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EconomicManagementSciencesLearning Area:RESOURCEMATERIAL• “Unpacking” document• Tables for Planningbased on the RNCS
GET: Senior PhaseGrades 7 – 9
April 2005
DIR
ECTO
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TE:C
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EVELO
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T
CONTENTS
LEARNING AREA: ECONOMIC AND MANAGEMENT SCIENCES
PART ONE Page
1. Introduction 1
2. History of Economic and Management Sciences in the Western Cape 1
3. From Curriculum 2005 to the RNCS 1
4. The Nature of the Learning Area: Economic and Management Sciences 1
5. The Unique Features and Scope of the EMS Learning Area 3
PART TWO6. The Focus of EMS in the General Education and Training (GET) Band 4
7. The Focus of EMS in the Senior Phase 6
8. Teaching and Learning Strategies 9
9. Extensions to Learning 10
10. Barriers to Learning 10
11. Infusion of Language and Mathematics 11
12. The Senior Phase Learner 11
13. Assessment 12
PART THREE14. Introduction: EMS prepares for Learning in Grade 10 13
15. Tables for Planning in the GET Band: Economic and Management Sciences 13
ANNEXURESA Zopp Methodology 21
B Additional Resources 22
PART ONEECONOMIC AND MANAGEMENT SCIENCES (EMS)
1. INTRODUCTIONThe purpose of this resource booklet is to provide information on the essentialfeatures of the Economic and Management Sciences learning area and to provideguidelines that will enable Senior Phase Teachers to make the transition from C2005to the Revised National Curriculum Statement (RNCS) in Economic ManagementSciences.
2. HISTORY OF ECONOMIC MANAGEMENT SCIENCES IN THE WESTERN CAPEThere are two OBE models currently practised in the Senior Phase in the WesternCape, viz. C2005 and the WCED hybrid. The WCED hybrid model is currently usedin the teaching of Economic and Management Sciences in the Senior Phase (SP).
3. FROM CURRICULUM 2005 TO THE RNCSCurriculum 2005 was streamlined into the Revised National Curriculum Statement(RNCS). The design features of the RNCS in Economic and Management Sciencesare the following:
C2005AcrossPhase RNCS FP IP SP
Critical Outcomes(COs) 7 Critical Outcomes 7 7 7
DevelopmentalOutcomes (DOs) 5 Developmental Outcomes 5 5 5
Specific Outcomes(SOs) 8 Learning Outcomes 2 4 4
Phase Organisers(POs) 6
Learning ProgrammeOrganisers (LPOs)Assessment Criteria(AC) 37 47 61
Performance Indicators(PIs)Range Statements(RSs)
Assessment Standards
Prescribed Core Content Yes Yes Yes
ECONOMIC AND MANAGEMENT SCIENCES (EMS)SENIOR PHASE
4. THE NATURE OF THE LEARNING AREA: ECONOMIC AND MANAGEMENTSCIENCES
Rationale for including knowledge, skills and values related to the Economicand Management Sciences into the GET curriculum
Economic and Management Sciences 1
THE BIG PICTURE
4.1 UnemploymentIt is a well-known reality in many of our lives that South Africa is plagued by crime.The main reason for this is almost certainly the high rate of unemployment in ourcountry. The reasons for the high rate of unemployment in South Africa are thefollowing:
♦ South Africa currently rates poorly in relation to other developing countries inthe world regarding the productivity of its economically active workforce.On international markets, our prices therefore do not compare favourably withthose of other countries in general, and South Africa’s businesses andgovernment therefore find it difficult to compete with those of other countries.
This mainly stems from the fact that our education system, up to this stage, hasnot prepared learners adequately for the world of work. According to a report,Global Entrepreneurship Monitor, “Local entrepreneurs are being hobbled bythree things…” which include “an education system that does not encourageentrepreneurship nor give young people the skills to run a business.” (SundayTimes: Business Times, February 13, 2005)
♦ Since 1994, more than a million jobs have been rationalised. A large proportionof these jobs lost is due to the worldwide phenomenon of jobless growth.This means that whilst big businesses are growing, making more profits andexpanding, this is happening without a corresponding increase in job creation.The reasons for this can be found mainly in- the automation of processes: production processes are becoming
increasingly capital (“machine”) intensive as opposed to labour intensive,- downsizing and rationalisation (less people have to cope with more
responsibilities), and- delivering by cutting out certain levels of management.
♦ People in SA have traditionally been educated to become job seekers andnot job creators. As a result of less jobs being available to economically activepersons in South Africa, especially school leavers, ordinary people are, morethan ever, required to provide for their own economic survival.
The phenomenon of more and more persons becoming involved in the informalsector (i.e. street markets, businesses operated from home, etc), is the result ofthe limited options for the unemployed. Often informal businesses develop intothe SMME (Small, Medium and Micro-enterprises) sector, which has createdmore jobs in the recent past than those provided by big business.
However, many prospective starters of informal and micro businesses are set upfor failure, because of the lack of basic economic and financial literacyknowledge, skills and values, including especially entrepreneurial, managerialand related skills that are essential for the starting of a new business and forkeeping it running profitably.
Though Entrepreneurship in South Africa compares favourably with the rest ofAfrica in creating jobs and growth, South Africa is last on the list of developingcountries, according to the International Growth Entrepreneurship Monitoringagency (GEM). The GEM claims that in the previous South African educationsystem, the cultural and social norms were not conducive to the fostering of an
Economic and Management Sciences 2
entrepreneurial mind frame. The key to solving this is to buildentrepreneurial capacity at school level. Yet a changed mindset of themajority of South Africans may only happen over a much longer period of time.
4.2 The rapid development of knowledge and technology in the commercial,economic and financial fieldsAs a result of the rapid rate at which technology in the field of commerce and bankinghas developed, and keeps developing almost every day, economic, commercialand financial literacy has become utmost important.
