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ECONOMIC AND MANAGEMENT SCIENCES National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement Senior Phase Grades 7-9    

Curriculum and Assessment Policy Statement GRADES 7-9 ECONOMIC AND MANAGEMENT SCIENCES CAPS

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 DISCLAIMER In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites. There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases. If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education. E-mail: capslangcomments@dbe.gov.za or fax (012) 328 9828 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: 978-1-4315-0530-2 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 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: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • 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) and the National Curriculum Statement Grades 10-12 to produce this document. From 2012 the two National Curriculum Statements, 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 represents a policy statement for learning and teaching in South African schools and comprises of the following: (a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION CAPS

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 CONTENTS Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement..... 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: ECONOMIC AND MANAGEMENT SCIENCES.................................................................... 8 2.1 What is Economic and Management Sciences?........................................................................................... 8 2.2 Overview of content......................................................................................................................................... 9 2.3 Time allocation of Economic and Management Sciences in the curriculum........................................... 10 2.4 Teaching and learning materials required for Economic and Management Sciences............................ 10 SECTION 3 TERM PLANS........................................................................................................................11 3.1 Overview of topics......................................................................................................................................... 11 3.2 Annual teaching plan..................................................................................................................................... 12 GRADE7, TERM 1........................................................................................................................................... 12 GRADE7, TERM 2........................................................................................................................................... 13 GRADE7, TERM 3........................................................................................................................................... 14 GRADE7, TERM 4........................................................................................................................................... 15 GRADE8, TERM 1........................................................................................................................................... 16 GRADE8, TERM 2........................................................................................................................................... 17 GRADE8, TERM 3........................................................................................................................................... 18 GRADE8, TERM 4........................................................................................................................................... 19 GRADE9, TERM 1........................................................................................................................................... 20 GRADE9, TERM 2........................................................................................................................................... 21 GRADE9, TERM 3........................................................................................................................................... 22 GRADE9, TERM 4........................................................................................................................................... 23 CAPS 1

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 SECTION 4 ASSESSMENT IN ECONOMIC AND MANAGEMENT SCIENCES..................................... 24 4.1 Introduction................................................................................................................................................... 24 4.2 Informal assessment or daily assessment ................................................................................................ 24 4.3 Formal assessment . .................................................................................................................................... 25 4.3.1 Summary of formal assessments expected in Grades 7 to 9 .............................................................. 25 4.3.2 Formal assessment requirements for Economic and Management Sciences...................................... 25 4.4 Programme of Assessment . ....................................................................................................................... 28 4.5 Recording and reporting.............................................................................................................................. 30 4.6 Moderation of assessment........................................................................................................................... 31 4.7 General ........................................................................................................................................................... 31 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement 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, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; CAPS 3

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006. (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the South African Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 • 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). CAPS 5

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 1.4 Time Allocation 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: GRADE R GRADES 1-2 GRADE 3 SUBJECT (HOURS) (HOURS) (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills 6 6 7 • Beginning Knowledge (1) (1) (2) • Creative Arts (2) (2) (2) • Physical Education (2) (2) (2) • Personal and Social Well-being (1) (1) (1) TOTAL 23 23 25 (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 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, 5 Social Sciences 3 Life Skills 4 • Creative Arts (1, 5) • Physical Education (1) • Personal and Social Well-being (1, 5) TOTAL 27, 5 6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 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 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B 12 (3x4h) 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 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. CAPS 7

