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6Economic and Management

Sciences

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ECONOMIC AND MANAGEMENT SCIENCES GRADE 6 TEACHER’S GUIDE

TERM 1

Week 1

Revision of LO 1-2 Draw up a written or oral test. Week 2 Economic Cycle Methodology: 1. Ask questions to determine if learners understand the meanings of the following concepts:

o Household - Economic unit comprising of all the persons living in the same house. o Consumers - A person who buys and uses goods and services. o Producers - People who make or grow things that can satisfy needs. o Government – People elected to rule and govern a country, according to a constitution.

Assessment: Informal activities. Compile structured questions on the role-players. Learners answer questions in workbook. Integration: Social Science Life Orientation Resources: Textbook, newspapers, magazines Vocabulary

Household consumers producers government economic cycle Economic Cycle

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WEEK 3 Methodology: 1. Use Storytelling to share information about a specific product, e.g. a chocolate, where it is manufactured by people working in factories, bought by the same people -that are paid wages and salaries, government receives a portion of the wages and salaries in the form of taxes and also receive the VAT that was paid when the chocolate is bought from the shop - then taxes are used to perform essential services for the population. Draw blocks to write the different concepts and as many interactions with each other as can be identified. 2. Use the economic cycle provided in week 2, make flashcards of the different role- players and use it to construct the economic cycle while telling the story. Assessment: Informal assessment: 1. Learners will construct a diagram of the economic cycle depicting all the role-players in their workbook. 2. Learners write sentences to show the flow of money, goods and services, flowing into and out of their household. Integration: Social Science Languages Resources: Textbook, wall chart, worksheets, workbooks Vocabulary

flow economy manufactured produced money Week 4 Methodology: 1. Use flashcards and arrows to indicate the flow of resources and services in the economic cycle. E.g. the flow of wages to households in exchange for labour; the flow of money to businesses in exchange for goods and services. 2. Add more flashcards (arrows and explanations of the flow) to illustrate the different flows within the economic cycle. Assessment: Informal Assessment: 1. Collect information about the flow of money for goods and services flowing into and out of your households. Learners discuss their findings. Integration: Social Science Languages Resources: Textbook, wall chart, worksheets, flashcards Vocabulary

labour commission goods wages salary gratuity social grant

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Week 5 Methodology: 1. Consolidation of work done in week 4. 2. Learners do the Formal Assessment task. Assessment: Formal Assessment Task 1 Activity 1: Work sheet LO 1: AS 6.1.3. Marks: 25 marks Instructions: 1. Construct a diagram of the economic cycle. 2. Write a paragraph on the flow of money, goods and services, flowing into and out of your household. Rubric Criteria MARKS 1 - 2 3 - 5 6 - 7 8 - 10 Diagram showing the flow of the economic cycle

Diagram not drawn

Diagram drawn but incorrect

Diagram drawn but partially correct

Excellent illustration

1 - 2 3 - 5 6 - 7 8 - 10 Paragraph describing the economic cycle

Cannot describe the economic cycle

Partially correct Good Excellent

MARKS 1 2 - 3 4 5 Neatness and Presentation

Not very neat and poor presentation

Learner made some effort

Good effort Excellent Presentation

Integration: Social Science Languages Resources: Textbook, wall chart, worksheets, flashcards Vocabulary

consumption production resources services participant

Week 6 Rights and responsibilities with in a business context Methodology: 1. Revise the concepts production and consumption. (Oral Questions). 2. Use suitable picture depicting people participating in production and consumption of resources and services.

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Assessment: Informal assessment: Ask questions to allow learners to identify participants. Integration: Social Sciences (Geography) Life Orientation Resources: Textbook, wall chart, worksheets, flashcards Week 7 Methodology: 1. Explain the rights of producers: produce goods, determine prices, and choose target market. 2. Explain the responsibilities of producers: produce suitable goods, create affordable prices, and transform inputs into outputs.

3. Explain the rights of consumers: purchase products of their choice; Pay the price they are willing to pay. 4. Explain the responsibilities of consumers: Use money wisely, buy quality goods, maintain the product e.g. homes 5. Facilitate a discussion on the many rights and responsibilities of producers and consumers, using a chart. Divide a chart into the following quadrants: Rights of Production, Rights of Consumption, Responsibilities of Production, Responsibilities of Consumption. 6. Learners must use the Zopp method (Annexure A) to put as many rights and responsibilities that they can think of, in the different quadrants and find some rights and responsibilities that are both applicable to Producers and Consumers. Assessment Informal Assessment: The learners are asked to read the statement in the textbox below and then complete the crossword puzzle on consumer rights that follows in their workbooks.

The consumer has to make sure that the articles purchased are of a good quality, and reasonably prices, and if applicable, covered by guarantee.

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Choose the answers from the box: fairly service informed heard safety choose education CLUES: Across

1. The consumer has the right to…………………………….. 3. The consumer has the right to be…………………………. 5. The consumer has the right to……………………………. 6. The consumer has the right to be … … …. ….. Down 2. The consumer has the right to be treated…………………………….. 4. The consumer has the right to ………………… 7. The consumer has the right to after-sales………………..

