GETC-ABET Level 4 Examination Guidelines Draft Curriculum Statements... · Web viewModeration of...

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

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

SMALL, MEDIUM AND MICRO ENTERPRISES L4

CODE: SMME4

2013 - 2015

Examinations and Assessment Guidelines: SMME4

TABLE OF CONTENTS

1. Introduction 3

2. The GETC-ABET Level 4 Qualification 4

3. Unit Standards for SMME4 Learning Area 7

4. LTSM in PALCs 15

5. Weighting of the Specific Outcomes and Assessment Criteria 15

6. Core Knowledge Areas 15

7. Taxonomies used in scaffolding questions 23

8. Site-Based Assessment (Formative) 23

8.1 Structure of SBA Tasks 24

8.2 Exemplar SBA Tasks 24

9. External Assessment (Summative) 49

9.1 Structure of a question paper 49

9.2 Exemplar question paper 50

10. Promoting the Principles of quality assessment practices 61



1. INTRODUCTION

This document aims to be an Examination and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.

The SMME4 Examination and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the SMME4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.

While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.

The document also contain the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.

This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.

All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the SMME4 learning area will be greatly appreciated.

2. THE GETC-ABET LEVEL 4 QUALIFICATION



The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.

SAQA QUAL ID QUALIFICATION TITLE

71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDER

Task Team - Adult Basic Education and Training

QUALITY ASSURING ETQA

-

QUALIFICATION TYPE FIELD SUBFIELDNational Certificate Field 05 - Education, Training and

Development Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

ABET Level 4 120 Level 1 Regular-Unit Standards Based

REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2012-11-26 2015-11-26

The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale:

Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.

The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and workplace experience and learning.



The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,

gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental and

economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.

Recognition of Prior Learning:

The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.

The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.

Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS Academic Learning Areas:

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



Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits8. Ancillary Health Care: 45 Credits9. Small, Medium and Micro Enterprises: 17 Credits10. Travel and Tourism: 38 Credits11. Information Communication Technology: 23 Credits12. Early Childhood Development: 26 Credits13. Wholesale and Retail: 30 Credits

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

If you choose mathematics and mathematical sciences in the fundamentals component then you must have a minimum total of 51 credits in the electives component.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community.

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others.

UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

3. UNIT STANDARDS FOR SMME4 LEARNING AREA

The SMME4 Learning Area comprises 4 unit standards:

SAQA US ID US TITLE CREDITS10006 Demonstrate an understanding of entrepreneurship and develop



entrepreneurial qualities 210007 Identify, analyse and select business opportunities 310008 Write and present a simple business plan 710009 Demonstrate the ability to start and run a business and adapt to a changing

business environment 5

Total 17

SAQA US ID US TITLE CREDITS10006 Demonstrate an understanding of entrepreneurship and develop

entrepreneurial qualities 2

PURPOSE OF THE UNIT STANDARD A candidate credited with this general competence will be able to: discuss entrepreneurship; identify and describe the characteristics of a successful entrepreneur; identify, assess and improve learners? Individual entrepreneurial characteristics and discuss business ethics and social responsibility.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING None.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Discuss entrepreneurship.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Entrepreneurship is described and discussed.

ASSESSMENT CRITERION 2 2. Different types of business are identified, described and discussed.

ASSESSMENT CRITERION RANGE Service providers; manufacturing, trade and retail industries; Sole Traders ; Partnership ; Close Corporations; Co-operatives and Companies

ASSESSMENT CRITERION 3 3. Advantages and disadvantages of entrepreneurship are discussed.

ASSESSMENT CRITERION RANGE At least 3 of each

ASSESSMENT CRITERION 4 4. The role of entrepreneurship in social development is explained and discussed.

ASSESSMENT CRITERION RANGE Job Creation; Local Wealth Creation; Negation of the Migrant Labour, Urbanisation; Empowerment

ASSESSMENT CRITERION 5 5. Enabling programs for the entrepreneur are identified.

ASSESSMENT CRITERION RANGEe.g. Ntsika; Khula; local business service centres and providers

SPECIFIC OUTCOME 2 Identify and describe the characteristics of a successful entrepreneur.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Characteristics of a successful entrepreneur are identified.

ASSESSMENT CRITERION RANGE Ability to identify opportunities; ability to make informed decisions; Ability to manage risk, time managementASSESSMENT CRITERION 2 2. Characteristics of a successful entrepreneur are listed and described.

ASSESSMENT CRITERION RANGE Case studies should be used to analyse successful entrepreneurs.

ASSESSMENT CRITERION 3 3. The importance of each characteristic is analysed.

ASSESSMENT CRITERION RANGE Ability to identify opportunities; ability to make informed decisions; Ability to manage risk, time management.

SPECIFIC OUTCOME 3 Identify, assess and improve individual entrepreneurial characteristics.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Individual/personal entrepreneurial characteristics are identified and listed.

ASSESSMENT CRITERION RANGE Questionnaires should be developed for personal

SPECIFIC OUTCOME 3 Use strategies to engage with meaning and organisation in communication.

OUTCOME NOTES All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Main ideas, topics, messages or themes are identified in a received oral/signed text.

ASSESSMENT CRITERION 2 Main ideas, topics, messages or themes are communicated effectively in a spoken/signed text.

ASSESSMENT CRITERION 3 Surface/ literal content is found, recalled, paraphrased or summarised as required in a received oral/signed text.

ASSESSMENT CRITERION 4 Understanding of organising features of oral/signed text is used to extract meaning (e.g. openings and conclusions, sequence of ideas and events, statements and supporting evidence such as examples or illustrative points, opinions and supporting points, linking words/signs or phrases use of space and repetition).

ASSESSMENT CRITERION 5 Organising principles are used to produce meaningful spoken/signed text (examples as above).

SPECIFIC OUTCOME 4 Discuss business ethics and social responsibility.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The importance of business ethics is discussed.

ASSESSMENT CRITERION RANGE Honesty; Justice; Fairness; Honouring of contracts

ASSESSMENT CRITERION 2 2. The need for social responsibility in business is discussed.

ASSESSMENT CRITERION RANGE Social responsibility is used to redress imbalances. Inter-relationship between ethics and a code of conduct will be discussed

ASSESSMENT CRITERION 3 3. The inter-relationship between business ethics and a code of conduct is discussed.

UNIT STANDARD DEVELOPMENTAL OUTCOME 1. Reflecting on and exploring a variety of strategies to learn more effectively; 2. Participating as responsible citizens in the life of local, national and global communities; 3. Being culturally and aesthetically sensitive across a range of social contexts; 4. Exploring education and career opportunities; and 5. Developing entrepreneurial opportunities.



entrepreneurial characteristics

ASSESSMENT CRITERION 2 2. Individual/personal characteristics are assessed against the general entrepreneurial characteristics.

ASSESSMENT CRITERION RANGE Assessment should be followed by confidential counselling by the facilitator

ASSESSMENT CRITERION 3 3. Ways to address shortcomings is developed.

ASSESSMENT CRITERION RANGE Could include e.g. skills training, assertiveness training.

ASSESSMENT CRITERION 4 4. Strategies to address shortcomings are implemented.

SAQA US ID US TITLE CREDITS10007 Identify, analyse and select business opportunities 3

PURPOSE OF THE UNIT STANDARD

A candidate credited with this general competence will be able to: identify business ideas, eliminate inappropriate business ideas and select viable business ideas.


SPECIFIC OUTCOME 1 Identify business ideas.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The concept business ideas is explained. ASSESSMENT CRITERION 2 2. Business ideas are identified and listed. ASSESSMENT CRITERION RANGE

SPECIFIC OUTCOME 2 Eliminate inappropriate business ideas.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Appropriate screening techniques are identified and selected. ASSESSMENT CRITERION RANGE Factors to consider: market size; quality; cost per job; potential profits; empowerment; number of jobs created.ASSESSMENT CRITERION 2

SPECIFIC OUTCOME 3 Analyse and select viable business opportunities. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Market research is defined and discussed.

ASSESSMENT CRITERION 22. Different methods of market research are identified and listed. ASSESSMENT CRITERION RANGE Methods include - door-to-door surveys; telephone surveys; interviews; personal needs.

SPECIFIC OUTCOME 3 Analyse and select viable business opportunities. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Market research is defined and discussed. ASSESSMENT CRITERION 22. Different methods of market research are identified and listed. ASSESSMENT CRITERION RANGE Methods include - door-to-door surveys; telephone surveys; interviews; personal needs.



Ideas are generated through brainstorming; discussion; and observation.ASSESSMENT CRITERION 3 3. Business ideas are discussed and compared. ASSESSMENT CRITERION RANGE Discussions indicate advantages and disadvantages.

2. The selected screening techniques are justified and applied.

ASSESSMENT CRITERION RANGE Ideas are generated through brainstorming; discussion; and observation.ASSESSMENT CRITERION 3 3. The most appropriate ideas are listed.

ASSESSMENT CRITERION 3 3. Appropriate research methods are evaluated and selected. ASSESSMENT CRITERION RANGE Methods include - door-to-door surveys; telephone surveys; interviews; personal needs, taking into account specific type of business.

ASSESSMENT CRITERION 4 4. Selected methods are used to research potential business opportunities.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 1. Labour Laws 2. Human Rights and the constitution 3. Health and Safety regulations. 4. Awareness of contractual obligations.


ASSESSMENT CRITERION 3 3. Appropriate research methods are evaluated and selected.

ASSESSMENT CRITERION RANGE Methods include - door-to-door surveys; telephone surveys; interviews; personal needs, taking into account specific type of business.

ASSESSMENT CRITERION 4 4. Selected methods are used to research potential business opportunities.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 1. Labour Laws 2. Human Rights and the constitution 3. Health and Safety regulations. 4. Awareness of contractual obligations.




SAQA US ID US TITLE CREDITS10008 Write and present a simple business plan 7

PURPOSE OF THE UNIT STANDARDA candidate credited with this general competence will be able to: Describe and analyse the different components of a typical business plan and design a business plan relevant to a selected business idea.LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Numeracy and Literacy skills (ABET level 2 ) Unit Standard SMME 2




SPECIFIC OUTCOME 1 Explain and discuss the purpose of a business plan.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. A business plan is described.

ASSESSMENT CRITERION 2 2. The need for, and use of, a business plan is discussed.

ASSESSMENT CRITERION RANGE Access to finance monitoring & development tool

SPECIFIC OUTCOME 2 Outline and analyse the components of a business plan.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The different components of a business plan are listed. ASSESSMENT CRITERION RANGE Title Page ; Executive Summary ; Introduction ; Marketing Plan ; SWOT Analysis ; Financial Plan ; Staff Structure; Technical Plan ; Material Purchasing Plan ; Environmental Impact Assessment ; Conclusion and Appendices

ASSESSMENT CRITERION 2 2. The different components of a business plan are explained.

ASSESSMENT CRITERION RANGE Factors to consider: market size; quality; cost per job; potential profits; empowerment; number of jobs created.

