Business Studies Grade 12 Business Studies 2021 Guideline

Downloaded from hlayiso.com DESIGN BUSINESS STUDIES EXAMINATION GUIDELINES GRADE 12 2021 These guidelines consist of 36 pages and 1 annexure. Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 2 DBE/2021 Examination Guidelines TABLE OF CONTENTS Page 1. INTRODUCTION 3 2. ASSESSMENT IN GRADE 12 4 2.1 Grade 12: Summary/format/outline of the formal end-of-the-year examination question paper 4 2.2 Distribution of cognitive levels and Bloom's Taxonomy 5 2.3 Revised Annual Teaching Plan 5 3. PART A: BUSINESS STUDIES: PAPER 1 3.1 Classification of main topics 6 3.2 Elaboration of content 7 4. PART B: BUSINESS STUDIES: PAPER 2 4.1 Classification of main topics 18 4.2 Elaboration of content 19 5. GUIDELINES FOR ANSWERING BUSINESS STUDIES QUESTION PAPERS 37 6. CONCLUSION 39 7. ANNEXURE 1: REVISED SUMMARY OF THE GRADE 12 ANNUAL TEACHING PLAN (ATP) Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 3 DBE/2021 Examination Guidelines 1. INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for Business Studies outlines the nature and purpose of the subject Business Studies. This guides the philosophy underpinning the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to:  Outline the format/structure of the Grade 12 question papers for Business Studies.  Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Business Studies.  Assist teachers to adequately prepare learners for the examinations.  Serve as a guideline for the setting of various types of questions/formulation of questions when assessing the four main topics of Business Studies as stipulated in the Curriculum Assessment Policy Statements/CAPS. This document deals with the quarterly, half yearly, trial/preparatory and the final Grade 12 external examinations. It does not deal in any depth with School-Based Assessment (SBA), non- examinations/time constraint examinations. These Exam Guidelines should be read in conjunction with:  The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Business Studies  The National Protocol of Assessment (NPA): 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)  The National Policy Pertaining to the Programme and Promotion requirements of the National Curriculum Statement (NPPPP), Grades R–12 Teachers must note that these are only guidelines and changes in the business environment should be taken into consideration when topics are taught. New/Recent or amended legislation, new developments or changing economic condition which affect the business environment should inform the teaching of Business Studies. NOTE: 1. It must be emphasised that teachers should not only focus on content, but also link it to the cognitive levels (low, middle and high order thinking) in their teaching and assessment. Teachers are encouraged to consider the following five aspects when teaching and assessing all topics and sub-topics:  What? (nature, purpose and knowledge) [low order]  How? (skills, knowledge and values) [low and middle order]  Why? [middle and higher cognitive levels are stimulated when forming an opinion]  Is it working/successful/good/bad? (evaluation/critical analysis/impact [high order] is addressed)  Recommendations for improvement, where applicable. 2. The above aspects will guide teachers to set/design formal assessment activities that will address all cognitive levels. Learners are equipped to respond to questions/tasks that require different levels of cognitive thinking and difficulty. 3. ALL assessment tasks (informal and formal) should contain questions/instructions that cover all cognitive levels that range from simple to complex, e.g. list/outline/identify/discuss/ analyse/critically evaluate/evaluate/suggest/recommend/advise. Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 4 DBE/2021 Examination Guidelines 2. ASSESSMENT IN GRADE 12 2.1 GRADE 12: SUMMARY/FORMAT/OUTLINE OF THE FORMAL END-OF-THE-YEAR EXAMINATION QUESTION PAPERS 1 AND 2. TIME SECTION TYPE OF QUESTIONS MARKS COGNITIVE LEVEL(S) (minutes) A Compulsory Covers BOTH TOPICS Multiple choice: (5 x 2) (10) Choose the correct word: (5 x 2) (10) Mostly Level 1 Matching items: (5 x 2) (10) (Remembering/Recall) 30 20 and Different types of short and objective Level 2 questions using various assessment (Understanding) styles and covering the entire curriculum for each main topic, e.g. multiple-choice, match columns and choose the correct word. B Choose any TWO questions in this section. (40 marks x 2 questions) THREE questions, TWO covering each main topic and the third question will cover both main topics (a miscellaneous question). These questions should cover the entire Levels 1 to 6 curriculum for EACH main topic. (Remembering/Recall, Applicable action verbs in this section 80 70 Understanding, Applying, are, e.g. identify, outline quote, motivate, Analysing, Evaluating, explain, discuss, distinguish, Creating) differentiate, compare, evaluate, critically evaluate, justify, suggest, recommend and advise. Case studies (scenarios) or source- based questions should be included. Answers should be in point form, full sentences or paragraph style as per requirement of each question. C Answer any ONE question in this section. (40 marks x 1 question) TWO questions, EACH covering the TWO main topics. Mostly Levels 3 to 6 40 30 (Applying, Analysing, Longer, essay type questions of lower, Evaluating and Creating) middle and higher cognitive and difficulty levels to assess insight and interpretation of theoretical knowledge in addition to content. TOTAL 150 120 Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 5 DBE/2021 Examination Guidelines 2.2 THE DISTRIBUTION OF COGNITIVE LEVELS AND BLOOM'S TAXONOMY: Cognitive level Percentage Level 1 Knowledge/Remembering Low order: Define, name, list, identify, give, etc. Level 2 Comprehension/Understanding Choose, explain, classify, give etc. 30% Level 3 Application/Applying Middle order: knowledge Analyse, apply, describe, discuss, calculate, etc. Level 4 Analysis Analyse, compare, differentiate, distinguish, etc. 50% Level 5 Synthesis/Evaluating Higher order: Analyse, compare, evaluate, etc. Level 6 Evaluation/Creating Recommend, suggest, advise, etc. 20% TOTAL 100 2.3 ANNUAL TEACHING PLAN To facilitate the setting of a credible and well-balanced mid-year examination paper with correct weightings per main topic, the Grade 12 Annual Teaching Plan has been revised. Some topics have been moved from term 2 to term 3 and vice versa. The revised Summary of Annual Teaching Plan for Grade 12 is attached as ANNEXURE 1 Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 6 DBE/2021 Examination Guidelines PART A: 3. BUSINESS STUDIES: PAPER 1 3.1 CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS 1. BUSINESS ENVIRONMENTS TERM 2. BUSINESS OPERATIONS TERM 1.1. Macro environment: 2.1 Human resources 1 Impact of recent function 1 legislation on business 1.2 Macro environment: 1 2.2 Quality of performance 2 Business strategies 1.3 Business sectors and 2 their environments Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 7 DBE/2021 Examination Guidelines 3.2 ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS) MAIN TOPIC CORE CONTENT THAT MUST BE COVERED BY ELABORATION OF CORE CONTENT TERM TOPIC GRADE 12 BUSINESS STUDIES TEACHERS 1. 