Teachers' Guide

1 EconomicsTeachers' GuideGrade 12(Implemented from 2017)Department of CommerceFaculty of Science and TechnologyNational Institute of EducationMaharagamaweb : : info@ ' GuideGrade 12 Department of CommerceFaculty of Science and TechnologyNational Institute of EducationMaharagamaEconomicsGrade 12 - Teachers' Guide National Institute of EducationFirst Print - 2017 ISBN :Department of CommerceFaculty of Science and TechnologyNational Institute of EducationPrinted By (iContent PageMessage from the Director GeneraliiiMessage from the Deputy Director GeneralivCurriculum Committeev-viiiLearning Outcomes and Model Activities1-276iiiiiMessage from the Director General .. With the primary objective of realizing the National Educational Goals recommended by theNational Education Commission, the then prevalent content based curriculum was modernized.)

2 And the first phase of the new competency based curriculum was introduced to the eightyear curriculum cycle of the primary and secondary education in Sri Lanka in the year 2007 The second phase of the curriculum cycle thus initiated was introduced to the educationsystem in the year 2015 as a result of a curriculum rationalization process based on researchfindings and various proposals made by stake this rationalization process the concepts of vertical and horizontal integration havebeen employed in order to build up competencies of students, from foundation level to higherlevels, and to avoid repetition of subject content in various subjects respectively andfurthermore, to develop a curriculum that is implementable and student new Teachers Guides have been introduced with the aim of providing the teachers withnecessary guidance for planning lessons, engaging students effectively in the learning teachingprocess, and to make Teachers Guides will help teachers to be more effective within theclassroom.

3 Further, the present Teachers Guides have given the necessary freedom for theteachers to select quality inputs and activities in order to improve student the Teachers Guides do not place greater emphasis on the subject content prescribedfor the relevant grades, it is very much necessary to use these guides along with the textbooks compiled by the Educational Publications Department if, Guides are to be made primary objective of this rationalized new curriculum, the new Teachers Guides, and thenew prescribed texts is to transform the student population into a human resource repletewith the skills and competencies required for the world of work, through embarking upon apattern of education which is more student centered and activity wish to make use of this opportunity to thank and express my appreciation to the membersof the Council and the Academic Affairs Board of the NIE the resource persons whocontributed to the compiling of these Teachers Guides and other parties for their dedicationin this (Mrs.)

4 Jayanthi GunasekaraDirector GeneralNational Institute of EducationMessage from the Deputy Director GeneralEducation from the past has been constantly changing and forging forward. In recent years,these changes have become quite rapid. The Past two decades have witnessed a high surge inteaching methodologies as well as in the use of technological tools and in the field of , the National Institute of Education is in the process of taking appropriate andtimely steps with regard to the education reforms of is with immense pleasure that this Teachers Guide where the new curriculum has beenplanned based on a thorough study of the changes that have taken place in the global contextadopted in terms of local needs based on a student-centered learning-teaching approach, ispresented to you teachers who serve as the pilots of the schools instructional manual of this nature is provided to you with the confidence that.

5 You will beable to make a greater contribution using is no doubt whatsoever that this Teachers Guide will provide substantial support in theclassroom teaching-learning process at the same time. Furthermore the teacher will have abetter control of the classroom with a constructive approach in selecting modern resource materialsand following the Guide lines given in this trust that through the careful study of this Teachers' Guide provided to you, you will act withcommitment in the generation of a greatly creative set of students capable of helping Sri Lankamove socially as well as economically Teachers Guide is the outcome of the expertise and unflagging commitment of a team ofsubject teachers and academics in the field expressing my sincere appreciation for this task performed for the development of theeducation system.

