Business Studies
Lower Secondary
Syllabus



























Papua New Guinea
Department of Education
ii








Issued free to schools by the Department of Education

Published in 2006 by the Department of Education, Papua New
Guinea

© Copyright 2006 Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted by any form or by any
means electronic, mechanical, photocopying, recording or
otherwise without the prior written permission of the publisher.

ISBN xxxx-xxx-xx-x











Acknowledgements
The Business Studies Syllabus was written, edited and formatted
by the Curriculum Development Division of the Department of
Education. The development of the syllabus was coordinated by
Jennifer Sangga.

Teachers, inspectors, tertiary educators, community members,
representatives from non-government organisations, other
resource people and the Lower Secondary Business Studies
Subject Advisory Committee have developed this syllabus through
meetings, workshops and consultations. Special
acknowledgement is paid to the Business Studies writing team for
their effort and commitment during the development of this
syllabus.

This document was developed with the support of the Australian
Government through the Curriculum Reform Implementation
Project.
ii





Contents

Secretary’s message ................................................................... iv
Introduction ...................................................................................1
Rationale.......................................................................................3
Curriculum principles ....................................................................4
Content overview ........................................................................11
Units............................................................................................13
Grade 9 units ..............................................................................18
Grade 10 units ............................................................................34
Assessment, examinations and certification ...............................61






iii





Secretary’s message
This Business Studies Syllabus is to be used by teachers to teach
Lower Secondary students (Grades 9 and 10) throughout Papua
New Guinea. This syllabus builds upon concepts, skills and
attitudes from Upper Primary and links to concepts, skills and
attitudes in Upper Secondary. It provides a sound foundation for
further learning.

The Lower Secondary Business Studies Syllabus contributes to
Integral Human Development as it is based on the students’
physical environments, societies and cultures. It links to the
National Education Plan’s vision which is that secondary education
enables students to achieve their individual potential to lead
productive lives as members of the local, national and international
community as they will undertake a broad range of subjects and
work related activities at school that can be used in everyday life.

By studying Business Studies, Students acquire the knowledge to
participate in Papua New Guinea’s changing economic and
business environment, and enterprise activities and interact using
appropriate communication and information technologies. They will
acquire skills for their future roles as citizens, workers, employers,
entrepreneurs and consumers.

In this subject students will develop business management and
entrepreneurial knowledge and skills that will enable them to make
use of their immediate resources in starting small businesses
and/or income generating projects and activities. This subject will
further encourage students to be enterprising, innovative, creative
and use ethical business practices. They will learn to become
responsible producers and wise consumers in their own
communities whether formal or informal.

Business Studies is a practical oriented subject in which students
will be provided opportunities to apply entrepreneurial skills in all
practical projects and activities.

I commend and approve this syllabus as the official curriculum for
Business Studies to be used in all schools with Grades 9 and 10
students throughout Papua New Guinea.





DR. JOSEPH PAGELIO
Secretary for Education

iv

Lower Secondary Syllabus


Introduction
The National Curriculum Statement states that education in Papua New
Guinea is outcomes based. All Lower Secondary Syllabuses use an
outcomes based approach. This Business Studies Syllabus has been
designed using learning outcomes which identify the knowledge, skills,
attitudes and values that all students achieve or demonstrate by the
end of Grade 10. It selects the essential knowledge and skills from
syllabuses teachers have used in the past, and incorporates this with
developments in Business Studies to ensure that the syllabus provides
relevant skills and knowledge for students. Business Studies is part of
the national curriculum learning area Culture and Community and
builds on the knowledge and skills students have learnt in primary
school.

Upper
Lower Secondary Business Lower Secondary Business
Primary
Studies Strands
Studies Units
Making a
Living
Strands

• Managing
• The Economic and Business
• Satisfying Needs and Wants
Resources
Environment
• Being a Wise and
• Better Living • Enterprise
Responsible Consumer
• Community
• Business Communication
• Business Communication
Development
• My Small Business Project

• Marketing and Distribution
• Starting a Small Business
Enterprise – Mind Your Own
Business
• Keeping Accounts for My
Business
• Preparing for the Workplace
• Laws and Business
Regulations in PNG
• Business Mathematics
• Taxation
• Fundamental Computer Skills

Assessment is an important component of teaching for learning and is
integrated into the teaching and learning activities of Business Studies.
Continuous assessment in Business Studies provides feedback to
students and the teacher on students' progress towards achievement
of the learning outcomes. It helps students improve their standards of
achievement by knowing what they need to do well and where they
need to improve. In Business Studies, teachers will gather evidence
from students’ work during the course of the term and use those
continuous assessments to improve their teaching and students’
learning.

The Business Studies Syllabus has been designed to be relevant by
providing topics that include knowledge, skills, attitudes and values that
are useful for all students. The syllabus is flexible as optional units are
provided to allow students to study areas of interest. Units have
academic and practical components, with some units emphasising the
development of skills. School developed units can be written to suit
1


Business Studies


local community needs and can be taught as part of the syllabus. The
practical focus units use the following process skills – investigation,
planning, construction/making, marketing and evaluating which have
been introduced in the Making a Living subject at Upper Primary. This
subject also links to the Upper Primary subject Social Science.

Within the National Curriculum Statement, Business Studies is under
the Culture and Community learning area. Business Studies is the only
subject in the subject field Business Studies. This subject has three
strands – Economic and Business Environment, Enterprise and
Business Communication. Students will study topics on production and
trade and the marketing and distribution of goods and services. They
will further learn about the government, financial institutions and
businesses and the impact of these organisations activities and
decisions to both the producers and consumers. Topics on
consumerism will enable the students to develop responsible attitudes
and make wise decisions in the production and the use of goods and
services. They will learn about and develop entrepreneurial skills to
make use of and manage their resources from their immediate
communities. They will further learn to develop communication skills
which are essential for business and as consumers. The context for
learning is mostly PNG.

The important attitudes students will develop in Business Studies are
ethical business practices, working cooperatively and being
enterprising and using initiative, innovation and creativity to improve
their standard of living for themselves and their community.

Business Studies content integrates with skills and content from the
subjects: Mathematics, Social Science, Arts, Design and Technology,
Personal Development and Agriculture. Schools can develop their own
units which complements the core units of this subject.

Students studying Business Studies will be able to continue further
studies in Business Studies, Economics and Social Science in upper
secondary. Students can also continue onto an accounting or business
management course in the technical colleges. The skills learnt and
developed in this subject will also enable students to start their own
income generating activities or assist their families or relatives in their
own businesses.
Business Studies is to be timetabled for five periods per week in
Grades 9 and 10.
2

Lower Secondary Syllabus


Rationale
Each day, everywhere, in cities, towns, villages and in the homes of
many people, there are countless commercial transactions taking
place. In Papua New Guinea, these commercial transactions take place
in two different types of societies; the traditional subsistence society
and the modern consumer society.

In the traditional subsistence society, many people live a way of life
where goods and services may be produced by the consumers
themselves or obtained and exchanged through their own traditional
commercial systems using its own simple marketing and distribution
network. These societies have also managed their resources
sustainably based on commercial cultural knowledge, skills, attitudes
and values. In the modern consumer society, many individuals work to
earn an income that is then spent to obtain the goods and services they
need or want from businesses that produce them.

Business is a dynamic activity that operates in a constantly changing
global environment. Although its decision-making processes and
operations are subject to various internal and external influences,
business also acts as an initiator and agent of change in society.
Therefore, this course will give students an understanding of how
businesses influence and are influenced by the local, regional, national
and global economic and social environments.

The Business Studies subject will provide a means whereby young
people, through guidance, experience and action while at school can
face the realities of the marketplace, the world of work and leisure and
the changes to technology and of government decisions and actions.

Through the acquisition of knowledge and understanding, the
development of skills, attitudes and values, this course should guide
students to become competent citizens and develop their confidence to
participate responsibly and ethically in a commercial environment.

Among the specific skills that may be developed is the ability to
investigate, analyse, evaluate communicate and use technology.

Students will further develop the ability to use communication and
information technologies in a variety of situations and contexts.
Through their studies, students are encouraged to be enterprising, and
to interact with business and the community.

This subject will also prepare students to participate and be aware of
the changing social and business environments both locally and
globally. It will prepare students for their future roles as citizens,
workers, employers, entrepreneurs, and consumers by taking into
account the student’s present and future needs and learning styles.



3


Business Studies


Curriculum principles

The national curriculum principles should influence what students learn
and how teachers teach. These principles are related to Our Way of
Life, Integral Human Development and Teaching and Learning. (NCS,
2002, p.22)
Our way of life
The lower secondary Business Studies Syllabus is based on the
following curriculum principles taken from the National Curriculum
Statement for Papua New Guinea – 2002. These curriculum principles
should influence what teachers teach and how students learn Arts.
Cultural relevance
Cultural relevance focuses on the richness and diversity of Papua New
Guinean cultures and languages. These cultures and languages are
examined within their own unique contexts and within historical,
contemporary and future realities. Our traditional life is based on a
holistic perspective that integrates the past, present and future. Papua
New Guineans are the original inhabitants of Papua New Guinea and
live in sophisticated, organised and self-sufficient societies. Our
customs and traditions constitute a cultural mosaic: rich and diverse,
including different cultural groups. Our customs and traditions are
unique. Therefore, the subject Business Studies will enable students to:

• demonstrate an understanding and appreciation of the values,
customs and traditions of Papua New Guinea
• demonstrate an understanding of and appreciation for unique
Papua New Guinean commercial and communication systems
• give examples of the diversity and functioning of the social,
economic and political systems of Papua New Guineans in
traditional and contemporary societies.
Maintenance of vernacular language
The Department of Education’s Language Policy in all Schools states
that at the secondary level, lessons will be conducted in English, but
teachers can use opportunities to further develop the students oral and
written vernacular (or lingua franca) skills, for example when a concept
is better explained using the vernacular or lingua franca. Students must
be encouraged to learn and use English, but secondary school should
not discourage free communication in vernacular languages that the
students speak in and out of the school grounds.
Ethics, morals and values
Papua New Guinea is striving to create a society in line with
democratic, liberal traditions. The citizens of Papua New Guinea should
recognise appropriate social relationships based on sound human and
religious ethics, morals and values. These are required for interaction
4

Lower Secondary Syllabus


with families, villages, wantoks and other economic groups and people
from other provinces and nations. The process of socialisation requires
a belief in the ethics, morals and values of the Melanesian extended
family, dialogue with and respect for others and a willingness to
conserve and promote those aspects of our traditions, which are
consistent with integral human development. Socialisation also requires
an awareness of the interdependence of individuals, societies and
nations in the modern world. It requires involvement with family,
church, school, community and the world beyond.