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Integration: Social Sciences (Geography) Life Orientation Resources: Textbook, wall chart, worksheets, flashcards Vocabulary

rights responsibilities inputs outputs target market

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Week 8 Tax Methodology: 1. Revise the concept of tax (percentage of income that is paid to government at the end of each month ) and asks learners the following questions. 1. Explain what tax is? 2. Who pay taxes? 3. To whom do they pay taxes? 4. What is the purpose of tax collection? 2. Learners write answers in their workbooks. 3. Explain different types of taxes. (Direct and Indirect tax). Tax

Income tax VAT Fuel tax Company tax

Direct tax: percentage of income that is paid to government at the end of each month e.g. income tax.

Indirect tax - you pay tax when you buy goods or services. (Indirect tax is included in the price – the business pay it to the government)

Fuel Tax – Petrol, Diesel and Oil, Excise Tax – Cigarettes and Wine, Import Tax – Everything that is imported, Licences – car, radio, TV Transport Tax - airport tickets, roads (toll roads), train tickets, bus tickets Value Added Tax (VAT) – It is paid on non-essential items people buy. VAT is also paid on water, electricity. Non-taxable items - Maize meal, Brown Bread, Cooking Oil, Fruit, Vegetables, Beans, Milk.

5. Explain by using the information relating to tax in the budget speech and show how taxes

influence consumers and businesses: Direct Tax influence consumers:

Income tax, (gross and nett salary)The more you earn the higher the percentage you pay for tax.

Direct Tax influence business: Higher profits, higher tax Indirect Tax influences for consumers and business:

o Increases in the tax rate leads to an increase in the cost of goods and services. o Consumers have less money available to spend on basic needs. o Businesses have to raise their prices to ensure profit margins. o Force consumers to buy local products (Proudly South African products). o Encourage consumers to cultivate healthy lifestyles.

Direct tax Indirect tax

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Assessment: Formal Assessment Task 1 Activity 2: Research Project LO 1: AS 6.1.4. Marks: 35 marks Instructions: 1. Learners to research different taxes, both direct and indirect. 2. Extract information from the budget speech to identify direct and indirect taxes that are charged (Income tax, fuel, cigarettes, alcohol, etc.) 3. Use information extracted from the budget speech and indicate the influence that it has on the income of consumers and businesses. (Productivity, employment, profits, income, standards of living, savings, sales etc.) 4. Learners do a short presentation on their findings 1.1.Study the following budgets and list the different taxes in the table:

2008 2009

Direct taxes Amount Direct taxes Amount Indirect taxes Indirect taxes 1.2. Which taxes increased? _______________________________________________________ ___________________________________________________________________________ 1.3. Which taxes decreased? _______________________________________________________ ___________________________________________________________________________ 1.4. Explain the influence it has on the income of consumers and businesses. (e.g. productivity, employment, profits, income, standards of living, savings, sales etc.) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Example of budget 2008

Example of budget 2009

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2. Study the cashier slip and answer the questions:

2.1 What type of tax is on this cashier slip? _________________________________ 2.2 Which items are taxable? _________________________________ _________________________________ 2.3 Why are these items taxable? _________________________________ 2.4 Which items are tax free? _________________________________ 2.5 Why are these items tax free? _________________________________ _________________________________ 2.6 What impact will it have on the consumer if it was taxable? _________________________________ _________________________________ 2.7 What kind of tax is VAT? (direct or indirect tax. Give a reason for your

answer. ________________________________

_______________________________

2.8 What is the total amount VAT paid? ______________________________

CASH DEALERS TEL NO 022432543 VAT REG NO 35287

RETAIN AS PROOF OF PURCHASE _______________________________________

MENS SLEEPWEAR A 79 . 95 MENS TOP A 49 . 95 CHILDRENS SHOES A 99 . 95 BROWN BREAD C 3 . 79 WHITE BREAD A 5 . 99 500ml FRUIT JUICE A 6 . 99 GIFTS A 39 . 75 APPLES C 5 . 99 GRAPES C 14 . 99 65g SWEETS A 2 . 50 1liter MILK C 5 . 95 FOODS TOTAL: 39 . 23 TEXTILES TOTAL: 259 . 80 TOTAL 309 . 03

_______________________________ TAX INVOICE

A-14% VAT 34 . 46 VAT TOTAL 34 . 46

_______________________________ ACCOUNT NUMBER CASH 309 . 03 CASHIER - PUMLA MOLEFI 3/11/2001 11:20

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Memorandum: 1. 1.

