Bs caps document

National Curriculum Statement (NCS)

BUSINESS STUDIES

Curriculum and Assessment
Policy Statement

Further Education and Training Phase
Grades 10-12

basic education
Department:
Basic Education
REPUBLIC OF SOUTH AFRICA

Curriculum and Assessment Policy Statement
GRADES 10-12
BUSINESS STUDIES

CAPS

BUSINESS STUDIES GRADES 10-12

Department of Basic Education
222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601

120 Plein Street Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website: http://www.education.gov.za

© 2011 Department of Basic Education

Isbn: 978-1-4315-0569-2
Design and Layout by: Ndabase Printing Solution
Printed by: Government Printing Works

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


FOREWORD by the minister
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:
•

•

improve the quality of life of all citizens and free the potential of each person;

•

•

heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;

lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and

build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.

Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National
Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document.
From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification
of what is to be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme
Guidelines and Subject Assessment Guidelines with the
(a)

Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;

(b)

National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and

(c)

National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION

CAPS


CONTENTS
Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS . 3
1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 General aims of the South African Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.4 Time allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4.1 Foundation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4.2 Intermediate Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4.3 Senior Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.4.4 Grades 10-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

SECTION 2: INTRODUCTION TO BUSINESS STUDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.1

What is Business Studies? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.2 The purpose of Business Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.3 Time allocation for Business Studies in the curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.4 Requirements to offer Business Studies as a subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

SECTION 3: OVERVIEW OF TOPICS PER TERM AND ANNUAL TEACHING PLANS . . . . . . . . . . . 10
3.1

Overview of topics per grade per term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.2 Teaching plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.2.1 Summary of Annual Teaching Plan Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.2.2 Annual Teaching Plan Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.2.3 Summary of Annual Teaching Plan Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.2.4 Annual Teaching Plan Grade 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.2.5 Summary of Annual Teaching Plan Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.2.6 Annual Teaching Plan Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

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1

SECTION 4: ASSESSMENT IN BUSINESS STUDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.1

Assessment in Business Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

4.2 Informal or daily assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.3

Formal assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

4.4

Programme of Assessment Grade 10-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.4.1 Other forms of assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.4.2 Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

4.5 Recording and reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
4.6 Moderation of assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
4.7 Annexures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
4.8 General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

2



sECTION 1
introduction to the Curriculum and Assessment Policy Statements for business
studies GRADES 10-12

1.1 Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.

1.2 Overview
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i)

Curriculum and Assessment Policy Statements for each approved school subject;

(ii)

The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and

(iii)

The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the
(i)

Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and

(ii)

National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.

(c)

The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:
(i)

The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;

(ii)

The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette
No. 29626 of 12 February 2007;

(iii)

The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;

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3

(iv)

The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and

(v)

The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.

(d)

The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.

1.3 General aims of the South African Curriculum
(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.
(b)

The National Curriculum Statement Grades R-12 serves the purposes of:
• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
• providing access to higher education;
• facilitating the transition of learners from education institutions to the workplace; and
• providing employers with a sufficient profile of a learner’s competences.

(c)

The National Curriculum Statement Grades R-12 is based on the following principles:
• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;
• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;
• Progression: content and context of each grade shows progression from simple to complex;

4


• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.
(d)

The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).

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1.4 Time Allocation
1.4.1 Foundation Phase
(a)

The instructional time in the Foundation Phase is as follows:
SUBJECT

GRADES 1-2
(HOURS)

GRADE 3
(HOURS)

10

Home Language

GRADE R
(HOURS)

8/7

8/7

2/3

3/4

First Additional Language
Mathematics

7

7

7

Life Skills

6

6

7

(1)

(1)

(2)

(2)

(2)

(2)

(2)

(2)

(2)

(1)

(1)

(1)

23

23

25

• Beginning Knowledge
• Creative Arts
• Physical Education
• Personal and Social Well-being
TOTAL

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c)

Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in
brackets for Grade 3.
1.4.2 Intermediate Phase
(a)

The instructional time in the Intermediate Phase is as follows:
SUBJECT

HOURS

Home Language

6


5

Mathematics

6

Natural Sciences and Technology

3,5

Social Sciences

3

Life Skills

4

• Creative Arts
• Physical Education
• Personal and Social Well-being
TOTAL

6

(1,5)
(1)
(1,5)
27,5


1.4.3 Senior Phase
(a)

The instructional time in the Senior Phase is as follows:
SUBJECT

HOURS

Home Language

5


4

Mathematics

4,5

Natural Sciences

3

Social Sciences

3

Technology

2

Economic Management Sciences

2

Life Orientation

2

Creative Arts

2

TOTAL

27,5

1.4.4 Grades 10-12
(a)

The instructional time in Grades 10-12 is as follows:
Subject

Time allocation per week (hours)

Home Language

4.5


4.5

Mathematics

4.5

Life Orientation
A
minimum of any three subjects selected from Group B Annexure
B, Tables B1-B8 of the policy document, National policy pertaining
to the programme and promotion requirements of the National
Curriculum Statement Grades R-12, subject to the provisos
stipulated in paragraph 28 of the said policy document.
TOTAL

2
12 (3x4h)

27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.

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sECTION 2
2.1 What is Business Studies?
The subject Business Studies deals with the knowledge, skills, attitudes and values critical for informed, productive,
ethical and responsible participation in the formal and informal economic sectors. The subject encompasses business
principles, theory and practice that underpin the development of entrepreneurial initiatives, sustainable enterprises
and economic growth.
The table below indicates the four main topics and corresponding topics in the Business Studies Curriculum.
Weighting of Curriculum

Topic

Business environment (weighting 25%)

Micro, market and macro environments
Business sectors
Contemporary socioeconomic issues

Business venture (weighting 25%)

Entrepreneurship
Business opportunity and related factors
Business Plan
Management and Leadership
Forms of ownership
Setting up a business
Contracts
Business location
Investment: securities and insurance
Presentation of business information

Business role (weighting 25%)

Creative thinking and problem-solving
Self-management, professionalism and ethics
Human rights, inclusivity and environmental issues.
Social Responsibility
Stress, crisis, change and conflict management
Relationship and team performance

Business operation (weighting 25%)

Business functions
Quality of performance

2.2 The purpose of Business Studies
Business Studies will ensure that learners:
•

acquire and apply essential business knowledge, skills and principles to productively and profitably conduct
business in changing business environments;

•

create business opportunities, creatively solve problems and take risks, respecting the rights of others and
environmental sustainability;

8


•

apply basic leadership and management skills and principles while working with others to accomplish business
goals;

•

are motivated, self-directed, reflective lifelong learners who responsibly manage themselves and their activities
while working towards business goals;

•

are committed to developing themselves and others through business opportunities and ventures;

•

are able to secure formal employment, and are in a position to pursue sustainable entrepreneurial and selfemployment career pathways.

2.3 Time allocation for Business Studies in the Curriculum
The teaching time for Business Studies is 4 hours per week, per grade (Grade 10, 11 and 12) on the timetable.

2.4 Requirements to offer Business Studies as a subject
Resources to offer Business Studies as a subject are the responsibility of the school.
•

Each learner should have:
---

stationery

-•

a textbook

other relevant resources.

The teacher should have:
--

a variety of textbooks for reference

--

a Partnership’s Articles of Association

--

Legislation, e.g. Companies Act, 71 of 2008, Employment Equity Act No. 55 of 1998, National Credit Act
No. 34 of 2005, Consumer Protection Act No. 68 of 2008, Basic Conditions of Employment Act No. 75
of 1997, Labour Relations Act No. 66 of 1995, Black Economic Empowerment Act No.53 of 2003, Skills
Development Act No.97 of 1998, Compensation for Occupational Injuries and Diseases Act No. 130 of
1993, Hire Purchase Act, Long-term Insurance Act No. 52 of 1998, Short-term Insurance Act No. 53 of
1998, etc.
o
o

Specimen of contract forms

o

Bank brochures

o

Business and financial magazines

o

Corporate Social Responsibility (CSR) Policy - any company

o

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Memorandum of Incorporation (MOI) - new founding document of a company

The King Code of Governance for South Africa 2009

9


sECTION 3
OVERVIEW OF TOPICS PER TERM AND ANNUAL TEACHING PLAN
3.1 Overview of topics per term
GRADE 10
Term

Topic

1

Micro environment
Market environment
Macro environment
Interrelationship between environments
Business sectors

2

Contemporary socioeconomic issues
Social responsibility
Entrepreneurship qualities
Forms of ownership

3

Creative thinking and problem solving
Business opportunity
Business location
Contracts
Presentation of Business Information
Business Plan

4

Self-management
Relationship and team performance

GRADE 11
Term

Topic

1

Influences on and control factors influencing business environments
Challenges in business environments
Adapting to challenges in business environments
Impact and challenges of contemporary socioeconomic issues on business operations
Business sectors
Benefits of a company versus other forms of ownership
Avenues of acquiring a business