This syllabus will place emphasis on:

• teaching ethics, morals and values
• the integration of subjects to enable students to experience real-life
situations.
Integral human development
Facilitating integral human development
The Philosophy of Education for Papua New Guinea as described in
the Matane Report acknowledges the National Goals and Directive
Principles in the National Constitution and is based on integral human
development as follows:

integral in the sense that all aspects of a person are important
human in the sense that social relationships are basic
development in the sense that every individual has the potential to
grow in knowledge, wisdom, understanding, skills and goodness.

Business Studies will address Integral human development as it is
based on an awareness of human potential and the willingness to
develop this potential so that each individual can solve his or her own
problems, contribute to the common good of society and maintain,
promote and improve earning and living opportunities.
Nation building and national unity
Our nation is young and there is still a great deal of nation building to
be done. Students need to be given the skills to undertake this task and
participate in nationally organised events. The Business Studies
Syllabus should enable students to understand how Papua New
Guinea societies work and how they can be a useful part of these
societies. Students learn that they have a place in Papua New Guinea
and that Papua New Guinea has a place in the world as a whole. They
will become more able to help Papua New Guinea develop a national
identity as one nation if they learn to:

• work together with tolerance
• respect one another, their traditional ways and resolve problems
peacefully
• respect and act in the spirit of the National Constitution
5


Business Studies


• recognise their capabilities and develop their own talents
• participate in the development of their own community and that of
the national community
• protect and safeguard the national wealth and resources and
consider how they will contribute to national revenues.
Citizenship
The Business Studies Syllabuses will provide students with the
opportunity to learn about:

• problems associated with inhumane treatment, forced labour and
the need for the freedom of employment
• the importance of the freedom of conscience, of expression and of
information
• freedom of movement and protection of privacy
• meaningful participation in and access to representation in all levels
of government
• how benefits and services can be equally distributed
• how to take part in nation building
• the need and importance of equal participation by women in all
areas of life
• maximising their participation in every aspect of national
development.

The students will use this knowledge in many different ways as useful,
active and law abiding citizens.
Sustainability
The Business Studies Syllabuses will guide students to appreciate,
respect and value their natural environment, cultures, customs and
traditions. Unfortunately our diverse cultures are under threat from over
exploitation and commercialisation of sacred cultural practices.
Business Studies will give students the skills and knowledge to identify
problems and issues and to take action to sustain these aspects of life
in Papua New Guinea.
Catering for Diversity
Gender

All Lower Secondary Syllabuses are designed to cater for the
educational needs and interests of both girls and boys. The
Department of Education Gender Equity in Education Policy (2003)
recommends that no student in the education system of Papua New
Guinea will be disadvantaged on the basis of gender. The policy aims
to prepare students for a satisfying life beyond school where:

• equal, non-violent relationships exist between females and male
• rights to personal respect and safety are reflected in everyday life
• positive cultural values and individual differences are
acknowledged and respected.
6

Lower Secondary Syllabus



To implement the policy, teachers have responsibility to use and
promote gender equity practices in their classrooms and with the wider
community. This means they:

• use teaching and learning strategies that meet the needs and rights
of all female and male students
• use gender inclusive language, content, methodology and
assessment
• skill male and female students to participate fully in work, both paid
and unpaid
• respect positive cultural values and challenge unfair cultural
practices
• respect the contributions of men and women to society
• promote positive attitudes and behaviours of social responsibility,
empathy and sensitivity.

In Papua New Guinea, there is a need for sensitivity to local cultural
practices and values, with respect to traditional roles for males and
females, but a willingness to challenge traditional roles where they may
be harmful to either girls or boys. In Business Studies students will be
given equal opportunities to participate in all class and assessment
activities regardless of their gender. The Business Studies subject will
enable students to develop positive attitudes towards sensitive cultural
issues about gender.

In gender sensitive classrooms:

• there is a safe, challenging learning environment which is socially
and culturally supportive
• boys and girls have the right to equal power
• students take turns in being the leader and reporter
• students share and participate in activities involving different
students
• students show respect for other students and their contributions.

Students with special needs

Many students have special needs. This includes students who are
gifted and those who are disadvantaged. Gifted students should be
given opportunities to extend their learning. Students with physical
impairments need special support in the classroom. Teachers have a
responsibility to ensure that the learning needs of these students are
met. All students are individuals and all have the right to quality
education in order to reach their full potential.
Teaching and learning
Business Studies is a practical subject and teaching and learning must
reflect this. Learning will be done through practical activities; students
will learn by creative thinking and doing.
7


Business Studies



Student-centred learning
The Business Studies Syllabus uses a student-centred approach as a
vehicle to guide and facilitate students’ learning. A student-centred
approach provides students with the opportunity to practice and
develop critical and creative thinking, problem solving, decision-making
as well as a range of practical skills and knowledge.

A student centred approach means that teaching and learning
approaches need to be flexible to cater for the individual differences
and learning should be relevant and meaningful to the experiences and
needs of the students. A student-centred approach allows teachers to
be more flexible in determining the most effective ways to help all
students achieve the Business Studies learning outcomes. Students
learn best through active involvement in their learning through
observation, participation and taking opportunities to be enterprising.

In Business Studies, students are encouraged to think critically about
what they are learning and to take responsibility for their learning. They
learn to teach each other and to learn from each other: to work
cooperatively and to

work individually. They know that learning has a serious purpose. They
enjoy using a wide range of resources and developing a wide variety of
skills and techniques in business activities. Students learn how to
communicate well with others, how to work things out for themselves
and how to get the information they need. They become confident
through being given the opportunity to use their knowledge and skills in
undertaking real life business enterprises.
Inclusive curriculum
All students are individuals and all have the right to quality education in
order to reach their full potential. An inclusive curriculum uses content,
language and teaching methods that take account of all students. All
Lower Secondary Syllabuses value the experiences and knowledge of
all students, regardless of gender, ability, geographic location, religious
and cultural background, or socio-economic status.

Teachers must ensure that the teaching, learning and assessment
activities are inclusive of all students when interpreting (implementing)
syllabus learning outcomes. The following statements identify important
requirements of an inclusive curriculum.

• All students have fair access to resources such as time spent with
teacher, space in the classroom, books and equipment, outside
space.
• All students have an equal opportunity to participate fully in
teaching, learning and assessment activities.
• The curriculum includes and addresses the needs and interests of
all students; girls as well as boys, gifted students, students with
8

Lower Secondary Syllabus


disabilities and students from different cultural and religious
backgrounds.
• The experiences and knowledge of all students are valued by
teachers and are reflected in classroom practice.
• Teaching and learning methods cater for different learning styles by
allowing students opportunities to learn in different ways.
• Teachers use a variety of assessment methods that give students
opportunities to demonstrate achievement of learning outcomes.
• Teachers have a responsibility to ensure that the curriculum they
teach, and the classroom practices they use, give all students the
opportunity to reach their full potential.
Relevance
The Lower Secondary Syllabuses should be relevant to the social,
spiritual and resource development needs of a community. This can be
achieved by integrating teaching and learning situations that reflect the
knowledge, skills, attitudes and spiritual values needed for integral
human development. A relevant Lower Secondary curriculum will
prepare students for productive community living; integrate academic
and practical education; and will provide ways to paid and unpaid
employment.

Most people in Papua New Guinea work in the informal economy.
Students who leave at the end of Grade 10 may need to find work in
the informal economy. These students, however, will not only need to
be skilled to work in the informal economy, but they will also need to be
prepared to work in the formal economy and undertake formal
education if there are opportunities. All students will need applied and
academic skills and knowledge. All
students will need to know how to adapt new technologies and
knowledge appropriately to their environment.

The Lower Secondary curriculum will enable teachers to support
students’ learning by encouraging teaching in real-life contexts. This
means relating the skills and knowledge of subjects to real life
situations. People from the community could be brought into the
classroom to help teach a topic and support students undertaking
useful projects in the community.
Language development across the curriculum
Language development across the curriculum should be encouraged
because all subject areas provide meaningful contexts for real purpose
learning. Business Studies has language requirements such as
vocabulary and language features which must be explicitly taught in
relevant contexts across the curriculum.
Lifelong learning
Business Studies is an important part of a student’s education but
learning continues throughout life. The experiences that students have
in Business Studies are critical in encouraging them to continue
9


Business Studies


learning throughout their lives. Students know many things when they
come to school. They will learn many things outside school and
continue to learn after they leave school. The curriculum builds on what
students already know. Learning about business and enterprise
opportunities will continue throughout life.
Integration
Relevant and meaningful teaching and learning of Business Studies
can be provided by integrating knowledge and skills from a range of
subjects such as Arts, Design and Technology and Agriculture so that
practical activities or projects mimic real life situations.
Safety
The Department of Education requires all teachers to have a duty of
care. All students have a duty to act responsibly and safely at all times.
Teachers and students must follow safety instructions and procedures
at all times.

The school must observe all safety requirements as instructed by the
Secretary for Education.

10

Lower Secondary Syllabus


Content overview
Broad learning outcomes
The Business Studies broad learning outcomes are statements that
identify the knowledge, skills, attitudes and values all students should
achieve or demonstrate at a the end of Grade 10. The broad learning
outcomes for Business Studies are listed below.

