GETC-ABET Level 4 Examination Guidelines · Web view1. Introduction 3 2. The GETC-ABET Level 4...

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

Reviewed 2013

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 SUBFIELD

National 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 CREDITS

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

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 51 CREDITS Academic Learning Areas:

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

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits



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

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

Critical Cross-field Outcomes (CCFO):

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

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

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

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

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

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

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

3. UNIT STANDARDS FOR 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 17GETC-ABET Level 4 ~ @ NQF Level 1 6 | P a g e


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 CompaniesASSESSMENT CRITERION 3 3. Advantages and disadvantages of entrepreneurship are discussed. ASSESSMENT CRITERION RANGE At least 3 of eachASSESSMENT 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; EmpowermentASSESSMENT 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 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.

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.

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 OUTCOMES AND ASSESSMENT CRITERIA:

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 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.

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 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.

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.

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.

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 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 OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Explain and discuss the purpose of a business plan.

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

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



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

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.

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 OUTCOMES AND ASSESSMENT CRITERIA:

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

Blooms’ Taxonomy

LEVELS WEIGHTINGLevel 1 Knowledge: Comprehension 40%Level 2 Application: Analysis 30%Level 3 Evaluating: Creating 30%

TOTAL 100%

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: ENTREPRENEURSHIPID 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 Advantages and disadvantages (At least 3 of each) Characteristics of a successful entrepreneur Definition of an entrepreneur Name and describe the characteristics of an

entrepreneur Advantages and disadvantages of an 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 Service business Manufacturing business Trading/Retail businessExplain and differentiate between the different forms of OwnershipDistinguish between Private companies Public companies Sole Traders Partnerships Close corporations Co-operatives Companies

Describe, discuss andname/list.

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

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

Knowledge Skills ValuesRoles of the entrepreneur Job creation

Explain and discuss Self sustainability, hard work, responsibility,

Copyright reserved Please turn over

Wealth creation Negation of the Migrant Labour Urbanisation Empowerment

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 name/list


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 ValuesGeneral 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 name, 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 name, 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

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

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


Fairness Honouring of contracts.Code of conduct Rules that guides business ethics in a workplace

or organisation Roles and responsibility of an individuals in a

workplace/organisation

The effect of business ethics and code of conduct on the business.

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.

Learner must be able to discuss the importance of social responsibility.

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? List different 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 and choose the beat business idea to start a business.


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 techniques Identification and Self sustainability, hard work,


Possible 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.

selection responsibility, honesty, justice, fairness

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 market What target market What is market research

Learners must be able to define and discuss.


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 Values


Learners 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 Material purchasing Plan Environmental Impact Staff Assessment Conclusion and Appendices

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

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: ENTREPRENEURSHIP


ID 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 Set up contracts with suppliers, etc.

Ability to start a business.


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

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 3The risks involved in running a business are explained

Knowledge Skills Values


Business 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- Demand- Supply- Labour Laws, etc

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

Management skills and leadership skills


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.

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 MEMO

Date of completion February March May June August

8.2 EXEMPLAR SBA TASKS

INSTRUCTIONS AND INFORMATION

1 The test is an individual task.

2 The task must be written under supervision in one seating.


GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:SMALL, MEDIUM AND MACRO ENTERPRISESCODE :SMME4

TASK:TESTTIME:2 HOURS

MARKS:50This assessment task consists of 4 pages.

3 The task consists of THREE compulsory sections.

SECTION A

QUESTION 1

1.1 Various possible options are provided as answers to the following questions. Choose the answers and write only the letter (A – D) next to the question number (1.1.1 – 1.1.5) in the ANSWER BOOK.

1.1.1 Which ONE of the following is an example of a manufacturing business?

ABCD

TavernHair salonSupermarketBrick-making

(1)

1.1.2 In identifying an opportunity often requires an entrepreneur to think “outside the box”, which means to (be) …

ABCD

creative and coming up with a new and innovative product or service. stacked in the box.use the obviousunsatisfy the needs and desire of the community. (1)

1.1.3 The difference between income and expenditure is …

A BCD

increasing and expensesstart-up costprofitservice (1)

1.1.4 In oral presentation of a business plan the following skill plays a vital role:

ABCD

Ability to convey ideas.Shyness.Passiveness.Quietness. (1)

1.1.5 Price of certain goods or services must include a tax called …

ABCD

PAYEVATUIFSITE (1)

[5]

1.2 Choose an item from COLUMN B that matches a description in COLUMN A. write only the letter (A – G) next to the question number (1.2.1 – 1.2.5)

COLUMN A COLUMN B

1.2.1

1.2.2

1.2.3

1.2.4

A person who creates a business idea and is prepared to take risks for a potential profit.

The process of gathering information about what people want, need and buy.

The costs that varies from month to month.

The costs that do not change from month to month.

A

B

C

D

Market research

Fixed costs

UIF

Variable costs.


1.2.5 A legal requirement that pays for a certain period when you resign dismissed or take maternity leave.

E

F

Entrepreneur

Financial Plan [5]

1.3 Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‘true or false’ next to the question number (1.3.1 – 1.3.5) in the ANSWER BOOK.

1.3.1 Entrepreneurial characteristics cannot be improved by attending SMME.

1.3.2 Marketing is a process of informing people about a business.

1.3.3 The owners of a close corporation are called shareholders.

1.3.4 Transport/petrol is an example of variable costs.

1.3.5 The external environment consist of factors that impact to the business and the entrepreneur is unable to control. [5]

1.4 Complete the following sentences by filling in the missing word(s) from the list in the box. Write only the word(s) next to the question number (1.4.1 – 1.4.5) in the ANSWER BOOK.

Gantt chart; competitors; target market; appendices; cash flow; Budget

1.4.1 The … refers to people who will be buying your product or services.

1.4.2 The component in a business plan that include supporting documents such as CVs is called a …

1.4.3 … shows all cash (money) which is coming to the business and being paid out from the business.

1.4.4 Businesses that are selling the same product around your area are called …

1.4.5 The schedules of activities, people responsible and time frames in running a business is called a … [5]

TOTAL SECTION A: 20

SECTION B

QUESTION 2

2.1 Explain what a business plan is. (2)

2.2 Name and explain any 6 components/sections that have to be included in a business plan. (18)

TOTAL SECTION B : 20

SECTION C

QUESTION 3

Answer the following questions in detail.

