MINISTRY OF EDUCATION AND SKILLS DEVELOPMENT

ECONOMICS SYLLABUS
BOTSWANA SENIOR SECONDARY EDUCATION
NCQF LEVEL 4
2020
ECONOMICS
 CONTENTS

FOREWORD ............................................................................................................................................................................................................................................. ii
ACKNOWLEDGEMENTS...................................................................................................................................................................................................................... iv
ECONOMICS NATIONAL PANEL........................................................................................................................................................................................................ v
ECONOMICS STANDING COMMITTEE ........................................................................................................................................................................................... vi
ECONOMICS QUALITY ASSURANCE TEAM ................................................................................................................................................................................. vii
INTRODUCTION...................................................................................................................................................................................................................................... 1
RATIONALE FOR THE SYLLABUS..................................................................................................................................................................................................... 2
TARGET POPULATION AND ENTRY REQUIREMENTS ............................................................................................................................................................... 6
SYLLABUS STRUCTURE ....................................................................................................................................................................................................................... 7
DELIVERY ROAD MAP.......................................................................................................................................................................................................................... 8
METHODOLOGY .................................................................................................................................................................................................................................... 9
ASSESSMENT ........................................................................................................................................................................................................................................... 9
RESOURCES ........................................................................................................................................................................................................................................... 10
ECOSL 1. INTRODUCTION TO ECONOMICS................................................................................................................................................................................. 11
ECOSL 3. THE ROLE OF THE GOVERNMENT IN THE ECONOMY ......................................................................................................................................... 16
ECOSL 5. INTERNATIONAL TRADE AND GLOBALIZATION ................................................................................................................................................... 23
FOREWORD

The Ministry of Basic Education has undertaken a comprehensive review of Botswana's General Education system to ensure provision of accessible,
quality and inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from a resource based
to a globally competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction of learning
pathways to provide learners with broad-based education. The new approach will enable attainment of knowledge, values, skills and competencies that
meet the challenges and needs of the 21st century.

The Ministry is therefore pleased to present the revised senior secondary school syllabus that marks a major milestone towards the attainment of quality
education in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts more
emphasis on Provider/School-Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine acquisition
of the desired competencies by all learners. Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning and teaching
that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental, socio-
economic, political, scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse and
integrate emerging issues that include; Environmental Education, Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-
corruption, Culture, Gender Equity, Emotional Intelligence, Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for
the world of work, further education and lifelong learning. In addition, it provides for the development of cultural and national identity, including the
inculcation of attitudes and values that nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the role
of the teacher in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of the
learners' needs and guide them to be accountable and responsible for their own learning. This requires active participation by all, and the creation of rich
and diverse learning environments.

It is important that we value the learners' own experiences and build upon what they know as well as reward them for positive achievement. At the same
time, we must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their own
interests, career prospects and preferences. The national ideals of; Democracy, Development, Self-reliance, Botho, Unity and Social Harmony, underpin
our quest to deliver an educated citizenry.