Also the way in which money is being handled in the business world, has made itessential for the individual to manage his/her finances meticulously. It has becomepossible to do payments by cheque, cash card, credit card, debit order, stop order,telephone or computer (e-transactions) from home without a person ever handlingany hard cash. People should therefore be able to keep up with the technology inorder to remain in charge of their finances.
The Economic and Management Sciences learning area has been developed toaddress the acquisition of the knowledge, skills, values and attitudes required inorder to survive in an extremely demanding economic world.
5. THE UNIQUE FEATURES AND SCOPE OF THE EMS LEARNING AREAThis learning area enables learners to participate meaningfully in the living, excitingworld of economics and management, firstly at a personal level, but also at home,school and in the local community. This will contribute to the development of learnersas persons with the necessary knowledge, skills and values to participatemeaningfully as consumers, producers or managers at the different stages of theirlives, whilst caring for others and the environment.
The context of the EMS RNCS is closely related to that of the EMS C2005: Theformer eight specific outcomes have been integrated to form the four LearningOutcomes of the RNCS.
RNCS Learning Outcomes Some main aspects of C2005 SpecificOutcomes used in formulating theRNCS EMS learning area
1 The Economic Cycle / Circular flow SO2, SO3, SO5, SO 62 Sustainable Growth and Development SO2, SO 7, SO 83 Managerial, Consumer and Financial
Knowledge and SkillsSO2, SO 4
4 Entrepreneurial Knowledge and Skills SO 1, SO2, SO 3
The underlying critical and developmental outcomes are important to EMS.Identifying and solving problems and making decisions using critical and creativethinking, together with the development of entrepreneurial opportunities, areparticular relevant to the economic field.
Economic and Management Sciences 3
PART TWO
6. THE FOCUS OF EMS IN THE GENERAL EDUCATION AND TRAINING (GET)BAND
In the GET Band (Grade R – 9) learners will gain knowledge, skills, values andattitudes regarding the following broad aspects:
The economic problemThis feature deals with the problem of how individual persons, businesses andgovernments deal with the issue that the unlimited wants of a person or thepeople of the community, country etc. cannot be satisfied by the limitedresources available.
The economic cycle (circular flow - this term is preferred to the term“economic cycle”) in the economyThis is a model of how money, goods and services flow between households,business, government and the foreign sector. It also explores the roles andresponsibilities of the different persons (role players) in these households,businesses and government in the economy.
Level of complexity:Foundation phase: The focus is on households and business (at a very basiclevel) only.Intermediate Phase: The circular flow is expanded to include business andgovernment as role-players in the economy.Senior phase: The circular flow is further extended to include the foreignsector.
LimitedResources UNLIMITED WANTS
Economic and Management Sciences 4
CO
NS
UM
ER
S
P
RO
DU
CE
RS
(HO
US
EH
OLD
S)
(BU
SIN
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S S
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MO
NEY
G
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DS
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ER
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LAB
OU
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ALA
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ON
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VER
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ENT
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R
Tax
atio
nS
ervi
ces
Tax
atio
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ervi
ces
Economic and Management Sciences 5
Reconstruction, sustainable growth and developmentThis is contributes to the sustainable growth of the economy, reduce povertyand distribute wealth fairly, while still pursuing the principles of an openmarket and profitability. Respect for the environment, human rights andresponsibilities are also promoted.
The economic environmentThe economic environment is the environment in which goods and servicesare produced and consumed and where trade takes place. The EMS learningarea engages learners in the physical, social, technological, political and legalenvironments, and also focuses on the world as a set of related and inter-dependant systems. For example, natural disasters such as the tsunami(Philippines/Somali) affect social lives of people / availability of products (andtheir prices) e.g. oil and gold price; oil polluted beaches affect sea-life andtourism; new technology affects social patterns, e.g. cell phones, TV; and airpollution affects health.
Leadership and managementThis aspect explores the following:- basic aspects of leadership, such as planning and directing- negotiation, motivation, delegations and conflict management- basic aspects of management, such as planning, organising,
guidance/monitoring and control- marketing, purchasing, public relations and human resource development- rights and responsibilities of management and workers
EntrepreneurshipThis feature develops the knowledge, skills and attitudes related to takinginitiative and calculating the risks in conceptualising, financing, starting andrunning a business. There is a special focus on responsible entrepreneurshipwithin communities and environments.
Financial and consumer knowledge and skillsThis feature introduces consumer knowledge and skills, personal finance andaccounting knowledge and skills.
7. THE FOCUS OF EMS IN THE SENIOR PHASE
7.1 In the Senior Phase learners will engage with four Learning Outcomes. They are
L0 1 The economic cycle / circular flow
LO 2 Sustainable growth and development
LO 3 Managerial, consumer and financial knowledge and skills
LO 4 Entrepreneurial knowledge and skills
NOTE: It should be noted that learners engage with all four learning outcomesthrough the Intermediate Phase (Grade 4 – 6) and into the Senior Phase (Grade 7 –9). The learning area is thus linked clearly with Grade 6. Looking beyond Grade 9,EMS prepares learners for the FET field of Business, Commerce, Management and
Economic and Management Sciences 6
Service Studies. In particular, EMS prepares learners for the subjects, Accounting,Business Studies and Economics in Grade 10. If the foundation of EMS is firm,learners will manage the transition to Grade 10 well. For example, Accountingconcepts, source documents and subsidiary journals are introduced in Grade 9.
The overall focus for the Senior Phase is set out below, followed by thespecific focuses for Grades 7, 8 and 9.
