COMMERCIAL STUDIES 7101/1 SCHEME OF WORK YEAR 9 [NORMAL] for SPN-21

ELEMENTS OF COMMERCE - PART 1

Topic 1: INTRODUCTION TO COMMERCE

TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED

FRAME TEACHING SKILLS
(WEEK
S)
3 weeks 1. INTRODUCTION TO Students should be able Activity 1: Welcome to the world of • Application.
COMMERCE. to: Commerce. • Analysing.
1.1 Definition of define Commerce. • Group the students into five or six. • Constructing.
Provide them with different situations • Extracting.
commerce.
in trade.
1.2 Trade and the aids state and explain • Information

to trade. gathering.
briefly trade and aids to Group 1: Amah agent,
• Decision making.
trade. Group 2: Computer dealer.
• Evaluating.
Group 3: Bookshop owner.
• Group work.
Group 4: Car dealer.
Group 5: Tuition school.
Group 6: Hair and Beauty Salon.

• Get the students to think of the aids to

trade which assist them in running the

1
 business. It must be related to the
business situations given to them.

• For example: A Car workshop business

will need transport (container) to carry
the spare parts form the port to the
workshop. It needs to have a phone to
stay contact with the supplier. A fax
machine is also needed to get pictures
of the car spare parts from the
supplier. It needs insurance to cover
for example against loss due to fire for
the workshop, accident to the workers,
protection of the property against theft
and burglary, loss due to shipwreck
and road accident. Etc.

• The students will have to present their

group work to the class.

2
Topic 2: THE BUSINESS UNIT
TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
FRAME TEACHING SKILLS
(WEEK
S)
3 weeks 2. THE BUSINESS Students should be able Activity 1: Starting up a business. • Application.
UNIT to: • Your friend has a starting capital of $5 • Analysing.
2.1 The main forms and recognize the main 000. He/she is not sure what type of • Constructing.

their features. forms business he/she would like to set up. You • Extracting.

of business units and are required to give advice and guidance • Information
that will influence him/her to set up a sole gathering.
• The concept their
proprietorship type of business. Present • Decision making.
of features.
your suggestions to the class. • Evaluating.
multinational
companies. explain the
Activity 2: From a sole trader to a
advantages and partnership.
• The main disadvantages of each
• Mr. Ali has been running his business as a
functions and business unit. sole trader for a long time. Recently he has
responsibilitie decided to take in a new partner. State the
s. explain the concept advantages Mr. Ali will enjoy if he sets up a
of multinational partnership. In your opinion will he face

3
 companies. any difficulties if he does so?

2.4 Organisation charts.

state the main Activity 3: Private Vs. Public.
• Why do we have a lot of Private Limited
functions and
Companies in Brunei?
responsibilities of
multinational • Despite the many Private Limited
Companies, why do the Public Limited
companies.
Companies still exist in Brunei, for
examples TelBru, DST and Banks?
draw the
• Report your findings to the class.
organizational chart.

Topic 3: TRADE
TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED
FRAME TEACHING SKILLS
(WEEK
S)
3 weeks 3. TRADE Students should be able Activity 1: A retailer in my neighbourhood. • Application.
3.1 Levels of trade:- to: • Get the students in group to choose a • Analysing.
recognize home trade retailer in their neighborhood. Set up an • Constructing.
and international trade. interview session with the retailer to study • Extracting.
• Home and
how he/she manages his/her business. The • Information
international
define with examples questions prepared must be brief, precise
trade. gathering.
home trade and and only touch on the management of the • Decision
• Characteri international trade. business. Then write a short report on how making.
stics and
he/she manages the business. The report • Evaluating.
purposes. identify the types of should be presented in class.
retail trade: small, large .

4
2.2 Types of trade:- and cooperative. Activity 2: Scrap Book.

• Divide the class into group of six to eight.

1. Retail trade – explain the main Each group need to produce a scrap book
characteristics or features which contains details, pictures, news and
types; main
of each type of retail other information related to various types of
characteristics;
trade. retail business. Resources can be obtained
trends in retailing
identify the types from newspapers, magazines,
and their effects.
of advertisements , internet and other sources.
2. Wholesale trade – wholesale trade.
types; main explain the main Activity 3: The right goods for the right
characteristics characteristics or business.
and functions; features of each • Group the students. Get the students to
trade and cash type of identify the types of goods which are
discounts. wholesale trade. suitable to be sold through mail order
state the functions business and franchising. For each type of

2.3 Main documents of goods state the reasons why it is chosen.

wholesale trade. This should be carried out in the form of a
used in Home
differentiate trade business activity in class. The students, then
Trade:-
and have to report the summary of their business
cash discounts. to the whole class.
• Types of
recognize the
documents. types of Activity 4: Find it yourself.
• Key documents in • Get the students in groups to think of the
information home goods which can be supplied by the
and functions trade. wholesalers to the following people:-
of each. describe the key  A contractor who is involved in the
information and building of a hotel.