This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to
express my deep appreciation and gratitude to all who contributed in the production of this syllabus, including industry, teachers and academic researchers.
ACKNOWLEDGEMENTS
The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals who
contributed in different ways to the planning, development and production of this Senior Secondary Economics Syllabus. The Ministry acknowledges
the following members of the subject national panel and standing committee for their valid contribution in the production of this syllabus:
ECONOMICS NATIONAL PANEL
NO. TITLE NAME SURNAME INSTITUTION
1. Mr. Moakofi Gabatwesepe Lotsane Senior Secondary School
2. Mr. Modiegi Tlhabologang Swaneng Hill Senior Secondary School
3. Mr. Masole Sebetlela Mmadinare Senior Secondary School
4. Mr. Warrant Ndiko Kolola Francistown Senior Secondary School
5. Mr. Keolebogile Molefi Maun Senior Secondary School
6. Ms. Constance Lebogang Ngaka North East Region
7. Mr. Michael Medupe North West Region
8. Ms. Gladys Dintho Shakawe Senior Secondary School
9. Mr. Leemisamang Tlhatlhobo Letlhakane Senior Secondary School
10. Ms. Chifita Toka Matsha Community College
11. Mr. Mogotsi Moilwa Moeding College
12. Ms. Loitseng Mokone Gantsi Senior Secondary School
13. Mr. Jones Appiah Botswana Examination Council
14. Mr. Benjamin Kangwa Francistown Senior Secondary School
15. Mr. Shadrack Moffat Kweneng Region
16. Ms. Lydia Lapologang Makgoma Mahalapye Sub Region
17. Mrs. Kobontle Boingotlo Kgakge Curriculum Development and Evaluation
18. Mr. Motlhankana Mario Molaabatho Curriculum Development and Evaluation
ECONOMICS STANDING COMMITTEE
NO. TITLE NAME SURNAME INSTITUTION
1. Ms. Luzibo Dabudabu Mahupu Unified Secondary School
2. Mr. Tlhagiso Ernest Dintwe Shashe River Senior Secondary School
3. Mrs. Phidelia Prudence Galase Mater Spei College
4. Ms. Kebareileng Gombalume Letlhakane Senior Secondary School
5. Ms. Portia Sapelo Kgosikhumo Makhubu Junior Secondary School
6. Ms. Refilwe Malebye Lot sane Senior Secondary School
7. Mr. Tshepiso Masilo Matsha Community College
8. Mrs. Boikhutso Modibedi Mogoditshane Senior Secondary School
9. Mrs. Motlagomang Kessy Molefe Moeding College
10. Ms. Kgakololo Anduku Seabe Mmmadinare Senior Secondary School
11. Ms. Jacqueline Segadika Molefi Senior Secondary School
12. Mrs. Kobontle Boingotlo Kgakge Curriculum Development and Evaluation
13. Mr. Motlhankana Mario Molaabatho Curriculum Development and Evaluation
ECONOMICS QUALITY ASSURANCE TEAM
NO. TITLE NAME SURNAME INSTITUTION
1. Dr. Boitumelo Moffat University of Botswana
2. Ms. Boikhutso Pheko Modibedi Mogoditshane Senior Secondary School
3. Ms. Motlagomang Molefe Moeding College
4. Ms. Mary Kiggundu Gaborone International School
5. Mr. Benjamin Tarwireyi Gaborone International School

The Department of Curriculum Development and Evaluation officers served as the Secretariat to the committee. This Economics syllabus document
reflects the outcome of a genuinely collaborative work across a broad educational spectrum and the department would like to re-iterate its thanks to all
individuals and organisations who contributed in any way to produce this syllabus.
INTRODUCTION
Economics is concerned with the study of how scarce resources are allocated given the unlimited wants of a society. Studying economics helps learners
acquire critical thinking skills that will enable them to solve economic problems they face in their everyday life. Economics helps learners explore
decisions that directly affect their learning such as whether to do homework or go to a movie, the opportunity cost of spending their money on
entertainment versus on school related expenses etc. On a large scale, it helps the government decide on whether to charge the full price or subsidise
education to make it more affordable and accessible to the citizens, or whether to allocate a large proportion of its budget on education or on other
pressing national needs such as security.

The study of economics enables learners to make better assessment of political, economic and social issues and to make informed contribution to
discussions leading to improved economic decisions.

The BSSE economics syllabus introduces learners to relevant economic concepts and principles that provides the foundation necessary for a proper
understanding of how economies work. It equips learners with relevant skills (creative thinking, problem solving etc.) useful for further studies in
economics and other social science subjects at institutions of higher learning. Through the study of Economics, learners develop good working habits
(teamwork, communication and evaluation skills) as well as appreciate the importance of employment and the creation of employment opportunities for
others. The program seeks to promote and contribute to the knowledge-based economy, where learners value all cultures and the contributions they make
to the economy of the country.
RATIONALE FOR THE SYLLABUS
The current BSSE Learning Programs were implemented in 1996 and many developments have occurred since then. There is therefore need to revise the
programs to cater for changes in technology, changes in the socio-economic environment, knowledge explosion in the educational field and the changing
needs of the learners and society in general. In addition, there have been some dramatic transformations in the socio-economic landscape both globally
and nationally that requires redirection of the preparation of human resources to meet current and future economic needs and challenges.

The GECAF provides a new vision for Education in order to make it more relevant to the development needs of Botswana. These challenges have seen
the introduction of Economics Learning Program to help bridge the skills gap as pronounced in the vision 2036(page 9), which states that 'the supply of
skills from the education sector does not match the needs of the job market.' Economics seeks to address the principle of 'scarcity and choice' in relation
to the availability of the human resources versus its unlimited demand. The decisions that are taken at both government and individual level have to be
optimized in terms of what skills to provide as well as what opportunities are available to take advantage of. All these call for a learner who is well vested
on economic issues at both local and global level, to make better choices between competing uses of resources.