3.1 Honesty is one of the business ethics which an entrepreneur must honour. Explain with ONE example why honesty is important in running a business. (2)

3.2 Explain TWO reasons why it is important to conduct a market research for a business idea. (2)

3.3 Discuss TWO purposes of a business plan. (2)

3.5 Describe how the following factors can change a business environment:

3.5.1 Demand in a positive way. (2)

3.5.2 Seasonal product in a negative way. (2)

TOTAL SECTION C: 10

GRAND TOTAL : 50


TASK 2: ASSIGNMENT


1. The assignment covers US ID 10006.

2. The assignment is an individual activity but sharing of information may be conducted in groups.

3. The assignment must be completed within 3 hours.

QUESTION 1

1.1 Define what an entrepreneur is? (2)

1.2 Name ONE advantage of an entrepreneur. (1)

1.3 List THREE types of business. In your area identify ONE example for each type and write its business name next to the type of business. (3)

1.4 Identify the form of ownership of the businesses given above in 1.3 (3)

1.5 Identify THREE service centres or providers that can give programmes for an entrepreneur. (3) [12]

QUESTION 2

2.1 In your area identify THREE shortcomings/ problems encountered by different families. Answer the following questions by referring to your findings:

2.1.1 Identify and discus FIVE roles an entrepreneur can play in addressing the problems to implement social development to the community. (15)

2.1.2 Discuss ONE solution for each problem and how an entrepreneur can address the problems to show his/her social responsibilities towards the community. (3)

2.1.3 Choose an entrepreneur in your community and name TWO things/characteristics that his/her target market like about him/her. Compare the two named personal entrepreneurial characteristics against the general entrepreneurial characteristics. (4)

[22]

QUESTION 3

Use the following advertisement and answer the questions that follows:

AZWINDINI’S BOUTIQUE

SIX MONTHS LAYBYE NO INTEREST

3.1 The Azwindini’s target-market is complaining of interest added to their lay bye products paid within six months. Which TWO business ethics or code of conduct is dishonoured by the owner? (4)

3.2 The target market when trying to lodge complains about the added interest, the owner threatens them to either pay the interest or loose the money already paid. Which business ethics or code of conduct is dishonoured by the owner? (4)

3.3 Explain how the dishonoured business ethics or code of conduct will affect the business? (4)

3.4 Identify and explain TWO ways which you can use to overcome the shortcomings of Azwindini’s boutique. (4)

[16]

GRAND TOTAL 50

TASK 3: PROJECT


INSTRUCTIONS AND INFORMATION TO THE LEARNERS

1 This project covers US ID 10007 SO1 AC2 & 3; SO2 AC1 US ID 10008 SO2 AC 1 – 3; SO3 AC 1 - 3.

2 The activities should be completed within 4 hours of supervised contact time.

3 Honour time frames as they will assist you in developing a correct project for your final assessment.

4 It is required that you must submit your draft– to -draft business plan for editing by your educator. Corrections should be made by you before you submit your final business plan.

5 Submit your findings together with the final business plan as your product/project for assessment following the specified time frames.

QUESTION 1 (GROUP ACTIVITY) Duration: 1 HOUR

1.1 Identify TWO needs in the community from the mindmap developed in class. (2)

1.2 Explain a possible solution/business idea for each of the needs in the community, identified in 1.1. (2x2) (4)

1.3 Screen and choose the best possible idea, identified in 1.2 (2)

1.4 Give ONE reason why you have chosen this business idea. (2)[10]

QUESTION 2 (INDIVIDUAL ACTIVITY) Duration: 3 HOURS

2.1 Design a business plan relevant to the chosen business idea in activity 1 by using the attached rubric as a guide for the business components to be included in the plan.

2.1.1 Submit a draft –to-draft business plan for editing.

2.1.2 Develop and submit within the second hour of contact time a drafted plan having the business description, executive summary, marketing plan and SWOT analysis.

2.1.3 Correct and rewrite the edited plan within the third hour of contact time and add the financial plan, management plan and production plan. Submit the drafted plan within the third hour of contact time.

2.1.4 Correct your edited draft-to-draft plans during the fourth hour and submit it to be used as your final assessment project/product. [40]


ASSESSMENT TOOL FOR PROJECT

Assessment Criteria Level 1Not achieved

Level 2Partially achieved

Level 3Satisfactory

Level 4Excellent

Marks obtained

Cover page 1 2 3 4 Description of the business, like

name, location, ownership, type of business, contact, what is unique about the product/service, objectives and potentials of the business; and business idea identified.

Few aspects given but not outlined no business idea identified.

Insufficient features of a business outlined and business idea identified

Full description of the business information given, but does not indicate what is unique about the product, objectives and potentials of the business; and business idea identified.

Full description of the business information given.

Marketing Plan 1 2 3 4 Description of Target market

No target market indicated Only target market indicated Target market indicated with their needs but without indicating what they expect to spend

Explains and analyses customers, their needs, expected to spend and where they are from.

Description of Competitors

No competitors given Only competitors identified and outlined without any information

Explains without analysing who is the competitors, what are their strengths and weaknesses and no competitive edge.

Well explains and analyses who are the competitors, what are their strengths and weaknesses and the competitive edge.

Assessment CriteriaLevel 1

Not achievedLevel 2

Partially achievedLevel 3

SatisfactoryLevel 4

Excellent Marks obtained

Marketing Plan 1 2 3 4Description of advertising

and promotion Few aspects on advertising and promotion

Insufficient information on the advertising and promotion

Advertising and promotion outlined without clear plan to attract customers.

Explains and analyses clearly the plan to attract and keep customers (Advertising and promotion).

Financial Plan 1 2 3 4Business budget No income and expenditure

includedIncome and expenditure included but items recorded in the wrong columns

Income & expenses items correctly tabulated but with wrong calculation.

Projected cash flow plan showing in-flow and out-flow (income & expenses) included with correct calculations

Pricing No pricing of product indicated Only few costs included and/or wrong calculations

Variable costs, fixed costs, product costing, selling costs and mark-up costs. calculated with few mistakes.

Clearly and correctly calculated variable costs, fixed costs, product costing, selling costs and mark-up costs.

Capital No indication on how the business will be financed

Only equipments included to be used to start the business but finances not indicated.

Explains only with illustrations equipments to be used to start the business.

Clearly explains with illustrations equipments and money to be used to start the business and how it will be financed.


Not achievedLevel 2


SatisfactoryLevel 4

Excellent Marks obtained

Management Plan 1 2 3 4SWOT analysis No SWOT analysis included. Not all aspect of the SWOT

analysis included.Correct facts for analysing the staff used but wrongly matched with SWOT.

Strengths, weaknesses, opportunities and threats of the business clearly explained and correctly tabulated.

Financial management No financial record keeping indicated

.

Stated only that financial record keeping is done without explaining the process followed

Explanation only how daily cash record is kept without indicating its safety and generating means.

Clear explanation of daily cash record keeping and how to keep the money safe and generating, e.g. financial institutions.

Human resource management

No staffing indicated Only staffing indicate Staffing indicated with their performance but without planning for future job creation skills development.

