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GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

ECONOMIC AND MANAGEMENT SCIENCES L4

CODE: EMSC4

Reviewed 2013

Examinations and Assessment Guidelines: EMSC4

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 TITLE71751 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 Development

Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASSABET 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 ACHIEVEMENT2012-11-26 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 CREDITS

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 16 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 51 CREDITS Academic Learning Areas:

1. Human and Social Sciences: 23 Credits2. Natural Sciences: 15 Credits3. Economic and Management Sciences: 21 Credits4. Arts and Culture: 17 Credits 5. Technology: 11 Credits6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23

Credits



Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits8. Ancillary Health Care: 45 Credits9. Small, Medium and Micro Enterprises: 17 Credits10. Travel and Tourism: 38 Credits11. Information Communication Technology: 23 Credits12. Early Childhood Development: 26 Credits13. Wholesale and Retail: 37 Credits

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

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 CREDITS13999 Demonstrate an understanding of basic accounting practices 413995 Demonstrate an understanding of contracts and their sources 513998 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 economy

2

14001 Demonstrate an understanding of managerial expertise and administrative capabilities

4

TOTAL 21

SAQA US ID US TITLE CREDITS13999 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 Explain the cycle of recording transactions and relevant terminology.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Accounting transactions are explained.

ASSESSMENT CRITERION 2 2. Accounting terminology is explained.

ASSESSMENT CRITERION RANGE Assets, Liabilities, Owners Equity, Income, Expenditure, Receipts, Payments, Profits etc.

ASSESSMENT CRITERION 3 3. The cycle of recording transactions is explained and demonstrated.

ASSESSMENT CRITERION RANGE Source documents, subsidiary journals, ledger, trial balance, final accounts

SPECIFIC OUTCOME 2 Explain and demonstrate an understanding of source documents. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The concept source document is explained.ASSESSMENT CRITERION 2 2. Different types of source documents are identified.

ASSESSMENT CRITERION RANGEReceipts, invoices, petty cash vouchers, cheque counterfoils, etc.

ASSESSMENT CRITERION 3 3. The understanding to complete source documents is demonstrated.

ASSESSMENT CRITERION RANGEReceipts, invoices, petty cash vouchers, cheque counterfoils, etc.

ASSESSMENT CRITERION 4 4. The relevance of source documents is analysed.

SPECIFIC OUTCOME 3 Explain the purpose of each subsidiary journal.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The concept subsidiary journal is explained.

ASSESSMENT CRITERION 2 2. Types of subsidiary journals are identified and discussed.

ASSESSMENT CRITERION RANGE Cash receipts journal, cash payments journal, petty cash journal, debtors journal, etc.

ASSESSMENT CRITERION 3 3. The use of each subsidiary journal is justified.

ASSESSMENT CRITERION RANGECash receipts journal for all receipts, Cash payments journal for all payments, etc.

SPECIFIC OUTCOME 4 Prepare subsidiary journals.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The relationship between source documents and subsidiary journals is expressed.

ASSESSMENT CRITERION RABGE Receipts to cash receipts journal, cheque counterfoils to cash payments journal, petty cash vouchers to petty cash journal, etc.ASSESSMENT CRITERION 2 2. The correct recording of entries from the source documents into subsidiary journals is demonstrated.

ASSESSMENT CRITERION RANGE Practical exercises - from source documents to subsidiary journals

ASSESSMENT CRITERION 33. The understanding of closing the subsidiary journals at the end of each month is demonstrated.

ASSESSMENT CRITERION RANGE

SPECIFIC OUTCOME 5 Post subsidiary journals to the general ledger.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The purpose of the general ledger is explained.

ASSESSMENT CRITERION 2 2. The sections of the general ledger is explained.

ASSESSMENT CRITERION RANGEBalance sheet section, Nominal Accounts Section, Final accounts section

ASSESSMENT CRITERION 33. The understanding of the posting from the subsidiary journal is explained, and demonstrated.

ASSESSMENT CRITERION RANGEDouble-entry system, practical exercises: from subsidiary journals to ledger

SPECIFIC OUTCOME 6 Prepare the final statements.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The final statements of business` are identified and explained.

ASSESSMENT CRITERION RANGE Income statements, balance sheet

ASSESSMENT CRITERION 2 2. The purpose of final statements is explained.

ASSESSMENT CRITERION RANGECalculate profit /loss, etc.

ASSESSMENT CRITERION 3 3. The understanding to complete an income statement from the given information is demonstrated.




ASSESSMENT CRITERION RANGEStorage, keeping it in proper sequence, etc.

Practical exercises - subsidiary journals closed off

Practical exercises - from trial balances to income statements

ASSESSMENT CRITERION 44. The understanding to complete a balance sheet from the given information is demonstrated. ASSESSMENT CRITERION RANGEPractical 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 CREDITS13995 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 Explain and discuss contracts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The concept contract is explained.

ASSESSMENT CRITERION 2 2. The components of a contract are identified and explained.

ASSESSMENT CRITERION RANGEParties involved, date, objectives, expiry dates, responsibilities of parties, etc.

ASSESSMENT CRITERION 3

3. The purpose/s and conditions of contract is/are explained.


To protect both parties, service to be delivered in agreed time period, at price, etc.

ASSESSMENT CRITERION 34. An understanding of contractual obligations is demonstrated.


Case studies, personal experiences, etc.

SPECIFIC OUTCOME 2 Discuss and compare kinds of contracts and the role of government.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Different kinds of contracts are discussed and compared.

ASSESSMENT CRITERION RANGEPersonal contracts, Business contracts, etc.

ASSESSMENT CRITERION 2 2. Breach of contract is discussed.

ASSESSMENT CRITERION RANGE Procedures to follow, where to seek assistance, etc.

ASSESSMENT CRITERION 3 3. The role of the government in contracts is debated.

ASSESSMENT CRITERION RANGERole of judicial system, ombudsman, constitution, small claims court, Legal Wise, etc.

ASSESSMENT CRITERION 4 4. An understanding of individual contracts is demonstrated.

ASSESSMENT CRITERION RANGE Case studies etc.

SPECIFIC OUTCOME 3 Identify and discuss institutional sources of contracts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Different institutional sources of contracts are identified.

ASSESSMENT CRITERION RANGEFinancial institutions, insurance companies, retail stores, etc.

ASSESSMENT CRITERION 2 2. The functions of the different institutions are examined.

ASSESSMENT CRITERION RANGE Financial institutions, insurance companies, retail stores, etc.

ASSESSMENT CRITERION 3 3. The role of each source of contract in society is explained.

ASSESSMENT CRITERION RANGE Social responsibility, 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



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 OUTCOME 1 Demonstrate an understanding of the principles of supply and demand.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The concept of supply and demand of goods and services is identified and discussed.

ASSESSMENT CRITERION 2 2. Factors impacting on supply and demand are outlined.

ASSESSMENT CRITERION RANGE Seasons; Consumer behaviour, cost of production, etc.

ASSESSMENT CRITERION 3 3. The link between price and supply and demand is explained.

ASSESSMENT CRITERION RANGE Seasons ; Consumer behaviour, cost of production, etc.

ASSESSMENT CRITERION 4 4. An understanding of price determination is demonstrated.

ASSESSMENT CRITERION RANGEProduction cost, overheads, marketing expenses, etc.

SPECIFIC OUTCOME 2 Demonstrate an understanding of the factors of production.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The concept production is explained.

ASSESSMENT CRITERION 2 2. Factors of production are discussed.

ASSESSMENT CRITERION RANGE Land, Labour, Capital, Entrepreneurship

ASSESSMENT CRITERION 3 3. An understanding of the factors of production is demonstrated practically.

ASSESSMENT CRITERION RANGE Case study, etc.

ASSESSMENT CRITERION 44. The importance of production is discussed.


Satisfy needs, create wealth, to be self sufficient


5. The role of technology in production is debated.

ASSESSMENT CRITERION RANGE Positive: mass production, cost effective etc. Negative: leads to unemployment, health hazards etc.

SPECIFIC OUTCOME 3 Demonstrate an understanding of the impact of the factors of production on the South African Economy

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The impact of labour on the South African Economy is discussed.

ASSESSMENT CRITERION RANGE Ratio of skilled to unskilled labour, rising unemployment, migrant labour, labour demands, living wages, etc.

ASSESSMENT CRITERION 2 2. The factors underlying the scarcity of land are explored.

ASSESSMENT CRITERION RANGE Imbalances in land ownership, geographical factors, etc.

ASSESSMENT CRITERION 3 3. The flow of capital in the South African Economy is investigated.

ASSESSMENT CRITERION RANGEInvestment flow, exchange rates, role of Reserve Bank, etc.


4. The impact of entrepreneurial skills on the South African Economy is debated.

ASSESSMENT CRITERION RANGEPositive: Improvement of SA Economy, creation of



wealth ; etc. Negative: Unemployment, Lack of skills, etc.



UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Accreditation Options:


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.