Botswana has been heavily dependent on diamond revenue that is expected to decline in the future (NDP 9, page 44). This is reiterated in NDP 11 that
also envisages a decrease in diamond mining profitability. Furthermore, the country has a small population and market base hence the need to focus on
exports particularly service exports as the country moves from factor driven to knowledge based economy.
BSSE EXIT OUTCOMES
Exit Outcomes for Senior Secondary level
21st Century Skills
At the end of Senior Secondary level:
1. Ways of Thinking and
Competency
Learning
Knowing how to use and develop:  Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations they encounter.
 Creativity and innovation.  They show creativity, innovation and demonstrate critical thinking and inquiry skills with which they process
 Critical thinking, problem information to solve a wide variety of problems in different contexts. Learners at this level demonstrate potential
solving, and decision-making. for supervisory functions.
 Learning with others as well as Learners are able to:
learning independently.  acquire, process, and interpret information critically to make complex informed decisions;
 use a variety of complex strategies and perspectives flexibly and creatively to solve problems;
 formulate complex tentative ideas, and question their own assumptions and those of others;

 solve problems individually and collaboratively;

 identify, describe, formulate, and reformulate problems;
 formulate and test hypotheses;
 ask questions, observe relationships, make inferences, and draw conclusions;
 Identify, describe, and interpret different points of view; distinguish facts from opinions.
 demonstrate the ability to be creative and come up with innovative ideas
 Apply study and research skills required for further education and training
2. Ways of Working Competency
Being productive by:  Learners can work effectively in groups and individually dealing with complex issues and are result oriented.
 Relating well to/with others. They demonstrate leadership skills and are able to manage and resolve conflicts.
 Cooperating and working in Learners are able to:
teams. • work and study purposefully, both independently and in cooperative groups.
 Managing and resolving • respect, cooperate, communicate effectively in groups and relate well to others.
conflicts. • take responsibility and accountability for what happens in the group and manage and resolve conflicts that occur
in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate career/employment
opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract and
 Language, symbols and text. unfamiliar problems in real life situations. They demonstrate understanding of the impact of technology in their
 Knowledge and information. lives, in society, and in the world at large.
 Varied forms of common Learners are able to:
technology. • locate, evaluate, adapt, create, and share information using a variety of sources and technologies;
 Information and Communication • use technologies appropriately.
Technology. • demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and global contexts.
• use language to communicate effectively and appropriately when conversing with others
4 Living in the World Competency
Showing effective: • Learners apply knowledge of the social, cultural, economic, and environmental development in the local and
• Self-management. global context.
• Cultural awareness and Learners are able to:
expression. • demonstrate knowledge and understanding of sustainable development and its implications for the environment
• Social and civic competences. locally and globally.
• Sense of initiative and • apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.
entrepreneurship • examine issues of human rights.
• Community and global • recognize and react against forms of discrimination, violence, and anti-social behaviours.
citizenship • demonstrate knowledge and understanding of their own cultural identity and heritage, and that of others, as well
as its contribution to the world.
• use various forms of art as a means of communication and interpret them in various contexts.
• Demonstrate knowledge and understanding of the relationship between health and lifestyle.
• Demonstrate the ability to Interact with the global environment in a manner that is protective, conserving and
nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and democratic
society, and act accordingly.
• apply knowledge and skills of the creative arts for economic development.
SUBJECT OUTCOMES
The aim of economics is to develop learners' knowledge, understanding, skills, values and attitudes for effective economic thinking, and contributes as
socially responsible and competent decision-making citizen in a changing economy.

