NCV Business Practice Level 2 Assessment Guidelines

NATIONAL CERTIFICATES (VOCATIONAL) ASSESSMENT GUIDELINES BUSINESS PRACTICE NQF LEVEL 2 September 2007 Downloaded from hlayiso.com

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Business Practice National Certificates (Vocational) CONTENTS SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL) 1 Assessment in the National Certificates (Vocational) 2 Assessment framework for vocational qualifications 2.1 Internal continuous assessment (ICASS) 2.2 External summative assessment (ESASS) 3 Moderation of assessment 3.1 Internal moderation 3.2 External moderation 4 Period of validity of internal continuous assessment (ICASS) 5 Assessor requirements 6 Types of assessment 6.1 Baseline assessment 6.2 Diagnostic assessment 6.3 Formative assessment 6.4 Summative assessment 7 Planning assessment 7.1 Collecting evidence 7.2 Recording 7.3 Reporting 8 Methods of assessment 9 Instruments and tools for collecting evidence 10 Tools for assessing student performance 11 Selecting and/or designing recording and reporting systems 12 Competence descriptions 13 Strategies for collecting evidence 13.1 Record sheets 13.2 Checklists SECTION C: ASSESSMENT IN BUSINESS PRACTICE 1 Schedule of assessment 2 Recording and reporting 3 Internal assessment of Subject Outcomes in Business Practice – Level 2 4 Specifications for the external assessment in Business Practice – Level 2 4.1 Integrated summative assessment task (ISAT) 4.2 National examination Department of Education Downloaded from hlayiso.com 1

Business Practice National Certificates (Vocational) SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES This document provides the lecturer with guidelines to develop and implement a coherent, integrated assessment system for Business Practice in the National Certificates (Vocational). It must be read with the National Policy Regarding Further Education and Training Programmes: Approval of the Documents, Policy for the National Certificates (Vocational) Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF). This assessment guideline will be used for National Qualifications Framework Levels 2-4. This document explains the requirements for the internal and external subject assessment. The lecturer must use this document with the Subject Guidelines: Business Practice to prepare for and deliver Business Practice. Lecturers should use a variety of resources and apply a range of assessment skills in the setting, marking and recording of assessment tasks. SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL) 1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL) Assessment in the National Certificates (Vocational) is underpinned by the objectives of the National Qualifications Framework (NQF). These objectives are to: • Create an integrated national framework for learning achievements. • Facilitate access to and progression within education, training and career paths. • Enhance the quality of education and training. • Redress unfair discrimination and past imbalances and thereby accelerate employment opportunities. • Contribute to the holistic development of the student by addressing: ƒ social adjustment and responsibility; ƒ moral accountability and ethical work orientation; ƒ economic participation; and ƒ nation-building. The principles that drive these objectives are: • Integration To adopt a unified approach to education and training that will strengthen the human resources development capacity of the nation. • Relevance To be dynamic and responsive to national development needs. • Credibility To demonstrate national and international value and recognition of qualification and acquired competencies and skills. • Coherence To work within a consistent framework of principles and certification. • Flexibility To allow for creativity and resourcefulness when achieving Learning Outcomes, to cater for different learning styles and use a range of assessment methods, instruments and techniques. • Participation To enable stakeholders to participate in setting standards and co-ordinating the achievement of the qualification. • Access To address barriers to learning at each level to facilitate students’ progress. 2 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) • Progression To ensure that the qualification framework permits individuals to move through the levels of the national qualification via different, appropriate combinations of the components of the delivery system. • Portability To enable students to transfer credits of qualifications from one learning institution and/or employer to another institution or employer. • Articulation To allow for vertical and horizontal mobility in the education system when accredited pre-requisites have been successfully completed. • Recognition of Prior Learning To grant credits for a unit of learning following an assessment or if a student possesses the capabilities specified in the outcomes statement. • Validity of assessments To ensure assessment covers a broad range of knowledge, skills, values and attitudes (SKVAs) needed to demonstrate applied competency. This is achieved through: ƒ clearly stating the outcome to be assessed; ƒ selecting the appropriate or suitable evidence; ƒ matching the evidence with a compatible or appropriate method of assessment; and ƒ selecting and constructing an instrument(s) of assessment. • Reliability To assure assessment practices are consistent so that the same result or judgment is arrived at if the assessment is replicated in the same context. This demands consistency in the interpretation of evidence; therefore, careful monitoring of assessment is vital. • Fairness and transparency To verify that no assessment process or method(s) hinders or unfairly advantages any student. The following could constitute unfairness in assessment: ƒ Inequality of opportunities, resources or teaching and learning approaches ƒ Bias based on ethnicity, race, gender, age, disability or social class ƒ Lack of clarity regarding Learning Outcome being assessed ƒ Comparison of students’ work with other students, based on learning styles and language • Practicability and cost-effectiveness To integrate assessment practices within an outcomes-based education and training system and strive for cost and time-effective assessment. 