caps – orientation workshop business studies. welcome ! teachers

CAPS – ORIENTATION

WORKSHOP

BUSINESS STUDIES

WELCOME !

Teachers Teachers

Melanie Lewis Central Education District

Topic Time Frame

Facilitator

1 Welcome & Introduction MML

2 Introduction – Business Studies

3 Main topics and overview

4 Content links EMS to FET

5 New content

6 Micro environment: NCA & CPA

7 Quality of performance

8 Business Sectors

9 CSR & Entrepreneurial qualities

10 Forms of Ownership

11 Creative Thinking & Contracts

12 Presentation of Business information

Topic Time Frame Facilitator

13 Methodology & Planning

14 Assessment

15 Examination

16 Moderation

•Be punctual• Note questions: park them • Sign attendance register• Facilities• Cell phones • Respect for participants

SMILE BE POSITIVE LISTEN ATTENTIVEL

Y

SHARE KNOWLEDGE

BE FRIENDLY RELAX TRUST BE HELPFUL

PARTICIPATE IN

ACTIVITIES

SPEAK LOUDLY & CLEARLY

PATIENCE GIVE POSITIVE CRITICISM

BEFRIEND SOMEBODY

PUNCTUAL BE CREATIVE BE PROACTIVE

60 Seconds

I

I forget

Teach

Involve

I

me remember

and

learn andTe

ll

me me

Tell me and I forget. Teach me and I remember. Involve me and I Learn. [ Benjamin Franklin ]

Our orientation will cover …

Overview of CAPS

New subject content

Methodology & Planning

Assessment, Examinations and Moderation

PURPOSE: NCS

LEARNERS

KSV Participate in society

Access Higher Education

Facilitatetransition

Educ. Institution tothe workplace

Profile Competence to employers

15 15

Comparison between current and amended NCS

Current NCS Amended NCS

Subject statements : LPG & SAG

Curriculum and Assessment Policy

statements[CAPS]

16 16



9 Principles 7 Principles

PRINCIPLES: NCS

Social transformation; Progression; High knowledge and high skills; Human rights, inclusivity, environmental and social justice Credibility, quality and efficiency. Valuing indigenous knowledge systems; and Active and critical learning;

18 18



Out

-OBE-Integration-Portability

In

Active and crtical learning

19 19



NCS: Grades10 - 12

NCS:GradesR - 12

20 20



LO’s &AS’s

Topics: concepts, knowledge and skills

21 21



GET Learning Areas and FET subjects

Subjects across the curriculum

NCS

2012

CAPS

National Protocol for Assessment Grades R – 12 (January 2012),

National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12.

National policy for the administration and management of the NSC

NCS – 2012 Consists of …

Implementation Dates• 2011 Preparation of the system for

CAPS

• 2012 Grade R – 3 & Grade 10 • 2013 Grade 4 – 6 & Grade 11 • 2014 Grade 7 – 9 & Grade 12

QUESTIONS ANSWERS

1. What is the National Curriculum Statement Grades R – 12.

Reviewed curriculum policy statement for teaching and learning in SA schools Grade R-12

2. What constitutes the National Curriculum Statement R - 12?

CAPS & National policy for each approved school subject as listed in the policy doc. And the National policy pertaining to the programme and promotion requirements of the NCS Grade R-12

3. Why was it necessary to amend the curriculum in 2010?

Overload / Confusion / Learner underperformance

4. Which documents/policies have been repealed?

NSC – A qualification at level 4 on the NQF

An addendum to the policy doc the NSC regarding learners with special needs.

Subject statements, LPGs and SAGs for Grade R-9 and Grade 10-12.

5. Which document(s) replace the repealed policies?

CAPS per subject

The National policy pertaining to the programme and promotion requirements of the NCS Grade R-12

6. What are the principles of the National Curriculum Statement Grades R – 12? How do they differ with those of the National Curriculum Statement Grades 10 – 12?