Students can:

1. demonstrate an understanding of the role of government, finance
and other organizations in economic activity both locally and
globally

2. develop an understanding and awareness of ethical entrepreneurial
skills

3. develop the ability to identify and manage resources in a variety of
contexts

4. communicate ideas and information in a variety of ways using
appropriate communication and information technologies for the
business environment

5. work independently and in teams to develop creative and
innovative solutions

6. demonstrate knowledge and apply appropriate business practices
and skills in a variety of work related situations
Strands
The strands describe the dimensions of the subject. They are broad,
organising structures that define ways of approaching learning in
Business Studies. They incorporate cross-curriculum learnings and
skills and are ‘woven’ through the units within Business Studies.

The strands for Business Studies are the economic and business
environment, enterprise, and business communication.
Strand descriptions
The economic and business environment
This strand will focus on developing an understanding of the interaction
between producers, consumers, government, financial institutions and
other organizations as they conduct their business both locally and
globally. Government regulates the operations of businesses. This
11


Business Studies


strand will raise awareness of students to social and ethical issues
arising out of business activities locally, nationally and globally.
Enterprise
This strand will enable students to develop an understanding of
entrepreneurial skills and an appreciation of business culture so that
they can improve their standard of living, become independent and
contribute to their own community development. This strand will enable
students to be creative and explore opportunities that focus on skills of
production, management of resources and finance.
Business communication
This strand deals with effective communication, both verbal and non-
verbal, which is essential in all business transactions. It enhances the
business’s profile and contributes to its success. The ability to utilize
effective listening and questioning techniques assists in the
communication process, complimenting good customer relations and
fostering positive staff morale.

Students need to be aware of the formalities of business
communications and be able to use this formal language so that they
will be successful participants in a commercial environment.

Advances in communication technologies are improving the way
organizations conduct business both locally and globally and this is
impacting on the speed with which businesses communicate on a daily
basis. This allows businesses to be organized and operated in a more
efficient manner for their clients/customers and staff.


12

Lower Secondary Syllabus


Units
The content for this syllabus is organised into units. Each unit has
specific learning outcomes which link with the broad learning outcomes
of the subject, topics, indications of what must be studied in each topic,
assessment tasks and assessment criteria.

There are four core units and three optional units in Grade 9 and five
core units and three optional units in Grade 10. All students in Grade 9
must complete the four (4) core units and choose two (2) units from the
options available. All students in Grade10 must complete the five (5)
core units and study one (1) option unit.

Teachers must teach 9.1 in Grade 9 term 1 and 10.1 in Grade 10 term
1. Teachers are allowed the flexibility to teach Grade 9 core units 2, 3,
and 4 and Grade 10 core units 2, 3, 4 and 5 in any order during the
year. Schools have the flexibility to sequence the units in any way that
best suits their needs.


School developed units
If particular topics or contexts are not available within the syllabus
units, then school developed units can be developed to meet local
requirements. Units are developed within the nationally accredited
curriculum framework and use the broad learning outcomes of this
subject. Once accredited by the Secondary Board of Studies, school
developed units can be studied in place of one or more of the optional
units.

13


Business Studies


Unit learning outcomes mapped against broad learning outcomes
Broad
1. Demonstrate
2. Develop an
3. Develop the
4. Communicate
5. Work
6.Demonstrate
Learning
an understanding understanding
ability to identify
ideas and
independently
knowledge and
Outcomes of the role of
and awareness of and manage
information in a
and in teams to
apply appropriate
government,
entrepreneurial
resources in a
variety of ways
develop creative
skills and
finance and other skills
variety of
using
and innovative
practices in a
organizations in
contexts
appropriate
solutions
variety of work
economic activity
communication
related situations
both locally and
and information
globally
technologies for
the business
environment


Demonstrate an
Describe
factors



Grade 9
understanding of
that contribute and
9.1
the production and
enable the
Satisfying
trading of goods
production of
needs and
and services that
goods and
wants
assist economic
services for both
growth in their
producers and
local area and
consumers
communities

Demonstrate
an
Demonstrate an
Design
and

9. 2
understanding of
understanding of
implement an
Being a
maintaining
maintaining
action plan for
wise and
budgets and
budgets and
positive consumer
responsibl
keeping accurate
keeping accurate
behaviour
e
personal financial
personal financial
Use a decision
consumer
records
records
making process
Use a decision
for the purchase of
making process
goods and
for the purchase of
services
goods and
services




Use a variety of
Demonstrate
the
9.3
communication
use of
Business
skills in any daily
communication
Communic
business activity
technologies for
ation
Demonstrate the
effective business
use of
communication
communication
technologies for
effective business
communication

Implement
and

Design and write a Design and write a
9.4
manage a small
small business
small business
My small
business
enterprise plan
enterprise plan
business
enterprise
project
applying ethical

business practices
Grade 10
Describe the





Core unit 1 different stages of
Marketing
the marketing and
distribution
process
Demonstrate an
understanding of
the need and
importance of
marketing and
distribution in a
business
environment
14

Lower Secondary Syllabus


Broad
1. Demonstrate
2. Develop an
3. Develop the
4. Communicate
5. Work
6.Demonstrate
Learning
an understanding understanding
ability to identify
ideas and
independently
knowledge and
Outcomes of the role of
and awareness of and manage
information in a
and in teams to
apply appropriate
government,
entrepreneurial
resources in a
variety of ways
develop creative
skills and
finance and other skills
variety of
using
and innovative
practices in a
organizations in
contexts
appropriate
solutions
variety of work
economic activity
communication
related situations
both locally and
and information
globally
technologies for
the business
environment

10.2
Run a small
Write,
implement
Evaluate the
Starting a
business
and manage a
business project to
small
enterprise
small business
determine its
business
applying ethical
plan individually or viability
enterprise
business practices
in teams
– Mind
your own
business
10.3
Keep
accurate
Keep
accurate
Keeping
records of any
records of any
accounts
small business
small business
for my
activity
activity
business
Apply

bookkeeping skills
in a range of small
business
situations
10.4
Develop
a
job
Demonstrate
Apply
research
Preparing
application
appropriate
and
for the
portfolio and
interview skills and
communication
workplace
record of
techniques
skills for job

achievement
Develop a job
search and
application
interviews
portfolio and
record of
achievement
10.5
Demonstrate an
Describe
laws
Laws and
understanding that
affecting business
business
businesses
operations
regulations operate within a
in PNG
legal environment

Explain the
functions of
registration and
licensing
Option
Use
mathematical
Business
skills to perform
Mathemati
business
cs
calculations
Option
Demonstrate an
Gather,
use
and


Taxation
understanding of
present
taxation and its
information about
importance to the
taxation
government and
documents used
the country
by businesses and
consumers
Option
Describe a range
Describe ethical
Produce
Identify and
Fundamen
of computer
practices when
appropriate
demonstrate
tal
applications used
dealing with data
solutions using
appropriate use of
computer
in business
and information
computer
a range of
skills
applications to a
hardware
business problem
components and
peripheral devices

15


Business Studies


Unit sequence and content


Grade 9 core units
Grade 10 core units
9.1: Satisfying Needs and Wants
10.1: Marketing


10
weeks
5 weeks
• Production
• The main elements of marketing
• Trade
• Distribution
• The government & business

• Pricing
• Financial
institutions

9.2: Being a Wise and Responsible
10.2: Starting a Small Business Enterprise
Consumer 5 weeks
– Mind your own business
• What is a wise consumer?
10 weeks
• Goods and services
• The business idea
• Personal
finance
• Setting up a small business
• Consumer rights and responsibilities
• Insuring the business

• My small business project


9.3: Business Communication
10.3: Keeping Accounts for my Business
5 weeks
5 weeks
• What is business communication?
• Bookkeeping in a small business
• Business
communication
skills
• Taking
stock
• Oral
communication
• Calculating profit – cash and credit
• Written
communication
transactions
• Business
communication
services
• Banking


9.4: My Small Business Project
10.4: Preparing for the Workplace
10 weeks
5 weeks
• Being an entrepreneur
• About
me
• My simple business plan
• Selling
yourself
• Implementing my business plan
• Organising your documents
• Keeping
the
records
• The job interview
• Reporting on the project



10.5: Law and Business
5 weeks
• Business laws and regulations
• Basic laws
• Laws and employment

• Legal agreements

Option units
All units – 5 weeks each


Grade 9 or 10
Option unit 2: Taxation

• Paying tax
Option unit 1: Business Mathematics
• Income tax by consumers
Core
• Income tax by businesses
• Calculating selling price of goods

• Discounts
Option unit 3: Fundamental Computer
• Calculating fixed income
Skills
Option One
• Basic hardware components
• Calculating depreciation
• Computer applications
• Calculating interest

Option Two

• Insurance


16

Lower Secondary Syllabus


Grade 9
Core units
9.1 Satisfying needs and wants

One term
9.2 Being a wise and responsible consumer
Half term
9.3
Business
communication
Half
term
9.4 My small business project

One term
Grade 10
Core units
10.1
Marketing
Half
term
10.2 Starting a small business enterprise
One term
10.3 Keeping accounts for my business
Half term
10.4 Preparing for the workplace

Half term
10.5 Laws and business regulations in PNG
Half term
Grade 9 or 10
Option units
Business mathematics



Half term
Taxation
Half
term
Fundamental computer skills


Half term


School developed units such as:
SYB/IYB
Rural technology and enterprise course
Integrated teaching projects
Tourism studies.



17


Business Studies


Grade 9 units
9.1 Satisfying needs and wants


Term1: 10 weeks
In this unit, students are introduced to the concept of the economic
and business environment in PNG. This unit enables students to
study and develop an understanding of why and how people and
organisations produce and obtain goods and services to satisfy
needs and wants of consumers. The essential focus of the unit is on
production and trade including foreign trade, government, business
and financial institutions. Students will learn about the significant
contributions that these factors make towards enhancing and
encouraging development in their local area and in PNG. This will
enable students to take part responsibly in the changing commercial
environment.

This unit emphasises the strand economic and business
environment and is related to core unit 2 Being a wise and
responsible consumer
and option units 1 and 2 Business
mathematics
and Taxation. The learning outcomes have a major
focus on, and are emphasised through, broad learning outcome 1.
This unit has a theory and practical focus and will be assessed by
the use of tests and a presentation.


