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EconomicManagementSciencesLearning Area:RESOURCEMATERIAL• “Unpacking” document• Tables for Planningbased on the RNCS

GET: Senior PhaseGrades 7 – 9

April 2005

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CONTENTS

LEARNING AREA: ECONOMIC AND MANAGEMENT SCIENCES

PART ONE Page

1. Introduction 1

2. History of Economic and Management Sciences in the Western Cape 1

3. From Curriculum 2005 to the RNCS 1

4. The Nature of the Learning Area: Economic and Management Sciences 1

5. The Unique Features and Scope of the EMS Learning Area 3

PART TWO6. The Focus of EMS in the General Education and Training (GET) Band 4

7. The Focus of EMS in the Senior Phase 6

8. Teaching and Learning Strategies 9

9. Extensions to Learning 10

10. Barriers to Learning 10

11. Infusion of Language and Mathematics 11

12. The Senior Phase Learner 11

13. Assessment 12

PART THREE14. Introduction: EMS prepares for Learning in Grade 10 13

15. Tables for Planning in the GET Band: Economic and Management Sciences 13

ANNEXURESA Zopp Methodology 21

B Additional Resources 22

PART ONEECONOMIC AND MANAGEMENT SCIENCES (EMS)

1. INTRODUCTIONThe purpose of this resource booklet is to provide information on the essentialfeatures of the Economic and Management Sciences learning area and to provideguidelines that will enable Senior Phase Teachers to make the transition from C2005to the Revised National Curriculum Statement (RNCS) in Economic ManagementSciences.

2. HISTORY OF ECONOMIC MANAGEMENT SCIENCES IN THE WESTERN CAPEThere are two OBE models currently practised in the Senior Phase in the WesternCape, viz. C2005 and the WCED hybrid. The WCED hybrid model is currently usedin the teaching of Economic and Management Sciences in the Senior Phase (SP).

3. FROM CURRICULUM 2005 TO THE RNCSCurriculum 2005 was streamlined into the Revised National Curriculum Statement(RNCS). The design features of the RNCS in Economic and Management Sciencesare the following:

C2005AcrossPhase RNCS FP IP SP

Critical Outcomes(COs) 7 Critical Outcomes 7 7 7

DevelopmentalOutcomes (DOs) 5 Developmental Outcomes 5 5 5

Specific Outcomes(SOs) 8 Learning Outcomes 2 4 4

Phase Organisers(POs) 6

Learning ProgrammeOrganisers (LPOs)Assessment Criteria(AC) 37 47 61

Performance Indicators(PIs)Range Statements(RSs)

Assessment Standards

Prescribed Core Content Yes Yes Yes

ECONOMIC AND MANAGEMENT SCIENCES (EMS)SENIOR PHASE

4. THE NATURE OF THE LEARNING AREA: ECONOMIC AND MANAGEMENTSCIENCES

Rationale for including knowledge, skills and values related to the Economicand Management Sciences into the GET curriculum

Economic and Management Sciences 1

THE BIG PICTURE

4.1 UnemploymentIt is a well-known reality in many of our lives that South Africa is plagued by crime.The main reason for this is almost certainly the high rate of unemployment in ourcountry. The reasons for the high rate of unemployment in South Africa are thefollowing:

♦ South Africa currently rates poorly in relation to other developing countries inthe world regarding the productivity of its economically active workforce.On international markets, our prices therefore do not compare favourably withthose of other countries in general, and South Africa’s businesses andgovernment therefore find it difficult to compete with those of other countries.

This mainly stems from the fact that our education system, up to this stage, hasnot prepared learners adequately for the world of work. According to a report,Global Entrepreneurship Monitor, “Local entrepreneurs are being hobbled bythree things…” which include “an education system that does not encourageentrepreneurship nor give young people the skills to run a business.” (SundayTimes: Business Times, February 13, 2005)

♦ Since 1994, more than a million jobs have been rationalised. A large proportionof these jobs lost is due to the worldwide phenomenon of jobless growth.This means that whilst big businesses are growing, making more profits andexpanding, this is happening without a corresponding increase in job creation.The reasons for this can be found mainly in- the automation of processes: production processes are becoming

increasingly capital (“machine”) intensive as opposed to labour intensive,- downsizing and rationalisation (less people have to cope with more

responsibilities), and- delivering by cutting out certain levels of management.

♦ People in SA have traditionally been educated to become job seekers andnot job creators. As a result of less jobs being available to economically activepersons in South Africa, especially school leavers, ordinary people are, morethan ever, required to provide for their own economic survival.

The phenomenon of more and more persons becoming involved in the informalsector (i.e. street markets, businesses operated from home, etc), is the result ofthe limited options for the unemployed. Often informal businesses develop intothe SMME (Small, Medium and Micro-enterprises) sector, which has createdmore jobs in the recent past than those provided by big business.

However, many prospective starters of informal and micro businesses are set upfor failure, because of the lack of basic economic and financial literacyknowledge, skills and values, including especially entrepreneurial, managerialand related skills that are essential for the starting of a new business and forkeeping it running profitably.

Though Entrepreneurship in South Africa compares favourably with the rest ofAfrica in creating jobs and growth, South Africa is last on the list of developingcountries, according to the International Growth Entrepreneurship Monitoringagency (GEM). The GEM claims that in the previous South African educationsystem, the cultural and social norms were not conducive to the fostering of an


entrepreneurial mind frame. The key to solving this is to buildentrepreneurial capacity at school level. Yet a changed mindset of themajority of South Africans may only happen over a much longer period of time.