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 SECTION 2: ECONOMIC AND MANAGEMENT SCIENCES 2.1 What is Economic and Management Sciences? The subject Economic and Management Sciences deals with the efficient and effective use of different types of private, public or collective resources to satisfy people’s needs and wants. It reflects critically on the impact of resource exploitation on the environment and on people. It also deals with effective management of scarce resources in order to maximise profit. Economic and Management Sciences is a practical subject that equips learners with real-life skills for personal development and the development of the community. The tasks set should contribute to personal development and should promote the idea of sustainable economic growth and the development of the community. The table below indicates the main topics in the Economic and Management Sciences curriculum. Weighting of curriculum and Economic and Management Sciences topics Weighting of the Topic curriculum The economy 1. History of money (weighting of 30%) 2. Need and wants 3. Goods and services 4. Inequality and poverty 5. The production process 6. Government 7. The National Budget 8. Standard of living 9. Markets 10. Economic systems 11. The circular flow 12. Price theory 13.Trade unions Financial literacy 1. Savings (weighting of 40%) 2. Budgets 3. Income and expenditure 4. Accounting concepts 5. Accounting cycle 6. Source documents 7. Financial management and keeping of records 8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 Weighting of the Topic curriculum Entrepreneurship 1. Entrepreneurial skills and knowledge (weighting of 30%) 2. Businesses 3. Factors of production 4. Forms of ownership 5. Sectors of the economy 6. Levels and functions of management 7. Functions of a business 8. Business plan 2.2 Overview of content An overview of the content of this subject entails the following: • the needs and wants of different communities in societies; • the nature, processes and production of goods and services, and business activities within the different sectors; • financial management, accounting as a tool for management of a business, and record keeping; • the influence of demand and supply, and pricing; • the flow of money, goods and services between households, business and government, and the rights and responsibilities of the different role players in the economy; • the way in which to achieve sustainable growth, reduce poverty and distribute wealth fairly, while still pursuing profitability; • entrepreneurial skills and knowledge needed to manage self and the environment effectively; • basic aspects of leadership and management; • the role of savings in sustainable economic growth and development; • trade unions and their influence in the economy; • the importance of using resources sustainably, effectively and efficiently; and • functioning of both formal and informal businesses. CAPS 9

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 2.3 Time allocation of Economic and Management Sciences in the curriculum The teaching time for Economic and Management Sciences is two hours per week. As this subject involves the development of accounting skills of learners in Grades 8 and 9, one hour per week must be used for financial literacy in terms of the Annual Teaching Plan. 2.4 Teaching and learning materials required for Economic and Management Sciences 1. Each learner should have a. a textbook; and b. a calculator. 2. Learners in Grades 8 and 9 should each have one Cash Journal exercise book, one General Ledger exercise book and a normal exercise book. 3. Grade 7 learners should have a normal exercise book. 4. Teachers should have a textbook with a teacher guide. 10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 SECTION 3: TERM PLANS 3.1 Overview of topics Topic Grade Content The economy 7 History of money; needs and wants; goods and services; the production process; and inequality and poverty 8 Government; the National Budget; standard of living; and markets 9 Economic systems; the circular flow; price theory; and trade unions Financial literacy 7 Savings; budgets, income and expenses; and accounting concepts 8 Accounting concepts; accounting cycle; source documents; Cash Receipts Journal and Cash Payments Journal of a service business; effects of cash transactions on the accounting equation; General Ledger and Trial Balance 9 Cash Receipts Journal and Cash Payment Journal of a sole trader; posting to the General Ledger; preparing a Trial Balance; recording transactions in the Debtors Journal, Creditors Journal; posting to the Debtors Ledger and Creditors Ledger Entrepreneurship 7 The entrepreneur; starting a business; businesses; and an Entrepreneur’s Day 8 Factors of production; forms of ownership; levels of management; and functions of management 9 Sectors of the economy; functions of a business; and a business plan CAPS 11

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 3.2 Annual teaching plan GRADE 7, TERM 1 Week (2 hours per Topic Content week) Weeks The economy: Traditional societies; bartering; promissory notes; coins; paper money; electronic History of money banking; the role of money 1–3 Weeks The economy: Basic needs of individuals, families, communities and countries; primary and Needs and wants secondary needs; unlimited wants; limited resources to satisfy needs and wants 4–5 The economy: Goods and services; examples of goods and services; producers and Weeks consumers; the role of households as producers and consumers; using goods Goods and services and services efficiently and effectively; how to recycle and reuse goods to satisfy 6–7 needs and wants Entrepreneurship: Formal and informal businesses; types of businesses (trading, manufacturing Weeks and service) that are both formal and informal; advantages and disadvantages Businesses of formal and informal businesses; the role of formal and informal businesses as 8 – 10 producers and consumers; the effect of natural disasters and health epidemics on formal and informal businesses Notes: 1. Formal assessment for term 1 consists of two tasks: an assignment (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 1. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. 12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 7, TERM 2 Week (2 hours Topic Content per week) Revision Revise the work covered in the first term; give learners an overview of what will be taught Week 1 during the second term Financial Capital; assets; liability; income; expenses; profit; losses; budgets; savings; banking; Weeks literacy: financial records; transactions 2–3 Accounting concepts Financial Personal income; personal expenses; types of personal income; personal statement of Weeks literacy: net worth; types of income that businesses receive; types of expenses that businesses have; savings and investments in businesses 4–6 Income and expenses Financial Definition of a budget; income; expenditure; a personal budget; business budget Weeks literacy: 7–8 Budgets Weeks Mid-year Mid-year examination must be based on the work covered in terms 1 and 2 examination 9 – 10 Notes: 1. Formal assessment for term 2 consists of two tasks: a case study (40%) and a mid-year examination (60%). 2. The mid-year examination must include all topics covered in term 1 and term 2. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. CAPS 13