7.2 Overall Focus for the Senior PhaseThe Senior Phase will focus on the following: The economy and its effect on the needs and wants of people
Role-players in the economy
Factors of production
Private, public and co-operative ownership
The policies and role of the state in promoting economic growth and
development
Introduction to international economic arrangements, co-operation and
globalisation
The need for skills and values relating to business, social and environmental
issues
The importance of effective management in:
• business and leadership,
• human resources issues and productivity,
• financial control, accounting and record keeping, and
• public relations and marketing
The role of the entrepreneur
Market research and feasibility studies before starting a business
The role of small, medium and micro enterprises in economic growth
7.3 Focus for Grade 7The focus for Grade 7 will be on the following: The needs and wants of different communities in society
Free and economic goods, and the influence of demand and supply
Power relations, rights and responsibilities of the different participants in the
economic cycle
Different business activities within the different sectors
Identification of steps for redress of socio-economic imbalances and poverty
Savings and investments
The role of general management in business
Economic and Management Sciences 7
Different approaches towards management and leadership
The availability of postal and telecommunication services, and their role in
improving administration
Use of information technology in management and administration
Elementary statement of net worth
Processes of human resource management
The design of questionnaires in market research and advertising
The characteristics of entrepreneurship
The differences between entrepreneurship, ownership and management
7.4 Focus for grade 8The focus for grade 8 will be on the following:
Economic systems, the economic cycle and the economic problem
The role, rights and responsibilities of trade unions
Inflation as an economic issue
The national budget and economic growth and development
RDP and economic growth and restructuring
The relationship between technology, productivity and economic growth
The role of banks as savings and investment institutions
Interest on investments
Sources of information on different levels and categories of job opportunities
Basic market research for an identified business opportunity
Financial concepts and financing of a business
Financial feasibility
Different forms of ownership
7.5 Focus for grade 9The focus for grade 9 will be on the following: The flow of money, the economic cycle and the foreign sector
Demand, supply and pricing
Trade unions and their influence on the economy
The impact of the national budget on the economy
Regional and international agreements, productivity, globalisation and
economic growth
The role of savings and investments in economic growth and development
Successes and shortcomings of the RDP in redressing historical disadvantages
Accounting as a tool for management of a business
Economic and Management Sciences 8
The use of computer technology in improving accounting and record keeping
Improving the learner’s understanding of all aspects of management, to
improve learner employability, especially of
• administration,
• finances and accounting,
• record keeping,
• human resources and conditions of employment,
• technology, and
• public relations and marketing
Feasibility studies, the business plan and SWOT analysis
The role of small, medium and micro enterprises
8. TEACHING AND LEARNING STRATEGIES
Effective teaching and learning of the EMS learning area will draw on a range ofphilosophies of education and approaches to teaching, learning and assessment.These include experiential learning, appropriate linking of theory and practice, andadoption of a process model. This is because learners need both a sound theoreticalunderstanding of EMS, and — from as early an age as possible — a progressivelyeffective ability to apply the knowledge, skills, attitudes and values associated with itin related useful activities. These in turn will reinforce theoretical learning of thedesired qualities.
Increasing involvement in activity applies especially to LOs 3 and 4, which deal withthe development of managerial and entrepreneurial skills, respectively; and to alesser extent to LOs 1 and 2, which deal with reconstruction and growth and with howthe economic cycle addresses the economic problem.
This broad learning process in EMS relates to the nature and processes ofproduction and distribution, and to their business and production management, in thecontexts of both South Africa’s economy and society and alternative socio-economicsystems.
EMS requires, moreover, that learners understand the need for the promotion ofgrowth and job-creation and the reduction of poverty, while respecting theenvironment, human rights, social justice and inclusivity. The full scope of thelearning area therefore demands of its learners a wide range of knowledge, skills,attitudes and values, in both theory and practice.
EMS knowledge helps learners to become aware, active economic citizens, andgives special attention to helping them meet the challenges of development, growthand job creation. The process approach, in the context of experiential learning, seesthe learners as active beings.They are entitled and encouraged to participate in the decision-making that affectsthem, and to consciously construct meaning from reality. In the process approach,
Economic and Management Sciences 9
the development of the learner and how he or she attained the LOs is as important, ifnot sometimes more important, than the attainment of the LOs.
EMS should be a practical, enjoyable, participatory learning experience for everylearner. The Economic and Management Sciences learning area is ideally suited tobe an enjoyable, practical learning area where learners can truly learn through play.The world of economics and business is alive, vibrant and conspicuous around all ofus every day – this reality should be exploited fully through the curriculum. Childrenlearn most things much easier by doing and experiencing – this is almost alwaysachievable through the EMS learning area’s LOs.
The ZOPP methodology is a modern, international teaching and learning strategy forlearners at all levels (school and adult learning centres). It can be introduced tolearners even from Grade 1 (read only), but especially with great effect once learnerscan write words and short phrases, which is the essence of the ZOPP methodology(Refer to Annexure 1). In fact this is a strategy that can be used for developingliteracy (reading and writing) in the Foundation Phase and Intermediate Phase.
9. EXTENSIONS TO LEARNINGThe EMS learning area allows for expanded opportunities for learners gifted in thevarious multiple intelligences through, for example, visits to businesses and financialinstitutions, or running their own businesses, as well as through researchopportunities of current events and information portrayed in the media.
Learners who require extension can be made aware of the World Tourism Day andSmall Business Week annually. Projects/Assignments should ideally be developedaround these events.
10. BARRIERS TO LEARNING
VISUAL IMPAIRMENT
Ensure that flash cards, posters and OHP transparencies are in enlarged print orwriting. Place learners in front of class.
ATTENTION DISORDERS
When planning learning experiences, ensure that the interests of the learners areaccommodated, by including teaching and learning strategies that address thedifferent multiple intelligences, where applicable.
Teachers should give clear and concise instructions and limit distractions in theclassroom.
WEAK MOTOR SKILLS
Teachers should allow more time for learners with fine motor skills deficiencies tocomplete tasks in Accounting.
Teachers should allow more time for learners with gross motor skills deficiencies tocomplete activities such as the Market Day.
Economic and Management Sciences 10
DYSLEXIA
Teachers are to ensure that there are spelling programmes in place. Instead ofwriting, dyslexic learners may be allowed to name or describe content.
MEDIUM OF INSTRUCTION (MOTHER TONGUE)
Give special attention to the learners whose mother tongue is different to the mediumof instruction.