2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS The assessment structure for the National Certificates (Vocational) qualification is as follows: 2.1 Internal continuous assessment (ICASS) Knowledge, skills values, and attitudes (SKVAs) are assessed throughout the year using assessment instruments such as projects, tests, assignments, investigations, role-play and case studies. The internal continuous assessment (ICASS) practical component is undertaken in a real workplace, a workshop or a “Structured Environment”. This component is moderated internally and externally quality assured by Umalusi. All internal continuous assessment (ICASS) evidence is kept in a Portfolio of Evidence (PoE) and must be readily available for monitoring, moderation and verification purposes. 2.2 External summative assessment (ESASS) The external summative assessment is either a single or a set of written papers set to the requirements of the Subject Learning Outcomes. The Department of Education administers the theoretical component according to relevant assessment policies. Department of Education Downloaded from hlayiso.com 3

Business Practice National Certificates (Vocational) A compulsory component of external summative assessment (ESASS) is the integrated summative assessment task (ISAT). This assessment task draws on the students’ cumulative learning throughout the year. The task requires integrated application of competence and is executed under strict assessment conditions. The task should take place in a simulated or “Structured Environment”. The integrated summative assessment task (ISAT) is the most significant test of students’ ability to apply their acquired knowledge. The integrated assessment approach allows students to be assessed in more than one subject with the same integrated summative assessment task (ISAT). External summative assessments will be conducted annually between October and December, with provision made for supplementary sittings. 3 MODERATION OF ASSESSMENT 3.1 Internal moderation Assessment must be moderated according to the internal moderation policy of the Further Education and Training (FET) college. Internal college moderation is a continuous process. The moderator’s involvement starts with the planning of assessment methods and instruments and follows with continuous collaboration with and support to the assessors. Internal moderation creates common understanding of Assessment Standards and maintains these across vocational programmes. 3.2 External moderation External moderation is conducted by the Department of Education, Umalusi and, where relevant, an Education and Training Quality Assurance (ETQA) body according to South African Qualifications Authority (SAQA) and Umalusi standards and requirements. The external moderator: • monitors and evaluates the standard of all summative assessments; • maintains standards by exercising appropriate influence and control over assessors; • ensures proper procedures are followed; • ensures summative integrated assessments are correctly administered; • observes a minimum sample of ten (10) to twenty-five (25) percent of summative assessments; • gives written feedback to the relevant quality assuror; and • moderates in case of a dispute between an assessor and a student. Policy on inclusive education requires that assessment procedures for students who experience barriers to learning be customised and supported to enable these students to achieve their maximum potential. 4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS) The period of validity of the internal continuous assessment mark is determined by the National Policy on the Conduct, Administration and Management of the Assessment of the National Certificates (Vocational). The internal continuous assessment (ICASS) must be re-submitted with each examination enrolment for which it constitutes a component. 5 ASSESSOR REQUIREMENTS Assessors must be subject specialists and should ideally be declared competent against the standards set by the ETDP SETA. If the lecturer conducting the assessments has not been declared a competent assessor, an assessor who has been declared competent may be appointed to oversee the assessment process to ensure the quality and integrity of assessments. 6 TYPES OF ASSESSMENT Assessment benefits the student and the lecturer. It informs students about their progress and helps lecturers make informed decisions at different stages of the learning process. Depending on the intended purpose, different types of assessment can be used. 4 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) 6.1 Baseline assessment At the beginning of a level or learning experience, baseline assessment establishes the knowledge, skills, values and attitudes (SKVAs) that students bring to the classroom. This knowledge assists lecturers to plan learning programmes and learning activities. 