2

Creative thinking and problem solving
Stress, crisis and change management
Transform a business plan into an action plan
Starting a business venture based on an action plan
Professionalism and ethics
Presentation of Business Information

10


3

Assessment of entrepreneurial qualities in business
Citizenship roles and responsibilities
Marketing activities, marketing in the formal and informal sectors
Use of technology for marketing
Imports and exports
Foreign marketing
The alignment of foreign marketing and the production function
Production function

4

Team Stages, dynamics theories and conflict management
Introduction to the Human Resources function

GRADE 12
Term

Topic

1

Impact of recent legislation on business - response to demands for redress and equity
Human Resources function
Professionalism and ethics
Creative thinking
Devise strategies to enable a business to respond to the challenges of the macro business environment

2

Corporate social responsibility
Human Rights, inclusivity and environmental issues
Team performance assessment and Conflict management
Business sectors and their environments
Management and leadership
Quality of performance within business functions

3

Investment: Securities
Investment: Insurance
Forms of ownership and their impact on the business operation
Presentation of information and data response
Revision and preparation for mid-year examination

4

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Revision and preparation for the final external examination

11

12

Informal

Assessment

Informal

Assessment


Self-management

Informal assessment

Topic

Assessment

Week 1

Week 2

Informal Assessment

Assessment

TERM 4

Creative thinking and problem
solving

Week 2

Week 4

environment

Market

Week 4

Business
location

Week 4

Relationship and team
performance

Week 3

Formal Assessment: Project

Business
opportunity

Week 3

Week 4

EntrepreSocial respon- neurship
sibility
qualities

Week 3

Week 3

Formal Assessment: Presentation

Week 2

Week 2

Topic

Week 1

TERM 3

Contemporary
socioeconomic
issues

Topic

Week 1

TERM 2

Micro environment

Topic

Week 1

TERM 1

3.2.1 Summary of the Annual Teaching Plan GRADE 10

3.2 Teaching Plans

Week 6

Presentation
of Business
information

Week 6

Week 6

Week 6

Informal assessment

Revision and preparation for
examination

Week 5

Contracts

Week 5

Forms of ownership

Week 5

Macro environment

Week 5

Week 8

relationship
between
environments

Inter-

Week 8

Week 8

Week 8

Final examination

End-of-the-year examination

Week 7

Business Plan

Week 7

examination

Week 7

Week 7

Week 10

Formal: Test
Assignment

Revision

Week 10

Week 9

Week 9

Week 10

Formal: Test

Revision

Week 10

Mid-year examination


Week 9

sectors

Business

Week 9


3.2.2 Annual teaching plan Grade 10
TERM 1

Week/ hour
3 Weeks
(Week 1 - 3)

Topic
1. Micro
environment

Content
• The various components and features of the micro (internal) business
environment
-- Vision, mission statement, goals and objectives
-- Organisational culture
-- Organisational resources
-- Management and leadership
-- Business organisational structure

Recommended
resources
Textbooks/
Study Guides
Newspaper articles
Internet
Magazines
Other audio-visual
media

-- Eight functions and activities of the business
• The eight business functions (general management, purchasing,
production, marketing, public relations, human resources,
administration and financing)
-- General Management - (top, middle and lower management);
levels of management and management tasks (planning, organising, activating, leading, directing and controlling) including risk
management
o Business organisational structure
o The responsibilities of the various levels of management and
the alignment between these levels
-- Administration - handling of information/data, management of information, office practice and information technology e.g. computers, faxes, phones, etc.
-- Financing - classification of types of financing, sources of financing, budgeting, introduction to investments, types of capital
-- Purchasing: procedures, activities of purchasing functions, cash
and credit stock control. The stipulations (nature/purpose/rights
and responsibilities/remedies, if any) of the National Credit Act 34
of 2005 and the National Consumer Protection Act 68 of 2008, and
their impact on the purchasing and marketing functions
-- Public Relations: importance of public relations, methods of PR/
media, brochures, direct contact, etc.
• The role and importance of the functions within the business
• The relationship between the business functions and how these functions differ in the different types of enterprises (e.g. sole trader versus
departments in large industries)
-- Organisational resources e.g. human, physical/material, financial
and information resources
• The interrelation between the business functions and how they
operate in small, medium and big business contexts
• The levels of general management and the tasks associated with
each level; use this information to analyse management levels within
a public or private organisation

CAPS

13

Week/ hour

Topic

Content

Recommended
resources

• The concept of quality - (definition)
-- Quality in relation to the various business functions

o Quality in the Human Resources function
o Quality products
o Quality administration processes
o Quality and a healthy financial function
o Quality management, i.e. planning, organising, leading and
controlling

o Quality promotion of business image and its impact on different
business structures (sole traders versus large businesses)
• The correlation between management and the success of business in
achieving its objectives; strengths and weaknesses
1 week

The components of the market environment

Textbooks

• The Market (consumers/customers)

Newspaper articles

• Suppliers

Internet

• Intermediaries

(Week 4)

2. Market
environment

Magazines

• Competitors
• Other organisations/civil society (e.g. community based organisations
- CBOs, non-governmental organisations - NGOs, regulators, strategic
allies and unions)
• Opportunities and threats faced by the business - business has no
control over these factors
3 weeks

Textbooks

• Physical/natural environment

Newspaper articles
Internet

• Social, cultural and demographic environment

5 - 7)

The various components and features of macro business environments

• Economic environment

(Week

3. Macro
environment

Magazines

• Technological environment
• Legal and political environment
• International/global environment
• Institutional environment
• The relationship between the environments
1 week
(Week 8)

4. Interrelationship of
micro, market
and macro
environments

The relationship between micro, market and macro environments.

Textbooks

• The interrelationship between their features

Newspaper articles

• Interrelatedness within the components of the micro (internal) environment, e.g. between the functions, departments, employer and
employee, etc. and the market environment, e.g. the relationship
between competitors, agents, the physical environment and staff, etc.

Internet

• The interrelation between micro (internal business) and market environments.
-- Business and consumers
-- Business and suppliers
-- Business and intermediaries
-- Business and competitors

14


Magazines

Week/ hour
1 week
(Week 9)

Topic
5. Business
sectors

Content
• Primary, secondary and tertiary sectors

Recommended
resources
Textbooks

-- What is meant by primary, secondary and tertiary sectors?

Newspaper articles

-- Classification of the various industries (nature of industries and
production) into primary, secondary and tertiary sectors

Internet
Magazines

• The difference between formal and informal sectors
• The difference between public and private sectors
2 weeks

Revision

• Revision of all topics covered during the first term./ Term test

Summary notes

(Week

Revision exercises

10 - 11)

All material relevant
to revision

Term 1: Formal assessment
Form of assessment

Assignment

Test

50

100

Total marks

Term total (150) converted to % for reporting purposes

For the purpose of a term test, it is compulsory to cover the entire term’s content.
Daily assessment is important to monitor teaching and learning.
The word ’recap’ as it is used in this document means the content is also examinable, together with the other content taught
in that grade.
Formal assessment for term 3
Teachers should give learners a project in the 2nd term and instruct them to submit it in term 3. This will give learners ample
time to complete the project.

CAPS

15

Grade 10
TERM 2

Week/hour
2 weeks
(Week
1 - 2)

Topic
1.
Contemporary
socio-economic
issues

Content

Recommended
resources

Contemporary socioeconomic issues that impact on business

Textbooks

• Inequality and poverty - definitions and impacts

Newspaper
articles

• Inclusivity - definition, aim of inclusivity, and efforts to create an
inclusive workforce

Internet

• Unemployment and unproductive labour force

Magazines

• HIV/Aids (a chronic blood disease) - its effect on the business,
e.g. reduction of labour force due to HIV/Aids

Other audio-visual
media

• Gambling (include pyramid schemes, illegal gambling and
money laundering)
• Piracy - illegal copying or reproduction of somebody’s product
that affects businesses operations (include copyright, patent
and trade marks - definition and meaning/relation to piracy)
• Counterfeiting/imitations and bootlegging(fake goods) - effect
on business operations
• Strikes and political disturbances or labour disputes - include
go-slows and lockouts
• Violence (e.g. caused by various forms of misunderstanding)
- physical and emotional impact on the workforce, lowering
levels of productivity
• Crime (e.g. loss of goods due to theft, corruption, abuse, hijackings, burglaries, etc.)
1 week
(Week 3)

2. Social
responsibility

Ways in which a business can contribute responsibly towards its
immediate community

Textbooks

• What is social responsibility?
• Definition of Corporate Social Responsibility

(Week 4)

16

3. Entrepreneurial qualities

Internet

• Initiatives taken by businesses in addressing the socioeconomic issues discussed; refer to current issues

1 week

Newspaper
articles

Magazines

Entrepreneurial qualities

Textbooks

• Entrepreneurial qualities: desire for responsibility, risk
taker, perseverance, good management and leadership
skills, confidence in one’s ability to succeed, high levels of
energy, passion, big dreams with a clear vision, exceptional
organisational skills, high degree of commitment, flexibility
(ability to adapt quickly), willpower to overcome obstacles

Newspaper


Other audio-visual
media

articles
Internet
Magazines
Other audio-visual
media

Week/hour
2 weeks
(Week

Topic
4. Forms of
ownership

5 - 6)

Recommended
resources

Content

Textbooks

Definition, characteristics, advantages, disadvantages and
differences (comparison) between the following forms of
ownership:

Newspaper
articles

• Sole Proprietor

Internet

• Partnership

Magazines

• Close Corporation

Study guides

• Non-Profit Company

Other audio-visual
media

• Profit Companies
-- Private Company
-- Personal Liability Company
-- Public Company
-- State-owned Company

• Co-operatives4. Forms of ownership
4 weeks
(Week

Revision
exercises

Revision of all topics covered during the first two terms

Summary notes
Exercises
All relevant
materials for
revision

7 - 8)

2 weeks


(Week
9 - 10)

Form of assessment
Marks

Presentation


50

200


Note: Project - term 2
This project was given in term 2. Learners should complete the project for submission in term 3.
The content dealt with in terms 1 and 2 should be revised for the mid-year examination.
The word ‘recap’ as it is used in this document means the content is also examinable, together with the other
content taught in that grade.