On completion of the two year Botswana Senior Secondary Economics Program, learners;
• understand basic economic theory, terminology, principles and apply tools of economic analysis to address economic challenges.
• Understand and develop ability to use basic numeracy and literacy
• Distinguish between facts and value judgements in economic issues and take greater put in decision making process in everyday life
• Demonstrate the awareness that economists hold differing views on some economic issues
• Develop favourable attitude towards conservation and prudent use of natural resources

TARGET POPULATION AND ENTRY REQUIREMENTS

The programme is designed for leaners who have NCQF level 2, Junior Secondary Certificate, or an equivalent qualification. It is noted that learners
who have completed Business Studies subjects at NCQF level 2 or its equivalence will have an added advantage.
SYLLABUS STRUCTURE
The syllabus comprises five (5) compulsory modules
CODE NAME OF MODULE PURPOSE CREDITS
The module introduces learners to the basic economic concepts to
ECOSL
Introduction to Economics understand the economic problem and theories available in addressing 3
1
economic issues.
ECOSL
The Allocation of Resources This module creates awareness on the allocation of limited resources 10
2
ECOSL
The role of the government in the economy Introduces learners to the role played by the government in the economy. 5
3
ECOSL Introduces learners to the role played by private firms in production as
The Private Firm 9
4 well as how firms operate in different markets.
ECOSL The module focuses on how international trade could affect the economy
International Trade and globalization 15
5 of the country.
DELIVERY ROAD MAP
MODULE CODE LEARNIG OUTCOME CONTACT SUGGESTED SUGGEST ASSESSME SELF & OTHERS
CODE TIME 60% FACILITATION ED LEVEL NT TIME 20%
TERM 20%
ECOSL 1 ECOSL 1.1 18 HRS 1 FORM 4 6 HRS 6 HRS
ECOSL 1.2
TOTAL 18 HRS 6 HRS 6 HRS
ECOSL 2 ECOSL 2.1 60 HRS 2 20HRS 20 HRS
ECOSL 2.2
ECOSL 2.3
TOTAL 60 HRS 20 HRS 20 HRS
ECOSL 3 ECOSL 3.1 30 HRS 3 10HRS 10 HRS
ECOSL 3.2
ECOSL 3.3
TOTAL 30 HRS 10 HRS 10 HRS
ECOSL 4 ECOSL 4.1 54 HRS 1 18 HRS 18 HRS
ECOSL 4.2 FORM 5
ECOSL 4.3
TOTAL 54 HRS 18 HRS 18 HRS
ECOSL 5 ECOSL 5.1 90 HRS 2 30 HRS 30 HRS
ECOSL 5.2
ECOSL 5.3
ECOSL 5.4
TOTAL 48 HRS 30 HRS 30 HRS
DELIVERY MODE
The program will be offered on Full time or part time basis.

METHODOLOGY
The program recommends learner centred approaches where learners are encouraged to take active part in their own learning. Such methods require the
teacher to assume the role of the facilitator in ensuring that learners get all the support needed to achieve the learning outcomes. The suggested facilitation
and learning strategies are not prescriptive, and as such teachers are encouraged to use their imagination and creativity to aid learning.

ASSESSMENT
The Botswana Senior Secondary Economics syllabus will be assessed formatively and summatively to ensure that learners have attained the learning
outcomes. Provider based assessment as well as terminal examination administered by Botswana Examination Council will contribute towards learner
certification. Evidence of learner performance from both assessments should form part of the learner portfolio. In order to provide all learners with an
equal opportunity to demonstrate mastery of learning, assessment procedures used must be flexible enough to allow adjustments to overcome any
substantial disadvantage that individual learners may experience.

In order to provide all learners with an equal opportunity to demonstrate their learning, assessment procedures and methods must be flexible enough to
allow adjustments to overcome any substantial disadvantage that individual learners may experience. The following are some of the assessment methods
that can be used depending on the individual learner's needs;
 Modified Assessment - This provides for special arrangements or adjustment with existing systems, which may involve different assessment methods
such as extra time, own room, scribes, interpreters, using a laptop, presentation, text-to-speech software, videos and audios. Modification of the
assessment is usually done for learners with disability.
 Inclusive Assessment - This is when flexible range of assessment modes are made available to all. This assessment method is capable of assessing
the same learning outcome in different ways - such as practical's, presentations, Projects, group work, course work, increasing font size, using
assistive devices like CCTV, recorders instead of written work and avoiding complex vocabulary.
Inclusive assessment promotes equity and improves the chances for all learners to demonstrate their knowledge and skills to meet their learning outcomes.