SAQA US ID US TITLE CREDITS13994 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 OUTCOME 1 Identify, discuss and compare types of business.

ASSESSMENT CRITERIA


1. Different types of business are explained.


Service, Trading, Manufacturing, etc. Sole Trader; Partnership; Close Corporation; Co-operatives; Companies etc.

ASSESSMENT CRITERION 22. Different types of business are compared.

ASSESSMENT CRITERION RANGECharacteristics of each type

ASSESSMENT CRITERION 33. Reasons for deciding on a particular type of business are discussed.


Advantages and disadvantages of each type

SPECIFIC OUTCOME 2 Discuss procedures and essentials in starting a business.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Factors to consider in starting a business are explored.

ASSESSMENT CRITERION RANGEIdentify target group, type, location, competition, etc.

ASSESSMENT CRITERION 2 2. Procedures in starting a business are explained.

ASSESSMENT CRITERION RANGERegistration of business, opening of banking account, etc.

ASSESSMENT CRITERION 33. Sources of finances are investigated.

ASSESSMENT CRITERION RANGEOwn source, financial institutions etc.

ASSESSMENT CRITERION 44. Factors to be considered when taking over an existing business are explained.

ASSESSMENT CRITERION RANGEReason for sale of business, goodwill, financial condition, share of the market, etc.

SPECIFIC OUTCOME 3 Identify, discuss and explain, the legal implications of types of business.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. The concept legal implication is explained.

ASSESSMENT CRITERION 2 2. Legal implications in formation of business are discussed.

ASSESSMENT CRITERION RANGEFormation of sole trader, partnership, close corporation etc. Registration, capital contributions etc.

ASSESSMENT CRITERION 3 3. Legal implications concerning dissolvement of business are discussed.

ASSESSMENT CRITERION RANGELegal implications for sole trader, partnership, etc.; Taxation, debts, profits, assets etc.



UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS


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.



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.




SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Identify and discuss major economic systems.

ASSESSMENT CRITERIA


1. Different economic systems are identified and explained.

ASSESSMENT CRITERION RANGECapitalism, Communism, Socialism, Mixed

ASSESSMENT CRITERION 22. Characteristics of economic systems are compared.

ASSESSMENT CRITERION RANGECapitalism, Communism, Socialism, Mixed

ASSESSMENT CRITERION 33. Advantages and disadvantages of different economic systems are discussed.


4. The impact of economic systems on local communities is explained.

ASSESSMENT CRITERION RANGEEmployment, choice of products, prices, etc.

SPECIFIC OUTCOME 2 Discuss the role of the individual within the local economic system.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Individual economic rights within the communities. ASSESSMENT CRITERION RANGEConsumer rights, trading rights, etc.

ASSESSMENT CRITERION 2 2. Individual responsibilities within the communities are expressed.

ASSESSMENT CRITERION RANGEEnvironmental issues, payment of rates and levies, etc.ASSESSMENT CRITERION 33. The roles and functions of community leaders are discussed.

ASSESSMENT CRITERION RANGEIn churches, in local government, in schools etc. Lead community, facilitate development in community, etc.

SPECIFIC OUTCOME 3 Discuss economic systems with special reference to the South African Economy. ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 The elements of a mixed Economic System are explained.

ASSESSMENT CRITERION RANGEGovernment interventions, import - export control, labour laws, etc.

ASSESSMENT CRITERION 22. The main features of the South African Economic System is discussed.

ASSESSMENT CRITERION RANGEMigrant labour, export orientation, import of finished goodst; Primary industries, etc.

ASSESSMENT CRITERION 33. The influence of government on the South African Economy is explored.

ASSESSMENT CRITERION RANGEDiminishing role, welfare services, development and RDP, local government, etc.

ASSESSMENT CRITERION 44. The role of the informal sector on the South African Economy is discussed.

ASSESSMENT CRITERION RANGEJob creation, taxes, new enterprises, etc.

ASSESSMENT CRITERION 55. The factors impacting on the South African Economy is discussed. ASSESSMENT CRITERION RANGEReliance 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.


this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Exchange rates Constitution and Human rights.



SAQA US ID US TITLE CREDITS14001 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.





SPECIFIC OUTCOME 1 Identify and explain an understanding of managerial expertise.

ASSESSMENT CRITERIA


1. Managerial tasks are explained.

ASSESSMENT CRITERION RANGEPlanning, Organising, Leadership, Control, Decision Making

ASSESSMENT CRITERION 22. Different levels of management are discussed.

ASSESSMENT CRITERION RANGETop, Middle and Lower Management

ASSESSMENT CRITERION 33. The impact of effective management on business is discussed.


Increase in production, profits, satisfied work force, etc.

SPECIFIC OUTCOME 2 Identify and discuss different managerial styles.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Different managerial styles are identified and discussed.

ASSESSMENT CRITERION RANGEDemocratic, autocratic, laissez-faire, quality circles, etc.

ASSESSMENT CRITERION 2 2. The effect of different managerial styles on community and business are evaluated.

ASSESSMENT CRITERION RANGEDemocratic, autocratic, laissez-faire, quality circles, etc.

ASSESSMENT CRITERION 33. The strategies to change a particular management style are discussed.

ASSESSMENT CRITERION RANGEWorkshops, observe, self-assessment, networking, etc.

SPECIFIC OUTCOME 3 Identify and explain and demonstrate an understanding of administrative systems.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Administrative capabilities are identified and explained.

ASSESSMENT CRITERION RANGECommunication and information systems, bookkeeping systems, support systems, etc.

ASSESSMENT CRITERION 22. Banking techniques and skills applicable to individuals are described, explained and demonstrated.

ASSESSMENT CRITERION RANGEOpening an account, Operation of a ATM, Depositing, etc.

ASSESSMENT CRITERION 33. Skills and techniques in information gathering and distribution are demonstrated.

ASSESSMENT CRITERION 4Information system, accountability, proposals, reports, etc.



UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS



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


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

US ID TITLE SUMMATIVE SBA’S TASK

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%Nil

20% (50 marks)

3

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%Nil

20% (50 Marks)

4

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 VALUESRecording cash transactions; effects of transactions on assets and equity; preparation of trial balance; preparation of financial statements; following steps in circle of transactions

To identify. Value of keeping receipts.

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 etc.

To be able to explain all accounting terminology.

Respect of transactions in 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 pre-numbered.

To be able to explain. To understand and respect the documents

AC 2. Different source documents are identified.Range: Receipts, invoices, petty cash vouchers, cheque counterfoils, etc.Receipt – duplicate for business – original to client. Invoice: Proof of purchases or sales.Petty cash voucher: Filled in when money is requested from Petty Cash.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.

To be able to recognize different source documents

-

To know and respect the use, the value and the proof of source documents

AC3. The understanding to complete source documents is demonstrated.Range: Receipts, invoices, petty cash vouchers, cheque counterfoils, etcReceipt: fill in a receipt.Invoice: Fill and calculate an invoice.Petty cash voucher: fill in.Cheque: fill in the cheque form and the counterfoil.

To be able to fill in and interpret the information.

To be honest,To respect,To keep safe.



AC 4 The relevance of source documents is analysed.Range: Storage, keeping it in proper sequence, etc.Store documents in a fireproof safe.File the documents in numerical order.

Filing in numerical order. Value of keeping information safe for 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.Cash Payments Journal – All cheque payments recorded from the cheque counterfoils.Petty Cash – all small purchases or payments paid for by cash.Debtors Journal: All invoices of sales to DebtorsCreditors Journal: All invoices of purchases on credit from creditors

Able to identifyAble to discussAble to differentiate.

To know and value the usage of the journals in our daily lives.

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 CRJPayments – cheque counterfoils to CPJPetty cash voucher to PCJ etc.

To be able to prepare and record transactions in the journals.AnalysingSortingidentifying

To be able to be honest, careful and accurate.

AC 2. The correct recording of entries from the source documents into subsidiary journals.Range: Practical exercises – from source documents to subsidiary journalsRecord from source documents to relevant subsidiary journals. To be able to record, to be able

to do basic calculationsHonesty, accuracy,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.Adding up totals

To be able to close off journals To be able to calculate

accuracy

SO 5. Post subsidiary journals to the general ledgerGETC-ABET Level 4 ~ @ NQF Level 1 24 | P a g e


AC 1. The purpose of the general ledger is explainedAC 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: Assets e.g. Fixed assets-land and buildings, Furniture , Equipment, Motor vehicle ,

Investment (Fixed deposits , etc)-Current assets :Trading stock (Inventories),Debtors(Trade receivables), Bank + Float , petty cash etc

Owners Equities and liabilities :Equities : Capital, Drawings,etcLiabilities: Creditors (Trade and other Payables), etc.

