage room. Internal Communication.

 Mr. Morgan the owner of H&M limited in Kingston sent an invoice/ bill to one of his
customers. External Communication
 Marriane a staff in the Accounting department gave her manage suggestion of how to
improve communication among everyone in the department. Internal Communication
 The CEO sent out instructions to be followed by each employee of the organization in the
completion of the business newest project. Internal communication
 Lasco is now advertising its newest product on all social media platforms. External
communication
 A press release came from the office of the Prime Minister outline the measure to be
taken in preparing for the hurricane season. External communication
Explore:
Student will get into Five groups. From the activity that was done, they will be instructed to
create a definition for the terms internal and external communication, explain why internal and
external communication is important. One member from each group will come to the front of the
class and share with their classmates what they have discussed in their groups.
Explain:
After students have brainstorm and share with the class a discussion will be facilitated where
students will be given information via a PowerPoint presentation. Student will not be expected to
write this information as it will be sent to the class email. The following questions used in the
exploration section will be used to guide the class discussion.
Elaborate:
Students will watch two video presentations. One titled” The importance of efficient internal
communication” and the other “what is external communication in business definition strategies
examples video lesson tra.” After watching the video, student will discuss in their groups how
internal and external communication increase an organization with the use of examples. Each
group will write their response on a piece of paper and it will be placed in a bag and it will be rad
to the entire class and a discussion will be facilitated as well as students will be given
clarifications.
Evaluation:
Students will write a letter to their friend telling him or her the difference between internal and
external communication and how both help in increasing the organization’s output.
Evaluation 1&2:
Class started on time today. The introductory activity set the past for the class. During the
activity students were engaged and was elated to see how their classmates think. They call each
other names but it was nothing serious. Students cooperated throughout the entire lesson and
they were well behaved. Today’s class discussions were mature. Students could relate to the
content taught. The lesson when well and all objectives were successfully met.
Todays Each group came up with some remarkably interesting points. I was blown away by
some of the points raised. I was not expecting students at their level would have raised such
points.
I would not have changed anything about today’s class. Students behaved well, they were asking
a lot of question which shows that they were interested in the lesson and that they were learning.
The principal popped up and sat in the class for the last 10 minutes the schedule time when
students were doing their evaluation activity. At the end he expressed how proud he was about
their behavior and they should keep it up. I told him that they are a good set of students but
sometimes they are dysfunctional he smiled.
On the other hand, not ever call will be like this so I will continue to find different activities
when planning my lesson to cater to the different learners in my classroom to keep them
engaged.
Content
When the members of the organization, communicate with each other, it is called as internal
communication. However, when there is a communication between members of the
organization, with the outside party, it is said to be external communication.
BASIS FOR INTERNAL

EXTERNAL COMMUNICATION
COMPARISON COMMUNICATION
Meaning Internal communication implies a The type of communication that

communication that takes place occurs between the organization and
between the members of the external party/organization is known
organization. as external communication.
Form Both formal and informal Mostly formal
Objective To transmit information between To maintain relationship or exchange

various business units and information with the outside parties.
departments.
Participants Employees and Management Customers, shareholders, investors,

clients, general public, suppliers,
creditors, etc.
Frequency High Comparatively low
Flow It flows within the organization. It flows in the vast business

environment.
Internal communication happens when a business shares information within itself to its staff.
Companies can internally communicate in writing through emails and memos or verbally at
meetings and conferences. The main purpose of internal communication is to identify and
share company goals. It is vital for employees to know what they are working toward. Goals
can be company-wide, departmental, or individual. Regardless, knowing what their purpose is
at work helps employees to stay on track.
Creating a better work environment is another reason why internal communication is so
important. By communicating within the company about organizational changes, sales
numbers and human resources issues, businesses can create transparent and effective work
environments where employees thrive. This helps to reduce turnover rates, attract new talent
and increase employee satisfaction. Businesses can also stop company rumors before they start
by ensuring they communicate openly and routinely with their employees.
External communication happens when a business exchanges information with customers,
prospects, partners, suppliers, investors and other stakeholders outside of the company. It’s
integral that the organization implement polices that guide employees on what kind of
information to share outside the company, who to share it with and how to share it.
Having guidelines on what kind of information to share with which party is important so that
certain information doesn’t fall into the wrong hands or create problems for the company. For
example, if a company is developing a new product that will revolutionize the market, it’s
critical not to share specific details of that product with competitors before its release.
However, the company may want to tell their valued customers, investors and partners about
the product before anyone else.
Controlling negative information about the company is one of the reasons effective external
communication is so important. By having a strategy in place, organizations can reach out to

external stakeholders and discuss the issues at hand. If a company is dealing with a PR
disaster, for example, having a plan to speak with the media and customers is an important part
of handling the situation.

References
Ahmed, A. (2019). The importance of internal and external communication [Blog post].
Retrieved from: https://bizfluent.com/info-8691408-importance-internal-external-
communication.html
Brosix Instant Messenger. (2018, May 17). The importance of efficient internal communication.
[YouTube video]. Retrieved from: https://youtu.be/1hMFDfKrxnY
Ferrer. A. (2017, November 14). 3 2 what is external communication in business, definition
strategies examples video lesson tra. Video retrieved from: https://youtu.be/vrtSTcAmSO8
Surbhi, S. (2017, May 9). Difference between Internal and External communication. Retrieve
from: https://keydifferences.com/difference-between-internal-and-external-communication.html
Grade: 9 option 2
Topic: Internal Organizational Environment
Sub-Topic: Communication in the workplace
Instructional materials: Handouts, textbook, Speakers, markers etc
Methodology: Research, Brainstorming, collaborative learning strategies, Discussion
General objective: At the end of this lesson students should understand that effective
communication increased productivity in an organization
 Explain the three forms of internal communication in a business with 80% accuracy
after watching a video presentation.
 Discuss the four types of communication along with examples after watching a
participating in an activity.
 List at two advantages and disadvantages of each type of communication channel
after a discussion with 100% accuracy.
 Willingly and respectfully participate in class activities
Prior Knowledge: Students have been communicating daily with their peers whether verbally or
Content: Attached
Lesson Development:
Engage: The classroom will be arranged into four groups. When students arrived at the class
they will be placed into a group. Each group will be given something that represents a type of
communication. Group one will be given a radio, group two will be given a poster, group three
will be given a letter, and group four will be given a picture with someone displaying six
different facial expressions. They will be instructed to identify the document, uses of the
document and how information could be communicated through it. This activity will be pull on
students critical thinking skills. The four types of communication are written, oral/verbal, non-
verbal and visual. Each group will share with the class what they came up with in their groups.
Explore:
Student will stand in a circle. Four balloons will be in the circle. On each balloon a type of
communication will be written. Inside each balloon is a piece of paper. That has an example of
the type of communication. Four students will be asked to volunteer in the bursting of each
balloons and create a scenario in which the example of the type of communication can be used
for. when students share their scenario students will to agree or disagree whether it is a good
scenario for the type of communication. Students will be randomly selected and will be asked
why they agree or disagree.
Type of communication and examples of each
 Visual- Videos
 Written- Memo
 Non-verbal- Eye contact

 Verbal- Presentation
Explain:
A formal definition for the types of communication will be written on the board as well as
additional examples of each type of communication. Students will watch a video presentation.
The video presentation is about the directions that communication takes in the business which is
also known as the form of internal communication. After watching the video presentation there
will be a discussion where student misconceptions will be clarified.
The video can be located at https://youtu.be/7ONzL2GJr4s
Elaboration:
In their group’s students will be given a handout with information on the advantages and
disadvantages of each type of communication. Students will be given time to discuss the
following among themselves after which a class discussion will be facilitated where students will
share with everyone and their misconception will be clarified, and their questions will be
answered.
Evaluation:
Students will stand in a semi-circle. A ball will be passed around while music is playing.
Whoever has the ball when the music stops a question will be posed to that student. The
questions that will be asked will not be about what student have learned in today’s class only but
on all that have been covered on the topic.

Questions?
1. What is communication?
2. How many steps are there in the communication process?
3. ______________is the last step of the communication process
4. There are _________types of communication
5. Internal communication can take the form of horizontal
_______________&_____________
Differentiate between internal and external communication
6. List at least one advantage of written communication
7. What is a disadvantage of nonverbal communication?

Evaluation 1&2:
I arrived at the approximately 10 minutes before the schedule class time and was there with a
male student who helped me to arrange the classroom in four groups. When students arrived at
the class, they were instructed to sit in a group. The lesson started on time whereas the
introductory activity set the pace for the class. Adequate learning materials, methodologies and
information was chosen for the execution of this lesson. Students were actively engaged in the
lesson especially when discussions were being hosted. Students had a lot to say as well as a lot of
questions to ask. All objectives were met despite a little classroom management that fluctuates in
between the different activities. Students spoke excessively at times and strayed away from the
point was trying to get across.
Learners were somewhat in the mood for learning after they participated in the introductory
activity. The activities given to students were completed on time and they were given additional
task, or they were instructed to help a slower classmate with their assignment. Students
demonstrated previous knowledge of the content been taught. I realized students are somewhat
getting tired of working into groups. However, i need to provide more one-on-one assistance to
certain students.
The lesson went well for most parts. The teaching strategies put in place to cater to all the
different learners were successfully carried out. However, the lesson needed a little improvement
in term of the students used to communicate with the facilitator during the lesson.
Content
There are four main type of communication in most organization.
 Written
 Verbal
 Non-verbal
 Visual
Verbal
Verbal communication is the use of language to transfer information through speaking.
Examples of verbal communication are presentations, video conferences and phone calls,
meetings and one-on-one conversations. Avoid filler words. It can be tempting, especially during
a presentation, to use filler words such as “um,” “like,” “so” or “yeah.” While it might feel natural
after completing a sentence or pausing to collect your thoughts, it can also be distracting for your
audience. Try presenting to a trusted friend or colleague who can call attention to the times you
use filler words. Try to replace them by taking a breath when you are tempted to use them.
Nonverbal
Nonverbal communication is the use of body language, gestures, and facial expressions to
convey information to others. It can be used both intentionally and unintentionally. For example,
you might smile unintentionally when you hear a pleasing or enjoyable idea or piece of
information. Nonverbal communication is helpful when trying to understand others’ thoughts
and feelings.
3. Written
Written communication is the act of writing, typing or printing symbols like letters and numbers
to convey information. It is helpful because it provides a record of information for reference.
Writing is commonly used to share information through books, pamphlets, blogs, letters, memos
and more. Emails and chats are a common form of written communication in the workplace.
Visual
Visual communication is the act of using photographs, art, drawings, sketches, charts and graphs
to convey information. Visuals are often used as an aid during presentations to provide helpful
context alongside written and/or verbal communication. Because people have different learning
styles, visual communication might be more helpful for some to consume ideas and information.
Communication channel pros and cons
FACE-TO-FACE
Face-to-face is, by far, the most powerful and efficient form of communication. We can use all
the senses. We can interrupt each other. But what happens when we can’t be in the same room
together? Then what do we do?
 PROs
o we can see each other.
o there can be many of us talking in the same room together.
o it is easy to interrupt each other and talk over each other (sometimes good, and
sometimes not).
 CONs
o we often must travel to be face-to-face with people.
o there can be significant stress when things catch you by surprise, when the
conversation gets heated, or if you have a contentious relationship with the
person(s) at the table.
VIDEO CALL
After face-to-face, video calls are the next best thing. We can still see and hear each other – and
any good video tool will allow you to share screens.
 PROs
o we can still see each other and use visual cues.
o we can eliminate travel time.
o it helps eliminate hierarchy and power.
 CONs
o there are technical challenges with software and hardware.
o we need a great internet connection.
o can’t make proper eye contact.
o we need a quiet background. If you have a call with a lot of people, there can be a
lot of background noise.
o it can be hard to schedule a mutually agreeable time.
o it can be hard to interrupt each other during a video call.

PHONE CALL
 PROs
o accessibility. Almost everyone has a phone and knows how to use it.
o phone calls are fast, efficient, and quick.
 CONS
o Cannot see each other.
o Phone calls can be an interruption.
o There is no record of the conversation.
o if there is a group of people on a telephone call, it is difficult to hear each other
and often people are multi-tasking. It’s hard to know when other’s want to speak.
EMAIL
 PROs
o easy and convenient.
o flexible response time. We can send emails whenever we want, and we can
respond whenever we want.
o we can exactly craft the message we want others to read.
o we can send attachments.
 CONs
o because emails are so easy to send, we can get flooded with them, and it can
quickly become overwhelming.
o spam.
o it’s difficult to know the exact “tone” of a message when it’s written.
GROUP CHAT (Slack, Facebook Messenger, WhatsApp, Stride, etc)
 PROs
o you can have large group conversations.
o you can have transparent conversations. Instead of cc’ing a bunch of people, you
just post information in the appropriate channel, and everyone in that channel can
see it.
o messages are quick and usually relatively short
o people can decide which channels they want to belong to and which information
is relevant for them.
o it allows for asynchronous conversation and that is very powerful on virtual
teams.
 CONs
o it can be information overload. If you subscribe to too many channels, you can be
bombarded with information. The challenge of group chat systems is managing
your channels and notifications.
o it is difficult to know the exact “tone” of a message when it’s written.
SOCIAL MEDIA
 PROs
o ability to reach a wide-reaching, global audience. Social media is a great way to
distribute information
o it’s easy to network and e-meet people.
o ability to have public conversations.

 CONs
o there are trolls everywhere.
The pros and cons of communication are fairly obvious, and we intuitively know all of this, but
it’s good to remind ourselves what forms of communication will best serve our purposes.
Reference
4 Types of communication (with examples). (2020, February 14). Retrieved from
https://www.indeed.com/career-advice/career-development/types-of-communication
Libsyn. (2018, December 10). 221-Communication channel pros and cons. [Blog Post].
Retrieved from:
https://www.collaborationsuperpowers.com/221-communication-channels-pros-and-cons/
ismuelearning. (2012, September 19). Directions of communication [Video file]. Retrieved from
https://youtu.be7ONzL2GJr4s
Due to the meeting
that held The Mico on
February 21, 2020 the
was no Class.
Mid-Term break see
school calendar school
re-open on Monday
March 2, 2020
Was not feeling well
and my cooperating
teacher gave
permission me to stay
home.
Sub-Topic: Communication (Presentation)
Date: March 5, 2020
Grade: 9 Option 2
 Demonstrate how effective communication increase an organizations productivity having
covered the content on the following with 90% accuracy.
Methodology: Cooperative learning, or group learning,
Instructional materials: Laptop, Projector, Speakers, presentation rubric and pens.
Lesson of Development:
Engage-
Students will form five groups. When the groups are formed students will be instructed to stand a
song will be played from YouTube titled “Communication song (songs for kids)” The song will
be played three times. Each group will be challenged to listen to the song and the group that
sounds the closest will receive a token at the end of the class. The video is basically outlining
what is communication, methods of communication and the channels of communication in a fun
manner.
Evaluation:
Students will be instructed to sit. They will be allotted 10 minutes to prepare a presentation on
the following “Demonstrate how effective communication increase an organizations
productivity.” In their presentation the following must be seen:
 The communication process (seven element- we should see how information passes
through the communication process)
 At least three channels in which information passes through in an organization
 Directions of communication must be seen. (horizontal, upwards, or downwards)
 At least one advantage and disadvantage of the types of communication chosen
The presentation should last for no less that 5 minutes.

Communication Rubric
Group name: ________________________________________
Group member’s name:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Date:
Content 5
Professionalism 5
Diction 5
Collaboration 5
Creativity 5
Time management (1mrk) 5
Evaluation 1 &2:

Topic: Nature of a Business
Sub-Topic: Entrepreneur
Date: March 6, 2020
Grade: 9 Option 2
General Objective: At the end of the lesson student should demonstrate an understanding of
entrepreneur within the organization and its importance.
Specific Objectives: At the end of the lesson students should be able to:
 Define the term entrepreneur in their own words after watching a YouTube video with
60% accuracy.
 Explain at least three reasons why persons may want to establish their own business after
reading the hand-out with 75% accuracy.
 List at least 4 characteristics entrepreneur after a class discussion with 90% accuracy.
 Willingly and respectfully participate into class activities.
Prior knowledge:
Students living Jamaica have see Students have already been exposed to entrepreneurs within
their daily lives with shop owners and street venders, with this exposure to entrepreneur’s
students should be able to understand and relate to the content of the lesson.
Lesson Development:
Engagement:
The classroom willEntrepreneur, Risk bearing, Independence
Explore:
The students will be asked what comes to mind when they hear the term Entrepreneur. The
facilitator will write their responses on the board in the form of a concept map. The facilitator
will ask the students to create a definition using the responses on the board as a guide in the
making of their definition. The facilitator will listen to two- three people’s responses and clarify
if any correction is needed and also share his/her definition.
The students will be placed into three groups each group while receive a topic to identify from
the case study. A member from each group will stand in front of the board to pick their topic and
order to present in. This activity is expected to last 6-8 minutes.
Number 1- Importance of a business presenting order 3
Number 3- personal traits and qualities of an entrepreneur order 1
Number 5- Reasons why an entrepreneur wants to establish his/ her own business order 2
Number 7- Roles/functions of an entrepreneur
Explain:
The students will present their topic within their groups. A member, a pair or the entire group
can stand and present their topic to the class anyway they feel comfortable doing. The class will
listen and to each group as they present as each group differ. The facilitator will listen to any
misunderstandings the students may have and clarify.
Elaboration:
Carla graduated from high school and realized that she doesn’t want to depend on another to pay
her wages. She decided to grow hens that would lay eggs. She made this decision when she
realized that the local shop was always running out of eggs and could not meet the demand. She
visited a neighboring community and observed how another entrepreneur operating a similar
business. Carla made careful plans and borrowed money from parents. She found a carpenter
who built the hen- house and she purchased all the necessary raw materials. When she bought
her chickens, she stayed up late for many nights to ensure that no harm came to them. She waited
patiently for many weeks before the matured and started to laying eggs. With the profits that she
made, Carla could pay her loan and expand operation.
Answer the following questions?
1. Identify two activities that Carla performed that define her as an entrepreneur?
2. Identify the entrepreneurial feature that Carla possesses?
3. Why did Carla want to start her own business?
4. What 2 roles/function Carla displayed?
5. What importance of being an entrepreneur did Carla fulfil?
Evaluation:
Complete the activity in pair?
1. Which one of the following is the best explanation of an entrepreneur?
a. A venture capitalist
b. A business person
c. An investor
d. A person who starts a new business often risking his personal wealth
2. The willingness of an entrepreneur to work for herself and use her own money knowing
there’s a chance that she will ose it all demonstrates what type of characteristic?
a. Initiative
b. Stupidity
c. Independence
d. Risk-taking
3. Which one of the following probably does NOT describe Bill Gates?
a. Risk taking c. Creative
b. Independent d. Someone who seeks approval
4. The raw material is late for delivery, which would cause for the shutting down of
production. How would an entrepreneur most likely deal with the situation?
a. Problem solve c. Assign blame
b. Seek advice d. Wait a day and decide the next step
5. Explain conceptualizing and planning?