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 7, TERM 3 Week (2 hours Topic Content per week) Revision Revise the work covered in the second term; give learners an overview of what Week 1 will be taught during the third term Weeks Entrepreneurship: Definition of an entrepreneur; characteristics of an entrepreneur; skills of an entrepreneur; entrepreneurial actions of buying, selling, producing and making a 2–3 The entrepreneur profit Entrepreneurship: Needs and wants of consumers; analysis of strengths, weaknesses, Weeks opportunities, threats (SWOT); setting goals; achieving goals; the concept of Starting a business advertising; media used in advertising; principles of advertising; budget for 4–5 Entrepreneur’s Day; use of recycled material; simple cost calculation – variable cost, fixed cost, selling price Weeks Entrepreneurship: Hosting of Entrepreneur’s Day; income and expenditure statement 6–7 Entrepreneur’s Day Weeks The economy: Causes of socio-economic imbalances; inequality in South Africa; education and skills to fight inequality and injustice; urban and rural challenges; creating 8 – 10 Inequality and poverty sustainable job opportunities Notes: 1. Formal assessment for term 3 consists of two tasks: a project (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 3. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. 14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 7, TERM 4 Week (2 hours per Topic Content week) Revise the work covered in the third term; give learners an overview of what will be Week 1 Revision taught during the fourth term The economy: Definition of production; inputs and outputs; sustainable use of resources; meaning of Weeks economic growth; meaning of productivity; the effect of productivity on the economic The production 2–4 growth; technology in the production process; contribution of technology to improving process productivity and economic growth Financial Personal savings; purpose of savings; history of banks; the role of banks; services Weeks offered by banks; opening a savings account at a bank; community savings literacy: 5–7 schemes; financial organisations; financial institutions and organisations promoting Savings entrepreneurship Weeks Examination Revise the work covered throughout the year; study techniques; examination writing preparations skills 8–9 Week 10 End-of-year examination Notes: 1. Formal assessment for term 4 consists of an end-of-year examination. 2. The end-of-year examination must include all topics covered in term 1, term 2, term 3 and term 4. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. SBA Examination Term 1: 100 Term 2: 100 Written examination: 150 Term 3: 100 Convert to 40% Convert to 60% Year mark: sba + end-of-year examination = 100% CAPS 15

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 8, TERM 1 Week (2 hours Topic Content per week) Revision Revise Grade 7 work; give learners an overview of what will be taught during the first Week 1 term The economy: Meaning of government; different levels of government; roles of the different levels Weeks of government in respect of households in the use of resources and services (both Government as consumer and producer); roles of the different levels of government in respect of 2–3 businesses in the use of resources and services (both as consumer and producer) Weeks The economy: Government revenue: direct tax, indirect tax; government expenditure on services such as education, health, housing, social grants, transport, security, etc.; the influence of 4–5 National Budget the National Budget on growth and redressing of economic inequalities The economy: Lifestyles; self-sufficient societies; modern societies; rural societies; impact of Week 6 development on the environment; unemployment; productive use of resources to Standard of living promote a healthy environment Weeks Financial literacy: Sole trader; debit; credit; capital; owner’s equity; income; expenses; profit; losses; transactions; liability; assets; banking; cash receipts; cash payments; subsidiary Accounting 7–8 journals; accounting equation: assets = owner’s equity + liability (A = OE + L) concepts Weeks Financial literacy: Receipts; deposit slips; cash register slips (till slips); cheques; cheque counter foils; bank statements; cash invoices 9 – 10 Source documents Notes: 1. Formal assessment for term 1 consists of two tasks: a data response (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 1. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. 16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 8, TERM 2 Week Topic Content (2 hours per week) Revision Revise the work covered in the first term; give learners an overview of Week 1 what will be taught during the second term Financial literacy: Transactions; source documents; subsidiary journals; General Ledger; Weeks Trial Balance; Income Statement; Balance Sheet; introduction of the Overview of the 2–3 Cash Journals of a service business – their purpose and importance accounting cycle Weeks Financial literacy: Concept of a Cash Receipts Journal (CRJ) of a service business; formats and uses of the columns in the CRJ; source documents used to complete 4, 5, 6, 7, 8 Cash Receipts Journal the CRJ; entering of cash transactions in the CRJ; closing off the CRJ; (services) (1 hour per week on effect of cash transactions on the accounting equation Accounting) Weeks Entrepreneurship: Capital – borrowed and own capital; labour – unskilled, semi-skilled and skilled labour; role of workers in the business; fair employment practices; 4, 5, 6 Factors of production natural resources; entrepreneurship; remuneration of the factors of (1 hour per week on production Entrepreneurship) Weeks The economy: Types of markets – goods and services market; factor market (labour and financial markets) 7, 8 Markets (1 hour per week on The economy) Weeks Mid-year examination Mid-year examination must be based on work covered in terms 1 and 2 9 – 10 Notes: 1. Formal assessment for term 2 consists of two tasks: a project (40%) and a mid-year examination (60%). 2. The mid-year examination must include all topics covered in term 1 and term 2. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. CAPS 17

