Form V — Scheme of Work
Economics · A-Level (Form V–VI) · competence-based (TIE) · adapt weeks to your term calendar
| Month | Week | Main Competence | Specific Competences | Topic | Sub-topic | Teaching & Learning Activities | Methods | Resources | Assessment | Periods | References | Remarks |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| January | 1–2 | Apply the principles of Basic Economic Concepts in everyday life and further learning. |
| Basic Economic Concepts | Key concepts and applications | In groups, learners explore Basic Economic Concepts through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Economics syllabus (TIE); approved Economics textbook. | — |
| January | 3–4 | Apply the principles of Theory of Demand & Supply in everyday life and further learning. |
| Theory of Demand & Supply | Key concepts and applications | In groups, learners explore Theory of Demand & Supply through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Economics syllabus (TIE); approved Economics textbook. | — |
| February | 5–6 | Apply the principles of Consumer Behaviour in everyday life and further learning. |
| Consumer Behaviour | Key concepts and applications | In groups, learners explore Consumer Behaviour through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Economics syllabus (TIE); approved Economics textbook. | — |
| February | 7–8 | Apply the principles of Theory of Production in everyday life and further learning. |
| Theory of Production | Key concepts and applications | In groups, learners explore Theory of Production through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Economics syllabus (TIE); approved Economics textbook. | — |
| March | 9–10 | Apply the principles of Costs & Revenue in everyday life and further learning. |
| Costs & Revenue | Key concepts and applications | In groups, learners explore Costs & Revenue through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Economics syllabus (TIE); approved Economics textbook. | — |
| March | 11–12 | Apply the principles of Market Structures in everyday life and further learning. |
| Market Structures | Key concepts and applications | In groups, learners explore Market Structures through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Economics syllabus (TIE); approved Economics textbook. | — |