CAPS

17

Grade 10
TERM 3
Week/
hour
2 weeks
(Week
1 - 2)

Topic
1. Creative
thinking and
problem
solving

Content

• Creative thinking and its contribution towards successful and
sustainable business practice

• Creative thinking to generate entrepreneurial opportunities and
to solve business problems

-- Problem solving:

Recommended
resources
Textbooks
Newspaper articles
Internet
Magazines
Recyclable material

o Research skills -finding information to assist with problem
solving

o Problem solving versus decision making
o Problem-solving cycle: identification of the problem,
definition of the problem, formulation of the strategy,
implementation of the strategy, allocation of resources,
monitoring problem solving and evaluation of the
problem-solving process

• Problem-solving techniques (e.g. Force-Field Analysis, Chair
Technique, Empty Chair Technique, Delphi Technique, Nominal
Group Technique, brainstorming, Forced Combinations,
SCAMPER)

-- The use of indigenous knowledge to solve problems and
identify business opportunities

-- The use of mind mapping, brainstorming and creative
thinking/idea generation to identify innovative and
entrepreneurial business opportunities

-- The use of non-conventional thinking to identify innovative
business opportunities

-- Ways in which creative business opportunities can
realistically be implemented
1 week
(Week 3)

2. Business
opportunity
and related
factors

• Development of a research instrument and the assessment of
needs and desires

• Identification of possible business opportunities (based on
researched needs and desires) and the application of a SWOT
analysis (strengths, weaknesses, opportunities and threats) to
determine a viable business venture

• Generating new ideas, needs analysis/ research, identifying
good ideas, market research, SWOT analysis

-- Research instruments and data collection (e.g.
questionnaires, interview structures),

-- Protocol of conducting research (consent, prior
organisational appointments, introduction of basic ethics in
research and in business opportunities)

-- Definition of business opportunities (based on researched
needs and desires) and strengths, weaknesses,
opportunities and threats (SWOT)

-- Application of SWOT analysis to assess business
opportunities

-- Analysis to determine a viable business venture
-- Identification of business opportunities

18


Textbooks
Newspaper articles
Internet
Magazines
Other audio-visual
media

Week/
hour

Topic

1 week

3. Business

(Week 4)

location
decision

Content

Recommended
resources

Investigation of and debate on the factors that impact on business
location decisions

Textbooks

• Factors impacting location of a business (e.g. labour regulations,

Internet

environmental factors, transport, infrastructure, availability
of cheaper electricity and water supplies, potential market,
raw materials, labour market, climate, government and local
regulations, taxes, crime, etc.)

Newspaper articles

Magazines
Study guides

(Week 5)

Textbooks

Internet

• Types of contracts:

4. Contracts

The relevance of contracts and their legal implications in different
business contexts

• Definition of a contract

1 week

Magazines

-- Employment contract
-- Employer/employee agreement
-- Insurance - insurer/insured
-- Lease agreement - lessor/lessee agreement
-- Hire Purchase agreement - seller/buyer agreement
-- Rental agreement - landlord/tenant agreement
• The legal implications of these contracts in different business
contexts (parties, rights and responsibilities of the parties to a
contract as prescribed by specific Acts in some contracts)

1 week

5.

(Week 6)

Presentation
of business
information

Newspaper articles

Specimen of contract
forms
Basic Conditions of
Employment Act No
75 of 1997, Labour
Relations Act No.
66 of 1995, Rental
Housing Act No.50 of
1999, National Credit
Act No. 34 of 2005,
Consumer Protection
Act No. 68 of 2008,
Hire Purchase Act,
Long-term Insurance
Act No. 52 of 1998,
Short-term Insurance
Act No. 53 of 1998

Accurate and concise verbal and non-verbal presentation (including
graphs) of a variety of business-related information

Textbooks/study
guides

• Presentation of business reports with tables, graphs, diagrams

Newspaper Articles/
charts/slides

and illustrations that include symbols and pictures (e.g.
activities, progress, challenges and recommendations)

• Verbal presentations with support materials (handouts,
transparencies, slides, charts, models, etc.)

-- Definition of the different audio-visual aids
-- Design and layout of a presentation using different visual
aids(e.g. show how to prepare/set out a poster and handouts

Tables and pictures
Scrap book
Transparencies/OHP
Internet/ PowerPoint
Presentations
Magazines
Other audio-visual
media

CAPS

19

Week/
hour

Topic

Recommended
resources

(Week
7 - 9)

A business plan (including a financial analysis) that can be
implemented (financial viability business plan)

Textbooks

• Business plans (including financial analysis) based on identified

3 weeks

6. Business
Plan

Content

Internet

business opportunities

--

Newspaper articles

Magazines

Analysis of environmental factors

-- Components of the Business Plan

Example of a business
plan

-- Cover page and index (includes name of business)
-- Executive summary
-- Description of the business
o The long-term objective, mission and vision of the
business

o The structure of the business (ownership)
o The product/service
o Legal requirements of business, e.g. license
-- SWOT analysis
-- Marketing plan
o Market research;
o Marketing mix, the 7 Ps: price, product, promotion, place,
people, physical environment and process

-- Competition
1 week
(Week 10)

Revision
exercises

Revise topics covered during the term./Term Test

Summary notes
Exercises
All relevant materials
for revision

Form of assessment
Total marks

Project

Test

50

100

Term Total (150) converted to % for reporting purposes

A test should cover the content dealt with in a term.
Daily assessment is important to monitor teaching and learning
The word ‘recap’ as it is used in this document means the content is also examinable, together with the other content taught
in that grade.

20


Grade 10
TERM 4
Week/
hour

Topic
1. Selfmanagement

2 weeks
(Week

Content
The concept of self-management and a discussion on how it is
relevant in a business context

• Time management, personal goals, definition of success and a

1 - 2)

balanced lifestyle (e.g. balancing work with relaxation)

• Development of a professional image (e.g. neatness of
work, presentations) and access to resources to assist with
professional image

• Personal analysis of strengths, weaknesses, talents and interests

Recommended
resources
Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media

• Discussion of the following concepts: self-knowledge,
self-confidence, stress management (concepts of stress
management), adaptability, etc.
2 weeks

2. Relationship
and team
performance

• Ways in which people need to work together to accomplish

Textbooks

3 - 4)

Newspaper
articles

-- Understanding business objectives (e.g. profit, productivity,

(Week

business objectives; discuss factors that can influence these
relationships (e.g. prejudice, beliefs, values and diversity)

Internet

service)

-- Interpersonal relationships in the workplace (e.g. different
hierarchies, management levels, the importance of each
individual in achieving business objectives)

Magazines
Other audio-visual
media

-- Personal beliefs and values and how they influence business
relationships (e.g. prejudice, discrimination, equity, diversity)

• Criteria for successful and collaborative team performance in a
business context and assessment of a team against these criteria

-- Working in a team to accomplish business objectives,
e.g. clear objectives and agreed goals, openness, mutual
respect, support and mutual trust, members committed
to achievement, sound inter-team relations, individual
development opportunities, review of the team processes,
etc.
2 weeks

Revision
exercises

(Week

Revise all topics in preparation for final examinations.

Exercises
Summary notes

5 - 6)
4+ weeks

End-of-year examination

(Week
7 - 10)

Term 4
Year mark


Total

100

300

400

Converted marks for terms 1 to 3 equals a year mark of 100 (25% of the total mark). Add the year mark to the examination mark
of 300 (75% of the total mark) to get a total mark of 400 marks and divide by 4 to get %.

CAPS

21

22

Informal

Assessment

Informal

Assessment


Informal Assessment

Assessment

Week 3

Adapting to
challenges
of business
environments

Week 3

Team stages and dynamics theories
and conflict management

Informal assessment

Assessment

Week 2

The citizenship
roles and
responsibilities

Week 2

Week 3

Week 5

Week 5

Week 4

Week 5

Start a business venture
based on an action plan

Week 4

Impact and challenges
of contemporary
socioeconomic issues on
business operations.