6 My heartfelt thanks go to all of you who contributed your knowledge and skillsin making this document such a landmark in the JayawardhanaDeputy Director GeneralFaculty of Science and TechnologyivGuidance and Approval -Academic Affairs BoardNational Institute of EducationSubject CoordinatorMr. KumaraLecturer,National Institute of EducationCurriculum , Department of Commerce,National Institute of , Department of Mathematics,National Institute of Kumara Lecturer,Department of Commerce,National Institute of EducationEminent of Economics,University of of Commerce,University of Sri PereraDepartment of EconomicsUniversity of of EconomicsUniversity of PereraDirector,Department of CommerceMinistry of VitharaRetired Deputy Principal,Gothami BMV, I, I, Vishaka BMVC olombo- WijewardenaSLTSI, Teacher traing center, I, Sawrnamalee BMV, MusadilSLTS I, Holly family convent, Curriculum , Department of Commerce.

7 National Institute of LecturerDepartment of CommerceNational Institute of EducationMr. PrabaharanLecturerDepartment of CommerceNational Institute of EducationMr. Kumara Lecturer,Department of Commerce,National Institute of EducationMr. Ananda MaddumageLecturerDepartment of CommerceNational Institute of LecturerDepartment of CommerceNational Institute of EducationProf(Mrs.) of EconomicsUniversity of SumanarathneDepartment of EconomicsUniversity of MadaniyaDeputy Director, Deapartment of educationSouthern I, Wijaba National NishaniSLTS I, Gothamee BMV, M. J. PavithraneeSLTS I, Siromawoo Bandaranayake BMV, Panel ( VitharaRetired Deputy Principal,Gothami BMV, K EkanayakeSatatition,Department of censusMr.)

8 A. WeerathungaSatatition,Department of censusMr. I, Vishaka BMVC olombo- I, WijewardenaSLTSI, Teacher traing center, I, Sawrnamalee BMV, MadaniyaDeputy Director, Deaprtment of educationSouthern I, Wijaba National NishaniSLTS II, Gothamee BMV, M. J. PavithraneeSLTS II, Siromawoo Bandaranayake BMV, RajasingheDeputy Principal, Polegoda MusadilSLTS I, Holly family convent, NandasenaSLTS I, Southland BMV, Galle. Mrs. DammikaSLTS II, Polegoda II, Ranabima National CollegeEditors Panel :Eminent of Economics,University of of Commerce,University of Sri Kumara Lectuer,Department of Commerce,National Institute of LecturerDepartment of CommerceNational Institute of LecturerDepartment of CommerceNational Institute of EducationTranslating to English :Mrs.

9 M. J. PavithraneeSLTS II, Siromawoo Bandaranayake BMV, NishaniSLTS II, Gothamee BMV, of Referring to the Teachers Instructional Manual (Teachers Guide )The Economics syllabus for General Certificate of Education (Advanced Level) is implementedfrom 2017 onwards after being revised under the national curriculum revising policy which isimplemented once in every eight years. The Economics which was introduced as an AdvancedLevel subject in 1997 was undergone to the first revision on competency based in 2009 hasbeen orderly listed out under 12 competencies for both grade 12 and grade 13 in this practical teaching-leaning process that can be implemented in the classroom for 42 competencylevels from the first competency in grade 12 syllabus has been proposed in this teacher instruction manual has been complied all the competency levels prescribed forgrade 12 in Economics syllabus of General Certificate of Education (Advanced Level).

10 The relevant competency, competency levels, the number of periods allocated for thecompetency level, the learning outcomes expected to have been achieved at the end of learningthe subject matters under the competency level, are contained first and then proposed instructionsfor lesson planning, followed by a guideline to explain the subject matters are also contained inthis manual in great details. Proposed activities for assessment and evaluation are also associatedwith many competency levels at the classroom teacher-learning process is expected to be planned in a manner of Economicswill be developed parallel to the growth of attitudes, skills and practices of the students. Anadequate guidance is expected to be gained for that purpose through this Teacher teacher should lead the students for practical learning through planning the lessons forclassroom teacher learning process with reference to the proposed benchmarks underinstructions for lesson planning and the detailed facts contained in the guidelines to explain thesubject Economics is a practically important subject, the lesson plans are expected to be preparedby the teachers expanding the boundaries of the scope of their comprehension.