Activity 1(30 min) (From Plenary) Instructions: 1.Participants must work in pairs. 2.Each receives a...

Activity 1(30 min) (From Plenary)Instructions:1. Participants must work in pairs.2. Each receives a list of questions (Appendix 1). 3. Discuss and answer the questions on the grid.4. At the end, the entire group discusses the

answers.5. Participants are provided with a list of answers.6. Participants are also provided with Advocacy

booklets.

2.1 Rationale, Features and Philosophy

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Understanding Business Studies – Activity 1(30 min)

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1. Participants to form groups of 3 – 10 members.2. Discuss the skills that learners can acquire from

Business Studies.3. Discuss the four main Business Studies topics and

their weighting.4. Classify the topics from the ‘Overview of topics per

term’ (Appendix 2), according to the main topics. 5. Report back the discussions. 6. Resources: CAPS/ Overview of topics, Koki pens and

Flip charts.

Consolidation of Activity 1

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Business Studies Skills Among the others:• critical thinking and analytical skills, alongside familiarity with evaluative

techniques; • a creative problem-solving approach and sound, logical decision-making

skills; • effective and persuasive written and oral communication skills; • numeracy and the ability to research, interpret and use business and

financial data and information; • self-reliance, initiative and the ability to manage time, projects and

resources; • appreciation of the causes and effects of economic and other external

changes. • understanding organisational behaviour and structure; etc.

•

Four main Topics

Weighting of topicsWeighting of Curriculum Topic Weeks

Business environments

(weighting 25%)1. Micro, market and macro environments

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2. Business sectors 2

3. Contemporary socio-economic issues 2

Business ventures

(weighting 25%)

4. Entrepreneurship 1

5. Avenues of acquiring business 1

6. Transform a business plan into an action plan 2

7. Forms of ownership 2

8. Start a business venture based on an action plan 2

9. Business location 1

10. Presentation of business information 1

Weighting of topicsWeighting of Curriculum Topic Weeks

Business roles (weighting

25%)

11. Creative thinking and problem-solving 1

12. Professionalism and ethics 1

13. The citizenship roles and responsibilities 1

14. Relationship and team performance 1

15. Team stages and dynamics theories and

conflict management2

Business operations

(weighting 25%)

16. Business functions (Marketing Production &

Human Resource)9

All topics across 17. Revision and exams 8

TERM 1 2 3 4TOPICS Control factors and

influence business environments

Challenges on environments

Adapting to challenges in environments

•Business sectors

Forms of ownership

Avenues of acquiring a business

Creative thinking and problem solving Stress, crisis and change management Transform a business plan into an action plan Starting a business venture based on an action plan

Professionalism and ethics

Presentation of Business Information

Assessment of entrepreneurial qualities in business

Citizenship roles and responsibilities

Marketing function

Production function

Team Stages, dynamics theories and conflict management

Introduction to the Human Resources function

Classification of Grade 11 Topics

2.2 Content Mapping

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Activity 2 (60 minutes)INSTRUCTIONS: 1. Study the Content Framework (APPENDIX 3) and the Annual

Teaching Plan in the Business Studies CAPS document. Compare the topics, identify and list the following:– new content in Grade 11 CAPS – content moved from one grade to Grade 11; and

2. How is the content structured in the CAPS as compared to the Subject Statement?

3. Choose someone in the group to report the group discussions. 4. Resources: Subject Statement, LPG, Content framework

(APPENDIX 3), Annual Teaching Plan in the Business Studies CAPS document, Koki pens and Flip charts.

ACTIVITY 3 (60 Minutes)INSTRUCTIONS: • Participants to form groups of 3-10 members.• Use content map (Appendix 4). • Study the Business Studies content map and comment on

progression of content from one grade to another.• How would you support the delivery of curriculum in Grade 10 in

order to make sure that progression of content to Grade 11 is achieved?

• What would you do if you find gaps in the learners’ content knowledge for a specific topic that progresses into grade 11.

• Choose someone in the group to report back. (10 minutes)

Consolidation of Activities

Content Overview TOPIC GRADE 10 GRADE 11 GRADE 12

Micro, market and macro environments

Components, features and Interrelationship between the three environments

Influences, Control Factors, Challenges and adaptation of business environments.

Devise, evaluate and recommend strategies

Recent legislation

Business sectors Classification of business sectorsFormal and informal sectorsPublic and private sectors

Links between various sectors. Business sector and its environment

Contemporary socio-economic issues

Identify contemporary socio-economic issues that impact on business

Impact and challenges of contemporary socio-economic issues: Intellectual property rights.

Social responsibility and Social Corporate Responsibility (CSR)

Entrepreneurship Entrepreneurial qualities. The concept and how much business embraces entrepreneurial Key success factors, e.g. sustainability, profitability, customer base, etc. Identify areas for improvement

None

Business opportunity and related factors

Research instrument Business opportunities New ideas

None None


Business Plan Development of a business plan (including a financial analysis)

Transformation of a business plan into an action plan

Management and leadership

Management and Leadership in the Micro environment

None Management and leadership styles and approaches

Forms of ownership

Definition, characteristics, advantages, disadvantages and differences.

Establishing a company vs. other forms of ownership.Formation of companies: MOI Name and prospectus

Contribution of form of ownership to the success or failure of a business

Setting up a business

None Starting a business venture based on an action plan

None

Contracts Contracts and their legal implications

Avenues of acquiring businesses (e.g. franchising)

Investment insurance

Business location

Factors that impact on business location decisions

None None


Investment: securities

Introduction to investments in financing function

None Business investment opportunities, e.g. shares

Investment: insurance

None None Investment opportunities: assurance and insurance

Presentation information

Verbal and non-verbal presentation of a variety of business information

Verbal and non-verbal; respond professionally to questions and feedback

Verbal and non-verbal; amend information as necessary

Creative thinking and problem-solving

Creative thinking vs. successful business practice problem-solving

Creative thinking to address business problems and to improve business practice

Creative thinking to respond to challenges in dynamic and complex business contexts

Self-manage ment professionalism and ethics

Concept of self-management in a business context

Theories and principles of professionalism and ethics. The principles and skills of professional, responsible, ethical and effective business practice

Professional, responsible, ethical and effective businesspractice . Recommendations for improvement


Human Rights, inclusivity and environmental issues

None None Business addresses issues of human rights, inclusivity and environmental issues.

Social responsibility

Contribution towards immediate community Social responsibility and CSR

The citizenship roles and responsibilities

Contribute time and effort to advancing the well-being of others

Stress, crisis, change, conflict management

None Concepts relating to stress, crisis and change management.

Conflict management skills to resolve differences in business situations

Relationship and team performance

Accomplish business objectives. Criteria for successful and collaborative team performance

Team Stages and Team dynamics, and theories.

Achievement of specific objectives.Recap : criteria, stages, team dynamics and theories


Business functions

Eight business functionsRelatedness of business functions

The National Credit Act 34 of 2005 and the National Consumer Protection Act 68 of 2008, and their impact on the purchasing and marketing

functions.

Levels and tasks of general management

Marketing function.

Production function:Production planning and control.

Introduction to Human Resources Function

Legislation regarding Human Resources. Employee benefits; skills development

Quality of performance

Quality in relation to the various business functions

None How quality of performance can influence a business

2.3 Planning

Activity 4 (a)(45 Min)1. Participants study Grade 11 content in the CAPS and answer the

following questions:

a. What level(s) of planning are necessary from here?

b. How would the Summary of Annual Teaching Plan assist you in planning?

2. Pacing: Is the time allocation across 40 weeks (weeks/hours) helpful in terms of planning for teaching, learning and assessment?

3. Sequencing: Discuss sequencing of content and give meaning to how the content or topics are linked to form a workable chain.

4. Report back and discuss.

Activity 4 (b) (30 min)Instructions:1. Study how the CAPS (Annual teaching plan) is

structured. How would you prepare your lesson and what elements can you put in a lesson preparation?

