GETC-ABET Level 4 Examination Guidelines



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 |Adult Learning  |

| |Development  | |

|ABET BAND |MINIMUM CREDITS |NQF LEVEL |QUAL CLASS |

|ABET Level 4  |120  |Level 1  |Regular-Unit Standards Based  |

|REGISTRATION STATUS |SAQA DECISION NUMBER |REGISTRATION START DATE |REGISTRATION END DATE |

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

|LAST DATE FOR ENROLMENT |LAST DATE FOR ACHIEVEMENT |

|2012-11-26   |2015-11-26   |

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

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

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

✓ Promote lifelong learning to enable learners to continue with further learning.

✓ Prepare learners to function better in society and the workplace.

Rationale:

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

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

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

✓ To access academic learning at NQF Level 2 and above.

✓ To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and

workplace experience and learning.

The qualification aims to equip learners to:

✓ Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.

✓ Function better in and contribute to the world of work.

✓ Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights, gender, development and change.

✓ Develop an appreciation for lifelong learning.

✓ Function better as a citizen in South Africa and contribute to cultural, social, environmental and economic development.

✓ Make informed judgments about critical ethical issues.

✓ Develop study skills to be able to access further learning. 

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

Recognition of Prior Learning:

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

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

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

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

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

|FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS |

| |

|One Official Language: 23 Credits |

|Mathematical Literacy: 16 Credits OR |

|Mathematics and Mathematical Sciences: 14 Credits NOT BOTH |

|CORE COMPONENT: COMPULSORY 32 CREDITS |

| |

|Life Orientation: 32 Credits |

|ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS |

| |

|Academic Learning Areas: |

| |

|Human and Social Sciences: 23 Credits |

|Natural Sciences: 15 Credits |

|Economic and Management Sciences: 21 Credits |

|Arts and Culture: 17 Credits |

|Technology: 11 Credits |

|One Additional Official Language (Excluding the language chosen as a Fundamental): 23 Credits |

| |

|Vocational Learning Areas: |

| |

|Applied Agriculture and Agricultural Technology: 20 Credits |

|Ancillary Health Care: 45 Credits |

|Small, Medium and Micro Enterprises: 17 Credits |

|Travel and Tourism: 38 Credits |

|Information Communication Technology: 23 Credits |

|Early Childhood Development: 26 Credits |

|Wholesale and Retail: 30 Credits |

|OPTION 1 |OPTION 2 |OPTION 3 |

|( 5 Learning Areas) |( 6 Learning Areas) |( 7 or more Learning Areas) |

| | | |

|TWO Fundamentals |TWO Fundamentals |TWO Fundamentals |

|ONE Core and |ONE Core and |ONE Core and |

|TWO Electives |THREE Electives |FOUR Electives |

| |

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

|electives component. |

Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 

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

UNIT STANDARD CCFO WORKING 

Work effectively with others as a member of a team, group, organisation and community. 

UNIT STANDARD CCFO ORGANISING 

Organise and manage oneself and one`s activities responsibly and effectively. 

UNIT STANDARD CCFO COLLECTING 

Collect, analyse, organise and critically evaluate information. 

UNIT STANDARD CCFO COMMUNICATING 

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

UNIT STANDARD CCFO SCIENCE 

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

UNIT STANDARD CCFO DEMONSTRATING 

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

|3. |UNIT STANDARDS FOR SMME4 LEARNING AREA |

The SMME4 Learning Area comprises 4 unit standards:

|SAQA US ID |US TITLE |CREDITS |

|10006 |Demonstrate an understanding of entrepreneurship and develop entrepreneurial qualities  | |

| | |2 |

|10007 |Identify, analyse and select business opportunities  |3 |

|10008 |Write and present a simple business plan  |7 |

|10009 |Demonstrate the ability to start and run a business and adapt to a changing business environment  |5 |

| |Total |17 |

|SAQA US ID |US TITLE |CREDITS |

|10006 |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  |SPECIFIC OUTCOME 2  |SPECIFIC OUTCOME 3  |SPECIFIC OUTCOME 4  |

|Discuss entrepreneurship.  |Identify and describe the characteristics of a |Use strategies to engage with meaning and organisation in |Discuss business ethics and social responsibility.  |

| |successful entrepreneur. |communication.  | |

| | | |ASSESSMENT CRITERIA  |

|ASSESSMENT CRITERIA  | |OUTCOME NOTES  |ASSESSMENT CRITERION 1  |

|ASSESSMENT CRITERION 1  |ASSESSMENT CRITERIA  |All outcomes refer to oral/signed communication produced |1. The importance of business ethics is discussed.  |

|1. Entrepreneurship is described and discussed.  | |by the learner as a speaker/signer, and oral/signed | |

| |ASSESSMENT CRITERION 1  |communication received by the learner as a listener. | |

|ASSESSMENT CRITERION 2  |1. Characteristics of a successful entrepreneur are |Assessment criteria generally refer to both, unless |ASSESSMENT CRITERION RANGE  |

|2. Different types of business are identified, |identified.  |specified as `received oral/signed text` or `spoken/signed|Honesty; Justice; Fairness; Honouring of contracts |

|described and discussed.  | |text.  | |

| | | | |

| |ASSESSMENT CRITERION RANGE  |ASSESSMENT CRITERIA  |ASSESSMENT CRITERION 2  |

|ASSESSMENT CRITERION RANGE  |Ability to identify opportunities; ability to make |ASSESSMENT CRITERION 1  |2. The need for social responsibility in business is |

|Service providers; manufacturing, trade and retail |informed decisions; Ability to manage risk, time |Main ideas, topics, messages or themes are identified in a|discussed.  |

|industries; Sole Traders ; Partnership ; Close |management |received oral/signed text.  | |

|Corporations; Co-operatives and Companies | | |ASSESSMENT CRITERION RANGE  |

| |ASSESSMENT CRITERION 2  |ASSESSMENT CRITERION 2  |Social responsibility is used to redress imbalances. |

| |2. Characteristics of a successful entrepreneur are |Main ideas, topics, messages or themes are communicated |Inter-relationship between ethics and a code of conduct|

|ASSESSMENT CRITERION 3  |listed and described.  |effectively in a spoken/signed text.  |will be discussed |

|3. Advantages and disadvantages of entrepreneurship | | | |

|are discussed.  |ASSESSMENT CRITERION RANGE  |ASSESSMENT CRITERION 3  |ASSESSMENT CRITERION 3  |

| |Case studies should be used to analyse successful |Surface/ literal content is found, recalled, paraphrased |3. The inter-relationship between business ethics and a|

| |entrepreneurs. |or summarised as required in a received oral/signed text. |code of conduct is discussed.  |

|ASSESSMENT CRITERION RANGE  | | | |

|At least 3 of each | |ASSESSMENT CRITERION 4  |UNIT STANDARD DEVELOPMENTAL OUTCOME  |

| |ASSESSMENT CRITERION 3 |Understanding of organising features of oral/signed text |1. Reflecting on and exploring a variety of strategies |

| | 3. The importance of each characteristic is analysed. |is used to extract meaning (e.g. openings and conclusions,|to learn more effectively; |

|ASSESSMENT CRITERION 4  | |sequence of ideas and events, statements and supporting |2. Participating as responsible citizens in the life of|

|4. The role of entrepreneurship in social development| |evidence such as examples or illustrative points, opinions|local, national and global communities; |

|is explained and discussed. |ASSESSMENT CRITERION RANGE  |and supporting points, linking words/signs or phrases use |3. Being culturally and aesthetically sensitive across |

| |Ability to identify opportunities; ability to make |of space and repetition).  |a range of social contexts; |

|ASSESSMENT CRITERION RANGE  |informed decisions; Ability to manage risk, time | |4. Exploring education and career opportunities; and |

|Job Creation; Local Wealth Creation; Negation of the |management. |ASSESSMENT CRITERION 5  |5. Developing entrepreneurial opportunities.  |

|Migrant Labour, Urbanisation; Empowerment | |Organising principles are used to produce meaningful | |

| | |spoken/signed text (examples as above).  | |

| |SPECIFIC OUTCOME 3 | | |

|ASSESSMENT CRITERION 5 | Identify, assess and improve individual entrepreneurial| | |

| 5. Enabling programs for the entrepreneur are |characteristics. | | |

|identified.  | | | |

| | | | |

|ASSESSMENT CRITERION RANGE |ASSESSMENT CRITERIA  | | |

|e.g. Ntsika; Khula; local business service centres |ASSESSMENT CRITERION 1  | | |

|and providers |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. | | |

|SAQA US ID |US TITLE |CREDITS |

|10007 |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  |SPECIFIC OUTCOME 2  |SPECIFIC OUTCOME 3  |SPECIFIC OUTCOME 3  |

|Identify business ideas.  |Eliminate inappropriate business ideas.  |Analyse and select viable business opportunities.  |Analyse and select viable business opportunities.  |

| | | | |

|ASSESSMENT CRITERIA  | |ASSESSMENT CRITERIA  |ASSESSMENT CRITERIA  |

|ASSESSMENT CRITERION 1 |ASSESSMENT CRITERIA  |ASSESSMENT CRITERION 1  |ASSESSMENT CRITERION 1  |

|  |ASSESSMENT CRITERION 1  |1. Market research is defined and discussed.  |1. Market research is defined and discussed.  |

|1. The concept business ideas is explained.  | | | |

| |1. Appropriate screening techniques are identified and | |ASSESSMENT CRITERION 2 |

|ASSESSMENT CRITERION 2  |selected.  |ASSESSMENT CRITERION 2 |2. Different methods of market research are identified |

|2. Business ideas are identified and listed.  | |2. Different methods of market research are identified and|and listed.  |

| |ASSESSMENT CRITERION RANGE |listed.  | |

|ASSESSMENT CRITERION RANGE | Factors to consider: market size; quality; cost per job; | |ASSESSMENT CRITERION RANGE  |

| Ideas are generated through brainstorming; |potential profits; empowerment; number of jobs created. |ASSESSMENT CRITERION RANGE  |Methods include - door-to-door surveys; telephone |

|discussion; and observation. | |Methods include - door-to-door surveys; telephone surveys;|surveys; interviews; personal needs. |

| |ASSESSMENT CRITERION 2  |interviews; personal needs. | |

|ASSESSMENT CRITERION 3  |2. The selected screening techniques are justified and | |ASSESSMENT CRITERION 3  |

|3. Business ideas are discussed and compared.  |applied.  |ASSESSMENT CRITERION 3  |3. Appropriate research methods are evaluated and |

| | |3. Appropriate research methods are evaluated and |selected.  |

|ASSESSMENT CRITERION RANGE  |ASSESSMENT CRITERION RANGE  |selected.  | |

|Discussions indicate advantages and |Ideas are generated through brainstorming; discussion; and| | |

|disadvantages. |observation. |ASSESSMENT CRITERION RANGE  |ASSESSMENT CRITERION RANGE  |

| | |Methods include - door-to-door surveys; telephone surveys;|Methods include - door-to-door surveys; telephone |

| |ASSESSMENT CRITERION 3  |interviews; personal needs, taking into account specific |surveys; interviews; personal needs, taking into account|

| |3. The most appropriate ideas are listed. |type of business. |specific type of business. |

| | | | |

| | |ASSESSMENT CRITERION 4  |ASSESSMENT CRITERION 4  |

| | |4. Selected methods are used to research potential |4. Selected methods are used to research potential |

| | |business opportunities.  |business opportunities.  |

| | | | |

| | |UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE  |UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE  |

| | |1. Labour Laws |1. Labour Laws |

| | |2. Human Rights and the constitution |2. Human Rights and the constitution |

| | |3. Health and Safety regulations. |3. Health and Safety regulations. |

| | |4. Awareness of contractual obligations.  |4. Awareness of contractual obligations.  |

| | | | |

| | |UNIT STANDARD DEVELOPMENTAL OUTCOME  |UNIT STANDARD DEVELOPMENTAL OUTCOME  |

| | |1. Reflecting on and exploring a variety of strategies to |1. Reflecting on and exploring a variety of strategies |

| | |learn more effectively; |to learn more effectively; |

| | |2. Participating as responsible citizens in the life of |2. Participating as responsible citizens in the life of |

| | |local, national and global communities; |local, national and global communities; |

| | |3. Being culturally and aesthetically sensitive across a |3. Being culturally and aesthetically sensitive across a|

| | |range of social contexts; |range of social contexts; |

| | |4. Exploring education and career opportunities; and |4. Exploring education and career opportunities; and |

| | |5. Developing entrepreneurial opportunities.  |5. Developing entrepreneurial opportunities.  |

|SAQA US ID |US TITLE |CREDITS |

|10008 |Write and present a simple business plan  |7 |

PURPOSE OF THE UNIT STANDARD

A 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  |SPECIFIC OUTCOME 2  |SPECIFIC OUTCOME 3  |

|Explain and discuss the purpose of a business plan.  |Outline and analyse the components of a business plan.  |Design and present a business plan relevant to the selected business idea.  |

| | | |

|ASSESSMENT CRITERIA  |ASSESSMENT CRITERIA  |ASSESSMENT CRITERIA  |

|ASSESSMENT CRITERION 1  |ASSESSMENT CRITERION 1  |ASSESSMENT CRITERION 1  |

|1. A business plan is described.  |1. The different components of a business plan are listed.  |1. Information relating to the individual selected business idea is gathered and |

