GETC-ABET Level 4 Examination Guidelines
TABLE OF CONTENTS
|1. |Introduction |3 |
|2. |The GETC-ABET Level 4 Qualification |4 |
|3. |Unit Standards for EMSC4 Learning Area |7 |
|4. |LTSM in PALCs |19 |
|5. |Weighting of the Specific Outcomes and Assessment Criteria |20 |
|6. |Core Knowledge Areas |20 |
|7. |Taxonomies used in scaffolding questions |29 |
|8. |Site-Based Assessment (Formative) |30 |
|8.1 |Structure of SBA Tasks |30 |
|8.2 |Exemplar SBA Tasks |31 |
|9. |External Assessment (Summative) |54 |
|9.1 |Structure of a question paper |54 |
|9.2 |Exemplar question paper |54 |
|10. |Promoting the Principles of quality assessment practices |81 |
|1. |INTRODUCTION |
This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.
The EMSC4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.
Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the EMSC4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.
While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.
The document also contain the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.
This examinations and assessment guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.
All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the EMSC4 learning area will be greatly appreciated.
|2. |THE GETC-ABET LEVEL 4 QUALIFICATION |
The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.
|SAQA QUAL ID |QUALIFICATION TITLE |
|71751 |General Education and Training Certificate: Adult Basic Education and Training |
|ORIGINATOR |REGISTERING PROVIDER |
|Task Team - Adult Basic Education and Training | |
|QUALITY ASSURING ETQA |
|- |
|QUALIFICATION TYPE |FIELD |SUBFIELD |
|National Certificate |Field 05 - Education, Training and |Adult Learning |
| |Development | |
|ABET BAND |MINIMUM CREDITS |NQF LEVEL |QUAL CLASS |
|ABET Level 4 |120 |Level 1 |Regular-Unit Standards Based |
|REGISTRATION STATUS |SAQA DECISION NUMBER |REGISTRATION START DATE |REGISTRATION END DATE |
|Registered |SAQA 1179/08 |2008-11-26 |2011-11-26 |
|LAST DATE FOR ENROLMENT |LAST DATE FOR ACHIEVEMENT |
|2012-11-26 |2015-11-26 |
The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:
✓ Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.
✓ Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.
✓ Promote lifelong learning to enable learners to continue with further learning.
✓ Prepare learners to function better in society and the workplace.
Rationale:
Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.
The achievement of the GETC: ABET qualification allow learners the following learning pathways:
✓ To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.
✓ To access academic learning at NQF Level 2 and above.
✓ To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and
workplace experience and learning.
The qualification aims to equip learners to:
✓ Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
✓ Function better in and contribute to the world of work.
✓ Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights, gender, development and change.
✓ Develop an appreciation for lifelong learning.
✓ Function better as a citizen in South Africa and contribute to cultural, social, environmental and economic development.
✓ Make informed judgments about critical ethical issues.
✓ Develop study skills to be able to access further learning.
It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.
Recognition of Prior Learning:
The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.
The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.
Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:
|RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS |
|FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS |
| |
|One Official Language: 23 Credits |
|Mathematical Literacy: 16 Credits OR |
|Mathematics and Mathematical Sciences: 14 Credits NOT BOTH |
|CORE COMPONENT: COMPULSORY 32 CREDITS |
| |
|Life Orientation: 32 Credits |
|ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS |
| |
|Academic Learning Areas: |
| |
|Human and Social Sciences: 23 Credits |
|Natural Sciences: 15 Credits |
|Economic and Management Sciences: 21 Credits |
|Arts and Culture: 17 Credits |
|Technology: 11 Credits |
|One Additional Official Language (Excluding the language chosen as a Fundamental): 23 Credits |
| |
|Vocational Learning Areas: |
| |
|Applied Agriculture and Agricultural Technology: 20 Credits |
|Ancillary Health Care: 45 Credits |
|Small, Medium and Micro Enterprises: 17 Credits |
|Travel and Tourism: 38 Credits |
|Information Communication Technology: 23 Credits |
|Early Childhood Development: 26 Credits |
|Wholesale and Retail: 30 Credits |
|OPTION 1 |OPTION 2 |OPTION 3 |
|( 5 Learning Areas) |( 6 Learning Areas) |( 7 or more Learning Areas) |
| | | |
|TWO Fundamentals |TWO Fundamentals |TWO Fundamentals |
|ONE Core and |ONE Core and |ONE Core and |
|TWO Electives |THREE Electives |FOUR Electives |
| |
|If you choose mathematics and mathematical sciences in the fundamentals component then you must have a minimum total of 51 credits in the |
|electives component. |
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team, group, organisation and community.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the environments and health of others.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
|3. |UNIT STANDARDS FOR EMSC4 LEARNING AREA |
The EMSC4 Learning Area comprises 6 Unit Standards:
|SAQA US ID |US TITLE |CREDITS |
|13999 |Demonstrate an understanding of basic accounting practices |4 |
|13995 |Demonstrate an understanding of contracts and their sources |5 |
|13998 |Demonstrate an understanding of the principles of supply and demand, and the concept: production |2 |
|13994 |Identify and discuss different types of business and their legal implications |4 |
|13996 |Identify, discuss, describe and compare major economic systems, with emphasis on the South African |2 |
| |economy | |
|14001 |Demonstrate an understanding of managerial expertise and administrative capabilities |4 |
| |TOTAL |21 |
|SAQA US ID |US TITLE |CREDITS |
|13999 |Demonstrate an understanding of basic accounting practices |4 |
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: demonstrate an understanding of basic accounting skills.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Numeracy ABET Level 3.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |SPECIFIC OUTCOME 4 |SPECIFIC OUTCOME 5 |SPECIFIC OUTCOME 6 |
|Explain the cycle of recording |Explain and demonstrate an |Explain the purpose of each subsidiary|Prepare subsidiary journals. |Post subsidiary journals to the |Prepare the final statements. |
|transactions and relevant |understanding of source documents. |journal. | |general ledger. | |
|terminology. |ASSESSMENT CRITERIA | |ASSESSMENT CRITERIA | |ASSESSMENT CRITERIA |
| |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERIA |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERIA |ASSESSMENT CRITERION 1 |
|ASSESSMENT CRITERIA |1. The concept source document is |ASSESSMENT CRITERION 1 |1. The relationship between source |ASSESSMENT CRITERION 1 |1. The final statements of |
|ASSESSMENT CRITERION 1 |explained. |1. The concept subsidiary journal is |documents and subsidiary journals is |1. The purpose of the general |business` are identified and |
|1. Accounting transactions are |ASSESSMENT CRITERION 2 |explained. |expressed. |ledger is explained. |explained. |
|explained. |2. Different types of source | | | | |
| |documents are identified. |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION RABGE |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION RANGE |
|ASSESSMENT CRITERION 2 | |2. Types of subsidiary journals are |Receipts to cash receipts journal, |2. The sections of the general |Income statements, balance |
|2. Accounting terminology is |ASSESSMENT CRITERION RANGE |identified and discussed. |cheque counterfoils to cash payments |ledger is explained. |sheet |
|explained. |Receipts, invoices, petty cash | |journal, petty cash vouchers to petty | | |
| |vouchers, cheque counterfoils, etc. |ASSESSMENT CRITERION RANGE |cash journal, etc. |ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION 2 |
|ASSESSMENT CRITERION RANGE | |Cash receipts journal, cash payments |ASSESSMENT CRITERION 2 |Balance sheet section, Nominal |2. The purpose of final |
|Assets, Liabilities, Owners Equity, |ASSESSMENT CRITERION 3 |journal, petty cash journal, debtors |2. The correct recording of entries from|Accounts Section, Final accounts |statements is explained. |
|Income, Expenditure, Receipts, |3. The understanding to complete |journal, etc. |the source documents into subsidiary |section | |
|Payments, Profits etc. |source documents is demonstrated. | |journals is demonstrated. | |ASSESSMENT CRITERION RANGE |
| | |ASSESSMENT CRITERION 3 | |ASSESSMENT CRITERION 3 |Calculate profit /loss, etc. |
|ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION RANGE |3. The use of each subsidiary journal |ASSESSMENT CRITERION RANGE |3. The understanding of the | |
|3. The cycle of recording |Receipts, invoices, petty cash |is justified. |Practical exercises - from source |posting from the subsidiary |ASSESSMENT CRITERION 3 |
|transactions is explained and |vouchers, cheque counterfoils, etc. | |documents to subsidiary journals |journal is explained, and |3. The understanding to complete|
|demonstrated. | |ASSESSMENT CRITERION RANGE | |demonstrated. |an income statement from the |
| |ASSESSMENT CRITERION 4 |Cash receipts journal for all |ASSESSMENT CRITERION 3 | |given information is |
|ASSESSMENT CRITERION RANGE |4. The relevance of source documents |receipts, Cash payments journal for |3. The understanding of closing the |ASSESSMENT CRITERION RANGE |demonstrated. |
|Source documents, subsidiary |is analysed. |all payments, etc. |subsidiary journals at the end of each |Double-entry system, practical | |
|journals, ledger, trial balance, | | |month is demonstrated. |exercises: from subsidiary |ASSESSMENT CRITERION RANGE |
|final accounts |ASSESSMENT CRITERION RANGE | | |journals to ledger |Practical exercises - from trial|
| |Storage, keeping it in proper | |ASSESSMENT CRITERION RANGE | |balances to income statements |
| |sequence, etc. | |Practical exercises - subsidiary | | |
| | | |journals closed off | | |
| | | | | |ASSESSMENT CRITERION 4 |
| | | | | |4. The understanding to complete|
| | | | | |a balance sheet from the given |
| | | | | |information is demonstrated. |
| | | | | |ASSESSMENT CRITERION RANGE |
| | | | | |Practical exercises: from trial |
| | | | | |balances and income statements |
| | | | | |to balance sheets. |
UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities.
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|13995 |Demonstrate an understanding of contracts and their sources |5 |
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: discuss different contracts, the role of government in contracts and the institutional sources of contracts.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Literacy level 3.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
|Explain and discuss contracts. |Discuss and compare kinds of contracts and the role of government. |Identify and discuss institutional sources of contracts. |
| | | |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |
| | | |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |
|1. The concept contract is explained. |1. Different kinds of contracts are discussed and compared. |1. Different institutional sources of contracts are identified. |
| | | |
|ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE |
|2. The components of a contract are identified and explained. |Personal contracts, Business contracts, etc. |Financial institutions, insurance companies, retail stores, etc. |
| | | |
|ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |
|Parties involved, date, objectives, expiry dates, responsibilities of |2. Breach of contract is discussed. |2. The functions of the different institutions are examined. |
|parties, etc. | | |
| |ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE |
|ASSESSMENT CRITERION 3 |Procedures to follow, where to seek assistance, etc. |Financial institutions, insurance companies, retail stores, etc. |
| | | |
|3. The purpose/s and conditions of contract is/are explained. |ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION 3 |
| |3. The role of the government in contracts is debated. |3. The role of each source of contract in society is explained. |
|ASSESSMENT CRITERION RANGE | | |
| |ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE |
|To protect both parties, service to be delivered in agreed time period, |Role of judicial system, ombudsman, constitution, small claims court, |Social responsibility, etc. |
|at price, etc. |Legal Wise, etc. | |
| | | |
|ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION 4 | |
|4. An understanding of contractual obligations is demonstrated. |4. An understanding of individual contracts is demonstrated. | |
| | | |
|ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE | |
| |Case studies etc. | |
|Case studies, personal experiences, etc. | | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Accreditation Options:
✓ Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
✓ The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Awareness of contractual obligations
Negotiation Skills
Conflict resolution
UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities.
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|13998 |Demonstrate an understanding of the principles of supply and demand, and the concept: production |2 |
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: demonstrate an understanding of production, and its impact on the South African economy.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
ABET Level 3.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
|Demonstrate an understanding of the principles of supply and demand. |Demonstrate an understanding of the factors of production. |Demonstrate an understanding of the impact of the factors of |
| | |production on the South African Economy |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA | |
| | |ASSESSMENT CRITERIA |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 | |
|1. The concept of supply and demand of goods and services is |1. The concept production is explained. |ASSESSMENT CRITERION 1 |
|identified and discussed. | |1. The impact of labour on the South African Economy is discussed. |
| |ASSESSMENT CRITERION 2 | |
|ASSESSMENT CRITERION 2 |2. Factors of production are discussed. |ASSESSMENT CRITERION RANGE |
|2. Factors impacting on supply and demand are outlined. | |Ratio of skilled to unskilled labour, rising unemployment, migrant |
| |ASSESSMENT CRITERION RANGE |labour, labour demands, living wages, etc. |
|ASSESSMENT CRITERION RANGE |Land, Labour, Capital, Entrepreneurship | |
|Seasons; Consumer behaviour, cost of production, etc. | |ASSESSMENT CRITERION 2 |
| |ASSESSMENT CRITERION 3 |2. The factors underlying the scarcity of land are explored. |
|ASSESSMENT CRITERION 3 |3. An understanding of the factors of production is demonstrated | |
|3. The link between price and supply and demand is explained. |practically. |ASSESSMENT CRITERION RANGE |
| | |Imbalances in land ownership, geographical factors, etc. |
|ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE | |
|Seasons ; Consumer behaviour, cost of production, etc. |Case study, etc. |ASSESSMENT CRITERION 3 |
| | |3. The flow of capital in the South African Economy is investigated. |
|ASSESSMENT CRITERION 4 |ASSESSMENT CRITERION 4 | |
|4. An understanding of price determination is demonstrated. |4. The importance of production is discussed. |ASSESSMENT CRITERION RANGE |
| | |Investment flow, exchange rates, role of Reserve Bank, etc. |
|ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE | |
|Production cost, overheads, marketing expenses, etc. | |ASSESSMENT CRITERION 4 |
| |Satisfy needs, create wealth, to be self sufficient | |
| | |4. The impact of entrepreneurial skills on the South African Economy |
| | |is debated. |
| |ASSESSMENT CRITERION 5 | |
| | | |
| |5. The role of technology in production is debated. |ASSESSMENT CRITERION RANGE |
| | |Positive: Improvement of SA Economy, creation of wealth ; etc. |
| |ASSESSMENT CRITERION RANGE |Negative: Unemployment, Lack of skills, etc. |
| |Positive: mass production, cost effective etc. Negative: leads to | |
| |unemployment, health hazards etc. | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Accreditation Options:
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Exchange rates
Price determination
Remuneration for each factor of production.
UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities.
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|13994 |Identify and discuss different types of business and their legal implications |4 |
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: identify, discuss types of business, procedures to start a business and their legal implications.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
ABET Level 3
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
|Identify, discuss and compare types of business. |Discuss procedures and essentials in starting a business. |Identify, discuss and explain, the legal implications of types of |
| | |business. |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA | |
| | |ASSESSMENT CRITERIA |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 | |
| |1. Factors to consider in starting a business are explored. |ASSESSMENT CRITERION 1 |
|1. Different types of business are explained. | |1. The concept legal implication is explained. |
| |ASSESSMENT CRITERION RANGE | |
|ASSESSMENT CRITERION RANGE |Identify target group, type, location, competition, etc. |ASSESSMENT CRITERION 2 |
| | |2. Legal implications in formation of business are discussed. |
|Service, Trading, Manufacturing, etc. |ASSESSMENT CRITERION 2 | |
|Sole Trader; Partnership; Close Corporation; Co-operatives; Companies |2. Procedures in starting a business are explained. |ASSESSMENT CRITERION RANGE |
|etc. | |Formation of sole trader, partnership, close corporation etc. |
| |ASSESSMENT CRITERION RANGE |Registration, capital contributions etc. |
|ASSESSMENT CRITERION 2 |Registration of business, opening of banking account, etc. | |
|2. Different types of business are compared. | |ASSESSMENT CRITERION 3 |
| |ASSESSMENT CRITERION 3 |3. Legal implications concerning dissolvement of business are |
|ASSESSMENT CRITERION RANGE |3. Sources of finances are investigated. |discussed. |
|Characteristics of each type | | |
| |ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE |
|ASSESSMENT CRITERION 3 |Own source, financial institutions etc. |Legal implications for sole trader, partnership, etc.; |
|3. Reasons for deciding on a particular type of business are | |Taxation, debts, profits, assets etc. |
|discussed. |ASSESSMENT CRITERION 4 | |
| |4. Factors to be considered when taking over an existing business are | |
|ASSESSMENT CRITERION RANGE |explained. | |
| | | |
|Advantages and disadvantages of each type |ASSESSMENT CRITERION RANGE | |
| |Reason for sale of business, goodwill, financial condition, share of | |
| |the market, etc. | |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
✓ The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Labour laws.
UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities.