Staffing indicated with performance and plan for job creation, and skills development for employees is given.

[40]

TOTAL MARKS: 50

TASK 4: CASE STUDY


1. This Case Study covers US 10006, US 10007 & US 10008.

2. This Case Study is an individual activity.

3. The task must be completed within 2 hours of supervised contact time.

4. This task consists of ONE question.

QUESTION 1

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

IDEAS BEAT POVERTY

Mr Rence is a former teacher and left for greener pastures. He recently has financial problems. To solve his problems, he needs to get an extra source of income. He discussed, observed and brainstormed with the community for his business opportunities. He visited schools for part time job. He interviewed principals about school gaps/needs. Gaps identified were amongst others, namely, parents not involved in their children’s education due to high rate of illiteracy, high rate of school leavers, young parenting and poverty.

Most principals advised him to open an adult centre. One of the principals together with the SGB offered him 4 classes to use for teaching adults. The learners are recruited during parents meetings for the centre.

Mr Rence involved the councillors to spread his idea and distributed flyers with a motto “IDEAS CREATE JOBS”. Soon the centre was full of adult learners. He registered the centre with DoE for exam purposes. He took a risk and used his money to finance the centre. He did this to honour his motto and to sustain the centre. He was the sole owner of the centre and also the centre manager. Learners agreed to pay a monthly subscription which was enough for him to employ two educators to assist him.

The centre could only survive if learners are kept in class. He then organized short skills programs, like, plumbing, electricity, carpentry, painting, and catering, with the help of Department of Labour. The training providers provided practicals, kick-start equipments, certificates and stipends during training. Together with the trained learners they formed and registered a closed corporation (CC). This assisted the community because they have an advantage of tendering in building RDP houses which was a good market in their surroundings areas. They also provided their services to the community. The strategy of addressing community’s needs helped in keeping more learners in class. Putting ideas together solve challenges – “We have alleviated illiteracy and poverty because we are educated, trained and can provide on our own.”

1.1 List TWO causes for Mr Rence to research and start his business idea? (2)

1.2 Identify THREE the tools used by Mr Rence to generate his business ideas. (3)

1.3 Identify the form of ownership in the following businesses:

1.3.1 Rence adult centre

1.3.2 Construction business (2)

1.4 Identify one advantage from the case study for each of the forms of ownership identified in 1.3 (4)

1.5 Why did Mr Rence choose to run a business of an adult centre? (2)

1.6 Identify and describe FIVE factors Rence considered in selecting the adult centre as his business idea. (15)

1.7 List TWO methods used by Rence for his market research. (2)

1.8 Evaluate which of one of the market research methods would have made learners to come in numbers to the centre (identify the method and a reason). (3)

1.9 List THREE methods used by Rence to advertise the adult centre. (3)

1.10 Explain ONE advertising method which might have generated more target market for Rence adult centre. (3)

1.11 List THREE target market groups for Rence’s adult centre. (3)

1.12 From the case study identify Rence’s personal characteristics and match them with the following general entrepreneurial characteristics:

1.12.1 Ability to identify opportunities. (2)

1.12.2 Ability to make informed decisions. (2)

1.12.3 Ability to manage risks (2)

1.12.4 Time management (2)

TOTAL: 50

TASK 5: WORKSHEET


1. This Worksheet covers US 10007, US 10008 and US 10009.

2. This Worksheet is an individual activity.

3. The task must be completed within 2 HOURS of supervised contact time.

4. Show all your calculations where necessary.

5. This task consists of FOUR questions.

QUESTION 1

Use the following information to complete the Gantt chart for Bongani to kick-start his crèche:

Bongani needed to do some tasks to start and keep his business running. He hired Thembi to prepare his garage as a crèche venue by the 07th of January 2013. He needed to raise the required capital by the 26th October 2012 as he wanted to start with the business by the 14th January 2013. They needed food, mattresses, blankets and dishes. He asked his sister to be in charge of getting these equipments by the 29th of November 2012. He wanted to register the business by the 28th February 2013. Bongani has to open a bank account by the 30 November 2011.

1.1 BONGANI’S GANTT CHARTACTIVITY PERSON RESPONSIBLE TIME FRAMES

A. Registering the businessB. Buying of equipmentsC. Secure finances D. Preparing premises E. Open a bank account

[5]

QUESTION 2

2.1 Use the following information to complete Bongani’s cash flow statement for the next 3 months. July to September:

2.1.1 At the end of June he had R1 000,00.

2.1.2 MONTHS ESTIMATED INCOME ESTIMATED PURCHASES

June R6 000,00 R2 555,00July R2 500,00 R1 150,00August R2 900.00 R1 700,00September R3 200,00 R2 700,00

2.1.3 His average expenses for July to September are as follows: Salaries – R500,00

Telephone – R120,00 Water – R80,00 Electricity – R350,00

2.1.4 In July he will sell his old stove for R250,00.

2.1.5 In August he will buy a new stove. The deposit will be R500,00 and monthly payment will be R600,00 for the next six months.

2.1.6 In September he will organize a dancing competition to fundraise R1 000,00.

BONGANI’S CASH FLOW STATEMENT

Cash coming into the business JULY AUGUST SEPTEMBER

Cash you start with each month R1 200,00Expected income R2 900.00A. Total cash in R3 750,00 R4 450,00Cash coming out of the business JULY AUGUST SEPTEMBERFixed cost R 1 050,00 R 1 050,00Variable cost R1 150,00B Total cash out

3 250,00 R4 350,00Cash at the end of the month (A - B) R1 550,00 R1 050,00 (10)

2.2 Bongani’s projected business profit from July to September seems to go down. Advice him by explaining TWO ways which he can use to make more money.

___________________________________________________________________________________________________________________(1x2)

(2)[12]

QUESTION 3

3.1 Complete the following costing form by filling in the missing amounts. Show calculations only where required:

Costing Form

Kind of service: Crèche 1. Bongani looks after 15 children per month.

Business Budget 2. What are Bongani’s changing(variable) costs each month?