| | |analysed.  |

| |ASSESSMENT CRITERION RANGE | |

|ASSESSMENT CRITERION 2  | Title Page ; Executive Summary ; Introduction ; Marketing Plan ; SWOT |ASSESSMENT CRITERION 2  |

|2. The need for, and use of, a business plan is discussed.  |Analysis ; Financial Plan ; Staff Structure; Technical Plan ; Material |2. The development of the business plan is assessed.  |

| |Purchasing Plan ; Environmental Impact | |

|ASSESSMENT CRITERION RANGE  |Assessment ; Conclusion and Appendices |ASSESSMENT CRITERION RANGE  |

|Access to finance monitoring & development tool | |Assess component by component, as well as draft to draft, i.e. assess each draft. |

| |ASSESSMENT CRITERION 2  | |

| |2. The different components of a business plan are explained.  |ASSESSMENT CRITERION 3  |

| | |3. The written business plan is assessed.  |

| |ASSESSMENT CRITERION RANGE  | |

| |Factors to consider: market size; quality; cost per job; potential |ASSESSMENT CRITERION RANGE  |

| |profits; empowerment; number of jobs created. |Assess against the generic business plan. |

| | | |

| |ASSESSMENT CRITERION 3  |ASSESSMENT CRITERION 4  |

| |3. The functions of the different components of the business plan are |4. Various presentation skills are explained.  |

| |analysed.  | |

| | |ASSESSMENT CRITERION RANGE  |

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

| |Factors to consider: market size; quality; cost per job; potential | |

| |profits; empowerment; number of jobs created. |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 |CREDITS |

|10009 |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  |SPECIFIC OUTCOME 2  |SPECIFIC OUTCOME 3  |

|Explain and discuss the purpose of a business plan.  | |Show how to respond to a changing business environment. |

| |Show how to run a business.  | |

| | |ASSESSMENT CRITERIA  |

|ASSESSMENT CRITERIA  |ASSESSMENT CRITERIA  |ASSESSMENT CRITERION 1  |

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

|1. The elements of a business implementation plan are listed and |1. The systems required to run and maintain a business are identified, | |

|explained.  |explained and discussed. | |

| | |ASSESSMENT CRITERION 2  |

| | |2. Reasons for the changing environment are provided.  |

|ASSESSMENT CRITERION RANGE  |ASSESSMENT CRITERION RANGE  | |

|Draw up a list of what must be done by whom, when & how, e,g premises,|Financial management systems, Human resource management, Reporting | |

|recruitment of staff, registration of business, open bank accounts, |systems, monitoring systems. |ASSESSMENT CRITERION 3  |

|secure finance, set up contracts with suppliers | |3. Ways to adapt to the environment are identified.  |

| | | |

|ASSESSMENT CRITERION 2  |ASSESSMENT CRITERION 2  |ASSESSMENT CRITERION 4  |

|2. An activity chart is designed and drawn up.  |2. The inter-relationship between the systems are explained.  |4. Business Plan is adopted to respond to the changing environment.  |

| | | |

|ASSESSMENT CRITERION RANGE  | | |

|Show an activity chart/schedule of activities with time-frames and |ASSESSMENT CRITERION RANGE  | |

|persons responsible, using a bar chart |Financial management systems, Human resource management, Reporting | |

| |systems, monitoring systems. | |

| | | |

|ASSESSMENT CRITERION 3  | | |

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

| |3. The risks involved in running a business are explained.  | |

|ASSESSMENT CRITERION RANGE  | | |

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

| |Theft, competitors, strikes, failure of systems, natural disasters | |

| | | |

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 

1. Language Literacy and Communications

2. Conflict resolution

3. Negotiation Skills

4. Labour Laws. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 

1. Reflecting on and exploring a variety of strategies to learn more effectively;

2. Participating as responsible citizens in the life of local, national and global communities;

3. Being culturally and aesthetically sensitive across a range of social contexts;

4. Exploring education and career opportunities; and

5. Developing entrepreneurial opportunities. 

|4. |LTSM IN PALCs |

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

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

|6. |WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA |

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

|SAQA US ID |CREDITS |WEIGHTING % |EXAM MARKS |NO OF SOs |

| 10006 | 2 | 13% | 13 | 4 |

| 10007 | 3 | 20% | 20 | 4 |

| 10008 | 7 | 47% | 47 | 3 |

| 10009 | 3 | 20% | 20 | 3 |

|TOTAL | 15 | 100 | 100 |14 |

|7. |CORE KNOWLEDGE AREAS |

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

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

UNIT STANDARD TITLE: ENTREPRENEURSHIP

ID CODE: 10006

PURPOSE OF THE UNIT STANDARD

Candidates 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

CONTENT

SO 1: Discuss entrepreneurship

|ASSESSMENT CRITERION 1 and 3: Entrepreneurship is described and discusses |

|Knowledge |Skills |Values |

|Entrepreneurship |Describe and Discuss |Self sustainability, hard work, |

|Definition |Identify successful |responsibility, honesty, justice, |

|Importance entrepreneurship |entrepreneurs. |fairness. |

|Advantages and disadvantages (At least 3 of each) | | |

|Characteristics of a successful entrepreneur | | |

|ASSESSMENT CRITERION 2: Different types of businesses are identified, describe and discussed. |

|Knowledge |Skills |Values |

|Types of businesses/Industries |Describe, discuss and |Self sustainability, hard work, |

|Service provider |Identify. |responsibility, honesty, justice, |

|Manufacturing | |fairness |

|Trading | | |

|Retail industries | | |

|Forms of Ownership | | |

|Sole Traders | | |

|Partnerships | | |

|Close corporations | | |

|Co-operatives | | |

|Companies | | |

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

|Knowledge |Skills |Values |

|Roles of the entrepreneur |Explain and discuss |Self sustainability, hard work, |

|Job creation | |responsibility, honesty, justice, |

|Wealth creation | |fairness. |

|Negation of the Migrant Labour | | |

|Urbanisation | | |

|Empowerment | | |

|ASSESSMENT CRITERION 5: Enabling programmes for entrepreneur are identified. |

|Knowledge |Skills |Values |

|Local service centres and providers e.g., |Learners must be able to identify|Self sustainability, hard work, |

|Umsobomvu Youth Fund | |responsibility, honesty, justice, |

|Local Forum for Small Business | |fairness |

|Department of Trade and Industry | | |

|SBDC (Small Business Development Corporation) | | |

|SEDA (Small Enterprise Development Agency) | | |

|SPECIFIC OUTCOME 2: Identify and describe characteristics of a successful entrepreneur |

|ASSESSMENT CRITERION 1, 2 and 3 (In conjunction with SO1: AC1) |

|Characteristics of an successful entrepreneur are identified |

|Knowledge |Skills |Values |

|General Characteristics |Learners must be able to |Self sustainability, hard work, |

|Ability to Identify opportunities |identify, list and analysed |responsibility, honesty, justice, |

|Ability to make informed decisions | |fairness |

|Ability to manage risks | | |

|Time management | | |

|Educator can add more and relevant characteristics | | |

|Use relevant case studies to analyse characteristics of successful | | |

|entrepreneurs | | |

|SPECIFIC OUTCOME 3: Identify, assess and improve individual entrepreneurial characteristics |

|ASSESSMENT 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 characteristics |

|3. Ways to address shortcomings are developed. |

|Knowledge |Skills |Values |

|Characteristics |Learners must be able to |Self sustainability, hard work, |

|(Teach in conjunction with S02, AC 1,2,3) |identify, list, analysed, compare|responsibility, honesty, justice, |

|Personal characteristics of learner/individual are compared with general |and assess characteristics. |fairness |

|characteristics of the entrepreneur | | |

|The following tools can be used to assess and compare characteristics: | | |

|Checklist | | |

|Questionnaires | | |

|Role play | | |

|Case studies | | |

|Ways to address shortcomings: | | |

|Skills training | | |

|Assertiveness training | | |

|SPECIFIC OUTCOME 4: Discuss business ethics and social responsibility |

|ASSESSMENT CRITERION 1 and 3 |

|1. The importance of business ethics is discuss |

|3. Interrelationship between business ethics and code of conduct is discussed |

|Knowledge |Skills |Values |

|What is business ethics and a code of conduct? |Learner must be able to discuss |Self sustainability, hard work, |

|Ethics |the importance of business ethics|responsibility, honesty, justice, |

|Honesty |and code of conduct. |fairness, respect |

|Justice | | |

|Fairness | | |

|Honouring of contracts etc. | | |

|Code of conduct | | |

|Rules that guides business ethics in a workplace or organisation | | |

|Roles and responsibility of an individuals in a workplace/organisation | | |

|ASSESSMENT CRITERION 2: The need for social responsibility is discussed. |

|Knowledge |Skills |Values |

|Social responsibility |Learner must be able to |Self sustainability, hard work, |

|What is social responsibility |discuss the importance of |responsibility, honesty, justice, |

|Ways to address social responsibility |business ethics and code of |fairness,respect |

|Sponsoring Community events |conduct. | |

|Bursaries | | |

|Participation in community activities, etc. | | |

UNIT STANDARD TITLE: ENTREPRENEURSHIP

ID CODE: 10007

PURPOSE OF THE UNIT STANDARD

Candidates must have the following competencies:

• Identify business ideas

• Eliminate inappropriate business ideas

• Select viable business ideas

CONTENT

|SO 1: Identify business ideas |

|ASSESSMENT CRITERION 1 and 2 |

|1. The concept business ideas are explained |

|2. Business ideas are identified and listed |

|Knowledge |Skills |Values |

|Business ideas |Business ideas are |Self sustainability, hard work, |

|What is a business idea? |explained, identified, |responsibility, honesty, justice, fairness. |

|Identify business ideas |listed, generated, | |

|The educator can use the following tools to explain and assist the | | |

|learners to generate business ideas: | | |

|Brainstorming | | |

|Discussion | | |

|Observation | | |

|ASSESSMENT CRITERION 3: Business ideas and compared |

|Knowledge |Skills |Values |

|Business ideas |Learners must be able to |Self sustainability, hard work, |

|Distinguish between viable and non viable business ideas |compare different business |responsibility, honesty, justice, fairness |

|Advantages and Disadvantages of business ideas |ideas. | |

|SO: 2: Eliminate inappropriate business ideas |

|ASSESSMENT CRITERION 1, 2, 3 |

|1. Appropriate screening techniques are identified |

|2. Selected screening techniques are justified and applied |

|Knowledge |Skills |Values |

|Screening techniques |Identification and |Self sustainability, hard work, |

|Possible techniques: |selection |responsibility, honesty, justice, fairness |

|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. | | |

|ASSESSMENT CRITERION 3 (Do this in conjunction with SO1: AC 1,2 and 3) |

|The most appropriate ideas are listed |

|SPECIFIC OUTCOME 3: Analyse and select viable business opportunities |

|ASSESSMENT CRITERION 1 |

|Market research is identified and discussed |

|Knowledge |Skills |Values |

|Market research |Learners must be able to define |Self sustainability, hard work, |

|What is a market |and discuss. |responsibility, honesty, justice, |

|What target market | |fairness |

|What is market research | | |

|ASSESSMENT CRITERION 2 ,3 and 4 |

|2. Different methods of market research are identified and listed. |

|3. Appropriate research methods are evaluated and selected |

|4. Selected methods are used to research potential business |

|Knowledge |Skills |Values |

|Methods of market research |Learners must be able to |Self sustainability, hard work, |

|Door to door surveys |discuss, identify, list, |responsibility, honesty, justice, |

|Telephone surveys |evaluate, select and research, |fairness, |

|Interviews |communication | |

|Personal Needs | | |

|Questionnaires | | |

|Evaluation of methods | | |

|Presentations | | |

|Panel discussion | | |

|Brainstorming | | |

|Simulation, etc. | | |

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

|UNIT STANDARD TITLE: ENTREPRENEURSHIP |

|ID CODE: 10008 |

|PURPOSE OF THE UNIT STANDARD |

|Candidates 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. |

| |

|CONTENT |

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

|ASSESSMENT 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: |Describe, explain and discuss |Self sustainability, hard work, |

|What is a business plan? | |responsibility, honesty, justice, |

|Need and purpose of a business plan | |fairness |

|Access to finance monitoring | | |

|Developmental tool | | |

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

|ASSESSMENT CRITERION 1, 2 and 3 |

|1. The different components of a business plan are listed. |

|2. The different components of a business plan are explained |

|3. The functions of the different components of a business plan are analysed. |

|Knowledge |Skills |Values |

|Components of a business plan |The learner must be able to list,|Communication, self-confidence, |

|Title Page |explain and analyse the functions|respect for the opinions of others |

|Executive Summary |of each components of a business | |

|Introduction |plan. | |

|Marketing Plan | | |

|SWOT Analysis | | |

|Financial Plan | | |

|Staff Structure | | |

|Technical Plan | | |

|Material purchasing Plan | | |

|Environmental Impact | | |

|Staff Assessment | | |

|Conclusion and | | |

|Appendices | | |

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

|ASSESSMENT 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 3 |

|2. Development of a business plan is assessed. |

|3. Written plan is assessed. |

|Knowledge |Skills |Values |

|Development a business plan |The learner must be able to |Communication, self-confidence, |

