business studies school based assessment...

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IEB Copyright © 2011 NATIONAL SENIOR CERTIFICATE HANDBOOK IMPLEMENTATION: GRADE 12, 2012

BUSINESS STUDIES This document must be read in conjunction with the IEB Manual for the Moderation of School Based Assessment (SBA) 2011. A. MEANS OF ASSESSMENT

Paper 1: Application of Business Knowledge 2 hours [200] Paper 2: Problem Solving and Analysis 2 hours [100] School Based Assessment [100]

400 marks

B. REQUIREMENTS

1. Examination

Paper 1: 2 Hours – 200 marks Paper 2: 2 Hours – 100 marks

Weighting: LO 1: 25% LO 2: 25% LO 3: 25% LO 4: 25% A leeway of 5% per outcome in the external assessment to accommodate the integration of outcomes across questions is allowed.

Weighting: LO 1: 25% LO 2: 25% LO 3: 25% LO 4: 25% A leeway of 5% per outcome in the external assessment to accommodate the integration of outcomes across questions is allowed.

Both papers will be written on the same day with a break between. All Learning Outcomes and Assessment Standards will apply to both papers. Cognitive levels: Mark allocations per cognitive level in external assessment: Knowledge 30% Understanding 15% Application 15% Analysis 10% Synthesis 10% Evaluation and Problem solving 20% Exam papers: All questions in both papers are compulsory PAPER 1: Application of Business Knowledge – 2 hours – 200 marks Section A: [50] Different types of questions, e.g. multiple choice, true or false,

matching columns and terminology. Learning Outcomes will carry (more or less) equal weightings. Allow for different questions to count different marks, e.g. a true

answer may only count 1 mark but a false answer with a reason/ correction of the statement may count 2 or 3 marks.

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Section B: [150] This section will consist of THREE questions of 50 marks each. Shorter type questions, e.g. list, explain and discuss while possibly

applying to a case study. These questions will cover all the Learning Outcomes (more or less)

equally. Case studies or source based questions will be included and learners will be expected to use these to demonstrate cognitive skills across the spectrum have been mastered.

PAPER 2: Problem Solving and Analysis – 2 hours – 100 marks

This paper will consists of questions covering all the LOs more or less equally but will not necessarily be limited to one LO per question.

The focus will be on the use of scenarios which lend themselves to higher cognitive questions while still allowing for lower order thinking to be examined. The responses required are longer in nature and rubrics, together with marking guidelines, may be used to assess these answers.

2. School Based Assessment (SBA) [100]

Each candidate must submit a Learner's File which contains the following pieces of evidence:

SBA Item Weighting (%)

Preliminary Examination that includes Paper I and Paper II

25

Controlled Tests: 1 x Paper I format 1 x Paper II format

2 × 15

Tasks: Task 1: Compulsory Research Task Tasks 2 and 3: Chosen from the following categories: A. Media Review (Film; Book; TV Series/Episode;

Literature Review) B. Oral/Debate/Role Plays C. Business Simulations D. Indepth Case Study OR News Article Analysis E. Entrepreneurship OR Business Plan

3 × 15

TOTAL 100

The FET Phase for Business Studies is a THREE year course and as such

the candidates should have an understanding of all terminology and

aspects which form the introduction to, and basis of, all the Grade 12

Assessment Standards.

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C. INTERPRETATION OF THE REQUIREMENTS 1. Examination

1.1 Rationale for two papers

An outcomes based assessment should use assessment methods that are able to accommodate divergent contextual factors. Having two differently structured papers allows the examiners the opportunity to use a variety of assessment instruments and methods to more accurately assess the competencies, knowledge, skills and values of the learners in the context of Business Studies while incorporating Developmental and Critical Outcomes.

Paper 1 will focus to a greater extent on assessing theoretical knowledge which underpins the understanding and application thereof. Paper 2 will involve the analysis and interpretation of case studies, and, for example, the writing of reports and the solving of problems requires critical and creative thinking. Despite the theory that underpins the answering of this paper, it demands more time and necessitates the higher time-mark ratio allocated.

1.2 Assessment Syllabus

The Learning Outcomes and Assessment Standards that need to be achieved in Grade 12 are prescribed, however the depth and detail required to achieve these are not stipulated and this makes it difficult for the IEB to design common assessment tasks at Grade 12 that will fairly and effectively assess all learners. The purpose of this Assessment Syllabus is to assist IEB teachers in reaching a common understanding of the scope of the Assessment Standards and therefore support schools in planning their Assessment Programs consistently; as well as to make the IEB examination and SBA requirements at Grade 12 explicit for teachers, assessors and moderators. This document is NOT a teaching and learning syllabus but rather a scoping of the Learning Outcomes and Assessment Standards for assessment purposes. The teaching and learning programme should be richer and contextualised for the learners to stimulate and challenge them. The assessment syllabus will, furthermore, be flexible and subject to change to reflect the current market situations. The Assessment Syllabus follows the SBA requirements.

2. School Based Assessment (SBA)

2.1 SBA Items Preliminary Examination/ Trial Paper (25 marks out of 100)

The examination should mimic the final external examination in its design, rigour and format. Whilst all of the content may not have been covered by the date of the Preliminary Examination, there should be two papers that are set to the time and rigour of the final external examination.

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Controlled Tests (two tests: each to count 15 marks out of 100)

Controlled tests are written by the entire grade (preferably at the same time). These should count at least 50 marks each and must assess deeply within one Learning Outcome or across Learning Outcomes. 60% of the marks should relate to lower order thinking skills (knowledge, comprehension and application) and 40% to higher order thinking skills (analysis, synthesis and evaluation). One of the tests should follow the format of Paper I and the other the format of Paper II.

Tasks Each learner is required to do three tasks in total. (Each task to count 15 marks out of 100)

Task 1: Compulsory Research Task

Learners are required to do a research task. This must be done INDIVIDUALLY and can include any of the following: Primary Research Secondary Research A combination of Primary and Secondary Research NOTE: The scope of this task must be limited to a MINI-RESEARCH task which accounts for 15% of the total SBA mark.