ASSESSMENT CRITERION 3 3. The functions of the different components of the business plan are analysed.

ASSESSMENT CRITERION RANGE Factors to consider: market size; quality; cost per job; potential profits; empowerment; number of jobs created.

SPECIFIC OUTCOME 3 Design and present a business plan relevant to the selected business idea.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Information relating to the individual selected business idea is gathered and analysed.

ASSESSMENT CRITERION 2 2. The development of the business plan is assessed.

ASSESSMENT CRITERION RANGE Assess component by component, as well as draft to draft, i.e. assess each draft.

ASSESSMENT CRITERION 3 3. The written business plan is assessed.

ASSESSMENT CRITERION RANGE Assess against the generic business plan.

ASSESSMENT CRITERION 4 4. Various presentation skills are explained.

ASSESSMENT CRITERION RANGE Body language; ability to answer questions; ability to convey ideas, tone, tempo

ASSESSMENT CRITERION 5 5. The oral presentation of the business plan is assessed.

ASSESSMENT CRITERION RANGE Body language; ability to answer questions; ability to convey ideas, tone, tempo



UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

1. Literacy and Numeracy 2. Negotiation Skills 3. Labour Laws. 4. Human rights and the constitution 5. Health and Safety regulations 6. Awareness of contractual obligations 7. Technical knowledge applicable to business

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflecting on and exploring a variety of strategies to learn more effectively; 2. Participating as responsible citizens in the life of local, national and global communities; 3. Being culturally and aesthetically sensitive across a range of social contexts; 4. Exploring education and career opportunities; and 5. Developing entrepreneurial opportunities.

SAQA US ID US TITLE CREDITS10009 Demonstrate the ability to start and run a business and adapt to a changing

business environment 5

PURPOSE OF THE UNIT STANDARD

A candidate credited with this general competence will be able to start, run and expand a business.




SPECIFIC OUTCOME 1 Explain and discuss the purpose of a business plan.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The elements of a business implementation plan are listed and explained.

ASSESSMENT CRITERION RANGE Draw up a list of what must be done by whom, when & how, e,g premises, recruitment of staff, registration of business, open bank accounts, secure finance, set up contracts with suppliers

ASSESSMENT CRITERION 2 2. An activity chart is designed and drawn up.

ASSESSMENT CRITERION RANGE Show an activity chart/schedule of activities with time-frames and persons responsible, using a bar chart

ASSESSMENT CRITERION 3 3. The legal requirements are discussed and verified.

ASSESSMENT CRITERION RANGE UIF, PAYE, VAT, Health & Safety requirements, etc

SPECIFIC OUTCOME 2 Show how to run a business.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. The systems required to run and maintain a business are identified, explained and discussed.

ASSESSMENT CRITERION RANGE Financial management systems, Human resource management, Reporting systems, monitoring systems.

ASSESSMENT CRITERION 2 2. The inter-relationship between the systems are explained.

ASSESSMENT CRITERION RANGE Financial management systems, Human resource management, Reporting systems, monitoring systems.

ASSESSMENT CRITERION 3 3. The risks involved in running a business are explained.

ASSESSMENT CRITERION RANGE Theft, competitors, strikes, failure of systems, natural disasters

SPECIFIC OUTCOME 3 Show how to respond to a changing business environment.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Changes in business environment are identified and described.

ASSESSMENT CRITERION 2 2. Reasons for the changing environment are provided.

ASSESSMENT CRITERION 3 3. Ways to adapt to the environment are identified.

ASSESSMENT CRITERION 4 4. Business Plan is adopted to respond to the changing environment.



UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

1. Language Literacy and Communications 2. Conflict resolution 3. Negotiation Skills 4. Labour Laws.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflecting on and exploring a variety of strategies to learn more effectively; 2. Participating as responsible citizens in the life of local, national and global communities; 3. Being culturally and aesthetically sensitive across a range of social contexts; 4. Exploring education and career opportunities; and 5. Developing entrepreneurial opportunities.

4. LTSM IN PALCs

The recommended Learning and Teaching Support Materials for this learning area are listed in the catalogue provided by the AET Directorate of the Department of Higher Education and Training.

A variety of LTSM is used in various contexts in ABET Centres across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.

6. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA

Since the credits assigned to a unit standard gives it a particular weighting value in relation to other unit standards, an attempt will be made to balance the relative value of unit standards in assessments. The following weighting ratios reflect the composition of the summative assessment tool (question paper):

SAQA US ID CREDITS WEIGHTING % EXAM MARKS NO OF SOs 10006 2 13% 13 4 10007 3 20% 20 4 10008 7 47% 47 3 10009 3 20% 20 3

TOTAL 15 100 100 14

7. CORE KNOWLEDGE AREAS

This section unpacks the Unit Standards and their Specific Outcomes, summarising the core knowledge areas of each, and suggesting activities and applicable assessment tools, as well as the skills tested or practiced in each activity. It then locates each US and SO in either the Summative or Formative Assessment, specifying which question or task in the assessment will be covered.

The unpacking of the US & SO is done sequentially here, in order to provide educators with a broad overview of the total scope of the US in the learning area (as circumscribed by the Range Statements of each SO), in preparation for the assessments. Examiners will make any selection of these activities to include in both the question paper as well as the SBA tasks. By working through them, the educator is thus preparing learners for the full range of possible tasks in the assessment.

UNIT STANDARD TITLE: ENTREPRENEURSHIP


ID CODE: 10006

PURPOSE OF THE UNIT STANDARDCandidates must have the following competencies: Discuss entrepreneurship Identify and describe the characteristics of a successful entrepreneur Identify , assess and improve learners individual entrepreneurial characteristics Discuss business ethics and social responsibility

CONTENTSO 1: Discuss entrepreneurshipASSESSMENT CRITERION 1 and 3: Entrepreneurship is described and discusses

Knowledge Skills ValuesEntrepreneurship

Definition Importance entrepreneurship Advantages and disadvantages (At least 3 of each) Characteristics of a successful entrepreneur

Describe and DiscussIdentify successful entrepreneurs.

Self sustainability, hard work, responsibility, honesty, justice, fairness.

ASSESSMENT CRITERION 2: Different types of businesses are identified, describe and discussed.Knowledge Skills Values

Types of businesses/Industries Service provider Manufacturing Trading Retail industriesForms of Ownership Sole Traders Partnerships Close corporations Co-operatives Companies

Describe, discuss andIdentify.

Self sustainability, hard work, responsibility, honesty, justice, fairness

ASSESSMENT CRITERION 4: The role of entrepreneurial ship in social development is explained and discussed

Knowledge Skills ValuesRoles of the entrepreneur Job creation Wealth creation Negation of the Migrant Labour Urbanisation Empowerment

Explain and discuss Self sustainability, hard work, responsibility, honesty, justice, fairness.

ASSESSMENT CRITERION 5: Enabling programmes for entrepreneur are identified.Knowledge Skills Values

Local service centres and providers e.g., Umsobomvu Youth Fund Local Forum for Small Business Department of Trade and Industry SBDC (Small Business Development Corporation) SEDA (Small Enterprise Development Agency)

Learners must be able to identify


SPECIFIC OUTCOME 2: Identify and describe characteristics of a successful entrepreneurASSESSMENT CRITERION 1, 2 and 3 (In conjunction with SO1: AC1)Characteristics of an successful entrepreneur are identified

Knowledge Skills Values

GETC-ABET Level 4 ~ @ NQF Level 1 16 | Page


General Characteristics Ability to Identify opportunities Ability to make informed decisions Ability to manage risks Time managementEducator can add more and relevant characteristicsUse relevant case studies to analyse characteristics of successful entrepreneurs

Learners must be able to identify, list and analysed


SPECIFIC OUTCOME 3: Identify, assess and improve individual entrepreneurial characteristicsASSESSMENT CRITERION 1,2 and 3, 4: 1. Individual characteristics/personal entrepreneurial characteristics are identified and listed.2. Individual /personal entrepreneurial characteristics are assessed against general entrepreneurial characteristics3. Ways to address shortcomings are developed.

Knowledge Skills ValuesCharacteristics(Teach in conjunction with S02, AC 1,2,3) Personal characteristics of learner/individual are

compared with general characteristics of the entrepreneur

The following tools can be used to assess and compare characteristics: Checklist Questionnaires Role play Case studiesWays to address shortcomings: Skills training Assertiveness training

Learners must be able to identify, list, analysed, compare and assess characteristics.


SPECIFIC OUTCOME 4: Discuss business ethics and social responsibilityASSESSMENT CRITERION 1 and 3 1. The importance of business ethics is discuss3. Interrelationship between business ethics and code of conduct is discussed

Knowledge Skills ValuesWhat is business ethics and a code of conduct?Ethics Honesty Justice Fairness Honouring of contracts etc.Code of conduct Rules that guides business ethics in a workplace

or organisation Roles and responsibility of an individuals in a

workplace/organisation

Learner must be able to discuss the importance of business ethics and code of conduct.

Self sustainability, hard work, responsibility, honesty, justice, fairness, respect

ASSESSMENT CRITERION 2: The need for social responsibility is discussed.Knowledge Skills Values

Social responsibility What is social responsibility Ways to address social responsibility

- Sponsoring Community events- Bursaries - Participation in community activities, etc.


Self sustainability, hard work, responsibility, honesty, justice, fairness,respect



UNIT STANDARD TITLE: ENTREPRENEURSHIPID CODE: 10007PURPOSE OF THE UNIT STANDARDCandidates must have the following competencies: Identify business ideas Eliminate inappropriate business ideas Select viable business ideas

CONTENTSO 1: Identify business ideasASSESSMENT CRITERION 1 and 21. The concept business ideas are explained2. Business ideas are identified and listed

Knowledge Skills ValuesBusiness ideas

What is a business idea? Identify business ideas

The educator can use the following tools to explain and assist the learners to generate business ideas:

Brainstorming Discussion Observation

Business ideas are explained, identified, listed, generated,


ASSESSMENT CRITERION 3: Business ideas and comparedKnowledge Skills Values

Business ideas Distinguish between viable and non viable business

ideas Advantages and Disadvantages of business ideas

Learners must be able to compare different business ideas.


SO: 2: Eliminate inappropriate business ideasASSESSMENT CRITERION 1, 2, 31. Appropriate screening techniques are identified2. Selected screening techniques are justified and applied

Knowledge Skills ValuesScreening techniquesPossible techniques:

Brainstorming Oral presentations Demonstration

Factors to be considered when screening business ideas:

Market size Quality Cost per job Potential profits Empowerment Number of jobs created, etc.

Identification and selection


ASSESSMENT CRITERION 3 (Do this in conjunction with SO1: AC 1,2 and 3)The most appropriate ideas are listedSPECIFIC OUTCOME 3: Analyse and select viable business opportunitiesASSESSMENT CRITERION 1Market research is identified and discussed

Knowledge Skills ValuesMarket research

What is a marketLearners must be able to define and discuss.

