Curriculum and Assessment Policy Statement
Grades 10-12

ECONOMICS

CAPS

ECONOMICS 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: 978-1-4315-0568-5
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

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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 ECONOMICS....................................................................................... 8
2.1

What is Economics?........................................................................................................................................ 8

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

Section 3: OVERVIEW OF TOPICS PER TERM AND ANNUAL TEACHING PLANS.........................11
3.1

Overview of topics per term.......................................................................................................................... 11

3.2 Teaching plans............................................................................................................................................... 13
3.2.1 Summary of Annual Teaching Plan Grade 10........................................................................................ 13
3.2.2 Annual Teaching Plan Grade 10............................................................................................................ 14
3.2.4 Annual Teaching Plan Grade 11............................................................................................................. 25
3.2.6 Annual Teaching Plan Grade 12............................................................................................................ 33

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Section 4: ASSESSMENT IN ECONOMICS......................................................................................... 39
4.1

Assessment in Economics............................................................................................................................ 39

4.2 Informal or daily assessment........................................................................................................................ 39
4.3

Formal assessment........................................................................................................................................ 39

4.4

Programme of assessment........................................................................................................................... 40

4.4.1 Other forms of assessment.................................................................................................................... 41
4.4.2 Examinations......................................................................................................................................... 43

4.5 Recording and reporting............................................................................................................................... 44
4.6 Moderation of assessment............................................................................................................................ 44
4.7 Annexure......................................................................................................................................................... 45
4.8 General............................................................................................................................................................ 46

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sECTION 1
INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for
economics 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;

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(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;

(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;

4


• 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;
• 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
ECONOMICS
2.1 What is Economics?
Economics is the study of how individuals, businesses, governments and other organisations within our society
choose to use scarce resources to satisfy their numerous needs and wants in a manner that is efficient, equitable
and sustainable.
The table below indicates the four main topics and corresponding topics in the Economics curriculum.
Weighting of curriculum

Topic

Macroeconomics

1.

Economics: basic concepts

(Weighting 25%)

2.

Basic economic problem

3.

Circular flow

4.

Quantitative elements

5.

Economic systems

6.

Business cycles

Microeconomics

7.

Dynamics of markets

(Weighting 25%)

8.

Public sector intervention and composition of the RSA economy

Economic pursuits

9.

Economic growth and development

(Weighting 25%)

10.

Money and banking

11.

Population and labour force

12.

Labour market

13.

Redress since 1994

Contemporary economic issues

14.

Unemployment

(Weighting 25%)

15.

Labour relations

16.

Globalisation

17.

Inflation

18.

Tourism

19.

Poverty

20.

Other economic issues and quantitative elements of economics

8


2.2 The purpose of Economics
Economics learners will be able to:
•

use resources efficiently to satisfy the competing needs and wants of individuals and of society;

•

understand the concept of monetary and real flows in an open economy within the confines of production,
consumption and exchange;

•

develop skills to apply demand and supply, and cost and revenue analyses to explain prices and production
levels;

•

understand reconstruction, growth and development, as well as a critical approach to initiatives for a fair
distribution of income and wealth, human rights, and responsibilities;

•

acquire an advanced Economics vocabulary that will allow them to debate and communicate the essentials of
the subject;

•

apply, in a responsible and accountable manner, principles that underlie basic economic processes and
practices;

•

explore a variety of methods and strategies to analyse and explain the dynamics of markets;

•

collect, analyse and interpret production, consumption, and exchange data as well as other information in
order to solve problems and make informed decisions;

•

understand human rights concerns, reflect on the wealth creation process, and engage in poverty alleviation;

•

analyse and assess the impact of local and global institutions on the South African economy, and

•

explain economic events and forecast their consequences or predict likely future outcomes.

2.3 Time allocation for Economics in the curriculum
The teaching time for Economics for Grades 10, 11 and 12 is 4 hours per week, per grade on the timetable.

2.4 Requirements to offer Economics as a subject
Resources to offer Economics as a subject are the responsibility of the school.
1.

Each learner should have access to:
a.
b.

2.

a textbook and
stationery.

The teacher should have access to:
a.

a variety of textbooks for referencing

b.

Statistics SA and SARB Quarterly Bulletin

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c.

SA Yearbook

d.

SARS brochures

e.

Legislation, for example, the Labour Relations Act

f.

Business, financial and economics magazines and newspapers

g.

A television set (TV) and a radio

h.

Internet (those with access to the internet)

10



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

Topic

1.

Introduction to economics:

• Basic concepts
• Basic economic problem
• Circular flow
• Quantitative elements: production and income
• Business cycles
2.

Dynamics of markets
Production possibility curve
Public sector intervention

3.

Economic growth, development and globalisation
South African economic growth and development - historical context
History of money banking
Population labour force

4.

Economic issues of the day: unemployment
Labour relations
Economic redress

GRADE 11
Term

Topic

1.

Factors of production and its remuneration
Economic goods services
Economic systems
South Africa’s economic structures

2.

Relationships between markets
Effects of cost revenue on price and quantities
Price elasticity
Economic growth

3.

Economic development
Poverty
Money banking
Economic growth and development: South Africa’s role and economic importance in Africa

4.

Globalisation
Environmental deterioration

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GRADE 12
Term

Topic

1.

Circular flow
Business cycles
Public sector
Foreign exchange markets

2.

Protectionism and Free Trade
Perfect markets
Imperfect markets
Market failures

3.

Growth development
Industrial development policies
Economic concepts and social performance indicators
Inflation
Tourism
Environmental sustainability

4.