6.2 Diagnostic assessment This assessment diagnoses the nature and causes of learning barriers experienced by specific students. It is followed by guidance, appropriate support and intervention strategies. This type of assessment is useful to make referrals for students requiring specialist help. 6.3 Formative assessment This assessment monitors and supports teaching and learning. It determines student strengths and weaknesses and provides feedback on progress. It determines if a student is ready for summative assessment. 6.4 Summative assessment This type of assessment gives an overall picture of student progress at a given time. It determines whether the student is sufficiently competent to progress to the next level. 7 PLANNING ASSESSMENT An assessment plan should cover three main processes: 7.1 Collecting evidence The assessment plan indicates which Subject Outcomes and Assessment Standards will be assessed, what assessment method or activity will be used and when this assessment will be conducted. 7.2 Recording Recording refers to the assessment instruments or tools with which the assessment will be captured or recorded. Therefore, appropriate assessment instruments must be developed or adapted. 7.3 Reporting All the evidence is put together in a report to deliver a decision for the subject. 8 METHODS OF ASSESSMENT Methods of assessment refer to who carries out the assessment and includes lecturer assessment, self- assessment, peer assessment and group assessment. The lecturer assesses students’ performance against given criteria in different LECTURER ASSESSMENT contexts, such as individual work, group work, etc. Students assess their own performance against given criteria in different contexts, SELF-ASSESSMENT such as individual work, group work, etc. Students assess another student or group of students’ performance against given PEER ASSESSMENT criteria in different contexts, such as individual work, group work, etc. Students assess the individual performance of other students within a group or GROUP ASSESSMENT the overall performance of a group of students against given criteria. 9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE All evidence collected for assessment purposes is kept or recorded in the student’s Portfolio of Evidence (PoE). The following table summarises a variety of methods and instruments for collecting evidence. A method and instrument is chosen to give students ample opportunity to demonstrate the Subject Outcome has been attained. This will only be possible if the chosen methods and instruments are appropriate for the target group and the Specific Outcome being assessed. Department of Education Downloaded from hlayiso.com 5

Business Practice National Certificates (Vocational) METHODS FOR COLLECTING EVIDENCE Observation-based Task-based Test-based (Less structured) (Structured) (More structured) • Observation • Assignments or tasks • Examinations • Class questions • Projects • Class tests • Lecturer, student, • Investigations or • Practical examinations parent discussions research • Oral tests Assessment instruments • Case studies • Open-book tests • Practical exercises • Demonstrations • Role-play • Interviews • Observation sheets • Checklists • Marks (e.g. %) Assessment tools • Lecturer’s notes • Rating scales • Rating scales (1-7) • Comments • Rubrics • Focus on individual Open middle: Students Students answer the same students produce the same questions in the same way, • Subjective evidence evidence but in different within the same time. Evidence based on lecturer ways. observations and Open end: Students use impressions same process to achieve different results. 10 TOOLS FOR ASSESSING STUDENT PERFORMANCE Rating scales are marking systems where a symbol (such as 1 to 7) or a mark (such as 5/10 or 50%) is defined in detail. The detail is as important as the coded score. Traditional marking, assessment and evaluation mostly used rating scales without details such as what was right or wrong, weak or strong, etc. Task lists and checklists show the student what needs to be done. They consist of short statements describing the expected performance in a particular task. The statements on the checklist can be ticked off when the student has adequately achieved the criterion. Checklists and task lists are useful in peer or group assessment activities. Rubrics are a hierarchy (graded levels) of criteria with benchmarks that describe the minimum level of acceptable performance or achievement for each criterion. It is a different way of assessment and cannot be compared to tests. Each criterion described in the rubric must be assessed separately. Mainly, two types of rubrics, namely holistic and analytical, are used. 11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS The selection or design of recording and reporting systems depends on the purpose of recording and reporting student achievement. Why particular information is recorded and how it is recorded determine which instrument will be used. Computer-based systems, for example spreadsheets, are cost and time effective. The recording system should be user-friendly and information should be easily accessed and retrieved. 12 COMPETENCE DESCRIPTIONS All assessment should award marks to evaluate specific assessment tasks. However, marks should be awarded against rubrics and not simply be a total of ticks for right answers. Rubrics should explain the competence level descriptors for the skills, knowledge, values and attitudes (SKVAs) a student must demonstrate to achieve each level of the rating scale. When lecturers or assessors prepare an assessment task or question, they must ensure that the task or question addresses an aspect of a Subject Outcome. The relevant Assessment Standard must be used to create the rubric to assess the task or question. The descriptions must clearly indicate the minimum level of attainment for each category on the rating scale. 