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|13996 |Identify, discuss, describe and compare major economic systems, with emphasis on the South African economy |2 |
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: identify and discuss major economic systems, with reference to the South African economy and the role of the individual within the economic system.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
ABET Level 3
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
|Identify and discuss major economic systems. |Discuss the role of the individual within the local economic system. |Discuss economic systems with special reference to the South African |
| | |Economy. |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |ASSESSMENT CRITERIA |
| | | |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 |
| |1. Individual economic rights within the communities. |1. The elements of a mixed Economic System are explained. |
|1. Different economic systems are identified and explained. |ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE |
| |Consumer rights, trading rights, etc. |Government interventions, import - export control, labour laws, etc. |
|ASSESSMENT CRITERION RANGE | | |
|Capitalism, Communism, Socialism, Mixed |ASSESSMENT CRITERION 2 |ASSESSMENT CRITERION 2 |
| |2. Individual responsibilities within the communities are expressed. |2. The main features of the South African Economic System is discussed. |
|ASSESSMENT CRITERION 2 | | |
|2. Characteristics of economic systems are compared. |ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE |
| |Environmental issues, payment of rates and levies, etc. |Migrant labour, export orientation, import of finished goodst; Primary |
|ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION 3 |industries, etc. |
|Capitalism, Communism, Socialism, Mixed |3. The roles and functions of community leaders are discussed. | |
| | |ASSESSMENT CRITERION 3 |
|ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION RANGE |3. The influence of government on the South African Economy is explored. |
|3. Advantages and disadvantages of different economic systems are |In churches, in local government, in schools etc. | |
|discussed. |Lead community, facilitate development in community, etc. |ASSESSMENT CRITERION RANGE |
| | |Diminishing role, welfare services, development and RDP, local government, |
|ASSESSMENT CRITERION 4 | |etc. |
| | | |
|4. The impact of economic systems on local communities is explained. | |ASSESSMENT CRITERION 4 |
| | |4. The role of the informal sector on the South African Economy is |
|ASSESSMENT CRITERION RANGE | |discussed. |
|Employment, choice of products, prices, etc. | | |
| | |ASSESSMENT CRITERION RANGE |
| | |Job creation, taxes, new enterprises, etc. |
| | | |
| | |ASSESSMENT CRITERION 5 |
| | |5. The factors impacting on the South African Economy is discussed. |
| | |ASSESSMENT CRITERION RANGE |
| | |Reliance on foreign investment, emerging market, etc. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
✓ The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Exchange rates
Constitution and Human rights.
UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities.
UNIT STANDARD LINKAGES
N/A
|SAQA US ID |US TITLE |CREDITS |
|14001 |Demonstrate an understanding of managerial expertise and administrative capabilities |4 |
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: demonstrate an understanding of managerial expertise and administrative systems.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
ABET Level 3
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
|SPECIFIC OUTCOME 1 |SPECIFIC OUTCOME 2 |SPECIFIC OUTCOME 3 |
|Identify and explain an understanding of managerial expertise. |Identify and discuss different managerial styles. |Identify and explain and demonstrate an understanding of |
| | |administrative systems. |
|ASSESSMENT CRITERIA |ASSESSMENT CRITERIA | |
| | |ASSESSMENT CRITERIA |
|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERION 1 | |
| |1. Different managerial styles are identified and discussed. |ASSESSMENT CRITERION 1 |
|1. Managerial tasks are explained. | |1. Administrative capabilities are identified and explained. |
| |ASSESSMENT CRITERION RANGE | |
|ASSESSMENT CRITERION RANGE |Democratic, autocratic, laissez-faire, quality circles, etc. |ASSESSMENT CRITERION RANGE |
|Planning, Organising, Leadership, Control, Decision Making | |Communication and information systems, bookkeeping systems, support |
| |ASSESSMENT CRITERION 2 |systems, etc. |
|ASSESSMENT CRITERION 2 |2. The effect of different managerial styles on community and | |
|2. Different levels of management are discussed. |business are evaluated. |ASSESSMENT CRITERION 2 |
| | |2. Banking techniques and skills applicable to individuals are |
|ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERION RANGE |described, explained and demonstrated. |
|Top, Middle and Lower Management |Democratic, autocratic, laissez-faire, quality circles, etc. | |
| | |ASSESSMENT CRITERION RANGE |
|ASSESSMENT CRITERION 3 |ASSESSMENT CRITERION 3 |Opening an account, Operation of a ATM, Depositing, etc. |
|3. The impact of effective management on business is discussed. |3. The strategies to change a particular management style are | |
| |discussed. |ASSESSMENT CRITERION 3 |
|ASSESSMENT CRITERION RANGE | |3. Skills and techniques in information gathering and distribution |
| |ASSESSMENT CRITERION RANGE |are demonstrated. |
|Increase in production, profits, satisfied work force, etc. |Workshops, observe, self-assessment, networking, etc. | |
| | |ASSESSMENT CRITERION 4 |
| | |Information system, accountability, proposals, reports, etc. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.
Moderation Options:
✓ The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.
UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities
UNIT STANDARD LINKAGES
N/A
|4. |LTSM IN PALCs |
The recommended Learning and Teaching Support Materials for this learning area are listed in the catalogue provided by the AET Directorate of the Department of Higher Education and Training.
A variety of LTSM is used in various contexts in ABET Centres across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.
|5. |WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA |
|UNIT STANDARD |TITLE |SUMMATIVE |SBA’S |TASK |
|ID | | | | |
|13999 |Basic Accounting Practices |25% (25 marks) |20% (50 Marks) |1 |
|13995 |Contracts and their sources |25% 25 Marks) |20% (50 Marks) |2 |
|13998 |Principles of supply and demand; concept ; production |00% |20% (50 marks) |3 |
| | |Nil | | |
|13994 |Types of businesses and their legal implication |25% (50 Marks) |10% (25 Marks) |5 (test) |
|13996 |Major economic systems with emphasis on S-A. |00% |20% (50 Marks) |4 |
| | |Nil | | |
|14001 |Managerial expertise and administration |25% (25 marks) |10% (25 Marks) |5 (test) |
|6. |CORE KNOWLEDGE AREAS |
This section unpacks the Unit Standards and their Specific Outcomes, summarising the core knowledge areas of each, and suggesting activities and applicable assessment tools, as well as the skills tested or practiced in each activity. It then locates each US and SO in either the Summative or Formative Assessment, specifying which question or task in the assessment will be covered.
The unpacking of the US & SO is done sequentially here, in order to provide educators with a broad overview of the total scope of the US in the learning area (as circumscribed by the Range Statements of each SO), in preparation for the assessments. Examiners will make any selection of these activities to include in both the question paper as well as the SBA tasks. By working through them, the educator is thus preparing learners for the full range of possible tasks in the assessment.
UNIT STANDARD ID 13999: Demonstrate an understanding of basic accounting practices;
SO1: Explain the cycle of recording transactions and relevant terminology.
AC 1: Accounting transactions are explained.
|KNOWLEDGE |SKILLS |VALUES |
|Recording cash transactions; effects of transactions on assets and equity; preparation of trial balance; preparation of financial|To identify. |Value of keeping receipts. |
|statements; following steps in circle of transactions | | |
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|AC 2. Accounting terminology is explained: |
|Range: Assets, Liabilities, Owners Equity, Income, Expenditure, Receipts, Payments, Profits etc. |
|Transactions; Assets; Income Statement; journals; Liabilities; Current Income, Expenditure, Receipts, Payments, Profits /loss |To be able to explain all accounting terminology. |Respect of transactions in |
|etc. | |business. |
|AC 3. The cycle of recording transactions is explained and demonstrated. |
|Range: Source documents, subsidiary journals, ledger, trial balance, final accounts. |
|Source documents; Subsidiary journals; ledger; trial balance; final accounts. |To be able to know the and identify the features in | |
| |the cycle of recording | |
|SO 2. Explain and demonstrate an understanding of source documents. |
|AC 1. The concept of source document is explained. |
|The source document is the voucher (document) we use to record the transaction in the accounting records. Documents are |To be able to explain. |To understand and respect the |
|pre-numbered. | |documents |
|AC 2. Different source documents are identified. |
|Range: Receipts, invoices, petty cash vouchers, cheque counterfoils, etc. |
|Receipt – duplicate for business – original to client. |To be able to recognize different source documents |To know and respect the use, the |
|Invoice: Proof of purchases or sales. | |value and the proof of source |
|Petty cash voucher: Filled in when money is requested from Petty Cash. | |documents |
|Cheque counterfoils: this part on the left side of the cheque remains in the cheque book, and it records the Name, Date, For | | |
|what, and cheque amount. | | |
|AC3. The understanding to complete source documents is demonstrated. |
|Range: Receipts, invoices, petty cash vouchers, cheque counterfoils, etc |
|Receipt: fill in a receipt. |To be able to fill in and interpret the information. |To be honest, |
|Invoice: Fill and calculate an invoice. | |To respect, |
|Petty cash voucher: fill in. | |To keep safe. |
|Cheque: fill in the cheque form and the counterfoil. | | |
|AC 4 The relevance of source documents is analysed. |
|Range: Storage, keeping it in proper sequence, etc. |
|Store documents in a fireproof safe. |Filing in numerical order. |Value of keeping information safe for |
|File the documents in numerical order. | |future reference. |
|SO 3: Explain the purpose of each subsidiary journal. |
|AC 1.The concept subsidiary journal is explained. |
|The journals are the books of first entry -. |Explain a subsidiary journal |Knowledge of subsidiary journals |
AC 2. Types of subsidiary journals are identified and discussed.
Range: Cash Receipts Journal, Cash Payments Journal, Petty Cash, Debtors Journal, etc.
|Cash Receipts Journal – all cash receipts ( receipts and Cash register rolls) entered. |Able to identify |To know and value the usage of the |
|Cash Payments Journal – All cheque payments recorded from the cheque counterfoils. |Able to discuss |journals in our daily lives. |
|Petty Cash – all small purchases or payments paid for by cash. |Able to differentiate. | |
|Debtors Journal: All invoices of sales to Debtors | | |
|Creditors Journal: All invoices of purchases on credit from creditors | | |
|AC 3. The use of subsidiary journal is justified. |
|Range: Cash Receipts Journal for all receipts, Cash Payments Journal for all payments. Etc. |
|All the same transactions are recorded in the relevant journal. E.g. receipts in the CRJ; etc. |To be able information and to justify. |To understand why separate journals are|
| | |used. |
|SO 4. Prepare subsidiary journals. |
|AC 1 The relationship between source documents and subsidiary journal is expressed. |
|Receipts to CRJ |To be able to prepare and record transactions in |To be able to be honest, careful and |
|Payments – cheque counterfoils to CPJ |the journals. |accurate. |
|Petty cash voucher to PCJ etc. |Analysing | |
| |Sorting | |
| |identifying | |
|AC 2. The correct recording of entries from the source documents into subsidiary journals. |
|Range: Practical exercises – from source documents to subsidiary journals |
|Record from source documents to relevant subsidiary journals. |To be able to record, to be able to do basic |Honesty, accuracy, |
| |calculations |neatness |
|AC 3. The understanding of closing subsidiary journals at the end of each month is demonstrated. |
|Range. Practical exercises – subsidiary journals closed off. |
|Closing off subsidiary journals. |To be able to close off journals |accuracy |
|Adding up totals |To be able to calculate | |
|SO 5. Post subsidiary journals to the general ledger |
|AC 1. The purpose of the general ledger is explained |
|AC 2. The sections of the general ledger are explained. |
|Range: Balance sheet sections, Nominal accounts section, Final accounts section. |
|KNOWLEDGE |SKILLS |VALUES |
|-Balance Sheet Section: |Able to sort Accounts into balance sheet |Understanding the concepts : Balance Sheet|
|Assets e.g. Fixed assets-land and buildings, Furniture , Equipment, Motor vehicle , Investment (Fixed deposits , etc)-Current |section, Nominal account Section and final |Section and Nominal account Section |
|assets :Trading stock (Inventories),Debtors(Trade receivables), Bank + Float , petty cash etc |account section. | |
|Owners Equities and liabilities : |To be able to explain the difference between | |
|Equities : Capital, Drawings,etc |Balance Sheet accounts and Nominal accounts | |
|Liabilities: Creditors (Trade and other Payables), etc. | | |
|Nominal accounts (Income statement): | | |
|Income/Sales | | |
|Expenses: Cost of sales, telephones , Water and electricity ,Rent, Wages, etc | | |
|Final accounts : Profit and loss | | |
|AC 3. The understanding of the posting from subsidiary journal is explained, and demonstrated |
|Range: Double-entry system, practical exercises: from subsidiary journals to ledger. |
|Double Entry system: Debit and Credit for each transaction |To be able to post . |Understand and apply the double entry|
|Bank Account: Posting to Bank Account from Cash receipts journal and cash payments journal | |system |
|SO 6: Prepare the Final Statements. |
|AC 1. The final statements of businesses are identified. |
|Range: Income statements, balance sheet. |
|Income Statement : Balances from the Nominal account Section e.g. Income less expenses = profit or losses |Be able to prepare Income Statement and Balance |To be able to apply this knowledge in|
|Balance sheet: Balances from the balances Section e.g. Owner Equities + Profit / - loss, Fixed assets, current assets and |sheet. |an ethical way in real life. |
|liabilities. | | |
|AC 2. The purpose of final statements is explained |
|Range: Calculate profit/loss, etc. |
|INCOME STATEMENT FOR THE YEAR…….. | | |
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|Income/Revenue. xxx | | |
|Less Cost of sales xx | | |
|Gross Income / Profit xxx | | |
|Other income (rent received etc.) x | | |
|Total Income: xxx | | |
|Less Expenditure: xxx | | |
|Wages x | | |
|Water and electricity x | | |
|Telephones x | | |
|Stationery x | | |
|Cleaning materials etc. x | | |
|Net Income/ profit/ loss xx | | |
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|AC 3. The understanding to complete an income statement from the given information is demonstrated. |
|Range: practical exercises – from trial balances to income statements. |
|AC 4. The understanding to complete a balance sheet from the given information is demonstrated. |
|Range: Practical exercises: from trial balances and income statements to balance sheet. |
|Do Income statement and Balance sheet from Trial balance. |Be able to show a complete Income |Able to value financial statements in real life.|
| |Statement and Balance sheet | |
UNIT STANDARD ID 13995. DEMONSTRATE AN UNDERSTANDING OF CONTRACTS AND THEIR SOURCES.
SO 1. Explain and discuss contracts.
AC 1 The concept contract is explained.