Nominal accounts (Income statement):Income/SalesExpenses: Cost of sales, telephones , Water and electricity ,Rent, Wages, etc

Final accounts : Profit and loss

Able to sort Accounts into balance sheet section, Nominal account Section and final account section.To be able to explain the difference between Balance Sheet accounts and Nominal accounts

Understanding the concepts : Balance Sheet Section and Nominal account Section

AC 3. The understanding of the posting from subsidiary journal is explained, and demonstratedRange: Double-entry system, practical exercises: from subsidiary journals to ledger.Double Entry system: Debit and Credit for each transactionBank Account: Posting to Bank Account from Cash receipts journal and cash payments journal

To be able to post . Understand and apply the double entry 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 lossesBalance sheet: Balances from the balances Section e.g. Owner Equities + Profit / - loss, Fixed assets, current assets and liabilities.

Be able to prepare Income Statement and Balance sheet.

To be able to apply this knowledge in an ethical way in real life.

AC 2. The purpose of final statements is explainedRange: Calculate profit/loss, etc.INCOME STATEMENT FOR THE YEAR…….. RIncome/Revenue. xxxLess Cost of sales xxGross Income / Profit xxxOther income (rent received etc.) x Total Income: xxxLess Expenditure: xxx

Wages x Water and electricity x



Telephones x Stationery x Cleaning materials etc. xNet Income/ profit/ loss xx

QUICK-FIX – DEALERSBalance sheet on 31 May 2007

Assets Non - current assetsTangible assets / Fixed assetsCurrent assets Inventories/Trading StockTrade and other receivables/debtorsCash/bank and cash equivalentsTotal assets

Equity and liabilities Owner’s equityCapitalNet IncomeLess: DrawingsCurrent liabilitiesTrade and other payables/creditorsTotal equity and liabilities [15]

45

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 Statement and Balance sheet

Able to value financial statements in real life.

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 VALUESAgreement legally enforceableBetween 2 or more personsParties undertake to: deliver something; to do something; or not to do something.Obligations arise which the law regards as bindingAll parties are responsible to do and to receive.

Be able to explain and discuss the meaning of contracts.

To honour a contract.

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.Free and mutual consent. Agree on the same thing.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.

Be able to identify and list the components of a contract.

To be able to understand and honour a contract.

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 contract

Respect

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

analyseAbility 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:Hire Purchase:LeasePersonal; business etc.

Be able to compare and discuss the types of contracts.

Be able to respect government institutions.

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 contractTo honour a 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 know your rights and your responsibilities; Legal Wise is a

To be able to explain the role of government in a

To know your rights and your obligations. To



service where you join and pay a monthly fee, when you need a lawyer they help you. contract, be able to debate contract related issues.

respect the rule of law.

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, etcFurniture stores; Banks; Loan companies; Insurance companies-Life Insurance; property insurance; burial insurance.

To differentiate, identify and discuss sources of contracts.

Value 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 – life cover, pension schemes, education schemes, funeral benefit, saving money, investing of money.

Be able to list the different functions, to be able to examine different kinds of contracts.

To be informed of various financial institutions and their services.

AC 3. The role of each source of contract in society is explained.Retail: sell on long term credit.Banks: save, loans, insurances, transfer, exchange into foreign currencies etc.Insurance Companies: life covers, funeral cover, long term investment, education policies etc.

To explain the source of contracts, Demonstrate by applying the knowledge

To be informed citizens.

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.Supply: the number of items that a producer can offer for sale at a certain price.Competition: Where more than 1 business or factory supplies the same articles/products.

Able to define and explain supply and demand. Able to discuss these concepts

Understand the basis of economy.Respect market price

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 expensive. Ice cream mostly demanded in summer.Consumer behavior: Consumers are not the same and they behave differently.Cost of production : Materials, labor ,finances, expenses-water and electricity, rent, telephone etc

To identify seasonal influences To explain cost of production

To appreciate seasonal changes.

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 supplyPrice high: lower demand / high supplyConsumer behavior : Is based on price of products

Explain and analyze Understand price formations



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, etcOverheads : Expenses – Water , Electricity, administration expenses etcMarketing Expenses; Advertising, packaging etc

Explain Identify

Appreciate end product

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, EntrepreneurshipLand: Labor : All physical and mental workCapital: 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

AnalyseUnderstand how factors

AC 4. The importance of production is discussed.Range: Satisfy needs; create wealth, to be self-sufficient.Satisfy needs –food, clothes , security etcCreate wealth: Needs and wants satisfactionSelf sufficient: To be able to make your own clothes, plant your own food etc

Discuss Satisfaction

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 Cost effective: Less workers neededNegative : Unemployment-machine replace workers Health hazards: Pollution e.g. air, water, land etc

DebateDiscuss

Be sensitive and appreciate environment

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 workers.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

Discuss Appreciate labor lawsRespect workers rights



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) population is increasing Geographical factors: Western side of the country is semi desert less production is possible and Eastern side receives more rainfall but still droughts occur.

ExploreDiscuss

Understand Appreciate

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 –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 $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.

Gathering information Be informedAppreciate.

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:With many entrepreneurs more jobs are created (for skilled workers.) and there is a growth in the economy; More people are employed – more profit is made = increase of wealth.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.

DebateReasonIdentify

AppreciateHuman skillsRole of the Reserve bank.

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 VALUESType of businesses:Service: hairdresser, restaurant – eating place. Dry-cleaners, garage – fixing cars etc.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.

To be able to explain the different types of businesses

Be able to choose a type of business

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 his home etc.) No registration; Low cost – easy to start; No continuity- owner dies/ sell, business dissolve. Business pays VAT (Value Added 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.

to be able to distinguish between the different forms of ownership

To make an informed choice when choosing a form of ownership



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:Gets all profits: Transfer of ownership freely; Legal requirements only name and license; Loyalty – owner & workers know each other; Quick decisions by owner 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 dissolvesClose 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.

To be able to explain and describe the differences between forms of ownership (comparison not asked in assessment)

Able to make an informed choice when selecting a form of ownership



Private companies – disadvantagesMay not sell shares on the stock exchange – capital might not be enough to expand; many managers could be a problemSells 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, township etc. Competition – next to or far, better or more expensive; Capital – how much? Etc.; Layout – shop floor etc. Furniture – washbasins, hairdryers / tills, shelves etc. Equipment – tills, computers, etc. Staffing/labour- salespersons, cleaners etc. Security – high crime rate etc. Stock – trading stock etc.

Be able to explain, be able to identify targets market etc.

Informed to make a wise choice.

AC 2. Procedures in starting a business are explained.Range: Registration of business, opening of banking account, etc.Sole proprietor: Purchase of license if needed; Open a bank account – personal or business.PARTNERSHIP ARTICLES:Name of business; Full names of partners; Nature of business; Purpose of business; Partner’s

Be able to know the steps to follow when starting a business.

To be informed to make a decision



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, etcKnowledge Skills ValuesBanks; Loan companies; Black, Broader-based economic empowerment institutions. Friends; Insurance companies; family members etc.

Be able to be informed of sources of finance

Be informed.

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, security; target market; competition? Clients?(Goodwill)

Be able to know what to check before taking over an existing business.

Be informed.

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.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

Be able to explain legal implications.

Be legally informed

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.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.

Be able to know how to start a business

Be empowered to start a business



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 1981Franchise: Franchiser sells his rights to Franchisee. A lawyer approves contractAC 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.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.

Be able to apply knowledge in choices

Be informed.

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 VALUESCapitalism : Private ownership of production factors.Socialism: Basic industries owned by state.Communism: State owns & controls all industries.Mixed: Both capitalism and socialism, and communism

Be able to identify economic systems

Informed in SA economic system.

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 only maintain “law & order” Free to save & invest money. Supply& demand determine prices.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.

Able to identify which characteristics are found in the SA economic system

Value SA’s economic system



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 compete on market; Profit motive, labour used efficiently; High value – adding developments- technological 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)

To discuss why certain advantages /disadvantages apply to SA.

Appreciate the role of capitalism and the role of government in SA economic system

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 Explain, identify, discuss



recessions., communities 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:Socialism: Consumers are more restricted in choice of products, Government determine all trading.Communism: Consumers are totally restricted – government prescribes choice. Government controls all trading.Mixed economy: ?

Be able to identify and discuss his/her own role and rights in SA’s economic system

Be informed.

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, sanitation and electricity,; and benefit from a good infrastructure of roads etc.

Be able to apply information to the benefit of all SA citizens

A healthy environment

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 leadersRespect 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 benefits etc.

To explain and identify and differentiate

To respect commercial laws of the country; value the 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 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.

Be able to explain, differentiate and identify

To valu SA’s resources and own products. Buy SA.



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 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.

Explain and explore the involvement of government,

Be informed and respect government institution.

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 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

Discuss and explain. Be honest in paying taxes.

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 saving money to invest in businesses to move away from a culture of being only consumers but not producers.

Discuss and identify. Culture of saving

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 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

Identify managerial skills, discuss.

Respect management structures



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 valueTop Strategic: Long-term planning 5 years or

moreConceptual: See the big picture, overview.