4.2 The rapid development of knowledge and technology in the commercial,economic and financial fieldsAs a result of the rapid rate at which technology in the field of commerce and bankinghas developed, and keeps developing almost every day, economic, commercialand financial literacy has become utmost important.

Also the way in which money is being handled in the business world, has made itessential for the individual to manage his/her finances meticulously. It has becomepossible to do payments by cheque, cash card, credit card, debit order, stop order,telephone or computer (e-transactions) from home without a person ever handlingany hard cash. People should therefore be able to keep up with the technology inorder to remain in charge of their finances.

The Economic and Management Sciences learning area has been developed toaddress the acquisition of the knowledge, skills, values and attitudes required inorder to survive in an extremely demanding economic world.

5. THE UNIQUE FEATURES AND SCOPE OF THE EMS LEARNING AREAThis learning area enables learners to participate meaningfully in the living, excitingworld of economics and management, firstly at a personal level, but also at home,school and in the local community. This will contribute to the development of learnersas persons with the necessary knowledge, skills and values to participatemeaningfully as consumers, producers or managers at the different stages of theirlives, whilst caring for others and the environment.

The context of the EMS RNCS is closely related to that of the EMS C2005: Theformer eight specific outcomes have been integrated to form the four LearningOutcomes of the RNCS.

RNCS Learning Outcomes Some main aspects of C2005 SpecificOutcomes used in formulating theRNCS EMS learning area

1 The Economic Cycle / Circular flow SO2, SO3, SO5, SO 62 Sustainable Growth and Development SO2, SO 7, SO 83 Managerial, Consumer and Financial

Knowledge and SkillsSO2, SO 4

4 Entrepreneurial Knowledge and Skills SO 1, SO2, SO 3

The underlying critical and developmental outcomes are important to EMS.Identifying and solving problems and making decisions using critical and creativethinking, together with the development of entrepreneurial opportunities, areparticular relevant to the economic field.


PART TWO

6. THE FOCUS OF EMS IN THE GENERAL EDUCATION AND TRAINING (GET)BAND

In the GET Band (Grade R – 9) learners will gain knowledge, skills, values andattitudes regarding the following broad aspects:

The economic problemThis feature deals with the problem of how individual persons, businesses andgovernments deal with the issue that the unlimited wants of a person or thepeople of the community, country etc. cannot be satisfied by the limitedresources available.

The economic cycle (circular flow - this term is preferred to the term“economic cycle”) in the economyThis is a model of how money, goods and services flow between households,business, government and the foreign sector. It also explores the roles andresponsibilities of the different persons (role players) in these households,businesses and government in the economy.

Level of complexity:Foundation phase: The focus is on households and business (at a very basiclevel) only.Intermediate Phase: The circular flow is expanded to include business andgovernment as role-players in the economy.Senior phase: The circular flow is further extended to include the foreignsector.

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Reconstruction, sustainable growth and developmentThis is contributes to the sustainable growth of the economy, reduce povertyand distribute wealth fairly, while still pursuing the principles of an openmarket and profitability. Respect for the environment, human rights andresponsibilities are also promoted.

The economic environmentThe economic environment is the environment in which goods and servicesare produced and consumed and where trade takes place. The EMS learningarea engages learners in the physical, social, technological, political and legalenvironments, and also focuses on the world as a set of related and inter-dependant systems. For example, natural disasters such as the tsunami(Philippines/Somali) affect social lives of people / availability of products (andtheir prices) e.g. oil and gold price; oil polluted beaches affect sea-life andtourism; new technology affects social patterns, e.g. cell phones, TV; and airpollution affects health.

Leadership and managementThis aspect explores the following:- basic aspects of leadership, such as planning and directing- negotiation, motivation, delegations and conflict management- basic aspects of management, such as planning, organising,

guidance/monitoring and control- marketing, purchasing, public relations and human resource development- rights and responsibilities of management and workers

EntrepreneurshipThis feature develops the knowledge, skills and attitudes related to takinginitiative and calculating the risks in conceptualising, financing, starting andrunning a business. There is a special focus on responsible entrepreneurshipwithin communities and environments.

Financial and consumer knowledge and skillsThis feature introduces consumer knowledge and skills, personal finance andaccounting knowledge and skills.

7. THE FOCUS OF EMS IN THE SENIOR PHASE

7.1 In the Senior Phase learners will engage with four Learning Outcomes. They are

L0 1 The economic cycle / circular flow

LO 2 Sustainable growth and development

LO 3 Managerial, consumer and financial knowledge and skills

LO 4 Entrepreneurial knowledge and skills

NOTE: It should be noted that learners engage with all four learning outcomesthrough the Intermediate Phase (Grade 4 – 6) and into the Senior Phase (Grade 7 –9). The learning area is thus linked clearly with Grade 6. Looking beyond Grade 9,EMS prepares learners for the FET field of Business, Commerce, Management and


Service Studies. In particular, EMS prepares learners for the subjects, Accounting,Business Studies and Economics in Grade 10. If the foundation of EMS is firm,learners will manage the transition to Grade 10 well. For example, Accountingconcepts, source documents and subsidiary journals are introduced in Grade 9.

The overall focus for the Senior Phase is set out below, followed by thespecific focuses for Grades 7, 8 and 9.