Unit learning outcomes

Students are able to:

9.1.1 demonstrate an understanding of the production and trading
of goods and services that assist economic growth in their
local area and communities
9.1.2 describe factors that contribute and enable the production
of goods and services for both producers and consumers.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
Production
What is production?
• introduction: definition - business studies, relationship of
production and trade, commercial activities.
Factors of production
• land – natural resources (raw materials) on the land and in the
sea or water and land itself, eg. fish, minerals, oil, food crops,
etc.
• labour - human effort used in producing goods and services
18


Lower Secondary Syllabus


• capital – goods such as machinery, buildings, money,
technology
• enterprise – work done by people
• specialisation (division of labour) in the traditional and the
modern consumer society.
Issues affecting production
• health (HIV/AIDS and STIs) – an economy can suffer when its
health status is low (part of its population is not active enough or
too sick to produce the much needed goods and services)
• unemployment – poverty, crime (law and order)
• natural and man-made disasters eg. pollutions, droughts, floods,
volcanic eruptions.
Trade
What is trade?
• traditional trade - simple barter system
• modern trade – use of modern money (legal currency) as a
medium of exchange
• assisting and enabling trading of goods and services to take
place - the finance industry, communication and transportation.
Trade and money
• functions of money – a medium of exchange, measure of value,
store of wealth and means of settling debts. Compare these
functions in the barter and modern trading systems.
• supply of money – who supplies it and where is it stored?
• trade and prices – changes in the supply and demand of goods
and services. Identifying differences in the traditional and the
modern consumer society.
Domestic trade

Foreign trade

• introduction: what is foreign trade?
• reasons for foreign trade – buying products not produced in the
country, geographic position, satisfying needs of other
consumers – having a choice and variety
• Papua New Guinea’s trading partners – whom do we trade
with?
• conduct of the export and import trade - PNG’s main exports
and imports
• trade promotion – what do we promote and sell our products
overseas and how do we do that?
The Government and business

Types of businesses
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Business Studies


• sole trader, partnership, companies-private and public, business
groups/associations
• informal businesses, non-profit organisations eg. charities and
other NGOs assisting in the development and sustaining of
resources for communities.
Government as a business
• government dept and statutory bodies
• joint
ventures
• privatisation – reasons.
Government aids to business
• providing infrastructure, tax exemptions, protection to industry –
tariffs and quotas, loan guarantee schemes – SBDC, micro
finance, RDB
• government regulates private sectors
• other
assistance from politicians and outside grants and
donors.
Financial institutions

The role of financial institutions
• providing finance – provision of money to businesses,
individuals and the government, investment advice
• store and lend money.
Types of financial institutions
• banks – banking systems – offers a range of bank accounts and
credit facilities to its customers
• non-banking financial institutions - NasFund, POSF, Savings
and Loan Societies, Welfare funds, Investment Corp, AGC,
Nambawan Finance, life insurance companies.
Skills taught and learned

Research skills include for example: writing appropriate
survey/interview questions, interviewing/questioning, collecting,
collating, analysing and reporting/presenting data, problem solving.

Mathematical skills
include for example: comparison of prices, ,
interpretation and construction of graphs and diagrams.

Mapping skills
requires: reading, understanding and interpreting
keys on maps and drawing/constructing maps.

Communication skills
include for example: oral and written
reporting/presentation, viewing, speaking, listening, reading, note
taking, summarising, role playing.


20


Lower Secondary Syllabus


Assessment for 9.1 Satisfying needs and wants
Assessment Task One
Two tests - range of multiple choice and short answer questions
including flow charts and tables
Assessment criteria
Assessment task one will be assessed on the extent to which
students can:

• describe production of goods and services that assist economic
growth in their local area and communities.
• list and explain factors that contribute and enable the production
and distribution of goods and services for both producers and
consumers.
40 marks
Assessment Task Two
Presentation describing the production and trading of locally
produced goods. Students present their work using charts/posters,
maps and/or flow charts.
Assessment criteria
Assessment task two will be assessed on the extent to which
students can:

• identify and describe locally produced goods
• describe the distribution process from producer to consumer.

60 marks

Total: 100 marks

21


Business Studies


9.2 Being a wise and responsible consumer
Time: 5 weeks
In this unit, students learn about making wise and responsible
decisions as consumers of goods and services. They learn about
the importance of managing and accounting for their personal
finances and preparing personal budgets. They will relate the skills
learnt to the future use of income as consumers and/or providers of
goods and services, and understand the benefits of comparative
shopping and being a careful consumer. As consumers, students
will learn to act responsibly by identifying and implementing ways of
using and disposing of consumer products to ensure a safe
environment for all in and around their immediate communities.

This unit emphasises the strands economic and business
environment and business communication and is related to core
unit 1 The economic and business environment of PNG and option
unit 1 Business mathematics. The learning outcomes have a major
focus on, and are emphasised through, broad learning outcomes 2,
3 and 5. This unit has a theory and practical focus and will be
assessed through written responses.


Unit learning outcomes

Students are able to:

9.2.1 use a decision making process for the purchase of goods
and services;
9.2.2 demonstrate an understanding of maintaining budgets and
keeping accurate personal financial records;
9.2.3 design and implement an action plan for positive consumer
behaviour.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
What is a wise consumer?
Introduction

• wise consumer – making decisions in the use of goods and
services to satisfy needs and wants, consuming goods in a
responsible way
• making commercial decisions – financial, business,
employment, legal and environmental
• consumer education – providing consumer information, enabling
regulation of marketplace by the government, development of
knowledge, skills, attitudes and values for life in a consumer
society.


22


Lower Secondary Syllabus


Goods and services
Consumer choice and decisions
• buying wisely – categorize needs and wants, identify types of
goods and services available, choose what to buy (wise
decision making)
• making legal decisions when purchasing goods and services
(faulty goods, careful selection, being aware of rights and
responsibilities)
• recognizing selling techniques by retailers and other
entrepreneurs – use of persuasive language both oral and
written
• effects of advertising to the consumer and for the producer.
Keeping personal records
• shopping lists – why do I need a shopping list?
• receipts and invoices - why are they important to keep?
• quotations and notes for services rendered from mechanics,
electricians, fuel bowsers, hardware shops, etc.
• keeping accurate and up-to-date records of purchases of
payments (invoices, bills,) and receipts of purchases (cash
register receipts, other receipts).
Method of payments for goods and services
• cash
payments
• other forms of payments - cheque, lay-by, hire purchase, use of
credit and debit cards (bank cards), internet transactions,
booking/book-up (dinau/abitorehai).
Personal finance
Budgeting, spending and saving income
• what is an income? definition
• types of income - earning an income in many different ways
including pocket money (regular and irregular)
• managing and organizing your personal income/finances wisely
and responsibly - budgeting and saving income, spending
wisely (avoiding impulsive purchases) - calculating, recording
and comparing total income and expenses, assessing financial
position - avoiding over commitments
• budgeting - strategy, responsible spending and saving, parts of
a budget
• preparing a budget - personal and family, modifying budgets
and why.
• expenditure – fixed expenses (eg. bus/PMV fares, lunch money)
• other expenses – rent, loan repayments, fees, utilities (water,
electricity, telephone), educational (school fees, stationery,
textbooks, uniforms), entertainment
23


Business Studies


• factors that influence the need for saving - why save money?
future use eg. school fees, retirement, housing, health reasons
(HIV/AIDS).
Banking
• bank accounts – use of and types of accounts: banking by
phone, use of EPTPOS, credit and debit cards and internet
banking
• banking procedures – opening bank accounts, depositing and
withdrawing money, writing cheques and reconciling a bank
statement with the cheque butt.
Borrowing money
• reasons for borrowing money – emergencies, educational
• type of loan - personal loan, mortgage
• lending institution - commercial bank, life insurance companies,
finance companies, easy money lending schemes
• obtaining personal loans - filling in application forms
• making wise decisions about borrowing money – where to
borrow and the ability to repay
• debts affect the quality of life.
Consumer rights and responsibilities
What are consumer rights and responsibilities?
• role of consumers - the need for consumer protection, knowing
and understanding basic rights and responsibilities
• identifying organisations and their roles in providing assistance
for consumers – ICCC, IRC, town council
• case studies and action plans.
Environmental decisions
• impact of consumer goods on environment and people - affects
physical quality of life
• protection of environment in the use and disposal of consumer
goods, eg. plastics, cans, glass containers and other material.
• case studies and action plans.
Skills taught and learnt
Organisation skills require: making plans/budget, shopping lists,
keeping records of purchases and other documents.

Marketing skills
include for example: interpreting and analysing
advertisements, making appropriate decisions about
advertisements on goods and services, comparing and wise buying.

Mathematical skills
include for example: calculating income and
expenses, budgeting, reconciling bank statements, interpretation
and construction of graphs and diagrams.
24


Lower Secondary Syllabus



Problem solving skills
require: analysing, negotiating, wise
decision making.

Research skills
include for example: writing appropriate
survey/interview questions, interviewing/questioning, collecting,
collating and analysing data.

Communication skills
include for example: oral and written
reporting/presentation, speaking, listening, viewing, reading, note
taking, summarising, role playing, filing in forms, etc.

Assessment for unit 9.2 Being a wise and responsible consumer
Assessment Task One
Written assignment - Draw up a personal budget – record the actual
amounts and variations
Assessment criteria
Assessment task one will be assessed on the extent to which
students can:

• apply relevant mathematical techniques to prepare a personal
budget
• demonstrate organisational skills and the ability to keep
accurate personal financial records.

25 marks
Assessment Task Two
Design an action plan for positive consumer behaviour
Assessment criteria
Assessment task two will be assessed on the extent to which
students can:

• describe ways in which consumers can have an impact on the
environment
• describe awareness strategies for making responsible decisions
about behaving responsibly as a consumer
• compare and contrast the price of goods and services.

25 marks

Total: 50 marks



25


Business Studies


9.3 Business communication



Time: 5 weeks

In this unit students discover and develop an understanding of
Melanesian cultural communication practices and modern business
communication. They learn about the principles and importance of
good communication and how to be effective communicators.
Students learn how to use office equipment, modern technology
and business communication systems for effective communication.
The knowledge, skills, attitudes and values acquired in this unit will
help students to understand the modern world of business
communication within their communities, the nation and globally.