Week 4

Week 6

Present a
business
information

Professionalism
and ethics.

Week 6

Week 6
the year-end examination

Week 5

Formal Assessment: Project

Week 4

Introduction to Human
Resources function

Week 3

Week 7

Week 8

Avenues of
acquiring
business

Week 8

Week 8

Week 8
End-of-the-year examination

Week 7

Formal Test

Week 10

Formal:
Test
Assignment

Week 10

Week 9

Year-end exams

Week 9

Week 10

Revision

Week 10


Examination

Week 9

Revision

Week 9

Revision and end-of-the-year examination

Week 7

mid-year examination

Week 7

Business sectors benefits of a
company versus other forms of
ownership

Week 6

Marketing activities, marketing in the formal and informal
sectors. Use of technology for marketing. Imports and exports.
Foreign marketing. The alignment of foreign marketing and the
production function.

Formal presentation

Transform a business plan into
an action plan

Week 2

Challenges of
the business
environ-ments

Week 2

Topic

Week 1

TERM 4

Assessment of
entrepre-neurial
qualities in
business

Topic

Week 1

TERM 3

Creative thinking
and problem
solving. Concepts:
stress, crisis
and change
management

Topic

Week 1

TERM 2

Influences on,
and control
factors relating
to, the business
environments

Topic

Week 1

TERM 1

3.2.3 Summary of Annual Teaching Plan - Grade 11


3.2.4 Annual teaching Plan Grade 11
TERM 1
Week/
hour
1 week
(Week 1)

Topic
1. Influences
on business
environments

Content

• Examination of control factors, e.g. more control over micro
environment, less control over market environment and even less
control over macro environment

• Ways to be involved in macro environment - if beneficial to
business

-- Micro environment

The business mission and objectives, its management
structure, its resources and its culture are primarily controlled by
the enterprise’s management.

Recommended
resources
Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media

-- Market environment

The customers, suppliers, competitors, regulators and strategic
allies and unions give rise to particular opportunities and
threats. Business has no control over the factors.

-- Macro environment

1 week
(Week 2)

2. Challenges
of the business
environment

Enterprise in relation to the macro environment, i.e. economic,
techno-logical, and political environments

The challenges of the micro (internal), market and macro business
environments

• Challenges of the micro environment (e.g. difficult employees,
lack of vision and mission, lack of adequate management skills,
unions, strikes and go-slows, etc.)

• Challenges of the market environment (e.g. competition,
shortages of supply, changes in consumer behaviour,
demographics and psychographics, socio-cultural factors, etc.)

Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media

• Challenges of the macro environment (e.g. changes in income
levels, political changes, contemporary legal legislation, labour
restrictions, micro-lending, globalisation/ international challenges,
social values and demographics, socioeconomic issues, etc.)
1 week
(Week 3)

3. Adapting to
challenges of
the business
environments

How a business constantly needs to adapt to the challenges of the
micro (internal), market and macro business environments

• Ways in which a business can adapt to challenges of the macro

Textbooks
Newspaper
articles

environment, and whether this is to the benefit of the business

Internet

-- Information management, strategic responses, mergers,

Magazines

takeovers, acquisitions and alliances, organisation design
and flexibility, direct influence of the environment and social
responsibility

Other audio-visual
media

-- Lobbying, networking and power relations
o Lobbying e.g. hedging against inflation, bargaining sessions
between management and unions, influencing supervisory
body/regulators, etc.

o Networking, e.g. finding new customers etc.
o Power relationships e.g. strategic alliance agreements,
persuasion of large investors, company representatives’
influence, etc.

CAPS

23

Week/
hour
2 weeks
(Week
4 - 5)

Topic
4. Contemporary socioeconomic
issues

Content

• The impact of contemporary socio-economic issues on business
operations, and their challenges; decisions for specific business
situations

-- The impact of contemporary socio-economic issues on
business operations and productivity, e.g. income, inflation,
social, cultural and demographic issues, economic crime,
ethical misconduct (sexual harassment, corruption,
mismanagement of funds, etc.), population growth, illiteracy,
lack of skills, unavailability of natural resources, inefficiency in
the use of resources, dumping, exhaustion of natural resources,
piracy, strikes

Recommended
resources
Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media

• Possible business solutions/contributions to deal with the
socioeconomic issues

-- Piracy: the nature and definition of each intellectual property
right

o Copyright
o Patent
o Trade mark
-- Investigation of developments in industrial relations that relate
to contemporary business practice

o Labour strikes, go-slows and lockouts
o Labour Relations Act (nature and purpose)
o What is a trade union?
o History of trade unions
o Roles of trade unions
o Functions of trade unions
1 hour
(Week 6)

6. Business
sectors

The links between various primary, secondary and tertiary enterprises

Textbooks

Examination of the links between:

Newspaper
articles

• Primary enterprises
• Secondary enterprises

Internet

• Tertiary enterprises

Magazines
Other audio-visual
media

1 week
and 3
hours
(Week

7. Benefit of a
company over
other forms of
ownership

The benefits and challenges of establishing a company versus other
forms of ownership (including taxation issues)

• Recap the characteristics, advantages and disadvantages of the
forms of ownership

• The benefits and challenges of establishing a company versus

6 - 7)

other forms of ownership i.e. sole trader, partnership, Close
Corporation, co-operatives, (including taxation issues)

• Formation of companies
-- The company’s charter - Memorandum of Incorporation
-- Name of the company - incorporation and commencement of
the company

-- Prospectus

24


Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media
Copies of the
Companies Act

Week/
hour
1 week
(Week 8)

Topic
8. Avenues
of acquiring a
business

Recommended
resources

Content

Textbooks

Avenues of acquiring businesses (e.g. franchising, outsourcing,
leasing); discuss their advantages and disadvantages as well as their
contractual implications

Newspaper
articles

• Avenues of acquiring businesses (e.g. franchising, outsourcing,

Internet

leasing)

Magazines

• Their advantages and disadvantages as well as contractual

Other audio-visual
media

implications (e.g. royalties, legalities)
2 weeks

Revision

Revise topics covered during the term/Term Test

Summary Notes

(Week

Exercises

9 - 10)

All relevant
materials for
revision

Form of assessment
Total marks

Assignment

Test

50

100


Note
It is compulsory to cover the entire content in term 1 because a term test should cover the entire term’s content.
Formal assessment for term 3
Teachers should give a project to learners in the 2nd term and instruct learners to submit it in term 3. This will give learners
ample time to complete the project. Part of the project content is covered in term 1 and part of it in term 2.
in that grade.

CAPS

25

Grade 11
TERM 2

Week/ hour
2 hours
(Week 1)

Topic
1.Creative
thinking and
problem solving

Content
• Application of creative thinking to address business problems
and to improve business practice (recap)
• Creative thinking to address business problems and to
improve business practice
-- Problem-solving skills in a business context
-- Routine vs. creative thinking, mental blocks to creativity
and idea generation
-- More complex problem-solving techniques (e.g. Delphi
technique and force-field analysis revision)
-- Working with others to solve problems and generate ideas
-- Creative thinking skills and conventional vs. nonconventional solutions (include indigenous approach and
solutions)
• Creative solutions to business problems; assess these

Recommended
resources
Textbooks
Newspaper articles
Internet
Magazines
Other audio-visual
media

against the reality of the business environment
2 hours
(Week 1)

2. Stress
and crisis
management

• The concepts relating to stress, crisis and change
management
-- Concepts relating to stress
o How to manage stress
o Explain the importance of stress management in
pressurised work environments
o Crisis and change management
o Dealing with business-related crises (e.g. tight
deadlines, loss of property, illness, etc.)
o Theories of change management
• Dealing with and adapting to change (e.g. unemployment,
retrenchment, globalisation, affirmative action)

Textbooks
Newspaper articles
Internet
Magazines
Health brochures
Other audio-visual
media

2 weeks
(Week
2 - 3 )

3. Transformation
of a business
plan into an
action plan

Transformation of a business plan into an action plan (including
Gantt charts and timelines) - collaboratively or independently
• Transformation of a business plan into an action plan (e.g.
planning tools: Gantt charts or Work Breakdown Structure
(WBS) with timelines and responsibilities, project planning)

Textbooks
Newspaper articles
Internet
Magazines
Other audio-visual
media
Business plans sample/specimen

2 weeks
(Weeks
4 - 5)

4. Setting up/
starting a
business

Collaboratively or independently starting a business venture
based on an action plan
• Initiating and setting up business ventures to generate
income, basing this on an action plan.
• Acquiring funding (Equity capital/loans/debt, considering
other sources of funding/capital), if needed.