Self sustainability, hard work, responsibility, honesty,



What target market What is market research

justice, fairness

ASSESSMENT CRITERION 2 ,3 and 42. Different methods of market research are identified and listed.3. Appropriate research methods are evaluated and selected4. Selected methods are used to research potential business

Knowledge Skills ValuesMethods of market research

Door to door surveys Telephone surveys Interviews Personal Needs Questionnaires

Evaluation of methods Presentations Panel discussion Brainstorming Simulation, etc.

Learners must go out and implement the selected market research method.

Learners must be able to discuss, identify, list, evaluate, select and research, communication

Self sustainability, hard work, responsibility, honesty, justice, fairness,

UNIT STANDARD TITLE: ENTREPRENEURSHIPID CODE: 10008PURPOSE OF THE UNIT STANDARDCandidates must have the following competencies:

Describe and analyse the different components of a typical business plan. Design a business plan relevant to a selected business idea.

CONTENTSPECIFIC OUTCOME 1: Explain and discuss the purpose of a business planASSESSMENT CRITERION 1 and 2 1. A business plan is described.2. The need for and use of a business plan is discussed

Knowledge Skills ValuesLearners must understand what a business plan is:

What is a business plan? Need and purpose of a business plan

- Access to finance monitoring- Developmental tool

Describe, explain and discuss


SPECIFIC OUTCOME: 2: Outline and analyse the components of a business planASSESSMENT CRITERION 1, 2 and 31. The different components of a business plan are listed.2. The different components of a business plan are explained3. The functions of the different components of a business plan are analysed.

Knowledge Skills ValuesComponents of a business plan

Title Page Executive Summary Introduction

Marketing Plan SWOT Analysis Financial Plan Staff Structure Technical Plan

The learner must be able to list, explain and analyse the functions of each components of a business plan.

Communication, self-confidence, respect for the opinions of others



Material purchasing Plan Environmental Impact Staff Assessment Conclusion and Appendices

SPECIFIC OUTCOME 3: Design and present a business plan relevant to the selected business ideaASSESSMENT CRITERION 1 (Do this in conjunction with S0 2: AC 1, 2 and 3 )1. Information relating to individual selected business idea is gathered and analysed.ASSESSMENT CRITERION 2 and 32. Development of a business plan is assessed.3. Written plan is assessed.

Knowledge Skills Values Development a business plan Writing of a business plan

The learner must be able to develop and write a business plan and assess other business plans.NB: Assessment of the learners business plan must remain the responsibility of the educator

Communication, self-confidence, respect for the opinions of others

ASSESSMENT CRITERION 4 and 54. Various presentation skills are explained5. Oral presentation of the business plan is assessed.

Knowledge Skills ValuesPresentation skills

Body Language Answering of questions Oral presentations Written presentation skills Power point presentation Ability to convey ideas Tone and tempo

Demonstration of presentation skills

Communication, self-confidence, respect for the opinions of others.

UNIT STANDARD TITLE: ENTREPRENEURSHIPID CODE: 10009PURPOSE OF THE UNIT STANDARDCandidates must have the following competencies:

Able to start a business Able to run a business Able to expand a business

CONTENTSO 1: Explain and discuss the purpose of a business plan.

ASSESSMENT CRITERION 1 1. The elements of a business implementation plan are explained.

Knowledge Skills ValuesWhat must the learners do to start a business:

Draw an action plan (whom, when how)e.g. Premises Recruitment of staff Registration of a business Opening a bank account Secure finance

Ability to start a business.




Set up contracts with suppliers, etc.ASSESSMENT CRITERION 2An activity chart is design and drawn up

Knowledge Skills ValuesDraw up an activity chart?Develop a schedule of activities with time frames and responsible persons.Using a Gant chart

Learners must be able to design schedule chart planning, organising, controlling.

Time management

ASSESSMENT CRITERION 3Legal requirements are discussed and verified

Knowledge Skills ValuesLegal requirements to start and manage a business.

UIF PAYE Vat Health and safety requirements Employment contracts

Planning, organising, controlling etc.


SO2: Show how to run a businessASSESSMENT CRITERION 1 1. Systems require to run and maintain a business are identified and discussed

Knowledge Skills Values Financial management Human resource management Reporting systems Monitoring systems

Management skills Self sustainability, hard work, responsibility, honesty, justice, fairness

ASSESSMENT CRITERION 2Inter-relationship between the systems are explained

Knowledge Skills Values Financial management Human resource management Reporting systems Monitoring systems


Self sustainability, hard work, responsibility, honesty, justice, fairness, respect

ASSESSMENT CRITERION 3The risks involved in running a business are explained

Knowledge Skills ValuesBusiness risks Theft Strike Failure of systems Natural Disasters Competitions, etc.

To be able to identify and explain business risks.

Self sustainability, hard work, responsibility, honesty, justice, fairness, respect.

SO 3: Show how to respond to changing business environmentASSESSMENT CRITERION 1 , 2, 3 and 41. Change in business environment is identified and describe.2. Reasons for the changing environment are provided3. Ways to adapt to the environment are identified4. Business plan is adapted and responded to the changing environment

Knowledge Skills Values What is a business environment

o External environmento Internal environment

Changing environment- Taste and preferences of consumers- Economic reasons

Management skills and leadership skills




- Demand- Supply- Labour Laws, etc

Ways of adapting- Downsizing and Upsizing- Adapting your business plan.

7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS

There are numerous taxonomies used in scaffolding questions. However, the SMME4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:

Knowledge Comprehension Application Analysis Synthesis Evaluation

8. SITE-BASED ASSESSMENT (FORMATIVE)

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site based assessment in all PALCs across the country. In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks. The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.

It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.

The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.

8.1 STRUCTURE OF SBA TASKS

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the



assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.

Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year. An analysis grid is also included aimed at spreading unit standards and weighting of questions per task.

Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.

EXAMPLE OF A LEARNING AREA ASSESSMENT PLANLEARNING AREA: SMALL MEDIUM MICRO ENTERPRISESLEARNING AREA CODE: SMME4

YEAR: 2009

Assessment Tasks 1 2 3 4 5Form(s) of assess

Assignment Case Study Test Project Worksheet

US, SOs and ACs US ID 10006SO 1AC 1,2,3,4,5SO 2AC 1,2,3SO 3AC 1,2,3,4SO 4AC 1,2,3

US ID 10007SO 1AC 1,2,3SO2AC 1,2,3SO3AC 1,2,3,4US ID 10008SO 1AC 1,2SO 2AC 1,2,3

US ID 10006All SOs And All ACsUS ID 10007All SOs And All ACsUS ID 10008All SOs and All ACs

US ID10008SO 1AC 1,2SO2AC 1,2,3SO 3AC 1,2,3,4

US ID 10009SO1AC 1,2,3SO2AC 1,2,3SO3AC 1,2,3

TOOLS RUBRIC/MEMO MEMO/RUBRIC MEMO RUBRIC MEMODate of completion

February March May June August

8.2 EXEMPLAR SBA TASKS

TASK 1: TEST1.

2.

3.

4.

5.

6.

7.

Candidates must answer ALL questions in the answer book.

This task consists of TWO sections: Section A and Section B .

Section A and section B are both COMPULSORY.

Write neatly and number your questions correctly.

Read your questions carefully before you start with the answers.

Calculators may be used.

Do not use Tippex, but cancel you errors neatly.



SECTION A (COMPULSORY)INSTRUCTIONS AND INFORMATION FOR THE LEARNER

Answer the following questions in your ANSWER BOOK.

QUESTION 1

1.1 Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‘true’ or ‘false’ next to the question number (1.1.1 – 1.1.5) in the ANSWER BOOK, e.g. 1.1.6 False

1.1.1 A successful entrepreneur runs his business at a loss.

1.1.2 Businesses are formed to make money and create wealth.

1.1.3 When running a business you have to be innovative and patient.

1.1.4 Management skills do not play any role in the running of a business.

1.1.5 The cash–flow plan is part of market research. (5)

1.2 MULTIPLE–CHOICE QUESTIONSVarious possible options are provided as answers to the following questions. Choose the answer and write only the letter (A–D) next to the question number (1.2.1–1.2.5) in the ANSWER BOOK.

1.2.1 A pay slip…

A. is the receipt that you get after making a payment.B. is the invoice issued by a service provider.C. is the document you get after having received your wages.D. is the bank statement. (1)

1.2.2 One of the components of market research is:

A. Mind mappingB. SurveysC. A business planD. Services (1)

1.2.3 Business ethics comprise ONE of the following:

A. TaxesB. CreativityC. Mission statementD. Honesty (1)

1.2.4 In a close corporation …

A. all members are responsible for the debt of the business.B. not all members are responsible for the debt of the business.C. one member is responsible for the debt of the business.D. there are more than 10 owners. (1)

1.2.5 ONE of the following is an abbreviation used in the banking industry for quick cash transactions:



A. UIFB. CCC. ATMD. LTD (1)

1.3 MATCHING ITEMSChoose the description from COLUMN B that matches a term/description in COLUMN A. Write only the letter (A–H) next to the question number (1.3.1–1.3.5) in the ANSWER BOOK, e.g. 1.3.7 M.

COLUMN A COLUMN B1.3.11.3.21.3.31.3.41.3.5

A successful entrepreneur …A business opportunity can be identified by …Skills development in South Africa is driven bySWOT analysisA partnership is a business with …

ABCD

EF

GH

Department of Labour.develops a business idea and takes risksmaking use of questionnaires the signing of a contract between the two parties.team–building ideas.has to do with the strengths, weaknesses, opportunities and threats.two up to twenty members.start-up capital

1.4 MISSING WORDSComplete the following sentences by choosing an answer from the block below. Write only the word next to the question number (1.4.1 – 1.4.5) in the ANSWER BOOK.

internal threats ; retail business ; business card ;credit card ; pizza outlet ; partnership

1.4.1 … may assist the account holder to buy without having cash. (1)

1.4.2 An example of a franchise shop is a … (1)

1.4.3 A … is one of the types of businesses. (1)

1.4.4 Contains information and details of the entrepreneur / owner. (1)

1.4.5 … may completely bring the business down if not taken care of. (1)

TOTAL SECTION A: 20

SECTION BQUESTION 2 (COMPULSORY)

Read the case study carefully and answer the following questions in your answer book.

Jack’s SupermarketAfter Jack finished school, he got a job at a local retailer, Pack and Sell, and received a monthly salary. He worked for five years and learned a lot about how to buy and handle stock. Every month he saved R600 in his savings account.



When he visit an aunt outside a small town, he saw the need of the people to have a shop nearby, where they could buy the things they needed every day. They had to spend a lot of money on transport to go to town. Older people found it hard to manage. Jack discussed the problem with his aunt Victoria, who was at that time unemployed and also lived at the house in the community.

Jack then decided to start a small spaza shop. He still kept his job but Victoria helped him. She provided Jack with a small room next to her house, which was in the centre of the community. Jack paid her R500 per month for the room. He used his savings to buy stock of the goods for R2 500. After selling their first batch of stock, he got R100 000 which they used to buy new stock. They sold basic products such as bread, milk, tinned food, frozen chicken, sugar, tea, coffee, maize meal and flour.