6 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) 13 STRATEGIES FOR COLLECTING EVIDENCE A number of different assessment instruments may be used to collect and record evidence. Examples of instruments that can be (adapted and) used in the classroom include: 13.1 Record sheets The lecturer observes students working in a group. These observations are recorded in a summary table at the end of each project. The lecturer can design a record sheet to observe students’ interactive and problem- solving skills, attitudes towards group work and involvement in a group activity. 13.2 Checklists Checklists should have clear categories to ensure that the objectives are effectively met. The categories should describe how the activities are evaluated and against what criteria they are evaluated. Space for comments is essential. SECTION C: ASSESSMENT IN BUSINESS PRACTICE 1 SCHEDULE OF ASSESSMENT At NQF levels 2, 3 and 4, lecturers will conduct assessments as well as develop a schedule of formal assessments that will be undertaken in the year. All three levels also have an external examination that accounts for 50 percent of the total mark. The marks allocated to assessment tasks completed during the year, kept or recorded in a Portfolio of Evidence (PoE) account for the other 50 percent. The Portfolio of Evidence (PoE) and the external assessment include practical and written components. The practical assessment in Business Practice must, where necessary, be subjected to external moderation by Umalusi or an appropriate Education and Training Quality Assurance (ETQA) body, appointed by the Umalusi Council in terms of Section 28(2) of the General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001). 2 RECORDING AND REPORTING Business Practice, as is the case for all the other Vocational subjects, is assessed according to five levels of competence. The level descriptions are explained in the following table. Scale of Achievement for the Vocational component RATING CODE RATING MARKS % 5 Outstanding 80-100 4 Highly competent 70-79 3 Competent 50-69 2 Not yet competent 40-49 1 Not achieved 0-39 The programme of assessment should be recorded in the Lecturer’s Portfolio of Assessment for each subject. The following should at least be included in the Lecturer’s Assessment Portfolio: • A contents page • The formal schedule of assessment • The requirements for each assessment task • The tools used for each assessment task • Recording instrument(s) for each assessment task • A mark sheet and report for each assessment task The college must standardise these documents. The student’s Portfolio of Evidence (PoE) must at least include: • A contents page • The assessment tasks according to the assessment schedule • The assessment tools or instruments for the task Department of Education Downloaded from hlayiso.com 7

Business Practice National Certificates (Vocational) • A record of the marks (and comments) achieved for each task Where tasks cannot be contained as evidence in the Portfolio of Evidence (PoE), its exact location must be recorded and it must be readily available for moderation purposes. 8 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) ASSESSMENT OF BUSINESS PRACTICE LEVEL 2 Department of Education Downloaded from hlayiso.com 9

Business Practice National Certificates (Vocational) 3 INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN BUSINESS PRACTICE – LEVEL 2 Topic 1: Professional Behaviour in a Business Environment SUBJECT OUTCOME Explain and apply professional behaviour in a business environment. ASSESSMENT STANDARDS LEARNING OUTCOMES • Dress code is described according to established and • Describe dress code according to established and familiar policy. familiar policy. • Reasons why it is important to honour working hours • Motivate why it is important to honour working hours are explained with examples of the effects of not and explain the possible effects of not doing this. doing this. • Explain the importance of a positive attitude and • The importance of a positive attitude is explained and indicate qualities of a positive attitude in a familiar qualities of a positive attitude are identified in a context. familiar context. • Describe good work practice in terms of keeping • Good work practice is described in terms of keeping colleagues informed about work activities such as colleagues informed about work activities such as work in progress, absence from work or workstation work in progress, absence from work or workstation and leave. and leave. • Motivate why listening skills are important in the • The reasons why listening skills are important in the workplace and provide examples of the effects of workplace are named and examples are given of the applying positive and negative listening skills. results of negative and positive listening skills. • Describe regulations regarding smoking in the • Regulations regarding smoking in the workplace are workplace with reference to both legal requirements described with reference to both legal requirements and established policy. and established policy. • Compile and apply a professional code of conduct in • The criteria included in a company code of conduct a familiar business environment. are understood and applied in a familiar situation. SUBJECT OUTCOME Interpret