Revision and examination preparation

12


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concepts

Economics:

Dynamics of markets

Week 2

Week 1

Unemployment

Assessment Informal assessment

Topic

Week 3

Week 3

Week 2

Week 5

Elements

Week 5

Week 8

Week 9

Mid-year exam

Microeconomic

Macroeconomics

Week 9

Labour relations

Week 3

Week 4

TERM 4
reconstruction/

Week 5
Redress

SA’s

Formal assessment: Case study

Week 7
consolidation

Economic Revision

Week 6

Week 9

Week 10

pursuits
Yearend exam

economic issues

Economic

and

Contemporary

and Macroeconomics, Microeconomics

Week 8

Formal: Test

Test

Week10

Week 10

Week 10
labour force

Week 7

Week 8

: historical view

Week 6

TERM 3

Public sector

Week 7

Business cycles

Week 9

Population Revision

Week 5

Week 6

Week 8

South African economic growth and development The history of money banking

Week 4

Formal assessment: Project

Production possibility curve

Week 4

TERM 2

Week 7

Formal assessment: Test 1

Week 6

TERM 1
economic Circular flow Quantitative

Week4

Formal assessment: Assignment

problem

Growth, development and Globalisation

Week 2


Topic

Week 1


Topic

Week 1

Week 3

basic Basic

Week 2


Topic

Week 1

3.2.1 Summary of Grade 10 annual teaching plan

3.2 Teaching plans


13

3.2.2 Grade 10 Annual teaching plan
TERM 1
Week/Hour
2 weeks
(Weeks 1-2)

Topic

Contents

Recommended resources

1.

Economics, its methods and setting within the field and
its relationship with other sciences.

Questionnaires Worksheets

Economics:
basic concepts

• Unpacking of Economics:
-- description and elements
-- branches of Economics
-- approaches of Economics
• The methods of Economics:
-- positive and normative statements
-- the Scientific Method
-- difficulties faced by the social sciences
-- the use of models
• The setting of Economics within the field:
-- Accounting

Newspapers
Scrapbook
Internet
Textbooks
Exemplar paper/tests
Magazines
Cartoons on inflation,
balance of payments,
unemployment
Case studies

-- Business studies

Publications,

-- Commercial law

for example, SA Yearbook

-- Mathematics of finance
Relationships with other sciences and career opportunities:
-- Statistics
-- Mathematics
-- Information Technology
-- Law
-- Politics
-- Sociology
-- Geography
2 weeks
(Week 3-4)

2.
Basic
economic
problem

Problems that all economies try to solve regarding the
basic processes of production, consumption and exchange,
highlighting the promotion or violation of human rights and
the environment.
• The scarcity problem:

Textbooks
Case studies
Newspaper
Cartoons on scarcity

-- absolute and relative scarcity

Magazines

-- economic and free goods

Internet

-- alternatives and choices

Worksheets

-- opportunity cost
• The basic processes:
-- production
-- exchange
-- consumption
• Promotion or violation of human rights and the
environment:
-- human rights
-- the environment

14


Publications,
For example, SA Yearbook

Week/Hour

Topic

4 weeks
(Week 5-8)

3.
Circular flow
quantitative
elements

Contents
Participants, markets (product and factor markets), and
monetary and real flows in an open economy.
• The circular flow diagram:
-- the diagram

Textbooks
Various diagrams
Newspapers
Internet

-- the interactions

Cartoons

• The participants:
-- households/consumers
-- business enterprises
-- the public sector
-- the foreign sector
• Markets - product and factor markets
• The flows of the variables
• Leakages and injections
• Derive GDP and GNI, define them and illuminate their
importance:
-- definitions
-- composition
-- importance
-- comparison
4.

2 weeks
(Week 9-10)

Business
cycles

Reasons for business cycles: explanation and illustration
of their composition and noting their impact on the
economically vulnerable.
• The phenomenon:

Textbooks
SARB Quarterly Bulletin
Economic magazines
Internet

-- indicators
-- South African business cycles
• Time series and Composition:
-- cyclical patterns
-- measuring business cycles
• Reasons:
-- exogenous reasons
-- endogenous reasons

TV news bulletins
Newspaper articles
Cartoons on economic
growth/decline, depression,
inflation (topics related to
business cycles)

• Effects:
-- changes in aggregate supply and aggregate demand
-- changes in economic growth
-- changes in employment
-- changes in price levels
-- changes in exchange rates
-- impact on the economically vulnerable
Term 1: Formal assessment
Form of assessment

Assignment

Controlled Test 1
(1 hour)

Total marks

50

100

Converted to %
For the purpose of a term test, it is compulsory to cover the entire term content.
Daily assessment is important to monitor teaching and learning.
Formal assessment for Term 2
Teachers should issue a project to learners in the 1st term in order for them to start on their research. This will give learners
ample time to complete the project in Term 2. The project content is covered in Term 2.

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GRADE 10
TERM 2
Week/
Hour
3 weeks
(Week 1-3)

Topic

Contents

1.

The market as a phenomenon (demand and supply). Use graphs
to illustrate the establishment of prices and quantities.

Dynamics of
markets

• Description
• Value, price and utility
• Composition
• Types of markets:
-- perfect markets
-- imperfect markets
-- world markets (the effects of electronics)
• Prices:
-- demand

Recommended
resources
Textbooks
Graph paper
Posters on topic
Newspapers
Magazines
TV and radio news
bulletins
Publications, e.g. SA
Yearbook
Cartoons on scarcity

-- supply
-- price formation
• Functions of markets:
-- bringing supply and demand together
-- allocating resources
-- self-regulatory
3 weeks
(Week 4-6)

2.
Production
possibility
curve

Description of the production possibility curves (reflecting on
efficiencies), and explaining how they reconcile choice and
scarcity.
Rationale:
• the position of the production possibility curve:
-- determined by internal factors
-- determined by external factors

Textbooks
Graphs
Posters
Magazines
Newspaper articles
Cartoons

• maximising satisfaction from limited resources by means of
indifference curves:
-- consumption
-- production
• effects of inefficiencies
2 weeks
(Week 7-8)

3.
Public sector

The effects (in terms of prices and quantities) of the public
sector’s involvement and intervention in the market, with the aid
of graphs.
Methods of involvement:
• indirect taxes
• subsidies
• welfare
• maximum and minimum prices
• production
• minimum wages

16


Budget speech Textbooks
Newspapers
Applicable Government
publications, for example,
the Department of Labour,
and Stats SA
Cartoons on the
Government, taxes,
prices, production

Week/
Hour
2 weeks

Topic
Revision
exercises
and
examination

(Week
9-10)

Recommended
resources

Contents
Revision of all topics covered during the first two terms.