This unit emphasises the strand business communication and is
related to core units 2 and 3 Being a wise and responsible
consumer
and My small business project. The learning outcomes
have a major focus on communication and are emphasised through
broad learning outcomes 4 and 6. This unit has a theory and
practical focus and will be assessed by the use of written responses
and observation of performance.


Unit learning outcomes:

Students are able to:

9.3.1 use a variety of communication skills in any daily business
activity
9.3.2 demonstrate the use of communication technologies for
effective business communication.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
What is business communication?
Introduction
• definition- Melanesian traditional response, today’s modern
response.
Business communication skills
Principles of good communication
• communicating with people: use of written and spoken language
• reading and interpreting correspondence
• listening and speaking.
Barriers to effective communication
26


Lower Secondary Syllabus


• people – attitudes, racial differences, cultural differences,
bureaucracy
• language - cultural differences, dialects, syntax, pronunciations
• listening and interpreting body language, attitudes and emotions
• systems – technological eg. inappropriate hardware, people eg.
lack of communication processes
• cultural traditional practices – conflicting methods of
communication
• conflicts.
Communication processes
• top/down, horizontal, bottom up.
Oral Communication
Importance of the principles of good communication
• interpersonal - formal and informal, meetings, group
discussions, briefings, etc.
• use of electronic media - emailing and other correspondence
methods
• telephone etiquette - greeting, identifying, introducing and
responding, listening and responding, concentrating, taking
notes, interjecting, clarifying and taking charge.
Written communication
Business documents used in communication
• common documents used by businesses in the buying and
selling of goods and services: letter of enquiry, quotation and
price list, order form, acknowledgement of order, delivery note
of consignment note, invoice, credit note, statement of account
and receipt
• business letters: types, format, description of parts
• circulars and memorandums – inter-office communication
• meetings and documentation: notice of meeting (memo),
agenda, supporting documents if any eg. business reports, and
minutes
• meeting proceedings: who is attending? - officers (eg.
chairperson, secretary), when? – date, time and venue.
Use of technologies for business documents
• introduction – why are these technologies important to
businesses? reasons
• facsimile machines – sending mail and other documents
electronically
• computers (desktops, laptops, palmtops) - electronic mailing,
intranet, internet
• photocopiers – making copies of business documents
• word processors – recording, organising and communicating
information.
27


Business Studies


Filing business documents
• storing data and documents in an orderly and systematic way
• importance of filing and the methods used.
Business communication services
Postal services
• introduction: what is a postal service?
• importance of postal services to businesses - advantages and
disadvantages.
Telecommunication services
• introduction: what is a telecommunication?
• importance of telecommunication services to businesses -
advantages and disadvantages.
Skills taught and learnt
Communication skills include for example: oral and written
reporting/presentation, listening, viewing, speaking, writing, note
taking, summarising, role playing, decision making.

Office and IT skills require: using and operating office technologies
eg. fax machines, computers, telephones, etc., searching/finding,
filing managing and retrieving information.

Interpersonal skills require working co-operatively and
collaboratively and using appropriate communication skills when
working in partners/pairs or in a team.
28


Lower Secondary Syllabus


Assessment for unit 9.3 Business communication
Assessment Task One
Written response – Students write a letter of enquiry about a new
product advertised in the media
Assessment criteria
Assessment task one will be assessed on the extent to which
students can:

• demonstrate correct layout of a business letter

• demonstrate an understanding of the correct use of language
for a business communication.
25 marks
Assessment Task Two
Oral performance, such as:
• mock telephone calls in a simulated work environment
• class meetings on school issues using correct meeting
procedures.
Assessment criteria
Assessment task two will be assessed on the extent to which
students can:

• apply effective oral communication skills in the business
environment
• demonstrate knowledge of effective business language.
25 marks
Total: 50 marks

29


Business Studies


9.4: My small business project


Time: 10 weeks
In this unit, students plan, organise and run a small business project
of their own. They learn to identify their own strengths and
weaknesses and utilise their potential knowledge and skills in the
use of their immediate resources. They demonstrate basic skills in
using and managing a small sum of money, and presenting and
reporting their activities on a daily basis. They demonstrate the
ability and skills to be creative and to negotiate bargain and sell
their products and/or their services. Students use the following
process skills in order to carry out their projects: investigation,
planning/designing, construction/making, marketing and evaluation.

This unit emphasises the enterprise strand and is related to all core
units. The learning outcomes have a major focus on business
enterprise and are emphasised through broad learning outcomes 2,
4, 5 and 6. This unit has a practical focus and will be assessed by
the use of written and oral responses, observation of performance
and analysis of process and product.


Unit learning outcomes

Students are able to:

9.4.1 design and write a small business enterprise plan
9.4.2 implement and manage a small business enterprise applying
ethical business practices.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
Being an entrepreneur
Reasons for being self-employed
• making more money – increasing personal wealth
• be your own boss - independence, making use of own skills
and/or skills that are learned
• tapping into market gaps - challenge reward and satisfaction,
contribute and assist in the development of society
• unemployment – no jobs available, create own employment.
Personal characteristics
• courage and determination in setting own goals
• having energy and a wide range of skills - recognising personal
qualities (strengths and weaknesses), self assessment and
decision making
• selecting business opportunities (market gaps) that suits
personality and builds strengths for the present and future
• assessing financial position and making future decisions.
30


Lower Secondary Syllabus


Be a successful salesperson
• customers – knowing their needs and how to treat them
• products – knowing the type of product and how to sell them
• communicate – how to deal with all types customers (eg. needs
and moods).
Applying good and ethical business practices
• honesty - keeping promises to customers/clients,
• debts - pay money owed as agreed,
• ethical business practice - be loyal to all partners for the
smooth running of the business and treat partners equally in all
dealings for and of the business
• treat complaints seriously from customers/clients – attend to
them immediately
• impact of unethical business practices by clients/customers and
business persons.
My simple business plan
Writing the business plan
• what is in my plan? name, structure and type of business –
individual, in partners or in groups.
• market research - using survey techniques - types of oral/written
questions, possible products to offer, a good or a service?,
who? consumer target group, buying capabilities of the type of
good or service to be offered
• resources – capital? (using own resource, loan from school,
loan from parents, relatives or others)
• sharing of skills – identifying partners with varying skills eg.
making products, marketing (advertising and selling),
bookkeeping, etc.
• length of project - will this project take 3 weeks, a month?
Marketing
• advertising – what method(s) will I use to advertise my product
or service – oral, written, visual, or demonstrations (trying of
products), word of mouth and peer pressure.
Financial plan
• costing the good or service – calculate costing, pricing and
mark-up
• calculating direct costs (materials, labour) and indirect costs
(overheads/expenses eg. transport, stationery, etc.) to find out
profit and loss
• drawing up a simple sales and expenses budget
• the cash flow statement

31


Business Studies


Implementing my business plan
Student will implement their simple business plan by running and
managing a small business activity for a certain period of time. They
will do this either as individuals, in partners or in groups depending
on the availability of resources.
Keeping the records
Reasons for keeping records
• obtaining information for profit calculation
• accounting for owners of business, taxation department, banks
and others, evaluation of business performance and a guide for
future decisions.
Recording - the cash book/journal
• recording methods - identify and choose to use a simple record
keeping method for your activity.
• recording purchases and sales of the project activity
• settling of debts – pay debts if any owed to individuals, family,
school, etc.
Reporting on the project
My financial reports
• a simple statement of income and expenditure
• a simple balance sheet
My simple formal business report
• style and of formal business reports using a simple format
• methods of evaluation – using an appropriate method
• what
next?
Skills taught and learnt
Work/employability skills requires: planning, advertising, making
and selling the products and finding the profit or loss of the
business.

Marketing skills include for example: interpreting and analysing
advertisements, identifying appropriate method of advertising,
selling products.

Mathematical skills include for example: calculating profit and loss,
budgets/cash flow plans, reconciling bank statements, costing,
pricing, mark-up.

Research skills include for example: writing appropriate
survey/interview questions, interviewing/questioning, collecting,
collating and analysing data.
32


Lower Secondary Syllabus


Interpersonal skills require working co-operatively and
collaboratively with others.

Assessment for 9.4 My small business project
Assessment Task
Design and write a simple small business plan and implement, run
and manage this small business activity. Present parts of these
activities using chart/posters, or flow charts, or power point and/or
other visuals.
Assessment criteria
This assessment task will be assessed on the extent to which
students can:
• demonstrate understanding and show evidence of planning a
small business activity
• demonstrate mathematical skills of costing, pricing, mark-up
percentages
• ethically obtain, develop or make a product and/or provide a
service in response to market research
• demonstrate appropriate marketing skills


• keep, organise and present financial records
• prepare and present simple financial reports


• prepare and present a simple formal business report

• apply appropriate business codes and practices.




Total: 100 marks
33


Business Studies


Grade 10 core units
10.1: Marketing





Term 1: 5 weeks
In this unit students learn about the concept of marketing and
distribution as an important aspect of any business organisation.
Students learn the different stages of manufacturing, marketing and
the distribution processes for goods, selling of goods and getting
paid for goods. Students further learn that before marketing any
product it has to be manufactured or obtained.

This unit emphasises the strand economic and business
environment and is related to core unit 1 Starting a small business
enterprise
. The learning outcomes have a major focus on, and are
emphasised through, broad learning outcome 1. This unit has a
theory and practical focus and will be assessed by the use of written
responses and observation of practical activities.


Unit learning outcomes

Students are able to:

10.1.1 describe the different stages of the marketing and
distribution process
10.1.2 demonstrate an understanding of the need and importance
of marketing and distribution in a business environment.