2008 2009 Direct taxes Amount Direct taxes Amount Income Tax $$$$$$$$ Income Tax $$$$$$$$ Indirect taxes Indirect taxes VAT $$$$$$$$ VAT $$$$$$$$ Fuel Tax $$$$$$$$ Fuel Tax $$$$$$$$ Excise Tax $$$$$$$$ Excise Tax $$$$$$$$ Transport Tax $$$$$$$$ Transport Tax $$$$$$$$ Car Licences $$$$$$$$ Car Licences $$$$$$$$ Import Tax $$$$$$$$ Import Tax $$$$$$$$ 1.2. ??????? 1.3. ??????? 1.4. Direct Tax influence consumers Income tax, (gross and nett salary) The more you earn the higher the percentage you pay for tax. Influences pensioners Direct Tax influence business: Higher profits, higher tax Indirect Tax influences for consumers and business: i) Increases in the tax rate leads to an increase in the cost of goods and services. ii) Consumers have less money available to spend on basic needs. iii) Businesses have to raise their prices to ensure profit margins. iv) Force consumers to buy local products (Proudly South African products). 2. 2.1 VAT 2.2 Men’s’ sleepwear; Men’s Top; Children’s shoes; White bread; Gifts; Fruit juice; Sweets 2.3 These items are wants and not essential. 2.4 Brown bread; apples; grapes 2.5 It is healthy food. Essential to survive. 2.6 Consumer will not be able to buy enough healthy food to survive. They will become unnourished. 2.7 Indirect tax. Business pays VAT to Government. VAT is included in the price. 2.8 R34.46 Integration: Social Science Life Orientation Resources: Textbook, wall chart, worksheets, flashcards Vocabulary

Income tax Value added tax Company tax Excise duties Estate tax

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Week 9 Revision Methodology: 1. Continuation of week 8. Learners continue with Assessment Task 1; Activity 2 Integration: Social Science Life Orientation Resources: Textbook, wall chart, worksheets, flashcards Vocabulary

Income tax Value added tax Company tax Excise duties Estate tax Week 10 Methodology: 1. Revision of terms work. 2. Learners do Assessment Task 1 Activity 3 – Test Assessment: Formal Assessment Task 1 Activity 3: Test 1. Learners do formal assessment: Remember the minimum marks for the Test is 30 Marks A variety of questions in order of difficult levels are required:

o Fill in missing words, o Choose the correct word, o Compare table A with table B, o True or False, o Write in your own words, o Write a paragraph.

Integration: Social Science Life Orientation

Assessment 1. Educator record all assessment tasks done during term 1: Assessment Task 1 Activity 1 – Worksheet on the economic cycle Assessment Task 1 Activity 2 – Research on different Taxes Assessment Task 1 Activity 3 – Test 2. These assessment tasks must be recorded and filed in learner’s portfolio.

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Resources: Textbook, wall chart, worksheets, flashcards

ZOPP CARDS: The word ZOPP is the acronym or abbreviation for the German phrase “Zielorientierte Projektplanung” – Objectives-oriented Project Planning. The method has been part of the FEBDEV training method for the past decade. In an enterprise development area (where idea-generation and creativity are so important!) it works wonders… It was introduced to FEBDEV by the development agency, GTZ in one of their international training-of-trainers sessions and was quickly adopted. The ZOPP method is an excellent group teaching and learning strategy to facilitate learning in the following ways: To draw on learners’ prior knowledge To make issues clear (e.g. to identify key phrases / key words from text) To generate divergent ideas (e.g. a range of different ideas) Here groups who place their

answers up the quickest can be rewarded To generate convergent answers (e.g. the only correct (same) answer to a set

question) (Here all groups must be requested to hold their answer back – all groups show their answer simultaneously.

SOME IMPORTANT RULES IN USING ZOPP CARDS

METHOD After the group has brainstormed the task, the two or three most important ideas per group is written on a ZOPP card and displayed by the group’s runner against a wall on blank newsprint . (To use colourful half sheets of A4 paper is best, but any A4 waste paper (cut in half) is also suitable.) PRINCIPLES FOR WRITING ON A ZOPP CARD • Write horizontally in big letters • Only one idea per card • Be specific • Write clearly with the marker pen • Maximum three lines per card • Avoid unclear expressions • No names FEEDBACK The educator can then discuss the ideas/answers or ask the feed back giver of each group to convey the

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TERM 2 Week 11 Standards of living and Patterns of consumption Methodology: 1. Revise the concepts: standards of living: the amount of money that people have to spend on goods and services. consumption: use of goods or products production: producing products or goods patterns of consumption: how often and what kind of goods and services people consume. 2. Explain to learners what a subsistence society and a modern society are:

o Self-sufficient: Families depended on themselves to provide for their needs and had a subsistence economy producing just enough to satisfy their own need

o Modern Societies: The family (mother and father) has a job and earn an income (money) to buy things they need. (They have more luxuries)

3. Ask questions like: 1. How did your grandparents satisfied their needs and wants? 2. How do you and your family satisfy your wants and needs? 3. How do people satisfy their needs and wants in a modern society? 4. Explain what trade is. Ask the learners to bring empty consumer goods boxes (Kellogg’s, Omo boxes etc) or containers and simulate trading activities of a trading business. 5. Explain how people specialise in a modern society. The teacher will draw on the children’s prior knowledge of roads, communication, technology, production etc. Discusses the process of specialising in a modern society. Assessment: Informal assessment: Learners answer these questions in their workbooks 1. How would you and your family have satisfied your needs and wants in a subsistence society? 2. How would you and your family satisfy your needs and wants in a modern society? Integration: Social Science Mathematics Resources: Textbook, newspapers, magazines Vocabulary

Standard of living Modern society specialise trade .