1.1 1.1 1.1 BUSINESS MACRO The impact of recent legislation, developed in response Learners should be able to: 1 ENVIRON- ENVIRONMENT: to demands for redress and equity, on small and large  Outline /Describe/ Explain/Discuss the purpose of all MENTS Impact of recent business operations as well as the role of the government EIGHT Acts. legislation on in the implementation of these Acts:  Discuss/Explain/Evaluate the impact business (positives/advantages and/or negatives/  Skills Development Act, 1998 (Act 97 of 1998) (e.g. disadvantages) of the Acts on businesses. skills levies and their implications for small and large  Outline/Explain/Discuss actions regarded as non- businesses) compliance by the various Acts  The National Skills Development Strategy and the  Outline/Explain/Discuss penalties/consequences of Human Resource Development Strategy (i.e. Sector non-compliance to the various Acts. Education and Training Authorities)  Suggest/Recommend ways in which businesses can  Labour Relations Act, 1995 (Act 66 of 1995) comply with the Acts.  Employment Equity Act, 1998 (Act 55 of 1998)  Outline/ Explain/Discuss the role/functions of SETAs  Basic Conditions of Employment Act, 1997 in supporting the Skills Development Act (SDA),1998 (Act 75 of 1997) (Act 97 of 1998).  Compensation for Occupational Injuries and Diseases  Explain how SETA’s are funded. Amendment Act, 1997 (Act 61 of 1997)  Define/Elaborate on the meaning of learnerships.  Black Economic Empowerment  Explain the National Skills Development Strategy and  Broad-Based Black Economic Empowerment Act the Human Resource Development Strategy (i.e., 2003, (Act 53 of 2003), (amended in 2013) Sector Education and Training Authorities)  Human rights as defined in the Constitution (issues of ALSO focus on the following regarding the Broad- Based equality, respect and dignity including other Black Economic Empowerment Act, 2003 (Act 53 of economic, social and cultural rights) 2003) (BBBEE):  Inclusivity (diversity in the business such as poverty,  Distinguish/Differentiate between Black Economic inequality, race, gender language, age, disability and Empowerment (BEE) and the BBBEE Act. other factors)  Explain/Discuss the implications of the following  Environmental issues (protection of the environment revised FIVE pillars of BBBEE on businesses. and human health by the business) o Management control  National Credit Act, 2005 (Act 34 of 2005) (NCA) o Ownership  Consumer Protection Act, 2008 (Act 68 of o Enterprise and supplier development (ESD) 28 April 2008) (CPA) o Skills development Focus on the FIVE aspects: what, why, how, is it working o Socio-economic development/Social & recommendations in teaching ALL legislation stated responsibility above.  Name/Identify BBBEE pillars from scenarios/case studies Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 8 DBE/2021 Examination Guidelines  Recommend/Suggest ways in which businesses could apply the revised FIVE pillars of BBBEE in the workplace. NOTE: Human rights/inclusivity/diversity issues are covered in Business Roles. They must NOT be assessed as part of Business Environments. ALSO focus on the following regarding the BCEA, LRA, NCA & CPA:  Outline/Explain/Describe/Discuss the provisions of the BCEA  Outline/Explain/Describe/Discuss the rights of employers and employees in terms of the LRA  Outline/Explain/Describe/Discuss the rights of consumers in terms of the NCA & CPA Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use:  Recent business news from the media (newspapers, radio, television and magazines) to understand the impact of recent legislation and governmental policies on business.  Acts that impact on business, i.e. the Companies Act, 2008 (Act 71 of 2008), the Income Tax Act, 1962 (Act 58 of 1962) (amended) and the National Credit Act, 2005 (Act 34 of 2005).  Case studies, company/business reports, real business situations.  BBBEE Act (as amended) and the EEA Amendment Bill. Make notes using different resources and textbooks.. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 9 DBE/2021 Examination Guidelines 1. 1.2 1.2 1.2 1 BUSINESS MACRO Devise/Formulate strategies of how a business can Learners should be able to: ENVIRON- ENVIRONMENT: respond to the challenges of the macro business  Outline/Explain/Describe/Discuss the strategic MENTS BUSINESS environment, critically evaluate such strategies and make management process STRATEGIES recommendations as required.  Apply the strategic management process to solve Advanced problem-solving skills (REVISION) and skills to business-related problems. be used in strategy formulation, e.g. use any creative- INDUSTRIAL ANALYSIS TOOLS thinking technique to devise business strategies,  Compile a SWOT analysis of a particular business generate business ideas, resolve conflict and solve any from a given scenario. business-related problems.  Name and identify Porter's Five forces model from Use the following industry-related tools: SWOT analysis, given statements/scenarios. Porter's Five Forces and PESTLE – exclude a Balanced  Explain/Advise businesses on how they could apply Scorecard. Porter's Five Forces model to analyse their position in the market. Develop strategies in response to challenges in  Name and apply PESTLE analysis factors business environments from given scenarios/statements.  Application of SWOT analysis of the business  Explain how PESTLE factors pose challenges to environments (including PESTLE and Porter's Five businesses. Forces)  Recommend ways in which businesses can deal with  Formulation of strategies the challenges that are posed by PESTLE factors.  Implementing strategies  Explain/describe/discuss the following types of  Evaluation of strategies business strategies: Types of business strategies, e.g.: o Integration strategies  Integration strategies: o Intensive strategies o Forward vertical integration o Diversification strategies o Backward vertical integration o Defensive strategies o Horizontal integration  Outline/Explain/Discuss the advantages of intensive  Intensive strategies: and diversification strategies. o Market penetration  Outline/Explain/Recommend/Advise businesses on o Market development the steps in strategy evaluation: o Product development o Examine the underlying bases of the business  Diversification strategies: strategy. o Concentric diversification o Look forward and backwards into the o Horizontal diversification implementation process. o Conglomerate diversification o Compare expected performance (measure  Defensive strategies: business performance). o Retrenchment o Take corrective action where necessary. o Divestiture o Set specific dates for control and follow up. o Liquidation o Decide on the desired outcome. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 10 DBE/2021 Examination Guidelines Other strategies Knowledge of this topic should enable learners to: The company repositions itself by replacing one or more Answer in short paragraphs/longer and essay type individuals, revising a business mission, establishing or questions. revising objectives, devising new policies, issuing stock to Types of questions: raise capital, adding additional salespersons and Questions based on case studies/scenarios should allocating resources differently, or developing new include direct/indirect short and essay questions, performance incentives. covering all three cognitive levels. Strategic evaluation Additional resources: Evaluate these strategies and make recommendations Teachers and learners must use: for their improvement. Recent business news from the media (newspapers, Three activities/steps of strategy evaluation: radio, television and magazines) to understand the  Examine the underlying bases of business strategy. current economic climate and background in which a  Compare expected performance (measure business business is operating to enable them to devise performance). competitive and creative strategies.  