body language in a business environment. ASSESSMENT STANDARDS LEARNING OUTCOMES • The reasons why it is important to interpret body • Motivate why it is important to interpret body language language correctly in the workplace are explained. correctly in the workplace and provide examples from • The reasons why good posture and eye contact are a selected business context. important in the workplace are explained. • Motivate why good posture and eye contact are • The proper use of a handshake as greeting in a important in the workplace and provide examples business setting is explained and the meaning of from a selected business context. different handshakes used in South Africa is • Explain the proper use of a handshake as a greeting compared with examples of when it is appropriate to in a business setting and compare the meaning of use each handshake. different handshakes used in South Africa with • The reasons why it is important to respect other examples of when it is appropriate to use each people’s space and why it is inappropriate to touch handshake. other people in a business environment are explained • Motivate why it is important to respect other people’s with examples of the consequences if one ignores space and why it is inappropriate to touch other business etiquette. people in a business environment, with examples of • Examples of positive and negative body language are the consequences if one ignores business etiquette. described in a familiar context. • Describe positive and negative body language in a • Behaviour that could be considered as sexual familiar context. harassment in the workplace is described. • Describe, with examples, behaviour that could be considered as sexual harassment in the workplace. SUBJECT OUTCOME Meet people in a business setting. ASSESSMENT STANDARDS LEARNING OUTCOMES • An explanation is given as to why first impressions • Explain why first impressions are important in a are important in a business environment. business environment. • The procedure for dealing with unexpected guests is • Explain and apply established procedures for dealing 10 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) explained in terms of established procedures. with unexpected guests. • Guests are greeted in the reception area according to • Greet guests in the reception area according to established and familiar procedures. established and familiar procedures. • Guests visiting a manager or superior are welcomed • Welcome guests visiting a manager or superior according to established and familiar procedures. according to established and familiar procedures. • People are introduced to each other in a business-like • Introduce people to each other in a business-like manner. manner. • Different ways of closing an interaction with a • Demonstrate different ways of closing an interaction customer are demonstrated in a familiar context. with a customer in a familiar context. SUBJECT OUTCOME Explain and apply basic business ethics in the business environment. ASSESSMENT STANDARDS LEARNING OUTCOMES • The concept of ethics is discussed in relation to one’s • Discuss the concept of ethics in relation to one’s own own business environment. business environment. • The meaning of ethical business practices is outlined. • Outline the meaning of ethical business practices with • Sources of ethical values are explored. examples from a familiar context. • The concept of ethical values in the workplace is • Explain the concept of ethical values in the workplace, explained. with relevant examples. • Personal attitudes and factors that affect ethical • Explore sources of ethical values with examples from values in the workplace are described. a selected business environment. • The concept of ethical diversity is explored at a basic • Describe personal attitudes and factors that affect level of understanding. ethical values in the workplace, with examples from a familiar business context. • Explore the concept of ethical diversity at a basic level of understanding, using realistic examples from a business context. ASSESSMENT TASKS OR ACTIVITIES FOR TOPIC 1 • Role-play • Tasks • Practical exercises • Simulated Enterprise Topic 2: Health, Safety and Security in the Workplace SUBJECT OUTCOME Identify potential hazards in the workplace. ASSESSMENT STANDARDS LEARNING OUTCOMES • Potential hazards are correctly identified and are • Identify potential hazards and remove, reduce or removed, reduced or reported in terms of own level of report hazards in terms of own level of authority or authority or capacity. capacity. • Instructions relating to exposure to dangerous • Explain and give instructions relating to exposure to substances and hazards in the workplace are known dangerous substances and hazards in the workplace and why they pose a potential threat to the work and explain why they pose a potential threat to the environment is explained. work environment. • The kinds of work that require protective clothing are • Identify the kinds of work that require protective identified and protective clothing is used according to clothing and explain legal requirements for its use. legal requirements. • Follow health and safety instructions in situations that • Health and safety instructions are followed in require lifting and handling of materials. situations that require lifting and handling of materials. • Explain the importance of each employee being • The importance of each employee being vigilant and vigilant and reporting hazards and violations of health, reporting hazards and violations of health, safety and safety and security procedures with reference to a security procedures is known and understood with possible chain of events that could result from not reference to a possible chain of events that could reporting a violation. result from not reporting a violation. Department of Education Downloaded from hlayiso.com 11