Textbooks
Newspaper articles
Internet
Magazines
Other audio-visual
media

26


Week/ hour

Topic

Recommended
resources

Content

2 hours
(Week 6)

5. Professionalism and ethics

• The theories and principles of professionalism and ethics;
explore how they relate to the business environment
• Application of the principles and skills of professional,
responsible, ethical and effective business practice
-- The definitions of and differences between
professionalism and ethics
-- The theories and principles of professionalism and ethics;
explore how they relate to the business environment
-- The difference between good and bad decisions
-- The principles and skills of professional, responsible,
ethical and effective business practice
The concept of ethics and different perspectives on ethics, as
well as ethical business ventures

Textbooks
Newspaper articles
Internet
Magazines
Other audio-visual
media
The King Code of
Governance for
South Africa 2009

2 hours
(Week 6)

6. Presentation
of business
information

Accurate and concise verbal and non-verbal presentation of
a variety of business-related information (including graphs);
respond professionally to questions and feedback
• Presentation and validation (support) of business-related
information in verbal and non-verbal format (including tables,
graphs, diagrams and illustrations); posters and handouts
(recap)
• Design and layout of the presentation using different visual
aids (e.g. show how to prepare/set out transparencies/slides,
posters and handouts) (recap)
• Written information - reports, business plans, business
information and analysis, e.g. steps in report-writing,
composing a flyer, etc.
• Responding in a non-aggressive and professional manner
to questions about work and presentations, e.g. answer all
questions, make notes, do not argue, apologise for errors,
etc.

Textbooks
Newspaper articles
Internet
Magazines
Other audio-visual
media

2 weeks
(Week
7 - 8)

Revision
exercises

Revise topics covered during first two terms.

Textbook exercises
Summary notes
All relevant materials
for revision

2 weeks
(Week
9 - 10)


Form of assessment
Marks

Presentation


50

300

Term Total (350) Converted to % for purposes of reporting

Note: Project - term 3:
This project was given in term 2. Learners should complete the project for term 3 and submit.
The content dealt with for term 1 and 2 should be revised for the mid-year examination.
in that grade.
The word ‘recap’ used in this document means the content is examinable in that grade.

CAPS

27

Grade 11
TERM 3
Week/ hour

Topic

Content

Recommended
resources

1 week
(Week 1)

1.Entrepreneurial
qualities and success factors

The degree to which a business embraces entrepreneurial
qualities
• Identification and assessment of a business against the
entrepreneurial qualities (e.g. risk taking, perseverance, good
management, etc.) (recap entrepreneurship qualities from
Grade 10 and assess a business against the qualities)
Critical reflections on a business venture, and identification of its
success factors and areas for improvement
• Exploration and identification of what makes a business
successful. Key success factors, e.g. sustainability,
profitability, customer base, etc. Identify areas for
improvement .
Note: In the absence of an identified business, use a case study.

Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media

1 week
(Week 2)

2. Citizenship role
and responsibilities

The citizenship roles and responsibilities that business
practitioners need to perform within a business environment
• The role of citizens and how they can, through business,
contribute to the social and economic development of their
communities
-- Case scenarios of how individuals have given back to their
communities
• The concept of business community and how the individual
can play a role within this community (e.g. HIV/Aids
counsellor, contribute time and effort towards identified cause,
etc.)
• The role that business, civil society, non-governmental
organisations and community based organisations (NGOs and
CBOs) and individual business practitioners can play in the
social and economic development of communities

Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media

4 weeks
(Week
3 - 6)

3. Marketing
function

The aspects of the marketing function: marketing activities;
product policy; pricing policy; distribution; marketing
communication; foreign marketing.
• Marketing activities (e.g. product policy, pricing policies,
marketing distribution, marketing communication)
-- Marketing: locating the consumer, standardisation and
grading, storage, transport, financing, risk-bearing, and
buying selling
-- Product policy: product development, design, packaging
and trademarks
-- Distribution policy: channels of distribution, intermediaries,
direct and indirect distribution
-- Communication policy: sales promotion, advertising,
publicity and personal selling
-- Pricing policy: importance of pricing, pricing techniques,
price determination, factors influencing pricing, price
adjustments
• Marketing in the formal and informal sectors.
• Use of technology for marketing (electronic marketing, etc.)
• Foreign marketing: imports and exports.
• Alignment of foreign marketing and the production function
(e.g. systems, planning, safety, quality and costing)

Textbooks
Newspaper
articles
Internet
Magazines
Other audio-visual
media

28


Week/ hour

Topic

Recommended
resources

Content

3 weeks
(Week
7 - 9)

4.Production
function

The aspects of the production function: systems; production
planning; safety management; quality control; production costs
• Systems (mass, batch and job)
• Production planning (information about production planning
and control)
-- Production planning: planning, routing, scheduling and
loading
-- Production control: dispatching, following up, inspection
and corrective action
• Safety management: knowledge about factory safety,
machinery and Occupational Health and Safety Act,
Workplace Safety Policy
• Quality control: quality management systems (SABS), quality
control bodies and policies
Production costs: business calculations - total cost of production,
unit cost of production, selling price and calculation of profit,
break-even analysis

Textbooks
Calculators
Newspaper
articles
Internet
Magazines
Other audio-visual
media

1 week
(Week 10)

Revision

Revise topics covered during the term/Term Test

Summary notes
Exercises
All relevant
materials for
revision

Term 3: Formal Assessment
Form of Assessment

Project
50

Total marks

Test
100


A test should cover the content dealt with in a term.
in that grade.

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29

Grade 11
TERM 4

Week/ hour
2 weeks
(Week

Topic
1. Team
dynamics
and conflict
management

Content

• Description of team dynamics theories; use them to analyse
specific business-based case studies

-- Stages of team development/ building a team:

Recommended
resources
Textbooks
Calculators

o Forming stage/getting to know each other

Newspaper
articles

o Storming stage/true character starts to show/first round

1 - 2)

Internet

conflict

o Norming stage/settling and reconciliation
o Performing stage/working as a team towards the goal

Magazines
Other audio-visual
media

-- Team dynamics theories
o Belbin role theory (action-oriented role, people-oriented
role, cerebral role)

o Insights based on Jungian theory
o MTR-I approach
o Margerison-McCann profiles
o Group consensus
-- Conflict management
o Definition of conflict
o Causes of conflict in the business
o Definition of conflict management
o Conflict management theories - apply these to both individual and group scenarios (include workplace forums,
strikes, trade unions, etc.)

o Conflict management skills to resolve differences in business situations (including workplace forums)

o The function of workplace forums (refer to trade unions)
2 weeks
(Week

2. Introduction
to Human
Resources

• Human resources activities (e.g. recruitment and selection, contracts, induction, salaries, and other benefits)

• Procedures related to recruitment, selection and interviewing

Textbooks
Calculators

Discussion of the following:

Newspaper
articles

• Human Resources: Labour Relations Act (LRA) No.66 of 1995,

3 - 4)

Internet

Basic Conditions of Employment Act (BCEA) No.75 of 1997,
Employment Equity Act (EEA) No.55 of 1998, Compensation for
Occupational Injuries and Diseases Act (COIDA) No.61 of 1997

-- Legalities of employment contracts
-- Procedures of induction and placements
-- Interviewing, selection and induction
-- Salary determination (piecemeal and time-related), including
personal tax; link to basic conditions of employment

-- Employee benefits: pension, medical, other

30


Magazines
Other audio-visual
media
Relevant Acts

Week/ hour
2 weeks
(Week

Topic
Revision
exercises

Recommended
resources

Content
Revision of all topics in preparation for final examination

Textbook
exercises
Summary notes

5 - 6)

Question papers
4 weeks


(Week
7 - 10)

Term 4
Year mark


Total

300
100

300

400

in that grade.
Converted marks for terms 1 to 3 equals a year mark of 100 (25% of the total mark). Add the year mark to the examination mark
of 300 (75% of the total mark) to get a total mark of 400 and divide by 4 to get %.

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31

32
Week 3


Informal Assessment

Assessment

Informal

Assessment

Week 3

Project

Week 5

Week 5

Management
and
leadership

Week 5

Week 4

Revision

Week 5

Presentation of information
and data response

Week 4

Formal Assessment : Test

Forms of
ownership
and their
impact on
the business
operation

Week 3

Revision and preparation for the final external examination

Week 2

Investment:
Insurance

Week 2

Week 4
Business
sectors
and their
environments

Formal Assessment: presentation

Team
performance
assessment
and conflict
management

Week 3

Week 4
Human Resources function

Topic

Week 1

TERM 4

Investment:
Securities

Week 1

TERM 3

Informal

Human Rights, Inclusivity and
Environmental issues

Concept of corporate social
responsibility.

Topic

Assessment

Topic

Week 1

Week 2

Informal

Assessment

TERM 2

Impact of recent legislation on business - response
to demands for redress and equity.

Week 2

Topic

Week 1

TERM 1

3.2.5 Summary of Annual Teaching Plan Grade 12

Week 7

Week 6

Week 7

Week 9

Week 10

Week 8

Week 9

Week 8

Week 10

External examination

Final examination

Week 9

Preliminary examination

Week 10



Week 8

Week 10

Week 9

Informal:
Test
Assignment

Devise strategies for a business to use in
its response to the challenges of the macro
business environment.

