Economic and Management Sciences · 2020. 2. 21. · For information on assessment in Economic and...

Economic andManagement Sciences

Grade

11Marietjie Barnard • Angela VogesChristine de Nobrega

Teacher’s Guide

1111Grade

8

CAPS

SM_EMS_G8_TG_CAPS_ENG.indd 1 2013/06/05 3:44 PM

Economic and Management Sciences

Grade 8Teacher’s Guide

Marietjie Barnard • Angela Voges • Christine de Nobrega

Study & Master

SM_EMS_G8_TG_TP_CAPS_ENG.indd 1 2013/06/05 3:42 PMEMS (8ENG).indb 1 6/5/13 3:55:39 PM

cambridge university press

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Cambridge University PressThe Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa

www.cup.co.za

© Cambridge University Press 2013

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2013

ISBN 978-1-107-25682-8

Editor: Christine de NobregaProofreader: Deidre MvulaTypesetter: Brink Publishing & DesignIllustrators: Izak Vollgraaff, Geoff WaltonCover image: Gallo/Getty Images………………………………………………......……………………………………………………………Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.………………………………………………......……………………………………………………………notice to teachers The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution which purchases the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press and such copies may not be distributed or used in any way outside the purchasing institution. ………………………………………………......……………………………………………………………acknowledgements If you want to know more about this book or any other Cambridge University Press publication, phone us at +27 21 412 7800, fax us at +27 21 419 8418 or send an e-mail to [email protected]

EMS (8ENG).indb 2 6/5/13 3:55:39 PM

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Contents

1. INTRODUCTION 11. Curriculum and Assessment Policy Statement (CAPS) 2

2. Economic and Management Sciences as a subject 2

3. How Study & Master Economic and Management Sciences Grade 8 works 4

4. Grade 8 Annual Teaching Plan 7

2.LESSONBYLESSON 15

TERM1

Topic 1: Looking back looking ahead 16

Topic 2: Government 17

Topic 3: The National Budget 22

FormalAssessmentTask1:Dataresponse(seeSection3)

Topic 4: Standard of living 28

Topic 5: Accounting concepts 32

Topic 6: Source documents 46

RevisionTerm1 53

ControlledTest1 60

TERM2

Topic 7: Looking back, looking ahead 63

Topic 8: The accounting cycle 64

Topic 9: Cash Receipts Journal of a services business (1) 68

Topic 10: Factors of production 78

FormalAssessmentTask2:Project(seeSection3)

Topic 11: The markets 84

RevisionTerm2 88

Mid-yearexaminationpracticepaper:Memo 93

TERM3


Topic 13: Cash Receipts Journal of a services business (2) 97

Topic 14: Cash Payments Journal of a services business 103

Topic 15: Forms of ownership 125

EMS (8ENG).indb 3 6/5/13 3:55:40 PM

FormalAssessmentTask3:Casestudy(seeSection3)

RevisionTerm3 131

ControlledTest3 135

TERM4


Topic 17: Levels and functions of management 141

Topic 18: General Ledger and Trial Balance of a services business 150

RevisionTerm4 180

End-of-yearexaminationpracticepaper:Memo 189

3. FORMALASSESSMENT 1931. Assessment in Economic and Management Sciences in

Grade 8 194

2. Programme of Assessment 196

3. Formal Assessment Tasks 198

Formal Assessment Task 1: Data response 198

Formal Assessment Task 2: Project 202

Formal Assessment Task 3: Case study 206

4. Tests and Examinations: Guidance 209

5. Recording and reporting 215

4.RESOURCES 2211. Actual End-of-year examination paper

and marking memorandum 222

2. PowerPoint CD 232

3. List of useful reading material and Internet resources 233

4. Glossary for teachers 234

5. Lesson plan template 239

5.ASSESSMENTTEMPLATES 241

6. SOURCEDOCUMENTSAND

JOURNALTEMPLATES 245

7. DOCUMENTS 257

EMS (8ENG).indb 4 6/5/13 3:55:40 PM

1

1. CurriculumandAssessmentPolicy

Statement(CAPS) 2

2.EconomicandManagementSciences

asasubject 2

3. HowStudy&MasterEconomicand

ManagementSciencesGrade8works 4

4.Grade8AnnualTeachingPlan 7

1. Introduction

EMS (8ENG).indb 1 6/5/13 3:55:40 PM

2 INTRODUCTION

1.CurriculumandAssessmentPolicyStatement

(CAPS)

A single Curriculum and Assessment Policy Statement (CAPS) exists for each school subject. The CAPS for each subject details the minimum outcomes and standards of the learning process, as well as assessment processes and procedures.For more information on the CAPS, please see Section 1 of the CAPS document for Economic and Management Sciences.

2.EconomicandManagementSciencesas

asubject

AimsEconomic and Management Sciences is a fundamental subject and is therefore compulsory for all Grade 7 to 9 learners. As a practical subject, its aim is to equip learners with real-life skills for their personal development and the development of their communities. In other words, Economic and Management Sciences aims to: • Develop learners’ skills to deal with the efficient and effective use

of different types of private, public or collective resources to satisfy people’s needs and wants.

• Guide learners to reflect critically on the impact of resource exploitation on the environment and on people.

• Teach learners to deal with the effective management of scarce resources in order to maximise profit.

• Provide opportunities for learners to expand their own personal development.

• Guide learners using tasks that promote the idea of sustainable economic growth and the development of their communities.

EconomicandManagementSciencestopicsThe issues dealt with in Economic and Management Sciences are inter-related and covered through three topics:• The economy • Financial literacy • Entrepreneurship.

The table below indicates the main topics in the Economic and Management Sciences curriculum.

Topic Grade7 Grade8 Grade9

1 The economy History of money• Needs and wants• Goods and services• Inequality and • povertyThe production • process

Government• The National • BudgetStandard of living• Markets•

Economic systems• The circular flow• Price theory• Trade unions•

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3INTRODUCTION

Topic Grade7 Grade8 Grade9

2 Financial literacy Savings• Budgets• Income and • expensesAccounting • concepts

Accounting • conceptsAccounting cycle• Source documents• Cash Receipts • Journal and Cash Payments Journal of a service businessEffects of cash • transactions on the accounting equationGeneral Ledger• Trial Balance•

Cash Receipts • Journal and Cash Payments Journal of a sole traderPosting to the • General LedgerPreparing a Trial • BalanceRecording • transactions in the Debtors Journal, Creditors JournalPosting to the • Debtors Ledger and Creditors Ledger

3 Entrepreneurship The entrepreneur• Starting a business• Businesses• Entrepreneur’s Day•

Factors of • productionForms of • ownershipLevels of • managementFunctions of • management

Sectors of the • economyFunctions of a • businessA business plan•

OverviewofcontentAn overview of the content of Economic and Management Sciences 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• the functioning of both formal and informal businesses.

TimeallocationThe teaching time for Economic and Management Sciences is two hours per week. As this subject involves the development of

EMS (8ENG).indb 3 6/5/13 3:55:40 PM

4 INTRODUCTION

accounting skills of learners in Grade 8, one hour per week must be used for financial literacy in terms of the Annual Teaching Plan.

The instructional time per year for Economic and Management Sciences in Grade 8 is as follows:

Topic Numberofhoursperyear

The economy 12

Financial literacy 36

Entrepreneurship 15

Revision 8

Contact time 71

Examinations 9

Total hours 80

Total weeks 40

For information on assessment in Economic and Management Sciences, please see Section 3 of this Teacher’s Guide.

3.HowStudy&MasterEconomicandManagement

SciencesGrade8works

TeachingandlearningmaterialsrequiredforEconomicandManagementSciences• Each learner should have a textbook and a calculator.• Learners should each have one Cash Journal exercise book, one

General Ledger exercise book and a normal exercise book.• Teachers should have a textbook with a teacher guide.

CoursecomponentsStudy & Master Economic and Management Sciences Grade 8 consists of a:• Learner’s Book• Teacher’s Guide.

Learner’sBookThe Learner’s Book is divided into four terms that cover the three Economic and Management Sciences topics in the same order as they appear in the Annual Teaching Plan of the CAPS document. Thus each term in the Learner’s Book is divided as follows:• Economic and Management Sciences topics• Content within each topic as outlined in the CAPS document• Activities.

There is a revision section at the end of each term which learners can use to revise the terms’ work in preparation for the controlled tests at the end of Terms 1 and 3, and the mid-year and end-of-year examinations at the end of Terms 2 and 4.

EMS (8ENG).indb 4 6/5/13 3:55:40 PM

5INTRODUCTION

Formal assessment opportunities are included in the Learner’s Book where appropriate: • Formal Assessment Task 1, which is a data response assignment,

appears in Term 1.• Formal Assessment Task 2, which is a project, appears in Term 2.• Formal Assessment Task 3, which is a case study, appears in Term 3. • Examination practice papers appear at the end of Terms 2 and 4

for the mid-year and end-of-year examinations.• The actual end-of-year examination paper and marking

memorandum appears in the Resources section of this Teacher’s Guide.

• The two controlled tests and their marking memorandums appear at the end of Terms 2 and 4 in Section 2 of this Teacher’s Guide.

Teacher’sGuideThe Teacher’s Guide provides information and guidance on:• Economic and Management Sciences as a subject (Section 1)• planning for the Grade 8 year and lesson-by-lesson guidance,

including tips to cover resources, a list of new words and concepts and preparation required prior to teaching the topic (Sections 1 and 2)

• suggested answers for all activities in the Learner’s Book (Section 2). Please note that the answers given are guidelines only. You should encourage creative and critical thinking from learners, wherever appropriate

• informal assessment suggestions (Section 2)• consolidation (remedial) and extension activity suggestions

(Section 2)• controlled tests and marking memorandums (Section 2)• a Programme of Assessment (Section 3)• guidance on the assessment of all Formal Assessment Tasks (Section 3)• marking memorandums for all Formal Assessment Tasks (Section 3)• recording and reporting of formal assessment (Section 3)• end-of-year examination paper and marking memorandum

(Section 4) and the memorandums for the Learner’s Book examination practice papers (Section 2).

Section 2 mirrors the Learner’s Book and is divided into terms.

You will see these icons next to the activities in the Learner’s Book and Teacher’s Guide. This is what the icons mean:

These icons mean

work alone

work in pairs

group work

class work

EMS (8ENG).indb 5 6/5/13 3:55:40 PM

6 INTRODUCTION

InclusivityAn important part of teaching is to accommodate all learners, including those who experience barriers to learning. Study & Master Economic and Management Sciences takes into account that learners come from different backgrounds and have different abilities. So it offers learning material that learners can relate to while extending their learning and experiences. There are a variety of types of activities – activities that appeal to learners of all levels and backgrounds and that offer opportunities to work individually, in pairs, in groups or as a whole class. This Teacher’s Guide also provides consolidation (remedial) and extension activities for each topic, which teachers need when they have to manage a class of diverse learners.

Section 4 (Resources) also provides templates for learners, a PowerPoint CD and a list of useful reading material and Internet resources that you can use to further your own knowledge within the Economic and Management Sciences curriculum.

EMS (8ENG).indb 6 6/5/13 3:55:40 PM

7INTRODUCTION

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8 INTRODUCTION

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EMS (8ENG).indb 8 6/5/13 3:55:40 PM

9INTRODUCTION

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EMS (8ENG).indb 9 6/5/13 3:55:40 PM

10 INTRODUCTION

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EMS (8ENG).indb 10 6/5/13 3:55:40 PM

11INTRODUCTION

TERM

3

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EMS (8ENG).indb 11 6/5/13 3:55:40 PM

12 INTRODUCTION

W

eek

(2 h

ours

per

wee

k)

Econ

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and

Man

agem

ent

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EMS (8ENG).indb 12 6/5/13 3:55:41 PM

13INTRODUCTION

W

eek

(2 h

ours

per

wee

k)

Econ

omic

and

Man

agem

ent

Scie

nces

top

icTo

pic

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of

hour

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CAPS

con

tent

Reso

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2—9

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EMS (8ENG).indb 13 6/5/13 3:55:41 PM

EMS (8ENG).indb 14 6/5/13 3:55:41 PM

15

2. Lesson by lesson

15

This section contains teaching notes for the topics in the Learner’s

Book; answers to all the activities; informal assessment suggestions;

consolidation (remedial) and extension activity suggestions and

revision activities.

TERM1 16

FormalAssessmentTask1:Dataresponse

(see Section 3)

TERM2 63

FormalAssessmentTask2:Project

(see Section 3)

TERM3 96

FormalAssessmentTask3:Casestudy

(see Section 3)

TERM4 140

EMS (8ENG).indb 15 6/5/13 3:55:41 PM

LESSON BY LESSON TERM 116

Unit 11

Topic Discover your strengthsLearner’s Book pages xx—xx Duration 2 hours

TERM 1

CurriculumandAssessmentPolicyStatement

(CAPS)content

In this topic, learners will:• revise what they learnt in Grade 7• get a brief glimpse of what they will learn in Term 1

Teachingthetopic• This is an opportunity to consolidate what the learners learnt

in the previous grade. If learners are still struggling with some concepts, give them additional activities or revision activities to do. Those learners who understand the work well can help those who are struggling.

• Encourage learners to draw mind maps (similar to those drawn in this topic) to revise what they learnt in the previous year.

• Once you are comfortable that learners understand the content so far, you may continue with the overview of the new term.

• When revising the new term, do not go into too much detail. You do not need to spend more than 10–15 minutes on the overview.

• Mention to the learners that they may use the overview mind map provided and add their own notes during the term so that they have a complete mind map of the term’s work by the end of the term.

Termandweek/sTerm 1, Week 1

Unit 11

Topic Looking back, looking aheadLearner’s Book pages 2—7 Duration: 2 hours

EMS (8ENG).indb 16 6/5/13 3:55:41 PM

17LESSON BY LESSON TERM 1

Unit 12

Topic GovernmentLearner’s Book pages 8—16 Duration: 4 hours


(CAPS)content

In this topic, learners will learn about THE ECONOMY. They will look at:• the meaning of government• different levels of government• the roles of the different levels of government in respect of

households in the use of resources and services (both as consumer and producer)

• the roles of the different levels of government in respect of businesses in the use of resources and services (both as consumer and producer)

ResourcesConstantly look out for newspaper and magazine articles about EMS. Work through this year’s content and collect articles throughout the year on all of the topics. Use articles you find later in the year covering content you taught earlier in the year, as revision.

Bring articles to class during this topic about the structure and functions of the South African government at local, provincial and national level.

If your school has Internet access, visit http://www.gov.za/, an excellent resource for information about the levels of government. The website http://www.southafrica.info/about/government/gov.htm is also a useful resource.

Find pictures and advertisements for the kinds of goods that households and businesses buy that would be familiar to the learners. Use these as a starting point for your discussion about the roles of households and businesses.

Preparation• Read through the topic and familiarise yourself with the content

that you will need to teach. Think about what learners may already know about the topics, what skills they already have and any areas of difficulty that you think they might encounter.

• Use your school’s media centre, the Internet and public libraries for research.

Termandweek/sTerm 1, Weeks 2–3

Newwordsandconceptsnational government; provincial government; local government; legislative; executive; judicial; producers; consumers

EMS (8ENG).indb 17 6/5/13 3:55:41 PM

18 LESSON BY LESSON TERM 1

• Ensure that you give yourself enough time to gather the resources you need for each lesson.

• Collect as many local examples as possible to make the content accessible and meaningful to your learners.

• Find out about your area’s local government. Do some research about your municipality and some of the challenges it faces, especially in the area of service delivery. Find out how to contact your ward councillor if you were to contact him or her about local government issues.

• Find out about your province’s provincial government.

TeachingthetopicThere are 2 lessons in this topic.Lesson Week Pages Activities

2 2 18 2.1

3 3 19 2.2

Lesson2• Start this week by assessing your learners’ knowledge of the South

African government. Look at the photo of President Zuma in Figure 2.1 of the Learner’s Book. Ask learners who the man in the photo is, and what he is most likely to be doing in this photo. Ask them who the current deputy president is, and whether they can name the ministers of any of the government departments, such as Pravin Gordhan (Finance), Angie Motshekga (Basic Education), Rob Davies (Trade and Industry) and Fikile Mbalula (Sport and Recreation) in 2012. Find out whether they know anything about their provincial government and premier, and assess their knowledge of local government in your area.

• Use the news articles you have gathered to make this discussion relevant. Ask learners their views on what they would change if they were to govern a country.

• Have a discussion about what the learners think the government does. Ask them how they think the country works, and what challenges they think the government of any country, including South Africa, could face.

• Write their suggestions on the board and use these to formulate a class definition of government.

• Work through the text on the meaning of government in the light of your class discussion.

• Move on the text about the different levels of government and discuss each level individually. Then engage the learners in a discussion about their communities and how well they think their communities are run.

• Do Activity 2.1.

EMS (8ENG).indb 18 6/5/13 3:55:41 PM


Lesson3• Introduce this section by referring the learners to the illustration

of the family in Figure 2.5 of the Learner’s Book. Have a discussion on the worked example of the family that precedes the illustration. Talk about ways in which households use resources and services and who provides these services.

• You may want to talk about a typical day in the households of learners, in the areas where they live. Develop the discussion from learners waking up in the morning and using water for cooking porridge and brushing teeth, to the sanitation and electricity services in their homes and the need for groceries and transport. Point out the resources and services that households use throughout the day. Be sensitive to differences in the learners’ economic situations during this discussion. Some learners may not have sanitation, electricity or tapped water to their homes. Others may be affluent and driven to school by their parents while others may use public transport or walk.

• Refer the learners to the diagram in Figure 2.6 of the Learner’s Book showing that the way in which money moves through the economy means that both households and businesses are producers and consumers. This is preparatory work for teaching the more complex circular flow diagram in Grade 9.

• Ensure that learners understand that households and businesses are producers and consumers, before introducing the role of the government in this flow of money.

• Use the text and Figure 2.7 in the Learner’s Book to explain government’s role in how households produce and consume goods and services. Refer to your previous discussion about the resources and services that households use daily.

• Before you teach the content on the role of the different levels of government in business use of resources and services, first ask the learners to tell you what role they think the government plays in business use of resources and services. Link the previous discussion on the daily household use of resources and services to assist learners with their suggestions. You may want to divide the class into groups to have this discussion and use your newspaper and magazine articles to trigger ideas.

• When the learners have finished their group discussions, use Figure 2.8 in the Learner’s Book to explain this further.


AnswersActivity2.1

1. Lower order (3) Local ✔, provincial ✔ and national government ✔2. Lower order (4) National government: ✔ the executive, ✔ judicial and ✔

legislative branches ✔

EMS (8ENG).indb 19 6/5/13 3:55:41 PM


3. Middle order (1) Learners’ answers will vary according to their areas.4. Middle order (1) Learners’ answers will vary according to their areas.5. Middle order (2) Local government; ✔ they report to the provincial government. ✔

Activity2.2

1. Higher order (5) The information they give should include some of the following

points: Household A:

• consumes local government services such as water, electricity, sanitation, policing, healthcare and infrastructure. ✔

• consumes provincial and national government services such as the judicial system’s services. ✔

• consumes the local government services that the provincial and national governments oversee and create policy for. ✔

• produces government services by working for the Nelson Mandela Bay Municipality. ✔

• produces revenue as a resource for the national government by paying income tax, which the national government uses to allocate back down to provincial and local government. They then provide resources and services for the household to consume. ✔

2. Higher order (4) The information they give should include some of the following

points: Business A:

• consumes local government resources by being paid to carry out the road-construction tender. ✔

• consumes national government resources by benefitting from the income tax that South Africans pay towards improving and maintaining infrastructure. ✔

• produces resources for the local and provincial government that other businesses and households can benefit from using by building roads. A good road system helps the country to grow its economy. ✔

• produces resources for the national government by paying income tax to the national government. ✔

3. Higher order (10) Learners compile their discussion notes in a report. Ensure

that the reports are well written and logically structured, with an introduction, body paragraphs and conclusion. Award 1 mark per point (max. 8 points), and 2 marks for report structure and quality.

EMS (8ENG).indb 20 6/5/13 3:55:41 PM


Informalassessment

Activity2.1:Take in the learners’ answers and mark them to

assess how well the learners are able to work on their own. (11)

Activity2.2:Observe the group discussions to assess how

well the learners are able to work respectfully in groups. Make

notes about how each learner performs during group work.

Assess whether all group members are participating in, and

contributing to, the discussion fairly. Mark the groups’ reports. (10)

Consolidation

• Define a municipality. Give two examples. A municipality is a district, town or city with a local government.

Learners give two examples of their own.• Which branch of national government is responsible for

making the laws of the country? The legislative branch• ‘The government administers the State.’ What does this mean? This means that the government uses taxes to ensure that:

– the State runs efficiently– citizens obey the State’s laws– citizens get the services and infrastructure that they need to

help the economy to grow.

ExtensionDo some research about the South African government. Answer the following questions. Ensure your information is up to date.• Who is the Minister for Water and Environmental Affairs at

national government level? Edna Molewa• Who is the Minister of Labour? Nelisiwe Oliphant• Where is the judiciary based? Bloemfontein• Who is the Commissioner of the South African Revenue

Services (SARS)? Oupa G. Magashula

For information on Informal assessment, refer to the self-assessment, peer assessment and group assessment templates in Section 5 of this Teacher’s Guide.

EMS (8ENG).indb 21 6/5/13 3:55:41 PM


Unit 13

Topic The National BudgetLearner’s Book pages 17—26 Duration: 4 hours


(CAPS)contentIn this topic, learners will learn about THE ECONOMY. They will look at:• government revenue, being:

– direct tax– indirect tax

• government expenditure on services such as education, health, housing, social grants, transport, security, etc.

• the influence of the National Budget on growth and redressing economic inequalities

ResourcesYou may want to access the year’s budget speech, or the budget speech from the previous year, to show the learners. You can access the 2012 budget speech, for example, at http://www.treasury.gov.za/documents/national%20budget/2012/speech/speech.pdf. You could compare the 2012 budget figures given in the Learner’s Book on pages 20–21, with the budget figures for the current year and discuss the differences.

Collect news articles about the National Budget from newspapers, magazines and the Internet. These articles could be about the current year’s budget or, if you are teaching this content before the annual February budget speech, about the previous year’s budget. The National Treasury (http://www.treasury.gov.za/) is a good resource for this topic.

Collect news articles about taxation and any changes to direct and indirect taxation that may be tabled in Parliament. You could also use the SARS website at http://www.sars.gov.za/ to gather some additional information about taxes, or contact your local SARS office if you do not have Internet access.

You should be able to find news articles quite easily about the services that the government provides, as service delivery protests are common and the issue is a controversial and newsworthy one. Gather information about service delivery in your area to discuss with the learners.

Identify the kinds of events that the government would need an emergency fund for, such as natural disasters or epidemics. Use articles and pictures that show the learners the scale of these problems, such


Newwordsandconceptsgovernment revenue; direct taxes; indirect taxes; government expenditure; National Budget; economic inequalities

EMS (8ENG).indb 22 6/5/13 3:55:41 PM


as the scale of the destruction caused by the Japanese earthquake and tsunami of 2011.

Find information about the social grants in your province or region. See http://www.info.gov.za/aboutsa/socialdev.htm and http://www.dsd.gov.za/ for resources, or contact your local government offices if you do not have Internet access.

Reuse your resources from Grade 7 on socio-economic imbalances, inequality and poverty and find updated resources to supplement these.



• Ensure you know the social and economic circumstances of your learners, if possible. This will allow you to tailor your teaching of social welfare and service delivery to your local context. Keep the examples you use in your teaching as local as possible to make the content relevant to the learners’ lives.

• Plan the resources you will use and how you will integrate them into your teaching. If you are using an area of the classroom to display news articles on your teaching, plan which articles you will put up in that area and when you will do so.

• Read the budget speech you plan to use for the extension activity and identify its main areas of focus.


4 4 23—25 —

5 5 25—26 3.1

Lesson4• Start by asking the learners if they know who the current Minister

of Finance is and which government department is responsible for budgeting in South Africa. In 2012, the minister was Pravin Gordhan. The National Treasury is the department responsible for the country’s finances.

• Have a class or group discussion about what the learners think are the expenses and sources of revenue for their school. Then continue this discussion by asking what they think are the expenses and sources of revenue for the country. Ask them to think about and discuss what the government needs to pay on an annual basis and where the money comes from to do this. If you have a class discussion, consider asking the learners to write their suggestions on a mind map on the board.

EMS (8ENG).indb 23 6/5/13 3:55:41 PM


• See if you can classify the items into loose groups, such as infrastructure, services, security, health, education and so on.

• Recap what the learners learnt about budgets in Grade 7. Explain that the National Budget is like any other budget, just on a larger and more complex scale.

• Use the articles you have gathered to enhance your teaching and give concrete local examples.

• Now focus on the sources of revenue that the learners brainstormed. They will probably have mentioned taxes. Talk about the different kinds of taxes that the learners know about. They will probably know about Value-added Tax (VAT) and income tax.

• Talk about the differences between taxes like VAT and taxes like income tax and explain that income tax is a direct tax and VAT is an indirect tax. Discuss other kinds of direct and indirect taxes as outlined in the Learner’s Book pages 18–19.

• Use your articles and resources about taxes to supplement your teaching.

• Move on to the section on government expenditure on services. Start with a class or group discussion about the services that learners benefit from in their communities. This is a controversial topic, which the learners discussed in Grade 7. Revisit the issue and assess whether the learners’ awareness of local government politics and ability to think critically about them has developed.

• Work through Figure 3.3 in the Learner’s Book. Talk about the emergency fund and how this is similar to the emergency fund that individuals would keep aside in a personal budget for emergencies, such as medical expenses. Talk about what kinds of emergencies could happen in a country: natural disasters, attacks by hostile powers, accidents such as nuclear power plant problems, sharp economic downturns and epidemics of diseases are some examples. Ask the learners if they have any other examples.

• Use your resources to show the scale of emergencies such as the Japanese tsunami of 2011. It is estimated that this disaster cost Japan about 25 trillion yen or US$300 billion. Explain that businesses and households cannot possibly finance the reconstruction of infrastructure that is required in the aftermath of emergencies like these and that the government needs to assist citizens using its emergency fund. As a related discussion, you may want to talk about how other countries often step in to give financial assistance in emergencies, as well as assistance in search and rescue efforts.

• Learners may find it interesting that emergencies that have an effect on one country’s economy often affect the economies of other countries, as well as the global economy. Recap what you taught in Grade 7 about the Japanese economy’s important role in supplying goods such as cars and electronic goods and that the damage caused by the tsunami affected production in Japan. Ripple effects of this were felt in other countries.

EMS (8ENG).indb 24 6/5/13 3:55:41 PM


• Remind the learners about the three levels of government you taught in Topic 2. Work through Figure 3.4, showing how the government allocates its revenue to the three levels of government for different purposes. Remind the learners that national government cannot administer income and expenses on its own and that it needs local and provincial government to help it allocate resources effectively.

Lesson5• Continue with your teaching about government expenditure.• Explain why the government needs to encourage jobs and

economic growth; partly because a larger workforce means more tax revenue. Explain that the government needs to spend money on services such as public transport, job creation and education to make more money through taxes.

• Use the example of the 2012 Budget in the Learner’s Book page 20 to show learners what kind of expenditure the government faces each year on services. If the budget speech for your teaching year has been released, use the figures and articles you have collected and compare them to the 2012 figures. Talk about the importance of each of the categories included in the 2012 Budget.

• Have a group or class discussion about social grants. Navigate this topic sensitively. Your learners may be benefitting from social grants in their homes. Use your research and resources to target your teaching appropriately. If you teach in a better resourced school, your learners may not be familiar with social grants.

• Discuss the types of social grants in Table 3.1 of the Learner’s Book. Discuss the monetary values of the grants and ask the learners to give their opinions on whether these amounts are sufficient. Ask them to give some of their own suggestions about how best to deliver social welfare services to as many needy South Africans as possible. Explain the effects of HIV/Aids on households and Aids orphans who need social welfare services. Discuss how many Aids orphans become the responsibility of extended family members, putting financial strain on these households. Be sensitive. Some of your learners may have lost their parents or caregivers to Aids.

• Conclude this section by working through Figure 3.5 in the Learner’s Book to explain why government expenditure and the National Budget are important.

• Move on to the influence of the National Budget on growth and redressing economic inequalities.

• Recap what you taught in Grade 7 about socio-economic imbalances, inequality, poverty and skills shortages. Have a class or group discussion about how learners think the National Budget could influence growth and redress economic inequalities.

EMS (8ENG).indb 25 6/5/13 3:55:41 PM


• This should be a good opportunity to assess the learners informally on their ability to integrate, analyse and evaluate information they have learnt in this topic, Topic 2 and Grade 7. Make notes about the discussion in groups or as a class, assessing how well learners perform.

• Work through the text in the Learner’s Book pages 22–24.• Do Activity 3.1.

AnswersActivity3.1

Casestudy:BonganiandMlungisi’sstoriesReadthecasestudy,thenanswerthequestions.Bongani and Mlungisi are Grade 10 learners at different schools in

Diepkloof, Gauteng. They live in Durban Roodepoort Deep (DRD),

12 km away from their schools. Taxi fare is R13 for a return trip. The

school provides stationery and textbooks. Uniforms cost between

R80 and R300, and lunch is about R5. Bongani and Mlungisi do not

go to school when they do not have taxi money. Some children they

know from DRD also stopped going to school during the first term of

school because they couldn’t afford the taxi fares. The two learners

would like to transfer to a nearby school. But the schools where they

are at will not give them their reports and transfer papers until they

have paid their school fees of R150.

Source: Adapted from ‘Testimonies from the Education Rights Project’ by Salim Vally and Brian Ramadiro, ERP – Education Rights Project http://www.erp.org.za/htm/education%20rights_testmonies.htm

1. Middle order (5) The groups discuss the challenges, such as:

• the costs of public transport to school which the learners cannot always afford ✔

• interruptions of schooling during times when they have no taxi fare that will affect their education ✔

• the costs of transferring to a school that is closer to their homes – they have not been able to pay their school fees ✔

• the costs of buying new uniforms if they transfer to a new school ✔

• the costs to the school of supplying the learners with books and stationery ✔

Learners add any other challenges that they can think of.2. Higher order (3) Learners give their own ideas, for example.

• The budget could allocate more funds to education ✔• The budget could include a transport allowance for learners to

get to school ✔• The government could subsidise the cost of school uniforms. ✔

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3. a–d. Higher order (10) Learners conduct their own surveys individually as homework.

They should find a selection of about five local friends and neighbours and ask each person Questions a to d. Their responses will vary depending on their areas and who they surveyed.

4. Middle order (5) Give learners time to discuss their surveys in groups. Their

discussions will depend entirely on who they surveyed, but they may raise issues such as:• The government is spending money in my area on service

delivery in the form of new roads and a clinic. Or, the government is not delivering services to people in my area. ✔

• Spending will most likely be on services such as infrastructure. ✔• The government needs to spend money on schools; a new

police station; sanitation; electrification; better security; a community centre; subsidised veterinary care. ✔

• Communities can use their vote to empower themselves and the leadership that serves them best; can put pressure on community members who damage infrastructure to stop doing so; can take responsibility for paying for services such as legal electricity connections. ✔

Learners identify the most common responses and write them down. Put these up on the classroom wall. ✔

Informalassessment

Activity3.1:Observe how the learners participate in the group

work. Assess their ability to engage with the case study text and to

analyse, integrate and evaluate the information, applying it to what

they have learnt in this topic. (observation-based)

Consolidation

• Explain the National Budget. The budget for the whole country that sets out how much money

the government has made and how much money it has spent in a year.

• Name three services to which the government allocates money in the National Budget.

Learners name any three services such as water, sanitation, education, healthcare, infrastructure such as road construction, social welfare and public transport.

• Explain where the government get its money from. From indirect taxes, direct taxes, charges, debt, interest and

investments.• Define an emergency fund. This is money that the government puts aside for unforeseen

events and other urgent needs, such as natural disasters, epidemics and economic downturns.


EMS (8ENG).indb 27 6/5/13 3:55:42 PM


Extension

• Your teacher will give you a copy of the National Budget speech for this year or last year. a. Read the speech and identify the main areas of the budget’s

focus for that year. b. Suggest your own areas of focus that you would like to see

included in next year’s budget. Learners’ answers will vary according to the budget speech you provide. Ensure they identify appropriate areas of focus. They give their own ideas for areas they would like to see given importance in next year’s budget. Ensure these are well thought through and reasonable, however accept answers that may not be strictly feasible but that show evidence of critical and creative thinking.

Formalassessment

For information on Formal Assessment Task 1: Data response

(Learner’s Book pages 27—28) and on how to assess learner’s

assignments, controlled tests, case studies and projects, please see

Section 3 of this Teacher’s Guide.

Unit 14

Topic Standard of livingLearner’s Book pages 29—35 Duration: 2 hours


(CAPS)contentIn this topic, learners will learn about THE ECONOMY. They will look at:• lifestyles• self-sufficient societies• modern societies• rural societies• the impact of development on the environment• unemployment• the productive use of resources to promote a healthy environment

ResourcesGather local information and local, national and international news articles about people’s standard of living in different parts of the world. Many of the concepts in this topic are abstract, so use as many concrete examples as possible in your teaching. At the same time, your resources should show that the issues in this topic are applicable to countries all over the world and not just to South Africa.


Newwordsandconceptsstandard of living; self-sufficient society; rural society; modern society; unemployment

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Visual depictions of standard of living and types of societies would be helpful for this topic.

You may want to reuse the resources you gathered for teaching needs, wants and the three sectors of the economy in Grade 7. Supplement your resources from Grade 7’s teaching about socio-economic imbalances with new resources, such as articles about unemployment in South Africa and in other parts of the world.

Find news articles from newspapers, magazines and the Internet about how development affects the environment. Look out for evidence of this in your area and make notes so that you can point these examples out to the learners.



• Consider clearing part of the classroom wall for this topic and putting up as many pictures of different lifestyles and society types as possible to illustrate standard of living.

• Think about your learners’ material circumstances. Anticipate the kinds of mindsets and responses you will encounter in this topic and prepare to pitch your teaching at an appropriate and sensitive level.

• Gather your resources and familiarise yourself with them. Plan how you will integrate them into your teaching as effectively as possible as there is quite a lot of content to cover in these two hours.

TeachingthetopicThere is 1 lesson in this topic.Lesson Week Pages Activities

6 6 29—30 4.1—4.2

Lesson6• Begin by asking the learners what they remember about standard

of living from Grade 7. Make links between standard of living and the content you taught last year about socio-economic imbalances, poverty and inequality. Ask learners about the differences in the standard of living of the rich and the poor in South Africa and other countries.

• Build on the learners’ prior knowledge in your teaching this week.• Start a class or group discussion about lifestyles by looking at the

illustrations in Figure 4.2 of the Learner’s Book. Talk about how the families live and about what is similar and different about them.

• Talk about the learners’ families and communities. Be sensitive during this discussion, especially if you have learners in your class whose material circumstances are very different. Discuss aspects

EMS (8ENG).indb 29 6/5/13 3:55:42 PM


such as culture, religion, language and tradition, and also discuss whether the learners have a rural or urban lifestyle, guided by the text on lifestyles in the Learner’s Book page 30.

• Ask the learners to give some suggestions for their own definition of lifestyle, then give them the definition in the Learner’s Book.

• Do Activity 4.1. • Use the discussion on lifestyles as a basis for the discussion on self-

sufficient, modern and rural societies. • Work through the text and pictures in the Learner’s Book

pages 31–33 with the learners, using your own pictures and articles to supplement the Learner’s Book content.

• Discuss the importance of business and technology in modern societies, compared to their importance in more rural societies.

• Ask the learners to have group discussions about life in the different kinds of societies. Ask them to talk about which societies they would choose to live in. Try to encourage creative ideas so that they think beyond the predictable response that they would choose modern societies because these are convenient and comfortable. Encourage them to see the benefits of all the society types.

• There is a logical content flow from the text about society types to the section on the impact of development on the environment. Make this link clear to the learners by talking about the impact that rural and self-sufficient societies have on the environment versus the impact of modern societies. Use your resources.

• Work through the text and Figure 4.6 in the Learner’s Book page 33. • Talk about the effects of unemployment on people’s lifestyles,

recapping what the learners covered in Grade 7.• Conclude this topic by linking the text on the impact of

development on the environment with the text on the productive use of resources in the Learner’s Book on pages 33 and 35.


AnswersActivity4.1

1. Lower order (3) Your lifestyle is the way you live. ✔ Lifestyle is how you live in

your environment ✔ and includes how you spend money, use goods and services, dress, worship and express your culture. ✔

2. Middle order (6) Learners discuss the illustrations in the Learner’s Book page 30.

Observe their discussion and ensure that they are being respectful and contributing fairly.

3. Higher order (7) Learners comment on the lifestyles of the people in their

communities. Ensure that they cover the full range: how they spend money, ✔ use goods and services, ✔ dress, ✔ worship, ✔

express their cultures, ✔ look after their health ✔ and treat the environment. ✔

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Activity4.2

1. Lower order (3) People’s access ✔ to things such as goods and ✔ services that

make life more comfortable. ✔2. Middle order (6) Learners’ paragraphs give concise descriptions of the three types

of societies. Ensure they contribute equally to the paragraph. (✔✔ per type of society)

3. Middle order (4) Learners give their own opinions, but should say that modern

societies make it easiest to have a high standard of living. ✔ This is because of the incomes one can earn in a modern society ✔

and the availability of technology and commerce ✔ which allow people to satisfy their needs. ✔

4. Middle order (4) Learners give their own opinions, but should say that rural and self-

sufficient societies could potentially make it difficult to have a high standard of living ✔ because technology and commerce are less readily available. ✔ Try to encourage learners to see that material wealth and access to commerce and technology do not, however, guarantee a high standard of living. ✔ Many people in modern societies have a low standard of living because of exploitation by big businesses intent on increasing their profits. Point out the standard of living that rural lifestyles offer – less crime and stress, less pollution through noise and waste, and so on. ✔

5. Higher order (3) An unhealthy, polluted and unsafe environment makes people ill ✔

and makes it difficult for people to use resources productively. ✔

This decreases standard of living. ✔ Encourage learners to give some of their own original input.

Informalassessment

Activity4.1:Make notes about your observations of the group

interactions. If you have some learners who were with you in Grade

7, compare their performances in group interaction this term with

their performances in the final term of last year. Assess how well

they are progressing and maturing. (observation-based)


Consolidation

• Describe your and your family’s lifestyle, linking it to the definition of lifestyle.

Learners describe aspects of their own lifestyles. They link this to the explanation that lifestyle is how you live in your environment, and includes how you spend money, use goods and services, dress, worship and express your culture. Check that they display an understanding of the concept and the ability to apply it to their own lives.

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• Define the term ‘self-sufficient’. When you are self-sufficient, you can meet most of your needs

yourself through your environment.• Describe what you think living in a self-sufficient society

would be like. Learners give their own descriptions, showing understanding of

the concept.

Extension

• Explain how standard of living affects lifestyle. Learners make links between the two concepts. Standard of living

affects lifestyle because people with a low standard of living often have limited lifestyle choices. For example, they may not be able to look after their health because they cannot afford to eat well or access medical care. People who cannot afford a good education may not be able to offer themselves a promising future because their economic situation has limited their employment options. Learners give their own input.

• Describe what kind of lifestyle you aspire to and explain why. Encourage learners to answer this open-ended question creatively

and critically. Steer them away from predictable aspirations such as a large house, flashy car and electronics. Encourage them to see the effects of their lifestyle choices on people around them, as well as on the environment and to think about what the mass-production of consumer goods is doing to the environment and to people’s values.

Unit 15

Topic Accounting conceptsLearner’s Book pages 36—55 Duration: 4 hours


(CAPS)content

In this topic, learners will learn about FINANCIAL LITERACY. They will look at:• sole trader• debits and credits• capital• owner’s equity• income• expenses• profit• losses• transactions• liability• assets


Newwordsandconceptssole trader; double-entry principle; owner’s equity; income; expenses; profit motive; transactions; long-term liabilities; current liabilities; fixed assets; current assets; creditors; subsidiary journals; accounting equation

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• banking• cash receipts• cash payments• subsidiary journals• the accounting equation: Assets = Owner’s Equity + Liability

(A = OE + L)

ResourcesLearners must each have an exercise book, in which to do the activities and draw the diagrams for the accounting equations. Photocopy the templates for the accounting equation found at the end of this guide, so that learners do not need to draw their own and you can save time during the lesson.

The best way to explain these concepts is to use examples, case studies and real-life scenarios. Supplement the examples provided for you with your own examples that you can use to teach the content.