5
2.4 International functions  A car workshop owner who is dealing
Trade:- of each document. with selling car spare parts and repairing
list the importance cars.
and  A beautician who is planning to open up
• It’s
problems a beauty salon.
importance to
involved in  A retired teacher who is interested in
a country.
international running a restaurant.
• The trade.  A doctor who is running a private clinic.
pattern of a explain the pattern • Then get the students to present their
country’s of a findings to the class.
trade with the country’s trade
rest of the with the

world. rest of the world. Activity 5: Wholesaler is at your service.

• The wholesalers bought the goods from the

producers and then sell them to the
consumers. A few people complained that
because the wholesalers are middlemen,
the price of the goods is more expensive.
However, their existence is necessary
because they are the ones who provide
services for the producers, retailers and
consumers. Divide the class into 3 groups
each representing the producer, retailer and
consumers to discuss how the wholesalers
serve each of them.

Activity 6: Letter writing.

6
 • Get the students into pairs acting as a
supplier and the other as a customer. The
teacher provides the students with the list of
goods the prices. Then, instruct the
customer to write a letter of enquiry which
will be responded by the supplier by writing
up a quotation. This will be followed by an
order from the customer and replied back by
the supplier with an advice note.

Activity 7: Foreign trade.

• Get the students to list down ten items
of imported products they can find in
their home. Ask them to draw a table
stating the name of the imported
products, their brands, their prices and
their country of origin. Ask the students
to present their findings in class.

COMMERCIAL STUDIES 7101/2 SCHEME OF WORK YEAR 9 [NORMAL] for SPN-21

ARITHMETIC - PART 1

7
Topic 1: BASIC RULES OF ARITHMETIC
TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED THINKING
FRAME SKILLS
(WEEK
S)
2 weeks 1.1 Basic rules of Students should be able G.C.E ‘O’ Level: Select appropriate questions • Application.
Arithmetic: to: from past years exam papers. • Analysing.
demonstrate skills in • Extracting.
• Addition.
basic rules of Addition: Exercise 2, Page 3 [Basic Business • Information gathering.
• Subtraction.
arithmetic. Mathematics for G.C.E ‘O’ Level; author
• Decision making.
• Multiplication.
unknown.]
• Evaluating.
• Division.
• Mean, Subtraction: Exercise 3, Page 4 [Basic
median, Business Mathematics for G.C.E ‘O’ Level; author

mode. unknown.]

Combined Addition and Subtraction:

Exercise 4, Page 5 {Basic Business Mathematics
for G.C.E ‘O’ Level; author unknown.]

Multiplication: Exercise 5 & 6, Page 6 & 7

[Basic Business Mathematics for G.C.E ‘O’ Level;
author unknown.]

Division: Exercise 7 & 8, Page 8 & 9 [Basic

Business Mathematics for G.C.E ‘O’ Level; author
unknown.]

8
 Mental test 1, Page 10 [Basic Business
Mathematics for G.C.E ‘O’ Level; author
unknown.]

• Self-test 1, Page 10 & 11 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
unknown.]

9
Topic 2: FRACTIONS
TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED THINKING
FRAME SKILLS
(WEEK
S)
2 weeks 2.1 Fractions: Students should be able G.C.E ‘O’ Level: Select appropriate • Application.
to: questions from past years exam papers. •
• Vulgar(mixed Analysing.
work out vulgar • Extracting.
fractions).
fractions. Vulgar fractions: Exercise 10, Page 13 • Information gathering.
[Basic Business Mathematics for G.C.E ‘O’ Level;
• Decision making.
author unknown.]
• Evaluating.

• Reducing a Reducing a fraction to its lowest terms:

fraction to its Exercise 11, Page 14 [Basic Business
lowest terms. show skills in reducing Mathematics for G.C.E ‘O’ Level; author
fraction to its lowest unknown.]
terms.
Addition of fractions : Exercise 15, Page 17
• Additional and
[Basic Business Mathematics for G.C.E ‘O’ Level;
subtraction of
author unknown.]
fractions.

demonstrate skills in Subtraction of fractions: Exercise 16, Page

additional, 17 [Basic Business Mathematics for G.C.E ‘O’
• Multiplication subtraction, Level; author unknown.]
multiplication and
and division
division Multiplication of fractions: Exercise 18,
of fractions.
of fractions. Page 19 [Basic Business Mathematics for G.C.E

10
 ‘O’ Level; author unknown.]