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Week 12 Methodology: 1. Week 11 continue. 2. Explain to learners how to do research and do an analysis of their findings.

Step 1: Decide on topic o Brainstorm the topic o Make a concept map of topic o Identify key words relating to topic

Step 2: Find information o Select sources of information appropriate to your task o E.g. web address, encyclopaedia, newspapers, textbooks, people, etc.

Step 3: Select and record information

o Evaluate reliability of information o Check for the relevance of information o Make notes o Organise notes made in a useful way

Step 4: Presenting

o Spreadsheet o Word document (Essay) o Powerpoint presentation

Step 5: Evaluation/Analysis of information

o Assess information found against the requirements of task o Assess the presentation of results against the requirements of the task

Assessment Formal Assessment Task 2 Activity 1: Research Project- questionnaire LO 2: AS 6.2.1. Marks: 30 marks Instructions: 1. Interview two different families using a questionnaire to obtain the following information (The teacher may add any other criteria they would like to investigate): a. Families needs b. Families wants c. On what goods and services are most of the families’ incomes spent?

d. Are all the needs and wants of the families met? e. Do you think these people live in a neighbourhood with a higher/lower standard of

living? f. How often do they buy goods and services?

2. Learners do research. 3. Learners are to analyse the information regarding standards of living and draw conclusions about the patterns of consumptions. 4. The information should be presented in the form of a written report and questionnaires used in the interview should be included.

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RUBRIC (30 marks)

Criteria Questionnaire Incomplete Partially

completed. Satisfactory completion.

Excellent Effort.

1 - 3 4 - 6 7 - 9 10 Collection of information

No effort made.

Some effort made.

Fair amount of information collected.

Very good effort.

1 2-3 4 5 Analysis Not able to

make any conclusions.

Was able to draw conclusions with support.

Was able to draw conclusions.

Comprehensive conclusions have been made.

1 2-3 4 5 Report back Written report

incomplete shows little effort made.

Written report completed with but learner needs assistance.

Written report included most of the information.

Written report was clear and concise and included all information.

1 2-3 4 5 Technical quality

Poorly presented.

Learner made some effort.

Good presentation made.

Excellent Presentation.

1 2-3 4 5 Integration: Social Science Mathematics Resources: Textbook, newspapers, magazines Vocabulary

Standard of living Modern society specialise trade

Week 13 Economic actions against apartheid Methodology: 1.Explain the information relating to economic actions taken against the apartheid government. Use schematic representation to explain these actions.

APARTHEID

CONSUMER BOYCOTTS

DISINVESTMENT

SANCTIONS

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2. Explain the concepts: Apartheid (they had laws that discriminate against people because of their race), Sanctions (steps taken to stop or reduce trade with a country), Disinvestments (reducing or ending investment in a country), Consumer boycott (consumers stop buying goods or stop making use of a service) 3. Give learners an informal activity in their workbooks, answering questions to describe each concept. Assessment: Informal assessment: Learners answer the questions in their workbooks to determine whether they understand the concepts: What is Apartheid? What are sanctions? What is Disinvestments? What is a consumer boycott? Integration: Social Science (History) Resources: Textbook, Internet, newspapers, magazines Vocabulary

apartheid segregation sanctions disinvestment Week 14 Methodology: 1. Explain to learners how the economic actions impacted on change, growth and development. e.g. factories closed, less production, unemployment, poverty 2. Lead a class discussion on this. Assessment: Informal Assessment: Learners answer these questions in their workbooks: What were the economic actions taken against the Apartheid government? Do you think the economic actions were a good idea? How do you think the sanctions influenced the economy at that time? Did the economic actions help to bring about the necessary changes in South Africa? Integration: Social Science Mathematics Resources: Textbook, newspapers, magazines, reference books. Vocabulary

apartheid segregation sanctions disinvestment

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Week 15 Redress historic imbalances Methodology: 1.Explain different steps that were taken by government to redress the historic imbalances: redistribution of resources, gender equity, capacity building, restoring people’s dignity, creating opportunity and employment. 2.Explain each concept: Gender equity: treat women and men equally and give women more opportunities Affirmative action: a plan to employ disadvantaged people Employment equity: to employ people to a set percentage per race group Black economic empowerment: disadvantaged black people in the past are now in positions of power in industries and businesses Assessment: Informal Assessment: Learners describe each step that was taken by government to redress the historic imbalances. Integration: Social Science: Resources: Textbook, newspapers, Internet, reference books. Vocabulary

Gender equity Affirmative action Employment equity

BEE Black Economic Empowerment

Land redistribution

Week 16 Methodology: 1. Continuation of week 15 2. Explain the concepts: Reconstruction and development programme: provide people with a basic supply of clean water, electricity and sanitation; build houses for the poor Redistribution of resources (Land): give land back to its original owners Education and training: change our education to one system for all South Africans Capacity building: create training and job opportunities Assessment: Informal assessment: Give different case studies (available in textbooks) to learners. Learners complete a table with information from the case study in their workbooks, e.g.