Take corrective action where necessary. Make notes using different resources and textbooks 1. 1.3 1.3 1.3 2 BUSINESS BUSINESS Select a business from each sector and describe the Learners should be able to: ENVIRON- SECTORS AND three environments related to these sectors and the  Name THREE types of business sectors: primary, MENTS THEIR ENVIRON- extent to which a business can control these secondary and tertiary. MENTS environments.  Identify/Name a business sector from given scenarios/statements. Describe the three business environments related to the  Identify business challenges from given three economic sectors and give an explanation of the scenarios/case studies and classify them according to extent to which a business can control these the THREE business environments. environments.  State the extent to which a business (operating in any of the three sectors) can control the three business environments from given scenarios and case studies. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 11 DBE/2021 Examination Guidelines Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand how business environments are affected in the business sectors. Make notes using different resources and textbooks 2. 2.1 2.1 2.1 BUSINESS HUMAN RECAP (Examinable): Learners should be able to respond to: OPERA- RESOURCES The relevant legislations and the following activities of the Human resource activities: TIONS FUNCTION Human Resources function: RECRUITMENT  Recruitment  Explain/Elaborate on the meaning of recruitment.  Selection  Outline/Discuss/Explain the recruitment procedure.  Employee contracts  Explain the meaning of job analysis.  Induction  Differentiate/Distinguish between job description and  Placement job specification as components of a job analysis.  Salary administration  Identify job description and job specification from  Employee benefits given statements/scenarios.  Skills development  Identify methods of recruitment  Analysis of human resource activities, e.g. recruitment (internal/external recruitment) from given and selection, induction, salaries and other benefits scenarios/statements.  Procedures related to recruitment, selection and  Explain/Discuss/Analyse the impact interviewing (positives/advantages and/or negatives/disadvantages) of the above stated Discuss: methods of recruitment.  Labour Relations Act, 1995 (Act 66 of 1995), Basic  Identify/Give examples of sources of internal/external Conditions of Employment Act, 1997 (Act 75 of 1997), recruitment from given scenarios/statements. Employment Equity Act 1998, (Act 55 of 1998), SELECTION Compensation for Occupational Injuries and Diseases  Outline/Discuss/Explain the selection procedure. Act, 1993 (Act 130 of 1993) RECAP (Examinable)  Explain the meaning of screening as part of the  Legalities of employment contracts selection procedure.  Procedures of screening and placement  Discuss/Explain the purpose of an interview.  Interviewing, selection and induction  Outline/Explain/Discuss the role of the interviewer  Salary determination (piecemeal and time related) before and during the interview. including personal tax, link to basic conditions of  Outline/Explain/Discuss the role of the interviewee employment. during the interview.  Employee benefits: pension, medical, etc.  Define/Elaborate on the meaning of an employment RECAP (Examinable) contract. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 12 DBE/2021 Examination Guidelines Skills Development Act, 1998 (Act 97 of 1998) and link  Name/Outline/State the details/aspects/ with the purpose of SETAs, learnerships, skills contents of an employment contract. programmes, qualifications, National Qualifications  Outline/Explain/Discuss the legal requirements Framework, SAQA, etc. legalities of the employment contract.  Analyse an employment contract from given scenarios and make recommendations for improvement.  Name/Outline/Explain/Discuss the reasons for the termination of an employment contract. INDUCTION  Define/Elaborate on the meaning of induction.  Outline/Explain/Discuss the purpose of induction.  State/Outline aspects that must be included in the induction programme.  Evaluate an induction programme from given scenarios and make recommendations for improvement.  Discuss/Explain the advantages/benefits of induction for businesses.  Identify the benefit of induction from given scenarios PLACEMENT  Elaborate on the meaning of placement.  Outline/Explain/Discuss the placement procedure.  Explain/Discuss/the importance of training/skills development in HR. SALARY DETERMINATION  Explain/Differentiate/Distinguish between piece meal and time-related salary determination methods.  Explain the link between salary determination and the Basic Conditions of Employment Act. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 13 DBE/2021 Examination Guidelines FRINGE BENEFITS/PERKS  Name/State/Give examples of employee benefits, e.g.: o Pension o Medical aid o Provident fund o Allowances  Discuss/Evaluate the impact (positives/ advantages and/or negatives/disadvantages) of fringe benefits on businesses. Compulsory benefits  Explain UIF as a benefit required by law. LEGISLATION Discuss the implications of the LRA/BCEA/EEA/SDA on the human resources function. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand the implication of the LRA, BCEA, EEA and SDA on the human resource function. Read the new EEA Amendment Bill and its implication on the human resource function. Make notes using different resources and textbooks Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 14 DBE/2021 Examination Guidelines 2. 2.2 2.2 2.2 2 BUSINESS QUALITY OF Discuss how the quality of performance within the Learners should be able to: OPERA- PERFORMANCE business functions can influence the success or failure of TIONS a business. QUALITY  Define the concept of quality (definition) – RECAP  Define the following concepts: (Examinable) content from Grade 10. o Quality  The relation between quality and the various business o Quality control functions. RECAP (Examinable) content from Grade o Quality assurance 10, e.g. how quality of performance can contribute to o Quality management success or failure of each business function. o Quality performance  The impact of quality on different business structures, o Quality management systems e.g. sole traders versus large businesses.  Explain/Differentiate/Distinguish between quality control and quality assurance. Discuss the elements of total quality management (TQM):  Explain/Differentiate/Distinguish between quality  Continuous skills development management and quality performance.  Total client satisfaction  Explain/Discuss the advantages/benefits of a good  Continuous improvements to processes and systems, quality management system. etc.  Explain/Discuss how quality of performance can contribute to the success and/or failure of each business function.  Outline the quality indicators for each business function. TOTAL QUALITY MANAGEMENT (TQM) 2  Elaborate on the meaning of TQM.  