2,2 Decimal fractions.

Division of fractions: Exercise 20, Page 20
• The decimal
[Basic Business Mathematics for G.C.E ‘O’ Level;
system.
author unknown.]
Show skills in the
addition, subtraction, Mental test 2, Page 21 [Basic Business
• Addition and
multiplication and Mathematics for G.C.E ‘O’ Level; author
subtraction of
division of decimals. unknown.]
decimals.

Self-test 2, Page 22 & 23 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
• Multiplication
unknown.]
and division of Demonstrate skills in The Decimal System: Exercise 22, Page 24
decimals. determining [Basic Business Mathematics for G.C.E ‘O’ Level;
significant author unknown.]
figures.
• Significant Addition and subtraction of decimals:
figures. Exercise 23, Page 25 [Basic Business
Mathematics for G.C.E ‘O’ Level; author
unknown.]
• Conversion of Work out the
fractions to conversion Multiplication and division of decimals:
decimals. of fractions to Exercise 24 & 25, Page 26 [Basic Business
decimals. Mathematics for G.C.E ‘O’ Level; author
unknown.]
• Conversion of

11
decimals to Significant Figures: Exercise 28, Page 29
fractions. [Basic Business Mathematics for G.C.E ‘O’ Level;
author unknown.]
Work out the
conversion
of decimals to
fractions. Conversion of Fractions to Decimal
Conversion: Exercise 30, Page 32 [Basic
Business Mathematics for G.C.E ‘O’ Level;
author unknown.]

Conversion of Decimals to Fractions:

Exercise 31, Page 32 [Basic Business
Mathematics for G.C.E ‘O’ Level; author
unknown.]

Mental Test 3, Page 33 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
unknown.]

Self-test 3, Page 33 & 34 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
unknown.]

12
Topic 3: METRIC SYSTEMS
TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED THINKING
FRAME SKILLS
(WEEK
S)
2 weeks 3.1 Metric systems: Students should be able G.C.E ‘O’ Level: Select appropriate • Application.

• The metric to : questions from past years exam papers. • Analysing.

be familiar with the • Extracting.
system for
metric The metric system of length and • Information gathering.
length.
systems for length and mass: Ex: 37, Page 42 [Basic Business
• The metric • Decision making.
mass. Mathematics for G.C.E ‘O’ Level; author
system for • Evaluating.
unknown.]
mass. show skills in addition,
• Addition and subtraction, The addition and subtraction of metric
subtraction of multiplication quantities: Ex: 38, Page 43 [Basic Business
metric and division of metric Mathematics for G.C.E ‘O’ Level; author

13
 quantities. quantities. unknown.]

• Multiplication
The multiplication and division of
and division of
metric quantities: Ex: 39, Page 45 [Basic
metric
Business Mathematics for G.C.E ‘O’ Level;
quantities.
author unknown.]

Mental Test 5, Page 47 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
unknown.]

Self-test 5, Page 47 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
unknown.]

Topic 4: RATIOS, PROPORTION AND APPROXIMATIONS

TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED THINKING

FRAME SKILLS
(WEEK
S)
2 weeks 4.1 Ratios, proportion Students should be able • G.C.E ‘O’ Level: Select • Application.
and approximations. to: • Analysing.
appropriate questions from past years exam
determine simple ratios • Extracting.
• Simple papers.
and • Information gathering.
ratios.

14
 • Proportion proportional parts. • Simple ratios: Exercise 47, • Decision making.

parts. Page 58 [Basic Business Mathematics for • Evaluating.

work out direct and
• Direct and G.C.E ‘O’ Level; author unknown.]
indirect
Indirect
proportion.
proportion.
• Proportional Parts, Exercise 48, Page 59
[Basic Business Mathematics for G.C.E ‘O’
Level; author unknown.]

• Direct proportion: Exercise

49, Page 60 [Basic Business Mathematics

for G.C.E ‘O’ Level; author unknown.]

Topic 5: AVERAGE
TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED THINKING
FRAME SKILLS
(WEEK
S)
2 weeks 5.1 Average: Students should be able to: • G.C.E ‘O’ Level: Select appropriate • Application.
• Simple average. demonstrate skills in questions from past years exam papers. • Analysing.