Be informed

Middle Tactical: Monthly, weekly, daily planning, Put strategic plan into action.

Human Relations, 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 strategy would be flexible enough and takes exceptional circumstances into account; It covers all employees; It is harmonious with the political and economic climate. 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.

DiscussIdentifyanalyse

Respect management structure and decision making

SO 2. Identify and discuss different managerial styles.AC 1.Different managerial styles are identified and discussed.Range: Democratic, Autocratic, Laissez-faire, quality circlesAutocratic: Take all decisions without prior discussions; Do all planning himself; Practice or keep strict 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

Differentiate, discuss, compare and identify

Respect and tolerance



manager.AC 2. The effect of different managerial styles on community and business are evaluated.Range: Democratic, Autocratic, Laissez- Faire, Quality circlesDemocratic: encourage participationAutocratic: - 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.

Evaluating , comparing Respect opinions of other people

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 could be applied in different business environments

Discuss, observe Respect opinion of others

SO 3. Identify and explain and demonstrate an understanding of administrative systemsAC 1. Administrative capabilities are identified and explained.Administration;information things like letters, pay slips, order forms, receipts, and bank statements are 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 filesElectronically on a computer.

Filing and controlling Safe keeping of documents. Honesty.

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 account or letter from traditional leader. An minimum amount of money to deposit to open the account.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 etcDepositing: Cash can be deposited at the ATM or inside a bank – even other retail stores. Internet banking

To open an account, to be able to use an ATM, to deposit and transfer money.

Responsibility, honesty.

AC 3. Skills and techniques in information gathering and distribution are demonstrated.Research Skills: Ability to collect information from various sources.Research Techniques : The tools used to gather/collect information e.g. Questionnaires , interviews, door to door etc

Ability to gather informationApply in their real lives

Respect and be honest about information gathered

AC 4. Information system, accountability, proposals, reportsInformation system: Computers, printers, telephones, internet, cell phones ,libraries etcAccountability: Be responsible for your actions

Communication and gather information

Be informedAppreciate



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. Copyright reserved Please turn over

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

LEARNING AREA CODE: EMSC

Year: 2007

Assessment Tasks 1 2 3 4 5

Form(s) of assessment

Test Worksheet Assignment Journal entries

Project

USID and SOs USID: 13994 – SO 1,2,3

USID: 13995 –SO 1,2

USID: 13996 –SO 1,2,3

USID: 13999 – SO 3; 4

USID: 13998 – SO 1; 2; 3

Assessment Criteria Number of activities

4 4 2 2 4

Tools of Assessment

MEMO MEMO MEMO / RUBRIC

MEMO RUBRIC

Dates to be completed

8.2 EXEMPLAR SBA TASKS

INSTRUCTIONS AND INFORMATION

1. This test consists of FIVE Questions.

2. Answer question 5 on Annexure A.

3. All questions are COMPULSORY.

4. Read through the questions carefully and make sure that you allocate enough time for each question.

GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:ECONOMIC AND MANAGEMENT SCIENCESCODE :EMSC4

TASK:TESTTIME:1 HOUR 30 MINUTES

MARKS:50

This assessment task consists of 4 pages.

QUESTION 1: MULTIPLE-CHOICE QUESTION

Various options are given as possible answers to each question. Choose the correct answer and write only the letter (A - D) next to the question number (1.1 – 1.5) in the ANSWER BOOK.

1.1 A … consists of 2 – 20 individuals who enter into a business.

ABCD

PartnershipPrivate CompanySole TraderClose Corporation (1)

1.2 Which one is an example of an asset?

ABCD

CreditorsCash ReceiptsTrading StockSource Documents (1)

1.3 Which of the following legal conditions allow you to enter into a contract?

ABCD

Over 16 years of ageOver 18 years of ageInsanityBeing Drunk (1)

1.4 Public Companies sell … to the public in small affordable units.

ABCD

LoansSharesVehiclesBuildings (1)

1.5 A/an … is responsible to make sure that employees have work to do and that they do it.

ABCD

SupervisorShareholderLiabilitiesAsset (1)

[5]

QUESTION 2

Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only "true" or "false" next to the question number (2.1 – 2.5).

2.1 Income and Expenditure accounts fall under nominal accounts. (1)

2.2 The sole trader does not share profit with any one. (1)

2.3 Buildings and vehicles are part of current assets. (1)

2.4 A sale contract must include the name and address of the buyer. (1)

2.5 Filing is not one of the additional management tasks. (1)[5]

QUESTION 3

Look at the following forms of business ownership and classify them according to the correct form of ownership.

Business Form of ownership3.1 Telkom Ltd3.2 Mubi and Thoko's tavern3.3 Spaza shop owned by Nompi3.4 A workshop owned by five people3.5 Khanya CC

[5]

QUESTION 4

Read the case study and answer the questions that follow.

Mr Tsekeletsa bought a car from Mr Malima. Mr Malima's price is R 46 000. Mr Malima wants R 16 000 as a deposit and three payments of R 10 000 per month. This was an oral agreement.

4.1 Is an oral agreement a binding contract? (1)

4.2 Write down the meaning of a contract. (2)

4.3 What are Mr Malima and Mr Tsekeletsa referred to in the contract? (1)

4.4 If Mr Tsekeletsa fails to pay as agreed, what do we call that failure? (2)

4.5 Give TWO measures that Mr Malima can take if Mr Tsekeletsa fails to pay on time. (4)

4.6 Would this agreement be binding if Mr Tsekeletsa was only 17 years old? Give ONE reason for your answer. (2)

4.7 What should Mr Tsekeletsa have done if he found out that the car has been stolen?(2)

4.8 Give THREE safety measures that you should take when withdrawing money from an ATM or a bank machine.

(6)[20]

QUESTION 5

5.1 What is a manager? (1)

5.2 Explain the meaning of the term ‘management of a business ’. (2)

5.3 Name TWO characteristics of a Sole Trader. (4)

5.4 Explain the meaning of the following managerial tasks:a) Planning.b) Leadership. (4)

5.5 Name TWO factors to be considered when taking over an existing business. (4)

[15]

GRAND TOTAL: 50

TASK 2: ASSIGNMENT


1. This assessment task consists of ONE COMPULSORY question.

2. Use the allocation of marks as a guide to the scope and length of the answer.

3. Number all the answers clearly in accordance with the numbering system used in this assignment. e.g. 1.1 – 1.11

QUESTION 1

1.1. What do you understand by the term export? (2)

1.2 Name THREE economic systems that were originally started by the Governments in the previous centuries. (3)

1.3 Name FOUR advantages of a capitalist system. (4)

1.4 Name FOUR businesses in your community that qualify as capitalist. (4)

1.5 Name ONE economic system that you like and state the reason why you have chosen it. (3)

1.6 Briefly explain in TWO sentences what has happened to these three economic systems, as named in your answer to Question 1.2. (4)

1.7 Explain in TWO sentences how farming production is carried out under a Communist Government. (4)

1.8 Some sectors of Government activities rely on socialist principles. Name FOUR Government activities and explain each one. (8)

1.9 Mention FOUR benefits that government activities offer to the previously disadvantaged communities in our country. (4)

1.10 What economic system do we follow in South Africa? Give ONE reason to support your answer. (4)

1.11 You are given the opportunity to advise the government on a good economic policy. Briefly give FIVE points on economic policies that you would advise the government on. (10)

GRAND TOTAL: 50

TASK 3: PROJECT


1. This project consists of TWO Questions.

2. Number all the questions clearly in accordance with the numbering system used in this task.


This project should be done in pairs. The discussion is done in the group, but both candidates should write down the answers.

QUESTION 1

Study the table below and then answer the questions that follow.

PumpkinsQuantity demanded Quantity supplied Price per kg

600 300 R 3,00

550 350 R 3,50

500 400 R 4,00

450 450 R 4,50

400 500 R 5,00

350 550 R 5,50

300 600 R 6,00

1.1 Why do you think the prices are so high when there is an oversupply of pumpkins and a low demand? (3)

1.2 Why do you think the price of pumpkins rises when supply decreases? (3)

1.3 Why do you think the prices are the highest when the quantity supplied is the highest? (3)

1.4 At what price is the quantity demanded and the quantity supplied the same? (1)

1.5 What do we call the point where the quantity demanded and the quantity supplied are the same? (1)

1.6 Mr Umlime wants you to tell him when he should send his pumpkins to the market. What would be the best advice? (2)

1.7 Why do you think the amount of fruits and vegetables sent to the market differs? Give an explanation on different months, seasons and regions.

1.7.1 Oranges (3)

1.7.2 Peaches (3)

1.7.3 Potatoes (3)

1.7.4 Tomatoes (3)[25]

QUESTION 2


1 This question is answered as an individual.

2 The learners need to collect information from various sources e.g. library, newspapers, magazines and other resources.

3 The EMSC educator should assist the learners in terms of availing relevant resources and information.

4 Time-frame of this activity is five days, 1 hour should be spent in the classroom during contact time on this activity.