Content page
What are the personal needs that are satisfied through employment?
Economic, social, psychological and physiological needs.
Definition of Entrepreneur?
Entrepreneur is a person who identifies successful business opportunities, risk time and money to
start and operate a business, bring resources together with the intention of generating wealth.
Role of the entrepreneur
 Conceptualizing Risk bearing
 Planning Accessing funds
 Organizing the business Operating the business
 Evaluating the performance of a business Profits and losses of the business.
Personal traits and leadership qualities:
(a) Creative (b) innovative
(c) Flexible (d) goal-oriented

(e) Persistent (f) persevering
(g) Propensity to take calculated risks.
Reasons for wanting to start a business:
(a) Desire for financial independence (b) Self-fulfillment (c) Self-actualization
Case study
John always wanted to work for himself because of Mary his mom and Jacob his dad was a store
owner. His mother and father were; creative, innovative, flexible, focused, and goal-oriented. His
parents business in its child stage was not profitable but they were persistent and took out two
loans on their house to keep the business above red. The business after several quarters of barely
being profitable the business started to see some profit after his mother decided to put up a build
board of the business on the high way. The business started to explode after this. His dad decided
to take a major risk of opening another store just off the highway to accommodate travelers who
wanted something to consume on their travels, he also open a repair shop for vehicles that broke
down and sold his vehicle and bought a tow truck. Jacob worked at the store off the high way
during the day and at the first store during the nights while Mary went home to take of John and
his brother. The business off the highway began to flourish and the first store began to fail again.
He then decided to close the first store and keep the second store.
Mary and Jacob decided to start their business because they wanted make their own
decisions and to make their own wealth, self-fulfillment and felt it was the ultimate satisfaction
of the need to fulfill ones potential. The parents also wanted to provide goods and service that
satisfy the need for the citizens, create jobs, utilized local raw materials that might otherwise
have been wasted. During the process of opening a business the second store the parents
identified the target and goals these are what they believe were the reasons for the second
business to be successful. Jacob was in charge of the keeping the records and document in order
and up to date. Mary was in charge of evaluating the performance of business and was the person
who gave the final decision to close the first store. Mary was also hade the role of looking at the
profits and lose of the business.
Activity
Carla graduated from high school and realized that she doesn’t want to depend on another to pay
her wages. She decided to grow hens that would lay eggs. She made this decision when she
realized that the local shop was always running out of eggs and could not meet the demand. She
visited a neighboring community and observed how another entrepreneur operating a similar
business. Carla made careful plans and borrowed money from parents. She found a carpenter
who built the hen- house and she purchased all the necessary raw materials. When she bought
her chickens, she stayed up late for many nights to ensure that no harm came to them. She waited
patiently for many weeks before the matured and started to laying eggs. With the profits that she
made, Carla could pay her loan and expand operation.
Answer the following questions?
1. Identify two activities that Carla performed that define her as an entrepreneur?
2. Identify the entrepreneurial feature that Carla possesses?
3. Why did Carla want to start her own business?
4. What 2 roles/function Carla displayed?
5. What importance of being an entrepreneur did Carla fulfil?

Evaluation 1&2
A recap of what took place last class was done at the beginning of the class. After which I moved
on to student’s presentation of their songs and poems that they created about communication.
Based on my observation it seems as if students conducted additional research on the topic to and
included what they found in their songs and poems because I did not teach them some of what I
heard in their original pieces. They were organized and their delivery was good. When the
moved on to the communication process where students watched a YouTube video after which a
chart was placed on the board with the communication process. Students were voluntarily asked t
come to the to label the communication process based on that they watched in the video.
Students were engaged and there was a high level of participation in today’s lesson. For the
evaluation activity a game of musical char was played. I did not informed students that whoever
win the game would sum up the lesson. When one student lost, I asked that student question.
Five students were selected by the facilitator to participate into the game, four chair were used
and the class sing leader by Dexta Daps and Masicka while students march around the chairs. It
was a Male student, Tevando Tucker, the top Achiever for grade 9 who wo the game and he
made an oral summary of what today’s lesson was about.

Students arrived at class about five to ten minutes late. They were being punished by their
chemistry teacher. When they were seated, I issued the quiz papers to them. I gave the five
minutes to look at the papers to check if there were any mistakes made by me and if their scores
were correct. After the five minutes I told students to put away the papers and let us get into the
lesson that was plan for today, but students were still talking about their grades. So, I asked them
to stand in a semi-circle so we could start playing the game. The game was a mess student were
laughing, shouting, etc which defeats the main purpose of the game. Nonetheless I said I would
have used what transpired to explain barriers of communication to them when we reach there. I
and I posed a question to them regarding the topic of the day but only a few students were
participating, I asked the students who were participating to give me some minutes and I
addressed the students who were talking and the ones who were still having a discussion in
relation to the quiz. I was there addressing them some still did not showed any respect or
attention. I had no option than to ask the entire class to stand. While they were standing the noisy
level decreased slowly until everyone were quiet. I then started to tell them how lucky they were
to be sitting in a classroom because others wish they had the opportunity to be in their position
etc.
I only met my first objective. If I were to change anything about today’s lesson, I would issue the
papers to students at the end of the class because that was what stimulated student attitudes
towards today’s lesson

Grade 9
Principles of
Accounts
lesson Plans
Grade: 9 option 6
Topic: Books of original entry
Sub-Topic: Sales
Instructional materials: textbooks, markers, calculator,
Methodology: Brainstorming, Cooperative learning, Discussion, Questioning
General Objective: At the end of this lesson students should be able to appreciate the uses of the
books of original entry and how they are used alongside the ledgers.
Specific objectives: At the end of this lesson students will be able to
 Define the term sales after saying a tongue twister with 60% accuracy.
 Explain why only credit sales are recorded into the sales journal after a discussion.
 Identify the elements of the sales journal and their importance after a discussion from
their prior knowledge of elements of the sales invoice with 70% accuracy.
 Construct and record transaction in the sales journal, sales ledger and to the sales account
in the general ledger after working one question together.
 Respectfully participate in class activities and show respect for classmates

Prior Knowledge: Students were introduced to the double entry system in previous lesson where
they were taught that when an account increase it is debited and when it decreases it is credited.
Engage:
A tongue twister will be written on the board.
Sheila is selling her shop at the seashore
For shops at the seashore are so sure to lose
Now she is not so sure of what she should be selling
Should Sheila sell seashells or should she sell shoes
Five students will be called to the front of the class. Each student will say the tongue twister and
the remainder of the class will determine who says it best and there will be an elimination stage
until only two students remaining. They will have a face off. The student who wins the bottle
will be asked the following question: If you were Sheila what who you sell? And why? Would
you give customers credit privileges? Justify your answer. After the student would have
answered the question. Students will be instructed to form Five (5) groups and they will
brainstorm the same questions that was posted to the winner of the tongue twister. They will be
given minutes to do so then one member from each group will stand and share with the class
what they came up with.
Explore:
In their group students will be required to define the term sales in their own words and what they
think is recorded in the sales journal. Students were already introduced to the sales journal by
their original teacher; however, it was last term, so this today’s lesson is basically recap of what
they have learnt. After student have defined each, they will be engaged in a class discussion
where they will be provided with further clarification on the topic as well as they will be given a
formal definition for sales, credit sales and the sales journal. (they have definitions in their books
for the following, but they will be provided with additional definitions).
A table will be constructed on the board (sale journal format). The table will consist of five (5)
rows and five (5) columns. Five students will be called to the front of the class and they will be
required to select among their classmates who they would want to be in a group with. Each
student will choose alternatively. They will be instructed to discuss among themselves what are
the elements of the sales journal (date, details, folio invoice number and amount) The will be
given 5 minutes to discuss after which one students from each group will come to the board and
insert a element to complete the table. Being that students were introduced to the different
journals by their teacher however, they didn’t go in dept, and their prior knowledge of the
invoice will help them in completing this activity. It is a high possibility that they will not
indicated that there should be a column for folio and one for the invoice number. Students will be
given allotted 5 minutes to discuss.
Explain:
A representative from any of the five (5) groups who think they have completed the table
correctly will be asked to go to the board and write what they have in the table that is drawn on
the board. The facilitator will look at the information that was written in the board and ask if
everyone agree with what was written on the board. Whoever disagrees will go to the board and
make the corrections. They will be engaged in a discussion related to the activity where they will
be applauded for their braveness. Most students would not have gotten what should be recorded
in the folio column. Therefore, they will be given information which will be written on the board
about the folio column and as it relates to the invoice number they will be told that every invoice
must have a number and it should be recorded in a sequential order. The table will be completed,
Elaborate:
Students will be given notes on why only credit sales are recorded into the sales journals.
Students were already introduced to T accounts and how many accounts are affected in a
transaction. They are aware that in when a company sell goods their account will be credited, and
their customers’ accounts will be debited. The following will be drawn on the board:
INVOICE
SALES JOURNAL OR SALES DAY BOOK
SALES LEGER (personal accounts- transaction will be recorded on the debit side)
GENERAL JOURNAL (sales account- final total the credit side)
Evaluation 1: Regarding the activity that students got for homework, they will be require to use
the information to complete the sales day book, open the customer’s accounts in the sales day
book and post the total from the sales day book to the sales account in the general ledger.
Evaluation 1&2:
I arrived at class time, the classroom was arranged in rows and columns. I was a bit surprised, so
I expressed my gratitude to them. I immediately wrote my objective for the day on the board, I
then welcomed them, and we went into our lesson. Majority of the time was spent on completing
the homework assignment students were given, leaving me without too much time to
successfully meet my planned objectives for today. I however, met the first objective which is
posting to the sales daybook. Student were participating which reflects that they were engaged.th
asked a lot of questions.
After reflecting, I could’ve successfully met my objectives if I had limited the responses and the
questions students asked or I could have told them to research it and next class we will discuss it.
One I have learnt that time management is a virtue and I need to work on that. Time management
is one of my biggest obstacles. However, they know how to do the ledgers so they will complete
it for homework, and I will mark it give and give them feedback
Nonetheless, going forward with this experience I will work on managing my time effectively.
I planned to allow the five students first thing next class to share with their classmates. I some
cases they learn better from their pairs. I will use this strategy and see how it will work out. I had
to punish a male student who was using his phone in my class. I paused my lesson, asked him to
stand, in chorus at the count of three I told students to say, “shame on you Johnathan.” I took his
phone and let him stand at the back of the classroom for the remainder of the lesson.
Content:
The only difference between cash and credit transactions is the timing of the payment. A cash
transaction is a transaction where payment is settled immediately. On the other hand, payment
for a credit transaction is settled later.
In many businesses, most sales will be on credit rather than in cash. In fact, the dales of some
businesses will consist of entirely of credit sales.
Elements of the sales journals are:
Date (it shows when the sale was made)
Details (who good were sold to)
Folio (where the other part of the double entry will be found)
Invoice number (every invoice has a different number. I it normally in sequential order)
Amount/Total (the amount that is owed by customers)
Folio columns- The “Detail column” in an account contains the name of the account in which the
other part of the double entry has been entered. Anyone looking through the books should,
therefore, be able to find the other part of the double entry in the ledgers. However, when many
books are being used, just r omentin the name of the other account may not be enough
information to find the other account quickly. More information is needed, and this is given by
using the “folio columns.” In this column, the initials of the ledgers where the other part of the
entry is been recorded is shown, that is, GL (General ledger) together with the page number. For
example,
For examples We sold good to D jones on credit $1880. In the sales daybook in the folio column
we sold record SL7 which indicates that you can find D. Jones account in the sales ledger on
page 7. While in the sales ledger in the folio column you would see SDB 20 which is indicating
that the other part of the double entry is recorded in the sales daybook
Sales daybook
page
20
Date Details Folio Invoice # Amount
November 1 Vybz Kartel SL105 0005 60
November 3 Skillibeng SL277 0009 540
November 18 Masicka SL776 0010 20
November 30 Total credit sales for the month of GL23 620
November transfer to sales A/c
Sales ledger
Vybz kartel A/C- November 1 Dr $60
Skillibeng A/C- November 3 Dr $540
Masicka A/C- November 18- Dr $20
General ledger
Sales A/C -November 30 Cr $620

References
O’Brien, M. (2015, July 15). What’s the difference between cash and credit transaction? [Blog
post] retrieved from
https://www.bigredcloud.com/whats-the-difference-between-a-cash-and-credit-transaction/
Wood. F & Robinson. (2015) Principles of Accounts 5th edition. Carmelite House, 50 Victoria
Embankment, London. Hodder &Stoughton Limited

Teacher: Channeka Walford
Grade: 9 option 6
Sub-topic: Sales invoice, journal and ledger activity.
Instructional Materials: White board markers, laptop, projector, ruler
Methodology: teamwork, pair assessment
Prior Knowledge: Students were introduced to the double entry system
Content: Attached
General Objective:
At the end of the lesson student should appreciate the uses of books of original and how they are
used alongside the ledgers.
Specific objectives: At the end of this lesson student must be able to:
 Prepare sales invoices with 100% accuracy having been taught.
 Enter the invoices into the sales day book and post to the personal accounts in the sales
ledger
 Transfer the total to the sales account in the general ledger.
 Respectfully participate into class activities.
Engage: The class will be spilt into two. Males will be on one side and females will sit on the
other. Teams will be required to give name their team. For example, the girl; super girls. A total
of six (6) questions will be asked. Each team will be given three questions each, however, these
questions will be asked alternatively. Two students will be asked to volunteer to write the scores
on the board for their teams Each team will be allotted 15 seconds to answer correctly. If a team
answer is incorrect and the other team wants to try, it will be accepted, and the point will be
allotted. There will also be a bonus question. A coin will be introduced teams will be asked to
select heads or tale. A coin will be flipped and whoever wins will answer the question. This
activity will be given to test how much students learnt and is able to recall from what was taught
in previous classes. (15 minutes)
Questions
FEMALES:
 How many journals is there in the books of original entry? Four (4)
 If we sold good to john on May 20, 2018 for $3000 how would it be recorded
onto the sales daybook? (Date: May 20, 2018, Details: John, Folio:SL2, Total:
3000
 Sold goods to M. Jackson 5000 with a trade discount of 25% what figure will be
recorded into the sales daybook? $3750
MALES
 How many ledgers are there in this chapter? Three (3)
 If the final figure on an invoice is 7000 and the trade discount is 40% what will the total
be? $2800
 Sold Goods to C. Crawford on May 17, 2019 for $2000. How will it be recorded in the
customer’s account in the sales day ledger? (date: May 7, 2019, Details: Sales, Folio: SJ2,
Amount: 2000.
BONUS QUESTION:
 THE TOTAL that goes into the sales account in the general ledger comes from where?
The sales daybook.
Evaluation 1: In pairs students will complete the following activity. They will be given
handouts with the questions.
Y. Bascoe is the owner of J&J Farm limited. She sells the following products to farmers daily. 2
dozen chicks @ 1800, 1 pig @ 5000, 1 goat @ 3000, 1 horse @ 9000. In the month of
September 2009, she made the following sales:
September 1 sold good to B. Wedderburn 2 dozen chicks, 2 pigs, 5 goats, 1 horse. Less 10%
trade discount.
September 2 sold goods to R. Henry: 4 dozen chicks, 1 goat, 8 pigs. less 20% trade discount.
September 22 sold goods to K. Stewart: 3 pigs. No trade discounts.
Required:
Using a ruler and a calculator,
 Create your own invoice #, folio and page #
 Draw up the invoices for the following transactions and enter the invoices into the sales
daybook and post to personal accounts in the sales ledger

Evaluation 1&2:
Upon my arrival to the classroom, there was another subject teacher into the classroom and my
students were standing outside. I went into the class and I told the teacher that it my class time
and she had had already went five minutes in my schedule time. She did not respond she went on
teaching her lesson. I called my cooperating teacher and inform her of the situation, and she
came and ask the lady to leave. Thus, the class started fifteen (15) minutes later. The
introductory activity was engaging but it made the class noisy.
After reflecting, I should have just allowed the students to select among themselves three males
and three females to represent each team instead of having the all the females and males
participating in the quiz. It would have been so much better, and I would be able to control the
noise level. Students were not working together as they were instructed. If one student from the
female team knew the answer, she shouted it and it created a disruption in the process.
Nonetheless I met my objectives.
Going forward, when planning I do hope to plan strategically taking into consideration unseen
occurrences such as what transpired today.

Grade: 9 option 6
Sub-topic: Sales and return inwards
Instructional Materials: White board markers, ruler, handout
Methodology: Class discussion, Group Discussion,
Content: Attached
General Objective:
 Determine at least four (4) reasons why customers will return goods to a business after a
discussion with 100% accuracy.