A calculator for each learner would be useful, but is not essential.



• Ensure that you know the relevant case studies and examples well before you teach, so that you will be able to use the different features included in them to explain and highlight each concept as it appears.

• Gather your resources and familiarise yourself with them. Plan how you will integrate them into your teaching as effectively as possible as there is quite a lot of content to cover during your teaching time.


7 7 33—34 5.1—5.2

8 8 34 5.3—5.9

Lesson7• The learners should be familiar with the accounting concepts

from the content covered in Grade 7. This topic gives you an opportunity to revise accounting concepts and terminology and introduce new concepts.

• Use the example of Sindi’s hairdressing business shown in Figure 5.1 of the Learner’s Book. Discuss Sindi’s business using the words and concepts often heard in a business.

EMS (8ENG).indb 33 6/5/13 3:55:42 PM


• Use the case study of Sindi in the Learner’s Book page 37 and emphasise an example for each concept used in the case study. Work through the text in the Learner’s Book pages 36–44 and explain each concept with the help of a practical example from Sindi’s business. Use your own resources where you have them and if you need to reinforce your teaching.

• Guide your learners towards understanding the importance of concepts and terminology in accounting, before they proceed with the recording of transactions on the accounting equation, as this lays the foundation for the rest of the year.

• Do Activities 5.1 and 5.2.

Lesson8• Start with the example of John in the Learner’s Book on

pages 45–46. This is an informal introduction to recording transactions on the accounting equation.

• Guide the learners through each transaction and lead them towards understanding how each transaction is recorded on the accounting equation.

• Do Activities 5.3 and 5.4.• These activities can be completed in class so that you can use them

to guide learners through each transaction. Some transactions have been completed for them so that they can see how the information is recorded in the tables.

• Do Activities 5.5 and 5.6.• Use the next three activities to help the learners understand

and reinforce the accounting concepts. Work through the three examples in Activity 5.7 together and show how the accounting equation must balance in the same way that a mathematical equation is balanced and that what happens on the left hand side of the equation must happen on the right hand side. Various forms of the accounting equation are used to practise these concepts.

• When a transaction appears only on the left hand side of the equation, there is no net effect, for example when assets are purchased or expenses are paid.

• When a transaction has an effect on both sides of the equation, it will have the same effect on both sides, for example when income is received, there will be an increase on both sides of the equation.

• Do Activities 5.7, 5.8 and 5.9.• Draw the diagram for the equations on the board. Ask one

learner at a time to complete a transaction. After each transaction, discuss it with the class and correct any mistakes. Work through each transaction in this way. Determine whether learners are still struggling with the content or whether you can move on.

• If time is limited give each learner a copy of the answers, once they have completed the activities, so that they can check their work at their own pace.

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AnswersActivity5.1

1. Lower order (8)

Assets Liabilities

House and plot R655 000 ✔ ✔R415 000

Furniture R115 000 ✔

Car R65 000 ✔ ✔R37 000

Cash R2 750 ✔

Total R837 750 ✔ ✔R452 000

2. Middle order (4) OE = A – L = (R655 000 + R115 000 + R65 000 + R2 750) ✔

– (R415 000 + R37 000) ✔ = R837 750 – R452 000 ✔ = R385 750 ✔

Activity5.2

1. Middle order (2) OE = A – L = R100 000 + R18 000 + R31 000 – R35 000 ✔ = R114 000 ✔2. Middle order (2) OE = A – L = R40 000 + R15 000 + R6 000 – R12 750 ✔ = R48 250 ✔

Activity5.3

1.–10. Middle order (2)

1. Example

Assets Owner’sEquity Liabilities

Effect Reason Effect Reason Effect Reason

+200 000 Cash increased +200 000 Owner’s capital contribution

2. Example



—120 000+120 000

Cash decreasedLand and buildings increased

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3.



—30 000+30 000

Cash decreased ✔Vehicles

increased ✔

(2)

4.



—2 000+2 000

Cash decreased ✔Equipment

increased ✔

(2)

5. Example



—500 Cash decreased —500 Wages — expense

6. Example



+1 000 Cash increased +1 000 Services rendered — income

7.



—750 Cash decreased ✔ —750 Consumable goods — expense

✔

(2)

8.



+1 120 Cash increased ✔ +1 120 Rent income ✔

(2)

9.



—850 Cash decreased ✔ —850 Telephone — ✔

expense

(2)

EMS (8ENG).indb 36 6/5/13 3:55:42 PM


10.



—660 Cash decreased ✔ —660 Drawings by owner ✔

(2)

Activity5.4

1. Lower order; 2. Middle order (12)1.



+50 000 Cash increased ✔ +50 000 Owner’s capital

contribution ✔

(2)2.



—2 400+2 400

Cash decreased ✔Equipment increased ✔

(2)3.



—475 Cash decreased ✔ —475 Trading licence —

expense ✔

(2)4.



—300 Cash decreased ✔ —300 Telephone —

expense ✔

(2)5.



—260 Cash decreased ✔ —260 Water and electricity — expense ✔

(2)6.



+2 670 Cash increased ✔ +2 670 Services rendered — income ✔

(2)

EMS (8ENG).indb 37 6/5/13 3:55:42 PM


3.1 Middle order (3) Cash in bank = R50 000 – R2 400 – R475 – R300 – R260

+ R2 670 = R49 235 ✔✔✔

3.2 Higher order (3) OE = R50 000 – R475 – R300 – R260 + R2 670 = R51 635 ✔✔✔

(3)

Activity5.5

1. Lower order;2. Middle order (12)

1.Assets Owner’sEquity Liabilities


—1 500 Cash decreased ✔ —1 500 Rent — expense ✔

(2)2.



—10 500+10 500

Cash decreased ✔Vehicles increased✔

(2)3.



—35 Cash decreased ✔ —35 Stationery — expense ✔

(2)4.



—800 Cash decreased ✔ —800 Wages — expense ✔

(2)5.



–6 500+6 500


(2)6.




(2)

EMS (8ENG).indb 38 6/5/13 3:55:43 PM


Activity5.6

Middle order (16)1.



—955 Cash decreased ✔ —955 Consumable goods — expense ✔

(2)2.



—600 Cash decreased ✔ —600 Water and electricity — expense ✔

(2)3.



—7 555+7 555


(2)4.



+1 244 Cash increased ✔ +1 244 Rent income ✔

(2)5.



—2 200 Cash decreased ✔ —2 200 Wages — expense ✔

(2)6.




(2)7.



—6 000 Cash decreased ✔ —6 000 Rent — expense ✔

(2)8.



—4 200 Cash decreased ✔ —4 200 Salaries — expense ✔

(2)

EMS (8ENG).indb 39 6/5/13 3:55:43 PM


Activity5.7

Middle order (46)01

Assets Drawings Expenses Capital Income Liabilities Relevant account

✔ +144 000 ✔ +144 000 Capital ✔

(3)03


✔ —255 ✔ +255 Trading licence ✔

(3)04


✔ +1 330 ✔ +1 330 Rent expense ✔

(3)07


✔ ±2 665 Equipment ✔

✔ —336 ✔ +336 Stationery ✔

(5)08


✔ —3 770 ✔ +3 770 Material costs ✔

(3)10


✔ —95 ✔ +95 Advertisement ✔

(3)11


✔ —1 525 ✔ +1 525 Wages ✔

(3)12


✔ +10 000 ✔ +10 000 Capital ✔

(3)14


✔ —12 000 ✔ —12 000 Loan ✔

(3)17


✔ +1 660 ✔ +1 660 Current income ✔

(3)

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20


✔ —855 ✔ +855 Water and electricity ✔

(3)22


✔ —122 ✔ +122 Drawings ✔

(3)27


✔ +1 040 ✔ +1 040 Rent income ✔

(3)30


✔ ±88 000 Vehicles ✔

✔ —265 ✔ +265 Fuel ✔

(5)Activity5.8

Middle order (33)01


✔ +77 000 ✔ +77 000 Capital ✔

(3)05


✔ +767 ✔ +767 Current income ✔

(3)08


✔ —5 400 ✔ +5 400 Material costs ✔

(3)10


✔ —112 ✔ +112 Stationery ✔

(3)12


✔ —689 ✔ +689 Wages ✔

(3)19


✔ —2 250 ✔ +2 250 Drawings ✔

(3)

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21


✔✔±4 560 Equipment ✔

(3)25


✔ —126 ✔ +126 Telephone ✔

(3)26


✔ —446 ✔ +446 Water and electricity ✔

(3)28


✔ +4 250 ✔ +4 250 Rent income ✔

(3)29


✔ +15 000 ✔ +15 000 Loan ✔

(3)

The column on the right hand side in these two activities indicates the specific account that will be used. This will be the same account used in the Cash Receipts Journal and Cash Payments Journal (Topics 9 and 14).

Activity5.9

Higher order (12)01



+20 000 Cash increased ✔ +20 000 Owner’s capital contribution ✔

(2)02



—250 Cash decreased ✔ —250 Advertising — expense ✔

(2)

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05



—1 509+1 509


(2)13




(2)24



—780 Cash decreased ✔ —420—360

Wages — expenseDrawings by owner ✔

(2)27



—1 152 Cash decreased ✔ —1 152 Consumable goods — expense ✔

(2)

Informalassessment

Activities5.1—5.2:These can be self assessments. Learners

learn from their own performances and mark their own work. (16)

Activities5.3—5.6:These can be self or peer assessments.

Learners check their own homework or the work of a partner

and learn from their own or each other’s mistakes. (42)

Activities5.7—5.9:These can be self assessments or you

can take in the learners’ answers and mark them. (91)


EMS (8ENG).indb 43 6/5/13 3:55:43 PM


Consolidation

• Indicate the type of account using an X in the correct column.

Asset Liability Expense Income

Current income x

Debtors control x

Vehicle expense x

Land and buildings

x

Stationery x

Vehicles x

Insurance x

Creditors control x

Material costs x

Cash float x

Repairs x

Equipment x

Telephone x

Bank overdraft x

Packaging material

x

Rent expense x

Bank x

Current income x

Mortgage bond x

Water and electricity

x

Rent income x

Rates x

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• Draw a mind map or a diagram of the accounting concepts that form part of the accounting equation. Include the following: • Fixed and Current assets• Owner’s equity (Income and Expenses) • Long-term and Current liabilities• Examples of each of the above

AS

SE

TS

Fixed assets

Land and buildings

Vehicles

Equipment

Current assets

Trading stock

Debtors

Bank

Cash float

Petty cash

LIA

BIL

ITIE

S Long-term liabilities Mortgage bond

Current liabilitiesCreditors

Bank overdraft

OW

NE

R’S

EQ

UIT

Y

Owner’s personal accountCapital

Drawings

Income (OE+)

Current income

Sales

Rent income

Expenses (OE—)

Material cost

Cost of sales

Telephone

Water and electricity

Wages

Salaries

Trading licence

Stationery

Consumable goods

Rent expense

Extension

• Complete the following sentences.– Transactions are actions carried out in the business, for

example an action between the business and another party. – Cash float is the cash placed in the cash register at the

beginning of the day, which is used for giving change.

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— Petty Cash is the cash available in the office, which is used for paying out small unexpected amounts.

— Drawings is the money or goods that the owner takes for personal use.

• Imagine the following household. The family owns a home of R350 000, on which they still owe R120 000. They own furniture to the value of R150 000, on which they owe R15 000. They also owe R25 000 on a car worth R90 000. They have R40 000 in cash in a bank account. Calculate the household’s worth in rand.

Owner’s equity = Assets – Liabilities = R350 000 + R150 000 + R90 000 + R40 000 –

R120 000 – R15 000 – R25 000 = R470 000

Unit 16

Topic Source documentsLearner’s Book pages 56—68 Duration: 3 hours


(CAPS)content

In this topic, learners will learn about FINANCIAL LITERACY. They will look at:• receipts• deposit slips• cash register slips (till slips)• cheques• cheque counterfoils• bank statements• cash invoices

ResourcesLearners must each have an exercise book, where they paste the different source documents.

Collect your own source documents as examples. Bring different examples of the same source document so that learners can see that all source documents do not look the same. Ask the learners to bring any examples of source documents from home. Tell them beforehand what to collect as these will be helpful for class discussions.

Photocopy the templates of the different source documents found at the end of this guide.



Newwordsandconceptsreceipt; deposit slip; cash register slip (till slip); cheque; cheque counterfoil; bank statement; cash invoice

EMS (8ENG).indb 46 6/5/13 3:55:44 PM



that you will need to teach. Think about what learners may already know about the topic, what skills they already have and any areas of difficulty that you think they might encounter.

• Gather your resources and familiarise yourself with them. Plan how you will integrate them into your teaching as effectively as possible.


9 9 47—48 6.1

10 10 48 6.2—6.3

Lesson9• Have a short class discussion using Figure 6.1 of the Learner’s

Book and your and the learners’ examples of source documents. Give learners an opportunity to show the source documents they have brought along and discuss as many as possible. Keep these examples in the class for learners to refer to.

• Explain what source documents do and the two types of source documents. Tell learners that source documents are an integral part of the accounting cycle and that they will learn the format and layout of each source document and when to use it.

• When you explain this content, ensure that it is as relevant to real-life practice as possible. Keep in mind that at school level it is only necessary to do certain source documents. For example, for receipts, use a cash register roll for services rendered and sales. If a business doesn’t have a cash register they use a cash invoice. If the business receives money for rent income or capital, they issue a receipt.

• Using an example of each source document, work through the text and explain the source documents in the Learner’s Book pages 58–64. It is a good idea for the learners to paste a copy of each source document into their exercise books and indicate, using lines, what needs to be filled into each section of the document.

• Ask learners to make a summary of these source documents in their exercise books and what they are used for. Use the following table as an example.

EMS (8ENG).indb 47 6/5/13 3:55:44 PM


Duplicate receipt Capital contribution of the ownerRent income from a client

Cash register roll Current incomeSales

Deposit slip Deposits of cash received

Cheque and cheque counterfoil Purchases of fixed assets Purchases of current assetsPayment of expenses

Cash invoice (when a business doesn’t have a cash register)

Current incomeSales


Lesson10• Learners check their homework. Use an overhead/data projector

to complete the examples of the source documents. • Take some time to work through each source document again.

Learners sometimes struggle to understand how source documents work in a business. Use as many examples as possible, outlining the features and uses of each.

• Allow learners to paste their own examples in their exercise books and discuss how their examples were used by a business.

• Again, ensure that it is as relevant to real-life practice as possible. Keep in mind that at school level it is only necessary to do certain source documents. For example, all payments are made by cheque only.

• Do Activities 6.2 and 6.3.• The best way to assess learners’ understanding of these concepts

is by using an overhead/data projector. Ask the learners to fill in the source documents on the board or you can show learners the correct answers and fill them in step by step. Do not give the full answers all at once. You need to show learners where each of the entries/details on the source documents comes from.

AnswersActivity6.1

1–4. Middle order

1. Invoice (5)1.1 Artsy Jewels ✔1.2 R445 × 3 = R1 335 R120 × 7 = R840 R1 335 + R840 = R2 175 due ✔1.3 24 School Street, Wellington, 7654 ✔1.4 Artsy Jewels ✔1.5 C B Ndela ✔

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2. Receipt (5)2.1 C B Ndela ✔2.2 C B Ndela has made a rent payment to Artsy Jewels ✔2.3 tenant ✔2.4 Artsy Jewels (landlord) ✔2.5 C B Ndela (tenant) ✔

3. Cheque counterfoil (4)3.1 1254 ✔3.2 payee ✔3.3 It is a record of money paid out by the business ✔ and a

summary of the contents of the cheque. ✔

4. Cheque (4)4.1 Kelly Cosmetics ✔4.2 2580 ✔4.3 These mean that this is a crossed cheque. ✔4.4 L Dlamini ✔

Activity6.2

Lower order (10)

No. Transaction Sourcedocument

1. Cash sale of merchandise Cash register roll/cash invoice ✔

2. Rent paid Cheque counterfoil ✔

3. Money received as rent income Receipt issued/deposit slip ✔

4. Services rendered Cash register roll/cash invoice issued ✔

5. Electricity account for the month paid

Cheque counterfoil ✔

6. Owner increased capital contribution

Receipt issued/deposit slip ✔

7. Wages paid Cheque counterfoil ✔

8. Stationery bought Cheque counterfoil ✔

9. Rent received Receipt issued/deposit slip ✔

10. Owner takes money for own use


(10)

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Activity6.3

1. Middle order (7)

RECEIPT NO. 23

4 April 2012 ✔

Received from: P Nkosi ✔

The amount of: Six five zero Rand ✔R 650,00 ✔

No Cents ✔

In payment of: Rent ✔ A Gilliland ✔

For Check-my-figure

2. Higher order (7)

DEPOSITSLIPBNF Bank Date 6 April 2012 ✔

Credit: Check-my-figure Ref.

Cashier stamp

Total cash R5 780 00

Drawer’s Name Bank Amount

1 J Simson BNF Maropeng ✔ R150 00

2 W Punti Den Bank Maropeng ✔ R350 00

3

Notes ✔ R5 610 00

Nickel ✔ R170 00

Bronze R

Postal Orders R

Total Cash ✔ R5 780 00

ACC NO: 75 8879 302

Deposited by: A Gilliland Total R 6 2 8 0, 0 0 ✔

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3. Middle order (7)

NO. 17

INVOICE19 April 2012 ✔

TO: Cash ✔

BOUGHT FROM: CHECK-MY-FIGURE

QUANTITY DETAILS PRICE AMOUNT

2 Consultations and diet advice 150 00 ✔ 300 00

2 Mini-skin treatments 200 00 ✔ 400 00

1 Full skin treatment 350 00 ✔ 350 00

4 2 hour sun-bed sessions 150 00 ✔ 600 00

✔ 1 650 00

E & OE

4. Middle order (7)

25 April 2012 44-33-22

TO Rooibos Health BNFBANK(PTY)LTDFOR Skin products MAROPENG BRANCH

Balance R 25 April 2012 ✔

Deposit R Pay: Rooibos Health ✔ OR BEARER ✔

Subtotal R The amount of Four six four zero rand R4 640,00 ✔

Other debits R No ✔ cents

This cheque R4 640,00 ✔

A Gilliland ✔

Balance R 103 44 33 22 75 8879 302 CHECK-MY-FIGURE

103

Informalassessment



Not transferable


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Consolidation

• Indicate the source document for each of the following transactions.

Transaction Sourcedocument

1. Paid for stationery bought Cheque counterfoil

2. Received money from the owner for capital contribution

Deposit slip/receipt issued

3. Paid telephone account Cheque counterfoil

4. Purchased factory premises (Land and buildings)

Cheque counterfoil

5. Deposited money received from a customer for services rendered


6. Paid for the purchase of consumable goods

Cheque counterfoil

7. Received money from a tenant for rent


8. Withdrew money for the cash register float

Cheque counterfoil

9. Owner withdrew money for personal use

Cheque counterfoil

10. Paid the water and electricity accounts

Cheque counterfoil

Extension

• When Business ABC renders a service to a customer, more than one source document is involved. – Name the source document(s) that Business ABC will issue

to the customer. Cash (register) slip or Cash invoice (original) – Name the source document that will be issued by the

customer if he doesn’t pay in cash. Cheque – Name the source document that Business ABC will receive

from the bank when the money is deposited. Deposit slip (duplicate)– Name the source document that Business ABC will use for

the entry in the books of the business for services rendered. Cash register roll

• When Business ABC buys stationery at a stationery shop to use in the business, more than one source document is involved.– Name the source document(s) that the stationery shop will

issue to Business ABC. Cash (register) slip or Cash invoice (original)– Name the source document that Business ABC will issue

when they pay for the stationery. Cheque – Name the source document that Business ABC will use for

the entry in the books of the business. Cheque counterfoil

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Revision Term 1Learner’s Book pages 67—72

Topic2:GovernmentActivity1:Revisethelevelsofgovernment1.1 Define what a government is. (3) Lower order Government is a group of people ✔ who set policies and make

laws ✔ to control how a country operates.✔1.2 Explain what governments are responsible for. (4) Lower order Governments are responsible for administering the State. This

means that they use taxes to ensure that: ✔• the State runs efficiently ✔• citizens obey the State’s laws ✔• citizens get the services and infrastructure that they need to

help the economy to grow. ✔1.3 List the three levels of government. (3) Lower order National, ✔ provincial ✔ and local government ✔1.4 National government has three branches. What are they?

Describe briefly what each one does. (7) Middle order The legislative, ✔ executive ✔ and judicial branches: ✔

• The legislative branch: this is the branch that makes the laws of the country. It consists of the South African Parliament. ✔

• The executive branch: this is the branch that leads the country. It consists of the President, Deputy President and ministers. ✔

• The judicial branch: this is the branch that ensures that justice is served if people break the laws that Parliament makes. ✔It consists of the Constitutional Court, the Supreme Court and the High Court. ✔

1.5 Give three examples of national government departments. (3) Middle order

Learners give any three examples, such as Sport and Recreation, Defence, The Presidency, Water Affairs and Forestry, Arts and Culture, Basic Education, The National Treasury. (Any 3 × 1 = 3)

1.6 What is the leader of a provincial government called? (1) Lower order

A premier ✔1.7 Name the level of government where you find municipalities.

(1) Lower order On local government level ✔1.8 Explain what municipalities are responsible for. (3)

Middle order They provide citizens with a safe and healthy environment to live

in and provide services such as water, electricity and housing. Their objectives are to:

EMS (8ENG).indb 53 6/5/13 3:55:44 PM


• provide a democratic and accountable government for local communities ✔

• ensure that services are provided to communities ✔• promote social and economic development. ✔

Activity2:Revisetheroleoflevelsofgovernmentintheeconomy2.1 Households can be producers and consumers. Explain this

statement. (4) Middle order Households are producers ✔ because they ‘sell’ their labour as a

product to businesses. ✔ Households are consumers ✔ because they buy the goods that businesses produce. ✔

2.2 Businesses can be producers and consumers. Explain this statement. (4) Middle order

Businesses are producers ✔ because they make or produce goods or services to sell. ✔ Businesses are consumers ✔ because they buy or use households’ labour to make their goods or services. ✔

2.3 The levels of government can be producers and consumers. Explain this statement. (4) Middle order

Households spend money on resources and services that the government produces, ✔ so the government is a producer. ✔ The government is a consumer ✔ because it employs household members, using their labour. ✔

Topic3:TheNationalBudgetActivity3:RevisetheNationalBudget3.1 Name the person who decides how to spend the South African

government’s revenue. (1) Lower order The Minister of Finance ✔3.2 Who manages the South African government’s finances? (1)

Lower order The National Treasury ✔3.3 Define the term ‘direct taxes’. Give some examples. (2)

Lower order Taxes that people pay directly to the government, ✔ such as

income tax and business tax ✔3.4 Define the term ‘indirect taxes’. Give some examples. (2)

Lower order Taxes that people pay indirectly to the government, ✔ for example

via a business or service provider, such as VAT, sin tax, fuel tax and transport tax ✔

3.5 Explain how the government gets its revenue. (3) Lower order From taxes, ✔ debt, ✔ interest on investments and charges ✔3.6 Describe what the government does with the revenue it gets.

(4) Middle order It spends the revenue on providing services, ✔ paying debts, ✔

allocations to the three levels of government ✔ and allocations to the emergency fund. ✔

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3.7 Name three things that provincial governments spend their money on. (3) Middle order

Schools, ✔ hospitals ✔ and social services ✔3.8 Name three things that local governments spend their money

on. (3) Middle order Water, ✔ housing ✔ and waste removal ✔3.9 Explain why the government wants to encourage jobs and

economic growth. (3) Middle order More jobs and increased economic growth ✔ mean more tax-

paying citizens, ✔ which increases government revenue. ✔3.10 Describe what a social grant is. (3) Lower order Amounts of money ✔ that the government gives ✔ to poor

people and old people ✔3.11 How does the government use its spending to correct the

mistakes of the past? (4) Middle order It does this by spending more revenue on:

• Social grants ✔• Free education for the poor ✔• Free primary healthcare to the poor ✔• Free water and electricity to the poor. ✔

Topic4:StandardoflivingActivity4:Revisestandardofliving4.1 Explain what a standard of living is. (3) Lower order People’s access ✔ to things such as goods and services ✔ that

make life more comfortable. ✔4.2 Explain what a lifestyle is. (5) Lower order Your lifestyle is the way you live ✔. Lifestyle is how you live in

your environment, ✔and includes how you spend money, ✔use goods and services, dress, worship ✔and express your culture. ✔

4.3 Analyse the link between lifestyles and standards of living. (5) Higher order

Standard of living affects lifestyle because people with a low standard of living ✔ often have limited lifestyle choices. ✔ For example, they may not be able to look after their health because they cannot afford to eat well or access medical care. ✔ People who cannot afford a good education may not be able to offer themselves a promising future ✔ because their economic situation has limited their employment options. ✔ Learners give their own input.

4.4 Define a self-sufficient society. (3) Lower order When you are self-sufficient, you can meet most of your needs

yourself ✔ through your environment ✔. Self-sufficient societies do this, usually in rural areas. ✔

4.5 Define a modern society. (3) Lower order If you live in a town or city you are living in a modern society.

✔ Modern societies are societies that are industrialised ✔ and that use science and reason to explain things more than they use religion and tradition. ✔

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4.6 Define a rural society. (2) Lower order Rural societies are societies in areas where there are few people,

✔ and where the people’s main economic activities are in the primary sector. ✔

4.7 Compare the standard of living in modern and rural societies. (3) Higher order

It is harder for people in rural societies to earn good incomes ✔ because they do not live in economic centres. ✔ So, the standard of living in rural societies is generally lower than it is in modern societies. ✔

4.8 Why is it harder in rural societies for people to earn a good income? (3) Middle order

This is because they do not live in economic centres. ✔There are fewer jobs available in rural societies ✔ and jobs that pay high salaries are usually centred in urban areas. ✔

4.9 Explain how development affects the environment, and why this is important for people’s standard of living. (10) Higher order

Development causes environmental damage. ✔Habitats are destroyed when land is cleared for buildings and factories. ✔ Factories pollute the environment in their manufacturing processes. ✔When societies develop, the population increases. ✔ This puts pressure on the environment’s resources, such as water and food. ✔ When habitats are destroyed, plants and animals have nowhere else to live, so biodiversity decreases. ✔ The crops that farmers have to keep on growing to feed the increasing population damage the soil by taking all of the nutrients out of the soil. ✔ The soil does not have any time to rest and recover. ✔ Damaged environments can be unsafe and unhealthy and make it difficult to use productive resources efficiently. ✔ This decreases people’s standard of living because they may become ill or be unable to use the environment to meet their needs. ✔

4.10 Explain how unemployment affects people’s standard of living. (3) Middle order

When people are unemployed, they do not have a way of earning an income. ✔ This means that they cannot access things such as goods and services that make life more comfortable and meet their needs. ✔ Unemployed people often have inadequate housing and cannot afford healthcare and education. ✔ So, unemployment causes a drop in standard of living.

4.11 Why do we need to use resources productively to ensure the environment stays healthy? (6) Middle order

To ensure that people have a high standard of living, it is important to use resources productively to promote a healthy environment. ✔ This means that we should use resources such as energy, water, soil, fuel and timber in a way that gets as much out of the resources as possible. ✔ So, we should ensure that we do not waste resources. ✔ Using resources productively and efficiently helps to limit the damage that development does to

EMS (8ENG).indb 56 6/5/13 3:55:44 PM


the environment. ✔ A healthier environment is safer and more sustainable. ✔ This helps to ensure a higher standard of living for people who live in the environment. ✔

Topic5:AccountingconceptsActivity5:UnderstandaccountingterminologyChoose the correct words from column B to match the descriptions in column A. Only write down the number in column A and the correct letter of column B. Lower order

ColumnA ColumnB

5.1 The owner and his business are seen as separate

F entity rule ✔✔

5.2 Money received by business for rendering a service or selling stock

J income ✔✔

5.3 Outsiders to whom the business owes money for stock purchased

G creditors ✔✔

5.4 The primary reason why an entrepreneur will start a business

I profit motive ✔✔

5.5 The money the owner gives to start up a business

C capital ✔✔

5.6 The owner’s interest in his business

B owner’s equity ✔✔

5.7 Their value changes continually and can easily be converted into cash

H current assets ✔✔

5.8 Money acquired from a commercial bank in order to buy property

D mortgage bond ✔✔

5.9 Assets that have a reasonably long life-span

E fixed/tangible assets ✔✔

5.10 Outsiders who owe the business money for stock sold

A debtors ✔✔

(10 × 2 = 20)

Activity6:Analysetransactionsontheaccountingequation6.1–6.8 Middle order

6.1



+100 000 Cash increased ✔ +100 000 Capital contribution ✔

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6.2



—7 500+7 500

Cash decreased ✔Vehicles increased ✔

6.3



—150+150

Cash decreased ✔Cash float increased ✔

6.4



—363 000+363 000

Cash decreased ✔Land and buildings increased ✔

6.5




6.6




6.7



—4 688 Cash decreased ✔ —4 688 Consumable goods — expense ✔

6.8



—3 576+3 576


(8 × 2 = 16)

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6.9 Calculate the owner’s equity of Elton Plumbers after all the transactions are completed. (4) Higher order

OE = R100 000 + R8 250 ✔– R352 ✔– R 4 688 ✔= R103 210 ✔6.10 Calculate the total assets. (4) Higher order Total Assets = R7 500 + R363 000 ✔ + R150 ✔+ R3 576✔

= R374 226 ✔6.11 How much profit did Elton Plumbers make? (4)

Higher order Profit = Income – Expenses = R8 250 – (R352 + R4 688) = R3 210 ✔✔✔✔

Topic6:SourcedocumentsActivity7:Identifysourcedocuments7.1–7.5 Higher order

7.1 till slip ✔✔

7.2 cash invoice ✔✔

7.3 cheque ✔✔

7.4 deposit slip ✔✔

7.5 receipt ✔✔ (5 × 2 = 10)

Activity8:Linksourcedocumentstotransactions8.1–8.10 Middle order

No. Account involved(except Bank)

Type of account A/OE+ or —

Source document used

8.1 Stationery ✔ Expense OE— ✔ Cheque counterfoil ✔

8.2 Capital ✔ Owner’s personal account

OE+ ✔ Receipt ✔

8.3 Telephone ✔ Expense OE— ✔ Cheque counterfoil ✔

8.4 Land and buildings ✔ Fixed assets A+ ✔ Cheque counterfoil ✔

8.5 Current income ✔ Income OE+ ✔ Deposit slip ✔

8.6 Consumable goods ✔ Expense OE— ✔ Cheque counterfoil ✔

8.7 Rent income ✔ Income OE+ ✔ Receipt ✔

8.8 Cash float ✔ Current assets A+ ✔ Cheque counterfoil ✔

8.9 Drawings ✔ Owner’s personal account

OE— ✔ Cheque counterfoil ✔

8.10 Water and electricity ✔ Expense OE— ✔ Cheque counterfoil ✔

(10 × 3 = 30)

TOTALMARKS:200

Formalassessment

For information on how to assess learner’s assignments, controlled

tests, case studies and projects, please see Section 3 of this

Teacher’s Guide.

EMS (8ENG).indb 59 6/5/13 3:55:45 PM


GRADE 8 CONTROLLED TEST 1 TERM 1

TIME: 1 HOUR TOTAL: 50 MARKS

SECTIONAQUESTION1 [10marks;12minutes]

TASKMatch the term in Column A to the explanation in Column B. Only write the number and letter from each column e.g. 1. A.

ColumnA ColumnB

1. Government A Pravin Gordhan

2. Debt B Income tax

3. Indirect tax C People’s access to things such as goods and services that make life more comfortable

4. Self-supporting D VAT

5. Social grants E A plan showing how the government is going to earn and spend money

6. The National Budget F You can use your environment to meet most of your needs

7. Transaction G A group of people who set policies and make laws to control how a country operates

8. The Minister of Finance H Amounts of money that the government gives to poor people and old people

9. Direct tax I An action between two parties

10. Standard of living J The way you live

K The cost of borrowing money

L Possessions that have a certain value

M Helen Zille

(10)

QUESTION2 [10marks;12minutes]

TASKIndicate whether the following statements are true or false. If false, give the correct answer.2.1 South Africa has three levels of government – the national

government, the provincial government and the legislative government.

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2.2 Each province is divided into municipalities to make governance/management of the province easier.

2.3 Households are producers because they buy the goods that businesses produce.

2.4 There are few people in rural areas and most people’s main economic activities are in the secondary sector.

2.5 The government wants to encourage economic growth and work and it does this by spending money on education. (10)

SECTIONBQUESTION3 [30marks;36minutes]

TASKAnalyse the transactions below according to the example and write your answers on the answer sheet provided. The source document must be specific.Example: Pay stationery of R100 to ZNA by cheque.

Transactions3.1 Ruan decides to make some money by repairing and maintaining

swimming pools in his town. He starts his business by depositing R3 000 into a bank account.

3.2 He pays R40 to the Freedom Herald for placing an advertisement.3.3 Ruan buys pool equipment and pays R350 for it.3.4 He buys chlorine and acid (consumables) for swimming pool

maintenance to the value of R200.3.5 His first client pays him R80 for a month’s service. Ruan banks

the money.3.6 Ruan draws R100 from the money in his bank account to buy

popcorn and go to the movies.

No. Source document

Account debited Account credited Assets Owner’s Equity

e.g. Cheque counterfoil

Stationery Bank —100 —100

3.1

3.2

3.3

3.4

3.5

3.6

(30)

TOTAL:50MARKS

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GRADE 8 CONTROLLED TEST 1: MEMO TERM 1


SECTIONAQUESTION11. G ✔2. K ✔3. D ✔4. F ✔5. H ✔6. E ✔7. I ✔8. A ✔9. B ✔10. C ✔ (10 × 1 = 10)

QUESTION22.1 False, ✔ the local government ✔2.2 True ✔✔

2.3 False, ✔ households are consumers ✔2.4 False, ✔ the primary sector ✔2.5 True ✔✔ (10)

SECTIONBQUESTION3

No. Source document

Account debited Account credited Assets Owner’s Equity

3.1 Duplicate receipt or deposit slip ✔

Bank ✔ Capital ✔ +3 000 ✔ +3 000 ✔

3.2 Cheque counterfoil ✔

Advertisements ✔ Bank ✔ —40 ✔ —40 ✔


Equipment ✔ Bank ✔ +350 ✔—350 ✔


Consumables ✔ Bank ✔ —200 ✔ —200 ✔

3.5 Cash register roll/receipt ✔

Bank ✔ Current income — Services rendered ✔

+80 ✔ +80 ✔


Drawings ✔ Bank ✔ —100 ✔ —100 ✔

(30)

TOTAL:50MARKS

EMS (8ENG).indb 62 6/5/13 3:55:45 PM


Unit 11


TERM 2


(CAPS)content

In this topic, learners will:• revise what they learnt in Term 1 • get a brief glimpse of what they will learn in Term 2


in the previous term. If learners are still struggling with some concepts, give them additional activities or revision activities to do. Those learners who understand the text well can help those who are struggling.

• Encourage learners to draw mind maps (similar to those drawn in this topic) to revise what they learnt in the previous term.





Unit 17


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Unit 18

Topic The accounting cycleLearner’s Book pages 78—83 Duration: 4 hours


(CAPS)contentIn this topic, learners will learn about FINANCIAL LITERACY. They will look at:• transactions• source documents• subsidiary journals• the General Ledger• the Trial Balance• the Income Statement• the Balance Sheet• the Cash Journals of a service business – their purpose and

importance

ResourcesLearners must each have an exercise book, in which to do the activities.




• This topic must be seen as an overview of each step of the accounting cycle. Do not go into too much detail as this could become very confusing for the learners.

• The content in this topic gives an outline for future content and will be referred to during the course of future topics.

• Gather some examples that you can use to explain the accounting cycle, its different steps and the route it follows.


2 2 64—65 8.1

3 3 65 8.2

Lesson2• Refer to Figure 8.1 of the Learner’s Book and draw the accounting

cycle on the board.


Newwordsandconceptsaccounting cycle; transactions; source documents; subsidiary journal; Cash Receipts Journal; Cash Payments Journal; General Ledger; ledger account; Trial Balance; Income Statement; Balance Sheet; receipts; payments

EMS (8ENG).indb 64 6/5/13 3:55:45 PM


• Work through the text in the Learner’s Book pages 78–80 using this drawing as a basis.

• Use practical examples to explain the content to learners. Explain that when they buy goods at a shop, they receive a source document. Explain what will happen to the duplicate of that source document in that business. Help them expand on the example as you move through the text. Give examples for each step of the accounting cycle, until you reach the Trial Balance.

• Explain the content as simply as possible in one of two ways: either explain with examples on hand, taking one transaction and telling learners how it will progress through each step or explain by showing learners how one transaction first appears on a source document, then in a subsidiary journal, is then posted to the General Ledger account and then appears as a balance in the Trial Balance.

• Give learners the correct terminology to use when referring to these accounting concepts and the information in each. Start using this terminology when you are teaching so that learners become familiar with the language.

• Work through the text in the Learner’s Book pages 81–82 on the importance and purpose of the Cash Journals of a service business.

• Ensure that you remain aware of whether learners understand each step and answer any questions as you go along.


Lesson3• Revise the content on the subsidiary journals, the General Ledger

and the Trial Balance. Ensure that learners understand the link between these steps in the accounting cycle and how each of them looks.

• Work through the rest of the text in the Learner’s Book on the concepts of the Income Statement and the Balance Sheet.

• Explain the timing of the steps in the accounting cycle using the summary table in the Learner’s Book page 83.


AnswersActivity8.1

Lower order (6)

1. receipts ✔2. receipts ✔3. payments ✔4. receipts ✔5. payments ✔6. receipts ✔

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Activity8.2

Lower order (15)

1. Income Statement ✔2. Trial Balance ✔3. receipts ✔4. posting ✔5. Subsidiary journals ✔6. Cash Payments Journal ✔7. transactions ✔8. double-entry principle ✔9. Balance Sheet ✔10. profit ✔11. T-accounts ✔12. Cash Receipts Journal ✔13. Cash Payments Journal ✔14. T-account in General Ledger ✔15. Journals (Cash Receipts and Cash Payments) ✔

Informalassessment

Activities8.1—8.2:Ask learners quick questions similar to

Activity 8.2 that require short answers, to assess their knowledge

of the content. You can also divide the class into two or four groups

and have a quiz. Let one group ask the other group questions and

you keep score. (21)


Consolidation

• Draw a mind map or diagram of the accounting cycle.

TRANSACTIONS

SOURCE DOCUMENTS

SUBSIDIARY JOURNALS

GENERAL LEDGER

TRIAL BALANCE

INCOME STATEMENT and BALANCE SHEET

EMS (8ENG).indb 66 6/5/13 3:55:45 PM


ExtensionIndicate how the following transactions would appear in the accounting cycle (ignore the increasing or decreasing of Bank). 1.

Transaction Boughtavehicle

Sourcedocument Cheque counterfoil

SubsidiaryJournal Cash Payments Journal

GeneralLedgeraccount Vehicles

TrialBalance:BalanceSheetaccountORNominalaccount

Balance Sheet account

IncomeStatementORBalanceSheet

Balance Sheet

2.

Transaction Owner’scapitalcontribution

Sourcedocument Receipt

SubsidiaryJournal Cash Receipts Journal

GeneralLedgeraccount Capital




Balance Sheet

3.

Transaction Paidthetelephoneaccount



GeneralLedgeraccount Telephone


Nominal account


Income Statement

4.

Transaction Servicesrendered

Sourcedocument Cash register roll

SubsidiaryJournal Cash Receipts Journal

GeneralLedgeraccount Current Income


Nominal account


Income Statement

EMS (8ENG).indb 67 6/5/13 3:55:45 PM


5.

Transaction Ownertookmoneyforownuse



GeneralLedgeraccount Drawings




Balance Sheet

9Topic Cash Receipts Journal of a

services business (1)Learner’s Book pages 84—92 Duration: 5 hours


(CAPS)content

In this topic, learners will learn about FINANCIAL LITERACY. They will look at:• Cash Receipts Journal (CRJ) of a services business• formats and uses of the columns in the CRJ• source documents used to complete the CRJ• entering of cash transactions in the CRJ• balancing of the CRJ• the effect of cash transactions on the accounting equation

ResourcesLearners must each have an exercise book called an ‘Eight money column’ or ‘Cash money column’ to do the Cash Receipts Journal. Photocopy the Cash Receipts Journal template found at the end of this guide.