7.2 Overall Focus for the Senior PhaseThe Senior Phase will focus on the following: The economy and its effect on the needs and wants of people

Role-players in the economy

Factors of production

Private, public and co-operative ownership

The policies and role of the state in promoting economic growth and

development

Introduction to international economic arrangements, co-operation and

globalisation

The need for skills and values relating to business, social and environmental

issues

The importance of effective management in:

• business and leadership,

• human resources issues and productivity,

• financial control, accounting and record keeping, and

• public relations and marketing

The role of the entrepreneur

Market research and feasibility studies before starting a business

The role of small, medium and micro enterprises in economic growth

7.3 Focus for Grade 7The focus for Grade 7 will be on the following: The needs and wants of different communities in society

Free and economic goods, and the influence of demand and supply

Power relations, rights and responsibilities of the different participants in the

economic cycle

Different business activities within the different sectors

Identification of steps for redress of socio-economic imbalances and poverty

Savings and investments

The role of general management in business


Different approaches towards management and leadership

The availability of postal and telecommunication services, and their role in

improving administration

Use of information technology in management and administration

Elementary statement of net worth

Processes of human resource management

The design of questionnaires in market research and advertising

The characteristics of entrepreneurship

The differences between entrepreneurship, ownership and management

7.4 Focus for grade 8The focus for grade 8 will be on the following:

Economic systems, the economic cycle and the economic problem

The role, rights and responsibilities of trade unions

Inflation as an economic issue

The national budget and economic growth and development

RDP and economic growth and restructuring

The relationship between technology, productivity and economic growth

The role of banks as savings and investment institutions

Interest on investments

Sources of information on different levels and categories of job opportunities

Basic market research for an identified business opportunity

Financial concepts and financing of a business

Financial feasibility

Different forms of ownership

7.5 Focus for grade 9The focus for grade 9 will be on the following: The flow of money, the economic cycle and the foreign sector

Demand, supply and pricing

Trade unions and their influence on the economy

The impact of the national budget on the economy

Regional and international agreements, productivity, globalisation and

economic growth

The role of savings and investments in economic growth and development

Successes and shortcomings of the RDP in redressing historical disadvantages

Accounting as a tool for management of a business


The use of computer technology in improving accounting and record keeping

Improving the learner’s understanding of all aspects of management, to

improve learner employability, especially of

• administration,

• finances and accounting,

• record keeping,

• human resources and conditions of employment,

• technology, and

• public relations and marketing

Feasibility studies, the business plan and SWOT analysis

The role of small, medium and micro enterprises

8. TEACHING AND LEARNING STRATEGIES

Effective teaching and learning of the EMS learning area will draw on a range ofphilosophies of education and approaches to teaching, learning and assessment.These include experiential learning, appropriate linking of theory and practice, andadoption of a process model. This is because learners need both a sound theoreticalunderstanding of EMS, and — from as early an age as possible — a progressivelyeffective ability to apply the knowledge, skills, attitudes and values associated with itin related useful activities. These in turn will reinforce theoretical learning of thedesired qualities.

Increasing involvement in activity applies especially to LOs 3 and 4, which deal withthe development of managerial and entrepreneurial skills, respectively; and to alesser extent to LOs 1 and 2, which deal with reconstruction and growth and with howthe economic cycle addresses the economic problem.

This broad learning process in EMS relates to the nature and processes ofproduction and distribution, and to their business and production management, in thecontexts of both South Africa’s economy and society and alternative socio-economicsystems.

EMS requires, moreover, that learners understand the need for the promotion ofgrowth and job-creation and the reduction of poverty, while respecting theenvironment, human rights, social justice and inclusivity. The full scope of thelearning area therefore demands of its learners a wide range of knowledge, skills,attitudes and values, in both theory and practice.

EMS knowledge helps learners to become aware, active economic citizens, andgives special attention to helping them meet the challenges of development, growthand job creation. The process approach, in the context of experiential learning, seesthe learners as active beings.They are entitled and encouraged to participate in the decision-making that affectsthem, and to consciously construct meaning from reality. In the process approach,


the development of the learner and how he or she attained the LOs is as important, ifnot sometimes more important, than the attainment of the LOs.

EMS should be a practical, enjoyable, participatory learning experience for everylearner. The Economic and Management Sciences learning area is ideally suited tobe an enjoyable, practical learning area where learners can truly learn through play.The world of economics and business is alive, vibrant and conspicuous around all ofus every day – this reality should be exploited fully through the curriculum. Childrenlearn most things much easier by doing and experiencing – this is almost alwaysachievable through the EMS learning area’s LOs.

The ZOPP methodology is a modern, international teaching and learning strategy forlearners at all levels (school and adult learning centres). It can be introduced tolearners even from Grade 1 (read only), but especially with great effect once learnerscan write words and short phrases, which is the essence of the ZOPP methodology(Refer to Annexure 1). In fact this is a strategy that can be used for developingliteracy (reading and writing) in the Foundation Phase and Intermediate Phase.

9. EXTENSIONS TO LEARNINGThe EMS learning area allows for expanded opportunities for learners gifted in thevarious multiple intelligences through, for example, visits to businesses and financialinstitutions, or running their own businesses, as well as through researchopportunities of current events and information portrayed in the media.

Learners who require extension can be made aware of the World Tourism Day andSmall Business Week annually. Projects/Assignments should ideally be developedaround these events.