 Define Credit note with 70% accuracy after a role play.
 State the relationship between Sales and return inwards with information provided
 Construct credit notes with 50% accuracy after an example is drawn on the board via
class participation.
 Respectfully and willingly participate into class activities.
Engage: Two (2) students will be called to the front of the class they will be given a piece of
paper with the following written on it:
Credit note: Hey class, I am new to you, but my name is credit note.
Credit note mom: Like she said she’s new to the class Her duty here is show customers details
of returning goods for whatever reasons.
Credit note: Yes mom, but I would like to formally introduce myself. I am a document
issued by a supplier and is sent to the customers showing details of an allowance made in respect
of an unsatisfactory goods or services.
Credit note mom: *smile* Good girl
Credit note: Teacher may I take my seat?
Teacher: Yes, you may.
They will be required to step outside for five (5) minutes and plan a role play with the
information given on the paper. While the other students will tell the facilitator what they learnt
last class. This activity will be done to introduce the topic credit note. At the end of this activity
they will be tell identify the topic and it will be written on the board.
Explore:
Students will be instructed to sit into groups of four (4). They will be required to discuss among
themselves and write in their books four (4) reasons why they would return goods purchase into
a physical store and an online store. They will be allotted 10 minutes to do so. When the 10
minutes comes to an end, one student from each group will stand and share with the class what
the wrote.
Explain:
At this point, a definition of credit note that was given in the introductory activity will be written
on the board. Also, they will be told that the discount allowed by the business that has been
written on the invoice that was given to the customer at the point of delivery will be deducted. It
will be written on the board. A handout with several reason why customers would return goods
to a business will be on the handout. From there, a class discussion will be facilitated. The
following guided questions will be asked to facilitate the discussion; How do you feel when you
must return goods? Why do you think it is important that the seller gives you a credit note? Do
you think when goods are returned the supplier hold a personal vendetta against the buyer? And
why?
Elaborate:
Been introduced to the sales invoice, students will identify some of the element that are a part of
the sales invoice that would be a part of the credit note. Their responses will be written on the
board. From their response, a credit none will be constructed on the board with the elements they
identified, additional elements if they missed any will be highlighted and filled in. However,
before the construction they will be told that the format of the credit note is just like the sales
invoice. Additionally, Using an example of the choice from the previous sales questions they
were given they will be asked to add the following information to that transaction “but on May
8th he return 5 of ___________to us.” For example, a full transaction will look something like
this “N. Baron returned 5 pairs of the shoe we sold to him on March 12. He was also given a 5%
discount on his overall purchase.” They will they be required to insert the transaction of their
choice into the credit note that they constructed. The first five person to finish books will be
looked at, one-on-one feedback will be provided and
Evaluation:
N. Jones returned one case of gloves worth $ 600 that was sold to her on January 1 2009
J. Nelly returned six cases of water worth $3000 of Goods sold to her on January 18. At the time
of purchases, she was given a 20% trade discount and it must be deducted.
S. Wills returned to us, 1 bottle of cooking oil that was sold to her on January 22. No trade
discount was given on her order.
You are the owner of the company. Create your own address, telephone number, credit note
number, email address, etc. You are also required to insect the necessary information that us
mission for the customer’s such as their address etc.
While students are constructing the invoices, the facilitator will walk around and mark the ones
that are completed just to ensure that students are on the right track.
Content:
Credit note: a document issued by a supplier and is sent to the customers showing details of an
allowance made in respect of an unsatisfactory goods or services.
Other definition: A credit note is a receipt given to by a shop to a customer who has returned
good, which can be offset against future purchases.
Reasons for returning goods:
 Faulty or damaged
 Not suitable for a requirement. For example, type, size, colour etc
 The consignments incomplete
 There was an overcharge on the invoice
 Change in quantity
 Expiry
 Refund an amount to a customer
 Write off an invoice
Elements of a credit note
Suppliers name, customers name, customers and suppliers address, date, credit note number,
telephone number,
The relationship between return inwards and sales walks hand in hands. For a customer to return
goods to a business, the business operator must have sold goods to the customers. For example,
Shayon cannot return a patty to mother’s patty company if that was not where she purchased it.
Additionally, the discount given the point of credit sale will be deducted when a customer return
goods to its supplier/seller.
Since customers will have already been sent an invoice at the time of the goods were delivered,
they will be in debt to the supplier for the value of goods. Therefore, when the supplier makes an
allowance for the goods that have been returned, or a reduction in the price have been agreed, the
supplier will issue a credit note to the customer showing the amount of the agreed reduction.
Evaluation 1&2:
Today’s class can be described as productivity. Students were actively participating in the lesson.
At the point of stating reason why customers would return goods students were sharing
experiences. Some had online experiences, and some had experiences returning good to a
physical store.
Students did not understand why the discount allowed by the business to the customer at the
point of sale must be deducted when goods are been returned. I explained to the students the
principle behind the theory. However, students think it is unfair and that principle should be
reviewed. Despite not accepting the principle they had to use it in the completing the credit
notes. I met my objectives
If I could change anything about today’s lesson it would be allowing students to work
individually. Student were talking excessively when the were doing the evaluation activity
despite instructing them that there should be no talking.
I have been researching strategies to combat the chatter of students but there are not that
effectively work for a one-hour period for this class. It is a class of 32 students. Very larger
group and the class is not properly ventilated, so I am not sure if that is one of the contributing
factors to their constant chatter.

Grade: 9 option 6
Sub-topic: Sales & return inwards (presentation)
Methodology: Collaborative strategies
Content: Attached
General Objective:
 Demonstrate the relationship between sales and return inwards with 90% accuracy having
been introduced to the theory regarding the topics

 Respectfully and willingly participate into class activities
Engage:
A game of “four corners” will be played. Charts with
Evaluation:
Six group will be formed. Each group having a maximum of 7 students. The facilitator will be
assigned students to group. The groups will be named based on fruits; apple, banana, cherry,
grape, mango, pineapple and water melon. In each group students will be assigned roles. The
presentation will be done in alphabetical order. Each group will be provided with a cartridge
paper and marker and will be encouraged to be creative. Students will be given fifteen (15)
minutes to prepare the presentations. The mark scheme will be written on the board so that
students know exactly what they are been marked for.
Instructions:
All notebooks and other learning materials must be put away. You are to prepare a presentation
exceeding no more than5 minutes. The presentation should be a summary of what you have
learnt about sales and return inwards. In your presentation the following must be seen; suppliers,
customers, discounts, invoices, credit notes, reasons for returning goods, modes of transportation
of goods and payment plans.

Mark scheme:
Students will be allotted marks for the following:
Content / 10 Organization /5
Collaboration /5 language /5
Evaluation 1&2:
I got class three (3) minutes later than the schedule time when I got there only five students were
in the class. I help them to arrange the classroom into six (6) groups and I wrote my object for
today’s lesson on the board. the remainder of students came to class late with a note from their
form teach stating that were punished for misbehaving in chemistry class. Because there wasn’t
enough time, I didn’t do the introductory activity. I also wrote the instructions on the board and
placed students into their group.
What went well was that student cooperated to make the lesson personations successful. All
group presented. At the end of the presentations, group pineapple got the highest score of 94%
and group banana with the lowest score of 59%. My cooperating helped on the grade of the
presentation and students were on their best behavior. During the discussion processes all group
discussed quietly and that is unlike them when Mrs. Marshall is no at the class.
Grade: 9 option 6
Sub-topic: Return inwards Journal, sales ledger and sales account.
Methodology: Class discussion and individual activity
Content: Attached
General Objective:
 State the purpose of the return inwards journal with 70% accuracy been introduced to
what a journal is in accounting context.

 Draw up a return inwards journal and insert the credit notes with 100% accuracy working
through some examples.
Engage: A concept map will be drawn on the board, two markers will be passed via columns.
When the last person of that column receives the maker, it should be passed to the student sitting
at the back/front of the next row. The facilitator will count to eight (8) the two (2) student who
happens to have the marker when the facilitator reaches eight (8) will come to the board an write
a word or phrase that is related to the topic return inward. The purpose of this activity is to give
the facilitator an insight of how well students grasp what was taught last class and how much
they remember. Also used as mean of setting the pace for the class. (5 minutes)
Explore:
Student knows how to create a journal. They will be given a task to complete and it must be
completed individually. All students will be required to put their notebooks on the desk and turn
to the activity they did last class whether it was correct or incorrect. The facilitator will walk
around and ensure that students has the right number of credit notes given. After that
observation, they will be told that they are supposed to insert the information from the credit note
into the return inwards journal like they would have inserted the information from the sales
invoices into the sales daybook. They will be allotted Ten (10) minutes to complete the
following.
Explain:
Before the working of the actual questions the following information will be written on the
board; Return inwards journal is recorded from copies of credit notes which are sent to
customers who have returned good or have been over charged. Or for any additional reasons that
you were introduced to. Sales ledger -Credit the individual customers account with the amount of
each credit note. General ledger- Debit the return inwards account with the total of the return
inwards day book at the end of the period. The facilitator will draw the formation of the return
inwards journal; however, students will be called on to insert the element. They will be informed
that the only difference between the sales journal and the return inwards journal as it relates to
the elements is the invoice number column and the credit note number column. Together, this
activity will be completed. The facilitator will be the one inserting the information the credit
notes in the board. Additionally, students will be remined that at the end of the journal they are
required to write a narration of what took place in the journal At the end, any student who did
not completed it like it was completed on the board will be given 5 minutes to make their
corrections. While the others will move on to the activity in the explore section. (15 Minutes will
be allotted.)
Elaborate:
At this point students will draw up the sales leger and the general ledger, they will be asked how
they treat return inwards (return inwards should be debited) Therefore, it should credited it in
the sales leger and debit it in the business return inwards account in the general ledger. They
already know that into the sales leger sales recorded on the debit side of the customer’s account
because there is an increase in the customers sales while they current know that if a customer
return goods there will be a reduction in their stock which will result in a decrease. When there is
a decrease the account should be credit therefore student will be given an activity to complete
with a combination of sales and return inwards. However, these principles will be written on the
board into point format. (15 minutes)

Evaluation:
Student will be instructed to draw up a credit note of their own filling in the relevant information,
insert the credit note into the return inwards journal, open the account into the sales ledger, and
transfer the total to the return inwards journal into the general ledger. The facilitator will try to
mark as much as the books she can and provide students with a general feedback. (15 minutes)
Evaluation 1&2:
Practice Teacher Name: ________________________ Date: __________________

Grade: _____________ Class: _____________________
Lesson [ ] Lesson started on time [ ] Lesson did not go [ ] Modify content to allow
[ ] Teaching methods catered as planned as time more discussion
to different learning styles. out due to extended [ ] Incorporate other teaching
[ ] A variety of instructional discussion to enable strategies to make lesson more
methods were identified and students to grasp interesting.
used in the lesson concepts. [ ] Utilize resource personnel
[ ] Adequate resources were [ ] Lesson was often where appropriate
available interrupted. [ ] Provide assessment
[ ] Students were actively [ ] Learning activities for various learning
involved in the lesson environment was not styles.
[ ] Atmosphere was conducive adequately prepared. [ ] Summarizing lesson content
to learning [ ] No assessment (teacher & student)
[ ] Appropriate prerequisite activity was provided [ ] Ensure objectives clearly
skills were identified or it did not measure stated what students would be
[ ] Activities indicated how the what was practiced able to do at the end of the
vocabulary was introduced and and taught. lesson
taught [ ] No summary of [ ] Plan lesson that incorporate
[ ] Learning outcomes/ the lesson or wrap- the use of various resources.
objectives were met up occurred.
[ ] Assessment(s) provided the [ ] Objectives were
opportunity to demonstrates missing or did not
[ ] Objectives included active define what students
verbs that defined what would be able to do.
students could be able to do. [ ] There was no
variety in the type of
resources identified.
Student [ ] Learners were in a ready [ ] Tasks were absent [ ] Give one-to-one assistance
mode for learning or purely skill- based to the weaker students when
allowing students interaction to real world [ ] Use cooperative group
and cooperation. application learning
[ ] Opportunity was provided able to interact and [ ] Use mentorship
to recap what was taught and operate in pairs or [ ] Plan more activities to
learned groups facilitate fast learners as to
[ ] Assessment(s) activities [ ] Individual groups keep them engaged at all times
were completed on time weren’t effectively [ ] Ensure new skills practice
[ ] Previous knowledge was monitored. relates to a real world setting
demonstrated [ ] The faster learners
were not challenged
Teacher [ ] Lesson went according to [ ] Teacher was not [ ] Improve on lesson planning
plan adequately prepared [ ] Cater for different learning
[ ] Utilize several teaching for class. styles
strategies to cater for all [ ] Teacher did not [ ] Provide on time feedback
learners. utilize resources well. [ ] Reflect on lesson and note
[ ] Explain concepts and [ ] Teacher did not modifications in future lessons
methods with appropriate cater for all learning [ ] Provide constant feedback
language. style. on a timely manner or when
[ ] Skills were broken down [ ] Teacher was not needed.
into learnable parts effective in lesson
[ ] Constructive feedback was delivery
provided for activities/ skills [ ] Feedback was not
being practiced. constructive or non-
[ ] Reflected on successes of offered to students.
the lesson
Never met my object so class went over into the 29th

Content:
Return inwards journal is recorded from copies of credit notes which are sent to customers who
have returned good or have been over charged. Or for any additional reasons that you were
introduced to. Sales ledger -Credit the individual customers account with the amount of each
credit note. General ledger- Debit the return inwards account with the total of the return inwards
day book at the end of the period
Return inwards day book Pg21
Date Details Folio Credit Amount $
note #
2009
January 1 N. Jones SL2 22/88 600
January 18 J. Nelly Sl5 23/89 2250
January 22 S. Wills SL19 24/90 200
January 31 Total goods returned to us for the GL10 3050
month of January. Transferred to

Sales Ledger
J. Nelly A/C- Cr $ 2250
N. Jones A/C- Cr $ 600
S. Wills A/C- Cr $ 200
General Ledger
Return inwards A/C- Dr $ 3050

Grade: 9 option 6
Topic: Books of original entry (activity session)
Sub-topic: Return inwards Journal, sales ledger, and sales account.
Instructional Materials: White board markers, ruler, handout,
Methodology: Class discussion and pair activity
Content: Attached
General Objective:
 Construct a sale and return inwards journal with 100% using their prior knowledge.
 Open the customer’s accounts in the sales ledger and transfer the totals to the relevant
accounts in the general ledger having been introduced to this principle in previous
classes.
Engage: Students will be instructed to stand in a semi-circle. A recap of happen previous classes
will be facilitated. A ball will be used to carry out this activity. The facilitator will throw the ball
to a student and they will have to answer that question. If a student is unable to attempt to answer
the question that is pose to, he/she in 15 seconds then it will be passed on to another student.
This activity will be done to set the pace for the remainder of today’s class. The questions that
will be asked are as follows. (10 Minutes)
How are sales and return inwards related?
In whose personal account is return inwards recorded. The customers
Which ledger will return inwards be recorded in? Sales Ledger
On which side of the customer’s account return inwards is recorded? Credit side
What is the narration that is written at the end of the return inwards journal? Say why it is
important. Narration: Total goods returned for the month ended June 30, transferred to return
inwards account. This is important as it gives a summary of what took place in this account.
Evaluation Activity
Students will be given a handout with an activity. In pairs they will be required to enter the sales
daybook and the return inwards day book, post them to the customer’s account in the sales ledger
and transfer the total to the sales account in the general ledger. Make up your own folio numbers
and record against each item. The transactions are as follows:
They will be required to enter the sales daybook and the return inwards day book from the
following.
2009
June 1 credit sales to: A.Singh $188, P.Tulloch $ 60, J, Flynn $77, B. Lopez $88
June 6 credit sales to: M. Hosein $ 11, S,Thompson $118, J.Flynn $66
June 10 Goods returned to us by: A.Singh $ 12, Lopez $ 17
June 20 Credit Sales to M. Barrow $ 970
June 24 Goods returned to us by S. Thompson $5
June 30 Credit sales to M. Parkin, $91
Students book will be marked as mean of finding out how much students actually learnt.
Content
Sales Journal page 30
June 1 A. Singh SL1 001 188
June 1 P. Tulloch SL2 002 60
June 1 J.Flynn SL3 004 77
June 1 B.Lopez SL4 005 88
June 6 M. Hosein SL5 006 114
June 6 S.Thompson Sl6 007 118
June 6 J. Flynn SL7 004 66
June 20 M. Barton SL8 008 970
June 30 M. Parkin SL9 009 91
June 30 Total credit sales for the month of June GL18 1772
transferred to
____
Return inwards journal Pg 28
Date Details Folio Credit Amount
note # $
2007
June 10 A.singh SL1 22/22 12
June 10 B.Lopez SL4 22/23 17
June 24 S. Thompson SL7 22/24 5
June 30 Total Goods returned for the month of June GL256 34
transferred to
Sales Ledger
Evaluation 1&2

Grade: _____________ Class: _____________________

were not challenged
the lesson
On Friday January 31, 2020 student served detention
for disrupting another teacher class on Thursday. The
form teacher apologized to my cooperating teacher
and I however she said the matter was reported to her
by the grade supervisor and the detention was issued
to serve at this time which is the schedule time for my
class.
Grade: 9 option 6
Sub-Topic: Return inwards (summary activity session on sales and return inwards)
Instructional materials: textbooks, handouts, markers, rulers,
Methodology: Individual activity.
General Objectives: At the end of this lesson students should develop an understanding of how
important teamwork is in an organization to meet its objectives.
Prior Knowledge: Students have a concept of how to work as a team as they have been exposed
to group activities.
 Restate the reason for keeping the return inwards journal with 100% accuracy having
been introduced to the concept.
 Record transaction into the return inwards day book, post to personal accounts in the
sales ledger and into the return inwards account in the general ledger with 100% accuracy
after watching a video.

 Respectfully participate in class discussion and have a positive attitude towards content.
Engage: A recap of what was done in previous class will be facilitated. The following questions
will be asked to guide the recap session. What is a credit note? What is the name given to people
who owes the business money? Who is the term associated with people who the business owes?
Identify reasons for returning goods.
Evaluation: You are required to post the following to the sales and return inwards journal.
May 1 O. Givans returned goods 50 bags to us. Each bag cost 50 dollars. When she made the
purchase, she was given a 15% trade discount.
May 2 Credit sales to: J. Barret $2500, O. Givans $ 5000, T. Tucker $4000
May 5 S. Wray returned 35 baskets. Each basket cost 100 dollars. At the time of sale, she was
given a 25% trade discount.
May 9 credit sales to: K.Blake $800, S. Wray $2400
May 18 R. Roye returned goods to us costing 1700. No trade discount was given.
Required: you are to write up the return inwards day book, the sales leger and the return inwards
account in the general ledger.

Content
Sales journal Page 67
May 2 J. Barrett SL14 9888 2500
May 2 O. Givans SL2 10000 5000
May 2 T. Tucker SL22 10001 4000
May 9 K. Blake Sl24 10002 800
May 9 S. Wray SL3 10003 2400
May 31 Total goods sold on credit transfer GL67 14,700

_____-
to Sales A/C
Return inwards journal Page 26
Date Details Folio Credit no. Amount
# $
May 1 O. Givans Sl2 0003 2125
May 5 S. Wray SL3 0004 2625
May 18 R.Roye SL4 0007 1700
May 31 Total goods returned inwards for may GL22 6450

____
transfer to
Sales Ledger (customer’s Accounts)

O.Givans A/C – May 1 Cr 2125
May 2 Dr 5000
J. Barret A/C- May 2 Cr 2500
Tucker A/C- May 2 Dr 4000
S. Wray A/C- May 5 Cr 2625
May 9 Dr 800
K. Blake A/C- May 9 Dr 800
R. Roye A/C- May 18 Cr 1700
General Ledger
Return inwards A/C- Dr 6450
Evaluation 1:
Because students were already aware of the topic. They applied their cognitive skills to complete
the activity. The activity given in the exploration section showed that students understood and
was applied to apply what they learnt and create their own definition an explain questions that
was posed to them. Students managed to finish the activity in 55 minutes. The lesson went well
objectives were met. Class participation was 100 %. I was able to mark every student book in 55
minutes. I used the remaining five minutes mark the register and have students organize the
classroom into rows and columns.