|Writing of a business plan |develop and write a business plan|respect for the opinions of others |

| |and assess other business plans. | |

| |NB: Assessment of the learners | |

| |business plan must remain the | |

| |responsibility of the educator | |

|ASSESSMENT CRITERION 4 and 5 |

|4. Various presentation skills are explained |

|5. Oral presentation of the business plan is assessed. |

|Knowledge |Skills |Values |

|Presentation skills |Demonstration of presentation |Communication, self-confidence, |

|Body Language |skills |respect for the opinions of others. |

|Answering of questions | | |

|Oral presentations | | |

|Written presentation skills | | |

|Power point presentation | | |

|Ability to convey ideas | | |

|Tone and tempo | | |

|UNIT STANDARD TITLE: ENTREPRENEURSHIP |

|ID CODE: 10009 |

|PURPOSE OF THE UNIT STANDARD |

|Candidates must have the following competencies: |

|Able to start a business |

|Able to run a business |

|Able to expand a business |

| |

|CONTENT |

|SO 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 |Values |

|What must the learners do to start a business: |Ability to start a business. |Self sustainability, hard work, |

|Draw an action plan (whom, when how)e.g. | |responsibility, honesty, justice, |

|Premises | |fairness. |

|Recruitment of staff | | |

|Registration of a business | | |

|Opening a bank account | | |

|Secure finance | | |

|Set up contracts with suppliers, etc. | | |

|ASSESSMENT CRITERION 2 |

|An activity chart is design and drawn up |

|Knowledge |Skills |Values |

|Draw up an activity chart? |Learners must be able to design |Time management |

|Develop a schedule of activities with time frames and responsible |schedule chart planning, | |

|persons. |organising, controlling. | |

|Using a Gant chart | | |

|ASSESSMENT CRITERION 3 |

|Legal requirements are discussed and verified |

|Knowledge |Skills |Values |

|Legal requirements to start and manage a business. |Planning, organising, |Self sustainability, hard work, |

|UIF |controlling etc. |responsibility, honesty, justice, |

|PAYE | |fairness |

|Vat | | |

|Health and safety requirements | | |

|Employment contracts | | |

|SO2: Show how to run a business |

|ASSESSMENT CRITERION 1 |

|1. Systems require to run and maintain a business are identified and discussed |

|Knowledge |Skills |Values |

|Financial management |Management skills |Self sustainability, hard work, |

|Human resource management | |responsibility, honesty, justice, |

|Reporting systems | |fairness |

|Monitoring systems | | |

|ASSESSMENT CRITERION 2 |

|Inter-relationship between the systems are explained |

|Knowledge |Skills |Values |

|Financial management |Learner must be able to discuss |Self sustainability, hard work, |

|Human resource management |the importance of business |responsibility, honesty, justice, |

|Reporting systems |ethics and code of conduct. |fairness, |

|Monitoring systems | |respect |

|ASSESSMENT CRITERION 3 |

|The risks involved in running a business are explained |

|Knowledge |Skills |Values |

|Business risks |To be able to identify and |Self sustainability, hard work, |

|Theft |explain business risks. |responsibility, honesty, justice, |

|Strike | |fairness, |

|Failure of systems | |respect. |

|Natural Disasters | | |

|Competitions, etc. | | |

|SO 3: Show how to respond to changing business environment |

|ASSESSMENT CRITERION 1 , 2, 3 and 4 |

|1. Change in business environment is identified and describe. |

|2. Reasons for the changing environment are provided |

|3. Ways to adapt to the environment are identified |

|4. Business plan is adapted and responded to the changing environment |

|Knowledge |Skills |Values |

|What is a business environment |Management skills and leadership|Self sustainability, hard work, |

|External environment |skills |responsibility, honesty, justice, |

|Internal environment | |fairness |

|Changing environment | | |

|Taste and preferences of consumers | | |

|Economic reasons | | |

|Demand | | |

|Supply | | |

|Labour Laws, etc | | |

|Ways of adapting | | |

|Downsizing and Upsizing | | |

|Adapting your business plan. | | |

|7. |TAXONOMIES USED IN SCAFFOLDING QUESTIONS |

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

✓ Knowledge

✓ Comprehension

✓ Application

✓ Analysis

✓ Synthesis

✓ Evaluation

|8. |SITE-BASED ASSESSMENT (FORMATIVE) |

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site based assessment in all PALCs across the country.

In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks.

The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.

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

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

|8.1 |STRUCTURE OF SBA TASKS |

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.

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

Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.

The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.

EXAMPLE OF A LEARNING AREA ASSESSMENT PLAN

|LEARNING AREA: SMALL MEDIUM MICRO ENTERPRISES |YEAR: 2009 |

|LEARNING AREA CODE: SMME4 | |

|Assessment Tasks |1 |2 |3 |4 |5 |

|Form(s) of assess |Assignment |Case Study |Test |Project |Worksheet |

|US, SOs and ACs |US ID 10006 |US ID 10007 |US ID 10006 |US ID10008 |US ID 10009 |

| |SO 1 |SO 1 |All SOs And All ACs |SO 1 |SO1 |

| |AC 1,2,3,4,5 |AC 1,2,3 |US ID 10007 |AC 1,2 |AC 1,2,3 |

| |SO 2 |SO2 |All SOs And All ACs |SO2 |SO2 |

| |AC 1,2,3 |AC 1,2,3 |US ID 10008 |AC 1,2,3 |AC 1,2,3 |

| |SO 3 |SO3 |All SOs and All ACs |SO 3 |SO3 |

| |AC 1,2,3,4 |AC 1,2,3,4 | |AC 1,2,3,4 |AC 1,2,3 |

| |SO 4 |US ID 10008 | | | |

| |AC 1,2,3 |SO 1 | | | |

| | |AC 1,2 | | | |

| | |SO 2 | | | |

| | |AC 1,2,3 | | | |

|TOOLS |RUBRIC/MEMO |MEMO/RUBRIC |MEMO |RUBRIC |MEMO |

|Date of completion |February |March |May |June |August |

|8.2 |EXEMPLAR SBA TASKS |

TASK 1: TEST

|1. |Candidates must answer ALL questions in the answer book. | | |

| | | | |

|2. |This task consists of TWO sections: Section A and Section B . | | |

| | | | |

|3. |Section A and section B are both COMPULSORY. | | |

| | | | |

|4. |Write neatly and number your questions correctly. | | |

| | | | |

|5. |Read your questions carefully before you start with the answers. | | |

| | | | |

|6. |Calculators may be used. | | |

| | | | |

|7. |Do not use Tippex, but cancel you errors neatly. | | |

SECTION A (COMPULSORY)

INSTRUCTIONS AND INFORMATION FOR THE LEARNER

|Answer the following questions in your ANSWER BOOK. | | |

QUESTION 1

|1.1 |Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‘true’ or ‘false’ next to the | | |

| |question number | | |

| |(1.1.1 – 1.1.5) in the ANSWER BOOK, e.g. 1.1.6 False | | |

| |1.1.1 |A successful entrepreneur runs his business at a loss. | | |

| |1.1.2 |Businesses are formed to make money and create wealth. | | |

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

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

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

|1.2 |MULTIPLE–CHOICE QUESTIONS | | |

| |Various possible options are provided as answers to the following questions. Choose the answer and write only the letter | | |

| |(A–D) next to the question number (1.2.1–1.2.5) in the ANSWER BOOK. | | |

| |1.2.1 |A pay slip… | | |

| | | | | |

| | |A. is the receipt that you get after making a payment. | | |

| | |B. is the invoice issued by a service provider. | | |

| | |C. is the document you get after having received your wages. | | |

| | |D. is the bank statement. | |(1) |

| |1.2.2 |One of the components of market research is: | | |

| | | | | |

| | |A. Mind mapping | | |

| | |B. Surveys | | |

| | |C. A business plan | | |

| | |D. Services | |(1) |

| |1.2.3 |Business ethics comprise ONE of the following: | | |

| | | | | |

| | |A. Taxes | | |

| | |B. Creativity | | |

| | |C. Mission statement | | |

| | |D. Honesty | |(1) |

| |1.2.4 |In a close corporation … | | |

| | | | | |

| | |A. all members are responsible for the debt of the business. | | |

| | |B. not all members are responsible for the debt of the business. | | |

| | |C. one member is responsible for the debt of the business. | | |

| | |D. there are more than 10 owners. | |(1) |

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

| | | | | |

| | |A. UIF | | |

| | |B. CC | | |

| | |C. ATM | | |

| | |D. LTD | | |

| | | | |(1) |

|1.3 |MATCHING ITEMS | | |

| |Choose the description from COLUMN B that matches a term/description in COLUMN A. Write only the letter (A–H) next to the | | |

| |question number (1.3.1–1.3.5) in the ANSWER BOOK, e.g. 1.3.7 M. | | |

| |COLUMN A | |COLUMN B |

|1.3.1 |A successful entrepreneur … |A |Department of Labour. |

|1.3.2 |A business opportunity can be identified by … |B |develops a business idea and takes risks |

|1.3.3 |Skills development in South Africa is driven by |C |making use of questionnaires |

|1.3.4 |SWOT analysis |D |the signing of a contract between the two parties. |

|1.3.5 |A partnership is a business with … | |team–building ideas. |

| | |E |has to do with the strengths, weaknesses, opportunities and |

| | |F |threats. |

| | | |two up to twenty members. |

| | |G |start-up capital |

| | |H | |

|1.4 |MISSING WORDS | | |

| |Complete the following sentences by choosing an answer from the block below. Write only the word next to the question number | | |

| |(1.4.1 – 1.4.5) in the ANSWER BOOK. | | |

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

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

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

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

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

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

| |TOTAL SECTION A: | |20 |

SECTION B

QUESTION 2 (COMPULSORY)

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

|Jack’s Supermarket | | |

|After Jack finished school, he got a job at a local retailer, Pack and Sell, and received a monthly salary. He worked for | | |

|five years and learned a lot about how to buy and handle stock. Every month he saved R600 in his savings account. | | |

| | | |

|When he visit an aunt outside a small town, he saw the need of the people to have a shop nearby, where they could buy the | | |

|things they needed every day. They had to spend a lot of money on transport to go to town. Older people found it hard to | | |

|manage. Jack discussed the problem with his aunt Victoria, who was at that time unemployed and also lived at the house in the| | |

|community. | | |

| | | |

|Jack then decided to start a small spaza shop. He still kept his job but Victoria helped him. She provided Jack with a small | | |

|room next to her house, which was in the centre of the community. Jack paid her R500 per month for the room. He used his | | |

|savings to buy stock of the goods for R2 500. After selling their first batch of stock, he got | | |

|R100 000 which they used to buy new stock. They sold basic products such as bread, milk, tinned food, frozen chicken, sugar, | | |

|tea, coffee, maize meal and flour. | | |

| | | |

|He paid Victoria a weekly wage of R400 and still made a good profit. All the buying and selling was done on cash basis. Jack | | |

|thereafter bought a small bakkie for which he had to pay | | |

|R1 000 as installment. He employed a driver who was paid R1 200 per month. The business was successful. After three years he | | |

|built a supermarket and registered it as Jack’s Supermarket. He could now supply a much bigger variety of products to the | | |

|people of the community. | | |

| | | |

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

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

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

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

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

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

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

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

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

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

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

|2.11 |Calculate Jack’s monthly profit. | | (4) |

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

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

| |TOTAL SECTION B: | |40 |

| |GRAND TOTAL: | |60 |

TASK 2: ASSIGNMENT

INSTRUCTIONS AND INFORMATION FOR THE LEARNER

|1. |Learners must work in pairs when doing this assignment, but submit individually for the purposes of assessment. This task | | |

| |must be completed over a period of two weeks. | | |

| | | | |

|2. |Your educator will explain to you how to do the assignment. | | |

| | | | |

|3. |The assignment consists out of four questions. | | |

| | | | |

|4. |The questionnaire in the assignment serves as an example of what learners are expected to do. Learners should read the | | |

| |provided questionnaire and adapt it to their selected business idea. | | |

| | | | |

| |You must at least have twelve questions in your questionnaire. | | |

|5. | | | |

| |Write neatly and legibly. | | |

|6. | | | |

| |Use only blue or black ink. | | |

|7. | | | |

|QUESTION 1 | | |

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

|QUESTION 2 | | |

|2. |Observe the people and their activities in your town or community. Look for TWO problems that they experience in their | | |

| |everyday lives. Then give a possible solution for each problem. Change each solution into a specific business idea, define | | |

| |the market for each business idea and state what type of business it will be. Complete the table below in your answer sheet | | |

| |using the problems that you have identified in your community. | | |

| |Problem | |

| |Solution | |

| |Business idea | |

| |Market | |

| |Type of business | |

| | | |

| |E.g. No DSTV in the community. | |

| |Provide a centre for people to watch DSTV | |

|2.1 |Open the entertainment Centre with DSTV which people can access easily |(5) |