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 8, TERM 3 Week Topic Content (2 hours per week) Revision Revise the work covered in the second term; give learners an overview Week 1 of what will be taught during the third term Weeks Financial literacy: Entering of cash transactions in the Cash Receipts Journal (CRJ); closing off of the CRJ; effect of cash transactions on the accounting Cash Receipts Journal 2–3 equation (service) Weeks Financial literacy: Concept of a Cash Payments Journal (CPJ) of a service business; formats and uses of the columns in the CPJ; source documents used Cash Payments Journal 4, 5, 6, 7, 8, 9, 10 to complete a CPJ; entering of cash transactions in the CPJ; closing (service) off of the CPJ; effect of cash transactions on the accounting equation; (1 hour per week on entering combined transactions in the CRJ and CPJ; closing off of CRJ Accounting) and CPJ; effect of cash transactions on the accounting equation Weeks Entrepreneurship: Sole traders; partnerships; close corporations; private and public companies; characteristics; advantages and disadvantages; their role in 4, 5, 6, 7, 8, 9, 10 Forms of ownership sustainable job creation; role in sustainable use of natural resources (1 hour per week on Entrepreneurship) Notes: 1. Formal assessment for term 3 consists of two tasks: a case study (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 3. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. 18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 8, TERM 4 Week Topic Content (2 hours per week) Revision Revise the work covered in the third term; give learners an overview of Week 1 what will be taught during the fourth term Weeks Entrepreneurship: Different levels of management; management tasks such as 2, 3, 4, 5, 6 planning, organising, leading, and controlling; characteristics of good Levels and functions of management; different styles of management – autocratic style, (1 hour per week on permissive or free-reign style (laissez-fair), democratic or participatory management Entrepreneurship) style Weeks Financial literacy: The double entry-principle; the “T” accounts; format of the General Ledger; sections within the General Ledger; opening accounts in the 2, 3, 4, 5, 6, 7, 8, 9 General Ledger and trial General Ledger; posting/recording of transactions from the CRJ and balance (service) CPJ of the service business to the General Ledger, balancing of the (1 hour per week on General Ledger; preparing of a Trial Balance of a service business Accounting) Weeks 7, 8, 9 Examination Revise work covered throughout the year; study techniques; preparations examination writing skills (1 hour per week on examination preparations) Week 10 End-of-year examinations Notes: 1. Formal assessment for term 4 consists of an end-of-year examination. 2. The end-of-year examination must include all topics covered in term 1, term 2, term 3 and term 4. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. Sba Examination Term 1: 100 Term 2: 100 Written examination: 150 Term 3: 100 Convert to 40% Convert to 60% Year mark: sba + end-of-year examination = 100% CAPS 19