Grade: 9 option 6
Sub-topic: Return inwards Journal, sales ledger and sales account (activity)
Instructional Materials: White board markers, ruler, handout, textbooks, laptop and projector
Methodology: Individual activity
Content: Attached
General Objective:
 Construct a sales journal with 100% accuracy after, post to the customer’s account in the
sales ledger and transfer totals to the relevant accounts into the general ledger having
done several activities.
Engagement activity:
Students will watch the following: https://youtu.be/ngpQgM0bkC0
this video will be shown as a mean of summarize the entire chapter on what was covered.
After student finish watching the video then they will be told that this is the last day that
we will be doing sales and return inwards solely. Therefore, of they have any question to
ask they are free to do so. (15 minutes)
Evaluation:
Students will be instructed to pull closer to the person sitting next to them as the activity that will
be given is a pair assessment. They will be given on handout with the following information on
it. (45 minutes) This activity was created from scratch by the facilitator.
Mr. Jones is the owner and operator of a company. During the month if march he made the
following
February 1 sold goods to N. Bettune $ 1800, B. Gowe $ 2900, A. Murphy $ 1200
February 3 Credit sales to: S. Bailey $3900, A. Cooper $3900 less 25% trade discount. S.
McFarlane $5920 less 30% trade discount
February 7 S. Williams returned $500 worth of goods to us
February 12 W. Williams returned goods $1700 worth of goods to us. At the point of sale, he
was given a 10% trade discount.
February 17 Credit sales to S. Bailey $9000, D. Thomas $ 2700, T. Thompson $11,200
February 28 S. Baily returned $1800 worth of goods to us.
 Draw up a sales and return inwards journal
 Post to the customer’s account in the sales ledger and transfer totals to the relevant
accounts in the general ledger.

Content
Date 2020 Details Folio Invoice Amount $
Feb 1 N.Bettune SL1 A2 1800
Feb 1 B. Gowe SL2 A3a 2900
Feb 1 A.Murphy SL3 A4a 1200
Feb 3 S. Bailey SL4 A5 3900
Feb 3 A.Cooper SL5 A6a 2950
Feb 3 S. McFarlane SL6 A7 4144
Feb 17 S. Baily SL4 A8 9000
Feb 17 D. Thomas SL8 A9 2700
Feb 17 T. Thompson SL9 A10 11,200
Feb 29 Total goods sold on credit for the GL34 39,794

______
month transfer to sales A/c
Return inwards journal page 33
2020 # $
Feb 7 S. Williams SL21 22/99 500
Feb 12 W. Williams SL22 22/100 1530
Feb 28 S. Bailey SL4 22/101 1800

Feb 29 Total goods returned for the month GL56 3830

____
transfer to return inwards A/C
Sales ledger
N. Bettune A/C- February 1 Dr 1800 S. McFarlane A/C- Feb 3 Dr 4144
B. Gowe A/C- February 1 Dr 2900 D. Thomas A/C-February 17 Dr
2700
A. Murphy A/C- February Dr 1200 T. Thompson A/C- February Dr
11,200
S. Bailey A/C- February 3 Dr 3900 A. Cooper A/C- February 3 Dr 2950
February 17 Dr 9000 S. Williams A/C- February 7 Cr 500
February 28 Cr 1800 W. Williams A/C- February 12 Cr
1530
General Ledger
Sales A/C- February 29 39, 794
Return inwards A/C- February 29 3830

Evaluation 1
I arrived at the class before the students, so I took the time to arrange the classroom how I
wanted it and wrote my objectives for today’s class on the board. Students came in
approximately five minutes after the schedule class time. When I was ready to start my lesson,
students were looking tired, so I asked them to stand and we sing the movement song “father
Abraham” after that little exercise students looked better. I the projected the video and they were
watch, one student said “ miss why are we watching this video when you have already taught us
everything that is being showed” the class was in his defense so I responded and said “I feel
proud of myself. That comment made me feel special as it is a reflection that you are learning
from me” they responded “you are welcome” I immediately turned off the video and instructed
them to get into pairs. I called Roshana to give a handout to each pair. They complete the task
given to them and I marked it and gave a general feedback on the error that I identified in mostly.
Majority of student were leaving off the page off the accounts. I must say I a growing and I
happy to know that students are learning.

February 7
Grade: 9 option 6
Topic: Books of Original Entry
Sub-Topic: Purchase invoice, journal and ledgers (activity)
Instructional materials: Textbooks, Ruler, handouts, Calculator
Methodology: Pair assessment
Prior knowledge: Students were introduced to the sales journal, sales ledger and general ledger
General Objective: At the end of the lesson student should appreciate the uses of books of
original and how they are used alongside the ledgers.
Specific Objectives: At the end of this lesson students should be able to:
 Create a purchases invoice with 100% accuracy after having been introduced to
theoretical aspects of the chapter and several activities.
 Insert the purchase invoice into the purchase journal, open the supplier’s account into the
purchases ledger and post transfer the totals to the relevant accounts been exposed to
several activities
 Respectfully participate in class activities

Engagement: A game of flash card will be play. The following words will be written on flash
cards
Journal
 Return inwards
 Creditors
 Debtors
 Ledger
 Trade Discount
 Cash sales
 Credit sales
Seven males will be called on to stand at the front of the class. A tongue twister will be written
on the board. They will be required to say the tongue twister in 10 seconds if they are unable to
say it, they will be given a flash card and they will have to define the term that is on it and give
an example. This activity will be used to set the atmosphere for the class and get students in the
mood for learning since it is their first class for the week since they have just returned from the
weekend.
Betty Botter bought some butter
But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter

Evaluation:
Last class, students were given an evaluation activity where they were required to draw up 5
purchases invoice on their own. That activity was marked, and some students did as instruct and
the others received feedback as to how to get it done. Everyone’s book was marked. Students
will use that activity to complete the purchases journal open the supplies account into the
purchases ledger and transfer the total to the purchases account in the general ledger.
Evaluation 1&2
The teacher arrived to class on time most of the students weren’t present at this time. The teacher
took this time help arrange the class with the students that were present at the time. All the
objectives were met. The contributing factors for meeting the objectives of the lesson were that
the students were interested in the topic and participated in the class activities with little to no
disruptive behavior. In addition, the amount objectives for this lesson were suitable for the
duration of the class. The lesson contained higher order cognitive objectives and catered for the
affective domain and for psychomotor skills. The lesson integrated collaborative learning,
utilization of multiple intelligences. The alternative and traditional assessments were both used
with the assessments matching the objectives of the lesson.
This sets of grades nine students are very fast learners. While students were working, I was
walking around and marking what they did correctly. Students understood the concept which
made it easy for me. Based on the speed that students are moving shows that I don’t have to
spend a lot of time on this sub-topic. I gave them a take home activity to complete. I was
surprised by a strategy that one on the male student came up with to complete this sub-topic. It is
as follows.
“Sales-If you sell good to Daynia she will increase, and you debit! If Daynia return some of that
good her stock will decrease so you credit!
Purchase- Miss is a supplier and you bought good from her so Miss stock is decreasing her
account is credit! Simple math that!” Said Tevando Tucker” when students reached at the
ledgers, they were repeating what Tucker said. From this, I learnt that sometimes pairs can also
influence their classmate to learn. And they will understand better from their perspective. Going
forward, I will ask students if they want to create a song, abbreviation etc. When we go through
different topics so it can help them in recalling a principal or formula. Students were given a
homework assignment on the sub-topic return outwards which will be used as the introductory
activity for next class.

February 13 and 14 was
parent’s day
See school events sheet in
section one (1)

Feb 17
Topic: Cash book
Sub-Topic: Introduction to cashbook
Date: February 20
Grade: 9 Option 6
Duration: 60 Minutes
Methodology: Brainstorming, questioning, group discussion, class discussion, individual activity
Instructional materials: Interactive PowerPoint, markers, pens, textbook, calculator
Prior knowledge: Students know that when there is an increase in revenue the account should be
debited and when there in a decrease the account should be credited
Content: (see attached ppt)
General objective: At the end of this lesson students should understand that the cash book
enables a business to keep track of all cash received and paid out.
 Unfold the topic cashbook after participating in an introductory activity
 Accurately define cash book with 100% accuracy after and interactive class discussion.
 List the three types of cash book with 100% accuracy after gathering information from a
PowerPoint
 Explain the importance/ advantages of the cash book with 75% accuracy after gathering
information through a discussion from a PowerPoint.

 Distinguish between discount allowed and discount received with 100 % accuracy having
been introduced to trade discount. (Guided questions will be asked)
 Respectfully, participate in class activities.
Engage: Cash book will be written on a piece of paper. Each letter will be individually cut out
and placed in a raffle bag. Since cash book has 8 letter eight (8) students will volunteer in this
activity. They will stand at the front of the class. Each student will take a letter from the bag the
following instructions will be given: There should be absolutely no talking, each of you should
come together and observe each letter that you have. When you discover the word, you should
stand in order of how the word is spelt. The discovered word will be the topic for the day. To
make students understand an example will be written on the board. REDGEL (LEDGER) the
person with L should start the line and the others with the letter that come next will stand beside
that person until the word is spelt out. After this activity is completed the topic will be written on
the board.
Explore: A PowerPoint will be displayed. On the first slide, what is a cash book? will be
displayed. The facilitator will ask the question, with the raise of hands the facilitator will accept
feedback from no more than three (3) student. After they would have answered the question
correctly or in correctly. In Pairs, having been introduced to the cash and back account to write
in their books what they think, and advantage of the cash book would be. Two pair will be asked
to volunteer and share their advantages with the class. If students are not responding, then they
will be called on to share with the class.
Explain: On the same PowerPoint, a formal definition of cash book as well as the advantages of
cash book will be displayed. Examples will be provided as well as students will be allowed to
share their thoughts of the information given to them. Examples will be provided after each slide.
These examples will be broken down in a way in which students will be able to relate to them as
well as create their own examples. There will be an introduction of the types of cash book. On
the PowerPoint, it will be shown and there will be a short discussion telling the difference
between the books. However, Petty cash book will be listed but students will be told that they
will just be focusing on the difference between the two-column cash book and the three-column
cash book.
Elaborate: Students will be introduced to definition of discount allowed and discount received.
A discussion will occur as a mean of transferring knowledge where students will be given a
chance to share their thoughts about the terms and what it means to them.
Evaluation: Music will be played a box will be passed around with the following questions
taped on to it. List one advantages of the cash book, why is the cash book a considered as a
journal? Define cash book? Stated the difference between the two-column cash book and three-
column cash book. Name the discounts that goes into the cash book.
Evaluation 1 & 2:
Today’s class was yet another big day for me. It was another assessment day from my Supervisor
Mr. Patrick Tucker. I arrived at class on time most of the students weren’t present at this time.
The teacher took the time help arrange the class with the students that were present at the time
and write the objective for the class on the board. when my supervisor entered the classroom,
students stood and welcomed him to the class and we immediately started the introductory
activity. The introductory activity went well besides having to tell students participating in the
activity that they shouldn’t be talking. after they topic was unfold, I went straight to ask students
what they think cash book is. Their attempt was correct, but the terminologies were not the ones
looking for. At times students get a little noisy, participation fluctuates at times and some
students were being disruptive. If I had the opportunity to score the lesson, I would have given
myself a 7/10. Firstly, I could have created charts to bring across the lesson more effectively,
projected some of the content and create handout with some of the information and put them into
groups to construct their own learning. I am a constructivist teacher and after reflecting I realized
that today’s lesson was teacher centered. Taking into consideration all my flaws in today’s lesson
I will go back to the drawing board to ensure that this does not repeat itself in the future.
Content:
What is a cash book?
A book in which receipts and payments of money are recorded
Advantages of a cash book

• traces mistakes: the balance of the cash book can be verified by matching it with
the actual cash in hand; thus, mistakes and errors can be easily detected.
• daily record: the cash transactions are recorded promptly in a cash book daily,
which helps in maintaining a regular record of the cash receipts and payments.
• Ascertain Receipts and Payments: The cash receipts and the payments made in
cash on a specific date can be easily determined with the help of a cash book.
• Determines Cash in Hand: It provides a clear picture of the remaining balance or
cash in hand left with the organization.
• Saves Time and cost : Recording the cash transactions first in a journal and then
posting it in the cash account of the ledger is a hefty task.
A cash book initiates creating of a single book of accounts and thus saves a lot of
time, efforts and expense incurred while preparing these two separate books.
Types of Cash book
• two column cash book ‘
• three column cash book
• petty cash book

A seminar was held at Mico
on February 21 for students
on Practicum 2-B. Therefore,
I was not at Camperdown on
this day.
Topic: Cash book
Grade: 9 Option 6
Methodology: Brainstorming, questioning, class discussion, individual activity
Instructional materials: Projector, Laptop, markers, pens, textbooks and calculator.
 Discuss contra entry with 100% accuracy after a detailed explanation
 List at least three characteristics of the cash book with 80% accuracy viewing a concept
map from a PowerPoint
 Construct a two-column cash book and record all receipts and payments with 70%
accuracy after working a question together

Engage:
A YouTube video titled “Contra entry in accounting” by easy CBSE commerce lectures will be
displayed. The video can be found at https://youtu.be/iZq61nYvtKc In a nutshell, this video
explain the term contra entry in dept. The video also outlines some term that will give
individuals a clue that the transaction is a contra entry. For example, if there is a transaction with
“business use in it, the automatically it becomes a contra entry. The facilitator uses this video as
an introductory activity to get students to better understand the term. Some students are visuals
learners so writing the definition on a PowerPoint will generate a lot of questions in the minds of
students. Therefore, this was the ideal thing to do.
Explore:
Students will get into group of five (5) groups of no more than six people to a group. Students
will be required to share with each other what they have learnt from the video. They will be
allotted five minutes to discuss the following in their groups. Using the number heads strategy,
each person in the group will number themselves from one to six. All the number ones will sit
together etc, and now share with each other what they have discussed in their previous group.
After which they will be instructed to give their undivided attention to the facilitator. They will
be instructed that one person from the group should stand and share with the class. After this
activity is effectively completed, a PowerPoint will be displayed. A definition of contra entry
will be displayed, and students will be required to write it in their books.
Explain:
On the same PowerPoint, A concept map will be displayed showing the different characteristic
of a cash book. Each group will be given a characteristic and they will discussion it among
themselves for 10 minutes and then share it with the class. The facilitator will listen actively and
help students in their explanations to make it substantial.
Elaborate: A cash book will be drawn on the board and the following questions will be written
on the board. The facilitator will and the students will go through them together via a discussion.
Jan 1 Withdrew money $ 900 from the bank for business use
Jan 2 Banked $400 of the cash held by the firm
A cash receipt of $100 from S. Walters on Jan 12 was later followed by the banking of $80 of
this amount on Jan 15.
Evaluation:
Write up a two-column cash book from the following details and balance off as at the end
of the month
March 1: Balance bought down from last month cash in hand $56 cash in bank $2356.
March 2: Paid rates by cheque $156
March 3: Paid for postage stamps in cash, $5
March 5: Cash sales, $75
March 7: Cash paid into bank, $60
March 8: Paid T. Lee by cheque, $75
March 10: Paid C. Brooks in cash, $2
March 12: J. Moores pays us $150, $50 being in cash and $100 by cheque
March 17: Cash drawings by proprietor, $20
March 20: P.Jones pays us by cheque, $79
March 22: Withdrew from the bank for business use, $200
March 24: Brought a new printer for cash, $195
March 28: Paid rent by cheque, $40
March 31: Cash sales paid direct into the bank, $105
Content
Contra entry refers to transactions involving cash and bank account. in other words, any entry
which affects both cash and bank accounts is called a contra entry. contra in Latin means the
opposite .
Receipts (+) Cash Book Payments (-)

Date Details Folio Cash Bank Date Details Folio Cash Bank
Jan 1 Bank C 900 Jan 1 Cash C 900
Jan 2 Cash C 400 Jan 2 Bank C 40 0
Jan 12 s. SL2 100
walters
Jan 15 Cash C 80 Jan 15 Bank C 80

Date Details Foli Cash Bank Date Details Folio Cash Bank
o $ $ $ $
March 1 b/d 56 2,356 March 2 Rate 156
March 5 Sales 74 March 3 postage 5
Stamp
March 7 Cash c 60 March 7 Bank c 60
March 12 J. Moores 50 100 March 8 T. Lee 75
March 20 P.Jones 79 March 10 C.Brooks 2
March 22 Bank c 200 March 17 Drawings 20
March 31 Sales 105 March 22 Cash c 200
March 24 Printer 195
March 28 Rent 40
March 31 c/d 98 2229

380 2700 380 2700
Evaluation:
Evaluation: this lesson was originally planned for yesterday March 2, 2020 but I was wasn’t
feeling well therefore I wasn’t at school. And students were left unattended but was well
behaved. Nonetheless, this lesson went went well objective were meet however students had a
challenge with the folio column. They were not sure about which book they were suppose to
transfer it despite numerous explanations and examples been provided. I planned on making a
chart and provided students with additional information regarding the folio column in the cash
book so that they will be comfortable and move through this unit quickly and effectively.
Another issue was that a fight started and students ran out of the class to look however I
managed to get them settled in 5 minutes and moved on with my lesson.