• Practice a few transactions beforehand and check that you are able to do them in the format that learners are expected to understand and know how to do. Ensure that you know the difference between the different types of deposits and how to enter them in the CRJ.


Newwordsandconceptsservices business; Cash Journal; Cash Receipts Journal; accounting equation

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4 4 69—70 9.1

5 5 70 —

6 6 70—71 9.2

7 7 71 9.3

8 8 71 9.4

Lesson4• Use the example of Leigh Anne’s business, Perfect Pooches, in

Figure 9.1 of the Learner’s Book to introduce a discussion about what a services business is and the types of source documents used by this type of business.

• Remind learners that there are two subsidiary journals, the CRJ and the CPJ. In this topic, the CRJ is explained, with transactions for receipts only.

• Explain the purpose of the CRJ. Tell learners that it is used to reduce entries in the General Ledger. Discuss the formats and uses of the columns in the CRJ. Work through the list in the Learner’s Book pages 85–86.

• Recap the source documents learnt in Topic 6, with the emphasis on the cash register roll, receipt and deposit slip.

• Work through the example in the Learner’s Book page 87 about the Perfect Pooches business. Learners can do the example with you or you can illustrate it step by step on an overhead/data projector.

• Explain the recording of each transaction to the CRJ.• Explain that the heading of each CRJ must include the name of

the business, the month in which the transactions take place and the number of the journal. This was this business’s first month of trading so the number will be CRJ1.

• Explain each transaction in the example as follows: 1 Dec: The receipt is issued to L Marais. Her name is written in

the Details column. The amount is deposited directly, therefore there is no entry in the Analysis of receipts column, only in the Bank and Sundry accounts columns.

5, 11, 21 Dec: A cash register roll will normally be issued, but this business does not yet have a cash register. They will issue a cash invoice. These are cash transactions, so they write Services rendered on the invoice. The amounts will appear in the Analysis of receipts and Current income columns. All of these transactions were the only transaction on that day and so those amounts appear individually in the Bank column as well.

28 Dec: The first transaction is an increase of the owner’s capital contribution. It is not deposited directly and will therefore be entered in the Analysis of receipts and the Sundry account columns. The second transaction is for Services rendered and the amount appears in the Analysis of receipts and Current income columns. The total of the two transactions is deposited as one amount (R740) in the Bank column.

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Bank=

Current income+

Sundry accounts

R2 010 R 510 R1 500

• Show learners how to cross-check the totals of the columns of the CRJ with one another:

• Do Activity 9.1.• Help learners to open a new CRJ for the activity and then ask

them to do the rest of the activity as homework.

Lesson5• Start by emphasising that the completion of a CRJ is a very

important skill that learners must know how to do properly. They will be expected to complete CRJs until Grade 12.

• Work through Activity 9.1 in this lesson and revise the important aspects of the CRJ at the same time. Explain and discuss:– Source documents: covered in Topic 6.– The accounting equation: covered in Topic 5.– The fact that this journal is only for entering receipts. – Each transaction is recorded in the Analysis of receipts

column, except when the transaction indicates that the money is deposited directly in the bank.

– After that the transaction is allocated to a specific column, for example Current income. If there isn’t a specific column for it, then it is allocated to the Sundry accounts column, for example Capital or Rent income.

– Each amount is deposited or banked daily and is entered in the Bank column. When more than one transaction happens on the same day, the total of all the transactions of the same day must be added together and entered in the Bank column.

– The number of analysis columns for which provision must be made depends on the requirements of each individual business and is determined by the nature and type of business.

– Provision is always made for sundry accounts in the journal because it is not possible to provide individual analysis columns for every type of receipt.

– If a receipt is issued, the name of the person or business to whom it is issued appears in the details.

– If you issue a cash invoice or use the cash register roll as a source document, the details of the transaction appear in the Details column, for example Services rendered or Sales.

– Cross-checking: The total of the Bank column must be equal to the total of the Current income column plus the total of the Sundry accounts column.

Lesson6• Mark and check Activity 9.1 briefly, ensuring that learners

understand each transaction. Give the reasons why a transaction appears in a particular column and not in another one.

• To save time, mark the accounting equation and the three source documents required in the activity using an overhead/data

EMS (8ENG).indb 70 6/5/13 3:55:46 PM


projector. It is always useful for the learners to hear how you read the question and then see how you complete the answer.

• Do Activity 9.2.• Learners can complete this activity for homework, but ensure that

they know how to open the CRJ.

Lesson7• Work through Activity 9.2 carefully, preferably on the board,

explaining every transaction. Give reasons why each transaction is allocated to a certain column and not another.

• To save time, mark the source documents using an overhead/data projector. Again, it is useful for the learners to hear how you read the question and then see how you complete the answer.

• Do Activity 9.3.• This activity can be done for homework. Let learners open the

CRJ by themselves.

Lesson8• Mark Activity 9.3. Give each learner a handout with the correct

answers and let them mark their own activities or the person’s next to them. This helps those who struggle and work at a slower pace.

• Some learners find it difficult to mark or check their work from the board. Handouts help them to check their work properly. They also give you a ‘hands free’ period during the lesson to check learners’ exercise books.

• Discuss any problems that learners are experiencing.• Do Activity 9.4. • This activity can be done for homework. Let learners open the

CRJ by themselves.

AnswersActivity9.1

1. Middle order (25)

CashReceiptsJournalofSidlaniRepairServicesforJune2013✔ CRJ1

Doc.no.

Day Details Fol. Analysis of receipts

Bank Current income

Sundry accounts

Amount Fol. Details

R01 01 F Sidlani 3 000 00 ✔ 3 000 00 ✔ 3 000 00 Capital ✔

C01 03 Services rendered 104 45 ✔ 104 45 ✔ 104 45

C02 15 Services rendered 1 334 60 ✔ 1 334 60 ✔ 1 334 60

C03 21 Services rendered ✔ 570 40 ✔ 570 40

R02 F Komano ✔ 250 00 ✔ 820 40 ✔ 250 00 Rent income ✔

C04 25 Services rendered 965 60 ✔ 965 60 ✔ 965 60

R03 30 F Sidlani ✔ 1 200 00 ✔ 1 200 00 Capital ✔

C05 Services rendered ✔ 227 40 ✔ 1 427 40 ✔ 227 40

✔ ✔ 7 652 45 3 202 45 ✔4 450 00

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2. Middle order (9)

DEPOSITSLIPSABA Bank Date 1 June 2013 ✔

Porterville Branch Ref.

Credit: Sidlani Repair Services ✔

Cashier stamp

Total cash R3 000 00 ✔


1

2

3

Notes R2 890 00 ✔

Nickel R110 00 ✔

Bronze R

Postal Orders R

Total Cash R3 000 00 ✔

ACC NO: 456 333 605 ✔

Deposited by: F Sidlani ✔ Total R 3 0 0 0, 0 0 ✔

3. Middle order (6)

No. C01

INVOICE3 June 2013 ✔

TO: F Shezi / Cash ✔

BOUGHT FROM: SIDLANI REPAIR SERVICES ✔


1 Repair of lawnmower ✔ ✔ 104 45 ✔ 104 45

Total 104 45

E & OE

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4. Middle order (8)

RECEIPT NO. R02 ✔

21 June 2013 ✔

Received from: F Komano ✔

The amount of: Two hundred and fifty RandR 250,00 ✔

No Cents ✔

In payment of: Rent ✔ F Sidlani ✔

For Sidlani Repair Services ✔

5. Middle order (6)

01



+3 000 Cash increased ✔ +3 000 Capital contribution ✔

(2)

21



+570,40

+250

Cash increased ✔

Cash increased ✔

+570,40

+250

Services rendered — income ✔Rent income ✔

(4)


No. Other account involved(except Bank)

Type of account A/OE+ or —

Source document used

e.g. Stationery Expense OE— Cheque counterfoil

01 Capital ✔ Owner’s personal account ✔

OE+ ✔ Receipt ✔

21 Current income ✔ Income ✔ OE+ ✔ Cash register roll/cash invoice ✔

21 Rent income ✔ Income ✔ OE+ ✔ Receipt ✔

EMS (8ENG).indb 73 6/5/13 3:55:46 PM


Activity9.2


CashReceiptsJournalofJessi’HairdoforMay2012 CRJ5

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

23 01 J Malambe ✔ 3 500 00 ✔ 3 500 00 Capital ✔

CRR Services rendered ✔ 2 335 00 ✔ 5 835 00 ✔ 2 335 00

CRR 06Services rendered 300 00 ✔ 300 00 ✔ 300 00

CRR 10Services rendered ✔ 4 015 00 ✔ 4 015 00

24 R Lazy ✔ 500 00 ✔ 4 515 00 ✔ 500 00 Rent income ✔

CRR 24Services rendered 200

00 ✔ 200 00 ✔ 200 00

✔ ✔ 10 850 00 6 850 00 ✔ 4 000 00


DEPOSITSLIPDENBANK Date 1 May 2012 ✔

Paarl Branch Ref.

Credit: Jessi’ Hairdo ✔

Cashier stamp

Total cash ✔ R5 565 00


1 J Lintvelt BNF BANK Paarl ✔ ✔ R270 00

2

3

Notes ✔ R5 200 00

Nickel ✔ R355 00

Bronze ✔ R10 00

Postal Orders R


ACC NO: 113 354 202 ✔

Deposited by: J Malambe ✔ Total R 5 8 3 5, 0 0 ✔

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3. Middle order (7)

RECEIPT NO. 24

10 May 2012 ✔

Received from: R Lazy ✔

The amount of: Five hundred RandR 500,00 ✔

No Cents ✔

In payment of: Rent ✔ J Malambe ✔

For Jessi’ Hairdo ✔

4. Middle order (8)

01



+3 500

+2 335

Cash increased ✔

Cash increased ✔

+3 500

+2 335

Capital contribution ✔Services rendered — income ✔

(4)

10




+500 Cash increased ✔ +500 Rent income ✔

(4)

Activity9.3


CashReceiptsJournalofCreativeCaterpillarforMay2015 CRJ5

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

011 01 D Gouws ✔ 52 000 00 ✔ 52 000 00 Capital ✔

CRR 16 Services rendered 1 133 00 ✔ 1 133 00 ✔ 1 133 00

012 28 Les Hauts ✔ 189 00 ✔ 189 00 Rent income ✔

CRR Services rendered ✔ 850 00 ✔ 1 039 00 850 00

✔ ✔ 54 172 00 1 983 00 52 189 00 ✔

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2. Middle order (7)

RECEIPT NO. 012

28 May 2015 ✔

Received from: Les Hauts ✔

The amount of: One hundred and eighty-nine RandR 189,00 ✔

No Cents ✔

In payment of: Rent ✔ L Kahn ✔

For Creative Caterpillar ✔

(7)

Activity9.4

Middle order (14)

CashReceiptsJournalofZinzi’sSalonforApril2016 CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

01 01 Z Magqazana ✔ 65 000 00 ✔ 65 000 00 Capital ✔


CRR 30 Services rendered ✔ 2 464 00 ✔ 2 464 00

02 Z Magqazana ✔ 5 000 00 ✔ 7 464 00 ✔ 5 000 00 Capital ✔

✔ ✔ 73 794 00 3 794 00 ✔ 70 000 00

Informalassessment



Activities9.3—9.4:These can be self or peer assessments.

Learners check their own homework or the work of a partner and

learn from their own or each other’s mistakes. Alternatively, take in

the learners’ answers and mark them. (34)


Consolidation

• Complete the following sentences by filling in the correct word. – In the CRJ we only enter cash receipts.– A transaction in the CRJ will always be entered in the

Analysis of receipts column and in one other column, except when the transaction indicates that the deposit was directly banked.

– Each amount in the CRJ is deposited or banked daily. When there is more than one transaction on the same day, the total of all the transactions of the same day must be added together and entered in the Bank column.

– When a receipt is issued, the name of the person or business is entered in the Details column.

EMS (8ENG).indb 76 6/5/13 3:55:47 PM


– If you issued a cash invoice or used a cash register roll as a source document, the details of the transaction appear in the Details column as Services rendered or Sales.

– A CRJ summarises similar transactions. It also decreases the number of transactions entered in the General Ledger.

– Cross-checking is done after you have completed the entries for a specific month in order to see whether all the money received, has been banked. You do it by adding the totals of all the columns plus the total of the Sundry accounts column and this must be equal to the total of the Bank column.

– The following has to appear in the heading: the name of the business, the month in which the transactions took place and the number of the journal.

ExtensionStudy the CRJ below and answer the questions that follow.

CashReceiptsJournalofHeysteckStoresforNovember2014 CRJ11

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

55 01 P Gahno 25 000 00 25 000 00 Capital

56 N Baard 26 117 00 Rent income

CRR 11 Services rendered 3 357 00

57 A Carolus 5 391 00 Donation

58 24 F Abrahams 7 721 00 7 721 00 Rent income

CRR Services rendered 8 460 00 16 181 00

CRR 30 Services rendered 448 00

59 P Gahno 4 250 00 4 698 00 4 250 00 Capital

52 387 00 40 122 00

• What is the name of owner? P Gahno • State whether the R25 000 capital is the business start-up

capital or not. It is not. • Explain how you know this? Because this is not the first journal nor the first receipt (source

document) used. • What is the Rent income amount received on 1 November? R1 117 • What is the Donation amount received on 11 November? R2 034 • What is the total amount received for Services rendered for the

month? R52 387 – R40 122 = R12 265

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Unit 110

Topic Factors of productionLearner’s Book pages 93—101 Duration: 3 hours


(CAPS)content

In this topic, learners will learn about ENTREPRENEURSHIP. They will look at:• capital

– borrowed capital– own capital

• labour– unskilled labour– semi-skilled labour– skilled labour

• the role of workers in the business• fair employment practices• natural resources• entrepreneurship• the remuneration of the factors of production

ResourcesReuse and supplement the resources you used for the production process, its inputs and its outputs in Grade 7. Reusing some of your original photos and articles may be an effective way of helping the learners to remember the Grade 7 content more clearly.

Gather news articles from the Internet, magazines and newspapers about labour types (skilled, unskilled and semi-skilled) and labour relations in South Africa. Industrial action often makes the news.

You may want to access copies of laws that ensure fair labour practices in South Africa, such as the Compensation for Occupational Injuries and Diseases Act, the Labour Relations Act, the Basic Conditions of Employment Act and the Occupational Health and Safety Act. Learners who progress to Business Studies in Grades 10–12 will benefit from some grounding in this legislation.

The Department of Labour’s website (http://www.labour.gov.za/) is an excellent resource for part of this topic. If you do not have Internet access, contact your local provincial office, labour centre or satellite office.

Reuse and supplement your resources for entrepreneurship that you gathered in Grade 7. Remember the local examples of entrepreneurs you researched last year. Learners may find it interesting to see


Newwordsandconceptsfactors of production; capital; labour; land; borrowed capital; unskilled; semi-skilled; skilled; fair labour practices; natural resources; entrepreneurship; remuneration

EMS (8ENG).indb 78 6/5/13 3:55:47 PM


whether the entrepreneurs are still in business this year and if they are, how their businesses may have changed and why.

Your local municipal library may have resources about labour relations in the form of government gazettes.



• Refresh your memory on the production process, its inputs and its outputs from Grade 7. Ensure you can make links between Grade 7 content and what you will teach in this topic for progression purposes.

• Research local businesses so that you can use local examples that learners are familiar with when you discuss the factors of production.

• If possible, familiarise yourself with your learners’ material circumstances and the kinds of work that their parents or caregivers do. This will help you to pitch the examples you use appropriately when you teach types of labour. Be prepared to deal with differences in the skills levels of learners’ parents. Ensure that you do not use any bias in your teaching.

• Gather your resources and plan how you will integrate them into your teaching.


4 4 79—80 10.1

5 5 80—81 10.2

6 6 81 10.3

Lesson4• Start teaching this topic by recapping what the learners know

about the inputs and outputs of the production process and the factors of production from Grade 7.

• You may want to have a class quiz in which you ask revision questions. Divide the class into two teams and set a time limit for answering questions to encourage quick thinking.

• Work through the text on the topic’s opening pages in the Learner’s Book page 93, revising the four inputs to the production process. Remind learners that these are the factors of production.

• Use the photo in Figure 10.2 of the Learner’s Book to start your discussion about capital, the first factor of production.

EMS (8ENG).indb 79 6/5/13 3:55:47 PM


• Ask the learners if they know how much it costs to start a business. Ask them where they can find the large sums of money (hundreds of thousands or even millions of rands) that it costs to get some types of businesses off the ground.

• Explain the different types of start-up capital in Figure 10.3 of the Learner’s Book. Talk about the risks of using one’s own capital to start a business – if the business fails, you could lose everything.

• Begin your teaching of labour, as the next factor of production. Discuss skilled, semi-skilled and unskilled labour. You may want to approach this by discussing the kinds of work learners would like to do when they leave school and how they will prepare for that work – through apprenticeships, learnerships, studying at a technikon, college or university or by getting on-the-job training. Explain that these studies give them specific levels of skill.

• Link the explanation on the levels of skill required for certain kinds of labour and the skills shortage in South Africa that you taught in Grade 7 to ensure progression. Ask the learners if they remember the areas in which South Africa has skills shortages (Maths, Engineering, Science, Information and Communication Technology (ICT) services, project management and so on).

• Use the illustration and text in the Learner’s Book pages 95–96 to explain the different skills levels.

• Do Activity 10.1.• Learners do this activity for homework.

Lesson5• Start this lesson with a recap of what you taught in the last lesson

on skilled, semi-skilled and unskilled labour.• Talk about the role of workers in a business. Labour is one of a

business’s greatest assets, irrespective of the workers’ skill levels. Have a group or class discussion about the ideas and creativity that workers bring to a business because of their individuality and uniqueness. Ask the learners how they think they could bring new ideas to a business for which they work. Explain how important this is for entrepreneurs who run their own businesses.

• Use your resources about labour relations to teach the importance of fair employment practices. Talk about the unfair employment practices of South Africa’s past. Remind the learners that they learnt a little about these when they learnt about the causes of skills shortages in Grade 7.

• Briefly mention the laws that ensure fair labour practices in South Africa, shown in Figure 10.5 of the Learner’s Book. It is not necessary to go into too much detail here.

EMS (8ENG).indb 80 6/5/13 3:55:47 PM


• If there is time, let learners work in groups to draw up their own manifestos of fair employment practices. They should list their requirements for fair treatment in the workplace. This may be a good opportunity for informal assessment. Observe the levels of engagement and critical and creative thought as the learners work on their manifestos and make notes about what you observe. Allow the groups to display their manifestos on the classroom walls.


Lesson6• Teach the remaining two factors of production this week, which

are natural resources and entrepreneurship. Link this content to what the learners know about entrepreneurship and scarce resources from Grade 7. Recap the characteristics and skills of entrepreneurs and discuss why these characteristics and skills make entrepreneurship one of the four factors of production.

• Move on to how each factor of production gets remunerated or rewarded. Work through the text and photos in the Learner’s Book pages 98–100 to do this.

• Do Activity 10.3. • Learners do this activity in class. If there is time, discuss the

answers as a class.

AnswersActivity10.1

1. Lower order (3) Labour is the work that employees do to produce goods. ✔

Without labour, whether it is skilled, semi-skilled or unskilled, ✔

there would be no production. ✔2. Higher order (8)

a. semi-skilled ✔b. skilled ✔c. semi-skilled ✔d. unskilled ✔e. skilled ✔f. semi-skilled ✔g. semi-skilled ✔h. skilled ✔

Activity10.2

1. Middle order (5) Human capital increases as the worker’s experience in doing his

or her job increases. ✔ This makes the worker more valuable to the business. ✔ It also makes the worker more valuable to other businesses ✔ because he or she can use the skills and experience they have to get a job in a higher position with another business. ✔

So, human capital has an economic value for both workers and for businesses. ✔

EMS (8ENG).indb 81 6/5/13 3:55:47 PM


2. Middle order (8) Learners write a paragraph covering the main laws that ensure fair

labour practices: Labour Relations Act (LRA): Promotes social justice, peace and

democracy in the workplace. ✔✔

Basic Conditions of Employment Act (BCEA): Protects employees from exploitation by their employers by regulating things like working hours, leave, pay and retrenchment. ✔✔

Occupational Health and Safety Act (OHS Act): Specifies what safe and healthy workplaces are and how employers should make sure that their businesses do not damage their employees’ health. ✔✔

Compensation for Occupational Injuries and Diseases Act (COIDA): Specifies how employers should compensate employees and their families if employees get sick or injured or die, while doing their jobs. ✔✔

Activity10.3

1. Lower order (4) These are the labour, ✔ capital, ✔ land ✔ and entrepreneurship

✔ that the production process uses to produce goods and services.2. Middle order (2) They get remuneration, or rewarded, for their contribution to the

production process. ✔ Work done and services provided, receive payment. ✔

3. Middle order (8) Human capital is the knowledge and skills that workers get by

working for a business. ✔ It increases as workers’ experience in doing their jobs increases. ✔ Human capital is an important asset of a business, so businesses need to ensure that they treat their workers fairly. ✔ Fair employment practices are important because it is illegal in South Africa for a business to use unfair employment practices. ✔ It is also bad for business. ✔ Employees who are treated unfairly will not do good work and be loyal to the business. ✔ They will not develop professionally and become better assets of the business. ✔ They will also treat customers badly and this could cause the business to lose money. ✔

4. Higher order (9) Learners’ paragraphs could read something like this, using their

own examples: The four factors of production receive remuneration, or a

reward, for their contribution to the production process. ✔ The remuneration for the use of land is rent. ✔ For example, if a development company owns an office complex, businesses can use the office space in return for a monthly rental payment. ✔

The remuneration for the use of labour is salaries or wages. ✔

For example, a manager gets a salary for her contribution to a call centre and a farm worker gets wages for his work harvesting

EMS (8ENG).indb 82 6/5/13 3:55:47 PM


fruit. ✔ The remuneration for the use of capital is interest. ✔ For example, a farmer buys a combine harvester for her commercial farm, but needs to get finance for it from the bank. The bank lends her the money, and she repays the loan with interest. ✔

The remuneration of the use of entrepreneurship is profit. ✔ For example, an entrepreneur starts a business that buys, wraps and delivers Christmas gifts for customers’ families during the festive season. His business does very well and he makes a good profit as a reward for his successful business idea. ✔

Informalassessment

Activity10.2:Take in the learners’ paragraphs and mark them. (8)

Consolidation

• Explain remuneration. Remuneration means payment for work done or services

provided.• Name the remuneration for the following factors of

production:a. Land: rental of premisesb. Labour: salaries and wagesc. Capital: interest on loansd. Entrepreneurship: business profits

• Describe natural resources as a factor of production. Land, water, soil, air, plants, minerals and animals are all natural

resources that are grouped together as ‘land’. Without natural resources and land, it is not possible to run a business. Some businesses need more natural resources than others. For example, a business that makes wooden furniture needs lots of the natural resource, timber. But a business that fixes computers needs fewer natural resources. However, no business can operate without land and natural resources.

ExtensionResearch one of the following Acts that affect labour relations in South Africa:

– Labour Relations Act (LRA)– Basic Conditions of Employment Act (BCEA)– Occupational Health and Safety Act (OHS Act)– Compensation for Occupational Injuries and Diseases

Act (COIDA)Prepare a short report explaining what the Act is about and how it ensures fair labour practices in South African workplaces.Learners choose an Act and research it. Their reports explain how the Act contributes to fair labour practice. For example, the LRA gives workers the right to unionise, to have their grievances heard and to have a say in management decisions.


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Formalassessment

For information on Formal Assessment Task 2: Project (Learner’s

Book pages 102—103) and on how to assess learner’s assignments,

controlled tests, case studies and projects, please see Section 3 of

this Teacher’s Guide.

Unit 111

Topic The marketsLearner’s Book pages 104—108 Duration: 2 hours


(CAPS)content

In this topic, learners will learn about THE ECONOMY. They will look at:• types of markets, such as:

– goods and services market– factor market (labour and financial markets)

ResourcesGather news articles and pictures from magazines, newspapers and the Internet about the goods and services market and the factor market. The content in this topic is abstract in nature, so use as many concrete examples as possible to make it accessible to the learners.

You may want to provide large sheets of newsprint for the learners to use for Activity 11.1, and newsprint and old magazines and newspapers that they can use for their collages in Lesson 7.



• This is a short topic, taught over only two hours, so plan your teaching well to have time for everything you want to cover.



7 7 85 —

8 8 85 11.1


Newwordsandconceptsgoods market; services market; factor market; labour market; financial market

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Lesson7• Start this week with a class discussion about what a market is. The

learners will probably tell you that a market is a physical place where people exchange tangible goods, such as the goods shown in Figure 11.2 of the Learner’s Book.

• Lead the discussion by asking them what happens when you make an online purchase, for example, or when stockbrokers trade shares on the stock exchange.

• Learners should begin to realise that markets are not confined to physical spaces. There are different types of markets where different exchanges take place, for example the Johannesburg Stock Exchange in Figure 11.1 of the Learner’s Book.

• Move on to a discussion about the goods and services market. Work through the text and Figure 11.3 in the Learner’s Book. Ask the learners to split into groups and talk about all of the examples of the goods and services market they can think of. You may want to give them large sheets of newsprint and old magazines and newspapers to make a collage of examples.

• Discuss the collages as a class, asking the groups to state their examples and tell you why they are examples of the goods and services market.

Lesson8• Recap the last lesson by looking at the collages again and

reminding the learners what the goods and services market is.• Recap the factors of production and the remuneration for the

factors of production from Topic 10. Explain what the factor market is – the place where these factors of production are traded.

• Work through the text on page 106 and the photo in Figure 11.4 of the Learner’s Book.

• Work through the text on the labour and financial markets in the Learner’s Book on pages 106–107.

• Do Activity 11.1.• Learners do this activity in class.

AnswersActivity11.1

1. Lower order (2) In an economy, this is all of the places where goods and services

are exchanged ✔ in economic transactions. ✔2. Lower order (3) The market where people buy and sell ✔ the factors of

production’s services. ✔ It is the market where people buy and sell productive resources. ✔

3. a, c and d: Middle order (6)b and e: Higher order (4)

Learners use their own local examples to complete these questions.

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You are working towards teaching the circular flow in Grade 9 here. The diagrams should go some way towards resembling the circular flow diagram as shown here. Accept any reasonable diagram that shows the relationships correctly.

4. Lower order (1) The financial market ✔

Informalassessment

Activity11.1:Observe the small-group interactions and make

notes on how the learners’ group work is progressing. Note your

suggestions about how to help learners who may be struggling

with the content and/or with working in groups. Develop a plan to

assist them. (observation-based)


EMS (8ENG).indb 86 6/5/13 3:55:48 PM


Consolidation

• You make your labour available by looking for a job that will earn you a salary. On what market does your exchange take place?

On the factor market• Give two examples of the goods and services market. Learners give two of their own examples, such as a supermarket

where they exchange money for groceries and a dentist where they exchange money for dental care.

Extension

• ‘Markets are not confined to a specific place.’ Explain this statement.

Markets do not have to be concrete, tangible entities. For example, you can buy airtime online. You do not physically go to a specific place and hand over money to buy a box full of airtime and you cannot see or touch airtime. This is still a transaction on the goods and services market, however. You can also sell factors of production, such as your labour or entrepreneurship in exchange for income or profits. You do not do this at a physical market, as the goods and services market sometimes is. You do this on the factor market, which is the market where people buy and sell the factors of production’s services. It is the market where people buy and sell productive resources. Some productive resources are intangible, like labour.

• Explain how the factor market is different from the goods and services market.

Households are the main buyers on the goods and services market by buying the finished goods and services that businesses and the government produce. But businesses and the government are the main buyers on the factor market by buying the labour of households, for example. When you rent a warehouse to a business as business premises, you are not selling the land to the business – you are just selling a service of the land, which is its ability to allow a business to produce goods there. And when entrepreneurship is exchanged on the factor market, people are not buying and selling entrepreneurs – they are buying and selling the entrepreneurs’ ideas and the potential of those business ideas to make a profit.

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Topic8:TheaccountingcycleActivity1:RevisethetransactionsinanaccountingcycleComplete the accounting cycle below. Fill in each step in the correct order. Lower order (6 × 2 = 12)

Transaction takes place

Recorded on source document

Recorded in subsidiary journal

Recorded in General Ledger

Balances taken to Trial Balance

Used to create Income Statement and Balance Sheet

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Topic9:CashReceiptsJournalofaservicesbusinessActivity2:ReviseCashReceiptsJournalsMiddle order (21)

CashReceiptsJournalofShockingElectricsforMay2018✔ CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

01 01 M Sijaji ✔ 112 000 00 ✔ 112 000 00 Capital ✔

CRR 07 Services rendered ✔ 5 664 00 ✔ 5 664 00 ✔ 5 664 00

02 13 S Sibongile ✔ 1 550 00 ✔ 1 550 00 ✔ 1 550 00 Rent income ✔

CRR 20 Services rendered ✔ 665 00 ✔ 665 00 ✔ 665 00

03 24 M Sijaji ✔ 3 360 00 ✔ 3 360 00 Capital ✔


✔ 125 573 00 8 663 00 116 910 00

Activity3:ReviseCashReceiptsJournalsMiddle order (22)

CashReceiptsJournalofRivallandBeautySalonforSeptember2014✔ CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

01 01 S Rivalland ✔ 75 000 00 ✔ 75 000 00 Capital ✔



02 22 S Rivalland ✔ 7 500 00 ✔ 7 500 00 Capital ✔


03 29 Quine ✔ 540 00 ✔ 540 00 ✔ 540 00 Rent income ✔

✔ 90 024 00 6 984 00 83 040 00 ✔

Topic10:FactorsofproductionActivity4:Revisethefactorsofproduction4.1 Are the factors of production inputs or outputs of the

production process? (1) Lower order They are inputs. ✔4.2 Define factors of production. (6) Lower order The labour ✔, capital ✔, land ✔ and entrepreneurship ✔ that the

production process uses to produce goods and services ✔✔

4.3 Explain why capital is a factor of production. (2) Middle order Capital is the money and equipment that a business needs for its

production process. ✔ A business cannot start and run without capital to produce its goods and services. ✔

4.4 Name and describe two types of capital. (6) Lower order• Start-up capital: ✔ money needed to start a business ✔✔

• Borrowed capital or loan capital: ✔ money borrowed from friends, family or a bank. You need to pay this money back, often with interest. ✔✔

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• Own capital: ✔ your own money that you have saved up or inherited, and that you invested in your business. ✔✔

(Any 2 × 3)4.5 Write a paragraph comparing skilled, semi-skilled and

unskilled labour. Give your own example of each type of labour in your paragraph. (20) Higher order

Unskilled labour is work that does not require ✔ a high level of skills ✔ or independent judgement ✔and that often involves physical labour. ✔ These workers have not had training to do their jobs. ✔They do not need to use independent judgement to do their work ✔ – they are told what to do ✔ and they follow instructions. ✔ An example is packers of goods such as fish. ✔

Semi-skilled labour is work that requires some skill ✔, training and independent judgement. ✔ Some skill, training and independent judgement is required to carry out instructions. ✔ An example is a waiter in a restaurant. ✔

Skilled labour is work that requires a high level of skill, ✔ thorough training ✔ and the use of independent judgement. ✔ It is labour that you cannot do without proper training ✔ through a university, college, apprenticeship or on-the-job training programme. ✔✔ An example is an airline pilot. ✔

4.6 Explain what human capital is and why it is so important to a business. (6) Middle order

Human capital is the knowledge and skills that workers get by working for a business. ✔ It increases as workers’ experience in doing their jobs increases. ✔

This makes the worker more valuable to the business. ✔ It also makes the worker more valuable to other businesses because he or she can use the skills and experience they have to get a job in a higher position with another business. ✔ So, human capital has an economic value for workers and for businesses. ✔ Human capital is one of a business’s greatest assets. ✔

4.7 Besides performing work in a business, what other role do workers play? (4) Middle order

Workers do not only play the role of performing labour in a business. They do more than just sell their labour for an income. ✔ They also bring ideas and creativity to the business because each worker is unique. ✔ As they gain experience in their jobs, they grow professionally and learn new skills. ✔ These new skills help the business to keep growing and to stay competitive by coming up with new ideas. ✔

4.8 Explain why fair employment practices are so important in a business. (2) Lower order

Because a business’s human capital is such an important asset, ✔ businesses need to ensure that they treat their workers fairly. ✔ So, fair employment practices are important.

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4.9 Define labour relations. (4) Lower order The ways in which ✔ employers and employees ✔ relate to each

other ✔ in the workplace. ✔4.10 State why unfair labour practices are bad for business. (2) ✔

Middle order Employees who are treated unfairly will not do good work and

be loyal to the business. ✔ They will not develop professionally and become better assets of the business. ✔ They will also treat customers badly and this could lose money for the business. ✔ (Any 2)

4.11 List the remuneration for each factor of production. (8) ✔

Lower order Capital: interest ✔✔; Land: rental ✔✔; Labour: salaries or

wages ✔✔; Entrepreneurship: profit ✔✔

Topic11:ThemarketsActivity5:Revisethegoodsandservicesmarketandthefactormarket5.1 Define a market. (4) Lower order A place where people who buy ✔ and people who sell ✔ exchange

goods and services ✔ in economic transactions. ✔5.2 ‘Markets are not confined to a specific place’. Explain this

statement. (6) Higher order Markets do not have to be concrete, tangible entities. ✔ For

example, you can buy airtime online. You do not physically go to a specific place and hand over money to buy a box full of airtime and you cannot see or touch airtime. ✔ This is still a transaction on the goods and services market, however. ✔ You can also sell factors of production, such as your labour or entrepreneurship in exchange for income or profits. ✔ You do not do this at a physical market, as the goods and services market sometimes is. ✔ You do this on the factor market, which is the market where people buy and sell the factors of production’s services. It is the market where people buy and sell productive resources. Some productive resources are intangible, like labour. ✔

5.3 Define the goods and services market. (3) Lower order In an economy, ✔ all of the places where goods and services are

exchanged ✔ in economic transactions. ✔5.4 When you pay your electricity account, you are not buying

something concrete that you can see and touch. What market did you use when you paid this account? Give reasons for your answer. (3) Higher order

You bought it on the goods and services ✔ market because electricity is a service, not a factor of production, ✔ even though it is intangible. ✔

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5.5 Define the factor market. (3) Lower order The market where people buy and sell ✔ the factors of

production’s services. ✔ It is the market where people buy and sell productive resources. ✔

5.6 Why do we say that we buy and sell the services of the factors of production on the factor market and not the factors of production themselves? Give an example to explain your answer. (3) Middle order

When a business buys your labour on the factor market, it is not buying you. ✔ Instead, it is buying your services ✔ – your ability to work. ✔

TOTALMARKS:138

Formalassessment


tests, examinations, case studies and projects, please see Section 3

of this Teacher’s Guide.

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GRADE 8 MID-YEAR EXAMINATION PRACTICE PAPER: MEMO

TERM 2


Learner’sBookpages112—116

SECTIONAQUESTION11.1 The government employs people from households, just like

businesses. So, the government is a consumer of household labour. The government provides resources and services to households so that households can buy resources such as electricity; so the government is also a producer. ✔✔

1.2 Social grants; free education to the poor; free primary healthcare and free water and electricity for the poor Any ✔✔ × 2 = 4

1.3 Lifestyle is the way you live and how you live in your environment. This includes how you spend money, use goods and services, dress, worship and express your culture. Standard of living is the access you have to these goods and services that make your life more comfortable. So your standard of living has an impact on your lifestyle. ✔✔

1.4 Goods and services; finished products that businesses have produced ✔✔

1.5 The services of the factors of production ✔✔

1.6 Households buy goods and services from businesses and the government by using their income. ✔✔

1.7 Households sell their labour on the factor market. ✔✔

[16]

SECTIONBQUESTION22.1

RECEIPT NO. 01

1 July 2012 ✔

Received from: A Firmani ✔

The amount of: Five hundred thousand Rand ✔R 500 000,00 ✔

No cents

For: Capital contribution ✔ Learner’s own signature ✔

THANK YOU

(6)

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2.2

15 July 2012 12–34–56–78

TO A Firmani

THEABSBANKOFAFRICALTD(REG.COMMERCIALBANK)

FOR Drawings ✔ WELLINGTON BRANCH

Balance R 15 July 2012

Deposit R Pay: Cash ✔ OR BEARER

Subtotal R The amount of Three Thousand rand R3 000,00

Other debits R No cents

This cheque R3 000,00

Learner‘s own signature ✔

Balance R 0010000011234560112300021401 For Firmani Stores

001

Dates on cheque and cheque counterfoil correct = ✔Three Thousand Rand in words and figures correct on cheque and counterfoil = ✔Cheque is not crossed = ✔ (6) [12]

QUESTION3

CashReceiptsJournalofSparky’sElectricalServicesforMarch2014 CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

01 01 S Sparky ✔ 350 000 00 ✔ 350 000 00 Capital ✔


02 W Wire ✔ 5 500 00 ✔ 7 080 00 ✔ 5 500 00Rent income ✔

CRR 22Services rendered ✔ 750 00 ✔ 750 00 ✔ 750 00

03 28 S Sparky ✔ 15 000 00 ✔ 15 000 00 Capital ✔

✔

MarkDetailsandAnalysisofreceiptstogether

[16]

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QUESTION4

ASSETS OWNER’SEQUITY

No. Effect Reason Effect Reason

1. +240 000 ✔ Cash increased ✔ +240 000 ✔ Owner’s capital contribution ✔

2. —4 200 ✔ Cash decreased ✔

+4 200 ✔ Equipment increased ✔

3. —980 ✔ Cash decreased ✔ —980 ✔ Consumables is an expense ✔

4. +5 700 ✔ Cash increased ✔ +5 700 ✔ Services rendered ✔

[16]

SECTIONCQUESTION55.1 Chickens, chicken feed, water, fuel any ✔✔

5.2 15 employees at Country Fair, abattoir staff, supermarket staff namely packers, cashiers and manager any ✔✔

5.3 Raw chicken pieces, transport truck, abattoir, processing plant, automatic packing machine, freezers, refrigerator truck any ✔✔✔

5.4 Chick Chock, Thabo, supermarket owner any ✔✔

[9]

QUESTION66.1 Engineer ✔6.2 It is payment for work done or services provided (in this case,

payment is a salary/wage). ✔6.3 Engineer ✔6.4 The engineer spent time and money to obtain his qualification.

The engineer also has more responsibility in his job than a domestic worker has. ✔

6.5 The office worker with experience understands his or her work better and will be better at the job. The person with experience gets a higher salary because he or she should be compensated for the experience he or she has already gained. ✔

6.6 The better your qualifications, the higher the salary you will receive/can ask for. ✔ [6]

TOTAL:MARKS75

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Unit 11


TERM 3


(CAPS)content









Unit 112


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13Topic Cash Receipts Journal of a

services business (2)Learner’s Book pages 121—125 Duration: 4 hours


(CAPS)content

In this topic, learners will learn about FINANCIAL LITERACY. They will look at:• entering of cash transactions in the Cash Receipts Journal (CRJ)• balancing of the CRJ• the effect of cash transactions on the accounting equation

ResourcesLearners must each have an exercise book called an ‘Eight money column’ or ‘Cash money column’. Exercise books are also required for completing the accounting equations. Photocopy the Cash Receipts Journal template found at the end of this guide if necessary.




• The learners are already familiar with the topic, so these lessons serve as revision and extra practice.

• Work through the higher-order activities such as Activity 13.3 and familiarise yourself with the relevant content and how you can best teach it.


2 2 98 13.1—13.2

3 3 98 13.3—13.4


Newwordsandconceptsservices business; Cash Journal; Cash Receipts Journal; accounting equation

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Lesson2• Refer learners to the illustration of Rafiq’s services business in

Figure 13.1 of the Learner’s Book. Discuss the source documents he would use, where he would record his receipts, whether he would use a cash register or not and what he would do with his cash.

• Link this discussion to a brief revision of the following key points about the CRJ:– Each transaction is always entered in the Analysis of receipts

column first, except when a transaction specifically states that the deposit was directly paid into the bank account.

– Receipts are only deposited at the end of the day and are indicated by a line below the last receipt of the day.

• Do Activity 13.1.• Give learners time to work through this activity in class on

their own and then work through it together to consolidate any difficulties learners may still be experiencing with this content.

• Do Activity 13.2.• This activity revises the accounting equation and learners can do it

for homework.

Lesson3• Mark and check Activity 13.2. • This lesson emphasises the cross-checking of the CRJ. Learners

will practice their understanding of how the totals link up with one another.