He paid Victoria a weekly wage of R400 and still made a good profit. All the buying and selling was done on cash basis. Jack thereafter bought a small bakkie for which he had to pay R1 000 as installment. He employed a driver who was paid R1 200 per month. The business was successful. After three years he built a supermarket and registered it as Jack’s Supermarket. He could now supply a much bigger variety of products to the people of the community.

(Adapted from Stimela’s Start and manage a winning business)

2.1 How long did it take Jack to learn about how to buy and handled stock? (2)

2.2 What encouraged Jack to start his business in the community? (2)

2.3 Why was it difficult for the people to get to the nearest town? (2)

2.4 What TWO characteristics made Jack survive in his business? (2)

2.5 If you were Jack, what THREE business opportunities would you notice in the community? (3)

2.6 Who, do you think, is the pillar of Jack’s business and why? (3)

2.7 Give THREE points that you think make Jack’s business grow. (3)

2.8 Why did Jack not struggle to open his business “in terms of cash”? (2)

2.9 Why was Victoria so willing to help Jack? (2)

2.10 Calculate Jack’s expenses for the first month. (9)

2.11 Calculate Jack’s monthly profit. (4)

2.12 How much money does Victoria get for each month including her payment for the rent? (4)

2.13 What does “on cash basis” mean? (2)

TOTAL SECTION B: 40

GRAND TOTAL: 60

TASK 2: ASSIGNMENT

INSTRUCTIONS AND INFORMATION FOR THE LEARNER1.

2.

Learners must work in pairs when doing this assignment, but submit individually for the purposes of assessment. This task must be completed over a period of two weeks.

Your educator will explain to you how to do the assignment.



3.

4.

5.

6.

7.

The assignment consists out of four questions.

The questionnaire in the assignment serves as an example of what learners are expected to do. Learners should read the provided questionnaire and adapt it to their selected business idea.

You must at least have twelve questions in your questionnaire.

Write neatly and legibly.

Use only blue or black ink.

QUESTION 1

1. Explain the importance of a good business idea. [4]

QUESTION 2

2. Observe the people and their activities in your town or community. Look for TWO problems that they experience in their everyday lives. Then give a possible solution for each problem. Change each solution into a specific business idea, define the market for each business idea and state what type of business it will be. Complete the table below in your answer sheet using the problems that you have identified in your community.

2.1

2.2

Problem Solution Business idea Market Type of business

E.g. No DSTV in the community.

Provide a centre for people to watch DSTV

Open the entertainment Centre with DSTV which people can access easily

In a township there are many people who do not have DSTV

Service business

Problem 1:…………… ……………… ………………… ………… ………….Problem 2:……………… …………... ………………… ………… ………….

(5)

(5) [10]

QUESTION 3

Think carefully about the five best possible business ideas in your commmunity. Write them down in your answerbook and evaluate each as well as your business skills against the criteria set out below. Complete the grid below to evaluate each business idea against the questions provided.

3.1 Business Idea 1No Question Yes No1 Is there a potential market for the business idea

(market size)?2 Is there a serious competition for this business idea?3 Would there be sufficient capital for the business idea?4 Do you have the required skills for the business idea?5 Would the business be able to make profit (viability)?

(1)

(5)

3.2 Business Idea 2 No Question Yes No1 Is there a potential market for the business idea

(market size)?2 Is there a serious competition for this business idea?

(1)



3 Would there be sufficient capital for the business idea?4 Do you have the required skills for the business idea?5 Would the business be able to make profit (viability)? (5)



(1)

(5)



(1)

(5)



(1)

(5)

QUESTION 4

How are the following methods of research used when doing marketing research? Explain in ONE sentence for each:

4.1 Door to door surveys (2)

4.2 Telephone surveys (2) [4]

QUESTION 5

The questionnaire provided below is based on the DSTV business idea which appears in question 2 above. Interview ten (10) members of your community to complete the questionnaire. Do not interview two people from the same house. After the completion of the questionnaire report your findings by answering the question below.Is DSTV a good business idea or not? Why? Support your answer based on the information from the survey. [12]

QUESTIONNAIRE:You are kindly requested to complete the provided market survey questionnaire, by making an



(x) in the correct block. Please be informed that the information gathered will ONLY be used for educational purposes. No person other than the compiler will have access to the information provided. Do not give your name and surname. Thank you.

1. How long have you been living in this place / area?

1–-5 years 6–-10 years more

2. Please indicate your age.

1–-35 years 36–-54 years more

3. If employed, how much do you earn per month?

R300–-R900 R1 000–-R3 000 R4 000+ Not employed

4. Please indicate your level of education.

ABET Grade 10–-12 Diploma +

5. Would you need this service around your place?

Yes No

6. On what would you like to be seated when watching DSTV?

Benches Chairs Sofas

7. How much would you afford to pay?

R5 R8 R10

8. From what time up to what time would you like to watch?

18h00–-20h00 18h00–-22h00

9. For how long in the week would you like to watch?

Whole week Mondays–-Fridays Weekends only

10. In what season of the year would you like to watch?

Summer Winter Throughout whole year

11a. Is there any other place that offers the same service in your community?

Yes No

b. If yes, where?



Local Far Very far

12. Indicate the DSTV channel that you like to watch

Sport Movies Comedies

INSTRUCTIONS AND INFORMATION FOR THE LEARNER

1.

2.

3.

4.

5.

6.

This project must be completed over a period of 2 – 3 weeks. It consists of one question only. Your educator will assess your progress at regular intervals to ensure a good quality project and completion on time.

This project can be done in groups of 4 learners. Your educator will guide you in this. Each group member should, however, write down his / her own answers.

Include a front page indicating the names of the learners who worked together on this project as well as the due date of the project.

Read the instructions carefully and do thorough planning before you start with the project.

You will receive an outlay of all the components of the business plan that you must use in your project. You must choose your own entrepreneur.

Answer the whole question.

7.

8.

9.

10.

11.

Write legibly using blue or black ink and present your work neatly.

Calculators can be used.

You will also receive the marking rubric that your teacher will use when assessing your project.

The groups will each do an oral presentation of their business plans and then submit the final project.

You must undertake the project with enthusiasm so that you enjoy it, and at the same time find it a worthwhile learning experience.

Project instruction:Identify a business idea in your community and develop a detailed business plan which you can use to start a viable business. Your business plan must include the following components; Technical components; Financial plan, Production plan and Marketing plan. Check the details of these components in the rubric to see how your work will be marked. You must also use the notes provided below for your guidance. Write neatly as you will also be expected to present it orally in class. (60)

COMPONENTS OF A BUSINESS PLAN

1. TITLE PAGE

You are required to attach a front page to your business plan, which depicts the following information: Name of the owner/s Name of the business



Business logo or emblemYour title page is really the first impression a financier will get of your business plan and therefore has to be set out professionally.

2. TABLE OF CONTENTSYou have to write a comprehensive table of contents here.

3. EXECUTIVE SUMMARY (INTRODUCTION)This is a general description which is really a succinct summary of your business plan. Ideally, your executive summary should stimulate interest in the reader and cover the following aspects: Name of owner Name of the business Type of business (product or service on offer) How product will be produced or the service rendered Form of ownership Mission statement, goals and objectives of the business

Address & contact details of the business Banking details Reasons why the business will be successfulThe executive summary ideally should be written only after all the other aspects of your business plan has been completed. It is therefore recommended that you first complete the details of the other business plan components before writing the executive summary.

4. THE BUSINESSThis component of the business plan details the following aspects of your business: The business details (What will you be doing?) The business concept (What is special about your business product/ service?) Location of the business (Place and reason why located here) Target market (Whom would you sell to and why?) Needs analysis survey table / graphs Positioning in the industry (Who are your competitors and what competitive advantages

you hold over them?) Suppliers (Who they will be and why you would choose them?)

5. FINANCIAL PLANThis component of your business plan is of particular interest to potential investors, who would want to know how profitably you are able to run your business. Your business plan should, therefore, detail / outline how much you are going to spend in order to start and run your business. This component should therefore include the following aspects:

Start-up costsCosts (details, amount and total costs)Available money (own amount + loan)Total money needed

Projected Profit Simple projection (sales less cost of sales, i.e. income and expenditure statement)Projected cashflow Simple projection (cash–in/cash–out/ balance)You should also mention any other sources of income as well as how you will settle any debts that the business will incur. An important aspect of your financial plan is the recording of your receipts and payments. Special attention should be paid to this aspect to avoid bankruptcy.

6. PRODUCTION PLANThis aspect of the business plan is equally important to the investor, as the production plan



will indicate how you operate your business. Included in the production plan is the following information: Input versus output Quantity versus quality Strategy to ensure increased efficiency and effectiveness Cost of raw materials (from suppliers) Cost of labour (wages and salaries) Overhead costs (electricity, telephone, water, rent, security, transport) Total production costs = fixed costs + variable costs Unit costs = total cost over total number of units produced

7. MARKETING PLANA marketing plan is essential for the success of any business, as it links the customer to the goods/services offered by the business. In order to devise a good marketing plan, you should consider the following:

Target market (likely clients) Marketing mix, i.e. a) product (benefits and packaging) b) price (what determines price?) c) promotion (how sales & advertising are carried out) d) place (location: when, where and why) SWOT analysis to ensure that the business is run efficiently and continuously improves)

NOTE: You should design an advertisement/ flyer/poster to advertise your product/service. Include it as an annexure.Marketing affects the entire business. Care should therefore be taken to ensure that the product/ service meets the customer’s needs at all times. For this reason you should continually perform a SWOT analysis of your business to obtain feedback from your employees and your customers (internal & external SWOT analyses).

8. STAFF STRUCTURE (ORGANOGRAM OR ORGANISATIONAL STRUCTURE) Number of employees Levels of skills of your employees (Who does what?) Staffing costs (Remuneration) CV of staff Advertising of positions within the businessRecruitment (short-listing, interviewing, selecting, appointing & induction)

CONCLUDING REMARKSThis component rounds off your business plan. Make sure that this aspect of your plan ends on a positive note. Ideally, this component should include the following aspects: Why do you think the business will be successful? Restatement of the mission, vision and goals of the business Restate the uniqueness of your business Recommendations for investors (viability, profitability)

GRAND TOTAL: 60

TASK 4: CASE STUDY




1.

2.

3.

4.

5.

6.

The case study must be completed by individual learners.

It must be completed within 2 to 3 days.

At the end, each learner must submit his/her answers based on the case study.

Write neatly and legibly.


Calculators may be used where necessary.

QUESTION 1

Read the case study below and answer the questions that follow:

1. SANNA’S BAKES

Sanna Kasanna had to leave school before completing grade 12 , due to financial constraints. She lives at no.119 Kwa-Dabeka Township. Her contact no. is 0834396040.

Sanna got a part-time job at a local bakery where she baked bread and cake. She worked for five years but was never registered as permanent. While working at the bakery, she learned a lot about baking bread and different kinds of cakes.