7 Principles - CAPS p 6

Excl OBE, Integration

New: Active and critical learning

7. What are the aims of the National Curriculum Statement Grades 10 – 12?

Aim to produce learners that are able to: Same as before

Amended: work effectively as individuals and with others as members of a team

8. What are the amendments to the National Curriculum Statement Grades 10 – 12?

Subject statement, LPG,SAG replaced with CAPS

No Learning Outcomes and ASs – Topics: concepts, knowledge and skills

NSCA Qual on level 4 and Addendum learners with special needs – replaced with single

Nine principles – replaced with seven

GET learning areas and FET subjects – Subjects grade R-12

9. When will the CAPS be implemented? 2012 Grade R-3 & Grade 10

2013 Grade 4-6 & Grade 11

2014 Grade 7 – 9 & 1210. How will the implementation of the

CAPS be phased in?

2012 Grade R-3 & Grade 10

2013 Grade 4-6 & Grade 11

2014 Grade 7 – 9 & 1211. What is the instructional time for subjects in

Grade 10-12?Home language 4,5

FAL 4,5

Mathematics/Maths lit 4,5

LO 2

Three electives 3 x 4 hrs (Bus Stud/Econ)

27,5 hours in 5 days

Walk through CAPS document Section 1

• Adapted NCS Principles• Aims – adapted critical outcomes• Time Allocation FET

Section 2Definition, main topics, weightings of topics, purpose, time allocation

Section 3• Grade 10: Overview of topics per term• Summary of Annual Teaching Plan• Teaching PLan

Section 4 •Assessment

What is Business Studies?

The subject encompasses:•Business principles•Theory and practice that underpin the development of entrepreneurial initiatives•Sustainable enterprises•Economic growth

•[S E E P]

Four main Topics

Instructional Time

Subject Time Allocation per week (hours)

1. Home Language 4.5

2. First Additional Language 4.5

3. Mathematics/Mathematical Literacy 4.5

4. Life Orientation 2

5. Business Studies (+ 2 Electives) 4 x 3 = 12

Time Allocation

Term Teaching Time in Weeks

Teaching Time in hours

Term 1 10 weeks 40 hours




Total 34 weeks 136 hours

Content Links : EMS to FET

35

ACTIVITY 2 (20 minutes)

• INSTRUCTIONS:– Participants to work in groups– Use: appendix 3 & 4– Study the EMS and Business Studies content

maps and comment on progression of content from one grade to another

– How would you as a FET teacher assist or work with your colleague in GET to make sure that learners are being taught this content as a foundation for the subject in FET?

– Report back to plenary.

36

ACTIVITY 1 [20 min]

INSTRUCTIONS: • Participants to work in groups• USE: CAPS [Pages 13 – 22] Appendix 2 – Overview of topics per term • Complete the columns in appendix 2 by referring to the content in

the CAPS document.• Indicate the page number and time allocated in the CAPS

document.

• Resources: CAPS/ Overview of topics, Khoki pen en flipchart.

Overview of Grade 10 Topics TERM 1 2 3 4

TOPICS •Micro environment

•Market environment

•Macro environment

•Interrelationship between environments

•Business sectors

•Business functions included in business environment

•Contemporary soci-economic issues

•Social responsibility

•Entrepreneurial qualities

•Forms of Ownership

•Creative thinking and problem solving

•Business opportunity

•Business location

•Contracts

•Presentation of Business information

•Business Plan

• Self-management

•Relationship and team performance

Weighting of Topics Weighting of Curriculum Topic Weeks

Business Environment

(weighting 25%)

1. Micro, market and macro environments 8

2. Business sectors 1

3. Contemporary socio-economic issues 3

Business Ventures

(weighting 25%)

4. Entrepreneurship 1

5. Business opportunity and related factors 1

6. Business Plan 3

7. Forms of Ownership 2

8. Contracts 1

9. Business location 1

10. Presentation of business information 1

Weighting of TopicsWeighting of Curriculum Topic Weeks

Business Roles

(weighting 25%)11. Creative thinking and problem solving 2

12. Self-management, professionalism & Ethics 2

13. Relationship and Team Performance 2

Business Operations

(weighting 25%)14. Business Functions -

15. Quality of Performance ( in business

environment)-

16. All topics divided into terms 6

Activity (60 minute)INSTRUCTIONS: 1. Study the : * Annual Teaching Plan (CAPS p. 13 – 46) * NCS LPG Grade 10 :

2. Identify the following:– New Grade 10 content in the CAPS (per term)– New Grade 11 content in the CAPS (per term)– New Grade 12 content in the CAPS (per term)– Content moved from other grades to grade 10; and– List the topics identified above (per term)– Methodology to explain new content

3. Choose someone in the group to report back after the group discussions.

Content OverviewTOPIC GRADE 10 GRADE 11 GRADE 12

Micro, market and macro environments

Components, features and interrelationship between the three environments

Influences, control factors, challenges and adaptation of business environments.