2. What goes into the Teacher’s file?3. Are the suggested LTSM/resources in the CAPS

appropriate? Motivate and provide more suggestions? (A CD is provided to districts for distribution).

4. Report Back and Discuss 5. Resources: Subject Statement, CAPS, Koki pens and Flip

charts.

Consolidation of Activities

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Summary of planning• Planning is important and necessary

• For accountability to parents, officials and other stakeholders

• A proper annual teaching plan gives teachers a plan in terms of content, resources, assessment, starting and completion time

• A proper lesson preparation must state the topic covered, date started and completed, textbook/ resources used, and assessment. See example below

Planning

Topic Content Date started

Completion date

Specific Resources used per

Topic/sub topic

Assessment (specifics – refer to

templates, examples, etc in teacher working

file)

•Lesson preparation in the teacher’s working file.•Learner books as evidence of teaching and learning process•Recording and reporting of learner performance as evidence•Hint: Annual teaching plan can be adapted for this purpose (completely optional)

SUBJECT: _________________________ GRADE: ______ TERM: ___

Teacher File (5 min)• What is the importance of a teacher file?

Each teacher must keep a single file for planning and moderation purposes.

• What are the essential requirements of a teacher file?

The file must consist of:• Annual work schedule/Annual teaching plan• A record of starting of the lesson and completion

date.• Assessment Plan

Teacher File• Formal Assessment Tasks and memoranda

• Indication of Textbook(s) and any other resources to be used

• Record sheets containing learners’ marks for each formal assessment task

• Any intervention that is planned by the teacher to assist learners especially those who are experiencing barriers to learning.

Resources (5 min)Resources to offer Business Studies as a subject are the responsibility of the school. • Each learner should have:

– a textbook– stationery– other relevant resources.

• The teacher should have:– a variety of textbooks for reference– a Partnership’s Articles of Association – Legislation, e.g. :

• Companies Act, 71 of 2008, • Employment Equity Act No. 55 of 1998, • Intellectual Property Act No. 51 of 2008• National Credit Act No. 34 of 2005, • Consumer Protection Act No. 68 of 2008, • Basic Conditions of Employment Act No. 75 of 1997,

Resources • Labour Relations Act No. 66 of 1995, • Black Economic Empowerment Act No.53 of 2003, • Skills Development Act No.97 of 1998, • Compensation for Occupational Injuries and Diseases Act No. 130 of 1993, • Hire Purchase Act, • Long-term Insurance Act 52 of 1998, • Short-term Insurance Act 53 of 1998, etc.• Memorandum of Incorporation (MOI) - new founding document of a company• Specimen of contract forms • Bank brochures • Business and financial magazines • Corporate Social Responsibility (CSR) Policy – any company• The King Code of Governance for South Africa 2009

Textbooks/LTSM

• effective tool for teaching and learning• presents all the topics in the content overview• knowledge and concepts are well scaffolded to

provide understanding and insight• variety of activities/ exercises that are clear and

address different cognitive levels.

NB: Each learner should have a textbook per subject to take home to study and do homework.

Grade 10 Approved Books – Catalogue •Via Afrika Business Studies Grade 10• Oxford Successful Business Grade 10•Business Studies FastTrack Grade 10•Business Studies Platinum Business Studies 10 •Business Studies Solutions for all Grade 10 •Focus Business Studies Grade 10 •Enjoy Business studies Grade 10•Business Studies Grade 10 OBE•VIA Afrika Bedryfstudie Graad 10•Oxford Suksesvolle besigheidstudies Graad 10 • Almal Verstaan besigheidstudies Graad 10 •Verken besigheidstudies Graad 10 •Geniet besigheidstudies Graad 10 •Besigheidstudies OBE Graad 10

CONTENT FOR GRADE 11• Intellectual Property Law (Act No. 51 of 2008)• Business Success Factors• Presentation of Business related information• Formation of Company• Team Dynamics• Production Planning and Control

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ASSESSMENT TASKS1. Allocate the following to each group for new content to follow:a. Set five short and objective questions, b. Set two paragraph questions ( including data response, case studies)

with memoc. Set an essay question and memo guideline that indicates

introduction, body and conclusion, indicating the relevant headings and sub-headings

Note: Take the required cognitive levels into recognition when setting the questions above. Set the questions and allocate marks in alignment with the

requirement of NSC for Business studies

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CONTENT TOPIC 1

BUSINESS ENVIRONMENTS

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Intellectual Property

ACTIVITY 1: (60 min)

Instructions:• Participants to form groups of 3 -10• Name and discuss the examples of the works protected by

intellectual property laws.• Discuss in your groups how copyright infringements affect the

South African economy.• Discuss the implementation of copyright infringement

penalties and the effectiveness of law in South Africa.• Report your reasons to the entire group.

Objectives • Define intellectual property• Understand and avoid plagiarism• Understand copyright and avoid infringement• Understand trademarks• Understand patents

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Plagiarism is the use of another person’s words or ideas without giving proper credit.

What is Intellectual Property • Intellectual property is the legal ownership of an idea

rather than a thing• It is the “blueprint” of a house not the house

‘‘intellectual property’’ -• means any creation of the mind that is capable of being

protected by law from use by any other person, whether in terms of South African law or foreign intellectual property law,

• includes any rights in such creation, but excludes copyrighted works such as a thesis, dissertation, article, handbook or any other publication which, in the ordinary course of business, is associated with conventional academic work

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Patent• “Patent” means a certificate in the prescribed form

to the effect that a patent for an invention has been granted in the Republic.

• “Patented article” means any article in respect of which a patent has been granted and is for the time being in force.

What is Copyright?• Copyright is a law protecting literary, scholarly, and

artistic works from unauthorized copying• International treaties offer the similar protections across

national borders • Works Protected:

• Literary works• Musical works• Dramatic works• Choreographic works• Pictorial, graphic, & sculptural works

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What is Copyright?Works Protected:(a) literary works;(b) musical works;(c) artistic works;(d) cinematograph films;(e) sound recordings;(f) broadcasts;(g) programme-carrying signals;(h) published editions;(i) computer programs.

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What is Copyright?Not Protected• Performance not recorded• Titles, names, short phrases, slogans, familiar symbols or

designs• Blank forms that collect information • Works consisting entirely of information that is common

property e.g. Markings in centimetres/mm on a ruler or tape measure

• Ideas, procedures, methods, systems, processes, etc. – these can be patented

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Ownership of Copyrighta) The ownership of any copyright shall vest in the author

or, in the case of a work of joint authorship, in the co-authors of the work.

b) Where a literary or artistic work is made by an author in the course of his employment by the proprietor the said proprietor shall be the owner of the copyright.

c) Where a person commissions the drawing of a portrait or taking of a photograph, pays or agrees to pay and the work is made in pursuance of that commission, such person shall becomes the owner of any copyright.

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Ownership of Copyrightd) Where in a case the author’s employment by another

person under a contract of service or apprenticeship, that other person shall be the owner of any copyright.

e) Paragraphs (b), (c) and (d) shall in any particular case have effect subject to any agreement excluding the operation thereof and subject to the provisions of section 20 of the act (Moral rights).

f) Ownership of any copyright shall initially vest in the state or the international organization concerned, and not in the author.

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Infringement of Copyright and Penalties1. Any person who at a time when copyright subsists in a work, without the authority of the owner of the copyright—(a) makes for sale or hire;(b) sells or lets for hire or by way of trade offers or exposes

for sale or hire;(c) by way of trade exhibits in public;(d) imports into the Republic otherwise than for his private

or domestic use;(e) distributes for purposes of trade; or

Infringement of Copyright and Penalties(f) distributes for any other purposes to such an extent that

the owner of the copyright is prejudicially– affected,– articles which he knows to be infringing copies of the work, shall

be guilty of an offence.2. Any person who at a time when copyright subsists in a

work makes or has in his possession a plate knowing that it is to be used for making infringing copies of the work, shall be guilty of an offence.