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 9, TERM 1 Week (2 hours per Topic Content week) Revision Revise Grade 8 work; give learners an overview of what will be taught Week 1 during the first term Weeks Financial literacy: Cash transactions of a trading business; effect of cash transactions on the accounting equation 2, 3, 4 Cash Receipts Journal and Cash Payments Journal (1 hour per week (sole trader) for Accounting) Weeks The economy: The three major economic systems: a planned economy, market economy and mixed economy; origin of each system; advantages 2, 3, 4 Economic systems and disadvantages of each economic system; characteristics of each (1 hour per week economic system; the global economy for The economy) Weeks Financial literacy: Posting of cash transactions of a trading business from Cash Receipts Journal (CRJ) and Cash Payments Journal (CPJ) to General Ledger; 5, 6, 7, 8, 9, 10 General Ledger and trial preparing of a trial balance of a trading business balance (sole trader) (1 hour per week for Accounting) Weeks The economy: The participants in the circular flow of a closed economy; flow of goods and services, money and factors of production in the circular flow of a 5, 6, 7, 8, 9, 10 The circular flow closed economy; illustrate by using a flow diagram (1 hour per week for The economy) Notes: 1. Formal assessment for term 1 consists of two tasks: an assignment (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 1. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. 20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 9, TERM 2 Week (2 hours per Topic Content week) Revision Revise the work covered in the first term; give learners an overview of Week 1 what will be taught during the second term Weeks Financial literacy: Credit sales; debtors; National Credit Act; debtors allowance; accounting cycle; recording of transactions to Debtors Journal (DJ); 2, 3, 4, 5, 6, 7 Credit transactions – debtors Debtors Allowance Journal (DAJ); recording of receipts from debtors in (1 hour per week the Cash Receipts Journal (CRJ) for Accounting) Weeks The economy: Law of demand, demand schedule and graphical illustration of the demand curve; law of supply, supply schedule and graphical illustration 2, 3, 4, 5, 6, 7 Price theory of the supply curve; equilibrium price and quantity; change in quantity demanded; change in quantity supplied; increase and decrease in (1 hour per week demand; increase and decrease in supply; graphical illustration of the for The economy) change in demand and the change in supply Entrepreneurship: The primary sector, the secondary sector, the tertiary sector; types of businesses found in the three sectors; the interrelationship of the three Weeks 8 – 9 Sectors of the economy sectors; sustainable use of resources in the three sectors; the role of the three sectors in the economy; types of skills required in each sector Week 10 Mid-year examination Mid-year examination must be based on work covered in terms 1 and 2 Notes: 1. Formal assessment for term 2 consists of two tasks: a class test or data response (40%) and a mid-year examination (60%). 2. The mid-year examination must include all topics covered in term 1 and term 2. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. CAPS 21

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 9, TERM 3 Week Topic Content (2 hours per week) Revision Revise the work covered in the second term; give learners an overview Week 1 of what will be taught during the third term Weeks The economy: Concept of trade unions; brief historical development of trade unions; the roles and responsibilities of trade unions in South Africa; effect of 2, 3, 4, 5 Trade unions trade unions in businesses; contribution of trade unions to sustainable (1 hour per week for growth and development The economy) Weeks Financial literacy: Posting to the Debtors Ledger and General Ledger; effect of credit transactions on the accounting equation 2, 3, 4, 5 Credit transactions – debtors (1 hour per week for Accounting) Weeks Financial literacy: Creditors; creditors allowance; accounting cycle; recording of transactions in the Creditors Journal (CJ) and Creditors Allowance 6, 7, 8 Credit transactions – Journal (CAJ) creditors (1 hour per week for Accounting) Weeks Entrepreneurship: Functions of a business: administration, purchasing, marketing, finances, public relations, human resources, production, general 6, 7, 8 Functions of a business management, and risk management; characteristics of the business (1 hour per week for functions; role and importance of the business functions Entrepreneurship) Financial literacy: Recording of payments to creditors in the Cash Payments Journal Weeks 9 – 10 (CPJ); posting to the Creditors Ledger and General Ledger; effect of Credit transactions – credit transactions on the accounting equation creditors Notes: 1. Formal assessment for term 3 consists of two tasks: a project (40%) and a controlled test (60%). 2. The controlled test must include all topics covered in term 3. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. 22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 GRADE 9, TERM 4 Week Topic Content (2 hours per week) Revision Revise the work covered in the third term; give learners an overview of Week 1 what will be taught during the fourth term Weeks Financial literacy: Recording of cash and credit transactions of a sole trader in the subsidiary journals; posting to the Debtors Journal (DJ), Debtors 2, 3, 4, 5, 6, 7 Transactions – cash and Allowance Journal (DAJ), Creditors Journal (CJ), Creditors Allowance credit (1 hour per week for Journal (CAJ) and General Ledger; preparing of a trial balance Financial literacy) Entrepreneurship: Concept of a business plan; components of a business plan; format of a business plan [the front cover, table of contents, description of the Weeks Business plan product or services offered by the business, goals of the business, the business owner, production plan, marketing plan, management plan, 2, 3, 4, 5, 6, 7 SWOT (strengths, weaknesses, opportunities, threats) analysis and (1 hour per week for conclusion]; financial plan (fixed and variable costs, break-even points, Entrepreneurship) mark-up on sales, profit percentage) Weeks Examination Revise work covered throughout the year; study techniques; preparation examination writing skills 8–9 Week 10 End-of-year examination Notes: 1. Formal assessment for term 4 consists of an end-of-year examination. 2. The end-of-year examination must include all topics covered in term 1, term 2, term 3 and term 4. 3. It is compulsory to complete all the topics as indicated in the teaching plan. 4. When teaching these topics, the context of the school should be considered. SBA Examination Term 1: 100 Term 2: 100 Written examination: 150 Term 3: 100 Convert to 40% Convert to 60% Year mark: SBA + end-of-year examination = 100% CAPS 23