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

|2.2 |Service business |(5) [10] |

| | | |

| |Problem 1: | |

| |…………… | |

| | | |

| |……………… | |

| | | |

| |………………… | |

| | | |

| |………… | |

| | | |

| |…………. | |

| | | |

| |Problem 2: | |

| |……………… | |

| | | |

| |…………... | |

| | | |

| |………………… | |

| | | |

| |………… | |

| | | |

| |…………. | |

| | | |

|QUESTION 3 | | |

|Think carefully about the five best possible business ideas in your commmunity. Write them down in your answerbook and evaluate each as | | |

|well as your business skills against the criteria set out below. | | |

|Complete the grid below to evaluate each business idea against the questions provided. | | |

|3.1 |Business Idea 1 | | |

| |No | | |

| |Question | | |

| |Yes | |(1) |

| |No | | |

| | | | |

| |1 | | |

| |Is there a potential market for the business idea | | |

| |(market size)? | |(5) |

| | | | |

| | | | |

| | | | |

| |2 | | |

| |Is there a serious competition for this business idea? | | |

| | | | |

| | | | |

| | | | |

| |3 | | |

| |Would there be sufficient capital for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |4 | | |

| |Do you have the required skills for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |5 | | |

| |Would the business be able to make profit (viability)? | | |

| | | | |

| | | | |

| | | | |

|3.2 |Business Idea 2 | | |

| |No | | |

| |Question | |(1) |

| |Yes | | |

| |No | | |

| | | | |

| |1 | | |

| |Is there a potential market for the business idea | |(5) |

| |(market size)? | | |

| | | | |

| | | | |

| | | | |

| |2 | | |

| |Is there a serious competition for this business idea? | | |

| | | | |

| | | | |

| | | | |

| |3 | | |

| |Would there be sufficient capital for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |4 | | |

| |Do you have the required skills for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |5 | | |

| |Would the business be able to make profit (viability)? | | |

| | | | |

| | | | |

| | | | |

|3.3 |Business Idea 3 | |(1) |

| |No | | |

| |Question | | |

| |Yes | | |

| |No | | |

| | | | |

| |1 | | |

| |Is there a potential market for the business idea | | |

| |(market size)? | |(5) |

| | | | |

| | | | |

| | | | |

| |2 | | |

| |Is there a serious competition for this business idea? | | |

| | | | |

| | | | |

| | | | |

| |3 | | |

| |Would there be sufficient capital for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |4 | | |

| |Do you have the required skills for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |5 | | |

| |Would the business be able to make profit (viability)? | | |

| | | | |

| | | | |

| | | | |

|3.4 |Business Idea 4 | |(1) |

| |No | | |

| |Question | | |

| |Yes | | |

| |No | | |

| | | | |

| |1 | | |

| |Is there a potential market for the business idea | | |

| |(market size)? | |(5) |

| | | | |

| | | | |

| | | | |

| |2 | | |

| |Is there a serious competition for this business idea? | | |

| | | | |

| | | | |

| | | | |

| |3 | | |

| |Would there be sufficient capital for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |4 | | |

| |Do you have the required skills for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |5 | | |

| |Would the business be able to make profit (viability)? | | |

| | | | |

| | | | |

| | | | |

|3.5 |Business Idea 5 | |(1) |

| |No | | |

| |Question | | |

| |Yes | | |

| |No | | |

| | | | |

| |1 | | |

| |Is there a potential market for the business idea | | |

| |(market size)? | |(5) |

| | | | |

| | | | |

| | | | |

| |2 | | |

| |Is there a serious competition for this business idea? | | |

| | | | |

| | | | |

| | | | |

| |3 | | |

| |Would there be sufficient capital for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |4 | | |

| |Do you have the required skills for the business idea? | | |

| | | | |

| | | | |

| | | | |

| |5 | | |

| |Would the business be able to make profit (viability)? | | |

| | | | |

| | | | |

| | | | |

|QUESTION 4 | | |

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

|4.1 |Door to door surveys | |(2) |

|4.2 |Telephone surveys | |(2) [4] |

|QUESTION 5 | | |

| |The questionnaire provided below is based on the DSTV business idea which appears in question 2 above. Interview ten (10) members| | |

| |of your community to complete the questionnaire. Do not interview two people from the same house. After the completion of the | | |

| |questionnaire report your findings by answering the question below. | | |

| |Is DSTV a good business idea or not? Why? Support your answer based on the information from the survey. | | |

| | | | |

| | | |[12] |

| |QUESTIONNAIRE: | | |

| |You are kindly requested to complete the provided market survey questionnaire, by making an (x) in the correct block. Please be | | |

| |informed that the information gathered will ONLY be used for educational purposes. No person other than the compiler will have | | |

| |access to the information provided. Do not give your name and surname. Thank you. | | |

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

| |1–-5 years | | |

| |6–-10 years | | |

| |more | | |

| | | | |

|2. |Please indicate your age. | | |

| |1–-35 years | | |

| |36–-54 years | | |

| |more | | |

| | | | |

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

| |R300–-R900 | | |

| |R1 000–-R3 000 | | |

| |R4 000+ | | |

| |Not employed | | |

| | | | |

|4. |Please indicate your level of education. | | |

| |ABET | | |

| |Grade 10–-12 | | |

| |Diploma + | | |

| | | | |

|5. |Would you need this service around your place? | | |

| |Yes | | |

| |No | | |

| | | | |

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

| |Benches | | |

| |Chairs | | |

| |Sofas | | |

| | | | |

|7. |How much would you afford to pay? | | |

| |R5 | | |

| |R8 | | |

| |R10 | | |

| | | | |

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

| |18h00–-20h00 | | |

| |18h00–-22h00 | | |

| | | | |

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

| |Whole week | | |

| |Mondays–-Fridays | | |

| |Weekends only | | |

| | | | |

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

| |Summer | | |

| |Winter | | |

| |Throughout whole year | | |

| | | | |

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

| |Yes | | |

| |No | | |

| | | | |

|b. |If yes, where? | | |

| |Local | | |

| |Far | | |

| |Very far | | |

| | | | |

|12. |Indicate the DSTV channel that you like to watch | | |

| |Sport | | |

| |Movies | | |

| |Comedies | | |

| | | | |

|INSTRUCTIONS AND INFORMATION FOR THE LEARNER | | |

|1. |This project must be completed over a period of 2 – 3 weeks. It consists of one question only. Your educator will assess | | |

| |your progress at regular intervals to ensure a good quality project and completion on time. | | |

| | | | |

| |This project can be done in groups of 4 learners. Your educator will guide you in this. Each group member should, however, | | |

|2. |write down his / her own answers. | | |

| | | | |

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

|3. |project. | | |

| | | | |

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

|4. | | | |

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

|5. |your own entrepreneur. | | |

| | | | |

| |Answer the whole question. | | |

|6. | | | |

|7. |Write legibly using blue or black ink and present your work neatly. | | |

| | | | |

|8. |Calculators can be used. | | |

| | | | |

|9. |You will also receive the marking rubric that your teacher will use when assessing your project. | | |

| | | | |

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

|10. | | | |

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

| |experience. | | |

|11. | | | |

| |Project instruction: | | |

| |Identify a business idea in your community and develop a detailed business plan which you can use to start a viable | | |

| |business. Your business plan must include the following components; Technical components; Financial plan, Production plan | | |

| |and Marketing plan. | | |

| |Check the details of these components in the rubric to see how your work will be marked. | | |

| |You must also use the notes provided below for your guidance. | | |

| |Write neatly as you will also be expected to present it orally in class. | |(60) |

|COMPONENTS OF A BUSINESS PLAN | | |

|1. |TITLE PAGE | | |

| |You are required to attach a front page to your business plan, which depicts the following information: | | |

| |Name of the owner/s | | |

| |Name of the business | | |

| |Business logo or emblem | | |

| |Your title page is really the first impression a financier will get of your business plan and therefore has to be set out | | |

| |professionally. | | |

|2. |TABLE OF CONTENTS | | |

| |You have to write a comprehensive table of contents here. | | |

|3. |EXECUTIVE SUMMARY (INTRODUCTION) | | |

| |This is a general description which is really a succinct summary of your business plan. Ideally, your executive summary | | |

| |should stimulate interest in the reader and cover the following aspects: | | |

| |Name of owner | | |

| |Name of the business | | |

| |Type of business (product or service on offer) | | |

| |How product will be produced or the service rendered | | |

| |Form of ownership | | |

| |Mission statement, goals and objectives of the business | | |

| |Address & contact details of the business | | |

| |Banking details | | |

| |Reasons why the business will be successful | | |

| |The executive summary ideally should be written only after all the other aspects of your business plan has been completed. | | |

| |It is therefore recommended that you first complete the details of the other business plan components before writing the | | |

| |executive summary. | | |

|4. |THE BUSINESS | | |

| |This component of the business plan details the following aspects of your business: | | |

| |The business details (What will you be doing?) | | |

| |The business concept (What is special about your business product/ service?) | | |

| |Location of the business (Place and reason why located here) | | |

| |Target market (Whom would you sell to and why?) | | |

| |Needs analysis survey table / graphs | | |

| |Positioning in the industry (Who are your competitors and what competitive advantages you hold over them?) | | |

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

|5. FINANCIAL PLAN | | |

|This component of your business plan is of particular interest to potential investors, who would want to know how profitably you are | | |

|able to run your business. Your business plan should, therefore, detail / outline how much you are going to spend in order to start and | | |

|run your business. This component should therefore include the following aspects: | | |

| | | |

|Start-up costs | | |

|Costs (details, amount and total costs) | | |

|Available money (own amount + loan) | | |

|Total money needed | | |

| |Projected Profit | | |

| |Simple projection (sales less cost of sales, i.e. income and expenditure statement) | | |

| |Projected cashflow | | |

| |Simple projection (cash–in/cash–out/ balance) | | |

| |You should also mention any other sources of income as well as how you will settle any debts that the business will incur. | | |

| |An important aspect of your financial plan is the recording of your receipts and payments. Special attention should be paid | | |

| |to this aspect to avoid bankruptcy. | | |

|6. |PRODUCTION PLAN | | |

| |This aspect of the business plan is equally important to the investor, as the production plan will indicate how you operate| | |

| |your business. Included in the production plan is the following information: | | |

| |Input versus output | | |

| |Quantity versus quality | | |

| |Strategy to ensure increased efficiency and effectiveness | | |

| |Cost of raw materials (from suppliers) | | |

| |Cost of labour (wages and salaries) | | |

| |Overhead costs (electricity, telephone, water, rent, security, transport) | | |

| |Total production costs = fixed costs + variable costs | | |

| |Unit costs = total cost over total number of units produced | | |

|7. |MARKETING PLAN | | |

| |A marketing plan is essential for the success of any business, as it links the customer to the goods/services offered by | | |

| |the business. In order to devise a good marketing plan, you should consider the following: | | |

| | | | |

| |Target market (likely clients) | | |

| |Marketing mix, i.e. | | |

| |a) product (benefits and packaging) | | |

| |b) price (what determines price?) | | |

| |c) promotion (how sales & advertising are carried out) | | |

| |d) place (location: when, where and why) | | |

| |SWOT analysis to ensure that the business is run efficiently and continuously improves) | | |

| |NOTE: You should design an advertisement/ flyer/poster to advertise your product/service. Include it as an annexure. | | |

| |Marketing affects the entire business. Care should therefore be taken to ensure that the product/ service meets the | | |

| |customer’s needs at all times. For this reason you should continually perform a SWOT analysis of your business to obtain | | |

| |feedback from your employees and your customers (internal & external SWOT analyses). | | |

|8. |STAFF STRUCTURE (ORGANOGRAM OR ORGANISATIONAL STRUCTURE) | | |

| |Number of employees | | |

| |Levels of skills of your employees (Who does what?) | | |

| |Staffing costs (Remuneration) | | |

| |CV of staff | | |

| |Advertising of positions within the business | | |

| |Recruitment (short-listing, interviewing, selecting, appointing & induction) | | |

| |CONCLUDING REMARKS | | |

| |This component rounds off your business plan. Make sure that this aspect of your plan ends on a positive note. Ideally, | | |

| |this component should include the following aspects: | | |

| |Why do you think the business will be successful? | | |

| |Restatement of the mission, vision and goals of the business | | |

| |Restate the uniqueness of your business | | |

| |Recommendations for investors (viability, profitability) | | |

| |GRAND TOTAL: | |60 |

TASK 4: CASE STUDY

|INSTRUCTIONS AND INFORMATION FOR THE LEARNER | | |

|1. |The case study must be completed by individual learners. | | |

| | | | |

|2. |It must be completed within 2 to 3 days. | | |

| | | | |

|3. |At the end, each learner must submit his/her answers based on the case study. | | |

| | | | |

|4. |Write neatly and legibly. | | |

| | | | |

|5. |Use only blue or black ink. | | |

| | | | |

|6. |Calculators may be used where necessary. | | |

|QUESTION 1 | | |

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

|1. |SANNA’S BAKES | | |

| | | | |

| |Sanna Kasanna had to leave school before completing grade 12 , due to financial constraints. She lives at no.119 Kwa-Dabeka | | |

| |Township. Her contact no. is 0834396040. | | |

| | | | |

| |Sanna got a part-time job at a local bakery where she baked bread and cake. She worked for five years but was never | | |

| |registered as permanent. While working at the bakery, she learned a lot about baking bread and different kinds of cakes. | | |

| | | | |

| |Sanna was paid a meagre wage but managed to save at least R100 every month. Sanna also attended classes at a local Adult | | |

| |Centre where she took English and SMME as main learning areas. After the bakery experienced financial problems with load | | |