• Use the answers to Activity 13.1 to recap cross-checking. Do this by deleting a few amounts from the completed activity on the board or an overhead/data projector, and ask learners how they would go about calculating the missing figures. This will give them a good starting point for Activity 13.3.

• Do Activity 13.3.• After giving learners some class time to do the activity, show the

incomplete CRJ on an overhead/data projector. Illustrate how to calculate and fill in each missing figure.

• Do Activity 13.4. • Complete one or two transactions of this activity together with

the learners.• Once learners have spent some time on this, draw the table on the

board. Ask them to come up to the board one at a time to fill in an answer. You can also read the answers out loud, while you walk through the class and check on their work. This teaching method strengthens learners’ auditory skills.

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AnswersActivity13.1

Middle order (22)

CashReceiptsJournalofSalonWestlyforJune2015 CRJ6

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

14 01 W West 15 000 00 ✔ 15 000 00 ✔ 15 000 00 Capital ✔

CRR 03 Services rendered 798 00 ✔ 798 00 ✔ 798 00

15 15 T West ✔ 4 000 00 ✔ 4 000 00 Donation ✔

CRR Services rendered ✔ 837 00 ✔ 4 837 00 ✔ 837 00


16 30 H Kruger ✔ 1 334 00 ✔ 1 334 00 Rent income ✔


✔ ✔ 25 258 00 4 924 00 ✔ 20 334 00

Emphasise that learners must add the source documents in the CRJ in DATE order, not in the order that the source documents appear in the activity.

Activity13.2

Middle order (8)01



+20 000 Cash increased ✔ +20 000 Owner’s capital contribution ✔

(2)05




(2)12




(2)15



+5 000 Cash increased ✔ +5 000 Capital increased ✔

(2)

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Activity13.3

Higher order (15)

A R29 162 ✔ I R35 541 ✔

B R29 162 ✔ J R5 133 ✔

C R2 175 ✔ K CRR (Cash register roll) ✔

D R2 175 ✔ L CRR (Cash register roll) ✔

E Services rendered ✔ M CRJ ✔

F R2 958 ✔ N R30 408 ✔

G R1 246 ✔ O 88 ✔

H R4 204 ✔

ORCashReceiptsJournalofEtlamStoresforApril2016 ✔CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

87 04 D Slamet 29 162 00 ✔ 29 162 00 ✔ 29 162 00 Capital

CRR ✔ 16

Services rendered ✔ ✔ 2 175 00 ✔ 2 175 00 2 175 00

CRR ✔ 27

Services rendered 2 958 00 ✔ 2 958 00

88 ✔ R Philander ✔ 1 246 00 ✔ 4 204 00 1 246 00 Rent income

✔ 35 541 00 ✔ 5 133 00 ✔ 30 408 00

Activity13.4

Higher order (10 × 5 = 50)

1.

Source document Account 1 Account 2 A OE

Cash register roll ✔ Bank ✔ Current income ✔

✔ +735 ✔ +735

2.


Receipt ✔ Bank ✔ Rent income ✔

✔ +2 540 ✔ +2 540

3.


Cash register roll ✔ Bank ✔ Current income ✔

✔ +1 020 ✔ +1 020

4.


Receipt ✔ Bank ✔ Rent income ✔

✔ +9 830 ✔ +9 830

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5.


Cash register roll ✔ Bank ✔ Current income ✔ ✔+1 662 ✔+1 662

6.


Receipt ✔ Bank ✔ Capital ✔ ✔ +15 500 ✔ +15 500

7.


Cash register roll ✔ Bank ✔ Rent income ✔ ✔ +2 300 ✔ +2 300

8.


Cash register roll ✔ Bank ✔ Current income ✔ ✔ +733 ✔ +733

9.


Receipt ✔ Bank ✔ Capital ✔ ✔ +22 400 ✔ +22 400

10.


Receipt ✔ Bank ✔ Donation ✔ ✔ +1 500 ✔ +1 500

Note: Accounts 1 and 2 do not need to be in the order above. If your learners are advanced, you can change the column heading of Account 1 to Account debited and the column heading of Account 2 to Account credited. If you do this, learners’ answers must be accurate.

Ensure that learners understand where they must insert the names of the accounts in the table. Explain that they must insert the name of a column in the CRJ, in the column headed Account 1 (such as Bank or Current income) and the name of the Sundry account that would appear in the Details column of the Sundry accounts of the CRJ, in the column headed Account 2 (such as Capital or Rent income). They are familiar with these ‘account names’ from the examples of the accounting concepts in Topic 5.

Informalassessment

Activity13.1:These can be self assessments. Learners learn

from their own performances and mark their own work once the

activity is completed. (22)

Activity13.2:Use handouts for learners to check their

own work or show the answers on an overhead/data projector. (8)

Activity13.3:These can be self assessments. Learners learn

from their own performances and mark their own work once the

activity is completed. (15)


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Consolidation

• Name the three source documents used in the CRJ. Receipt, cash register roll and deposit slip• Name the source document that is used to deposit the total

receipts at the end of a day. Deposit slip• Name three items that must appear in the heading of a CRJ. Name of the business, the month in which the transactions take

place and the number of the journal • Explain how you cross-check a CRJ. By adding together the totals of all the columns, including the

Sundry accounts column. This total must equal the total of the Bank column.

• Name two important rules to remember when completing a CRJ.

Every transaction must appear in the Analysis of receipts column and in one other column. Each amount is deposited daily and if there is more than one transaction on the same day, the amounts are added together in the Bank column as one amount.

• What does a ‘direct deposit’ mean? Explain how it is entered in the CRJ.

A ‘direct deposit’ usually takes place when the owner deposits a large amount of money directly into the business’s bank account. This transaction is entered directly into the Bank column and doesn’t appear in the Analysis of receipts column.

ExtensionStudy the completed CRJ below. Record the original transactions that would have resulted in this CRJ as the answer.

CashReceiptsJournalofZippyTradersforJune2016 CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

12 03 F Zippy 120 000 00 120 000 00 Capital

CRR 13 Services rendered 5 000 00 5 000 00 5 000 00

CRR 29 Services rendered 2 650 00 2 650 00

13 R Delport 3 550 00 6 200 00 3 550 00 Rent income

131 200 00 7 650 00 123 550 00

TransactionsforJune201603 The owner, F Zippy opened the business bank account with a

direct deposit of R120 000. Issued receipt no. 1213 Services rendered according to the cash register roll amounted to

R5 00029 Cash received for services rendered amounted to R2 650

Issued a receipt to R Delport for R3 550 for rent receivedAccept any similar versions from the learners

EMS (8ENG).indb 102 6/5/13 3:55:50 PM


14Topic Cash Payments Journal of a

services businessLearner’s Book pages 126—143 Duration: 7 hours


(CAPS)content

In this topic, learners will learn about FINANCIAL LITERACY. They will look at:• the Cash Payments Journal (CPJ) of a services business• formats and uses of the columns in the CPJ• source documents used to complete a CPJ• entering cash transactions in the CPJ• closing off the CPJ• the effect of these cash transactions on the accounting equation• entering combined transactions in the CRJ and CPJ• closing off the CRJ and CPJ• the effect of these cash transactions on the accounting equation

ResourcesLearners must each have an exercise book called an ‘Eight money column’ or ‘Cash money column’ for the CRJ and CPJ examples. Exercise books are also required for completing the accounting equations. Photocopy the Cash Payments Journal template found at the end of this guide.

Learners will also need examples of source documents that they can complete for practice. Templates for these can also be found at the end of this guide.




• The CPJ is a bit easier to explain than the CRJ. However, because learners now have two different types of transactions to consider, you will need to consistently emphasise the importance of when a transaction will be allocated to receipts and when it will be allocated to payments.


NewwordsandconceptsCash Payments Journal; cheque; counterfoil; balancing

EMS (8ENG).indb 103 6/5/13 3:55:50 PM



4 4 104—105 14.1—14.2

5 5 105 14.3—14.5

6 6 105 14.6

7 7 105 14.7

8 8 106 14.8

9 9 106 14.9

10 10 106 14.10

Lesson4• Refer learners to the illustration of Rafiq’s courier business in

Figure 14.1 of the Learner’s Book. Discuss the types of payments he needs to make and what extra expenses he would have if he ran his business from an office instead of from his home.

• Link this discussion to the introduction of the CPJ, where all the payments of a business are recorded. Refer learners to the formats and uses of columns in the CPJ in the Learner’s Book pages 127–128. Give learners a CPJ template to paste into their exercise books. Ask them to fill in the purpose and uses of each column.

• Ask learners to summarise the main features of the CPJ in their exercise books. These are:– The CPJ is for entering PAYMENTS only. – Each transaction (each cheque number) is recorded in the

Bank column. So, for each cheque number there must be an amount in the Bank column.

– Then the transaction is allocated to a specific column such as Material costs or Wages. If there isn’t a column for it, then it is allocated to the Sundry accounts column such as Telephone or Water and electricity.

– The number of analysis columns for which provision must be made depends on the requirements of each individual business and is determined by the nature and type of business.

– Provision is always made for Sundry accounts in the journal because it is not possible to provide individual analysis columns for every type of payment.

– In the Name of Payee column, we write the name of the person or business to whom the cheque was issued. For Wages or Cash float, a cash cheque is always issued.

– Cross-checking: The total of the Bank column must be equal to the total of the analysis columns such as Material costs and Wages plus the total of the Sundry accounts column.

• Do Activity 14.1. • This activity can be completed as an example in class.

EMS (8ENG).indb 104 6/5/13 3:55:50 PM


• Do the CPJ on the board so that learners can see each transaction being completed step by step.

• Check learners’ understanding as you go along and check their work to ensure that they are completing their CPJs correctly.


Lesson5• Mark and check Activity 14.2. Do the activity on the board and

explain every transaction as you go along.• Start with the next three activities. These prepare the learners

for the mixed activities of the CRJ and the CPJ. Learners must be able to determine whether a transaction is to be allocated to receipts (CRJ) or to payments (CPJ).

• Emphasise the difference between the transactions of a CRJ and those of a CPJ.

• Give learners a few different transactions for the CRJ and the CPJ. Ask them to tell you whether it’s a CRJ or CPJ transaction.

• Do Activity 14.3.• Do this activity in class with the learners.• Do Activities 14.4 and 14.5.• Activity 14.5 gives learners the opportunity to revise a range of

concepts.• Recap briefly the different source documents for the different

journals and refer learners to Topic 6 if they are still struggling.

Lesson6• The next activity is the first activity where learners complete both

a CRJ and a CPJ.• Do Activity 14.6.• Open the journals with the learners and help them with the first

few transactions.• Hand out source document templates to complete. Ask them to

paste the documents into their exercise books: the receipt and deposit slip on the same page as their CRJ and the cheque and cheque counterfoil on the same page as the CPJ.

Lesson7• Mark and check Activity 14.6. Open both the CRJ and CPJ on

the board or use an overhead/data projector to show the open journals on the board. Read the transactions and add them to the correct journal. Give learners time to do corrections.

• Do Activity 14.7.• Assist learners with opening the CRJ and CPJ for this activity. • Hand out source document templates for learners to complete.

Ask them to paste the documents into their exercise books: the receipt and deposit slip on the same page as their CRJ and the cheque and cheque counterfoil on the same page as the CPJ.

EMS (8ENG).indb 105 6/5/13 3:55:50 PM


Lesson8• Mark and check Activity 14.7. • Do Activity 14.8.• Ask learners to open the CRJ and CPJ for this activity themselves • Hand out a source document template for the deposit slip.

Lesson9• Mark and check Activity 14.8.• Do Activity 14.9.• Ask learners to open the CRJ and CPJ for this activity themselves. • Hand out source document templates for the cheque and cheque

counterfoil.

Lesson10• Mark and check Activity 14.9.• Do Activity 14.10.• Ask learners to open the CRJ and CPJ for this activity themselves. • Hand out source document templates for the receipt, cash invoice

and the cheque. • These final two activities are the most difficult ones. Ask learners

which transactions they struggled with and explain these on the board.

AnswersActivity14.1

1. Middle order; 2. Lower order (25)

CashPaymentsJournalofRoomswithaViewforJuly2013 CPJ1

Doc.no.

Day Name of payee Fol. Bank Material costs

Wages Sundryaccounts

Amount Fol. Details

001 02 City Council ✔ 155 00 ✔ 155 00Water and electricity ✔

002 04Premier Properties ✔ 5 660 00 ✔ 5 660 00

Rent expense ✔

003 07 G R Trading Post ✔ 3 444 00 ✔ 3 444 00 Equipment ✔

004 09Tradouw Hardware ✔ 255 00 ✔ 255 00

005 14 Cash ✔ 330 00 ✔ 330 00

006 18 Designer Place ✔ 557 00 ✔ 557 00

007 25 T Fortuin ✔ 550 00 ✔ 550 00 Drawings ✔

008 28 Cash ✔ 330 00 ✔ 330 00

009 31 Telkom ✔ 256 00 ✔ 256 00 Telephone ✔

✔ 11 537 00 812 00 660 00 ✔ 10 065 00

EMS (8ENG).indb 106 6/5/13 3:55:50 PM



✔ 28 July 2013 44-33-22

TO Cash ✔ SABABANK(PTY)LTDFOR Wages ✔ PORTERVILLE BRANCH

Balance R 28 July 2013

Deposit R Pay: Cash ✔ OR BEARER

Subtotal R The amount of Three hundred and thirty ✔

randR330,00


This cheque R330,00 ✔

T Fortuin ✔

Balance R 008 44 33 22 456 333 605 ROOMS WITH A VIEW ✔

008

Complete the cheque as a source document at the same time as you do the transaction of the 28th.

Activity14.2


CashPaymentsJournalofFleecetinStoresforMarch2017 CPJ1

Doc.no.

Day Name of payee

Fol. Bank Consumable goods

Wages Equipment Sundry accounts

Amount Fol. Details

T1 02W Bennett ✔ 154 000 00 ✔ 154 000 00

Land and buildings ✔

T2 05Tonfen Traders ✔ 1 401 00 ✔ 1 288 00 ✔ 113 00 Stationery ✔

T3 07 Cash ✔ 150 00 ✔ 150 00 Cash float ✔

T4 09 Cash ✔ 320 00 ✔ 320 00

T5 13Jansen & Co. ✔ 1 998 00 ✔ 1 998 00

T6 14 Newsflash ✔ 55 00 ✔ 55 00 Advertisement ✔

T7 16City Treasurer ✔ 1 985 00 ✔ 997 00

Water and electricity ✔

✔ 988 00 Rates ✔

T8 24 Cash ✔ 320 00 ✔ 320 00

T9 25Jansen & Co. ✔ 2 556 00 ✔ 2 556 00

T10 28Libra Stores ✔ 5 664 00 ✔ 5 664 00

T11 30Telkom SA Ltd ✔ 1 160 00 ✔ 649 00 Telephone ✔

✔ 511 00 Drawings ✔

✔ 169 609 00 4 554 00 640 00 6 952 00 ✔ 157 463 00

EMS (8ENG).indb 107 6/5/13 3:55:50 PM



13 March 2017 ✔ 44-33-22

TO Jansen & Co. ✔ BNFBANK(PTY)LTDFOR Consumable

goods ✔WORCESTER BRANCH

Balance R 13 March 2017 ✔

Deposit R Pay: Jansen & Co. ✔ OR BEARER ✔

Subtotal R The amount of One nine nine eight rand R1 998,00 ✔



M Fleece ✔

Balance R T5 44 33 22 052 465 987 FLEECETIN STORES

T5

Show learners that in the transaction on the 5th of this activity, two items are paid using one cheque. This transaction is entered in one line, because one amount appears in an analysis column (Equipment) and the other appears in the Sundry accounts column (Stationery). The same principle is applied to the accounting equation for that transaction, so it is shown as one entry.


02Assets Owner’sEquity Liabilities


—154 000+154 000

Cash decreased ✔

Land and buildings increased ✔

(2)05



—1 401+1 288

Cash decreased ✔

Equipment increased ✔

–113 Stationary – expense ✔

(3)07



–150+150

Cash decreased ✔

Cash (cash float) increased ✔

(2)

Not transferable

EMS (8ENG).indb 108 6/5/13 3:55:50 PM


14



—55 Cash decreased ✔

—55 Advertisement — expense ✔

(2)25



—2 556 Cash decreased ✔

—2 556 Consumable goods — expense ✔

(2)30



—1 160 Cash decreased ✔

—649

—511

Telephone — expense ✔Drawings by owner ✔

(3)4. Middle order (32)

Date Account 1 Account 2 A OE

02 Land and buildings ✔

Bank ✔ ✔✔±154 000

(4)

No. Account 1 Account 2 A OE

05 Equipment ✔Stationery ✔

Bank ✔Bank ✔

✔✔ ±1 288✔ —113 ✔ —113

(8)


07 Cash float ✔ Bank ✔ ✔✔ ±150

(4)


14 Advertisement ✔ Bank ✔ ✔ —55 ✔ —55

(4)


25 Consumable goods ✔

Bank ✔ ✔ —2 556 ✔ —2 556

(4)


30 Telephone ✔Drawings ✔

Bank ✔Bank ✔

✔ —649✔ —511

✔ —649✔ —511

(8)

EMS (8ENG).indb 109 6/5/13 3:55:50 PM


Note: Accounts 1 and 2 do not need to be in the order above. If your learners are advanced, you can change the column heading of Account 1 to Account debited and the column heading of Account 2 to Account credited. If you do this, learners’ answers must be accurate.

Activity14.3

Lower order (15)

No. TransactionCash

receivedCash paid

e.g. Paid wages ×1. Owner contributed capital × ✔

2. Client paid for services rendered × ✔

3. Issued a cheque for a computer × ✔

4. Paid the telephone bill × ✔

5. Services rendered according to the cash register × ✔

6. Owner took cash for own use × ✔

7. Donation received × ✔

8. Owner increased his capital contribution × ✔

9. Issued a cheque for insurance × ✔

10. Received rent from a tenant × ✔

11. Issued a cheque for the weekly remuneration × ✔

12. Placed money in the cash register × ✔

13. Bought a building × ✔

14. Received commission for selling a house × ✔

15. Bought materials × ✔

Activity14.4

Middle order (15)

No. Transaction Account/reason for transaction

e.g. Paid telephone account Telephone

1. Owner took a cheque for own use Drawings ✔

2. Paid for promotions Advertisements ✔

3. Issued cheques to pay the monthly workers Salaries ✔

4. Cashed a cheque for the cash register Cash float ✔

5. Paid the monthly rent Rent expense ✔

6. Bought a car for business purposes Vehicles ✔

7. Owner contributed capital Capital ✔

8. Purchased a receipt book Stationery ✔

9. Bought a computer Equipment ✔

10. Received cash for services rendered Current income ✔

11. Paid the weekly workers Wages ✔

12. Owner increased her capital Capital ✔

13. Bought trading premises Land and buildings ✔

14. Business donated money to a charity Donations ✔

15. Paid the insurance premium Insurance ✔

EMS (8ENG).indb 110 6/5/13 3:55:51 PM


For Activities 14.4 and 14.5, explain that the column ‘reason for transaction’ or ‘reason for receipt/payment’, requires learners to determine the account involved in the transaction. This will be the same account that will be used in the CRJ or CPJ. Ensure that they understand how this works.

In this activity learners must indicate the ‘formal’ General Ledger account that will be used. These will be the same examples from the accounting concepts that they learnt in Topic 5.

Activity14.5

Middle order (71)


Cash received/paid?

Reason for receipt/payment (ledger account)

Journal

e.g. Paid monthly rent by cheque

Cheque counterfoil

Paid Rent expense CPJ

1. Owner increased his capital contribution

Receipt ✔ Received ✔ Capital ✔ CRJ ✔

2. Paid insurance ✔ Cheque counterfoil ✔

Paid ✔ Insurance CPJ ✔

3. Bought a computer Cheque counterfoil ✔

Paid ✔ Equipment ✔ CPJ ✔

4. Client paid for services rendered

Receipt ✔ Received ✔ Current income ✔

CRJ ✔

5. Paid telephone account ✔


Paid ✔ Telephone CPJ ✔

6. Drew a cheque to pay the weekly remuneration


Paid ✔ Wages ✔ CPJ ✔

7. Bought materials Cheque counterfoil ✔

Paid Material cost ✔ CPJ ✔

8. Owner took cash for own use


Paid ✔ Drawings ✔ CPJ ✔

9. Received a cheque for commission

Receipt ✔ Received ✔ Current income ✔

CRJ ✔

10. Rent Cheque counterfoil

Paid ✔ Rent expense ✔ CPJ ✔

11. Bought a receipt book Cheque counterfoil ✔

Paid ✔ Stationery ✔ CPJ ✔

12. Bought a vehicle Cheque counterfoil

Paid ✔ Vehicles ✔ CPJ ✔

13. Donated to charity ✔ Cheque counterfoil

Paid ✔ Donation CPJ ✔

14. Received money for repairing burst pipes for a client

CRR ✔ Received ✔ Current income ✔

CRJ ✔

15. Paid for promotional pamphlets

Cheque counterfoil

Paid ✔ Advertisements ✔

CPJ ✔

EMS (8ENG).indb 111 6/5/13 3:55:51 PM



Cash received/paid?

Reason for receipt/payment (ledger account)

Journal

16. Paid assistant’s monthly salary


Paid Salaries ✔ CPJ ✔

17. Received a donation ✔ Receipt ✔ Received Donation CRJ ✔

18. Purchased shelves for the business


Paid Equipment ✔ CPJ ✔

19. Rent for storeroom Receipt ✔ Received Rent income ✔ CRJ ✔

20. Increased the money in the cash register


Paid ✔ Cash float ✔ CPJ ✔

Note:For ‘transaction’, there can be more than one answer; this is just a guideline.

For ‘source document’, the answer can be receipt, cash register roll or cash invoice, depending on the type of business.

Activity14.6


CashReceiptsJournalofDreamBeautySalonforMarch2012 CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

01 01 Z Dlamini ✔ 18 500 00 ✔ 18 500 00 Capital ✔

CRR 05 Services rendered 880 00 ✔ 880 00 ✔ 880 00


02 12 Z Dlamini ✔ 3 250 00 ✔ 3 250 00 Capital ✔

CRR Services rendered ✔ 105 00 ✔ 3 355 00 ✔ 105 00


03 22 Garnish Beauty ✔ 430 00 ✔ 430 00 Rent income ✔



✔ ✔ 31 785 00 9 605 00 ✔ 22 180 00

(26)

CashPaymentsJournalofDreamBeautySalonforMarch2012 CPJ1

Doc.no.

Day Name of payee Fol. Bank Wages Consumable goods

Sundry accounts

Amount Fol. Details

001 02 Zenprop ✔ 3 130 00 ✔ 3 130 00 Rent expense ✔

002 03 La Colline ✔ 2 336 00 ✔ 2 336 00

003 Traders ✔ 3 995 00 ✔ 3 995 00 Equipment ✔

004 04 Municipality ✔ 428 00 ✔ 428 00 Trading licence ✔

005 09 Cash ✔ 1 330 00 ✔ 1 330 00

006 10 La Colline ✔ 975 00 ✔ 975 00

007 16 Cash ✔ 1 330 00 ✔ 1 330 00

008 25 Z Dlamini ✔ 815 00 ✔ 815 00 Drawings ✔

009 Cash ✔ 1 330 00 ✔ 1 330 00

010 30 Telkom ✔ 295 00 ✔ 295 00 Telephone ✔

✔ 15 964 00 3 990 00 3 311 00 ✔ 8 663 00

(27)

EMS (8ENG).indb 112 6/5/13 3:55:51 PM


3. Middle order (6)

RECEIPT NO. 01

1 March 2012 ✔

Received from: Z Dlamini ✔

The amount of: One eight five zero zero RandR 18 500,00 ✔

No Cents ✔

In payment of: Capital contribution ✔ L Smit ✔

For Dream Beauty Salon

4. Higher order (10)

DEPOSITSLIPASBA Bank Date 12 March 2012 ✔

Paarl branch Ref.

Credit: Dream Beauty Salon

Cashier stamp

Total cash R105 00 ✔


1 L Dlamini ANB Bank, Paarl North ✔

R3 250 00 ✔

2

3

Notes ✔ R80 00

Nickel ✔ R25 00

Bronze R

Postal Orders R

Total Cash ✔ R105 00

ACC NO: 6508 0087 867 ✔

Deposited by: L Smit ✔ Total R 3 3 5 5, 0 0 ✔


30 March 2012 ✔ ✔ 44-33-22

TO Telkom ✔ ASBABANK(PTY)LTDFOR Telephone ✔ PAARL BRANCH, WESTERN CAPE

Balance c/d R 30 March 2012 ✔

Deposit R Pay: Telkom ✔ OR BEARER ✔

Subtotal R The amount of Two nine five ✔ rand R295,00 ✔



Z Dlamini ✔

Balance R 010 44 33 22 6508 0087 867 DREAM BEAUTY SALON

010

Not transferable

EMS (8ENG).indb 113 6/5/13 3:55:51 PM


Activity14.7


CashReceiptsJournalofAltmarElectriciansforApril2014 CRJ4

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

23 01 M Fair ✔ 15 000 00 ✔ 15 000 00 Capital ✔

CRR Services rendered 3 225 00 ✔ 3 225 00 ✔ 3 225 00



24 Ritz Stores ✔ 1 560 00 ✔ 5 304 00 ✔ 1 560 00 Rent income ✔


✔ ✔ 34 737 00 18 177 00 ✔ 16 560 00

(18)

CashPaymentsJournalofAltmarElectriciansforApril2014 CPJ4

Doc.no.

Day Name of payee

Fol. Bank Wages Material cost Vehicle expense

Sundry accounts

Amount Fol. Details

47 07 Cash ✔ 750 00 ✔ 750 00

48 08Fercon Traders ✔ 4 007 00 ✔ 3 644 00 ✔ 363 00

Stationery ✔

49 09Gateway Suppliers ✔ 2 112 00 ✔ 2 112 00

Equipment ✔

50 11On Spot Repairs ✔ 2 883 00 ✔ 2 883 00

51 15Mason Garages ✔ 870 00 ✔ 870 00

52 19 Cash ✔ 1 060 00 ✔ 1 060 00 Drawings ✔

53 Cash ✔ 750 00 ✔ 750 00

54 24 Municipality ✔ 677 00 ✔ 677 00Water and electricity ✔

55 25Fercon Traders ✔ 998 00 ✔ 998 00

56 28ABC High School ✔ 820 00 ✔ 820 00 Drawings ✔

57 30On Spot Repairs ✔ 767 00 ✔ 767 00

✔ 15 694 00 1 500 00 4 642 00 4 520 00 ✔ 5 032 00

(30)3. Higher order (17)

RECEIPT NO. 23

1 April 2014 ✔

Received from: M Fair ✔

The amount of: Fifteen Thousand Rand ✔R 15 000,00 ✔

No Cents

In payment of: Capital contribution ✔ M Conradie ✔

For Altmar Electricians

(6)

EMS (8ENG).indb 114 6/5/13 3:55:52 PM


DEPOSITSLIPSAN Bank (Pty) Ltd Date 1 April 2014 ✔

Wellington branch Ref.

Credit: Altmar Electricians ✔

Cashier stamp

Total cash ✔ R3 225 00


1 M Fair SAN Bank, Wellington ✔

✔ R15 000 00

2

3

Notes ✔ R3 170 00

Nickel ✔ R55 00

Bronze R

Postal Orders R


ACC NO: 785 003 546 ✔

Deposited by: M Conradie ✔ Total R 1 8 2 2 5, 0 0 ✔

(11)


24 April 2014 ✔ ✔ 44-33-22

TO Municipality ✔ SANBANK(PTY)LTDFOR Water and

electricity ✔WELLINGTON BRANCH ✔

Balance R 24 April 2014 ✔

Deposit R Pay: Municipality ✔ OR BEARER ✔

Subtotal R The amount of Six seven seven rand R677,00 ✔


This cheque R 677,00 ✔

M Fair ✔

Balance R 054 44 33 22 785 003 546 ALTMAR ELECTRICIANS

054

Not transferable

EMS (8ENG).indb 115 6/5/13 3:55:52 PM



No. Source document Journal Account 1 Account 2 A OE

09 Cheque counterfoil ✔ CPJ ✔ Equipment ✔

Bank ✔ ✔✔ ±2 112

(6)


11 Cheque counterfoil ✔ CPJ ✔ Vehicle expense ✔

Bank ✔ ✔ –2 883 ✔ –2 883

(6)


23 Cash register roll ✔ CRJ ✔ Bank ✔ Current income ✔

✔ +3 744 ✔ +3 744

23 Receipt ✔ CRJ ✔ Bank ✔ Rent income ✔

✔ +1 560 ✔ +1 560

(12)


24 Cheque counterfoil ✔ CPJ ✔ Water and electricity ✔

Bank ✔ ✔ –677 ✔ –677

(6)


28 Cheque counterfoil ✔ CPJ ✔ Drawings ✔

Bank ✔ ✔ –820 ✔ –820

(6)

Activity14.8


CashReceiptsJournalofPlumb4UforJanuary2019 CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

38 02 R Nkqubela ✔ 35 000 00 ✔ 35 000 00 B1 Capital ✔




39 R Goree ✔ 1 350 00 ✔ 4 188 00 ✔ 1 350 00 N2 Rent income ✔

✔ ✔ 46 227 00 9 877 00 ✔ 36 350 00 ✔

*B5 *N1 ✔

(18)

EMS (8ENG).indb 116 6/5/13 3:55:52 PM


CashPaymentsJournalofPlumb4UforJanuary2019 CPJ1

Doc.no.

Day Name of payee Fol. Bank Material cost

Stationery Wages Sundry accounts

Amount Fol. Details

112 04 Bergzicht ✔ 5 550 00 ✔ 5 550 00✔

N5Rent expense ✔

113 06Albatross Suppliers ✔ 2 190 00 ✔ 2 190 00

114 09 Op de Tradouw ✔ 3 665 00 ✔ 3 665 00 B4Equipment ✔

115 10 Write Stationers ✔ 327 00 ✔ 327 00

116 12 Municipality ✔ 793 00 ✔ 793 00 N7Water and electricity ✔

117 14 Cash ✔ 670 00 ✔ 670 00

118 18Albatross Suppliers ✔ 1 897 00 ✔ 1 897 00

119 20 Zandvliet ✔ 2 555 00 ✔ 2 555 00 B4Equipment ✔

120 21 Write Stationers ✔ 357 00 ✔ 357 00

121 22 Cash ✔ 670 00 ✔ 670 00

122 25 Telkom ✔ 972 00 ✔ 566 00 N8Telephone ✔

✔ 406 00 B2 Drawings ✔

123 27 Cash ✔ 155 00 ✔ 155 00 B6 Cash float ✔

124 28 GSP Insurers ✔ 373 00 ✔ 373 00 N9 Insurance ✔

125 29 Cash ✔ 670 00 ✔ 670 00

126 30Haumann Motors ✔ 7 450 00 ✔ 7 450 00 B3 Vehicles ✔

127 R Nkqubela ✔ 950 00 ✔ 950 00 B2 Drawings ✔

✔ 29 244 00 4 087 00 684 00 2 010 00 ✔ 22 463 00 *

*B5 *N4 *N6 *N3 ✔ (47)* Folio numbers will only be entered once the General Ledger is done in Revision Term 4 Activity 2.


DEPOSITSLIPAFRICA Bank Date 31 January 2019 ✔

Gouda branch Ref.

Credit: Plumb 4U

Cashier stamp

Total cash ✔ R485 00


1 R Goree ABC Bank ✔ R1 350 00

2 S Dyangi SAN Bank ✔ R2 353 00

3

Notes ✔ R460 00

Nickel ✔ R10 00

Bronze ✔ R15 00

Postal Orders R

Total Cash ✔ R485 00

ACC NO: 333 676 901

Deposited by: R Nkqubela ✔ Total R 4 1 8 8, 0 0 ✔

EMS (8ENG).indb 117 6/5/13 3:55:52 PM


Activity14.9


CashReceiptsJournalofRouxvaleServicesforJuly2018✔ CRJ7

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

74 01 V Roux ✔ 10 500 00 ✔ 10 500 00 ✔B1 Capital ✔




75 W Voogdt ✔ 875 00 ✔ 3 012 00 ✔ 875 00 N2 Rent income ✔

✔ 24 137 00 ✔ 12 762 00 ✔ 11 375 00 *

*B5 *N1

(19)

CashPaymentsJournalofRouxvaleServicesforJuly2018 CPJ7

Doc.no.

Day Name of payee Fol. Bank Wages Consumable goods

Sundry accounts

Amount Fol. Details

103 04 Liebco Parts ✔ 5 772 00 ✔ 5 772 00 ✔

104 05 Scribble ✔ 325 00 ✔ 325 00 N5 Stationery ✔

105 08 Municipality ✔ 1 230 00 ✔ 450 00 N6Water and electricity ✔

✔ 780 00 N7 Rates ✔

106 10 Micor Ltd ✔ 2 563 00 ✔ 2 563 00

107 12 Four Oaks News ✔ 120 00 ✔ 120 00 N9Advertisements ✔

108 14 Afrimat Wheels ✔ 5 973 00 ✔ 4 550 00 B3 Vehicles ✔

✔ 1 423 00 B4 Equipment ✔

109 15 Cash ✔ 680 00 ✔ 680 00

110 18 Sanbona ✔ 4 880 00 ✔ 4 880 00 N10 Rent expense ✔

111 Liebco Parts ✔ 2 333 00 ✔ 2 333 00

112 24 Afrimat Wheels ✔ 4 315 00 ✔ 4 315 00 B2 Drawings ✔

113 25 Telkom ✔ 612 00 ✔ 612 00 N11 Telephone ✔

114 29 Cash ✔ 680 00 ✔ 680 00

115 30 W Heyns ✔ 5 250 00 ✔ 5 250 00 N8 Salaries ✔

116 31 Micor Ltd ✔ 2 376 00 ✔ 2 376 00 *

✔ 37 109 00 1 360 00 13 044 00 ✔ 22 705 00

*B5 *N3 *N4 ✔

(44)

* Folio numbers will only be entered once the General Ledger is done in Activity 18.10.

EMS (8ENG).indb 118 6/5/13 3:55:53 PM



5 July 2018 ✔ ✔ 44-33-22

TO Scribble ✔ SASBANK(PTY)LTDFOR Stationery ✔ RIEBEECK WEST BRANCH

Balance R 5 July 2018 ✔

Deposit R Pay: Scribble ✔ OR BEARER ✔

Subtotal R The amount of Three two five rand R325,00 ✔



V Roux ✔

Balance R 104 44 33 22 474 889 101 ROUXVALE SERVICES

104


01



+12 350 Cash increased ✔ +10 500

+1 850

Owner’s capital contribution ✔Current income ✔

(3)

05



–325 Cash decreased ✔

–325 Stationery – expense ✔

(2)

12



–120 Cash decreased ✔

–120 Advertisement – expense ✔

(2)

18



–4 880–2 333

Cash decreased ✔

Cash decreased ✔

–4 880–2 333

Rent expense ✔Consumable goods – expense ✔

(4)

Not transferable

EMS (8ENG).indb 119 6/5/13 3:55:53 PM


30



–5 250 Cash decreased ✔

–5 250 Salaries – expense ✔

(2)

Activity14.10

1. Middle and Higher order; 2. Lower order (84)

CashReceiptsJournalofBoschLuysKloofforSeptember2014 CRJ9

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

24 01 W Bosch ✔✔ 34 860 00 ✔ 34 860 00 B1 Capital ✔

305 04 Services rendered ✔✔ 2 120 00 ✔ 2 120 00

306 Services rendered ✔✔ 1 100 00 ✔ 3 220 00 ✔ 1 100 00

307 07 Services rendered ✔✔ 3 495 00 ✔ 3 495 00

25 J Longhall ✔ 1 110 00 ✔ 4 605 00 ✔ 1 110 00 N2 Rent income ✔

308 13 Services rendered 1 500 00 ✔ 1 500 00 ✔ 1 500 00

309 26 Services rendered ✔ 7 335 00 ✔ 7 335 00

26 S Mablingwe ✔ 2 220 00 ✔ 9 555 00 ✔ 2 220 00 N2 Rent income ✔

✔ ✔ 53 740 00 15 550 00 ✔ 38 190 00 *

*B6 *N1

(30)

Calculations:

1st: R325 360 × 12 ____ 112 = R34 860

4th: (7 × 150) + (4 × 80) + (6 × 125) = R2 120

(3 × 150) + (5 × 80) + (2 × 125) = R1 100

7th: (6 × 150) + (9 × 80) + (15 × 125) = R3 495

13th: (4 × 150) + (4 × 75) + (5 × 80) + (5 × 40) = R1 500

26th: (14 × 150) + (17 × 80) + (31 × 125) = R7 335

EMS (8ENG).indb 120 6/5/13 3:55:53 PM


CashPaymentsJournalofBoschLuysKloofforSeptember2014 CPJ9

Doc.no.

Day Name of payee

Fol. Bank Wages Consumable goods

Vehicle expense

Sundry accounts

Amount Fol. Details

72 02 Oudemuragie ✔ 7 200 00 ✔ 7 200 00 N5Rent expense ✔

73 12Liebco Animal Foods ✔ 5 200 00 ✔ 5 200 00

74 14Ararat Agri Mark ✔ 12 700 00 ✔ 5 600 00 ✔ 7 100 00

75 16 Cash ✔✔ 3 150 00 ✔ 3 150 00

76 19Square Tomato ✔✔ 213 00 ✔ 213 00 B2 Drawings ✔

77 21Klipbok Adventures ✔ 15 500 00 ✔ 15 500 00 B4 Vehicles ✔

78 24Lien Stationers ✔ 154 00 ✔ 154 00 N7 Stationery ✔

79 30 Cash ✔ 3 150 00 ✔ 3 150 00 *

✔ 47 267 00 6 300 00 ✔ 10 800 00 7 100 00 ✔ 23 067 00

*B6 *N6 *N3 *N4 ✔

(27)

16th: 3 × 105 × 10 = R3 150

19th: (2 × 72) + (2 × 21) + (3 × 9) = R213

* Folio numbers will only be entered once the General Ledger is done in Activity 18.11.

3. Middle order (6)

RECEIPT NO. 25

7 September 2014 ✔

Received from: J Longhall ✔

The amount of: One one one zero RandR 1 110,00 ✔

No Cents ✔

In payment of: Rent ✔ L Louw ✔

For Bosch Luys Kloof

EMS (8ENG).indb 121 6/5/13 3:55:53 PM



Tax InvoiceVAT no.: 25894

NO. 585

CASHINVOICE

TO: Cash ✔ 14 September 2014 ✔

BOUGHT FROM: Ararat Agri Mark ✔


3 Fuel drums (200 × 8,50) ✔ 1 700 00 ✔ 5 100 00

4 Quad bike tyres ✔ 500 00 ✔ 2 000 00

50 Lucerne bales ✔ 112 00 ✔ 5 600 00

✔ 12 700 00

E & EO


21 September 2014 ✔ ✔ 44-33-22

TO Klipbok

Adventures ✔FINBANK(PTY)LTD

FOR Quad bike ✔ BARRYDALE BRANCH

Balance R 21 September 2014 ✔

Deposit R Pay: Klipbok Adventures ✔ OR BEARER ✔

Subtotal R The amount of Fifteen thousand five hundred ✔

randR15 500,00 ✔



W Bosch ✔

Balance R 77 44 33 22 323 444 505 BOSCH LUYS KLOOF

77

Not transferable

EMS (8ENG).indb 122 6/5/13 3:55:53 PM


Informalassessment

Activity14.2:Learners mark their own work. Use an overhead/

data projector to show the answers step by step. Assist with any

problems you identify. (91)

Activities14.3—14.5:Learners mark their own work or that

of a partner. Ask one learner at a time to call out the answer or to

fill in the answer on the board and the other learners mark their

answers. (101)

Activity14.6:Give learners a handout of the completed source

documents to mark their own answers. Observe them as they do

this and assist with any difficulties. (80)

Activities14.7—14.8:Give learners a handout with the answers

to the activities to mark their own answers. Observe them as they

do this and assist those learners who are struggling. If more than

two learners are struggling with the same transaction, explain it on

the board. (178)

Activities14.9—14.10:Give learners a handout with the

answers to the activities to mark their own answers. Call one

learner up at a time and check their answers individually as well.

Ensure that they know how to correct their activities properly.