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 SECTION 4: ASSESSMENT IN ECONOMIC AND MANAGEMENT SCIENCES 4.1 Introduction 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 is integral to teaching and learning. Assessment informs teachers about learners’ specific needs. It provides teachers with feedback that enables them to adjust their teaching strategies. Assessment also provides learners with feedback, allowing them to monitor their own achievement. Assessment that takes note of learners’ needs is called “assessment for learning” (informal assessment). Assessment for learning is developmental. It helps learners improve and progress by informing them of their strengths and weaknesses. When the focus of assessment is on the results of learning, assessment is referred to as “assessment of learning” (formal assessment). Assessment of learning usually takes place at the end of a period of work, such as a topic, term or year. Assessment of learning is typically used for promotion and certification purposes. Both assessment for learning and assessment of learning strategies should be used during the school year. Assessment in Economic and Management Sciences focuses on the knowledge, skills and values inherent in the activities of production, consumption, exchange and making meaningful and informed financial decisions in economic and social environments. Economic and Management Sciences covers valuable skills such as economic, entrepreneurship, financial and managerial skills that prepare learners for success in different economic and business environments. Teachers must consider all these skills when planning teaching, learning and assessment activities. 4.2 Informal assessment or daily assessment Assessment for learning has the purpose of continuously collecting information on learners’ achievement, which 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 their learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, it does not need to be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks and give feedback to learners, thereby improving teaching and learning. Self-assessment and peer assessment actively involve 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. 24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 4.3 Formal assessment All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. The teacher marks and records all formal assessment tasks formally for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance, thus ensuring 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, projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year long formal Programme of Assessment in each grade and subject. 4.3.1 Summary of formal assessments expected in Grades 7 to 9 Formal assessment task requirement for Economic and Management Sciences are as follows: Grade Formal assessments SBA (40%) Final examination (60%) Total • 2 formal assessments • 1 formal assessment – project Refer to Programme of Refer to Programme of 7 • 2 tests 100 Assessment Assessment • Mid-year examination • End-of-year examination • 2 formal assessments • 1 formal assessment – project Refer to Programme of Refer to Programme of 8 • 2 tests 100 Assessment Assessment • Mid-year examination • End-of-year examination • 2 formal assessments • 1 formal assessment – project Refer to Programme of Refer to Programme of 9 • 2 tests 100 Assessment Assessment • Mid-year examination • End-of-year examination 4.3.2 Formal assessment requirements for Economic and Management Sciences Formal assessment for the Senior Phase comprises three formal assessment tasks, two tests, and two examinations. The total number of formal assessment tasks per year for the Senior Phase is seven. Learners are required to do two formal assessment tasks per term in the first, second and third term and one formal task in the fourth term. Of the two formal assessment tasks per term, one assessment task must be a test or an examination. CAPS 25