3. Any person who causes a literary or musical work to be performed in public knowing that copyright subsists in the work and that performance constitutes an infringement of the copyright, shall be guilty of an offence.

Infringement of Copyright and Penalties4. Any person who causes a broadcast to be rebroadcast

or transmitted in a diffusion service knowing that copyright subsists in the broadcast and that such rebroadcast or transmission constitutes an infringement of the copyright, shall be guilty of an offence.

5. Any person who causes programme-carrying signals to be distributed by a distributor for whom they were not intended knowing that copyright subsists in the signals and that such distribution constitutes an infringement of the copyright, shall be guilty of an offence.

Infringement of Copyright and Penalties6. A person convicted of an offence under this section shall

be liable—(a)in the case of a first conviction, to a fine not exceeding five

thousand rand (R5 000) or to imprisonment for a period not exceeding three years (3 y)or to both such fine and such imprisonment, for each article to which the offence relates;

(b) in any other case, to a fine not exceeding ten thousand rand (R10 000) or to imprisonment for a period not exceeding five years (5y) or to both such fine and such imprisonment, for each article to which the offence relates.

What is a Trademark? • A Trademark™ is a word, phrase, symbol or design, or a

combination of words, phrases, symbols or designs, that identifies and distinguishes the source of the goods of one party from those of others.

• A Service Mark℠ is the same as a trademark, except that it identifies and distinguishes the source of a service rather than a product.

What is a Trademark?

Beware:• The Internet does not edit for copyright, trademarks,

service mark or plagiarism• Just because it is on the Internet does not mean it is not

protected

CONTENT TOPIC 2

BUSINESS VENTURES

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Business Success and Failures

ACTIVITY 2.1 ( 60 min)Instructions:•Participants to form groups of 3 – 10.•Individually give some ideas about business success and failures.•Then compare your ideas within your group.•Group together ideas that you all agree on in your answers and begin to get a better understanding of the things that can define business success and failures.•Now that you have spent some time looking at what you think business success is about, spend some time looking at how businesses themselves might define success.•Report back your discussion.

Many people start out with the intention of setting up a business to make it a success.

There may be a variety of reasons for starting a new business - making some money might be one.

But there are other reasons as well such as the challenge, the desire to take responsibility and control of your own future and so on.

Introduction

Factors Contributing to Success Profitability Customer base / stakeholders Ethical behaviour Sustainability Brand awareness Effective Communication Compatible Corporate Cultures Integrative conflict resolution and negotiation Entrepreneurial qualities

The first and most obvious measure of success is looking at profit.

Profit is the difference between the total amount received through sales (total revenue) and the total expenditure on selling those products (total cost).

Profit = Total Revenue - Total Cost (Π = TR - TC)

TR = P x Q sold

TC = Fixed Costs (FC) + Variable Costs (VC)

Defining Business Success

Defining Business SuccessThe basic definition above is fairly simple but it can hide a number of different problems that you need to be aware of.

A firm might represent profit in different ways.

There is gross profit, net profit and profit margins and it is important that you are aware of the differences between these three terms.

Let us use an example based on a typical local newspaper as an example to illustrate the differences.

Calculations Gross Profit: The gross profit is the total revenue

minus the cost of sales - the cost

Net Profit: fixed costs plus variable costs = total costs

and less from the Gross profit. This measure of profit is

called the 'net profit‘.

The profit margin of any item is the difference between

the selling price and the cost of producing it.

Profit and Success

When looking at profit, therefore, we have to be careful to look a bit more closely at what measure of profit we are talking about, i.e. gross profit, net profit or profit margin.

What is Business Failure?

You might think that a successful business is one that makes a profit. This was one of the factors that might help us to judge the success of a business. However, the amount of profit made is also important.

Let us take an example of a small business - your local butcher, for example. In 2007, the business made a profit of R30,000. In 2008, the profit came in at R12,000. Does this mean that s/he is failing? What would your response be now if we told you that in 2009 they made a loss of R3,000? Would this mean that they had 'gone bust'? This type of movement in profit levels is typical of many businesses.

What is Business Failure?Some years are much better than others: there might be particular reasons for the dip in profits and it would be difficult to make any judgement about the business until we knew more about the background to the reasons.

We need to think carefully about what we mean by profit. There is a good deal of confusion over this term.

Many people confuse profit with revenue, price with costs and regularly refer to 'making money' without being more precise on what this actually means.

A dip in profits could be explained by the firm having higher costs for a short period of time - perhaps because they have decided to extend the shop, maybe the costs of buying raw materials have increased or it could be due to a slump in sales.

Making sure that we understand what these figures mean is an important part of building our understanding of business failure.

Business failure is not just a case of making a loss - many firms make a loss but do not 'go bust'. So business failure must be something more than making a loss.

What is Business Failure?

There are a number of reasons why a business might fail - some are to do with the business itself and some are outside the business's control

First provide learners with a worksheet and instruct them to answer the questions about what they think business failure is all about.

Business Failure

Causes of Business Failure

The following are some possible causes of business failure.

Cash flow problems Poor business planning Fall in demand for the product Rise in costs or a lack of control of costs

Writing Business Reports, Memos and Flyers

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Activity 2.2 (60 min)

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• Instructions • Participants to form groups of 3 - 10• Design a flyer for your new plumbing business

to advertise your business in the local community. Use an A5 sheet of paper.

• Report back to the group.• PowerPoint presentation to consolidate the

activity.

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• Write an eye-catching headline to attract attention. • Put it in big letters at the top of your flyer. • Your headline should be readable from a meter or two

away.• Compose several bullet points of information about the

advantages of your business. • Keep your points short and clear. Make sure they

demonstrate why your business is the best choice a customer can make.

• Create incentives for people to use your business.

How to Write a Business Flyer

How to Write a Business Flyer

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• Consider adding a coupon, mentioning a special offer, or advertising sale prices on the flyer.

• Make sure you've included the location, hours and contact information for your business.

• Since this information is less important, keep it in a simple, smaller writing or font.

• Check that your flyer is easy to read. • The rest of the flyer should be neatly organized and in a

readable writing or font.

Types of Business Flyers • Business promotion• Job advertisement • Sales Promotion/advertising• Information flyer • Event flyer

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Example of a Sales Promotion Flyer

PROMOTION TITLEPlace text here that describes your product or service. This text should be brief and should entice the reader to want to know more about the goods or services you are offering.

List items and features here. List items and features here. 00% Off

Date of Sale:

Time of Sale:

Describe your location by landmark or area of town.

Primary Business AddressYour Address Line 2Your Address Line 3Your Address Line 4

Name of Organization / logo

Phone: 555-555-5555Fax: 555-555-5555E-mail: [email protected]

Your business tag line here, e.g. (We offer the best!!)

Job advertisement Flyer GREAT JOB AVAILABLE WITH GROWING COMPANY

Are you looking for opportunity? This is the position that will give that to you. If you are motivated and hard working, we want to hear from you. This is a management position. (Describe position in full)

POSITION INFORMATION Occupation: ManagementIndustry: IT - InternetJob Type: Full-TimeEducation: 2 Year CollegeSalary: R160,000 per year

JOB FUNCTIONS• Lead a small team of employees • Project management lead • Employee performance reports • Manage quality of system data • Report system problems to IT

COMPANY INFORMATIONGo Smart Solutions, LLCJake Johnson1340 Burbank BlvdRichards Bay, 3880035-843-3071Email UsVisit Company Website

JOB BENEFITS • Medical Aid Scheme • Housing Allowance• Car Allowance• Annual Bonuses

ABOUT OUR COMPANY Go Smart Solutions, LLC partners combined have over 30 years experience in the technology field. This experience and our dedication to our customers has allowed us to stay on top of the latest, cutting edge web technologies.

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REPORTS

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•Reports are documents which present specific, focused content - often the result of an experiment, investigation, or inquiry to a specific audience.

To give the informationTo record events for decision makingTo recommend specific action.