Content


Students acquire knowledge and skills through the teaching and
learning of this content.
The main elements of marketing
Introduction
• identify and define marketing
• differentiate between marketing and selling
• the marketing environment: cultural practices, competition,
government policies, use of technologies
• importance of market research – data presentation for
businesses.
Marketing of products
• distribution of goods and services - direct and indirect selling
• identifying consumer behaviour, habits and needs and wants.
Responsible marketing
• providing of information – giving consumers choice for the type
of products and services available
34


Lower Secondary Syllabus


• ensuring health and safety - thinking about and enforcing basic
rights and responsibilities.
Packaging
• introduction – why must goods be packaged?
• importance of packaging information – identifying different
packaging information on manufactured goods
• packaging materials: comparison of the uses of traditional and
modern materials.
Labelling
• information on content including use of language, date and
suggested use
• laws about labelling goods – Goods Acts, health regulations.
Brands / branding
• what is branding? Importance of consumer goods and services
• use of brands - same with different prices
• impact of consumer demand on types of brands eg. Diana tuna
• comparing quality and quantity.
Advertising and promotion
• introduction: definition, advantages and disadvantages, sales
promotion and price reduction
• types of advertising: for consumer goods and services, business
promotions on industrial products, air travel, sports equipment,
etc.
• use of advertising media: oral and written eg newspapers,
magazines, TV, commercials, leaflets, on clothing, coupons-free
gifts, etc
• advertising costs and agencies – how to advertise your
business activity at a low cost (using available resources)
• responsible advertising – learn to advertise your business
activity truthfully, honestly and using relevant information
• advertising laws – how does this affect businesses?
Distribution
Wholesaler and retailer
• what are their roles in the distribution of goods and services?
examples and types of wholesalers, distributors and retailers
• the distribution chain – producer to consumer
• use of transportation methods – air, water and land
• compare transportation methods and costs of perishable and
non-perishable goods – advantages and disadvantages


35


Business Studies


Pricing
Costing and Pricing
• introduction: reasons and need for costing and pricing
• pricing of goods - how are goods priced by
producers/manufacturers, wholesalers and retailers
• calculation of mark-up – applying mark-up
• increasing profits.
Costing
• classification of costs
• calculating costs - costing different products.
Pricing
• trade margin and mark up
• profit
margin
• applying discounts - trade discounts, sales discounts, etc.
Skills taught and learnt
Communication skills include for example: oral and written
reporting/presentation, note taking, summarising, role playing,
decision making, interpretation and construction of graphs,
diagrams and maps.

Mathematical skills include for example: calculating trade and
sales discounts, retail and wholesale costing, profit margins.

Research skills include for example: written survey/interview
questions, interviewing, collecting, collating and analysing data and
retrieving information.

Problem solving skills require analysing, negotiating and decision
making.

36


Lower Secondary Syllabus


Assessment for 10.1 Marketing
Assessment Task One
Research assignment

Research marketing and distribution processes and costs of an
imported and a locally produced product sold by local businesses.
Assessment criteria
Assessment task one will be assessed on the extent to which
students can:

• research and present a report demonstrating an understanding
of the process of marketing and distribution
• construct and describe the stages of the marketing and
distribution processes for an imported and a locally produced
product using, for example a flow chart
• compare and explain difference in costs and prices of both
products.
35 marks
Assessment Task Two
Practical Task - Market your own product. Create an advertisement
for the product and report orally the type of marketing technique
used. The product must be something the student has made or is in
the process of making in the Arts, Design and Technology or
Agriculture lessons. It could also be a product the student has made
as a hobby or obtained from other sources.
Assessment criteria
Assessment task two will be assessed on the extent to which
students can:

• compare and contrast the advantages and disadvantages of
different
marketing
techniques

• produce and present an advertisement of a product
• use effective oral and written communication skills.


15 marks
Total: 50 marks

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Business Studies


10.2: Starting a small business enterprise – Mind your own
business

Time: 10 weeks
This is a core unit that must be taught in a practical project. In this
unit students will use knowledge and skills from other subjects to
plan, lead, organise and manage a business activity. They learn to
forecast business opportunities, strengths and weaknesses and
areas in which to improve. Students learn about different types of
business structures.

They gain further practice in the basic skills of managing finances,
recording, reporting, presenting and evaluating their business
activities on a daily basis. They learn to promote their business
activity to the community using verbal, written and visual
communication. Students will further use their knowledge and skills
to carry out the following processes of investigation,
planning/designing, constructing, manufacturing and/or making,
marketing and evaluation.

This unit emphasises the strands enterprise and business
communication and is related to core units 2 and 3 Marketing and
distribution
and Keeping accounts for my business. The learning
outcomes have a major focus on running a small business and are
emphasised through broad learning outcomes 2, 4, 5 and 6. This
unit has a theory and practical focus and will be assessed by the
use of analysis of process and product and observation of
performance.


Unit learning outcomes

Students are able to:

10.2.1 write, implement and manage a small business plan
individually or in teams
10.2.2 run a small business enterprise applying ethical business
practices
10.2.3 evaluate the business project to determine its viability.


Content
Students acquire knowledge and skills through the teaching and
learning of this content.
The business idea

A new business idea
• assessing personal skills and ideas
• brainstorming possible business ideas
• case studies – small business entrepreneurs.

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Lower Secondary Syllabus


Setting up a small business
Ways of getting into small business
• starting a new small business
• purchasing an existing business - method of valuation of a
small business, the purchase contract, advantages and
disadvantages of purchasing an existing business
• franchising - types of franchising
(dealership/distribution/manufacturing/retail store/ service),
franchise agreement, franchise promotion,
advantages/disadvantages of franchising.
Starting a new small business
• advantages and disadvantages of a small business
• start up capital
• market research - will your business be viable?
• choose a legal form/structure - areas of responsibility and
organisation of people
• plan how to use the profit.
Location
• factors to consider – selection and cost of site.
Finance for small business
• identifying sources of finance – personal loans, retained profits
(owner’s funds), leasing finance, hire purchase, external equity,
trade credit, bank loans, etc.

• filling application forms for personal loans, hire purchases, etc.
• borrowing money to start a business - commercial banks,
finance companies, others.
Reasons for success and failure
• what makes a business successful? - characteristics of an
entrepreneur, a successful businessperson
• factors of business failures – poor management, planning and
keeping of records, etc.
Insuring the business
Introduction
• what is insurance?
• purpose of insurance - why do I need insurance for my
business?
Types of insurance
• what type of insurance is appropriate for my business?
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Business Studies


• compulsory insurance – workers compensation, third party
motor vehicle
• voluntary insurance- household, liability, accident, motor,
marine, life insurance eg. consider HIV/AIDS
• identifying and using insurance documents - proposal form,
cover note, policy, claim form, renewal notice.
How to obtain and claim for insurance
• buying insurance - proposal form, premium, cover note, policy,
policy renewal, claims
• cost of insurance - dependent on type of risk i.e. higher the risk,
the higher the premium paid
• policies and claims - premium payments and renewal notices,
making a claim.
My small business project
Self assessment
• assessing your attitudes to business
• assessing your business and management skills
• assessing your personal financial situation
• the challenge of starting your business
• business and wantoks – making wise decisions.
Writing my business plan – making improvements
• identifying other components of the business plan – introduction
(type of business activity), aims/objectives, business description
(eg detailed descriptions of activities, market, competition,
location, finance, business promotion, types of customers,
budgets), timeframe for completion of business activity,
business rationale, business benefits, problems and constraints,
evaluation of business activity and appendix
• presenting the plan and starting the project.
Keeping the records
• identifying other records - types of business documents (cash
/credit journal, cash book, debit/credit notes, receipts/payment
vouchers, accounts payable record, stock record, asset register,
staff record, petty cash book, daily sales record book)
• importance of business documents in record keeping.
Reporting on my project
• writing a simple business report – making improvements using
the first report
• declaring and reporting of the simple business profit and loss
statement
• business evaluation – success or failure? What I do next?

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Lower Secondary Syllabus


Skills taught and learnt
Work/employability skills requires: planning, advertising, making
and selling the products and finding the profit or loss of the
business.

Marketing skills include for example: interpreting and analysing
advertisements, identifying appropriate method of advertising,
selling products.

Mathematical skills include for example: calculating profit and loss,
budgets/cash flow plans, reconciling bank statements, costing,
pricing, mark-up.

Communication skills include for example: oral and written
reporting/presentation, note taking, summarising, role playing,
decision making, interpretation and construction of graphs,
diagrams and maps.

Interpersonal skills
requires: working co-operatively and
collaboratively.

Assessment for 10.2 Starting a small business enterprise - Mind
your own business
Assessment Task
Written and oral presentation and observation of practical work: the
small business project using, for example, chart/poster, flow charts,
visuals or power point.
Assessment criteria
This assessment task will be assessed on the extent to which
students can:

• obtain, develop or make a product and/or provide a service
• demonstrate effective and appropriate marketing skills

• keep, organise, prepare and present financial records
• prepare and present a simple formal business report

• prepare and present an evaluation report



• apply appropriate business codes and practices
• show evidence of working co-operatively



• demonstrate effective oral and written communication skills.

Total: 100 marks
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Business Studies


10.3: Keeping accounts for my business

Time: 5 weeks
In this unit students learn the importance of bookkeeping in a
business. They learn to identify documents and statements that are
relevant for bookkeeping. They will keep records of both cash and
credit transactions using relevant accounting books and further
understand the significance of keeping source documents and
appropriate statements for reconciliation purposes. Students
acquire skills in calculating profit, taking stock correctly, completing
appropriate bank documents and using cheque accounts.

This unit emphasises the strand enterprise and is related to core
unit 2 Starting a small business enterprise. The learning outcomes
have a major focus on bookkeeping and are emphasised through
the broad learning outcomes 3 and 6. This unit has a theory and
practical focus and will be assessed by compiling a small portfolio of
financial records.



Unit learning outcomes

Students are able to:

10.3.1 keep accurate records of any small business activity
10.3.2 apply bookkeeping skills in a range of small business
situations.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.

