SHS2 Economics · Semester 1 Week 11: Production of Goods and Services

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.3 - Differentiate between labour intensive and capital-intensive methods of production.

By the end of the lesson, learners can:

Define labour-intensive and capital-intensive methods of production in their own words, citing at least two distinguishing features of each.
Compare and contrast labour-intensive and capital-intensive methods of production across at least four criteria, including cost, output quality, employment, and speed of production, using a table or graphic organiser.
Identify real-world examples of each method of production from the Ghanaian economy and justify their classification.
Evaluate the factors a firm in Ghana considers when choosing between labour-intensive and capital-intensive methods, such as the relative cost of labour versus machinery, and defend a recommended choice for a given scenario.
Analyse case study scenarios from Ghanaian industries to determine whether the labour-intensive or capital-intensive method would be more suitable, explaining the reasoning with reference to fixed and variable costs.

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Curriculum details

Strand: Firms' Innovative Decision Making (Strand 2)
Sub-strand: Production of Goods and Services (2.1)
Content standard: 2.2.1.CS.1 - Apply knowledge and understanding of production to pricing of goods. 2.2.1.LO.1 Use information gathered from the environment to determine the time periods, TP, AP, MP, labour and capital-intensive methods and the cost of production. 2.2.1.LO.2 Establish the relationships among Total Revenue (TR), Average Revenue (AR), and Marginal Revenue (MR).
Indicator: 2.2.1.LI.3 - Differentiate between labour intensive and capital-intensive methods of production.
Suggested placement: Semester 1, Week 11 (Week 11 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

core competencies - p.66 the document sets part of this text in a Calibri subset with no ToUnicode map, so the text layer reads as Latin Extended letters; the wording stored here was read off a 150 dpi render of printed page 66 and cross-checked against a letter-for-letter decode
core competencies - p.67 the document sets part of this text in a Calibri subset with no ToUnicode map, so the text layer reads as Latin Extended letters; the wording stored here was read off a 150 dpi render of printed page 67 and cross-checked against a letter-for-letter decode
Curriculum reference: NaCCA curriculum document, p. 68

Exemplars (from the NaCCA curriculum)

Experiential Learning: Show two different videos on how firms use labour intensive method and capital-intensive methods of production. Give more time to learners approaching proficiency.
- Confidence and efficacy in their ability to perform
- Awareness of themselves and others taking into consideration their biases and stereotypes
Assessment (2.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Pen
- Exercise books
- Computer projectors markers
- White board
- ICT Lab
- Microsoft PowerPoint