Textbook exercises

Mid-year examination
Form of assessment

Project

(2 hours)

Marks

50

200

Converted to %
Note: Project -Term 2
This project was given in Term 1. Learners should complete the project for Term 2 and submit it.
The content dealt with in Terms 1 and 2 should be revised for the mid-year examination.

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GRADE 10
TERM 3
Week/Hour
3 weeks
(Week 1-3)

Topic
1.
Growth, development and
globalisation

Contents

Approaches to economic development in historical Textbooks
and comparative context - with particular reference to
Graphs
Africa where relevant.
Posters
• Early economic development and emergence of
trade:
Magazines
-- self-sufficiency and dependence on
agriculture
-- barter, trade and emergence of money
-- language, skills and learning
-- wealth, power and accumulation
• Evolution of markets:
-- surplus production, trade and transport
development
-- the growth of towns and cities
-- specialisation of labour and emergence of
guilds
-- Mercantile Law and the development of
business forms
-- technological progress
-- growth of money and forms of saving
• Governments and the regulation of markets
-- state involvement in trade
-- taxation and mobilisation of finance for
investment in infrastructure
-- comparative economic systems
-- public finance and the emergence of ideas
about economic policy
• Industrial development:
-- manufacturing
-- technological progress, the mobilisation of
energy and mechanisation of production
-- urbanisation and migration
• Evolution of economic institutions
-- limited liability companies
-- labour unions
-- financial institutions and the emergence of
joint stock companies
-- globalisation and international economic
cooperation

18



Newspapers

Week/Hour
3 weeks
(Week 4-6)

Topic
2.
South African
economic growth
and development
- historical view

Contents
Investigation into and an outline of economic
development in South Africa in a historical context;
highlighting indigenous knowledge systems and the
impact of colonialism and imperialism.
• Animal husbandry and agriculture:
-- characteristics
-- factors promoting economic development
-- factors hampering economic development

Budget speech
Textbooks
Newspapers Applicable
Government publications,
e.g. from
, the Department of Labour
and Stats SA

-- consequences
• Agriculture and mining:
-- characteristics
-- factors promoting economic development
-- economic consequences
• Mining and industry:
-- characteristics
-- factors contributing to economic development
-- consequences

•

Manufacturing and services:
-- characteristics
-- factors contributing to economic development
-- consequences

2 weeks
(Week 7-8)

3.
The history of
money and
banking

Investigating and outlining the history of money and
banking in South Africa.
• History of money in South Africa:
-- early African money
-- indigenous money
-- colonial money

Textbooks
Newspapers
Cartoons on money, banks
Old coins
Internet

-- imperial money
-- South African money
• History of banking in South Africa:
-- early development
-- private banks
-- imperial banks
-- decreasing importance
-- consolidation of banking

CAPS

19

Week/Hour

Topic
4.

2 weeks
(Week 9-10)

Population
labour force

Contents


Composition of the South African population and
labour force; explanation of the factors (such as
HIV/AIDS) that impact on them.

Textbooks
Newspapers, for example,
the Sunday Press

• The population size:

Magazines, e.g. the
Financial Mail

-- population growth
-- natural growth rate

TV and radio news bulletins

-- the demographic cycle

Publications, e.g.

-- projected growth rates

SA Yearbook,

-- migration

Internet

• The South African labour force:
-- age composition

Statistics: the Department
of Labour, SARB and Stats
SA

-- labour force numbers
-- unemployment
-- employment
-- geographic distribution
Note: Infuse factors impacting on the population and
labour force growth and composition, for example,
HIV/AIDS.
Form of assessment
Total marks

Case study

Controlled Test 2 (1 hour)

50

100

Converted to %

A test should cover the content dealt with, within a term.

20


GRADE 10
TERM 4
Week/Hour
2 weeks
(Week 1-2)

Topic

Contents

1.

Unemployment and the various approaches to solve
the problem. Take cognisance of the economically
marginalised.

Economic issues
of the day:
Unemployment

• The nature of unemployment:

Textbooks
Cartoons
Magazines

-- the numbers

Newspapers

--

Posters

unemployment rates

-- characteristics of South Africa’s unemployment
-- causes of unemployment
-- effects of unemployment
• Approaches to solve unemployment:
-- growth of production
-- public works programmes
-- unemployment insurance
• Economically marginalised groups
2 weeks
(Week 3-4)

2.
Labour relations

Labour relations, dispute resolutions and dispute resolution
mechanisms. Include labour rights and conventions within
the context of the South African labour market.
• The labour market in the South African context:
-- demand for labour
-- supply of labour
-- interaction of supply and demand

•

The objectives of the Labour Relations Act:
-- self-government

Textbooks
Magazines
Newspapers
TV coverage on strikes and
rights
Posters
Internet

-- majorification

Statistics: Department of
Labour and

-- consultation

Stats SA

• Labour rights and conventions:
-- conventions
-- labour rights
-- labour rights in South Africa
-- the Labour Relations Act (LRA)
-- the Basic Conditions of Employment Act (BCEA)
-- Compensation for Occupational for Injuries and
Diseases Act (COIDA)
• The collective bargaining/dispute resolution process:
-- labour unions
-- workplace forums
-- bargaining councils
-- Commission for Conciliation
-- Mediation and Arbitration (CCMA)
• The labour courts
-- powers of the Labour Court
-- representation before the Labour Court.

CAPS

21

Week/Hour
2 weeks
(Week 5-6)

Topic

Contents

3.