Devise, evaluate and recommend strategies

Recent legislation

Business sectors Classification of business sectorsFormal and Informal sectorsPublic and Private sectors

Links between various sectors Business sector and its environment

Contemporary socio – economic issues

Identify contemporary socio-economic issues that impact on business

Impact and challenges of contemporary soci-economic issues: intellectual propoerty rights

Social responsibility and Social Corporate Responsibility (CSR)

Entrepreneurship Entrepreneurial Qualities The concept and how much business embraces entrepreneurial qualities

None

Business opportunity and related factors

Research instrument Business opportunitiesNew ideas

None None

Content Overview Topic GRADE 10 GRADE 11 GRADE 12

Business Plan Development of a Business Plan (including a financial analysis)

Transformation of a business plan into an action plan

Management and Leadership

None None Management and Leadership styles and approaches

Forms of Ownership

Definitions, characteristics, advantages and disadvantages, differences

Establishing a company vs other form of ownership.Formation of companies: MOIName and Prospectus

Contribution of form of ownership to the success or failure of business

Setting up a business

None Starting a business venture based on an action plan

None

Contracts Contracts and their legal implications

Avenues of acquiring business (e.g franchising)

Investment insurance

Business location

Factors that impact on business location decisions

None None

Content Overview TOPIC GRADE 10 GRADE 11 GRADE 12

Investment securities

None None Business investment opportunities, e.g. shares

Investment Insurance

None None Investment opportunities: assurance and insurance.

Presentation of Information

Verbal and non verbal presentation of a variety of business information

Verbal and non verbal; respond professionally to questions and feedback.

Verbal and non verbal; amend information as necessary.

Creative thinking and problem solving

Creative thinking vs successful business practice problem solving.

Creative thinking to address business problems and to improve business practice

Creative thinking to respond to challenges in dynamic and complex business contexts.

Self management, professionalism and ethics

Concept of self management in a business context.

Theories and principles of professionalism and ethics. The principles and skills of professional, responsibilities, ethical and effective business practice.

Professional, responsible, ethical and effective business practice. Recommendations for improvement.


H Rights, Inclusivity and environ. issues

None None Business addresses issues of human rights, inclusivity and environmental issues.

Social responsibility

Contribution towards immediate community Social responsibility and CSR

The citizenship roles and responsibilities

Contribute time and effort to advance the well-being of others

Stress, crisis, change, conflict management

None Concepts relating to stress, crisis and change management.

Conflict management skills to resolve differences in business situations.

Relationship and team performance

Accomplish business objectives. Criteria for successful and collaborative team performance.

Team stages and team dynamics, and theories.

Achievements of specific objectives. Recap: criteria, stages, team dynamics and theories.


Business Functions

Eight Business FunctionsRelatedness of business functions

The National Credit Act 34 of 2005 and the National Consumer Protection Act 68 of 2008, and their impact on the purchasing function

Levels and tasks of general management

Marketing function,Production function, Introduction to Human Resources function

Legislation regarding Human Resources , employee benefits; skills development

Quality of Performance

Quality in relation to the various business functions

None How quality of performance can influence a business

Day 2

• Welcome

49

NCA & CPA

• Notes will be given• More emphasis on the Consumer Protection

Act• What will your approach be?• When teaching be mindful of the cognitive

levels wrt assessment.

50

Quality of performance

• Notes will be given• Important to note – quality in relation to the

business functions• What will your approach be?• When teaching be mindful of the cognitive

levels wrt assessment.