| |shedding, Sanna was retrenched and received a settlement of R4 500. | | |

| | | | |

| |Sanna’s retrenchment opened her eyes. It dawned to her that she could start a spaza shop to earn a living. She had observed | | |

| |that people around her place and local teachers from a close-by school, always came to her and asked her if she could bake | | |

| |them cakes for birthdays ,wedding celebrations, funerals as well as other functions. With the experience she had, she | | |

| |resorted to start her own bakery, since no one had such a business in her township. | | |

| |To ensure whether her business idea would succeed, she sent some flyers around the township to advertise her new business. | | |

| |Sanna’s cousin would help her in distributing questionnaires in the townships, to check whether people would really be | | |

| |interested in cakes being sold in their neighbourhood. She would employ her cousin,Siyeza, and pay him R1 000 per month. The | | |

| |response was tremendous, 90% of people responded positively. | | |

| | | | |

| |With R3 000 that she had saved from her account and the money that she was paid after her retrenchment, she decided to give | | |

| |it a try. Luckily just opposite her home there was a container that was lying empty and unused. She approached the owner and | | |

| |after some negotiations he agreed to rent it to Sanna for R200 per month. | | |

| | | | |

| |Siyeza would assist by preparing the container and do some deliveries with the motorbike that she bought for R1 500 cash. | | |

| |Petrol will cost her R250 for the first month. | | |

| |To kick-start the business she bought the following items: | | |

| |1 12,5 kg cake flour | | |

| |R40 | | |

| | | | |

| |1 tray of eggs | | |

| |R40 | | |

| | | | |

| |2 2,5 kg white sugar | | |

| |R36 | | |

| | | | |

| |1 5 litre of cooking oil | | |

| |R70 | | |

| | | | |

| |1 2,5 Litres of fresh milk | | |

| |R32 | | |

| | | | |

| |1 bottle of vanilla essence | | |

| |R10 | | |

| | | | |

| | | | |

| |Although the ingredients were expensive, Sanna managed to sell her cakes and bread at a good profit. She charged R3 for each | | |

| |small cake and R5,50 for a loaf of bread. She keeps careful records of her transactions. This helps her to ask the right | | |

| |prices for her products. The rapid growing of the business, prompted Sanna to apply for a loan to build a supermarket. | | |

| | | | |

| |In the supermarket she would then sell soft-drinks and fresh milk. She also plans to buy milk bar equipment and open a milk | | |

| |bar and sell ice-cream. She also plans to buy a small van that would be used to fetch stock from the factories and to do | | |

| |deliveries. The business is now fully registered and Sanna ensures that she pays VAT regularly. | | |

|QUESTION 1 | | |

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

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

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

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

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

|BUSINESS | | |

|FORM OF OWNERSHIP OR TYPE OF BUSINESS | | |

| | |(2) |

|1.4.1 A buying and selling business | |(2) |

| | |(2) |

| | |(2) |

|1.4.2 Sole trader | |(2) [20] |

| | | |

| | | |

|1.4.3 MTN | | |

| | | |

| | | |

|1.4.4 Kentucky Fried Chicken (KFC) | | |

| | | |

| | | |

|1.4.5 A private company | | |

| | | |

| | | |

|QUESTION 2 | | |

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

|2.2 |Calculate her expenditure for the first month | |(12) |

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

|QUESTION 3 | | |

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

|employee the following different types of leave. | | |

|3.1 |Annual leave | |(2) |

|3.2 |Sick leave | |(2) |

|3.3 |Family responsibility leave | |(2) [6] |

| | |TOTAL: | |50 |

TASK 5: WORKSHEET

INSTRUCTIONS AND INFORMATION FOR THE LEARNER

|1. |This worksheet must be completed by all learners individually. | | |

| | | | |

|2. |This worksheet consists out of a case study and a bank statement. | | |

| | | | |

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

| | | | |

|4. |At the end the learner must submit his/her answer sheets to the educator. | | |

| | | | |

|5. |Read the instructions carefully before you start with the worksheet. | | |

| | | | |

|6. |Write neatly and legibly and show all the calculation. | | |

| | | | |

|7. |Use only blue or black ink. | | |

| | | | |

|8. |Calculators may be used. | | |

|QUESTION 1 | | |

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

|Thabo Modise work at Safe Connections in Paarl, in the Western Cape. His salary (after all deductions) is R900 per week. This| | |

|amount is paid into his cheque account electronically. | | |

| | | |

|Every month the bank issues him a statement of his account. The statement shows all the transactions of the previous month. | | |

|He must carefully check and see if the bank made any mistakes. | | |

| | | |

|He also has a part-time job at Save Supermarket, where he works on Thursday and Friday evenings from 5 to 9 pm, and the whole| | |

|day on Saturday. For this service he receives R400,00 per week that goes directly into his bank account. He also pays an | | |

|annual subscription for membership to a computer club called, Computer Clones. He pays R850 for rent at the end of every | | |

|month. | | |

| | | |

|He has a cheque book and a banking card. The cheques are numbered and Thabo knows that he made out cheques from number 1052 | | |

|to 1062. He made out the following cheques: | | |

| | | |

|Cheque number Amount | | |

|1052 R150 | | |

|1053 R370 | | |

|1054 R250 | | |

|1055 R390 | | |

| |1056 R200 | | |

| |1057 R300 | | |

| |1058 R200 | | |

| |1059 R370 | | |

| |1060 R110 | | |

| |1061 R530 | | |

| |1062 R150 | | |

|SCENARIO: Thabo is very worried that he might not know how to manage his money well. The following is a copy of his bank statement. | | |

|Study it and answer the questions based on it: | | |

|BANK STATEMENT | | |

| | | |

|THE STANLEY STANDARD COMMUNITY BANK LIMITED | | |

| | | |

|Cape Town | | |

|Tel:(021)5554938 | | |

|P. O. Box 00539 Cape Town 8000 31 August 2007 | | |

| | | |

|Mr Thabo Modise | | |

|Postal Box 329 | | |

|PAARL | | |

|1560 | | |

|Statement nr 106 | | |

|Page 1 0f 1 | | |

|BANK STATEMENT |

|Account number: 504-0006-6812 |

| |

|Electronic payment |

|Save Supermarket |

| |

| |

| |

|400,00 |

|07/8 |

|270,00 |

| |

|Electronic payment |

|Safe Connections |

| |

| |

| |

|900,00 |

|07/8 |

|1 170,00 |

| |

| |

|1055 |

|5,77 |

|390,00 |

| |

|08/8 |

|780,00 |

| |

| |

|1054 |

|4,78 |

|250,00 |

| |

|09/8 |

|530,00 |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Computer Clones |

|DO |

|2,20 |

|150,00 |

| |

|12/8 |

|380,00 |

| |

| |

|1058 |

|3,97 |

|200,00 |

| |

|13,8 |

|180,00 |

| |

|ATM withdrawal (own) |

| |

|3,50 |

|80,00 |

| |

|14/8 |

|100,00 |

| |

|Electronic payment Save Supermarket |

| |

| |

| |

|400,00 |

|14/8 |

|500,00 |

| |

|Electronic payment |

|Save Connections |

| |

| |

| |

|900,00 |

|14/8 |

|1 400,00 |

| |

| |

|1057 |

|18,28 |

|300,00 |

| |

|16/8 |

|1 100,00 |

| |

|ATM withdrawal (other) |

| |

|7,10 |

|250,00 |

| |

|17,8 |

|850,00 |

| |

|Electronic payment |

|Save Supermarket |

| |

| |

| |

|400,00 |

|21/8 |

|1 250,00 |

| |

| |

|Electronic payment | |(2) |

|Safe Connections | | |

| | | |

| | | |

| | | |

|900,00 | | |

|21/8 | | |

|2 150,00 | | |

| | | |

| | | |

|1059 | | |

|5,77 | | |

|370,00 | | |

| | | |

|24/8 | | |

|1 780,00 | | |

| | | |

|ATM withdrawal (own) | | |

| | | |

|3,50 | | |

|400,00 | | |

| | | |

|25/8 | | |

|1 380,00 | | |

| | | |

| | | |

|1060 | | |

|3,79 | | |

|110,00 | | |

| | | |

|26/8 | | |

|1 270,00 | | |

| | | |

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

|1.2 |What does ATM stands for? | |(1) |

|1.3 |Calculate the total amount of the cheques that was debited from his account during August 2007. show the cheque number and | |(11) |

| |the amount. | | |

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

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

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

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

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

| |bank? | | |

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

|1.10 |How much money is available at the bank for Thabo to use at the end of August 2007, if we keep in mind that some cheques are| |(2) |

| |not yet cleared? | | |

EDUCATOR’S GUIDE

TOOL 1 – TEST

| |INSTRUCTIONS AND INFORMATION TO THE EDUCATOR | | |

|1. |This test covers Unit Standard ID 10006: SO 1 (AC 1, 2), SO 2 (AC 1–3), | | |

| |SO 4 (AC 1, 2), ID 10007 SO: 2 (AC 1, SO 3 (AC 1, 2) and ID 10008 SO 2 (AC 1) | | |

| | | | |

|2. |Candidates must answer ALL the questions in the answer book/paper provided by the educator. | | |

| |The educator must use the given marking grid (memorandum) to assess the work of the learners. | | |

|3. | | | |

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

| | | | |

|4. |This task counts 60 marks. The educator can lower this mark to 50 by doing the following calculation. 60 divided by 6 = 60 | | |

| |(6 = 10;10 x 5 = 50. Example: If a learner scores 24 out of 60 i.e. 24 divided by 6 = 4 x 5 = 20 out of 50. | | |

| | | | |

|5. |Candidates can use calculators. | | |

| | | | |

| | | | |

| | | | |

|6. | | | |

MARKING MEMORANDUM

|SECTION A | | |

|QUESTION 1 | | |

|1.1 |True or False statements | | |

| |1.1.1 |False √ | | |

| |1.1.2 |True√ | | |

| |1.1.3 |True√ | | |

| |1.1.4 |False√ | | |

| |1.1.5 |False√ | |(5) |

|1.2 |Multiple–choice questions | | |

| |1.2.1 |C√ | | |

| |1.2.2 |B√ | | |

| |1.2.3 |D√ | | |

| |1.2.4 |A√ | | |

| |1.2.5 |C√ | |(5) |

|1.3 |Matching items | | |

| |1.3.1 |B√ | | |

| |1.3.2 |C√ | | |

| |1.3.3 |A√ | | |

| |1.3.4 |F√ | | |

| |1.3.5 |G√ | |(5) |

|1.4 |Missing Words | | |

| |1.4.1 |Credit card√ | | |

| |1.4.2 |Pizza outlet√ | | |

| |1.4.3 |Retail business√ | | |

| |1.4.4 |Business card√ | | |

| |1.4.5 |Internal threats√ | |(5) |

|TOTAL SECTION A: | |20 |

|SECTION B | | |

|QUESTION 2 | | |

|2.1 |It took him five years.√√ | |(2) |

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

|2.3 |It was expensive. √ | |(1) |

| |Some people were old and could not travel long distances. √ | |(1) |

|2.4 |Hard working√ | |(1) |

| |Determination√ | |(1) |

| |(Any other two characteristics of a successful entrepreneur) | | |

|2.5 |No competition√ | |(1) |

| |Peoples willingness to buy√ | |(1) |

| |Central place for everyone√ | |(1) |

|2.6 |Victoria√ | |(1) |

| |Managing business √ | |(1) |

| |Offering Jack room to run his business√ | |(1) |

|2.7 |No competition√ | |(1) |

| |Sold business products requested by people√ | |(1) |

| |Selling was done on cash basis√ | |(1) |

|2.8 |He was employed√√ or | | |

| |Every month he saved R600 in his saving account √√ | |(2) |

|2.9 |Victoria was unemployed√√ | |(2) |

|2.10 |Rent for Victoria R 500√ | |(1) |

| |Stock R2 500√ | |(1) |

| |Wages R400√ X 4√ = R1 600√ (Victoria) | |(3) |

| |Wages R1 200√ | |(1) |

| |Installment (Bakkie) R1 000√ | |(1) |

| |TOTAL R5 800√√ | |(2) |

|2.11 |Sales (stock ) income R100 000√ | |(1) |

| |Minus Total expenses R 5 800√ | |(1) |

| |Profit: R 91 200√√ | |(2) |

|2.12 | Rent R 500√ | |(1) |

| |+ Wages R1 600√ | |(1) |

| |= Total R2 100√√ | |(2) |

|2.13 |Cash on delivery (COD) √√ | | |

| |or | | |

| |All transaction are done on cash only √√ | | |

| |or | | |

| |No credit √√ | |(2) |

| |TOTAL SECTION B: | | 40 |

| | | | |

| |GRAND TOTAL: | |60 |

TOOL 2: ASSIGNMENT

|INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR: | | |

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

| | | | |

| |The educator must explain the assignment to the learners. | | |

|2. | | | |

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

|3. | | | |

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

| | | | |

|4. |The educator must use the given rubric to assess the learner’s assignments. | | |

| | | | |

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

|5. |assessed. | | |

| | | | |

|6. | | | |

|7. | The total marks add up to 60, but educators can lower the mark to 50 by doing the following calculations: 60 divided by | | |

| |6 = 10 x 5 = 50. If a group scores 24 out of 60 i.e 24 divided by 6 = 4 x 5 = 20 out of 50. | | |