Define/Identify the following TQM elements from given scenarios/statements: o Continuous skills development/Education and training o Total client/customer satisfaction o Continuous improvement of processes and system o Adequate financing and capacity o Monitoring and evaluation of quality processes  Explain/Discuss/Analyse/Evaluate the impact of the above stated TQM elements on large businesses  Explain how businesses can apply the PDCA model/steps to improve the quality of products. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 15 DBE/2021 Examination Guidelines  Explain the role/importance of quality circles as part of continuous improvement to processes and systems.  Explain/Discuss the impact of TQM if poorly implemented by businesses.  Explain/Recommend/Suggest ways in which TQM can reduce the cost of quality. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand the importance of the relation between quality performance and various business functions. Make notes using different resources and textbooks. NOTE: The 'Term'-column indicates the term in which a topic is to be covered as per the CAPS document. The main topics are numbered for each paper from 1 to 2, e.g. Business Environments and Business Operations to simplify the layout of the document. Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 16 DBE/2021 Examination Guidelines PART B: 4. BUSINESS STUDIES PAPER 2 4.1 CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS 1. BUSINESS VENTURES TERM 2. BUSINESS ROLES TERM 1.1 Management and 2 2.1 Ethics and professionalism 1 leadership 1.2 Investment: 2 2.2 Creative thinking and 1 Securities/Opportunities Problem-solving 1.3 Investment: 2 2.3 Social Responsibility and 3 Insurance Corporate Citizenship Corporate Social Responsibility (CSR) Corporate Social Investment (CSI) 1.4 Forms of ownership with 3 2.4 Human rights, inclusivity and 3 the focus on how they can environmental issues contribute to the success/failure of a business. 1.5 Presentation and data 3 2.5 Team performance 2 response assessment Conflict management Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 17 DBE/2021 Examination Guidelines 4.2 ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS) MAIN TOPIC CORE CONTENT THAT MUST BE COVERED BY ELABORATION OF CORE CONTENT TERM TOPIC GRADE 12 BUSINESS STUDIES TEACHERS 1. 1.1 1.1 1.1 2 BUSINESS MANAGEMENT Distinguish between management and leadership styles Learners should be able to: VENTURES AND and approaches. MANAGEMENT AND LEADERSHIP LEADERSHIP  The difference between leadership and management.  Define/Elaborate on the meaning of management and  Leadership styles, e.g. democratic, autocratic, leadership laissez-faire, charismatic, transactional, (bureaucratic  Differentiate/Distinguish between management and not for examination purposes). leadership.  Theories of management and leadership, e.g. leaders and followers, situational leadership, LEADERSHIP STYLES transitional and transformational leadership.  Outline the differences/Differentiate/Distinguish  The role of personal attitude in success and between the following leadership styles: leadership. o Democratic o Autocratic o Liassez-faire/Free-reign o Charismatic o Transactional  Identify the leadership styles from given scenarios/case studies and motivate answers.  Discuss/Evaluate/Analyse the impact (including positives/advantages and/or negatives/ disadvantages) of each leadership style.  Suggest/Recommend situations in which each leadership style can be applied in the workplace. LEADERSHIP THEORIES  Discuss/Explain the following theories of management and leadership: o Leaders and followers o Situational leadership o Transformational/Transitional leadership  Identify the above-stated leadership theories from given scenarios/statements.  Explain/Discuss the role of personal attitude in successful leadership. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 18 DBE/2021 Examination Guidelines  Identify the role of personal attitude in successful leadership from given scenarios/case studies. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to enhance understanding on the application of leadership styles in businesses and the role of personal attitude in success and leadership. Make notes using different resources and textbooks. 1 1.2 1.2 1.2 BUSINESS INVESTMENT: A range of available business investment opportunities, Learners should be able to: 2 VENTURES SECURITIES/ distinguish between assurance and insurance  Outline/Explain/Discuss the functions of the JSE. OPPORTU- (compulsory and non-compulsory) (as investment  Outline/State/Describe/Explain/Discuss the following NITIES opportunities), and discuss the viability and relevance of factors that should be considered when making all these investment opportunities to both individuals and investment decisions: businesses. o Return of investment (ROI) o Risk  The Johannesburg Securities/Stock Exchange o Investment term/period  Discuss types of investments, e.g. business o Inflation rate investments, types of shares, unit trust and o Taxation government retail bonds. o Liquidity  Discuss returns, e.g. dividends and interest.  Explain/Discuss the various types of investment  The difference between compound interest and opportunities and their risk factors: simple interest. o Mutual funds/Stokvel  Calculations (interests, etc.) o Managed portfolio o Venture capital o 32-day notice account o Debentures o Endowment/Retirement annuities Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 19 DBE/2021 Examination Guidelines  Explain/Discuss/Analyse/Evaluate (positives/advantages and/or negatives /disadvantages) of the following forms of investment: o Government/RSA retail savings bonds o Unit trusts o Shares o Fixed deposit  Identify the following types of shares from given scenarios/statements: o Ordinary shares o Preference shares o Bonus shares o Founders shares  Name/Outline/Explain/Discuss types of preference shares.  Outline the rights of ordinary and preference shareholders.  Identify types of preference shares from given scenarios/statements.  Differentiate/Distinguish between ordinary and preference shares.  Define/Explain the meaning of debentures, dividends, capital gain, simple interest and compound interest.  Differentiate/Distinguish between simple interest and compound interest.  Calculate simple and compound interest from given scenarios.  Recommend the best investment option based on the calculations. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 20 DBE/2021 Examination Guidelines Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to analyse the functions of JSE and the performance of investments options. Make notes using different resources and textbooks. 1. 1.3 1.3 1.3 BUSINESS INVESTMENT: Compulsory and non-compulsory insurance Learners should be able to: 2 VENTURES INSURANCE  Define/Elaborate on the meaning of insurance Understanding life insurance and retirement annuities NON-COMPULSORY INSURANCE Insurance of goods (compulsory and non -compulsory)  Explain/Elaborate on the meaning of non-compulsory insurance Calculation of under-insurance  Explain/Elaborate on the meaning of the following insurance concepts: Unemployment Insurance Fund (UIF), Road Accident o Over-insurance Fund (RAF) and Compensation for Occupational Injuries o Under-insurance and Diseases Act (COIDA) o Average clause o Reinstatement o Excess  Explain the differences between over and under insurance  Differentiate/Distinguish between insurance and assurance. Give examples.  