5 A rubric would be used as an assessment tool to assess progress of the learners.

ACTIVITY 1

2.1 Name FOUR factors of production and explain the meaning of each factor of production. Illustrate the FOUR factors of production in the form of pictures. (16)

Criteria Descriptions ScoreLevel 1 Level 2 Level 3 Level 4

Gathering of information

Names at least one factor of production. (1)

Names at least two factors of production. (2)

Names at least three factors of production.

(3)

Names all factors of production.

(4) (4)Illustration of information

Little attempt was made to collect information

(1)

Information collected does not cover all the aspects that are relevant to the question.(2)

Enough evidence of information collected.

(3)

Evidence of information collected show in-depth understanding of factors of production.

(4) (4)Explanation of factors of production

Little attempt was made to explain clearly the factors of production.

(1)

The information collected and explained does not cover all the aspects that are relevant to the factors of production.

(2)

Enough evidence of information collected. The factors of production are correctly explained and the pictures are in line with the explanation.(3)

Evidence collected show in-depth understanding of the factors of production. Pictures and explanations are excellently integrated.

(4) (4)Relevance of pictures to the question asked

Little attempt was made to collect more relevant pictures.

(1)

Relevant pictures collected are not all covering the aspects of the topic.

(2)

Enough evidence of pictures collected is relevant to the topic. Information is also relevant to the pictures.

(3)

Evidence of pictures collected show in-depth understanding of factors of production. Pictures are excellently integrated to the question.(4) (4)

Total Score: 16

2.2 Choose something that you can produce to earn an income. You are required to compile a production proposal for your chosen product which includes the following:

2.2.1 Mention TWO basic materials that you will need. Find pictures of the TWO basic materials and paste them on an A4 page. (4)


Illustration of information.


Information collected does not cover all the aspects that are relevant to the question.


Evidence of information collected show in-depth understanding of factors of production.

(1) (2) (3) (4) (4)

2.2.2 What is the total cost of the two materials? (1)

2.2.3 Target market: Mention TWO specific target markets. (2)

2.2.4 Business location. Where is the business to be situated? (1)

2.2.5 Number of people to be employed. (1)[25]

Checklist for Question 1 and Question 2

Criteria Yes No Comments Assessment Task: Project. Due date of submission was adhered to. All the sub-questions of Question 1 were answered. In Question 1 the different fruits were discussed with regards to

months, seasons and regions. Understanding that fruits are specific to different provinces for

example oranges are not found in Free State. Demand and supply of pumpkins in terms of price were clearly

explained and understood. Understanding that demand increases when supply decreases. The state of equilibrium was understood. All the sub-questions of Question 2 were answered. Questions were clear. Questions were understood. Relevant information was collected as per required questions. Pictures provided were relevant and clear to understand. Relevance of pictures to factors of production. Understanding factors of production. Relevance of pictures that show materials to be used in the

production of the product. Show of creativity in terms of compiling a production proposal. Understanding costing of materials. Understanding capital to start a business. Understanding different target markets. Understanding location of a business.

Final comments

Signature of learner: ______________________________ Date: ______________Signature of learner who is a witness: ____________________ Date: ____________

GRAND TOTAL: 50

TASK 4: JOURNAL ENTRY


1. This task consists of TWO questions.

2. Follow the guideline as given in each activity.

3. Learners are expected to answer on Annexure A and Annexure B.

QUESTION 1

Background information about Matomela and Ncinza dealer shop. This shop is located at Springbok in the Northern Cape Province. It is owned by Matomela and Ncinza. They are selling sporting equipment and football jerseys. They have been in business since 2007. 2010 World Cup doubled their sales.

Use the information provided below to draw up the Income Statement of Matomela and Ncinza Dealer shop for the year ending on the 31 June 2012.

Trial balance of Matomela and Ncinza Dealer shop on 31 June 2012.

Debit Credit

Nominal Account SectionSales Cost of Sales Rent Income Cleaning material Stationery Telephone Water and Electricity Wages Rent Expense Delivery Cost Advertising

2 00 000

5 0009 00

1 0001 0003 000

60021 000

1 500

5 00 000

2 000

[25]

QUESTION 2

Background information about Schoondal Garage. This business is located in Standerton Mpumalanga province. There are ten members in this business. This business has been operating for ten years. It is a well known garage in Mpumalanga because of its excellent service to the customers.

Use the following information provided to draw up the Balance Sheet of Schoondal Garage on the 31 March 2012.

Trial balance of Schoondal CC Garage on the 31 March 2012.

Debit Credit

Balance Sheet Account SectionCapital Net Income Drawings Land and buildings Vehicles Equipment Trading Stock Bank Cash Float Debtors Control Creditors Control

5 00 00070 000

500 000500 000100 000200 000

30 000600

7 600

900 000

10 600

[25]

GRAND TOTAL: 50

Annexure AIncome Statement of _________________________________________

SalesLess: Cost of sales

ADD: Rent IncomeLESSCleaning MateriasStationeryTelephoneWater and ElectricityWagesRent ExpenseDelivery CostAdvertising……… ……………

[25]

Annexure B

Balance sheet of ______________________________________________

Assets

_____________________BuildingsVehiclesEquipment

_____________________Trading StockBankCash FloatDebtors Control / Trade and other Receivables

_____________________

_____________________ Owners Equity

CapitalAdd Net IncomeLess Drawings

_____________________ Creditors Control / Trade and other Payables

_____________________

[25]

GRAND TOTAL: 50TASK 5: WORKSHEET


1. This worksheet consists of QUESTIONS 1 AND QUESTION 2. Answer on the worksheet.


QUESTION 1: Demonstrate an understanding of managerial expertise and administrative capabilities. US 14001

Study the picture and answer the questions.

1.1 What does picture A – picture C represent in terms of management? (3)

______________________________________________________________

______________________________________________________________

1.2 Which level of management has to make the difficult and strategic decisions? (2)

______________________________________________________________

______________________________________________________________

1.3 Which level of management will have the most interaction with the workers? (2)

_____________________________________________________________

_____________________________________________________________

1.4 Name the FOUR tasks of management. (4)

_____________________________________________________________

C

A

B

_____________________________________________________________

Study the picture and answer the questions.

1.5 1.5.1 What is the leadership style used by the manager in picture A? (1)

_____________________________________________________________

1.5.2 What is the leadership style used by the manager in picture B? (1)

_____________________________________________________________

1.5.3 What is the leadership style used by the manager in picture C? (1)

_____________________________________________________________

1.5.4 Which leadership style would you choose from these pictures? Give ONE reason for your answer. (2)

_____________________________________________________________

_____________________________________________________________

1.5.5 Which leadership style is the current President of South Africa, President Zuma using? Give ONE reason for your answer. (2)

_____________________________________________________________

_____________________________________________________________

1.5.6 What leadership style is used in your home? Give ONE reason for your answer. (2)

_____________________________________________________________

_____________________________________________________________

1.5.7 Which leadership style is your Economic and Management Sciences (EMSC) educator using in your classroom. Give ONE reason for your answer. (2)

PICTURE B PICTURE A PICTURE C

]

_____________________________________________________________

_____________________________________________________________

1.5.8 Name any three methods that can be used to motivate workers. (3)[25]

_____________________________________________________________

_____________________________________________________________

QUESTION 2: Demonstrate an understanding on contracts and their sources. US 13995

Mr Mbedzi has signed a contract for three years with Signwriters (Pty) Ltd. In March he was accused of stealing red paint and a paint gun from the workshop. According to the terms of the contract, Mr Mbedzi must receive three warnings before he can be dismissed. However, he was suspended and told to be at home pending an enquiry into the case. In July Signwriters (Pty) Ltd dismissed Mr Mbedzi and handed the matter to the police. Mr Mbedzi was convicted and sentenced. Mr Mbedzi claimed wages from Signwriters (Pty) Ltd for the period March to the date of his dismissal in July, but Signwriters (Pty) Ltd refused to pay anything after March. US 13995 SO 2 AC 3

2.1 What do we call the agreement between Mr Mbedzi and Signwriters (Pty) Ltd and when does this contract end? (2)

_____________________________________________________________

2.2 Do you think an oral agreement can serve as a contract in a court of law? Give ONE reason for your answer. (3)

_____________________________________________________________

2.3 Is it fair that Signwriters (Pty) Ltd suspended Mr Mbedzi from work? Give ONE reason for your answer. (3)

_____________________________________________________________

2.4 Can Mr Mbedzi claim anything from Unemployment Insurance Fund (UIF)? Give ONE reason for your answer. (3)

_____________________________________________________________

2.5 Is Mr Mbedzi entitled to any money during his suspension? Give ONE reason for your answer. (3)

_____________________________________________________________

2.6 Name FOUR basic terms and conditions in a contract (8)

_____________________________________________________________

2.7 The ruling party of South African Government is having a five year contract with all South Africans. Do you think this is a binding contract? Give ONE reason for your answer. (3)

[25]

_____________________________________________________________

GRAND TOTAL: 50


1. This assessment task consists of the following unit standards: US 13994, US 13995, US 13999 and US 14001.

2. Educators are encouraged to teach all aspects of Economic and Management Sciences as well as develop knowledge and skills for learners to be capable of doing this task.