Assist where necessary. (171)

Consolidation

• Name the source documents used in the CPJ. Cheque and cheque counterfoil• Name three items that must appear in the heading of a CPJ. Name of the business, the month in which the transactions take

place and the number of the journal• Explain how you cross-check a CPJ. By adding together all the totals of the analysis columns (such

as Wages, Stationery and Consumable goods) and the Sundry accounts column, which must equal the total of the Bank column (Bank = totals of the different columns + Sundry accounts column)

• Name one important rule for completing a CPJ. The amount for every transaction (and its cheque number) must

appear in the Bank column and in one other column. If the business bought two different items, then the transaction amounts may appear in more than two columns.


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ExtensionStudy the totals of the CRJs below and calculate the missing figures in each question.

1.CRJ4 Bank R54 668Current income R4 560Sundry accounts R?Sundry accounts includes: Capital R?Rent income R5 108Sundry accounts R50 108Capital R45 000

2.CPJ4Bank R33 442Consumable goods R 2 211Wages R2 400Sundry accounts R?Sundry accounts includes: Water and electricity R1 331Equipment R?Sundry accounts R28 831Equipment R27 500

3.CRJ7Bank R121 668Current income R?Sundry accounts R44 438Sundry accounts includes: Capital R42 000Rent income R?Current income R77 230Rent income R2 438

4.CPJ7Bank R? Consumable goods R6 533Wages R7 800Sundry accounts R86 095Sundry accounts includes: Water and electricity R564Vehicles R80 000Drawings R?Telephone R756Bank R100 428Drawings R4 775

EMS (8ENG).indb 124 6/5/13 3:55:54 PM


Unit 115

Topic Forms of ownershipLearner’s Book pages 144—159 Duration: 6 hours


(CAPS)content

In this topic, learners will learn about ENTREPRENEURSHIP. They will look at:• the sole trader• partnerships• close corporations• private and public companies• the characteristics of the different forms of ownership• advantages and disadvantages of each form of ownership• their role in sustainable job creation• their role in sustainable use of natural resources

ResourcesGather news articles from the Internet, magazines and newspapers about different forms of ownership.

Find some local examples of businesses with different types of ownership to make the content more relevant for the learners.

If you think your learners will be interested, access a copy of the Companies Act (http://www.info.gov.za/view/DownloadFileAction?id=98894) to show them. If you do not have Internet access, try your municipal library to access government gazettes or contact your municipality or provincial government.

Categorise some of the local businesses in your area by formal or informal sector. This way you can use local examples when you teach the information about the role of businesses in sustainable job creation.

Reuse your resources on unemployment and skills shortages from Grade 7 and from earlier Grade 8 topics and find some newer resources to supplement these.

The Statistics SA Quarterly Labour Reports are useful resources for formal and informal sector business information. They are updated regularly so access the latest versions from the Statistics SA website (http://www.statssa.gov.za/). If you do not have Internet access, contact their head office in Pretoria ((012) 310-8911) for details of the offices in your province.


Newwordsandconceptssole trader; partnership; close corporation; private company; public company; legal entity; limited and unlimited liability; dividend; prospectus; SMME

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Reuse and supplement the resources you found in Grade 7 and earlier in Grade 8 about sustainable resource use. Encourage learners to start finding their own resources to bring to the class and discuss.



• Ask the learners to start looking out for some articles and pictures of their own about the content you are teaching. Ask them to bring these to class for discussion and display. You could also ask the learners to make notes about local businesses they observe that relate to the topics you are discussing in class and to share them with the class.



4—5 4—5 126—127 –

6—7 6—7 127 15.1—15.3

8—9 8—9 127 15.4

Lessons4—5• Ask the learners to list some of the differences between very small

local businesses such as hawkers and large local businesses, such as a supermarket or petrol station chain. Ask about the ownership of the businesses.

• Use Figure 15.1 and the class discussion questions to show learners that different businesses require different forms of ownership. Ask whether they think one person owns the business, for example, or many and whether they think just one person has the final say in the finances of a large global company, for example, or whether many people are in control of the business to prevent fraud and mismanagement of funds.

• Explain that big businesses are legal entities that are governed by laws in South Africa and all over the world. These laws aim to protect shareholders and make powerful businesses accountable for their actions.

• Work through the list of the main forms of business ownership in the Learner’s Book page 145. Ask the learners if they can give any examples of local, national or international businesses that fall into any of the categories. Use your resources to provide some of your own examples.

• Discuss the illustrations and text in Figure 15.2 of the Learner’s Book.

EMS (8ENG).indb 126 6/5/13 3:55:54 PM


• Work through the characteristics of sole traders. Then discuss the advantages and disadvantages of sole traders using Figure 15.4 in the Learner’s Book.

• Move on to the text on the characteristics of partnerships. Discuss the advantages and disadvantages of partnerships using Figure 15.6 in the Learner’s Book.

Lessons6—7• Recap what you taught in Weeks 4 and 5 about the types of

business ownership and the characteristics, advantages and disadvantages of sole traders and partnerships. Consider having a class quiz to test the learners on what they learnt in Weeks 4 and 5 in a fun way.

• If you have chosen to use the Companies Act in your teaching, use it as a resource in these weeks.

• Continue this week’s teaching with the extension of the Mzi and Sindiwe examples that you worked on last week. Talk about the characteristics of a close corporation (CC). Work through the advantages and disadvantages of close corporations using Figure 15.7 in the Learner’s Book.

• Do Activity 15.1.• Explain the characteristics of private companies in the Learner’s Book

pages 151–152. Work through the advantages and disadvantages of private companies using Figure 15.8 in the Learner’s Book.

• Then discuss the characteristics of public companies in the Learner’s Book pages 152–153 and work through the advantages and disadvantages of public companies using Figure 15.9 in the Learner’s Book.

• Use your resources to give examples of the different company types.• Refer learners to the table in the Learner’s Book at the end of this

topic, where the differences between the forms of ownership are summarised.


Lessons8—9• Recap what you taught about sustainable job creation and

unemployment in Grade 7 and earlier this year.• Talk about economic growth and how sustainable job

creation is important to ensure this. Remind the learners that entrepreneurship is a good way of creating sustainable jobs in South Africa.

• Discuss the importance of SMMEs in job creation.• Recap what the learners know about sustainable resource use from

Grade 7 and the role of types of businesses in the sustainable use of natural resources. Talk about renewable and non-renewable resources and their use in ensuring continued economic activity.

• Work through the text on pages 156–158 and Figure 15.11 in the Learner’s Book to conclude this topic.


EMS (8ENG).indb 127 6/5/13 3:55:54 PM


AnswersActivity15.1

1. Higher order (6)

Learners use the advantages and disadvantages of sole traders, partnerships and close corporations listed in Figures 15.4, 15.6 and 15.7 of the Learner’s Book. Encourage them to add any other advantages and disadvantages that they may think of. ✔ for each advantage; ✔ for each disadvantage; min two for each form of ownership (12 × ½ = 6)

Activity15.2

Middle order (7)

1. False ✔2. False ✔3. False ✔4. False ✔5. True ✔6. False ✔7. False ✔

Activity15.3

1–3: Higher order (9)

Learners give their own choices and explanations. Using the photos in the Learner’s Book, their choices should read as follows:1. Partnership: ✔ Sipho could get a partner to help him with capital.

✔ He can then run the business himself, as he has the necessary connections to do this. ✔

2. Sole trader: ✔ Sara wants to work part time, not full time, which she would have to do if she formed a company. ✔ She is independent so she would make a good sole trader. She does not need capital so she doesn’t need to go into a partnership. ✔

3. Sole trader: ✔ Sureshnie’s uncle wants to be his own boss and doesn’t need capital, ✔ so he doesn’t need to go into a partnership. ✔

Activity15.4

1. Middle order (8) An SMME gives the people it employs a chance to enter the

economy and learn new skills. ✔ The skills that people learn from running and working for SMMEs can help them to move upwards into better jobs in bigger companies, such as close corporations, public and private companies. ✔

The key to sustainable job creation in South Africa is strong SMME development and competitive bigger businesses. ✔ Bigger businesses that are competitive, especially internationally, help to bring business to South Africa. ✔ The more business comes to South Africa, the

EMS (8ENG).indb 128 6/5/13 3:55:54 PM


more jobs are created. ✔ The economy strengthens and a strong economy increases people’s chances of learning better skills to rectify South Africa’s skills shortage problem. ✔

SMMEs such as sole traders and partnerships have an important role to play in creating sustainable jobs. ✔ Competitive larger businesses such as close corporations, private and public companies also have an important role to play by becoming more competitive to increase the business turnover in South Africa and strengthen the country’s economy. ✔

2. Middle order (4) Without resources, even the strongest economy cannot produce

outputs and all production processes will fail. ✔ So, it is important for every type of business – sole traders, partnerships, close corporations, private and public companies – to use resources sustainably ✔ and to find alternative sources for non-renewable resources. ✔ This is the only way we can guarantee that there will be enough resources available for continued economic activity in the future. ✔

Informalassessment

Activity15.1:Observe the group interactions and make notes

about how the learners are performing. (observation-based)

Activity15.2:Take in the learners’ answers and mark them. (7)

Activity15.3:Take in the learners’ work and mark it. (9)

Consolidation

• Name three disadvantages of public companies.– Shareholders have a lot of say in how the business is managed,

so the directors of public companies must consult with shareholders and keep them happy.

– They are expensive to start and to register.– Directors must make financial information about the

company available to the public.• Give three characteristics of a public company.

– A public company’s name ends in ‘Ltd’.– It needs to be registered with the Registrar of Companies

and has to submit a Memorandum of Incorporation and a prospectus to the Registrar.

– A public company needs to be managed by at least three directors.

• Define a close corporation. A business that can have between 1 and 10 members.


EMS (8ENG).indb 129 6/5/13 3:55:54 PM


ExtensionChoose an SMME in your area. Collect some information about it, such as what it does and how you think it is owned. Think about what resources it uses and write some suggestions about how it could use its resources more sustainably. Give some suggestions for how you think it could create sustainable jobs. These suggestions need to be realistic and affordable.Learners choose a local business and think critically and creatively about how it operates. They give valid and reasonable suggestions about how it could streamline its resource use. They give feasible suggestions about how the business could be part of a sustainable job creation programme.

Formalassessment

For information on Formal Assessment Task 3: Case study (Learner’s

Book pages 160—161) and on how to assess learner’s assignments,

controlled tests, case studies and projects, please see Section 3 of

this Teacher’s Guide.

EMS (8ENG).indb 130 6/5/13 3:55:54 PM



Topic13:CashReceiptsJournal(service)(2)Activity1:CompleteaCRJMiddle order

CashReceiptsJournalofAdamsTradersforMay2015 CRJ5

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

446 01 T Adams ✔ 2 600 00 ✔ 2 600 00 Capital ✔

447 Tommy Joubert Properties ✔ 1 200 00 ✔ 3 800 00 ✔ 1 200 00 Rent income ✔

CRR 14Services rendered ✔ 1 340 00 ✔ 1 340 00 ✔ 1 340 00

448 23 M Alexander ✔ 2 500 00 ✔ 2 500 00 Rent income ✔




449 T Adams ✔ 25 600 00 ✔ 30 040 00 ✔ 25 600 00 Capital ✔

53 035 00 21 135 00 31 900 00

(25)

Topic14:CashPaymentsJournal(service)Activity2:CompleteaCRJandaCPJ2.1 and 2.2: Lower order

CashReceiptsJournalofBroomsticksforJune2013 CRJ6

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details


09 L Felaar ✔ 1 555 00 ✔ 7 217 00 ✔ 1 555 00 Rent income ✔


10 25 Z Hancock ✔ 12 500 00 ✔ 12 500 00 Capital ✔



11 L Felaar ✔ 1 555 00 ✔ 5 021 00 ✔ 1 555 00 Rent income ✔

✔ 36 738 00 21 128 00 15 610 00

EMS (8ENG).indb 131 6/5/13 3:55:54 PM


CashPaymentsJournalofBroomsticksforJune2013 CPJ6

Doc.no.

Day Name of payee

Fol. Bank Wages Consumable goods

Vehicle expense

Sundry accounts

Amount Fol. Details

21 02Stoflap and Mop ✔ 1 802 00 ✔ 567 00 ✔ 1 235 00 Equipment ✔

22 04 Municipality ✔ 1 323 00 ✔ 456 00 Water and electricity ✔


23 08 Cash ✔ 1 650 00 ✔ 1 650 00

24 09Bumper Cars ✔ 55 700 00 ✔ 55 700 00 Vehicles ✔

25 10Bokkeveld Tyres ✔ 1 145 00 ✔ 1 145 00

26 11 Bonnet Fuel ✔ 520 00 ✔ 520 00

27 18 Inkpot ✔ 221 00 ✔ 221 00 Stationery ✔

28 21 Cash ✔ 3 300 00 ✔ 3 300 00

29 22Stoflap and Mop ✔ 1 887 00 ✔ 1 887 00

30 26 Bonnet Fuel ✔ 778 00 ✔ 778 00

31 27Telkom SA Ltd ✔ 755 00 ✔ 346 00 Telephone ✔


✔ 69 081 00 4 950 00 2 454 00 2 443 00 59 234 00

(55)

Topic15:FormsofownershipActivity3:Reviseformsofownership3.1 Higher order

Factor Sole trader Partnership Close corporation

Public company

Number of owners

1 ✔ 2–20 ✔ 1–10 ✔ No limit ✔

Name of owners Owner ✔ Partners ✔ Members ✔ Shareholders ✔

Liability Unlimited ✔ Unlimited ✔ Limited ✔ Limited ✔

Legal entity No ✔ No ✔ Yes ✔ Yes ✔

Continuity of existence

No ✔ No ✔ Yes ✔ Yes ✔

Distribution of profits

All profits go to the owner ✔

Profits shared among partners ✔

Profits shared among members ✔

Profits shared with shareholders ✔

(24)

3.2 Define a sole trader. (2) Lower order A business owned by only one person ✔, who usually manages it

too. ✔3.3 Explain the difference between a close corporation and a

partnership. (5) Middle order A partnership is a business that 2–20 people own as partners, ✔

still in their personal capacities. ✔ It is not a legal entity. ✔ A close corporation (CC) is a business that 1–10 people can

own, ✔ and is a legal entity. ✔

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3.4 Explain the difference between a private company and a public company. (5) Middle order

A private company is a larger company that can have 1–50 shareholders and is a legal entity. ✔

A public company is a large company and can have a minimum of 7 owners ✔ and a maximum that equals however many shares the company issues. ✔

Private companies cannot trade on the stock exchange ✔ like public companies can. ✔

3.5 State the benefits to a sole trader taking on a partner. (3) Lower order

Taking on a partner:• Introduces more capital into the business. ✔• Introduces more skills. ✔• Divides the financial and work responsibilities. ✔

3.6 List three advantages and three disadvantages of a private company. (12) Middle order

Advantages:• Private companies are separate legal entities. ✔✔

• The company owners (shareholders) are protected by the Companies Act. ✔✔

• If some of the shareholders die or sell their shares in the company, the company continues to exist. We say that it has continuity, unlike a partnership. ✔✔

Disadvantages:• It is expensive to register private companies because there are

so many legal requirements. ✔✔

• A meeting of all the shareholders must be held every year, regardless of where the shareholders live. ✔✔

• The company’s financial statements must be audited regularly. ✔✔

3.7 Describe how the different forms of ownership contribute to sustainable job creation. (5) Middle order

SMMEs such as sole traders and partnerships have an important role to play in creating sustainable jobs. ✔ Competitive larger businesses such as close corporations, private companies and public companies ✔ also have an important role to play by becoming more competitive ✔to increase the business turnover in South Africa ✔ and strengthen the country’s economy. ✔

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3.8 Describe how the different forms of ownership contribute to the sustainable use of natural resources. (10) Middle order

Larger businesses such as private companies and public companies generally use greater quantities of resources ✔ than smaller businesses such as sole traders and partnerships. ✔ This is because their output is far greater than that of smaller businesses. ✔ Stronger economies in developed, industrialised countries use more resources than developing countries ✔ that are semi-industrialised or not industrialised. ✔ And stronger economies generally have larger numbers of big businesses such as public and private companies. ✔

Without resources, even the strongest economy cannot produce outputs and all production processes will fail. ✔ So, it is important for every type of business – sole traders, partnerships, close corporations, private companies and public companies – to use resources sustainably and to find alternative sources for non-renewable resources. ✔ This is the only way we can guarantee that there will be enough resources available ✔ for continued economic activity in the future. ✔

TOTALMARKS:146

Formalassessment


tests, case studies and projects, please see Section 3 of this

Teacher’s Guide.

EMS (8ENG).indb 134 6/5/13 3:55:55 PM


GRADE 8 CONTROLLED TEST 2 TERM 3



TASKUse the information below to complete the following in the books of Badedas Dry and Clean for May 2014.1. Cash Receipts Journal, with columns for Analysis of receipts,

Bank, Current income and Sundry accounts.2. Cash Payments Journal, with columns for Bank, Consumables,

Wages and Sundry accounts.Please note: Balance only the Cash Receipts Journal at the end of the month.

TransactionsforMay201401 B Badedas wants to start his own dry-cleaning business, Badedas

Dry and Clean. He decides to invest R180 000 in his business. Receipt 001 is issued to him

Issue Cheque 01 to the Drakenstein Town Council for the trading licence, R750

Rent a part of the building to L Lux for R1 500 per quarter Receive a cheque from him for the first month’s rent

04 Buy the following from D Dove and pay by cheque• Stationery R213• Consumables R490

07 Cleaning services for the day amounts to R1 00010 Buy a delivery truck from Protex Cars, R50 000 and pay by

cheque Pay Cool Repairs R660 by cheque, R300 is for repairs to the

company vehicle and the balance is for repairs to the owner’s personal car

12 Provide the following cleaning services to V Skinny and receive cash for it:• 10 shirts @ R14 each• 5 pairs of pants @ R25 each• 3 coats @ R75 each

13 Cash a cheque to pay for the following:• Wages, R450• Theatre tickets for the owner and his family, R500

17 Buy cleaning materials used in the dry-cleaning process from T Towel for R1 000 and pay by cheque

20 Receive a cash receipt from F Foam for the following and send them a cheque for the amount due:• Computer and printer, R4 600• 2 shelves at R1 450 each

21 Cash a cheque to pay the weekly wages. Employees receive a 10% increase from the previous week

EMS (8ENG).indb 135 6/5/13 3:55:55 PM


25 Send a cheque for R390 to Telkom to pay the business’s telephone account

Send a cheque to the Drakenstein Town Council to pay the water and electricity accounts of R1 300, as well as rates of R1 400

30 The owner decides to increase his capital contribution by 20% and deposits a cheque directly into the business’s current bank account

(54)

CashReceiptsJournalofBadedasDryandCleanforMay2014 CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

CashPaymentsJournalofBadedasDryandCleanforMay2014 CPJ1

Doc.no.

Day Name of payee Fol. Bank Consumables Wages Sundry accounts

Amount Fol. Details

EMS (8ENG).indb 136 6/5/13 3:55:55 PM



TASKComplete the following table.

Sole trader Partnership Close corporation

Private company

Public company

Do I have to register my business?

No 2.1 Yes Yes Yes

How much will it cost to start the business?

2.2 Low cost Moderately expensive

More expensive

More expensive

How easy is it to start the business?

Simple Quite simple 2.3 2.4 2.5

How many owners can the business have?

One 2.6 2.7 2.8 2.9

How can I borrow money to build my business?

2.10 The partners can take out a loan from a bank or contribute their own money

2.11 A maximum of 50 selected shareholders contribute the capital

The company sells shares to the public

How is profit shared between the owners?

2.12 2.13 Paid according to % interest held by each member

Dividends per share depending on number of shares

Dividends per share depending on number of shares

What happens to my belongings if my business fails?

2.14 2.15 2.16 2.17 2.18

How is the business taxed?

2.19 2.20 2.21 2.22 2.23

(46)

TOTAL:MARKS100

EMS (8ENG).indb 137 6/5/13 3:55:55 PM


GRADE 8 CONTROLLED TEST 2: MEMO TERM 3


SECTION AQUESTION 11.

Cash Receipts Journal of Badedas Dry and Clean for May 2014 CRJ1

Doc.no.


Bank Current income

Sundry accounts

Amount Fol. Details

001 01 B Badedas ✔ 180 000,00 ✔ 180 000,00 Capital ✔

002 L Lux ✔ 500,00 ✔ 180 500,00 ✔ 500,00 Rent income✔

CRR 07Services rendered ✔ 1 000,00 ✔ 1 000,00 ✔ 1 000,00

CRR 12Services rendered ✔ 490,00 ✔ 490,00 ✔ 490,00

003 30 B Badedas ✔ 36 000,00 ✔ 36 000,00 Capital ✔

✔ ✔ 217 990,00 ✔ 1 490,00 ✔ 216 500,00

Mark Details and Analysis of Receipts together

(19)

2.

Cash Payments Journal of Badedas Dry and Clean for May 2014 CPJ1

Doc.no.

Day Name of payee Fol. Bank Consumables Wages Sundry accounts

Amount Fol. Details

01 01Drakenstein Town Council ✔ 750,00 ✔ 750,00 Trading licence ✔

02 04 D Dove ✔ 703,00 ✔ 490,00 ✔ 213,00 Stationery ✔

03 10 Protex Cars ✔ 50 000,00 ✔ 50 000,00 Vehicles ✔

04 Cool Repairs ✔ 660,00 ✔ 300,00Repairs/Vehicle expenses ✔

✔ 360,00 Drawings ✔

05 13 Cash ✔ 950,00 ✔ 450,00 ✔ 500,00 Drawings ✔

06 17 T Towel ✔ 1 000,00 ✔ 1 000,00

07 20 F Foam ✔ 7 500,00 ✔ 7 500,00 Equipment ✔

08 21 Cash ✔ 495,00 ✔ 495,00

09 25 Telkom ✔ 390,00 ✔ 390,00 Telephone ✔

10 25Drakenstein Town Council ✔ 2 700,00 ✔ 1 300,00


✔ ✔ 1 400,00 Rates ✔

Mark Name of Payee and Bank together

(35)

[54]

2.3 EMS Term 3 (8ENG).indd 138 6/6/13 10:37:15 AM


SECTIONBQUESTION22.1 No ✔✔

2.2 Low cost ✔✔

2.3 Not so simple ✔✔

2.4 Quite difficult ✔✔

2.5 Quite difficult and takes a long time ✔✔

2.6 2–20 ✔✔

2.7 1–10 ✔✔

2.8 No limit ✔✔

2.9 No limit ✔✔

2.10 The owner can take out a loan from a bank or contribute his/her own money. ✔✔

2.11 The members can take out a loan from a bank or contribute their own money. ✔✔

2.12 The owner takes all the profits. ✔✔

2.13 Profits divided between partners according to the Partnership Agreement. ✔✔

2.14 The owner’s personal belongings may have to be sold to pay business debts. ✔✔

2.15 The partners’ personal belongings may have to be sold to pay business debts. ✔✔

2.16 Members’ personal belongings are protected because they are separate from what the business owns. ✔✔

2.17 Shareholders can only lose what they invested in the company. ✔✔

2.18 Shareholders can only lose what they invested in the company. ✔✔

2.19 The owner pays personal income tax. ✔✔

2.20 Partners pay personal income tax. ✔✔

2.21 A CC pays Company Tax. ✔✔

2.22 A private company pays Company Tax. ✔✔

2.23 A public company pays Company Tax. ✔✔

(23 × 2 = 46)

TOTAL:MARKS100

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Unit 11


TERM 4


(CAPS)content









Unit 116


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17Topic Levels and functions of

managementLearner’s Book pages 169—181 Duration: 5 hours


(CAPS)content

In this topic, learners will learn about ENTREPRENEURSHIP. They will look at:• different levels of management• management tasks such as planning, organising, leading and

controlling• the characteristics of good management• different styles of management:

– autocratic style– permissive or free-reign (laissez faire) style– democratic or participatory style

ResourcesFind news articles in the newspapers and magazines and on the Internet about management and the challenges facing management. Articles about the mismanagement of funds and businesses would also be useful to show learners how important good management is for the success of a business.

Gather information about some local businesses with which learners are familiar to use as examples on the kinds of management tasks businesses require to run successfully.

Find articles about leadership. Make notes about a community leader or role model, with whom the learners will be familiar, to discuss in class. If possible, ask a community leader to speak to the class about leadership as a management task.

Gather articles and information about leadership and management styles. You could use examples that go beyond businesses in this section, for example political leadership of different countries and political parties. You know your learners – use examples with which they will identify most effectively.

You may want to provide large sheets of newsprint and coloured pencils or crayons for the learners to use for Activities 17.1 to 17.4. Give the learners photocopies of the table in Activity 17.4 if possible, so that they do not use valuable time copying the table by hand during the activity.


Newwordsandconceptstop-level management; middle-level management; lower-level management; planning; organising; leading; controlling; autocratic style; permissive (laissez faire) style; democratic style

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• Analyse the examples of local businesses you gathered and make notes about the kinds of management tasks the businesses require to run successfully.

• Encourage your learners to find and bring their own resources such as news articles about management to the class. Display and discuss their articles.



2 2 142 17.1

3 3 142—143 17.2—17.3

4 4 143 17.4

5 5 143 17.5

6 6 143—144 17.6—17.7

Lesson2• Ask the learners what they think management is, what managers

do in a business and how management contribute towards the success of a business.

• Do Activity 17.1. • Give the learners about 10 minutes to work quietly on their own.

Have a group or class discussion about their answers. Write the duties and qualities listed by the learners on the board (or on sheets of newsprint) as you discuss their answers.

• Ask the learners whether they think all management happens from the top down in a business. Draw parallels between the management of a business and the management of a country by a government, which you taught in Topic 2. Just as the president of a country cannot run a country on his or her own and needs lower levels of government to assist him or her, owners of businesses also need managers at lower levels to run the business productively.

• Discuss the different levels of management using the text on pages 170–171 and Figure 17.2 in the Learner’s Book.

Lesson3• Refer the learners to last week’s Activity 17.1 and to the duties

of management that they listed. Have a discussion in which you group the duties into different types of tasks, leading the learners towards recognising the management tasks of planning, organising, leading and controlling.

EMS (8ENG).indb 142 6/5/13 3:55:55 PM


• Then explain what the four main management tasks are. Start with the task of planning a business.

• Do Activity 17.2. • Give the learners time to complete the activity in pairs and then

discuss the activity as a class. • Move on to the management task of organising a business.• Do Activity 17.3. • Give the learners time to complete the activity in the same pairs

they worked in for Activity 17.2 and then discuss the activity as a class.

Lesson4• Start this week by recapping what you taught last week on the

management tasks of planning and organising a business.• Use Figure 17.3, the example in the Learner’s Book and your own

resources to continue your teaching on the management task of organising a business.

• Do Activity 17.4. • Give the learners time to complete the activity in class in their

pairs and then discuss the activity as a class.• Ask the learners to recap what management is. Ask them how

they think management differs from leadership. Have a discussion about role models and good leaders, using your resources to guide you. Ask the learners to name leaders whom they think are good leaders and to say what characteristics make them good leaders. If possible, arrange for a community leader to give a class talk about the importance of leadership for business and for life.

Lesson5• Move on to discuss the management task of controlling the work

done in a business.• Talk about other management responsibilities using the text in the

Learner’s Book pages 175–176. • Recap what you discussed last week about the difference between

leadership and management. • Do Activity 17.5.• Refer the learners to the discussions they had in Activity 17.1

about the qualities of good managers and link these qualities to the text on the characteristics of good management in the Learner’s Book page 176.

• Work through Figure 17.4 in the Learner’s Book with the learners. Use your articles to supplement your teaching. Articles about mismanagement could also be useful here to show the learners what makes some managers bad managers.

Lesson6• Use your own resources and Figure 17.5 in the Learner’s Book as a

starting point for your discussion on different management styles.

EMS (8ENG).indb 143 6/5/13 3:55:56 PM


• Ask the learners to say what is different about how the people in the illustration handled the management of the task (the school project). Ask them which person they would be more willing to work well for.

• Do Activity 17.6. • Give the learners time to do this activity in class so that you can

have a discussion about it when they have completed it.• Work through the text on the three management styles in the

Learner’s Book pages 177–179.• Look at Figures 17.6 and 17.7 in the Learner’s Book. Discuss

what is happening in each photo and what kind of managers would be best suited to managing these situations most effectively.


AnswersActivity17.1

1. Higher order (6) Learners’ answers will vary depending on the business they

chose. They could respond as follows: I chose the co-op in my town, which is a large shop that sells the equipment and fertilisers that the farmers in my area need to run their farms properly. ✔

The managers are responsible for human resources; ✔ ensuring that they order enough stock to sell; ✔ keeping track of what the farmers in my area want and need for their businesses and ordering the appropriate stock; ✔ ensuring that financial controls are in place ✔ and ensuring that the co-op’s marketing (such as special offers) reaches the farmers in the area, because they don’t come into town very often. ✔

2. Middle order (6) Learners write their own suggestions, working alone in their

own space. They could say that a good manager is organised; ✔ efficient; ✔ hard-working; ✔ knowledgeable; ✔ able to find creative solutions to problems; ✔ able to understand the business very well, ✔ and so on. Set a time limit for completing the activity so that you have time to discuss the answers as a class. Give the learners newsprint sheets to work with if you can.

Activity17.2

1. Higher order (4) Learners’ answers may vary, so accept any reasonable suggestions

such as the following: Sindiwe could hire the following people:• a bookkeeper ✔ to help her with the business’s accounting ✔• an office administrator ✔ to help her with bookings, client

meetings and catering for meetings ✔• a cleaner ✔ to make sure that the offices are clean when

clients come for meetings. ✔

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This will allow Sindiwe to focus more on her speciality, which is thinking of good event ideas and planning all of the details that events require to be successful. ✔ She will also spend less time on administration and cleaning, which means she will be able to grow the business by taking on new clients. (✔✔ for every person and duties)

2. Lower order (5) Planning as a management task involves deciding ahead of time

what to do to reach business goals; ✔ setting out a course of action ✔ and the steps needed to achieve those goals. ✔ Managers need to know who is responsible for different tasks. ✔ This allows them to ensure that the work gets done properly. ✔

Activity17.3

1. Middle order (9) Learners discuss what they think the new business manager,

building manager and cleaner will do. For example, they could say that the building manager organises security at the offices ✔; ensures that the building is painted; ✔ ensures that the plants outside are watered and that the gardens are maintained; ✔ orders cleaning materials for the building, ✔ and so on. The business manager assists Sindiwe in finding new clients when necessary; ✔

ensures that the books are up to date, ✔ does filing and general office administration; ✔ makes client bookings ✔ and arranges client meetings ✔. The cleaner ensures that the kitchen and bathrooms are clean and free of pests; ✔ that the office area is vacuumed; ✔ that the desks are polished ✔ and that the windows are cleaned regularly. ✔

(✔✔✔ for person plus duties)

2. Higher order (9) Learners complete this activity with the same partners as for

Activity 17.2. The activity progresses from Activity 17.2. Learners discuss and write notes about the job descriptions that they think Sindiwe’s new employees will have. Give the learners newsprint sheets to work with if you can. See the discussion notes in Question 1 above. Learners put these notes (and their own suggestions) into paragraph form.

Activity17.4

1 and 2: Middle order; 3. Higher order (36)The pairs continue their tasks as managers of Big Events. Give the learners newsprint sheets to work with if you can, or provide copies of the table so that the learners do not waste time copying it out by hand.

EMS (8ENG).indb 145 6/5/13 3:55:56 PM


Task Office business manager

Building manager

Cleaner

Prepare tea and snacks for clients

✔

Fix the bathroom taps ✔

Send accounts to clients ✔

Order coffee when it runs out

✔

Arrange for painters to repaint the offices

✔

Calculate how much VAT the business needs to pay to SARS

✔

Pay the rent for the offices ✔

Install an irrigation system for the gardens outside

✔

Clean the windows ✔

Pay the accounts every month

✔

Ensure there are always fresh towels in the bathrooms

✔

More examples include:

Empty the paper bins ✔

Order stationery for the office

✔

Fix the lock on the office door

✔

Vacuum the floors ✔

Choose a security company

✔

Arrange meetings ✔

Water the gardens ✔

Keep the kitchen tidy ✔

Ensure that clients pay their accounts on time

✔

Learners use the information in the table to write a letter to each staff member, explaining what their job involves by including the responsibilities they have listed above (and any others they can think of ). (✔✔✔✔✔ per letter 5 × 3 = 15)

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Activity17.5

1. Middle order (8) Managers and leaders are different. Here are some differences:

Managers Leaders

Managers manage people ✔ Leaders lead people ✔

Managers plan, organise and co-ordinate ✔

Leaders inspire and motivate ✔

Managers find ways of doing existing things more effectively ✔

Leaders find ways of doing new things more effectively ✔

Managers have subordinates, people who are paid to do what their managers tell them to do ✔

Leaders have followers who follow their lead ✔

2. Middle order (6) If a business doesn’t have set procedures and controls for dealing

with things like money, things could go wrong. ✔ Controlling the work done in a business also involves evaluating people’s work. ✔ Managers must ensure that every staff member’s work is done properly. ✔ When staff members do their work properly, they give the business’s clients good service. ✔ Managers need to evaluate their staff members often to ensure they are doing this. ✔

Managers also need to give feedback to the staff members – this means they have to tell the staff what they are doing right, but also what they are doing wrong and how to fix it. ✔

3. Higher order (1) Making difficult decisions such as retrenching people, when you

know they need their jobs, is part of being a manager. ✔

Activity17.6

1 and 2: Middle order ((6) analysis + (6) written notes) Learners note the differences in leadership styles in their own

words. For example, the first leader gives nobody any choice in what she wants them to do. ✔ She just tells them how the project is going to work and doesn’t ask for their input. ✔ The second leader allows the group to do the project in whichever way they want. ✔ He doesn’t specify any roles or duties, or a time frame. ✔ The third leader invites the group members to give their input about the project. ✔ She lets them give her information to help her to lead the group and encourages them to participate. ✔

3. Higher order (3) Learners give their own preferences and substantiate them. For

example, I would prefer to work with a free-rein leader because I am a self-starter who is very motivated. ✔ I don’t need anyone to dictate to me about what to do ✔ in fact, I don’t like a leader who is too involved in what I am doing. ✔ Or, I would prefer to work with an autocratic leader because I work really well when I

EMS (8ENG).indb 147 6/5/13 3:55:56 PM


am given something to focus on ✔ and when I don’t have to waste time thinking about how to do it. ✔ I like to get on with the project and just get it done. ✔ (any 3)

Activity17.7

1 and 2: Middle order ((6) discussion + (6) paragraph)Observe the pairs as they work together on this written assignment. After their discussions, learners’ paragraphs could read something like this, using their own words: The delegation approach to leadership is also called the permissive or free-rein (laissez-faire) style. ✔ It is a management style in which you delegate tasks to others and give them the freedom to decide how to do tasks. ✔ The participation approach is also called the democratic or participatory approach. ✔

It is a management style in which managers participate in the process of getting the task done. ✔ The dictating approach is also called the autocratic approach. ✔ It is a management style in which you dictate to people what they must do, without giving them a chance to decide or participate. ✔

3. Middle order (5)Learners discuss the leadership style of their preference with their partner. Their discussions and paragraphs will vary. Observe how well the learners discuss different opinions. They should show that they are able to listen to people whose opinions may differ. They should not be controlling and dominating, but rather tolerant and accommodating.

4. Higher order (10)Learners’ paragraphs should take Question 3 one step further by providing (a) some detail about why they prefer a specific leadership style and (b) why they think their partners preferred a specific leadership style. Their paragraphs should read something like this, but accept any reasonable answer that shows that they have engaged with the concept of different leadership styles suiting different people: I prefer the participatory leadership style ✔ because I enjoy working in groups. ✔ Working with people helps me to find creative solutions to problems, ✔ which I sometimes struggle to do when I think on my own. ✔ It helps me to feel that we are making progress and that I am not the only one who is working hard on a project. ✔ My partner said that he preferred the autocratic approach. ✔ I think he likes this leadership style because he sometimes doesn’t have the confidence to approach tasks in the way he thinks is best. ✔ When someone tells him what to do, he doesn’t feel pressured to find solutions that may not work. ✔ He can save time by just doing what is required of him ✔ and he works very efficiently that way because he always finds a way of doing what is required of him when he knows exactly what to do. ✔

EMS (8ENG).indb 148 6/5/13 3:55:56 PM


Informalassessment

Activity17.1:Take in the learners’ activity answers and mark

them. Observe how well they are able to express their written

answers as discussion material. (12)

Activity17.2:Observe the pair interactions as the learners

work together. Make notes of your observations, noting whether

the learners respect each other’s input. (observation-based)

Activity17.3:Observe the pair interactions. Take in the

learners’ paragraphs and mark them. (18)

Activity17.4:Take in the learners’ tables and letters and

mark them. (36)

Activity17.5:Take in the learners’ answers and mark them. (15)

Activity17.6:Take in the learners’ responses and mark

them. Assess whether learners are able to use their own words

to describe the concepts. (15)

Activity17.7:Use the following checklist to assess the activity.

The pair ... Yes/No

discussed management styles respectfully and politely

handed in a well-written paragraph that used their own words to describe the three management styles

had a polite and respectful discussion about management styles that showed that they can tolerate different opinions

handed in a well-written paragraph explaining their own and their partners’ reasons for liking a particular management style


Consolidation

• List the four main management tasks. Planning, organising, leading and controlling• Name and briefly describe the three main management styles.

– Permissive, free-rein or laissez faire management style: a management style in which you delegate tasks to others and give them the freedom to decide how to do tasks.

– Democratic or participatory management style: a management style in which managers participate in the process of getting the task done.

– Autocratic management style: a management style in which you dictate to people what they must do without giving them a chance to decide or participate.

• Name the characteristics of a good manager.– Qualified for his or her job– Has good people skills– Is trustworthy– Willing to put extra effort into the job

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– Makes sure that his or her employees are happy in their jobs– Takes responsibility for things– Is always punctual and organised– Sets a good example to others– Has a positive attitude

ExtensionAssess your school’s head boy, head girl and prefect body on their management skills. Consider how well you think they perform the four management tasks. What do you think is the management style of your head boy and head girl?Learners use their school’s head boy, head girl and prefect body as an example of a management team. They use school events that the prefects have organised and their day-to-day experiences of the prefect body’s leadership and management, as indicators of how well the prefects are doing managerially. Look for evidence of critical and creative thought and the ability to analyse and integrate the information they have learnt.

18Topic General Ledger and Trial Balance

of a services businessLearner’s Book pages 182—210 Duration: 8 hours


(CAPS)content

In this topic, learners will learn about FINANCIAL LITERACY. They will look at:• the double entry-principle• T-accounts• the format of the General Ledger• sections within the General Ledger• opening accounts in the General Ledger• posting/recording transactions from the CRJ and CPJ of the

service business to the General Ledger• balancing the General Ledger• preparing a Trial Balance of a services business

ResourcesLearners must each have an exercise book called a ‘Double Ledger Book’ for the General Ledger and a ‘Treble Cash Book’ for the Trial Balance examples. They will also each still need the exercise book called an ‘Eight money column’ or ‘Cash money column’ for the CRJ and CPJ examples. Normal exercise books are required for completing the accounting equations.


Newwordsandconceptsdouble-entry principle; General Ledger; Trial Balance; T-account; Balance Sheet accounts; nominal accounts

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Photocopy the General Ledger templates found at the end of this guide. It is a good idea to work on folios of T-account templates first to master the skill of ‘debit’ here and ‘credit’ there.




• Learners already know about different accounts, which are Asset accounts and which are Owner’s equity accounts. They have learnt the skill of choosing the two accounts required in a transaction. Your input now is to assist them in deciding which account is debited and which account is credited.

• The General Ledger can be one of the most difficult areas for learners to master. However, if taught correctly in Grade 8, it can be easily understood from the beginning.

• An important teaching technique is to consistently point out to learners why they are required to do it in the way they do. Ask questions like ‘Why do we debit (or credit) this account?’ throughout your teaching of it.


2 2 151—152 18.1—18.2

3 3 152—154 18.3—18.4

4 4 154—155 18.5

5 5 155 18.6—18.7

6 6 155—156 18.8—18.9

7 7 156 18.10—18.11

8 8 157 18.12—18.13

9 9 157 18.14—18.16

Lesson2• Start by discussing the bookkeeper’s end of month tasks using

Figure 18.1 and the class discussion in the Learner’s Book. Explain where in the accounting cycle the General Ledger and Trial Balance fit in:

Source documents ➡ Subsidiary

journals ➡ General Ledger ➡ Trial Balance

• Revise the double-entry principle learnt in Topic 5 and introduce T-accounts using the text in the Learner's Book page 183.