15
• Average speed. calculating average. • Constructing.
• Mixtures. • Extracting.
• Weighted • Simple average: Exercise 85, • Information gathering.
averages. Page 123 [Basic Business Mathematics for • Decision making.
• Statistical G.C.E ‘O’ Level; author unknown.] • Evaluating.
averages.

• Average speed: Exercise 86,

Page 124 [Basic Business Mathematics for

G.C.E ‘O’ Level; author unknown.]

• Mixtures: Exercise 87,

Page 125 [Basic Business Mathematics for

G.C.E ‘O’ Level; author unknown.]

• Weighted average: Exercise 88, Page

127 [Basic Business Mathematics for G.C.E
‘O’ Level; author unknown.]

• Statistical average: Exercise 88, Page

127 [Basic Business Mathematics for G.C.E
‘O’ Level; author unknown.]

16
 • Mental test 14: Page 128 [Basic Business
Mathematics for G.C.E ‘O’ Level; author
unknown.]

• Self-test 14: Page 129 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
unknown.]

Topic 6: HIRE PURCHASE

TIME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED THINKING

17
FRAME SKILLS
(WEEK
S)
2 weeks 6.1 Hire purchase: Students should be able to: • G.C.E ‘O’ Level: Select • Application.
• Calculation on hire work out the calculation • Analysing.
appropriate questions from
purchase. on • Extracting.
past years exam papers.
hire purchase. • Information gathering.

• Hire purchase: Exercise 80, Page 109 • Decision making.

[Basic Business Mathematics for G.C.E • Evaluating.

‘O’ Level; author unknown.]

• Mental Test 12: Page 110 [Basic

Business Mathematics for G.C.E ‘O’ Level;
author unknown.]

• Self-test 12:Page 112 [Basic Business

Mathematics for G.C.E ‘O’ Level; author
unknown.]

18
 COMMERCIAL STUDIES 7101/3 SCHEME OF WORK YEAR 9 [NORMAL] for SPN-21
ELEMENTS OF COMMERCE AND WORDPROCESSING

WORD PROCESSING – BASIC

Topic 1: FAMILIARITY WITH KEYBOARD

TIME
FRAME SUB-TOPICS OBEJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
(weeks)

4 weeks Keyboard Students Should be able to: o Learning location of Analyzing

Key: • Use correct fingers Home Keys Constructing
Alphabets for the keys o Learning location of Decision making
Numbers and other • Familiarize with Lower row keys Application
Signs alphabet, number etc o Learning location of
• Numbers and other sign • Type at a speed of Upper row keys
Acceptable Formats and 25-30 words per minute o Learning location of
Typing / Keyboarding : confidently Numbers
• Abbreviations • Understand o Speed test passage
• Corrections symbols abbreviations/correction
• Spelling and s in typing
grammar • Apply knowledge
• Figures gained of some
• Times abbreviation
/corrections
• Dates

19
Topic 2: INTRODUCTION TO WORD PROCESSING
TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 1. Introduction to word Students should be able to: • Ask the students what • Analysing.
processing : • Switch on and switch off are the various items • Constructing.

• Starting word. in proper manner the found on word screen. • Decisionmaking.

• Title bar. computer and monitor. • Demonstrate the use for • Application.

• Menu bar. • Use and move the mouse some of the buttons and

• Dialog boxes. and with it open up the icons found on the

programs on the hard disk. screen:
• Standard toolbar.
• Identify the various o Starting word
• Formatting toolbar.
elements surrounding the o Title bar
• Office assistant.

20
 • Ruler. word screen (the blank o Starting toolbar

• Text area. page): o Scroll bar

• Scroll bars. • title bar o Office assistant

• View buttons. • menu bar o Ruler

• Status bar. • dialog boxes o Text area.

• Exit word. • Text area. o Scroll bars.

• Scroll bars. o View buttons.

• View buttons o Status bar.

• Status bar o Exit word.

Topic 3: PRODUCING/CREATING A DOCUMENT

TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 2. Creating a document. Students should be able to: • Get the students to create • Analysing.

• Entering text. type a given document by a document from a given • Constructing.

• Moving around. recognizing the text by performing the • Decision making.

• make use of office assistant. following tasks: • Application.

• Automatic spell
checker. • use the keys enter, shift, o Entering text by typing a

• Saving a document. caps lock, and backspace. given document.