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 (a) Tasks Tasks should cover the content and concepts according to the Annual Teaching Plan. They should include a variety of activities and strategies that assess knowledge and skills. Some examples of formal assessment strategies are listed below. These assessment strategies may form the focus of specific tasks or they may be used together as part of a task. In Economic and Management Sciences, the following forms of assessment are preferred, although they are not the only ones that you may use: • projects; • tests (both class tests and controlled tests); • data responses; • examinations; • oral presentations; • case studies; • assignments; and • posters. When scheduling a task, the resource needs of a task must be considered. For example, you may want to schedule a task on the National Budget at the time when the Minister of Finance makes his presentation. Alternatively, you may want to link tasks to other significant or special days and events. You should allow time for research, if necessary – perhaps during holidays or long weekends – so that all learners can go to a library or interview people, or do whatever the task requires. (b) Tests and examinations • Test should be written in terms 1 and 3, a mid-year examination in term 2, and an end-of-year examination in term 4. • Tests should cover the work completed in that particular term. The mid-year examination should cover work completed in terms 1 and 2, and the end-of-year examination should be based on the whole year’s work. • In term 2, the mid-year examination must cover work done in terms 1 and 2. In term 4, the final examination should cover work done throughout the whole year. • A test should be 60 minutes long. • Tests and examinations may include a variety of assessment styles such as multiple-choice questions, one- line answers, true-and-false questions, filling in the missing word, written paragraphs, labelling diagrams and doing calculations. • Tests and examinations must be completed under strictly controlled conditions. • The end-of-year examination for Grades 7 and 8 is set, marked and moderated internally. • The end-of-year examination for Grade 9 is set externally, and marked and moderated internally. 26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 Tests and examinations must cater for a range of cognitive levels. The following is the suggested weighting for the Senior Phase: Cognitive levels Activity Percentage of task Assessing knowledge and Lower order 30% remembering Assessing understanding and Middle order 40% application Higher order Analysing, evaluating and creating 30% The end-of-year examinations must be structured according to the suggested format below. It is recommended that the control tests during the year be structured as far as possible according to the end-of-year examinations. This will not only help learners to gain confidence, but will also help them to develop and consolidate test or examination writ- ing skills and techniques needed to successfully complete future tests or examination papers. Grade 7 Section A: 40 marks Section B: 30 marks Section C: 50 marks Section D: 30 marks (20X2=40) Covers all the topics Topic: The Economy Topic: Financial Literacy Topic: Entrepreneurship Types of questions to include Include two to three Include two to three Include two to three in this section: questions on the content questions on the content questions on the content as per the Annual Teaching as per the Annual Teaching as per the Annual Teaching 1. Multiple Choice Plan. Plan. Plan. 2. Fill in the missing word Each question can have Each question can have Each question can have 3. True or False sub questions relating to the sub questions relating to the sub questions relating to the content being assessed. content being assessed. content being assessed. 4. Matching column A to column B The allocation of marks do The allocation of marks The allocation of marks not have to be distributed do not have to be evenly do not have to be evenly 5. Underline the correct word evenly amongst the distributed amongst the distributed amongst the questions as long as the questions as long as the questions as long as the Use a combination of any total adds up to 30 marks. total adds up to 50 marks. total adds up to 30 marks. four types for example: Types of questions that can Types of questions that can Types of questions that can 1. Multiple Choice (5) be included in this section: be included in this section: be included in this section: 2. True or False (5) 1. Short answer questions 1. Short answer questions 1. Short answer questions 3. Underline the correct 2. Paragraph type questions 2. Paragraph type questions 2. Paragraph type questions word (5) 3. Diagrams 3. Case studies 3. Case studies 4. Match column A to column B (5) 4. Cartoons 4. Scenarios 4. Scenarios Award 2 marks for each 5. Graphs 5. Diagrams correct answer: 6. Case studies 6.Cartoons Total Marks 20 x 2 = 40 Note Total marks for the end-of-year examination for Grade 7 is 150 marks. Information provided in the texts for case studies and scenarios must be relevant, current, age-appropriate and learner-friendly. Use a variation of the types of questions selected from each section. CAPS 27