•There are formal and informal/semi-formal reports

Reports

Objective of Reports

• It helps management to identify the reason(s) underlying the situation that management already knows.

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A report should include the following:•Introduction•Background •Body (Discussion)•Conclusion (Make recommendation)•References•Appendixes

How to Write Reports

How to write a Report

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• Introduction– Purpose and Scope; Limitations, Assumptions, and

Methods• Background/History of the Problem/context/overview • Body

– Discussion– Presents and interprets data

• Conclusions and Recommendations/present findings/propose idea.

• References or Works Cited• Appendixes – if there are any.

– Interview transcripts, questionnaires, question tallies, printouts, and previous reports

MEMOS

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How to Write Memos

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Memorandum should include the following:• Subject Line• Introduction• Discussion• Conclusion

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Subject Line• 100% of readers read the subject line• Write the “focus” and “topic” for the subject

line– For example, Don’t just write: “Administrators”– Do write:

• “Salary Increases for Administrators”• “Termination of Comptroller Administrators ”• “Hiring Procedures for Administrators”• “Vacation Schedules for Administrators”• “Training Seminars for Administrators”

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Introduction of the Memo• Write one or two clear introductory sentences

– What you want– Why you are writing

• Examples:– “In the third of our series of quality control meetings

this quarter, I’d like to get together again to determine if improvements have been made.”

– “As a follow-up to our phone conversation yesterday (11/2/12), I have met with VP regarding your suggestions. He’d like to meet with you to discuss the following ideas in more detail.”

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Discussion• Respond with the reporter’s questions:

– Who, What, When, Why, Where, and How

• Make your information accessible by applying highlighting techniques– Itemization– White space– Boldface type– Headings– Columns– Graphics

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Conclusion• Conclude with either a complimentary close or a

directive close– Complimentary close: motivates readers and leave

them happy• “If our quarterly sales continue to improve at this rate, we

will double our sales expectations by 2013. Congratulations!”

– Directive close: tells readers exactly what you want them to do next or provides dated action

• “Next Wednesday (15/03/12), Mr. Jones will provide each of you a timetable of events and a summary of accomplishments.”

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Activity 2.3(60min)1. Read the scenario below and answer the questions that follow:

•Scenario: •“You are a supervisor and realize that your staffing needs have increased due to the changes in the current year’s enrolment. Write a memo requesting more funds to the director of your department”. •Pre-write: Answer who, what, when, why, where, and how•Write: Draft the memo using the correct memo format and checklist•Re-write: Check for errors, flow, and tone

2. Name and explain the elements of report writing. 3. Report Back the Discussion.4. Display an example of a Memo to participants.

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To: Mrs. Peters, Supervisor

From: Dianna Moreno, Sales Manager DM

Date: March 7, 2012

Re: Product Promotions

Next Wednesday (14/03/2012), Mrs Khoza will provide each of you a timetable of product promotions and a summary of sales accomplishments.”

Call me if you have questions: (014) 555-7355.

Example of a Memo

Formation of a Company

Instructions:1.“One or more persons may incorporate a profit company and three or more a non-profit company. A company is incorporated by completing and filing a MOI and a Notice of Incorporation”. With this statement in mind, discuss the following:

a. Company registration.b. Memorandum of Incorporation.c. Name of the companyd. Prospectus

2. Report to the entire group. 3. PowerPoint presentation to consolidate the activity.

ACTIVITY 3: (120 Min)

Consolidation of Activity

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‘‘Company’’ means a juristic person incorporated in terms of this Act, or a juristic person that, immediately before the effective date was registered in terms of the act.

One or more persons may incorporate a profit company and three or more a non-profit company.

A company is incorporated by completing and filing a MOI and a Notice of Incorporation.

Registration is effected by signature of the MOI by the requisite number of persons and by filing it together with the prescribed Notice of Incorporation at CIPC, together with payment of the prescribed fee.

Company Registration

1.The founding document of a company under the Act.

2.It must be consistent with the Act and is void to the extent it contravenes or is inconsistent with the Act.

3.It may incorporate “special conditions” applicable to the company and any requirements for the amendment of any such condition.

4.It may prohibit the amendment of any particular provision of the MOI in which case the Notice of Incorporation must clearly point this out.

The Memorandum of Incorporation (MOI)

5. Where there are “special conditions” it should be stipulated in the MOI. Such a condition can be ring fencing. In this case, the name of the company must have Ring Fencing (RF) at the end. (Refer Teacher’s guide p. 14 of Companies’ Act 71 of 2008)

If assets of a subsidiary are ring fenced, it means that its assets are protected, included or excluded, from exploitation, litigation and insolvency of the parent company.


6. The Act distinguishes between ‘alterable provisions’, which can be effectively amended

by the MOI and ‘unalterable provisions’, which may not be overridden by the MOI.

7. The MOI can deal with any matter that the Act does not address and may alter the effect

of any provision in the Act which is an ‘alterable provision’.

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Criteria for name of companies•Company names will no longer be required to be descriptive. •Names may be in any language together with any:

1.Letters, numbers, punctuation marks2.Any of the following symbols +, &, #, %, =;3.Any other symbol if permitted4.Round brackets used in pairs5.The registration number, followed by (Pty) Ltd

•Profit company, may be the registration number of the company, followed by “South Africa” or RF (Ring fencing) if applicable, and the category of company, e.g. Ltd

Company Name

•May not be the same as or confusingly similar to the name of another company or entity, or registered trade mark, or a name registered for use in terms of the Business Names Act 1960 or a mark word or expression which is restricted or protected in terms of the Merchandise Marks Act 1941 or

•Must not falsely imply or suggest or mislead a person to believe incorrectly that the company is part of any other person or entity or is an organ of state or a court or is owned/managed by person(s) having a particular education designation or is owned or enjoys the patronage of any foreign state, head of government or international organization.

Company Name

•Must not be offensive and must not include any word or symbol that in isolation or in context may constitute propaganda for war, incitement to imminent violence or advocate hatred based on race, ethnicity, gender or religion or to cause harm.

Company Name

CONCEPTS AND RESTRICTIONS REGARDING THE PROSPECTUS

ACCORDING TO THE NEW COMPANIES ACT 71 OF 2008

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Shares -1973 ACT (Old Act)• “Share” means a share and includes

– Stock– Debentures– Shares and debentures not governed by Companies Act– Rights and Interests in company or to share or debenture

Concepts in Prospectus

Securities (New Act) “Securities” defined by Securities Service Act:

(i) shares, stocks and depository receipts in a public company(ii) notes(iii) derivative instruments(iv) bonds(v) debentures(vi) participatory interests in collective investment schemes (local and approved foreign schemes)


(vii) units in foreign (unapproved) collective investment schemes(viii) instruments based on an index(ix) securities listed on a foreign exchange(x) instrument declared by Registrar in Gazette(xi) rights in securities (i) to (xi); and includes shares in a private company


Definition of Offer to the Public: •Offer to the Public includes offer of securities to be issued by a company to any section of the public, whether selected as

‐ holders of company’s securities ‐ clients of person issuing prospectus ‐ holders of any class of property (e.g. pursuant to a

take over offer) ‐ any other manner

• But excludes:(i) dealers in securities(ii) Public Investment Corporation (PIC)


(iii) person or entity regulated by SARB(iv) authorised financial services provider (per FAIS Act)(v) a financial institution (per FSB Act)

(vi) secondary offer through exchange (note: new exclusion)•Person to be regarded as being member of public, despite being a shareholder of, or purchaser of goods from, a company


• Initial Public Offering (IPO)Offer of securities to public if:– no securities of company previously offered to public– all securities of that company previously offered have been re acquired‐•Primary Offering Offer to the public, made by company, of securities to be issued by that company, or another company– within same group– with whom company proposes to merge– into which company proposes to be amalgamated