10. BARRIERS TO LEARNING

VISUAL IMPAIRMENT

Ensure that flash cards, posters and OHP transparencies are in enlarged print orwriting. Place learners in front of class.

ATTENTION DISORDERS

When planning learning experiences, ensure that the interests of the learners areaccommodated, by including teaching and learning strategies that address thedifferent multiple intelligences, where applicable.

Teachers should give clear and concise instructions and limit distractions in theclassroom.

WEAK MOTOR SKILLS

Teachers should allow more time for learners with fine motor skills deficiencies tocomplete tasks in Accounting.

Teachers should allow more time for learners with gross motor skills deficiencies tocomplete activities such as the Market Day.


DYSLEXIA

Teachers are to ensure that there are spelling programmes in place. Instead ofwriting, dyslexic learners may be allowed to name or describe content.

MEDIUM OF INSTRUCTION (MOTHER TONGUE)

Give special attention to the learners whose mother tongue is different to the mediumof instruction.

OVERCROWDED CLASSROOMS

Where possible, EMS classes should make use of the school hall/ larger venues andthe quad to facilitate group work and Market Days.

HEARING IMPAIRED

The teacher should place learners with hearing disabilities as close to the front aspossible, within hearing range, and ensure that his/her mouth is always visible to thelearner for lip-reading purposes.

If the learner is restricted to hearing in one ear, the teacher should ensure that thehearing ear faces the sound.

For further information regarding the overcoming of barriers to teaching, learning andassessment refer to the Teacher’s guide for the development of LearningProgrammes (EMS), paragraph 2.6, pp 30 to 32.

11. INFUSION OF LANGUAGE AND MATHEMATICSThe infusion of language and mathematics into the EMS learning area is essentialand can easily be achieved. The cognitive verbs (see underlined words) used in theASs suggest how it can be done, for example: describes, presents stories, sharesreasons, expresses thoughts, (language) and calculates change, identifies pricesclearly, etc. (mathematics).

12. THE SENIOR PHASE LEARNERIn this phase learners should be provided with opportunities to acquire, develop andapply a range of more advanced knowledge, understanding and skills. Breadth,depth, access and entitlement are particularly important to ensure that learners aregiven a sound basis from which to take advantage of choices at the FET phase.Learners should know enough about the nature of the options to ensure theirdecisions about future choices are informed ones.

The phase suggests that the essence of the curriculum at the Senior Phase istransitional, to inform choice and to enable independence on the part of the learner.The Senior Phase EMS consolidates the features of the EMS experience from theFoundation and Intermediate Phases.

Furthermore, the Senior Phase prepares the learners to focus on critical and creativethinking skills, attitude development and the understanding of their role in society,which facilitate the choices they have to make for the Further Education and Training(FET) Band.


13. ASSESSMENTThe assessment practices that are encouraged through the RNCS for Grades R - 9(Schools) are continuous, planned and integrated processes of gathering informationabout the performance of learners measured against the LOs. The levels at which thelearner is to be assessed are provided by the ASs, which are progressively morecomplex from grade to grade.

A Learning Programme, Work Schedule and Lesson Plan design should ensure thatassessment is an integral part of teaching, learning and assessment.

The purpose of assessment is twofold: On the one hand, it is used to monitor andsupport the process of learning and teaching towards improvement (Assessment forlearning); and on the other, it is used to give an overall picture of learner’s progressat a given time, for example, at end of term or year, or transfer to another school(Assessment of learning).

Forms of assessment:

• Test• Performance-based assessment• Interviews• Questionnaires• Structured questions• Assignments• Case studies• Practical exercises/demonstrations• Project• Role-plays• Simulations• Aural/Oral questions• Observations• Self-report assessment


PART THREE

14. INTRODUCTION: EMS PREPARES FOR LEARNING IN GRADE 10

Teachers who are developing Learning Programmes, Work Schedules and LessonPlans should note that certain of the LOs and ASs link conceptually with subjects inthe FET band. Take the subject Accounting for example. It is essential to giveadequate attention to EMS LO 3 and those ASs that focus on Accounting (namely Gr7: 7.3.5; Gr 8: 8.3.1, 8.3.3 and 8.3.5; and Gr 9: 9.3.1, 9.3.3 and 9.3.5). This shouldlay a sound foundation for managing the LOs for Accounting in Gr 10. Anotherexample is the requirement in Grades 8 and 9 to introduce keyboard skills (AS 8.3.4and 9.3.4). Clear links can also be noted with Business Studies and Economics inGrade 10, for example LOs 1 and 2 and those ASs.

15. TABLES FOR PLANNING IN THE GET BAND: ECONOMIC AND MANAGEMENTSCIENCES

The following tables can be found on the Internet athttp://curriculum.wcape.school.za/ncs/index

They are also available on CD from Edumedia: Tel: (021) 689 9536, Fax: (021) 6857421, e-mail: [email protected]

These tables use the exact wording of the ASs, making them extremely useful forplanning. For each LO, the ASs, which are shown horizontally across the tables,reflect progression across the phase. For example:

Grade 7 LO 3 AS 7.3.1 Explains the role of planning, organising, leading andcontrolling (e.g. financial and procedural controls) in a business

Grade 7 LO 3 AS 7.3.2 Discusses different approaches to leadership andmanagement

Grade 8 LO 3 AS 8.3.2 Develops leadership and management strategies that willensure a return on investments

Grade 9 LO 3 AS 9.3.2 Investigates the public relations, social responsibilitystrategies and environmental responsibility strategies and actions of differentbusinesses and organisations

Thus, the progression in the above-mentioned ASs, horizontally across the tables(Grades), is as follows:

The conceptual progression is clearly illustrated with the expansion ofmanagement functions, from basic management functions in Grade 7, toleadership and management strategies in Grade 8, and to public relations, socialresponsibility and environmental responsibilities in Grade 9.