Name/Give examples of short term and long-term insurance.  Name/Explain/ Discuss the following principles of insurance: o Indemnification/Indemnity o Security/Certainty o Utmost good faith o Insurable interest  Identify the above-mentioned principles of insurance from given scenarios/statements  Apply the average clause to calculate the compensation in the case of under-insurance. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 21 DBE/2021 Examination Guidelines  Explain/Discuss the advantages/importance of insurance.  Explain the meaning of insurable and non-insurable risks.  Outline/Give examples of insurable and non-insurable risks COMPULSORY INSURANCE  Explain/Elaborate on the meaning of compulsory insurance.  Explain/Differentiate/Distinguish between compulsory and non- compulsory insurance and give examples.  Discuss/Explain types of compulsory insurance e.g., Unemployment Insurance Fund (UIF), Road Accident Fund (RAF)/Road Accident Benefit Scheme (RABS)/ Compensation for Occupational Injuries and Diseases Fund (COIDA).  Explain the types of benefits paid out by the UIF.  Identify types of compulsory insurance from given scenarios/statements.  Keep abreast of the changes in legislation from time to time e.g., the RAF is currently changing to the RABS (Road Accident Beneficiary Scheme). Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand current issues and developments in the insurance and assurance industries. Make notes using different resources and textbooks. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 22 DBE/2021 Examination Guidelines 1. 1.4 1.4 1.4 BUSINESS FORMS OF Determining the extent to which a particular form of Learners should be able to: 3 VENTURES OWNERSHIP ownership can contribute to the success or failure of a  Explain/Discuss the characteristics of each form of business. ownership.  Explain the meaning of limited liability and unlimited Taxation, capacity, management, capital, division of liability. profits and legislation.  Recap: Discuss/Explain/Evaluate the impact (positives/advantages and/or negatives/ RECAP (Examinable): Characteristics, advantages, disadvantages) of the different forms of ownership. disadvantages and comparison of forms of ownership,  Explain/Discuss how the following criteria could i.e. sole trader, partnership, close corporation, contribute to the success and/or failure of each form co-operatives, profit companies and non-profit of ownership: companies (focus on issues of capacity, taxation, o Taxation: The tax requirements of each form of management, capital, division of profits and legislation) ownership determine the impact of taxation on and their impact on the success or failure of a business. business success/failure. o Management: Ownership impacts on Forms of ownership (all forms of ownership) and their management functions which determine the impact on the success of a business. success/failure of the business. o Capital: refers to the ability to obtain capital from Learners must understand the characteristics, various sources (e.g., own/borrowed capital). The advantages and disadvantages to be able to analyse the amount of capital that can be sourced will also impact on the success or failure of business in terms of impact on business success/failure. the six criteria listed above. o Division of profits: refers to how profit is divided between owner(s)/shareholders/ investors. o Legislation/Legal requirements for establishment/starting a business impact on the establishment costs and time before a business can legally do business. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 23 DBE/2021 Examination Guidelines Additional resources: Teachers and learners must use: Recent business news from the media (news-papers, radio, television and magazines) to under-stand the current economic climate and background that may affect the choice of a form of ownership on a business success/failure. Make notes using different resources and textbooks. 1. 1.5 1.5 1.5 BUSINESS PRESENTA- Accurate and concise verbal and non-verbal presentation Learners should develop the following skills: VENTURES TION AND of a variety of business-related information (including PRESENTATION DATA graphs), respond professionally to questions and RESPONSE  Outline/Explain/Discuss factors that must be feedback, and amend information as necessary. considered when preparing for a presentation.  RECAP (Examinable): Presentation of business (Before the presentation) information in verbal format and non-verbal format.  Outline/Explain factors that must be considered by the (The use of support materials) presenter while presenting, e.g., maintain eye  Description of the criteria for a logical and effective contact/use visual aids effectively/move/do not speak presentation of information, e.g. know your audience, fast/use pauses effectively, etc. (During the put important information first, use tables, graphs, presentation) charts or diagrams.  Identify factors that must be considered when  Process and style of presentation using visual aids, preparing for a presentation and during the e.g. position to allow clear vision, immediate display presentation from given scenarios/case studies. and change of transparencies/slides, PowerPoint  Explain how to respond to questions after a slides, using a pointer to focus attention. presentation in a non-aggressive and professional  Responding in a non-aggressive and professional manner. (After the presentation) manner to questions about work and presentations,  Quote ways in which the presenter can handle e.g. answer all questions, make notes, do not argue, feedback/questions in a non-aggressive and apologise for errors. professional manner from given scenarios/case  Handling of feedback, amend plans and documents studies. accordingly and integrate these into future plans and  Suggest/Recommend ways in which the presenter can activities. handle feedback in a non-aggressive and professional  Identify areas for improvement. manner.  Explain/Suggest/Recommend areas of improvement in the next presentation.  Identify areas of improvement in the next presentation from given scenarios/case studies Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 24 DBE/2021 Examination Guidelines DATA RESPONSE  Outline/Explain aspects that must be considered when designing a multimedia presentation, e.g., start with the text, select the background/choose relevant images/create graphs, etc.  Give examples of non-verbal presentations, e.g., written reports, scenarios, types of graphs (e.g., line, pie, bar charts etc.) as well as other non-verbal types of information such as pictures and photographs.  Explain/Discuss /Evaluate the impact of the following visual aids: o PowerPoint/Data projector o Overhead projectors/Transparencies o Hand-outs/flyers/brochures o Flip charts o Interactive whiteboard/Smart boards o Posters/signs/banners/portable advertising stands/flags  Identify visual aids from given scenarios/ statements. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand current trends applied in presenting business information. Make notes using different resources and textbooks. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 25 DBE/2021 Examination Guidelines 2. 