The reconstruction of the South African economy after
1994 as an effort to redress the inequalities of the past.

Economic redress

• Human resources:
-- Education
-- Training
-- Employment Equity
• Natural resources:
-- Land
-- Minerals and energy
-- Fishing
-- Forestry

Textbooks
Magazines
Newspapers
Cartoons on population,
unemployment and
migration
Internet
of Labour and
Stats SA

• Capital:
-- capital to acquire businesses
-- capital to acquire properties
-- working capital needs
• Entrepreneurship:
-- institutions promoting entrepreneurship
-- government departments
-- formal education
-- the private sector
-- BEE
• Democratisation of economic procedures:
-- labour legislation
-- public hearings
-- Nedlac
-- self-regulating bodies
• Macroeconomic adaptations:
-- economic performance
-- employment
-- income inequality
-- poverty
-- stability
To be
incorporated
across all
the topics

4.
Economic issues
of the day

Economic issues of the day - quantitative elements of
Economics and other essentials.
• Economic issues of the day
• The quantitative elements of economics:
-- derive and apply mathematical expressions
-- calculate and apply co-efficient
-- interpret tables and graphs
• Other essentials:
-- engage in citizenship and life skills essentials
• Participants in subject-related competitions and other
practical activities

22


Textbooks
Magazines
Newspapers
unemployment and
migration
Internet
Labour and Stats SA

Week/Hour
2 weeks

Topic
Revision

Contents


Revise all topics in preparation for final examination.

(Week 78)
2 weeks

Year-end examination

(Week 910)

SBA mark


Total

550

300

850

Converted to 100

CAPS

400

23

24


Assessment

Topic

Assessment

Topic

Assessment

Topic

Assessment

Topic

Week 2

Globalisation

Week 1

Week 2

Week 5

Week 4

Informal assessment

deterioration

Environmental

Week 6

Week 6

Week 6

Week 8

development

Week 9

Revision

Week9

Revision

Week 9

Week 10

Formal: Test

Term test

Week 10

examination

Mid-year

economics

Micro-

economics

Macro-

Week 10

Test

Formal:

Term test

Revision

Week 10


contemporary economic issues

Macroeconomics, microeconomics, economic pursuits,

Week 7

Week 8

South Africa’s economic importance
Formal Ass: Case study

Revision consolidation

Week 5

TERM 4

Week 8

Business cycles: Economic structures

Economic growth and development:

Week 7

Week 9

Basic economic problem, Public sector

Week 8

Economic growth and

Week 7


elasticity

TERM 3

Week 7

Formal assessment: Assignment

economy

Dynamics of markets: Price

Week 5

TERM 2

Week 6
Economic systems: Mixed

Money banking

Week 5

Economic Redress:

Week 3

Informal assessment

day: Poverty

Week 4

development

Week 3
Economic issues of the

Week 2

Economic growth and

Week 1

Informal assessment

revenue

Week 4

Markets

Week 3

Informal assessment

Dynamics of markets: Cost

Week 2

Week 4

TERM 1

Circular flow: Economic goods services

Week 3

Dynamics of markets:

Week 1

Population and labour force

Week 1

3.2.3 Summary of Grade 11 annual teaching plan


3.2.4

Grade 11 Annual Teaching Plan

TERM 1
Week/Hour

Topic

Contents


2 weeks

1.

Principles, processes and practices of economy

Textbooks

(Week 1-2)

Economics Basic
concept Population
and labour force

• Analysis of the factors of production and their
remuneration:

Magazines Newspapers

-- characteristics
-- importance
-- remuneration
• Investigation of community participation in local
economic planning and activities

Cartoons on factors of
production
Internet
of Labour

• Accessibility of the economically marginalised
groups:
-- empowerment
-- procurement
3 weeks

2.

(Week 3-5)

Circular flow
quantitative
Elements: Economic
goods and services

Analysis of the uses of economic goods and
services in relation to the Gross Domestic Product
(GDP). GDP/GNI:
• Final consumption expenditure (C)
• Consumption expenditure by Government (G)
• Gross fixed capital formation (I):
-- definition
-- composition

Textbooks
Magazines Newspapers
Internet
of Labour,
Stats SA SARB Quarterly
Bulletin

-- importance
• The main aggregates:
-- Gross Value Added (GVA)
-- Gross National Expenditure (GNE)
-- Gross National Income (GNI)
2 weeks

3.

(Week 6-7)

Economic systems:
Mixed economy

Explanation of the characteristics and foundations
of South Africa’s mixed economy, and assessing its
efficiency in terms of socio-economic services.
• Market, centrally planned and South Africa’s
mixed economy:

Textbooks
Magazines
Newspapers

-- economic characteristics

TV coverage on strikes,
market tendencies

-- advantages

Posters Internet

-- disadvantages
• Efficiency in delivering socioeconomic services

CAPS

Statistics: Depart-ment of
Labour

25

Week/Hour

Topic

3 weeks

4.

(Week 8-10)

Basic Economic
problem, Business
cycles Public sector:
Economic structure

Contents


Analysis of the economic structure of South Africa.

Textbooks

• Primary, secondary and tertiary sectors:

Magazines

-- composition
-- importance
• South Africa’s infrastructure:
-- communication
-- transport

Newspapers
TV coverage on market
tendencies
Posters
Internet

-- energy
-- exclusion
• Note: Infuse in the analysis:

of Labour Stats SA

-- exclusion and discrimination in service
provision and access to economic
opportunity
Form of assessment

Assignment

Total marks

50

Controlled Test 1
(1 hour)
100

Converted to %

For the purpose of a term test it is compulsory to cover the entire term content.
Daily assessment is important to monitor teaching and learning.
Formal assessment for Term 2
Teachers should give a project to learners in the 1st term in order for them to start with their research. This will give learners
ample time to complete the project in Term 2.
Economic issues of the day
This topic needs to be incorporated accross all the topics in a year.