References
Priya. C. (2019). Cash Book. Retrieved from https://theinvestorsbook.com/cash-book.html
Wood. F & Robinson. Principles of Accounts 5 th edition. Carmelite House, 50 Victoria
Embankment, London. Hodder &Stoughton Limited (2015).
Video retrieved from: https://youtu.be/iZq61nYvtKc
Wood. F & Robinson. Principles of Accounts 5th edition. Carmelite House, 50 Victoria
Embankment, London. Hodder & amp;Stoughton Limited (2015)

MID-TERM
BREAK
SEE SCHOOL
CALENDER
Date: march 2, 2020
Subject: Principles of Accounts:
Grade: 9 option 6
Topic: Cash Book
Sub-topic: Two-column cash book
Methodology: Brainstorming and questioning
Instructional materials: textbooks, markers, pens & pencils,
Prior knowledge:
Content: Attached
Specific objective: At the end of this lesson students should be able to:
 Draw up two (2) two-column cash book with 70% accuracy having been provided with
worked class activities.
Engaging activity:
For today’s engagement activity there will be a recap session of what students learnt about the
cash book. The following guided questions will be asked as a mean of helping students
accurately complete the activity for today.
The cash book is a substitute for the_____________(cash and bank account)

What is a contra entry___________
When money comes into the business we______(debit) because our account_______(increase)
When money comes out of the business we (credit) because our account (decrease)
Which side should the balance b/d be on______(debit side)
Explore: The format of a cash book will be drawn and labeled with the necessary labels on the
board by the facilitator. Students will be given a handout with a series of question on two-
Column cash book. Students will be randomly selected to go to the board and complete the
problem alternatively until the question is completed. When each student goes to the board the
facilitator will ask how they will treat the transaction and why before writing it on the board.
Explain: When the question is completed on the board, the class will go through it together. If a
student made a mistake the facilitator will call on any student to help his or her classmate to
record the transaction.
Evaluation. Students will be given an activity student will be given the following Activity
May 1: Balance bought down from last month cash in hand $900 cash in bank $1900.
May 2: Paid rent by cheque $200
May 3: Paid for electricity in cash, $20
May 5: Cash sales, $150
May 7: Cash paid into bank, $50
May 9: Paid J. Green by cheque, $80
May 10: Paid Y. Minya in cash, $5
May: C. Walford pays us $500, $300being in cash and 200 by cheque
May 17: Cash drawings by proprietor, $10
May 20: P. Tucker pays us by cheque, $100

May 22: Withdrew from the bank for business use, $170
May 24: Brought a new table for cash, $100
May 28: Paid rates by cheque, $40
May 31: Cash sales paid direct into the bank, $200
Content
$ $ $ $
May 1 b/d 900 1900 May 2 Rent GL4 200
5
May 5 Sales GL2 150 May 3 Electricity GL5 20
5
May 7 Cash c 50 May 7 Bank c 50
May 12 C. Walford Sl2 300 200 May 9 J.Green PL22 80
May 20 P. Tucker SL3 100 May 10 Y. Minya PL23 5
May 22 Bank c 170 May 17 Drawings GL8 10
7
May 31 Sales GL2 200 May 22 Cash c 170
May 24 Table GL8 100
8
May 28 Rates GL8 40
9
May 31 Bal c/d 1335 1960
1520 2450 1520 2450
June 1 Bal b/d 1335 1960
Evaluation 1&2:

Grade: _____________ Class: _____________________

were not challenged
the lesson
Date: March 5, 2020
Grade: 9 (Option 6)
Topic: Cash Book
Sub-topic: Three-column cash book
Methodology: Questioning, Brainstorming, Class Discussion, Individual activity,
Instructional materials: Textbooks, Cartridge paper (activity purpose) markers, pens, ruler.
Prior knowledge: Students were introduced to the rule that when an account increases it should
be debited and when it decreases it should be credited.
General Objective: At the end of this lesson students should understand that the cash book
Specific objectives:
 Differentiate between discount allowed and discount received with 70% accuracy after
gathering notes and detailed examples.

 Construct a three-column cash book with 65% accuracy after a discussion and an
example.
 Respectfully participate in class activities.
Engage: A game will be played where seven (7) students will be asked to volunteer to
participate in an activity. They will stand at the front of the class and they will be given the
following instructions: This game is called “who knows accounts best” In a line, you will
number yourself from One to seven (1-7). The remained of the class with the so rhythm” you are
expected use the first letter of your name to identify a terminology that is related to principles of
accounts particularly the topic cash book. For example, “hey Sashell, oh, What’s your name?
stationary.”
Explore: The format of a three- column cash book will be drawn on the board. However,
students will be randomly selected and where they will identify an element of the cash book
where they will be given a piece of cartridge paper with the element identified to place it in its
correct place on the cash book. Using the homework question, together, the transactions will be
read, and students will identify whether it should be debited or credit and what should be
recorded in the details and folio column. After this activity is completed and balanced off, then
there will be an introduction of discounts to some of the same questions in which there will be a
reconstruction of the cash book. For example, on January 3 We received a cheque from M.
Jackson $8000. There will be a reconstruction of the question as a discount will be added and it
will read “We received a cheque from M. Jackson $8000. Less 20 % discount. Therefore 400
will be recorded in the discount allowed column and the new total for bank would be $7600.00.
Explain: Students will be provided with the definition for Discount allowed and discount
received. They will be asked to give or identify an example of discount allowed or discount
received. Additionally, students will be provided to concrete examples which will help them to
clearly distinguish between both discounts.
Evaluation: students will be given the following activity to complete from their textbooks. The
activity number as well as the page number will be written on the board. While students are
working the facilitator will be walking around and provide one on one feedback to students.
When five (5) minutes is left in the lesson students will be asked to stop working and three
students will be asked to answer the following question:
How is contra entry treated and give an example?
On which side is discount allowed recorded on and why?
On which side is discount received record on and why?
From the following details write up a three-column cashbook, balance off at the end of the
month.
March 1 Balance brought forward: cash in hand, $211 cash at bank, $3984
March 2 We paid each of the following accounts by cheque, in each case deduction a 5%
discount: T, Adams, $80; C.Bibby, $260; D. Clarke, $440
March 4 C.Potts paid us by cheque for $98
March 6 Cash sales paid direct into the bank, $49
March 7 Paid insurance by cash $65
March 9 The following persons paid us their accounts by cheque, in each case deducting a
discount of 2.5%: R.Smiley, $160; J.Turner, $640; R.Pimlott, $520
March 12 Paid motor expenses by cash, $100
March 18 Cash sales, $98
March 21 Paid for office expenses, by cheque, $120
March 23 Paid rent by cash, $60

March 28 Received a cheque for $500 being a loan from R. Godfrey
March 31 Paid for stationery by cheque, $27

Grade: _____________ Class: _____________________

were not challenged
the lesson
Content:
Discount Allowed- Cash discounts allowed by a business to its customers when they pay their
accounts quickly. Tamoya is the owner Of Cup Cake Ltd. she should goods to Sashi-T that cost $
7000 and gave her a discount of 10% discount,
Discount received: Cash discount received by a business from its suppliers when it pays its
account their accounts quickly. For example.
Date Details Foli Discount Cash Bank Date Details Fo Disco Cash Bank
o $ $ $ lio unt $ $
$
March Balance 211 3984 March T. Adams PL 4 76
1 b/d 2
March C. Potts SL1 98 March R. Smiley PL 13 247
4 2
March Sale GL2 49 March D. Clarke Pl 22 418
6 2
March R. Smiley Sl3 4 156 March Insurance Gl 65
9 7
March J. Turner SL4 16 624 March Motor GL 100
9 12 expense
March R. SL5 13 507 March Office GL 120
9 Pimlott 21 expense
March Sales GL2 98 March Rent GL 60
18 23
March R. SL2 500 March Stationery 27
28 Godfrey 2 31
March Balance 84 5030

31 c/d
33 309 5918 39 309 5918
April 1 Bal b/d 84 5030
March 9.
Grade 10
Principles of
Accounts
Lesson plans
Teachers: Channeka Walford

Grade: 9 (option 6)
Sub-topic: Source documents and journals’ (Invoice)
Methodology: Brainstorm and Discussion
General Objective:
 Define source documents and invoice with 60% accuracy after participating in an
introductory activity.
 Create their own definition of an invoice with 75% accuracy given a document to
observe.
 Distinguish between cash sales, credit sales, cash discount, trade discount and the
treatment of each in the books of account with 90% accuracy after gathering notes from
their textbooks.
 Prepare a sales invoice with 60 % accuracy after viewing a PowerPoint displaying sales
invoices prepared by other persons/ experts.

 Respect classmates in completing activities and demonstrate a positive attitude towards
the content.
Engage:
Students will be given a sales invoice. They will be instructed to observe the source document
for two minutes and write in their books the information on the invoice that they found to be
important and why. Those will be referred to as the elements of the invoice. With the information
gathered from the observation of the invoice they will be asked to create a definition for the term
invoice/ define what is and invoice. (10 Minutes)
Explore:
Using their textbooks, students will be asked to sit into groups of four. They will gather
information on the following trade discount, cash discount, credit sales and cash sales. Each
group will be assigned one of the four terms. For example, group one will be assigned trade
discount etc. When they are finish gathering the information, they should engage in a discussion
among themselves regarding the term they were assigned to. This activity will be done to give
each student a chance to share their thoughts.
Explain:
After gathering the previous terms, there will be a discussion with the facilitator. he leader of
each group will stand and explain what they understand from information they gathered with the
entire class. If their explanation isn’t sufficient then guide questions will be asked to pull the
information from students in order to make the information sufficient and clearer.
Elaborate:
An interactive PowerPoint will be displayed. It has sales invoice that was prepared by other
business it the elements of the invoice highlighted. Elements such as the date the customer’s and
seller’s information etc. Emphasis will be placed on the format as well. After going through and
discuss each of the following elements students will be required to do a simple activity. The first
three individual to finish correctly will be rewarded.
Evaluation 1
E. Wilson of 20 Bricks avenue, Eastside St. Thomas, is selling the following items: the
recommended retail prices are shown.
White tape @ $10 per roll
Green baize @ $ 4 per metre
Blue Cotton @ $ 6 per sheet
Black silk @ $ 20 per dress length
He makes the following sales during the month of November 2019
November 1 To Vybz kartel of Lot 120 Waterford, St. Catherine: 3 rolls of white tape, 5 sheets
of blue cotton, 1 black silk dress length. Less 25% trade discount. (legder p. 105)
November 3 To skillibeng of Lysson District, St, Thomas: 60 rolls of white tape, 30 meters of
green baize. Less 33 ½ trade discount. (ledger p. 277)
November 18 To Masicka of 17 water house drive, Kington 11. 1 silk black dress length. No
trade discounts.
Content:
Source documents are the physical basis upon which business transactions are recorded. Source
documents are typically retained for the use as evidence when auditors later review the
company’s financial statement and need to verify that transaction have in fact occurred.
An invoice is a document issued by a seller to the buyer that indicates the quantities and costs of
the products or services provider by the seller.
An invoice specifies what a buyer must pay the seller according to the seller’s payment terms.
Payment terms indicate the maximum amount of time that a buyer has to pay for the goods
and/or services that they have purchased from the seller.

Evaluation 1&2
This class was my first class of my practicum. I was so when I got the class. There were 22
students present at the time. The class started 15 minutes late as students had class devotion
which was their first meeting of the new school erm with their form teachers. Mrs. Marshall, my
cooperating teacher introduced me to the class, and I took over from there. I asked students to
stand and say their names and what they want to become in the future. This exercise took up
another 15 minutes of the time but with no hesitation I started my lesson and I was able to meet
my objectives, but they were modified.
Students were receptive of the information. They were already introduced to the term source
documents and they had information on invoice, however, the were not given the physical
document or could say what it looks like. I still went through it and share what I had planned.
The evaluation activity was modified. Instead of having students drawing up the three invoices, I
let them draw only one. Because time was catching up on us. I instructed Using the format
display of the PowerPoint, they were told that is the format in which I want them to use in
preparing the invoice. I marked majority of their books and I felt very happy as it was my first
time with them, and they learnt how to prepare an invoice.
The takeaway from this lesson is that it ok for the feeling of fear to come over one when they are
in a new environment, but one should be confident in self and make the best of any given
experience. additionally, going forward, I will go with an open mind as the classroom is filled
with surprises.
Grade: 10 option3
Sub-Topic: Sales
Instructional materials: textbooks, markers, calculator, sales invoice,
Methodology: Brainstorming, Cooperative learning, Discussion, Questioning
General Objective: At the end of this lesson students should be able to appreciate the uses of the
books of original entry and how they are used alongside the ledgers.
 Explain why only credit sales are recorded into the sales journal after a discussion.
 Identify the elements of the sales journal and their importance after a discussion from
their prior knowledge of elements of the sales invoice with 70% accuracy.
 Construct and record transaction in the sales journal, sales ledger and to the sales account
in the general ledger after working one question together.
 Respectfully participate in class activities and show respect for classmates

Engage: the evaluation activity from last class had to modified due to time constraint, students
were then asked to do the remainder of the activity for homework. For today’s lesson that
activity will be done in a fen manner. Two male students will be called on. They will be given a
marker and a ruler, they will be required to the will be instructed hat one will do November 3 and
one will do November 18, they will have a chance to choose which they want to do. They will be
given 3 minutes to finish the activity. The other students will not be allowed to help them. At the
end we will clap them, and the facilitator will express gratitude with a token to both students.
After this activity the following questions will be posed to students. What is a sales invoice?
Who prepare a sales invoice? Identify five elements of a sales invoice? This activity will be done
to set the pace for students to move on to recording information in the other books.
Explore:
A table will be constructed on the board (sale journal format). The table will consist of five (5)
rows and five (5) columns. Five students will be called to the front of the class and they will be
required to select among their classmates who they would want to be in a group with. Each
student will choose alternatively. They will be instructed to discuss among themselves what are
the elements of the sales journal (date, details, folio invoice number and amount) The will be
given 5 minutes to discuss after which one students from each group will come to the board and
insert a element to complete the table. Being that students were introduced to the different
journals by their teacher however, they didn’t go in dept, and their prior knowledge of the
invoice will help them in completing this activity. It is a high possibility that they will not
indicated that there should be a column for folio and one for the invoice number. Students will be
given allotted 5 minutes to discuss.

Explain:
A representative from any of the five (5) groups who think they have completed the table
correctly will be asked to go to the board and write what they have in the table that is drawn on
the board. The facilitator will look at the information that was written in the board and ask if
everyone agree with what was written on the board. Whoever disagrees will go to the board and
make the corrections. They will be engaged in a discussion related to the activity where they will
be applauded for their braveness. Most students would not have gotten what should be recorded
in the folio column. Therefore, they will be given information which will be written on the board
about the folio column and as it relates to the invoice number they will be told that every invoice
must have a number and it should be recorded in a sequential order. The table will be completed,
Elaborate:
Students will be given notes on why only credit sales are recorded into the sales journals.
Students were already introduced to T accounts and how many accounts are affected in a
transaction. They are aware that in when a company sell goods their account will be credited, and
their customers’ accounts will be debited. The following will be drawn on the board:
INVOICE
SALES JOURNAL OR SALES DAY BOOK
SALES LEGER (personal accounts- transaction will be recorded on the debit side)
GENERAL JOURNAL (sales account- final total the credit side)

Evaluation 1: Regarding the activity that students got for homework, they will be require to use
the information to complete the sales day book, open the customer’s accounts in the sales day
book and post the total from the sales day book to the sales account in the general ledger.
Additionally, two pieces of cartridge paper will be place in the classroom. One at the front and
one at the back. Students will be required to write something that they have learnt from today’s
class before leaving the classroom.

Content
In many businesses, most sales will be on credit rather than in cash. In fact, the dales of some
businesses will consist of entirely of credit sales.
Elements of the sales journals are:
Date (it shows when the sale was made)
Details (who good were sold to)
Folio (where the other part of the double entry will be found)
Invoice number (every invoice has a different number. I it normally in sequential order)
Amount/Total (the amount that is owed by customers)
Folio columns- The “Detail column” in an account contains the name of the account in which the
other part of the double entry has been entered. Anyone looking through the books should,
therefore, be able to find the other part of the double entry in the ledgers. However, when many
books are being used, just r omentin the name of the other account may not be enough
information to find the other account quickly. More information is needed, and this is given by
using the “folio columns.” In this column, the initials of the ledgers where the other part of the
entry is been recorded is shown, that is, GL (General ledger) together with the page number. For
example,
For examples We sold good to D jones on credit $1880. In the sales daybook in the folio column
we sold record SL7 which indicates that you can find D. Jones account in the sales ledger on
page 7. While in the sales ledger in the folio column you would see SDB 20 which is indicating
that the other part of the double entry is recorded in the sales daybook
Sales daybook
page
20
November 1 Vybz Kartel SL105 0005 60
November 3 Skillibeng SL277 0009 540
November 18 Masicka SL776 0010 20
November 30 Total credit sales for the month of GL23 620
November transfer to sales A/c
Sales ledger
Vybz kartel A/C- November 1 Dr $60
Skillibeng A/C- November 3 Dr $540
Masicka A/C- November 18- Dr $20
General ledger
Sales A/C -November 30 Cr $620