|KNOWLEDGE |SKILLS |VALUES |
|Agreement legally enforceable |Be able to explain and discuss the meaning |To honour a contract. |
|Between 2 or more persons |of contracts. | |
|Parties undertake to: deliver something; to do something; or not to do something. | | |
|Obligations arise which the law regards as binding | | |
|All parties are responsible to do and to receive. | | |
|AC 2. The components of a contract are identified and explained. |
|Range: Parties involved, date, objectives, expiry dates, responsibilities of parties, etc. |
|The parties involved; the dates; objectives; expiry date; responsibilities; signatures; etc. |Be able to identify and list the components |To be able to understand and honour a |
|Free and mutual consent. Agree on the same thing. |of a contract. |contract. |
|Parties must be capable of contracting and binding themselves. | | |
|Must be motive or reason for the contract. Serious with contract. | | |
|Contract must be possible both legally and physically. | | |
|Contract must follow the prescriptions of the law. | | |
|AC 3. The purpose/s and conditions of contract is/are explained. |
|Range: To protect both parties, service to be delivered in agreed time period, at price, etc. |
|Both parties are protected; adhere to terms to terms and conditions agreed upon in terms of conditions. |Be able to explain the conditions of a |Respect |
| |contract | |
|AC 4. An understanding of contractual obligations is demonstrated. |
|Range: Case studies, personal experiences, etc. |
|Application of knowledge in case studies. |Be able to apply and to analyse |Ability to enter into a contract |
|SO 2. Discuss and compare kinds of contracts and the role of government. |
|AC 1. Different kinds of contracts are discussed and compared. |
|Range: Personal contracts, Business contracts, etc. |
|Employment: |Be able to compare and discuss the types of |Be able to respect government institutions. |
|Hire Purchase: |contracts. | |
|Lease | | |
|Personal; business etc. | | |
|AC 2 Breach of contract is discussed. |
|Range: Procedures to follow, where to seek assistance. |
|This is when one or more party cannot honour his part in the contract. |Explain and follow the process of the |To honour a contract |
| |contract | |
|AC 3. The role of government in contracts is debated. |
|Range: Role of judicial system, ombudsman, constitution, small claims court, lLgal Wise, etc. |
|Judiciary – courts and police. Ombudsman speaks on behalf of the wronged party; Constitution; laws of country; legal wise is to|To be able to explain the role of government|To know your rights and your obligations. To |
|know your rights and your responsibilities; Legal Wise is a service where you join and pay a monthly fee, when you need a lawyer|in a contract, be able to debate contract |respect the rule of law. |
|they help you. |related issues. | |
|AC 4. An understanding of individual contracts is demonstrated. |
|Range: Case studies. |
|Application of knowledge through a case study that involve individual people in contracts |Be able to discuss; to apply; to explain; |To honour and respect a contract. |
|SO 3. Identify and discuss institutional sources of contracts. |
|AC 1. Different institutional sources of contracts are identified. |
|Range: Financial institutions, insurance companies, retail stores, etc |
|Furniture stores; Banks; Loan companies; Insurance companies-Life Insurance; property insurance; burial insurance. |To differentiate, identify and discuss sources of |Value contracts |
| |contracts. | |
|AC 2. The functions of the different institutions are examined. |
|Range: Financial institutions, insurance companies, retail stores, etc. |
|Retail: to sell and customer pay over a period of time; Banks to give loans, to save, to transfer money, Insurance – |Be able to list the different functions, to be able |To be informed of various financial |
|life cover, pension schemes, education schemes, funeral benefit, saving money, investing of money. |to examine different kinds of contracts. |institutions and their services. |
|AC 3. The role of each source of contract in society is explained. |
|Retail: sell on long term credit. |To explain the source of contracts, Demonstrate by |To be informed citizens. |
|Banks: save, loans, insurances, transfer, exchange into foreign currencies etc. |applying the knowledge | |
|Insurance Companies: life covers, funeral cover, long term investment, education policies etc. | | |
|UNIT STANDARD ID. 13998. Demonstrate an understanding of the principles of supply and demand, and the concept: production. |
|SO 1. Demonstrate an understanding of the principles of supply and demand. |
|AC 1. The concept of supply and demand of goods and services is identified and discussed. |
|Demand: the number of items people want to buy at certain price. |Able to define and explain supply and demand. Able |Understand the basis of economy. |
|Supply: the number of items that a producer can offer for sale at a certain price. |to discuss these concepts |Respect market price |
|Competition: Where more than 1 business or factory supplies the same articles/products. | | |
|AC 2. Factors impacting on supply and demand are outlined. |
|Range: Seasons; Consumer behavior, cost of production, etc. |
|Seasons: Oranges are available in SA from April to September. In December, oranges have to be imported- thus very |To identify seasonal influences |To appreciate seasonal changes. |
|expensive. Ice cream mostly demanded in summer. |To explain cost of production | |
|Consumer behavior: Consumers are not the same and they behave differently. | | |
|Cost of production : Materials, labor ,finances, expenses-water and electricity, rent, telephone etc | | |
|AC 3. The link between price and supply and demand is explained. |
|Range; Seasons; consumer behavior, cost of production, etc. |
|Price low: Higher demand / low supply |Explain and analyze |Understand price formations |
|Price high: lower demand / high supply | | |
|Consumer behavior : Is based on price of products | | |
|Cost of production; Is based on the expenses incurred to manufacture a product. The producer cannot sell below cost | | |
|price. | | |
|AC 4. An understanding of price determination is demonstrated. |
|Range: Production cost, overheads, marketing expenses, etc. |
|Production cost : Materials , labor, etc |Explain |Appreciate end product |
|Overheads : Expenses – Water , Electricity, administration expenses etc |Identify | |
|Marketing Expenses; Advertising, packaging etc | | |
|SO 2. Demonstrate an understanding of the factors of production. |
|AC 1. The concept production is explained. |
|Production: Change raw material into and end product e.g. planks into a table-Material into a dress. |Explain |Understand and respect natural resources |
|AC 2. Factors of production are discussed. |
|Range: Land, Labor, Capital, Entrepreneurship |
|Land: | | |
|Labor : All physical and mental work | | |
|Capital: All money and assets of the business. | | |
|Entrepreneurship: Process whereby an entrepreneur sees a need and start a business to | | |
|AC 3. An understanding of the factors of production is demonstrated practically. |
|Range: Case study, etc. |
|Case study that is related to factors of production. |Explain |Understand how factors |
| |Analyse | |
|AC 4. The importance of production is discussed. |
|Range: Satisfy needs; create wealth, to be self-sufficient. |
|Satisfy needs –food, clothes , security etc |Discuss |Satisfaction |
|Create wealth: Needs and wants satisfaction | | |
|Self sufficient: To be able to make your own clothes, plant your own food etc | | |
|AC 5. The role of technology in production is debated. |
|Range: Positive: mass production, cost effective, etc. negative: leads to unemployment, health hazards, etc. |
|Positive: mass production –More wealth created |Debate |Be sensitive and appreciate environment |
|Cost effective: Less workers needed |Discuss | |
|Negative : Unemployment-machine replace workers | | |
|Health hazards: Pollution e.g. air, water, land etc | | |
|SO 3. Demonstrate an understanding of the impact of the factors of production on the South African Economy. |
|AC 1. The impact of labor on the South African Economy is discussed. |
|Range: Ratio of skilled to unskilled labor, rising unemployment, migrant labor, labor demands, living wages, etc. |
|Ratio of skilled to unskilled labor: South Africa lacks experienced skilled workers. South Africa relies on foreign experienced skilled|Discuss |Appreciate labor laws |
|workers. | |Respect workers rights |
|Rising of unemployment: South Africa produces academically qualified people who are not employable because they are not skilled for the| | |
|labor market. Cheap imports have led to the closing of South African factories. Global economic money shortages led | | |
|to the decrease in demand which led to retrenchment (lay off) of workers and closing off factories. | | |
|Migrant Labor: Movement of workers in search of work and leave their families in the rural areas. | | |
|Labor demands: Workers are protected by labor laws that give them a right to strike so that their demands can be met.-Strikes can lead | | |
|to a loss of production and revenue (Income) for the government. | | |
|Living Wages: Farm workers and domestic workers were not paid enough.-Government made laws to protect these workers. | | |
|AC 2 The factors underlying the scarcity of land are explored. |
|Range: Imbalances in land ownership, geographical factors, etc. |
|Imbalances in land ownership: Previous government only allowed white people to own land-Scarcity : Land is a constant(remain the same) |Explore |Understand |
|population is increasing |Discuss |Appreciate |
|Geographical factors: Western side of the country is semi desert less production is possible and Eastern side receives more rainfall | | |
|but still droughts occur. | | |
|AC 3. The flow of capital in the South African Economy is investigated. |
|Range: Investment flow, exchange rates, role of Reserve Bank, etc. |
|Investment flow : Foreign investment, Selling of shares – |Gathering information |Be informed |
|Exchange Rates: $ 1 = R9.00. An American invests $1 000 in SA and for us it means R9 000 invested. If we have to buy NIKE shoes of | |Appreciate. |
|$40 we will pay R360. | | |
|Reserve Bank: The reserve bank influences the economy by lowering or increasing the rate at which banks and people invest or borrow | | |
|money. If the rate is high – debt repayment is more and more difficult to manage – people loose their homes, cars, furniture if the | | |
|repayment is too high. This influences the economy because people buy less because it is too expensive. | | |
|When the rate is low debt is cheaper and more people can afford to borrow money and buy on credit. This stimulates the economy – more | | |
|demand thus more products manufactured. | | |
|AC 4.The impact of entrepreneurial skills on the South African Economy is debated. |
|Range: Positive: Improvement of SA Economy, Creation of wealth; etc. Negative: Unemployment, Lack of skills etc. |
|Entrepreneurial skills: Positive: |Debate |Appreciate |
|With many entrepreneurs more jobs are created (for skilled workers.) and there is a growth in the economy; More people are employed – |Reason |Human skills |
|more profit is made = increase of wealth. |Identify |Role of the Reserve bank. |
|Entrepreneurial skills: Negative; | | |
|If the country has not enough entrepreneurs to start and manage new businesses – less employment will be created – more people will be | | |
|unemployed. This will make the country to have no growth economically. Entrepreneurs and workers have to be skilled. | | |
UNIT STANDARD ID 13994. Identify and discuss different types of business and their legal implications.
SO 1. Identify, discuss and compare types of business,
AC 1. Different types of business are explained.
Range: Service, Trading, manufacturing, etc.
Sole Trader: Partnership; Close Corporation; Co-operatives; Companies, Franchise, etc.
|KNOWLEDGE |SKILLS |VALUES |
|Type of businesses: |To be able to explain the different types |Be able to choose a type of business |
|Service: hairdresser, restaurant – eating place. Dry-cleaners, garage – fixing cars etc. |of businesses | |
|Trading: retail – to consumer; wholesaler – to shop owners. Street vendors. Etc. | | |
|Manufacturing: car manufacturer; bakery; shoe factory; clothing factory. Etc. | | |
|Forms of ownership: | | |
|Sole Trader; Partnership; Public Company Ltd.; Private Company, (Pty) Ltd. Close Corporations (CC); Co-operatives etc. | | |
|AC 2. Different types of business are compared. |
|Range: Characteristics of each type. |
|Sole Trader: 1 person; Any name; Managed by owner; Capital from owner; Owner receives all profit/ losses. Owner liable for all debts (includes |to be able to distinguish between the |To make an informed choice when|
|his home etc.) No registration; Low cost – easy to start; No continuity- owner dies/ sell, business dissolve. Business pays VAT (Value Added |different forms of ownership |choosing a form of ownership |
|Tax) Owner pays personal tax; Few legal requirements- name and business license. | | |
|Partnership: 2-20 people. Name e.g. John & Son/ John & Partners; Management all or some partners; Starting capital from all partners- more but | | |
|still limited; Profit & loss shared by partners; Risk= jointly & severally;(include partners own possessions); No registration, easy & low cost| | |
|in starting; Joint decisions; not continuous – 1 die or leave, partnership dissolves; Business pays VAT (Value Added Tax) Partners each pay | | |
|personal tax. Legal = Partnership agreement. | | |
|Close Corporation: 1-10 members. Name ends with CC; Usually managed by the members; Capital contribution by members (also goods) Share Profit| | |
|/ loss in proportion to contributions; Limited liability (loose only contributions to business and not own possessions) Business has to be | | |
|registered – low cost but a little bit more complicated; Financial strength – still limited; Joint decision making; Continuaous life span – | | |
|unless insolvent or liquidated; Business pays VAT – value added tax. Business pays income tax. | | |
|Private Company: 1-50 shareholders (employees may not own shares) Name end with (Pty) Ltd. At least on director (to be responsible for | | |
|management) Capital contribution in shares by shareholders, (less than Public company) Profit distributed in the form of dividends on shares; | | |
|(%). Limited liability (according to share capital contributed – can only loose shares) Needs a certificate of incorporation. Fairly low cost | | |
|of starting up. Easier to start than limited companies. Continuity + unlimited. Pays company tax. | | |
|Public Company: | | |
|Minimum 7 members (Shareholders) – no maximum- no limit; Name end on Ltd=Limited; At least 7 directors. Capital – selling shares on JSE (Stock | | |
|exchange)- stronger financially; Profits is distributed by dividends declared. Limited Liability. Registered with the Registrar of Companies. | | |
|High cost for starting. Complicated and difficult to start; Unlimited lifespan; Pays fixed company tax. | | |
|Co-operatives. | | |
|Registered according to Co-operatives Act No 91 of 1981. Fairly easy and low cost to start. Minimum of 2 people and no maximum; No share | | |
|capital needed to start; Bonuses according to value of members’ transactions. Limited liability. Free to employ the best people; Unlimited | | |
|lifespan; | | |
|Non-profitable society submits returns to SARS – not taxed. Profitable co-operatives must be registered with SARS and pay tax. | | |
|Franchise agreement: | | |
|Franchiser sells his rights – trademark, trade name, trade secrets, copyright or patent to Franchisee. A lawyer approves the contract. | | |
|Registered with the Franchise Association of Southern Africa. (FASA) | | |
|AC 3. Reasons for deciding on a particular type of business are discussed. |
|Range: Advantages and disadvantaged of each type. |
|Sole Trader: Advantages: |To be able to explain and describe the |Able to make an informed choice|
|Gets all profits: Transfer of ownership freely; Legal requirements only name and license; Loyalty – owner & workers know each other; Quick |differences between forms of ownership |when selecting a form of |
|decisions by owner |(comparison not asked in assessment) |ownership |
|Sole Trader – disadvantages. | | |
|Lack of sufficient funds; Full liability – pays all debts. 1 owner = 1 manager. May not be skilled in all management functions. | | |
|Partnership – advantages. | | |
|More capital; relatively easy & fairly cheap to start. Joint decision making – more skills; may add capital without legal intervention. | | |
|Personal contact with customers; | | |
|Partnership – disadvantages. | | |
|Jointly & severally liable for all debts (own possessions may be sold) 1Partner can bind other partners with a bad contract; Joint decision | | |
|making- slow – may loose contracts. No continuity – 1 die or leave –partnership dissolves | | |
|Close corporation – advantages: | | |
|CC has access to more capital than sole proprietor; Limited liability (loose only contribution; easy to start; all members share in management | | |
|– more skills; No formal meetings needed; No formal audit – very expensive; Profit sharing not determined by % capital contribution. | | |
|Close corporation – disadvantages; | | |
|Members have to trust each other. Limited to 10 members; Selling of members share not free – all members have to agree; all members can do | | |
|business on behalf of CC which is binding. Companies like Anglo America or others may not bay into a CC or the CC. | | |
|Private companies – advantages; | | |
|Legal person = trade in own name; Limited liability = only loose value of shares not private property when liquidated; More free= not limited | | |
|by requirements to save public from losses; No minimum subscription needed; start when certificate of incorporation is received from Registrar | | |
|of Companies; suitable for entrepreneurs with limited capital; expertise of a family or a group can be used. | | |
|Private companies – disadvantages | | |
|May not sell shares on the stock exchange – capital might not be enough to expand; many managers could be a problem | | |
|Sells shares on stock exchange (JSE)-enough capital available; Transfer of shares does not influence the running of the business; Has legal | | |
|personality – sign contracts. Limited liability= loose only money invested in shares; Directors to be appointed – select the best 7 most | | |
|competent. Small investors may also9 invest. | | |
|Public company - disadvantages: | | |
|Formation carries lots of expenses. Issuing shares are also expensive; Procedures to start are very complicated. Directors are not | | |
|shareholders and may not care enough. Company tax may be heavy; Competitors have free access to published constitution and financial | | |
|statements. | | |
|Co-operations – advantages; | | |
|Agriculture – purchases in bulk – cheaper seed, fertilizers, insecticides & fuel. Convenient to buy at one place. Sell to farmer on credit to | | |
|be paid when harvested; also stock consumer goods (overall etc.) Provide services like repair, insurance etc. May also provide expert advice | | |
|and information. | | |
|Co-operations – disadvantages. | | |
|Cutting out the middle man is not always possible. Not profit motive – so may not be very effective. Not well managed members may withdraw | | |
|their business. Individual members can be difficult. Co-operatives sometimes find it difficult to compete with other firms and their special | | |
|prices. | | |
|Franchising – advantages: | | |
|Entrepreneurial and management assistance given. Personal ownership of business agreed – some freedom, incentives and profits than sole | | |
|proprietor. A known name, product or service immediately available. Financial advice & assistance available. | | |
|SO 2. Discuss procedures in starting a business are explained. |
|AC 1. Factors to consider in starting a business are explored. |
|Range: Identify target group, type, location, competition, etc. |
|Target group – youth, grown-ups, rich people, etc. Type of business-retail, service, manufacturing etc.; Location – central in town, rural, |Be able to explain, be able to identify |Informed to make a wise choice.|
|township etc. Competition – next to or far, better or more expensive; Capital – how much? Etc.; Layout – shop floor etc. Furniture – |targets market etc. | |
|washbasins, hairdryers / tills, shelves etc. Equipment – tills, computers, etc. Staffing/labour- salespersons, cleaners etc. Security – high | | |
|crime rate etc. Stock – trading stock etc. | | |
|AC 2. Procedures in starting a business are explained. |
|Range: Registration of business, opening of banking account, etc. |
|Sole proprietor: |Be able to know the steps to follow when |To be informed to make a |
|Purchase of license if needed; Open a bank account – personal or business. |starting a business. |decision |
|PARTNERSHIP ARTICLES: | | |
|Name of business; Full names of partners; Nature of business; Purpose of business; Partner’s contributions; Ratio of sharing profit and losses;| | |
|Procedure for ending dissolution; Physical address of business; Rights, powers & duties of each partner; Financial year end, records and | | |
|books; Partner’s cash withdrawals; Life insurance requirements. | | |
|Close corporations; | | |
|Founding statement: Full name of CC; Year end date; Postal & street address; Activity / objectives of business; Members contribution/ % of each| | |
|member’s interest; Full names, ID & dates of birth for all members; Name & address of accounting officer. | | |
|Contents of a memorandum of association: | | |
|Clause; Name; Objective; Limited Liability; Share capital. | | |
|Franchise Agreement: | | |
|Franchiser sells his rights (Trademark, Trade name. Trade secret, copyright / or patent to franchisee; A lawyer approves the contract; | | |
.
|AC 3. Sources of finances are investigated. |
|Range: Own source, financial institutions, etc |
|Knowledge |Skills |Values |
|Banks; Loan companies; Black, Broader-based economic empowerment institutions. Friends; Insurance companies; family members etc. |Be able to be informed of sources of |Be informed. |
| |finance | |
|AC 4. Factors to be considered when taking over an existing business are explained. |
|Range: Reason for sale of the business, goodwill, financial condition, share of the market. Etc. |
|Profitability; life span expectancy; location; capital; competition; growth expectancy of community – region. Why selling? Source of labour, |Be able to know what to check before |Be informed. |
|security; target market; competition? Clients?(Goodwill) |taking over an existing business. | |
|SO 3. Identify, discuss and explain the legal implications of types of business. |
|AC 1. The concept legal implication is explained. |
|Legal person – 18 year or older. Company, Public and private; Close Corporations, co-operations. May sign a contract without a guardian. |Be able to explain legal implications. |Be legally informed |
|Liability- | | |
|Full liability: | | |
|Pays all debts. If assets of business are not enough then own possessions- home, car, clothes is sold to cover debts. | | |
|Limited liability: | | |
|The member or shareholder only looses the money invested into the business | | |
|AC 2. Legal implications in formation of business are discussed. |
|Range: Formation of sole trader, partnership, close corporation, etc. Registration, capital contributions etc. |
|Sole Proprietor: Purchase a license if needed. Open a bank account. |Be able to know how to start a business |Be empowered to start a business |
|Partnership: Verbal or written contract. Partnership agreement. Profit & loss dividing; each partner’s responsibility. | | |
|Close Corporation; Founding statement submitted to the Registrar of Close corporations. | | |
|Private Company (Pty) Ltd. Certificate of incorporation. | | |
|Company Ltd. Register with the Registrar of companies. | | |
|Co-operative societies: Registered according to Co-operatives Act No 91 of 1981 | | |
|Franchise: Franchiser sells his rights to Franchisee. A lawyer approves contract | | |
|AC 3. Legal implications concerning disolvement of business are discussed. |
|Range: Legal implications for sole trader, partnership, etc. Taxation, debts, profits, assets etc. |
|Insolvent: Assets less than liabilities. |Be able to apply knowledge in choices |Be informed. |
|Liquidation = sell assets ( assets into cash) | | |
|Sole Proprietor- Business assets and own possessions may be sold. | | |
|Partnership – business assets and all or some partners own possessions may be sold. | | |
|Close corporation- members’ contributions may be sold if all legal requirements were satisfied. Own possessions not sold. | | |
|Private company: only shares invested in the business will be lost. | | |
|Public company- only shares bought may be lost. | | |
|Co-operatives – only contributions will be lost. | | |
|Franchise- Loose investment and still responsible to pay debts. | | |
UNIT STANDARD ID 13996. Identify, discuss, describe and compare major economic systems, with emphasis on the South African Economy.
