Sample
Source: http://moziru.com/explore/Drawn%20forest%20cartoon%20tree/#go_post_1345_sketch-clipart-cartoon-18.jpg
A.1 Notes on using this facilitator’s guide
y Numbering of activities: This facilitator’s guide has activities organised according to the three EMS themes and not in the order of the CAPS ATP. This is to facilitate continuity within the themes, especially with the Financial literacy (Accounting) section. Activities are clearly marked (Eco 1 – x, Fin 1 – y, Ent 1 – z) so that they are easy to find.
y Revision. The EMS CAPS covers the following topics and facilitators should ensure that learners have mastered the basic concepts before proceeding with new sections. In Financial Literacy there is a brief revision section for the foundational Accounting terminology.
3.1 OVERVIEW OF TOPICS
Topic Grade Content
The economy
Financial literacy
Entrepreneurship
7 History of money; needs and wants; goods and services; inequality and poverty; the production process
8 Government; national budget; standard of living; markets
9 Economic systems; circular flow; price theory; trade unions
7 Accounting concepts; income and expenses; savings; budgets
8 Accounting concepts; source documents; accounting cycle; accounting equation; Cash Receipts Journal and Cash Payments Journal; General Ledger and Trial Balance
9 Cash transactions of a trading business; General Ledger and Trial Balance; credit transactions
7 Businesses; the entrepreneur; starting a business; Entrepreneur’s day
8 Factors of production; forms of ownership; levels and funstions of management
9 Sectors of the economy; functions of a business; business plan
Source: https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20SP%20%20 EMS%20WEB.pdf?ver=2015-01-27-160127-353 [Downloaded: 1 August 2018]
y Time may not allow learners to do every activity in the study guide. In many cases, there are several practical discussions or research options throughout the sections. The facilitator must decide which are the most appropriate ones to use and be guided by the needs of the learners.
y The Entrepreneurship Worksheets are given at the end of the study guide as a unit to facilitate ease of use at any time of the year.
y Section B gives specific guidelines for each activity in the following format:
a) Facilitator ’s notes and suggestions
b) Additional resources (where possible or appropriate)
c) Possible answers
y Section C contains the following:
C.1 Detailed marking guidelines for end-of-term revision exercises
C.2 June examination and detailed marking guidelines
C.3 November examination and detailed marking guidelines
y Facilitators must access the EMS CAPS document and refer to it when necessary.
A.2 Group work
EMS is a subject that allows learners to analyse the commercial world within which they live, as well as examine the different roles we play in interacting with others within our diverse society. In many of the exercises and activities learners will benefit from discussion and debate in order to get a broader perspective. In a traditional school environment this will lead to group work and discussion with classmates.
In other educational situations, such as home education or self-learning, learners and facilitators need to be more creative in order to ensure that this type of discussion takes place. At times a friend or family member can be asked to join the discussion, or the learner may have extramural cultural, sport or social groups they can utilise. Online facilities such as blogs and discussion groups can also be created to garner different opinions and encourage discussion.
A.3 Assessment
A3.1 Understanding assessment
Formal versus informal assessment
Informal assessment includes discussions, debates or Q and A sessions where no marks are recorded. The aim is to get learners actively thinking through a concept and discovering new knowledge for themselves.
Formal assessment includes tests, examinations, projects and other activities which are marked and recorded. These marks are recorded for the learner’s portfolio or SBA (School- or Site-based Assessment).
Assessment OF Learning
This is made up of summative assessment at the end of a section, term or year, and tests whether the learner has grasped the concepts. It is used for reporting purposes and the accumulation of these marks will determine whether a learner has completed a section or grade and can move on to the next one.
Assessment FOR Learning
Sample
This is partial assessment (also called formative assessment) that happens during the process of a project or activity, where the facilitator gives interim feedback on progress. These types of assessments often have staggered submission dates to enable the facilitator to give feedback. This gives learners the opportunity to realign the activity to their goals, fix errors or adjust sections that may not fulfil the activity requirements before having to hand it in for final marking.
Assessment AS Learning
The process of doing assessment as opposed to being assessed is an important life skill and is also known as self-assessment. If learners took more time to assess their own work before handing it in they would achieve better results. The process of comparing their own work to the assessment tool they will be marked on would immediately identify problems which they are then able to rectify. In real-life job situations, it is always crucial to check work before handing it in to a manager.