People affected Ways in which people lives have improved

Integration: Social Science

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Resources: Textbook, newspapers, Internet, reference books. Vocabulary

RDP Reconstruction and development

programme

Redistribution of resources Capacity building

Week 17 Production Methodology: 1. Explain the production process: inputs - production process - outputs 2. Show the learners pictures of the production process or use a simple scenario that is known to the learners - when mom bakes a cake: to make the cake she needs raw materials, labour, and capital. 3. Explain the concepts: raw materials: flour, eggs, sugar, butter, cake tins, oven labour: a person to make the cake capital: money to buy the raw materials output: the finished product e.g. the cake Input: raw materials, labour, capital waste product: eggshells, empty packets (try to use it e.g. compost – recycling) 3. Ask questions so that learners can make assumptions e.g. What is the raw material and what is the finished product for each product? (trees – furniture) What happened in between? (explain the production process) Assessment: Informal assessment: (must be done in learners workbooks) 1. Draw a diagram to show the three stages of the production process inputs - production process - outputs 2. Learners write a sentence to explain raw materials, labour, capital, output, input, waste products. Integration: Languages Technology Resources: Textbook, newspapers, Internet, reference books. Vocabulary

raw materials labour capital final product

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Week 18 Methodology: Continuation of week 17 Learners do formal Assessment Task 2: Activity 2 Assessment Formal Assessment task 2: Activity 2: Production Simulation LO 3: AS 6.3.1. Marks: 40 marks Instructions 1. Learners produce a product from the raw material to the finish product e.g Pickled onions, jam, gift bags, key rings, coasters, etc. 2. Learners make notes of the following:

- planning - inputs - production process - output - waste - and possible recycling ideas of the waste

RUBRIC (40 marks)

Criteria 1 2-3 4 5 Planning No evidence of

planning. Evidence of planning but incomplete.

Satisfactory planning.

Evidence of concise well thought out planning.

1 - 3 4 - 6 7 - 9 10 Suitable materials

Materials not suitable to end product.

Some materials suitable to the end product.

Suitable materials used.

Excellent choice of material used.

1 - 3 4 - 6 7 - 9 10 Production process: (Logical work order)

No evidence of production process.

Evidence of production process with shortcomings.

Satisfactory evidence of production process.

Production process followed in a concise and clear manner.

1 2-3 4 5 Recycling ideas

No evidence. Some evidence of recycling ideas but inadequate.

Satisfactory recycling evidence.

Excellent recycling ideas.

1 - 3 4 - 6 7 - 9 10 Final product (quality)

Poor quality.

Fair quality. Good quality. Excellent quality.

Integration: Languages Technology Resources: Textbook, newspapers, Internet, reference books. Vocabulary

raw materials labour capital final product

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Week 19 Revision Methodology: Complete Assessment Task 2: Activity 2. Do revision on work done during term 2. Assessment task: Informal assessment: Ask questions on work done during term 2. Integration: Languages Technology Resources: Textbook, newspapers, Internet, reference books. Vocabulary

raw materials labour capital final product Week 20 Methodology: Assessment: Formal Assessment Task 2 Activity 3: Test. 2. Minimum of 30 marks is required for a test. Make use of a variety of questions that include different levels of difficulty e.g.

o Fill in missing words, o Choose the correct word, o Compare table A with table B, o True or False, o Write in your own words, o Write a paragraph

Assessment 1. Educator records all assessment tasks completed during term 2: Assessment Task 2 Activity 1 - Research project - questionnaire Assessment Task 2 Activity 2 – Production Simulation Assessment Task 2 Activity 3 - Test 2. Above must be recorded and filed in learners’ portfolio.

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TERM 3 Week 21 Debt and Banking facilities Methodology: 1. Explain the concepts:

o Debt: money that people owe. o Credit: buying something, but not paying for it immediately o Good debt: debt that will improve your life e.g. home loan (value increase), car loan o Bad debt: cannot afford to pay off.

2. Explain why people get into debt:

o Impulse buying: people buy things they don’t really need; o Borrow money: often don’t wait until they have enough money – high interest rates o Owe too much money that they can’t pay it off.

3. Give different case studies out of textbooks about debt.

o Learners can work individually or in pairs. They read through the case studies and answer questions.

o Ask learners how debt can be prevented (save money in a bank until they need it or have the full amount to pay for their needs.)

Assessment: Informal assessment: (must be done in learners workbooks) 1. Learners write a paragraph to describe debt. 2. Learners answer these questions:

o Why do banks and people lend you money? o What mistakes did the people in the stories make when managing their money? o Do you have any advice for the people? o How do you think they should get themselves out of debt?

Integration: Languages Resources: Textbooks, case studies Vocabulary

debt interest overdraft payment credit card Week 22 Methodology: 1. Compare banking and savings facilities offered by different banks. Ask learners to collect information on banking and savings facilities and bring it to school. If banks are not within close proximity, magazines or pamphlets can be given to learners to find out all the required information. 2. Give learners the opportunity to discuss the information and make comparisons.

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Assessment: Informal assessment: Learners write down all the facilities that different banks offer in a table in their workbooks.