SO 1 Identify and discuss major economic systems.
AC 1. Different economic systems are identified and explained.
Range: Capitalism, Communism, Socialism, Mixed.
|KNOWLEDGE |SKILLS |VALUES |
|Capitalism: Private ownership of production factors. |Be able to identify economic systems |Informed in SA economic system. |
|Socialism: Basic industries owned by state. | | |
|Communism: State owns & controls all industries. | | |
|Mixed: Both capitalism and socialism, and communism | | |
|AC 2. Characteristics of economic systems are compared. |
|Range: Capitalism, Communism, Socialism, Mixed. |
|Capitalism: Private ownership of factors of production. Free to do as wish. Free competition. Government |Able to identify which characteristics are found |Value SA’s economic system |
|only maintain “law & order” Free to save & invest money. Supply& demand determine prices. |in the SA economic system | |
|Socialism: Basic industries owned by state; State can enforce decision-making; State owns production factors| | |
|& distribution channels; Small businesses privately owned; Aim to achieve more equal distribution of income;| | |
|No-increase in profits – lack of motivation; No competition between government-controlled institutions. | | |
|Communism: State owns & controls all industries; State decide on production when, where & how, Top down | | |
|orders; Less effort by people; Resources not effectively used; Economy & consumer products under state | | |
|ownership; Government determines price of goods & services. No competition. | | |
|Mixed economy: Partly capitalistic – focus on individual and his needs through the market. Partly | | |
|socialistic- interest of the community comes first. In Socialist community it is the task of the planning | | |
|mechanism of the state to coordinate economic activities. The production and distribution of food, clothing,| | |
|cars, books and holidays are left to the market to satisfy. The government provide collective needs like | | |
|schools, roads, water supply, streetlights and administration of justice, police , protection and defense. | | |
|Iscor, Sasol, Telkom was started by government and later privatized. The price of fuel is controlled and | | |
|garage owners are permitted a set gross profit margin. | | |
|AC 3. Advantages and disadvantages of different economic systems are discussed. |
|Capitalism: Advantages; Follow career of choice; Free to decide on spend, save or invest money; Free to |To discuss why certain advantages /disadvantages |Appreciate the role of capitalism and the role of |
|compete on market; Profit motive, labour used efficiently; High value – adding developments- technological |apply to SA. |government in SA economic system |
|developments. | | |
|Capitalism: Disadvantages; Big multinational companies control mining production & consumption; Uneven | | |
|distribution of wealth; Inequality of economic & political power; market driven system – reason for | | |
|unemployment. | | |
|Socialism: Advantages; People more secure = government interventions; Small fluctuations in exchange rate, | | |
|more even distribution of income. | | |
|Socialism: Disadvantages; Less innovative & creative – influence of government; Business inefficient – no | | |
|profit motive; freedom of choice & action restricted; Poverty exists – not free to earn as much as they | | |
|want; uneven distribution of income- government controlled. | | |
|Communism: Advantages: Full employment; Income fairly equally distributed; Free essential services – | | |
|Education, medical care, Housing. | | |
|Communism: Disadvantages; Corruption prevails; Economic decline; Production lower – no incentive to work | | |
|harder (bonuses); Freedom of choice limited / non existent; Citizens demotivated – decline in initiative & | | |
|effort; Government dictator & sole employer. | | |
|Mixed economy; Advantages : | | |
|Private needs are supplied by the market economy; Central planning provides an orderly society; Housing | | |
|needs can be met by either the market structure or by government; Government can use its policies to prevent| | |
|private companies to become so large that competition can be maintained and the advantage of a dynamic and | | |
|innovative private sector and the discipline of the market place can be had. | | |
|Mixed economy Disadvantages | | |
|The state’s role in the economy can increase so much that private initiative and economic growth and | | |
|development can be badly affected; The market role can play such a big part that society’s collective needs | | |
|can be neglected. (Health & Education) | | |
|AC 4. The impact of economic systems on local communities explained. |
|Range: Employment, choice of products, prices, etc. |
|Capitalism: employment depends on the demand – more unemployment during economic recessions., communities |Explain, identify, discuss | |
|without industries or mining lack funds; Free choice of products; prices market related – food abundant – | | |
|cheaper; food scarce, more expensive. | | |
|Socialism: Less unemployment than capitalism; More restricted choice of products; Prices are fixed – | | |
|controlled by the authority. | | |
|Communism: Full employment; all communities treated equally; No choice of products; Prices fixed by | | |
|government. | | |
|SO 2. Discuss the role of the individual within the local economic system. |
|Ac 1.Individual economic rights within the communities. |
|Range; Consumer rights, trading rights, etc. |
|Capitalism: Consumer has a right of choice; free trading allowed: |Be able to identify and discuss his/her own role |Be informed. |
|Socialism: Consumers are more restricted in choice of products, Government determine all trading. |and rights in SA’s economic system | |
|Communism: Consumers are totally restricted – government prescribes choice. Government controls all | | |
|trading. | | |
|Mixed economy: ? | | |
|AC 2. Individual responsibilities within the communities are expressed. |
|Range: Environmental issues, payment of rates and levies, etc. |
|Pollution, soil erosion, over -grazing, dumping, littering; pay rates to access services of water, |Be able to apply information to the benefit of all|A healthy environment |
|sanitation and electricity,; and benefit from a good infrastructure of roads etc. |SA citizens | |
|AC 3. The roles and functions of community leaders are discussed. |
|Range: The churches, in local government, in schools etc. |
|Lead community, facilitate development in community, etc. |
|Group discussions |To discuss and identify the roles of leaders |Respect of leaders, NGO’s etc. |
|SO 3. Discuss economic systems with special reference to the South African Economy. |
|AC 1. The elements of a mixed Economic System are explained. |
|Range: Government interventions, import – export control, labour laws, etc. |
|Import and export are geared towards the free market system. Labour laws determine minimum wages, UIF |To explain and identify and differentiate |To respect commercial laws of the country; value the |
|benefits etc. | |intervention of government |
|AC 2. The main features of the South African Economic System is discussed. |
|Range: Migrant labour, export orientation, import of finished goods; Primary industries. Etc. |
|In the past the economy of the country relied heavily on migrant labour and exporting raw materials and |Be able to explain, differentiate and identify |To valu SA’s resources and own products. Buy SA. |
|mineral resources. (gold, diamonds, platinum etc.) Now moved away from migrant labour, and move more towards| | |
|production. In our free market system, we are still flooded by cheap imports from Asia leading to the | | |
|closing down of our own factories. | | |
|Primary industries; mines, forestry etc. | | |
|Secondary industry: Iscor, Powerstation, ESKOM, Milling, Sugar refinery etc. | | |
|Tertiary industry; retail, wholesalers, etc. | | |
|AC 3. The influence of government on the South African Economy is explored. |
|Range: Diminishing role, welfare services, development and RDP, local government, etc. |
|ISCOR, SASOL, TELKOM, ETC. has been privatized- lead to enormous job losses; Welfare services has been |Explain and explore the involvement of government,|Be informed and respect government institution. |
|improved, child grants – pensions, etc. Still much to be done. Many RDP houses were built, still not enough.| | |
|More care for orphans needed. Some local governments are plagued by a lack of human and financial | | |
|resources. | | |
|AC 4. The role of the informal sector on the South African Economy is discussed. |
|Range: Job creation, taxes, new enterprises, etc. |
|Job creation: More jobs need to be created by informal sectors and new enterprises. Government needs to |Discuss and explain. |Be honest in paying taxes. |
|assist small businesses and consider policy of BBEE. | | |
|Taxes: All legal persons, CC’s, (Pty) Ltd, Ltd, and co-operatives pay income tax .South African Receiver of | | |
|Revenue (SARS) is responsible to collect South African Taxes. Individual tax: Employees are responsible to | | |
|pay tax (PAYE pay as you earn). South African Government uses tax to do the followings: Improve | | |
|infrastructure, education, Safety and Security , health, Justice etc | | |
|AC 5. The factors impacting on the South African Economy is discussed. |
|Range: Reliance on foreign investment, emerging market, etc. |
|SA relies heavily on foreign investment; when foreign economies suffer we also suffer. Build a culture of |Discuss and identify. |Culture of saving |
|saving money to invest in businesses to move away from a culture of being only consumers but not producers. | | |
|UNIT STANDARD ID 14001: Title: Demonstrate an understanding of managerial expertise and administrative capabilities. |
|SO 1. Identify and explain an understanding of managerial expertise. |
|AC 1. Managerial tasks are explained: |
|Range: Planning, Organizing, Leadership, Control, Decision Making. (PLOC) |
|Planning: Setting goals and objectives; Designing strategies to achieve these goals; Determining the |Identify managerial skills, discuss. |Respect management structures |
|resources needed, e.g. capital, employees, etc.; Determining standards of performance. | | |
|Organizing: Allocating resources – budget: purchases, payment of costs, equipment, stationery, salaries. | | |
|Identifying and describing tasks. Effective office management – handling of complaints, credit controller, | | |
|clerk receiving payments, telephone, data capturing, Sales people, Shop management; Developing procedures | | |
|for accomplishing goals- set goals- steps to achieve goals- review the goals – not achieved then | | |
|disciplinary steps. | | |
|Leadership: Being able to influence other people to work so that a common goal can be achieved. To create a | | |
|vision for others to follow, establishing common values and ethics – transforming the way the organisation | | |
|does business so that it is more effective and efficient. It is the art of influencing people so that they | | |
|work harder to achieve the goals and objectives of the business; Giving people tasks; Explaining schedules, | | |
|procedures and routines; Explaining the policies of the business so that all branches do things the same | | |
|way. | | |
|Providing feedback on the performance of divisions, machinery. | | |
|Controlling: Comparing the results/performances against the objectives of the enterprise e.g. Target for | | |
|February R3 000 but only R2 000 sold. The manager must now check if all personnel did all that was expected | | |
|of them. Taking corrective or disciplinary action. | | |
|AC 2. Different levels of management are discussed. |
| |Decision making |Skills |value | |
|Top |Strategic: Long-term planning 5 years or more |Conceptual: See the big |Be informed | |
| | |picture, overview. | | |
|Middle |Tactical: Monthly, weekly, daily planning, Put strategic plan |Human Relations, | | |
| |into action. |Interpersonal Skills; People | | |
| | |skills | | |
|Low |Operating: Daily checking, overseeing, controlling |Technical Skills; On the job | | |
| | |skill, e.g. tills, computers,| | |
| | |machinery, building | | |
| |
|AC 3 The impact of effective management on business is discussed. |
|Effective motivation could achieve the following: Seems fair to all and all would accept it; Motivation |Discuss |Respect management structure and decision making |
|strategy would be flexible enough and takes exceptional circumstances into account; It covers all employees;|Identify | |
|It is harmonious with the political and economic climate. |analyse | |
|Aids to motivation: Pay packages – satisfied workers give of their best; Incentive pay schemes- do more than| | |
|expected then rewarded – more money- this will increase productivity and leads to an increase in profits; | | |
|Working conditions must be good, the job standard must be set, free and friendly atmosphere at work. | | |
|Workers must be free to talk about grievances or things that make him or her unhappy; Develop among them a | | |
|spirit of working together as a team. The motto in the workplace must be: together we stand, separate as | | |
|individuals we fall; Make workers feel good (proud) about their jobs; Job rotation – doing the same job may | | |
|become boring, when they change to a new job it makes them concentrate more again; Job enlargement, when | | |
|someone has mastered the skills of the one job more responsibilities can then be added- keep them from | | |
|becoming bored; Workers should be well informed about their careers (jobs) and personal welfare. If | | |
|everything concerning their working conditions, pay and leave benefits are clear to them they should be a | | |
|well –satisfied work force. | | |
|SO 2. Identify and discuss different managerial styles. |
|AC 1.Different managerial styles are identified and discussed. |
|Range: Democratic, Autocratic, Laissez-faire, quality circles |
|Autocratic: Take all decisions without prior discussions; Do all planning himself; Practice or keep strict |Differentiate, discuss, compare and identify |Respect and tolerance |
|control. | | |
|Democratic: Take into consideration ideas of other managers and employees when planning. Consulting others;| | |
|Managers still keeps control. | | |
|Laissez-faire: Very lazy manager; no decision making from his side; No planning; No control. | | |
|Quality circles: All levels participate in discussions; final decisions and control lies with the manager. | | |
|AC 2. The effect of different managerial styles on community and business are evaluated. |
|Range: Democratic, Autocratic, Laissez- Faire, Quality circles |
|Democratic: encourage participation |Evaluating , comparing |Respect opinions of other people |
|Autocratic: - give guidance and structure; sometimes people do not own the ideas. | | |
|Laissez-Faire: Insecurity, no direction, encourage own creativity. | | |
|Quality circles: All are involved in the decision making: time consuming. | | |
|AC 3 The strategies to change a particular management style are discussed. |
|Range: Workshops, Observe, self-assessment, networking, etc. |
|Observation session, self assessment and Workshops to be conducted to demonstrate on how management styles |Discuss, observe |Respect opinion of others |
|could be applied in different business environments | | |
|SO 3. Identify and explain and demonstrate an understanding of administrative systems |
|AC 1. Administrative capabilities are identified and explained. |
|Administration;information things like letters, pay slips, order forms, receipts, and bank statements are |Filing and controlling |Safe keeping of documents. Honesty. |
|kept in sequence in places where it can be found easily. It needs to be stored in a safe where no fire can| | |
|destroy it. | | |
|Filing of source documents should be done in numerical order. | | |
|Hard copies (printed) in files | | |
|Electronically on a computer. | | |
|AC 2. Banking techniques and skills applicable to individuals are described, explained and demonstrated. |
|Range: Opening an account, Operation of an ATM, Depositing. |
|Opening a bank account –the following proof is needed; ID and a certificate of residence – Electricity |To open an account, to be able to use an ATM, to |Responsibility, honesty. |
|account or letter from traditional leader. An minimum amount of money to deposit to open the account. |deposit and transfer money. | |
|ATM. (Automatic Teller Machine) | | |
|Bank card: PIN (personal information number) kept safe and not given to any other person. Basic instructions| | |
|vary from one bank machine to another. | | |
|Insert card; type in your PIN, select account, select amount, take money, take card, take slip. | | |
|Safety measures : Do not allow strangers to help you ,cards stuck in ATM report immediately using a toll | | |
|free number given on the machine etc | | |
|Depositing: Cash can be deposited at the ATM or inside a bank – even other retail stores. | | |
|Internet banking | | |
|AC 3. Skills and techniques in information gathering and distribution are demonstrated. |
|Research Skills: Ability to collect information from various sources. |Ability to gather information |Respect and be honest about information gathered |
|Research Techniques : The tools used to gather/collect information e.g. Questionnaires , interviews, door |Apply in their real lives | |
|to door etc | | |
| AC 4. Information system, accountability, proposals, reports |
|Information system: Computers, printers, telephones, internet, cell phones ,libraries etc |Communication and gather information |Be informed |
|Accountability: Be responsible for your actions | |Appreciate |
|Proposals: Communicate new ideas to seniors and management. | | |
|Reports: Communication from low management to top management. Reports should serve as a record of what was | | |
|done and achieved. Concerns and problems are also mentioned in the reports | | |
|7. |TAXONOMIES USED IN SCAFFOLDING QUESTIONS |
There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:
✓ Knowledge
✓ Comprehension
✓ Application
✓ Analysis
✓ Synthesis
✓ Evaluation
|8. |SITE-BASED ASSESSMENT (FORMATIVE) |
The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site based assessment in all PALCs across the country.
In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks.
The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.
It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.
The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.
|8.1 |STRUCTURE OF SBA TASKS |
The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.
Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.
Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.
The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.