Progression is also achieved through the level of complexity of the responserequired from the learner by the AS, as indicated by the cognitive verbs, e.g.Explains (Grade 7), Develops (Grade 8) to Investigates (Grade 9).


Progression within a particular LO and within a particular grade, looking verticallyfrom the top down, can also be observed, although this trend cannot be noticed for allthe grades/Los, e.g. Grade 7 Learning Outcome 4:

AS 7.4.1 Compares essential characteristics and skills needed to beentrepreneurial from two different simple case studies of practisingentrepreneurs in own community

AS 7.4.3 Uses idea generation techniques to make recommendations on usingcommunity resources to generate income in a responsible way

AS 7.4.5 Participates in a joint venture between the school and thecommunity/parents by taking ownership of producing a product or service

AS 7.4.6 Runs a business event using one of two of the ideas or opportunitiesidentified in a questionnaire that had been designed

AS 7.4.9 Designs posters or other materials to advertise own business venture

Here progression within a particular grade is obtained: The level ofcomplexity increases within the grade, as the cognitive verbs increasinglyrequire a higher cognitive level, i.e. Compares, Make recommendations,Participates, Runs a business, Designs.


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nsum

er a

nd p

rodu

cer;

• em

ploy

er a

nd e

mpl

oyee

;

8.1.

4D

iscu

sses

the

role

, rig

hts

and

resp

onsi

bilit

ies

of tr

ade

unio

ns.

9.1.

4C

ritic

ally

ass

esse

s th

e in

fluen

ce a

ndac

tions

(stri

kes

and

stay

aw

ays)

of t

rade

unio

ns in

gen

eral

and

dur

ing

the

apar

thei

d er

a on

:

• th

e So

uth

Afric

an e

cono

my;


• go

vern

men

t and

bus

ines

s.•

polit

ical

, eco

nom

ic a

nd s

ocia

ltra

nsfo

rmat

ion;

• la

bour

issu

es.

7.1.

58.

1.5

Exp

lain

s w

hat i

nfla

tion

is a

nd d

iscu

sses

reas

ons

for c

hang

es in

infla

tion

rate

s.

9.1.

5D

iscu

sses

the

effe

ct o

f the

nat

iona

lbu

dget

on

the

econ

omy

(e.g

. tax

atio

nan

d ex

pend

iture

on

educ

atio

n, s

ocia

lw

elfa

re, h

ealth

and

sec

urity

).

Lear

ning

Out

com

e 2:

SU

STA

INA

BLE

GR

OW

TH A

ND

DEV

ELO

PMEN

T

The

lear

ner w

ill b

e ab

le to

dem

onst

rate

an

unde

rsta

ndin

g of

sus

tain

able

gro

wth

, rec

onst

ruct

ion

and

deve

lopm

ent,

and

to re

flect

crit

ical

ly o

n its

rela

ted

proc

esse

s.

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Exp

lain

s ec

onom

ic a

ctio

ns ta

ken

agai

nst

the

apar

thei

d go

vern

men

t to

brin

g ab

out

chan

ge (e

.g. s

anct

ions

, dis

inve

stm

ent),

and

how

thes

e im

pact

ed o

n ch

ange

,gr

owth

and

dev

elop

men

t.

7.2.

1C

olle

cts

info

rmat

ion

on th

e in

fluen

ce o

fap

arth

eid

econ

omic

pol

icie

s on

owne

rshi

p, p

over

ty, w

ealth

and

qua

lity.

8.2.

1 In

vest

igat

es a

nd d

escr

ibes

how

the

natio

nal b

udge

t is

used

to in

fluen

cegr

owth

and

redr

ess

econ

omic

ineq

ualit

ies.

9.2.

1D

iscu

sses

how

the

natio

nal b

udge

t,re

gion

al a

nd in

tern

atio

nal a

gree

men

tsca

n be

use

d to

faci

litat

e su

stai

nabl

egr

owth

and

dev

elop

men

t.

Iden

tifie

s st

eps

that

can

be

take

n by

the

gove

rnm

ent t

o re

dres

s hi

stor

icim

bala

nces

and

pov

erty

(e.g

.re

dist

ribut

ion

of re

sour

ces,

gen

der e

quity

,ca

paci

ty b

uild

ing,

rest

orin

g pe

ople

’sdi

gnity

, cre

atin

g op

portu

nity

and

empo

wer

men

t).

7.2.

2Id

entif

ies

step

s re

quire

d to

redr

ess

soci

o-ec

onom

ic im

bala

nces

and

pov

erty

.

8.2.

2In

vest

igat

es h

ow th

e R

DP

cou

ld h

ave

been

use

d to

stim

ulat

e ec

onom

ic g

row

than

d re

stru

ctur

ing

(e.g

. cap

acity

bui

ldin

g,jo

bs).

9.2.