26


GRADE 11
TERM 2
Week/Hour
2 weeks
(Week 1-2)

Topic

Content

1.

Explanation of price elasticities and calculating their values.
Use graphs in presentation for illustration.

Dynamics of
markets: Price
elasticity

• Marginal utility
• Price elasticity of demand

Textbooks
Magazines
Newspapers

• Price elasticity of supply

Posters

• Factors determining the elasticity of demand

Internet

• Income elasticity of demand
• Cross elasticity of demand
2 weeks
(Week 3-4)

2.
Dynamics
of markets:
Relationship
between
markets

Analysis of the relationships between markets. Illuminate
them with the aid of graphs.

• Relative prices
• Demand and supply relationships:
-- substitutes
-- compliments
• Relationships between product and factor markets
• Market structure:
-- perfect and Imperfect markets
o four basic market structure models

Textbooks
Magazines
Newspapers
TV coverage on market
tendencies
Posters
Internet
of Labour

o characteristics and differences between the
basic market structure models

o classification of market structure models into
perfect and impefect markets

2 weeks
(Week 5-6)

3.
Dynamics
of markets:
Effects of cost
revenue

Explain and illustrate by means of graphs the effects of cost
and revenue on prices and the levels of production.

• Objectives of businesses
• Short-run costs:

Textbooks
Magazines
Newspapers

-- total, average and marginal

TV coverage on Gautrain

-- cost schedules

Posters

-- curves

Internet

• Long-run costs:
-- revenue calculations

of Labour Stats SA

-- changes in revenue
-- profits and losses
-- note: application of revenue and costs analysis

should include production and the pricing of factors

CAPS

27

Week/Hour

Topic
4.

2 weeks
(Week 7-8)

Economic
growth and
development:
Economic
growth

Content


Wealth creation process and patterns of distribution

Textbooks

• Wealth creation process

Magazines

• Distribution:

Newspapers

-- income
-- wealth
-- how much inequality? The uses of the Gini
Coefficient and the Lorenz Curve

TV coverage on wealth
creation
Posters

• Redistribution methods

Internet

• Economic growth:

Statistics: Stats SA

-- meaning and importance
-- methods

Cartoons
growth

on

economic

-- constraints on growth
-- South Africa’s recent growth experience
• Standard of living
2 weeks

Revision

Macro- and Microeconomics

(Week 9-10)

Textbooks Notes
Previous questions, papers
and memos
Revision exercises
Class tests and quarterly
tests

Form of assessment

Project

(3 hours)

Marks

50
Converted to %

Note: Project - Term 2:
This project was given in Term 1. Learners should complete the project for Term 2 and submit.
The content dealt with in Terms 1 and 2 should be revised for the mid-year examination

28


300

GRADE 11
TERM 3
Week/Hour
2 weeks
(Week 1-2)

Topic
1.
Economic growth
and development:
Economic
development

Contents


Economic development.

Textbooks

• Methods of development

Magazines

• Common characteristics of developing countries:
-- low standard of living
-- low levels of productivity
-- high population growth and dependency burdens
-- high levels of unemployment
-- dependence on the primary sector
-- deficient infrastructure
• Developing strategies
• South Africa’s endeavours

Newspapers
rights
Posters
Internet
of Labour
Stats SA

• Indigenous knowledge systems
2 weeks
(Week 3-4)

2.
Economic issues
of the day:
Poverty

An analysis and investigation of poverty.

Textbooks

• Poverty:

Magazines

-- absolute and relative poverty
-- measuring poverty
-- causes of poverty
-- the effects of poverty
• The South African Government’s measures to
alleviate poverty

Newspapers
rights
Posters
Internet
Labour
Stats SA

2 weeks
(Week 5-6)

3.
Money banking

The composition of South Africa’s money and its
banking
• Money:
-- technical functions of money
-- modern money
-- money-associated instruments
-- the monetary system

Textbooks
Magazines
Newspapers
rights
Posters

-- the value of money

Internet

-- stabilising the value of money

of Labour

• Banking:
-- the basic principles of credit creation

Stats SA

-- interest rates
• Micro-lending activities
• Central banking
-- basic functions
-- monetary policy
• Bank failures and consequences

CAPS

29

Week/Hour

(Week 7-8)

Contents

4.

2 weeks

Topic

South Africa’s role and relative economic importance in
Africa.

Economic growth
and development:
South Africa’s
economic
importance in
Africa


Africa’s economic demarcations, for example, AU and
SADC.
• Comparisons regarding economic indicators:
-- population

Textbooks
Magazines
Newspapers
TV coverage on South
Africa’s role in Africa:
-

-- infrastructure

AU

- SADC

-- production

Posters

-- consumption, poverty and wealth
-- Government finances

Internet

-- foreign trade

of Labour

-- economic freedom and competitiveness

Stats SA

• Comparison with regard to social indicators:
-- poverty and wealth

Cartoons on, for example,
AU SADC

-- income distribution
-- urbanisation
-- health and HIV/AIDS
-- education
-- the marginalised
• Economic integration and co-operation, for example:
-- SACC
-- SADC
-- NEPAD
2 weeks
(Week 9-10)

Revision
exercises

Revision of the term’s work

Form of assessment

Case study

Controlled Test 2 (1 hour)

Total marks

50

100

Converted to %

A test should cover the content dealt with during this term.