Sanna was paid a meagre wage but managed to save at least R100 every month. Sanna also attended classes at a local Adult Centre where she took English and SMME as main learning areas. After the bakery experienced financial problems with load shedding, Sanna was retrenched and received a settlement of R4 500.

Sanna’s retrenchment opened her eyes. It dawned to her that she could start a spaza shop to earn a living. She had observed that people around her place and local teachers from a close-by school, always came to her and asked her if she could bake them cakes for birthdays ,wedding celebrations, funerals as well as other functions. With the experience she had, she resorted to start her own bakery, since no one had such a business in her township.To ensure whether her business idea would succeed, she sent some flyers around the township to advertise her new business. Sanna’s cousin would help her in distributing questionnaires in the townships, to check whether people would really be interested in cakes being sold in their neighbourhood. She would employ her cousin,Siyeza, and pay him R1 000 per month. The response was tremendous, 90% of people responded positively.

With R3 000 that she had saved from her account and the money that she was paid after her retrenchment, she decided to give it a try. Luckily just opposite her home there was a container that was lying empty and unused. She approached the owner and after some negotiations he agreed to rent it to Sanna for R200 per month.

Siyeza would assist by preparing the container and do some deliveries with the motorbike that she bought for R1 500 cash. Petrol will cost her R250 for the first month.

To kick-start the business she bought the following items: 1 12,5 kg cake flour R401 tray of eggs R402 2,5 kg white sugar R361 5 litre of cooking oil R70



1 2,5 Litres of fresh milk R321 bottle of vanilla essence R10

Although the ingredients were expensive, Sanna managed to sell her cakes and bread at a good profit. She charged R3 for each small cake and R5,50 for a loaf of bread. She keeps careful records of her transactions. This helps her to ask the right prices for her products. The rapid growing of the business, prompted Sanna to apply for a loan to build a supermarket.

In the supermarket she would then sell soft-drinks and fresh milk. She also plans to buy milk bar equipment and open a milk bar and sell ice-cream. She also plans to buy a small van that would be used to fetch stock from the factories and to do deliveries. The business is now fully registered and Sanna ensures that she pays VAT regularly.

QUESTION 1

Answer the following questions that are based on the above case study:

1.1 How did Sanna develop her business idea? (2)

1.2 In FOUR sentences, discuss Sanna’s business is SWOT–analysis. (4)

1.3 State Sanna’s FOUR target markets. (4)

1.4 Classify the following businesses into form of ownership or a type of business:

BUSINESS FORM OF OWNERSHIP OR TYPE OF BUSINESS

1.4.1 A buying and selling business1.4.2 Sole trader1.4.3 MTN1.4.4 Kentucky Fried Chicken (KFC)1.4.5 A private company

(2)(2)(2)(2)(2) [20]

QUESTION 2

2.1 Calculate Sanna’s start-up capital (4)

2.2 Calculate her expenditure for the first month (12)

2.3 Calculate Sanna’s profit if she sold 200 cakes and 200 loafs of bread for the second month. (8) [24]

QUESTION 3

Sanna is expected to explain to her assistant the different types of leave and how to utilised it. Help Sanna to explain to her employee the following different types of leave.

3.1 Annual leave (2)

3.2 Sick leave (2)

3.3 Family responsibility leave (2) [6]

TOTAL: 50

TASK 5: WORKSHEET




1.

2.

3.

4.

5.

6.

7.

8.

This worksheet must be completed by all learners individually.

This worksheet consists out of a case study and a bank statement.

It must be completed over a period of 2–3 hours in class

At the end the learner must submit his/her answer sheets to the educator.

Read the instructions carefully before you start with the worksheet.

Write neatly and legibly and show all the calculation.



QUESTION 1

Read through the following case study and study the bank statement to answer the questions based on it.

Thabo Modise work at Safe Connections in Paarl, in the Western Cape. His salary (after all deductions) is R900 per week. This amount is paid into his cheque account electronically.

Every month the bank issues him a statement of his account. The statement shows all the transactions of the previous month. He must carefully check and see if the bank made any mistakes.

He also has a part-time job at Save Supermarket, where he works on Thursday and Friday evenings from 5 to 9 pm, and the whole day on Saturday. For this service he receives R400,00 per week that goes directly into his bank account. He also pays an annual subscription for membership to a computer club called, Computer Clones. He pays R850 for rent at the end of every month.

He has a cheque book and a banking card. The cheques are numbered and Thabo knows that he made out cheques from number 1052 to 1062. He made out the following cheques:

Cheque number Amount1052 R1501053 R3701054 R2501055 R390

1056 R2001057 R3001058 R2001059 R3701060 R1101061 R5301062 R150

SCENARIO: Thabo is very worried that he might not know how to manage his money well. The following is a copy of his bank statement. Study it and answer the questions based on it:



BANK STATEMENT

THE STANLEY STANDARD COMMUNITY BANK LIMITED

Cape Town Tel:(021)5554938P. O. Box 00539 Cape Town 8000 31 August 2007

Mr Thabo ModisePostal Box 329PAARL1560 Statement nr 106 Page 1 0f 1

BANK STATEMENTAccount number: 504-0006-6812

Electronic paymentSave Supermarket

400,00 07/8 270,00

Electronic paymentSafe Connections

900,00 07/8 1 170,00

1055 5,77 390,00 08/8 780,001054 4,78 250,00 09/8 530,00

Computer Clones DO 2,20 150,00 12/8 380,001058 3,97 200,00 13,8 180,00

ATM withdrawal (own)

3,50 80,00 14/8 100,00

Electronic payment Save Supermarket

400,00 14/8 500,00

Electronic paymentSave Connections

900,00 14/8 1 400,00

1057 18,28 300,00 16/8 1 100,00

ATM withdrawal (other)

7,10 250,00 17,8 850,00

Electronic paymentSave Supermarket

400,00 21/8 1 250,00

Electronic paymentSafe Connections

900,00 21/8 2 150,00

1059

5,77 370,00 24/8 1 780,00

ATM withdrawal (own) 3,50 400,00 25/8 1 380,00

1060

3,79 110,00 26/8 1 270,00

(2)

1.1 How much cash did he withdraw from the ATM’s during August 2007? (5)

1.2 What does ATM stands for? (1)

1.3 Calculate the total amount of the cheques that was debited from his account during August (11)



2007. show the cheque number and the amount.

1.4 Explain briefly what a debit order is. (1)

1.5 Calculate the total amount of payment that he received during August 2007. (10)

1.6 What is the difference in banking fees for using the ATM of his own bank, instead of an ATM of another bank? (4)

1.7 Explain briefly what an overdraft facility is. (1)

1.8 Calculate the difference in banking fees for withdrawing money from the ATM at his own bank, than from the teller inside the bank? (4)

1.9 Calculate the amount of service fees that he paid on cheques that were debited from his account. (11)

1.10 How much money is available at the bank for Thabo to use at the end of August 2007, if we keep in mind that some cheques are not yet cleared? (2)

EDUCATOR’S GUIDE

TOOL 1 – TEST

INSTRUCTIONS AND INFORMATION TO THE EDUCATOR

1.

2.

3.

4.

5.

6.

This test covers Unit Standard ID 10006: SO 1 (AC 1, 2), SO 2 (AC 1–3),SO 4 (AC 1, 2), ID 10007 SO: 2 (AC 1, SO 3 (AC 1, 2) and ID 10008 SO 2 (AC 1)

Candidates must answer ALL the questions in the answer book/paper provided by the educator.The educator must use the given marking grid (memorandum) to assess the work of the learners.

Educators must use this task together with previous question papers to prepare the learners for the summative assessment.

This task counts 60 marks. The educator can lower this mark to 50 by doing the following calculation. 60 divided by 6 = 60 6 = 10;10 x 5 = 50. Example: If a learner scores 24 out of 60 i.e. 24 divided by 6 = 4 x 5 = 20 out of 50.

Candidates can use calculators.

MARKING MEMORANDUM

SECTION A

QUESTION 1

1.1 True or False statements

1.1.11.1.21.1.31.1.41.1.5

False √True√True√False√False√ (5)

1.2 Multiple–choice questions



1.2.11.2.21.2.31.2.41.2.5

C√B√D√A√C√ (5)

1.3 Matching items

1.3.11.3.21.3.31.3.41.3.5

B√C√A√F√G√ (5)

1.4 Missing Words

1.4.11.4.21.4.31.4.41.4.5

Credit card√Pizza outlet√Retail business√Business card√Internal threats√ (5)

TOTAL SECTION A: 20

SECTION B

QUESTION 2

2.1 It took him five years.√√ (2)

2.2 He noticed that people were desperately in need of a shop. √√ (2)

2.3 It was expensive. √Some people were old and could not travel long distances. √

(1)(1)

2.4 Hard working√Determination√(Any other two characteristics of a successful entrepreneur)

(1)(1)

2.5 No competition√Peoples willingness to buy√Central place for everyone√

(1)(1)(1)

2.6 Victoria√Managing business √Offering Jack room to run his business√

(1)(1)(1)

2.7 No competition√Sold business products requested by people√Selling was done on cash basis√

(1)(1)(1)

2.8 He was employed√√ orEvery month he saved R600 in his saving account √√ (2)

2.9 Victoria was unemployed√√ (2)

2.10 Rent for Victoria R 500√Stock R2 500√

(1)(1)



Wages R400√ X 4√ = R1 600√ (Victoria)Wages R1 200√Installment (Bakkie) R1 000√TOTAL R5 800√√

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

2.11 Sales (stock ) income R100 000√Minus Total expenses R 5 800√Profit: R 91 200√√

(1)(1)(2)

2.12 Rent R 500√ + Wages R1 600√= Total R2 100√√

(1)(1)(2)

2.13 Cash on delivery (COD) √√orAll transaction are done on cash only √√orNo credit √√ (2)

TOTAL SECTION B:

GRAND TOTAL:

40

60

TOOL 2: ASSIGNMENT

INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR:

1.

2.

3.

4.

5.

6.

This assignment covers Unit Standard ID 10007: SO 1(AC 1, 2), SO 2 (AC 3) and SO 3 (AC 2,3).

The educator must explain the assignment to the learners.

The assignment must be done in pairs, but every learner must hand in their assignment separately.

The questionnaire provided in Question 5 only serves as an example. Every learner should do their own questionnaire.

The educator must use the given rubric to assess the learner’s assignments.

The educator must hand out the rubric to the learners beforehand, so that they should know how they are going to be assessed.

7. The total marks add up to 60, but educators can lower the mark to 50 by doing the following calculations: 60 divided by 6 = 10 x 5 = 50. If a group scores 24 out of 60 i.e 24 divided by 6 = 4 x 5 = 20 out of 50.

RUBRIC

No. Criteria Exceeds the criteria

Clearly meet the stated criteria

Attempts to meet the stated criteria

Does not meet the stated criteria

Total

Scores 4 3 2 1 41. Demonstrate

an understandin

The importance of a good

The importance of a good business idea has been fully

Only two (2) importance of a good business

Only one importance of a business idea is



g of the importance of a good business idea.

business idea has been exceptionally explained. The learner has provided four (4) facts describing the importance of a good business idea

explained. The learner has provided three (3) facts describing the importance of good business idea

idea has been explained.

explained.