2In

vest

igat

es a

nd d

ebat

es th

e su

cces

ses

and

shor

tcom

ings

of t

he R

DP

.

7.2.

3

Com

pare

s an

d di

scus

ses

the

diffe

renc

ebe

twee

n sa

ving

s an

d in

vest

men

ts.

8.2.

3

Dis

cuss

es th

e im

porta

nce

of s

avin

gs fo

rin

vest

men

ts.

9.2.

3

Exp

lain

s th

e ro

le o

f sav

ings

and

inve

stm

ents

in e

cono

mic

pro

sper

ity a

ndgr

owth

.

7.2.

4D

iscu

sses

the

mea

ning

of p

rodu

ctiv

ity.

8.2.

4 In

vest

igat

es a

nd re

ports

on

how

9.2.

4D

iscu

sses

pro

duct

ivity

and

its

effe

cts

on


tech

nolo

gy c

an im

prov

e pr

oduc

tivity

,ec

onom

ic g

row

th, l

ivin

g st

anda

rds,

etc

.ec

onom

ic p

rosp

erity

, gro

wth

and

glo

bal

com

petit

ion.

Res

earc

hes

and

anal

yses

sta

ndar

ds o

fliv

ing

and

patte

rns

of c

onsu

mpt

ion

inm

oder

n so

ciet

ies

whe

re p

eopl

esp

ecia

lise

and

trade

to s

atis

fy n

eeds

and

wan

ts.

Lear

ning

Out

com

e 3:

MA

NA

GER

IAL,

CO

NSU

MER

AN

D F

INA

NC

IAL

KN

OW

LED

GE

AN

D S

KIL

LS

The

lear

ner w

ill b

e ab

le to

dem

onst

rate

kno

wle

dge

and

the

abili

ty to

app

ly re

spon

sibl

y a

rang

e of

man

ager

ial,

cons

umer

and

fina

ncia

l ski

lls.

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

7.3.

1Ex

plai

ns th

e ro

le o

f pla

nnin

g, o

rgan

isin

g,le

adin

g an

d co

ntro

lling

(e.g

. fin

anci

al a

ndpr

oced

ural

con

trols

) in

a bu

sine

ss.

8.3.

1D

iffer

entia

tes

betw

een

finan

cial

con

cept

sus

ed in

bus

ines

s (e

.g. f

ixed

ass

ets,

curre

nt a

sset

s, li

abilit

ies,

ow

ner’s

equ

ity).

9.3.

1C

ompl

etes

a b

asic

inco

me

stat

emen

t and

bala

nce

shee

t for

a s

ervi

ce a

nd re

tail

busi

ness

.

Exp

lain

s th

e re

latio

nshi

p be

twee

nle

ader

ship

and

man

agem

ent i

n a

busi

ness

.

7.3.

2D

iscu

sses

diff

eren

t app

roac

hes

tole

ader

ship

and

man

agem

ent.

8.3.

2D

evel

ops

lead

ersh

ip a

nd m

anag

emen

tst

rate

gies

that

will

ens

ure

a re

turn

on

inve

stm

ents

.

9.3.

2 I

Inve

stig

ates

the

publ

ic re

latio

ns, s

ocia

lre

spon

sibi

lity

and

envi

ronm

enta

lre

spon

sibi

lity

stra

tegi

es a

nd a

ctio

ns o

fdi

ffere

nt b

usin

esse

s an

d or

gani

satio

ns.

7.3.

3D

escr

ibes

the

impo

rtanc

e of

adm

inis

tratio

n in

man

agin

g a

busi

ness

(reco

rd k

eepi

ng, s

torin

g do

cum

enta

tion)

.

8.3.

3C

ompl

etes

sou

rce

docu

men

ts (e

.g.

rece

ipts

, dep

osit

slip

s, c

hequ

es) a

ndre

cord

s el

emen

tary

cas

h tra

nsac

tions

ina

stat

emen

t of r

ecei

pts

and

paym

ents

.

9.3.

3C

ompl

etes

cas

h an

d cr

edit

trans

actio

nsin

the

book

s of

ser

vice

and

reta

ilbu

sine

sses

:

• us

es a

cas

h re

ceip

ts a

nd p

aym

ent

jour

nal,

and

a de

btor

s’ a

nd c

redi

tors

’jo

urna

l;

• po

sts

jour

nals

to th

e ge

nera

l led

ger

and

draw

s up

a tr

ial b

alan

ce.


7.3.

4D

iscu

sses

the

use

of te

chno

logy

inte

leco

mm

unic

atio

n se

rvic

es (e

.g. c

ell

phon

es) a

nd fi

nanc

ial t

rans

actio

ns (e

.g.

ATM

, Int

erne

t) in

impr

ovin

gad

min

istra

tion,

com

mun

icat

ion

and

acce

ss to

info

rmat

ion.

8.3.

4U

ses

keyb

oard

ski

lls a

nd fu

nctio

n ke

ys in

deve

lopi

ng, s

torin

g an

d re

triev

ing

basi

cin

form

atio

n.

9.3.

4U

ses

keyb

oard

ski

lls a

nd fu

nctio

n ke

ys in

deve

lopi

ng, s

torin

g, re

triev

ing

and

editi

ngbu

sine

ss d

ocum

enta

tion.

7.3.

5D

raw

s up

an

elem

enta

ry s

tate

men

t of n

etw

orth

, usi

ng p

erso

nal r

ecor

ds.