• Secondary offeringOffer for sale to public of securities of a company or its subsidiary, made by a person other than that company or its subsidiary •Rights offer meansan offer, with or without a right to renounce in favour of other persons, made to existing holders of a company’s securities to subscribe for securities of that company, or another company within same group


•“Domestic concern” ‐ if offer is made to

– directors– prescribed officers– related persons provided not renounceable to anyone other than this class • Offer relates to employee share scheme:– Compliance Officer appointed– disclosure in financial statements– Compliance Officer has


• provided written statements to any employee• filed documents• filed certificate• Right offer: - Letters of allocation must be

– filed, in the case of unlisted securities– approved by exchange, in the case of listed securities


1. No offer to public of any securities of any person, unless– that person is a company; and– if a foreign company, it has filed at least 90 days prior to offer

• its MOI• list of names and addresses of its directors

2. No IPO of securities, unless accompanied by prospectus

3. Other than securities that are the subject of an IPO• No primary offer to public of any

‐ listed securities, unless in accordance with requirements of exchange‐ unlisted securities, unless accompanied by prospectus

General Restrictions On Offers To Public

• No secondary offer to public of any securities, unless offer complies with section 101 of the act.Secondary Offers • Does not apply to listed securities• Secondary offering must be accompanied by:– copy of (updated) prospectus used in primary offering; or– written statement complying with section 101(4) (6)‐• Does not apply to:– sales by executors/trustees out of deceased/insolventestates


– sales in execution or by public auction or public tender(Note: possible loophole) • Written statement must– be filed for registration– be issued within 3 months of registration– be signed by person making offer– contain particulars required by this section only– be accompanied by a copy of the latest financialstatements


1. Offers to public which must be accompanied by prospectus

• IPO• primary offer to public of unlisted securities

2. No prospectus required for• primary offer to public of listed securities• secondary offer to public of listed securities unless an IPO

but still need to comply with requirements of exchange

Summary Of New Position

Prospectus: Document inviting the public to buy securities New provisions• Requirements do not apply to listed securities, unless for IPO• Prospectus must contain all information an investor may reasonably require to assess• assets and liabilities, financial position, profits and losses, cash flow and prospects of the company, and • securities being offered and rights attached to them– adhere to prescribed specifications • Commission or exchange (in respect of listed securities) can relax requirements

Prospectus

• Supplementary prospectus must be registered to:– correct any errors– report on new matters– report on changes in respect of relevant or material matters• Supplementary prospectus must be “published” to known recipients of prospectus and included in future distributions of prospectus• Acceptances may be withdrawn within 20 days of publication• Offer or may accept withdrawal or apply to Court for order

Prospectus

• Prospectus must be in plain language• Will be “plain language” if reasonable to conclude person with average literacy skills and minimal experience in company law matters could understand without undue effort(Note: Will present challenge)

Prospectus

CONTENT TOPIC 3

BUSINESS ROLES

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BUSINESS ROLES:TEAM DYNAMICS

TEAM DYNAMICS THEORIES

Team Dynamics Content

• Description of team dynamic theories

• Use them to analyse specific business-based Case Studies

Why Team Dynamics Theories?

• Decisions made by groups are determined by the roles and interaction of the roles that individuals play in a group

• This interaction determines whether a group is

successful or not.

TEAM DYNAMICS THEORIES

• Belbin Role Theory• Jungian Theory• Management Team Role Indicator Approach

(MTR-I approach)• Margerison-McCann Profiles• Group Consensus

THE BELBIN ROLE THEORY

Developed by Dr Meredith Belbin and his research team

Dynamics of this theory:• Based on interaction between team members.• Success has more to do with the behaviour of

team members than with intellect or skill• Nine separate roles were identified which are

divided into three groups namely: Action Oriented, People Oriented and Cerebral Roles.

Action Oriented RolesTeam RoleTeam Role CharacteristicsCharacteristics

ShaperShaper Moves the team forwardMoves the team forwardSets challengesSets challengesKeeps focusKeeps focus

ImplementerImplementer Plans practical and Plans practical and implementable strategiesimplementable strategies

Ensures plans are carried out Ensures plans are carried out efficientlyefficiently

Completer/Completer/

FinisherFinisher

Detects errorsDetects errorsGood quality controllerGood quality controller

People Oriented RolesTeam RoleTeam Role CharacteristicsCharacteristics

Co-Co-ordinatorordinator

Ensures team objectives reachedEnsures team objectives reachedDraws best from each memberDraws best from each memberDelegates tasks wellDelegates tasks well

Team-Team-workerworker

Identifies what he/she must do Identifies what he/she must do and does itand does it

Versatile personVersatile person

Resource Resource investigatorinvestigator

Seeks opportunitiesSeeks opportunitiesGood at networkingGood at networkingHigh level of awareness High level of awareness

Cerebral RolesTeam roleTeam role CharacteristicsCharacteristics

PlantPlant Extremely creativeExtremely creativeCreative problem solverCreative problem solver

Monitor/ Monitor/ evaluatorevaluator

Good logical thinkerGood logical thinkerDoes not take sides (impartial)Does not take sides (impartial)Weighs up all optionsWeighs up all options

SpecialistSpecialist In-depth knowledge in specific In-depth knowledge in specific areasareas

Key Principles of the Belbin Theory

• The nine roles bring necessary strengths to the team – each role also has a negative flipside

• A successful team needs a balance of all nine roles

• It is better to have one or a few role players short, than to have too many of the same kind of role players

Reflect: Which of Belbin’s roles do you identify yourself with?

The Jungian Theory

Developed by one of the fathers of psychoanalysis, Carl Gustav Jung

Dynamics of this theory: • Certain personality types follow certain

behaviour patterns• Persons are born with a preference to certain

attitudes which they carry through adulthood• Other attitudes can be used, but we are more

at ease with our inherent ones

The Jungian TheoryExtrovert/ExtravertExtrovert/Extravert

Expresses lots of energy in Expresses lots of energy in the outside worldthe outside world

OrOrIntrovertIntrovert

Energy lived out mainly in the Energy lived out mainly in the internal world of a personinternal world of a person

SensingSensing

Believes information from the Believes information from the outside worldoutside world

OrOrINtuitionINtuition

Believes information perceived from Believes information perceived from an own imaginative worldan own imaginative world

ThinkingThinking

Decisions are made based on Decisions are made based on logical reasoninglogical reasoning

OrOrFeelingFeeling

Person bases decisions mainly on Person bases decisions mainly on emotionsemotions

JudgingJudging

Acts strictly according to Acts strictly according to plans madeplans made

OrOrPerceivingPerceiving

Willing to improvise and make Willing to improvise and make alternative plansalternative plans

Key principles of the Jungian Theory

• Combinations of the criteria above determine the personality type of a person

• Each team member should know his/her own personality type, and the personality types of the rest of the team in order to understand what drives them

• There are 16 possible personality types (combinations). E.g. ENFP (Extrovert, INtuition, Feeling and Perceiving), INTJ (Introvert, INtuition, Thinking and Judging) etc.

• You can guide a team to succeed by using their strengths and compensating for their weaknesses

• Reflect: Which combination do you think fits your personality?

The MTR-I Approach

Developed by Steve Myers during the 1990’s as a tool towards team development as it is based on the personality theory of Carl Gustav Jung.

Dynamics of this theory: • Defines team roles in terms of contributions made by each

member towards the team’s success• The team is possible to assess whether, individually as well as

other members, are actually using their skills and talents optimally to make the team effective.