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 Grade 8 and 9 Section A: 60 marks Section B: 40marks Section C: 60 marks Section D: 40 marks (30X2=60) Covers all the topics Topic: The Economy Topic: Financial Literacy Topic: Entrepreneurship Types of questions to include Include two to three Include two to three Include two to three in this section: questions on the content questions on the content questions on the content as per the Annual Teaching as per the Annual Teaching as per the Annual Teaching 1. Multiple Choice Plan. Plan. Plan. 2. Fill in the missing word Each question can have Each question can have Each question can have 3. True or False sub questions relating to the sub questions relating to the sub questions relating to the content being assessed. content being assessed. content being assessed. 4. Matching column A to column B The allocation of marks do The allocation of marks The allocation of marks not have to be distributed do not have to be evenly do not have to be evenly 5. Underline the correct word evenly amongst the distributed amongst the distributed amongst the questions as long as the questions as long as the questions as long as the Use a combination of any total adds up to 40 marks. total adds up to 60 marks. total adds up to 40 marks. four types for example: Types of questions that can Types of questions that can Types of questions that can 1. Multiple Choice (10) be included in this section: be included in this section: be included in this section: 2. True or False (5) 1. Short answer questions 1. Short answer questions 1. Short answer questions 4. Match column A to 2. Paragraph type questions 2. Paragraph type questions 2. Paragraph type questions column B (10) 3. Diagrams 3. Case studies pertaining 3. Case studies 5. Fill in the missing word (5) to the practical recording 4. Cartoons 4. Scenarios Award 2 marks for each of cash/credit transactions 5. Graphs in subsidiary journals, 5. Diagrams correct answer: posting to the General Total Marks 30 x 2 = 60 6. Case studies Ledger and preparing a 6. Cartoons Trial Balance Note Total marks for the end-of-year examination for Grade 8 and 9 is 200 marks. Information provided in the texts for case studies and scenarios must be relevant, current, age-appropriate and learner-friendly. Use a variation of the types of questions selected from each section. 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. For promotion purposes, the year mark (School-Based Assessment – SBA) is added to the end-of-year examination mark. The total mark for each grade in the Senior Phase is weighted as follows: • year mark (SBA mark) 40% – terms 1 to 3; and • fourth term examination mark 60%. 28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 Economic and Management Sciences, Grade 7 Programme of Assessment Term 1 Term 2 Term 3 Term 4 Controlled test Controlled test Mid-year Final Assignment Case study Project Form of assessment examination examination Tool(s) of Rubric/ Rubric/ Rubric/ Memo Memo Memo Memo assessment memo memo checklist TOTAL 50 150 MARKS 30 marks 50 marks 30 marks 75 marks 100 marks marks marks Date of completion Week 5 Week 10 Week 6 Week 9 Week 6 Week 10 Week 10 Time 60 minutes 60 minutes 90 minutes 120 minutes allocation Economic and Management Sciences, Grade 8 Programme of Assessment Term 1 Term 2 Term 3 Term 4 Form of Data response Controlled test Controlled test Mid-year Final Case study assessment Project examination examination Tool(s) of Rubric/ Rubric/ Rubric/ assessment Memo Memo Memo Memo memo checklist memo TOTAL 150 MARKS 30 marks 50 marks 50 marks 75 marks 30 marks 100 marks marks Date of Week 5 Week 10 Week 6 Week 9 Week 7 Week 10 Week 10 completion Time 60 minutes 60 minutes 60 minutes 120 minutes allocation CAPS 29

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 Economic and Management Sciences, Grade 9 – Programme of Assessment Term 1 Term 2 Term 3 Term 4 Form of Mid-year Final Assignment Class test / Controlled Controlled assessment Data Project test response examination test examination Tool(s) of Rubric/ Rubric/ assessment Memo Memo Memo Memo Memo memo memo TOTAL 200 MARKS 50 marks 100 marks 50 marks 100 marks 50 marks 100 marks marks Date of Week 5 Week 10 Week 7 Week 9 Week 5 Week 10 Week 10 completion Time 60 minutes 60 minutes 60 minutes 120 minutes allocation The forms of assessment indicated in the Programme of Assessment above may be substituted for any other form of assessment, with the exception of controlled tests and the final examination. 4.5 Recording and reporting Recording is a process by 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 National Curriculum and Assessment Policy Statement. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her or his readiness to progress or be promoted 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. Marks in all subjects must be recorded in percentages. 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 shown in the table on the next page . 30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 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. 4.6.1 Formal assessment • Grades 7 and 8 tasks are moderated internally. The subject advisor must moderate a sample of these tasks during school visits to verify the standard of internal moderation. • Provincial subject advisors must moderate Grade 9 tasks and the provincial department of education will monitor the process. 4.7 General This document should be read in conjunction with: 4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R – 12. CAPS 31

ECONOMIC AND MANAGEMENT SCIENCES GRADES 7-9 32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)