Provider Based Assessment

Required evidence of all assessment conducted by the provider should be kept safely in the learners' portfolios. The individual learner portfolios should
therefore comprise both formative and summative assessment conducted by the provider.
Types of assessment Components of learner portfolios
Formative assessment All evidence required as outlined per module learning outcomes
Summative assessment End of module test
End of term examination
Observation sheet
Summative assessment conducted by the provider should be internally moderated

RESOURCES
It is critical that learners are provided with the necessary resources such as books and most importantly access to internet connectivity to enable them to
research and get information. This can be achieved through providing an opportunity for the learners to visit a facility with internet connectivity within
the school, such as the school library or even the computer laboratory. As Economics is being reintroduced at Senior Secondary School level, there is
need to ensure that all teachers offering the subject possess economics qualification. It may be necessary to offer refresher training to qualified teachers
who are in the system.
ECOSL 1. INTRODUCTION TO ECONOMICS

MODULE 1 INTRODUCTION TO ECONOMICS CODE ECOSL 1 NOTIONAL HOURS:30

Purpose: The module introduces learners to the basic economic concepts to understand the economic problem and theories available in addressing
economic issues.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module learners are able to;
ECOSL 1.1 demonstrate understanding of the meaning of economics.
ECOSL 1.2 demonstrate understanding of basic economic problem, factors of production, opportunity cost and production possibility curve.

LEARNING OUTCOME: ECOSL 1.1 DEMONSTRATE UNDERSTANDING OF THE MEANING OF ECONOMICS.

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
1.1.1 Explain the term economics. • The meaning of • Discussion • Test
1.1.2 Explain the terms microeconomics and macroeconomics. economics • Lecture/presentation • Quiz
1.1.3 Differentiate between microeconomics and macroeconomics. • Micro and macro • Case study • Exercise
1.1.4 Explain the Classical and Neo classical economic theories economics • Learner presentation • observation
1.1.5 Use the Classical and Neo classical theories to address • Economic theories
economic issues.
RANGE STATEMENT 1.1.4, 1.1.5: Classical - ADAM SMITH, Neo classical - ALFRED MARSHAL.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts).
REQUIREMENTS 
LEARNING OUTCOME: ECOSL 1.2 DEMONSTRATE UNDERSTANDING OF THE ECONOMIC PROBLEM, FACTORS OF PRODUCTION,
OPPORTUNITY COST AND PRODUCTION POSSIBILITY FRONTIER.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
1.2.1 Explain the nature of economic problem. • Economic problem • Demonstration • Tests
1.2.2 Draw production possibility frontier/production possibility • Needs and Wants • Discussion • Exercise
curve. • Scarcity and choice • Lecture • Quiz
1.2.3 Interpret the production possibility frontier/ production • Opportunity cost • Case study • Observation
possibility curve. • Production possibility • Role play
1.2.4 Explain the four factors of production and their rewards. frontier • Learner presentation
• Factors of production
RANGE STATEMENT
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  Presentation notes and completed observation sheet.
ECOSL 2. THE ALLOCATION OF RESOURCES

MODULE 2 THE ALLOCATION OF RESOURCES CODE ECOSL 2 NOTIONAL HOURS:100

Purpose: This module creates awareness on the allocation of limited resources
LEARNING OUTCOMES FOR THE MODULE
On completion of this module learners are able to;
ECOSL 2.1 demonstrate understanding of economic systems.
ECOSL 2.2 demonstrate knowledge of the laws of supply and demand and the market equilibrium concept.
ECOSL 2.3 demonstrate understanding of the concepts of elasticity of demand and supply and their influence in business decision making.

LEARNING OUTCOME: ECOSL 2.1 DEMONSTRATE UNDERSTANDING OF ECONOMIC SYSTEMS.

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
2.1.1 Explain the different economic systems. • Economic systems • Lecture • Tests
2.1.2 Explain the characteristics of each economic system. • Discussion • Exercise
2.1.3 Discuss how the economic systems solve the economic • Group work • Quiz
problem. • Debate • Observation
• Learner Presentations
RANGE STATEMENT 2.1.1 Economic systems: free market, planned economy, mixed economy.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  Completed observation form and presentation notes.
LEARNING OUTCOME: ECOSL 2.2 DEMONSTRATE KNOWLEDGE OF THE LAWS OF SUPPLY AND DEMAND AND THE MARKET
EQUILIBRIUM CONCEPT.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
2.2.1 Explain the law of demand. • Demand and supply analysis • Discussions • Tests
2.2.2 Illustrate the concept of demand using diagrams. • determinants of demand and • Group work • Quiz
2.2.3 Show the relationship between change in price and supply • Demonstrations and • Exercise
quantity demanded using diagrams. • Market equilibrium illustrations • Observation
2.2.4 Explain the determinants of demand. • Role Play
2.2.5 Explain the law of supply. • Case study
2.2.6 Illustrate the concept of supply using diagrams. • Lecture
2.2.7 Show the relationship between change in price and • Learner presentation
quantity supplied using diagrams.
2.2.8 Explain the determinants of supply.
2.2.9 Illustrate how changes to the determinants of demand
and supply affect the demand and supply curves.
2.2.10 Explain the term market equilibrium.
2.2.11 Illustrate the concept of market equilibrium