51

BUSINESS STUDIESGRADE 10

TOPIC: BUSINESS SECTORSFormal and informal

Difference between Formal Sector & Informal Sector

Difference between Formal Sector & Informal Sector

1.Description

2.Examples

3.Characteristics

Description: Formal & Informal sector

Formal sector Informal sector

• refers to all businesses• that employ workers • which offer regular wages • and regular working hours, • with them employment rights,• and on which income is taxed

• refers to all businesses • that employ workers• whose wages are very low• and working hours irregular• with no employment rights• and on which no tax is paid for the income

Examples: Formal & Informal sector

Formal Sector Informal Sector

• Pick ‘n Pay• Mr. Price• Standard bank• Interflora• Toyota service centre

• Spaza Shop• Flea market• Loan Shark• Flower sellers• Backyard mechanic

Characteristics: Formal & Informal sectors

Formal Sector Informal Sector

• Business is registered • Pay taxes • Keep record of business activities• Regular working hours• Regular wages paid• Employees rights protected

• Business not registered• Do not pay taxes• Do not keep accurate record of business activities• Long working hours• Low wages paid• Employees rights not protected

Difference between Public Sector & Private Sector

Difference between Private Sector & Public Sector

1.Description

2.Examples

3.Characteristics

Description: Formal & Informal sector

Private sector Public sector

• consist of privately owned business • that produce goods and services• with the aim of making a profit

• consist of organisations or institutions• that are owned by the government• or were set up by government• with taxpayers money

Examples: Private Sector & Public Sector

Private Sector Public Sector

• M-NET• Intec College • Postnet• South African Airways• MTN• Gatesville Med Centre

• SABC• Mandela High School • SA Post Office• Kalula.com • Telkom • Groote Schuur Hospital

Characteristics: Private & Public Sector

Private Sector Public Sector

• owned by private individuals • financed from own sources, loans or shares issued• objective to make a profit• end beneficiary is the general paying public

• owned by government

• financed from taxes or loans• not profit driven• end beneficiary is the general public

CSR & Entrepreneurial qualities

• Notes will be given; • What will your approach be?• When teaching be mindful of the cognitive

levels (identify entrepreneurial questions) wrt assessment.

Forms of Ownership

NOTES

Forms of Ownership

1 Sole Trader

2 Partnership

3 Close Corporation

4 Private Company

5 Personal Liability Company

6 Public Company

7 State Owned Company

8 Non- Profit Company

Forms of Ownership – Activity [60 min]

• Divide the forms of ownership amongst the group

• Decide on a scribe and spokesperson in your group

• The group will summarise: - Legal prescriptions

- Registration requirements - Legal person - Tax reliability - Liability - Management - Payment to owners• Summaries to be pasted on the walls

• Group leader explains the concepts to the group [Gallery walk]

Forms of Ownership

The differences between the Companies act 71 of 2008 & Act 61 of 1973

KWARTAAL 1

•Creative Thinking and Problem solving Techniques added: [SCAMPER ]•Contracts – Legal implications, Parties, Rights and responsibilities•Presentation of information

Creative Thinking and Problem solving techniques: [SCAMPER]

• Problem solving • To unlock creativity• Provide solutions to problems or challenges • Use ideas that already exist • Find solutions

S Substitute Replace aspects of the problem

C Combine Ideas/sections/elements combined

A Adapt Making adjustments to ideas that exist already

M Modify Change something

P Put toOther uses

Make use of solutions

E Eliminate Eliminate some aspects

R Re-arrange Rearrange things

Activity: SCAMPER• Identify elements of SCAMPER that can be

applied to a Blackberry cellphone to transform it from the first model cellphone that was available.

From the OLD to the NEW

SCAMPER

Contracts:Legal implication, parties, rights and responsibilities

• Discuss the legal implications of the NCA and CPA on the following contracts in different business contexts:• Employment– Insurance– Renting agreements– Installment agrreements– Hire – purchase agreements

NOTES

Contracts - notes

Presentation of Information• Definition of audio visual aids• Design and layout of presentation using

different visual aids

NOTES

• Integrate with Media Research CASS Assignment (2nd Term)

Relationship and team performance

• Assessment of a team against criteria for successful and collaborative team performance.