30


GRADE 11
TERM 4
Week/Hour

Topic

Contents

2 weeks
(Week 1-2)

1.
Globalisation

Examination and debating of globalisation, its
relevance to the North/South divide, and its effects
(negative and positive) on South Africa.
• Meaning
• Causes
• Consequences
• Absolute and comparative advantages and
disadvantages
• North/South divide

Textbooks
Magazines
Newspapers
rights
Posters
Internet
of Labour
Stats SA

2 weeks
(Week 3-4)

2.
Economic Redress:
Environmental deterioration

The environment:
• The problem
• Protecting the environment
• Approaches to sustainability
• The global and local impact on South Africa

Textbooks
Magazines
Newspapers
TV coverage on
environment
Posters
Internet
Statistics: Stats SA
Cartoons on the
environnent

To be
incorporated
across all the
topics

3.
Economic issues of
the day, quantitative
elements and other
essentials

Identification, engagement in and communication
of :
• the economic issues of the day
• the quantitative elements of economics:
-- calculate and apply co-efficients
• other essentials:
-- engage in citizenship and life skills
essentials
-- participate in subject-related competitions
and other practical activities

Textbooks
Magazines
Newspapers
unemployment and
migration
Internet
of Labour
Stats SA

•
•
•
•

Textbooks

2 weeks
(Week 5-6)

Revision

4 weeks (Week
7-10)

Macroeconomics
Microeconomics
Economic pursuits



Term 4
SBA mark


Total

650

300

950

Converted to 100

400

Converted marks for Terms 1, 2 and 3 equal a year mark of 100 (25% of the total marks). Add the year mark to the converted
examination mark of 300 (75% of the total marks) to equal 400 marks

CAPS

31

32


Week 2

Week 4

Week 5

Week 6


Test

Week 8

Week 9


Microeconomics

Week 10

Week 10

Assessment:

Formal

Week 9
Macroeconomics

Week 8

development

Test

Week 10

Week 7

Week 8

Preliminary examination

Week 9

Week 10

Pursuits and Contemporary economic issues

Macroeconomics, Microeconomics, Economic

Formal Assessment :

Week 3

TERM 4

Week 9

Economic growth and

Week 8

Week 7

Assessment

Week 2

Formal: Case study and Test

ability

day

Environ-

problem:

economic

Basic

Week 6

Market failure

sustain-

sustain-ability

redress: Environ

Economic

Tourism

Week 7

Week 7


issues of the

Economic

economic

Basic

Week 4

Week 5

Imperfect markets

TERM 3

development

concepts

Basic Economic

Week 3


Week 6


Week 5

Week 6

Revision and Consolidation of: Macroeconomics, Microeconomics, Economic Pursuits and Contemporary economic issues

Week 1

Week 4

problem

development:

development

Informal assessment

Week 3

Week 5
Public sector

TERM 2

Formal Assessment: Assignment

Industrial

Growth

Week 2

Week 4

Business cycles

Week 3

Dynamics of markets Perfect markets

Growth

Week 1

Informal assessment

Free trade

Economic systems: Protection

Week 1

Informal assessment

Circular flow

Week 2

TERM 1

Topic

Assessment

Topic

Assessment

Topic

Assessment

Topic

Week 1

3.2.5 Summary of Grade 12 Annual Teaching Plan


3.2.6 Annual Teaching Plan GRADE 12
TERM 1
Week/Hour
2 weeks
(Week 1-2)

Topic

Contents

1.

Presentation of the circular flow model as a macroeconomic
model: deducing and analysing the national account
aggregates; derive and apply the multiplier.

Circular flow

• The open economy circular flow model

Textbooks
Cartoons on unemployment
Magazines

• The markets

Newspapers

• National account aggregates and conversions

Posters

• The multiplier:
-- Definition of multiplier effect
-- explanation of the multiplier process aided with a
circular flow and examples
2 weeks
(Week 3-4)

2.
Business
cycles

Analysis and explanation of business cycles and how they
are used in forecasting.
• The composition and features of business cycles
• Explanations
• Government policy
• The new economic paradigm (smoothing of cycles)
• Features underpinning forecasting with regard to
business cycles

3 weeks
(Week 5-7)

3.
Public sector

Evaluation of the role of the public sector in the economy with
special reference to its socio-economic responsibility in the
South African context.
• The composition and necessity of the public sector
• Problems of public sector provisioning
• Objectives of the public sector and its budgets

Textbooks
Magazines, Newspapers
TV coverage on elements
like new car sales
Posters, Internet
Statistics: SARB Quarterly
Bulletin Stats SA
Textbooks
Magazines
Newspapers
Cartoons on public sector
involvement

• Fiscal policy (including the Laffer curve)
• Reasons for public sector failure

(Week 8-10)

4.
Economic
growth and
development:
Foreign
exchange
market
(Globalisation)

CAPS

Stats SA

Infuse where appropriate: national macroeconomic policy
and service delivery with regard to socio-economic rights,
education, health, the environment, social security, convention
of the rights of the child, taxation, and compensation for
human rights abuses.
3 weeks

Internet

SARB Quarterly Bulletin

Examination of the foreign exchange market, the establishment
of exchange rates, and how the balance of payments account
is affected.

Textbooks

• The main reasons for international trade
• The balance of payments
• Foreign exchange markets

Magazines
Newspapers
News bulletins on latest
exchange rates

• The establishment of foreign exchange rates

Internet

• Corrections of BOP surplus and deficit (disequilibria)

Bulletin

33

Form of assessment

Assignment

Total marks

50

Controlled Test
(1 hour)
100

Converted to %
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 Economics curriculum. Data response, cas studies and essay/report writing are very
important.
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

34


TERM 2
Week/Hour

Topic

Contents


2 weeks
(Week 1-2)

1.
Economic
systems:
Protection
and free trade
(Globalisation)

Discussion of protectionism and free trade; evaluating
the South African international trade policies and major
protocols in terms of these.
• Export promotion
• Import substitution
• Protectionism (the arguments)
• Free trade (the arguments)
• A desirable mix
• Evaluation

Textbooks
Cartoons on protection
Magazines
Newspapers
Posters
Internet

2 weeks
(Week 3-4)

2.
Dynamics of
markets: Perfect
markets

Examination of the dynamics of perfect markets with the
aid of cost and revenue curves.
• Perfect competition
• Individual business and industry
• Market structure
• Output
• Profits
• Losses and supply
• Competition policies