QUESTION 1

1. 1 A Partnership. (1)


NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:ECONOMIC AND MANAGEMENT SCIENCESCODE:EMSC4TOOL:TEST

TIME:3 DAYSMARKS:50

This assessment tool consists of 4 pages.

1. 2 C Trading Stock. (1)

1. 3 B Over 18 years of age. (1)

1. 4 B Shares. (1)

1. 5 A Supervisor. (1)[5]

QUESTION 2

2.1 True. (1)

2.2 True. (1)

2.3 False. (1)

2.4 True. (1)

2.5 False. (1)[5]

QUESTION 3

Business Form of ownership

3.1 Telkom Ltd. Public company. 3.2 Mubi and Thoko's tavern. Partnership. 3.3 Spaza shop owned by Nompi. Sole Trader or One – Man business. 3.4 A workshop owned by five people. Close Corporation / Partnership / Private

Company. 3.5 Khanya CC. Close Corporation.

[5]

QUESTION 4

4.1 Yes. (1)

4.2 Binding agreement between two parties or people. (2)

4.3 Parties / partners. (1)

4.4 Breach of contract / Breach of promise / Breaking of promise. (2)

4.5 Engage him on a face to face basis. Writing communication measures to notify Mr Tsekeletsa. Legal actions against Mr Tsekeletsa. (Any two) (4)

4.6 No, because 17 years of age is under age to sign a contract. or he is a minor (2)

4.7 Report the matter to the insurance company and the police station. (2)

4.8 Keep your account number safe. Keep your money that you withdraw safe. Keep your PIN (Personal Identity Number) number safe.

Write your account number and other information correctly. Do not accept help from strangers. Look around you before you accept your money. (Any THREE answer) (6)

[20]

QUESTION 5 US 14001 :SO 1 : AC 1 & 13994:SO 1:AC2 :SO 2 :AC 1

5.1 A manager is a person who is in charge of something e.g. a manager in a business. (1)

5.2 ‘Management of a business refers to all the activities involved in running a business successfully. (2)

5.3 It is a one man’s business. It is to not expensive to start a Sole trader. It ceases to exist when the owner dies. All the profits and loss are bears by the owner. (Any TWO answer) (4)

5.4 c) Planning: It involves the process of drafting the goal and objectives of the business.

d) Leadership: It is the ability to motivate people to ensure that the objectives of the business are met. (4)

5.5 Financial status of the business. Geographical factors of the business. Position of the business in terms of the target market. (Any TWO answer) (4)

[15]

GRAND TOTAL: 50

TOOL 2: ASSIGNMENT


This assignment consists of ONE question with eleven sub - questions.

1. This assignment consists of the following unit standard: US 13996

2. Educators are encouraged to find information and make resources available for learners to do this assignment.

QUESTION 1

1.1. When one country example South Africa sell goods to another country. (2)

1.2 Communism Socialism Command system (Any three) (3)

1.3 Citizens are allowed to own land and businesses. Citizens are allowed to follow any career or occupation of their choice. The government provides a safe environment for all citizens and business

activities. Prices are not controlled by the state. Prices are controlled by demand and supply. Citizens own the factors of production. (Any four answers) (4)

1.4 Learners would come up with their own answers. For example: Shoprite Pick 'n Pay KFC

Chemist Spaza Shop Tuck Shop (Any four) (4)

1.5 Learners would come up with their own answers. For example: Capitalist. The main objective for a business is to make a profit. (3)

1.6 Communism – After the cold war between USA and USSR capitalism became more popular than communism.

Socialism – Socialism has been integrated with communism and capitalism to make a mixed economy. (4)

1.7 The government decides on what is to be produced. The government decide on how is it to be produced. The government decide by whom to produce. (Any two) (4)

1.8 Social grant – The government is supporting children whose parents are not working.

Free services for example the clinic that gives free consultation and medication.

No fee schools – Learners from poor communities are exempted to pay school fees.

National Nutritional programmes in disadvantaged communities – e.g. Learners receive a free balanced meal in school time at school.

Subsidised social programmes – learners from poor communities who attend tertiary institutions receive government subsidies in terms of paying tertiary

fees. (Any four) (8)

1.9 o Subsidised employment programmes: Government is creating jobs by assisting private and public sectors with funds to employ young people.

o Parastatils – Semi-private companies like ESKOM, SABC and other companies are partly owned by government.

o Government giving tenders to previously disadvantaged businesses. o Government is a major employer for most of the citizens of the country, e.g.

departments like Education, Health, Communication, Agriculture, Water and Forestry (Any four relevant answers) (4)

1.10 Mixed Economic system. o Some of the major companies are partially owned by the state, e.g. Transnet.o Some of the companies are privately owned and are listed on the Johannesburg

Stock Exchange. (4)

1.11 o Learners would come up with their own answers. For example, the government can be advised to revise its mixed economic system.

o The government can adopt the following policies. Citizens must be allowed to own their land and businesses hundred percent

without state intervention. All factors of production must be privately owned by individuals. without any

state intervention. Privately owned business must decide who produces what and for whom. The prices of products must be determined by the demand and supply in the

market. Citizens must have a free choice as to their careers and their occupation

without any state intervention The government should put in place policies that would protect the citizens and

businesses so that there would be an economic growth. (Any five) (10)

GRAND TOTAL: 50

TOOL 3: PROJECT


1. The project must be completed over a period of 5 days

QUESTION 1

1.1 The rule of demand and supply says that when the prices of the pumpkins are high, the quantity demanded will be low. The quantity supplied will be high until the state of equilibrium is reached. (3)

1.2 The demand the pumpkins are higher than the supply of pumpkins, because the supply of pumpkins is decreasing. There is a scarcity of pumpkins on the market. (3)

1.3 The law of supply says that the higher the price, the more quantity will be supplied. (3)

1.4 At R 4,50 (1) 1.5 State of equilibrium

State of equalness Supply and Demand are equal (Any one) (1)

1.6 When the prices of pumpkins are the highest at R 6, 00 per kilogram on the market. When the demand for pumpkins on the market are the highest.

(Any one) (2)

1.7 1.7.1 Oranges - Month: June Season: Winter Region : Mpumalanga and KwaZulu Natal (3)

1.7.2 Peaches:- Month: March Season: Autumn Region : Free State and Western Cape (3)

1.7.3 Potatoes:- Month: February Season: Summer Region : Gauteng, North West and Limpopo (3)

1.7.4 Tomatoes: - Month: October Season: Spring Region: All provinces: Mpumalanga, KwaZulu Natal,

Gauteng, Free State, Eastern Cape, Western Cape, Northern Cape, Northwest, Limpopo

(3)[25]

QUESTION 2

ACTIVITY 1

2.1 Name four factors of production and explain the meaning of each factor of

production. Illustrate the four factors of production in a form of pictures.US 13998: SO 2: AC3, AC1 and AC2 (16)

Rubric to mark activity 2.1

Criteria Descriptions Score

Level 1 Level 2 Level 3 Level 4Gathering of information

Names at least one factor of production

(1)

Names at least two factors of production

(2)

Names at least three factors of production.

(3)

Names all factors of production.

(4) (4)Illustration of information.


(1)

Information collected does not cover all the aspects that are relevant to the question. (2)


(3)

Evidence of information collected show in depth understanding of factors of production.

(4) (4)Explanation of factors of production

Little attempt was made to explain clearly the factors of production.

(1)

The information collected and explained does not cover all the aspects that are relevant to the factors of production.

(2)

Enough evidence of information collected. The factors of production are correctly explained and the pictures are in line with the explanation.(3)

Evidence collected show in depth of clear understanding of the factors of production. Pictures and explanations are excellently integrated.

(4) (4)Relevancy of pictures to the question asked.

Little attempt was made to collect more relevant pictures.

(1)

Relevant pictures collected are not all covering the aspects of the topic.

(2)

Enough evidence of pictures collected is relevant to the topic. Information is also relevant to the pictures.

(3)

Evidence of pictures collected show in depth understanding of factors of production. Pictures are excellently integrated to the question.(4) (4)

Total Score: 16

2.2.1 Mention TWO basic materials that you will need. Find pictures of the TWO basic materials and paste them on an A4 paper. (4)

Rubric to mark activity 2.2.1


Illustration of information.


.

(1)

Information collected does not cover all the aspects that are relevant to the question..(2)

Enough evidence of information collected..