Session 12Session 12

KWARTAAL 1

•Relationship and team performance

Working in a team to accomplish business objectives

Groep 1

Clear objectives and agreed goals

Openness

Mutual respect

Support and mutual trust

Groep 3Interpersonal relations and behaviour

Good communication

Planning

Committed to achieving goals

Groep 2Sound inter – team relations

Solving problems and goal setting in teams

Shared Values

Individual development

Groep 4Review of teamwork

Conflict management

Leadership

Decision making

Activity 7

• Assess your teams performance against the criteria for team assessment

• Report back

Lunch 12.30 – 13.00

Methodology & Planning

Methodology

• Teaching approach• Use of different strategies• Managing diversity in the classroom

86

Summary of Planning• Planning is important and necessary

• For accountability to parents, officials and other role players

• A proper annual teaching plan gives teachers a plan in terms of content, resources, assessment, starting and completion time.

• Need for proper lesson planning

Planning

Topic Content Date started

Completion date

Resources used

Assessment

•Lesson preparation in the teachers working file.•. HINT: Convert annual teaching plan electronically; hard copy •Learner note books as evidence of teaching and learning process.

SUBJECT: _________________________ GRADE: ______ TERM: ___

Learners Teachers

– Textbook– Notebook• Other resources

– Variety of text books and other resources for example:

• Companies Act, 71 of 2008, • Employment Equity Act No. 55 of 1998, • National Credit Act No. 34 of 2005, • Consumer Protection Act No. 68 of 2008, • Basic Conditions of Employment Act No.

75 of 1997,

Teacher

• Labour Relations Act No. 66 of 1995, • Black Economic Empowerment Act No.53 of

2003, • Skills Development Act No.97 of 1998, • Compensation for Occupational Injuries and

Diseases Act No. 130 of 1993, • Hire Purchase Act, • Long-term Insurance Act 52 of 1998, • Short-term Insurance Act 53 of 1998, etc.• Memorandum of Incorporation (MOI) - new

founding document of a company• Specimen of contract forms • Bank brochures • Business and financial magazines • Corporate Social Responsibility (CSR) Policy –

any company• The King Code of Governance for South

Africa 2009

Textbook LTSM Effective tool for teaching and learning Presents all the topics in the content overview Knowledge and concepts are well scaffolded to

provide understanding and insight Variety of activities/exercises that are clear and

address different cognitive levels.

NB: Each learner should have a textbook per subject to take home to study from and do homework.

Teacher FileEvery teacher must have a file as planning instruments or evidence

The Annual Teaching Plan

A record of start and end dates of lessons

Assessment Plan

Formal Assessment tasks and memoranda/assessment tool

List of Text books and other LTSM used

Recording Sheets of learners individual marks for all formal assessment tasks

Any interventions used for the class or individual learners, especially learners with barriers to learning

ASSESSMENT & EXAMS

What is assessment ?

- Identifying

- Gathering - Interpreting

information

knowledge

and

skills

Demonstrated to learners

95

Formal and Informal Assessment

95

Recording Optional Strengthen teaching and learning

INFORMALDaily Assessment

RecordingUsed for promotion/certification

FORMAL Programme of Assessment

Assessment

9696

Informal and Formal Assessment Cont.Informal and Formal Assessment Cont.Informal Informal FormalFormal

Daily assessmentDaily assessment Programme of AssessmentProgramme of Assessment

Monitor learner’s progressMonitor learner’s progress Systematic way of evaluating Systematic way of evaluating learner progresslearner progress

Improve teachingImprove teaching Used for promotion / Used for promotion / certificationcertification

Scaffold learningScaffold learning Recorded Recorded

Stepping stones to tasks in Stepping stones to tasks in Programme of AssessmentProgramme of Assessment

Not required to recordNot required to record

97

Programme of Assessment

97

9797

25%75%Tasks during the yearEnd of year

300 marks reduced to 75%

End of year Mid-year 200 marks

ExaminationsTwo

First and Third Terms

= 100

TestsTwo

Terms 1, 2 & 3 = 3 x 50

Not tests and exams

Assignment, Project and Presentation

POA

Grade 10

Programme Of Assessment The Programme of Assessment in Grade 10

Term 1 Term 2 Term 3 Term 4

Assessment Assignment (Case study – all 3 cogn levels incl 30%/50%/20%)

Test Presentation (Med Research topics term 1,2 )

Mid-year

Project(Bus Plan or Research Project, covering cogn levels 1-3, 30%/50%/20%)

Test Year markFinal exam

Total

Total marks 50 100 50 200 50 100 550 300

Converted to a mark out of:

550÷5.5 =100

300 400

Note: In Grade 10 the Seven Assessment tasks make up the Programme of Assessment. Refer to Protocol on Assessment.