Textbooks
TV coverage on trends in
markets
Posters, Internet
of Labour,
Bulletin

2 weeks
(Week 5-6)

3.
Dynamics
of markets:
Imperfect
markets

Examination of the dynamics of imperfect markets with the
aid of cost and revenue curves.
• The dynamics of imperfect markets with the aid of
cost and revenue curves
• Monopolies
• Oligopolies
• Monopolistic competition

Textbooks
Magazines
Newspapers
Cartoons on Eskom, Bill
Gates. Internet
of Labour Stats SA

1 week
(Week 7)

4.
Dynamics of
markets: Market
failures

Explanation of the reasons for and consequences of
market failures. Reflect on cost-benefit analysis.
• The causes of market failures
• Consequences of market failures
• Cost-benefit analysis

Textbooks
Cartoons on market failures
Internet
Labour Stats SA

1 week
(Week 8)

Revision
exercises

Revision of topics covered during the first two terms.

Textbooks
All relevant material needed


2 weeks
(Week 9-10)

Form of assessment

Research project

(3 hours)

Marks

50

300

Converted to %
Note: Project - Term 2
This project was given in Term 1. Learners should complete the project for Term 2 and submit.
The contents dealt with in Terms 1 and 2 should be revised for the mid-year examination.

CAPS

35

GRADE 12
TERM 3
Week/Hour
1 week
(Week 1)

Topic
1.
Economic growth
development

Contents
Comparison of South African growth and development
policies in terms of international benchmarks; highlight
the North/South divide.
• The demand-side approach
• The supply-side approach
• Evaluation of the approaches used in South Africa
• The North/South divide

Textbooks
Cartoons on growth and
development
Magazines
Newspapers
Posters
Internet

1 week
(Week 2)

2.
Economic growth
and development:
Industrial
development
policies

South Africa’s industrial development policies and their
suitability in terms of international best practice.
• Industrial development
• Regional development
• South Africa’s endeavours
• The appropriateness of South African strategies

Textbooks
Magazines
Newspapers
rights
Posters, Internet
of Labour

1 week
(Week 3)

3.
Economics:
basic concepts
quantitative
elements:
Economic and
social performance
indicators

Analysis of the South African economic and social
performance indicators and their uses.
• The performance of an economy
• Economic indicators:
-- inflation rate
-- foreign trade
-- employment
-- productivity
-- interest rates
-- money supply

Textbooks
Magazines
Newspapers
unemployment and
migration
Internet
of Labour Stats SA

• Social indicators:
-- demographics
-- health and nutrition
-- education
-- services
-- housing and urbanisation
• International comparisons
1 week
(Week 4)

4.
Economic issues
of the day: Inflation

Analysis and investigation of inflation and the policies
used to combat it.
• Inflation
• Types and characteristics of inflation
• Causes and consequences of inflation
• The inflation problem in South Africa
• Measures to combat inflation

36


Textbooks
Magazines
Newspapers
Posters

Week/Hour

Topic
5.

1 week
(Week 5)

Contents
Debating the economic importance of tourism to South
Africa and suggesting policies to promote it. Refer to the
importance of indigenous knowledge systems.

Tourism
Economic
Redress:
(Environmental
sustainability)


• Tourism:

Textbooks
Magazines

-- reasons for its growth

Newspapers

-- the effects

Posters

-- the benefits
-- South Africa’s profile (indigenous knowledge
systems)
-- policy suggestions
6.

1 week
(Week 6)

Basic economic
problem:
Environmental
sustainability

Analysis of environmental sustainability, investigating
recent international agreements in this regard, for
example, the Rio de Janeiro and Johannesburg summits.
• The state of the environment
• Measures to ensure sustainability
• Major international agreements (Rio de Janeiro and
Johannesburg summits)

To be

Economic issues,

Identification, engagement in and communication of

Textbooks

incorporated
across all
the topics

quantitative
elements and
other essentials.

economic issues of the day; quantitative elements of
economics and other essentials.

Magazines

• The economic issues of the day.
• Quantitative elements of Economics:
-- calculate and apply co-efficient

Newspapers
unemployment and
migration
Internet

• Other essentials:
-- engage in citizenship and life skills essentials

of Labour Stats SA

-- participate in subject-related competitions and
other practical activities
2 weeks

Revision

(Week 7-8)

Macroeconomics

Textbooks

Microeconomics

All relevant materials
needed to prepare for the
examination, for example,
summaries, notes, previous
questions papers, revision
exercises and/or class
tests.

Economic pursuits

2 weeks
(Week 9-10)


Form of assessment

Case study

Test

Total marks

50

100

(3 hours)
300

Converted to %
A preliminary examination should cover the entire syllabus and the structure of the question paper should resemble the final
examination question paper.

CAPS

37

GRADE 12
TERM 4

(Week 1-4)

Revision and
consolidation

R e c o m m e n d e d
Resources

Macroeconomics

Previous question papers

Microeconomics

Textbook exercises
Exemplar papers


4 weeks

Topic

Content

Economic Pursuits

Week/Hour

Examination guidelines
All relevant materials
needed to prepare for the
examination, for example,
summaries, notes, previous
question papers and
memos revision exercises,
class tests and quarterly
tests.

6 weeks

NSC year-end examination

(Week 5-0)

Term 4
Year mark


Total

950

300

1250

Converted to 100

Converted to 400

Converted marks for Terms 1 to 3 including the trial examination marks equals a converted year mark of 100 (25% of the total
marks). Add the year mark to the converted examination mark of 300 (75% of the marks) to equal 400 marks.