RUBRIC

|No. |Criteria |Exceeds the criteria |Clearly meet the stated |Attempts to meet the stated|Does not meet the stated |Total |

| | | |criteria |criteria |criteria | |

| |

| |Scores |4 |3 |2 |1 |4 |

|1. |Demonstrate an |The importance of a |The importance of a good |Only two (2) importance of |Only one importance of a | |

| |understanding of the|good business idea has|business idea has been fully |a good business idea has |business idea is | |

| |importance of a good|been exceptionally |explained. The learner has |been explained. |explained. | |

| |business idea. |explained. The learner|provided three (3) facts | | | |

| | |has provided four (4) |describing the importance of | | | |

| | |facts describing the |good business idea | | | |

| | |importance of a good | | | | |

| | |business idea | | | | |

| | |10-7 |6-5 |4-3 |2-1 |10 |

|2. |Demonstrate |Two brilliant problems|Two brilliant problems are |Two problems are identified|Two problems are | |

| |competency in |are identified with |identified with information |but the information |identified but all other | |

| |creating a business |information matching |matching only four columns, |provided only matches three|information does not | |

| |idea based on |solution, business |i.e. information provided |columns. |match the columns | |

| |people’s problem, |idea, market and type |does not match two columns. | |provided. | |

| |the ability to |of business as in the | | | | |

| |identify its target |example. | | | | |

| |market and the type | | | | | |

| |of business to solve| | | | | |

| |the problem | | | | | |

| | |30-21 |20-15 |14-9 |8-1 |30 |

|3. |Demonstrate |Competency in |Competency in screening a |Competency in screening a |Competency in screening a| |

| |competency in |screening a business |business idea based on |business idea based on |business idea based on | |

| |screening a business|idea based on people’s|people’s needs has been fully|people’s needs has been |people’s needs has not | |

| |idea based on |needs has been |demonstrated. |partially demonstrated. |been demonstrated. | |

| |people’s needs. |exceptionally | | | | |

| | |demonstrated. | | | | |

| | |4 |3 |2 |1 |4 |

|4. |Demonstrate |Competency in |Competency in understanding |Competency in understanding|Competency in | |

| |competency in the |understanding of |of utilising research methods|of utilising research |understanding of | |

| |understanding of |utilising research |tools has been fully |methods tools has been |utilising research | |

| |utilising of |methods tools has been|demonstrated. |partially demonstrated. |methods tools has not | |

| |research methods |exceptionally | | |been demonstrated. | |

| |tools. |demonstrated. | | | | |

| | |12-9 |7-6 |5-4 |3-1 |12 |

|5. |Demonstrate |Competency in |Competency in conducting a |Competency in conducting a |Competency in conducting | |

| |competency in |conducting a market |market research survey using |market research survey |a market research survey | |

| |conducting a market |research survey using |a questionnaire has been |using a questionnaire has |using a questionnaire has| |

| |research survey |a questionnaire has |fully demonstrated. |been partially |not been demonstrated. | |

| |using a |been exceptionally | |demonstrated. | | |

| |questionnaire. |demonstrated. | | | | |

| | | | | |TOTAL |60 |

TOOL 3: PROJECT

| |INSTRUCTIONS AND INFORMATION TO THE EDUCATOR | | |

| | | | |

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

| | | | |

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

|2. | | | |

| |The educators should use the given rubric to assess the business plan. Assess each learner’s work against the criteria given | | |

| |in the rubric. | | |

|3. |Hint: Thoroughly study the criteria before you start with the final assessment of your learners. | | |

| | | | |

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

| | | | |

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

|4. | | | |

| |The educator should explain to the learners how to present their business plan. | | |

|5. | | | |

| |Learners should receive the rubric together with the task so that they know how their work will be assessed. | | |

|6. |The groups should do the oral presentation together. | | |

| | | | |

|7. |The total mark adds up to 60,but educators can lower the mark to 50 by doing the following calculations: 60 divided by 6 = | | |

| |10 x 5 = 50. If a group scores 24 out of 60 i.e. 24 divided by 6 = 4 x 5 = 20 out of 50. | | |

|8. | | | |

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

|9. | | | |

| |Levels in rubric | | |

| |Marks (%) | | |

| |Description | | |

| | | | |

| |1 | | |

| |1–39% | | |

| |Not achieved | | |

| | | | |

| |2 | | |

| |40–49% | | |

| |Partially achieved | | |

| | | | |

| |3 | | |

| |50–69% | | |

| |Achieved | | |

| | | | |

| |4 | | |

| |70–100% | | |

| |Outstanding/excellent | | |

| | | | |

RUBRIC:

|Component |1=Not achieved |2=Partially achieved |3=Achieved |4=Outstanding/Excellent |Total marks |

| | | | |achievement | |

|TECHNICAL |Has not met the technical |Partially meets some of the |Meets the technical |Exceeds all the technical |4 |

|ASPECTS |requirements. No or little|technical requirements, but |requirements. Could improve on|requirements and has | |

|(FRAMEWORK): |evidence of detail. Needs |show lack of detail. With |the submitted presentation by |submitted an outstanding | |

|Title page |mentoring to submit a |educator suggestions, should |including graphs, tables, |piece of work with all | |

|Table of contents |final product which meets |do some more work to improve |charts, etc., as suggested by |supporting graphics | |

|Document layout(formatting)|the technical |upon the submitted product. |the educator. |(charts, pictures, | |

|List of sources |requirements. | | |photographs, diagrams and | |

|Annexure | | | |tables). | |

|CV’s, | | | | | |

|advertising) | | | | | |

|FINANCIAL |No start-up costs |Capital mentioned in the |Capital mentioned in the |All costs mentioned and |4 |

|PLAN: |mentioned in the business |business plan but not |business plan and described |correctly allocated under | |

|Start-up costs: |plan. |adequately described and |but not allocated. |the appropriate headings. | |

|Owner’s capital | |allocated(i. e. not in the | | | |

|Loans | |correct column). | | | |

|Projected cash flow |Cannot analyse and |Is partially able to analyse |Is able to analyse and |Can identify,analyse and |4 |

|–Cash flow statements |categorise the cash flows |and categorise cash flows as:|categorise cash flows, but |categorise cash flows. | |

|(inflows and outflows) |as: |-Operating activities |makes a few errors | | |

| |-Operating activities |-Investing activities | | | |

| |-Investing activities |-Financing activities | | | |

| |-Financing activities | | | | |

|Projected profit: |Is not able to recognise |Is partially able to |Is able to recognise operating|Is able to recognise |4 |

|-Fixed costs |operating |recognise operating |activities (income & expenses/|operating activities | |

|-Variable costs |activities(income & |activities (income & |receipts and payments) and |(income & expenses/ | |

|-Income statement |expenses/ receipts and |expenses/ receipts and |report these on financial |receipts and payments) and| |

|-Balance sheet |payments) and report these|payments) and report on |statements with a few errors. |correctly report these on | |

| |on financial statements. |financial statements. | |financial statements. | |

|Financial |Needs considerable help |Makes errors when computing |Can compute costs correctly. |Can compute costs easily |4 |

|Computations |when computing costs. |costs. | |and correctly. | |

|PRODUCTION |Has difficulty in |With assistance, understands |Understands the relationships |Excellent understanding of|4 |

|PLAN: |understanding the |the relationships between |between inputs and outputs and|the relationships between | |

|Inputs versus outputs |relationships between |inputs and outputs. |how to manipulate these |inputs and outputs and how| |

| |inputs and outputs. | |factors to optimise |to manipulate these | |

| | | |productivity. |factors to optimise | |

| | | | |productivity. | |

|Quantity versus quality |Has difficulty in |With assistance, understands |Understands the relationships |Excellent understanding of|4 |

| |understanding the |the relationships between |between quantity and quality |the relationships between | |

| |relationships between |quantity and quality. |and how to manipulate these |inputs and outputs and how| |

| |quantity and quality. | |factors to meet consumer |to manipulate these | |

| | | |needs. |factors to meet consumer | |

| | | | |needs. | |

|Efficiency and |Has difficulty |With some assistance, |Needs no assistance in |Clearly understands and |4 |

|effectiveness: |understanding efficient |understands efficient and |understanding efficient and |has in insight into | |

|-Time |and effective use of |effective use of resources |effective use of resources for|efficient and effective | |

|-Space |resources for the business|for the business to be |the business to be competitive|use of resources for the | |

|-Labour |to be competitive and |competitive and sustainable |and sustainable. |business to be competitive| |

|-Material |sustainable. | | |and sustainable | |

|-Land | | | | | |

|-Capital | | | | | |

|Entrepreneurship | | | | | |

|Production costs: |Needs considerable help |Makes errors when computing |Can compute costs correctly. |Can compute costs easily |4 |

|-Variable costs |when computing costs. |costs. | |and correctly. | |

|-Fixed costs | | | | | |

|-Unit costs | | | | | |

|-Total costs | | | | | |

|MARKETING PLAN: |Has not identified and |Has identified, but not |Has identified and segmented a|Has identified and |4 |

| |segmented a target market |segmented a target market to |target market and developed a |segmented a target market | |

|Target market |to research their needs. |research their needs. |consumer programme to satisfy |and has thoroughly | |

| | | |their needs. |researched the market to | |

| | | | |identify their needs and | |

| | | | |has developed a consumer | |

| | | | |programme to continually | |

| | | | |satisfy these needs. | |

|Marketing mix |Has limited idea of how to|Has some idea of how to |Has adequate understanding of |Clearly understands how to|4 |

| |manipulate the marketing |manipulate the marketing mix |how to manipulate the |manipulate the marketing | |

| |mix to achieve customer |to achieve customer service. |marketing mix to achieve |mix to achieve high | |

| |service. | |customer service. |customer service and win | |

| | | | |loyalty. | |

|SWOT analysis |Struggles to develop and |With some assistance, is able|Is able to develop and use |Is able to use SWOT |4 |

| |use SWOT analysis to plan,|to develop and use SWOT |SWOT analysis to plan, |analysis to plan, | |

| |implement, manage and |analysis to plan, implement, |implement, manage and evaluate|implement, manage and | |

| |evaluate a business. |manage and evaluate a |a business. |evaluate the business. | |

| | |business | | | |

|Advertisements |Struggles to create |With assistance is able to |Is able to create catchy, |Is easily able to create |4 |

| |catchy, enticing and |create catchy, enticing and |enticing and persuasive |catchy, enticing and | |

| |persuasive advertisements |persuasive advertisements to |advertisements to promote |persuasive advertisements | |

| |to promote sales and gain |promote sales and gain |sales and gain competitive |to promote sales and gain | |

| |competitive advantage. |competitive advantage. |advantage. |competitive advantage. | |

|ORAL PRESENTATION |Speaker shows little |A very basic presentation. |A satisfactory presentation. |Outstanding / excellent |4 |

| |command of the topic. |More practise needed. |Illustrates command of the |presentation with good use| |

| |Guidance needed from the | |topic. |of terminology. | |

| |educator. | | |Illustrates insight. | |

|WRITTEN PRESENTATION |Very little care taken. |Some more work needed to |Mostly acceptable. Could |Very organised and easy to|4 |

|(FINAL SUBMISSION) |Needs to re-do. |create a better impression. |improve in a few areas as |follow. Well written and | |

| | | |advised by the educator. |neatly presented. | |

| |TOTAL | |60 |

TOOL 4 : CASE STUDY

|INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR |

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

| | | | |

| |Educators should use the following marking grid (memorandum) | | |

|2. |when assessing the work of the learners. | | |

| | | | |

| |Calculators may be used. | | |

|3. | | | |

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

|4. | | | |

|QUESTION 1 | | |

|1.1 |When she was retrenched, people approached her to sell them cakes. √√ | | |

| |(Any relevant answer close to the given one) | |(2) |

|1.2 |Strength: It had a chance to grow since there were no competitors√ | | |

| |Weakness: Sanna did not have her own business site√ | | |

| |Opportunity: She would introduce an ice-cream sales section√ | | |

| |Threats: People might start the same business in the township√ | | |

| |(Other relevant aspects of SWOT for Sanna must be considered) | |(4) |

| 1.3|Township people/Community√ | | |

| |Wedding celebrations√ | | |

| |Birthday parties√ | | |

| |School teachers√ | | |

| |Scholars√ | | |

| |Learners√ (Any 4 relevant | |(4) |

| |answers) | | |

|1.4 |1.4.1 |Type of business√√ | |(2) |

| |1.4.2 |Form of ownership√√ | |(2) |

| |1.4.3 |Type of business√√ | |(2) |

| |1.4.4 |Type of business√√ | |(2) |

| |1.4.5 |Form of ownership√√ | |(2) [20] |

|QUESTION 2 | | |

|2.1 |Start–up capital: | |(4) |

| | | | |

| |R4 500,00√(Retrenchment amount) | | |

| |Plus R3 000,00√(Money in the bank) | | |

| |Total R7 500,00√√ | | |

| | | | |

|2.2 |Expenditure: | | |

| | | | |

| |1 12,5 kg. Cake flour | | |

| |R 40√ | | |

| | | | |

| |1 Tray of eggs | | |

| |R 40√ | | |

| | | | |

| |2 2,5 kg White Sugar | | |

| |R 36√ | | |

| | | | |

| |1 5 Litre of Cooking oil | | |

| |R 70√ | |(12) |

| | | | |

| |1 2,5 Litres of fresh milk | | |

| |R 32√ | | |

| | | | |

| |1 Bottle of vanilla essence | | |

| |R 10√ | | |

| | | | |

| |Assistant payment | | |

| |R1 000√ | | |

| | | | |

| |Container Hire | | |

| |R 200√ | | |

| | | | |

| |Petrol | | |

| |R 250√ | | |

| | | | |

| |Motor bike | | |

| |R1 500√ | | |

| | | | |

| |TOTAL | | |

| |R3 178√√ | | |

| | | | |

|2.3 |Profit: | | |

| | | | |

| |200 cakes√ x R3 each√ = R600√ | | |

| |200 Breads √ x R 5,50 each√ =R1 100√ | |(8) [24] |

| |TOTAL: =R1 700√√ | | |

|QUESTION 3 | | |

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

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

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

| | | |(2) [6] |

TOOL 5 : WORKSHEET

|INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR | | |

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

| | | |

|2. |The worksheet must be done in 2 – 3 hours. | |

| | | |

|3. |The educator must first explain to the learners what the worksheet is all about. | |

