Market Analysis · SHS2 Economics

Lesson notes

Learning Objectives

Indicator: 2.2.3.LI.1 - Explain market structures and the types of market structures.

By the end of the lesson, learners can:

Define market structures in their own words after watching a short video and participating in class discussion.
Identify and name at least four types of market structures (perfect competition, monopoly, oligopoly, and monopolistic competition).
Describe at least two key characteristics of each market structure, such as number of sellers, type of product, and ease of entry.
Classify given real-world examples of Ghanaian markets into the correct market structure type with reasons.
Compare and contrast two different market structures using a simple table or diagram.

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Curriculum details

Strand: Firms' Innovative Decision Making (Strand 2)
Sub-strand: Market Analysis (2.3)
Content standard: 2.2.3.CS.1 - Demonstrate understanding of Market Structures. 2.2.3.LO.1 Analyse the various markets and determine the types of profits.
Indicator: 2.2.3.LI.1 - Explain market structures and the types of market structures.
Suggested placement: Semester 1, Week 19 (Week 19 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.73 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 73 and cross-checked against a letter-for-letter decode
Curriculum reference: NaCCA curriculum document, p. 75

Exemplars (from the NaCCA curriculum)

Experiential learning: Learners watch a video to discuss the meaning of market structures.
Experiential Learning: Show a video to discuss the different types of market structures and their characteristics. Give equal opportunity to all learners.
- Respecting individuals of varying beliefs, religion and cultures
- Being sensitive to the inter-relatedness of the various spheres of life, groups and individuals
- Being aware of personal biases and stereotypes
Assessment (2.2.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Short, recorded videos
- Internet
- Computers
- ICT lab
- Pens
- Exercise books
- Markers
- White boards
- Projectors