2.1 2.1 2.1 1 BUSINESS ETHICS AND How professional, responsible, ethical and effective Learners should be able to: ROLES PROFESSIONAL- business practice should be conducted in changing  Define/Elaborate on the meaning of ethical behaviour. ISM and challenging the business environment.  Give practical examples of ethical and unethical  The meaning of ethical behaviour and business behaviour, e.g., using fair vs. unfair advertising practice. techniques, etc.  Ethical and unethical business practice with  Define/Elaborate on the meaning of professional practical examples, e.g. fair and unfair behaviour. advertisement.  Give practical examples of professional and  Professional and unprofessional business practices unprofessional behaviour, e.g., good use of work time with practical examples, e.g. good use of work time and abuse of work time, etc. and abusing working time.  Outline the differences/Differentiate/Distinguish  The relationship between ethical and professional between ethical and professional behaviour. behaviour.  Explain how businesses can apply the King Code Ways in which professional, responsible, ethical and principles of transparency, accountability and effective business practice should be conducted, e.g.: responsibility for good corporate governance to  Not starting a venture at the expense of someone improve ethical business conduct. else  Suggest/Recommend ways in which professional,  Payment of fair wages responsible, ethical and effective business practice  Regular payment of tax, etc. should be conducted, e.g., payment of fair wages,  Reflection on business environment and identify providing quality goods and services, not starting a issues that could challenge ethical and professional business venture at someone else's expense, etc. behaviour (e.g. taxation, sexual harassment,  Identify the following types of unethical business pricing of goods in rural areas, unfair advertising, practices from given scenarios/statements: unauthorised use of funds, abusing work time) and o Unfair advertising ways/strategies that could be used to address o Pricing of goods in rural areas these issues. o Taxation/Tax evasion  Explain how the above-mentioned types of unethical business practices pose challenges to businesses.  Recommend/Suggest ways in which businesses could deal with the above-mentioned types of unethical businesses practices.  Identify the following types of unprofessional business practices from given scenarios/ statements: o Sexual harassment o Unauthorised use of workplace funds and resources o Abuse of work time Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 26 DBE/2021 Examination Guidelines  Explain how the above-mentioned types of unprofessional business practices pose challenges to businesses.  Recommend/Suggest ways in which businesses could deal with the above-mentioned types of unprofessional business practices. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand how ethical and professional business is conducted. Make notes using different resources and textbooks. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 27 DBE/2021 Examination Guidelines 2. 2.2 2.2 2.2 BUSINESS CREATIVE Apply creative thinking to respond to challenges in Learners should be able to: 1 ROLES THINKING AND dynamic and complex business contexts: PROBLEM  Acquire advanced problem-solving skills. PROBLEM-SOLVING SOLVING  Apply creative thinking to solve complex business  Define/Elaborate on the meaning of problem-solving problems in case studies and given scenarios. and decision making. RECAP (Examinable) (content covered in  Explain/Differentiate/Distinguish between problem- Grade 11). solving and decision making.  Identify/Name/Outline/Explain/Discuss the problem solving steps.  Apply the problem-solving steps from given scenarios/case studies.  Identify/Name the following problem solving techniques from given scenarios/statements: o Delphi technique o Force field analysis o Brainstorming o Nominal group technique  Explain/Advise businesses on how they can apply the above-stated problem-solving techniques to solve complex business problems.  Discuss/Evaluate/Analyse the impact (positives/advantages and/or negatives/ disadvantages) of the above-stated problem-solving techniques. CREATIVE THINKING  Define/Elaborate on the meaning of creative thinking.  Explain the benefits/advantages of creative thinking in the workplace.  Explain/Recommend ways businesses can create an environment that promotes creative thinking in the workplace. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 28 DBE/2021 Examination Guidelines Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Challenging case studies from various sources where learners can apply problem-solving techniques to solve complex business problems. Learners should be encouraged to evaluate each problem-solving technique. Make notes using different resources and textbooks 2. 2.3 2.3 2.3 BUSINESS SOCIAL Define the concept of social responsibility: Learners should be able to: 3 ROLES RESPONSIBILITY AND  The implications of social responsibility for SOCIAL RESPONSIBILITY CORPORATE CITIZEN- both business and communities.  Define/Elaborate on the meaning of social SHIP/ responsibility. Contribute time and effort meaningfully to  Explain the relationship/link between social CORPORATE SOCIAL advancing the well-being of others in a business responsibility and triple bottom line. RESPONSIBILITY context.  Suggest ways in which a business project can (CSR)/CORPORATE contribute towards the community: charitable SOCIAL INVESTMENT Ways in which a business project can contribute contributions to NGO's, involvement in community (CSI) towards the community. education, employment, and employee volunteer programmes. Corporate Social Responsibility (CSR)  Identify/Name the following socio-economic issues  Definition of CSR from given scenarios/statements:  Nature and process of corporate social o HIV/Aids responsibility o Unemployment  Benefits to business and community o Poverty  Problems/challenges: business and  Recommend/Suggest ways in which businesses can community deal with the above-stated socio-economic issues.  Components of corporate social responsibility,  Explain/Recommend/Suggest ways in which e.g. environment, ethical corporate social businesses can contribute time and effort in improving investment, health and safety the well-being of employees and communities. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 29 DBE/2021 Examination Guidelines Corporate Social Investment (CSI) CORPORATE SOCIAL RESPONSIBILITY/CSR  Definition of CSI  Define/Elaborate on the meaning of CSR  Nature of corporate social investment  Describe/Explain the purpose of CSR  Corporate social investment projects, including  Identify/Name/Outline the components of CSR: human rights issues environment, ethical corporate social investment,  Responsible business practice health and safety.  Challenges to the business: A challenge to  Identify CSR programmes from given meet the longer term needs of the society scenarios/statements. within which they operate.  Explain/Discuss/Evaluate/Analyse the impact  RECAP the relevant Acts. Legislative (positives/advantages and/or negatives/ requirements, e.g. Employment Equity Act, disadvantages) of CSR on businesses and Skills Development Act (e.g. skills levies communities. and their implications for small and large CORPORERATE SOCIAL INVESTMENT/CSI business), BEE and compliance.  Define/Elaborate on the meaning of CSI.  