Evaluation 1&2:
I arrived at class on time, not may students be there so I write my objectives in the board and
help to arrange the class with the students who were present. Today was indeed a great session.
Students were actively participating. About 30 minutes in the lesson they got disruptive and
started having conversation that were not about the lesson and I found it to be very disrespectful,
I stopped and I used about 10 minutes to say how I feel about what is happening and I
encouraged telling them how privileged they are to be sittung in a class as many of their peers
would love the opportunity to come o school and they should be respectful to others as what goes
around comes around etc. the felt bad and at the end they apologized and assure me that it will
never happened again. After that we had a smooth sailing, I was able to meet my objectives
besides the disruption. However, I was left in doubt. I did not think students fully understood the
information that should be placed in the folio columns of the journals and ledger. I came to this
conclusion when I was walking around marking books. Only five students demonstrated a full
understanding of what it.
I am so grateful for this opportunity to be living my dream in imparting knowledge. It was an
awesome feeling that students could recognize that I was disheartened by their behaviour and
they apologized. I learnt that saying how you feel may change a situation.
In the future, I do hope to observe student’s individual uniqueness and plan for them. For
example, the talkative ones will always be sitting near me, the hyperactive one will be group
leaders etc.
Grade: 10 option 3
Sub-topic: Sales invoice, journal and ledger activity.
Methodology: Brainstorming, questioning, pair assessment
Content: Attached
General Objective:
 Prepare sales invoices with 100% accuracy having been taught.
 Enter the invoices into the sales day book and post to the personal accounts in the sales
ledger
 Willing participate in class proceedings
Engage: The class will be spilt into two. Males will be on one side and females will sit on the
other. Teams will be required to give name their team. For example, the girl; super girls. A total
of six (6) questions will be asked. Each team will be given three questions each, however, these
questions will be asked alternatively. Two students will be asked to volunteer to write the scores
on the board for their teams Each team will be allotted 15 seconds to answer correctly. If a team
answer is incorrect and the other team wants to try, it will be accepted, and the point will be
allotted. There will also be a bonus question. A coin will be introduced teams will be asked to
select heads or tale. A coin will be flipped and whoever wins will answer the question. This
activity will be given to test how much students learnt and is able to recall from what was taught
in previous classes.
Questions
FEMALES:
 How many journals is there in the books of original entry? Four (4)
 If we sold good to john on May 20, 2018 for $3000 how would it be recorded
onto the sales day book? (Date: May 20, 2018, Details: John, Folio:SL2, Total:
3000
 Sold goods to M. Jackson 5000 with a trade discount of 25% what figure will be
recorded into the sales day book? $3750
MALES
 How many ledgers are there in this chapter? Three (3)
 If the final figure on an invoice is 7000 and the trade discount is 40% what will the total
be? $2800
 Sold Goods to C. Crawford on May 17, 2019 for $2000. How will it be recorded in the
customer’s account in the sales day ledger? (date: May 7, 2019, Details: Sales, Folio: SJ2,
Amount: 2000.
BONUS QUESTION:
 THE TOTAL that goes into the sales account in the general ledger comes from where?
The sales day book.
Evaluation 1: In pairs students will complete the following activity. They will be given
handouts with the questions.
Y. Bascoe is the owner of J&J Farm limited. She sells the following products to farmers on a
daily basis. 2 dozen chicks @ 1800, 1 pig @ 5000, 1 goat @ 3000, 1 horse @ 9000. In the month
of September 2009, she made the following sales:
September 1 sold good to B. Wedderburn 2 dozen chicks, 2 pigs, 5 goats, 1 horse. Less 10%
trade discount.
September 2 sold goods to R. Henry: 4 dozen chicks, 1 goat, 8 pigs. less 20% trade discount.
September 12 sold goods to K. Stewart: 3 pigs. No trade discount.
September 15 sold goods to S. Blake: 5 dozen chicks, 9 goats, 7, pigs. Less 30% trade discount.
September 18 sold goods to S. Richards 2 pigs, 1 goat, 1 horse. No trade discounts.
September 30 sold goods to W. Williams 8 dozen chicks, 9 pigs, 4 horse, less 30% trade
discount.
Required:
 Create your own address for the invoices, invoice #, folio and page #
 Draw up the invoices for the following transactions and enter the invoices into the sales
daybook and post to personal accounts in the sales ledger
Content:
Evaluation 1&2
Grade: 10 option 3
Sub-topic: Sales and return inwards
Instructional Materials: White board markers, ruler, hand out
Methodology: Class discussion, Group Discussion,
Content: Attached
 Determine at least four (4) reasons why customers will return goods to a business after a
discussion with 100% accuracy.
 Define Credit note with 70% accuracy after a role play.
 State the relationship between Sales and return inwards with information provided
 Construct credit notes with 50% accuracy after an example is drawn on the board via
class participation.
Engage: Two (2) students will be called to the front of the class they will be given a piece of
paper with the following written on it:
Credit note: Hey class, I am new to you, but my name is credit note.
Credit note mom: Like she said she’s new to the class Her duty here is show customers details
of returning goods for whatever reasons.
Credit note: Yes mom, but I would like to formally introduce myself. I am a document
issued by a supplier and is sent to the customers showing details of an allowance made in respect
of an unsatisfactory goods or services.
Credit note mom: *smile* Good girl
Credit note: Teacher may I take my seat?
Teacher: Yes, you may.
They will be required to step outside for five (5) minutes and plan a role play with the
information given on the paper. While the other students will tell the facilitator what they learnt
last class. This activity will be done to introduce the topic credit note. At the end of this activity
they will be tell identify the topic and it will be written on the board.
Explore:
Students will be instructed to sit into groups of four (4). They will be required to discuss among
themselves and write in their books four (4) reasons why they would return goods purchase into
a physical store and an online store. They will be allotted 10 minutes to do so. When the 10
minutes comes to an end, one student from each group will stand and share with the class what
the wrote.
Explain:
At this point, a definition of credit note that was given in the introductory activity will be written
on the board. Also, they will be told that the discount allowed by the business that has been
written on the invoice that was given to the customer at the point of delivery will be deducted. It
will be written on the board. A handout with several reason why customers would return goods
to a business will be on the handout. From there, a class discussion will be facilitated. The
following guided questions will be asked to facilitate the discussion; How do you feel when you
must return goods? Why do you think it is important that the seller gives you a credit note? Do
you think when goods are returned the supplier hold a personal vendetta against the buyer? And
why?
Elaborate:
Been introduced to the sales invoice, students will identify some of the element that are a part of
the sales invoice that would be a part of the credit note. Their responses will be written on the
board. From their response, a credit none will be constructed on the board with the elements they
identified, additional elements if they missed any will be highlighted and filled in. However,
before the construction they will be told that the format of the credit note is just like the sales
invoice. Additionally, Using an example of the choice from the previous sales questions they
were given they will be asked to add the following information to that transaction “but on May
8th he return 5 of ___________to us.” For example, a full transaction will look something like
this “N. Baron returned 5 pairs of the shoe we sold to him on March 12. He was also given a 5%
discount on his overall purchase.” They will they be required to insert the transaction of their
choice into the credit note that they constructed. The first five person to finish books will be
looked at, one-on-one feedback will be provided and
Evaluation:
N. Jones returned one case of gloves worth $ 600 that was sold to her on January 1 2009
J. Nelly returned six cases of water worth $3000 of Goods sold to her on January 18. At the time
of purchases, she was given a 20% trade discount and it must be deducted.
S. Wills returned to us, 1 bottle of cooking oil that was sold to her on January 22. No trade
discount was given on her order.
Create your own address, telephone number, credit note number, email address, etc. You are also
required to insect the necessary information that us mission for the customer’s such as their
address etc.
While students are constructing the invoices, the facilitator will walk around and mark the ones
that are completed just to ensure that students are on the right track.
Evaluation 1&2:
Content:
Credit note: a document issued by a supplier and is sent to the customers showing details of an
allowance made in respect of an unsatisfactory goods or services.
Other definition: A credit note is a receipt given to by a shop to a customer who has returned
good, which can be offset against future purchases.
Reasons for returning goods:
 Faulty or damaged
 Not suitable for a requirement. For example, type, size, colour etc
 The consignments incomplete
 There was an overcharge on the invoice
 Change in quantity
 Expiry
 Refund an amount to a customer
 Write off an invoice
Elements of a credit note

Suppliers name, customers name, customers and suppliers address, date, credit note number,
telephone number,
The relationship between return inwards and sales walks hand in hands. For a customer to return
goods to a business, the business operator must have sold goods to the customers. For example,
Shayon cannot return a patty to mother’s patty company if that was not where she purchased it.
Additionally, the discount given the point of credit sale will be deducted when a customer return
goods to its supplier/seller.
Since customers will have already been sent an invoice at the time of the goods were delivered,
they will be in debt to the supplier for the value of goods. Therefore, when the supplier makes an
allowance for the goods that have been returned, or a reduction in the price have been agreed, the
supplier will issue a credit note to the customer showing the amount of the agreed reduction.
Grade: 10 option 3
Instructional Materials: White board markers, ruler, handout, textbooks
Methodology: Class discussion and individual activity
Content: Attached
General Objective:
 State the purpose of the return inwards journal with 70% accuracy been introduced to
what a journal is in accounting context.
 Draw up a return inwards journal and insert the credit notes with 100% accuracy working
through some examples.

Engage: A concept map will be drawn on the board, two markers will be passed via columns.
When the last person of that column receives the maker, it should be passed to the student sitting
at the back/front of the next row. The facilitator will count to eight (8) the two (2) student who
happens to have the marker when the facilitator reaches eight (8) will come to the board an write
a word or phrase that is related to the topic return inward. The purpose of this activity is to give
the facilitator an insight of how well students grasp what was taught last class and how much
they remember. Also used as mean of setting the pace for the class. (5 minutes)
Explore:
Student knows how to create a journal. They will be given a task to complete and it must be
completed individually. All students will be required to put their notebooks on the desk and turn
to the activity they did last class whether it was correct or incorrect. The facilitator will walk
around and ensure that students has the right number of credit notes given. After that
observation, they will be told that they are supposed to insert the information from the credit note
into the return inwards journal like they would have inserted the information from the sales
invoices into the sales daybook. They will be allotted Ten (10) minutes to complete the
following.
Explain:
Before the working of the actual questions the following information will be written on the
board; Return inwards journal is recorded from copies of credit notes which are sent to
customers who have returned good or have been over charged. Or for any additional reasons that
you were introduced to. Sales ledger -Credit the individual customers account with the amount of
each credit note. General ledger- Debit the return inwards account with the total of the return
inwards day book at the end of the period. The facilitator will draw the formation of the return
inwards journal; however, students will be called on to insert the element. They will be informed
that the only difference between the sales journal and the return inwards journal as it relates to
the elements is the invoice number column and the credit note number column. Together, this
activity will be completed. The facilitator will be the one inserting the information the credit
notes in the board. Additionally, students will be remined that at the end of the journal they are
required to write a narration of what took place in the journal At the end, any student who did
not completed it like it was completed on the board will be given 5 minutes to make their
corrections. While the others will move on to the activity in the explore section. (15 Minutes will
be allotted.)
Elaborate:
At this point students will draw up the sales leger and the general ledger, they will be asked how
they treat return inwards (return inwards should be debited) Therefore, it should credited it in
the sales leger and debit it in the business return inwards account in the general ledger. Student
will be instructed to draw up a credit note (free hands) of their own filling in the relevant
information, insert the credit note into the return inwards journal, open the account into the sales
ledger, and transfer the total to the return inwards journal into the general ledger. The facilitator
will try to mark as much as the books she can so that she can provide students with feedback
next class. Whoever books are mark will be instructed to move to the other activity. After they
have completed this activity, their memory will be pulled back to when they were told that sales
and return inwards were related. They already know that into the sales leger sales recorded on
the debit side of the customer’s account because there is an increase in the customers sales while
they current know that if a customer return goods their will be a reduction in their stock which
will result in a decrease. When there is a decrease the account should be credit therefore student
will be given an activity to complete with a combination of sales and return inwards.
Evaluation: Students will be instructed to complete activity 16.2x
Enter the sales day book and the return inwards day book from the following. The post them to
the customers account in the sales ledger and transfer the total to the sales account in the general
ledger. Make up your own folio numbers and record against each item.
2009
June 1 cedit sales to: A.Singh $188, P.Tulloch $ 60, J, Flynn $77, B. Lopez $88
June 6 credit sales to: M. Hosein $ 11, S,Thompson $118, J.Flynn $66
June 10 Goods returned to us by: A.Singh $ 12, Lopez $ 17
June 20 Credit Sales to M. Barrow $ 970
June 24 Goods returned to us by S. Thompson $5
June 30 Credit sales to M. Parkin, $91

Evaluation 1&2:
Content:
Return inwards journal is recorded from copies of credit notes which are sent to customers who
have returned good or have been over charged. Or for any additional reasons that you were
introduced to. Sales ledger -Credit the individual customers account with the amount of each
credit note. General ledger- Debit the return inwards account with the total of the return inwards
day book at the end of the period
Return inwards day book Pg21
Date Details Folio Credit Amount $
note #
2009
January 1 N. Jones SL2 22/88
January 18 J. Nelly Sl5 23/89
January 22 S. Wills SL19 24/90
January 31 Total goods returned to us for the GL10
month of January. Transferred to

Sales Ledger
General Ledge
June 1 B. Singh SL1 001 188
June 1 P. Tulloch SL2 002 60
June 1 J.Flynn SL3 004 77
June 1 B.Lopez SL4 005 88
June 6 M. Hosein SL5 006 114
June 6 S.Thompson Sl6 007 118
June 6 J. Flynn SL7 004 66
June 20 M. Barton SL8 008 970
June 30 M. Parkin SL9 009 91

June 30 Total credit sales for the month of June GL18 1772
transferred to
____
Return inwards journal Pg 28
Date Details Folio Credit Amount
note # $
2007
A.singh SL1 22/22 12
June 10
June 10 B.Lopez SL4 22/23 17
June 24 S. Thompson SL7 22/24 5
June 30 Total Goods returned for the month of June GL256 34
transferred to
Grade: 10 option 3
Topic: Books of original entry (activity session)
Methodology: Class discussion and pair activity
Content: Attached
General Objective:
 Open the customer’s accounts in the sales ledger and transfer the totals to the relevant
accounts in the general ledger having been introduced to this principle in previous
classes.
Engage: Students will be instructed to arrange their desks and chairs in a semi-circle. A recap of
happen in last class will be facilitated. A ball will be used to carry out this activity. The
facilitator will throw the ball to a student as they will have to answer that question. If a student is
unable to attempt to answer the question that is pose to, he/she in 15 seconds then it will be
passed on to another student. This activity will be done to set the pace for the remainder of
today’s class. The questions that will be asked are as follows. (10 Minutes)
How are sales and return inwards related?
In whose personal account is return inwards recorded. The customers
Which ledger will return inwards be recorded in? Sales Ledger
On which side of the customer’s account return inwards is recorded? Credit side
What is the narration that is written at the end of the return inwards journal? Say why it is
important. Narration: Total goods returned for the month ended June 30, transferred to return
inwards account. This is important as it gives a summary of what took place in this account.
Explore:
Students were given a question last class, that question was modified, and students were only
instructed to do the part related to journals only. Today, students doing will post open the
individual accounts in the sales ledger and transfer the totals to their relevant accounts in the
general ledger to complete this question. This activity is a pair activity. Since students are
already sitting in a semi-circle, they will work with the person sitting next to them. While
students are working the register will be marked, the facilitator will also be walking around to
ensure that students are making the correct entries and their “T” accounts have on the following,
Dr and Cr, Page Number, A/C etc (30 minutes)
Explain: Students will be number from one to three (1-3). All number one (1) will sit together,
number two will sit together and three will sit together. We are going to complete the activity
they did on the board. starting with the group with all the number 3, one member will go to the
board and draw up and insert one transaction. Then one person from group with number 2 will be
next and so on. The same person cannot go back to the board unless all the other in the group
gets a chance. In their groups, they should help their team member. For example, of group three
enter a transaction that group will write their group number besides it as a mean to identify at the
end who did it. There will be a class discussion about the activity, if anything was in correct it
will be corrected, and feedback will be given.
Evaluation:
The facilitator will direct students to form 5 groups no group should not exceed six (6) members.
Their task will be to create an original poem or song to summarize with they have learnt about
sales and return inwards. Students will be given 10 minutes to plan. The song or poem should be
no less than 2 minutes and the song should not exceed 2 minutes for presentation. This
presentation will be graded. Students will be marked for the following:
Eloquence 5marks Organization 2 marks
Content 10 marks Collaboration 1 mark
Creativity 2 marks
Evaluation 1&2:
Grade: 10 option 3
Sub-topic: Return inwards Journal, sales ledger and sales account (activity)
Methodology: Individual activity
Content: Attached
General Objective:
 Construct a sales journal with 100% accuracy after, post to the customer’s account in the
sales ledger and transfer totals to the relevant accounts into the general ledger having
done several activities.

Engagement activity:
Two cartridge paper will be tacked on the board. one yellow and one green. Based on a
homework activity that was given to students last class. The were marked and some students
exceptionally well, some did good and did not did well (six students). Students will be instructed
to stand outside into one line. The facilitator will call on some students to step out of the line and
form another line (these are the students who scored below 60%) the facilitator will give the
students who scored 60% and above a green marker and they will be required to write what they
have learnt on the overall topic on the yellow cartridge paper. The others will be given a red
marker and they will be instructed to write what they did not understand about the topic on the
green cartridge paper. Each line will go alternatively until everyone is finish. Each student will
take their seats immediately after they write on the cartridge papers. The facilitator will then ask
them to arrange their desks and chairs in a semi-circle. There will be a class discussion relating
to what students did not understand. It will be explained using examples and non-examples. This
activity will be used as this is the last day of the topic, the facilitator wants to ensure that
everyone grasp the concept before moving on.
Evaluation:
Students will be instructed to pull closer to the person sitting next to them as the activity that will
be given is a pair assessment. They will be given on handout with the following information on
it. This handout was created by the facilitator from scratch
Mr. Jones is the owner and operator of a company. During the month if march he made the
following
February 1 sold goods to N. Bettune $ 1800, B. Gowe $ 2900, A. Murphy $ 1200
February 3 Credit sales to: S. Bailey $3900, A. Cooper $3900 less 25% trade discount. S.
McFarlane $5920 less 30% trade discount
February 7 S. Williams returned $500 worth of goods to us
February 12 W. Williams returned goods $1700 worth of goods to us. At the point of sale, he
was given a 10% trade discount.
February 17 Credit sales to S. Bailey $9000, D. Thomas $ 2700, T. Thompson $11,200
February 28 S. Baily returned $1800 worth of goods to us.
 Draw up a sales and return inwards journal
 Post to the customer’s account in the sales ledger and transfer totals to the relevant
accounts in the general ledger.

Content
Date 2020 Details Folio Invoice Amount $
Feb 1 N.Bettune SL1 A2 1800
Feb 1 B. Gowe SL2 A3a 2900
Feb 1 A.Murphy SL3 A4a 1200
Feb 3 S. Bailey SL4 A5 3900
Feb 3 A.Cooper SL5 A6a 2950
Feb 3 S. McFarlane SL6 A7 4144
Feb 17 S. Baily SL4 A8 9000
Feb 17 D. Thomas SL8 A9 2700
Feb 17 T. Thompson SL9 A10 11,200
Feb 29 Total goods sold on credit for the GL34 39,794

______
month transfer to sales A/c
Return inwards journal page 33

2020 # $
Feb 7 S. Williams SL21 22/99 500
Feb 12 W. Williams SL22 22/100 1530
Feb 28 S. Bailey SL4 22/101 1800
Feb 29 Total goods returned for the month GL56 3830

____
transfer to return inwards A/C
Sales ledger
N. Bettune A/C- February 1 Dr 1800 S. McFarlane A/C- Feb 3 Dr 4144
B. Gowe A/C- February 1 Dr 2900 D. Thomas A/C-February 17 Dr
2700
A. Murphy A/C- February Dr 1200 T. Thompson A/C- February Dr
11,200
S. Bailey A/C- February 3 Dr 3900 A. Cooper A/C- February 3 Dr 2950
February 17 Dr 9000 S. Williams A/C- February 7 Cr 500
February 28 Cr 1800 W. Williams A/C- February 12 Cr
1530
General Ledger
Sales A/C- February 29 39, 794

Return inwards A/C- February 29 3830
Evaluation 1&2:
Grade: 10 option 3
Subject: Principles Business
Topic: Books of Original Entry
Sub-Topic: Return Outwards
Learning Materials: Laptop, Projector, markers, ruler, textbooks
Methodology: Questioning, group discussion, pair activity, Brainstorming
Content (attached)
Prior Knowledge: Students have completed the chapter on sales and return inwards which is the
absolute opposite of the principles guiding this chapter.