Task 2 and 3: Both these tasks must be chosen from the following categories:

A. Media Review (Film; Book; TV Series/Episode; Literature Review) B. Oral/Debate/Role Plays C. Business Simulations D. In depth Case Study/New Article Analysis E. Entrepreneurship/Business Plan Educators have the choice to set, or learners have the choice to do, any combination of tasks from the above categories. However: choices must come from TWO DIFFERENT categories to ensure

that different skills are assessed. For example, a learner may not do a Book Review and Film Study.

at least ONE of the two tasks must be individually done. a group task, if appropriate, must be completed in groups of not

more than FOUR learners.

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TASK 1 DESCRIPTION Research Task Irrespective of the type of research done, the task must include the following

aspects: A research topic

- A focus question/research hypothesis A literature review An appropriate research methodology A research proposal The processing of information/data A conclusion Harvard Referencing

TASK 2 & 3 A. Media Review NOTE: Educators must ensure that books/films/etc. are of appropriate context and rigour.

Learners must read/watch one of the following: Book Film Episode/s from a TV Series Set of articles on a specific theme

The task around reviewing whichever form of media is chosen must include: A summary of the storyline and context. A detailed review which includes reference to the text, personal opinion and

links to the appropriate LOs and ASs in the Business Studies Assessment Syllabus.

A 40% HOT component showing insight, critique, comparisons or any other appropriate format.

Appropriate referencing. B. Oral/Debate/Role Plays Examples: Totally independent topic e.g.

News Articles/Current Affairs Can include PowerPoint®

presentation or other visual aids.

Learners must do a presentation (in one of the format options). Written proof of Oral/Debate/Role Play must be provided. Written component must include non-textbook information and the

If the task is done as a group, all group members must participate in the oral component.

The allocation of roles and contributions of group members must be indicated in some format, for example an organisational chart, minutes of meetings, etc.

C. Business Simulation Examples: Commercial Business

Simulation games or competitions such as JSE Challenge

Running the tuckshop/bookshop etc. for a period of time

Running a restaurant simulation/school production/PR campaign, etc.

Doing a comprehensive stock-take, etc.

A school may run a Business Simulation and allow learners to analyse the exercise provided it complies with the following criteria: Simulation must be multi-faceted and cover at least TWO management

functions in detail. Planning and execution of Simulation must be written up. Analysis of Simulation must include AS12.4.4 (Quality of Performance

relating to the above mentioned management functions chosen). Educators must beware of external assessment which may not be up to

standard. It is advisable to include an individual SWOT analysis of the exercise which

is marked on a standard Paper II rubric. In options other than the Commercial Simulations, the emphasis should be

on the management aspects.

D. (a) In Depth Case Study Analysis

OR (b) Current Affairs News Article Analysis

Examples: In Depth Case Study Analysis Public Sector Labour Strikes Car Manufacturer recalling a

specific model Effect of the recent global

a) In Depth Case Study Analysis

A learner may choose a topic, issue or company of interest and do a detailed Case Study Analysis on it. This may include a site visit with the appropriate information gathered through interviews, talks, demonstrations etc. This evidence should include: A summary of the topic, issue or company and context A detailed analysis which includes reference to the texts, personal

opinion and links to the appropriate LOs and ASs in the Business Studies Assessment Syllabus.


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recession Effect of global warming or

other environmental issue on a specific company

Examples: Current Affairs News Article Analysis P²E²STLE format: Find and

analyse an article relating to each P²E²STLE factor and explore the inter-relatedness and combined effect on the issue/company.

Time-capsule: Do a P²E²STLE time-capsule to reflect the current situation in your matric year.

A comparison of texts, preferably texts with contrasting opinions. Appropriate referencing.

b) News Article Analysis

A learner may choose a topic, issue or company of interest and do a detailed News Article Analysis on it. This should include: A variety of articles (of appropriate depth). A summary of the topic, issue or company and context A detailed analysis which includes reference to the texts, personal

opinion and links to the appropriate LOs and ASs in the Business Studies Assessment Syllabus.


A comparison of texts, preferably texts with contrasting opinions. Appropriate referencing.

E. Entrepreneurship Tasks (a) Running a business

OR (b) Writing a Business Plan

This task is to accommodate learners running their own business or wanting to research a viable business opportunity. Educators must set this task to reflect Grade 12 standards. a) Running a business This must be documented in detail and include the following: Planning and rationale for the business Summary Business Plan Analysis of the business Appendices including applicable documentation such as CVs, Partnership

Agreement, Contracts (rental of stall or equipment, employment, loans etc.). Note: Reference list, glossary etc. may be added as appendices to the task. Option b): Writing a Business Plan Detailed Business Plan which includes: Executive Summary General Management Plan Marketing Plan Financial Plan Human Resources Plan Operations/Production Plan (This format would depend on whether the

business is a service or retail operation) Social Responsibility Plan SWOT Analysis (including viability analysis) and Timeline for

implementation of the business. The SWOT analysis must cover the following: – SW of SWOT has to cover elements of all Business Functions. – OT of SWOT should focus on entire PESTLE and market environment. – Analysis must show how Threats and Weaknesses would be addressed in

order to convert them to Strengths and Opportunities. Contingency Plans Appendices including applicable documentation such as CVs,

Partnership Agreement, Contracts (rental of stall or equipment, employment, loans etc.).

Reference list, glossary etc. may be added as addenda to the task.

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2.2 General guidelines for tasks

(a) Group Tasks If a task is done in groups, the allocation of roles and contributions of

group members must be indicated in some format, for example an organisational chart, minutes of meetings, etc.

(b) Written formats must include the following aspects where appropriate Front page with details of learner, school and subject Index with page numbers Rationale/Executive Summary Conclusion/Evaluation of task Reference List Glossary provided Anti-plagiarism statement

(c) In addition to the requirements in (b) above, the research task

must include: A focus question or research hypothesis A comprehensive Reference List with a minimum of four

sources that show a variety (e.g. internet, books, journals, interviews)

(d) Data Analysis The written component must include both text and visual formats,

e.g. graphs, pie charts, tables.

(e) Reference List Includes various types of sources (books, internet, interviews,

new bulletins, etc.) presented in the HARVARD format. A bibliography includes only books.