EXAMPLE OF A LEARNING AREA ASSESSMENT PLAN
|LEARNING AREA: ECONOMIC & MANAGEMENT SCIENCES |Year: 2007 |
| | |
|LEARNING AREA CODE: EMSC | |
|Assessment Tasks |1 |2 |3 |4 |5 |
|Form(s) of assessment |Test |Worksheet |Assignment |Journal entries |Project |
|USID and SOs |USID: 13994 – SO |USID: 13995 – |USID: 13996 – |USID: 13999 – SO 3; 4 |USID: 13998 – SO 1; 2;|
| |1,2,3 |SO 1,2 |SO 1,2,3 | |3 |
|Assessment | | | | | |
|Criteria | | | | | |
|Number of activities |4 |4 |2 |2 |4 |
|Tools of Assessment |MEMO |MEMO |MEMO / RUBRIC |MEMO |RUBRIC |
|Dates to be completed | | | | | |
An Analysis Grid with all US, AS and SO’s will be included.
|8.2 |EXEMPLAR SBA TASKS |
TASK 1: TEST
USID: 13994 – SO 1; SO 2; SO 3
|INSTRUCTIONS AND INFORMATION | | |
|1. |Candidates must answer ALL the questions in the answer book. | | |
|2. |Ensure that your Name and Surname are written on the answer book. | | |
|3. |This question paper consists of four questions. | | |
|4. |Question 1 consists of four sub – sections. Please answer all four. | | |
|5. |Write neatly and legibly. | | |
|6. |Read the questions carefully before you answer. | | |
|7. |Use only blue or black ink. | | |
|QUESTION 1 | | |
|1.1 |Various possible options are provided as answers for the following. Write only the letter (A - D) next to the question number| | |
| |(1.1.1 - 1.1.10) in the answer book, e.g. 1.1.11B | | |
| |1.1.1 |The form of ownership that has unlimited shareholders: | | |
| |A |Sole trader | | |
| |B |Private Company | | |
| |C |Close corporation | | |
| |D |Public Company | |(1) |
| |1.1.2 |Lack of continuity is a disadvantage of one of the following types of businesses. | | |
| |A |Private Company | | |
| |B |Close Corporation | | |
| |C |Partnership | | |
| |D |Public Company | |(1) |
| |1.1.3 |A form of ownership that is a legal entity: | | |
| |A |Private Company | | |
| |B |Sole trader | | |
| |C |Partnership | | |
| |D |Both B and C | |(1) |
| |1.1.4 |The name of a close corporation ends with the following letters: | | |
| |A |PTY | | |
| |B |(PTY) LTD | | |
| |C |CC | | |
| |D |None of the above | |(1) |
| |1.1.5 |The type of business that is managed by only one owner? | | |
| |A |Partnership | | |
| |B |Close corporation | | |
| |C |Sole trader | | |
| |D |Private Company | |(1) |
| | | | |[5] |
|1.2 |Fill in the missing word. Write only the answer next to the question number. | | |
| |1.2.1 |A private company is formed by a minimum of … shareholders. | | (1) |
| |1.2.2 |Farmers may belong to a Agricultural … Society. | | (1) |
| |1.2.3 |Shares are freely transferable in a … Company. | | (1) |
| |1.2.4 |The … is a legal document required for the formation of a Close Corporation. | | (1) |
| |1.2.5 |The returns that shareholders receive for their investment in a company are … . | | (1) |
| | | | |[5] |
|1.3 |Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next to the question number (1.3.1 | | |
| |– 1.3.5). | | |
| |1.3.1 |A sales agreement is drawn up between a buyer and a seller. | | (1) |
| |1.3.2 |An employee is a person that provides employment. | | (1) |
| |1.3.3 |The expiry date is the date that a contract will end. | | (1) |
| |1.3.4 |A legal contract is binding on the parties involved. | | (1) |
| |1.3.5 |A partnership agreement is not a contract between the partners. | |(1) |
| | | | |[5] |
|1.4 |Choose the correct answer from those within brackets. | | |
| |1.4.1 |The financial statements of a Private company (are; are not) required to be published for the public. | | |
| | | | |(1) |
| |1.4.2 |In a partnership the partners are (not; jointly) liable for the debts of the business.. | |(1) |
| |1.4.3 |A legal entity is required to pay (income tax; interest) on its profits. | |(1) |
| |1.4.4 |Shares of a Public Company are bought and sold on the | | |
| | |(Johannesburg Stock Exchange; Pretoria Stock Exchange). | |(1) |
| |1.4.5 |A (Sole trader; Cooperative Society) has unlimited liability for the debts of the business. | | |
| | | | |(1) |
| | | | |[5] |
|QUESTION 2 | | |
|Study the graphs and answer ALL the questions that follow: | | |
|Forms of ownership in the town of Nkandla for year of: 2002 | | |
|[pic] | | |
| | | |
|[pic] | | |
|2.1 |Which is the most popular form of ownership in 2002? | | (1) |
|2.2 |How many new Close Corporations opened in the year 2003? | | (2) |
|2.3 |What is the total number of new businesses opened in 2003? | | (2) |
|2.4 |Discuss one advantage of an increase of businesses opening in South Africa? | | (2) |
|2.5 |List THREE factors to consider when starting a business a business. | | (3) |
| | | |[10] |
|QUESTION 3 | | |
|Study the case study below answer the questions that follow: | | |
|Pitsi Builder Pty (Ltd) |
| |
|Tom Pitsi is the owner of Pitsi Buliders Pty (Ltd). This business builds and renovates homes. He operates his business from the community of |
|Mamelodi. He employs twenty-five people from the community. Tom wishes he could expand his business, but unfortunately he does not have the |
|financial resources. |
|3.1 |What form of ownership is reflected in the case study? | |(2) |
|3.2 |What are the advantages of this form of ownership? (Any two) | |(2) |
|3.3 |According to the case study, how has he contributed to the community? | |(2) |
|3.4 |Suggest two ways that the government can assist Tom Pitsi. | |(4) |
| | | |[10] |
|QUESTION 4 | | |
|Read the case study below and answer the questions that follow. | | |
| |A contract was signed between Sebenzile Sithole and Purity Nelisi. Sithole was to provide a cleaning service to Nelisi’s | | |
| |house, whilst Nelisi was away on business from the 22 – 24 May 2006. However on the 24 May 2006, when Nelisi arrived home, | | |
| |her house was in a mess. Sithole claimed to have forgotten about the contract. | | |
|4.1 |Explain the term contract. | |(2) |
|4.2 |Is there breach of contract? Give a reason for your answer. | |(3) |
|4.3 |List FIVE components of an contract | |(5) |
| | | |[10] |
TASK 2: ASSIGNMENT
USID: 13996 – SO 1; SO 2; SO 3
|INSTRUCTIONS AND INFORMATION | | |
|1. |Candidates must answer ALL the questions in this ASSIGNMENT | | |
|2. |Ensure that your Name and Surname are written the assignment. | | |
|3. |This assignment consists of THREE questions. | | |
|4. |Please answer the assignment on A4 paper. | | |
|5. |Your assignment must have a cover and contents page. | | |
|6. |Write neatly and legibly. | | |
|7. |Read the questions carefully before you answer. | | |
|8. |Use only blue or black ink. | | |
|9. |Your assignment must be answered on A4 paper. | | |
|ECONOMIC SYSTEMS | | |
|QUESTION 1 | | |
| | | |
|Study the following introduction on Economic Systems and answer the questions. | | |
|People all over the world have unlimited needs for food, water, clothing, shelter, recreation amongst others. If there are few resources, | | |
|than needs cannot be satisfied. Some countries have an abundance of resources whilst others rely on them in order to manufacture products to| | |
|satisfy needs. The satisfaction of needs is therefore determined by the systems that a country will use to manage its economy. These systems| | |
|are called ECONOMIC SYSTEMS. The three basic systems are: | | |
|Socialist Economic System | | |
|Capitalist Economic System | | |
|Mixed Economy | | |
|1.1 |What is an Economic System? | |(1) |
|1.2 |Give a definition for each of the three basic systems. | |(3) |
|1.3 |Who owns the industries in each economic system? | |(3) |
|1.4 |List two (2) advantages of living in each economic system? | |(6) |
|1.5 |What type of economic system does South Africa use? Give a reason for your answer. | |(2) |
| | | |[15] |
|QUESTION 2 | | |
| | | |
|Read the dialogue between Rishal and Musa. Use the information from this dialogue to answer the questions. | | |
|Musa: Rishal, I just arrived from North Korea. | | |
|Rishal: Wow! How were your holidays? | | |
|Musa: The way of life in North Korea is very different from us, Rishal. | | |
|Rishal: Why? Don’t they have electricity, schools and cars? | | |
|Musa: Yes they do, but the government provides house for every one. The education is free for all, every one works for the government. The | | |
|government owns all the services. There are no rich people in North Korea. | | |
|Rishal: I want to live in a country like that! | | |
|Musa: Rishal, there are disadvantages to living in a country like North Korea. | | |
| | | |
|2.1 |What type of economic system is North Korea using? Give a reason for your answer. | |(2) |
|2.2 |Help Musa by stating two disadvantages of the above economic system. | |(2) |
|2.3 |Who receives the profits of production in the above economic system? | |(2) |
|2.4 |List two ways that the government spends the money on its citizens? | |(2) |
|2.5 |Based on the dialogue, would you prefer living in South Africa or North Korea? | |(2) |
| | | |[10] |
|QUESTION 3 | | |
|South Africa, commonly called “The Rainbow Nation” celebrated its 13 anniversary as a democratic country on the 27 April 07. A brighter | | |
|future was promised for all, but we had and still have many problems to solve in order to grow into a first world country. Our government | | |
|introduced many programmes in order to improve our growth and economic development. Some of these programmes are: | | |
|RDP | | |
|Affirmative Action | | |
|3.1 |Why are we called “The Rainbow Nation”? | |(1) |
|3.2 |Explain the meaning of “economic development”. | |(2) |
|3.3 |What is Affirmative Action? | |(2) |
|3.4 |What does RDP stand for? | |(1) |
|3.5 |List five objectives of RDP that are used to create a balanced economy. | |(5) |
|3.6 |What role can local government play in reducing unemployment in their communities? (List five) | | |
| | | |(5) |
| | | |[16] |
|QUESTION 4 | | |
|Use A4 pages to sketch THREE towns representing each of the economic systems. | | |
|Town 1 representing a Mixed Economy | | |
|Town 2 representing a Capitalist Economy | | |
|Town 3 representing a Socialist Economy | |[9] |
TASK 3: PROJECT
USID: 13988 – SO 1; SO 2; SO 3
|INSTRUCTIONS AND INFORMATION | | |
|1. |The project must be completed over a period of four weeks. | | |
|2. |This project must be done in a group of three. | | |
|3. |Include a front page, including the names of each team member. | | |
|4. |Please answer the project on A4 paper. | | |
|5. |Your educator will assist you with any problems you may encounter. | | |
|6. |Write neatly and legibly. | | |
|7. |Read the questions carefully before you answer. | | |
|8. |Use only blue or black ink. | | |
|9. |Read the assessment rubric before you start the project. | | |
|10. |You will need the following resources for this project: | | |
| |Car brochures | | |
| |A4 paper | | |
| |Advertisements on car prices from dealerships and newspapers. | | |
| |Advice from people that own, have owned cars used in the projects | | |
|THE PROJECT: Car Salesman | | |
|The price of fuel has fluctuated over the last year. There have been regular increases with seldom decreases in price of fuel. Our taxi | | |
|industry has changed dramatically due to violence, scrapping of mini buses and accidents on the roads. You are given a promotion by your | | |
|boss, which will allow you to sell brand new cars. He has asked you to chose one of the following cars to sell: | | |
|VW Citi Golf 1.4i | | |
|Toyota Yaris 1.3i | | |
|Opel Corsa Lite | | |
|You asked your senior salesman for advice. He has given you advice that you will use to make your decision. | | |
|WEEK 1 | | |
|QUESTION 1: RESEARCH | | |
|Visit your local car dealerships; use the Internet; or magazines to answer the following questions. Remember this is a group project; so all| | |
|answers must be discussed before writing it down. | | |
|1.1 |What do we mean by a brand new car? | |(1) |
|1.2 |List two car manufacturers. | |(2) |
|1.3 |Discuss the following factors that will influence your decision on the type of car to sell: | | |
| |Price | | |
| |Fuel Economy | | |
| |Maintenance costs | | |
| |Manufacturer | |(4) |
|1.4 |What is the difference between the purchasing and leasing of a car | |(2) |
|1.5 |Name one method of financing the purchase of a car. | |(1) |
| | | |[10] |
|WEEK 2 | | |
|QUESTION 2: RESEARCH | | |
|2.1 |Gather information on the three cars and fill in the table. | | |
|Factor | | |
|VW Citi Golf 1.4i | | |
|Toyota Yaris 1.3i | | |
|Opel Corsa Lite | | |
| | | |
|Price | | |
| | | |
| | | |
| | | |
| | | |
|Monthly Instalment | | |
| | | |
| | | |
| | | |
| | | |
|Petrol cost p/m | | |
| | | |
| | | |
| | | |
| | | |
|Maintenance p/m | | |
| | | |
| | | |
| | | |
| | | |
|Insurance p/m | | |
| | | |
| | | |
| | | |
| | | |
|Any extra costs | | |
| | | |
| | | |
| | | |
| | | |
RUBRIC
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |Score |
|Information about |Little efforts was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
|prices |collect information |cover all the aspects |information collected |depth understanding of | |
| | | | |information | |
|Monthly instalment|Little efforts was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
|workings |collect information about |cover all the aspects. Although|information collected |depth understanding of | |
| |various instalment workings by|the learner tried to collect | |information | |
| |different car manufacturers |information that seemed to be | | | |
| | |irrelevant | | | |
|Maintenance P/M |Little effort was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
| |collect information on the |cover all the aspects. Although|information collected |depth understanding of | |
| |maintenance costs for each |the learner tried to collect | |information | |
| |month per car. |information that seemed to be | | | |
| | |irrelevant | | | |
|Insurance p/m and |Little efforts was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
|Any extra costs |collect information about |cover all the aspects. Although|information collected |depth understanding of | |
| |various insurance companies |the learner tried to collect | |information | |
| |per month |information that seemed to be | | | |
| | |irrelevant | | | |
|Total Marks: 16 |
|WEEK 3 | | |
|QUESTION 3 | | |
|CAR 1 | | |
|Car Price | | |
|Quantity Demanded | | |
|Quantity Supplied | | |
| | | |
|E.g. R 70 000 | | |
|250 | | |
|200 | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|3.1 |Ask your local dealership on the demand for the cars selected at three different prices. | | |
|3.2 |Ask your local dealership on the supply for each car at the three prices | | |
|3.3 |Draw a demand graph for each car based on the different prices. | | |
|3.4 |Draw a supply curve on the demand graph for each car. | | |
|3.5 |Label each graph correctly. | | |
|3.6 |Use the graphs to derive the “Law of Demand” | | |
|3.7 |Using a graph explain how labour, as a factor of production, will affect supply of cars. (You must only use one of the above | | |
| |mentioned cars) | | |
|3.8 |Using a graph explain how will the demand of a car be affected by an increase in the price of the material required to | | |
| |manufacture the car. | | |
|3.9 |From your graphs determine which car has the best equilibrium point | | |
RUBRIC
|Criteria | | | | |Score |
| |LEVEL 1 |LEVEL 2 |LEVEL 3 |LEVEL 4 | |
|Gathering of |Little effort was made to |Information collected does |Enough evidence of information|Evidence collected show in depth | |
|information |collect information |not cover all the aspects |collected |understanding of information | |
|Plotting of graph |Little attempt was made to |Information collected does |Enough evidence of information|Evidence collected show in depth of| |
| |collect information and |not cover all the aspects |collected. Correctly plotting |graph plotting | |
| |align it correctly in the |that are relevant to the |of graph | | |
| |graph. |topic | | | |
|Interpretation of |Little attempt was made to |Information collected does |Enough evidence of information|Evidence collected show in depth of| |
|graph |collect information |not cover all the aspects |collected. The graph is |graph plotting information is | |
| | |that are relevant to graph.|correctly plotted and |excellently integrated to the graph| |
| | | |information used to plot it is| | |
| | | |relevant | | |
|Neatness in terms of|Not concerned about what to| Trying to do justice |Very neat and relevant to the |Everything is excellently done | |
|graphical |do |however not that much |topic | | |
|presentation | |convincing about what he is| | | |
| | |dong | | | |
|TOTAL SCORE:16 |
|WEEK 4 | | |
|QUESTION 4: PRESENTATION | | |
|4.1 |Write a short paragraph explaining how your group conducted your research. | | |
|4.2 |Present the findings of your project to the class in a maximum of 10 minutes. | | |
| |You must present substantial information to convince the class of the: | | |
| |The most affordable car | | |
| |The car with the highest demand, currently. | | |
| |The car with the best equilibrium | | |
| |The group’s decision on which car to sell. | | |
RUBRIC
|Criteria |LEVEL 1 |LEVEL 2 |LEVEL 3 |LEVEL 4 |Score |
|Analysing the cars in the |Results of the analysis |Reasonable analysis with |Thorough analysis of |Excellent details analysis by| |
|market |not based on the |gabs |questionnaire of the cars in |the group | |
| |questionnaire | |the market | | |
|Method used to gather |Method used is not |Limited effort to gather |Thorough evaluation of |Outstanding evaluation of | |
|information and relevancy |convincing and information|information |different cars in the market |cars in the market | |
|of the information |provided is not relevant | | | | |
| TOTAL MARKS: 8 |
TOTAL MARKS: 50
TASK 4: WORKSHEET
USID: 13995 – SO 1; SO 2
|INSTRUCTIONS AND INFORMATION | | |
|1. |Candidates must answer ALL the questions. | | |
|2. |Ensure that your Name and Surname are written. | | |
|3. |This WORKSHEET consists of TWO questions. | | |
|4. |Please answer on A4 paper. | | |
|QUESTION 1 | | |
|Study the following employment contract and answer the questions that follow: | | |
|Contract |
|Between |
|New Bryton Technical School |
|Duly represented by |
|Mr Muto Karabo (Governing Body Chairman) |
|(Herein referred to as the employer) |
|and |
|Musa Xulu |
|(herein after referred to as the employee) |
|Confirmation of employment |
|This agreement serves to confirm that Mr Musa Xulu has been appointed as gardener for New Bryton Technical School. |
|Duration of contract |
|Date of appointment will be 30 May 2006. |
|Termination of contract. |
|This contract will terminate on the 29 May 2006. |
|Remuneration |
|Employee will be paid the amount of R 3 000 per month. |
|Job Classification: |
|Cleaning of gardens |
|Cutting of grass on grounds |
|Trimming of trees |
|Any other task as directed by the employer |
|Compulsory work week of 40 hours: |
|Monday to Friday - 7:00 to 15:30 |
|Lunch break - 12:00 to 12:30 |
|Tea times - 9:00 to 9:15 and 14:00 to 14:15 |
|Leave |
|15 days paid leave per year |
|7 days paid sick leave per year. If the employee’s leave days are exhausted, he will not be compensated for leave thereafter. |
|Termination of contract |
|8.1 An employee must serve a notice of resignation for one (1) day. |
|8.2 If the employee is found to be drinking, and / or abusing drugs or physically violent towards staff and /or learners, he will be dismissed |
|immediately. |