Business Practice National Certificates (Vocational) SUBJECT OUTCOME Explain how to limit damage to persons or property in the event of an accident or emergency. ASSESSMENT STANDARDS LEARNING OUTCOMES • The location of fire extinguishers, hoses and alarms is • Identify the location of fire extinguishers, hoses and known in a specific work context. alarms in a specific work context. • The difference between the different kinds of fire • Explain the difference between different types of fire extinguisher in the building is identified and the use extinguisher and identify the use for each correctly. for each is identified correctly. • Demonstrate the use of a fire extinguisher • The use of a fire extinguisher is demonstrated competently. competently. • Explain and follow established procedures to identify • Established procedures relating to the identification of fires and other emergencies promptly and correctly. fires and other emergencies are known and followed • Identify and report dangerous occurrences accurately promptly and correctly. and in time according to established policy. • Dangerous occurrences are identified accurately and • Report injuries involving individuals promptly to the in time and reported according to established policy. relevant authority. • Injuries involving individuals are reported promptly to • Explain why it is the responsibility of every employee the relevant authority. to maintain the safety and security of a selected work • Reasons are given to explain why it is the environment. responsibility of every employee to maintain the safety and security of a selected work environment. SUBJECT OUTCOME Contribute to the maintenance of security in the workplace. ASSESSMENT STANDARDS LEARNING OUTCOMES • Security procedures are known and followed • Explain and follow security procedures competently. competently. • Identify security risks and actions to deal with these • Security risks are identified and actions taken to deal risks within the limits of own authority. with security risks within the limits of own authority. • Identify and report potential security risks outside own • Potential security risks outside own authority are authority using familiar and established procedures. identified and reported using familiar and established • Note and follow established procedures when procedures. suspicious behaviour is observed within limits of own • Suspicious behaviour is noted and action is taken authority. within own level of authority, using familiar and established procedures. SUBJECT OUTCOME Explain emergency procedures in the workplace. ASSESSMENT STANDARDS LEARNING OUTCOMES • The established policy is known and understood for • Identify established policies for emergencies in a emergencies in the building. building. • The locations of the planned assembly points and the • Explain emergency procedures in a familiar context. shortest routes to such points are known and the • Identify the locations of the planned assembly points building is evacuated along the correct route. and the shortest routes to such points in a familiar • The emergency signs in the building are interpreted context. correctly. • Interpret the emergency signs in a building correctly. • Emergency procedures are explained in a familiar • Demonstrate actions to assist an injured or sick context. person in an emergency in a limited range of familiar • Actions to assist an injured or sick person in an contexts. emergency are demonstrated in a limited range of • Explain universal precautions for dealing with familiar contexts. HIV/AIDS in a workplace emergency. • Universal precautions for dealing with HIV/AIDS in a workplace emergency are known and described. ASSESSMENT TASKS OR ACTIVITIES FOR TOPIC 2 • Assignments • Simulated Enterprise • Case studies 12 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) Topic 3: Structure of an Organisation as a Workplace SUBJECT OUTCOME Identify the core business activities of a selected organisation. ASSESSMENT STANDARDS LEARNING OUTCOMES • The concept of core business is explained. • Explain the concept of core business with an • Specific core business activities are named with example from the relevant industry. reference to the selected organisation. • Name specific core business activities with • The relationships between the different activities are reference to the selected organisation. described for the selected organisation. • Describe the relationship between the different • A system or process in a selected work unit is activities for the selected organisation. described in the correct sequence. • Describe a system or process in a selected work • Examples are listed of ways in which the core business unit in the correct sequence. adds value to the organisation. • List examples of ways in which the core business adds value to the organisation. SUBJECT OUTCOME Identify support functions in a selected organisation. ASSESSMENT STANDARDS LEARNING OUTCOMES • The concept of support functions is explained with an • Explain the concept of support functions with example from the relevant industry. examples from the relevant industry. • Specific support functions are named with reference to • Name specific support functions with reference to the selected organisation. the selected