Week 8

mid-year examination

Week 7

Creative
thinking

Week 7

Revision and preparation for the
preliminary examination

Week 6

Quality of
performance
within business
functions

Week 6

Professionalism and
ethics

Week 6


3.2.6 Annual teaching plan Grade 12
TERM 1

Week/ hour
3 weeks
(Week
1 - 3)

Topic
1. Macro
environment:
impact of recent
legislation on
business

Content
The impact of recent legislation, developed in response to
demands for redress and equity, on small and large business
operations

Recommended
resources
Copies of the Acts
Textbooks

• Skills Development Act No.97 of 1998 (e.g. skills levies and
their implications for small and large businesses)
-- National Skills Development Strategy and Human Resources Development Strategy (i.e. Sector Education and
Training Authorities)
• Labour Relations Act No.66 of 1995
• Employment Equity Act No.55 of 1998
• Basic Conditions of Employment Act No.75 of 1997
• Compensation for Occupational Injuries and Diseases Act
No.61 of 1997
• Black Economic Empowerment
• Broad Based Black Economic Empowerment
-- Human Rights as defined in the Constitution (issues of
equality, respect and dignity including other economic,
social and cultural rights)
-- Inclusivity (diversity in the business such as poverty, inequality, race, gender language, age, disability and other
factors)
-- Environmental issues (protection of the environment and
human health by the business)
• National Credit Act No.34 of 2005
• Consumer Protection Act No.68 of 28 April 2009
Note: Focus on the nature of the Act, the purpose, the
advantages and disadvantages (if any), the rights of the
business and consumers (if any), compliance and penalties if
the business does not comply (if any), and the actions regarded
as discriminatory acts as listed in the EE Act.

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33

Week/ hour
2 weeks
(Week
4 - 5)

Topic
2. Human
Resources
function

Content
RECAP:

Textbooks

The relevant legislation and the following aspects of the Human
Resources function: recruitment and selection; employee
contracts;

Newspaper
articles

induction and placement; salary administration; employee
benefits; skills development
• Analysis of Human Resources activities, (e.g. recruitment
and selection, contracts, induction, salaries, and other benefits).
• Procedures related to recruitment, selection and interviewing.
Discussion of the following:
• Human Resources: Labour Relations Act (LRA) No.66 of
1995, Basic Conditions of Employment Act (BCEA) No.75
of 1997, Employment Equity Act (EEA) ) No.55 of 1998,
Compensation for Occupational Injuries and Diseases Act
(COIDA) No.61 of 1997 (recap)
• Legalities of employment contracts
• Procedures of screening and placement
• Interviewing, selection and induction
• Salary determination (piecemeal and time-related), including
personal tax; link to basic conditions of employment
• Employee benefits: pension, medical, other (recap)
• Skills Development Act (SDA) No.97 of 1998 and the link
with SETAs, learnerships, skills programmes, qualifications,
National Qualifications Framework, SAQA, etc.

34

Recommended
resources


Internet
Magazines
Other audio-visual
media
Copies of the
different relevant
Acts.

Week/ hour
1 week
(Week 6)

Topic
3. Ethics and
professionalism

Content

• How professional, responsible, ethical and effective business
practice should be conducted in changing and challenging
business environments

-- The meaning of ethical behaviour and business practice
-- Ethical and unethical business practice with practical
examples, e.g. fair and unfair advertisements

-- Professional and unprofessional business practices with
practical examples, e.g. good use of work time and abusing work time

-- The relationship between ethical and professional behaviour

-- Ways in which professional, responsible, ethical and
effective business practice should be conducted (e.g.
not starting a venture at the expense of someone else,
payment of fair wages, regular payment of tax, etc.)

Recommended
resources
Textbooks
Newspaper
articles
Internet
Magazines
Business/school’s
Code of Conduct
Example of
business policy
Other audio-visual
media
The King Code of
Governance for
South Africa 2009

• Reflection of the business environment and issues that could
challenge ethical and professional behaviour (e.g. taxation,
sexual harassment, pricing of goods in rural areas, unfair
advertising, unauthorised use of funds, abusing work time,
etc.) and ways/strategies that could be used to address
these issues
1 week

4. Creative
thinking

Application of creative thinking to respond to challenges in
dynamic and complex business contexts

Textbooks

• Acquiring advanced problem-solving skills

Newspaper
articles

• Application of creative thinking to solve complex business

(Week 7)

Internet

problems in case studies and given scenarios (recap content
covered in grade 11)

CAPS

Magazines

35

Week/ hour

Topic
5. Macro
environment:

Content

Recommended
resources

(Week
8 - 10)

business
strategies

Devising/formulation of strategies a business could use in
response to the challenges of the macro business environment;
critically evaluate such strategies and make recommendations
as required

Textbooks

• Advanced problem-solving skills (revision). Skills to be

3 weeks

Magazines

used in strategy formulation, e.g. use any creative thinking
technique to: device business strategies, generate business
ideas, resolve conflict and solve any business-related problems. (Devising business strategies: use only the following
industry analysis tools: SWOT analysis and Porter’s Five
Forces - exclude the Balanced Scorecard )

• Development of strategies in response to challenges in
business environments:

-- SWOT analysis of the business environments (including
PESTLE)

-- Formulation of strategies
-- Implementation of strategies
-- Evaluation of strategies
• Types of business strategies
-- Integration strategies
-- Forward integration, backward integration and horizontal
integration

-- Intensive strategies
-- Market penetration, market development and product
development

-- Diversification strategies
-- Concentric diversification, horizontal diversification and
conglomerate diversification

-- Defensive strategies
-- Retrenchment, divestiture and liquidation
-- Other strategies
o the company repositions itself by replacing one or
more individuals

o
o
o
o
o
o
o

revising a business mission
establishing or revising objectives
devising new policies
issuing stock to raise capital
adding an additional salesperson
allocating resources differently
developing new performance incentives

• Strategic evaluation
-- Evaluate these strategies and make recommendations
for their improvement

o Three activities of strategy evaluation:
▪▪ examination of the underlying bases of a business
strategy

▪▪ comparison of expected performance (measure
business performance)

▪▪ taking corrective action where necessary

36


Newspaper
articles
Internet
Example of a
business vision
and mission
statement,
objectives and
strategic plan,
scrap book

Week/ hour
1 week

Topic
Revision

Recommended
resources

Content
Revision of the term’s work/Term test

(Week 11)

Exercises
Summary notes
All material
relevant to
revision

Form of assessment
Total marks

Assignment

Test

50

100


Learners must be able to answer problem-solving questions using critical and creative thinking. These include the solving of
real-life problems within the context of the Business Studies curriculum.
Daily assessment is important to monitor teaching and learning
A project must be given to learners at the end of term 1 to be submitted in term 2.
in that grade.

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37

Grade 12
TERM 2

Week/ hour
1½ week
(Week
1 - 2)

Topic
1. Social
responsibility
and corporate
citizenship/
Corporate Social
Responsibility
(CSR)

Content

• The concept of social responsibility and its implications for
both business and communities

• Meaningful contribution of time and effort to advancing the
well-being of others in a business context

-- Definition of Social Responsibility (recap)
-- Meaningful (as an individual) contribution of time and
effort to advancing the well-being of others in a business
context

-- Ways in which a business project can contribute towards
the community

-- Corporate Social Responsibility
o Definition (recap)
o Nature and process of Corporate Social
Responsibility

o Benefits to business and community
o Problems/challenges: business and community
o Components of Corporate Social Responsibility, e.g.
environment, ethical corporate social investment,
health and safety, etc.

-- Corporate Social Investment
o Definition
o Nature of Corporate Social Investment
o Corporate Social Investment projects, (including
human rights issues)

o Responsible business practice
o Challenges to the business:
o A challenge to meet the longer term needs of the
society within which they operate

o Legislative requirements, e.g.
▪▪ Employment Equity Act,
▪▪ Skills Development Act (e.g. skills levies and their
implications for small and large business), BEE
and compliance

▪▪ The National Skills Development Strategy and
Human Resources Development Strategy (i.e.
Sector Education and Training Authorities)
Recap the relevant Acts

38


Recommended
resources
Textbooks
Newspaper
articles
Magazines
Corporate Social
Responsibility
policy of a specific
business, e.g.
Shoprite
Internet
Other audio-visual
media
Copies of the Acts

Week/ hour
½ week/2
hours (Week
2)

Topic
2. Human rights,
inclusivity and
environ-mental
issues

Content
The extent to which a business venture addresses issues such
as human rights, inclusivity and environmental issues

• Assess a business venture against criteria to measure
human rights, inclusivity, and environmental issues

-- Human rights issues as defined in the Constitution of the
Republic of South Africa

-- Diversity in the business - issues of diversity such as
poverty, inequality, race, gender, language, age, disability
and other factors

Recommended
resources
Textbooks
Newspaper
articles
Magazines
The Constitution
of the RSA
Internet/other
audio-visual
media

-- Environmental protection and human health
-- Issues of equality, respect, and dignity
-- Other economic, social, and cultural rights
1 week
(Week 3)

3. Team
performance
assessment
Conflict
management and
problem solving

• Collaboration with others to contribute towards the
achievement of specific objectives

Textbooks

-- Criteria for successful team performance (recap)

Newspaper
articles

-- Self assessment and team performance assessment

Internet

according to team criteria, e.g. interpersonal attitudes
and behaviour, shared values, communication, etc.