OVERCROWDED CLASSROOMS
Where possible, EMS classes should make use of the school hall/ larger venues andthe quad to facilitate group work and Market Days.
HEARING IMPAIRED
The teacher should place learners with hearing disabilities as close to the front aspossible, within hearing range, and ensure that his/her mouth is always visible to thelearner for lip-reading purposes.
If the learner is restricted to hearing in one ear, the teacher should ensure that thehearing ear faces the sound.
For further information regarding the overcoming of barriers to teaching, learning andassessment refer to the Teacher’s guide for the development of LearningProgrammes (EMS), paragraph 2.6, pp 30 to 32.
11. INFUSION OF LANGUAGE AND MATHEMATICSThe infusion of language and mathematics into the EMS learning area is essentialand can easily be achieved. The cognitive verbs (see underlined words) used in theASs suggest how it can be done, for example: describes, presents stories, sharesreasons, expresses thoughts, (language) and calculates change, identifies pricesclearly, etc. (mathematics).
12. THE SENIOR PHASE LEARNERIn this phase learners should be provided with opportunities to acquire, develop andapply a range of more advanced knowledge, understanding and skills. Breadth,depth, access and entitlement are particularly important to ensure that learners aregiven a sound basis from which to take advantage of choices at the FET phase.Learners should know enough about the nature of the options to ensure theirdecisions about future choices are informed ones.
The phase suggests that the essence of the curriculum at the Senior Phase istransitional, to inform choice and to enable independence on the part of the learner.The Senior Phase EMS consolidates the features of the EMS experience from theFoundation and Intermediate Phases.
Furthermore, the Senior Phase prepares the learners to focus on critical and creativethinking skills, attitude development and the understanding of their role in society,which facilitate the choices they have to make for the Further Education and Training(FET) Band.
Economic and Management Sciences 11
13. ASSESSMENTThe assessment practices that are encouraged through the RNCS for Grades R - 9(Schools) are continuous, planned and integrated processes of gathering informationabout the performance of learners measured against the LOs. The levels at which thelearner is to be assessed are provided by the ASs, which are progressively morecomplex from grade to grade.
A Learning Programme, Work Schedule and Lesson Plan design should ensure thatassessment is an integral part of teaching, learning and assessment.
The purpose of assessment is twofold: On the one hand, it is used to monitor andsupport the process of learning and teaching towards improvement (Assessment forlearning); and on the other, it is used to give an overall picture of learner’s progressat a given time, for example, at end of term or year, or transfer to another school(Assessment of learning).
Forms of assessment:
• Test• Performance-based assessment• Interviews• Questionnaires• Structured questions• Assignments• Case studies• Practical exercises/demonstrations• Project• Role-plays• Simulations• Aural/Oral questions• Observations• Self-report assessment
Economic and Management Sciences 12
PART THREE
14. INTRODUCTION: EMS PREPARES FOR LEARNING IN GRADE 10
Teachers who are developing Learning Programmes, Work Schedules and LessonPlans should note that certain of the LOs and ASs link conceptually with subjects inthe FET band. Take the subject Accounting for example. It is essential to giveadequate attention to EMS LO 3 and those ASs that focus on Accounting (namely Gr7: 7.3.5; Gr 8: 8.3.1, 8.3.3 and 8.3.5; and Gr 9: 9.3.1, 9.3.3 and 9.3.5). This shouldlay a sound foundation for managing the LOs for Accounting in Gr 10. Anotherexample is the requirement in Grades 8 and 9 to introduce keyboard skills (AS 8.3.4and 9.3.4). Clear links can also be noted with Business Studies and Economics inGrade 10, for example LOs 1 and 2 and those ASs.
15. TABLES FOR PLANNING IN THE GET BAND: ECONOMIC AND MANAGEMENTSCIENCES
The following tables can be found on the Internet athttp://curriculum.wcape.school.za/ncs/index
They are also available on CD from Edumedia: Tel: (021) 689 9536, Fax: (021) 6857421, e-mail: [email protected]
These tables use the exact wording of the ASs, making them extremely useful forplanning. For each LO, the ASs, which are shown horizontally across the tables,reflect progression across the phase. For example:
Grade 7 LO 3 AS 7.3.1 Explains the role of planning, organising, leading andcontrolling (e.g. financial and procedural controls) in a business
Grade 7 LO 3 AS 7.3.2 Discusses different approaches to leadership andmanagement
Grade 8 LO 3 AS 8.3.2 Develops leadership and management strategies that willensure a return on investments
Grade 9 LO 3 AS 9.3.2 Investigates the public relations, social responsibilitystrategies and environmental responsibility strategies and actions of differentbusinesses and organisations
Thus, the progression in the above-mentioned ASs, horizontally across the tables(Grades), is as follows:
The conceptual progression is clearly illustrated with the expansion ofmanagement functions, from basic management functions in Grade 7, toleadership and management strategies in Grade 8, and to public relations, socialresponsibility and environmental responsibilities in Grade 9.
Progression is also achieved through the level of complexity of the responserequired from the learner by the AS, as indicated by the cognitive verbs, e.g.Explains (Grade 7), Develops (Grade 8) to Investigates (Grade 9).
Economic and Management Sciences 13
Progression within a particular LO and within a particular grade, looking verticallyfrom the top down, can also be observed, although this trend cannot be noticed for allthe grades/Los, e.g. Grade 7 Learning Outcome 4:
AS 7.4.1 Compares essential characteristics and skills needed to beentrepreneurial from two different simple case studies of practisingentrepreneurs in own community
AS 7.4.3 Uses idea generation techniques to make recommendations on usingcommunity resources to generate income in a responsible way
AS 7.4.5 Participates in a joint venture between the school and thecommunity/parents by taking ownership of producing a product or service
AS 7.4.6 Runs a business event using one of two of the ideas or opportunitiesidentified in a questionnaire that had been designed
AS 7.4.9 Designs posters or other materials to advertise own business venture
Here progression within a particular grade is obtained: The level ofcomplexity increases within the grade, as the cognitive verbs increasinglyrequire a higher cognitive level, i.e. Compares, Make recommendations,Participates, Runs a business, Designs.