Material Buying costs Quantity Total

Maize meal R40,00 2 R_______Milk R45,00 4 R_______Fruits/vegetables …..R50,00 4 R_______Juice R25,00 4 R_______Bread R7,00 60 R_______Meat R100,00 4 R_______

A. Total changing costs = ________3. What are Bongani’s fixed costs per month?

Type of overhead CostSalary (4 employees x R125,00) R________Telephone (4 vouchers x R30,00) R________Water (100litres x R0,80)…………………………R________Electricity (4 weeks x R87,50) R________

B. Total fixed costs = R ________

4. What are Bongani’s total costs each month?

A. Total changing costs R1 380,00B. Total fixed costs R1 050,00

Total costs each month (A + B) = R_______What is the lowest price Bongani should charge for his service per child to break even? (Total monthly cost divide by the total number of services/ children)

Total monthly costs R2 430,00divided by number of service/children per month ÷ _________

Cost of each service/ per child R________Source: Succeed in Business- ABE & Juta

(15)

3.2 Explain how Bongani costs his services per child?____________________________________________________________________________________________________________________________ (2)

3.3 Explain ONE reason why Bongani should cost his service not lower than R162.00.

___________________________________________________________ (2)

3.4 Discuss TWO things that ensure Bongani can her business is making a positive profit.

________________________________________________________________________________________________________________________

(2)

3.5 Analyse TWO factors that can help Bongani to determine the highest costing of his service.

____________________________________________________________________________________________________________________________ [23]

QUESTION 4

4.1 Identify TWO business risks that Bongani’s business can encounter.

______________________________________________________________ (2)

4.2 Explain ONE way to overcome each risk identified above in 4.1.

_______________________________________________________________ (4)

4.3 Discuss TWO facts that indicate how Bongani’s business will comply with the health and safety legal requirement.____________________________________________________________________________________________________________________________

(4)[10]

GRAND TOTAL: 50GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:SMALL, MEDIUM AND MACRO ENTERPRISESCODE :SMME4

TOOL:TESTTIME:2 HOURS

MARKS:50

This assessment tool consists of 4 pages.


1 The test is an individual task which must conducted.

2 Candidates must write the task under supervision in one seating.

3 The task consists of THREE compulsory sections.

SECTION A

QUESTION 1

1.1 1.1.1 D

1.1.2 A

1.1.3 C

1.1.4 A

1.1.5 B [5]

1.2 1.2.1 E

1.2.2 A

1.2.3 D

1.2.4 B

1.2.5 C [5]

1.3 1.3.1 FALSE

1.3.2 TRUE

1.3.3 FALSE

1.3.4 TRUE

1.3.5 TRUE [5]

1.4 1.4.1 target market

1.4.2 appendices

1.4.3 cash flow

1.4.4 competitors

1.4.5 Gantt chart [5]

TOTAL SECTION A: 20

SECTION B

QUESTION 2

2.1 Business plan: A complete proposal of a specific business idea. It indicates how the entrepreneur will execute the opportunity that he/she identified. (Any relevant answer that describes a business plan)

(2)

2.2 Components of the Business plan

Executive summary..................................

To provide basic information of the business/personal information/background/staffing information

Marketing Plan Market size: – the number and group of customers are identified. Target market: – customers are described. Competitors: –existing business of the same idea in close proximity and ways of beating them

are being identified.

Market researchUsing a questionnaire to find out what the market/consumers want

Advertising PlanWhich media you will use to advertise your product or business

Management PlanA plan that includes how many employees to employ in the business

Staff structureDescription of each position and state the qualification and experiences needed for each position.

Financial Plan Costing: – has worked out how many products/ service can he sell/ provide a month/ the cost of

each product/ service Income: – correct calculation on income to be earned done. Expenditure: – correct calculation on expenses done. Profit: – income minus expenditure correctly calculated, a loss indicated for a negative total and

a profit for positive total. Any relevant answer (18)

TOTAL SECTION B : 20

SECTION C

QUESTION 3

3.1 Honesty drives the entrepreneur to provide services that he/she has promised the customers and if he does not honour it customers will be lost.

e.g. selling a product with a high price different from the advertised price will lead to customers not buying the product thus loosing your target market and the profit. Any relevant answer (2 x1)

(2)

3.2 Reasons why it is important to conduct a market research for a business idea. To identify the target market for the product or service. To determine the potential profit. To know the market size or target group Any relevant answer (2x1) (2)

3.3 Purpose of a business plan Give access to finances = serve as a security to borrow money or obtain other resources. Is a developmental tool = assist in making informed decisions / managing the business

successfully/, provides a plan of action. Any relevant answer (2x1) (2)

3.4 How the factors can change a business environment.

3.4.1 Demand in a positive way – if the product is highly needed in the market the higher the profit in the business. (2)

3.4.2 Seasonal product in a negative way-during the season when the product is not in high demand less or no profit will be generated to the business. (2)

TOTAL SECTION C : 10

GRAND TOTAL : 50

TOOL 2: ASSIGNMENT


1. The assignment covers US ID 10006.

2. The assignment is an individual activity but sharing of information may be conducted in groups.

3. The assignment must be completed within 3 hours.

QUESTION 1

1.1Entrepreneur is a person who starts/creates a new business by identifying opportunities/needs in the face of risk and uncertainty for the purpose of achieving profit and growth and assembling the necessary resources to capitalise on those opportunities.Key words must be used as a guide to mark the definition. (2)

1.2Be your own boss / gain control over destiny/ you do things that you are good and like/ reap unlimited profit / enjoy the loyalty of customers Any relevant answer (1)

1.3 Examples of types of business Service business – Mary’s veteran salon Trading / retail business – Joe’ wholesalers CC Manufacturing –Thoko Pottery. Ltd. Any relevant answer (3)

1.4 Form of ownership. Mary’s veteran salon - Sole trader Mary & Joe partners - Partnership Joe’ wholesalers CC.- Close corporation Mary & Joe Coop -Co-operative Thoko Pottery. Ltd. - Company

Any THREE check the corresponding of naming with ownership (3)

1.5 Enabling programmes for an entrepreneur. Umsobomvu Department of Trade and industry Small Business Development Corporation (SBDC) Small Business Development Agency (SEDA) Any THREE relevant (3)

[12]

QUESTION 2

2.1.1 Roles of an entrepreneur in social development to the community. Job creation – employ community members. Wealth creation – make money available or circulate Urbanisation – change the place into a town-like area. Empowerment - develop members by providing skills/experience

Negation of the migrant labour - stop people leave their place by providing what might cause them to move. (Any relevant answer) (15)

2.1.2 Ways to address social responsibilities to the community, e.g. Poverty – provide food parcels Lack of educational finances – provide bursaries Unable to bury family members – sponsor the family

(Any relevant answer) (3)

2.1.3 Any two good characteristics identified by the target market about the entrepreneur must be listed, e.g.Friendly and willingness to help. Communication skills Satisfy the customers needs. Make informed decisions. Comparison between the two personal characteristics against the general characteristics of the entrepreneurs must correspond. (4)

[22]

QUESTION 3

3.1 Business ethics or code of conduct dishonoured by the owner Honesty - the advert is promising not to add interest on six laybye products but the business is

adding it. (dishonesty) Honouring of contract - the contract is not to add interest on six laybye products but the

business is adding it Any relevant business ethics dishonoured based on no interest v/s stale interest. (4)

3.2 Business ethics or code of conduct dishonoured by the owner’s threats Justice – disobeying the consumer’s act/the customer is always right. Any relevant answer (4)

3.3 The explanation reveal how the dishonoured business ethics or code of conduct will affect the business, e.g.

Loose the target market Loose the profit Any relevant consequences of dishonouring business ethics (4)

3.4 Ways which can be used to overcome the shortcomings: The learners must indicate the process they will follow in responding to the problem, e.g.