• Use the example of Jacobs Accountants in the Learner’s Book to explain how transactions are recorded in the ledger. Refer to the

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different accounts within transactions as being an account debited or an account credited.

• Give lots of guidance and do more than one practice activity with the learners. These activities are difficult for the learners to do and require practice.

• Work through all the steps for each transaction. Here are some more examples:

EXAMPLE 1: Received cash for services rendered, R150

Account debited Account credited A OE

Bank Current income +150 +150

Ask learners why Bank is debited. They must understand that it is because Bank is an asset that has increased.

Ask learners why Current income is credited. They must understand that it is because it is income that has increased Owner’s equity.

EXAMPLE 2: Paid Ricky Traders for stationery bought, R22


Stationery Bank —22 —22

Ask learners why Bank is credited. They must understand that it is because Bank is an asset that has decreased.

Ask learners why Stationery is debited. They must understand that it is because it is an expense that has decreased Owner’s equity.

• It will also help if you explain it using a Bank T-account:

Dr Bank Cr

All money received is entered here, because Bank is an asset that increases on the debit side, such as when money is received for Capital, Current income and Rent income.

So, that means that Bank is always debited when money is received.

All money paid out is entered here, because Bank is an asset that decreases on the credit side, such as when money is paid out on Equipment, Stationery and Telephone.

So, that means that Bank is always credited when money is paid out.

• Do Activity 18.1. • This activity can be completed with the learners in class. Learners

work in pairs and help each other while you do the activity on the board, explaining each transaction as you go along.

• Do Activity 18.2. • This activity can be completed for homework.

Lesson3• Learners check their own work while you recap Activity 18.2 on

the board, explaining each transaction as you go along.• Introduce the format of the General Ledger and work through the

list in the Learner’s Book page 188 explaining what an account in the General Ledger looks like. Outline the two sections of the

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General Ledger and use the text in the Learner’s Book page 189 to explain the use of folio numbers and how to open ledger accounts.

• Introduce the posting of the CRJ and CPJ to the General Ledger using the examples of STU Services in the Learner’s Book pages 191 and 193. It is a good idea to do these two examples on T-account templates. They are the introduction to the formal posting of the CRJ and CPJ to the General Ledger.

• Assist learners with opening the activities in the ledger or give them handouts with the ledgers already opened for each example if you want to save time.

• Start with the example of posting from the CRJ of STU Services. • Explain the transaction of 1 April of F Stander’s capital

contribution as follows: 1. Indicate the account debited and account credited, with the

amount only:

Debited Bank Credited Capital

3 335 3 335

Ask learners why Bank is debited. This is because it is an asset that has increased. Ask learners why Capital is credited. This is because it is Owner’s equity that has increased.

2. Write the name of the one account in the details of the other account.

Bank Capital

Capital 3 335 Bank 3 335

• Continue with the rest of the example in this way.• Do Activity 18.3.• Photocopy the activity for learners to paste into their exercise

books, so that they can insert the folio numbers into the activity themselves. Assist learners to open the activity in the ledger so that they can do the rest at home.

• Now explain the example of posting from the CPJ of STU Services.

• Explain the transaction of 3 April of the payment of wages as follows:

1. Indicate the account debited and account credited, with the amount only:

Debited Wages Credited Bank

540 540

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Ask learners why Wages is debited. This is because it is an expense that has decreased Owner’s equity. Ask learners why Bank is credited. This is because it is an asset that has decreased.

2. Write the name of the one account in the details of the other account.

Wages Bank

Bank 540 Wages 540

• Continue with the rest of the example in this way.• Do Activity 18.4.• Photocopy the activity for learners to paste into their exercise

books, so that they can insert the folio numbers into the activity themselves. Assist learners to open the activity in the ledger so that they can do the rest at home.

Lesson4• Mark Activities 18.3 and 18.4. Learners check their own

work while you do the activities on the board, explaining each transaction as you go along.

• Once you have the answers on the board, explain that we can complete the bank account in more efficient way. This way is too long and detailed. Use the STU Services examples and Activities 18.3 and 18.4 to explain that the CRJ and CPJ have already grouped the Bank amounts together. So, only the totals of the Bank columns are posted to the General Ledger.

• Do Activity 18.5.• Assist learners to open the ledger accounts for this activity. Start

by posting only one journal at a time.• Spend some time revising the posting of the CRJ – This is the

journal where receipts are entered. So, they increase the business bank account (cash). Explain this in one of two ways: 1. The bank has been debited because it increased (assets increase

on the debit side) and according to the double-entry principle, all the other accounts must be credited OR

2. Identify each account, such as Rent income. It is an income account, so it is credited because income increases Owner’s equity on the credit side.

• Spend some time revising the posting of the CPJ – This is the journal where payments are entered. So, they decrease the business bank account (cash). Explain this in one of two ways:1. The bank has been credited because it decreased (assets

decrease on the credit side) and according to the double-entry principle, all the other accounts must be debited OR

2. Identify each account, such as Equipment or Telephone. Equipment is an asset, so it is debited because assets increase on the debit side or Telephone is an expense, so it is debited because expenses decrease Owner’s equity on the debit side.

EMS (8ENG).indb 154 6/5/13 3:55:56 PM


• Emphasise these important points. Ask learners to write them in their exercise books to remember.– Heading: The heading of the ledger contains only the name of

the business, not the date.– Date: The Analysis of receipts totals from the CRJ and the CPJ

columns are posted on the last day of a specific month. Sundry accounts are posted on the day that the transaction occurs.

– Folios: When a transaction is posted, the folio number of each ledger account must be entered in the journal. At the Sundry accounts column, the folio number is entered in the folio column provided and at the analysis column, the folio is entered below the total of each column. Learners cannot enter the folio numbers if the completed journal appears only in the Learner’s Book, but all the others must be entered.

Lesson5• Mark and check Activity 18.5.• Show learners again how you open the ledger accounts and where

to start posting. Use different coloured chalk or pens and do the posting of the CRJ in one colour and the posting of the CPJ in another colour on the board or newsprint. Then use the differently coloured amounts to recap what you have taught learners.

• Explain the rules for balancing the General Ledger. Use Activity 18.5 on the board to explain the different methods shown in the Learner’s Book.

• Do Activity 18.6.• Photocopy this activity for the learners or ask them to copy it

from their Learner’s Book into their exercise books.• Do Activity 18.7.

Lesson6• Mark and check Activities 18.6 and 18.7 on the board. Show

learners again how to open the ledger accounts, where to start posting and the posting of each journal in their specific ways to each ledger account.

• Remind learners how to balance the ledger accounts.• Use the final balances of Activity 18.7 to explain the Trial Balance. • Start by explaining why there are balances on the accounts.

A business transfers each month’s transactions from one month to the following month, usually for 12 months, until the profit for the year is calculated. If the business bought a vehicle for R150 000 in Month 1, the vehicle still belongs to the business in Month 2 and each month thereafter, until the business sells it. This is the balance: the transfer of transactions from one month to the following.

• Refer learners to the example of Kwanokuthula in the Learner’s Book page 203. It is not compulsory for learners to stick to the correct order of the Trial Balance. However, it can be a great help to follow the order given in the example below. Start off with the

EMS (8ENG).indb 155 6/5/13 3:55:56 PM


two accounts of the owner, then the Fixed assets (the ones that you would consider selling the least (such as Land and buildings) and then the ones that you would consider selling first (such as Equipment). Current assets follow using the same principle. Then Income and Expenses (in any order).

• Use the list in the Learner’s Book page 203 to explain the format of the Trial Balance. Here is another example of the order of a Trial Balance.

TrialBalanceofKwanokuthulaon31August2018

BalanceSheetaccounts Fol. Debit Credit

Lat

er o

n t

hes

e ac

cou

nts

fo

rm

the

BA

LA

NC

E S

HE

ET

Capital B1 240 000 Two personal accounts of the ownerDrawings B2 5 420

Land and buildings B3 150 000FIXED

ASSETSVehicles B4 54 000

Equipment B5 21 000

Bank B6 24 339 CURRENTASSETSCash float B7 160

Nominalaccounts

Lat

er o

n t

hes

e ac

cou

nts

are

use

d

to d

eter

min

e th

e p

rofi

t o

r lo

ss in

th

e IN

CO

ME

STA

TE

ME

NT

Current income N1 7 290INCOME

Rent income N2 13 000

Advertisements N3 1 150

EXPENSES — in any order

Packing material N4 437

Stationery N5 214

Wages N6 2 620

Water and electricity N7 430

Trading licence N8 520

260 290 260 290

• Do Activity 18.8• Learners open and complete the ledger accounts for Activity 18.8.

Assist those that are still struggling with this type of activity. • Use this table to help learners remember where to insert balances.

Debitbalances Creditbalances

Drawings Capital

Assets Liabilities

Expenses Income

• Do Activity 18.9. • Learners do the first question in class with you as an example and

the second question for homework.

Lesson7• Mark and check Activities 18.8 and 18.9. Show the answers

for Activity 18.8 on an overhead/data projector and give each learner a handout for Activity 18.9 so that they can check their own answers.


EMS (8ENG).indb 156 6/5/13 3:55:57 PM


Lesson8• Mark and check Activities 18.10 and 18.11. Give each learner a

handout so that they can check their own answers.• Do Activity 18.12.• Show the correct answer on an overhead/data projector. It works

well if you are able to provide the Trial Balance activity on a spreadsheet in MS Excel.

• Work through the errors listed in the Learner’s Book below Activity 18.12 on page 205. Talk through each error, illustrating it on the Trial Balance at the same time so that learners can easily see what a change in a specific figure will do to the totals.

• Use the example of an amount for wages of R630, recorded correctly in the CPJ, but incorrectly posted to the General Ledger Wages account as R360. Show learners what happens to the debit side of the Trial Balance if you change the Wages amount. The balance of the Bank account will stay the same, because the total of the Bank column was correct; therefore the error will show up.


Lesson9• Mark and check Activities 18.12 and 18.13. • Focus on the Trial Balance headings, the two sections, the

correct accounts in each section and the correct amounts in the correct columns.

• The best way to mark Activity 18.13 is during a class discussion with the help of a Trial Balance on an MS Excel spreadsheet, as explained above.

• Do Activity 18.14.• Revise the principle of entering an amount directly into a ledger

account as done in Activities 18.3 and 18.4.• Do Activities 18.15 and 18.16.

AnswersActivity18.1

Middle order (13 × 4 = 52)1.


Bank ✔ Capital ✔ ✔ +5 000 ✔ +5 000

(4)2.


Consumable goods ✔ Bank ✔ ✔ —1 500 ✔ —1 500

(4)3.


Equipment ✔ Bank ✔ ✔✔ ±8 950

(4)

EMS (8ENG).indb 157 6/5/13 3:55:57 PM


4.


Cash float ✔ Bank ✔ ✔✔ ±175

(4)5.


Stationery ✔ Bank ✔ ✔ —384 ✔ —384

(4)6.


Telephone ✔ Bank ✔ ✔ —230 ✔ —230

(4)7.


Equipment ✔ Bank ✔ ✔✔ ±2 500

(4)8.


Bank ✔ Rent income ✔ ✔ +150 ✔ +150

(4)9.


Vehicles ✔ Bank ✔ ✔✔ ±15 200

(4)10.



Bank ✔ ✔ —330 ✔ —330

(4)11.


Wages ✔ Bank ✔ ✔ —460 ✔ —460

(4)12.


Bank ✔ Current income ✔ ✔ +5 444 ✔ +5 444

(4)13.


Drawings ✔ Bank ✔ ✔ —95 ✔ —95

(4)

EMS (8ENG).indb 158 6/5/13 3:55:57 PM


Activity18.2

Middle order (9 × 4 = 36)1.


Bank ✔ Capital ✔ ✔ +20 000 ✔ +20 000

(4)2.


Consumable goods ✔ Bank ✔ ✔ —1 673 ✔ —1 673

(4)3.


Wages ✔ Bank ✔ ✔ —950 ✔ —950

(4)4.


Drawings ✔ Bank ✔ ✔ —295 ✔ —295

(4)5.


Land and buildings ✔ Bank ✔ ✔✔ ±64 000

(4)6.


Bank ✔ Current income ✔ ✔ +1 950 ✔ +1 950

(4)7.


Water and electricity ✔ Bank ✔ ✔ —240 ✔ —240

(4)8.


Repairs ✔ Bank ✔ ✔ —1 575 ✔ —1 575

(4)9.


Rent expense ✔ Bank ✔ ✔ —500 ✔ —500

(4)

EMS (8ENG).indb 159 6/5/13 3:55:57 PM


Activity18.3

Middle order (32)

Use the CRJ provided in the Learner’s Book to assist you with this activity.

GeneralLedgerofSidlaniRepairServicesBalanceSheetaccounts

Dr Capital B1 Cr

Date Details Fol. Amount Date Details Fol. Amount

2017 Jun 01 Bank ✔ CRJ6 ✔ 3 000 00

30 Bank ✔ CRJ6 ✔ 1 200 00

(4)

Dr Bank B4 Cr


2017 Jun 01 Capital ✔ CRJ6 ✔ 3 000 00

03 Current income ✔ CRJ6 ✔ 104 45

15 Current income ✔ CRJ6 ✔ 1 334 60


Rent income ✔ CRJ6 ✔ 250 00


30 Capital ✔ CRJ6 ✔ 1 200 00

Current income ✔ CRJ6 ✔ 227 40

(16)

Nominalaccounts

Dr Current Income N1 Cr


2017 Jun 03 Bank ✔ CRJ6 ✔ 104 45

15 Bank ✔ CRJ6 ✔ 1 334 60

21 Bank ✔ CRJ6 ✔ 570 40

25 Bank ✔ CRJ6 ✔ 965 60

30 Bank ✔ CRJ6 ✔ 227 40

(10)

Dr Rent Income N2 Cr


2017 Jun 21 Bank ✔ CRJ6 ✔ 250 00

(2)

EMS (8ENG).indb 160 6/5/13 3:55:57 PM


Activity18.4

Middle order (36)

Use the CPJ provided in the Learner’s Book to assist you with this activity.

GeneralLedgerofSidlaniRepairServicesBalanceSheetaccounts

Dr Drawings B2 Cr


2012 Jun 27 Bank ✔ CPJ6 ✔ 655 00

(2)

Dr Equipment B3 Cr


2012 Jun 24 Bank ✔ CPJ6 ✔ 2 750 00

(2)

Dr Bank B4 Cr


2012 Jun 01 Material cost ✔ CPJ6 ✔ 1 270 00

02 Stationery ✔ CPJ6 ✔ 271 00

Advertisements ✔ CPJ6 ✔ 135 00

13 Wages ✔ CPJ6 ✔ 300 00

24 Equipment ✔ CPJ6 ✔ 2 750 00

27 Drawings ✔ CPJ6 ✔ 655 00

Wages ✔ CPJ6 ✔ 300 00

29 Material cost ✔ CPJ6 ✔ 669 00

30 Water and electricity ✔ CPJ6 ✔ 325 00

(18)

Nominalaccounts

Dr Stationery N3 Cr


2012 Jun 02 Bank ✔ CPJ6 ✔ 271 00

(2)

Dr Material Cost N4 Cr


2012 Jun 01 Bank ✔ CPJ6 ✔ 1 270 00

29 Bank ✔ CPJ6 ✔ 669 00

(4)

Dr Wages N5 Cr


2012 Jun 13 Bank ✔ CPJ6 ✔ 300 00

27 Bank ✔ CPJ6 ✔ 300 00

(4)

EMS (8ENG).indb 161 6/5/13 3:55:57 PM


Dr Water and Electricity N6 Cr


2012 Jun 30 Bank ✔ CPJ6 ✔ 325 00

(2)

Dr Advertisements N7 Cr


2012 Jun 02 Bank ✔ CPJ6 ✔ 135 00

(2)Activity18.5

Middle order (26)Use the completed CRJ and CPJ in the Learner’s Book to assist you with this activity.

GeneralLedgerofDreamBeautySalonBalanceSheetaccounts

Dr Capital B1 Cr


2013 Mar 01 Bank ✔ CRJ3 ✔ 18 500 00

12 Bank ✔ CRJ3 ✔ 3 250 00

(4)

Dr Drawings B2 Cr


2013 Mar 25 Bank ✔ CPJ3 ✔ 815 00

(2)

Dr Equipment B3 Cr


2013 Mar 03 Bank ✔ CPJ3 ✔ 3 995 00

(2)

Dr Bank B4 Cr


2013 Mar 31 Total receipts ✔ CRJ3 ✔ 31 785 00

2013 Mar 31 Total payments ✔ CPJ3 ✔ 15 964 00

(4)

Nominalaccounts



2013 Mar 31 Bank ✔ CPJ3 ✔ 9 605 00

(2)



2013 Mar 22 Bank ✔ CRJ3 ✔ 430 00

(2)

EMS (8ENG).indb 162 6/5/13 3:55:58 PM


Dr Material Cost N3 Cr


2013 Mar 31 Bank ✔ CPJ3 ✔ 3 311 00

(2)

Dr Wages N4 Cr


2013 Mar 31 Bank ✔ CPJ3 ✔ 3 990 00

(2)

Dr Trading Licence N5 Cr


2013 Mar 04 Bank ✔ CPJ3 ✔ 428 00

(2)

Dr Rent Expense N6 Cr


2013 Mar 02 Bank ✔ CPJ3 ✔ 3 130 00

(2)

Dr Telephone N7 Cr


2013 Mar 30 Bank ✔ CPJ3 ✔ 295 00

(2)

Activity18.6

Middle order (44)Dr Drawings B2 Cr


2016 Jun 01 Balance b/d ✔ 2 600 00

18 Bank ✔ CPJ6 ✔ 2 668 00

30 Bank ✔ CPJ6 ✔ 5 446 00

✔ 10 714 00

(6)

Dr Bank B4 Cr


2016 Jun 01 Balance b/d ✔ 112 706 00

2016 Jun 30 Total payments ✔ CPJ6 ✔ 95 001 00

30 Total receipts ✔ CRJ6 ✔ 33 565 00 Balance ✔ c/d ✔ 51 270 00

146 271 00 146 271 00

2016 Jul 01 Balance b/d ✔ 51 270 00

(8)



2016 Jun 01 Balance b/d ✔ 12 450 00

30 Bank ✔ CRJ6 ✔ 15 860 00

✔ 28 310 00

(4)

EMS (8ENG).indb 163 6/5/13 3:55:58 PM


Dr Equipment B2 Cr


2016 Jun 01 Balance b/d ✔ 3 560 00

15 Bank ✔ CPJ6 ✔ 15 460 00

30 Bank ✔ CPJ6 ✔ 8 450 00

✔ 27 470 00

(6)

Dr Bank B4 Cr


2016 Jun 01 Balance b/d ✔ 85 490 00


30 Total receipts ✔ CRJ6 ✔ 65 420 00 Balance ✔ c/d 127 760 00

150 910 00 ✔ 150 910 00

2016 Jul 01 Balance b/d ✔ 127 760 00

(8)



2016 Jun 01 Balance b/d ✔ 18 907 00

30 Bank ✔ CRJ6 ✔ 65 220 00

✔ 84 127 00

(4)

Dr Bank B4 Cr


2016 Jun 01 Balance b/d ✔ 45 333 00


30 Total receipts ✔ CRJ6 ✔ 16 808 00

Balance ✔ c/d 3 749 00

65 890 00 ✔ 65 890 00

2016 Jul 01 Balance ✔ b/d 3 749 00

(8)

Activity18.7

Middle order (45)Use the completed CRJ and CPJ in the Learner’s Book to assist you with this activity.

GeneralLedgerofCreativeCaterpillarBalanceSheetaccounts

Dr Capital B1 Cr


2011 May 01 Balance b/d ✔ 70 000 00

Bank ✔ CRJ5 ✔ 52 000 00

✔ 122 000 00

(4)

EMS (8ENG).indb 164 6/5/13 3:55:58 PM


Dr Drawings B2 Cr


2011 May 01 Balance b/d ✔ 10 000 00

25 Bank ✔ CPJ5 ✔ 550 00

✔ 10 550 00

(4)Dr Equipment B3 Cr


2011 May 01 Balance b/d ✔ 23 000 00

07 Bank ✔ CPJ5 ✔ 3 444 00

✔ 26 444 00

(4)Dr Bank B4 Cr


2011 May 01 Balance b/d ✔ 34 135 00

2011 May 31 Total payments ✔ CPJ5 ✔ 11 537 00

31 Total receipts ✔ CRJ5 ✔ 54 172 00 Balance c/d ✔ 76 770 00

88 307 00 88 307 00

2011 Jun 01 Balance b/d ✔ 76 770 00

(7)Nominalaccounts



2011 May 01 Balance b/d ✔ 13 811 00

31 Bank ✔ CRJ5 ✔ 1 983 00

✔ 15 794 00

(4)Dr Rent Income N2 Cr


2011 May 01 Balance b/d ✔ 189 00

28 Bank ✔ CRJ5 ✔ 189 00

✔ 378 00

(4)Dr Consumable Goods N3 Cr


2011 May 01 Balance b/d ✔ 11 600 00

31 Bank ✔ CPJ5 ✔ 812 00

✔ 12 412 00

(4)Dr Wages N4 Cr


2011 May 01 Balance b/d ✔ 780 00

31 Bank ✔ CPJ5 ✔ 660 00

✔ 1 440 00

(4)

EMS (8ENG).indb 165 6/5/13 3:55:58 PM




2011 May 02 Bank ✔ CPJ5 ✔ 155 00

(2)Dr Rent Expense N6 Cr


2011 May 01 Balance b/d ✔ 4 000 00

04 Bank ✔ CPJ5 ✔ 5 660 00

✔ 9 660 00

(4)Dr Telephone N7 Cr


2011 May 01 Balance b/d ✔ 485 00

31 Bank ✔ CPJ5 ✔ 256 00

✔ 741 00

(4)

Activity18.8

1. Lower order; 2 and 3. Middle order1–3. (49)Use the completed CRJ and CPJ in the Learner’s Book to assist you with this activity.

GeneralLedgerofAltmarElectriciansBalanceSheetaccounts

Dr Capital B1 Cr


2012 Apr 01 Balance b/d ✔ 52 000 00

Bank ✔ CRJ4 ✔ 15 000 00

✔ 67 000 00

(4)Dr Drawings B2 Cr


2012 Apr 01 Balance b/d ✔ 550 00

19 Bank ✔ CPJ4 ✔ 1 060 00

28 Bank ✔ CPJ4 ✔ 820 00

✔ 2 430 00



2012 Apr 01 Balance b/d ✔ 3 444 00

09 Bank ✔ CPJ4 ✔ 2 112 00

✔ 5 556 00

(4)

EMS (8ENG).indb 166 6/5/13 3:55:59 PM


Dr Bank B4 Cr


2012 Apr 01 Balance b/d ✔ 42 635 00

2012 Apr 30 Total payments ✔ CPJ4 ✔ 15 694 00


77 372 00 77 372 00

2012 May 01 Balance b/d ✔ 61 678 00

(7)Nominalaccounts



2012 Apr 01 Balance b/d ✔ 1 983 00

30 Bank ✔ CRJ4 ✔ 18 177 00

✔ 20 160 00



2012 Apr 01 Balance b/d ✔ 189 00

23 Bank ✔ CRJ4 ✔ 1 560 00

✔ 1 749 00

(4)Dr Wages N3 Cr


2012 Apr 01 Balance b/d ✔ 660 00

30 Bank ✔ CPJ4 ✔ 1 500 00

✔ 2 160 00

(4)Dr Material Cost N4 Cr


2012 Apr 01 Balance b/d ✔ 812 00

30 Bank ✔ CPJ4 ✔ 4 642 00

✔ 5 454 00

(4)Dr Vehicle Expense N5 Cr


2012 Apr 01 Balance b/d ✔ 5 660 00

30 Bank ✔ CPJ4 ✔ 4 520 00

✔ 10 180 00

(4)Dr Stationery N6 Cr


2012 Apr 01 Balance b/d ✔ 256 00

08 Bank ✔ CPJ4 ✔ 363 00

✔ 619 00

(4)

EMS (8ENG).indb 167 6/5/13 3:55:59 PM




2012 Apr 01 Balance b/d ✔ 155 00

24 Bank ✔ CPJ4 ✔ 677 00

✔ 832 00

(4)

Activity18.91. Lower order (12)TrialBalanceofCreativeCaterpillaron31May2011


Capital ✔ B1 122 000

Drawings ✔ B2 10 550

Equipment ✔ B3 26 444

Bank ✔ B4 76 770

Nominalaccounts

Current income ✔ N1 15 794

Rent income ✔ N2 378

Consumable goods ✔ N3 12 412

Wages ✔ N4 1 440

Water and electricity ✔ N5 155

Rent expense ✔ N6 9 660

Telephone ✔ N7 741

✔ 138 172 138 172

2. Lower order (12)TrialBalanceofAltmarElectricianson30April2012





Bank ✔ B4 61 678

Nominalaccounts


Rent income ✔ N2 1 749

Wages ✔ N3 2 160

Material cost ✔ N4 5 454

Vehicle expense ✔ N5 10 180

Stationery ✔ N6 619


✔ 88 909 88 909

EMS (8ENG).indb 168 6/5/13 3:55:59 PM


Activity18.10

1. Lower order; 2 and 3. Middle order

1–3. (67)

GeneralLedgerofRouxvaleServicesBalanceSheetaccounts

Dr Capital B1 Cr


2018 Jul 01 Balance b/d ✔ 107 000 00

Bank ✔ CRJ7 ✔ 10 500 00

✔ 117 500 00

(4)

Dr Drawings B2 Cr


2018 Jul 01 Balance b/d ✔ 2 335 00

24 Bank ✔ CPJ7 ✔ 4 315 00

✔ 6 650 00

(4)

Dr Vehicles B3 Cr


2018 Jul 01 Balance b/d ✔ 55 500 00

14 Bank ✔ CPJ7 ✔ 4 550 00

✔ 60 050 00

(4)

Dr Equipment B4 Cr


2018 Jul 01 Balance b/d ✔ 18 604 00

14 Bank ✔ CPJ7 ✔ 1 423 00

✔ 20 027 00

(4)

Dr Bank B5 Cr


2018 Jul 01 Balance b/d ✔ 3 034 00

2018 Jul 31 Total payments ✔ CPJ7 ✔ 37 109 00

31 Total receipts ✔ CRJ7 ✔ 24 137 00

Balance c/d ✔ 9 938 00

37 109 00 37 109 00

2018 Aug 01 Balance b/d ✔ 9 938 00

(7)

EMS (8ENG).indb 169 6/5/13 3:55:59 PM


Nominalaccounts



2018 Jul 01 Balance b/d ✔ 13 050 00

31 Bank ✔ CRJ7 ✔ 12 762 00

✔ 25 812 00



2018 Jul 01 Balance b/d ✔ 4 950 00

28 Bank ✔ CRJ7 ✔ 875 00

✔ 5 825 00

(4)Dr Wages N3 Cr


2018 Jul 01 Balance b/d ✔ 8 160 00

31 Bank ✔ CPJ7 ✔ 1 360 00

✔ 9 520 00



2018 Jul 01 Balance b/d ✔ 11 600 00

31 Bank ✔ CPJ7 ✔ 13 044 00

✔ 24 644 00



2018 Jul 01 Balance b/d ✔ 780 00

05 Bank ✔ CPJ7 ✔ 325 00

✔ 1 105 00

(4)Dr Water and Electricity N6 Cr


2018 Jul 01 Balance b/d ✔ 2 655 00

08 Bank ✔ CPJ7 ✔ 450 00

✔ 3 105 00

(4)Dr Rates N7 Cr


2018 Jul 01 Balance b/d ✔ 4 680 00

08 Bank ✔ CPJ7 ✔ 780 00

✔ 5 460 00

(4)

EMS (8ENG).indb 170 6/5/13 3:56:00 PM


Dr Salaries N8 Cr


2018 Jul 01 Balance b/d ✔ 4 500 00

30 Bank ✔ CPJ7 ✔ 5 250 00

✔ 9 750 00

(4)Dr Advertisements N9 Cr


2018 Jul 01 Balance b/d ✔ 720 00

12 Bank ✔ CPJ7 ✔ 120 00

✔ 840 00



2018 Jul 01 Balance b/d ✔ 9 760 00

18 Bank ✔ CPJ7 ✔ 4 880 00

✔ 14 640 00

(4)Dr Telephone N11 Cr


2018 Jul 01 Balance b/d ✔ 2 672 00

25 Bank ✔ CPJ7 ✔ 612 00

✔ 3 284 00

(4)


TrialBalanceofRouxvaleServiceson31July2018




Vehicles ✔ B3 60 050


Bank ✔ B5 9 938

Nominalaccounts



Wages ✔ N3 9 520


Stationery ✔ N5 1 105

Water and electricity ✔ N6 3 105

Rates ✔ N7 5 460

Salaries ✔ N8 9 750

Advertisements ✔ N9 840


Telephone ✔ N11 3 284

✔ 159 075 159 075

(17)

EMS (8ENG).indb 171 6/5/13 3:56:00 PM


Activity18.11

1. Lower order; 2 and 3. Middle order1–3. (51)

GeneralLedgerofBoschLuysKloofBalanceSheetaccounts

Dr Capital B1 Cr


2014 Sep 01 Balance b/d ✔ 290 500 00

Bank ✔ CRJ9 ✔ 34 860 00

✔ 325 360 00

(4)

Dr Drawings B2 Cr


2014 Sep 01 Balance b/d ✔ 1 750 00

19 Bank ✔ CPJ9 ✔ 213 00

✔ 1 963 00

(4)

Dr Land and Buildings B3 Cr


2014 Sep 01 Balance b/d ✔ 230 000 00

(1)

Dr Vehicles B4 Cr


2014 Sep 01 Balance b/d ✔ 35 600 00

21 Bank ✔ CPJ9 ✔ 15 500 00

✔ 51 100 00

(4)

Dr Equipment B5 Cr


2014 Sep 01 Balance b/d ✔ 6 060 00

(1)

Dr Bank B6 Cr


2014 Sep 01 Balance b/d ✔ 8 500 00

2014 Sep 30 Total payments ✔ CPJ9 ✔ 47 267 00


62 240 00 62 240 00

2014 Oct 01 Balance b/d ✔ 14 973 00

(7)

EMS (8ENG).indb 172 6/5/13 3:56:00 PM


Nominalaccounts



2014 Sep 01 Balance b/d ✔ 18 788 00

30 Bank ✔ CRJ9 ✔ 15 550 00

✔ 34 338 00



2014 Sep 01 Balance b/d ✔ 5 950 00

07 Bank ✔ CRJ9 ✔ 1 110 00

26 Bank ✔ CRJ9 ✔ 2 220 00

✔ 9 280 00



2014 Sep 01 Balance b/d ✔ 11 835 00

30 Bank ✔ CPJ9 ✔ 10 800 00

✔ 22 635 00

(4)Dr Vehicle Expense N4 Cr


2014 Sep 01 Balance b/d ✔ 5 177 00

30 Bank ✔ CPJ9 ✔ 7 100 00

✔ 12 277 00



2014 Sep 01 Balance b/d ✔ 3 600 00

02 Bank ✔ CPJ9 ✔ 7 200 00

✔ 10 800 00

(4)Dr Wages N6 Cr


2014 Sep 01 Balance b/d ✔ 12 400 00

30 Bank ✔ CPJ9 ✔ 6 300 00

✔ 18 700 00



2014 Sep 01 Balance b/d ✔ 316 00

24 Bank ✔ CPJ9 ✔ 154 00

✔ 470 00

(4)

EMS (8ENG).indb 173 6/5/13 3:56:01 PM



TrialBalanceofBoschLuysKloofon30September2014




Land and buildings ✔ B3 230 000



Bank ✔ B6 14 973

Nominalaccounts




Vehicle expense ✔ N4 12 277


Wages ✔ N6 18 700


✔ 368 978 368 978

Activity18.12

1. Middle order; 2. Higher order (18)

TrialBalanceofHairToDoon31March2020




Land and buildings ✔ B3 125 500



Bank ✔ B6 25 568

Cash float ✔ B7 200

Nominalaccounts


Advertisements ✔ N2 320

Trading licence ✔ N3 420



Wages ✔ N6 8 298


Packing material ✔ N8 830


✔ 262 356 ✔ 262 356

Guide the learners towards writing down the format of the Trial Balance first before they investigate the Trial Balance in the activity for errors. The fact that the amounts are in the incorrect columns and that the Balance Sheet accounts and Nominal accounts are shuffled, can be confusing.

EMS (8ENG).indb 174 6/5/13 3:56:01 PM


Activity18.13

Middle order (7)

1. This will show up. ✔2. This will not show up. ✔3. This will show up. ✔4. This will not show up. ✔5. This will not show up. ✔6. This will show up. ✔7. This will not show up. ✔

Activity18.14

Higher order (30)

Learners read the case study for this activity in the Learner’s Book and compile a Trial Balance for Thaba Strategic Services on 30 June 2015. They write a paragraph reflecting the bank’s reaction to the business’s application for an overdraft facility.

It will help if the learners first write down the format of the Trial Balance and then the amounts that affect each account in brackets next to it. The amounts can then be added at the end to get a total for each account.

TrialBalanceofThabaStrategicServiceson30June2015


Capital (29 460 + 3 500) ✔✔✔ B1 32 960 00

Drawings (210 + 234) ✔✔✔ B2 444 00

Vehicles ✔ B3 23 500 00

Equipment ✔ B4 1 800 00

Bank ✔ B5 12 963 00

Cash float ✔ B6 50 00

Nominalaccounts

Current income (9 535 + 3 202,60) ✔✔✔ N1 12 737 60

Rent expense (1 400 + 700) ✔✔✔ N2 2 100 00

Electricity (680 + 40) ✔✔✔ N3 720 00

Consumable goods (1 020 + 533 + 224,60) ✔✔✔✔ N4 1 777 60

Stationery (120 + 323) ✔✔✔ N5 443 00

Wages (800 + 550 + 550) ✔✔✔✔ N6 1 900 00

45 697 60 45 697 60

The balance of the bank account can be calculated in 2 ways:1. By balancing the Trial Balance: Add the totals on the credit side (R32 960 + R12 737,60

= R45 697,60) and subtract the added totals on the debit side (R444 + R23 500 + R1 800 + R50 + R2 100 + R720 + R1 777,60 + R443 + R1 900 = R32 734,60) from that: (R45 697,60 – R32 734,60 = R12 963).

EMS (8ENG).indb 175 6/5/13 3:56:01 PM


2. By subtracting and adding the transactions from the bank’s opening balance:

(R9 415 + R3 500 – R234 + R3 202,60 – R700 – R40 – R533 – R224,60 – R323 – R550 – R550 = R12 963)

Thabo Strategic Services’ cash flow improved from R9 415 to R12 963. Their expenses compare well with their income. The bank would probably approve an overdraft facility.

Activity18.15

Middle and Lower order (46)

GeneralLedgerofCuttingEdgeBalanceSheetaccounts

Dr Drawings B2 Cr


2013 May 01 Balance b/d ✔ 2 154 00

30 Bank ✔ ✔ 850 00

✔ 3 004 00



2013 May 01 Balance b/d ✔ 18 650 00

09 Bank ✔ ✔ 5 320 00

16 Bank ✔ ✔ 415 00

✔ 24 385 00

(6)Nominalaccounts



2013 May 01 Balance b/d ✔ 15 535 00

Bank ✔ ✔ 180 00

04 Bank ✔ ✔ 320 00

09 Bank ✔ ✔ 480 00

12 Bank ✔ ✔ 250 00

Bank ✔ ✔ 3 900 00

22 Bank ✔ ✔ 1 440 00

✔ 22 105 00

(14)



2013 May 01 Balance b/d ✔ 1 060 00

Bank ✔ ✔ 800 00

✔ 1 860 00

(4)

EMS (8ENG).indb 176 6/5/13 3:56:01 PM


Dr Wages N3 Cr


2013 May 01 Balance b/d ✔ 1 360 00

04 Bank ✔ ✔ 1 200 00

24 Bank ✔ ✔ 20 00

✔ 2 580 00



2013 May 01 Balance b/d ✔ 2 436 00

07 Bank ✔ ✔ 250 00

16 Bank ✔ ✔ 616 00

25 Bank ✔ ✔ 871 00

✔ 4 173 00



2013 May 01 Balance b/d ✔ 156 00

20 Bank ✔ ✔ 93 00

✔ 249 00

(4)

Activity18.16

Lower order (14)

LEDGERACCOUNT SECTION

1. Equipment Balance Sheet section ✔

2. Consumable goods Nominal accounts section ✔

3. Wages Nominal accounts section ✔

4. Current Income Nominal accounts section ✔

5. Land and Buildings Balance Sheet section ✔

6. Rent Income Nominal accounts section ✔

7. Water and Electricity Nominal accounts section ✔

8. Vehicles Balance Sheet section ✔

9. Capital Balance Sheet section ✔

10. Telephone Nominal accounts section ✔

11. Drawings Balance Sheet section ✔

12. Cash Float Balance Sheet section ✔

13. Material Cost Nominal accounts section ✔

14. Bank Balance Sheet section ✔

EMS (8ENG).indb 177 6/5/13 3:56:01 PM


Informalassessment

Activities18.1—18.4:Learners mark their own work from the board. Respond to any

queries as you work through the activities and monitor learners who are struggling. (156)

Activity18.5:Learners check their own work while you do the activity on the board.

Monitor their progress and understanding. (26)

Activities18.6—18.7:Learners check their own work while you do the activity on the

board. If your time is limited, give learners a handout with the answers to the activities to

mark their own answers. Monitor their understanding as you work through the activities. (89)

Activities18.8—18.9:Learners mark their own work or that of a partner while you do the

activities on the board. Check learners’ books to ensure that they mark their work correctly. (73)

Activities18.10—18.11:Learners mark their own work or that of a partner while you do the

activities on the board. Check learners’ books to ensure that they mark their work correctly. (149)

Activities18.12—18.13:Learners mark their own work or that of a partner while you do

the activities on the board. Monitor learners’ progress and understanding. (25)

Activity18.14:Write the format of the activity on the board and give learners an opportunity

to come to the board and write down how they calculated a specific amount of an account. Assist

them with the calculation of the Bank amount. Monitor learners’ progress and understanding. (30)

Activities18.15—18.16:Learners mark their own work while you do the activities on

the board or read out the answers. Monitor learners’ progress and understanding. (60)


ConsolidationFill in the missing words.• An account is a place in the records of a business where monetary

values of transactions are collected and recorded.• The difference between the total of debit amounts and the total of

credit amounts of an account is called the balance.• Opening balances are always entered at the beginning of the

month in which the transactions take place. • A credit entry is an entry on the credit side of a ledger account.• The double-entry principle is the principle where every monetary

value of every transaction is entered in the ledger accounts as both a debit entry and a credit entry.

• General Ledger is the name given for the collection of the accounts of a business.

• Entries in the CRJ are called receipts and increase the Bank account.

• Entries in the CPJ are called payments and decrease the Bank account.

• Equipment is an Asset and is therefore debited.• Rent income is income and is therefore credited.• Bank is an Asset and increases on the debit side and decreases on

the credit side.• Consumable goods is an expense and is therefore debited.• Assets and Expenses have debit balances.• Income and Liabilities have credit balances.

EMS (8ENG).indb 178 6/5/13 3:56:02 PM


• Capital is the owner’s personal account and has a credit balance.• The totals of the columns in the CRJ and CPJ are posted at the

end of the month.• Entries in the Sundry accounts column in the CRJ and CPJ are

posted on the specific day that the transaction takes place.

Extension

• Study the following accounts and calculate the missing figures using your knowledge of posting and balancing ledger accounts.

Dr Capital B1 Cr


2014 Apr 01 Balance b/d 233 000 00

H CRJ3 A

250000 00

Dr Bank B7 Cr


2014 Apr 01 Balance b/d 34 223 00

2014 Apr 30 E CPJ3 14 898 00

30 Total receipts D 24 100 00 Balance F C

B B

2014 May 01 Balance G C

Dr Stationery N7 Cr


2014 Apr 01 I b/d 998 00

16 Bank K L 00

29 J CPJ3 412 00

1 933 00

A R17 000 G b/d

B R58 323 H Bank

C R43 425 I Balance

D CRJ3 J Bank

E Total payments K CPJ3

F c/d L R523

• Study the following accounts and calculate the missing figures using your knowledge of posting and balancing ledger accounts.