1. A Project (can be any topic covered in the 3rd term, but the BUSINES PLAN must still be done in class)

2. Tests & Exams Control Tests – terms 1 and 3 / Mid year exam / Year end Exam

3. Written or practical assignments

(One Task – 1st term / One presentation

4. Presentation Term 2 – any topic covered in term 1 or 2 – must provide evidence

Must cover all topics.

Hand in to SMT at the end of previous year – school use to compile school assessment plan.

100100

Forms of TasksForms of TasksOther forms of tasks excluding tests andOther forms of tasks excluding tests andexamsexams

– Number of tasks: 3 per year as per Protocol on Number of tasks: 3 per year as per Protocol on assessment assessment

– Controlled conditionsControlled conditions

– Facilitated during class time by teacher (!)Facilitated during class time by teacher (!)

– Certain aspects could be done at home e.g. Certain aspects could be done at home e.g. sourcing information, planning, etc.sourcing information, planning, etc.

101101

Forms of TasksForms of Tasks

TESTS:TESTS:• Two tests:Two tests:

– First and Third termsFirst and Third terms

• 100 marks each100 marks each• Scheduled Scheduled • Controlled conditionsControlled conditions• Not to be made up of a series of small testsNot to be made up of a series of small tests

102102

Forms of TasksForms of TasksGrades 10 - ExaminationsGrades 10 - Examinations• Two exams:Two exams:

– Midyear and End-of-YearMidyear and End-of-Year– All internal / school-basedAll internal / school-based

•Duration to protect contact time–Two weeks per exam for internal examinations (according to Annual Teaching Plan)–End-of-Year exams not to start before November

103

Examination

103

Content stipulated specifically for the grade 100%

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

30%

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

50%

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

20%

Mid-year examinationsBelow is an outline of the structure of the mid-year examinations in each of the grades:

Paper Time Marks TopicsGrade 10 1 2 hours 200 As per Grade annual

teaching plan

Examination End-of-year examinations

Grade 10 should write a 3-hour examination of 300 marks as a final examination.

Paper Time Marks Business Environment

Business Venture

Business Role

Business Operation

Grade 10 1 3 hours 300 25% 25% 25% 25%

105

Structure of the Examination Paper

.

GRADE 10 11 12 EXAMINATION PAPER GUIDELINE

MODERATION

107

• 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.

Moderation of assessment

108

• All Grade 10 tasks are internally moderated, • The subject head for Business Studies or Head of

Department for the Business, Commerce and Management subjects at the school will generally manage this process.

• Moderation at the school will be carried out at least once per school term.

Moderation of assessment

109

• HoD (or subject head) if HoD did not specialise in subject

• All PoA tasks: HoD moderates before task is given to learners

• HoD moderates 10% of learner responses to PoA tasks and marking instruments.

Moderation

Instruction - Moderation

Activity• Participants form groups of 3 – 10• Discuss the challenges that you encounter

when doing SBA moderation. How can you overcome those challenges?

• Report back and discussion.( 10 min)

110

111

Moderation of POA task: What to look for?• Internal: Internal Moderation checklist to be completed for

each task and learner scripts/tasks• External: Make use of cluster moderation checklist• Aspects to be moderated: e.g.• Duration, length ( in case of a test and examination)• Weighting of content• Weighting of cognitive levels• Language used.• Use of pictures, diagrams, graphs to facilitate language• Level of difficulty• Other?

CAP

CAP

CAP

CAP

ACITATE

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caps – orientation workshop business studies. welcome ! teachers

Documents

ncs ncs

amended ncs current

management of ncs slide

curriculum slide

moderation slide

nsc slide

ncs grades r

critical learning slide