|______________________ ___________________ |
|Mr M Karabo Mr M Xulu |
|(Employer) (Employee) |
|25 May 2006 25 May 2006 |
|1.1 |What type of contract is it? | |(1) |
|1.2 |Who are the parties involved in the contract? | |(1) |
|1.3 |What is Mr Xulu monthly salary? | |(1) |
|1.4 |How many hours is he required to work per week? | |(1) |
|1.5 |What period of annual leave and sick leave is he entitled to? | |(2) |
|1.6 |Quote from the contract, the reason why he will be immediately dismissed | |(2) |
|1.7 |Define the terms employer and employee? | |(4) |
|1.8 |List THREE reasons why the employee should sign this contract. | |(6) |
|1.9 |What are three of the employer’s obligations in the above contract? | |(6) |
|1.10 |What are two of the obligations for the employee by signing the contract? | |(4) |
| | | |[30] |
|QUESTION 2 | | |
|Joe Soco and Vin Mthembu signed a contract for Joe’s company, Joe Cleans 4u, to provide gardening services to Vin Mthembu’s home. This | | |
|contract was applicable from the 3 June 2006 to the 8 June 2006, and Joe Cleans 4u, was required to: | | |
|Trim the lawn and remove the cut grass. | | |
|Water all the plants | | |
|Trim the branches on the trees. | | |
|Tidy up the yard. | | |
|Plant his new roses. | | |
|Build the new pond. | | |
|When Mr Mthembu arrived from holiday on the 8 June, he was shocked. Joe had not done the work, the grass was long, yard dirty, all the | | |
|plants were dry, and the roses were destroyed. He was furious. When he contacted Joe, he was told that according to the contract, he was | | |
|scheduled to attend to the job from the 3 July 2006 to the 8 July 2006. However according to Mr Mthembu’s copy of the contract, the dates | | |
|were correct and Joe was lying. Mt Mthembu feels cheated, as he had paid Joe the full amount in advance. | | |
|2.1 |Who are the parties in the contract? | |(2) |
|2.2 |What was the contract drawn up for? | |(3) |
|2.3 |What is the expiry date of the contract? | |(2) |
|2.4 |What was “Joe Cleans 4u” required to do? | |(6) |
|2.5 |Is “Joe Cleans 4u” in breach of contract and why? | |(4) |
|2.6 |What is your solution to the problem? | |(3) |
| | | |[20] |
TASK 5: JOURNAL ENTRIES
USID: 13999 – SO 3; SO 4
|Journal Entries | | |
|Enter the following information into the Cash Receipts and Cash Payments Journal of Nxumalo Traders CC for the month of June 2006. | | |
|TRANSACTIONS | | | |
| | | | |
|2 June 2006 |M. Nxumalo started her business and invested R20 000 as her capital contribution and issued receipt | | |
| |no. 01. | | |
| | | | |
|4 June 2006 |Bought merchandise for R7 300,59. Paid with cheque no. 1 | | |
| | | | |
|9 June 2006 |Cash Sales R 3 955 | | |
| |Cost price R 1 650 | | |
| | | | |
|13 June 2006 |She bought furniture from Smart Furnishers for R3 660 cash. | | |
| | | | |
|21 June 2006 |Cash Sales R6 500. | | |
| |Cost price R3 750. | | |
| | | | |
|30 June 2006 |She received, R345 for rent income from S Matlakala, issued receipt no. 02. | | |
| |Paid Masakhane Municipality R 678, 00 for electricity. | | |
| |Owner paid R 1 500, for the repairs of her private vehicle. | | |
| |Paid the salaries of the assistant manager (Mr Qulo), by cheque R 4 000 | | |
| | | |[50] |
|Please use the journals provided for recording the above-mentioned transactions. | | |
THE CASH RECEIPTS JOURNAL OF NXUMALO TRADERS CC – JUNE 2006 CRJ 1
|Doc |Date |Details |Analysis of Receipts |Bank |Sales |Cost of Sales |
| | | |Ontleding van | | |Koste van |
|Dok |Datum |Besonderhede |Ontvangstes | |Verkope |Verkope |
| | |
|1.1.2 |C |
|1.1.3 |A |
|1.1.4 |C |
|1.1.5 |C |
(5)
1. FILL IN / VUL IN
|1.2.1 |One |
|1.2.2 |Co - operative |
|1.2.3 |Public Company |
|1.2.4 |Memorandum of Association |
|1.2.5 |Dividends |
(5)
1.3 TRUE OR FALSE / WAAR OF ONWAAR
|1.3.1 |True |
|1.3.2 |True |
|1.3.3 |True |
|1.3.4 |True |
|1.3.5 |False |
(5)
1.4 CORRECT ANSWER / KORREKTE ANTWOORD
|1.4.1 |Are not |
|1.4.2 |Jointly |
|1.4.3 |Income Tax |
|1.4.4 |Johannesburg Stock Exchange |
|1.4.5 |Sole Trader |
(5)
[20]
QUESTION 2 / VRAAG 2
|2.1 |Sole Trader (1) |
|2.2 |25 |
| |(2) |
|2.3 |There were 5 because in 2002 they 20 all in all in 2003 there were 25 cc. (2) |
|2.4 |More employment opportunities/job opportunities |
| |Quality standard of living is improved (2) |
|2.5 |Availability of finance or capital |
| |Price policy |
| |Location of business |
| |Manpower or Human Resource provisioning |
| |Competition in the industry (Any Three) (3) |
[10]
QUESTION 3 / VRAAG 3
|3.1 |Private company |
| |(2) |
|3.2 |The right to transfer shares is limited in the statute. |
| |Shares are not offered for sale to the public but only to the members. |
| |Minimum of one member but not more than fifty members. (Any Two) (2) |
|3.3 |Provide people with employment |
| |Improved the standard of living by building & renovating homes |
| |Encouraging saving mentality by building his business in the within the community which means employees are not paying transport fare. |
| |(Any Two) (2) |
|3.4 |Government should subsidize his business |
| |Reduce tax |
| |Discount in water and rates services in a form of rebates |
| |Strengthening security measures to protect the business and members of the community |
| |(Any Two) (4) |
[10]
QUESTION 4 / VRAAG 4
|4.1 |Agreement between two parties that binds them to adhere to the stipulation set according to the nature of agreement. |
| |(2) |
|4.2 |Yes ,Sithole claimed to have forgotten about the contract ,and he failed to act according to the agreement |
| |(3) |
|4.3 |a) It must be valid |
| |b) It must be legal |
| |c) Parties involved must take responsibility |
| |d) Conditions stated must be reasonable and parties must comply accordingly |
| |e) It must be clear (5)|
[10]
TOOL 2: ASSIGMENT
USID: 13996 – SO 1; SO 2; SO 3
|QUESTION 1 | | |
|1.1 |The way in which business & the economy of the country is organized, for example: capitalism& communism. | | |
| | | |(1) |
|1.2 |a) Capitalist Economic System: An economic system in which trade & industries are controlled by private business, which makes | | |
| |profit. | | |
| |b) Mixed Economy: An economy that combines elements of communism, socialism & capitalism. | | |
| |c) Socialist Economic system: Government owns all resources and it decides what work everyone will do. | | |
| | | | |
| | | |(3) |
|1.3 |Capitalism Economic System: People own industries. | | |
| |Mixed Economic System: Government and people together own industries. | | |
| |Socialist Economic System: Government own industries. | |(3) |
|1.4 |Capitalist Economic System: | | |
| |People decide where they will work. | | |
| |People own resources | | |
| |Mixed Economy: | | |
| |Government & people own resources and industries | | |
| |People have a say in running some of the industries without government interference | | |
| |Socialist Economic System: | | |
| |There is no competition between producers | | |
| |Prices are fixed by the government | |(6) |
|1.5 |Mixed Economy, because some of the key companies like Eskom and Telkom are partially own by the state. | | |
| | | |(2) |
|QUESTION 2 | | |
|2.1 |Socialist Economic System | |(2) |
|2.2 |a) People have little freedom of choice | | |
| |b) Government decides what work everyone will do | | |
| |c) All resources are own by the state (Any two) | |(2) |
|2.3 |Government | |(1) |
|2.4 |Provide medical care for the people | | |
| |Government provides houses for people | | |
| |Government pays for education (Any two) | |(2) |
|2.5 |Based on the dialogue learners would give different answers. | | |
| |Good to live in North Korea because there are no rich people, people are economically equal. Everybody work for the state. | | |
| |It is not good at all to live North Korea because there is no economic freedom of choice and the government decides for its own | | |
| |people in terms of where to work. So, South Africa is a nice country to live in because it is a democratic country. Only few | | |
| |industries are controlled by the state in collaboration with private individuals. | | |
| | | | |
| | | |(2) |
|QUESTION 3 | | |
|3.1 |Rainbow Nation because South Africa is made up of diverse races and tribes. | |(1) |
|3.2 |Economic Development is: Is an improvement of country‘s economy in terms of better infrastructure, better education, rise in the| | |
| |standard of living. | |(2) |
|3.3 |It is a programme that is implemented to address the imbalances of the past with regard to the representation of the population | | |
| |in the different levels of employment in organisations. | |(2) |
|3.4 |Reconstruction and development programme | | (1) |
|3.5 |Redressing the inequalities of the past | | |
| |Competing in global economy | | |
| |Economic growth | | |
| |Economic prosperity | | |
| |Increase general standard of living | | |
| |Encourage productivity | |(2) |
|3.5 |Creating the environment that can be attractive for investors and more companies can be attracted to establish their business | | |
| |within the community. | | |
| |Local government needs to concentrate on human development skills. | | |
| |Establishing ABET centers to reduce the illiteracy rate in the country. | | |
| |Awarding tenders to local businesses | | |
| |Establishing Local Economic Development Committees that concentrate on the community. | | |
| |(Any Five) | |(5) |
|QUESTION 4 | | |
|Criteria |(0) |(1) |(2) |(3) |Score |
| |LEVEL 1 |LEVEL 2 |LEVEL 3 |LEVEL 4 | |
|Identification of |No information |Features provided but |Features are good but not |Features show an in depth understanding | |
|features of a Mixed |provided |insufficient |in depth |of Mixed Economy | |
|Economy | | | | | |
|Identific |No information |Features provided but |Features are good but not |Features show an in depth understanding | |
|ation of features of a |provided |insufficient |in depth |of Capitalist Economy | |
|Capitalist Economy | | | | | |
|Identification of |No information |Features provided but |Features are good but not |Features show an in depth understanding | |
|features of Socialist |provided |insufficient |in depth |of Socialist Economy | |
|Economy | | | | | |
(9)
TOTAL MARKS: 50
TOOL 3: PROJECT
USID: 13988 – SO 1; SO 2; SO 3
|THE PROJECT: Car Salesman | | |
|The price of fuel has fluctuated over the last year. There have been regular increases with seldom decreases in price of fuel. Our taxi | | |
|industry has changed dramatically due to violence, scrapping of mini buses and accidents on the roads. You are given a promotion by your | | |
|boss, which will allow you to sell brand new cars. He has asked you to chose one of the following cars to sell: | | |
|VW Citi Golf 1.4i | | |
|Toyota Yaris 1.3i | | |
|Opel Corsa Lite | | |
|You asked your senior salesman for advice. He has given you advice that you will use to make your decision. | | |
|WEEK 1 | | |
|QUESTION 1: RESEARCH | | |
|1.1 |It is car that has never being used before. | |(1) |
|1.2 |Toyota | | |
| |BMW | | |
| |Nissan | |(2) |
| |More cars would be listed | | |
|1.3 |Price: Brand new car is saving petrol it is advantageous to sell care that has got a small engine because they save petrol. | | |
| |Fuel Economy :It is advantageous to sell cars that are economically in terms of petrol use. | | |
| |Maintenance costs: Cars like Toyota are not expensive to maintain compared to Mercedes and BMW. | | |
| |Manufacturer: Toyota is the known brand in the market and it is easier to deal with Toyota Dealerships as because it is the | | |
| |general brand. | | |
| | | | |
| | | |(4) |
|1.4 |The buyer buys a car and own it (Purchase) | |(2) |
| |Car users use it for a set leasing period without attaching any ownership of the vehicle. | | |
|1.5 |It means applying for a loan from any banking or financing institution in a form of a long-term loan. | |(1) |
| | | |[10] |
|WEEK 2 | | |
|QUESTION 2: RESEARCH | | |
|2.1 |Gather information on the three cars and fill in the table. | | |
|Factor |VW Citi Golf 1.4i |Toyota Yaris 1.3i |Opel Corsa Lite |
|Price | | | |
|Monthly Instalment | | | |
|Petrol cost p/m | | | |
|Maintenance p/m | | | |
|Insurance p/m | | | |
|Any extra costs | | | |
RUBRIC
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |Score |
|Information about |Little efforts was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
|prices |collect information |cover all the aspects |information collected |depth understanding of | |
| | | | |information | |
|Monthly instalment |Little efforts was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
|workings |collect information about |cover all the aspects. Although |information collected |depth understanding of | |
| |various instalment workings|the learner tried to collect | |information | |
| |by different car |information that seemed to be | | | |
| |manufacturers |irrelevant | | | |
|Maintenance P/M |Little effort was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
| |collect information about |cover all the aspects. Although |information collected |depth understanding of | |
| |maintenance costs per month|the learner tried to collect | |information | |
| |for each car. |information that seemed to be | | | |
| | |irrelevant | | | |
|Insurance p/m and |Little efforts was made to |Information collected does not |Enough evidence of |Evidence collected show in | |
|Any extra costs |collect information about |cover all the aspects. Although |information collected |depth understanding of | |
| |various insurance companies|the learner tried to collect | |information | |
| |per month |information that seemed to be | | | |
| | |irrelevant | | | |
|Total Marks: 16 |
|WEEK 3 | | |
|QUESTION 3 | | |
|CAR 1 | | |
|Car Price | | |
|Quantity Demanded | | |
|Quantity Supplied | | |
| | | |
|E.g. R 70 000 | | |
|250 | | |
|200 | | |
| | | |
|3.1 |Ask your local dealership on the demand for the cars selected at three different prices. | | |
|3.2 |Ask your local dealership on the supply for each car at the three prices | | |
|3.3 |Draw a demand graph for each car based on the different prices. | | |
|3.4 |Draw a supply curve on the demand graph for each car. | | |
|3.5 |Label each graph correctly. | | |
|3.6 |Use the graphs to derive the “Law of Demand” | | |
|3.7 |Using a graph explain how labour, as a factor of production, will affect supply of cars. (You may only use one of the above | | |
| |mentioned cars) | | |
|3.8 |Using a graph explain how will the demand of a car be affected by an increase in price of the material required to manufacture| | |
| |the car. | | |
|3.9 |From your graphs determine which car has the best equilibrium point | | |
RUBRIC
|Criteria | | | | |Score |
| |LEVEL 1 |LEVEL 2 |LEVEL 3 |LEVEL 4 | |
|Gathering of |Little effort was made to|Information collected does not |Enough evidence of |Evidence collected show in | |
|information |collect information |cover all the aspects |information collected |depth understanding of | |
| | | | |information | |
|Plotting of graph |Little attempt was made |Information collected does not |Enough evidence of |Evidence collected show in | |
| |to collect information |cover all the aspects that are |information collected. |depth of graph plotting | |
| |and align it correctly in|relevant to the topic |Correctly plotting of graph | | |
| |the graph. | | | | |
|Interpretation of |Little attempt was made |Information collected does not |Enough evidence of |Evidence collected show in | |
|graph |to collect information |cover all the aspects that are |information collected. The |depth of graph plotting | |
| | |relevant to graph. |graph is correctly plotted |information is excellently | |
| | | |and information used to plot |integrated to the graph | |
| | | |it is relevant | | |
|Neatness in terms of|Not concerned about what | Trying to do justice however |Very neat and relevant to the|Everything is excellently done| |
|graphical |to do |not that much convincing about |topic | | |
|presentation | |what he is dong | | | |
|TOTAL SCORE:16 |
|WEEK 4 | | |
|QUESTION 4: PRESENTATION | | |
|4.1 |Write a short paragraph explaining how your group conducted your research. | | |
|4.2 |Present the findings of your project to the class in a maximum of 10 minutes. | | |
| |You must present substantial information to convince the class of the following: | | |
| |The most affordable car | | |
| |The car with the highest demand, currently. | | |
| |The car with the best equilibrium | | |
| |The group’s decision on which car to sell. | | |
RUBRIC
|Criteria |LEVEL 1 |LEVEL 2 |LEVEL 3 |LEVEL 4 |SCORE |
|Analysing the cars in the |Results of the analysis|Reasonable analysis with |Thorough analysis of |Excellent details analysis | |
|market |not based on the |gabs |questionnaire of the cars in |by the group | |
| |questionnaire | |the market | | |
|Method used to gather |Method used is not |Limited effort to gather |Thorough evaluation of |Outstanding evaluation of | |
|information and relevancy |convincing and |information |different cars in the market |cars in the market | |
|of the information |information provided is| | | | |
| |not relevant | | | | |
| TOTAL MARKS: 8 |
TOTAL MARKS: 50
TOOL 4:
USID: 13995 – SO 1; SO 2 TOOL
QUESTION 1 / VRAAG 1
MULTIPLE-CHOICE QUESTIONS / MEERVOUDIGE KEUSEVRAE
|1.1 |Employment Contract |
| |(1) |
|1.2 |Mr Xulu |
| |(1) |
|1.3 |R300, 00 per month |
| |(1) |
|1.4 |40 hours (1) |
|1.5 |Annual Leave - 15 days paid leave per year |
| |Sick Leave - 7 days paid leave per year (2) |
|1.6 |If found to be drinking and abusing drugs towards staff or learners, he would be fired with immediate effect. |
| |(2) |
|1.7 |Employer: Person who combines all factors of production and creates employment for employees. |
| |Employee: The person who is employed by the employer. (4) |
|1.8 |To make a contract legal. |
| |To commit himself that he would adhere to the contract requirements. |
| |To take responsibility |
| |To show commitment that the conditions of the contract are reasonable. |
| |To show that he is clear about the expectations from his side (Any Three) (6) |
|1.9 |To remunerate the employee |
| |To honour the benefits that are due to the employer e.g. Leaves |
| |To provide with equipment required by the employee |
| |To treat his employee with respect (Any Three) (6) |
|1.10 |a) Cleaning of garden |
| |b) Trimming of trees |
| |c) Cutting of grass on school ground |
| |d) Any other task as directed by employee (Any Two) (4) |
QUESTION 2/ VRAAG 2
|2.1 |Joe Soco & Vin Mthembu |
| |(2) |
|2.2 |It was drawn for Joe Soco to provide services to Vin Mthembu’s home. (3) |
|2.3 |8 June 2006 (2) |
|2.4 |a) Trim the lawn & remove the grass |
| |b) Water all plants |
| |c) Tidy up the yard |
| |d) Plant his new roses |
| |e) Build new pond |
| |f) Trim branches on trees |
| |(6) |
|2.5 |Not at all, because Joe operated according to the dates set in the contract. (4) |
|2.6 |Negotiation between the two parties must take place because it seems as if Mr Mthembu over looked the expiry dates and Joe need to be |
| |fair and reach a gentlemen’s decision (3) |
[50]
USID: 13999 – SO 3; SO 4 TOOL
THE CASH RECEIPTS JOURNAL OF NXUMALO TRADERS CC – JUNE 2006 CRJ 1
|Doc |Date |Details |Analysis of Receipts |Bank |Sales |Cost of Sales |
| | | |Ontleding van | | |Koste van |
|Dok |Datum |Besonderhede |Ontvangstes | |Verkope |Verkope |
| | |
The summative assessment component of the EMSC4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.
