Shirley is a Grade 10 Accounting teacher. It is week 1 in the second term of the year and she is teaching about Value Added Tax (VAT).

After teaching the basic calculation and the terms "input VAT" and "output VAT" the teacher groups the learners and asks them to use the worksheet to work through the example as a group, each member of the group taking it in turns to do one step in the example.

The other members of the group teach one of their peers if he/she makes an error in the calculation or bookkeeping. The teacher observes the groups and intervenes if a teaching moment is necessary.

Once the groups have reinforced their understanding by working through the example they are required to design a scenario in which a trader incurs 2 VAT transactions during trading. The teacher then swops the examples around between groups and the groups compete against each other by seeing who can complete the example in quickest available time.

After the lesson the teacher asks the learners to complete the assessment for homework.

Points to discuss:

• In terms of TPACK, what is the most dominant knowledge being implemented by the teacher in this lesson idea?
• How could the teacher have used technology more effectively in this lesson?
• What are some of the pitfalls in the way that groups and activities were planned in this lesson?