DIRECT QUOTATIONS may not constitute more than 10% of the text and must be properly cited and referenced.

Citations and/or footnotes must be used in-text where appropriate.

(f) Design Grids Tasks must include either a separate design grid or rubric clearly

showing the HOT/LOT ratios.

(g) Currency of information This is crucial in Business Studies where economic trends and other factors constantly change. All work should be dated to indicate time relevance.

(h) It is advisable to have written tasks submitted on CD as well as in hard copy in order to facilitate plagiarism checking. These CDs should be included for moderation purposes. NOTE: Where Turnitin or other automated plagiarism checking facilities are available, these reports should also be included.

(i) These tasks may not include tests or examinations, i.e. homework worksheets are not acceptable but interpretative case studies, etc. are.

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(j) Criteria for assessing the design of tasks Validity: the task must assess one or more Learning

Outcomes to the requirements laid out in the SAGs. Sufficiency: the task must cover all cognitive levels in

60%LOT: 40%HOT ratio; at least 75% of the marks must assess Business Studies competence (as opposed to competence in oral communication, for example); the tasks should collectively assess across all Learning Outcomes and Assessment Standards.

Appropriateness: the task must be appropriate for the grade (age, language, contexts, etc.)

Marking Guidelines: these should be fit for purpose (appropriate tools, sufficient rigour)

Applied contexts: the tasks should require learners to work in unrehearsed/ unfamiliar contexts.

Authenticity: the task must be designed in such a way that it ensures the evidence produced is the learner's own work; at least 50% of the mark must be based on individual evidence.

2.3 Plagiarism Schools must have disciplinary procedures in place to deal with a learner

who is suspected of plagiarism. If the learner is found guilty, the learner should be given the opportunity to do another task that assesses similar knowledge and skills. This task should be of comparable rigour. The SBA mark for the task must be submitted in accordance with performance. If the incident occurs too late in the year to rectify the situation, a zero mark can be allocated, but a written motivation must accompany each zero mark allocated.

2.4 Moderation Moderation at School Level

It is expected that moderation of the assessment process has taken place at school level to ensure that assessment is valid, fair and reliable. This includes moderation of assessments before they are done by learners, moderation of the marking of the learner evidence by the teacher/ assessor and checking of the calculations of learners' results. Evidence of this having taken place must be included in both the Teacher's and Learner's Files. School moderation should be done in purple pen.

Moderation at Cluster Level

Teachers are expected to engage in some sort of moderation activity at cluster level. This could include, for example, moderation of the design of one or more tasks before they are given to learners, moderation of the marking of one or more tasks or the standardization of marking guidelines for one or more tasks. Evidence of this must be included in the Teacher's File. This process is in place to build consistency of standards across schools. Teachers should look for and comment on the positive aspects of the assessment process but also encourage improvements and make suggestions for future use. It is important to concentrate on the tasks, not the individuals, and criticism should be constructive. Cluster moderation should be done in green pen.

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2.5 Guidelines for the Compilation of Educator and Learner Files The Educators' File must be set out in the following way:

Cover Sheet for Educator's File Refer to Annexure A

List of candidates selected by IEB (if applicable) Sent to schools by IEB

Rank Order Mark Sheet Refer to Annexure B

All SBA Items with marking guidelines and design

grids in the correct order Refer to Annexure C

Evidence of School Moderation

Evidence of Cluster Moderation

Evidence of Regional Moderation

The Learner's File must be set out in the following way:

Cover Sheet for Learner’s File Refer to Annexure D

Declaration of Authenticity Refer to Annexure E

Letter of Omission (if applicable) Refer to Annexure F

All marked assessments with feedback in the

correct order

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ASSESSMENT SYLLABUS GRADE 12

Learning Outcome 1: Business Environments

Demonstrate knowledge and analyse the impact of changing and challenging environments on business practice in all sectors. Assessment Standards Details

12.1.1 Devise strategies for how a business can respond to the challenges of the macro business environment, critically evaluate these strategies and make

recommendations as required.

Learners should be able to: Identify and analyse challenges in the macro environment using PESTLE as a tool: Political factors (or alternative/ in addition P can also be Physical Environment) Economical factors and/ or Ethical factors Social/ Socio-Economical factors Technological factors Legal environment (both local and international) Environmental factors Suggest strategies how a business can respond to challenges (trends and crises) in the macro business environment and motivate the choice of strategy recommended in different situations. Design and recommend a strategic plan to react to these challenges in order to create or defend the business' competitive advantage.

12.1.2 Critically examine the concept of social responsibility and its

Learners should be able to: Analyse and evaluate the relationship between management ethics and social responsibility when

explaining the concept of Corporate Social Responsibility (CSR). Suggest principles that should be taken into account when a CSR program is designed and

implemented. Refer to the importance of CSR and CSI (Corporate Social Investment) in SA with special reference

to factors such as poverty, piracy/ copyright and The King and King II reports in doing so. Differentiate between Primary and Broad Social Responsibility and the areas of involvement/types of

activities, e.g. Aids, pursuit of profit leading to unemployment and other problematic situations, environmental issues, anti-drug abuse campaigns, etc.

Elaborate on the interest groups and the demands placed on business by each interest group. Formulate arguments for and arguments against social responsibility.

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12.1.3 Analyse the impact on small and big business operations of recent

legislation developed in response to demands for redress and equity

Learners should be able to: Evaluate how the following legislative processes have impacted on the process of redress and equity in SME (Small; Medium Enterprise) / SMME (Small; Medium and Micro Enterprise) / big corporations (based on different criteria such as employees and/or turnover, etc.) LRA – Labour Relations Act 66 of 1995, as amended Employment Equity Act 55 of 1998 Black Economic Empowerment (BEE) and BBBEE (Broad Based Black Economic Empowerment)

Act 53 of 2003 Skills Development Act, 97 of 1998 including National Skills Development Strategy, i.e. SETA's –

Sector Education and Training Authorities including but not limited to issues such as Workplace Skills Plan

Basic Conditions of Employment Act 75 of 1997 as amended specifying inter alia Minimum wages in the Sectoral Determination

12.1.4 Select a business from each sector and describe the three environments related to these sectors and the extend to which a business can control these

Learners should be able to: Show an understanding of the degree to which a business in either the primary, secondary or tertiary sector can control and manipulate their environments with the help of tools such as: Macro Environment: The PESTLE technique Market Environment: Porter's five forces model and A SWOT (Strengths, weaknesses, opportunities

and threats) analysis as well as any other relevant tools. Micro Environment: Internal performance can be evaluated using tools such as a Resource Based

Approach, Value Chain Analysis, SWOT and / or a Balance Scorecard in order to draft a Strategic Plan for the organisation. As part of the internal environment it is important to look at the relevance of the vision, mission, organisational structure and culture in terms of optimum utilisation of resources available in various business while.