| | | |

|4. |Learners must do the worksheet individually in class. | |

| | | |

|5. |Learners may use calculators in the worksheet. | |

|6. |Educators must use the following marking grid (memorandum) when assessing the worksheet. | |

| | | |

|7 |Educators must explain to the learners that they must do all the necessary calculations to score the relevant marks. They cannot | |

| |only give the totals at the end. | |

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

|1.1 | R 80 √ | | |

| |R250√ | | |

| |+ R400√ | | |

| |= R730√√ | |(5) |

|1.2 |Automatic Transmission (Teller )Machine | |(1) |

| |Cheque No 1052 R 150√ | | |

| |No 1053 R 370√ | | |

| |No 1055 R 390√ | | |

| |No 1054 R 250√ | | |

| |No 1058 R 200√ | | |

| |No 1057 R 300√ | | |

| |No 1059 R 370√ | | |

|1.3 | No 1060 R 110√ | | |

| |No 1061 R 530√ | |(11) |

| |Total R2 670√√ | | |

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

| | | |(1) |

|1.5 | R 400√ | | |

| |R 900√ | | |

| |R 400√ | | |

| |R 900√ | | |

| |R 400√ | | |

| |R 900√ | | |

| |R 400√ | | |

| |+R 900√ | | |

| |=R5 200√√ | |(10) |

|1.6 | R 7,10 √ other bank | | |

| |Minus. R 3,50 √ own bank | | |

| |R 3,60√√ | |(4) |

|1.7 |It is a service of the bank to its customers with current accounts allowing them to overdraw their accounts to an agreed limit.| | |

| |Interest is paid on an overdraft.√ | |(1) |

|1.8 | R25,00 Cashier in bank√ | | |

| |Min R 3,50 Own ATM√ | | |

| |= R21,50 Difference √√ | |(4) |

|1.9 | R 3,79√ | | |

| |R 5,77√ | | |

| |R 5,77√ | | |

| |R 4,78√ | | |

| |….R 3,79√ | | |

| |R18,28√ | | |

| |R 5,77√ | | |

| | | | |

| |R 3,79√ | | |

| |R 6,76√ | | |

| |Total =R58,50√√ | |(11) |

|1.10 |Cheque 1056 R 200,00 | | |

| |Cheque 1062 R 150,00 | | |

| |Total R 350,00 Not to be marked. It is just to show markers how it was calculated. | | |

| | | | |

| |R1 532,84 Available in bank at the end of month. | | |

| |Minus R 350,00 Cheques not yet cleared√ | | |

| |R 1 182,84 To use at the end of month. √ | |(2) |

| |TOTAL : | |50 |

|9. |EXTERNAL ASSESSMENT (SUMMATIVE) |

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

|9.1 |STRUCTURE OF A QUESTION PAPER |

This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.

Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:

General Instructions

Examiners shall use current information when setting the paper.

The paper shall consist of section A, B and C, all sections are compulsory. All questions shall be preceded by a clear instruction. Educators are encouraged to familiarize the learners with the examination instructions during the course of the year.

An analysis grid is included, aiming at spreading the unit standard and weighting of the question per question paper

WEIGHTING PER QUESTION

|Question |Marks |US ID 10006 13% |US ID 10007 20% |US ID 10008 47% |US ID 10009 20% |

|Question 1 |40 |6 |8 |18 |8 |

|Question 2 |40 |6 |8 |18 |8 |

|Question 3 |20 |3 |4 |9 |4 |

|9.2 |EXEMPLAR QUESTION PAPER |

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

[pic]

GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

|LEARNING AREA: SMALL, MEDIUM AND MICRO |

|ENTERPRISES |

| |

|CODE: SMME |

| |

|DATE: JUNE 2008 |

| |

|TIME: 3 HOURS |

| |

|MARKS: 100 |

This question paper consists of 12 pages.

|INSTRUCTIONS AND INFORMATION | | |

|1. |This question paper consists of THREE sections: | | |

|2. |SECTION A: QUESTION 1 is COMPULSORY | | |

| |SECTION B: QUESTION 2 is COMPULSORY | | |

| |SECTION C: Answer either QUESTION 3 or QUESTION 4 | | |

|3. |Use only blue or black ink. | | |

|4. |Candidates may use calculators where necessary. | | |

|5. |Answer the questions in the answer book provided. | | |

| |Candidates must show all calculations, where necessary. | | |

|6. |Write neatly and legibly. | | |

|SECTION A (COMPULSORY ) | | |

|QUESTION 1 | | |

|1. 1 |Various possible options are provided as answers for each question. Indicate the correct answer by writing the letter (A – D) | | |

| |next to the question number (1.1.1 – 1.1.5) in the answer book, for example 1.1.6 C. | | |

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

| |A |income must be more than the total of all costs. | | |

| |B |income must be less than the total of all costs. | | |

| |C |income must be equal to the total of all costs. | | |

| |D |costs must be more than the total of all income. | |(1) |

| |1.1.2 |The following method does not form part of those used by an entrepreneur, when collecting information about a | | |

| | |target market in a community: | | |

| |A |Questionnaires | | |

| |B |Road runners | | |

| |C |Observation | | |

| |D |Personal interviews | |(1) |

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

| |A |Characteristics of an entrepreneur | | |

| |B |Executive summary | | |

| |C |Skills Development Levy | | |

| |D |Community rewards | |(1) |

| |1.1.4 |Sources of information when conducting a market research: | | |

| |A |Consumers | | |

| |B |Suppliers | | |

| |C |Competitors | | |

| |D |All the above-mentioned | |(1) |

| |1.1.5 |The following aspects are important when recruiting staff: | | |

| |A |Educational qualifications | | |

| |B |Employment history | | |

| |C |Personal information | |(1) |

| |D |All the above-mentioned | |[5] |

|1.2 |Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next to the question number (1.2.1 –| | |

| |1.2.5) in the answer book, for example, 1.2.6 True. | | |

| |1.2.1 |In a marketing plan an entrepreneur must outline his/her strategies to appeal successfully to his/her target | | |

| | |market. | |(1) |

| |1.2.2 |In a partnership one of the partners provides all the capital for the business, makes all the decisions, manages | | |

| | |the business and gets all the profit. | |(1) |

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

| | | | |(1) |

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

| | | | |(1) |

| |1.2.5 |Once a business idea has been developed and an appropriate name chosen, a business must be registered. | |(1) |

| | | | |[5] |

|1.3 |Match an item/word in COLUMN B with the description in COLUMN A. Write only the correct letter (A – G) next to the question | | |

| |number (1.3.1 – 1.3.5) in the answer book, for example, 1.3.6 H | | |

| |COLUMN A | | |

| |COLUMN B | | |

| | | | |

| |1.3.1 | | |

| |Pay as you earn | | |

| |A | | |

| |partnership | | |

| | | | |

| |1.3.2 | | |

| |Advertise a job in a newspaper | | |

| |B | | |

| |questionnaire | | |

| | | | |

| |1.3.3 | | |

| |This type of business is run by a board of directors and share-holders share the profits | | |

| |C | | |

| |recruitment | | |

| | | | |

| |1.3.4 | | |

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

| |D | | |

| |private company | | |

| | | | |

| |1.3.5 | | |

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

| |E | | |

| |PAYE | | |

| | | | |

| | | | |

| | | | |

| |F | | |

| |entrepreneur | | |

| | | | |

| | | | |

| | | | |

| |G | | |

| |social responsibility | | |

| | | | |

|1.4 |Fill in the missing words by choosing the correct answer from the following list. Write only the correct word(s) next to the | | |

| |question number in the answer book, for example, 1.4.7 manufacturing business | | |

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

| |1.4.1 |To respect suppliers is part of ... | | |

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

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

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

| |1.4.5 |The ... must have the name and address of the owner. | |(5) [20] |

|TOTAL SECTION A: | |20 |

|SECTION B (COMPULSORY) | | |

|QUESTION 2 | | |

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

|Gary’s Pizzas | | |

| | | |

|Gary Peters is a seventeen year old young man and is in his final year at school. Accounting is his favourite subject at | | |

|school. He is still staying with his parents. One day when he was on his way to town he noticed that there was no place nearby | | |

|for the taxi drivers to get something to eat. He always wanted to be his own boss. He then decided to do something about the | | |

|situation and decided to sell pizzas to the taxi drivers at the taxi rank. He also thought that the commuters and people who | | |

|walk by will buy some of his delicious pizzas. He will advertise his business by distributing flyers. | | |

| | | |

|He asked his mother for a loan and she gave him R1 000,00 to start his business . He will only start paying this amount back as| | |

|from the second month. He will pay five installments of R200,00 each. Every Friday he will use R250,00 to buy the different | | |

|ingredients. On Saturday mornings he will make the pizzas. 500 small paper plates will cost him R100,00 and 500 pizza boxes | | |

|will be R150,00.He will pay R50,00 for 500 serviettes. These three items are for one month. His mom will give him a big table | | |

|to serve the clients .If it rains he can use her big umbrella. He will make the board to advertise his business at school. | | |

| | | |

|He is going to charge R2,00 per quarter-piece of pizza with any topping and R8,00 for the whole mini pizza. He will use his | | |

|mother’s kitchen and electricity for free for the first month. His father drives him with all the produce to the taxi rank. | | |

|He‘ll pay his father R50,00 for petrol every Saturday. By ten o’ clock, just when everyone is getting a bit hungry, he will | | |

|arrive with fresh, warm pizzas to sell. He hopes to sell 500 mini pizzas during the first month. | | |

| | | |

|He decided that after paying off his mom for the loan, he will save some money, get someone to help him, and also expand his | | |

|business by starting to sell soft drinks as well. | | |

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

|2.1 |PERSONAL INFORMATION: | | |

| |(a) Name of the owner | |(1) |

| |(b) Age | |(1) |

| |(c) Gender | |(1) |

|2.2 |DESCRIPTION OF BUSINESS: | | |

| |(a) Name of the business | |(1) |

| |(b) Type of business | |(1) |

| |(c) Location of the business | |(1) |

| |(d) Ownership | |(1) |

| |(e) Staff structure | |(1) |

|2.3 |PRODUCT/SERVICE PLAN: | | |

| |(a) Give a short description of the service/product. | |(3) |

|2.4 |MARKETING PLAN: | | |

| |(a) Who will Gary’s target market be? Name three. | |(3) |

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

|2.5 |FINANCIAL PLAN: | | |

| |(a) Calculate the estimated income of Gary’s business for the first month. | |(5) |

| |(b) Name and calculate the estimated expenses of Gary’s business for the first month (the first month consists of four weeks)| | |

| |(c) Calculate the estimated profits of Gary’s business for the first month. | |(15) |

| | | |(4) |

| | | | |

| | | |[40] |

TOTAL SECTION B: 40

|SECTION C | | |

|Answer QUESTION 3 or QUESTION 4. | | |

|QUESTION 3 | | |

|Answer the following questions based on Gary’s pizzas: | | |

|3.1 |Gary opened a bank account and received an ATM card after the first month of business. He now wants to deposit some money | | |

| |into his bank account, but he is confused on how to start, as it is his first time depositing money at the ATM. Order the | | |

| |steps below in the correct sequence so that Gary can deposit his money successfully. | | |

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

| |into the slot allocated for it. | | |

| |Step 2: Type in the amount you want to deposit. | | |

| |Step 3: Select the type of account you wish to use. | | |

| |Step 4: Type in your secret code. | | |

| |Step 5: Select the kind of transaction you wish to make. | | |

| |Step 6: Place your bank card in the slot allocated for it. | | |

| |Step 7: Take the slip printed out by the machine. This confirms your transaction. | | |

| |Step 8: Take your deposit slip and remove your card from the machine. | | |

| |Step 9: Do you want to do further transactions? Press YES or NO. | |(9) |

|3.2 |Gary used the following scenarios when he was busy doing market research. Name the different method of research in each | | |

| |scenario. | | |

| |3.2.1 He talked to his clients over the telephone. | |(1) |

| |3.2.2 He asked the potential clients what their personal needs are. | |(1) |

| |3.2.3 He visited all the houses in his area and did a needs analysis about his product or service. | | |

| | | |(1) |

|3.3 |Gary donates or gives 25 quarter pieces of pizza to children at a local crèche. | | |

| |3.3.1 Calculate how much money does Gary loose in this donation? | |(2) |

| |3.3.2 Why is it important for business people to donate to the community? | |(2) |

|3.4 |For every Saturday when Gary is working in his mother’s kitchen, she will charge him R60,00 for using the kitchen and | | |

| |electricity. | | |

| |3.4.1 How much will he pay his mother after six weeks? Show ALL your calculations. | |(2) |

| |3.4.2 Is this payment fixed or variable cost? Give a reason for the answer. | |(2) |

