Economic Management Sciences Learning Area - Curriculum ...

DIRECTORATE: CURRICULUM DEVELOPMENT
Economic
Management
Sciences
Learning Area:
RESOURCE
MATERIAL
• “Unpacking” document
• Tables for Planning
based on the RNCS
GET: Senior Phase
Grades 7 – 9
April 2005

CONTENTS
LEARNING AREA: ECONOMIC AND MANAGEMENT SCIENCES
PART ONE
Page
1. Introduction 1
2. History of Economic and Management Sciences in the Western Cape 1
3. From Curriculum 2005 to the RNCS 1
4. The Nature of the Learning Area: Economic and Management Sciences 1
5. The Unique Features and Scope of the EMS Learning Area 3
PART TWO
6. The Focus of EMS in the General Education and Training (GET) Band 4
7. The Focus of EMS in the Senior Phase 6
8. Teaching and Learning Strategies 9
9. Extensions to Learning 10
10. Barriers to Learning 10
11. Infusion of Language and Mathematics 11
12. The Senior Phase Learner 11
13. Assessment 12
PART THREE
14. Introduction: EMS prepares for Learning in Grade 10 13
15. Tables for Planning in the GET Band: Economic and Management Sciences 13
ANNEXURES
A Zopp Methodology 21
B Additional Resources 22

PART ONE
ECONOMIC AND MANAGEMENT SCIENCES (EMS)
1. INTRODUCTION
The purpose of this resource booklet is to provide information on the essential
features of the Economic and Management Sciences learning area and to provide
guidelines that will enable Senior Phase Teachers to make the transition from C2005
to the Revised National Curriculum Statement (RNCS) in Economic Management
Sciences.
2. HISTORY OF ECONOMIC MANAGEMENT SCIENCES IN THE WESTERN CAPE
There are two OBE models currently practised in the Senior Phase in the Western
Cape, viz. C2005 and the WCED hybrid. The WCED hybrid model is currently used
in the teaching of Economic and Management Sciences in the Senior Phase (SP).
3. FROM CURRICULUM 2005 TO THE RNCS
Curriculum 2005 was streamlined into the Revised National Curriculum Statement
(RNCS). The design features of the RNCS in Economic and Management Sciences
are the following:
C2005
Critical Outcomes
(COs)
Developmental
Outcomes (DOs)
Specific Outcomes
(SOs)
Phase Organisers
(POs)
Learning Programme
Organisers (LPOs)
Assessment Criteria
(AC)
Performance Indicators
(PIs)
Range Statements
(RSs)
Across
Phase
RNCS
FP IP SP
7 Critical Outcomes 7 7 7
5 Developmental Outcomes 5 5 5
8 Learning Outcomes 2 4 4
6
Assessment Standards
37 47 61
Prescribed Core Content Yes Yes Yes
ECONOMIC AND MANAGEMENT SCIENCES (EMS)
SENIOR PHASE
4. THE NATURE OF THE LEARNING AREA: ECONOMIC AND MANAGEMENT
SCIENCES
Rationale for including knowledge, skills and values related to the Economic
and Management Sciences into the GET curriculum
Economic and Management Sciences 1

THE BIG PICTURE
4.1 Unemployment
It is a well-known reality in many of our lives that South Africa is plagued by crime.
The main reason for this is almost certainly the high rate of unemployment in our
country. The reasons for the high rate of unemployment in South Africa are the
following:
♦
South Africa currently rates poorly in relation to other developing countries in
the world regarding the productivity of its economically active workforce.
On international markets, our prices therefore do not compare favourably with
those of other countries in general, and South Africa’s businesses and
government therefore find it difficult to compete with those of other countries.
This mainly stems from the fact that our education system, up to this stage, has
not prepared learners adequately for the world of work. According to a report,
Global Entrepreneurship Monitor, “Local entrepreneurs are being hobbled by
three things…” which include “an education system that does not encourage
entrepreneurship nor give young people the skills to run a business.” (Sunday
Times: Business Times, February 13, 2005)
♦
♦
Since 1994, more than a million jobs have been rationalised. A large proportion
of these jobs lost is due to the worldwide phenomenon of jobless growth.
This means that whilst big businesses are growing, making more profits and
expanding, this is happening without a corresponding increase in job creation.
The reasons for this can be found mainly in
- the automation of processes: production processes are becoming
increasingly capital (“machine”) intensive as opposed to labour intensive,
- downsizing and rationalisation (less people have to cope with more
responsibilities), and
- delivering by cutting out certain levels of management.
People in SA have traditionally been educated to become job seekers and
not job creators. As a result of less jobs being available to economically active
persons in South Africa, especially school leavers, ordinary people are, more
than ever, required to provide for their own economic survival.
The phenomenon of more and more persons becoming involved in the informal
sector (i.e. street markets, businesses operated from home, etc), is the result of
the limited options for the unemployed. Often informal businesses develop into
the SMME (Small, Medium and Micro-enterprises) sector, which has created
more jobs in the recent past than those provided by big business.
However, many prospective starters of informal and micro businesses are set up
for failure, because of the lack of basic economic and financial literacy
knowledge, skills and values, including especially entrepreneurial, managerial
and related skills that are essential for the starting of a new business and for
keeping it running profitably.
Though Entrepreneurship in South Africa compares favourably with the rest of
Africa in creating jobs and growth, South Africa is last on the list of developing
countries, according to the International Growth Entrepreneurship Monitoring
agency (GEM). The GEM claims that in the previous South African education
system, the cultural and social norms were not conducive to the fostering of an
Economic and Management Sciences 2