ABSA NEDBANK FNB STANDARD BANK Savings account interest Current account interest 32-day savings account interest Cost per withdrawal Integration: Languages Mathematics Resources: Textbooks, magazines, pamphlets Vocabulary

save transactions interest (savings) OTM cheque account Week 23 Community Savings schemes Methodology: 1. Explain the concepts: o stokvels: informal savings clubs that allow people who cannot afford to have bank accounts to save. A group of between 5 – 10 people, each pay in a certain amount of money every month. Each month one person in the club receives all the money in the kitty (total amount paid in)

Advantages: o Members get together and have a good time. o Allow people who cannot afford to have a bank account to save. o They have no fees. o It is convenient because it is near their home. o Larger stokvels use money to make investments and receive interest on their money.

Disadvantages: o Money is not immediately available. o Not safe

o Club accounts: grocery clubs help people save money during the year so that they can receive a hamper of groceries at the end of the year.

Disadvantages: o People don’t get money when they need it. o Someone else choose the groceries. o You can’t use the money for something else – only groceries. o The person managing the money must be trustworthy

o Funeral societies: help people to save money to make sure that all funeral costs will be paid when someone die. o Thrift and loan societies: Specialises in accepting savings deposits and making mortage loans.

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2. Explain why people make use of community savings:

o It cost money to open a bank account. o Every time you pay money, withdraw money; or write a cheque, you must pay a fee to

the bank. o Many banks will not allow you to open an account unless you have a certain minimum

amount of money to put into the bank. o People can save small amounts of money at savings clubs.

3. Learners do case studies (in textbooks) to extend their knowledge. 4. Learners work in groups to design a brochure to promote one of the community savings schemes. Assessment: Informal assessment: 1. Learners do case studies (in textbooks) to extend their knowledge. 2. Learners work in groups to design a brochure to promote one of the community savings schemes. Integration: Languages Resources: Textbooks, case studies Vocabulary

stokvel club accounts thrift Week 24 Methodology: 1. Continuation of work done in week 23 2. Learners do formal assessment task 3; activity 1. Assessment Formal Assessment Task 3 Activity 1: Structured questions LO 3: AS.: 6.3.4 Marks: 30 marks Answer the following questions:

1. Name two savings schemes that you know about? 2. Why do people choose to save with a community savings scheme? 3. Write two sentences to explain how a stokvel helps people to save money? 4. What 5 advantages are there if you belong to a stokvel? 5. Name two disadvantages of stokvels? 6. Write down three differences between savings at a bank and savings in a club account. (group savings account). 7. Why do people contribute to (join) a funeral society? 8. When can a member of a funeral scheme claim money from the scheme? 9. How do grocery clubs help people to save money? 10. Do members earn interest on the money they save? 11. What are the disadvantages of grocery clubs?

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Memorandum: 1. Stokvels, Grocery clubs, Funeral societies, any two (2 marks) 2. People can save small amounts of money without having to pay fees. (2 marks) 3. A group of between 5 – 10 people, each pay in a certain amount of money every month. Each month one person in the club receives all the money in the kitty (total amount paid in)(3 marks) 4.

o Members get together and have a good time. o Allow people who cannot afford to have a bank account to save. o They have no fees. o It is convenient because it is near their home. o Larger stokvels use money to make investments and receive interest on their money

(5 marks) 5.

o Money is not immediately available. o Not safe (2 marks)

6.

o It cost money to open a bank account – no costs. o Every time you pay money, withdraw money; or write a cheque, you must pay a fee to the bank – no fees. o Many banks will not allow you to open an account unless you have a certain minimum

amount of money to put into the bank – no certain amount needed. (6 marks) 7.

o Funerals are very expensive and is a way of saving for it. o When people die all costs are paid. (2 marks)

8. When a family member dies. (1 mark) 9. Help people save money during the year so that they can receive a hamper of groceries at the end of the year to celebrate Christmas. (2 marks) 10. No (1 mark) 11.

o You don’t get money when you need it. o Someone else choose the groceries. o You can’t use the money for something else – only groceries. o The person managing the money must be trustworthy. (4 marks)

Integration: Languages Resources: Textbooks, case studies Vocabulary

stokvel club accounts thrift

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Week 25 Leadership and Management Methodology: 1. Revise Management - the process of planning, organising, leading and controlling.

3. Explain the concepts: o planning: a manager makes decisions, asking how, where, when. o organising: a manager trains people to do different jobs, making

sure that all the different parts works together. o leading: a manager sets an example for other to follow, give

guidance and support to the team. o controlling: a manager need to ensure that jobs are being done

properly and in time. 3. Revise: Leadership: the ability to affect human behaviour to accomplish goals of the business. A leader is a person who:

o understands the purpose of organisation; o leads by example; o good communicator; o good motivator; o good listener; o hardworking; o Deals with people tactfully/ diplomatically; o calm; o co- operative; o responsible; o supportive