Learners should be able to use the knowledge gained in this section to demonstrate the Assessment Standards in unfamiliar/ unrehearsed contexts and to solve problems.

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Learning Outcome 2: Business Ventures

Identify and research viable business opportunities and explore these and related issues through the creation of achievable business ventures.

Assessment Standards Details

12.2.1 Critically reflect on a business venture, assess its entrepreneurial qualities and identify its success factors and areas for improvement.

In order to critically reflect on a business venture, assess its entrepreneurial qualities and identify strengths and weaknesses, learners should be able to: Differentiate between intrepreneurship and entrepreneurship Identify and elaborate on critical entrepreneurial qualities as well as factors that distinguish an

entrepreneurial undertaking from a non-entrepreneurial organisation. Perform a SWOT analysis and appraise the level of control the entrepreneur has over each factor.

– Contrast strengths and weaknesses as they apply to different situations in different environments and focus on overcoming weaknesses to improve the entrepreneurial quality of the undertaking. – Contrast opportunities and threats as they apply to different situations in different environments and focus on overcoming threats to improve the entrepreneurial quality of the undertaking.

12.2.2 Analyse and evaluate the extent to which a business venture addresses issues such as Human Rights, inclusivity and environmental issues.

Learners should be able to demonstrate an understanding of the relationship between the Constitution of RSA and the Bill of Rights entrenched in it in a business environment by referring to inter alia: Human Rights (including but not limited to OHS Act) Inclusivity Environmental issues.

12.2.3 Present a variety of business- related information clearly and accurately in verbal and non- verbal format (including graphs), respond professionally to questions and feedback, and amend information as necessary.

Learners should be able to (individually or in groups): Distinguish between components such as data, information and management information as well as

Primary (Field) research and Secondary (Desk) research. Outline the critical aspects of flexibility and adaptability of data/info in rapidly changing business

environments. Demonstrate an understanding of the procedure and the importance of doing research and avoiding

plagiarism.

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12.2.4 (a) Investigate a range of

investment opportunities, (b) Distinguish between

assurance and insurance (both compulsory and non-compulsory), and

(c) Discuss the relevance of these to both individuals and businesses.

Learners should be able to: Critically evaluate different investment opportunities and substantiate a choice of investment in a

particular situation by referring to – Long Term investment opportunities such as equities, RAs (Retirement Annuities), endowments and off shore investments as well as – Medium term investments such as bonds, collectibles, Kruger Rands – Short Term instruments such as Notice deposits, e.g. 32 day call account, fixed deposits, money market.

Differentiate between assurance and insurance and how they relate to risk management for individuals and businesses. This should include, amongst others, the following: – Types of insurance (fire, vehicle, household, money in transit, fidelity, liability, crop, UIF,COIDA, RAF) – Non-insurable risks – Requirements of a valid insurance contract – General concepts relating to insurance (e.g. indemnification, security, average clause, excess, proximate clause, subrogation, cession) – How insurance / assurance mitigates risks

12.2.5 Determine the extent to which a particular form of ownership can contribute to the success or failure of a business.

Learners should be able to evaluate the degree to which the following factors may impact on the success or failure of a business venture: Formation procedures and considerations Capital requirements Size of the enterprise Legal persona Liability Tax Management/control aspects

The above mentioned factors should then be used as motivation for a particular choice of a Form of Ownership in a particular situation. The emphasis is on applying characteristics, advantages and disadvantages to illustrate success or failure factors.

Educators should stay up to date with changes in the business environment, e.g. co-operatives are still being listed as a Form of Ownership, but is not a reality in practice, changes in CCs, etc.

Learners should be able to use the knowledge gained in this section to demonstrate the Assessment Standards in unfamiliar/unrehearsed contexts and to solve problems.

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Learning Outcome 3: Business Roles Demonstrate and apply contemporary knowledge and skills to fulfil a variety of business roles.

ASSESSMENT STANDARDS SCOPE 12.3.1 Apply creative thinking to respond to challenges in dynamic and complex business contexts.

Learners should be able to: Define and discuss the importance of creative thinking in a business context. In addition creative thinking techniques must be applied and integrated in the process of problem solving.

These techniques include: – General techniques such as DRIVE (Define, Review, Identify, Verify, Execute) and a Pro's and Con's chart – Specialised techniques such as Drill Down, Value Analysis, Flow charts, PESTLE, SWOT analysis,

Scenario analysis and the Delphi technique.12.3.2 Discuss and debate how professional, responsible, ethical and effective business practice should be conducted in changing and challenging business environments.

Learners should be able to: Show an understanding of the importance of looking at ethics in the Corporate world. Differentiate between different ethical approaches (theories) and debate their relevance in a rapidly

changing business environment. These will include: – Consequence based theory – Principle based theory – Virtue based theory and – Narrative based theory

Defend their view on the importance of ethicalat the following levels in the Corporate world: – Individual level – Organisational level – Professional level – In society – Internationally

Evaluate ethical / unethical behaviour in different spheres of society: – Ethical behaviour in the world of Business and Finance – Ethics in Government – Ethics in different Professions and the associated codes of behaviour

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12.3.3 Reflect on situations and activities and make recommendations for improvement

Learners should be able to: Debate/discuss different issues arising in modern business and evaluate these issues from both a profit and moral perspective. The learner should be able to show an understanding of the impact on individuals, but also on society and the economy. Issues may include: Conflicts of interest Bribes, corruption, inappropriate gifts Sexual harassment Unauthorised use of funds Taxation, e.g. evasion Unfair advertising Employment/labour issues (employer and employee abuse) Pricing of goods (discrimination) 'Insider trading'

12.3.4 Difference between management and leadership styles and approaches

Learners should be able to: Differentiate between leadership and management. Evaluate the effectiveness of different management and leadership styles in different situations:

– Autocratic – Democratic – Laissez-faire – Transactional – Transformational – Situational

Evaluate the role of personal attitudes in success and leadership (characteristics of leaders vs. followers) 12.3.5 Apply conflict management skills to resolve differences in business situations (including workplace forums).

