Ghana curriculum lesson note

SHS 2 Business Management 1st Semester Week 12 Lesson Plan

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Weekly Learning Plan
Subject	Business Management	Week	12
Duration	60 minutes	Form	SHS 2
Strand	Managing Businesses and the Legal Framework of Businesses	Sub-Strand	Functional Areas of Management
Learning Outcome(s)	2.1.2.LO.1 - Demonstrate understanding and practical application of Communication channels, barriers and remedies — case/application within the curriculum sub-strand Functional Areas of Management.
Learning Indicator(s)	2.1.2.LI.6 - Communication channels, barriers and remedies
Lesson Focus	Communication channels, barriers and remedies
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Communication channels, barriers and remedies — case/application; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Communication channels, barriers and remedies — case/application. Complete the concrete guided/practical task for Communication channels, barriers and remedies — case/application accurately. Apply Communication channels, barriers and remedies — case/application independently to a new case, data set, text, material or performance situation.
Essential Question(s)	What evidence or procedure is needed to work accurately with Communication channels, barriers and remedies — case/application? What would a strong practical/application response to Communication channels, barriers and remedies — case/application look like? How would changing the context, data or constraints affect a decision about Communication channels, barriers and remedies — case/application?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Sample organogram Workplace message cards Communication-process flowchart Sticky notes
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Communication channels, barriers and remedies — case/application. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Communication channels, barriers and remedies — case/application.
Process	Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria.
Product	Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria.
Success Criteria	The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer.
Homework	Observe a familiar school, shop or organisation and write a short example showing how Communication channels, barriers and remedies — case/application is or could be used.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Present an unseen case/material set for Communication channels, barriers and remedies — case/application using Sample organogram; do not model the solution. Ask learners to identify the first decision, calculation, language feature or practical step.	Inspect the prompt/materials, record an initial response about Communication channels, barriers and remedies — case/application, and justify it briefly.	Not provided.
Activity 115 minutes	Give fresh data/materials for Communication channels, barriers and remedies — case/application and require learners to complete the subject-specific task without a worked example.	Use an organogram and message cards to trace downward, upward, horizontal and informal communication; identify barriers at each point. Use the fresh case/materials and show all evidence, workings or process decisions.	Check independent transfer: correct method/technique, use of evidence and completeness of the concrete output.
Activity 220 minutes	Have pairs exchange outputs for Communication channels, barriers and remedies — case/application; provide a quality-control checklist tied to the actual product/calculation/performance and require evidence-based corrections.	Rewrite a poorly communicated workplace instruction so that channel, message and feedback are clear. Then peer-audit another output, identify one precise defect/error and propose a correction.	Score both the original output and the accuracy of the peer correction against the subject checklist.
Activity 310 minutes	Present one deliberately flawed example related to Communication channels, barriers and remedies — case/application; require each learner to locate the defect and produce the corrected version.	Identify the exact error/weakness in the flawed Communication channels, barriers and remedies — case/application example, correct it and write one sentence explaining why the correction is valid.	Check that the learner corrects the actual defect rather than merely rewriting the example.

Lesson Closure

Compare the model criteria with the errors found in the unseen Communication channels, barriers and remedies — case/application task; highlight the one quality check learners should carry into future work. Complete a one-minute exit response using a concrete example from the lesson on Communication channels, barriers and remedies — case/application.

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