Conduct a market research to identify the cause of changing costing. It may be caused by loosing of the profit generating to the business/ wrong costing, attend financial training skills program.

Another cause and way to address the cause Any relevant answer(4) [16]

GRAND TOTAL 50

TOOL 3: PEOJECT

INSTRUCTIONS AND INFORMATION TO THE EDUCATOR

1. This project covers US ID 10007 SO1 AC2 & 3, SO2 AC1 US ID 10008 SO2 AC 1 – 3, SO3 AC 1 – 3

2. The educator should use the given rubric as a guide to assist the learners in developing a draft – to – draft plans so as to come up with the final product for assessment.

3. Learners must be given time to correct their edited drafted plans before marks are allocated.

4. Encourage learners to honour time frames as prescribed in the task.

5 The rubric must be handed out with the project task so that learners will know the assessment criteria.

QUESTION 1 (GROUP ACTIVITY)

1.1 Guide learners to brainstorm and develop a mindmap that will slot as many solutions/business ideas or needs according to their communities, e.g.

Crime Poor transport Lack of car wash stations

Poverty Lack of water

Illiteracy Unemployment

Far shopping centres

Any two (2x1) (2)

1.2 Let solutions solve or match the identified needs or gaps (10007 SO1 AC2-3), e.g.

(a) Crime – form security structures.

(b) Lack of water – dig boreholes/ bottled water.

(c) Far shopping centres – bring service/shops nearer Any relevant answer (2x2) (4)

1.3 Solutions used to generate business ideas (10007 SO2 AC 1-3), e.g.

(a) Form security structures.- neighbourhood watch

(b) Dig boreholes – provide service by digging boreholesBottled water. – buy and sell bottled water

(c) Bring service/shops nearer – open a spaza shop/ be a sender and buy products on behalf of the community for a price. Any relevant answer (2)

1.4 The response should be based on one of the factors to be considered when screening a business idea (10007 SO1 AC3 & SO2 AC1 - 3), e.g.

Car wash – it will be cheaper to buy equipments to be used than buying a digging machine for boreholes (Cost per job). OR

Selling of bottled water will have more customers than a car wash and its demand may create more jobs as there are few cars for car wash around.(market size/ potential profit/ jobs created) Any relevant answer (2)

[10]

MY COMMUNITY’S

NEEDS OR GAPS

ASSESSMENT TOOL FOR PROJECT



Level 3Satisfactory

Level 4Excellent

Marks obtained

Cover page 1 2 3 4 Description of the business, like name,

location, ownership, type of business, contact, what is unique about the product/service, objectives and potentials of the business; and business idea identified.

Few aspects given but not outlined no business idea identified.

.

Insufficient features of a business outlined and business idea identified

Full description of the business information given, but does not indicate what is unique about the product, objectives and potentials of the business; and business idea identified.

Full description of the business information given.

Marketing Plan 1 2 3 4 Description of Target market No target market indicated

.

Only target market indicated Target market indicated with their needs but without indicating what they expect to spend

Explains and analyses customers, their needs, expected to spend and where they are from.

Description of Competitors

No competitors given Only competitors identified and outlined without any information

Explains without analysing who is the competitors, what are their strengths and weaknesses and no competitive edge.

Well explains and analyses who are the competitors, what are their strengths and weaknesses and the competitive edge.


Not achievedLevel 2


SatisfactoryLevel 4

Excellent Marks

obtainedMarketing Plan 1 2 3 4 Description of advertising and

promotion Few aspects on advertising and promotion

Insufficient information on the advertising and promotion

Advertising and promotion outlined without clear plan to attract customers.

Explains and analyses clearly the plan to attract and keep customers (Advertising and promotion).

Financial Plan 1 2 3 4 Business budget No income and expenditure

includedIncome and expenditure included but items recorded in the wrong columns

Income & expenses items correctly tabulated but with wrong calculations

Projected cash flow plan showing in-flow and out-flow (income & expenses) included with correct calculations

Pricing No pricing of product indicated Only few costs included and/or wrong calculations

Variable costs, fixed costs, product costing, selling costs and mark-up costs. calculated with few mistakes.

Clearly and correctly calculated variable costs, fixed costs, product costing, selling costs and mark-up costs.

Capital No indication on how the business will be financed.

Only equipments included to be used to start the business but finances not indicated.

Explains only with illustrations equipments to be used to start the business.

Clearly explains with illustrations equipments and money to be used to start the business and how it will be financed.



Level 3Satisfactory

Level 4Excellent

Marks obtained

Management Plan 1 2 3 4

SWOT analysis No SWOT analysis included. Not all aspect of the SWOT analysis included.

Correct facts for analysing the staff used but wrongly matched with SWOT.

Strengths, weaknesses, opportunities and threats of the business clearly explained and correctly tabulated.

Financial management No financial record keeping indicated

Stated only that financial record keeping is done without explaining the process followed

Explanation only how daily cash record is kept without indicating its safety and generating means.

Clear explanation of daily cash record keeping and how to keep the money safe and generating, e.g. financial institutions.

Human resource management

No staffing indicated Only staffing indicate Staffing indicated with their performance but without planning for future job creation skills development.

Staffing indicated with performance and plan for job creation, and skills development for employees is given.

[40]

TOTAL MARKS:: 50

TOOL 4: CASE STUDY


1. This Case Study covers US 10006, US 10007 & US 10008.

2. This Case Study is an individual activity.

3. The task must be completed within 2 hours of supervision.

4. This task consists of ONE question.

QUESTION 1

1.1 Causes for Mr Rence to research the business idea: To solve his financial problems To generate an extra income (2)

1.2 Tools used by Mr Rence to generate his business ideas: Discussion Observation Brain-storming. (3)

1.3 1.3.1 Sole trader

1.3.2 Close corporation / CC (2)

1.4 The chosen business should have a best advantage to the other, e.g.Sole trader = the profit belong to the owner while in CC it is sharedClose corporation / CC =different skills are combined from different members which may keep the business viable than in a sole trader where the skills are from one person. Any relevant answer (4)

1.5 Because of his teaching qualification/ experience/less costs (2)

1.6 FIVE factors Rence considered for his business idea Market size = high rate of illiterate parents/young parents/school

leavers Potential profit = salary from the centre/ share profit from construction Empowerment = reduced illiteracy or poverty/ provided skills Number of jobs created = 2 teacher’s employed/ many learners with skills program Quality = practical skills training/ provided education/ certification. (15)