2014 Feb 01 Balance A B 00

28 Bank C 5 990 00

50 410 00

EMS (8ENG).indb 179 6/5/13 3:56:02 PM


Dr Vehicle Expense N5 Cr


2014 Feb 01 Balance b/d 14 459 00

16 Bank F D

28 E CPJ2 200 00

16 545 00

Dr Bank B6 Cr


2014 Feb 01 Balance b/d 25 709 00

2014 Feb 28 Total payments H I 00

28 G CRJ2 J 00 Balance K L 00

55 380 00 55 380 00

M 01 N b/d 21 301 00

A b/d H CPJ2

B R44 420 I R34 079

C CRJ2 J R29 671

D R1 886 K c/d

E Bank L R21 301

F CPJ2 M March 2014

G Total receipts N Balance


Topic17:LevelsandfunctionsofmanagementActivity1:Reviselevelsandfunctionsofmanagement1.1 Explain why businesses need more than one level of

management. (2) Middle order Managers need to work at all levels of the business to ensure that

employees are doing their jobs ✔ and that the business is running smoothly. ✔

1.2 List the three levels of management. Name and briefly explain each one, giving an example of each level. (9) Middle order• Top-level managers run the whole business. ✔ They define

the business’s general vision and objectives and ensure that the business achieves those objectives. ✔ Examples of top-level managers are the CEO and the Board of Directors. ✔

• Middle-level managers run branches or departments in the business. ✔ They report to top-level management. ✔ In very large businesses, there can be two layers of management at this level. Examples of middle-level managers are branch managers, department managers and area managers. ✔

EMS (8ENG).indb 180 6/5/13 3:56:02 PM


• Lower-level managers work directly with employees to supervise what employees do ✔ and to do administration tasks such as performance appraisals and disciplinary hearings. ✔ Examples of lower-level managers are supervisors, floor managers and foremen. ✔

1.3 State the main functions of management. (4) Lower order Planning, ✔ leading, ✔ organising ✔ and controlling ✔1.4 Write a paragraph to explain two of the functions you named

in Question 1.3. (Any 10 × 1 = 10) Middle order Planning is a very important part of a manager’s duties. ✔

Managers need to know who is responsible for different tasks. ✔ This allows them to ensure that the work gets done properly. ✔ To plan a business successfully, managers need to know what the business’s objectives are. ✔ They also need to be able to set goals to achieve those objectives. ✔

Managers need good organising skills to ensure that their staff members are working efficiently. ✔ An important part of organising a business is communicating information. ✔ Managers need to communicate the right information to the people who need it. So they need good communication skills. ✔ Managers also need to ensure that every staff member knows what his or her tasks and responsibilities are, ✔ and see that staff are trained properly and given the right tools to do their tasks. ✔

An important management role in a business is leading the people in the business. ✔ The leader’s job is to inspire ✔ and motivate. ✔ Leaders find new ways of doing new things more effectively. ✔ If you are a manager, leadership skills will make you a better manager. ✔

To control the work that staff members do in a business, managers need to ensure that each staff member is properly qualified to do his or her job. ✔ If somebody is not properly qualified, it is the manager’s responsibility to train that person. ✔ Controls also include things like financial procedures. ✔ If a business doesn’t have set procedures and controls for dealing with things like money, things could go wrong. ✔ Controlling the work done in a business also involves evaluating people’s work as often as possible. Managers must ensure that every staff member’s work is done properly. ✔

1.5 Explain why controls are so important for management in a business. (5) Middle order

If the business’s work is not controlled, the business will not run efficiently. ✔ Staff will not be properly qualified to do their jobs and the business’s finances may be mismanaged. ✔ Controls also involve managers making sure that every staff member’s work is done properly. ✔ When staff members do their work properly, they give the business’s clients good service. ✔ Managers need to evaluate their staff members often to ensure they are doing this. ✔

EMS (8ENG).indb 181 6/5/13 3:56:02 PM


1.6 In addition to the functions of management you named in Question 1.3, name two other management functions. (4) Lower order

Making important decisions about the business; ✔✔ retrenching and firing employees. ✔✔

1.7 List four characteristics that make a good manager. (Any 4 × 1 = 4) Lower order

Learners list any four of the following characteristics:• Qualified for his or her job ✔• Has good people skills ✔• Is trustworthy ✔• Willing to put extra effort into the job ✔• Makes sure that his or her employees are happy in their jobs ✔• Takes responsibility for things ✔• Is always punctual and organised ✔• Sets a good example to others ✔• Has a positive attitude ✔

1.8 List the three main management styles. (3) Lower order Democratic or participatory; ✔ permissive, free-rein or laissez

faire; ✔ autocratic ✔1.9 Use a table to compare the three main management styles. (10)

Middle order Learners’ tables look something like this:

Democratic or participatory ✔ Free-rein or laissez faire ✔ Autocratic ✔

Managers participate in the • process of getting the task done ✔Allow people to participate in • the leadership process ✔Invite the group members to • be a part of the process of completing the project ✔

Managers delegate tasks to • others ✔Give them the freedom to • decide how to do tasks ✔

Managers dictate to others • ✔

Don’t give people a chance to • decide or participate ✔

1.10 Describe which management style works best in times of crisis. Give reasons for your answer. (7) Middle order

The autocratic style: ✔ it saves time ✔ because you don’t have to consult with people ✔ or let them participate in the process. ✔ You simply tell them what to do, without giving them a choice, ✔ and they must do it. ✔ This can save lives. ✔

1.11 Explain why you need to take into account the skills of the people you are managing when you use management styles. (6) Higher order

When the people you are managing have high skills levels in the area in which you are managing them, ✔ they don’t need to be told what to do because they are good at what they do. ✔ But when you manage people with few skills in your area of management, ✔ you need to give them stronger guidance. ✔ If they choose how to do a task, they may be making an uninformed choice, ✔ and not be able to do the task properly. ✔

EMS (8ENG).indb 182 6/5/13 3:56:02 PM


Topic18:GeneralLedgerandTrialBalanceofaservicesbusinessActivity2:RevisetheGeneralLedger2.1 Open the following General Ledger accounts for Plumb 4U

on 1 January 2019. Leave 6 lines for Bank, 5 lines each for Drawings and Equipment and 4 lines each for the rest of the accounts. Lower order

2.2 Use the completed CRJ and CPJ from Activity 14.8 in Term 3. Post the balances to the ledger accounts. Middle order

2.3 Balance the ledger accounts at the end of the month. Middle order (68)

Capital B1 R155 000 Wages N3 R3 360

Drawings B2 R5 400 Rent expense N4 R4 870

Vehicles B3 R65 500 Material costs N5 R4 436

Equipment B4 R28 650 Stationery N6 R456

Bank B5 R75 278 Water and electricity N7 R886

Cash float B6 R550 Telephone N8 R2 156

Current income N1 R35 535 Insurance N9 R1 433

Rent income N2 R2 440

2.1–2.3

GeneralLedgerofPlumb4UBalanceSheetaccounts

Dr Capital B1 Cr


2019 Jan 01 Balance b/d ✔ 155 000 00

02 Bank ✔ CRJ1 ✔ 35 000 00

✔ 190 000 00

Dr Drawings B2 Cr


2019 Jan 01 Balance b/d ✔ 5 400 00

25 Bank ✔ CPJ1 ✔ 406 00

30 Bank ✔ CPJ1 ✔ 950 00

✔ 6 756 00

Dr Vehicles B3 Cr


2019 Jan 01 Balance b/d ✔ 65 500 00

30 Bank ✔ CPJ1 ✔ 7 450 00

✔ 72 950 00

Dr Equipment B4 Cr


2019 Jan 01 Balance b/d ✔ 28 650 00

09 Bank ✔ CPJ1 ✔ 3 665 00

20 Bank ✔ CPJ1 ✔ 2 555 00

✔ 34 870 00

EMS (8ENG).indb 183 6/5/13 3:56:02 PM


Dr Bank B5 Cr


2019 Jan 01 Balance b/d ✔ 75 278 00

2019 Jan 31 Total payments ✔ CPJ1 ✔ 29 244 00

31 Total receipts ✔ CRJ1 ✔ 46 227 00 Balance ✔ c/d ✔ 92 261 00

121 505 00 121 505 00

2019 Feb 01 Balance b/d ✔ 92 261 00

Dr Cash Float B6 Cr


2019 Jan 01 Balance b/d ✔ 550 00

27 Bank ✔ CPJ1 ✔ 155 00

✔ 705 00

Nominalaccounts



2019 Jan 01 Balance b/d ✔ 35 535 00

31 Bank ✔ CRJ1 ✔ 9 877 00

✔ 45 412 00



2019 Jan 01 Balance b/d ✔ 2 440 00

31 Bank ✔ CRJ1 ✔ 1 350 00

✔ 3 790 00

Dr Wages N3 Cr


2019 Jan Balance b/d ✔ 3 360 00

31 Bank ✔ CPJ1 ✔ 2 010 00

✔ 5 370 00

Dr Material Costs N4 Cr


2019 Jan Balance b/d ✔ 4 436 00

31 Bank ✔ CPJ1 ✔ 4 087 00

✔ 8 523 00

Dr Rent Expense N5 Cr


2019 Jan 01 Balance b/d ✔ 4 870 00

04 Bank ✔ CPJ1 ✔ 5 550 00

✔ 10 420 00

EMS (8ENG).indb 184 6/5/13 3:56:03 PM


Dr Stationery N6 Cr


2019 Jan 01 Balance b/d ✔ 456 00

31 Bank ✔ CPJ1 ✔ 684 00

✔ 1 140 00



2019 Jan 01 Balance b/d ✔ 886 00

12 Bank ✔ CPJ1 ✔ 793 00

✔ 1 679 00

Dr Telephone N8 Cr


2019 Jan 01 Balance b/d ✔ 2 156 00

25 Bank ✔ CPJ1 ✔ 566 00

✔ 2 722 00

Dr Insurance N9 Cr


2019 Jan 01 Balance b/d ✔ 1 433 00

28 Bank ✔ CPJ1 ✔ 373 00

✔ 1 806 00

Activity3:RevisetheTrialBalance3.1–3.4 Middle and Higher orderLearners can calculate the missing Bank amount in the CRJ in two ways. Either R8 300 + R18 140 = R26 440 ✔✔ or by completing the Bank column using the Analysis of receipts column. Add: R1 300 + R7 840 + R12 500 + R4 800.

Learners can calculate the Cash float in the CPJ in two ways.Either by subtracting the amounts in the Sundries from the total:R8 488 – R3 125 – R3 125 – R88 – R450 – R112 – R122 – R466 – R750 = R250 ✔✔✔✔ OR by subtracting the amounts in the Bank column from the total of the Bank column R16 054 – R3 125 – R3 125 – R88 – R1 250 – R1 750 – R800 – R112 – R800 – R322 – R800 – R122 – R466 – R750 = R2 544 ✔✔✔ R2 544 – Kyla Motors = R2 544 – R444 – R1 850 = R250 ✔

GeneralLedgerofFastFixRepairsBalanceSheetaccounts

Dr Capital B1 Cr


2015 Jun 01 Balance b/d ✔ 204 000 00

27 Bank ✔ CRJ6 ✔ 12 500 00

✔ 216 500 00

EMS (8ENG).indb 185 6/5/13 3:56:03 PM


Dr Drawings B2 Cr


2015 Jun 01 Balance b/d ✔ 1 555 00

28 Bank ✔ CPJ6 ✔ 450 00

✔ 2 005 00

Dr Vehicles B3 Cr


2015 Jun 01 Balance b/d ✔ 215 000 00

Dr Equipment B4 Cr


2015 Jun 01 Balance b/d ✔ 22 000 00

Dr Bank B5 Cr


2015 Jun 01 Balance ✔ b/d 5 119 00


30 Total receipts ✔ CRJ6 ✔ 26 440 00 Balance ✔ c/d 15 505 00

31 559 00 31 559 00

2015 Jul 01 Balance ✔ b/d 15 505 00

Dr Cash Float B6 Cr


2015 Jun 01 Balance b/d ✔ 550 00

15 Bank ✔ CPJ6 ✔ 250 00

✔ 800 00

Nominalaccounts



2015 Jun 01 Balance ✔ b/d 62 445 00

30 Bank ✔ CRJ6 ✔ 8 300 00

✔ 70 745 00

Dr Fuel N2 Cr


2015 Jun 01 Balance b/d ✔ 3 445 00

30 Bank ✔ CPJ6 ✔ 766 00

✔ 4 211 00

EMS (8ENG).indb 186 6/5/13 3:56:03 PM


Dr Advertisements N3 Cr


2015 Jun 01 Balance b/d ✔ 1 776 00

20 Bank ✔ CPJ6 ✔ 112 00

✔ 1 888 00

Dr Insurance N4 Cr


2015 Jun 01 Balance b/d ✔ 886 00

Bank ✔ CPJ6 ✔ 750 00

✔ 1 636 00

Dr Stationery N5 Cr


2015 Jun 01 Balance b/d ✔ 354 00

28 Bank ✔ CPJ6 ✔ 88 00

✔ 442 00

Dr Wages N6 Cr


2015 Jun 01 Balance b/d ✔ 2 530 00

30 Bank ✔ CPJ6 ✔ 3 200 00

✔ 5 730 00

Dr Electricity N7 Cr


2015 Jun 01 Balance b/d ✔ 1 130 00

05 Bank ✔ CPJ6 ✔ 122 00

✔ 1 252 00

Dr Salaries N8 Cr


2015 Jun 01 Balance b/d ✔ 11 220 00

30 Bank ✔ CPJ6 ✔ 3 125 00

Bank ✔ CPJ6 ✔ 3 125 00

✔ 17 470 00

Dr Telephone N9 Cr


2015 Jun 01 Balance b/d ✔ 880 00

02 Bank ✔ CPJ6 ✔ 466 00

✔ 1 346 00

EMS (8ENG).indb 187 6/5/13 3:56:03 PM


Dr Repairs N10 Cr


2015 Jun 30 Bank ✔ CPJ6 ✔ 3 600 00



2015 Jun 12 Bank ✔ CRJ6 ✔ 5 640 00

3.5 Middle and Higher order

TrialBalanceofFastFixRepairson30June2015


Capital B1 ✔ 216 500

Drawings B2 ✔ 2 005

Vehicles B3 ✔ 215 000

Equipment B4 ✔ 22 000

Bank B5 ✔ 15 505

Cash float B6 ✔ 800

Nominalaccounts

Current income N1 ✔ 70 745

Fuel N2 ✔ 4 211

Advertisements N3 ✔ 1 888

Insurance N4 ✔ 1 636

Stationery N5 ✔ 442

Wages N6 ✔ 5 730

Electricity N7 ✔ 1 252

Salaries N8 ✔ 17 470

Telephone N9 ✔ 1 346

Repairs N10 ✔ 3 600

Rent income N11 ✔ 5 640

292 885 292 885

(85)

TOTALMARKS:217

Formalassessment


tests, examinations, case studies and projects, please see Section 3

of this Teacher’s Guide.

Note: An actual end-of-year examination paper and memo can be found in the Resources section at the end of this guide.

EMS (8ENG).indb 188 6/5/13 3:56:04 PM


GRADE 8 END-OF-YEAR EXAMINATION PRACTICE PAPER: MEMO

TERM 4

TIME: 2 HOURS TOTAL: 150 MARKS

SECTIONA Learner's Book pages 215—222

QUESTION11. I2. L3. H4. A5. B6. K7. N8. G9. D10. E [10 × 2 = 20]

QUESTION22.1 C2.2 D2.3 C2.4 B2.5 A [5 × 2 = 10]

QUESTION33.1 Shareholders ✔✔

3.2 Dividends ✔✔

3.3 General Ledger ✔✔

3.4 Legislative, executive, judicial ✔✔✔

3.5 Self-sufficient ✔✔

3.6 Borrowed capital/Loan capital ✔✔

3.7 Consumers ✔✔ [15]

SECTIONBQUESTION44.1 Pay as you earn ✔✔

4.2 Direct taxation: income tax ✔✔ Business/company tax ✔4.3 Indirect taxation: VAT ✔✔ Sin tax/custom duties/import/ tax/

municipal tax/fuel tax/transport tax (any 3)4.4 Value-added tax ✔✔

Rate = 14% ✔4.5 Defence ✔; economic affairs ✔; education ✔; health ✔; social

protection ✔; housing ✔; community services ✔ (any 5) [18]

EMS (8ENG).indb 189 6/5/13 3:56:04 PM


QUESTION55.1 Development affects the environment in a negative way. ✔

An unhealthy, polluted and unsafe environment makes people ill and makes it difficult to use resources productively. ✔ So, people’s standard of living drops when development damages the environment. ✔

5.2 When people are unemployed, they do not have a way of earning an income. This means that they cannot access things such as goods and services that make life more comfortable and meet their needs. ✔ Unemployed people often have inadequate housing and cannot afford healthcare and education ✔, so their standard of living drops. ✔

5.3 Goods and services market: in an economy, all of the places where goods and services are exchanged in economic transactions. ✔✔

5.4 The factor market: the market where people buy and sell the factors of production’s services. It is the market where people buy and sell productive resources. ✔✔

5.5 Goods market: ✔ This is a product that you can see and touch. ✔ [12]

SECTIONCQUESTION6

GeneralLedgerofAimingHighBalanceSheetaccounts

Dr Capital B1 Cr


2014 Jun 01 Balance b/d ✔ 135 375 00

05 Bank ✔ CRJ6 ✔ 24 625 00

(3)

Dr Drawings B2 Cr


2014 Jun 01 Balance b/d ✔ 1 200 00

18 Bank ✔ CPJ6 ✔ 5 200 00

22 Bank ✔ CPJ6 ✔ 2 500 00

(5)

Dr Land and Buildings B3 Cr


2014 Jun 01 Balance b/d ✔ 139 000 00

02 Bank ✔ CPJ6 ✔ 35 000 00

(3)

Dr Equipment B4 Cr


2014 Jun 04 Bank ✔ CPJ6 ✔ 8 700 00

(2)

EMS (8ENG).indb 190 6/5/13 3:56:04 PM


Dr Bank B5 Cr


2014 Jun 01 Balance b/d ✔ 4 765 00

2014 Jun 30 Total payments ✔ CPJ6 ✔✔ 55 850 00


168 990 00 168 990 00

2014 Jul 01 Balance b/d ✔ 113 140 00

(8)

Nominalaccounts



2014 Jun 01 Balance b/d ✔ 18 320 00

30 Bank ✔ CRJ6 ✔ 139 600 00

(3)

Dr Stationery N2 Cr


2014 Jun 01 Balance b/d ✔ 1 125 00

30 Bank ✔ CPJ6 ✔ 1 200 00

(3)

If full marks are not obtained, add marks as follows:Dates correct – 1 mark Folio numbers correct – 1 markUse of terms Balance c/d and b/d – 1 mark [27] QUESTION7

TrialBalanceofWaltDisneyon28February2014

BalanceSheetaccounts✔ Fol. Debit Credit

Capital B1 ✔ 80 000

Drawings B2 ✔ 1 500

Vehicles B3 ✔ 45 000

Equipment B4 ✔ 20 000

Bank B5 ✔ 15 732

Cash float B6 ✔ 1 000

Nominalaccounts✔

Current income N1 ✔ 26 500

Wages N2 ✔ 18 000

Telephone N3 ✔ 460

Stationery N4 ✔✔ 988

Water and electricity N5 ✔ 800

Rent expense N6 ✔ 2 400

Repairs N7 ✔ 320

Rates N8 ✔ 300

—1 ✔ 106 500 106 500

[18]

EMS (8ENG).indb 191 6/5/13 3:56:04 PM


If the accounts are written in the wrong section, the learner does not get the mark for the Balance Sheet accounts section or the Nominal accounts section.

SECTIONDQUESTION88.1 Natural resources: ✔ Land ✔ Labour: ✔ Labour, supervisors, workers ✔(any one) Capital:✔ Building, sewing machines, fabric,

overlocker, tables ✔(any 1) Entrepreneurship: ✔ Assane’s entrepreneurship ✔8.2 Natural resources: Rental ✔ Labour: Wages and salaries ✔ Capital: Interest ✔ Entrepreneurship: Profits ✔ [12]

QUESTION9

Management level Function Example

TOP LEVEL ✔✔ Run/manage the • whole businessDefine business’s • general vision and objectivesEnsure business • achieves these objectives ✔✔

CEO/Board of Directors ✔✔

MIDDLE LEVEL ✔✔ Run branches/• departments in the businessReport to top-level • management ✔✔

Branch managers/department managers/area managers ✔✔

LOWER LEVEL ✔✔ Work directly • with employees to supervise what employees doDo administration • tasks ✔✔

Supervisors/floor managers/foremen ✔✔

[18]

TOTAL:MARKS150

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193

1. AssessmentinEconomicand

ManagementSciencesinGrade8 194

2.ProgrammeofAssessment 196

3.FormalAssessmentTasks 198

FormalAssessmentTask1:

Dataresponse 198


Project 202


Casestudy 206

4.TestsandExaminations:Guidance 209

5.Recordingandreporting 215

3. Formal Assessment

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194 FORMAL ASSESSMENT

1. Assessment in Economic and Management Sciences in Grade 8

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.

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. 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• posters.

Assessment in Grade 8 is made up of:• informal or daily assessment• formal assessment.

In Study & Master Economic and Management Sciences Grade 8:• Informal assessment advice is given as part of the lesson guidance

in the Lesson-by-lesson (Section 2) of this Teacher’s Guide.• Detailed guidance and assessment tools for formal assessment are

provided in this section.

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195FORMAL ASSESSMENT

SummaryofformalassessmentsexpectedinGrade8

Grade Formal assessments SBA (40%) Final examination (60%)

Total

8

2 formal • assessments1 formal assessment • — project2 tests• Mid-year • examinationEnd-of-year • examination

Refer to Programme of Assessment

Refer to Programme of Assessment

100

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2. Programme of Assessment

The Programme of Assessment provided in Study & Master Economic and Management Sciences Grade 8 is in line with the Curriculum and Assessment Policy Statement (CAPS) for Economic and Management Sciences and thus spreads out the formal assessment tasks throughout the year. It is made up of assignments, controlled tests, case studies, data responses, projects and exams. This is reflected in the table below.

Term Week Type of formal assessment

Tool(s) of assessment

Content and topic focus of assessment

Learner’s Book and/or Teacher’s Guide page reference

Total number of marks of task

Contribution to year mark

1 5 Data response

Rubric/memo

The economy Topic 2: Government• Topic 3: The National • Budget

Learner’s Book pp. 27—28Teacher’s Guide pp. 198—202

30 80

1 10 Controlled Test 1(60 minutes)

Memo The economy Topic 2: Government• Topic 3: The National • BudgetTopic 4: Standard of • living

Financial literacyTopic 5: Accounting • concepts Topic 6: Source • documents

Teacher’s Guide pp. 60—62

50

2 6 Project Rubric/checklist

EntrepreneurshipTopic 10: Factors of • production


50 125

2 9—10 Mid-year exam(60 minutes)

Memo The economy Topic 2: Government• Topic 3: The National • BudgetTopic 4: Standard of • livingTopic 11: The markets•

Financial literacyTopic 5: Accounting • concepts Topic 6: Source • documentsTopic 8: The accounting • cycleTopic 9: Cash Receipts • Journal of a services business (1)

EntrepreneurshipTopic 10: Factors of • production


75

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Term Week Type of formal assessment

Tool(s) of assessment

Content and topic focus of assessment

Learner’s Book and/or Teacher’s Guide page reference

Total number of marks of task

Contribution to year mark

3 7 Case study Memo EntrepreneurshipTopic 15: Forms of • ownership


30 130

3 10 Controlled Test 3(60 minutes)

Memo Financial literacyTopic 13: Cash Receipts • Journal of a services business (2)Topic 14: Cash • Payments Journal of a services business

EntrepreneurshipTopic 15: Forms of • ownership

Teacher’s Guide pp. 135—139

100

4 10 End-of-year exam(120 minutes)

Memo The economy Topic 2: Government• Topic 3: The National • BudgetTopic 4: Standard of • livingTopic 11: The markets•

Financial literacyTopic 5: Accounting • concepts Topic 6: Source • documentsTopic 8: The accounting • cycleTopic 9: Cash Receipts • Journal of a services business (1)Topic 13: Cash Receipts • Journal of a services business (2)Topic 14: Cash • Payments Journal of a services businessTopic 18: General • Ledger and Trial Balance of a services business

EntrepreneurshipTopic 10: Factors of • productionTopic 15: Forms of • ownershipTopic 17: Levels • and functions of management

Learner’s Book pp. 215—222Teacher’s Guide pp. 189—192 and 222—231

150 150

SBA Examination

Term 1: 80

Written examination: 150Term 2: 125

Term 3: 130

Convert to 40% Convert to 60%

Year mark: SBA + end-of-year examination = 100%

NOTE: The end-of-year examination mark allocation has been set at 150 as per the examination mark allocation in the Grade 8 Programme of Assessment (CAPS page 29). However, this can be changed to a mark out of 200 if necessary (as per CAPS page 28).

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3. Formal Assessment Tasks

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.

Formal Assessment Task 1Term 1, to be completed by Week 5 Marks: 30

Typeoftask:Dataresponse

EconomicandManagementSciencestopic:TheeconomyTopic 2: GovernmentTopic 3: The National Budget


(CAPS)content

Topic 2:• the meaning of government• different levels of government• the roles of the different levels of government in respect of

households in the use of resources and services (both as consumer and producer)

• the roles of the different levels of government in respect of businesses in the use of resources and services (both as consumer and producer)

Topic 3:• government revenue, being:

– direct tax– indirect tax

• government expenditure on services such as education, health, housing, social grants, transport, security, etc.

• the influence of the National Budget on growth and redressing of economic inequalities

Resources

Learner’s Book pages 27–28Photocopies of assessment rubric

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BackgroundIn this task, learners are required to:• Use the information given to answer relevant questions.• Show an understanding and retention of the relevant content.• Use real-life case studies/scenarios/information to apply their

knowledge of the topics.

Outliningthetaskwiththelearners• Allow time in Term 1, immediately after you have completed

Topic 3 in Week 5, to talk about this Formal Assessment Task with the learners.

• Read through the task with them and answer any queries.• Allow learners one week to complete their responses.• Remind learners that they must apply the content that they have

learnt when they answer the questions.• Draw the learners’ attention to how the task will be assessed.

Assessingthetask1. The answers to the questions are below, including the mark

allocation per question. 2. When you mark learners’ answers, ensure that they have

understood the content and address any problems in your feedback to them.

3. The task and its memorandum are below. Use the memorandum to assess learners’ responses.

4. Record your assessments in the Formal Assessment Task 1 column on the Record sheet for Formal Assessment Tasks 1, 2 and 3 (page 216).

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

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A.UsethefollowinginformationtoanswerQuestions1to6.

In the 2012 National Budget, the government said that it planned

to spend R844 billion on roads, hospitals, schools, dams, electricity

plants, ports and rail systems from 2012 to 2014. It also planned

to spend:

• R41,6 billion on defence

• R145 billion on economic affairs

• R121,9 billion on health, including R450 million on improving

nursing colleges and R426 million on upgrading five major

hospitals

• R207,3 billion on education

• R98 billion on public safety

• R120,1 billion on housing and community amenities

• R157,9 billion on social protection.

Type of social grant Spending in 2011/2012

Spending in 2012/2013

State old-age grant R1 140 R1 200

State old-age grant, over 75s R1 160 R1 220

War veterans grant R1 160 R1 220

Disability grant R1 140 R1 200

Foster-care grant R741 R770

Care-dependency grant R1 140 R1 200

Child-support grant R265 R280

1. Where does the government get the money from to spend on the areas in the information above? (2)

From indirect taxes, direct taxes, ✔charges, debt, interest and investments ✔

2. The 2012 budget focused on infrastructure investment. Write a paragraph to explain this statement using the information above to guide you. (5)

The learners’ paragraphs should read something like this: Infrastructure includes the structures such as roads, railways, schools

and clinics that a country needs to function properly. ✔✔ In 2012, the National Budget aimed to invest more money in infrastructure. ✔ It did this by allocating more money than in previous years to healthcare, such as nursing clinics and hospital upgrades; ✔ housing and other amenities that communities use; roads; dams; schools; power stations; harbours and railway systems. ✔

3. Explain briefly how the government’s expenditure in the areas above will help to improve people’s standard of living. (5)

Investment implies that the government will get something back for the money it spends. ✔ Its investment will improve people’s lives, ✔ keep them healthy and productive, ✔ educate them and improve their skills so that they will earn more and pay more

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taxes. ✔ Economic growth will result, which in turn improves people’s standard of living even more. ✔

4. South Africa has a skills shortage. What budget allocation in the information above aims to help to improve the skills of the South African workforce? (1)

R207,3 billion on education and R450 million on improving nursing colleges ✔

5. Why are social grants an important part of government expenditure? (3)

Social grants are amounts of money that the government gives ✔ to assist people who would otherwise not be able to support themselves, ✔ such as the poor and the elderly. ✔

6. How did expenditure on social grants increase from 2011/2012 to 2012/2013? (2)

State old-age grant: increase of R60 per grant

State old-age grant, over 75s: increase of R60 per grant

War veterans grant: increase of R60 per grant

Disability grant: increase of R60 per grant

Foster-care grant: increase of R29 per grant

Care-dependency grant: increase of R60 per grant

Child-support grant: increase of R15 per grant ✔✔

B.UsethefollowinginformationtoanswerQuestions7to10.

South Africa has nine provinces, eight metropolitan municipalities,

44 district municipalities and 226 local municipalities.

7. What do these figures tell you about how South Africa is governed? (3)

It tells us that South Africa has provincial ✔ and local government levels ✔ in its government. ✔

8. Why does South Africa need all of these municipalities? (3) It needs the municipalities to administer the country’s different

areas and make the job of governing the provinces easier. ✔ National and provincial government alone cannot run all aspects of the country efficiently. ✔ Local government is essential for aspects of government such as service provision. ✔

9. What is the role of municipalities in governing South Africa? (3)

Municipalities:• provide a democratic and accountable government for local

communities ✔• ensure that services are provided to communities ✔• promote social and economic development. ✔

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10. How are municipalities linked to standard of living? (3) If municipalities do not do their jobs properly by providing

services and promoting social and economic development, ✔ people’s standard of living will drop. ✔ This is because they will not have access to the services that make their lives comfortable, safe and healthy. ✔


Typeoftask:Project

EconomicandManagementSciencestopic:EntrepreneurshipTopic 10: Factors of production


(CAPS)content

• capital– borrowed capital– own capital

• labour– unskilled labour– semi-skilled labour– skilled labour

• the role of workers in the business• fair employment practices• natural resources• entrepreneurship• the remuneration of the factors of production

BackgroundThe project requires the learners to:• Complete the project in groups, partly in class time and partly

as homework.• Visit a business in their area and find out about how the factors

of production apply to that business. You will need to help them arrange a visit to a local business of their choice. If this is not possible, you should try and organise a representative from the business to come to the school to field the learners’ questions.

• Work through the four steps outlined in the project information below and present their information as a report.

Resources

Learner’s Book pages 102–103Photocopies of assessment rubric

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Outliningthetaskwiththelearners• Give the learners plenty of notice for this Formal Assessment

Task. Allow time in Term 2, around Weeks 4 or 5 and again after you have completed Topic 10, to talk about this project with the learners. It must be completed by Week 6 of Term 2.

• Begin each lesson, for the duration of the project, with a short session in which you answer questions and gauge how well the learners are progressing with their projects.

• Read through the task with them and answer any queries.• Allow learners one week to complete the project.• Remind the learners to make sure that they complete all four steps.• Draw the learners’ attention to how the task will be assessed.

Assessingthetask1. The four steps of this project are outlined below. Guidelines have

been included after each step explaining how you can assist the learners in preparing for their visits and making the necessary arrangements.

2. Observe their preparation and group discussions carefully and make notes if you need to, which will assist you in your assessments.

3. Make suggestions to the groups in your assessments about how they could improve and give positive feedback about areas they handled successfully. Value their input.

4. Ensure that the projects show evidence of the completion of all four steps. Learners’ reports must include an introduction, body paragraphs that summarise their findings and a conclusion.

5. Use the checklist and rubric below to assess the learners’ projects. 6. Record your assessments in the Formal Assessment Task 2 column

on the Record sheet for Formal Assessment Tasks 1, 2 and 3 (page 216).

ChecklistGive learners a mark out of 10 for how well they worked in a group. The rest of the marks are as follows:Did the group ... Yes/No

prepare a comprehensive questionnaire that asked relevant questions about the factors of production? (10)

conduct the business visit respectfully and efficiently and make individual notes about the answers they received? (10)

discuss their findings with equal contribution from all group members? (10)

prepare a well-written report with an introduction, summarising body paragraphs and conclusion, about how the factors of production apply to the business they visited? (10)

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Rubric


7 Outstanding achievement — the group:

prepared a comprehensive • questionnaire with appropriate and insightful questionsconducted the business visit • respectfully and efficiently and made thorough individual notes about the answers they receiveddiscussed their findings critically • with equal contribution from all group membersprepared a well-written report with • an introduction, summarising body paragraphs and conclusion, about how the factors of production applied to the business they visited

80—100

6 Meritorious achievement — the group:

prepared a questionnaire with • many appropriate questions, showing good insightconducted the business visit • respectfully and efficiently and made individual notes about the answers they receiveddiscussed their findings critically • with equal contribution from most group membersprepared a well-written report with • an introduction, summarising body paragraphs and conclusion, about how the factors of production applied to the business they visited

70—79

5 Substantial achievement — the group:

prepared a questionnaire with • appropriate questions showing some good insightconducted the business visit • respectfully and efficiently and made some individual notes about the answers they receiveddiscussed their findings with equal • contribution from most group membersprepared a report with an • introduction, summarising body paragraphs and conclusion, about how the factors of production applied to the business they visited

60—69

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4 Adequate achievement — the group:prepared a questionnaire with • some relevant questionsconducted the business visit and • some individuals made notes about the answers they receiveddiscussed their findings with some • contribution from some group membersprepared a report with most of the • required features about how the factors of production applied to the business they visited

50—59

3 Moderate achievement — the group:prepared a few relevant questions• conducted the visit but made very • few notesdiscussed their findings with little • enthusiasm and contribution from group membersprepared a report with some of the • required features about how the factors of production applied to the business they visited

40—49

2 Elementary achievement — the group:

prepared some questions, many of • which were not relevantconducted the visit inefficiently • and with little respect for the task and made hardly any notesmade a poor attempt to discuss • their findingsprepared a poorly written report • with very few of the required features

30—39

1 Not achieved — the group:did not prepare a questionnaire• did not conduct the visit• did not have a discussion• did not prepare a report•

0—29

Part1:PrepareaquestionnairetotaketothebusinessonyourvisitWork with the learners to help them choose a feasible business and write up questionnaires that will produce good results during the visit to the business. Ensure that the groups are adequately prepared before they do their visits.

Part2:VisitthebusinessThis part of the project will require good planning from your side. Ensure that you have planned the visits for each group and that you and the group members are punctual. If it is not possible for your groups to visit the businesses, try to get a representative from the business to come to the school to field the learners’ questions.

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Part3:DiscusstheanswerstoyourquestionnaireObserve the group discussions and ensure that they are productive and that all group members participate.

Part4:CompileyourinformationasareportLearners work together fairly to compile all their information in a report. They must remember to include an introduction, body paragraphs that summarise their findings and a conclusion in their report.


Typeoftask:Casestudy

EconomicandManagementSciencestopic:EntrepreneurshipTopic 15: Forms of ownership


(CAPS)content

• the sole trader• partnerships• close corporations• private and public companies• the characteristics of the different forms of ownership• advantages and disadvantages of each form of ownership• their role in sustainable job creation• their role in sustainable use of natural resources

BackgroundIn this task learners are required to:• Read the information provided and answer the questions.

Outliningthetaskwiththelearners• Allow time in Term 3, around Weeks 4–7 and after you have

completed Lessons 6–7 of Topic 15, to talk about this Formal Assessment Task with the learners.

• The task is to be completed partly in class and partly as homework. Allow learners one or two weeks to complete the case study.

• Read through the task with them and answer any queries.• Draw the learners’ attention to how the task will be assessed.

Resources

Learner’s Book pages 160–161Photocopies of memo

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Assessingthetask1. The suggested answers for the questions are given in the memo

below. Please note that learners are required to apply their knowledge of the content to the particular scenarios. Marks should be awarded for all correct answers.

2. Record your assessments in the Formal Assessment Task 3 column on the Record sheet for Formal Assessment Tasks 1, 2 and 3 (page 216).

Use the following memo to mark learner’s answers.

QUESTION1Sole trader ✔

QUESTION2• They are sometimes called sole proprietors. ✔• They have full control of the business. ✔• They keep all of the profits they earn. ✔• They don’t have high costs to start up their businesses and their

businesses are easy to start. ✔• They pay personal tax on their business profits. ✔• Their businesses have no continuity. ✔ (Any 5 points)

QUESTION3• The entire business is your responsibility, so you have to work

hard in every area of the business. ✔• You are personally liable for all the business’s debts. ✔• If you are sick or want to go on holiday, the business has to close,

so you don’t make money in that time. ✔• You pay personal tax on all the profits of the business. ✔• You need to have the knowledge of the goods or services you are

selling, as well as managerial skills to run the business. ✔• A small business seldom has a lot of money so it’s hard to expand

the business. ✔(Any 4 points)

QUESTION4The new Companies Act that came into effect in South Africa on 1 May 2011 says that people can no longer form close corporations after that date. Close corporations that existed before 1 May 2011 can continue to run, however – you are just not allowed start to a new one. ✔✔

QUESTION5They will pay personal income tax. ✔

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QUESTION6In a partnership, there are two kinds of partners. General partners are the partners involved in managing the business. Limited partners are partners who can make investments in the business but are not involved in running the business.

QUESTION7CIPC or Companies and Intellectual Properties Commission ✔

Vraag8

• You need to register your business with the CIPC. ✔• You also need to complete a Notice of Incorporation and, ✔• Reserve a company name. ✔• You then submit a Memorandum of Incorporation (MOI)

containing all directors’ and business details. ✔

QUESTION9a. Advantages:It is a separate legal entity ✔, so the company can only be sued to the limit of its assets and the directors cannot be held liable for the debts of the company. ✔The company and its shareholders are protected by the Companies Act, ✔ which means the rules regulating reporting and internal controls, among others, reduce the risk of fraud and theft within the company. ✔It has continuity ✔, which means that if one of the directors sells his/her shares or dies, the company will still continue to operate. ✔Disadvantages:It is relatively expensive to register ✔, because there are so many legal requirements and forms to fill in. This could be a problem if they don’t have cash to do this. ✔A meeting must be held every year, ✔ which could become expensive and problematic if directors live in different parts of the country. ✔The company’s statements must be audited by an independent auditor every year ✔, which involves detailed daily record-keeping according to the law, and the expense of the audit each year. ✔

b.Yes, it is a good idea ✔ to expand because the partners:• can now raise additional capital ✔• expand their business ✔• have continuity in their business (less risk) ✔• sell shares privately to raise money and ✔• to get more shareholders with new skills ✔(Any 2 reasons)

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MORNE

Oval


4. Tests and Examinations: Guidance

• 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 Grade 8 is set, marked and moderated internally.

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

Lower orderAssessing knowledge

and remembering30%

Middle orderAssessing

understanding and application

40%

Higher orderAnalysing, evaluating

and creating30%

Controlled Test 1 Term 1, Week 10 Marks: 50

EconomicandManagementSciencestopics:Theeconomy

• Topic 2: Government• Topic 3: The National Budget• Topic 4: Standard of livingFinancialliteracy

• Topic 5: Accounting concepts • Topic 6: Source documents


(CAPS)content

Content, knowledge and skills covered in Topics 2–6

Background• You will find a photocopiable copy of Controlled Test 1 on

pages 60–61 of this guide. Photocopy the test for each learner.

Resources

Teacher’s Guide: pages 60–62A photocopy of the test paper for each learner

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• The first controlled test focuses on all material covered in Term 1 and should be written in Week 10 of Term 1.

• These controlled tests follow a similar format as the examinations.

Outliningthetaskwiththelearners• Ensure that learners are aware from the beginning of Term 1

and remind them regularly that they will be assessed on content covered in Topics 2–6.

• Explain to the learners that controlled tests look the same and require the same preparation as examinations.

Assessingthetask1. You will find a photocopiable memorandum for Controlled Test 1

on page 62 of this guide. You may photocopy this memorandum.2. Mark the learners’ tests according to this memorandum.3. Record learners’ marks in the Controlled Test 1 column on the

Record sheet for Controlled Tests 1 and 2 (page 217).