RANGE STATEMENT 2.2.4 Determinants of demand: price of product income, price of complementary and substitute goods, advertising, consumer tastes
and preferences
2.2.8 Determinants of supply: technology, cost of production, price of the product and number of suppliers
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  presentation notes and Completed observation sheets
LEARNING OUTCOME: ECOSL 2.3 DEMONSTRATE UNDERSTANDING OF THE CONCEPTS OF ELASTICITY OF DEMAND AND
SUPPLY AND THEIR INFLUENCE IN BUSINESS DECISION MAKING.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
2.3.1 Explain price elasticity of demand. • Price elasticity of supply • Demonstration • tests
2.3.2 Explain the determinants of price elasticity of demand and and demand • Discussion • exercise
how they affect demand. • Determinants of price • Group work • quiz
2.3.3 Illustrate price elasticity of demand using simple calculations. elasticity of demand and • Lecture • observation
2.3.4 Explain price elasticity of supply. supply • learner presentation
2.3.5 Explain the determinants of price elasticity of supply and • Simple Calculation of
how they affect supply. price elasticity of
2.3.6 Illustrate price elasticity of supply using simple calculations. demand and supply
2.3.7 Interpret price elasticity of demand and supply.
RANGE STATEMENT 2.3.2 Determinants of price elasticity of demand: Availability of substitutes, proportion of consumers' income spent on
goods, marketing, advertising, taste and preference.
2.3.5 Determinants of price elasticity of supply: Time, number of firms, production cost, capacity and mobility of firm

EVIDENCE  Written assessment (test, exercise and quiz),

REQUIREMENTS  Completed observation sheet and group presentation notes.
ECOSL 3. THE ROLE OF THE GOVERNMENT IN THE ECONOMY

MODULE 3 THE ROLE OF THE GOVERNMENT IN THE ECONOMY CODE ECOSL 3 NOTIONAL HOURS:50
Purpose: Introduces learners to the role played by the government in the economy.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module learners are able to;
ECOSL 3.1 demonstrate understanding of government intervention in the economy.
ECOSL 3.2 demonstrate understanding of the government economic objectives.
ECOSL 3.3 demonstrate understanding of the government economic policies.
LEARNING OUTCOME: ECOSL 3.1 DEMONSTRATE UNDERSTANDING OF GOVERNMENT INTERVENTION IN THE ECONOMY.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
3.1.1 Explain reasons for government intervention in the • Government intervention • Discussion • Tests
economy. • Government assistance to • Lecture • exercise
3.1.2 Explain different forms of assistance that the government business • Group work • quiz
could give to businesses. • Employee and consumer • Socratic seminars • observation
3.1.3 Discuss how the government protects employees and protection • learner presentation
consumers.
3.1.4 Propose ways through which the government can control
production.
RANGE STATEMENT 3.1.1 Reasons for government intervention: control of production, employment protection, correct market failure and
provide public goods.
3.1.2 Forms of assistance: grant, subsidies, loans, tax holidays and advice.
3.1.3 Ways of control: Location, licencing, Funding, subsidy and import quota.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts),
REQUIREMENTS  Completed observation sheet and presentation notes.
LEARNING OUTCOME: ECOSL 3.2 DEMONSTRATE UNDERSTANDING OF THE GOVERNMENT ECONOMIC OBJECTIVES.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
3.2.1 Explain government economic and social objectives. • Government economic • Discussion • Test
3.2.2 Suggest how the government can achieve the economic and and social objectives • Lecture • Exercise
social objectives. • Group work • Quiz
• Debate • Observation
• Learner presentation
RANGE STATEMENT Brief description of:
3.2.1 Government economic objectives: Low level of unemployment, Economic Growth, Low Inflation rate and Favorable
Balance of payments.
3.2.1 Government Social objectives: Poverty reduction, improved Health, improved literacy rate education, Human
settlement Access to housing and Security.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  Completed observation sheet.
LEARNING OUTCOME: ECOSL 3.3 DEMONSTRATE UNDERSTANDING OF THE GOVERNMENT ECONOMIC POLICIES.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
3.3.1 Explain fiscal and monetary policies. • Government economic • Discussion • Tests
3.3.2 Describe different types of taxes. policies • Lecture • exercise
3.3.3 Discuss how taxation impact on consumers, businesses and • Types of taxes • Group work • quiz
government. • Trade cycle • Socratic seminars • observation
3.3.4 Discuss how government spending impacts on businesses and • Demonstration
government. • learner presentation
3.3.5 Discuss how changes in interest rate can influence business
activities.
3.3.6 Draw the trade cycle.
3.3.7 Interpret the trade cycle diagram.
RANGE STATEMENT 3.3.2 Types of taxes: Direct (Income, Corporate), Indirect (Value Added taxes and customs and excise duty).

EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  Completed observation sheet.
ECOSL 4. THE PRIVATE FIRM

MODULE 4 THE PRIVATE FIRM CODE ECOSL 4 NOTIONAL HOURS:90

Purpose: Introduces learners to the role played by private firms in production as well as how the firm operates in different markets
LEARNING OUTCOMES FOR THE MODULE
On completion of this module learners are able to;
ECOSL 4.1 demonstrate understanding of the different sizes of the firm.
ECOSL 4.2 demonstrate knowledge on the costs of production and their effects on revenue and profits.
ECOSL 4.3 demonstrate understanding of the nature of the market, characterized by perfect competition and monopoly.

LEARNING OUTCOME: ECOSL 4.1 DEMONSTRATE UNDERSTANDING OF THE DIFFERENT SIZES OF THE FIRM.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
4.1.1 Explain ways of measuring the size of the firm. • Size of business • Discussion • Tests
4.1.2 Describe characteristics of small and large firms in Botswana. • Lecture • exercise
• Group work • quiz
• Presentation • observation
• Research
RANGE STATEMENT
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  Completed observation sheet and learner presentation notes.
LEARNING OUTCOME: ECOSL 4.2 DEMONSTRATE KNOWLEDGE ON THE COSTS OF PRODUCTION AND THEIR EFFECTS ON
REVENUE AND PROFITS.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
4.2.1 Explain costs of production, revenue and profits. • Cost of production • Demonstration • Tests
4.2.2 Calculate costs of production, revenue and profits. • Revenue and profit • Discussion • Quiz
4.2.3 Draw diagrams (table/graph) to show how changes in output • Group work • observation
affect costs of production. • Lecture
4.2.4 Illustrate with a diagram how changes in costs affect revenue • Learner presentation
and profits.
4.2.5 Explain economies and diseconomies of scale
4.2.6 Explain types of economies and diseconomies of scale
RANGE STATEMENT 4.2.1 Costs of production: total cost, average total cost, fixed cost, variable cost, average fixed cost, and average variable
cost, marginal cost and unit cost.
4.2.1 Revenue: Total revenue, average revenue and marginal revenue.
4.2.5 Economies of scale: Marketing, purchasing, financial and technical.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  Completed observation sheet and learner presentation notes.
LEARNING OUTCOME: ECOSL 4.3 DEMONSTRATE UNDERSTANDING O F THE NATURE OF THE MARKET CHARACTERIZED BY
MONOPOLY AND PERFECT COMPETITION.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
4.3.1 State the characteristics of monopoly and perfect competition. • Monopoly and perfect • Demonstration • Tests
4.3.2 Explain the advantages and disadvantages of monopoly and competition • Discussion • Quiz
perfect competition. • Group work • Exercise
4.3.3 Illustrate with diagrams how prices are determined in • Lecture • observation
monopoly and perfect competition in the short run. • Learner presentation
4.3.4 Interpret the diagram of how prices are determined under
monopoly and perfect competition in the short run.
RANGE STATEMENT 4.3.3 Diagrams - Price determination curves for monopoly and perfect competition in the short run (at-least one variable is
fixed).
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
 Completed observation sheet and learner presentation notes.
REQUIREMENTS
ECOSL 5. INTERNATIONAL TRADE AND GLOBALISATION