Economic and Management Sciences 14
SEN
IOR
PH
ASE
EC
ON
OM
IC &
MA
NA
GEM
ENT
SCIE
NC
ES
LEA
RN
ING
OU
TCO
MES
& A
SSES
SMEN
T ST
AN
DA
RD
S G
RA
DES
7-9
Lear
ning
Out
com
e 1:
TH
E EC
ON
OM
IC C
YCLE
The
lear
ner w
ill b
e ab
le to
dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
the
econ
omic
cyc
le w
ithin
the
cont
ext o
f ‘th
e ec
onom
ic p
robl
em’.
Gra
de 6
Gra
de 7
Gra
de 8
Gra
de 9
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Des
crib
es th
e ro
les
of h
ouse
hold
s,bu
sine
sses
and
gov
ernm
ent i
n th
eec
onom
ic c
ycle
.
7.1.
1Ex
plai
ns n
eeds
and
wan
ts a
nd h
ow th
edi
ffere
nces
bet
wee
n th
em im
pact
on
com
mun
ities
and
the
envi
ronm
ent.
8.1.
1D
escr
ibes
the
hist
oric
al d
evel
opm
ent o
fm
oney
and
its
role
in s
ocie
ties
and
thei
rec
onom
ies.
9.1.
1E
xpla
ins
the
diffe
rent
flow
s of
mon
ey,
fact
ors
of p
rodu
ctio
n, g
oods
and
ser
vice
sin
the
econ
omic
cyc
le w
ithin
the
Sou
thAf
rican
eco
nom
y.
Com
pare
s th
e rig
hts
and
resp
onsi
bilit
ies
of e
ach
of th
e pa
rtici
pant
s in
the
prod
uctio
n an
d co
nsum
ptio
n of
reso
urce
san
d se
rvic
es.
7.1.
2D
escr
ibes
the
diffe
rent
type
s of
busi
ness
es a
nd a
ctiv
ities
with
in th
epr
imar
y, s
econ
dary
and
terti
ary
sect
ors.
8.1.
2D
iscu
sses
how
trad
e (im
port
and
expo
rt)ad
dres
ses
the
econ
omic
pro
blem
(cho
ice
and
oppo
rtuni
ty c
ost),
and
the
role
of
bank
s in
inve
stin
g in
the
econ
omy.
9.1.
2D
iscu
sses
the
role
of t
he fo
reig
n se
ctor
inth
e ec
onom
ic c
ycle
.
Pre
sent
s di
ffere
nt fl
ows
of re
sour
ces
and
serv
ices
in th
e ec
onom
ic c
ycle
(e.g
. the
flow
of w
ages
to h
ouse
hold
s in
exc
hang
efo
r lab
our;
the
flow
of m
oney
tobu
sine
sses
in e
xcha
nge
for g
oods
and
serv
ices
).
7.1.
3E
xpla
ins
the
conc
epts
‘fre
e’ a
nd‘e
cono
mic
’ (sc
arce
) goo
ds, a
nd th
ein
fluen
ce o
f dem
and
and
supp
ly o
nm
arke
t pric
es.
8.1.
3E
xpla
ins
how
diff
eren
t eco
nom
ic s
yste
ms
addr
ess
the
econ
omic
pro
blem
(e.g
.pl
anne
d, m
arke
t and
mix
ed e
cono
mie
s).
9.1.
3Ill
ustr
ates
by
mea
ns o
f a g
raph
and
disc
usse
s ho
w d
eman
d an
d su
pply
influ
ence
pric
es.
Exp
lain
s di
ffere
nt ty
pes
of ta
xes
and
how
they
influ
ence
con
sum
ers
and
busi
ness
es.
7.1.
4D
escr
ibes
and
deb
ates
the
pow
erre
latio
nshi
ps, e
cono
mic
righ
ts a
ndre
spon
sibi
litie
s be
twee
n:
• co
nsum
er a
nd p
rodu
cer;
• em
ploy
er a
nd e
mpl
oyee
;
8.1.
4D
iscu
sses
the
role
, rig
hts
and
resp
onsi
bilit
ies
of tr
ade
unio
ns.
9.1.
4C
ritic
ally
ass
esse
s th
e in
fluen
ce a
ndac
tions
(stri
kes
and
stay
aw
ays)
of t
rade
unio
ns in
gen
eral
and
dur
ing
the
apar
thei
d er
a on
:
• th
e So
uth
Afric
an e
cono
my;
Economic and Management Sciences 15
• go
vern
men
t and
bus
ines
s.•
polit
ical
, eco
nom
ic a
nd s
ocia
ltra
nsfo
rmat
ion;
• la
bour
issu
es.
7.1.
58.
1.5
Exp
lain
s w
hat i
nfla
tion
is a
nd d
iscu
sses
reas
ons
for c
hang
es in
infla
tion
rate
s.
9.1.
5D
iscu
sses
the
effe
ct o
f the
nat
iona
lbu
dget
on
the
econ
omy
(e.g
. tax
atio
nan
d ex
pend
iture
on
educ
atio
n, s
ocia
lw
elfa
re, h
ealth
and
sec
urity
).
Lear
ning
Out
com
e 2:
SU
STA
INA
BLE
GR
OW
TH A
ND
DEV
ELO
PMEN
T
The
lear
ner w
ill b
e ab
le to
dem
onst
rate
an
unde
rsta
ndin
g of
sus
tain
able
gro
wth
, rec
onst
ruct
ion
and
deve
lopm
ent,
and
to re
flect
crit
ical
ly o
n its
rela
ted
proc
esse
s.