|9.1 |STRUCTURE OF A QUESTION PAPER |
This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.
Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:
|Number of papers |“1” Question paper |
|Duration and total Marks |Hours |
| |100 marks |
|Format |Weighting; |
|(Nature of the Paper) |Literal 40% (30%) |
| |Interpretive: 40% (40%) |
| |Analytical: 20% (30) |
| |Types of questions may include: |
| |Literal = Skills to be tested would be: |
| |Fact retrieval |
| |Distinguish between facts and opinion |
| |Finding the main idea |
| |Understanding characteristics |
| |Understand/recognize facts / information |
| |Interpretive=Responding to textual features. |
| |Interpretation of graphs/themes |
| |Communication of response creatively. |
| |Dealing with values and morals in given text |
| |Communicating response |
| |Demonstrate an understanding of graphs and financial statements |
| |Analytical = facts and insight will be taken into account when marking the essay type |
| |-appreciate/evaluate/respond coherence of ideas as a whole |
| |-narrative -descriptive |
| |-argumentative |
| |-Expository |
|Questions to cover in: Site Based |All prescribed Unit Standards recognized by SAQA |
|Assessment (SBA’s) and Examination | |
|LAY OUT: |3 Sections |
|Examination paper. |Section A: |
| |Compulsory – Literal questions (questions on prescribed Unit Standards) |
| |Multiple choice questions. 1 correct answer and three distracters. 10 questions counting 1 mark each. (10 |
| |marks) |
| |True and False. 5 questions counting 1 mark each. (5 marks) |
| |Filling of the missing words. 5 missing words will be given. (5 marks) |
| |Choose the correct word in the brackets. 5 questions 1 mark each. (5 marks) |
| |Matching of statements in different columns. Column A 10 statements. Column B 10 correct with 3 distracters.|
| |(10 marks) |
| |TOTAL: 35 |
| |SECTION B. |
| |Questions, (15 marks each) Answer any three. 2 of these questions must be on Accounting. (Cash Payment |
| |Journal, (CPJ) Cash Receipts Journal (CRJ) General Ledger – Bank Account. Financial Statements – Income |
| |Statement and Balance Sheet. |
| |Total = 45 |
| |Section C |
| |Two (2) Questions of 20 marks each. Candidates choose and do only 1. |
| |Total of 20 marks. |
|9.2 |EXEMPLAR QUESTION PAPER |
An exemplar of a sample question paper and marking memorandum is included below for reference. Educators are advised to study the mark allocation and instructions, so they can coach their learners on how to answer questions more effectively. This will hopefully inform individual assessment and marking practice.
[pic]
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SUMMATIVE ASSESSMENT
|LEARNING AREA: LANGUAGE, LITERACY AND COMMUNICATION – ENGLISH |
| |
|CODE: EMSC4 |
| |
|DATE: OCTOBER 2008 |
| |
|TIME: 3 HOURS |
| |
|MARKS: 100 |
This question paper consists of 9 pages.
|INSTRUCTIONS AND INFORMATION | | |
|1. |Candidates must answer ALL the questions in the answer book. | | |
|2. |Ensure that your EXAMINATION NUMBER and CENTRE NUMBER are written on the answer book. | | |
|3. |This question paper consists of THREE sections, SECTION A, B and C. | | |
|4. |SECTION A: COMPULSORY. | | |
|5. |SECTION B: This section consists of FOUR questions, QUESTIONS 2 to 5. | | |
| |Answer any THREE questions. | | |
|6. |SECTION C: This section consists of TWO questions, QUESTIONS 6 and 7. | | |
| |Answer either QUESTION 6 or QUESTION 7. | | |
|7. |Write neatly and legibly. | | |
|8. |Read the questions carefully before you answer. | | |
|9. |Non-programmable calculators may be used. | | |
|10. |Use only blue or black ink. | | |
|SECTION A (COMPULSORY) | | |
|QUESTION 1 | | |
|1.1 |Various possible options are given as answers for the following questions. Choose the answer and write only the letter (A - D) | | |
| |next to the question number (1.1.1 - 1.1.10) in the answer book, e.g. 1.1.11B | | |
| |1.1.1 |Name the type of business that would stop existing when the owner dies: | | |
| |A |Private company | | |
| |B |Sole trader | | |
| |C |Franchise | | |
| |D |Close corporation | |(1) |
| |1.1.2 |You should post entries from the subsidiary journals to the accounts in the ... | | |
| |A |debtors ledger. | | |
| |B |creditors ledger. | | |
| |C |general ledger. | | |
| |D |journal. | |(1) |
| |1.1.3 |The owners of this business are jointly liable for the debts of the business: | | |
| |A |Company | | |
| |B |Sole trader | | |
| |C |Close corporation | | |
| |D |Partnership | |(1) |
| |1.1.4 |Businesses or organisations that do not have to comply with legal requirements, pay taxes or register, are called | | |
| | |the... | | |
| |A |informal sector | | |
| |B |public sector | | |
| |C |private sector | | |
| |D |formal sector | |(1) |
| |1.1.5 |The amount that is used to start a business is called ... | | |
| |A |an asset | | |
| |B |capital | | |
| |C |a loan | | |
| |D |liabilities | |(1) |
| |1.1.6 |You sell goods for cash and put the money in a cash register in your shop. Choose the source document that you as a| | |
| | |business owner will use. | | |
| |A |Cash register roll | | |
| |B |Cash invoice | | |
| |C |Cheque counterfoil | | |
| |D |Write up in a cash sales book | |(1) |
| |1.1.7 |The leadership style where a leader abuses power. | | |
| |A |Democratic | | |
| |B |Laissez-Faire | | |
| |C |Autocratic leader | | |
| |D |None of the above-mentioned | |(1) |
| |1.1.8 |When there is growth in a business ... | | |
| |A |only the people in the business benefit. | | |
| |B |many other people benefit. | | |
| |C |only the business owner benefits. | | |
| |D |people lose their jobs. | |(1) |
| |1.1.9 |Which business has to register with the Registrar of Companies before they can operate? | | |
| |A |Company | | |
| |B |Sole trader | | |
| |C |Partnership | | |
| |D |Close corporation | |(1) |
| |1.1.10 |A loss in a business means that the business ... | | |
| |A |receives more money from sales that it spends on expenses. | | |
| |B |has higher expenses than sales. | | |
| |C |has enough money to run the business. | | |
| |D |pays very little tax. | |(1) |
| | | | |[10] |
|1.2 |Fill in the missing word. Write only the answer next to the question number. | | |
| |1.2.1 |A ... card is issued on the strength of the financial position or status of an applicant. | |(1) |
| |1.2.2 |The ... will export products to other countries. | |(1) |
| |1.2.3 |Telephone and ... for the sending and receiving messages for the business. | |(1) |
| |1.2.4 |People have a ... about what goods and services they buy. | |(1) |
| |1.2.5 |The … company has a maximum of 50 shareholders. | |(1) |
| | | | |[5] |
|1.3 |Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‘true’ or ‘false’ next to the | | |
| |question number (1.3.1 – 1.3.5). | | |
| |1.3.1 |Mr. Video is an example of a franchise. | |(1) |
| |1.3.2 |Competition is part of the SWOT-analysis. | |(1) |
| |1.3.3 |The name of a Close Corporation ends with the letters Ltd. | |(1) |
| |1.3.4 |Each contract must have at least two parties involved. | |(1) |
| |1.3.5 |Filing is one of the additional management tasks. | |(1) |
| | | | |[5] |
|1.4 |Choose the correct answer from the list given below. Write only the answer next to the question number, e.g. 1.4.6 overpricing. | | |
|Deposit slip, Affiliation, Service Company, Public Company, Unit costs, Budget, Production costs, Partnership | |
| |1.4.1 |A document that explains how expected income will be used for estimated expenses is called ... | | |
| | | | |(1) |
| |1.4.2 |BP is an example of a ... company. | |(1) |
| |1.4.3 |Total costs – number of units = ... | |(1) |
| |1.4.4 |A ... is formed when smaller organisations join a larger group. | |(1) |
| |1.4.5 |The total of fixed costs and variable costs is ... | |(1) |
| | | | |[5] |
|1.5 |Match a term from COLUMN B with the description in COLUMN A. Write only the letter (A - O) next to the question number (1.4.1 - 1.4.10). |
| |COLUMN A |COLUMN B |
|1.5.1 |Factors of production owned by businesses and government |A |ABSA |
|1.5.2 |An independent examination of the financial statements of an organisation. |B |investor |
| |Banking Association of South Africa. |C |liquidity |
|1.5.3 |The ability of the enterprise to meet its day-to-day expenses. |D |sole trader |
|1.5.4 |A person who saves his money or invest it in some way. |E |cashier |
|1.5.5 |These are examples of developing infrastructure. |F |audit |
|1.5.6 |A characteristic of this company is that shares are freely transferable. |G |mixed economies |
|1.5.7 |A person responsible for receiving and paying out money in a bank or business. |H |public company |
| |The personal assets of the owner could be lost if the business fails. |I |built bridges, roads, |
|1.5.8 |Employees working to the best of their abilities are called ... | |schools |
| | |J |BASA |
|1.5.9 | |K |sales department |
| | |L |private company |
|1.5.10 | |M |productivity |
| | |[10] |
| |TOTAL SECTION A: | |35 |
|SECTION B | | |
|This section consists of FOUR questions. Answer any THREE questions in this section. | | |
|QUESTION 2 | | |
|2.1 |Use the information below of QUICK FIT- GIMNASIUM to draw up the following: | | | |
| |General Ledger Bank Account on 28 February 2008 | | | |
| |Balance the bank account at the end of the month | | | |
| |INFORMATION | | |
| |Balance of Bank Account on 1 February was R 19 380 | | |
| |Totals of Cash Journals on 28 February 2008 were as follows: | | |
| |CASH RECEIPTS JOURNAL CRJ 2 | | |
| | | | |
| | | | |
| |Bank | | |
| | | | |
| |Current Income | | |
| | | | |
| |Sundries | | |
| |R | | |
| | | | |
| |22 750 | | |
| | | | |
| |10 350 | | |
| | | | |
| |12 400 | | |
| | | | |
| |CASH PAYMENT JOURNAL CPJ 2 | | |
| | | | |
| | | | |
| | | | |
| |Bank | | |
| | | | |
| |Trading/ Retail Stock | | |
| | | | |
| |Wages | | |
| | | | |
| |Stationery | |(8) |
| | | | |
| |Sundries | | |
| |R | | |
| | | | |
| |14 348 | | |
| | | | |
| |7 580 | | |
| | | | |
| |1 700 | | |
| | | | |
| |210 | | |
| | | | |
| |4 858 | | |
| | | | |
|2.2 |Tabulate THREE differences between partnerships and close corporations. | |(3) |
|2.3 |Name FOUR management skills. | |(4) |
| | | |[15] |
|QUESTION 3 | | |
|3. |Study the receipt below and answer ALL questions that follow. | | |
| |RECEIPT | | |
| |[pic] | | |
| | | | |
|3.1 |How much is the installment that the customer must pay on sub. 2? | |(1) |
|3.2 |To identify the customer you need his/her .... and his/her .... | |(2) |
|3.3 |The customer pays R400 on his account Sub 2. How much more did he pay on his account? Show calculations. | | |
| | | |(3) |
|3.4 |What is the balance after the R400 is subtracted? | |(2) |
|3.5 |Calculate the total amount of the arrears. Show Calculations. | |(3) |
|3.6 |Give TWO ways how Mr. Curnow will benefit if he finishes his account sooner. | |(4) |
| | | |[15] |
|QUESTION 4 | | |
|Analyse the following transactions under the headings: SOURCE DOCUMENTS, and SUBSIDIARY JOURNAL and indicate the effect on the elements of | | |
|the Accounting Equation. | | |
|Assets = Owners Equity + Liabilities. | | |
|NOTE: Use the format in your answer bookl. | | |
| |Example | | |
| |1 May 2007 Receive R600 from U. Warne for rent income. | | |
| |Source doc. | | |
| |Subsidiary journal | | |
| |Assets | | |
| |Owner- Equity | | |
| |Liabilities | | |
| | | | |
| | | | |
| | | | |
| |+ | | |
| |- | | |
| |- | | |
| |+ | | |
| |- | | |
| |+ | | |
| | | | |
| |Receipt | | |
| |CRJ | | |
| |600 | | |
| | | | |
| | | | |
| |600 | | |
| | | | |
| | | | |
| | | | |
| |TRANSACTIONS OF JUSTINE COSMETICS FOR JUNE 2007 | | |
| |4 |The owner deposited R60 000 into the bank account of Justine Cosmetics as Capital contribution. (Receipt 01 issued.) | | |
| | | | |(1) |
| |8 |Buy a car from Jowells Garage for R20 000 and pay by cheque 002. | |(1) |
| |10 |Cash sales R 800 (cost of sales R450). | |(1) |
| |22 |Cash cheque 003, paid water and electricity, R300. | |(1) |
| |24 |Paid Jowells Garage, R350 on our account (cheque 004). | |(1) |
| |31 |Issued cheque 005, R1 000, to Justine for personal use. | |(1) |
| | | | |[15] |
|QUESTION 5 | | |
|Read the Article below and answer ALL questions that follow: | | |
|MAKING OPPORTUNITIES WORK FOR YOU | | |
|[pic] | | |
|(Source: Vuk’uzenzele March 2007) | | |
|Free | | |
| | | |
|You can open a Mzansi bank account free of charge at the Post Bank and other participating banks. To do this you must deposit at least R10 | | |
|and show your ID document. There is no minimum balance fee to keep the account working. When you have opened your account, you will get a | | |
|bank card that you can use at the Post Bank or at the ATMs of the other participating banks. No additional cost is charged for using those | | |
|ATMs. | | |
| | | |
|Since Mzansi started, Post bank has opened more than 1,38 million accounts. | | |
| | | |
| | | |
| | | |
| | | |
|5.1 |What do you need to open a Mzansi bank account? | |(2) |
|5.2 |Name TWO reasons why Mzansi banking was started. | |(2) |
|5.3 |State THREE advantages for you when you open a Mzansi bank account? | |(6) |
|5.4 |The banking card can be use at ... and ... of other participating banks. | |(2) |
|5.5 |ALL major banks were invited to take part in the project. Name TWO of the banks. | |(2) |
|5.6 |Define an agreement. | |(1) [15] |
|TOTAL SECTION B: | |45 |
|SECTION C | | |
|Answer only ONE question in this section. | | |
|QUESTION 6 | | |
|6.1 |Read the comic strip below and answer the questions. | | |
| | | | |
| |[pic] | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |6.1.1 |What are they discussing in the meeting? | |(2) |
| |6.1.2 |According to the comic strip, would you say that there was an agreement on the matter at hand? State THREE reasons | | |
| | |why they did or did not agree. | |(6) |
| |6.1.3 |What is the role of a director in the management of a company? | |(2) |
| |6.1.4 |Name TWO methods that the organisation could use to improve problem-solving. | |(4) |
|6.2 |Name ONE characteristic of a democratic leader. | |(2) |
|6.3 |State the difference between liabilities and solvency. | |(4) |
| | | |[20] |
|OR | | |
|QUESTION 7 | | |
|Read carefully through the Case Study and answer ALL questions that follow. | | |
|She didn’t CHICKEN out, but tackled the challenge | | |
|[pic] | | |
|Still in her early 30s, Fhatuwani Ramabulana won the Shoprite Checkers Women of the Year Award in 2002. | | |
| | | |
|After completing her teaching diploma, she joined her parents’ business, Khumbe Poultry Farm, as a secretary. Her father started in the | | |
|early 1980s by selling chickens from a mud house. In 1985 he bought some land in Khumbe and employed three workers. | | |
| | | |
|When her father died, she was appointed as manager, the business’s turnover was about R4 million per year. | | |
| | | | |
| |Today, Ramabulana is the General Manager, her mom is the Director and her sister and two brothers are Managers responsible for other | | |
| |operations.The turnover is about 7million per year and they employ 50 fulltime workers. | | |