Specific Objectives: At the end of this lesson students should be able to
 Accurately define the term Debit note with 75% accuracy after a discussion
 Create at least two debit note with 100% accuracy having been introduced to the credit
note which is the total opposite of the debit note after and interactive activity
 Post debit notes to the return outwards journal with 100% accuracy having been
introduced to return inwards journal after a been provided with a sample.
 Respectfully participate into class activities and demonstrate a positive attitude towards
classmates.
Engage: Last class, students were given a homework assignment to define debit note, state its
purpose and create two debit notes. From that activity, there will be and engaging discussion that
ill be facilitated by the facilitator. For this discussion to flow, the following guided questions will
be asked.
What is a debit note?
Who issues a debit note?
What is the purpose of a debit note?
In which book of original entry will the credit notes be inserted?
What is the difference between the debit note and the credit note?
The purpose of this discussion to see how much information students gathered from the task they
were given. Additionally, this activity will give the facilitator an idea of how much information
students should be given. For example, if majority of the students completed the assignment and
their definition of debit note is correct then the definition the facilitator planned on writing on the
board could be scrapped. (15 minutes will be allotted to facilitate this discussion.)
Explore: A power point will be display. The PowerPoint entails a source document. This source
document is known as debit note. The structure/ format and the elements of the debit note will be
emphasized on as students will be required to and activity regarding such. By the raised of hands
students will be ask if the document looks familiar. If it happens that students can identify the
document, three students will be selected to state the difference between the debit note and the
credit note. After that the following question will be posed to students, If a credit note is related
to return inward which is the opposite of the debit note, then the debit note is related to
_________________________ (10 Minutes)
(return outwards)
Explain:
A formal definition of Debit note and return outwards will be written on the board and return
outwards is recorded in the supplies account in the purchases ledger. tudents will be required to
read the definitions in a chorus after which they will be asked to compare their definition against
the one that will be written on the board. if anyone has anything different, they will read what
they have as a mean of clearing up any misconception of the terms. The projector will be turned
off, student will be instructed to close their books, and give their undivided attention to the
facilitator. Using a ruler, a square will be drawn on the board which represents the structure of a
debit note. Students will be randomly selected to insert elements in it correct place to complete
the construction of a debit note. If students get things twisted in the completion the facilitator
will be there to provide feedback. At the end of the activity the class will go through it together.
They will be asked the following questions as well as impromptu questions will be asked, who is
the sender, who is the receive, why is this the final total? Etc. (20 minutes)
Elaborate:
The following scenario will be written on the board,
K&K limited is a hardware. It is located at 120 Harbor street Kingston 6. Telephone number
876234-9978. J. Wray is a supplier that suppliers them with steel and lumber. On May 22, 2019
K&K limited returned 500 length of steel costing 180,000. They received at 35% discount from
J. Wray steel & more co. Ltd. The debit note number is 9/87.
Students will be required to draw up a credit note with the given information. (10 minutes)
Evaluate:
Students will be required to draw up five debit notes of their own and insert them into the return
outwards journal. Students books will be marked at the end. A lay out of the return outwards
journal will be drawn on the board.

Evaluation 1&2:
All students did the homework assignment because I told them it will be used to complete a
graded activity which was the activity we did as the introductory activity. This help us to move
through the content quickly. Students were involved in the lesson; they were encouraged to ask
questions and share their own perspectives along with examples. Their views were welcomed
and encouraged. This promoted their problem-solving approach skills. Asking of questions,
giving scenarios kept the students on task which also the help on ascertain discipline where the
rules and behaviour expectations were stated at the beginning of the class and enforced through
the lesson. Due to the climate of the class the students seemed comfortable as they are always
free to share their thought and ideas without been judged by their peers. The implementation of
more technical activities could have led to the improved quality of the lesson because students
finished the task quicker than I expected.

Content
A debit note is a source document prepared by a business and is sent to its supplier of giving
details of a claim for an allowance in respect goods returned or unsatisfactory.
Debit notes are entered into the return outwards day book/journal. Each transaction is then
posted to the purchases ledger on the debit side pf the individual suppliers (creditors) accounts.
The total of returns for the month are posted to the credit side of the return outwards account in
the general ledger.

Topic: Cash book
Grade: 10 Option 3
Methodology: Brainstorming, questioning, group discussion, class discussion, individual activity
Instructional materials: Interactive PowerPoint, markers, pens, textbook, calculator
 Unfold the topic cashbook after participating in an introductory activity
 Accurately define cash book with 100% accuracy after and interactive class discussion.
 List the three types of cash book with 100% accuracy after gathering information from a
PowerPoint
 Explain the importance/ advantages of the cash book with 75% accuracy after gathering
information through a discussion from a PowerPoint.

 Distinguish between discount allowed and discount received with 100 % accuracy having
been introduced to trade discount. (Guided questions will be asked)
Engage: Cash book will be written on a piece of paper. Each letter will be individually cut out
and placed in a raffle bag. Since cash book has 8 letter eight (8) students will volunteer in this
activity. They will stand at the front of the class. Each student will take a letter from the bag the
following instructions will be given: There should be absolutely no talking, each of you should
come together and observe each letter that you have. When you discover the word, you should
stand in order of how the word is spelt. The discovered word will be the topic for the day. To
make students understand an example will be written on the board. REDGEL (LEDGER) the
person with L should start the line and the others with the letter that come next will stand beside
that person until the word is spelt out. After this activity is completed the topic will be written on
the board.
Explore: A PowerPoint will be displayed. On the first slide, what is a cash book? will be
displayed. The facilitator will ask the question, with the raise of hands the facilitator will accept
feedback from no more than five (5) student. After they would have answered the question
correctly or in correctly. In Pairs, having been introduced to the cash and bank account they will
be instructed to write in their books what they think are some advantage of the cash book would
be. Three (3) pair will be asked to volunteer and share their advantages with the class. If
students are not responding, then they will be called on to share with the class.
Explain: On the same PowerPoint, a formal definition of cash book as well as the advantages of
cash book will be displayed. A discussion will be facilitated where examples will be provided as
well as students will be allowed to share their thoughts of the information given to them.
Examples will be provided after each slide. These examples will be broken down in a way in
which students will be able to relate to them as well as create their own examples. There will be
an introduction of the types of cash book. On the PowerPoint, it will be shown and there will be
a short discussion telling the difference between the cash books. However, Petty cash book will
be listed but students will be told that they will just be focusing it. Focus will be places on the
difference between the two-column cash book and the three-column cash book.
Elaborate: Students will be introduced to definition of discount allowed and discount received.
A discussion will occur as a mean of transferring knowledge where students will be given a
chance to share their thoughts about the terms and what it means to them. They will be asked
who will discount received be for (the business) and who will discount allowed be for
(Customers). The facilitator will help students to better understand by giving them examples to
make them understand the difference between both discounts. At the end of the discussion to test
if students really understood the difference both they will be instructed to write a transaction for
both.
Evaluation: Music will be played a box will be passed around with the following questions
taped on to it. List one advantages of the cash book, why is the cash book a considered as a
journal? Define cash book? Stated the difference between the two-column cash book and three-
column cash book. Name the discounts that goes into the cash book.
Content:
What is a cash book?
A book in which receipts and payments of money are recorded
Advantages of a cash book

• traces mistakes: the balance of the cash book can be verified by matching it with
the actual cash in hand; thus, mistakes and errors can be easily detected.
• daily record: the cash transactions are recorded promptly in a cash book daily,
which helps in maintaining a regular record of the cash receipts and payments.
• Ascertain Receipts and Payments: The cash receipts and the payments made in
cash on a specific date can be easily determined with the help of a cash book.
• Determines Cash in Hand: It provides a clear picture of the remaining balance or
cash in hand left with the organization.
• Saves Time and cost : Recording the cash transactions first in a journal and then
posting it in the cash account of the ledger is a hefty task.
A cash book initiates creating of a single book of accounts and thus saves a lot of
time, efforts and expense incurred while preparing these two separate books.
Types of Cash book
• two column cash book ‘
• three column cash book
• petty cash book

Evaluation 1:
I arrived at the class 20 Minutes before class. I cleaned the board, wrote my objective, swept he
classroom and arrange the desk and chair how I wanted them. After I finished, I sat there and
waited for student’s arrival. Majority of the students were on time which is good, and I was able
to start on time. The introductory activity up a lot of time because students were instructed that
they should not speak. After unfolding the topic, mut students were familiar with it because they
did it in grade 9. Before I started planning for the topic my cooperating teacher told me that these
set of students are slow, so I spend a lot of time on cash book. Over the period, I realize that they
are indeed slow, but I planned this lesson for 90 minutes, but we finished in 60 minutes. So, I
had to go impromptu and draw up a two-column cash book and write some transaction off the
top of my head and we did it together. What students had a problem with was to balance off the
cash book. The next time we meet we will have more time to go through balancing off.
Balancing off is a topic that they have done in about two chapters in principles of accounts, but it
is evident that they did not understood it. However, activity was only done to catch up with time.
Topic: Cash book
Grade: 10 Option 3
Methodology: Brainstorming, questioning, class discussion, individual activity
Instructional materials: Projector, Laptop, markers, pens, textbooks and calculator.
 Discuss contra entry with 100% accuracy after a detailed explanation
 List at least three characteristics of the cash book with 80% accuracy viewing a concept
map from a PowerPoint
 Construct a two-column cash book and record all receipts and payments with 70%
accuracy after working a question together

Engage:
A YouTube video titled “Contra entry in accounting” by easy CBSE commerce lectures will be
displayed. The video can be found at https://youtu.be/iZq61nYvtKc In a nutshell, this video
explain the term contra entry in dept. The video also outlines some term that will give
individuals a clue that the transaction is a contra entry. For example, if there is a transaction with
“business use in it, the automatically it becomes a contra entry. The facilitator uses this video as
an introductory activity to get students to better understand the term. Some students are visuals
learners so writing the definition on a PowerPoint will generate a lot of questions in the minds of
students. Therefore, this was the ideal thing to do.
Explore:
Students will get into group of five (5) groups of no more than six people to a group. Students
will be required to share with each other what they have learnt from the video. They will be
allotted five minutes to discuss the following in their groups. Using the number heads strategy,
each person in the group will number themselves from one to six. All the number ones will sit
together etc, and now share with each other what they have discussed in their previous group.
After which they will be instructed to give their undivided attention to the facilitator. They will
be instructed that one person from the group should stand and share with the class. After this
activity is effectively completed, a PowerPoint will be displayed. A definition of contra entry
will be displayed, and students will be required to write it in their books.

Explain:
On the same PowerPoint, A concept map will be displayed showing the different characteristic
of a cash book. Each group will be given a characteristic and they will discussion it among
themselves for 10 minutes and then share it with the class. The facilitator will listen actively and
help students in their explanations to make it substantial.
Elaborate: The following questions will be written on the board. students will be required to
draw up the two-column cash book and complete those contra entries.
Evaluation: (40 minutes)
Write up a two-column cash book from the following details and balance off as at the end
of the month
March 1: Balance bought down from last month cash in hand $56 cash in bank $2356.
March 2: Paid rates by cheque $156
March 3: Paid for postage stamps in cash, $5
March 5: Cash sales, $75
March 7: Cash paid into bank, $60
March 8: Paid T. Lee by cheque, $75
March 10: Paid C. Brooks in cash, $2
March 12: J. Moores pays us $150, $50 being in cash and $100 by cheque
March 17: Cash drawings by proprietor, $20

March 20: P.Jones pays us by cheque, $79
March 22: Withdrew from the bank for business use, $200
March 24: Brought a new printer for cash, $195
March 28: Paid rent by cheque, $40
March 31: Cash sales paid direct into the bank, $105
Evaluation 1&2:
Evaluation: this lesson was originally planned for yesterday March 2, 2020 but I was wasn’t
feeling well therefore I wasn’t at school. And students were left unattended but was well
behaved. Nonetheless, this lesson went went well objective were meet however students had a
challenge with the folio column. They were not sure about which book they were suppose to
transfer it despite numerous explanations and examples been provided. I planned on making a
chart and provided students with additional information regarding the folio column in the cash
book so that they will be comfortable and move through this unit quickly and effectively.
Another issue was that a fight started, and students ran out of the class to look however I
managed to get them settled in 5 minutes and moved on with my lesson.

Content
Contra entry refers to transactions involving cash and bank account. in other words, any entry
which affects both cash and bank accounts is called a contra entry. contra in Latin means the
opposite .
Jan 1 Bank C 900 Jan 1 Cash C 900
Jan 12 s. SL2 100

walters
Date Details Foli Cash Bank Date Details Folio Cash Bank
o $ $ $ $
March 1 b/d 56 2,356 March 2 Rate 156
March 5 Sales 74 March 3 postage 5
Stamp
March 7 Cash c 60 March 7 Bank c 60
March 12 J. Moores 50 100 March 8 T. Lee 75
March 20 P.Jones 79 March 10 C.Brooks 2
March 22 Bank c 200 March 17 Drawings 20
March 31 Sales 105 March 22 Cash c 200
March 24 Printer 195
March 28 Rent 40
March 31 c/d 98 2229

380 2700 380 2700
Date: Feb 18, 2020
Subject: Principles of Accounts:
Grade: 10 option 3
Topic: Cash Book
Sub-topic: Two-column cash book
Methodology: Brainstorming and questioning
Instructional materials: textbooks, markers, pens & pencils,
Prior knowledge:
Content: Attached
Specific objective: At the end of this lesson students should be able to:
 Draw up two (2) two-column cash book with 70% accuracy having been provided with
worked class activities.
Engaging activity: for today’s engagement activity will be a recap session of what students
learnt about the cash book. The following guided questions will be asked as a mean of helping
students accurately complete the activity for today.
The cash book is a substitute for the_____________(cash and bank account)
What is a contra entry___________

When money comes into the business we______(debit) because our account_______(increase)
When money comes out of the business we (credit) because our account (decrease)
Which side should the balance b/d be on______(debit side)
Explore: The format of a cash book will be drawn with the necessary labels on the board by the
facilitator. Students will be given a handout with a series of question on two-Column cash book.
Students will be randomly selected to go to the board and complete the problem alternatively
until the question is completed. When each student goes to the board the facilitator will ask how
they will treat the transaction and why before writing it on the board.
Explain: When the question is completed on the board, the class will go through it together. If a
student made a mistake the facilitator will call on any student to help his or her classmate to
record the transaction.
Evaluation:
The topic cash book will be written on the board in a circle. There are 23/4 students in this
group. They will be required to go to the board, write their names and write two sentences about
that they have learnt about cash book and what they don’t understand. What they don’t
understand will be addressed.

May 1: Balance bought down from last month cash in hand $900 cash in bank $1900.
May 2: Paid rent by cheque $200
May 3: Paid for electricity in cash, $20
May 5: Cash sales, $150
May 7: Cash paid into bank, $50
May 9: Paid J. Green by cheque, $80
May 10: Paid Y. Minya in cash, $5
May: C. Walford pays us $500, $300being in cash and 200 by cheque
May 17: Cash drawings by proprietor, $10
May 20: P. Tucker pays us by cheque, $100
May 22: Withdrew from the bank for business use, $170
May 24: Brought a new table for cash, $100
May 28: Paid rates by cheque, $40
May 31: Cash sales paid direct into the bank, $200

Grade: _____________ Class: _____________________
were not challenged
the lesson
Content
$ $ $ $
May 1 b/d 900 1900 May 2 Rent GL4 200
5
May 5 Sales GL2 150 May 3 Electricity GL5 20
5
May 7 Cash c 50 May 7 Bank c 50
May 12 C. Walford Sl2 300 200 May 9 J.Green PL22 80
May 20 P. Tucker SL3 100 May 10 Y. Minya PL23 5
May 22 Bank c 170 May 17 Drawings GL8 10
7
May 31 Sales GL2 200 May 22 Cash c 170
May 24 Table GL8 100
8
May 28 Rates GL8 40
9
May 31 Bal c/d 1335 1960
1520 2450 1520 2450
June 1 Bal b/d 1335 1960
Sports day February
25, 2020 and mid-term
break February 26 -
March 2 2020. See ,
school’s calendar
I felt ill on March 2 2020 and my
cooperating teacher gave me permission
to stay home until I was feeling better. I
return to school on Wednesday March 4,
2020.
Date: March 4, 2020
Grade: 10 (Option 3)
Topic: Cash Book
Sub-topic: Two- column cash book
Methodology: Class Discussion, Individual activity,
Instructional materials: Textbooks, Cartridge paper (activity purpose) markers, pens, ruler.
Prior knowledge: students were introduced to the rule that when an account increases it should
be debited and when it decreases it should be credited.
General Objective: At the end of this lesson students should understand that the cash book
Specific objectives:
 Differentiate between discount allowed and discount received with &0% accuracy after
gathering notes and detailed examples.
 Complete a two-column cashbook with 95% accuracy which will be used to introduce the
three-column cash book after its completion.