A3.2 Assessment tools
Various assessment tools can be used to achieve different goals and as a facilitator, it is important to understand the role each one plays, and how to apply them. When an activity is given, learners must know how it will be assessed. In all cases other than a marking guideline, the assessment tool should be given to learners together with the activity. Marking is more often that not a combination of objectivity (right or wrong answer) and subjectivity where the marker has to use their discretion to allocate a specific mark within a possible range.
1. Marking guidelines
A marking guideline is a list of possible answers that accompanies a test, activity or examination and will show the mark allocation for each question. It should be detailed, and where there is more than one possible answer, it should give all the options. If it is an open question with more than one possible answer, it must indicate this by, for example, a statement such as ‘Marker’s discretion’ or ‘Any valid answers’.
2. Checklist
A checklist gives guidance regarding steps that need to be done in order to complete an activity, and it shows the allocation of marks according to the complexity of the steps. It does not have detailed criteria.
For example, in an activity where learners are asked to design a poster on the factors of production in a mind map format, a checklist could be used. Note that the knowledge on the factors of production (16) is weighted more than the skill of designing an aesthetically pleasing poster (4).
3. Rating scale/Assessment grid
A rating scale or assessment grid is an expansion of the checklist concept and allows the marker to give a range of marks, depending on how well the requirements are met.
NOTE:
y This activity is an informal group discussion to introduce the topic of Corporate Social Responsibility and is based on the UN Sustainable Development Goals which are obtainable from: https://www.un.org/sustainabledevelopment/sustainable-development-goals/
Poster design checklist: Factors of production
a)
b)
y Each learner was given one UN goal card and the group had to decide which one of these the group would work with.
y In this example the instructions are included in the grid, but they could be given separately.
Record the names of the group members and the UN Goals you were given
From the selection of UN Goals in your group, choose the one you think is the most important and justify your choice
c) Identify workable solutions for solving the problem in the UN Goal you have chosen
d) Give examples of how your solutions can be practically applied
Rubrics vary greatly and may have many formats. They can also be expanded to include a complex activity analysis and are usually the assessment tool of choice for larger projects or activities. Rubrics are distinguished by specific criteria that must be met in order to attain a specific mark. Rubrics can be either vertical or horizontal.
NOTE:
y The example below is for an exercise in production where the learners are required to produce three identical, branded paper aeroplanes which are tested for successful flight.
y When marking, tick elements that are achieved on the rubric or highlight (cross out/underline) missing items so that learners can see where they achieved their marks.
Criteria
Design
Aesthetics and branding
Production standardisation
Unbalanced or does not look like a plane
Unpleasing to the eye and/or untidy with no/inadequate branding
Glaring differences between the three planes or not all of three are complete
Fairly good design with plane-like features
Good-looking planes with some strong features, fairly neat finishes but inconsistent branding
Planes are dissimilar with lack of attention to detail
Good, innovative aerodynamic design
Excellent, consistent branded design which is executed with neatness and precision
Exceptional production precision with standard design across all three planes
4. Rubric
A3.3 Types of questions
Many types of questions will be asked in both formal and informal assessments. Understanding the differences between these assessments will help learner to answer questions more effectively.
a) Closed questions – questions which require a specific answer that is either right or wrong. These are objective, and answers are factual.
E.g. On what day did South Africa have its first democratic election? 27 April 1994
b) Open questions – questions which have a broader range of answers. The assessor would need to work with the learner’s responses.
E.g. Choose and discuss any CSI project run by a JSE listed company in South Africa. (Note: The marker may have to do research to verify whether the learner has used correct facts.)
c) Subjective or opinion-type questions – Learners have to give and justify their opinion on a matter.
E.g. Do you think that the government is doing enough to address the #feesmustfall campaign? Learners must say either yes or no, and then justify their response appropriately based on the number of marks.
d) Complex questions. Questions with multiple layers need to be approached carefully to ensure that all aspects are covered.
E.g. Explain the purpose of the OHS Act and give three advantages of complying with this Act in a workplace situation of your choice. Learners must i) Explain the purpose of the Act; ii) choose a specific type of workplace; and iii) apply appropriate advantages for that place of work in order to get their full marks. For example, people working in mining and construction must wear hard hats, but those working in the food industry must wear hair protection nets.