10-7 6-5 4-3 2-1 102. Demonstrate

competency in creating a business idea based on people’s problem, the ability to identify its target market and the type of business to solve the problem

Two brilliant problems are identified with information matching solution, business idea, market and type of business as in the example.

Two brilliant problems are identified with information matching only four columns, i.e. information provided does not match two columns.

Two problems are identified but the information provided only matches three columns.

Two problems are identified but all other information does not match the columns provided.

30-21 20-15 14-9 8-1 303. Demonstrate

competency in screening a business idea based on people’s needs.

Competency in screening a

business idea based on people’s

needs has been

exceptionally demonstrated.


business idea based on people’s needs has been

fully demonstrated.


business idea based on people’s needs has been

partially demonstrated.


business idea based on

people’s needs has not been

demonstrated.

4 3 2 1 44. Demonstrate

competency in the understanding of utilising of research methods tools.

Competency in understanding of utilising research methods tools has been exceptionally demonstrated.

Competency in understanding of utilising research methods tools has been fully demonstrated.

Competency in understanding of utilising research methods tools has been partially demonstrated.

Competency in understanding of utilising research methods tools has not been demonstrated.

12-9 7-6 5-4 3-1 125. Demonstrate

competency in conducting a market research survey using a questionnaire

Competency in conducting a market research survey using a questionnaire has been exceptionally

Competency in conducting a market research survey using a questionnaire has been fully demonstrated.

Competency in conducting a market research survey using a questionnaire has been partially demonstrated.

Competency in conducting a market research survey using a questionnaire has not been demonstrated.



. demonstrated.TOTAL 60

TOOL 3: PROJECT

1.

2.

3.

4.

5.

6.

7.

8.

9.

INSTRUCTIONS AND INFORMATION TO THE EDUCATOR

This project covers Unit Standard ID 10008: SO 2 (AC 1-2); SO 3 (AC 1-5). It consists out of ONE question only.

This project can be done in groups of 4 learners. Each group member should, however, write down his/her own answers.

The educators should use the given rubric to assess the business plan. Assess each learner’s work against the criteria given in the rubric. Hint: Thoroughly study the criteria before you start with the final assessment of your learners.

The learners should use their own material (books, paper , etc) to do their business plan.

Ensure that the learners understand the instructions before they start with the project.

The educator should explain to the learners how to present their business plan. Learners should receive the rubric together with the task so that they know how their work will be assessed.The groups should do the oral presentation together.

The total mark adds up to 60,but educators can lower the mark to 50 by doing the following calculations: 60 divided by 6 = 10 x 5 = 50. If a group scores 24 out of 60 i.e. 24 divided by 6 = 4 x 5 = 20 out of 50.

The following table illustrates the links between marks and levels of performance:

Levels in rubric Marks (%) Description1 1–39% Not achieved2 40–49% Partially achieved3 50–69% Achieved4 70–100% Outstanding/excellent

RUBRIC:Component 1=Not achieved 2=Partially

achieved3=Achieved 4=Outstanding/

Excellent achievement

Total marks

TECHNICALASPECTS(FRAMEWORK):Title pageTable of contentsDocument layout(formatting)List of sourcesAnnexureCV’s,advertising)

Has not met the technical requirements. No or little evidence of detail. Needs mentoring to submit a final product which meets the technical requirements.

Partially meets some of the technical requirements, but show lack of detail. With educator suggestions, should do some more work to improve upon the submitted product.

Meets the technical requirements. Could improve on the submitted presentation by including graphs, tables, charts, etc., as suggested by the educator.

Exceeds all the technical requirements and has submitted an outstanding piece of work with all supporting graphics (charts, pictures, photographs, diagrams and tables).

4

FINANCIAL No start-up costs Capital mentioned Capital mentioned in All costs 4



PLAN:Start-up costs:Owner’s capitalLoans

mentioned in the business plan.

in the business plan but not adequately described and allocated(i. e. not in the correct column).

the business plan and described but not allocated.

mentioned and correctly allocated under the appropriate headings.

Projected cash flow–Cash flow statements (inflows and outflows)

Cannot analyse and categorise the cash flows as:-Operating activities-Investing activities-Financing activities

Is partially able to analyse and categorise cash flows as:-Operating activities-Investing activities-Financing activities

Is able to analyse and categorise cash flows, but makes a few errors

Can identify,analyse and categorise cash flows.

4

Projected profit:-Fixed costs-Variable costs-Income statement-Balance sheet

Is not able to recognise operating activities(income & expenses/ receipts and payments) and report these on financial statements.

Is partially able to recognise operating activities (income & expenses/ receipts and payments) and report on financial statements.

Is able to recognise operating activities (income & expenses/ receipts and payments) and report these on financial statements with a few errors.

Is able to recognise operating activities (income & expenses/ receipts and payments) and correctly report these on financial statements.

4

Financial Computations

Needs considerable help when computing costs.

Makes errors when computing costs.

Can compute costs correctly.

Can compute costs easily and correctly.

4

PRODUCTION PLAN:Inputs versus outputs

Has difficulty in understanding the relationships between inputs and outputs.

With assistance, understands the relationships between inputs and outputs.

Understands the relationships between inputs and outputs and how to manipulate these factors to optimise productivity.

Excellent understanding of the relationships between inputs and outputs and how to manipulate these factors to optimise productivity.

4

Quantity versus quality

Has difficulty in understanding the relationships between quantity and quality.

With assistance, understands the relationships between quantity and quality.

Understands the relationships between quantity and quality and how to manipulate these factors to meet consumer needs.

Excellent understanding of the relationships between inputs and outputs and how to manipulate these factors to meet consumer needs.

4

Efficiency and effectiveness:-Time-Space-Labour-Material-Land-CapitalEntrepreneurship

Has difficulty understanding efficient and effective use of resources for the business to be competitive and sustainable.

With some assistance, understands efficient and effective use of resources for the business to be competitive and sustainable

Needs no assistance in understanding efficient and effective use of resources for the business to be competitive and sustainable.

Clearly understands and has in insight into efficient and effective use of resources for the business to be competitive and sustainable

4



Production costs:-Variable costs-Fixed costs-Unit costs-Total costs

Needs considerable help when computing costs.

Makes errors when computing costs.

Can compute costs correctly.

Can compute costs easily and correctly.

4

MARKETING PLAN:

Target market

Has not identified and segmented a target market to research their needs.

Has identified, but not segmented a target market to research their needs.

Has identified and segmented a target market and developed a consumer programme to satisfy their needs.

Has identified and segmented a target market and has thoroughly researched the market to identify their needs and has developed a consumer programme to continually satisfy these needs.

4

Marketing mix Has limited idea of how to manipulate the marketing mix to achieve customer service.

Has some idea of how to manipulate the marketing mix to achieve customer service.

Has adequate understanding of how to manipulate the marketing mix to achieve customer service.

Clearly understands how to manipulate the marketing mix to achieve high customer service and win loyalty.

4

SWOT analysis Struggles to develop and use SWOT analysis to plan, implement, manage and evaluate a business.

With some assistance, is able to develop and use SWOT analysis to plan, implement, manage and evaluate a business

Is able to develop and use SWOT analysis to plan, implement, manage and evaluate a business.

Is able to use SWOT analysis to plan, implement, manage and evaluate the business.

4

Advertisements Struggles to create catchy, enticing and persuasive advertisements to promote sales and gain competitive advantage.

With assistance is able to create catchy, enticing and persuasive advertisements to promote sales and gain competitive advantage.

Is able to create catchy, enticing and persuasive advertisements to promote sales and gain competitive advantage.

Is easily able to create catchy, enticing and persuasive advertisements to promote sales and gain competitive advantage.

4

ORAL PRESENTATION

Speaker shows little command of the topic. Guidance needed from the educator.

A very basic presentation. More practise needed.

A satisfactory presentation. Illustrates command of the topic.

Outstanding / excellent presentation with good use of terminology. Illustrates insight.

4

WRITTEN PRESENTATION(FINAL SUBMISSION)

Very little care taken. Needs to re-do.

Some more work needed to create a better impression.

Mostly acceptable. Could improve in a few areas as advised by the educator.

Very organised and easy to follow. Well written and neatly presented.

4

TOTAL 60

TOOL 4 : CASE STUDY

INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR



1.

2.

3.

4.

This case study covers Unit Standards ID 10006: SO 1 (AC 2); ID 10007: SO 1 (AC 1) and ID 10008 : SO 2 (AC 1).

Educators should use the following marking grid (memorandum)when assessing the work of the learners.


This work must be completed over a period of 2 – 3 days.

QUESTION 1

1.1 When she was retrenched, people approached her to sell them cakes. √√(Any relevant answer close to the given one) (2)

1.2 Strength: It had a chance to grow since there were no competitors√Weakness: Sanna did not have her own business site√Opportunity: She would introduce an ice-cream sales section√Threats: People might start the same business in the township√(Other relevant aspects of SWOT for Sanna must be considered) (4)

1.3 Township people/Community√Wedding celebrations√Birthday parties√School teachers√Scholars√Learners√ (Any 4 relevant answers) (4)

1.4 1.4.1 Type of business√√ (2)

1.4.2 Form of ownership√√ (2)

1.4.3 Type of business√√ (2)

1.4.4 Type of business√√ (2)

1.4.5 Form of ownership√√ (2) [20]

QUESTION 2

2.1

2.2

Start–up capital:

R4 500,00√(Retrenchment amount)Plus R3 000,00√(Money in the bank)Total R7 500,00√√

Expenditure:

1 12,5 kg. Cake flour R 40√1 Tray of eggs R 40√2 2,5 kg White Sugar R 36√1 5 Litre of Cooking oil R 70√1 2,5 Litres of fresh milk R 32√1 Bottle of vanilla essence R 10√Assistant payment R1 000√Container Hire R 200√Petrol R 250√Motor bike R1 500√

(4)



TOTAL R3 178√√ (12)

2.3 Profit:

200 cakes√ x R3 each√ = R600√200 Breads √ x R 5,50 each√ =R1 100√TOTAL: =R1 700√√

(8) [24]

QUESTION 3

3.1 This leave should be taken not later than 6 months after the end of the leave cycle. √√ (2)

3.2 A worker can take up to 6 weeks paid sick leave during a cycle of 36 weeks. √√ (2)

3.3 Full–time employed workers can take 3 days paid leave for death in the family and/or when the worker’s child is born. √√ (2)

[6]

TOOL 5 : WORKSHEET

INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR

1.

2.

3.

4.

5.6.

7

This worksheet covers Unit Standard ID 10009: SO 2 (AC 1 & 2) SO3 (AC 1)

The worksheet must be done in 2 – 3 hours.

The educator must first explain to the learners what the worksheet is all about.

Learners must do the worksheet individually in class.