 Construct a three-column cash book with 65% accuracy after a discussion and an
example.
 Respectfully participate in class activities.
Engage: A game will be played where seven (7) students will be asked to volunteer to participate
in an activity. They will stand at the front of the class and they will be given the following
instructions: This game is called “who knows accounts best” In a line, you will number yourself
from One to seven (1-7). The remained of the class with the so rhythm” you are expected use the
first letter of your name to identify a terminology that is related to principles of accounts
particularly the topic cash book. For example, “hey Sashell, oh, What’s your name? stationary.”
Explore: Students were given a homework activity last class. Regarding the activity, the format
of the cash book will be drawn on the board. However, students will be randomly selected and
where they will identify an element of the cash book where they will be given a piece of
cartridge paper with the element identified to place it in its correct place on the cash book. Using
the homework question, together, the transactions will be read, and students will identify whether
it should be debited or credit and what should be recorded in the details and folio column. After
this activity is completed and balanced off, then there will be an introduction of discounts to
some of the same questions in which there will be a reconstruction of the cash book. For
example, on January 3 We received a cheque from M. Jackson $8000. There will be a
reconstruction of the question as a discount will be added and it will read “We received a cheque
from M. Jackson $8000. Less 20 % discount. Therefore 400 will be recorded in the discount
allowed column and the new total for bank would be $7600.00.
Explain: Students will be provided with the definition for Discount allowed and discount
received. They will be asked to give or identify an example of discount allowed or discount
received. Additionally, students will be provided to concrete examples which will help them to
clearly distinguish between both discounts.
Evaluation: students will be given the following activity to complete from their textbooks. The
activity number as well as the page number will be written on the board. While students are
working the facilitator will be walking around and provide one on one feedback to students.
When five (5) minutes is left in the lesson students will be asked to stop working and three
students will be asked to answer the following question:
How is contra entry treated and give an example?
On which side is discount allowed recorded on and why?
On which side is discount received record on and why?
From the following details write up a three-column cashbook, balance off at the end of the
month.
March 1 Balance brought forward: cash in hand, $211 cash at bank, $3984
March 2 We paid each of the following accounts by cheque, in each case deduction a 5%
discount: T, Adams, $80; C.Bibby, $260; D. Clarke, $440
March 4 C.Potts paid us by cheque for $98
March 6 Cash sales paid direct into the bank, $49
March 7 Paid insurance by cash $65
March 9 The following persons paid us their accounts by cheque, in each case deducting a
discount of 2.5%: R.Smiley, $160; J.Turner, $640; R.Pimlott, $520
March 12 Paid motor expenses by cash, $100
March 18 Cash sales, $98
March 21 Paid for office expenses, by cheque, $120
March 23 Paid rent by cash, $60
March 28 Received a cheque for $500 being a loan from R. Godfrey
March 31 Paid for stationery by cheque, $27
Evaluation 1 &2:
The lesson did not start on time today. When I arrived at the class it was in a messy condition.
Papers were on the floor and the furniture’s were out of place and students were sitting in the
mess using their phones. I instructed students to help with cleaning of the classroom. Which took
up approximately 15 minutes of instructional time. This class was basically an activity session to
test how well students grasp what they have been taught.
Accounting is a practical subject therefore students should practice as much as possible. My
cooperating teacher suggest that whenever I cover a concept, I should have four or five activity
classes and give students homework activities just to ensure that they really understand what they
are doing or what they have been taught. The lesson did not go as plan due to how the class
started off therefore, I was not able to meet all, the object that were planned for today’s class. We
successfully managed to complete the homework activity that students were given.
Students were working extremely slow and it seemed as if they were not in the mode for
learning. When I realized that they were looking tired I instructed them to stand and stretch and
we sang the song “my head, my shoulder, my knees, my toes” after which they were looking a
little better and their participating increased. I always try to keep my learner engaged.
Reflecting on the lesson I could have done things differently. Since students did not completed
the homework activity that they were given I could have allowed them to do it on their own in
groups before attempting to do it together as a class. I did not plan the lesson thinking about the
possibility that students would not have complete their homework assignment. Going forward I
will have to take this factor in consideration and plan around it in case it should arise again.
The evaluation activity for this class will be completed in the next class on Tuesday march 10th
2020.
Content:
Receipts(+) Cash Book Payments (-)
Date Details F Discount Cash Bank Date Details F Disco Cash Bank
o $ $ $ o unt $ $
li li $
o o
March 1 Balance 211 3984 March 2 T.Adams 4 76
b/d
March 4 C.Potts 98 March 2 R.Smiley 13 247
March 6 Sale 49 March 2 D.Clarke 22 418
March 9 R.Smiley 4 156 March 7 Insurance 65
March 9 J. Turner 16 624 March Motor 100
12 expense
March 9 R. 13 507 March Office 120
Pimlott 21 expense
March 18 Sales 98 March Rent 60
23
March 28 RGodfre 500 March Stationery 27
y 31
March Balance c/d 84 5030

31
33 309 5918 39 309 5918
$ $ $ $
Jan 1 Capital 10,000 Jan 4 Rent 2000
Jan 2 Sales 800 Jan 6 Drawings 250
Jan 3 M. 8000 Jan 8 cash 1200
Jackson
Jan 5 Sales 1000 Jan 12 Stationary 720
Jan 8 Bank 1200 Jan 20 D. jones 900
Jan 31 Bal c/d 3030 14800
4900 18000 4900 18000
Feb 1 Bal b/d 3030 14800
Discount Allowed- Cash discounts allowed by a business to its customers when they pay their
accounts quickly. Tamoya is the owner Of Cup Cake Ltd. she should goods to Sashi-T that cost $
7000 and gave her a discount of 10% discount,
Discount received: Cash discount received by a business from its suppliers when it pays its
account their accounts quickly. For example.

Channeka Walford March 10, 2020
Evaluation 1&2:
Last class, I did not meet one of my specific objectives which was the evaluation activity for the
class therefore it was brought over to today’s class. I arrived at class on time and class started on
time. Students were settled and the classroom was clean and conducive for learning which aid in
meeting my objective. Students participated into the lesson and it went well. Even though student
took approximately one hour and 20 minutes to complete this simple activity, it showed that they
knew that they were doing.
I had to provide student with one-on-one. I mention in the class profile that there are about three
students in this class with learning disorders. I had to modify the information for them because
they cannot do equal amount of work as the other students. Student applied their prior knowledge
and problem-solving skills in getting this activity done which is commendable.
I we rapped up the lesson by sharing with each other what went well abut today’s and what could
have changed and what are some of the things that I can do to make the lessons more fun.
I will have to pay keener attention to the students who shows signs of having learning
disabilities. I will have to create differentiation lesson plans breaking down the information in
simpler terms s that they can understand at their pace.

March 11
References
Sales invoice template retrieved from: https://www.google.com/search?
q=sales+invoice+template&rlz=1C1CHBF_enJM886JM887&source=lnms&tbm=isch&s
a=X&ved=2ahUKEwi5y8XuqNToAhUMVd8KHQvjAFoQ_AUoAXoECA0QAw&biw=
1366&bih=657#imgrc=IiLGDeBEe11-NM
Wood. F & Robinson. (2015). Principles of Accounts 5th edition. Carmelite House, 50 Victoria
Embankment, London. Hodder &Stoughton Limited
Wood. F & Robinson. Principles of Accounts 5 th edition. Carmelite House, 50 Victoria
Embankment, London. Hodder &Stoughton Limited (2015).
Video retrieved from: https://youtu.be/iZq61nYvtKc

Artifacts
Welcome to Camperdown High School where I did my teaching practice. This institution
is where I gained some of what I know today as a student and as a student teacher.
Practice teachers from the mico university and Kevin Johnshon from Shortwood teacher’s
college.
Grade 10 Princples of Accounting students

Grade 9 Principles of Business students working colaborative. They were having a
discussion.
Arrived at my grade 10 principles of accounts class on time and was preparing for my
studets
Promoting collaborating in a clean classroom.
Students were having a disscssion while having fun.

Socializing with a colleague from Shortwood Teacher's College

She is a teacher of forgign languages
Choir Practice
(music club)
The guitaist for the chior

Camperdown
High school
consultation
day
Issuing papers to parents and students to collect their reports. My faicial expression said it all. I
was quite disappointed giving one of my student a write paper. White paper suggest that students
have an average below 50%

A grade 10 student collecting his report paper.

Phobe a grade 9 principes of business student, Miss Johnson and myself supporting
Camperdown high school basketball team at the finals
Camperdown Hogh school basketball team praying before the beging of the match.
Teacher of chemistry Ms. Shanique Clark and I at a workout session after scool with a gym
instructor.
Giving a grade 10 student one-on-one after school. He did not understand and asked if I
could give him extra-lessons.

Tayshawn is a grade 8 student from my assigned form class. I was in the staffroom having
my lunch when a teacher indicated that a student was outside calling me . it was tayshawn
who needed my help to print his assignment at the library.

Camperdown
High sports
day
I was placed in Sangsters (Green) house for the sports day.
My collegues and I at sports day reppimg for our house (Sangsters)

Charmaine, Adonnica and I were officials for at the sports day.

Representing for my house (sangsters).

Health fair at school

My colleugues and I were discussing the chellenges that we face in the classroom on a daily
basis and how we can address them.

This photo graph was taken when the school celebrated international women day
Principles of
Business Top
Students
Makayida Reid very outspoken, intelligent, and hardworking

Principles of
Accounts Top
Students
Zalika Slack is a very industrious, intelligent, hardworking, and well-rounded individuals that
display a hunger for success.

Kemoya Stewart is a student in all subject area. I would describe her as a gifted individual. She
would go the extra mile to ensure that she understand what is required of her to be done. A very
clever student who thrive to do her best in whatever she decides she wants to achieve.
Bi-weekly
Reflections
Reflection
Week one and two
Teaching is a definitely art. Given the opportunity to practice in the field even the most difficult
task can be eventually mastered. In the words of Philip Clarke, “Your reflections are your
strongest skills. Stop impeding them.” I found this to be true, Active reflection opens windows to
personal growth and development. I was given yet another opportunity by The Mico University
College to Participate in a Practicum experience for a duration of 12 weeks at Camperdown
High. Upon arriving at Camperdown High school on January 13th, 2020 the team from The Mico
received a warm welcome from the stakeholders of the institution. I did not get my timetable on
the first day, however, I took the time to observe the school’s structure, climate, and culture.
Through observation, I realized that the culture of transferring knowledge takes on the teacher
centered approach. I observed five (5) classes for the day for approximately 30 minutes, two
from my area of specialization and three others and the approaches were the same.
Constructivism is an approach to learning that hold people to actively construct or make their
own knowledge and the reality is determined by the experience of the learner. (Elliot et
al.,2000:256). Being that my philosophy is engulfed around the theory of constructivism I was
disgruntled as I expected teachers of the 21st century to adopt and develop ways of planning
lessons to be students centered so that students could construct their own learning. However, it
was evident that learning was taking place, regardless of it not been students centered, but the
needs of all students were not met.
Over the last two weeks, incorporating collaborative strategies such as having student working
into group to create their own learning through interacting with their peers have been a little
difficult. Nonetheless, progress have been identified/ seen. I have learnt that it is ok to be
different, have different beliefs and it’s ok step out of your comfort zone rather than having the
mentality that “one-size fits all” when deep down it is not true but rather it seems to be true
because that is the approach that most individuals are using. Jamaica is geared towards
developing students critical thinking skills and I want to be able to add to that.
Additionally, Classroom management is a big issue for teachers at the institution. Classroom
management is refers to the wide variety of skills and techniques that teachers use to keep
students organized, orderly, focused, attentive, on task, and academically productive during a
class. However, I planned my lessons incorporating strategies such as number heads and other
collaborative strategies assigning specific roles to students to keep them on task and maintain
order.
In concluding, using different teaching approaches such as problem-solving strategies and
collaborative learning strategies will help students to step outside of their comfort zone and
realize their full potential. They will be able to think individually so as to find better meaning
from their experience. In the future if I should be in a setting like this once more, I would use the
same approach. “It is ok to be different” I want the future leaders of Jamaica that will be passing
through my hands to be properly trained, therefore I am making it a mandate to serve them in the
right way so they can become productive citizens. Considering John Dewey (1938) “Learning is
a social activity- it is something we do together, in interaction with each other rather that the
abstract concept.
Reflection
Week three and four
“Any human anywhere will blossom in a hundred unexpected talents and capacities simply by
being given the opportunity to do so.” -Unknown. Given the opportunity to in this setting, there
are a lot of things to expect things such as misbehaviors among students, Verbal disagreement
among teachers, students finding it difficult to understand the instructions and teachers finding it
difficult to cater to all the learning styles of diverse learners. On the other hand, one would be
least expecting to see teachers arguing in the presences of students. I was so upset I wanted to
slap both teachers, but that would make things worse.
I felt heartbroken as it was an embarrassing scene as student were shouting on top of their voices,
some were cursing expletives while others were throwing bottles. It was an awful experience
because teachers should be leaders and remain professional at all cost. From that day, I live by
the quote “expect the unexpected.” I am however happy for this experience and I did not turn a
blind eye to the situation. Some of the students who were involve in the throwing of bottles,
during class session, I spoke to them about it and have them apologize. I told them that I was
ashamed because I wasn’t expecting that from them. They said that where they are from that is
how people react when there is a fight or quarrel.
Nonetheless, as I progress majority of the students are obedient and willing to learn. They are
welcoming and accommodating to visitors. My grade 9 principles of Accounts and principles of
Business group is very receptive to learning especially if it is a topic that they are interested in,
not just academically however, for personal development. Most of my pupils are outspoken and
willing to engage in conversations to come to a point. My students do not depend solely on

information given to them. In some instances, I would give them an example and they would
create their own examples using their experiences and ideas to get a better understanding of what
is been carried across.
My experiences for the past two weeks allowed me to understand the reasons why children
behave the way they do. When people who are supposed to be role model act like children
students think it is ok to do the same. Regardless, of the punishment for behaviours of the
teachers the principal should put a rule in place where if this should arise there will be immediate
dismissal.
These two weeks had taught me about the types of individuals that makes up the learning
community. Also, I have learnt to maintain my composure and remain tolerant despite the nature
of situation. Going forward, I will always inform students about what I don’t like and listen to
their feedback and provide encouraging support.

Reflection
Week Five and six
“Teaching is a very noble profession that shapes the character, caliber and future of an
individual. If the people remember me as a good teacher that will be the biggest honour for me”
– A.P.J Abdul Kalam. I am at the end of six weeks having been participating in practicum at
Camperdown high school. My experience thus far can be described as bittersweet. I had great
moments, sad moment and moments of mixed emotions. What I can proudly say is that from all
those moments I encountered, I learnt a valuable skill which will help me in the future if I wish
to pursue my career in the teaching and learning field. The skill learnt is patience. Dealing with
children who are still unsure of who they are can be very difficult. At times, they forget that they
are not talking to their friends, their tone gets high and disrespectful. I must say that I have seen
growth and development in myself thus far as in the beginning I had a fear of teaching a class of
thirty (30) or more students because I didn’t know what to expect from the students being that I
am a prospective teacher. Sigmund Freud (1920) suggested that fear itself needs no introduction;
everyone as fear at some point in time, knows this sensation or, more precisely this effect.
Currently, I have become confident in delivering knowledge, I plan my lesson and execute it to
the best of my ability. Additionally, when a teacher respects her students and create an
atmosphere where students feel free to share their thoughts it creates a student teacher bond.
Kohn (1996), says, “Children are more likely to be respectful when important adults in their lives
respect them.” I concluded that respect indeed goes where respect comes from.
I have learnt that the negative behavioral strategies such as shouting at students, calling them
names, hitting the does more harm than good. There are many other ways in which teachers can
get students to behave. Teachers can have reward and punishment systems in place, motivate
them, and used different strategies. For example, if a child is being disruptive, the teacher can
teach her lesson from beside that student and ask for his input. I also learnt that it is VERY
IMPORTANT THAT TEACHERS KNOW THEIR CONTENT. Not all students come to school
to just sit back and write whatever teachers utter. Some are there to challenge what the teacher is
imparting. Time management is very crucial in the learning environment. In a class, given only
one hour to teach; unknown occurrence may arrive that will take up instructional time therefore
it is imperative that teacher plan their lessons wisely with the “what if strategy” in mind because
truth is the classroom is filled with surprises. One day you may have the best day ever the other
can be the worst. Wasted time does add up. A teacher who loses as little as five minutes of
instructional time per day due to inefficiencies waste fifteen hours of opportunity over the course
of a 180-day school year.

Reflection
Week 7 and 8
Reflection
Week 9 (final)
“For me, becoming isn’t about arriving somewhere or achieving a certain aim. I see it instead as
forward motion, a means of evolving, a way to reach continuously toward a better self. The
journey doesn’t end.” ― Michelle Obama. As I reflect on my overall practicum experience at
Camperdown High, that suddenly came to an end because of the Covid-19 pandemic, I will refer
to it as the beginning of my journey. Teaching had always been a passion for me. It was my
dream my dream to become a teacher from a I was a child. Studying at the Mico University
College gave me opportunity to live the beginning of my dream. My experience was bittersweet.
Some days were good, some were bad, but that wasn’t a bother as it is a cycle of life. I have
learnt so much by interacting with students and just to be in the field of teaching overall. I learnt
how students feel comfortable learning, I learnt what motivates them, strategies make them feel
appreciated etc. I created an atmosphere in my grade 9 principles of accounts and principles of
business classes where students were able express themselves without feeling awkward or judged
and that was very important to me. I learnt to see things from their perspective and try my best to
accommodate them.
Being at the institution for the three-month period allowed me to build a bond with some of the
students who are willing to learn but either shy away or get shone a lot of factors. These students
developed a love for me as their teacher because I never put them aside or in the back. I realized
that using authenticity to teach helps the students to interact more as they can now relate to what
is taking place and understand better because some have experienced the situation before. Time
and effort were put into these students to ensure they don’t leave class the same way they
entered. A few brain teasers and ice breakers were done to get them settled and ready for class.
To find ways to solve the students’ behavioral challenges one must first find out what the
problems are or what is behind the problem. To some extent some of the problems were
corrected with help from my learning community after posing the issue to them. Others were
dealt with by allowing the students to express themselves and hear what they are thinking and
facing and this help with class control and management. Not all behaviors are corrected but it is
an improvement thus far and a work in progress because the necessary information will be
passed on to continue the trend that has started.
I also learned a lot about them and how to pull them into the discussions in classes because there
are two types of learners in the class both extroverts who will participate willingly and introverts
who will shy away but has something vital to say but prefer not to.
References

C.Walford Practicum Portfolio

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Running head: GROWTH AND DEVELOPMENT PORFOLIO

Date: May 29, 2020

practicum setting at Camperdown High. I am a teacher of principles of accounts and principles of

creating an atmosphere of being competitive as the process is a continuous one.

autobiography, teaching philosophy, general information relating to the school, supervisory

includes artifacts related to

am a constructivist student teacher. Piaget theory of constructivism addresses how learning

potential in children. As a teacher in training, my aim is to develop ever changing strategies in

certain decisions their own

classroom will result in my students success.

General Information about the school

landmarks are well oriented.

CAMPERDOWN HIGH SCHOOL CALENDAR 2019-2020

JANUARY 6 - Administrative & Ancillary Seminar

Feb. 2nd @ 10:00 - Church Service Launch of 90th Anniversary Celebrations

Mar. 9 – 13 - Career Week (Grade 8 & 9)

SUMMER TERM – APRIL 20 – JULY 3

April 4 90th Anniversary Awards Dinner

June 29 –Jul1 - MARKING DAYS

Fri. JULY 3 - ALL GRADES SHOULD BE ON THE SCHOOL MANAGER

Student teacher learning contract

General information of school

Camperdown high school is a public secondary co-educational institution it is located at 6B

institution it is evident this motto is honored by majority of the stakeholders.

needs of its students and staff members.

school environment is welcoming and well maintained.

responsible for high professional standards. Inappropriate student behavior is viewed as a

important leadership decisions.

Class: 9C “Learning is fun”

Subject: Principles of Business

resources and activities execute lessons.

with makes them more interested into the lesson.

complete their tasks.

Special needs students:

No student in this class showed signs of special need.

Class: 9A “Anything is possible”

Subject: Principles of Accounts

complete their tasks.

Special needs students:

No student in this class showed signs of special need.

Subject: Principles of Accounts

unless they are being yelled at.

always want to eat in class.

Students are interested in dramatization and music.

Majority of students possesses good interpersonal attributes. They are outspoken

assistance at every phase. However, they ask constructive questions.

Special needs students:

Name: Channeka Walford

School: Camperdown High

Subject: Principles of Business

Topic: Internal Organizational Environment

Date: January 16, 2020

Duration of Lesson: 60 minutes

Methodology: Questioning, Brainstorming, observation, discovery learning collaborative

Prior Knowledge: Student have seen different leaders in their surroundings.

organizations impact an organization productivity or its operation.

At the end of the lesson student will be able to:

after engaging in the introductory activity.

 List at least (5) characteristics of a good leader after a group discussion.

drawbacks of each styles with 100% accuracy after

 Respectfully participate into class activities

feedback regarding their definitions immediately. (10 Minutes)

in identifying a leader? What characteristics should a leader display?