38



SECTION 4
4.1 Assessment in Economics
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 Economics focuses on the knowledge, skills and values inherent in the activities of production,
consumption and exchange. The study and assessment of Economics must not only cover essential knowledge, skills
and principles related to how various organisations use resources to satisfy their needs, but should also promote the
critical awareness of the benefits of responsible and sensitive resource uitilisation.
Economics covers valuable skills such as responsibility, accountability, problem solving, analysis, interpretation and
decision making that prepare learners for participation in, contribution to and survival in a complex economic society.
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 collect information on 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,

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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 Economics 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 Economics, while the end-of-year examination is the seventh task and makes up the remaining 75%.
In Grade 12, assessment consists of two components: a Programme of Assessment which makes up 25% of the
total mark for Economics and an external examination which makes up the remaining 75%. The Programme of
Assessment for Economics comprises seven tasks which are internally assessed. The external examination is
externally set and moderated.
The forms of assessment used should be age and developmental level appropriate. 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
Knowledge and
Comprehension

Activity

Percentage of Task

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

30%

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

40%

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

30%

Levels 1 and 2
Application and
Analysis
Levels 3 and 4
Synthesis and
Evaluation
Levels 5 and 6

4.4 Programme of assessment
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 Economics are indicated below:
The Programme of Assessment in Grade 10

50

200

50

Converted to a
mark out of:

40

100

550

300

550÷5.5
=100

300


Total

100

Final exam

Case Study

50

Year mark

Midyear

Total marks

Term 4

Test

Assessment

Project

Term 3

Test

Term 2

Assignment

Term 1

400


Case Study

Test

Year mark

Final exam

50

100

50

300

50

100

650

300

Converted to a

650÷6.5

mark out of:

= 100

300

Total

Midyear

Term 4

Project

Total marks

Term 3

Test

Assessment

Term 2

Assignment

Term 1

400

Term 1

Term 2

Term 3

Term 4

Test

Project

Mid-year

Case Study

Test

Trial exam

Year mark

Final exam

Total marks

50

100

50

300

50

100

300

950 ÷ 9.5

300

Converted to
a mark out of:

100

300

Total

Assignment

Assessment

400

4.4.1 Other forms of assessment
Project
A project in each of the grades is mandatory. 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 the commencement of the project and progress
must be monitored.

•

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

•

Generally, projects are given a longer period of time 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.

•

Research often forms part of the project - the project is the evidence of the research conducted. However,
sometimes projects involve the development of skills.

•

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

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.

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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.
The use of computers to do a presentation should be encouraged where the resources are available.
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 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, completed 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 section that follows.

•

Tests should also include problem-solving questions.

•

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

42


•

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

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%

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

40%

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

30%

•

Problem solving

Approximately 10% of all examinations should address problem-solving questions. These include the solving of reallife problems within the context of the Economics curriculum.
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 their knowledge acquired.
Mid-year examinations
Below is an outline of the structure of the mid-year examinations in each of the grades:
Grades

Paper

Time

Marks

Grade 10

2

1 hour

100

Paper 1: Macroeconomics

Grade 11

2

1½ hours

150

Paper 2: Microeconomics

Grade 12

2

1½ hours

150

Exam Paper 1 and 2

Topics

Section A

Section C

Total

Compulsory
20 marks

Grade 10

Section B
1 from 2 questions
40 marks

1 from 2 questions
40 marks

100 marks each paper

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

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2

1½ hours

Marks
150

Macroeconomics

Microeconomics Contemporary

Economic pursuits
Grade 12

Time

Economic Issues

25 % 25 %

25% 25 %

43

End-of-year examinations
All grades in the FET band should write 2 x 1½-hour examination papers of 150 marks each as a final examination.
The following is an outline of how the topics should be covered in the end-of-year examinations:
Paper
Grade 10-12

Time

Marks

2

1½ hours

Macroeconomics

Microeconomics contemporary

economic pursuits

economic issues

25 % 25 %

25% 25 %

150

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.

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.

44


All Grade 10 and 11 tasks are internally moderated, while Grade 12 tasks should be externally moderated. The
subject head for Economics or head of department for the Business, Commerce and Management subjects at the
school will generally manage this process.
4.6.1

Formal Assessment (SBA)

All Grade 10 and 11 tasks are internally moderated, while Grade 12 tasks should be externally moderated. The
subject head for Economics or Head of Department for the Business, Commerce and Management subjects at the
school will generally manage this process.

4.7 Annexure
ECONOMICS GRADE 12 NSC EXAMINATION GUIDELINE
THE NEW STRUCTURE OF THE ECONOMICS PAPER IS AS FOLLOWS:
The Economics examination consists of TWO 1½ hour papers of 150 marks each.
Each of these TWO question papers comprises of SIX questions divided into three sections. Question ONE is
COMPULSORY and there are FIVE other questions from which THREE must be answered. The detailed requirements
for each section are indicated below.
SECTION A (Compulsory)
QUESTION 1:
1.1 Multiple choice items:

8 x 2 [16]

1.2 Matching:

8 x 1 [8]

1.3

6 x 1 [6]

True/False / Fill in the missing word :

TOTAL: [30]
SECTION B
Answer any TWO questions from this section.
Questions 2 - 4
One question set on a specific module / chapter.
All questions to follow a similar format.EXAMPLE:
QUESTION 2
2.1

Name any TWO

2 X 2 [4]

2.2

Data response: Extracts; Stats; Tables; Graphs; Cartoons,

10 X 2 [20]

2.3

Compare, Contrast; Draw; Solve; Distinguish; Differentiate, Explain, etc.

2 X 8 [16]

TOTAL:

CAPS

[40] X 2 = 80

45

SECTION C
Answer any ONE question from this section.
Questions 5 6
Will include: Essay responses, and non-essay responses, e.g.
Reports/Minutes/Memoranda/Formal Letters
One question from each TOPIC:
Each question carries 40 marks, allocated as follows:
•

Format - 5 marks

•

Body - 30 marks

•

Interpretation of question - 5 marks (As per Assessment Grid)

Each substantive fact within the Body will carry 2 marks. TOTAL: 1 X 40 [40]
GRAND TOTAL AS PER QUESTION PAPER: [150]

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.

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