organisation. • The relationship between one support unit and the other • Explain the relationship between one support unit business units of the selected organisation is explained and the other business units of the selected at a basic level of understanding. organisation at a basic level of understanding. • List five examples of how the support unit adds value to the organisation. SUBJECT OUTCOME Explain the role of a selected department and its contribution to the effectiveness of the organisation. ASSESSMENT STANDARDS LEARNING OUTCOMES • The main function of the selected department or • Explain the main function of the selected department section is explained in relation to core business or or section in relation to core business or support. support. • Investigate the structure of an organisation. • The roles of at least two other departments or • Explain, at a basic level of understanding, the roles of sections that interact with the selected section or at least two other departments or sections that department are explained at a basic level of interact with the selected section or department. understanding. • Identify the most senior person in the department • The most senior person in the department is identified with, where applicable, the title of his or her position. with, where applicable, the title of his or her position. • Identify the line from the senior person in the • The line is identified from the senior person in the department or section to the board of directors. department or section to the board of directors. • Describe, with examples, the effect on the • The effect on the organisation if the department or organisation if a department or section does not section does not function effectively is described. function effectively. • The value that the department adds to the • Identify, with examples, the value that the department organisation is identified. adds to the organisation. SUBJECT OUTCOME Investigate the different types of work done in the department. ASSESSMENT STANDARDS LEARNING OUTCOMES • The work done in the department is categorised • Categorise the work done in the department according to its purpose. according to its purpose. • The importance of each category of work is discussed • Discuss the importance of each category of work with with reference to the efficiency of the department. reference to the efficiency of the department. • The different roles in the department are identified • Identify the different roles in the department and write Department of Education Downloaded from hlayiso.com 13

Business Practice National Certificates (Vocational) and an outline is written of the kind of work done by an outline of the kind of work done in at least three three people. positions. • The work in the department is identified as part of a • Identify the work in the department as part of a set of set of related systems, each with a role and a value. related systems, each with a role and a value. ASSESSMENT TASKS OR ACTIVITIES FOR TOPIC 3 • Assignments • Projects • Simulated Enterprise • Case studies Topic 4: Personal Behaviour in a Workplace SUBJECT OUTCOME Maintain personal hygiene, grooming and dress code to project a professional image and enhance the company image. ASSESSMENT STANDARD LEARNING OUTCOME • Personal cleanliness, body odour, fresh breath, well- • Apply personal cleanliness with relation to: manicured hands, trimmed moustache or beard, ƒ body odour, appropriate hairstyle and tasteful make-up and ƒ fresh breath, immaculate uniform or dress are maintained. ƒ well-manicured hands, ƒ trimmed moustache or beard, ƒ appropriate hairstyle and tasteful make-up, and ƒ immaculate uniform or dress. SUBJECT OUTCOME Decide whether to interact with people when ill and follow company procedure when absent due to illness. ASSESSMENT STANDARDS LEARNING OUTCOMES • A range of illnesses is given and an indication is given • List a range of illnesses and decide whether to whether infected person should interact with people. interact with people if infected with these illnesses. Company procedure is followed when absent due to • Follow company procedures when absent due to illness. illness. • Contagious diseases or virus infections (flu, chicken • Report absence by submitting doctor’s certificate and pox, measles, etc.) are reported. leave forms. • Doctor’s certificates and leave forms are completed correctly. SUBJECT OUTCOME Identify possible unforeseen circumstances to plan alternative action in advance. ASSESSMENT STANDARD LEARNING OUTCOME • Lack of resources, change in company policy and • Identify lack of resources, change in company policy interruptions beyond control are identified. and interruptions beyond control. SUBJECT OUTCOME Evaluate own current skills and identify skills development areas for likely future work requirements. ASSESSMENT STANDARD LEARNING OUTCOME • Own skills and areas for development are evaluated. • Evaluate own skills and identify areas for skills development. 