Learners should be able to: Define and discuss the following issues relating to conflict management: Functional vs. dysfunctional conflict Reasons for conflict Make recommendations regarding the management of conflict. Possible outcomes of conflict determined by (inter alia) management skills. Show an understanding of Third Party Interventions Workplace Forums (WPF)

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Trade Unions Commission for Conciliation, Mediation and Arbitration (CCMA) Employer organisations, e.g. NAPE (National Association of Private Employers)

12.3.6 Select and motivate a choice of possible business careers and associated career paths.

Learners should be able to: Prioritise chosen careers and develop an action plan for their first choice. Show an understanding of specific details required for a career e.g. entrance requirements, length of

study, skills needed as well as the scope of job opportunities within the chosen career. Evaluate accreditation requirements for the chosen career by elaborating on legitimacy, registration with

SAQA (South African Qualifications Authority) as well as global options for the chosen career. Discuss moral, ethical, religious or cultural issues that should be considered in relation to the chosen

career. Clarify any Labour Law (e.g. EE or BBBEE) considerations for the chosen career.

12.3.7 Collaborate with others to contribute towards the achievement of specific objectives. (Keep in mind that LO 3 refers to business roles)

Learners should be able to: Reflect and understand the importance and relevance of teamwork in different situations to:

– ensure that processes are properly planned, executed, reviewed and documented. – assess individuals and team success against given criteria.

Discuss issues that impact on working relationships, e.g. prejudice, beliefs, organisational culture, values, diversity and past experiences.

Explain the importance of teamwork in tasks in formal and / or informal situations.

2.3.8 Meaningfully contribute time and effort to advancing the well- being of others in a business environment.

Learners should be able to: Show an understanding of the importance of Corporate Social Responsibility and the relevance of

implementing CSI (Corporate Social Investment) in South Africa. Realistically assess CSI concepts related to the Business Environment and how they affect the local

community (outside of school). Design and implement a CSI aspect.


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Learning Outcome 4: Business Operations

Demonstrate and apply a range of management skills and specialised knowledge to perform business operations successfully.

Assessment Standards Details

12.4.1 Analyse and discuss relevant legislation and the following aspects of the HR function:

Recruitment and selection Employee contracts Induction and placement Salary administration Employee benefits Skills development

Learners should be able to show an understanding of the legislative requirements regarding the following: manpower planning as a prerequisite to recruitment and selection recruitment selection employee contracts placement induction remuneration / employee benefits (scales such as Patterson, cost to company, pension, med training and skills development evaluation and retention

12.4.2 Select a HR activity and carry it out to achieve an identified business objective. NB: This chosen activity may change from year to year. For 2009 'Worker Discipline' has been chosen to achieve the following objectives:

Maintain order and ensure Cooperation

Avoid future problems by ensuring employees know what is acceptable and unacceptable behaviour

Motivate employees and change

Learners should be able to: Explain the importance of discipline, disciplinary procedures and grievance procedures in t Explain the three reasons why disciplinary action may be taken against an employee before Explain substantive and procedural fairness Discuss the importance of setting work standards and the role of trade unions in worker

discipline Evaluate the principle of a probation period

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12.4.3 Investigate developments in industrial relations that relate to contemporary business practice.

Learners should be able to evaluate: Functions of trade unions, including Union Federations (e.g. COSATU etc.) and employer

organizations Structures within industrial relations Collective bargaining NEDLAC (National Economic Development and Labour Council) Bargaining structures (bargaining councils, statutory councils, workplace forums) Dispute resolution (CCMA) Industrial action

– strikes and lock outs (including types of strikes and procedures) – unfair treatment in the workplace – dismissals

Impact of the Basic Conditions of Employment Act Wages / Sectoral determination as part of Basic Conditions of Employment Act History of trade unions and the impact of the current trade union situation (this has never

been examined – must it still stay here)12.4.4 Analyse how the quality of performance within

the business functions can influence the success and failure of a business.

Learners should be able to: Evaluate different reasons for business success or failure. This may be linked to:

– Top Management's Personal goals and performance. – Departmental goals and performance (Purchasing, Production, Finance, HR,

Marketing, etc.) – Overall organisational goals and performance.

Differentiate between a variety of methods to promote better performance that can be applied within an organization.

Evaluation of staff and top management (including self-evaluation). Awareness of the economic principle in the purchasing environment, the role of SABS

when material is purchased. Factors impacting on quality control in the production function, methods to perform

quality control in a production environment. Interpretation of an Income Statement and Balance Sheet to perform profitability ratios

(ROI), solvency and liquidity ratios (Current Capital and Acid Test ratio) in order to the evaluate financial performance of the business.

Performance appraisal in the HR-environment, e.g. 360°. The impact of different variables on the marketing function. Balance Scorecard and quality circles to improve overall organisational performance.