Bookkeeping in small business
Introduction
• importance - reasons for proper book keeping and recording for
any form of business
• financial recording and reporting - accountability of the business
• decision-making for owners, managers and others who have an
interest in the business.
Buying and selling goods
Ordering goods - paying cash
• use of the cash sales book
• documents used - receipt-cheque-cash sales docket.
Taking money out of the cash box
• reasons – why do owners take money out of the cash box?
• recording owner’s wage, drawings, transfer to savings, etc.
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Lower Secondary Syllabus


Buying and selling goods on credit
• credit buying – importance of keeping relevant records
• documents used - order form, invoice, credit note, statements,
journals.
Taking stock
• reasons for stock take
• keeping relevant records – what are they?
• how to take stock – use of an appropriate method
• drawings
of
goods.
Calculating profit – cash and credit transactions
Cash transactions
• cost of goods sold (COGS)
• gross profit from cash book and stock records
• profit with other expenses (net profit)
• effects of refund, surpluses and shortages.
Credit transactions
• gross profit using credit sales journal and stock records
• writing the journals and the profit statement.
Banking
Use of cheque accounts
• identify receipts and payments
• using relevant information to complete cheque butts and deposit
slips
• reading and understanding a bank statement
• a bank reconciliation statement – identifying relevant information
and understanding its importance.
Skills taught and learnt
Mathematical skills include for example: calculating cost of goods
sold (COSG), gross and net profits, cash and credit transactions,
reconciling bank statements.

Problem solving skills
require: analysing, negotiating, decision
making.

Communication skills include for example: oral and written
reports/presentations, note taking, summarising, decision making.

Research skills
include for example: written survey/interview
questions, interviewing, collecting, collating and analysing data,
retrieving information.

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Business Studies


Assessment for unit 10.3 Keeping accounts for my business

Assessment Task
Produce financial records and reports for a small business

For example:

• students own small business project
• a small business using a case study
• a project undertaken in the Arts, Design and Technology and
Agriculture subjects.
Assessment criteria
This assessment task will be assessed on the extent to which
students can:

• understand the importance of the bookkeeping process

• follow an appropriate recording process for cash and credit
transactions
• produce a profit and loss statement





use
banking
documents

• produce a bank reconciliation statement.



Total: 50 marks
44


Lower Secondary Syllabus


10.4: Preparing for the workplace


Time: 5 weeks
This unit prepares students for a formal and an informal job
interview either in the public or private sector or in the community.
This unit enables students to acquire and market their skills to
become either potential employees or useful participants in active
community participation.

This unit emphasises the strand enterprise and business
communication is related to core unit 3 Establishing a small
business enterprise
. The learning outcomes have a major focus on
job application skills and are emphasised through broad learning
outcomes 3, 4 and 6. This unit has a practical focus and will be
assessed by the use of observation of performance and portfolios.


Unit learning outcomes

Students are able to:

10.4.1 develop a job application portfolio and record of
achievement
10.4.2 apply research and communications skills for job search and
interviews
10.4.3 demonstrate appropriate interview skills and techniques.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
About me
What is your background?
• are you a school leaver/graduate? – keeping a journal or record
of achievements and experiences
• self evaluation – choosing a lifestyle and direction, goals and
priorities
• what are your qualifications and skills?
Selling yourself
Applying for a job
• a formal situation - letter of application: solicited and unsolicited
• an informal setting in a rural community – marketing your
knowledge and skills to the community
• identifying types of application forms – vary according to
organisations
• curriculum vitae(CVs) and resumes - being aware of the impact
of HIV/AIDS and the confidentiality of presenting information.

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Business Studies


Organising your documents
Compiling the job file folder
• contents – certificates, CVs, references, application letters,
project proposals and other documents
• understanding the confidentiality of information
• presentation of documents - importance of folder for future
prospects in any situation.
The job interview
What is a job interview?
• definition in different contexts – formal and informal
• identify, practise and understand job interview skills and
techniques

The interview

• types of interviews – one to one, panel, etc.
• the do’s and don’ts of an interview – honesty, facial
expressions, other body movements, etc.
• presenting and marketing yourself – dressing, language use,
manner, etc.
• presenting project models – understanding and explaining the
practicality of the activity.
Skills taught and learnt
Work/employability skills requires: planning, advertising, making
and selling the products and finding the profit or loss of the
business.

Communication skills
include for example: oral and written
reporting/presentation, note taking, summarising, role playing.

Marketing skills
include for example: presentation of knowledge
and skills of a job prospect to a particular audience.

Research skills
include for example: written survey/interview
questions, interviewing, collecting, collating and analysing data,
retrieving information.

Problem solving skills require: analysing, negotiating, decision
making.

Interpersonal skills requires: working co-operatively and
collaboratively.

46


Lower Secondary Syllabus


Assessment for 10.4 Preparing for the workplace
Assessment Task One
Portfolio, to include for example:

• letters of application

• project
proposals
• CVs


• business plans (from their projects)
• references


• school reports
• certificates.
Assessment criteria
Assessment task one will be assessed on the extent to which
students can:

• identify and compile personal documents.
15 marks
Assessment Task Two
Practice interview, for example as a role play, in groups or peer to
peer.
Assessment criteria
Assessment task two will be assessed on the extent to which
students can:

• demonstrate appropriate interview skills and techniques
• communicate ideas and information effectively
• demonstrate knowledge gained through research undertaken for
the interview.
35 marks
Total: 50 marks
47


Business Studies


10.5: Laws and business regulations in PNG

Time: 5 weeks
This unit provides a general outline of government laws and
regulations affecting businesses. In studying this unit, students take
into consideration particular laws and regulations when planning
and operating a business.

This unit emphasises the strand economic and business
environment and is related to all core units (1- 4). The learning
outcomes have a major focus on business operations and law and
are emphasised through the broad learning outcomes 1 and 6. This
unit has a theory and practical focus and will be assessed by the
use of written responses and a portfolio.


Unit learning outcomes

Students are able to:


demonstrate an understanding that businesses operate within
a legal environment

explain the functions of registration and licensing

describe laws affecting business operations.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
Business laws and regulations
Introduction
• importance of laws to businesses
• environmental Planning Act - town planning regulation, zoning
laws, pollution act, land titles and rights.
Building regulations
• why are they important? fire precaution, electricity and gas
connection, water supply and sewage disposal.
Basic laws
Licensing regulation
• the purpose of licensing regulation
• the business names act and its purposes - filling in forms,
procedure in obtaining the licence.
Partnership and business group
• the reason and understanding the purpose of the Partnership
Ordinance
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Lower Secondary Syllabus


• the business group act and how it operates.
Other special licences
• types of licences – sale of chemicals, liquor, medicine,
electronic equipment, etc.
• why are they issued?
Laws and employment
Employment conditions
• conditions - employment of young people and women, others
• discrimination – age, pregnancy, HIV/AIDS
• functions of the Labour Office.
Minimum wages legislation
• annual wage increase CPI
• overtime rates
• leave entitlements - sick leave, long service.
Business restriction and regulation
Guidelines on trading hours
• time
factors
• restrictions
on
businesses.
Health regulations
• standard procedures in business
• regulations for business premises – town council
• role and responsibilities of a health officer/inspector.
Standard measurement
• methods and standard practice – description, weight, expiry
dates, refunds, trade mark.
Laws to protect consumers
The Goods Act
• how does it work?
• price control- reasons
• functions of the price control office – what does the price
controller do?

Legal agreements
The purchase contract
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Business Studies


• components and uses.
The franchise agreement
• clause and implication of agreement.
The lease agreement
• legal aspect on rental, selling, permitted and sharing lease.
The articles of association and memorandum of understanding
• purpose and parties involved
• legal aspects of the agreements.
The partnership deed
• what is a partnership deed?
• importance of the deed.
Investment Promotion Authority
• what is the Investment Promotion Authority (IPA)?
• roles and functions of the IPA.
Skills taught and learnt
Communication skills include for example: oral and written
reporting/presentation, note taking, summarising, role playing,
decision making.

Research skills include for example: written survey/interview
questions, interviewing, collecting, collating and analysing data,
retrieving information.

Problem solving skills require: analysing, negotiating, decision
making.
50


Lower Secondary Syllabus


Assessment for 10.5 Law and business regulations in PNG
Assessment Task
Two short tests – range of multiple choice and short answer
questions.
Assessment criteria
This assessment task will be assessed on the extent to which
students can:

• demonstrate an understanding of the laws governing business
operations
• identify and describe types of registration and licensing
• identify legal agreement documents for business operations.

Total: 50 marks


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Business Studies


Option units
Option unit 1: Business
mathematics


Term
4


Grade
9/10 Time:
5
weeks
In this unit, students are given further opportunity to improve their
knowledge and skills in business calculations. It is anticipated that
the skills acquired in this unit will assist both the consumer and the
business person to make informed decisions about costs and prices
of goods and services. These decisions have implications for the
accuracy of calculation and may well cause success or failure in
business. Calculators and spreadsheets can be used if these
technologies are available in the school.

There are two parts to this unit: core and two options. The duration
of the core content is three weeks and each of the option is two
weeks. Teachers choose to teach one of the options.

This unit emphasises the enterprise strand and is related to core
unit 4 My small business project and the unit Managing your money
in Mathematics. The learning outcomes have a major focus on
mathematical skills and are emphasised through broad learning
outcome 6. This unit has a practical focus and will be assessed by
the use of written responses.


Unit learning outcomes

Students are able to:

• use mathematical skills to perform business calculations.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.

Core
Calculating selling price of goods
What is the selling price?
• definition - price of goods at which retailers charge consumers
• total cost of goods (CIS) - cost of getting goods into the store
which includes cost of goods, freight and insurance.
What is a mark-up?
• definition – an extra amount added to cost into store for goods
to determine its selling price
• mark up calculated should pay for the running cost of the
business and profit - formula to calculate mark-up:
running cost divided by total cost of goods x 100
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Lower Secondary Syllabus


• expand to include profit mark-up
running cost + profit divided by total cost of goods x 100
• using formula to calculate selling price
Selling Price = cost + mark up.
Discounts
What are discounts?
• types of discounts – trade, sales and cash
• when does the business decide to apply a particular discount
and why?
• case study examples and exercises.
Calculating fixed incomes
Earning a salary or wage
• identifying annual gross and net income
• calculating hourly rates based on an annual incomes
• overtime rate on extra working hours
• what is a net income after tax and other deductions?
• budgeting net income – total expenses and savings
• leave entitlements – sick leave, long service.