(3)

Evidence of information collected show in depth understanding of factors of production. (4)

(4)

2.2.2 Learners would come up with their own various values for the costing of materials.. (1)

2.2.3 Learners would come up with their own TWO answers. One mark per answer. (2)

2.2.4 Learners would come up with their own answer, be it in the urban area or rural area. (1)

2.2.5 Learners would come up with their own answers. (1)[25]

GRAND TOTAL: 50

TOOL 4: JOURNAL ENTRY


1. This performance covers the following unit standards:

QUESTION 1 US 13999: SO 6, AC 1, AC 2 AND AC 4

Income Statement of Matomela and Ncinza dealer shop for the year ending on 30 June 2012

Annexure A Income Statement of Matomela and Ncinza Dealer Shop for the year ended 30 June 2012

Sales 500 000Less: Cost of sales (200 000) GROSS PROFIT 300 000 ADD: OTHER INCOME 2 000 Rent Income 2 000GROSS INCOME 302 000 LESS: EXPENSES ( 34 000) Cleaning Materials 5 000 Stationery 900Telephone 1 000Water and Electricity 1 000Wages 3 000Rent Expense 600Delivery Cost 21 000Advertising 1 500NET INCOME 268 000

QUESTION 2 US 13999: SO 5 AC 3 , AC 2, 3 AND 4

Balance sheet of Schoondal CC Garage on 31 March 2012.

AssetsNon-Current Assets / Fixed Assets 1 100 000

Buildings 5 00 000Vehicles 5 00 000Equipment 100 000

Current Assets 240 600Trading Stock 2 00 000Bank 30 000Cash Float 600Debtors Control / Trade and other Receivables 10 000

Total Assets 1340 600

Equity and Liability Owners Equity 1330000

Capital 900 000Add Net Income 5 00 000Less Drawings 70 000

Current Liabilities 7 600Creditors Control / Trade and other Payables 7 600

Total Equity and Liabilities 1 340 600

[25]

GRAND TOTAL: 50

TOOL 5: WORKSHEET


1. The Worksheet covers the following unit standards:

QUESTION 1: Demonstrate an understanding of managerial expertise and administrative capabilities. US: 14001

[25]

1.1 1. Picture A = Top Management. 2. Picture B = Middle Management. 3. Picture C = Lower Management. (3)

1.2 Top Management (2)

1.3 Lower level / Front line Management / Supervisory level. (Any one) (2)

1.4 1. Planning 2. Leading 3. Organising 4. Control/Evaluating (4)

1.5 1.5.1 Autocratic leadership style (1)

1.5.2 Democratic leadership style (1)

Copyright reserved Please turn over

EMSC4 Memo 3 November 2011

1.5.3 Laissez faire leadership style The manager is busy talking and the participants are not all

concentrating on what he is saying (1)

1.5.4 Learners would come up with their own answers. For example: Autocratic Leadership style (Picture 1) OR Democratic leadership style (Picture 2) OR Laissez faire leadership style. (Picture 3) The reason would be based on the learner’s view. (Any relevant answer) (2)

1.5.5 Learners would come up with their own answers. For example: Democratic leadership style. OR Combination of all three leadership styles. The reason would be based on the learner’s view.(Any relevant answer) (2)

1.5.6 Learners would come up with their own answers. For example: Democratic leadership style. OR Combination of all three leadership styles. The reason would be based on the learner’s view.(Any relevant answer) (2)

1.5.7 Learners would come up with their own answers. For example: Democratic leadership style. OR Combination of all three leadership styles. The reason would be based on the learner’s view. (Any relevant answer)

(2)

1.5.8 Fair wages and security Reasonable instructions Opportunities for self development Bonus, incentives (Any relevant answer) (3)

[25]

QUESTION 2: Demonstrate an understanding on contracts and their sources. US 13995: SO2: AC3

2.1 Contract OR Employment Contract The contract will end after three years (2)

2.2 Yes, because a contract can be in writing or orally. (3)

2.3 Yes, it was fair, because Mr Mbedzi was not dismissed on the spot. He was suspended until the case was fully investigated. (3)

2.4 No, He can not claim from Unemployment Insurance Fund because he was


EMSC4 Memo 4 November 2011not out of work. He was only suspended. He can only claim if he was unemployed.

(3)

2.5 No, because the case was still under investigation according to his contract with Signwriters (Pty) Ltd.

Yes, because Mr Mbedzi is still an employee with Signwriters (Pty) Ltd and therefore he is entitled to receive wages. (3)

2.6 It must be legal. It must be time-framed. It must involve parties. There must be mutual agreement. It must be age-based. The parties must qualify to be in a contract e.g. in terms of mental

state. Roles and Responsibilities of the parties. The procedures in the contract must be clear. Contract must be based on specific financial benefits for both parties. It must be based on a specific objective. (Any four) (6)

2.7 Learners would come up with their own various answers. Yes, it is a contract because after five years the citizens will vote

whether they renew the contract with the present ruling party or not. (3)[25]

GRAND TOTAL: 50

9. EXTERNAL ASSESSMENT (SUMMATIVE)

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 paperDuration and total Marks 2 Hours

100 marksFormat(Nature of the Paper)

Weighting;Literal 40% (30%)Interpretive: 40% (40%)Analytical: 20% (30)Types of questions may include:


EMSC4 Memo 5 November 2011Literal = 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 Assessment (SBA’s) and Examination

All prescribed Unit Standards recognized by SAQA

LAY OUT:Examination paper.

3 SectionsSection A:Compulsory – Literal questions (questions on prescribed Unit Standards)

1. Multiple choice questions. 1 correct answer and three distracters. 10 questions counting 1 mark each. (10 marks)

2. True and False. 5 questions counting 1 mark each. (5 marks)3. Filling of the missing words. 5 missing words will be given. (5 marks)4. Choose the correct word in the brackets. 5 questions 1 mark each. (5

marks)5. 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 = 45Section CTwo (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.



NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:ECONOMIC AND MANAGEMENT SCIENCESCODE :EMSC4DATE:NOVEMBER 2011

TIME:3 HOURS MARKS:100

This question paper consists of 8 pages including Annexure A.



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, SECTIONS A, B and C

4. Use ANNEXURE A on page 10 to answer QUESTION 4.

5. Non-programmable calculators may be used.

SECTION A (COMPULSORY)

QUESTION 1



1.1 Various possible options are provided as answers to the following questions. Write only the letter (A - D) next to the question number (1.1.1 - 1.1.10) in the ANSWER BOOK, for example. 1.1.11 B.

1.1.1 A business enterprise owned by one person is called …

ABCD

private company.sole trader.public company.partnership. (1)

1.1.2 The name of a close corporation ends with the following letters:

ABCD

(PTY)LTD.None.LTD.CC. (1)

1.1.3 When two parties enter into a contract and do not do what they are supposed to do:

ABCD

Laws of contractsBank of LisbonBreach of contractsConstitution of South Africa (1)

1.1.4 To open a bank account you need a(an) …

ABCD

identity document.proof of residence.depositAll the above-mentioned (1)

1.1.5 Basic things that we cannot live without:

ABCD

SupplyNeedsWealthWants (1)

1.1.6 A combination of capitalism, socialism and communism:

ABCD

Mixed economyTraditional economyPlanningOrganising (1)

1.1.7 Strategic planning is made at the ... level of management.

ABCD

MiddleLowTopNone of the above-mentioned (1)

1.1.8 A leadership style that allows employees to do as they wish:

A Laissez-faire style


EMSC4 Memo 8 November 2011BCD

Group work styleDemocratic styleAutocratic style (1)

1.1.9 Debts that a business or a person has to pay:

ABCD

Owner's equityCompaniesLiabilitiesPartnership (1)

1.1.10 The sum of money to start a business:

ABCD

PartnershipLiabilityCapitalPublic company (1)

[10]

1.2 Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next to question number (1.2.1 - 1.2.5).

1.2.1 A contract can be between two or more persons or parties. (1)

1.2.2 A profit in a business means that the business has higher expenses than income. (1)

1.2.3 Formal businesses are not with the government. (1)

1.2.4 Administrative systems include filing and correspondence. (1)

1.2.5 Water and food are examples of needs. (1)[5]

1.3 Fill in the missing word. Write only the answer next to the question number, (1.3.1-1.3.5).

1.3.1 The people in a contract are called ... . (1)

1.3.2 A ... is a person or a firm to whom a business owes money. (1)

1.3.3 The ... company has a maximum of 50 shareholders. (1)

1.3.4 The ... manager takes all decisions without prior discussions. (1)

1.3.5 A process whereby raw materials are changed into an end product is called ... .

(1)[5]

1.4 Complete the sentences below by choosing the correct answer from those in

brackets. Write only the answer next to the question number, (1.4.1 - 1.4.5).

1.4.1 (Close corporation/Partnership) has limited liabilities. (1)

1.4.2 (Pick ’n Pay/KFC) is an example of a franchise. (1)

1.4.3 A partnership is formed when partners complete (Partnership Article/Memorandum of Association). (1)

1.4.4 (Consumers/Companies) are people who buy goods and services to satisfy their personal needs and wants. (1)

1.4.5 Setting goals and objectives is part of the (organising/planning) process. (1)[5]


EMSC4 Memo 9 November 20111.5 Match a term from COLUMN B with a description in COLUMN A. Write only the

letter (A - L) next to the question number (1.5.1 - 1.5.10).