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D. ADMINISTRATIVE AND SUPPORT DOCUMENTATION

1. Administrative Documentation for SBA

1.1 Educator's SBA Documentation

1.1.1 Annexure A Cover Sheet for Educator's File

1.1.2 Annexure B Rank Order Mark Sheet (EXCEL version available)

1.1.3 Annexure C Example of Design Grid for Tests and Examinations 1.2 Learner's SBA Documentation

1.2.1 Annexure D Cover Sheet for Learner's File (EXCEL version avail.)

1.2.2 Annexure E Statement of Authenticity

1.2.3 Annexure F Letter of Omission

1.3 Moderation Documentation

1.3.1 Regional Moderation Tools

A. Regional Moderation Tool for Educator's File

B. Regional Moderation Tool for Learner's File

1.3.4 Final Moderation Tools

A. Final Moderation Tool for Educator's File

B. Final Moderation Tool for Learner's File

C. Feedback form to the IEB

2. Support Documentation

2.1 Rules of Evidence

2.2 Bloom's Taxonomy of Cognitive Levels

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1.1.1 ANNEXURE A: COVER SHEET FOR EDUCATOR'S FILE

NATIONAL SENIOR CERTIFICATE

BUSINESS STUDIES

COVER SHEET FOR EDUCATOR'S FILE

School: Centre No:

Educator's Name:

Item Description Cross-Reference to File Divider

Section 1: Organisational Aspects Note: Do not include other information such as Term plans, work schedules etc as these make files unnecessarily bulky and are not required for the External Moderation Process.

I IEB Moderation Selection List (if applicable) Signed by Educator and Principal

II Rank Order Mark Sheet

III Evidence of School Moderation IV Evidence of Cluster Moderation

V Evidence of Regional Moderation

VI Other: Exclusion letters or any other information that needs to be communicated

to Moderators (e.g. when a learner gets zero, absent from an assessment).

Section 2: SBA Items This Section must contain:

Assessments as given to Learners Design grids for exams and tests Marking Guidelines (Memoranda, Rubrics, Rating Scales, etc) Where Learners have a choice of tasks to include, copies of ALL TASKS and Marking Guidelines must be

available in the Educator's File.

1. Task 1 – Compulsory Research Task 2. Task 2 3. Task 3 4. Paper I Type Test 5. Paper II Type Test 6. Preliminary Examination

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1.1.2 ANNEXURE B: LEARNER RANK ORDER MARK SHEET

NATIONAL SENIOR CERTIFICATE EXAMINATION

BUSINESS STUDIES

LEARNER RANK ORDER MARK SHEET (SEE EXCEL VERSION)

Business Studies - SBA Rank Order Mark Sheet Name of School: Date:

Rank Examination Task 1 Research

Task 1 Research

Task 2 Task 2 Task 3 Task 3 Test 1 Test 1 Test 2 Test 2 Prelim Prelim TOTAL Number

100 15 100 15 100 15 100 15 100 15 100 25 100

1 0 0 0 0 0 0 0

2 0 0 0 0 0 0 0

3 0 0 0 0 0 0 0

4 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0

6 0 0 0 0 0 0 0

7 0 0 0 0 0 0 0

8 0 0 0 0 0 0 0

9 0 0 0 0 0 0 0

TOTAL 0 0 0 0 0 0 0

0 0 0 0 0 0 0

We, the undersigned, declare that these marks are a true reflection of the Learners' achievements.

Principal Educator

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1.1.3 ANNEXURE C: DESIGN GRID


BUSINESS STUDIES

EXAMPLE OF DESIGN GRID FOR TESTS AND EXAMINATIONS

Grade 12 SBA Item: Allocation of marks to LOs and ASs Question Number

LO 1 LO 2 LO 3 LO 4 Cognitive Level 1 2 3 4 1 2 3 4 5 1 2 3 4 5 6 7 8 1 2 3 4

Analysis of proportion of cognitive levels Weighting of LOs Cognitive level 1 2 3 4 5 6 Percentage of test / exam Question nos LO 1 No. of marks LO 2 Expected % 60% 40% LO 3 Actual % LO 4

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1.2.1 ANNEXURE D: COVER SHEET FOR LEARNER'S FILE


BUSINESS STUDIES

COVER SHEET FOR LEARNER'S FILE (SEE EXCEL VERSION)

Name:

School: Exam Number:

Item Number: Description: Out of:

Percentage: SBA

Mark:

Weighting: Level

Achieved:

THREE TASKS

TASK 1 – Compulsory Research Task 15

TASK 2 15

TASK 3 15

Tests

Paper 1 - Format 15

Paper 2 - Format 15

Prelim Exams:

Examination 25

Total SBA --- % 0 100

Comment:

We, the undersigned, hereby verify that these marks have been checked and are correct.

Signatures: Learner: ____________ Educator: ____________________ Principal: _____________________ on: ________________________

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1.2.2 ANNEXURE E: STATEMENT OF AUTHENTICITY


BUSINESS STUDIES

STATEMENT OF AUTHENTICITY

Declaration for Learner's File as a whole This declarations by both the Candidate and the Educator must be completed and filed immediately after the Cover Sheet in the Learner's File.

Centre Number: _________________ Candidate's Examination number: ______________ DECLARATION BY THE CANDIDATE: I, __________________________________________________________ (print full names) declare that all external sources used in the assessments in my SBA File have been properly referenced and that the remaining work contained in my File is my own original work. I understand that if this is found to be untrue, my SBA mark will be liable for disqualification. Signed: ____________________________ Date: ____________________________ Candidate DECLARATION BY THE CANDIDATE'S EDUCATOR: I ______________________________________________ (print name and title of Educator) at ___________________ _____________________________(print name of school) declare that the work provided by this candidate has been monitored and checked for plagiarism. Signed: ____________________________ Date: ____________________________ Educator

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Declaration for each Task in Learner's File This declaration must be completed and filed with each Task in the Learner's File.

Non-Plagiarism Declaration

I, _____________________________ (Full name), hereby declare that the following Task is my own, original work and that I did not plagiarise in any way: SCHOOL NAME: SUBJECT: TITLE: Where a secondary source (verbal, printed or electronic) has been used, I have carefully acknowledged and referenced it in accordance with [Name of School] Plagiarism Policy. I include a full Reference list of all sources used as proof. I understand what plagiarism is, and accept [Name of School] Plagiarism Policy in this regard. I have also not allowed anyone else to borrow or copy my work. Date:_______________________ Signature:_________________________

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1.2.3 ANNEXURE F: LETTER OF OMISSION


BUSINESS STUDIES

LETTER OF OMISSION FOR MISSING ASSESSMENT

Every effort should be made to allow the learner to catch up a missed assessment. If a Learner's File is submitted without a piece of work, the following should be in its place:

A letter explaining the situation, on an official school letterhead. The letter must be signed by the Principal, the Educator and the Learner. Any other supporting documentation such as a doctor's certificate must be attached to the

letter. If a piece of work is lost after it has been marked, the Educator must submit some proof of

the mark – such as a detailed mark-sheet for that term, the learner's overall ranking in the class and ranking for that specific item.