21
 • Print preview. • move around a document o Moving around through

• Printing a document. using a mouse. the document.

• Adjust paper size. • use automatic spell checker. o Using automatic spell

• Opening a file. • save a document in a floppy checker to check any

disk.
• Shortcut to opening a
• view the printed document
document.
using print previous.
spelling error.
o Saving the document.
o Viewing the document.

• print the document. o Adjusting the paper size.

• open a file to a document. o Printing the document.

• Get the students to

demonstrate their skills
in:
o Opening a file to a
document.

Topic 4: SIMPLE EDITING

TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILL
(WEEKS)
3 weeks 3. Editing a document. Students should be able to: • Get the students to do • Analysing.

• Alter text. • Change words in the text. the task of editing a • Constructing.

• Split and joint • Add text in the typed text. document by: • Decision making.

22
 paragraphs. • Select text to edit with • Application

• Add text. mouse. o Altering text.

• Select text:- • Select text with keyboard. o Splitting and joining

 Selection with a • Move text and paste in a paragraph.

mouse. new location. o Adding text.

 Using the left • Delete text. o Selecting text with

margin. • Apply the undo and redo mouse.

 Selection with a commands. o Selecting text with

keyboard. keyboard.

• Move text. o Moving text.

• Copy text. o Copying text.

• Delete text:- o Pasting the text.

 Delete key. o Deleting text.

 Backspace key.
• Undo.
• Redo.

Topic 5: FORMATTING TEXT

TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)

23
3 weeks 4. Formatting a text. Students should be able to: • Ask the students to • Analysing.

• Change fonts. • Change font of text. format a text by • Constructing.

• Change text size. • Change the text with font performing the following • Decision making.

size. tasks: • Application.

• Copy text formatting.
• Bold, italic and • Copy text formatting with o Changing font of text.

underline. format pointer. o Changing the text with

• Toggle on or off. • Bold, italic and underline font size.

text. o Copying text formatting.
• Highlight text.
• Highlight text. o Bold, italic and underline
• Font color.
text.
o Toggle on and off
o Highlighting the text.

24
Topic 6: FORMATTING PARAGRAHPS
TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 5. Formatting a paragraph. Students should be able to : • Ask the students to • Analysing.
• Align text. • align the margins- left and format a paragraph by • Extracting
• Click and type. right. performing the following: • Constructing.
• Style. • apply click and type. o align text using margins. • Decision making.
• Numbered lists. • use different styles on text. o click and type to pick the • Application.

• Indent. • turn paragraphs into position for text and

numbered or bulleted lists. alignment to use.
• use indent to move further o apply different styles on
from the margin. text.
o use formatting toolbar to
turn paragraph into
numbered lists.
o use the formatting toolbar
to change paragraph into
bulleted lists.
o use increase indent
button to move text
further in from the
margin.

25
Topic 7: AUTO EDITING
TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 6. Auto correct and auto Students should be able to: • Ask the students to • Analysing.
text. • Use auto correct feature to auto editing a text by: • Constructing.

• Auto correct. correct spelling errors. o Auto correcting any • Decision making.

• Set auto format • Use autocorrect feature spelling errors in • Application.

options. characters with words. typing.

• Automatic bulleted • Use auto text for date o Replacing
lists. greetings and closing in abbreviations with
• Bold and italic. letter. words/phrases.

• Automatic numbered • Save in auto text entry for o Using Autotext for

lists. future use. date, greetings and

closings in letter.
o Saving document in
auto text entry for
future use.

26
Topic 8: FINDING AND REPLACING TEXT
TIME
FRAME
SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
7. Finding and replacing Students should be able to: • The students are • Information gathering
3 weeks
text. • Use find feature to locate required to do the task • Extracting.
of finding and
Find text. words quickly. • Constructing.
replacing text.
Find options:- • Use wildcards to search for o Use the Find options • Analysing

words beginning with some command to locate a • Decision making.

 Search to match
specified text. • Application
case. letters.
o Use the Find options
 Search for all words. • Replace a word with another command to search
word. for whole words.
 Use wildcards.
o Use Wildcards to
 Search for words • Use grammar check.
search for words
that sound alike. beginning with some
letters.
o Select browse buttons
to find text.
o Apply the Replace

27
 button to replace text
with another.

Topic 9: BORDERS AND MARGINS

TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 8. Creating borders and Students should be able to: The students are • Analysing.
margins. • Use border style. required to create borders • Constructing.

• Text borders. • Put boarder around and margins for a • Decision making.