Gra
de 6
Gra
de 7
Gra
de 8
Gra
de 9
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Exp
lain
s ec
onom
ic a
ctio
ns ta
ken
agai
nst
the
apar
thei
d go
vern
men
t to
brin
g ab
out
chan
ge (e
.g. s
anct
ions
, dis
inve
stm
ent),
and
how
thes
e im
pact
ed o
n ch
ange
,gr
owth
and
dev
elop
men
t.
7.2.
1C
olle
cts
info
rmat
ion
on th
e in
fluen
ce o
fap
arth
eid
econ
omic
pol
icie
s on
owne
rshi
p, p
over
ty, w
ealth
and
qua
lity.
8.2.
1 In
vest
igat
es a
nd d
escr
ibes
how
the
natio
nal b
udge
t is
used
to in
fluen
cegr
owth
and
redr
ess
econ
omic
ineq
ualit
ies.
9.2.
1D
iscu
sses
how
the
natio
nal b
udge
t,re
gion
al a
nd in
tern
atio
nal a
gree
men
tsca
n be
use
d to
faci
litat
e su
stai
nabl
egr
owth
and
dev
elop
men
t.
Iden
tifie
s st
eps
that
can
be
take
n by
the
gove
rnm
ent t
o re
dres
s hi
stor
icim
bala
nces
and
pov
erty
(e.g
.re
dist
ribut
ion
of re
sour
ces,
gen
der e
quity
,ca
paci
ty b
uild
ing,
rest
orin
g pe
ople
’sdi
gnity
, cre
atin
g op
portu
nity
and
empo
wer
men
t).
7.2.
2Id
entif
ies
step
s re
quire
d to
redr
ess
soci
o-ec
onom
ic im
bala
nces
and
pov
erty
.
8.2.
2In
vest
igat
es h
ow th
e R
DP
cou
ld h
ave
been
use
d to
stim
ulat
e ec
onom
ic g
row
than
d re
stru
ctur
ing
(e.g
. cap
acity
bui
ldin
g,jo
bs).
9.2.
2In
vest
igat
es a
nd d
ebat
es th
e su
cces
ses
and
shor
tcom
ings
of t
he R
DP
.
7.2.
3
Com
pare
s an
d di
scus
ses
the
diffe
renc
ebe
twee
n sa
ving
s an
d in
vest
men
ts.
8.2.
3
Dis
cuss
es th
e im
porta
nce
of s
avin
gs fo
rin
vest
men
ts.
9.2.
3
Exp
lain
s th
e ro
le o
f sav
ings
and
inve
stm
ents
in e
cono
mic
pro
sper
ity a
ndgr
owth
.
7.2.
4D
iscu
sses
the
mea
ning
of p
rodu
ctiv
ity.
8.2.
4 In
vest
igat
es a
nd re
ports
on
how
9.2.
4D
iscu
sses
pro
duct
ivity
and
its
effe
cts
on
Economic and Management Sciences 16
tech
nolo
gy c
an im
prov
e pr
oduc
tivity
,ec
onom
ic g
row
th, l
ivin
g st
anda
rds,
etc
.ec
onom
ic p
rosp
erity
, gro
wth
and
glo
bal
com
petit
ion.
Res
earc
hes
and
anal
yses
sta
ndar
ds o
fliv
ing
and
patte
rns
of c
onsu
mpt
ion
inm
oder
n so
ciet
ies
whe
re p
eopl
esp
ecia
lise
and
trade
to s
atis
fy n
eeds
and
wan
ts.
Lear
ning
Out
com
e 3:
MA
NA
GER
IAL,
CO
NSU
MER
AN
D F
INA
NC
IAL
KN
OW
LED
GE
AN
D S
KIL
LS
The
lear
ner w
ill b
e ab
le to
dem
onst
rate
kno
wle
dge
and
the
abili
ty to
app
ly re
spon
sibl
y a
rang
e of
man
ager
ial,
cons
umer
and
fina
ncia
l ski
lls.
Gra
de 6
Gra
de 7
Gra
de 8
Gra
de 9
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
7.3.
1Ex
plai
ns th
e ro
le o
f pla
nnin
g, o
rgan
isin
g,le
adin
g an
d co
ntro
lling
(e.g
. fin
anci
al a
ndpr
oced
ural
con
trols
) in
a bu
sine
ss.
8.3.
1D
iffer
entia
tes
betw
een
finan
cial
con
cept
sus
ed in
bus
ines
s (e
.g. f
ixed
ass
ets,
curre
nt a
sset
s, li
abilit
ies,
ow
ner’s
equ
ity).
9.3.
1C
ompl
etes
a b
asic
inco
me
stat
emen
t and
bala
nce
shee
t for
a s
ervi
ce a
nd re
tail
busi
ness
.
Exp
lain
s th
e re
latio
nshi
p be
twee
nle
ader
ship
and
man
agem
ent i
n a
busi
ness
.
7.3.
2D
iscu
sses
diff
eren
t app
roac
hes
tole
ader
ship
and
man
agem
ent.
8.3.
2D
evel
ops
lead
ersh
ip a
nd m
anag
emen
tst
rate
gies
that
will
ens
ure
a re
turn
on
inve
stm
ents
.
9.3.
2 I
Inve
stig
ates
the
publ
ic re
latio
ns, s
ocia
lre
spon
sibi
lity
and
envi
ronm
enta
lre
spon
sibi
lity
stra
tegi
es a
nd a
ctio
ns o
fdi
ffere
nt b
usin
esse
s an
d or
gani
satio
ns.
7.3.
3D
escr
ibes
the
impo
rtanc
e of
adm
inis
tratio
n in
man
agin
g a
busi
ness
(reco
rd k
eepi
ng, s
torin
g do
cum
enta
tion)
.
8.3.
3C
ompl
etes
sou
rce
docu
men
ts (e
.g.
rece
ipts
, dep
osit
slip
s, c
hequ
es) a
ndre
cord
s el
emen
tary
cas
h tra
nsac
tions
ina
stat
emen
t of r
ecei
pts
and
paym
ents
.
9.3.