-- How to effectively perform a specific role within a team

Magazines
Other audio-visual
media

• Problem solving and the management of problems that
arise from working with others or in teams (include steps in
resolving conflict)

• Correct procedures to deal with grievances
• Different ways of dealing with difficult people (personalities)
Examination of workplace scenarios where workers are
expected to complete projects in teams, work together on the
line, etc.
1 week
(Week 4)

4. Business
sector and its
environment

Selecting a business from each sector, and describing the three
environments related to these sectors and the extent to which a
business can control these environments

• Describing the three business environments related to the
three economic sectors, and the extent to which a business
can control these environments
1 week

5. Manage-ment
and leadership

Differentiation between management and leadership styles and
approaches

Textbooks
Newspaper
articles
Magazines
Internet
Textbooks

• The difference between leadership and management

Newspaper
articles

• Leadership styles, e.g. democratic, autocratic, etc.

Internet

• Theories of management and leadership, e.g. leaders

(Week 5)

Magazines

and followers, situational leadership, transitional and
transformational leadership, etc.

• The role of personal attitude in success and leadership

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39

Week/ hour
1 week
(Week 6)

Topic
6. Quality of
performance

Recommended
resources

Content
How the quality of performance within the business functions
can influence the success or failure of a business

• The concept of quality (definition) - (recap content from
Grade 10)

•

Textbooks
Newspaper
articles
Internet

The relation between quality and the various business
functions (recap content from Grade 10)

Magazines

• The impact of quality on different business structures (e.g.
sole traders versus large businesses), e.g. taking into
account the elements of Total Quality Management (TQM):
continuous skills development, total client satisfaction,
continuous improvements to processes and systems, etc.
2 weeks
(Week 7 - 8)

Revision

Revision of topics covered during first two terms

Textbook
exercises

exercises

2 weeks


(Week 9 - 10)

Form of assessment
Marks

Presentation


50

300


Note: Term 3 formal task was given in term 2. Learners should complete the task for term 3 and submit.
The content dealt with in terms 1 and 2 should be revised for the mid-year examination.
At the end of the 2nd term, learners must be able to analyse and interpret any financial information and answer any problemsolving questions using critical and creative thinking. These include the solving of real-life problems within the context of the
Business Studies curriculum.
in that grade.
The Companies Act No.71 of 2008 makes provision for Close Corporations to continue their operations, although in a
different format. Close Corporations that are legally registered on the date that the new Act comes into effect may continue to
exist for an indefinite period, or until they are deregistration or dissolved in terms of the Close Corporations Act.

40


Grade 12
TERM 3

Week/ hour
1 week
(Week 1)

Topic
1. Investment:
securities

Content

• A range of available business investment opportunities;
distinguish between assurance and insurance (both
compulsory and non-compulsory), and discuss the viability
and relevance of these to both individuals and businesses

• Types
-- Business investments, the Johannesburg Stock/Security

Recommended
resources
Textbooks
Newspaper
articles
Internet
Magazines

Exchange, types of shares, unit trusts

-- Government retail bond
• Returns, e.g. dividends and interest
• Calculations (interest, etc)
• The difference between compound interest and simple
interest
1 week
(Week 2)

2. Investment:
insurance

• Compulsory and non-compulsory insurance
-- Understanding life insurance and retirement annuities
-- Insurance of goods (compulsory and non-compulsory)
-- Calculation of over-insurance and under-insurance
-- Unemployment Insurance Fund (UIF)

Textbooks
Newspaper
articles
Internet
Magazines

-- Road Accident Fund (RAF)

(Week 3)

3. Forms of
ownership

Determining the extent to which a particular form of ownership
can contribute to the success or failure of a business

Newspaper
articles

• (Recap the characteristics, advantages, disadvantages

1 week

Internet

and comparison of forms of ownership, i.e. sole trader,
partnership, close corporation, private company and
public company - focus on issues of capacity, taxation,
management, capital, division of profits and legislation)

• Forms of ownership (e.g. sole trader, company), and their
impact on the success of a business

CAPS

Magazines
Textbooks
Copies of the Acts
Partnership
articles

41

Week/ hour
2 weeks
(Week 4 - 5)

Topic
4. Presentation
and data
response

Recommended
resources

Content
Accurate and concise verbal and non-verbal presentation of
a variety of business-related information (including graphs),
respond professionally to questions and feedback, and amend
information as necessary

• Recap presentation of business information in verbal format
(the use of support materials i.e. audio visuals, handouts,
transparencies/slides, posters, including layout), and nonverbal format (including tables, graphs, diagrams and
illustrations)

Textbooks
Newspaper
articles
Internet
Magazines

• Description of the criteria for a logical and effective
presentation of information, e.g. know your audience, put
most important information first, use tables, graphs, charts or
diagrams that include symbols and pictures, suitable section
title, headings, subheadings and bullets

• Process and style of presentation using visual aids, e.g.
position to allow clear vision, immediate display and change
of transparencies /slides; use of a pointer to focus attention

• Responding in a non-aggressive and professional manner
to questions about work and presentations, e.g. answer all
questions, make notes, do not argue, apologise for errors

• Handling of feedback, amend plans and documents
accordingly and integrate these into future plans and activities

• Identify areas for improvement
2 weeks

Revision

Revision activities

Previous question
papers

(Week

Textbook
exercises

6 - 7)

Exemplar papers
Examination
guidelines
3 weeks(Week


8 - 10)

Form of assessment

Project

Test


Total marks

50

100

300

in that grade.
A trial examination should cover the entire curriculum and the structure of the question paper should resemble the final
examination question paper.

42


Grade 12
TERM 4

Week/ hour
4 weeks
(Week

Topic
Revision
exercises

Recommended
resources

Content
Revision of all topics in preparation for final examinations

Previous question
papers
Textbook
exercises

1 - 4)

Exemplar papers
Examination
guidelines
6 weeks

Final examination

(Week
5 - 10)

Term 4
Year mark


Total

300
100

300

400

Converted marks for terms 1 to 3 equals a year mark of 100 (25% of the total mark). Add the year mark to the examination
mark of 300 (75% of the total mark) to get a total mark of 400 and divide by 4 to get %.

CAPS

43


SECTION 4
4.1 Assessment in Business Studies
Assessment is a continuous, planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of
achievement; evaluating this evidence; recording the findings and using this information to understand and thereby
assist the learner’s development in order to improve the process of learning and teaching.
Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases
regular feedback should be provided to learners to enhance the learning experience.
Assessment in Business Studies focuses on the knowledge, skills and values necessary for informed, ethical,
productive and responsible participation in economic sectors. The study and assessment of Business Studies must
not only cover essential business knowledge, skills and principles, but should also promote entrepreneurial initiatives,
sustainable enterprises and economic growth.
Business Studies covers valuable skills such as leadership, risk taking, problem solving and management skills that
prepare learners for success in different business environments. Teachers must take all these skills into account
when planning teaching, learning and assessment activities.

4.2 Informal or daily assessment
Assessment for Learning aims to continuously collecting information of a learner’s achievement that can be used to
improve their learning.
Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment
may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is
progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for
teaching, but need not be recorded. It should not be seen as separate from learning activities in the classroom.
Learners or teachers can mark these informal assessment tasks. .
Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not
formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes.

4.3 Formal assessment
All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal
Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and
certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance
and to ensure that appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in
a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks,

44


projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long
formal Programme of Assessment in each grade and subject.
The Programme of Assessment for Business Studies in Grades 10 and 11 comprises seven tasks which are internally
assessed. Of the seven tasks, the six tasks which are completed during the school year make up 25% of the total
mark for Business Studies, while the end-of-year examination is the seventh task and makes up the remaining 75%..
In Grade 12, assessment is made up of two components: a Programme of Assessment which makes up 25% of the
total mark for Business Studies and an external examination which makes up the remaining 75%. The Programme
of Assessment for Business Studies comprises seven tasks which are internally assessed. The external examination
is externally set and moderated.
Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject, are
school-based and are weighted as follows for the different grades:
Grades

Tasks done during the year


R-3

100%

n/a

4-6

75%

25%

7-9

40%

60%

10 and 11

25%

75%

12

25%

External examination: 75%

The forms of assessment used should be appropriate to age and developmental level. The design of these tasks
should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the
subject.
Formal assessments must cater for a range of cognitive levels and abilities of learners as shown below.
Table 1

Cognitive levels

Activity

Percentage of
task

Knowledge and comprehension Levels
1 and 2

Basic thinking skills (e.g. factual recall, low-level application
and low-level comprehension)

30%

Application and analysis

Moderately high thinking skills (e.g. more advanced
application, interpretation and low-level analysis)

50%

Higher-order thinking skills (e.g. advanced analytical skills,
synthesis and evaluation)

20%

Levels 3 and 4
Synthesis and evaluation Levels 5 and 6

4.4 Programme of Assessment Grade 10-12
The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout
a term. The requirements (number and nature of tasks) for Business Studies are indicated below.