1.7 Methods used by Rence for his market research. Interviewed school principals. Identified community needs. Door-to-door/ Visited schools. Any TWO (2)

1.8 Method and a reason: Identifying community needs = the community needed a better life. (3)

1.9 Methods used by Mr Rence to advertise/ market the adult centre. Schools recruited on his behalf during parents meeting. Councillors spread the idea. Distributed flyers. The message of the motto Any three (3)

1.10 Advertising method which might have generated more target market: Recruitment by schools = message was spread to many people through the high number of

school children attending. The message in the motto = most people were unemployed and needed something to solve their

poverty. Any relevant reason for the identified method(3)

1.11 Target market groups for Mr Rence’s adult centre. Illiterate parents School leavers Young parents (3)

1.12 The general entrepreneurial characteristics matched with Rence’s personal characteristics

1.12.1 Ability to identify opportunities.= identified a viable adult centre and a construction business (2)

1.12.2 Ability to make informed decisions = consulted the community and used their need to identify a business. (2)

1.12.3 Ability to manage risks = could finance the adult centre even if he had financial problems. (2)

1.12.4 Time management = was able to continue with his current job, manage the adult centre and the construction business. (2)

GRAND TOTAL: 50

TOOL 5: WORKSHEET


1 This Worksheet covers US 10007, US 10008 and US 10009.

2 This Worksheet is an individual activity and must be completed within 2 hours of supervised contact time.

3 All calculations shown where necessarily.

QUESTION 1

1.1 ACTIVITY PERSON RESPONSIBLE TIME FRAMES

A. Registering the business Bongani 28 February 2013

B. Buying of equipments.

Suster 29 November 2012

C. Secure finances Bongani 26 October 2012

D. Preparing premises Thembi 07 January 2013

E. Open a bank account Bongani 30 November 2011

One mark for both person responsible and time frame [5]

QUESTION 2

2.1Cash coming into the business JULY AUGUST SEPTEMBER

Cash you start with each month R1 000,00 R1 550,00 R1 200,00Cash in business bankExpected income R2 500 + R250

= R2 750,00 R2 900.00 R3 200 + R1 000

= R4 200,00

A. Total cash in R3 750,00 R4 450,00 R5 400,00 Cash coming out of the business

JULY AUGUST SEPTEMBER

Fixed cost R 1 050,00 R 1 050,00 R 1 050,00Variable cost R1 150,00 R1 700 + R500 R2 700+ R600

R2 200,00 R3 300,00

B Total cash out R2 200,00 3 250,00 R4 350,00Cash at the end of the month (A - B) R1 550,00 R1 200,00 R1 050,00

(1x10)

2.2 TWO ways which he can use to make more money.Organize fundraising /Limit expenses /Make cash sales like selling sweets to children

Any other relevant answers (2)[12]

QUESTION 3

3.1Costing Form

Kind of service: Crèche5. Bongani looks after 15 children per month

Business Budget 6. What are Bongani’s changing(variable) costs each month

Material Buying costs Quantity Total

Maize meal R40,00 2 R80,00 Milk R45,00 4 R180,00 Fruits/vegetables …..R50,00 4 R200,00 Juice R25,00 4 R100,00 Bread R7,00 60 R420,00 Meat R100,00 4 R400,00

A. Total changing costs = R1 380,00 7. What are Bongani’s fixed costs per month?

Type of overhead CostSalary (4 employees x R125,00) R500,00 Telephone (4 vouchers x R30,00) R120,00 Water (100litres x R0,80)…………………………R 80.00 Electricity (4 weeks x R87,50) R350,00

B. Total fixed costs = R1 050,00

8. What are Bongani’s total costs each month?

C. Total changing costs R1 380,00D. Total fixed costs R1 050,00

Total costs each month (A + B) =R2 430,00What is the lowest price Bongani should charge for his service per child to break even? (Total monthly cost divide by the total number of services/ children)Total monthly costs R2 430,00divided by number of service/children per month ÷ 15 Cost of each service/ per child R162,00

Source: Succeed in Business- ABE & Juta (15)

3.2 He divided his total monthly costly by total number of children to service. (2)

3.3 ONE reason why Bongani should cost his service not lower than R162.00. He will not make a profit. The business will collapse without a profit. Any relevant answer (2)

3.4 TWO things Bongani can do to ensure that his business is making a positive profit. Increase market size = Increase the number of children to service).

Cost per job = Increase the minimum payment. Potential profit = Check what the customers or parents are prepaid to pay Any relevant answer (2)

3.5 TWO factors that can help Bongani to determine the highest costing of his service. Cost per job / potential profit Market size /Quality/Number of jobs created Target market/Empowerment Any relevant answer

(2)[23]

QUESTION 4

4.1 TWO business risks that Bongani’s business can encounter. Theft Competition Fire Health status (sickness) Any two relevant answer (2)

4.2 ONE way to overcome each risk identified above in 4.1. Theft = have security Competition = beat them by providing the best Fire = have fire extinguishers Health status = encourage healthy living like visiting clinics. Any two relevant answers (4)

4.3 TWO facts how Bongani’s business will comply with the health and safety legal requirement. Toys and equipments be safe to children Provide clean and healthy service The premises used must be safe at all times. Have fire extinguishers. Any two relevant answers (4)

[10]

GRAND 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, section A and B are compulsory. Section C shall have two questions and candidates are expected to answer only one.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.

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 or Question 4

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.

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 (Optional)

Choose only one questionWrite Question 3 [20]

OrQuestion 4 [20]


NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:SMALL, MEDIUM AND MICRO ENTERPRISESCODE :SMME4

DATE:NOVEMBER 2011TIME:3 HOURS

MARKS:100This question paper consists of 8 pages.


1. Answer only THREE of the FOUR questions in the ANSWER BOOK as indicated below:

Section A QUESTION 1- COMPULSORYSection B QUESTION 2 - COMPULSORYSection C Choose either QUESTION 3 OR QUESTION 4.

2. Calculators may be used, but you MUST show ALL the calculations.

3. Number the answers according to the numbering system used.

SECTION A (COMPULSORY)

QUESTION 1

1.1 Various possible options are provided as answers to the following questions. Choose the most correct answer and write only the letter (A – D) next to the question number (1.1.1 – 1.1.10) in the ANSWER BOOK.