4. Explain the relationship between management and leadership: Good leadership skills are essential to be a good manager. If a manager is not a good leader, people on the staff do not respect him and their performances won’t be up to standard. Assessment: Informal assessment: 1. Learners questions in their workbooks: What is management? What is leadership? What is the difference between the two? 2. Give learners an activity where they have to complete a certain activity within a given time limit and with minimal resources (e.g. make paper chains, envelopes etc.) to show management and leadership. Integration: Languages LO 5 AS 2 Resources: Textbooks, Vocabulary

leadership motivate

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Week 26 Entrepreneurship: Strengths and Weaknesses of an Entrepreneur Methodology: 1. Revise the concept entrepreneur by asking questions. An entrepreneur is a person who sees an opportunity to do business to make a profit. A good entrepreneur must have all the skills of a leader and manager. 2. Write down all the talents and abilities that enhance entrepreneurship – learners can work in pairs and discuss which of these strengths they have and where the shortcomings are. Each learner to choose one of the strengths that they think they have and share that with the rest of the class. 3. Find ways by means of a group discussion to overcome some of the identified weaknesses. Write these solutions on a chart to be displayed in the classroom. Assessment Informal assessment: (in their workbooks) 1. Learners write sentences to describe an entrepreneur. 2. Learners make a list of their own strengths and weakness. 3. They have to discuss and find a solution to overcome some of the identified weaknesses and write it down in their workbooks. Integration: Languages Resources: Textbooks Vocabulary

strengths weakness profit creative Week 27 Business opportunities in the community Methodology: 1. Revise the concepts: tourist and tourism (Local and international visitors) Entrepreneurial skills are needed to attract tourists to communities:

o Identify and approach role players in the community:(bank manager for loans, club manager for entertainment, Park manager for guided tours, crafters to produce souvenirs) o Identify tourist resources: (attractions: scenery, museums, services and facilities: accommodation, restaurants, transport, local events) o Business strategies: how to achieve goals(timetable, labour) o Marketing: (advertising, brochure)

2. Revise the concept: School co-operatives (formed by a number of people who work together for a common purpose to gain profit) 3. Revise the concept: business opportunities (market for goods and services) 4. Lead the learners to brainstorm existing business opportunities in the community.

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5. Give learners some time to find new ideas or add value to some of the existing businesses. 6. Write a list of all the things that you think could work well as business opportunities in the learners’ town. Assessment: Informal assessment: (in workbooks) 1. Learners write sentences to describe the concepts tourists, tourism, school co-operatives, and business opportunities. 2. Learners list possible business opportunities in their own community. Integration: Resources: Textbooks Vocabulary

co-operative tourism entertainment business opportunities Week 28 Methodology: 1. Assist learners to design a questionnaire to research business opportunities at school or community. 2. Give learners time to report back in class. Assessment: Formal Assessment Task 3 Activity 2: Research – questionnaire LO 4: AS.: 6.4.2 Marks: 30 Instructions:

1. Use questionnaire to conduct interviews with a sample of learners (10 ) at your school. 2. Analyse the information regarding business opportunities by answering the questions

below. 3. The information should be presented in the form of a written report and questionnaires used

in the interview should be included. 4. Assessment Tool - rubric

Answer the questions: 1. Who are the people who will buy the products? _________________________________ 2. What product or service do they need? ____________________________ 3. Why do they want it? _______________________________________________________ 4. What price are they prepared to pay? __________________ 5. Is there any competition? ___________________________________________________ 6. How could you market (advertise) your product? __________________________________ 7. How will you sell or package your product? ______________________________________ 8. Why will people buy the product? __________________________________ 9. Where will you sell it? _______________________________________________________ 10. What is the price of the product? _________________

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RUBRIC (30 marks) Criteria 1 2-3 4 5

Questionnaire Incomplete Partially completed

Satisfactory completion

Excellent effort

1 – 3 4 - 6 7 - 9 10 Collection of information

No effort made Some effort made

Fair amount of information collected

Very good effort

1 2-3 4 5 Analysis Not able to make

any conclusions Was able to draw conclusions with support

Was able to draw conclusions

Comprehensive conclusions have been made

1 2-3 4 5 Report back Written report

incomplete shows little effort made

Written report completed with but learner needs assistance

Written report included most of the information

Written report was clear and concise and included all information

1 2-3 4 5 Technical quality

Poorly presented

Learner made some effort

Good presentation made

Excellent Presentation

Week 29 Revision Methodology: 1. Learners report back in class. 2. Do revision on work done during term 3.

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Week 30 Methodology Assessment: Formal Assessment Task3 Activity 3: Test • Remember the minimum marks for the Test is 30 Marks • A variety of questions in order of difficult levels are required:

o Fill in missing words, o Choose the correct word, o Compare table A with table B, o True or False, o Write in your own words, o Write a paragraph.