MODULE 5 INTERNATIONAL TRADE AND GLOBALISATION CODE ECOSL 5 NOTIONAL HOURS:150

Purpose: The module focuses on how international trade could affect the economy of the country.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to;
ECOSL 5.1 demonstrate understanding of specialisation by nation.
ECOSL 5.2 demonstrate understanding of globalisation, free trade and protectionism.
ECOSL 5.3 demonstrate understanding of Balance of payments.
ECOSL 5.4 demonstrate understanding of the exchange rate fluctuations.
LEARNING OUTCOME: ECOSL 5.1 DEMONSTRATE UNDERSTANDING OF SPECIALISATION BY NATION.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
5.1.1 Explain specialisation by nation. • Definition of • Lecture • Tests
5.1.2 Discuss specialisation by nation. specialisation • Group work • Quiz
• Meaning of • Discussion • Exercise
specialisation by • Learner presentation • Observation
nation. • Debate
• Advantages and
disadvantages of
specialisation by
nation.
RANGE STATEMENT
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts),
REQUIREMENTS  Completed observation sheet and learner presentation notes.
LEARNING OUTCOME: ECOSL 5.2 DEMONSTRATE UNDERSTANDING OF GLOBALISATION, FREE TRADE AND PROTECTIONISM.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
5.2.1 Explain the term globalisation. • Globalization • Group work • Quiz
5.2.2 Assess the effects of globalisation in the economy. • Free Trade • Lecture • Exercise
5.2.3 Explain functions of free trade associations that Botswana is • Trade Protection • Case study • observation
a member of. • Learner presentation
5.2.4 Discuss the implications of free trade to consumers, producers • Debate
and the economy.
5.2.5 Explain reasons for trade protection.
5.2.6 Explain the methods of trade protection.
5.2.7 Evaluate effects of trade protection on the business.
RANGE STATEMENT 5.2.3 Free trade associations: SADC, WTO and SACU.
5.2.5 Methods of trade protection: Tariffs, quotas, subsidies and embargoes.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts),
REQUIREMENTS  Completed observation sheet and learner presentation notes.
LEARNING OUTCOME: ECOSL 5.3 DEMONSTRATE UNDERSTANDING OF BALANCE OF PAYMENTS.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
5.3.1 Explain the balance of trade. • Balance of trade • Demonstration • Debate assessment
5.3.2 Calculate the balance of trade. • Balance of payments • Discussion tool
5.3.3 Explain balance of payments. • Group work • Tests
5.3.4 State the components of current account and the capital account. • Lecture • Quiz
5.3.5 Calculate the current account balance and the capital account • Learner Presentation • Exercises
balance. • Debate • Observation
5.3.6 Calculate the balance of payments.
5.3.7 Explain the causes of favorable and unfavorable balance of
payment.
5.3.8 Evaluate favorable and unfavorable balance of payments.
5.3.9 Recommend possible solutions to address balance of payment
problems.
RANGE STATEMENT 5.3.9 Possible solutions: currency devaluation, tariffs, subsidies, grants, loan and using the reserves.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts),
 Completed observation sheet and learner presentation notes.
REQUIREMENTS
LEARNING OUTCOME: ECOSL 5.4 DEMONSTRATE UNDERSTANDING OF THE EXCHANGE RATE SYSTEMS.
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT LEARNING
STRATEGIES
STRATEGIES
5.4.1 Explain exchange rates. • Exchange Rate(fixed • Lecture • Tests
5.4.2 Differentiate between floating and fixed exchange rate. and floating) • Group work • Quiz
5.4.3 Explain causes of exchange rate fluctuations. • Discussion • Exercise
5.4.4 Convert one currency to another currency. • Demonstration • Observation
5.4.5 Discuss effects of exchange rate fluctuations on importers and • Learner presentation
exporters.
• Simulation
• Role play
RANGE STATEMENT 5.4.3 Causes: Currency speculation, changes in interest rates, changes in demand for imports and exports, political
Unrest/instability and currency devaluation.
EVIDENCE  Marked written assessment (test scripts, exercise and quiz scripts)
REQUIREMENTS  Completed observation sheet and learner presentation notes.
 MINISTRY OF EDUCATION AND SKILLS DEVELOPMENT

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: ECONOMICS SYLLABUS

LEVEL: NCQF 4
DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME
MONTH AND YEAR DEVELOPED: September 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF EDUCATION AND SKILLS DEVELOPMENT

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: DCDE
FAX: 3973842