1.1.1 Why does an entrepreneur start a business?

ABCD

To create unemploymentTo make a lossTo create wealthTo avoid taking risks with one’s money (2)

1.1.2 Business ideas can be formed from …

ABCD

identifying the needs of the people.addressing the problems of the community.using the solutions of the community’s problems.All the above-mentioned (2)

1.1.3 The following factor needs to be considered when screening a business idea:

ABCD

QuantityMarket sizeNumber of jobs to be closedPotential loss (2)

1.1.4 A business plan can be described as a written report that tells the reader about …

ABCD

what the business is all about.where the business will go in the future.how to reach the goals of the business.All the above-mentioned (2)

1.1.5 A well designed/written business plan will be/have …

ABCD

brief, logical, clear and truthful.a long document.incorrect and unbelievable projections.inflated growth projections. (2)

1.1.6 A … is a statement that shows all money coming into the business and paid out by the business for over a specific period.

ABCD

Cash flow statementDebtors account statementincome statementexpenditure statement (2)

1.1.7 The component of the business plan that describes customers, competitors and how to advertise the business is the …

ABCD

management plan.production plan.marketing plan.financial plan. (2)

1.1.8 Which ONE of the following factors is not directly related to the business environment?

ABCD

Taste and preferences of consumersTime managementChanges in demandChanges in supply (2)

1.1.9 Human resources in a business refers to the…

ABCD

owners and employees.equipments and buildings.income and expenditure.demand and supply. (2)

1.1.10 An entrepreneur can minimize the following business risks:

ABCD

Natural disastersStrikeTheftB and C only (2)

[20]

1.2 Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‘true’ or ‘false’ next to the question number (1.2.1 –1.2.10) in the ANSWER BOOK.

1.2.1 Dishonest advertising does not affect the business. (2)

1.2.2 A market research assists in identifying who will be your customers and competitors. (2)

1.2.3 Matshonisa (loan sharks) are the best source for borrowing money. (2)

1.2.4 You have to answer questions when presenting a business plan. (2)

1.2.5 A successful entrepreneur makes sure that income is less than expenditure. (2)[10]

1.3 Choose an item from COLUMN B that matches a description in COLUMN A. Write only the letter (A – F) next to the question number (1.3.1 – 1.3.5) in the ANSWER BOOK.

COLUMN A COLUMN B

1.3.1

1.3.2

1.3.3

1.3.4

1.3.5

Rules that guide business ethics in a work place

A method of market research which is cheap but time consuming

The 4Ps, namely, place, product, price and promotion

The process of identifying strengths, weaknesses, opportunities and threats of a business

A schedule of activities with time frames and the people responsible

A

B

C

D

E

F

Door-to-door survey

GANTT chart

marketing mix

code of conduct

SWOT analysis

telephone survey

[5]

1.4 Complete the following sentences by filling in the missing word(s). Write only the word(s) next to the question number (1.4 1 – 1.4.5) in the ANSWER BOOK.

variable; target market; PAYE; manufacturing business; profit; fixed; VAT; service provider

1.4.1 ... produce and sells products to others. (1)

1.4.2 A potential group of customers is called the … . (1)

1.4.3 Selling price – cost price =... . (1)

1.4.4 Rent is an example of a … cost. (1)

1.4.5 … is a tax collected by the employer from its employees' salaries for SARS (South African Revenue Services). (1)

[5]

TOTAL SECTION A: 40

SECTION B (COMPULSORY)

QUESTION 2

Read through the case study carefully, and answer the questions based on it.

ANGIE AFRICAN DECORATION

Angie Lebese of 345 Loveday Street Polokwane left her secure banking job to specialise in her hobby of African decoration. As a teenager she loved making pottery from clay. While she was still employed she designed traditional necklaces and bracelets for herself during her spare time. Her colleagues and clients admired her necklaces and bracelets and placed orders.

Within a short time, Angie had sleepless nights because of the extra work. It was also affecting her day job. She needed to make a choice between her secure job at the bank and the unknown future following her hobby. She was willing to take chances and chose her hobby as a career. She registered her business as a sole trader and called it “Angie African Decoration”.

She sold her pottery and beadwork at the Polokwane station to commuters. Firstly it was difficult but she learnt to overcome challenges. Her husband agreed that they use R15 000,00 from their savings to use for the African decoration business. She rented a house for R5 000,00 per month to work from. She then produced calabashes and decorated them with beads and wires. She used R250,00 for material to produce one calabash. She planned to produce and sell 20 decorated calabashes per month. Each calabash will be sold for R400,00.

She decorated weddings and ceremonies at R500,00 per event and is only doing 4 events per month. She spent R300,00 for material to be used per ceremony or wedding to be decorated. Word of mouth helped her to market her

work. Every time she decorated for a function or wedding she made sure that her work is an advertisement. She was sure that once people had seen her work, they would not stop talking about it to their friends and families. She also did exhibition and showcasing of her work throughout the country. This assisted her to secure business in Zambia, but she had to register, get a trading licence and secure enough finances for the business first. She had provided jobs to five people and is paying them R1000,00 per month.

[Adapted from Move magazine15 October 2008]

Design a business plan for Angie’s business under the following headings:

2.1 BUSINESS DESCRIPTION

2.1.1 What is the name of the business? (1)

2.1.2 What is the type of business? (1)

2.1.3 What is the type of ownership? (1)

2.1.4 Where did Angie sell her pottery and beadwork? (1)

2.1.5 How many employees does the business have? (1)

2.2 PRODUCTION OR SERVICE PLAN

Explain what the business is all about, i.e. the business idea. (2)

2.3 MARKETING PLAN

2.3.1 Name TWO target markets for African decoration? (2)

2.3.2 Identify THREE ways in which the business is attracting customers? (3)

2.4 FINANCIAL PLAN

2.4.1 What was the source of the capital? (1)

2.4.2 Calculate Angie’s cash flow for ONE month. Show all calculations for:IncomeExpenditureProfit

(7)(9)(3)

2.5 MANAGEMENT PLAN

2.5.1 Indicate TWO activities that Angie must do for her business to run in Zambia.(2)

2.5.2 What should Angie provide to her customers as a proof of sale? (2)

2.5.3 What should Angie do to keep her money safe? (2)

2.5.4 Where should Angie make contributions for her employees to get monthly income when they are unemployed? (2)

TOTAL SECTION B: 40

SECTION C

Answer either QUESTION 3 or QUESTION 4.