8.3.

5Ex

plai

ns th

e co

ncep

t and

ana

lyse

s a

stat

emen

t of n

et w

orth

.

9.3.

5A

naly

ses

finan

cial

sta

tem

ents

for

deci

sion

-mak

ing

at a

bas

ic le

vel.

Expl

ains

the

purp

ose

and

use

ofco

mm

unity

sav

ings

sch

emes

(e.g

.st

okve

ls, c

lub

acco

unts

, fun

eral

soc

ietie

s,th

rift a

nd lo

an s

ocie

ties)

.

7.3.

68.

3.6

Inve

stig

ates

the

vario

us m

etho

ds o

fsa

ving

s an

d in

vest

men

ts (e

.g. s

avin

gsac

coun

ts, f

ixed

dep

osits

, sha

res,

uni

ttru

sts)

, and

cal

cula

tes

retu

rns

on a

varie

ty o

f inv

estm

ents

.

9.3.

6D

iffer

entia

tes

betw

een

the

form

s of

cre

dit

purc

hase

s (e

.g. o

pen

acco

unts

,in

stal

men

t sal

es, c

redi

t car

d), a

ndex

plai

ns a

nd a

sses

ses:

• th

e us

e of

diff

eren

t mea

ns o

fpa

ymen

t in

the

econ

omy

(e.g

. cas

h,ch

eque

s, p

osta

l ord

ers,

cre

dit c

ards

,de

bit c

ards

, sm

art c

ards

, tra

vele

rsch

eque

s);

• th

e ad

vant

ages

of c

ash

purc

hase

s.

7.3.

7E

xpla

ins

the

diffe

rent

pro

cess

es o

fhu

man

reso

urce

man

agem

ent.

8.3.

7D

escr

ibes

the

leve

ls, c

ateg

orie

s,re

mun

erat

ion

and

resp

onsi

bilit

ies

of jo

bs.

9.3.

7R

esea

rche

s th

e la

ws

affe

ctin

g ba

sic

cond

ition

s of

em

ploy

men

t and

non

-di

scrim

inat

ion

in th

e w

orkp

lace

.

Und

erst

ands

and

par

ticip

ates

in th

epr

oduc

tion

proc

ess,

from

raw

mat

eria

ls to

final

pro

duct

s, in

clud

ing

was

te p

rodu

cts.

Exp

lain

s th

e co

ncep

t of d

ebt a

ndco

mpa

res

the

bank

ing

and

savi

ngs

faci

litie

s of

fere

d by

diff

eren

t ban

ks.


Lear

ning

Out

com

e 4:

EN

TREP

REN

EUR

IAL

KN

OW

LED

GE

AN

D S

KIL

LS

The

lear

ner w

ill b

e ab

le to

dev

elop

ent

repr

eneu

rial k

now

ledg

e, s

kills

and

atti

tude

s.

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Ass

essm

ent S

tand

ards

We

know

this

whe

n th

e le

arne

r:

Anal

yses

per

sona

l stre

ngth

s an

dw

eakn

esse

s in

bec

omin

g an

entre

pren

eur.

7.4.

1C

ompa

res

esse

ntia

l cha

ract

eris

tics

and

skills

nee

ded

to b

e en

trepr

eneu

rial f

rom

two

diffe

rent

sim

ple

case

stu

dies

of

prac

ticin

g en

trepr

eneu

rs in

ow

nco

mm

unity

.

8.4.

19.

4.1

7.4.

28.

4.2

Iden

tifie

s fin

anci

al in

stitu

tions

and

orga

nisa

tions

pro

mot

ing

entre

pren

eurs

hip.

9.4.

2

Iden

tifie

s a

varie

ty o

f pos

sibl

e bu

sine

ssop

portu

nitie

s in

the

com

mun

ity (s

choo

lco

-ope

rativ

es, s

ports

, ent

erta

inm

ent,

tour

ism

).

7.4.

3U

ses

idea

gen

erat

ion

tech

niqu

es to

mak

ere

com

men

datio

ns o

n us

ing

com

mun

ityre

sour

ces

to g

ener

ate

inco

me

in a

resp

onsi

ble

way

.

8.4.

3D

iscu

sses

diff

eren

t ide

as fo

r sta

rting

abu

sine

ss (i

nclu

ding

idea

s to

attr

act

tour

ists

, fra

nchi

sing

).

9.4.

3G

ener

ates

, thr

ough

SW

OT

anal

ysis

,po

ssib

le b

usin

ess

idea

s to

mee

t the

nee

dfo

r man

ufac

ture

d go

ods

or s

ervi

ces.

7.4.

48.

4.4

9.4.

4D

evel

ops

a bu

sine

ss p

lan

(incl

udin

g a

budg

et) f

or a

man

ufac

turin

g, s

ervi

ce o

rto

uris

m e

nter

pris

e ba

sed

on th

e be

stbu

sine

ss o

ppor

tuni

ty fr

om th

e id

eas

gene

rate

d.

7.4.

5P

artic

ipat

es in

a jo

int v

entu

re b

etw

een

the

scho

ol a

nd th

e co

mm

unity

/par

ents

by

taki

ng o

wne

rshi

p of

pro

duci

ng a

pro

duct

or s

ervi

ce.

8.4.

59.