3C
ompl
etes
cas
h an
d cr
edit
trans
actio
nsin
the
book
s of
ser
vice
and
reta
ilbu
sine
sses
:
• us
es a
cas
h re
ceip
ts a
nd p
aym
ent
jour
nal,
and
a de
btor
s’ a
nd c
redi
tors
’jo
urna
l;
• po
sts
jour
nals
to th
e ge
nera
l led
ger
and
draw
s up
a tr
ial b
alan
ce.
Economic and Management Sciences 17
7.3.
4D
iscu
sses
the
use
of te
chno
logy
inte
leco
mm
unic
atio
n se
rvic
es (e
.g. c
ell
phon
es) a
nd fi
nanc
ial t
rans
actio
ns (e
.g.
ATM
, Int
erne
t) in
impr
ovin
gad
min
istra
tion,
com
mun
icat
ion
and
acce
ss to
info
rmat
ion.
8.3.
4U
ses
keyb
oard
ski
lls a
nd fu
nctio
n ke
ys in
deve
lopi
ng, s
torin
g an
d re
triev
ing
basi
cin
form
atio
n.
9.3.
4U
ses
keyb
oard
ski
lls a
nd fu
nctio
n ke
ys in
deve
lopi
ng, s
torin
g, re
triev
ing
and
editi
ngbu
sine
ss d
ocum
enta
tion.
7.3.
5D
raw
s up
an
elem
enta
ry s
tate
men
t of n
etw
orth
, usi
ng p
erso
nal r
ecor
ds.
8.3.
5Ex
plai
ns th
e co
ncep
t and
ana
lyse
s a
stat
emen
t of n
et w
orth
.
9.3.
5A
naly
ses
finan
cial
sta
tem
ents
for
deci
sion
-mak
ing
at a
bas
ic le
vel.
Expl
ains
the
purp
ose
and
use
ofco
mm
unity
sav
ings
sch
emes
(e.g
.st
okve
ls, c
lub
acco
unts
, fun
eral
soc
ietie
s,th
rift a
nd lo
an s
ocie
ties)
.
7.3.
68.
3.6
Inve
stig
ates
the
vario
us m
etho
ds o
fsa
ving
s an
d in
vest
men
ts (e
.g. s
avin
gsac
coun
ts, f
ixed
dep
osits
, sha
res,
uni
ttru
sts)
, and
cal
cula
tes
retu
rns
on a
varie
ty o
f inv
estm
ents
.
9.3.
6D
iffer
entia
tes
betw
een
the
form
s of
cre
dit
purc
hase
s (e
.g. o
pen
acco
unts
,in
stal
men
t sal
es, c
redi
t car
d), a
ndex
plai
ns a
nd a
sses
ses:
• th
e us
e of
diff
eren
t mea
ns o
fpa
ymen
t in
the
econ
omy
(e.g
. cas
h,ch
eque
s, p
osta
l ord
ers,
cre
dit c
ards
,de
bit c
ards
, sm
art c
ards
, tra
vele
rsch
eque
s);
• th
e ad
vant
ages
of c
ash
purc
hase
s.
7.3.
7E
xpla
ins
the
diffe
rent
pro
cess
es o
fhu
man
reso
urce
man
agem
ent.
8.3.
7D
escr
ibes
the
leve
ls, c
ateg
orie
s,re
mun
erat
ion
and
resp
onsi
bilit
ies
of jo
bs.
9.3.
7R
esea
rche
s th
e la
ws
affe
ctin
g ba
sic
cond
ition
s of
em
ploy
men
t and
non
-di
scrim
inat
ion
in th
e w
orkp
lace
.
Und
erst
ands
and
par
ticip
ates
in th
epr
oduc
tion
proc
ess,
from
raw
mat
eria
ls to
final
pro
duct
s, in
clud
ing
was
te p
rodu
cts.
Exp
lain
s th
e co
ncep
t of d
ebt a
ndco
mpa
res
the
bank
ing
and
savi
ngs
faci
litie
s of
fere
d by
diff
eren
t ban
ks.
Economic and Management Sciences 18
Lear
ning
Out
com
e 4:
EN
TREP
REN
EUR
IAL
KN
OW
LED
GE
AN
D S
KIL
LS
The
lear
ner w
ill b
e ab
le to
dev
elop
ent
repr
eneu
rial k
now
ledg
e, s
kills
and
atti
tude
s.
Gra
de 6
Gra
de 7
Gra
de 8
Gra
de 9
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Ass
essm
ent S
tand
ards
We
know
this
whe
n th
e le
arne
r:
Anal
yses
per
sona
l stre
ngth
s an
dw
eakn
esse
s in
bec
omin
g an
entre
pren
eur.
7.4.
1C
ompa
res
esse
ntia
l cha
ract
eris
tics
and
skills
nee
ded
to b
e en
trepr
eneu
rial f
rom
two
diffe
rent
sim
ple
case
stu
dies
of
prac
ticin
g en
trepr
eneu
rs in
ow
nco
mm
unity
.
8.4.
19.
4.1
7.4.
28.
4.2
Iden
tifie
s fin
anci
al in
stitu
tions
and
orga
nisa
tions
pro
mot
ing
entre
pren
eurs
hip.
9.4.
2
Iden
tifie
s a
varie
ty o
f pos
sibl
e bu
sine
ssop
portu
nitie
s in
the
com
mun
ity (s
choo
lco
-ope
rativ
es, s
ports
, ent
erta
inm
ent,
tour
ism
).
7.4.
3U
ses
idea
gen
erat
ion
tech
niqu
es to
mak
ere
com
men
datio
ns o
n us
ing
com
mun
ityre
sour
ces
to g
ener
ate
inco
me
in a
resp
onsi
ble
way
.
8.4.
3D
iscu
sses
diff
eren
t ide
as fo
r sta
rting
abu
sine
ss (i
nclu
ding
idea
s to
attr
act
tour
ists
, fra
nchi
sing
).
9.4.