The letter of omission/s should be placed immediately after the Cover Sheet in the Learner's File.

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1.3.1.A REGIONAL MODERATION TOOL: EDUCATOR'S FILE


BUSINESS STUDIES

REGIONAL MODERATION TOOL: EDUCATOR'S FILE

To be returned to the school

EXAMINATION CENTRE NUMBER: SCHOOL NAME:

Compliance Y

ES

NO

Comments

PRESENTATION:

Relevant information on cover

Marked File Dividers Correct order of Sections

Are there any loose pages? INFORMATION:

Educator's Cover Sheet

Correct IEB Moderation Selection Sheet (if applicable):

Marks inserted Signed by Principal

Rank Order Mark Sheet for ALL learners

Signed by Principal

Evidence of School (Pre-Assessment) Moderation



OTHER:

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REGIONAL MODERATION TOOL: EDUCATOR'S FILE continued:

Qu

alit

y

Rating Scale: (Apply to shaded blocks below)1 – Not done or totally incorrect 2 – Inadequate 3 – Adequate 4 – Good 5 – Superb Evidence of……

Cor

rect

Wei

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Inst

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to

SAG

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Des

ign

Gri

d/O

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40%

HO

T *

Mar

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Comments

*Tasks do not necessarily need a full design grid, but must have evidence of a 40% HOT component (e.g. indication on rubric). *Paper II type tests and examinations must use the IEB LOT/HOT rubric and therefore do not require Design Grids.

General Comment:

THREE Tasks must be done, only one of which may be a group task (maximum 4 group members):

TASK 1: Compulsory Research Task __________________________________

15%

As per Business Studies SAGs requirements.

TASK 2: ___________________________________________________

15% As per Business Studies SAGs requirements.

TASK 3: ___________________________________________________


Test: Paper I type Test Paper II type

15% 15%

N/A

50 – 100 marks each, giving time allocation

Paper I type : Design Grid Paper II type: IEB LOT/HOT Rubrics

Preliminary Examination Paper 1 – 2 Hours Paper 2 – 2 Hours

25% N/A

Preliminary Examination: Must be IEB format, with no past papers or exemplars. Paper I : Design Grid Paper II: IEB LOT/HOT Rubrics

Name and Signature of Moderator: _________________________________________________ Date: _______________________

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1.3.1. B REGIONAL MODERATION TOOL: LEARNER'S FILE


BUSINESS STUDIES

REGIONAL MODERATION TOOL: LEARNER'S FILE


EXAMINATION CENTRE NUMBER: SCHOOL NAME: LEARNER'S NAME: EXAMINATION NUMBER:

Compliance Y

ES

NO

Comments

PRESENTATION:




Learner's Cover Sheet If it is hand-written, calculations must be checked. Signed by:

Learner

Educator Principal

Correct transfer of marks from tasks to Cover Sheet.

Correct transfer of marks to Rank Order Sheet in Educator's File.

Statement of Authenticity

Must be signed.

Letter of Omission/s (if applicable)

CDs included for all relevant tasks

OTHER:

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REGIONAL MODERATION TOOL: LEARNER'S FILE continued:

Qu

alit

y

Rating Scale: (Apply to shaded blocks below)1 – Not done or totally incorrect 2 – Inadequate 3 – Adequate 4 – Good 5 – Superb Evidence of …

Cor

rect

Wei

ghti

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Fol

low

ing

of

Inst

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Com

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to

SAG

s re

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ents

Sta

te “

Ind

” fo

r In

div

idua

l ual

or

“G

”

Mar

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Fee

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ack

Comments

General Comment:

THREE Tasks, only one of which may be a group task (maximum 4 group members):


15%


TASK 2: ________________________________________________


TASK 3: ________________________________________________



15% 15%

N/A


25% N/A

Name and Signature of Moderator: _________________________________________________ Date: _______________________

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1.3.3. A FINAL MODERATION TOOL: EDUCATOR'S FILE


BUSINESS STUDIES

FINAL MODERATION TOOL: EDUCATOR'S FILE


EXAMINATION CENTRE NUMBER: SCHOOL NAME:

Compliance Y

ES

NO

Comments

PRESENTATION:




Educator's Cover Sheet

Correct IEB Moderation Selection Sheet (if applicable):

Marks inserted Signed by Principal

Rank Order Sheet for ALL learners

Signed by Principal

Evidence of School (Pre-Assessment) Moderation



OTHER:

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FINAL MODERATION TOOL: EDUCATOR'S FILE continued:

Qu

alit

y

Rating Scale: (Apply to shaded blocks below)1 – Not done or totally incorrect 2 – Inadequate 3 – Adequate 4 – Good 5 - Superb Evidence of……

Cor

rect

Wei

ghti

ng

Inst

ruct

ion

s in

clu

ded

Com

plia

nce

to

SAG

s re

qu

irem

ents

Des

ign

Gri

d/O

ther

40%

HO

T*

Mar

kin

g G

uid

elin

es

incl

ud

ed

Comments

*Tasks do not necessarily need a full design grid, but must have evidence of a 40% HOT component (e.g. indication on rubric). *Paper II type tests and examinations must use the IEB LOT/HOT rubric and therefore do not require Design Grids.

General Comment:

THREE Tasks must be done, only one of which may be a group task (maximum 4 group members):


15%


TASK 2: ___________________________________________________


TASK 3: ___________________________________________________



15% 15%

N/A

50 – 100 marks each, giving time allocation

Paper I type : Design Grid Paper II type: IEB LOT/HOT Rubrics


25% N/A

Preliminary Examination: Must be IEB format, with no past papers or exemplars. Paper I : Design Grid Paper II: IEB LOT/HOT Rubrics

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1.3.3. B FINAL MODERATION TOOL: LEARNER'S FILE


BUSINESS STUDIES

FINAL MODERATION TOOL: LEARNER'S FILE


EXAMINATION CENTRE NUMBER: SCHOOL NAME: LEARNER'S NAME: EXAMINATION NUMBER:

Compliance Y

ES

NO

Comments

PRESENTATION:




Learner's Cover Sheet If it is hand-written, calculations must be checked. Signed by:

Learner

Educator Principal

Correct transfer of marks from tasks to Cover Sheet.