Learners may use calculators in the worksheet.Educators must use the following marking grid (memorandum) when assessing the worksheet.

Educators must explain to the learners that they must do all the necessary calculations to score the relevant marks. They cannot only give the totals at the end.

QUESTION 1 10009: SO 2 AC 1 & 2), SO 3 (AC 1)

1.1 R 80 √ R250√ + R400√ = R730√√ (5)

1.2 Automatic Transmission (Teller )Machine (1)

Cheque No 1052 R 150√ No 1053 R 370√ No 1055 R 390√ No 1054 R 250√ No 1058 R 200√ No 1057 R 300√ No 1059 R 370√

1.3 No 1060 R 110√ No 1061 R 530√ Total R2 670√√

(11)

1.4 It is an instruction that a customer makes to the bank to pay a fixed amount at regular intervals into another account. √ (1)



1.5 R 400√ R 900√ R 400√ R 900√ R 400√ R 900√ R 400√ +R 900√ =R5 200√√ (10)

1.6 R 7,10 √ other bank Minus. R 3,50 √ own bank R 3,60√√ (4)

1.7 It is a service of the bank to its customers with current accounts allowing them to overdraw their accounts to an agreed limit. Interest is paid on an overdraft.√ (1)

1.8 R25,00 Cashier in bank√Min R 3,50 Own ATM√ = R21,50 Difference √√ (4)

1.9 R 3,79√ R 5,77√ R 5,77√ R 4,78√….R 3,79√ R18,28√ R 5,77√

R 3,79√ R 6,76√Total =R58,50√√ (11)

1.10 Cheque 1056 R 200,00Cheque 1062 R 150,00Total R 350,00 Not to be marked. It is just to show markers how it was calculated.

R1 532,84 Available in bank at the end of month.Minus R 350,00 Cheques not yet cleared√ R 1 182,84 To use at the end of month. √ (2)

TOTAL : 50

9. EXTERNAL ASSESSMENT (SUMMATIVE)

The summative assessment component of the SMME4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.

9.1 STRUCTURE OF A QUESTION PAPER



This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:

General InstructionsExaminers shall use current information when setting the paper. The paper shall consist of section A, B and C, all sections are compulsory. All questions shall be preceded by a clear instruction. Educators are encouraged to familiarize the learners with the examination instructions during the course of the year.An analysis grid is included, aiming at spreading the unit standard and weighting of the question per question paper

WEIGHTING PER QUESTION

Question Marks US ID 10006 13%

US ID 10007 20%

US ID 10008 47%

US ID 10009 20%

Question 1 40 6 8 18 8Question 2 40 6 8 18 8Question 3 20 3 4 9 4

9.2 EXEMPLAR QUESTION PAPER

An exemplar question paper and marking memorandum is included below for reference. Educators are advised to study the mark allocation and instructions, so they can coach their learners on how to answer questions more effectively. This will hopefully inform individual assessment and marking practice.

GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1ABET LEVEL 4 SUMMATIVE ASSESSMENT


Question paperMarks : 100Time: 3 Hours

Section A (Compulsory)

Question 1 [40]Q 1.1 Multiple choice (20)Q 1.2 True/False (10)Q 1.3 Matching columns (5)Q 1.4 Filing in the missing (5)

Section B (Compulsory)

Question 2 [40] Case Study with questions based on; Structure of a business planCalculation of cost and cash flow

Section C (Compulsory)

Questions will assess knowledge, comprehension, application, analysis, synthesis and evaluation [40]


LEARNING AREA: SMALL, MEDIUM AND MICROENTERPRISES

CODE: SMME

DATE: JUNE 2008

TIME: 3 HOURS

MARKS: 100This question paper consists of 12 pages.

INSTRUCTIONS AND INFORMATION

1.2.

3.4.5.

6.

This question paper consists of THREE sections:SECTION A: QUESTION 1 is COMPULSORYSECTION B: QUESTION 2 is COMPULSORYSECTION C: Answer either QUESTION 3 or QUESTION 4Use only blue or black ink.Candidates may use calculators where necessary.Answer the questions in the answer book provided.Candidates must show all calculations, where necessary.Write neatly and legibly.

SECTION A (COMPULSORY )

QUESTION 1

1. 1 Various possible options are provided as answers for each question. Indicate the correct answer by writing the letter (A – D) next to the question number (1.1.1 – 1.1.5) in the answer book, for example 1.1.6 C.

1.1.1 For a business to run successfully, an entrepreneur should ensure that …

ABCD

income must be more than the total of all costs.income must be less than the total of all costs.income must be equal to the total of all costs.costs must be more than the total of all income. (1)

1.1.2 The following method does not form part of those used by an entrepreneur, when collecting information about a target market in a community:

ABCD

QuestionnairesRoad runnersObservationPersonal interviews (1)

1.1.3 A business plan should have ONE of the following components:

ABCD

Characteristics of an entrepreneurExecutive summarySkills Development LevyCommunity rewards (1)

1.1.4 Sources of information when conducting a market research:

ABC

ConsumersSuppliersCompetitors



D All the above-mentioned (1)

1.1.5 The following aspects are important when recruiting staff:

ABCD

Educational qualificationsEmployment historyPersonal informationAll the above-mentioned

(1)[5]

1.2 Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next to the question number (1.2.1 – 1.2.5) in the answer book, for example, 1.2.6 True.

1.2.1 In a marketing plan an entrepreneur must outline his/her strategies to appeal successfully to his/her target market. (1)

1.2.2 In a partnership one of the partners provides all the capital for the business, makes all the decisions, manages the business and gets all the profit. (1)

1.2.3 The market size and the potential profits are less important factors to consider for starting a business. (1)

1.2.4 An entrepreneur should conduct a SWOT analysis to ensure the smooth running of the business. (1)

1.2.5 Once a business idea has been developed and an appropriate name chosen, a business must be registered.

(1)[5]

1.3 Match an item/word in COLUMN B with the description in COLUMN A. Write only the correct letter (A – G) next to the question number (1.3.1 – 1.3.5) in the answer book, for example, 1.3.6 H

COLUMN A COLUMN B1.3.1 Pay as you earn A partnership1.3.2 Advertise a job in a newspaper B questionnaire1.3.3 This type of business is run by a board of directors and share-

holders share the profitsC recruitment

1.3.4 The … gives an entrepreneur enough information on the potential clients of a product or service

D private company

1.3.5 An … develops business ideas, takes risks and starts a business

E PAYE

F entrepreneurG social responsibility

1.4 Fill in the missing words by choosing the correct answer from the following list. Write only the correct word(s) next to the question number in the answer book, for example, 1.4.7 manufacturing business

1.4.1 To respect suppliers is part of ...

1.4.2 A ... business buys goods and sells it at a higher price to make a profit.

1.4.3 The high rate of crime that negatively impacts on the business is part of the ...

1.4.4 ... is a tax that everyone pays when buying at each point where value is added.

1.4.5 The ... must have the name and address of the owner. (5)


business plan; external environment; VAT; income; business ethics; retail


[20]

TOTAL SECTION A: 20

SECTION B (COMPULSORY)

QUESTION 2

Read through the following case study and answer the questions that follow:

Gary’s Pizzas

Gary Peters is a seventeen year old young man and is in his final year at school. Accounting is his favourite subject at school. He is still staying with his parents. One day when he was on his way to town he noticed that there was no place nearby for the taxi drivers to get something to eat. He always wanted to be his own boss. He then decided to do something about the situation and decided to sell pizzas to the taxi drivers at the taxi rank. He also thought that the commuters and people who walk by will buy some of his delicious pizzas. He will advertise his business by distributing flyers.

He asked his mother for a loan and she gave him R1 000,00 to start his business . He will only start paying this amount back as from the second month. He will pay five installments of R200,00 each. Every Friday he will use R250,00 to buy the different ingredients. On Saturday mornings he will make the pizzas. 500 small paper plates will cost him R100,00 and 500 pizza boxes will be R150,00.He will pay R50,00 for 500 serviettes. These three items are for one month. His mom will give him a big table to serve the clients .If it rains he can use her big umbrella. He will make the board to advertise his business at school.

He is going to charge R2,00 per quarter-piece of pizza with any topping and R8,00 for the whole mini pizza. He will use his mother’s kitchen and electricity for free for the first month. His father drives him with all the produce to the taxi rank. He‘ll pay his father R50,00 for petrol every Saturday. By ten o’ clock, just when everyone is getting a bit hungry, he will arrive with fresh, warm pizzas to sell. He hopes to sell 500 mini pizzas during the first month.

He decided that after paying off his mom for the loan, he will save some money, get someone to help him, and also expand his business by starting to sell soft drinks as well.

Complete the following business plan based on Gary’s Pizzas:

2.1 PERSONAL INFORMATION:(a) Name of the owner(b) Age(c) Gender

(1)(1)(1)

2.2 DESCRIPTION OF BUSINESS:(a) Name of the business(b) Type of business(c) Location of the business(d) Ownership(e) Staff structure

(1)(1)(1)(1)(1)

2.3 PRODUCT/SERVICE PLAN:(a) Give a short description of the service/product. (3)

2.4 MARKETING PLAN:(a) Who will Gary’s target market be? Name THREE. (3)



(b) Name TWO ways in which Gary will market his business. (2)

2.5 FINANCIAL PLAN:(a) Calculate the estimated income of Gary’s business for the first month.(b) Name and calculate the estimated expenses of Gary’s business for the first month (the

first month consists of four weeks)(c) Calculate the estimated profits of Gary’s business for the firstmonth.

(5)

(15)(4)

[40] TOTAL SECTION B: 40

SECTION C

Answer QUESTION 3 OR QUESTION 4.

QUESTION 3

Answer the following questions based on Gary’s Pizzas:

3.1 Gary opened a bank account and received an ATM card after the first month of business. He now wants to deposit some money into his bank account, but he is confused on how to start, as it is his first time depositing money at the ATM. Order the steps below in the correct sequence so that Gary can deposit his money successfully.

Step 1: Place the deposit slip with the money (notes or cheques only) into the envelope supplied by the bank and place it into the slot allocated for it.

Step 2: Type in the amount you want to deposit. Step 3: Select the type of account you wish to use.Step 4: Type in your secret code.Step 5: Select the kind of transaction you wish to make.Step 6: Place your bank card in the slot allocated for it.Step 7: Take the slip printed out by the machine. This confirms your transaction.Step 8: Take your deposit slip and remove your card from the machine.Step 9: Do you want to do further transactions? Press YES or NO. (9)

3.2 Gary used the following scenarios when he was busy doing market research. Name the different method of research in each scenario.3.2.1 He talked to his clients over the telephone.3.2.2 He asked the potential clients what their personal needs are.3.2.3 He visited all the houses in his area and did a needs analysis about his product or

service.

(1)(1)

(1)

3.3 Gary donates or gives 25 quarter pieces of pizza to children at a local crèche.3.3.1 Calculate how much money does Gary loose in this donation?3.3.2 Why is it important for business people to donate to the community?

