Grade 11 Commerce: Values and life skills

In this unit, 'Values, ethics and wellbeing', you learn to apply an ethical framework to a case. You work with exam-style questions and written reasoning. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Values, ethics and wellbeing' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: apply an ethical framework to a case. Practise with care and respect, in class and at home.
• Reflect: what went well, what was hard, and one thing you will do next time.

Step by step.

1. Step 1, Learn three lenses. Consequences asks which choice gives the best result for the people affected. Duties asks which rules or promises must be kept. Character asks what an honest, fair, caring person would do. Use all three on a case before you decide.
2. Step 2, Read a commerce case. A firm has made 50,000 units of a product and finds a defect that harms 1 in 2,000 users. Expected harm is 50,000 divided by 2,000, which is 25 people. A recall would cost the firm a large sum, and it could lose profit and customers.
3. Step 3, Apply consequences. Recall: avoids about 25 injuries and protects the firm's reputation over time, though it costs money now. Say nothing: saves cost now but risks injury, legal penalties and lost trust later. Compare short-term and long-term effects.
4. Step 4, Apply duties and character. The firm has a duty to sell safe goods, to be honest with customers and to follow product-safety law. A fair, honest business leader would warn users and fix the problem, even at a price.
5. Step 5, Decide and justify. Write: 'The firm should recall, because the consequences, duties and character lenses agree.' Then name a cost and how to reduce it, such as refunds and clear notices. Wellbeing also matters; people who act ethically often sleep better.
6. Step 6, Your turn: a seller knows a battery overheats in 1 of 500 units out of 10,000 sold. Find the expected number of faulty units and say what to do. Answer: 10,000 divided by 500 is 20 units; warn buyers and recall them.

Activity. About 40 to 50 minutes of class work, then one short practice task for home. Keep evidence: a timed paper and an error log.

Standard to meet. Apply an ethical framework to a case: at least 70 percent on an exam-style task, with the method shown.

In this unit, 'Career and higher-study pathways', you learn to map interests to courses and careers. You work with exam-style questions and written reasoning. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Career and higher-study pathways' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: map interests to courses and careers. Practise with care and respect, in class and at home.
• Reflect: what went well, what was hard, and one thing you will do next time.

Step by step.

1. Step 1, Self-assessment: Sana rates her interests from 1 to 5 using real activity evidence: Numbers 5 (she wins the maths quiz), Business ideas 4 (she runs a class stall), People 3, Writing 2. She does not pick a career yet.
2. Step 2, Course profiles: She gives weights for numbers, business, people and writing. Accounting and finance 0.5, 0.3, 0.1, 0.1. Marketing 0.1, 0.4, 0.3, 0.2. Human resources 0.1, 0.2, 0.5, 0.2. Each row adds to 1.
3. Step 3, Score Accounting and finance: 5 times 0.5 is 2.5; 4 times 0.3 is 1.2; 3 times 0.1 is 0.3; 2 times 0.1 is 0.2. Total 2.5 plus 1.2 plus 0.3 plus 0.2 is 4.2 out of 5.
4. Step 4, Score the others: Marketing is 0.5 plus 1.6 plus 0.9 plus 0.4, which is 3.4. Human resources is 0.5 plus 0.8 plus 1.5 plus 0.4, which is 3.2. Ranking: Accounting and finance 4.2, Marketing 3.4, Human resources 3.2.
5. Step 5, Test the match: Sana checks entry needs: strong maths and accounting marks, and admission requirements on university pages. She asks a local accountant about a typical day and spends a day shadowing at a small firm to see if the work suits her.
6. Step 6, Plan with options: Her pathway is a bachelor course in accounting or finance, with professional exams later, and a second option in marketing. She writes what to do this term: raise her maths mark, join the finance club, and revisit her scores next year.
7. Your turn: Ratings Numbers 3, Business 5, People 4, Writing 3 with Marketing weights 0.1, 0.4, 0.3, 0.2. Model answer: 0.3 plus 2.0 plus 1.2 plus 0.6 is 4.1 out of 5, a strong match worth exploring through a short work experience.

Activity. About 40 to 50 minutes of class work, then one short practice task for home. Keep evidence: a timed paper and an error log.

Standard to meet. Map interests to courses and careers: at least 70 percent on an exam-style task, with the method shown.

On the slide: L1 Basic · Kind and safe

Notes: Show one kind action and state one safe rule, such as telling a trusted adult when worried. Notes: role-play sharing a toy; learners name three trusted adults and practise saying clearly, stop, I do not like that.

On the slide: L2 Awareness · Feelings and honesty

Notes: Name four feelings and say why telling the truth matters. Notes: use a feelings chart for happy, sad, angry and scared; read a short story of a broken cup and let learners practise saying what happened and offering to help fix it.

On the slide: L3 Foundation · Friends and small savings

Notes: Settle a small disagreement by listening and save a small amount regularly. Notes: practise the sentence I feel ... when ...; for money, save 10 from a weekly 50, which reaches 80 after 8 weeks, and learners say what they would plan to buy.

On the slide: L4 Practitioner · Choices, budget and online safety

Notes: Weigh choices, keep a simple budget and protect personal information online. Notes: use stop, think, choose; split an income of 200 into needs 120, wants 50 and savings 30, which adds back to 200. Learners list four things never to share online.

On the slide: L5 Specialist · Wellbeing and responsibility

Notes: Plan study, rest and sleep, and give a respectful no under peer pressure. Notes: teenagers usually need about 8 to 10 hours of sleep, so waking at 6:30 means bed by 21:30 for 9 hours. Learners plan one week and rehearse a calm refusal in pairs.

This course: Grade 11 Commerce Values and life skills is at this level. Its units include Values, ethics and wellbeing; Career and higher-study pathways.

On the slide: L6 Advanced · Ethics and behaviour evidence

Notes: Evaluate ethical frameworks and psychology evidence on habits, stress and decision making. Notes: compare consequence, duty and character approaches on one dilemma. Practice: 1,000 saved at 5 per cent a year for 10 years compounds to about 1,628.89; learners say why early habits matter.

On the slide: L7 Super expert · Design a wellbeing programme

Notes: Design and critique an evidence-based wellbeing or ethics programme with safeguarding and evaluation. Notes: survey 120 pupils before and after; 78 positive (65 per cent) rising to 96 (80 per cent) is a 15-point rise. Learners state limits, such as no comparison group, and how consent is protected.