Correct transfer of marks to Rank Order Sheet in Educator's File.

Statement of Authenticity Must be signed.

Letter of Omission/s (if applicable)

CDs included for all relevant tasks

OTHER:

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FINAL MODERATION TOOL: LEARNER'S FILE continued:

Qu

alit

y

Rating Scale: (Apply to shaded blocks below)1 – Not done or totally incorrect 2 – Inadequate 3 – Adequate 4 – Good 5 – Superb Evidence of……s learner has

Three Choice Tasks

Cor

rect

Wei

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ng

Fol

low

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of I

nst

ruct

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Com

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to

SAG

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Sta

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Ind

” fo

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idu

al

or “

G”

for

Gro

up

Tas

ks

Mar

kin

g t

o G

uid

elin

es

Fee

db

ack

Comments

General Comment:

THREE Tasks, only one of which may be a group task (maximum 4 group members):

TASK 1: Compulsory Research Task ________________________________

15%


TASK 2: ___________________________________________________


TASK 3: ___________________________________________________



15% 15%

N/A


25% N/A

Preliminary Examination: Must be IEB format, with NO past papers or exemplars. Paper I : Design Grid Paper II: IEB LOT/HOT Rubrics

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1.3.3. C FEEDBACK FORM TO THE IEB


BUSINESS STUDIES

IEB FINAL SBA MODERATION TOOL

To be completed and retained by the IEB

Subject: BUSINESS STUDIES Date: ______________

Examination Centre Number: _________________________

The candidates required to submit Files for moderation (names supplied by IEB)

Examination number School Mark (%)

Moderated Mark (%) Examination number School

Mark (%) Moderated Mark (%)

Comments:

Recommendations:

SBA MARKS SHOULD BE ACCEPTED WITHOUT ALTERATION Yes No

Change recommended by moderator:

Change to be implemented:

SBA Moderator's signature: ____________________________ Date: _____________________

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2. Supporting Documentation

2.1. THE RULES OF EVIDENCE – APPLYING THE ASSESSMENT PRINCIPLES

Validity The assessment measured what it said it did

Is the purpose of the assessment clear? Does the way in which the evidence is to be collected suit the purpose of the assessment? Is the Learning Outcome/s and Assessment Standards to be assessed clear? Is there a set of assessment criteria to measure evidence of the LOs and ASs? Do the assessment criteria match the LOs and ASs being assessed? Are the assessment criteria clearly stated in the assessment tool/s? Is the activity done by the learners directly related to the stated LOs, ASs and criteria? Does the assessment reflect internalisation of knowledge and skills allowing the learner to show application/ adaptation in unfamiliar circumstances? Does the assessment cater for different levels of learner performance? Is the way in which the evidence is to be collected the best way to gather evidence of the stated outcome/s?

Authenticity Is the evidence produced (process or product) the learner's own work?

Consistency/ Reliability The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors.

Are the instructions to obtain the evidence clear? Are the criteria being used to measure performance clearly stated to avoid different interpretations by the same assessor or different assessors over time? Is the assessment tool(s) appropriate for the assessment? Is the assessment tool well constructed? Are the judgements of learner performance consistent with the marking guidelines? Are the judgements consistent across learners?

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Currency Evidence reflects that the skills required are still current

Is the evidence required current against the standard, e.g. modern techniques, up to date apparatus? Does the evidence show that the learner can still perform to the level shown?

Sufficiency Enough evidence of an acceptable level or quality is presented

Does the assessment assess a cluster of Assessment Standards, either within an LO or across LOs? Does the assessment cater for different levels of learner performance, i.e. is there sufficient rigour? Is there a variety of ways used to collect evidence to allow for valid judgements to be made? Does the assessment assess evidence of process as well as product?

Fairness The assessment does not present barriers for any one learner

Do all learners have access to the resources needed to complete the activity? Was the time allocated sufficient? Is the activity non-discriminatory in terms of race, gender, religion, etc.? Is the activity relevant to the context of the learners? Is the language used appropriate to the level of the learners? Are the instructions clear? Is the stimulus material appropriate to the level of the learners? Is the expected embedded knowledge appropriate for the level of the learners? Are learners with special needs catered for in the assessment?

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2.2. BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES (ADAPTED BY THE IEB) Reporting Level

Cognitive Level Explanation Skills demonstrated Action verbs

7

Evaluation Making judgments based on certain criteria Compare and discriminate between ideas; assess value of theories, presentations; make choices based on reasoned arguments; verify value of evidence; recognize subjectivity

Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize, critique, interpret, justify.

6

Synthesis The ability to put elements together to form a new whole

Use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions

Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if? Compose, formulate, prepare, generalize, rewrite, categorize, combine, compile, reconstruct

5

Analysis The ability to break down a whole into its component parts. Elements embedded in a whole are identified and the relations among the elements are recognised

Seeing patterns, organization of parts, recognition of hidden meanings, identification of components.

Analyse, separate, order, explain, connect, classify, arrange, divide, compare, select, infer, break down, contrast, distinguish, diagram, illustrate

4

Application The ability to use (or apply) information in new situations

Use information, use methods, concepts, theories in new situations, solve problems using required skills or knowledge

Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover, construct, manipulate, prepare, produce

3

Comprehension First level of understanding, recall and understand information, describe meaning

Understanding information, grasp meaning, translate knowledge into new context, interpret facts, compare, contrast, order, group, infer causes, predict consequences

Summarise, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend, comprehend, convert, defend, explain, generalize, give example, rewrite

2

Knowledge Act of remembering facts. Only recall Observation and recall of information List, define, tell, describe, identify, show, know, label, collect, select, reproduce, match, recognize, examine, tabulate, quote, name

1 Fragmented knowledge

Recalls knowledge with errors Unable to recall accurately or coherently; partial recall -

business studies school based assessment...

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