(2)(2)

3.4 For every Saturday when Gary is working in his mother’s kitchen, she will charge him R60,00 for using the kitchen and electricity.3.4.1 How much will he pay his mother after six weeks? Show ALL your calculations.3.4.2 Is this payment fixed or variable cost? Give a reason for the answer.

(2)(2)

3.5 Give any TWO strengths of Gary as an entrepreneur. (4)

3.6 Name FOUR things that Gary can do with all his profit. (4)

3.7 State SIX factors that Gary first had to consider before he could start his business. (6)

3.8 Explain in TWO short sentences why it was important for Gary to choose the best site or location for his business. (4)



3.9 What was Gary’s business idea? (2) [40]

OR

QUESTION 4

NOTE: If you answered QUESTION 3 do not answer this question.

4.1 What services do you associate with the following franchises?

A B

C D

(8)

4.2 Name any FOUR methods that can be used in the advertising or promotion of a business. (4)

4.3 What is the responsibility of an entrepreneur when running a business in a community? (2)

4.4 Give any TWO characteristics of a successful entrepreneur. (2)

4.5 AB Clothing Stores are severely affected. They bought stock, but for now the stock is out of fashion. Suggest TWO ways in which AB Clothing Stores can deal with this external factor. (4)

4.6 The following are examples of forms of ownership and types of businesses. Study the descriptions provided in the business column and indicate whether it is forms of ownership or types of businesses. Write only A or B next to the question number (4.6.1 - 4.6.5).

BUSINESS FORMS OF OWNERSHIP

TYPES OF BUSINESS

A B4.6.1 Clothing factory4.6.2 D.V. Davidson and B.J. Bukhosi at LAW4.6.3 Steel manufacturers4.6.4 Whiteheads (Pty.) Ltd.4.6.5 Hairdresser (5)

4.7 What is the most important requirement when an entrepreneur applies for financial assistance? (2)

4.8 Study the following pay slip and answer the questions that follow.

YELLOWWOOD FACTORYYELLOWVILLE

SOUTH AFRICA



Statement of payment for July 2006Mr A.N. Other 5811075000018Payments DeductionsBasic salary R10 000,00 PAYE R1650,00

UIF contribution R150,00Life Insurance R250,00Trade Union Membership R60,00

Gross Salary R10 000,00 Total deductions R2 110,00Nett Salary R7 890,00Available leave 40 days Last leave date 16 May 2005Mr A.N. OtherYellowwood FactoryBox 224Yellowville1234

Yellowwood FactoryEmployee Nr.1768 OTHYellowville1234

4.8.1 What are deductions? (2)

4.8.2 What does the term gross salary mean? (2)

4.8.3 What does the term nett salary mean? (2)

4.8.4 What is the meaning of UIF? (1)

4.8.5 For which month is this statement of payment? (1)

4.8.6 Does this employee belong to a union? (1)

4.8.7 Give a reason for your answer in QUESTION 4.8.6. (2)

4.8.8 Who is the employer? (2) [40]

TOTAL SECTION C: 40

GRAND TOTAL: 100

MARKING MEMORANDUM

QUESTION 1

1.1 1.1.1 A (US O4 /SO O2) (1)

1.1.2 B (US 02/SO 02) (1)

1.1.3 B (US 03/SO 01) (1)

1.1.4 D (US 02/SO 02) (1)

1.1.5 D (US 03/SO 01) (1) [5]

1.2 1.2.1 True (US 03/SO 01) (1)

1.2.2 False (US 01/SO 01) (1)

1.2.3 False (US 02/SO 02) (1)

1.2.4 True (US 04/SO 01) (1)



1.2.5 True (US 03/SO 02) (1)[5]

1.3 1.3.1 E (US 04/SO 01) (1)

1.3.2 C (US 01/SO 01) (1)

1.3.3 D (US 01/SO 01) (1)

1.3.4 B (US 02/SO 01) (1)

1.3.5 F (US 01/S0 02) (1) [5]

1.4 1.4.1 Business Ethics (US 01/SO 04) (1)

1.4.2 Retail (US 01 /SO 01) (1)

1.4.3 External Environment (US 04/SO 03) (1)

1.4.4 VAT (US 04/SO 02) (1)

1.4.5 Business Plan (US 04/SO 01) (1) [5]

TOTAL SECTION A: 20

SECTION B

QUESTION 2

BUSINESS PLAN: 2.1 PERSONAL INFORMATION:

(a) Gary Peters (b) 17 Years (c ) Male/man /boy (Any one) (US 04 /SO 01)

(1)(1)(1)

2.2 BUSINESS DESCRIPTION:(a) Gary’s Pizzas (b) Service business/food outlet(c) Taxi rank (d) Sole owner /Sole Proprietor /One man business (Any one) (e) He alone /Gary(US 01 /SO 01)

(1)(1)(1)(1)(1)

2.3 PRODUCT /SERVICE PLAN:(a) He will sell fresh , warm pizzas at the taxi rank on Saturdays to taxi drivers , commuters and people who walk past the pizza stall. (Any relevant answer) (US 04 /SO 01)

(3)

2.4 MARKETING PLAN:(a) Taxi commuters

Taxi drivers People that walk pass the pizza stall

(b) The board with the name and prices on Flyers (US 03 /SO 01)

(3)

(2)

2.5 FINANCIAL PLAN:



(a) Estimated Income :

500 pizzas per month x R8,00 per pizza = R4000,00If only TOTALS give full marks

(b) Estimated Expenses:

R250,00 (Ingredients) x 4 weeks = R1000,0050 small paper plates = R 100,00500 Pizza boxes = R 150,00500 Serviettes = R 50,00R50,00 (Petrol) x 4 weeks = R 200,00TOTAL = R 1500,00

(c) Estimated Profits:

INCOME: R4000,00minus EXPENSES: R1500,00 = R2500,00 If learners only give the TOTAL AMOUNT , give full marksAccept the candidates working totals (US 03 /SO 01)

(5)

(3)(2)(2)(2)(3)(3)

(4)

TOTAL SECTION B: 40

SECTION C

QUESTION 3

3.1 -6 -4 -5-3-2 -7- 1 - 9-8 (US 04 /SO 2) (9)

3.2 3.2.1 Telephone conversation /surveys3.2.2 Personal interviews/ or Questionnaires3.2.3 Interview /Door-to-door /Word of mouth(US 02/SO 02)

(1)(1)(1)

3.3 3.3.1 25 pieces of pizza XR 2,00 =R50,003.3.2 Business promotion

Social responsibility Plough back to community Any other relevant answer (US 03/SO 01 )

(2)

(2)

3.4 3.4.1 6 Saturdays x R 60,00 per Saturday =R 360,003.4.2 Fixed cost , because it does not change (US 03/SO 01 )

(2)(2)

3.5 -His mother will give him the money-No need for him to pay it back the first month-He will use his mother’s kitchen for free the first month-His father will drive him to the taxi-rank and back-He is good in accounting-can do his own books( Any 2 relevant for two marks each answers) (US 03/SO 01 )

(4)

3.6 -He can expand the business

-He can employ more people



-He can add another line such as soft drinks-He can save some of the money (US 03 /SO 01) (4)

3.7 -Market size -Cost per job-Potential profits-Quality of products-Number of jobs created-Empowerment (US 02/SO 02) (6)

3.8 -To get to his target market -To see if there is any competition -To see if there are any facilities available( Any two relevant answers) (US 02/ SO 01) (4)

3.9 His business idea was to sell fresh, warm pizzas to the taxi drivers; taxi commuters and people who walk pass his pizza stall. (Any relevant answer (US 02 /SO 01)

(2)40]

QUESTION 4

4.1 (A) Product: Food (Any type) Service: Restaurant, serving your food

(B) Product: Food (pizzas) Service: Delivering of pizzas/Serving pizzas

(C) Product: Suppliers of paint products

(D) Product: Suppliers of fresh products e.g. fruit, vegetables, milk, cheese and eggs (US 01 /SO 01)

(2)

(2)

(2)

(2)

4.2 -Salesperson-Flyers-Posters-Bulletin boards media (newspapers, radio and magazines) billboards(Any 4 relevant answers) (US 03/ SO 01)

(1)(1)

(1)(1)

4.3 -To fulfill the needs of community-To create jobs-Community Development(Any 2 answers) (US 01 / SO 01) (2)

4.4 -Hardworking-Creative-Focused-Determined-Sees opportunities-Takes risks(Any 2 characteristics of an successful entrepreneur) (US 01 / SO 02) (2)

4.5 -He /she can put the existing clothes on a sale-He /she can pack it away until the next season (Any relevant answer) (US 04 / SO 03)

(4)

4.6 4.6. 1 Type of business /B4.6.2 Form of ownership/ A



4.6.3 Type of business/B4.6.4 Forms of ownership/A4.6.5 Type of business/B (US 01 / SO 01) (5)

4.7 To set up a business plan (US 03/SO 01) (2)

4.8 4.8.1 Money that are being deducted from wages/salary4.8.2 Total salary / wages before deductions4.8.3 Total salary /wages after deductions4.8.4 Unemployment Insurance Fund 4.8.5 July 2005 4.8.6 Yes4.8.7 Money has been deducted from salary4.8.8 Yellowwood Factory (US 04 /SO 01)

(2)(2)(2)(1)(1)(1)(2)(2)

TOTAL SECTION C: 40

GRAND TOTAL: 100

Hints of marking of the answer scripts:

Once candidates have completed the examination they entrust their confidence in a marking process for which they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond question and the quality is excellent.

Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that marking is done according to marking guidelines like the above cited. The marking guidelines should have well structured model answers to questions. Marking of the learning area should therefore be done by people well conversant with the learning area unit standards. It is also imperative that before starting to mark, there must be a training session of all marking personnel. The marking procedure should accommodate the following hints:

Effective use of marking guidelines Adherence to the marking guidelines All answers (responses) to be marked One tick, one mark

Use appropriate ink for marking( red for markers and green for moderators) Ensure uniform standard throughout the marking session (marking guideline to be adapted to accommodate

all possible answers) Ensure correct transfer of marks on both the scripts and the mark sheets

10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES

The Department of Higher Education and Training views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:

Validity Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions are clear, consistent and unambiguousAssessment criteria are strictly adhered toMarking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations are moderated



internally.Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location)Assessment is accessible to all candidatesCovers different cognitive levelsNature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.

Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.

Baseline Assessment:

Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It assists educators with the planning of learning programmes and learning activities.

Formative Assessment:

It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning

Summative Assessment:

It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress.

Diagnostic Assessment:

It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology

Systemic Assessment:

It is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner achievement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken.Methods (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

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

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

Assessment grids,Rubrics,Memoranda andObservation sheets.

Baseline,Diagnostic,Formative,Summative andSystemic.

In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.


GETC-ABET Level 4 Examination Guidelines Draft Curriculum Statements... · Web viewModeration of...

Documents

Transcript of GETC-ABET Level 4 Examination Guidelines Draft Curriculum Statements... · Web viewModeration of...