QUESTION 3

3.1 List TWO roles of an entrepreneur in developing the society. (2)

3.2 Refer to the case study in QUESTION 2 and answer QUESTIONS 3.2.1 and 3.2.2.

3.2.1 Identify TWO causes that led Angie to continue with her business idea for pottery. (2)

3.2.2 Identify TWO advantages for Angie of leaving her secured job in the bank and starting

her own business. (2)

3.3 3.3.1 Explain why a business plan needs to be presented. (2)

3.3.2 Explain how you would use the following skills in presenting a business plan to attract investors:

(a)(b) (c) (d)

CommunicationBody languageQuestionsAppearance

(2)(2)(2)(2)

3.4 3.4.1 Give TWO activities an entrepreneur needs to do to start and run a business. (2)

3.4.2 Explain TWO ways on how a business can adapt when loosing profit. (2)[20]

OR

QUESTION 4

4.1 Indicate how an entrepreneur can help in solving the following community problems to show social responsibility.

4.1.1 Some parents are poor and cannot afford to send their children to university after passing grade 12. (1)

4.1.2 The youth want to conduct on HIV/AIDS campaign but cannot because of lack of funds. (1)

4.1.3 The community complains about their entrepreneur not attending community activities. (1)

4.2 Refer to the case study in QUESTION 2 and answer QUESTION 4.2.1 and 4.2.2.

4.2.1 Copy this table into the ANSWER BOOK and compare Angie’s business by filling in the empty spaces.

JOB AT THE BANK AFRICAN DECORe.g. Potential profit Profit she earned through her

efforts was shared with the bank

All profit earned belongs to her

Number of jobs createdEmpowerment Skills shared within the

company (3)

4.2.2 From your comparison above explain why Angie chose African Decoration. (1)

4.3 4.3.1 List THREE things that can give a business plan a negative impression. (3)

4.3.2 Explain THREE functions or purposes of a business plan. (6)

4.4 4.4.1 Give TWO factors that can have an influence on the changing environment of a business. (2)

4.4.2 Explain what is meant by a changing business environment? (2)[20]

TOTAL SECTION C: 20

GRAND TOTAL: 100

SECTION A (COMPULSORY)

QUESTION 1

1.1.1 C

1.1.2 D

1.1.3 B

1.1.4 D


NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:SMALL, MEDIUM AND MICRO ENTERPRISESCODE :SMME4

DATE:NOVEMBER 2011TIME:3 HOURS

MARKS:100This memorandum consists of 6 pages.

1.1.5 A

1.1.6 A

1.1.7 C

1.1.8 B

1.1.9 A

1.1.10 D [20]

1.2 1.2.1 False

1.2.2 True

1.2.3 False

1.2.4 True

1.2.5 False [10]

1.3 1.3.1 D

1.3.2 A

1.3.3 C

1.3.4 E

1.3.5 B [5]

1.4 1.4.1 manufacturing business

1.4.2 target-market

1.4.3 profit

1.4.4 variable

1.4.5 PAYE [5]

TOTAL SECTION A: 40

SECTION B (COMPULSORY)

QUESTION 2

2.1 BUSINESS DESCRIPTION

2.1.1 Angie African Decoration

2.1.2 Manufacturing and or service business (Any one)

2.1.3 Sole trader

2.1.4 Polokwane station

2.1.5 Five/5 [5]

2.2 PRODUCTION OR SERVICE PLAN

2.2.1 Manufacturing pottery and beadwork, and providing service by decorating weddings and ceremonies (2)

2.3 MARKETING PLAN

2.3.1 Commuters /weddings and ceremonies planners (Any two) (2)

2.3.2 Word of mouth exhibition

showcasing providing quality service (Any three) (3x1) (3)

2.4 FINANCIAL PLAN

2.4.1 Savings (1)

2.4.2 CASH FLOW

INCOMECapital R15 000,00 Projected income R10 000,00

20 calabashes X R400,00 R8 000,00 4 decorations X R500,00 R2 000,00TOTAL INCOME: R25 000,00 (7)

EXPENDITURE R16 200,00 ()

Rent R5 000,00 Cost of 20 calabashes X R250,00 R5 000,00 Cost of 4 decorations X R300,00 R1 200,00 Salaries 5 X R1 000,00 R5 000,00 (9)

PROFIT Income – expenditure = profitR25 000,00 () – R16 200 () = R8 800,00 ()(work with learners incorrect amounts) (3)

2.5 MANAGEMENT PLAN

2.5.1 Register the business/ get a trading licence/ secure finances. (Any two) (2x1) (2)

2.5.2 Receipt /cash slip (Any one) (2)

2.5.3 Open a bank account (2)

2.5.4 UIF or Unemployment Insurance Fund. (2)

TOTAL SECTION B: 40

SECTION C

QUESTION 3

3.1 ROLES OF AN ENTREPRENEUR Employer or Job provider Wealth creator Product/ service provider Mentor (Any two) (2x1) (2)

3.2 3.2.1 Love of making pottery and pottery was her hobby (2)

3.2.2 She is her own boss /profit belong to her alone /takes decision alone (Any two) (2x1) (2)

3.3 3.3.1 To make an impression to valuable contact To explain and motivate your business idea To clearly and logically explain the business idea (Any two) (2x1) (2)

3.3.2 (a) Communication Explain the business idea clearly and logically Have confidence in yourself and the business idea Be friendly Be a good listener (Any two relevant answers) (2)

(b) Body language. Display positive attitude that you are a type of person who can run a

business Be relaxed but be alert Be confident/ calm of person who can run a business Do not show your emotions (Any two relevant answers) (2)

(c) Questions. Be prepared to answer questions When asked a question talk to the person and speak clearly Listen carefully and answer directly on the same topic Ask the panel question as a sign of interest (Any two relevant answers) (2)

(d) Appearance. Dress smartly and be yourself Have an attitude of respect (Any relevant answers) (2)

3.4 3.4.1 a) Register the business b) Open a banking account c) Secure financesd) Set up contractse) Recruit staff (Any two) (2x1) (2)

3.4.2 Downsize/Retrench /minimize cost (Any two relevant answers) (2)

[20]

OR

QUESTION 4

4.1 4.1.1 Provide bursaries

4.1.2 Sponsor or fund the campaign

4.1.3 Attend to community activities (3)

4.2 4.2.1 JOB AT THE BANK AFRICAN DECORNo of jobs created None Employed 5 workers Empowerment Skills shared within the

company.Shared her skills and trained employees (3)

4.2.2 Jobs will be created More people will be empowered Will have all profit (Any relevant answer) (1)

4.3 4.3.1 Things that can give a business plan a negative impression.

A lengthy business plan Incorrect and unbelievable projections Inflated growth projections Inaccuracies (Any three relevant answers) (3)

4.3.2 Functions or purposes of a business plan Helps to secure finances and other resources Encourages the entrepreneur to think ahead It assist in making business decision Helps in managing the business successfully Provides the entrepreneur with a plan of action

(Any three relevant answers) (3x2) (6)

4.4 4.4.1 FACTORS INFLUENCING CHANGE IN BUSINESS ENVIRONMENT

Taste and preferences of consumers Economic reasons Demand Supply

Labour laws (Any two) (2x1) (2)

4.4.2 A changing business environment refers to a situation/time in which a business is affected by either internal (e.g., change in staff) or external (e.g., rise of fuel price) threats.

(2)[20]

TOTAL SECTION C: 20

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 · Web view1. Introduction 3 2. The GETC-ABET Level 4...

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