3G
ener
ates
, thr
ough
SW
OT
anal
ysis
,po
ssib
le b
usin
ess
idea
s to
mee
t the
nee
dfo
r man
ufac
ture
d go
ods
or s
ervi
ces.
7.4.
48.
4.4
9.4.
4D
evel
ops
a bu
sine
ss p
lan
(incl
udin
g a
budg
et) f
or a
man
ufac
turin
g, s
ervi
ce o
rto
uris
m e
nter
pris
e ba
sed
on th
e be
stbu
sine
ss o
ppor
tuni
ty fr
om th
e id
eas
gene
rate
d.
7.4.
5P
artic
ipat
es in
a jo
int v
entu
re b
etw
een
the
scho
ol a
nd th
e co
mm
unity
/par
ents
by
taki
ng o
wne
rshi
p of
pro
duci
ng a
pro
duct
or s
ervi
ce.
8.4.
59.
4.5
Economic and Management Sciences 19
Dev
elop
s an
d im
plem
ents
a s
impl
ebu
sine
ss p
lan
for a
trad
ing
or s
ervi
cebu
sine
ss th
at c
ould
be
oper
ated
from
scho
ol o
r fro
m h
ome.
7.4.
6R
uns
a bu
sine
ss e
vent
usi
ng o
ne o
r tw
oof
the
idea
s or
opp
ortu
nitie
s id
entif
ied
ina
ques
tionn
aire
that
had
bee
n de
sign
ed.
8.4.
6E
ngag
es in
a b
usin
ess
activ
ity th
atin
volv
es p
urch
asin
g, p
rodu
ctio
n an
dm
arke
ting
(sho
uld
invo
lve
finan
cing
of
busi
ness
with
ow
n or
bor
row
ed c
apita
l -e.
g. b
ank
over
draf
t).
9.4.
6
7.4.
78.
4.7
Diff
eren
tiate
s be
twee
n th
e fo
rms
ofow
ners
hip
in th
e in
form
al a
nd fo
rmal
sect
ors
(sol
e pr
oprie
tor,
partn
ersh
ip,
clos
e co
rpor
atio
n).
9.4.
7E
ngag
es in
the
busi
ness
act
ivity
pla
nned
and
disc
usse
s th
e re
ason
s fo
r cho
osin
g a
parti
cula
r for
m o
f ow
ners
hip.
7.4.
88.
4.8
Eva
luat
es th
e fin
anci
al v
iabi
lity
of a
busi
ness
(e.g
. sta
rt-up
cos
ts, p
rodu
ctio
nco
sts,
sal
es, p
rofit
).
9.4.
8
Des
igns
an
adve
rtisi
ng c
ampa
ign
topr
omot
e a
prod
uct t
hat w
ill g
ener
ate
apr
ofit.
7.4.
9D
esig
ns p
oste
rs o
r oth
er m
ater
ials
toad
verti
se o
wn
busi
ness
ven
ture
.
8.4.
99.
4.9
Con
duct
s a
mar
ketin
g ca
mpa
ign
topr
omot
e a
prod
uct a
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Economic and Management Sciences 20
ANNEXURE AZOPP METHODOLOGY
A wonderful facilitation tool in OBE
ZOPP is the acronym for the German phrase “Zielorientierte Projektplanung”, which meansObjectives-oriented Project Planning.
The method has been part of the FEBDEV training method for the past decade. In anenterprise development area (where idea-generation and creativity are so important) it workswonders. It was introduced to FEBDEV by the development agency, GTZ, in one of itsinternational training-of-trainers sessions and was quickly adopted.
The ZOPP method is a an excellent group teaching and learning strategy to facilitatelearning in the following ways: To draw on learners’ prior knowledge To make issues clear (e.g. to identify key phrases / key words from text) To generate divergent ideas (i.e. a range of different ideas) For this, groups that place
their answers up the quickest can be rewarded. To generate convergent answers (i.e. the only correct (same) answer to a set
question) For this, all groups must be requested to hold their answer back and all thegroups show their answer simultaneously.
SOME IMPORTANT RULES IN USING ZOPP CARDS
METHODThe group first brainstorms the task and then writes the two or three most important ideasfrom the group on a ZOPP card, which is displayed by the group’s runner against a wall onblank newsprint. (It is best to use colourful half sheets of A4 paper, but any A4 waste paper(cut in half) would also be suitable.)
PRINCIPLES FOR WRITING ON A ZOPP CARD• Write horizontally in big letters• Be specific• Write clearly with the marker pen• Write a maximum of three lines per card• Avoid unclear expressions• Do not provide names
FEEDBACKThe educator then discusses the ideas/answers or asks one member from each group toprovide feedback to convey the group’s ideas.The simple joys of facilitation often make a lot of difference.
Economic and Management Sciences 21
ANNEXURE B
ADDITIONAL RESOURCES
THE WCED WEB SITE: http://curriculum.wcape.school.za/index
EDULIS (EDUCATION LIBRARY AND INFORMATION SERVICE)
TEL (021) 957 9618
FAX (021) 948 0748
E-MAIL ADDRESS [email protected]
STREET ADDRESS 15 KRUSKAL AVENUE, BELLVILLE, 7530
POSTAL ADDRESS PRIVATE BAG X9099, CAPE TOWN, 8000
EDULIS WEB SITE http://edupals.wcape.gov.za
HOURS MONDAY TO FRIDAY: 07:30 – 16:30SATURDAY: 09:00 – 12:00
EDUMEDIA (EDUCATIONAL MEDIA)
TEL (021) 689 9536
FAX (021) 685 7421
E-MAIL ADDRESS [email protected]
STREET ADDRESS 15 STATION ROAD, MOWBRAY, 7705
POSTAL ADDRESS PO BOX 13266, MOWBRAY, 7705
EDUMEDIA WEB SITE http://edumedia.wcape.school.za/catalog
HOURS MONDAY TO FRIDAY: 07:30 – 16:00CLOSED LUNCH: 12:30 – 13:00
Economic and Management Sciences 22