The MTR-I Approach (continued)ROLEROLE PRODUCT PRODUCT

DELIVEREDDELIVEREDACTION REQUIREDACTION REQUIRED

CoachCoach Harmony and Harmony and agreementagreement

Create harmony and Create harmony and agreement through agreement through building good building good relationshipsrelationships

CrusaderCrusader Determined Determined prioritiespriorities

Focuses on specific idea/s Focuses on specific idea/s he/she believes in, takes he/she believes in, takes action and pleads for itaction and pleads for it

ExplorerExplorer New and New and improved ways improved ways of doing thingsof doing things

Find new and improved Find new and improved ways of doing things ways of doing things

Innovator Innovator Imaginative Imaginative ideasideas

Creates imaginative ideasCreates imaginative ideas

The MTR-I Approach (continued)ROLEROLE PRODUCT PRODUCT

DELIVEREDDELIVEREDACTION REQUIREDACTION REQUIRED

SculptorSculptor Reach goalsReach goals Gets the team to get Gets the team to get things done in timethings done in time

CuratorCurator Clear ideas and Clear ideas and informationinformation

Gets team to think Gets team to think clearly and have in clearly and have in depth knowledgedepth knowledge

ConductorConductor Logical structure Logical structure and organisationand organisation

Provides a logical Provides a logical structure and good structure and good organisationorganisation

ScientistScientist Explanation of Explanation of method and method and reasons for reasons for actions actions

Demonstrates why and Demonstrates why and how things workhow things work

Principles of the MTR-I Approach

• Team roles are defined clearly in order to ensure group success.

• It is possible to assess whether every individual member of the team is actually using their skills and talents optimally to make the team effective.

• In this way the position of each member can be established.

Reflect: Which of the MTR-I Approach roles do you identify yourself with?

The Margerison-McCann Profiles

Developed by Margerison and McCann to focus on optimising individual development, contributing towards team success

Dynamics of this theory: Uses the Team Management Wheel to maximize individual

performance towards building a balanced high performing team

PROMOTER

PRODUCERMAINTAINER

INSPECTOR

INNOVATOR

ADVISER ORGANIZER

DEVELOPER

LINKING

Team Management Wheel

The Margerison-McCann profilesRoleRole Description of roleDescription of role

Reporter - Reporter - AdviserAdviser

Gathers informationGathers informationExplain to membersExplain to membersAssist others and is patientAssist others and is patient

Creator - Creator - InnovatorInnovator

Creative, imaginative and innovativeCreative, imaginative and innovativeQuestions norms Questions norms

Explorer – Explorer – PromoterPromoter

Finds new ideasFinds new ideasExplore other companiesExplore other companiesNetworks outside the groupNetworks outside the group

Assessor - Assessor - DeveloperDeveloper

Evaluates, analytical and objectiveEvaluates, analytical and objectiveDevelops new activitiesDevelops new activitiesExperimentsExperiments

The Margerison-McCann profiles (cont.)

RoleRole Description of roleDescription of role

Thruster - Thruster - OrganiserOrganiser

Makes things happenMakes things happenResults orientated, turns an idea into actionResults orientated, turns an idea into action

Concluder - Concluder - ProducerProducer

Complete tasks according to specification, Complete tasks according to specification, budget and on timebudget and on time

Works logically and effectively towards goalWorks logically and effectively towards goal

Controller - Controller - InspectorInspector

Focussed and detail orientedFocussed and detail orientedGood with facts and figuresGood with facts and figures

Upholder - Upholder - MaintainerMaintainer

Cares for well being of the teamCares for well being of the teamPillar of strength to othersPillar of strength to others

Principles of the Margerison-McCann profiles

• People work in their preferred roles towards success when understanding their own strengths.

• Management must know and understand the preferred roles of their employees in order to balance the teams successfully.

Reflect: Which of Margerison-McCann Profile roles do you identify yourself with?

GROUP CONSENSUS Dynamics of Group Consensus:A process of group decision makingStrive towards agreementBased on collective intelligences to find

effective solutionsTime consuming but positive for the

individuals and team atmosphere

Group Consensus

Process: Define the problem/s Discuss and consider each proposal to involve all

members Set priorities Test whether all agree, if not, discuss again Group makes a decision and plans action/s Test proposed plan, explore further if some members

still do not agree, re-assess

Principles of Group Consensus

• When each member participates the team takes better decisions and it forms better group relationships

• It makes use of the principle of group synergy where the group decision is always better than that of the input of the brightest member

APPLICATION OF TEAM DYNAMIC THEORIES

• ACTIVITY 4: (60 min)Team dynamics

• INSTRUCTIONS: • Participants to form groups of 3-10• Allocate one of the following theories, i.e. the Belbin role theory, Jungian

theory, MTR-I approach and the Margerison-McCann profiles to each group. (Allocate group for Group Consensus for remaining persons)

• Use the following information and apply the allocated theory to achieve an effective group result.– “Your business is presented with an opportunity to develop a new line

of Marathon Running shoes for athletes participating in the Olympic Games in London in 2012/Shoes for African Soccer Cup 2013.“

– Make use of the roles in your theory to clarify the specific roles and action/tasks that will be undertaken by each group member/individual in order to achieve optimal team success.

– Present your action plan explaining the dynamics of the theory to the group.

• 3.4 Wrap-up

Application of Team Dynamic Theories

CAPS: “Use them to analyse specific business-based Case Studies”

ASSESSMENT TASK: Teachers to design case study demonstrating certain group roles/confusion/overlapping of some roles. Learners to

*identify (motivate from case study) group roles (applying e.g. Belbin theory)

*compare roles with e.g. MTRI approach roles*point out confusion/overlapping etc.*make recommendations to improve group effectiveness

CONTENT TOPIC 4

BUSINESS OPERATIONS

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139139

Production Planning and Production Planning and ControlControl

140

1. Participants to form groups of 3-102. Discuss the meaning of the following concepts in your own words:

a. Production planningb. Production controlc. Routingd. Scheduling

3. Report to the entire group.

Activity 5 (60 Min)

141141

Loading

Production Planning and Control

Production Planning Production Control

Corrective Action

Planning

Routing

Scheduling Inspection

Following up

Dispatching

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Production Planning•Production planning is the technique of foreseeing every step in a long series of separate operations, •each step to be taken at the right time, and •at the right place and each operation to be performed at the maximum efficiency level.

Determining where each operation on a component part, sub-assembly, or assembly is to be performed, resulting in a route for the movement of a manufacturing lot through the factory.

Production Planning

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Production Planning Scheduling refers to: working out the time that should be required to perform each operation and also the time necessary to perform the entire series as routed, making allowances for all factors concerned.

• Production schedule•Master Schedule•Manufacturing schedule •Scheduling of Job order manufacturing

Loading Execution of the schedule plan as per the route chalked out includes the assignment of the work to the operators at their machines or work places. So loading determines who will do the work, as

Routing determines where, and

Scheduling determines when it shall be done.

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Production control is:•the process of planning production in advance of operations, •establishing the exact route of each individual item part or •assembly, setting, starting and finishing for each important item, assembly or •the finishing production and releasing the necessary orders as well as initiating the necessary follow-up to have the smooth function of the enterprise.

Production control

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DispatchingDispatching involves the issuing of production orders for starting the operations. Necessary authority and conformation is given for:

1. Movement of materials to different workstations.2. Movement of tools and fixtures necessary for each operation.3. Beginning of work on each operation.4. Recording of time and cost involved in each operation.5. Movement of work from one operation to another in accordance with the route sheet.6. Inspecting or supervision of work

Dispatching is an important step as it translates production plans into production.

Production control

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Follow up• Every production programme involves determination of the progress of work, • removing bottlenecks in the flow of work and ensuring that the productive operations are taking place in accordance with the plans.• It spots delays or deviations from the production plans. • It helps to reveal defects in routing and scheduling, misunderstanding of orders and instruction, under loading or overloading of work etc. • All problems or deviations are investigated and remedial measures are undertaken to ensure the completion of work by the planned date.

Production control

147

Inspection: This is mainly to ensure the quality of goods. It can be required as effective agency of production control.

Corrective measures•Corrective action may involve any of those activities of adjusting the route, rescheduling of work changing the workloads, repairs and maintenance of machinery or equipment, control over inventories of the cause of deviation in the poor performance of the employees.

• Certain personnel decisions like training, transfer, demotion etc. may have to be taken. Alternate methods may be suggested to handle peak loads.