The National Skills Development Strategy  Explain/Describe the purpose of CSI. (i.e. Sector Education and Training  Name/Outline CSI focus areas, e.g., community, Authorities) rural development, employees, environment  Explain/Distinguish/Differentiate between CSR and CSI.  Explain/Discuss/ Evaluate/Analyse the impact (advantages/positives and/or disadvantages /negatives of CSI on business and communities. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand how businesses undertake CSI projects and the impact of CSI projects on businesses and communities. Make notes using different resources Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 30 DBE/2021 Examination Guidelines 2. 2.4 2.4 2.4 3 BUSINESS HUMAN RIGHTS, The extent to which a business venture addresses Learners should be able to: ROLES INCLUSIVITY issues such as human rights, inclusivity, and AND ENVIRON- environmental issues. HUMAN, ECONOMIC, SOCIAL AND CULTURAL MENTAL ISSUES RIGHTS Assess a business venture against criteria to measure  Outline/Name the following human rights in the human rights, inclusivity and environmental issues. workplace: Can do this through informal surveys, interviews, etc.: o Privacy  Human rights issues as defined in the Constitution o Dignity of the Republic of South Africa o Equity  Diversity in the business – issues of diversity such o Freedom of speech and expression as poverty, inequality, race, gender, language, age, o Information disability and other factors o Safety, security and protection of life  Environmental protection and human health  Identify the above-stated human rights from given  Issues of equality, respect and dignity scenarios /statements.  Other economic, social and cultural issues  Recommend ways in which businesses could deal with the above-stated human rights in the workplace.  Outline the economic rights of employees in the workplace.  Name the social rights of employees in the workplace.  Recommend ways in which businesses could promote social rights and cultural rights in the workplace.  Explain the implication of equality, respect and dignity on businesses. DIVERSITY  Define/Elaborate on the meaning of diversity in the workplace.  Identify/Name the following diversity issues from given scenarios/statements: o Poverty o Race o Gender o Language o Age, o Culture/religion and o Disability  Recommend/Suggest ways in which businesses could deal with the above-stated diversity issues in the workplace.  Discuss the benefits of diversity in the workplace. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 31 DBE/2021 Examination Guidelines ENVIRONMENTAL FACTORS 3  Explain the responsibilities of employers in promoting human health and safety in the workplace.  Outline/Explain/Discuss the roles of the health and safety representatives in protecting the workplace environment, e.g. checking on the effectiveness of health and safety measures/identifying potential dangers in the work environment/ investigating workers' complaints, etc.  Identify the roles of health and safety representatives from given scenarios.  Explain the responsibilities of workers/employees in promoting human health and safety in the workplace.  Identify the responsibilities of employers and employees/workers in promoting human health and safety in the workplace from given scenarios.  Recommend/Suggest strategies businesses may use to protect the environment and human health.  Assess a business venture on human rights, inclusivity, and environmental issues, using informal surveys, interviews, etc. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand and analyse how businesses address inclusivity, human rights and environmental issues in the workplace. Make notes using different resources and textbooks. Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 32 DBE/2021 Examination Guidelines 2. 2.5 2.5 2.5 2 BUSINESS TEAM Collaboration with others to contribute towards the Learners should be able to: ROLES PERFORMANCE achievement of specific objectives. TEAM PERFORMANCE ASSESSMENT ASSESSMENT  Outline/Explain/Discuss the following criteria for CONFLICT  Criteria for successful team performance, stages of successful team performance: MANAGEMENT team development, team dynamics and theories: o Interpersonal attitudes and behaviour RECAP (Examinable) o Shared values  Self-assessment and team performance o Communication assessment according to team criteria, e.g. o Collaboration. interpersonal attitudes and behaviour, shared  Identify the above-mentioned criteria from given values, communication. scenarios/statements.  How to effectively perform a specific role within  Outline/Explain/Discuss the characteristics of a team. successful team performance.  Identify/Name the following stages of team Problem solving and management of problems that development from given scenarios/statements: arise from working with others (include steps to resolve o Forming conflict). o Storming o Norming Correct procedures to deal with grievances. o Performing o Adjourning/Mourning Different ways of dealing with difficult people  Explain/Describe/Discuss the above-mentioned stages (personalities). of team development.  Describe/Explain/Discuss/Elaborate on the importance of team dynamic theories in improving team performance e.g., allocating tasks according to the roles of team members. CONFLICT RESOLUTION  Outline/Explain/Describe/Discuss causes of conflict in the workplace.  Identify causes of conflict from given scenarios/statements  Explain/Advise businesses on how they should handle conflict in the workplace (Conflict resolution steps/techniques) Copyright reserved Please turn over

Business Studies Downloaded from hlayiso.com 33 DBE/2021 Examination Guidelines DEALING WITH GRIEVANCES AND DIFFICULT PEOPLE/PERSONALITIES  Differentiate between grievance and conflict.  Explain/Discuss the correct procedures to deal with grievances in the workplace.  Identify/Name the following difficult people/ personalities from given scenarios/statements: o Complainer o Indecisive o Over-agree o Negativity o Expert o Quiet o Aggressive  Suggest/Recommend different ways in which businesses can deal with the above-mentioned difficult people/personalities in the workplace.  Explain/Suggest different ways in which businesses can deal with difficult employees in the workplace. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Teachers and learners must use additional resources, e.g.: Recent business news from the media (news-papers, radio, television and magazines) to stay informed about the various (and latest) methods that businesses apply to resolve conflict in the workplace, as well as successful team performance. Make notes using different resources and textbooks. NOTE: The 'Term'-column indicates the term in which a topic is to be covered as per the CAPS document. The main topics are numbered for each paper from 1 to 2, e.g. Business Ventures and Business Roles to simplify the layout of the document. . Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 34 DBE/2021 Examination Guidelines GUIDELINES FOR ANSWERING BUSINESS STUDIES QUESTION PAPERS Planning and organisation is extremely important. A well-planned work schedule/study timetable will ensure the completion of the curriculum which will adequately prepare learners for the end-of- the-year examination. Preparation for quality responses  Use the above-mentioned resource materials to prepare learners for answering different TYPES of questions.  