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1. Class discussions

This type of strategy involves all learners making a contribution to the lesson. It can begin with brainstorming a concept. Class discussions stimulate thought and expose learners to the ideas of others. It also provides learners with perspectives different to their own, and helps them to formulate informed opinions.

One way in which to start such discussions is to provide learners with a concept and write down key ideas surrounding this concept on the board. From this the teacher can lead them into a discussion by asking open-ended questions.

Another way of getting involved in discussions is through panel discussions, which achieve the same objectives. Learners learn to respect the opinions of others, and they are encouraged to do examine their own ideas and formulate views.

2. Presentations

Presentations are detailed findings of research, which are presented to the class in an oral presentation using visual aids.

Presentations develop:

	Oral skills
	The organising of data in a logical manner
	The use of persuasive skills
	Group participation and leadership skills
	Working in groups with each member having designated tasks
	Production of charts, transparencies, pictures, photos, etc. for the presentation
	An opportunity for each learner to present a portion of the presentation
	Organisational skills so that the presentation has a logical flow, with one idea leading into another. Care must be taken not to repeat ideas.

3. Imagine games

In these activities, learners are given hypothetical situations and are expected to respond to these situations in a creative and innovative manner. The educator may know these as Case Studies.

This type of activity encourages learners to think about situations in a critical manner and to analyse situations. This gives them the opportunity to experience what they might experience in a real situation.

	It provides learners with a hypothetical situation
	Learners can work in groups, brainstorming solutions and ways of handling the situation
	Learners can then write a report on how they would handle the situation

4. Hands-on approach

In these activities, learners are expected to participate. They get involved in performing the tasks that have been discussed. This is important as it gives learners the experience that they would need. It is similar to an internship. Learners will learn from their own experience what certain tasks entail. This includes:

	A task must be set with a time and date by which it must be completed
	Learners must be provided with, or collect, all the necessary materials, which are to be used in the completion of the task
	Learners must approach businesses personally, and ask permission to work in that company. Teachers can provide learners with letters of introduction which give details of the exercise.
	Other "hands-on" tasks include: painting and renovations; clean-up operations and the adoption of spots for which the learners are responsible.

5. Designing brochures

This is an activity which can be used to explore the creative talents of learners in a fun and purposeful manner. Learners will learn about brochures and what type of details are included in a brochure.

Learners will be encouraged to use their artistic talents and must get ideas from other fliers, pamphlets and brochures.

	Learners must be informed on the purpose of the brochure (i.e. why is it being designed?)
	Learners should brainstorm what information brochures should contain. Educators can provide learners with examples of brochures or learners may be requested to bring in their own examples. These can be analysed for content
	Learners are provided with paper for the brochures and they compile a brochure in an innovative way.

6. Drawing graphs

In this activity learners are expected to compile graphs using information which they have gathered during their research. Learners plot their findings on graphs and determine the results of their findings at a glance. This will enable them to draw comparisons of results and examine reasons for disparity or parity of their findings. Bar graphs, pie graphs, tables or line graphs may be used. Reference must be made to the graph in the case study.