Assessment 1. Record all assessment tasks done during term 3: Assessment Task 3 Activity 1 – Structured questions Assessment Task 3 Activity 2 –Research - questionnaires Assessment Task 3 Activity 3 – Test 2. Above must be filed in learners portfolio

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TERM 4 Week 31 Marketing Mix & Business Plan Methodology: 1. Revise

o Trading Business: Sell goods (shop) o Manufacturing business: Make products (factory) o Service business: Provide services e.g. Taxi, garage, hairdressing salon

2. Revise o Management: the process of planning, organising, leading and controlling. o Planning: a manager makes decisions, asking how, where, when o Organising: a manager trains people to do different jobs, making

• Sure that all the different parts works together. o Leading: a manager sets an example for other to follow, give

• Guidance and support to the team o Controlling: a manager needs to control so that jobs are being done properly and

in time. 3. Explain the need and purpose of a business plan: anyone who runs a business needs a plan to make their business successful and profitable. It is a document that explains your business idea and how you plan to start the business. 4. Explain the basic steps to develop a business plan:

o Cover Page: Name of business, logo or picture of business, name and grade of learner, date

o Description of the product or service: describe the product, a sketch or photograph of it, production process, what resources you need, where you will make it.

o Owners of the business: who is the partners, what is the partners contributions, and responsibilities o Goals of the business: skills you want to achieve, profit you want to make, date of market day. o Marketing plan: Target market, estimated sales, competitors, price strategies, promotion

strategy. o Financial plan: Purchase of stock, cost analysis, price determination, financing. o Conclusion: Motivation why business will be successful.

Assessment: Informal assessment:(in workbooks) Learners write the basic steps to develop a business plan. Integration: Languages Resources: Textbooks Vocabulary

business plan characteristics marketing plan financial plan

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Week 32 Methodology: 1. Learners design the cover page of their business plan. Provide learners with an A4 sheet of paper. 2. The cover must include the following: Name of business, logo or picture of the business, name and grade of learner, and the date the business plan was prepared. Assessment: Formal Assessment Task 4 Activity 1: Business Plan LO 4: AS: 6.4.4 Marks: 30 Learners design the cover of their own business plan. Week 33 Methodology: 1. Revise the 4 elements of the marketing mix:

o product : goods or services you sell or buy to make money o price : how much you charge and what people pay for it o place : where you will sell it o promotion : advertising your product

2. Explain how these 4 elements are part of the business plan to help sell products. 3. Learners continue developing a simple business plan, using the questionnaire of term 3 to determine the product and other information needed. 4. Learners continue developing a simple business plan : Description of the product or service: describe the product, a sketch or photograph of it, production process, what resources you need, where you will make it. Assessment: Formal Assessment Task 4 Activity 1: Business Plan (Continue) 1. Learners continue developing a simple business plan, using the questionnaire of term 3 to determine the product and other information needed. 2. Learners continue developing a simple business plan: Description of the product or service: describe the product, a sketch or photograph of it, production process, what resources you need, where you will make it. Vocabulary

price place promotion

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Week 34 Methodology: 1. Learners continue with their business plan adding the owners of the business: who is the partners, what is the partners contributions, and responsibilities. The goals of the business: skills you want to achieve, profit you want to make, date of the market day. Assessment: Formal Assessment Task 4 Activity 1: Business Plan (Continue) Learners continue with their business plan adding the owners of the business: who is the partners, what is the partners contributions, and responsibilities. The goals of the business: skills you want to achieve, profit you want to make, date of the market day. Week 35 Methodology: Learners continue with their business plan and adding the financial plan: Purchase of stock, cost analysis, price determination, financing and the conclusion: Motivation why business will be successful. Assessment: Formal Assessment Task 4 Activity 1: Business Plan (Continue) Learners continue with their business plan and adding the financial plan: Purchase of stock, cost analysis, price determination, financing and the conclusion: Motivation why business will be successful. Week 36 Advertising Methodology: 1. Explain what advertising is by asking the following questions: Why advertise? A business tells people about the products it sells by advertising. Types of advertising e.g. Posters, flyers, Radio adverts, Television Adverts, Choice of advertising media – Newspapers, Radio, Television, Magazines, Door to Door, Billboards. 2. Learners continue with their business plan adding a marketing plan: Target market, estimated sales, competitors, price strategies, promotion strategy. 3. Learners develop an advertising campaign and design an advertisement (poster) to promote products to be sold at market day. Assessment: Formal Assessment Task 4 Activity 2: Develop Advertising Campaign (part of market day business plan) 1. Learners continue with their business plan adding a marketing plan: Target market, estimated sales, competitors, price strategies, promotion strategy. 2. Learners develop an advertising campaign and design an advertisement (poster) to promote products to be sold at market day.

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Integration: Languages Vocabulary

advertising campaign promotion Week 37 Methodology: 1. Create the opportunity for learners to have a market day. 2. Have a class discussion where learners reflect on their experiences of market day. Week 38 Revision Methodology: Revision and preparation for term test. Weeks 39-40 Methodology: Assessment: Formal Assessment Task 4 Activity 3: Test • Minimum of 30 marks is required for a test. • Make use of a variety of questions that include different levels of difficulty e.g.

o Fill in missing words, o Choose the correct word, o Compare table A with table B, o True or False, o Write in your own words, o Write a paragraph

Assessment 1. Educator records all assessment tasks completed during term 2: Assessment Task 4 Activity 1 - Developing a simple business plan Assessment Task 4 Activity 2 – Advertising campaign Assessment Task 4 Activity 3 - Test 2. Above must be recorded and filed in learners’ portfolio.