Remember that each TOPIC can be tested with objective, short, paragraph or essay type questions.  An essay question may include a combination of topics and subtopics.  Take particular note of how the ACTION WORDS/VERBS listed below, could be used in phrasing various/different types of questions, e.g.: o Advise, name, state, state, outline, motivate, recommend, suggest, (list not exhaustive) do not usually require much depth in candidates' responses. Therefore, the mark allocation for each statement/answer appears at the end. o Define, describe, explain, discuss, elaborate, distinguish, differentiate, compare, tabulate, justify, analyse, evaluate, critically evaluate (list not exhaustive) require a greater depth of understanding, application and reasoning. Therefore, the marks must be allocated more objectively (part-marking) to ensure that assessing is conducted according to established norms so that uniformity, consistency and fairness are achieved.  Familiarise learners with the Notes to Markers included with the marking guidelines for NSC question papers, with specific reference to the November 2020 marking guidelines and beyond (to accommodate latest additions/changes/adjustments with regards to the allocation of marks and marking principles).  When analysing topics and subtopics, study the last column (a guide to core content).  The mark allocation will determine the length and time to be spent on the question.  Learners must be encouraged to number questions correctly as per the question paper.  Learners must keep abreast of current developments in legislation and the industry to be able to provide recent examples in order to obtain marks for originality in essay questions. Originality should not be seen as a separate section in an essay type question, but rather as an example that will either strengthen a point made, or enhance the discussion of the topic of the essay. TYPES OF QUESTIONS SECTION A Multiple-choice, matching, choosing the correct concept/terminology, etc. (short and objective questions): These types of questions require learners to have a thorough knowledge of the subject and they have to exercise logic and good insight. The recommended approach to multiple-choice questions is to read and analyse the statement carefully. Thereafter, study the alternatives carefully and eliminate the incorrect options. Review the remaining possible answers and choose the correct one. Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 35 DBE/2021 Examination Guidelines SECTION B Paragraph style, case studies and source-based questions – shorter type questions  Learners must read and understand the information presented.  Questions can be direct or indirect. These include source-based questions and case studies.  Learners must possess a broader/deeper understanding of the broad topics and sub- topics to be able to, motivate, evaluate, analyse, recommend, suggest, advise, etc.  Learners will be required to provide their opinion, solve problems and make recommendations related to the question.  Questions range from easy to difficult in terms of cognitive levels and levels/degrees of difficulty. (TAKE NOTE of the revised Bloom's taxonomy.) SECTION C Longer/Essay type of questions Learners must be able to organise information on a topic systematically and logically to be able to evaluate/analyse/motivate/suggest/recommend and elaborate on topics extracted from given case studies, scenarios etc. Learners must enhance or support their answers/viewpoints with recent examples to obtain marks for originality. Learners must be familiar with words, such as 'challenges' and 'areas of concern', so that they are able to identify challenges in the case studies and to make recommendations. It is imperative that learners do not associate the word 'challenges' only with business environments or 'areas' only with geographical regions. ESSAY-TYPE QUESTIONS CONSIST OF: 1. Introduction (2 x 1) (2) 2. Core Content – Body (headings, subheadings, paragraphs). FULL SENTENCES must be used, but they may be bulleted, where applicable. 46 marks – marked until a maximum of 32 marks has been reached. 3. Conclusion (Learners give their opinion in response to the question/statement) (1 x 2) (2) The mark allocation for an essay-type of question is generally as follows: CONTENT MARKS Facts Core content equivalent to 50 marks, 32 including introduction and conclusion, but marked to a maximum of 32 marks. Layout Introduction, body and a conclusion 2 Analysis All headings addressed: 1 (One 'A') 2 Interpretation (16 to 32 marks): 1 (One 'A') Factual marks Synthesis marks No relevant facts 0 2 Synthesis Some relevant facts 1 (marks to be allocated based on the guide shown here) Only relevant facts 2 were given in the essay Originality Evidence of examples based on recent 2 information, current trends and developments Total Marks 40 Copyright reserved Please turn over

Downloaded from hlayiso.com Business Studies 36 DBE/2021 Examination Guidelines Mark allocation for SYNTHESIS: 1. Indicate TWO '-S' ('minus S') marks, if no relevant facts were given. NO synthesis marks will be awarded. 2. Indicate ONE '-S' if some irrelevant facts were given. ONE (1) synthesis mark will be awarded. 3. Indicate NO '-S', if ONLY relevant facts were given. Award TWO (2) marks for synthesis. NOTE: Higher-order questions can be drawn from the contents prescribed in the CAPS document. This can take the form of application-type questions, e.g. correlation with practice, justification with reasoning, suggest improvements, compile reports, provide recommendations, evaluate, apply, etc. Note the action verbs that are used in the Examination Guidelines and CAPS document. 4. CONCLUSION This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which teachers should teach to. Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised. Copyright reserved

Business Studies Downloaded from hlayiso.com DBE/2021 Examination Guidelines ANNEXURE 1: REVISED SUMMARY OF THE GRADE 12 ANNUAL TEACHNING PLAN (ATP) TERM 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Impact of recent legislation on business – Human Resources function Ethics and Creative Devise strategies for a business to response to demands for redress and equity Professionalism thinking use in its response to the challenges of the macro business environment Assessment Informal Formal: Assignment Control Test TERM 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Investment: Investment: Team Business Management Quality of Revision and June examinations Securities Insurance performance sectors and and Performance preparation for June assessment their Leadership within business examinations and conflict environments functions management Assessment Informal Formal Assessment: Presentation June examinations TERM 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Concept of Human Forms of Presentation of information Revision and preparation for Preparatory examinations social Rights, ownership and data response the Preparatory responsibility Inclusivity and and their examinations Environmental impact on Issues the business operation Assessment Informal Assessment Formal Assessment: Project and Controlled Test Preparatory examinations TERM 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Revision and preparation for the final external examinations Revision Final examinations Assessment Informal External examinations Copyright reserved