Production control

Methodology - Teaching Approach

Activity 1 (60 min)“The education system seeks to reduce barriers to learning, ensures that inclusivity is “everybody’s” business and requires an integrated approach”!! With this statement in mind, answer the following questions:1. Name and discuss four barriers to learning.2. Discuss some of the learning diversity that learners are faced with

and how would you manage the learning process in order to cater for learners with diverse learning problems?

3. Which teaching approaches can you advise teachers to apply in order to solve the teaching and learning problems? Choose a new content to demonstrate your answer.

4. What is meant by this statement: “Special needs require specialised skills for effective response.”

Consolidation of the Activity

150

Barriers to learning: difficulties that arise within the education system as a whole , the learning site and/or within the learner, whichprevent access to learning and development for some learners.

Systemic barriers e.g. overcrowded classrooms, inaccessible school buildings for the disabled, lack of basic and appropriate learning materials, exclusionary policies and practices etc.

Societal barriers e.g. poverty, safety and security, children affected and infected by HIV/AIDS, child-headed households, children living in the streets, children in conflict with the law etc.

Pedagogical barriers e.g. inappropriate teaching methods as well as learning and teacher support material, unqualified and under-qualified teachers, inappropriate assessment procedures, lack of support for teachers etc.

Intrinsic barriers e.g. barriers resulting from issues located within a learner such as neurological, physical, sensory and cognitive disabilities, psycho-social and emotional difficulties etc.

Barriers to Learning

Managing DiversityIn the management of the learning process you should take cognisance of such diversity and plan for it accordingly.

– Diverse learning styles: Use various teaching methods and approaches to cater for different learning styles and employ optional activities.

– The pace of learning: Learners learn at various paces. Devise plans to cater for the needs of both fast and slow learners. This may involve expanded opportunities and enrichment.

– Levels of achievement and development: Learners in the classroom will often be at different levels of physical and cognitive abilities and the teacher need to plan accordingly.

Managing Diversity• Language diversity: The language of instruction may be an obstacle

and retard the learning progress of some learners. You should be aware of this and not disadvantage such learners. A variety of assessment methods can be used to overcome this.

• Gender diversity: You should make a conscious effort to avoid discriminatory practices in the classroom on the basis of gender

• Cultural diversity: Recognise and be sensitive to the different cultures in the classroom. Diverse some activities where learners can be made aware of each others cultural heritage, within the subject context

• Learners experiencing other barriers to learning:– learners with special learning disabilities– severely mentally handicapped– epileptic

Managing Diversity• Learners experiencing other barriers to learning:

– cerebral palsy physically disabled (e.g. paraplegic, quadriplegic)– hard of hearing– deaf– partially sighted– blind– autistic– HIV-positive– pregnant learners (within safe window- period)– the prison population– the militarised youth– learners with speech impairments

Teacher need to plan accordingly to cater for learners with different barriers.

A Pedagogical Response to Diversity in the Classroom

• Special needs require specialised skills for effective response • Responding to Diversity

Every classroom (special or mainstream) is diverse in many respects

Every teacher has to differentiate in teaching and assessing as well as adapt the teaching and learning environment (LTSM, setting etc)

Working knowledge of the class is imperative!!!!!!!!!!!! Differentiation and adaptation interlocking and complementary Aspects for differentiation and adaptation Differentiation applied (focus of the training) Maximizing participation and managing classroom activities Different Learning styles and needs

Teaching approachesThe recommended teaching strategies may include the following approaches:

– group discussion; – debates; – simulation games; – role-playing; – case studies; – projects and surveys; – field trips and visits, and – newspaper cuttings / scrapbooks; – Co-operative learning; and – problem-solving.

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Conclusion The teaching approach or method should:• Encourage learners to explore business trends, due to the ever-

changing demands of the business workplace.

• Engage learners in the discovery of knowledge and construct knowledge by themselves through social interactions.

• Allow an open-ended questions or situations for inquiry through group discussions and interaction.

• Provide opportunities to reflect upon and test theories through real-world applications.

Conclusion • Assist in solving problems; focus on teamwork,

collaboration, exploration and negotiation.

• Address the limitation of individual work and provide opportunities for intellectual challenge.

• Provide opportunities to integrate and apply the knowledge and skills acquired in the subject to respond or react to simulated scenarios.

• Learn to identify how to solve the problem rather than seeking ‘model’ answers.

• Give daily homework in Business Studies.

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Assessment And Assessment And Moderation Moderation

ACTIVITY 1 (120 min)1. Participants to form groups of 3-10.2. Discuss the meaning of formal and informal assessment.3. Allocate the following to each groupa. Set ten short and objective questions, b. Set five paragraph questions ( including data response, case studies) with

memoc. Set an essay question and memo guideline that indicates introduction, body

and conclusion, indicating the relevant headings and sub-headingsd. Make use of activity 2.2 and draft an analytical rubric with five criteria and

four levels to assess the flyer.Note: Take the required cognitive levels into recognition when setting the questions above. Set the questions and allocate marks in alignment with the requirement of

NSC for Business studies 160

Assessment Continued

e. Design a case study providing suitable information to learners in order to do the following calculations:

I. Total cost of productionII. Unit cost of productionIII. Selling priceIV. Calculation of profitV. Break- even analysis4. Choose two scribes, one captures the questions electronically

(where possible) and one manually.5. Report back the discussions

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Assessment Continued

6. All groups respond to/answer Activity (e) above.

7. Feedback to the group

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Explanation of Forms of Assessment

163

Formal and Informal Assessment

164

Not required to recordUsed to improve learning and teaching

INFORMALDaily Assessment

RecordedUsed for promotion / certification

FORMALProgramme of Assessment

Assessment

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Informal and Formal Assessment Cont.Informal and Formal Assessment Cont.Informal Informal FormalFormal

Daily assessmentDaily assessment Programme of AssessmentProgramme of Assessment

Monitor learner’s progressMonitor learner’s progress Systematic way of evaluating Systematic way of evaluating learner progresslearner progress

Improve teachingImprove teaching Used for promotion / Used for promotion / certificationcertification

Scaffold learningScaffold learning Recorded Recorded

Stepping stones to tasks in Stepping stones to tasks in Programme of AssessmentProgramme of Assessment

Not required to recordNot required to record

Formal Assessment Tasks Formal Assessment tasks in BCM include:• Project,• Assignments,• Case Studies,• Presentations,• Reports, • Tests, and • Examinations. Other forms of assessment can be presented in the informal assessment.

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ProjectA project is given a longer period of time to complete as it involves some form of research, consolidating and choosing relevant information and preparing a written document (e.g. report) asevidence or constructing a model.

Research will always form part of the project, in other words the project is the evidence of the Research conducted.

167

Characteristics of a project A project should have the following characteristics:• A finite and defined life cycle• Defined and measurable business products• A corresponding set of activities (or elements) to achieve

the business products• A defined amount of resources• A defined responsibility, to manage the project.

A project will take learners weeks to complete, hence in the Business Studies CAPS

Document (Annual Teaching Plan) there are textboxes in which we indicated that “a project must always be given to learners a term before submission date”.

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AssignmentAssignment as part of the POA – formal assessment• Unlike the project an assignment is a task/activity that learners

can do in a few days (e.g. 2 – 3 days)• Learners are given a task over a few days (which can be over a

weekend), e.g. learners given information to complete, such as information from a Case Study or Data Response in Business Studies.

Where the assignment is not a Case Study or Data Response: • Clear criteria should be given to learners against which the

assignment will be assessed.• Depending on the instructions of the assignment, learners may

be required to acknowledge sources of information. Assignments can also be done as part of informal assessment (daily)

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Case Study• Learners are presented with a real-life situation, a

problem or an incident related to the topic.

• They are expected to assume a particular role in articulating the position of e.g. Owner of a Business, Marketing Manager, Production Manager, etc.

• They would draw on their own experience, the

experience of peers or prior learning to interpret, analyse and solve a problem(s).