A3.4 Marking EMS
3.4.1 General guidelines
y Some activities use rubrics or other marking tools that do not require further marking guidelines. (See Section A3.2 on assessment regarding the use and marking of the various assessment tools.)
y Some activities require self-reflection or group discussions and cannot be given specific memoranda, especially when they are based on newspaper articles, website information or current affairs.
Sampley Other exercises and case studies have memoranda in keyword format, not full sentences such as the learners are required to use. These are merely guidelines for the facilitator who must keep in mind that answers could cover a broader spectrum.
y Learners must be encouraged to give their own opinion, motivations, etc. In many cases the process is more important than the actual answer, i.e. to assess thinking processes rather than simply factual knowledge.
y Where a specific number of answers are asked only that number is marked, i.e. mark the first three if three are asked. Learners must adhere to the instructions.
y Feedback to learners is always important so that they know where they have achieved and can also learn from their mistakes.
3.4.2 Mark allocation
It is important to teach learners to understand the value of marks for two reasons:
y it enables them to evaluate how to answer questions, and where to prioritise their efforts;
y marks are linked to time, and learners who write too much will waste time where there is no mark value, and those who write too little will not achieve well. It is therefore imperative that learners are guided by mark allocations in longer questions.
3.4.3
The economy and entrepreneurship
Accounting is marked in a specific way and will be handled separately below
y Short questions are marked one mark per fact. A fact can be:
○ a name
○ a piece of data or information
○ proof of application
○ an example
○ exceptions: In some cases, there may be two marks for a short answer, as it requires thinking and application, for example in a multiple-choice question.
y With longer questions, writing must be in full sentences showing both application and insight so that each fact (as in the above list) can attract marks.
y When case studies are used, it is important to stick to the case study – i.e. stick to food and packaging examples for stock if working on a fast food example.
y See examples below:
3.1 They are staging a one-day shutdown because Eskom has proposed a 0% salary increase and they are demanding a 15% increase , and a housing allowance increase of R2 000.
3.2 y Mouthpiece for workers (e.g. truck drivers)
y Collective bargaining power – increase conditions of employment
y Ensure employers respect the rights of employees (Max 6)
y Negotiate disputes on behalf of members
y Represent members in disciplinary issues e.g. unfair dismissal
y Advice on labour laws
Marker: 3 x 2 marks but learners must answer in full sentences.
3.3 3.3.1 A trade union is any number of employees in a particular trade, sector or occupation who are brought together for the purpose of regulating and improving relations between themselves and their employees.
3.3.2 Collective bargaining is negotiating on behalf of a group of workers. (4)
3.4.4 Financial literacy (Accounting)
In Accounting, learners need to be pedantic about formats (using correct headings, dates, document numbers and descriptions) in the CRJ, CPJ and General Ledger.
Accounting practices vary to some extent in the way journals and financial statements are presented, and some of these variances are shown in this guide. For example, some books may refer to the Debtors Ledger as DL when assigning an account number, whilst others use only D (and CL vs C for Creditors Ledger) or balances can be shown as ‘Balance’ or ‘Account rendered’. Another example is wording like Trading stock and Trading inventory which are interchangeable.
Marks in Accounting are generally allocated according to the complexity of the transaction:
y calculated amounts will attract more marks than simple transactions
y marks are often allocated only if the entire line is correct (e.g. accounting equation transactions)
y missing or incorrect dates and folios could result in a total of one or two marks being deducted
y method marks are given for calculated totals in journals and complex ledger accounts to ensure that learners are not penalised twice for a mistake.
General marks may, however, also be given (this would be one mark for the exercise):
y headings, dates or folios such as ‘CRJ 1’
y using correct document numbers
y underlining in the Analysis of receipts column at the end of each day (see the example below):
Note how the following marks are ticked on the exercise above:
One for underlining Analysis of receipts at the end of each day.
COS for doing calculation.
One for each correct column: Doc and Day (24)
A3.5 Marking formats
The following general marking guidelines are used to make it easier to standardise:
y learners must write in pen so that changes cannot be made after marking. An exception may be made in Accounting where facilitators can encourage working in pencil so that errors can be corrected.
y marking is traditionally done in red pen for it to stand out (learners must write in black or blue).
y the marker must tick at each fact (even if it is in the middle of a sentence) so that learners can see what is attracting the mark.
y marks per question are added up in the right-hand margin.
y Facilitators must give feedback so that learners can learn from their mistakes. It is very important to give positive feedback where deserved.
y show one tick for each mark and add marks per subsection in the margin. Total each question at the end.