Option one

Calculating depreciation

What is depreciation?
• definition - depreciation
• when does the business determine and apply depreciation on its
goods?
Methods
• methods of calculating depreciation- reducing balance and
straight line
• case study examples and exercises.
Calculating interest

What is an interest and when is it earned?
• types of interest - simple interest and compound interest
• formula – I = P x R x T
100
• calculation of interest
• case study examples and exercises.

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Business Studies


Option two

Insurance
Types of insurance
• insurance policies for individuals and businesses
• premiums and claims – what happens when insurance
companies refuse to pay claims.
Workers compensation
• insuring workers and benefits
• premium and claim calculations.
Cost of insurance
• paying premiums - calculation of premium dependent on type of
risk (low or high)
• case study examples and exercises.
Compensation
• calculation of compensation – premium paid depends on value
of loss
• case study examples and exercises.
Skills taught and learnt
Mathematical skills includes all calculations in the content.

Problem solving skills requires the use of mathematical
operations.

Communication skills include for example: oral and written
reporting/presentation.

Interpersonal skills
require working co-operatively and
collaboratively in partners/pairs or in a team.
54


Lower Secondary Syllabus


Assessment for Option unit 1 9/10 Business mathematics
Assessment Task
Two short tests – range of multiple choice and short answer
questions
Assessment criteria
This assessment task will be assessed on the extent to which
students can:


calculate selling price, mark-up, discount, salaries and wages

calculate depreciation, interest or insurance premiums and
claims.

Total: 50 marks




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Business Studies


Option unit 2: Taxation




Term
4

Grade
9/10
Time:
5
weeks
In this unit, students learn about taxation and its importance to both
the consumer and producer. They examine the different taxation
systems in use. They further learn about tax requirements of the
Internal Revenue Commission (collector of taxes) for income
earners and businesses. They will recognise the importance of the
payment of taxes to the government as a source of revenue to
assist in economic development.

This unit emphasises the economic and business environment
strand and is related to grade 9 core units 1 and 2 The economic
and business environment of PNG
and Being a wise and
responsible consumer
. The learning outcomes have a major focus
on taxation and are emphasised through broad learning outcomes 1
and 4. This unit has a theory and practical focus and will be
assessed by the use of written responses and portfolios.


Unit learning outcomes

Students are able to:

• demonstrate an understanding of taxation and its importance to
the government and the country
• gather, use and present information about taxation documents
used by consumers and businesses.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
Paying tax
Introduction
• what is tax and why pay tax to the government?
• source of revenue – examples of the distribution of revenue.
Types of tax
• value added tax (goods and services tax) VAT/GST
• import tax - customs duties
• personal income tax
• head
tax
• provincial government head tax
• others – direct effect on businesses.
Methods used in taxation
• understanding percentage deductions and tax returns
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Lower Secondary Syllabus


• applying tax rebates
• dividend withholding tax – what is it, who pays it, how is it
applied?
Income tax paid by workers
Tax requirements - formalities
• salaries and wages (PAYE)
• tax
declaration
• tax return form
• deduction
form
• case study examples and exercises.
Dependent tax rebates
• What is a dependent tax rebates?
• How does it work?
• case study examples and exercises.
Income tax paid by businesses
Types of taxes paid by businesses
• who pays and how is it organised?
• sole traders and partnerships
• companies and business groups
• allowable and not allowable business expenses and deductions
Skills taught and learnt
Mathematical skills include for example: calculation of taxes and
rebates.

Research skills include for example: written survey/interview
questions, interviewing, collecting, collating and analysing data,
retrieving information.

Communication skills include for example: oral and written
reporting/presentation, reading and listening, note taking,
summarising and decision making.

Problem solving skills require: analysing, negotiating, decision
making.



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Business Studies


Assessment for 9/10 Taxation
Assessment Task One
One short test – range of multiple choice and short answer
questions.
Assessment criteria
Assessment task one will be assessed on the extent to which
students can:


demonstrate knowledge of the types of taxes

demonstrate knowledge of taxation processes.

15 marks
Assessment Task Two
Research and create a portfolio - information about taxes,
regulations and Acts
Assessment criteria
Assessment task two will be assessed on the extent to which
students can:

• gather, collate and present information about taxation
documents used by consumers and businesses.
35 marks

Total: 50 marks
\\
58


Lower Secondary Syllabus



Option unit 3: Fundamental computer skills

Term
4
Grade
9/10
Time:
5
weeks

This unit can only be taught if resources are available.

The unit introduces students to a computer. It assumes that
students have no previous computing experience. It is a practical
unit that enables students to acquire basic computing skills that can
be used to organise and present information from other areas of
study.

This unit emphasises the strand business communication and is
related to core units 2 and 3 Being a wise and responsible
consumer
and My small business project. The learning outcomes
have a major focus on computer skills and are emphasised through
broad learning outcomes 1, 2, 5 and 6. This unit has a theory and
practical focus and will be assessed by the use of written responses
and observation of performance.

This unit is also offered in the Design and Technology subject field
under the subject Computing. Therefore, students who choose to
study this unit in Business Studies are given further opportunities to
improve their skills.. Access to a computer word processing,
spreadsheet and presentation graphics applications is required.


Unit learning outcomes

Students are able to:


identify and demonstrate appropriate use of a range of
hardware components and peripheral devices

describe ethical practices used when dealing with data and
information

describe a range of computer applications used in business

produce appropriate solutions to a business problem using
computer applications.


Content

Basic computer hardware components
What is a computer and what is it made up of?
• components and peripheral devices: keyboard and mouse,
monitor, printer, CD-ROM, hard drive, floppy drive, disk, file
server, headphones/speakers

• basic computer related terms: login (log-in), cursor, icon,
scroll bar, hour glass/busy, word processor, internet,
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Business Studies


minimize, maximize, network, directory, open file and folder,
edit, hardware, software, copyright, software piracy, license
agreement
• care and appropriate use of hardware.
Computer applications
Introduction
• create and save a new document
• open, view, and print documents
• format documents.
Multimedia Skills
• using electronic presentation – use, create and edit
slides/screens, use of background
• changing presentation on the slide/screen, graphics and/or
clip art.
Spreadsheet Skills
• creating spreadsheets - intended use, columns and rows,
simple calculation formulas, data.
File management
• basic computer management skills - access and exit software
• file management - organize (renaming, deleting), saving and
retrieving, copying, moving (folder creation), disk utilities
(formatting, copying, deleting, creating backup, saving).


Assessment for Option unit 3 9/10 Fundamental computer skills
Assessment Task
A business document produced using a computer.
Assessment criteria
This assessment task will be assessed on the extent to which
students can:

• identify and demonstrate appropriate use of a range of
hardware
• use a range of applications and skills for business purposes.

Total: 50 marks






60


Lower Secondary Syllabus


Assessment, examinations and certification
Assessment and reporting practices described here are detailed
further in the National Assessment and Reporting Policy for Papua
New Guinea (2003) and in other support materials produced by the
Department of Education.
Assessment
The main purpose of assessment is to improve student learning.

Assessment needs to be for learning as well as of learning. It is
used to evaluate and improve teaching and learning, report
achievement and provide feedback to students on their progress.

Assessment measures students’ achievement of learning outcomes
as described in the syllabus. It is the ongoing process of identifying,
gathering and interpreting information about students’ achievement
of the learning outcomes.

For teaching and learning to be outcomes-based, teachers need to
plan their teaching and assess learner performance in relation to
outcomes using criteria derived from those outcomes.
Assessing in an outcomes-based way involves focusing less on
whether a learner has "passed" or "failed" and more on what
outcomes a learner has achieved and in which areas further support
is required.
Assessment in Business Studies
A student’s achievement in Business Studies at the end of Grade
10 will be assessed against the broad learning outcomes.
Assessment of student progress towards achieving these broad
outcomes is cumulative throughout Grade 9 and 10 using specific
outcomes for each unit. The matrix on pages 15 - 17 of the syllabus
shows how the unit outcomes are linked to the broad learning
outcomes.

During the course of each unit students must complete the tasks
specified for the unit. Teachers will expand each task and provide
clear guidelines to students for how the task will be completed and
how the criteria will be applied.

The assessment tasks and criteria in each unit ensure that there is
a common focus for internal assessment in the subject across
schools while allowing for flexibility in the design of tasks. A variety
of tasks are specified to give students the opportunity to
demonstrate all the broad learning outcomes in different ways and
to improve the validity and reliability of the assessment.

It is important that teachers plan the teaching and learning
sequence so that there is a balanced spread of assessment during
the unit. Some tasks, such as investigations or case studies can be
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Business Studies


designed so that they are completed over a period of time rather
than at the end of the unit. Other tasks can be done immediately the
relevant section of the unit has been covered.
Assessment for the School Certificate
A student’s overall achievement in Business Studies will be both
internally and externally assessed. The mark awarded to each
student for the School Certificate will be a combination of the
internal assessment mark provided by the school and the
examination mark.
Internal assessment
Internal assessment provides a measure of a student’s
achievement based on a wider range of syllabus content and
outcomes than may be covered by the external examination alone.

For Business Studies the internal assessment marks will provide a
summation of each student’s achievements in Grades 9 and 10.
The assessment tasks used to determine the internal assessment
mark must comply with the types of tasks and assessment criteria
specified in each of the units.

All schools must meet the requirements for internal assessment as
specified in the Grade 10 Assessment, Examination and
Certification Handbook.
External examination
The external examination provides a measure of student
achievement of those aspects of the broad learning outcomes that
can be reliably measured in an examination setting. Questions for
the external examination in Business Studies will be developed
using the outcomes, knowledge and skills in the core units.
Recording
All schools must meet the requirements for maintaining and
submitting student records as specified in the Grade 10
Assessment, Examination and Certification Handbook.
Certification
Candidates will be awarded a School Certificate only if they meet all
requirements for internal and external assessment. Eligibility rules
for the award of the School certificate are specified in Grade 10
Assessment, Examination and Certification Handbook.
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last updated Sat Sep 01, 2012