4.5


Dev

elop

s an

d im

plem

ents

a s

impl

ebu

sine

ss p

lan

for a

trad

ing

or s

ervi

cebu

sine

ss th

at c

ould

be

oper

ated

from

scho

ol o

r fro

m h

ome.

7.4.

6R

uns

a bu

sine

ss e

vent

usi

ng o

ne o

r tw

oof

the

idea

s or

opp

ortu

nitie

s id

entif

ied

ina

ques

tionn

aire

that

had

bee

n de

sign

ed.

8.4.

6E

ngag

es in

a b

usin

ess

activ

ity th

atin

volv

es p

urch

asin

g, p

rodu

ctio

n an

dm

arke

ting

(sho

uld

invo

lve

finan

cing

of

busi

ness

with

ow

n or

bor

row

ed c

apita

l -e.

g. b

ank

over

draf

t).

9.4.

6

7.4.

78.

4.7

Diff

eren

tiate

s be

twee

n th

e fo

rms

ofow

ners

hip

in th

e in

form

al a

nd fo

rmal

sect

ors

(sol

e pr

oprie

tor,

partn

ersh

ip,

clos

e co

rpor

atio

n).

9.4.

7E

ngag

es in

the

busi

ness

act

ivity

pla

nned

and

disc

usse

s th

e re

ason

s fo

r cho

osin

g a

parti

cula

r for

m o

f ow

ners

hip.

7.4.

88.

4.8

Eva

luat

es th

e fin

anci

al v

iabi

lity

of a

busi

ness

(e.g

. sta

rt-up

cos

ts, p

rodu

ctio

nco

sts,

sal

es, p

rofit

).

9.4.

8

Des

igns

an

adve

rtisi

ng c

ampa

ign

topr

omot

e a

prod

uct t

hat w

ill g

ener

ate

apr

ofit.

7.4.

9D

esig

ns p

oste

rs o

r oth

er m

ater

ials

toad

verti

se o

wn

busi

ness

ven

ture

.

8.4.

99.

4.9

Con

duct

s a

mar

ketin

g ca

mpa

ign

topr

omot

e a

prod

uct a

nd d

iscu

sses

the

self-

sele

cted

adv

ertis

ing

med

ia.

7.4.

108.

4.10

9.4.

10R

esea

rche

s th

e ro

le o

f sm

all,

med

ium

and

mic

ro e

nter

pris

es in

wea

lth a

nd jo

bcr

eatio

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ANNEXURE AZOPP METHODOLOGY

A wonderful facilitation tool in OBE

ZOPP is the acronym for the German phrase “Zielorientierte Projektplanung”, which meansObjectives-oriented Project Planning.

The method has been part of the FEBDEV training method for the past decade. In anenterprise development area (where idea-generation and creativity are so important) it workswonders. It was introduced to FEBDEV by the development agency, GTZ, in one of itsinternational training-of-trainers sessions and was quickly adopted.

The ZOPP method is a an excellent group teaching and learning strategy to facilitatelearning in the following ways: To draw on learners’ prior knowledge To make issues clear (e.g. to identify key phrases / key words from text) To generate divergent ideas (i.e. a range of different ideas) For this, groups that place

their answers up the quickest can be rewarded. To generate convergent answers (i.e. the only correct (same) answer to a set

question) For this, all groups must be requested to hold their answer back and all thegroups show their answer simultaneously.

SOME IMPORTANT RULES IN USING ZOPP CARDS

METHODThe group first brainstorms the task and then writes the two or three most important ideasfrom the group on a ZOPP card, which is displayed by the group’s runner against a wall onblank newsprint. (It is best to use colourful half sheets of A4 paper, but any A4 waste paper(cut in half) would also be suitable.)

PRINCIPLES FOR WRITING ON A ZOPP CARD• Write horizontally in big letters• Be specific• Write clearly with the marker pen• Write a maximum of three lines per card• Avoid unclear expressions• Do not provide names

FEEDBACKThe educator then discusses the ideas/answers or asks one member from each group toprovide feedback to convey the group’s ideas.The simple joys of facilitation often make a lot of difference.


ANNEXURE B

ADDITIONAL RESOURCES

THE WCED WEB SITE: http://curriculum.wcape.school.za/index

EDULIS (EDUCATION LIBRARY AND INFORMATION SERVICE)

TEL (021) 957 9618

FAX (021) 948 0748

E-MAIL ADDRESS [email protected]

STREET ADDRESS 15 KRUSKAL AVENUE, BELLVILLE, 7530

POSTAL ADDRESS PRIVATE BAG X9099, CAPE TOWN, 8000

EDULIS WEB SITE http://edupals.wcape.gov.za

HOURS MONDAY TO FRIDAY: 07:30 – 16:30SATURDAY: 09:00 – 12:00

EDUMEDIA (EDUCATIONAL MEDIA)

TEL (021) 689 9536

FAX (021) 685 7421

E-MAIL ADDRESS [email protected]

STREET ADDRESS 15 STATION ROAD, MOWBRAY, 7705

POSTAL ADDRESS PO BOX 13266, MOWBRAY, 7705

EDUMEDIA WEB SITE http://edumedia.wcape.school.za/catalog

HOURS MONDAY TO FRIDAY: 07:30 – 16:00CLOSED LUNCH: 12:30 – 13:00


DI Economic REC Management TOR Sciences ATE … · There are two OBE models currently practised in...

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Transcript of DI Economic REC Management TOR Sciences ATE … · There are two OBE models currently practised in...