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

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

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

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

| | | |(4) |

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

|OR |

|QUESTION 4 | | |

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

|4.1 |What services do you associate with the following franchises? | | |

|A[pic] |[pic]B |

| | |

|C |D |

| | |

| | |

| | |

| | |

| | |(8) |

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

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

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

|4.5 |AB Clothing Stores are severely affected. they bought stock, but for now the stock is out of fashion. Suggest TWO ways in | | |

| |which AB Clothing Stores can deal with this external factor. | |(4) |

|4.6 |The following are examples of forms of ownership and types of businesses. Study the descriptions provided in the business | | |

| |column and indicate whether it is forms of ownership or types of businesses. Write only A or B next to the question number | | |

| |(4.6.1 - 4.6.5). | | |

| |Business | | |

| |Forms of ownership | | |

| |Types of business | | |

| | | | |

| | | | |

| |A | | |

| |B | | |

| | | |(5) |

| |4.6.1 Clothing factory | | |

| | | | |

| | | | |

| | | | |

| |4.6.2 D.V. Davidson and B.J. Bukhosi at LAW | | |

| | | | |

| | | | |

| | | | |

| |4.6.3 Steel manufacturers | | |

| | | | |

| | | | |

| | | | |

| |4.6.4 Whiteheads (Pty.) Ltd. | | |

| | | | |

| | | | |

| | | | |

| |4.6.5 Hairdresser | | |

| | | | |

| | | | |

| | | | |

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

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

| | | | |

| |YELLOWWOOD FACTORY | | |

| |YELLOWVILLE | | |

| |SOUTH AFRICA | | |

| | | | |

| |Statement of payment for July 2006 | | |

| |Mr A.N. Other 5811075000018 | | |

| | | | |

| |Payments | | |

| |Deductions | | |

| | | | |

| |Basic salary | | |

| |R10 000,00 | | |

| |PAYE | | |

| |R1650,00 | | |

| | | | |

| | | | |

| | | | |

| |UIF contribution | | |

| |R150,00 | | |

| | | | |

| | | | |

| | | | |

| |Life Insurance | | |

| |R250,00 | | |

| | | | |

| | | | |

| | | | |

| |Trade Union | | |

| |Membership | | |

| | | | |

| |R60,00 | | |

| | | | |

| |Gross Salary | | |

| |R10 000,00 | | |

| |Total deductions | | |

| |R2 110,00 | | |

| | | | |

| |Nett Salary | | |

| |R7 890,00 | | |

| | | | |

| | | | |

| | | | |

| |Available leave | | |

| |40 days | | |

| |Last leave date | | |

| |16 May 2005 | | |

| | | | |

| |Mr A.N. Other | | |

| |Yellowwood Factory | | |

| |Box 224 | | |

| |Yellowville | | |

| |1234 | | |

| | | | |

| |Yellowwood Factory | | |

| |Employee Nr. | | |

| |1768 OTH | | |

| |Yellowville | | |

| |1234 | | |

| | | | |

| |4.8.1 What are deductions? | |(2) |

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

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

| |4.8.4 What is the meaning of UIF? | |(1) |

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

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

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

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

| | TOTAL SECTION C: | |40 |

| | GRAND TOTAL: | |100 |

MARKING MEMORANDUM

|QUESTION 1 | | |

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

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

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

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

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

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

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

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

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

|1.2.5 |True ( (US 03/SO 02) | |(1) |

| | | |[5] |

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

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

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

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

|1.3.5 |F ( (US 01/S0 02) | |(1) |

| | | |[5] |

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

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

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

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

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

| |TOTAL SECTION A: | |20 |

|SECTION B | | |

|QUESTION 2 | | |

BUSINESS PLAN:

|2.1 | PERSONAL INFORMATION: | | |

| |Gary Peters ( | |(1) |

| |17 Years ( | |(1) |

| |(c ) Male(/man ( /boy ( (Any one) (US 04 /SO 01) | |(1) |

|2.2 |BUSINESS DESCRIPTION: | | |

| |Gary’s Pizzas ( | |(1) |

| |Service business(/food outlet( | |(1) |

| |Taxi rank ( | |(1) |

| |Sole owner /Sole Proprietor /One man business (Any one) ( | |(1) |

| |He alone /Gary((US 01 /SO 01) | |(1) |

|2.3 |PRODUCT /SERVICE PLAN: | | |

| |(a) He will sell fresh , warm pizzas at the taxi rank on Saturdays to taxi drivers , commuters and people who walk past the| | |

| |pizza stall. ((( (Any relevant answer) | | |

| |(US 04 /SO 01) | |(3) |

|2.4 |MARKETING PLAN: | | |

| |Taxi commuters ( | | |

| |Taxi drivers ( | |(3) |

| |People that walk pass the pizza stall( | | |

| |The board with the name and prices on( | | |

| |Flyers( (US 03 /SO 01) | |(2) |

|2.5 |FINANCIAL PLAN: | | |

| |Estimated Income: | | |

| | | | |

| |500 pizzas per month ( x R8,00 per pizza( = R4000,00((( | |(5) |

| |If only TOTALS give full marks | | |

| | | | |

| |Estimated Expenses: | | |

| | | | |

| |R250,00 (Ingredients) ( x 4 weeks = R1000,00(( | | |

| |50 small paper plates( = R 100,00( | | |

| |500 Pizza boxes ( = R 150,00( | |(3) |

| |500 Serviettes( = R 50,00( | |(2) |

| |R50,00 (Petrol) ( x 4 weeks = R 200,00(( | |(2) |

| |TOTAL = R 1500,00((( | |(2) |

| | | |(3) |

| |Estimated Profits: | |(3) |

| | | | |

| |INCOME: R4000,00(minus EXPENSES: R1500,00( = R2500,00(( | |(4) |

| |If learners only give the TOTAL AMOUNT , give full marks | | |

| |Accept the candidates working totals (US 03 /SO 01) | | |

|TOTAL SECTION B: | |40 |

|SECTION C | | |

|QUESTION 3 | | |

|3.1 |-6( | | |

| |-4 ( | | |

| |-5( | | |

| |-3( | | |

| |-2 ( | | |

| |-7( | | |

| |- 1( | | |

| |- 9( | | |

| |-8( | |(9) |

| |(US 04 /SO 2) | | |

|3.2 |3.2.1 Telephone conversation /surveys( | |(1) |

| |3.2.2 Personal interviews(/ or Questionnaires( | |(1) |

| |3.2.3 Interview /Door-to-door /Word of mouth((US 02/SO 02) | |(1) |

|3.3 |3.3.1 25 pieces of pizza XR 2,00 =R50,00(( | |(2) |

| |3.3.2 Business promotion | | |

| |Social responsibility(( | | |

| |Plough back to community(( | |(2) |

| |Any other relevant answer(( (US 03/SO 01 ) | | |

|3.4 |3.4.1 6 Saturdays x R 60,00 per Saturday =R 360,00(( | |(2) |

| |3.4.2 Fixed cost( , because it does not change( (US 03/SO 01 ) | |(2) |

|3.5 |-His mother will give him the money(( | | |

| |-No need for him to pay it back the first month(( | | |

| |-He will use his mother’s kitchen for free the first month(( | | |

| |-His father will drive him to the taxi-rank and back(( | |(4) |

| |-He is good in accounting-can do his own books(( | | |

| |( Any 2 relevant for two marks each answers) (US 03/SO 01 ) | | |

|3.6 |-He can expand the business( | | |

| |-He can employ more people( | | |

| |-He can add another line such as soft drinks( | | |

| |-He can save some of the money( (US 03 /SO 01) | |(4) |

|3.7 |-Market size ( | | |

| |-Cost per job( | | |

| |-Potential profits( | | |

| |-Quality of products( | | |

| |-Number of jobs created( | | |

| |-Empowerment( (US 02/SO 02)| |(6) |

|3.8 | -To get to his target market ( | | |

| |-To see if there is any competition( | | |

| |-To see if there are any facilities available( | | |

| |( Any two relevant answers) (US 02/ SO 01) | |(4) |

|3.9 |His business idea was to sell fresh, warm pizzas to the taxi drivers; taxi commuters and people who walk pass his pizza stall.| | |

| |(( | |(2) |

| |(Any relevant answer (US 02 /SO 01)| |40] |

|QUESTION 4 | | |

|4.1 |(A) Product: Food (Any type) ( | | |

| |Service: Restaurant, serving your food( | |(2) |

| | | | |

| |(B) Product: Food (pizzas) ( | | |

| |Service: Delivering of pizzas/Serving pizzas ( | |(2) |

| | | | |

| |(C) Product: Suppliers of paint products(( | |(2) |

| | | | |

| |(D) Product: Suppliers of fresh products e.g. fruit, vegetables, milk, cheese and eggs(( | |(2) |

| |(US 01 /SO 01) | | |

|4.2 |-Salesperson( | |(1) |

| |-Flyers( | |(1) |

| |-Posters( | | |

| |-Bulletin boards( | | |

| |media (newspapers, radio and magazines) ( | |(1) |

| |billboards( | |(1) |

| |(Any 4 relevant answers) (US 03/ SO 01) | | |

|4.3 |-To fulfill the needs of community( | | |

| |-To create jobs( | | |

| |-Community Development( | | |

| |(Any 2 answers) (US 01 / SO | |(2) |

| |01) | | |

|4.4 |-Hardworking( | | |

| |-Creative( | | |

| |-Focused( | | |

| |-Determined( | | |

| |-Sees opportunities( | | |

| |-Takes risks( | | |

| |(Any 2 characteristics of an successful entrepreneur) (US 01 / SO 02) | |(2) |

|4.5 |-He /she can put the existing clothes on a sale(( | | |

| |-He /she can pack it away until the next season(( | |(4) |

| |(Any relevant answer) (US 04 / SO 03) | | |

|4.6 |4.6. 1 Type of business /B( | | |

| |4.6.2 Form of ownership/ A( | | |

| |4.6.3 Type of business/B( | | |

| |4.6.4 Forms of ownership/A( | | |

| |4.6.5 Type of business/B( (US 01 / SO 01) | |(5) |

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

|4.8 |4.8.1 Money that are being deducted from wages/salary(( | |(2) |

| |4.8.2 Total salary / wages before deductions(( | |(2) |

| |4.8.3 Total salary /wages after deductions(( | |(2) |

| |4.8.4 Unemployment Insurance Fund ( | |(1) |

| |4.8.5 July 2005 ( | |(1) |

| |Yes( | |(1) |

| |Money has been deducted from salary(( | |(2) |

| |Yellowwood Factory(( (US 04 /SO 01) | |(2) |

| | TOTAL SECTION C: | |40 |

| | GRAND TOTAL: | |100 |

Hints of marking of the answer scripts:

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

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

✓ Effective use of marking guidelines

✓ Adherence to the marking guidelines

✓ All answers (responses) to be marked

✓ One tick, one mark

✓ Use appropriate ink for marking( red for markers and green for moderators)

✓ Ensure uniform standard throughout the marking session (marking guideline to be adapted to accommodate all possible answers)

✓ Ensure correct transfer of marks on both the scripts and the mark sheets

|10. |PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES |

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

|Validity |Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment criteria |

| |into account in setting appropriate types of questions. |

|Reliability |Assessment should produce reliable results instructions are clear, consistent and unambiguous |

| |Assessment criteria are strictly adhered to |

| |Marking 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 candidates |

| |Covers different cognitive levels |

| |Nature 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 |It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It enhances|

|Assessment: |teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for |

| |learning |

|Summative |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: |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 |It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the |

|Assessment: |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 |Forms |Instruments/Tools |Purposes |

|(WHO) |(WHAT) |(HOW) |(WHY) |

|Educator assessment, |Tests, Drawings, |Assessment grids, |Baseline, |

|Self-assessment, |Paintings, Graphs, |Rubrics, |Diagnostic, |

|Peer-assessment and |Physical activities, Projects, |Memoranda and |Formative, |

|Group-assessment. |Demonstrations, |Observation sheets. |Summative and |

| |Poems, Dramas, Role-plays, Stories, | |Systemic. |

| |Songs/music, | | |

| |Oral presentations, | | |

| |Written presentations, | | |

| |Worksheets, | | |

| |Questionnaires, | | |

| |Cassettes, Posters, | | |

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.

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Section B (Compulsory)

Question 2 [40]

Case Study with questions based on; Structure of a business plan

Calculation of cost and cash flow

Section C (Compulsory)

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

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General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

SMALL, MEDIUM AND MICRO ENTERPRISES L4

CODE: SMME4

2013 - 2015

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)

Question paper

Marks : 100

Time: 3 Hours

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