• Insert decorative page. document by performing • Application.

horizontal. • Change top or the following:

• Page borders. bottom margins. o Create Text border.

• Margins. o Insert Page border.

• Change margins. o Use Margins command

to change the top or
bottom margins.

28
Topic 10: INDENT
TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 8. The usage of indents. Students should be able to: • Students are required to • Analysing.
• The ruler. • Use indent. shift a text away from
• Constructing.
the margins by applying
• Custom left indent. • Apply line spacing. the: • Formatting.
• Right indent. o Custom left indent. • Decision making.
o Right indent.
• Hanging indent. • Application.
o Hanging indent.
• First line indent. o First line indent.
• Keyboard shortcuts. • Students are required to
create spacing before
• Spacing before and
and after paragraphs by
after paragraphs. using the spacing
• Line spacing. command.
• Get the students to
apply the line spacing

29
 command to create
more space between
lines.

Topic 11: TAB STOPS

TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 10. Usage of tab stops. Students should be able to: • Get the students to align a • Analysing.
• Tab key. • Apply the tab text in a column by • Constructing.
• Types of tabs. keys. applying the tab keys.
• Formatting.
• New tab stops with the • Identify the types • Decision making.
ruler. • Ask the students to use the
of tabs.
ruler to set tab stops. • Application.
• Bar tab.
• Use new tab stops
• Leader characters.
with the ruler.
• Insert a bar tab in • The students are to insert
a document. a bar tab to add a vertical

30
 • Insert leader line in a document.

characters in a document.
• The students are to insert
leader characters in a
document.

Topic 12: TABLES

TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 11. Creating tables. Students should be able to: • Ask the students to apply • Analysing.
• Insert tables. o Use insert table button to create insert table button • Consructing.
• Adjust column width. tables. command to:
• Formatting
• Insert rows. o adjust column width o create table.
• Decision making.
• Table autoformat. o add row after creating a table o type text in the table.
o merge cells. o adjust the table column • Application.
• Merge cells.
o Convert table to text. width.
• Convert table to text.
o insert rows between table.
• Tables with
o use table autoformat.
autoformat.
o merge cells.

31
 o convert table to text.
o convert table to text table
with autoformat.

Topic 13: HEADERS AND FOOTERS

TIME
FRAME SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES THINKING SKILLS
(WEEKS)
3 weeks 12. Creating headers and Students should be able to: Get the students to insert • Analysing.
footers. o Have a header for text using the following in a document: • Constructing.
• Insert bookmarks. header, footer menu.
• Decision making.
• Go to a bookmark. o Have a footer for text using o Header
• Application.
• View bookmarks. header , footer menu. o Footer

• Insert page breaks. o Insert page numbers as header o Page numbers

or footer.
• Headers.
• Footers.

32
 • Add page numbers.
• Page numbers
command.

Note: The order of syllabus contents may change from year to year in accordance with the syllabus
provided by CIE but there is no change to the content of topics.

Recommended Textbooks:
Basic Business Mathematics for G.C.E. ‘O’ Level.

• Betsy Li and Tan Sai Kim, Modern Certificate Guides: Elements of Commerce, 1999.

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• Bill Jones, Revise Commerce, A Complete Course for GCSE.

• D Butler, GCSE Business Studies, 2001.

• Dave Hall, GCSE Applied Business.

• Gerry Gorman, GCSE Business Studies, 1989.

• Richard Barrett and Mario Gow, Commerce Skills, 1998.

Other source;
• Past 7100 Commerce ‘O’ Level Papers, From Examination Department.
• Past 7101/2 Commercial Studies ‘O’ Level Papers, From Examination.
TEXTBOOK RESOURCES FOR WORDPROCESSING

• Alistair King : Effective Business Letter - Writing, Fajar Bakti Sdn Bhd.

• Chua Choo See : Step-By-Step Guide to Word 2002, Times.

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• Iskandar Abd Rashid & Zaitun Ismail : XP Series: Microsoft Word 2002 Step-By-Step,
Vewton Publishing.

• Maureen Fairhurst: Hands-on Wordprocessing – Complete Course, Mc Graw-Hill Book

Company Sydney.

• Pitman: Teach Yourself Typing.

• Sharon Spencer: Learn to Keyboard, Heinemann.

ONLINE RESOURCES FOR WORDPROCESSING

• http://typing –lessons.org/preliminaries.html.

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• http://texthumbstypingtutor.com.

• http://www.office.xerox.com/small_business/resources/writing-effective-letter/enus.html.

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