| | | | |
| |The business sponsors two local soccer teams in their community and also helps poor children with school fees and uniforms. | | |
| | | | |
| |Adapted version (Vuk’uzenzele 03/2007) | | |
|7.1.1 |Define the word “turnover”. | |(2) |
|7.1.2 |Study the information given and explain the following businesses: | | |
| |Sole trader and Public company. | |(4) |
|7.1.3 |Mr. Ramabulana built his farm from a small business to a company. State THREE advantages that empowered Fhatuwani to carry on | | |
| |his legacy. | |(6) |
|7.1.4 |Calculate the profit that was made under the management of Fhatuwani. | |(2) |
|7.1.5 |Design a diagram that shows the structure of Khumbe Poultry Farm. | |(6) |
| | | |[20] |
| |TOTAL SECTION C: | |20 |
| |GRAND TOTAL: | |100 |
MARKING MEMORANDUM
|SECTION A | | |
|QUESTION 1 | | |
| |1.1.1 |B ( US13994 SO1 | |(1) |
| |1.1.2 |A,B or C ( (any one of the three) US13994 SO1 | |(1) |
| |1.1.3 |D ( US13994 SO3 | |(1) |
| |1.1.4 |A ( US13994 SO1 | |(1) |
| |1.1.5 |B ( US14001 SO2 | |(1) |
| |1.1.6 |A ( US14001 SO1 | |(1) |
| |1.1.7 |C ( US14001 SO5 | |(1) |
| |1.1.8 |A, B or C ( (any one of three ) US13999 SO1 | |(1) |
| |1.1.9 |A ( US13999 SO2 | |(1) |
| |1.1.10 |B ( US13999 SO3 | |(1) |
| | | | |[10] |
|1.2 |1.2.1 |Credit, Master, etc( (any acceptable answer) US13999 SO5 | |(1) |
| |1.2.2 |Exporter ( US13999 SO6 | |(1) |
| |1.2.3 |Telephone, Computer, Fax, Cell phone(any means of communications ) ( | |(1) |
| | |US14001 SO1 | | |
| |1.2.4 |Choice, freedom, saying, etc( US14001 SO3 | |(1) |
| |1.2.5 |Private Company ( US13994 SO3 | |(1) |
| | | | |[5] |
|1.3 |1. 3.1 |True ( US13994 SO1 | |(1) |
| |1.3.2 |True ( US13994 SO2 | |(1) |
| |1.3.3 |False ( US13999 SO3 | |(1) |
| |1.3.4 |True ( US13999 SO2 | |(1) |
| |1.3.5 |False ( US14001 SO1 | |(1) |
| | | | |[5] |
|1.4 |1.4.1 |Budget ( US14001 SO2 | |(1) |
| |1.4.2 |Service Company (anything in the box above Question paper) ( US13994 SO6/1 | |(1) |
| |1.4.3 |Unit costs( (accept production costs also) | |(1) |
| | |US13994 SO2 | | |
| |1.4.4 |Affiliation ( US13994 SO3 | |(1) |
| |1.4.5 |Production costs ( US14001 SO3 | |(1) |
| | | | |[5] |
|1.5 |1.5.1 |G ( US13999 SO1 | |(1) |
| |1.5.2 |F ( US13994 SO1 | |(1) |
| |1.5.3 |J ( US13994 SO3 | |(1) |
| |1.5.4 |C ( US14001 SO2 | |(1) |
| |1.5.5 |B ( US13994 SO1 | |(1) |
| |1.5.6 | I ( US13999 SO1 | |(1) |
| |1.5.7 |H ( US14001 SO1 | |(1) |
| |1.5.8 |E ( US13994 SO2 | |(1) |
| |1.5.9 |D ( US13999 SO6 | |(1) |
| |1.5.10 |M ( US14001 SO3 | |(1) |
| | | | |[10] |
| |TOTAL SECTION A: | |35 |
|SECTION B | | |
|QUESTION 2 | | |
|2.1 | US13999 S05 | |(5) |
|DR | BANK |CR |
| | | | | | | | |
|2008 | | |( 19 380 |2008 |Total Payments | |( 14 348 |
|Feb 1 |Balance |b/d | |Feb 28 | |CPJ | |
| |Total Receipt | |( 22 750 | | | |( 27 782 |
|28 | |CRJ | |28 |Balance |c/d | |
| | | | 42 130 | | | | 42 130 |
| | | | | | | | |
|2008 | | |( 27 782 | | | | |
|March 1 |Balance |b/d | | | | | |
|2.2 |Partnerships | | |
| |Close Corporation | | |
| | | | |
| |2-20 partners | | |
| |Partnership is not a separate legal entity apart from owners, the owners’ contract in their personal capacities. | | |
| | | | |
| |Personally liable for debts of business- personal possessions can be taken to pay debts of company. | | |
| |Unlimited liability. | | |
| |Existence is dependent on owners. | | |
| | | | |
| |1-10 members | | |
| |The CC is a separate legal entity apart from its owners. It may enter into contracts, own property and sue and be sued in its | | |
| |own name. | |(6) |
| |Is liable for its debts and personal possessions of owners cannot be taken to pay the company debts. | | |
| |Limited liability for the debts | | |
| |It has Continuity. CC continues to exist irrespective of any changes in ownership. | | |
| | | | |
| | | | |
| |Any three from each side US13994 SO1 | | |
|2.3 |Planning( | | |
| |Organizing( | | |
| |Leadership( | | |
| |Control ( | | |
| |Decision-making( | | |
| |All relevant answers to management skills,e.g Communication,motivation,etc) | |(4) |
| |(Any four ) US14001 SO1 | |[15] |
|QUESTION 3 | | |
|3.1 |R329.00 ( US13999 SO2; 4 | |(1) |
|3.2 |Account number ( | | |
| |Name of the custome. ( Or | | |
| |Mr. SA Curnow ( and 385683 ( (Any version) US13999 SO2; 4 | |(2) |
|3.3 | R 400( | | |
| |-329( | |(3) |
| | | | |
| |( | | |
| |He paid R 71 more on his account. US13999 SO2; 4 | | |
|3.4 |R 1 277.52 (( US13999 SO2; 4 | |(2) |
|3.5 | R 995.00 | | |
| |1 277.52 | | |
| |384.00( | | |
| |(( | | |
| |US13999 SO2;4 | |(3) |
|3.6 |Obtain good credit record/ or credit limit can increase. (( | | |
| |He can also pay the full outstanding amount. (( He can save on interests and rent expenses. (( He can also receive a free gift| | |
| |or voucher. (( | | |
| |(Any two) US14001 SO3 | |(4) |
| | | |[15] |
|QUESTION 4 | | |
|4.1 |Accounting Equation US13999 SO1 | | |
|Source-doc. |
|Subsidiary journal |
|Assets |
|Owner- Equity |
|Liabilities |
| |
| |
| |
|+ |
|- |
|- |
|+ |
|- |
|+ |
| |
|Example |
| |
|Receipt |
|CRJ |
|600 |
| |
| |
|600 |
| |
| |
| |
|Source-doc. |
|Sub journal |
|Assets |
|Owner Equity |
|Liabilities |
| |
| |
| |
|+ |
|- |
|- |
|+ |
|- |
|+ |
| |
| |
|Receipt /deposit (slip 01 |
| |
|( |
|CRJ |
| |
|R 60 000 |
| |
| |
| |
|R60 000 |
| |
| |
| |
|Cheque counterfoil |
|002 ( |
| |
|CPJ( |
| |
|R 20 000 |
| |
|R 20 000 |
| |
| |
| |
| |
| |
| |
|Cash slip( |
|CRJ( |
|R 800 |
| |
| |
|R 800 |
| |
| |
| |
| |
| |
|CRJ |
|( |
| |
|R 450 |
|R 450 |
| |
| |
| |
| |
|Cheque counterfoil 003( |
|CPJ |
|( |
| |
| |
|R 300 |
| |
|R 300 |
| |
| |
| |
| |
|Cheque counterfoil 004( |
|CPJ |
|( |
| |
| |
|R 450 |
| |
| |
| |
|R 450 |
| |
| |
|Cheque counterfoil 005( |
|CPJ |
|( |
| |
| |
|R1 000 |
| |
|R1000 |
| |
| |
| |
| |
|(Mark for the 2 columns and add 2 marks to make 15.) |
| | | |[15] |
|QUESTION 5 | | |
|5.1 |Ten Rand (R10) and a valid Identity document (( US14001 SO3 | |(2) |
|5.2 |Mzansi was started to make banking easy for the more than million South-Africans who never used a bank before. ( | | |
| |To help people with a small income / minimum wages to open their own bank accounts | | |
| |To make banking more affordable for people who earn small salaries. ( US14001 SO3 | | |
| | | |(2) |
|5.3 |It is free of charge. (( | | |
| |You only need R10 to open a Mzansi bank account. (( | | |
| |There is no minimum balance fee to keep the account working. (( | | |
| |If you open the Mzansi bank account you will receive a bank card. (( | | |
| |When you use Participating banks no additional costs is changed. (( | | |
| |More people can save money. (((Any THREE) US14001 SO3 | |(6) |
|5.4 |Standard Bank ( | | |
| |ABSA ( | | |
| |NEDCOR/ NEDKOR ( | | |
| |First National Bank ( | | |
| |ATM( | |(2) |
| |POSTBANK( (Any TWO) US14001 SO3 | | |
|5.5 |It is a signed document between two parties. ( | | |
| |Written or oral agreement / contract between two parties. ( | | |
| |A contract that is legally binding. ((Any TWO correct explanations) US14001 SO2, SO3 | |(2) |
| | | |[15] |
| |TOTAL SECTION B: | |45 |
|SECTION C | | |
|QUESTION 6 | | |
| |6.1.1 |They need a project Coordinator / ((They are in need of a project Coordinator. (( | | |
| | | | | |
| | |They need to appoint someone as a Project Coordinator. (( | |(2) |
| | |Learner can use his/her own discretion (Any correct version ) US13994 SO1 | | |
| |6.1.2 |According to the picture study, they don’t agree. | | |
| | |Reasons: | | |
| | |Some of the members say that is would be a waste of money to appoint somebody at that time. (( | | |
| | |One of them even thought that there is no need to appoint a project coordinator. (( | | |
| | |The director made his decision before this meeting as indicated in Picture 3, where he informs them that the | | |
| | |Project Coordinator will start on Monday. (( | | |
| | |(Any THREE reasons) US 14001 SO2 | | |
| | | | |(6) |
| |6.1.3 |A director controls the day-to-day management of a company. (( | | |
| | |The directors comprise the group of executives who control the organization and in whom final authority and | | |
| | |responsibility for the execution of the management process rests. (( | | |
| | |Control the management of the company. (( | | |
| | |(Any ONE role) S13994 SO3; US 6 SO1 | | |
| | | | |(2) |
| |6.1.4 |Workshops to improve communication skills. (( | | |
| | |Training in Management and financial skills can be provided. (( | | |
| | |The managers should work towards better understanding their employees (( | | |
| | |The managers should perform self-assessments to improve their skills. (( | | |
| | |(Keywords only should be accepted) | | |
| | |(Any TWO relevant responses) US14001 SO2 | |(4) |
|6.2 |A democratic leader led their organisations to even greater heights of achievement, productivity, and profitability. | | |
| |Set goals and keep activities in motion. | | |
| |The leader assumed by someone to get things going and to keep them going to attain the ends in view. (( | | |
| |(Any ONE) US14001 SO2 | | |
| | | |(2) |
|6.3 |Liability – The amount of money that the owner or business owes to creditors. ((/ The debts of the company. (( | | |
| |Solvency - The credit worthiness of a business. (( | | |
| |Or, Insolvency – unable to pay debt. . (( | | |
| |Any correct version US13999 SO1 | | |
| | | |(4) [20] |
|OR | | |
|QUESTION 7 | | |
| |7.1.1 |It is the total amount of money made/ Revenue/ Sales. (( US13999 SO6 | |(2) |
| |7.1.2 |Sole Trader has one owner. (( | | |
| | |Public Company | | |
| | |The public can buy shares in this company or the company can offer shares to the public. The company can have at | | |
| | |least 7 members and there is no limit on the total number of members. Name end with LTD.The power of the company | | |
| | |resides in the broad of directors and the general meeting of members. (( | | |
| | |(Any relevant explanation of the two should be marked) US13994 SO1 | | |
| | | | |(4) |
| |7.1.3 |Its a existing business (( | | |
| | |Good turn over. (( | | |
| | |Profitable company ((Still growing business. (( | | |
| | |It is also a family business. (( She is young, ambitious and could adapt to innovations and also implement new | | |
| | |ideas. (( | | |
| | |She was motivated by the example of her parents. (( | | |
| | |Prior learning as well as her previous experiences working as a secretary helps to understand the business. She | | |
| | |knows the business because she worked there as a secretary after completing her studies. (( As secretary she was | | |
| | |the direct link with other business partners and customers, which means that she could build good business | | |
| | |relationships. (( | | |
| | |The community is in favour of businesses that plough back in the community as KHUMBE CHICKEN FARM is doing. (( | | |
| | |Any THREE US13994 SO2 | | |
| | | | | |
| | | | |(6) |
| |7.1.4 | 7million | | |
| | |- 4million | | |
| | |R 3 million Fhatuwani made a profit of 3million rand(( | | |
| | |Allocate 2 marks even if it is blank/different answer, for there is no answer(profit) here | | |
| | |US14001 SO3 | |(2) |
|7.1.5 | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | |(6) |
| |Any drawing for this structure, should be given marks US14001 SO1 | | |
| |TOTAL SECTION C: | |20 |
| |GRAND TOTAL: | |100 |
|10. |PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES |
The Department views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:
|Validity |Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment criteria |
| |into account in setting appropriate types of questions. |
|Reliability |Assessment should produce reliable results instructions are clear, consistent and unambiguous |
| |Assessment criteria are strictly adhered to |
| |Marking guidelines/memoranda are clear and markers apply the same standard. |
|Transparency |Accomplished through guidelines, uniform SBAs and national examinations are moderated internally. |
| |Papers and SBAs are moderated externally by Umalusi. |
| |Stakeholders know what to expect and candidates have the right to appeal. |
|Fairness |Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location) |
| |Assessment is accessible to all candidates |
| |Covers different cognitive levels |
| |Nature of the learning environment of learners is considered. |
|Currency |Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts|
| |selected, and the topics offered for interaction. |
|Authenticity |Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid |
| |predictability. |
The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.
|Baseline Assessment: |Usually used at the beginning of a learning experience to establish what learners already know, can do or value. |
| |It assists educators with the planning of learning programmes and learning activities. |
|Formative Assessment: |It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or |
| |not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is |
| |also known as assessment for learning |
|Summative Assessment: |It gives an overall and final picture of the achievements of a learner at a given time. The examination is an |
| |example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment|
| |is viewed as a “video” of a learner’s progress. |
|Diagnostic Assessment: |It is a form of formative assessment that leads to intervention, remedial action or revision programme. It |
| |identifies both the strengths and weaknesses of either the learner or the teaching methodology |
|Systemic Assessment: |It is an external way of monitoring the education system by comparing learners’ performance to national indicators|
| |of learner achievement. It involves monitoring learner attainment at regular intervals using national or |
| |provincially defined measuring instruments. |
|Note of the following Assessment Strategies should also be taken. |
|Methods |Forms |Instruments/Tools |Purposes |
|(WHO) |(WHAT) |(HOW) |(WHY) |
|Educator assessment, |Tests, Drawings, |Assessment grids, |Baseline, |
|Self-assessment, |Paintings, Graphs, |Rubrics, |Diagnostic, |
|Peer-assessment and |Physical activities, Projects, |Memoranda and |Formative, |
|Group-assessment. |Demonstrations, |Observation sheets. |Summative and |
| |Poems, Dramas, Role-plays, Stories, | |Systemic. |
| |Songs/music, | | |
| |Oral presentations, | | |
| |Written presentations, | | |
| |Worksheets, | | |
| |Questionnaires, | | |
| |Cassettes, Posters, | | |
In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.
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No need!
R 71
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General Education and Training Certificate
Adult Basic Education and Training
NQF Level 1
EXAMINATIONS AND ASSESSMENT GUIDELINES
ECONOMIC AND MANAGEMENT SCIENCES L4
CODE: EMSC4
2013 - 2015
DILBERT
General
Manager
R 2 656.92
A waste of money!
Mr SA Curnow
He is starting on Monday
Poor!
I would like your ideas on appointing a project coordinator.
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