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45

The Programme of Assessment in Grade 10
Term 1

Term 2

Term 3

Term 4

Test

Presentation

Mid-year

Project

Test

Year mark

Final exam

50

Total marks

100

50

200

50

100

550

300

Converted to

550÷5.5 =100

a mark out of:

Total

Assignment

Assessment

300

400

The Programme of Assessment in Grade 11
Term 1

Term 2

Term 3

Term 4

Test

Presentation

Mid-year

Project

Test

Year mark

Final exam

50

Total marks

100

50

300

50

100

650

300

Converted to a
mark out of:

650÷6.5 = 100

Total

Assignment

Assessment

300

400

The Programme of Assessment in Grade 12:
Term 1

Term 2

Term 3

Term 4

Project

Test

Trial exam

Year mark

Final exam

100

50

300

50

100

300

950 ÷ 9.5

300

Converted to a
mark out of:

46

100


300

Total

Mid-year

50

Presentation

Total marks

Test

Assignment

Assessment

400

Forms of assessment
In Business Studies, the following forms of assessment are preferred, although they are not the only ones that may
be used:
•

Projects

•

Oral presentations

•

Case studies

•

Reports

•

Tests

•

Data responses

•

Examinations

4.4.1. Other forms of assessment
Project
A project is mandatory in all the grades. Only one project per annum is recommended per grade. When preparing a
project, consider the following minimum requirements:
•

Learners should be given the necessary guidance prior to commencement of the project and progress must be
monitored throughout the project.

•

All criteria used to assess the project must be discussed with the learners prior to them commencing with the
project.

•

Generally, projects are given a longer period of time to complete as they involve some form of research,
consolidating and choosing relevant information and preparing a written document as evidence.

•

Projects generally work well if they are structured around some form of problem.

•

The purpose of a research assignment/project is to develop the research, critical thinking and problem-solving
skills of learners.

•

Research will form part of the project - the project is the evidence of the research conducted.

•

Projects should ideally be given to learners towards the end of a particular term, e.g. the first term for submission
during the next (second) term.

Presentation
•

Presentations can be written or oral, but there must be evidence of the presentation.

•

All criteria used to assess the presentation must be discussed with the learners prior to the commencement
of the presentation.

CAPS

47

•

Where the resources are available, use of electronic presentation might be encouraged and where resources
are not available, posters and handout presentations should be encouraged.

Case Study
•

Case studies are a very good way of keeping the subject up to date and relevant.

•

Learners are presented with a real-life situation, a problem or an incident related to the topic.

•

They are expected to assume a particular role in articulating the position.

•

They would draw on their own experience, the experience of peers or prior learning to interpret, analyse and
solve the problem or set of problems.

•

Newspaper articles, magazine articles, TV or radio presentations form excellent case studies.

•

Learners have to read and/or listen, digest the information and then make informed decisions.

•

Questions can be from lower order - direct quotes from the article - to higher order when they are asked to
analyse comments and possibly make suggestions.

Report
A report is generally the written evidence of a survey, analysis or investigation. Generally, this will be shorter than a
project and more specific to the topic, e.g. the business has come to you for advice on their liquidity. Often this implies
consulting with an expert for advice on some problem - therefore it links very well with problem solving.
Tests
Two tests, written under controlled conditions, are prescribed for Grades 10-12. These tests should adhere to the
following:
•

They should be completed by all classes in the same grade on the same day.

•

All learners write the same test under examination conditions.

•

Questions must comply with year-end examination standards.

•

Where there is more than one teacher, agreement must be reached on the scope, as well as the date and time
of the test.

•

The duration of each of these tests should be at least one hour for 100 marks.

•

Tests should cover the different cognitive levels as in examinations. See table on cognitive levels under
‘Examinations’ in the following section.

•

Tests should also include problem-solving questions.

•

Tests should cover a range of integrated topics, as determined by the work schedule and assessment plan.

•

The two tests should be written in Terms 1 and 3.

48


4.4.2 Examinations
The following guidelines should be considered when constructing examinations:
•

Content

Content stipulated specifically for the grade

•

100%

Cognitive levels

Basic thinking skills (e.g. factual recall, low-level application and low-level comprehension)

30%

Moderately high thinking skills (e.g. more advanced application, interpretation and low-level
analysis)

50%

Higher-order thinking skills (e.g. advanced analytical skills, synthesis and evaluation)

20%

•

Problem solving

Approximately 10% of all examinations should address problem-solving questions using critical and creative thinking.
These include the solving of real-life problems within the context of the Business Studies curriculum.
These problem-solving questions must also cover a range of cognitive skills (lower, middle and higher order) to cater
for all learners, but within the context of the learners.
While ratio and analysis can form very interesting problem-solving questions, the topic goes a lot further and should
be integrated into all aspects of the curriculum so that the learners develop the skills to apply the knowledge acquired.
Mid-year examinations
Below is an outline of the structure of the mid-year examination in each of the grades:
Grades

Paper

Time

Marks

Grade 10

1

2 hours

200

Grade 11

1

3 hours

300

Grade 12

1

3 hours

Topics

300

As per Annual Teaching Plan per grade

Exam Paper

Section A

Section B

Section C

Total

Grade 10

30 marks

90 marks

80 marks

200 marks

Trial examination (Grade 12 only)
A trial examination is one of the seven tasks of the Programme of Assessment for Grade 12. Ideally, the trial
examination should cover the full scope of the Grade 12 curriculum and should model the final Grade 12 examination.
Below is an outline of the structure of the trial examination:
Paper
Grade 12

CAPS

Time

Marks

Content

1

3 hours

300

Full scope

49

End-of-year examinations
Grade 10-12 should write a 3-hour examination of 300 marks as a final examination.

Paper

Marks

1

Grade 10-12

Time
3 hours

300

Business

Business

Business

Business

Environment

Venture

Role

Operation

25%

25%

25%

25%

4.5 Recording and reporting
Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and
Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual
progression within a grade and her/his readiness to progress or promote to the next grade. Records of learner
performance should also be used to verify the progress made by teachers and learners in the teaching and learning
process.
Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school
visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all
grades report in percentages against the subject. Seven levels of competence have been described for each subject
listed for Grades R - 12. The various achievement levels and their corresponding percentage bands are as shown in
the Table below.
CODES AND PERCENTAGES FOR RECORDING AND REPORTING
RATING CODE

DESCRIPTION OF COMPETENCE

PERCENTAGE

7

Outstanding achievement

80 - 100

6

Meritorious achievement

70 - 79

5

Substantial achievement

60 - 69

4

Adequate achievement

50 - 59

3

Moderate achievement

40 - 49

2

Elementary achievement

30 - 39

1

Not achieved

0 - 29

Note: The seven-point scale should have clear descriptors that give detailed information for each level.
Teachers will record actual marks against the task by using a record sheet; and report percentages against the
subject on the learners’ report cards.

50


4.6 Moderation of assessment
Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation
should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments.
Formal Assessment (SBA)
All Grade 10 and 11 tasks are internally moderated, while Grade 12 tasks should be externally moderated. The
subject head for Business Studies or Head of Department for the Business, Commerce and Management subjects at
the school will generally manage this process. Moderation at the school will be carried out at least once per school
term.

4.7 Annexures
BUSINESS STUDIES GRADE 10-12 EXAMINATION PAPER GUIDELINE

SECTION
A

DESCRIPTION
(Compulsory)

MARKS AND TIME
GUIDE
40

30 min

180

90 min

80

60min

300

3 hours

Different types of short and objective questions using various assessment styles
and covering the entire curriculum, e.g. multiple-choice, match columns, choose
the correct word in brackets, etc.
(20 short questions x 2)
(Three questions in this section must be answered)

B

(Choose any three of the five questions. Three questions of 60 marks each)
These questions should cover the entire curriculum. Answers should be in
paragraph style. Rubrics can be used in the marking of this question, together
with a marking memorandum. Applicable verbs, e.g. discuss, motivate, compare,
differentiate, explain, etc. Case studies (scenarios) or source-based questions
should be included.
Set four questions covering the entire curriculum (use scenarios)

C

Choose any two of the four questions. (Two questions of 40 marks each)
These are higher cognitive questions which should assess insight and
interpretation of theoretical knowledge. (E.g. design, plan, appraise, evaluate,
etc.). Answers should be in paragraph style. A rubric can be used in the marking of
this question, together with a marking memorandum.
TOTAL

4.8 General
This document should be read in conjunction with:
4.8.1

National policy pertaining to the programme and promotion requirements of the National Curriculum
Statement Grades R-12; and

4.8.2

The policy document, National Protocol for Assessment Grades R-12.

CAPS

51


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