COLUMN A COLUMN B1.5.1

1.5.2

1.5.3

1.5.4

1.5.5

1.5.6

1.5.7

1.5.8

1.5.9

1.5.10

The law sets certain requirements for a contract

You must insert your PIN when using this machine

The personal use of business money by the owner

Products that you cannot see or touch like banking and education

Shares are freely transferable

Lack of continuity is a disadvantage of this type of business

Tactical decision making

Operating decision making

Workers share in decision making process

Computers, fridges, microwave ovens

A

B

C

D

E

F

G

H

L

J

K

L

services

drawings

public company

ATM

private company

middle management

low management

legality

top management

democratic

capital goods

partnership[10]

TOTAL SECTION A: 35

SECTION B (COMPULSORY)

This section consists of THREE questions. Answer all THREE questions.

QUESTION 2

Study the bar graph and then answer the questions.

2.1 How many units did they produce under the autocratic management style? (1)


EMSC4 Memo 10 November 20112.2 Write down TWO characteristics of an autocratic leader. (4)

2.3 How many units did they produce under the democratic management style? (1)

2.4 Write down TWO characteristics of a democratic leader. (4)

2.5 Name TWO advices that you will give to the autocratic leader to change to democratic leadership style. (4)

2.6 Give ONE reason why more units are produced under the democratic style. (1)[15]

QUESTION 3

Read the case study and then answer the questions.

Peter started a business repairing TV’s. His charges are very low. Many people are bringing their TV's to him for repairs. He cannot do all the work on time. He needs more capital and expertise to help him. He asked Zwitani to join him in his business. Peter and Zwitani want their business to have limited liabilities. They decided to name their business Zwide CC.

3.1 What form of ownership did Peter have before meeting with Zwitani? (1)

3.2 What kind of business did Peter and Zwitani start together? (1)

3.3 Name the document that must be completed when starting this type of business. (1)

3.4 What form of ownership did Peter and Zwitani choose? (2)

3.5 Give the name for the new business that was formed by Peter and Zwitani. (2)

3.6 Give THREE reasons why Peter formed an ownership deals with Zwitani. (6)

3.7 Give one disadvantage of this new form of ownership. (2)[15]

QUESTION 4

Record the transactions in the CASH PAYMENTS JOURNAL of Mokoena stationery store for the month of May 2011. Use Annexure A provided.

Date Transactions1 May Paid ABC Newspapers R 6 000 with cheque number 036.2 May Bought stationery from Sibiya Wholesaler. Paid R400 with cheque number 037.3 May Paid Telkom R500 for the telephone account with cheque number 038.4 May Paid water and electricity to Mbombela Municipality for R500 with cheque

number 039.5 May Cash cheque number 040 for R 1 000 for wages.

[15]

TOTAL SECTION B: 45

SECTION C

QUESTION 5

Read the case study and then answer the questions.

Jabu needs to take out a funeral policy, but she is not sure about terms and conditions that are involved in a contract.

5.1 What is the name of the monthly payment for a funeral policy? (2)


EMSC4 Memo 11 November 20115.2 What is the name of the money paid out by the company doing funeral policies? (2)

5.3 Name FIVE important terms to be stated in the policy. (10)

5.4 Name ONE insurance company you know that sells funeral policies. (1)

5.5 Name FIVE advantages of having a funeral policy. (5)[20]

TOTAL SECTION C: 20

GRAND TOTAL: 100

ANNEXURE A

Centre Number ____________________________________________Examination number ______________________

CASH PAYMENTS JOURNAL OF CPJ 1

DocDok

DateDatum

Name of Payee Naam van begunstig-de

BankBank

Trading stock/InventoryHandelsvoorraad

WagesLone

Sundry Accounts/Diverse rekeninge.AmountBedrag

FolFol

DetailsBesonderhede



SECTION A

QUESTION 1

1.1 1.1.1 B (1)

1.1.2 D (1)

1.1.3 C (1)

1.1.4 D (1)

1.1.5 B (1)

1.1.6 A (1)

1.1.7 C (1)

1.1.8 A (1)

1.1.9 C (1)

1.1.10 C (1)



NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:ECONOMIC AND MANAGEMENT SCIENCESCODE :EMSC4

DATE:NOVEMBER 2011TIME:3 HOURS

MARKS:100

This memorandum consists of 6 pages.

EMSC4 Memo 3 November 2011[10]

1.2 1.2.1 True (1)

1.2.2 False (1)

1.2.3 False (1)

1.2.4 True (1)

1.2.5 True (1)[5]

1.3 1.3.1 Parties (1)

1.3.2 Creditor (1)

1.3.3 Private (1)

1.3.4 Autocratic (1)

1.3.5 Production (1)[5]

1.4 1.4.1 Close corporation (1)

1.4.2 KFC (1)

1.4.3 Partnership article (1)

1.4.4 Consumers (1)

1.4.5 Planning (1)[5]

1.5 1.5.1 H (1)

1.5.2 D (1)

1.5.3 B (1)

1.5.4 A (1)

1.5.5 C (1)

1.5.6 L (1)

1.5.7 F (1)

1.5.8 G (1)

1.5.9 J (1)

1.5.10 K (1)[10]

TOTAL SECTION A: 35



SECTION B

QUESTION 2

2.1 30 units (1)

2.2 The views of the employees are not considered. The leader makes decisions without consulting. The production of the autocratic leader is less than the democratic leader. See

graph. Employees are less motivated. Any two (4)

2.3 50 units (1)

2.4 There is consultation. Employees are more motivated. There is high productivity – see the graph. There is better communication within an organisation. Any two (4)

2.5 To increase productivity the autocratic leader need to change to democratic leadership style.

Increase communication within an organisation. Employees need to be motivated to perform better.Any two

(4)

2.6 Employees are more motivated. There is better communication. There is consultation.Any one (1)

[15]

QUESTION 3

3.1 Sole trader (1)

3.2 Close corporation (CC) (1)

3.3 Founding Statement (1)

3.4 Close corporation (CC) (2)

3.5 Zwide close corporation.(CC) (2)

3.6 He wanted more capital. More skills can be shared in the business. Financial responsibilities can be shared by all members. Limited liabilities. More productivity. Any

three (6)

3.7 The contributions of the members are not easily converted to shares. A member may not sell his contribution. All the members must participate in the management of the business. Conflict of interest Any one 1 X 2

(2)[15]



QUESTION 4

CASH PAYMENT JOURNAL OF MOKOENA STATIONERY FOR MAY 2011KONTANT BETALINGS JOERNAAL VAN MOKOENA STATIONERY VIR

MEI 2011

DocNoDokNo

DateDatum

Name of Payee Naam van begunstigde

Bank Trading stock/Inventory

Wages Sundry Accounts/Diverse RekeningeAmount

Bedrag

Fol Details

036 1 ABC Newspapers 6 000 6 000

037 2 Sibiya Wholesaler 400 400

038 3 Telkom 500 500 Telephone Telefoon

039 4 Mbombela Municipality 500

500 Water and electricityWater en elektrisiteit

040 5 CashKontant

1 000 1 000

8 400() 6 400 1000 1 000

[15]

TOTAL SECTION B: 45 NOTE: - ALL Details and Bank must be correct to earn a mark - Details and amount in Sundry accounts must be correct to earn a mark SECTION C

QUESTION 5

5.1 Premium (2)

5.2 Funeral benefits (2)

5.3 Age of the beneficiaries The amount of money to be paid out to the member The waiting period before the policy can be activated (usually six months waiting

period). The amount of money to be paid monthly (premium) The services to be rendered to the family of the deceased. The total number of people to be insured based on the premium set. The method of payment (debit order or stop order or payment over the

counter.) Any FIVE(10)

5.4 AVBOB MASIBAMBISANE B3 UNION LIFE Any ONE (2)



5.5 Expenses are manageable The stress level of a funeral will be less because money is available. There is no inconvenience because of lack of money. There will be family cooperation because the funeral policy will cover all the

expenses. It will be easier to deal with creditors because there are no debts involved in the

funeral. The extra money can be used even after the funeral. (5)

[20]

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 unambiguousAssessment criteria are strictly adhered toMarking 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 candidatesCovers different cognitive levelsNature 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 (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment,Self-assessment,Peer-assessment andGroup-assessment.

Tests, Drawings,Paintings, Graphs,Physical activities, Projects,Demonstrations,Poems, Dramas, Role-plays, Stories,Songs/music,Oral presentations,Written presentations,Worksheets,Questionnaires,Cassettes, Posters,

Assessment grids,Rubrics,Memoranda andObservation sheets.

Baseline,Diagnostic,Formative,Summative andSystemic.

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.