170

Case Study Continued• Newspaper articles, magazine articles, and TV or radio

presentations form excellent case studies. Learners have to read and/or listen, digest the business or economic information and then make informed decisions.

• Case studies in BCM are a very good way of keeping the subject up to date and relevant. They always form part of the examinations in BCM subjects.

• Case studies/scenarios need to be contextualized into a specific subject, e.g. “The impact of HIV/AIDS on the Business” – most candidates in the Grade 12 Business Studies exam contextualized it into Life Orientation.

171

Report• A report in BCM subjects is generally a written evidence of

analysis and interpretation of the business information. It can be short or long.

• In a project the report is longer. Other reports are shorter than a report in a project and it is specific to the topic, e.g. learners are given a SWOT Analysis or Business scenario to analyse and interpret. After that they write a report, or

• a business manager has come to you for advice (after studying the business financial statements) on whether the business is experiencing liquidity problems.

• This will always be shorter than a report in a project.

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Presentation• Presentations are very important to BCM learners.• In future learners will be expected to present the

business information such as their business plans or the financial statements of their businesses when lobbying for funds from financial institutions.

• Some will be expected to present the analysed results of the economic conditions of a country or financial indicators to the public.

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Presentation• In Business Studies we have a stand alone topic on

presentation skills. • Presentations can be written or oral, but there must be

learner evidence of the presentation. • The use of computers, i.e. PowerPoint presentation is

encouraged where the resources are available.• Information can be presented in a form of:

– Report – including financial report– Memorandum– Business plan– Flyer, Poster, electronic format(DVD/CD)

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1. Participants to form groups of 3- 10. 2. You are requested to give learners a project to complete. Decide on a Business Studies topic and give learners guidance on how to complete a project. Refer to the following:

•Identify a problem to be solved/topic•Determine the content/skills/knowledge to be addressed: •Set clear criteria and give good instructions to guide the learner•Determine which resources will be required to complete the project •Determine the time frame/duration/process/due date •Determine mark distribution and compile an assessment tool that speaks to the criteria set •(NB: Continuously monitor the project and guide the learners)

3. Report Back the Discussion.

Activity 2 (120 min)

176

Programme of Assessment

176

176176

25%75%Tasks during school yearEnd of year

300 marks converted into 75%

End-of-year Midyear 300 marks

ExaminationsTwo

First Term and

ThirdTerm = 100

TestsTwo

Terms 1, 2 & 3 = 50

Not tests or exams

Assignment, Presentation and Project

POA

Grade 11

Programme Of Assessment The Programme of Assessment in Grade 11

Note: In Grade 11 the Seven Assessment tasks make up the Programme of Assessment. Refer to Protocol on Assessment.

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Formal TasksFormal TasksFormal tasks are administered under:Formal tasks are administered under:

– Controlled conditionsControlled conditions

– Facilitated during class time by teacherFacilitated during class time by teacher

– Certain aspects could be done at home e.g. Certain aspects could be done at home e.g. sourcing information, planning, etc.sourcing information, planning, etc.

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Examination

179

Content stipulated specifically for the grade 100%

Cognitive levels

Basic thinking skills (e.g. factual recall, low-level application and low-level comprehension)

30%

Moderately high thinking skills (e.g. more advanced application, interpretation and low-level analysis)

50%

Higher-order thinking skills (e.g. advanced analytical skills, synthesis and evaluation)

20%

Mid-year examinationsBelow is an outline of the structure of the mid-year examinations for Grade 11:

Paper Time Marks TopicsGrade 11 1 3 hours 300 As per Grade annual

teaching plan

Examination Mid and End-of-year examinationsGrade 11 should write a 3-hour mid-year examination of 300 marks and final examination.

Paper Time Marks Business Environment

Business Venture

Business Role

Business Operation

Grade 11 1 3 hours 300 25% 25% 25% 25%

181

.

SECTION DESCRIPTION MARKS AND TIME

GUIDE

A (Compulsory)

Different types of short and objective questions using various assessment styles and covering the

entire curriculum, e.g. multiple-choice, match columns, choose the correct word in brackets, etc.

(20 short questions x 2)

40 30 min

B (Three questions in this section must be answered)

(Choose any THREE of the FIV E questions. Three questions of 60 marks each)

These questions should cover the entire curriculum. Answers should be in paragraph style. Rubrics

can be used in the marking of this question, together with a marking memorandum. Applicable

verbs, e.g. discuss, motivate, compare, differentiate, explain, etc. Case studies (scenarios) or source-

based questions should be included.

180 90 min

C Set four questions covering the entire curriculum (use scenarios)

Choose any TWO of the FOUR questions. (Two questions of 40 marks each)

These are higher cognitive questions which should assess insight and interpretation of theoretical

knowledge. (E.g. design, plan, appraise, evaluate, etc.). Answers should be in paragraph style. A

rubric can be used in the marking of this question, together with a marking memorandum.

80 60min

TOTAL 300 3 hours

Structure of Mid and End of the Year Exam

182

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Suggested Structure of Controlled Tests SECTION DESCRIPTION MARKS AND TIME

GUIDE

A (Compulsory)

Different types of short and objective questions should be set using various assessment styles and

covering the entire content for a specific term, e.g. multiple-choice, match columns, choose the

correct word in brackets, etc.


20 10min

B (Two questions in this section must be answered)

(Choose any TWO of the THREE questions. Three questions of 20 marks each)

These questions should be set on the content covered during a specific term. Answers should be in

paragraph style. Rubrics can be used in the marking of this question, together with a marking

memorandum. Applicable verbs, e.g. discuss, motivate, compare, differentiate, explain, etc. Case

studies (scenarios) or source-based questions should be included.

40 20min

C Set two questions covering the entire content for a specific term (use scenarios)

Choose any ONE of the TWO questions. (Two questions of 40 marks each)




40 30min

TOTAL 100 1 hour

183

.

SECTION DESCRIPTION MARKS AND TIME

GUIDE

A (Compulsory)

Different types of short and objective questions using various assessment styles and covering the

entire content for the first two terms, e.g. multiple-choice, match columns, choose the correct word

in brackets, etc.


30 15 min

B (Three questions in this section must be answered)

(Choose any THREE of the FOUR questions. Four questions of 30 marks each)

These questions should cover the entire content for the first two terms. Answers should be in

paragraph style. Rubrics can be used in the marking of this question, together with a marking

memorandum. Applicable verbs, e.g. discuss, motivate, compare, differentiate, explain, etc. Case

studies (scenarios) or source-based questions should be included.

90 45 min

C Set three questions covering the entire content for the first two terms (use scenarios)

Choose any TWO of the THREE questions. (Two questions of 40 marks each)




80 60 min

TOTAL 200 2 hours

Suggested Structure of Grade 10 Midyear Exam Paper

Moderation

184

185

• Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable.

• Moderation should be implemented at school, district, provincial and national levels.

• Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments.

Moderation of assessment

186

• All Grade 11 tasks are internally moderated • The subject head for Business Studies or Head of

Department for the Business, Commerce and Management subjects at the school will generally manage this process.

• Moderation at the school will be carried out at least once per school term.

Moderation of assessment

187

• Use subject head if HoD did not specialise in the subject

• All PoA tasks: HoD moderates before task is given to learners

• HoD moderates 10% of learner responses to PoA tasks and marking instruments.

Moderation

1. Participants form groups of 3 – 102. Discuss the challenges that you encounter when doing

SBA moderation. How can you overcome those challenges?

3. Draft a moderation checklist that can be used when moderating the Programme of Assessment tasks in Grade 11

4. Report back and discussion.

188

Activity 3(60min)

189

Moderation of POA task: What to look for?

• Duration, length ( in case of a test and examination)

• Weighting of content• Weighting of cognitive levels• Language used.• Use of pictures, diagrams, graphs to facilitate

language• Level of difficulty

190

Thank You

Activity 1(30 min) (From Plenary) Instructions: 1.Participants must work in pairs. 2.Each receives a...

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