Mid-year examinationTerm 2, Weeks 9–10 Marks: 75


• Topic 2: Government• Topic 3: The National Budget• Topic 4: Standard of living• Topic 11: The marketsFinancialliteracy

• Topic 5: Accounting concepts • Topic 6: Source documents• Topic 8: The accounting cycle• Topic 9: Cash Receipts Journal of a services business (1)Entrepreneurship

• Topic 10: Factors of production


(CAPS)content

Content, knowledge and skills covered in Terms 1–2

BackgroundThe mid-year examination focuses on all material covered in Terms 1 and 2 and the questions require lower order, middle order and higher order thinking skills from the learners.

Resources

Learner’s Book pages 112–116 Teacher’s Guide pages 93–95

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The examination is divided into three sections as follows:• Section A: Topic: The economy All questions are compulsory and learners are required to answer

questions in short sentences (16 marks)• Section B: Topic: Financial literacy All questions are compulsory and require learners to present and

apply their knowledge and skills (44 marks)• Section C: Topic: Entrepreneurship All questions are compulsory and learners are required to answer

questions to show understanding of content and solve problems using the financial accounting they have learnt, in different scenarios (15 marks)

Outliningthetaskwiththelearners• At the beginning of Term 2, spend some time discussing with

learners what material they will cover for the examination.• In Weeks 4 or 5 of Term 2, spend some time discussing the format

of the examination with the learners, including how much time they will be given to complete it. You can refer to the notes in ‘Background’ above to help you with this explanation.

• In Weeks 9–10 of Term 2, spend time preparing for the examination.

• Explain that the way the examination is structured means that they will not be able to leave out any sections of work as they prepare for it.

Thetask• The learners will find an examination practice paper on pages

112–116 of the Learner’s Book. The marking memorandum to this paper appears on pages 93–95 of this guide (Section 2).

• Use the format of this Mid-year examination practice paper to prepare an actual Mid-year examination paper. Refer to the guidelines here and in the CAPS document to help you. The Learner’s Book also has a Study skills section that may be useful.

Assessingthetask1. Formulate a memorandum for the examination.2. Mark the learners’ exams according to this memorandum.3. Record learners’ marks in the Mid-year examination column on

the Record sheet for Mid-year and End-of-year examinations (page 218).

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Controlled Test 2 Term 3, Week 10 Marks: 100

EconomicandManagementSciencestopics:Financialliteracy

• Topic 13: Cash Receipts Journal of a services business (2)• Topic 14: Cash Payments Journal of a services businessEntrepreneurship

• Topic 15: Forms of ownership


(CAPS)content

Content, knowledge and skills covered in Topics 13–15

Background• You will find a photocopiable copy of Controlled Test 2 on pages

135–137 of this guide. Photocopy the test for each learner.• The second controlled test focuses on all material covered in Term

3 and should be written in Week 10 of Term 3.• These controlled tests follow a similar format as the examinations.

Outliningthetaskwiththelearners• Ensure that learners are aware from the beginning of Term 3

and remind them regularly that they will be assessed on content covered in Topics 13–15.

• Explain to the learners that controlled tests look the same and require the same preparation as examinations.

Assessingthetask1. You will find a photocopiable memorandum for Controlled

Test 2 on pages 138–139 of this guide. You may photocopy this memorandum.

2. Mark the learners’ tests according to this memorandum.3. Record learners’ marks in the Controlled Test 2 column on the

Record sheet for Controlled Tests 1 and 2 (page 217).

Resources

Teacher’s Guide pages 135–139A photocopy of the test paper for each learner

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End-of-year examinationTerm 4, Weeks 7—10 Marks: 150


• Topic 2: Government• Topic 3: The National Budget• Topic 4: Standard of living• Topic 11: The marketsFinancialliteracy

• Topic 5: Accounting concepts • Topic 6: Source documents• Topic 8: The accounting cycle• Topic 9: Cash Receipts Journal of a services business (1)• Topic 13: Cash Receipts Journal of a services business (2)• Topic 14: Cash Payments Journal of a services business• Topic 18: General Ledger and Trial Balance of a services businessEntrepreneurship

• Topic 10: Factors of production• Topic 15: Forms of ownership• Topic 17: Levels and functions of management


(CAPS)content

Content, knowledge and skills covered in Terms 1–4

BackgroundThe End-of-year examination focuses on all material covered during the year and the questions require lower order, middle order and higher order thinking skills from the learners. The examination is divided into four sections as follows:• Section A: Covers all the topics All questions are compulsory and they require short, direct

answers that range from one word to a phrase or a sentence in length (45 marks)

• Section B: Topic: The economy All questions are compulsory and they require learners to present

and apply their knowledge and skills in answers that range from short direct responses, full sentences in point form to extended writing in short paragraphs (30 marks)

• Section C: Topic: Financial literacy All questions are compulsory and learners are required to answer

questions to show understanding of content and solve problems using the financial accounting they have learnt, in different scenarios (45 marks)

Resources

Learner’s Book pages 215–222Teacher’s Guide pages 189–192 and 222–231A photocopy of the end-of-year examination paper for each learner

EMS (8ENG).indb 213 6/5/13 3:56:06 PM


• Section D: Topic: Entrepreneurship All questions are compulsory and learners are required to use

their knowledge and skills to apply content to real-life scenarios (30 marks)

Outliningthetaskwiththelearners• At the beginning of Term 4, spend some time discussing with

learners what material will be covered in the examination.• In Week 4 of Term 4, spend some time reminding learners

about the format of the examination, including how much time they will be given to complete it. You can refer to the notes in ‘Background’ above to help you with this explanation.

• In Weeks 8–9 of Term 4, spend time preparing for the examination.

• Explain that the way the examination is structured means that they will not be able to leave out any sections of work as they prepare for it.

Thetask• The learners will find an examination practice paper on pages

215–222 of the Learner’s Book. The marking memorandum to this paper appears on pages 189–192 of this guide (Section 2).

• An End-of-year examination paper for the actual examination appears on pages 222–227 of this guide (Section 4). Photocopy this examination paper for the learners.

Assessingthetask1. You will find a photocopiable memorandum for the actual End-

of-year examination on pages 228–231 of this guide (Section 4). You may photocopy this memorandum.

2. Mark the learners’ exams according to this memorandum.3. Record learners’ marks in the End-of-year year examination

column on the Record sheet for Mid-year and End-of-year examinations (page 218).

NOTE: The End-of-year examination mark allocation has been set at 150 as per the examination mark allocation in the Grade 8 Programme of Assessment (CAPS page 29). However, this can be changed to a mark out of 200 if necessary (as per CAPS page 28).

EMS (8ENG).indb 214 6/5/13 3:56:06 PM


5. Recording and reporting

The results of all Formal Assessment Tasks, tests and examinations should be recorded and are used for reporting on learners’ performance each term.

Recording is a process by which you document the level of a learner’s performance in a specific assessment task. 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 yourself and your learners in the teaching and learning process.

The Programme of Assessment (pages 196–197) details how a learner’s Economic and Management Sciences mark per term is arrived at.

The following photocopiable assessment recording tools are provided in this guide:• Record sheet for Formal Assessment Tasks 1, 2 and 3• Record sheet for Controlled Tests 1 and 2• Record sheet for Mid-year and End-of-year examinations• Economic and Management Sciences assessment record sheet

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. Reporting on learners’ progress in Economic and Management Sciences should be done using the following seven rating codes and descriptors:


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

EMS (8ENG).indb 215 6/5/13 3:56:06 PM


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EMS (8ENG).indb 218 6/5/13 3:56:06 PM


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EMS (8ENG).indb 220 6/5/13 3:56:06 PM

221

1. ActualEnd-of-yearexaminationpaper

andmarkingmemorandum 222

2.PowerPointCD 232

3. Listofusefulreadingmaterialand

Internetresources 233

4.Glossaryforteachers 234

5.Lessonplantemplate 239

4. Resources

EMS (8ENG).indb 221 6/5/13 3:56:06 PM

222 RESOURCES

1. Actual End-of-year examination paper and marking memorandum

GRADE 8 END-OF-YEAR EXAMINATION TERM 4



TASKChoose the correct answer and write down only the correct letter next to the number.

1.1 The national government has three branches, namely:A: Legislative, executive and judicialB: Provincial, regional and executiveC: Legislative, executive, localD: None of the above

1.2 If a company disposes of assets to the value of R19 000 and has liabilities to the value of R500, the equity is:A: not possible to calculateB: R19 500C: R19 000D: R18 500

1.3 The first three steps in the accounting cycle areA: Transaction, source document, journalsB: Journals, transaction, source documentC: Source document, transaction, journalsD: Transaction, accounting equation, source document

1.4 What is the minimum number of people that would be required to establish King Food CC?A: 2B: A minimum of 7C: 1D: 5

1.5 Double entry means:A: Both accounts are debitedB: Both accounts are creditedC: The same account is debited and creditedD: One account is debited and another account is credited (5 × 2 = 10)

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223RESOURCES


TASKIndicate whether the following statements are TRUE or FALSE. Only write the number and TRUE or FALSE.

2.1 Current assets can be converted into cash more easily.2.2 The financials of a close corporation must be audited.2.3 Each cheque payment is an expense for the business.2.4 SMME stands for small, medium and micro-enterprises.2.5 The Minister of Finance announces the budget in February

every year. (5 × 2 = 10)


TASKFill in the missing word(s).

3.1 South Africa has three levels of government, namely the national, _______________________ and _____________________________ government.

3.2 All transactions are always analysed and recorded from the perspective of the ___________________________.

3.3 The owners of a company are called ______________________________.

3.4 Goods and services are produced in response to the needs and wants of the _____________________.

3.5 A company’s profit is paid to its owners in the form of _____________________.

(5 × 2 = 10)


TASKMatch the term in Column A to the explanation in Column B. Only write the number and letter from each column.

ColumnA ColumnB

1. Direct tax A Access to goods and services that make your life more comfortable

2. Fixed assets B VAT

3. Skilled labour C Do not do all the tasks yourself, ask other people to do the tasks

4. Delegate D Has a long lifespan

5. Standard of living E Income tax

F Work requiring a high level of skills and training

G Possessions

(5 × 2 = 10)

[40]

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224 RESOURCES


TASKRead the following case study and answer the questions.

There are steps in the budget to rectify the inequalities of the past.

The main objective of the South African Constitution is to repair

the disunity of the past and to build a society based on democratic

values and human rights. Reconstruction and development is geared

to meet the basic needs of all South Africans. This includes housing,

health clinics, water supply, nutrition programmes, social services

and child support. Other objectives are creating jobs, building

sustainable communities and developing human resources through

education and skills training.

The priorities of provincial governments vary according to the

needs of the communities living in that province. By 2014, the South

African government wants to have unemployment reduced by half.

They aim to achieve this by providing work through empowerment

and developing a major economic infrastructure. Government’s

objective is to obtain local and international investments for its

projects and to encourage sustainable development.

HIV/Aids is a source of concern in all the provinces and all nine

provinces are focused on improving the infrastructure of health

care and hospital management to cope with all health problems, but

especially the care and treatment of the HIV/Aids epidemic.

The government aims to develop skills related to economic demands

through skills training, while crime prevention and the problem of

violence is also a source of concern that is addressed in the budget.

Another objective of the government is to improve public services

through good leadership and transformation.

5.1 Name any THREE areas that the government should make provision for in the budget. (6)

5.2 ‘The government should try to correct the mistakes of the past.’ Name TWO ways in which the government can achieve this. (4)

5.3 Explain what is meant by infrastructure. (2)5.4 What does ‘transformation’ mean in the last sentence of the case

study? (2)5.5 The South African Constitution wishes to build a society based

on TWO aspects. Name them. (2)[16]

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225RESOURCES


This diagram shows what would happen if Sizwe Supermarket were to increase its capital and labour investment.TASKStudy the diagram below and then answer the questions.

Invest in capital and labour

Increased productivity and profit

Households obtain more income

Contribute to economic growth

Government obtains more money

6.1 How can Sizwe Supermarket increase its investment in capital? Give two examples. (4)

6.2 How can Sizwe Supermarket increase its investment in labour? Give two examples. (4)

6.3 When your business invests in capital and labour, does this increase your productivity and profit? Why? (2)

6.4 Explain how households would obtain more income and how this can contribute to economic growth and prosperity. (2)

6.5 Explain how the government would obtain more income and how this can contribute to economic growth and prosperity. (2)

[14]

SECTIONCQUESTION7 [36marks;29minutes]

This company repairs and installs computers.TASKAnalyse each transaction by completing the table below.

No. Transaction Source document

Journal Account debit

Account credit

Amount A OE

e.g. Pay R50 to Point Tennis Club as a donation

Cheque counterfoil

CPJ Donations Bank R50 — —

1. The owner, Ms Allen, increases her capital contribution by R15 000

2. Ms Allen, the owner, draws a cheque to pay her private phone bill, R200

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226 RESOURCES



Account credit

Amount A OE

3. Receive R163 for repairs to computers

4. Buy a printer for office use, R1 299

5. Pay the weekly wages, R1 100

6. Receive rent for an exhibition held at the company's premises for R2 500

[36]


TASKThe following Trial Balance has been drawn up by an inexperienced bookkeeper. Rewrite it, correct ALL errors and fill in all the required information.

Establish what the balance of the Capital account is.

TrialBalanceofGerberServiceson30November2014


Capital R?

Drawings 18 000

Wages 36 200

Equipment 27 140

Land and buildings 159 000

Nominalaccounts

Current income 129 190

Telephone 1 650

Water and electricity 26 720

Bank 133 010

Vehicles 70 000

Stationery 4 170

316 890 288 190

[14]

SECTIONDQUESTION9 [11marks;9minutes]

TASKStudy the following advertisement for a position you want to apply for and answer the questions.

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227RESOURCES

MOQHAKEMUNICIPALITYBOOKKEEPERSalary: R140 253, 72 — R156 601, 71 per year (Level 4)

Prerequisites:

• Further qualifications majoring in Accounting

• Computer literacy

• Knowledge of Venus system would be beneficial

Responsibilities: • Handle credits and debits • Approve journals

• Balance receivables • Set off overdrafts • Handle enquiries

• Handle correspondence

Enquiries: Personnel Department, Ms N Montsitisi Tel. 056 011 020

2nd floor, Municipal Offices, Kroonstad

Addressapplicationsto: The Municipal Manager, P O Box 222,

Kroonstad, 0812 by 15 September 2014.

9.1 Who will be your employer? (2)9.2 What position are you applying for? (2)9.3 Indicate the level of the position. (2)9.4 What would your yearly remuneration be for this position? (2)9.5 Name THREE specific responsibilities that you will have

to fulfil. (3) [11]


TASKComplete the following table.

Sole trader Partnership

Number of owners

Where do they get the money from to start the business?

To whom does the profit belong?

Is the business a juristic (legal) person?

Who assumes liability for debt?

[10]


11.1 Name THREE leadership and management styles and explain each. [9]

TOTAL:MARKS150

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228 RESOURCES

GRADE 8 END-OF-YEAR EXAMINATION: MEMO TERM 4


SECTIONAQUESTION11.1 A ✔✔

1.2 D ✔✔

1.3 A ✔✔

1.4 C ✔✔

1.5 D ✔✔ (5 × 2 = 10)

QUESTION22.1 True ✔✔

2.2 False ✔✔

2.3 False ✔✔

2.4 True ✔✔

2.5 True ✔✔ (5 × 2 = 10)

QUESTION33.1 Provincial and local ✔✔

3.2 Business or enterprise ✔✔

3.3 Shareholders ✔✔

3.4 Consumers ✔✔ 3.5 Dividends ✔✔ (5 × 2 = 10)

QUESTION41. E ✔✔

2. D ✔✔

3. F ✔✔

4. C ✔✔

5. A ✔✔ (5 × 2 = 10)

SECTIONBQUESTION55.1 Education, housing, health, social services, child support, welfare,

transport, security, water and agriculture (any 3 × 2 = 6)5.2 Social grants ✔✔

Free education for the poor ✔✔

Free primary healthcare for the poor ✔✔

Free water and electricity for the poor ✔✔ (any 2 × 2 = 4)5.3 Infrastructure means buildings, roads, electricity supply required

for a society to operate ✔✔ (2)5.4 Transformation means change ✔✔ (2)5.5 Democratic values and human rights ✔✔ (2)

[16]

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229RESOURCES

QUESTION66.1 Buy a bigger building, ✔✔ buy more cash registers ✔✔ and

equipment, buy a vehicle, ✔✔ build more parking places, and buy more stock. ✔✔ (any 2 × 2 = 4)

6.2 Appoint more employees, ✔✔ provide staff training and increase salaries or wages, or benefits. ✔✔ (any 2 × 2 = 4)

6.3 Yes, investing in capital and labour make it easier for businesses to produce more goods ✔ the more you produce, the more you can sell and the higher the profit you can make. ✔ (2)

6.4 Income of households increase when wages and salaries increase. ✔ Then they spend more money on goods and services and increase economic growth and progress. ✔ (2)

6.5 The government’s income increases when its revenue from taxes increases. When businesses increase their profits, they pay more taxes and this means an increase in government revenue. The government has more money to spend on the budget and to provide services to the country. ✔ Government also contributes to the economic prosperity and growth by spending more money on government programmes. ✔ (2)

[14]

SECTIONCQUESTION7



Account credit

Amount A OE

e.g. Pay R50 to Point Tennis Club as a donation

Cheque counterfoil

CPJ Donations Bank R50 — —

1. The owner, Ms Allen, increases her capital contribution by R15 000

Deposit slip/duplicate receipt✔

CRJ✔ Bank✔ Capital✔ R15 000 +✔ +✔

2. Ms Allen, the owner, draws a cheque to pay her private phone bill, R200

Cheque counterfoil✔

CPJ✔ Drawings✔ Bank✔ R200 —✔ —✔

3. Receive R163 for repairs to computers

Duplicate receipt✔

CRJ✔ Bank✔ Current income✔

R163 +✔ +✔

4. Buy a printer for office use, R1 299


CPJ✔ Equipment ✔

Bank✔ R1 299 +✔

—✔

5. Pay the weekly wages, R1 100


CPJ✔ Wages✔ Bank✔ R1 100 —✔ —✔

6. Receive rent for an exhibition held at the company's premises for R2 500

Duplicate receipt✔

CRJ✔ Bank✔ Rent income✔

R2 500 +✔ +✔

[36]

EMS (8ENG).indb 229 6/5/13 3:56:07 PM

230 RESOURCES


TrialBalanceofGerberServiceson30November2014

BalanceSheetaccounts✔ Fol. Debit Credit

Capital ✔✔346 700

Drawings ✔18 000

Land and buildings ✔159 000

Vehicles ✔70 000

Equipment ✔27 140

Bank ✔133 010

Nominalaccounts✔

Current income ✔129 190

Wages ✔36 200

Telephone ✔1 650

Water and electricity ✔26 720

Stationery ✔4 170

475 890 475 890

[14]

SECTIONDQUESTION9 [11marks;9minutes]

9.1 Moqhake Municipality ✔✔

9.2 Bookkeeper ✔✔

9.3 Level 4 position ✔✔

9.4 R140 253, 72 – R156 601, 71 per year ✔✔

9.5 ✔ Handle credits and debits ✔ Approve journals ✔ Balance receivables ✔ Set off overdrafts ✔ Handle enquiries ✔ Handle correspondence (any 3 × 1 = 3)

[11]


Sole trader Partnership

Number of owners 1 ✔ 2—20 ✔

Where do they get the money from to start the business?

Own money/can take a loan from a bank ✔

Partners’ own money/can take a loan from a bank ✔

To whom does the profit belong?

Owner ✔ Partners divide it according to the Partnership Agreement ✔

Is the business a juristic (legal) person?

No ✔ No ✔

Who assumes liability for debt?

Owner ✔ All the partners (jointly and severally) ✔

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231RESOURCES


11.1 Laissez faire/permissive/free-rein style: ✔ a management style in which you delegate tasks to others and give them the freedom to decide how to do tasks. ✔✔

Democratic/participatory management style: ✔ a management style in which managers participate in the process of getting the task done. ✔✔

Autocratic management style: ✔ a management style in which you dictate to people what they must do without giving them a chance to decide or participate. ✔✔ [9]

TOTAL:MARKS150

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232 RESOURCES

2. PowerPoint CD

This Teacher’s Guide comes with a CD that provides MS PowerPoint slides for some of the Economic and Management Sciences lessons.

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233RESOURCES

3. List of useful reading material and Internet resources

1. Read as much literature as you can that is relevant to Economic and Management Sciences:• Financial magazines e.g. Financial Mail• Financial newspapers e.g. Business Day and the financial

sections in newspapers e.g. Personal Finance section in the Sunday Times

• Internet websites dealing with national and international financial and economic matters, especially entrepreneurs and entrepreneurship

• National Geographic for information on people and their life circumstances around the world.

2. Stay abreast of current affairs and events that impact the South African and global economies e.g. natural disasters.

3. Find various statistics that support the information you are teaching at Statistics SA http://www.statssa.gov.za/ (e.g. Statistics SA Quarterly Labour Reports).

4. Websites such as http://www.info.gov.za offer current information on the South African government and copies of state documents e.g. the Companies Act: http://www.info.gov.za/view/DownloadFileAction?id=98894) and social grants http://www.info.gov.za/aboutsa/socialdev.htm and http://www.dsd.gov.za/

5. Financial information can also be found on the National Treasury website http://www.treasury.gov.za/ and the 2012 National Budget Speech, for example on http://www.treasury.gov.za/documents/national%20budget/2012/speech/speech.pdf

6. Another useful website for information about the government and South Africa: http://www.southafrica.info/about/government/gov.htm

7. South African Revenue Service: http://www.sars.gov.za/

8. Information on labour legislation and other labour matters: http://www.labour.gov.za/

EMS (8ENG).indb 233 6/5/13 3:56:07 PM

234 RESOURCES

4. Glossary for teachers

accountability – the acknowledgement and assumption of responsibility for your actions, duties and decisions. Someone who is accountable should be able to justify and explain his/her decisions and actions

accounting concepts – words that are used in accounting (e.g. assets, owner’s equity, liabilities)

accounting cycle – steps that are followed from the initiating of a transaction to the final reporting on it

accounting equation – assets = owner’s equity + liabilities

acquisition and disposal of tangible assets – the purchase and sale of fixed assets

administrative costs – the costs incurred in administering a manufacturing business

Balance Sheet – a statement that reflects the financial position of the business on a specific date

books of first entry – all subsidiary journals (cash, debtors, creditors and general journals, etc.)

break-even point – the point when the cost of the number of units of a good produced equals the total sales of that good sold, with no loss or profit to the business

business cycle – the fluctuation of economic activity in the economy (sometimes with no regular intervals)

business plan – an action plan that entrepreneurs draw up for the purpose of starting a business

cash budget – cash forecast of future cash receipts and payments, setting out the expected cash receipts and cash payments over the budget period

circular flow – the flow of goods and services in one direction and money in another and opposite direction, between consumers, businesses, the public sector and the foreign sector

close corporation – a form of ownership (according to Act 74 of 1984)

Code of ethics – a written set of rules and guidelines which outline the moral standards and ethical principles to be followed by an organisation and all of its members

company – a form of ownership (according to Act 61 of 1973 as amended)

consumer – someone who uses goods and services to satisfy wants

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235RESOURCES

consumable goods – items that are used up (consumed) during the financial year, such as stationery, packaging and cleaning materials

contemporary – existing at the present time

cost principles – the methods used to classify and determine costs (e.g. direct cost, indirect cost)

creditors payment schedules – timelines to pay creditors

current accounting practices – current accounting practice in South Africa, determined by the various Acts of Parliament and GAAP

cycle – the oscillation of the values of economic variables around a secular trend line

debtors collection schedules – timelines for receipt of payments from debtors

depreciation – a decrease in the value of an asset over a period of time

direct labour costs – the salaries and wages paid to the employees who are directly involved in the manufacture of a good

direct material costs – the costs of all the raw materials that are used directly in the manufacture of a good

discuss – compare a number of possible views about an issue or problem and weigh up their relative importance

drawings – cash or other assets that the owner withdraws from the business

economic empowerment – enhancing the ability of people to take control of their lives and make responsible economic decisions

economic growth – an increase in the economic activity of the country which results in a rise in the standard of living

economy – an area in which production, consumption and exchange takes place

employee contributions – money deducted from the employee’s salary towards a particular fund (e.g. medical aid, unemployment insurance fund)

employer contributions – additional contributions by the employer towards the various employee funds (e.g. unemployment insurance fund)

entrepreneur – a person with a good idea who combines the factors of production to produce goods and services

ethics – the moral values and principles that set the standards of good and proper conduct for people and organisations

evaluate – compare a number of views about an issue or problem and weigh up their relative importance (like discuss); a final judgement is essential

examine – break down a problem or an issue in order to understand it

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236 RESOURCES

exchange – trading goods and services for money

externality – third-party effect; a consequence of an economic activity which affects other parties without this being reflected in market prices

factors of production – the physical, financial and human resources used in production

final accounts – accounts that are prepared for the determination of profit or loss and the distribution of these in accordance with accounting practice

financial accounting – financial information primarily for internal use

financial period – a predetermined timeline for financial activities

financial statement – final report reflecting financial results and position for a given period in accordance with accounting practice

fixed costs – costs that remain the same regardless of the level of production

franchise – the right to run a business using the name and idea of an established person

Generally Accepted Accounting Practices (GAAP) – concepts and principles according to accounting standards regulated by the Companies Act (Act No. 61 of 1993) and which are acceptable in the financial world

global economy – the world-wide economy

human right – a right that belongs to all persons

indigenous – originating in the region or country where found; native

indirect labour costs – the salaries and wages paid to the employees who are not directly involved in the manufacture of a good

indirect material costs – the cost of the raw materials used in the manufacturing process, which are either not directly identifiable in the finished goods or are a relatively insignificant part of the finished goods

insurance – providing financial protection in the event of loss

internal audit – an independent objective assurance and consulting activity designed to add value and improve an organisation’s operation

internal control – an action taken by management to enhance the likelihood that established objectives and goals will be achieved

International Financial Reporting Standards (IFRS) – a single set of high-quality financial reporting standards, developed by the International Accounting Standards Board (IASB), which is fast becoming the global standard for the preparation of public company financial statements

EMS (8ENG).indb 236 6/5/13 3:56:07 PM

237RESOURCES

inventory – various stocks on hand for resale or manufacturing purposes

investigate – to look for evidence, explain and analyse (e.g. investigate why the government chose to increase interest rates in July)

King Code – a report drawn up by a South African committee chaired by former High Court judge, Mervyn King, which sets out the principles and guidelines relating to good and ethical corporate governance

macro-economics – the part of Economics concerned with large-scale or general economic factors (e.g. interest rates, national productivity)

managerial accounting – provides financial information primarily for internal use

marginalised – having been pushed to the margins or edges (e.g. marginalised people – people who have been pushed to the edge of economic activity – the poorest, the unemployed, those most vulnerable)

market – the interface of buyers and sellers that influences the price of a good or service

marketing mix – the combination of price, product, place and promotion to make a good or service desirable to the consumer

micro-economics – the part of Economics concerned with single factors and focusing on the smallest decision-making unit

mortgage bond – a loan taken out at a commercial bank in order to buy property, which is repaid over a long period (usually 20 years) and is classified as a non-current liability

need – the desire for a good or a service

needs analysis – identifying the needs of customers

non-profit organisation – an organisation whose major focus point is service delivery and not profit

price – the amount of money paid for a good or service

production cost – various costs incurred in the production of a good

productivity – a measurement of the output of labour in production

profitability – a business’s ability to generate profit and is a measure of how well a business has performed

projected Income Statement – a forecast of future revenue and expenditure

sustainability – the ability to maintain economic, social and environmental resources by operating in a manner that does not jeopardise our current and future social, environmental and economic well-being

EMS (8ENG).indb 237 6/5/13 3:56:07 PM

238 RESOURCES

sustainable development – development that meets the needs of the present without compromising the ability of future generations to meet their own needs

tangible assets – all fixed assets (moveable and non-moveable)

trade union – an association established by workers to look after their interests (e.g. salaries, working conditions)

transparency – an open and honest way of doing things that allows other people to know exactly what you are doing and does not seek to hide the truth

variable costs – the costs that change with the level of production

ventures – commercial undertakings where there is a possibility of loss as well as profit

vulnerable – exposed to attack or harm, either physical or emotional (e.g. economically, women, children, the elderly, the handicapped, the poor)

want – a need backed by the willingness to sacrifice resources to satisfy it

workplace forum – committee of workers operating at the workplace to address issues that concern them directly

EMS (8ENG).indb 238 6/5/13 3:56:07 PM

239RESOURCES

5. Lesson plan template

Topic of lesson

Term/Week/Learner’s Book page reference/Time

Curriculum and Assessment Policy Statement (CAPS) content

Resources

New words and concepts

Preparation

Teaching the topic (guidelines for each lesson)

Answers for activities

Informal assessment of relevant activities

Consolidation/extension activities and answers

EMS (8ENG).indb 239 6/5/13 3:56:07 PM

EMS (8ENG).indb 240 6/5/13 3:56:07 PM

241

1. Self-assessmenttemplate 242

2.Peerassessmenttemplate 243

3.Groupassessmenttemplate 244

5. Assessment Templates

EMS (8ENG).indb 241 6/5/13 3:56:07 PM

242 ASSESSMENT TEMPLATES

1.

Sel

f-ass

essm

entte

mpla

te

Myn

am

e:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Date

:__

____

____

____

____

____

____

____

____

____

____

Act

ivity:__

____

____

____

____

____

____

____

____

_

Cho

ose

one

of th

e co

lum

ns to

reco

rd h

ow w

ell y

ou d

id th

is ac

tivity

.

7

Ou

tsta

nd

ing

(80

—10

0%

)

6

Me

rito

rio

us

(70

—7

9%

)

5

Su

bst

anti

al

(60

—6

9%

)

4

Ad

eq

uat

e

(50

—5

9%

)

3

Mo

de

rate

(4

0—

49

%)

2

Ele

me

nta

ry

(30

—3

9%

)

1 N

ot

ach

ieve

d

(0—

29

%)

I un

der

sto

od

exa

ctly

w

hat

to

do

an

d d

id

ou

tsta

nd

ing

wo

rk

I un

der

sto

od

wh

at t

o

do

ver

y w

ell a

nd

did

ve

ry g

oo

d w

ork

I un

der

sto

od

wh

at t

o

do

wel

l an

d d

id g

oo

d

wo

rk

I un

der

sto

od

mo

re o

r le

ss w

hat

to

do

an

d

com

ple

ted

mo

st o

f th

e w

ork

I nee

ded

so

me

hel

p

and

co

mp

lete

d s

om

e of

th

e w

ork

I nee

ded

qu

ite

a lo

t of

hel

p t

o d

o t

his

. I

was

no

t su

re w

hat

to

do

I did

no

t u

nd

erst

and

th

e w

ork

at

all.

I nee

d

a lo

t of

hel

p

Com

men

tso

nm

yw

ork

1.

Wha

t I li

ked

abou

t my

wor

k__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

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____

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____

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____

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____

____

____

____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

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____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

2.

How

I ca

n im

prov

e m

y w

ork

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

EMS (8ENG).indb 242 6/5/13 3:56:07 PM

243ASSESSMENT TEMPLATES

2.

Pee

rass

essm

entte

mpla

te

Myn

am

e:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Myp

art

ner

’sn

am

e:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Date

:__

____

____

____

____

____

____

____

____

_Act

ivity:__

____

____

____

____

____

____

____

____

____

____

Cho

ose

one

of th

e co

lum

ns to

reco

rd h

ow w

ell y

our f

riend

did

in th

is ac

tivity

.

7

Ou

tsta

nd

ing

(80

—10

0%

)

6

Me

rito

rio

us

(70

—7

9%

)

5

Su

bst

anti

al

(60

—6

9%

)

4

Ad

eq

uat

e

(50

—5

9%

)

3

Mo

de

rate

(4

0—

49

%)

2

Ele

me

nta

ry

(30

—3

9%

)

1 N

ot

ach

ieve

d

(0—

29

%)

I can

no

t fi

nd

an

yth

ing

wro

ng

w

ith

th

is w

ork

. It

is

exce

llen

t

Th

ere

are

no

t m

any

thin

gs

that

can

be

imp

rove

d. I

t is

ver

y g

oo

d

Th

ere

are

a fe

w

thin

gs

that

can

be

imp

rove

d, b

ut

I th

ink

this

is g

oo

d

I th

ink

this

nee

ds

a b

it m

ore

wo

rk a

nd

th

en it

will

be

go

od

I th

ink

my

part

ner

n

eed

s so

me

hel

p

wit

h t

his

I do

n’t

thin

k m

y pa

rtn

er u

nd

erst

oo

d

ever

yth

ing

ver

y w

ell

I do

n’t

thin

k m

y pa

rtn

er u

nd

erst

and

s th

is w

ork

at

all

Com

men

tso

nm

yp

art

ner

’sw

ork

1.

Wha

t I li

ked

abou

t my

part

ner’s

wor

k__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

2.

How

my

part

ner c

an im

prov

e hi

s/he

r wor

k__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

EMS (8ENG).indb 243 6/5/13 3:56:07 PM

244 ASSESSMENT TEMPLATES

3.

Gro

upa

sses

smen

tte

mpla

te

Nam

es:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Date

:__

____

____

____

____

____

____

____

____

____

__A

ctiv

ity:__

____

____

____

____

____

____

____

____

____

Cho

ose

one

colu

mn

to sh

ow h

ow w

ell y

our g

roup

did

this

activ

ity.

Cri

teri

a7

O

uts

tan

din

g(8

0—

100

%)

6

Me

rito

rio

us

(70

—7

9%

)

5

Su

bst

anti

al

(60

—6

9%

)

4

Ad

eq

uat

e

(50

—5

9%

)

3

Mo

de

rate

(4

0—

49

%)

2

Ele

me

nta

ry

(30

—3

9%

)

1 N

ot

ach

ieve

d

(0—

29

%)

We

mad

e d

ecis

ion

s to

get

her

Ever

yon

e co

ntr

ibu

ted

id

eas

We

gav

e ea

ch o

ther

a

turn

to

tal

k

We

follo

wed

th

e in

stru

ctio

ns

We

use

d t

he

tim

e to

w

ork

to

get

her

Com

men

tso

no

urgro

up’

swork

1.

Wha

t I li

ked

abou

t my

grou

p’s w

ork

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

2.

How

we

as a

gro

up c

an im

prov

e ou

r wor

k__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

EMS (8ENG).indb 244 6/5/13 3:56:08 PM

245

1. CashPaymentsJournal 246

2.CashReceiptsJournal 247

3.GeneralLedgeraccount 248

4.TrialBalance 249

5.DebtorsLedger 250

6.CreditorsLedger 250

7. AccountingEquation 251

8.DebtorsJournal 251

9.CreditorsJournal 252

10.Depositslip 253

11.Chequeandchequecounterfoil 253

12.Receipt 254

13.CashInvoice 254

14.IncomeStatementofaservices

business(forenrichmentonly) 255

15.IncomeStatementofatrading

business(forenrichmentonly) 256

6. Source documents and journal templates

EMS (8ENG).indb 245 6/5/13 3:56:08 PM

246 SOURCE DOCUMENTS AND JOURNAL TEMPLATES

1. Cash

Pay

men

tsJ

ourn

alof

___

____

____

____

____

____

__fo

r__

____

____

____

CPJ

___

Do

c.n

o.D

ayN

ame

of

pay

ee

Fol.

Ban

kS

tati

on

ery

Wag

esS

un

dry

acc

ou

nts

Am

ou

nt

Fol.

Det

ails

EMS (8ENG).indb 246 6/5/13 3:56:08 PM

247SOURCE DOCUMENTS AND JOURNAL TEMPLATES

2.

Cash

Rec

eipts

Journ

alof

___

____

____

____

____

____

__fo

r__

____

____

____

CRJ__

_

Do

c.n

o.D

ayD

etai

lsFo

l.A

nal

ysis

of

rece

ipts

Ban

kC

urr

en

t in

com

eS

un

dry

acc

ou

nts

Am

ou

nt

Fol.

Det

ails

EMS (8ENG).indb 247 6/5/13 3:56:08 PM


3.

GeneralLedgerof_______________________

________________________________account

Dr _______________________ ___ Cr


Dr _______________________ ___ Cr


Dr _______________________ ___ Cr


Dr _______________________ ___ Cr


EMS (8ENG).indb 248 6/5/13 3:56:08 PM


4.TrialBalanceof_________________________on___________________


Nominalaccounts

EMS (8ENG).indb 249 6/5/13 3:56:08 PM


5.

DebtorsLedgerof_________________________

_________________________________________ _____

Date Details/Document no. Fol. Debit (+) Credit (—) Balance

6.

CreditorsLedgerof_________________________

_________________________________________ _____

Date Details/Document no. Fol. Debit (—) Credit (+) Balance

EMS (8ENG).indb 250 6/5/13 3:56:08 PM


7.



8.

DebtorsJournalof________________________________________ DJ____

Doc.no.

Day Debtor Fol. Sales Cost of sales

EMS (8ENG).indb 251 6/5/13 3:56:08 PM


9.

CreditorsJournalof________________________________________ CJ____

Doc.no.

Day Creditor Fol. Creditors control

Trading stock

Stationery Sundry accounts

Amount Fol. Details

EMS (8ENG).indb 252 6/5/13 3:56:08 PM


10.

DEPOSITSLIP

Bank

Date _______________________________________

Cash being deposited

Credit Account number

R c

Note

Silver

Bronze

Money orders

Sub-total

Cheques deposited

Drawer’s name

BankBranch name / clearance code

1

2

3

Details of Depositor

Name Total RSignature Tel

Deposit reference

11.

004-003

TO CHEQUEFOR BRANCH

Balance R

Deposit R Pay:

Subtotal R The amount of rand ROther debits R cent or Bearer

This cheque R

Balance R 123 004003 4569876009 18

123

EMS (8ENG).indb 253 6/5/13 3:56:09 PM


12.

NO.

RECEIPT

Received from:

The amount of:

R

For payment of:

13.

NO.

CASHINVOICEDate:

TO:

BOUGHT FROM:

Quantity Description Unit price Amount

E & OE

EMS (8ENG).indb 254 6/5/13 3:56:09 PM


14.

_______________________________________________________

_______________________________________________________

INCOMESTATEMENTFORTHEYEARENDED_____________________

Note R

Income from services rendered

Other operating income

Gross operating income

Operating expenses

Operating profit (loss)

Interest income 1

Profit (loss) before interest expense

Interest expense 2

Net profit (loss) for the year

EMS (8ENG).indb 255 6/5/13 3:56:09 PM


15.

_______________________________________________________

_______________________________________________________

INCOMESTATEMENTFORTHEYEARENDED_____________________

Note R

Sales

Cost of sales

Gross profit

Other operating income

Gross operating income

Operating expenses

Operating profit (loss)

Interest income 1

Profit (loss) before interest expense

Interest expense 2

Net profit (loss) for the year

EMS (8ENG).indb 256 6/5/13 3:56:09 PM

Formal Assessment Task 1: Answer sheet

You can use this section to file the Curriculum and Assessment

Policy Statement (CAPS) for Economic and Management Sciences

(Grades 7—9) as well as other documentation received from the

Department of Basic Education.

7. Documents

257

EMS (8ENG).indb 257 6/5/13 3:56:09 PM

8Grade Study & Master

Economic and Management Sciences

Study & Master Economic and Management Sciences has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Economic and Management Sciences.

The comprehensive Learner’s Book:

• explains key concepts as well as economic and accountingterms in accessible language

• includes real-life examples

• provides glossary boxes in the margin as well as acomprehensive glossary in the back for easy reference

• offers opportunities for frequent consolidation in its Reviewand Exam Preparation sections.

The innovative Teacher’s Guide includes:

• extended contents pages for easy daily planning

• guidance on the teaching and assessment of each lesson

• answers to all the activities in the Learner’s Book

• a comprehensive glossary

• photocopiable assessment tasks, tests and exemplarexamination papers and memorandums

• photocopiable templates and resources for the teacher.

www.cup.co.za

Marietjie Barnard’s extended teaching experience has manifested in her being awarded for the National Teaching Awards and in excellent national results. She has previously published with Cambridge when she was the lead author of an Accounting course aimed at bridging the gap between Grades 9 and 10.

SM_EMS_G8_TG_CAPS_ENG.indd 2 2013/06/05 3:44 PM

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