14 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) SUBJECT OUTCOME Set measurable, achievable objectives for own skills. ASSESSMENT STANDARD LEARNING OUTCOME • Measurable, achievable objectives for own skills • Set measurable, achievable objectives for own skills development are identified. development, consistent with needs identified and in line with the organisation’s objectives and policies. SUBJECT OUTCOME Prioritise objectives and plan activities to achieve objectives. ASSESSMENT STANDARD LEARNING OUTCOMES • Objectives are prioritised and activities are planned. • Priorities objectives. • Plan successive activities to achieve objectives. SUBJECT OUTCOME Review progress made and reschedule activities at regular intervals. ASSESSMENT STANDARD LEARNING OUTCOMES • Progress is reviewed and activities are rescheduled at • Review progress made. regular intervals to contribute to the achievement of • Reschedule activities at regular intervals to contribute planned objectives. to the achievement of planned objectives. ASSESSMENT TASKS OR ACTIVITIES FOR TOPIC 4 • Assignments • Research • Simulated Enterprise • Case studies Topic 5: Time and Work Processes SUBJECT OUTCOME Create, use and maintain a task list. ASSESSMENT STANDARDS LEARNING OUTCOMES • The value of using and maintaining a task list is • Explain the value of using and maintaining a task list known and understood in terms of a specific work in terms of a specific work context. context. • Identify tasks to create a task list. • Steps or stages are identified in a familiar set of tasks. • Identify steps or stages in a familiar set of tasks. • Information and documentation required are recorded • Sort and prioritise tasks according to type and on the task list and flagged for further action. deadlines. • Additional information received is captured online or • Schedule time needed to complete tasks to allow for processed manually. specified deadlines. • Completed tasks are reported to the appropriate • Record information and documentation required on authority and are checked off the task list. the task list and flag for further action. • An action plan is drafted to ensure that outstanding • Receive and capture additional information online or requirements are completed in time. manually. • Report completed tasks to the appropriate authority and check off the task list. • Draft an action plan to ensure that outstanding requirements are completed on time. SUBJECT OUTCOME Use and maintain a diary. ASSESSMENT STANDARDS LEARNING OUTCOMES • The purpose of keeping a personal diary and an • Explain the purpose of keeping a personal diary and Department of Education Downloaded from hlayiso.com 15

Business Practice National Certificates (Vocational) organisational diary system are explained as a self- an organisational diary system as a self-management management tool. tool. • Relevant information is recorded in the diary or • Record relevant information in the diary or system system and is updated regularly. and update regularly. • Diary entries are used to create an action plan. • Use diary entries to create an action plan. SUBJECT OUTCOME Plan and follow a work schedule. ASSESSMENT STANDARDS LEARNING OUTCOMES • Regular daily, weekly and monthly activities are • Name and record regular daily, weekly and monthly named and recorded on a work schedule. activities on a work schedule. • A roster is drawn up to ensure that all the activities • Draw up a roster to ensure that all the activities are are completed on time. completed on time. • Internal clients are informed of the aspects of the • Inform internal clients of the aspects of the work work schedule that affect them. schedule that affect them. • The schedule is followed and adjusted when • Follow and adjust the schedule when necessary to necessary to allow for unexpected interruptions. allow for unexpected interruptions. ASSESSMENT TASKS OR ACTIVITIES FOR TOPIC 5 • Assignments • Simulated Enterprise • Projects • Case studies 4 SPECIFICATIONS FOR EXTERNAL ASSESSMENT IN BUSINESS PRACTICE – LEVEL 2 4.1 Integrated summative assessment task (ISAT) A compulsory component of the external assessment (ESASS) is the integrated summative assessment task (ISAT). The integrated summative assessment task (ISAT) draws on the students’ cumulative learning achieved throughout the year. The task requires integrated application of competence and is executed and recorded in compliance with assessment conditions. Two approaches to the integrated summative assessment task (ISAT) may be as follows: The students are assigned a task at the beginning of the year, which they will have to complete in phases throughout the year to obtain an assessment mark. A final assessment is made at the end of the year when the task is completed. OR Students achieve the competencies throughout the year but the competencies are assessed cumulatively in a single assessment or examination session at the end of the year. The integrated summative assessment task (ISAT) is set by an externally appointed examiner and is conveyed to colleges in the first quarter of the year. The integrated assessment approach enables students to be assessed in more than one subject with the same integrated summative assessment task (ISAT). 4.2 National Examination A National Examination is conducted annually in October or November by means of a paper(s) set and moderated externally. The following distribution of cognitive application should be followed: LEVEL 2 KNOWLEDGE AND ANALYSIS, SYNTHESIS AND APPLICATION COMPREHENSION EVALUATION 40% 40% 20% 16 Downloaded from hlayiso.com Department of Education

Business Practice National Certificates (Vocational) MARK ALLOCATION PER QUESTION Section 1: Compulsory (must cover all topics) Two questions of 25 marks each, covering short questions, e.g. true or false, leave out words and 50 marks monkey puzzles. Section 2: Compulsory Question 1: Professional Behaviour in a Business Environment 40 marks Question 2: Health, Safety and Security in the Workplace 20 marks Question 3: Structure of an Organisation as a Workplace 20 marks Question 4: Manage a diary 20 marks 100 marks GRAND TOTAL 150 marks Department of Education Downloaded from hlayiso.com 17