entrepreneurial mind frame. The key to solving this is to build
entrepreneurial capacity at school level. Yet a changed mindset of the
majority of South Africans may only happen over a much longer period of time.
4.2 The rapid development of knowledge and technology in the commercial,
economic and financial fields
As a result of the rapid rate at which technology in the field of commerce and banking
has developed, and keeps developing almost every day, economic, commercial
and financial literacy has become utmost important.
Also the way in which money is being handled in the business world, has made it
essential for the individual to manage his/her finances meticulously. It has become
possible to do payments by cheque, cash card, credit card, debit order, stop order,
telephone or computer (e-transactions) from home without a person ever handling
any hard cash. People should therefore be able to keep up with the technology in
order to remain in charge of their finances.
The Economic and Management Sciences learning area has been developed to
address the acquisition of the knowledge, skills, values and attitudes required in
order to survive in an extremely demanding economic world.
5. THE UNIQUE FEATURES AND SCOPE OF THE EMS LEARNING AREA
This learning area enables learners to participate meaningfully in the living, exciting
world of economics and management, firstly at a personal level, but also at home,
school and in the local community. This will contribute to the development of learners
as persons with the necessary knowledge, skills and values to participate
meaningfully as consumers, producers or managers at the different stages of their
lives, whilst caring for others and the environment.
The context of the EMS RNCS is closely related to that of the EMS C2005: The
former eight specific outcomes have been integrated to form the four Learning
Outcomes of the RNCS.
RNCS Learning Outcomes
Some main aspects of C2005 Specific
Outcomes used in formulating the
RNCS EMS learning area
1 The Economic Cycle / Circular flow SO2, SO3, SO5, SO 6
2 Sustainable Growth and Development SO2, SO 7, SO 8
3 Managerial, Consumer and Financial SO2, SO 4
Knowledge and Skills
4 Entrepreneurial Knowledge and Skills SO 1, SO2, SO 3
The underlying critical and developmental outcomes are important to EMS.
Identifying and solving problems and making decisions using critical and creative
thinking, together with the development of entrepreneurial opportunities, are
particular relevant to the economic field.
Economic and Management Sciences 3

PART TWO
6. THE FOCUS OF EMS IN THE GENERAL EDUCATION AND TRAINING (GET)
BAND
In the GET Band (Grade R – 9) learners will gain knowledge, skills, values and
attitudes regarding the following broad aspects:
The economic problem
This feature deals with the problem of how individual persons, businesses and
governments deal with the issue that the unlimited wants of a person or the
people of the community, country etc. cannot be satisfied by the limited
resources available.
Limited
Resources
UNLIMITED WANTS
The economic cycle (circular flow - this term is preferred to the term
“economic cycle”) in the economy
This is a model of how money, goods and services flow between households,
business, government and the foreign sector. It also explores the roles and
responsibilities of the different persons (role players) in these households,
businesses and government in the economy.
Level of complexity:
Foundation phase: The focus is on households and business (at a very basic
level) only.
Intermediate Phase: The circular flow is expanded to include business and
government as role-players in the economy.
Senior phase: The circular flow is further extended to include the foreign
sector.
Economic and Management Sciences 4

MONEY
GOODS & SERVICES
CONSUMERS PRODUCERS
Taxation
Services
GOVERNMENT
Taxation
Services
(HOUSEHOLDS) LABOUR
(BUSINESS SECTOR)
SALARIES AND WAGES (MONEY)
FOREIGN
SECTOR
Economic and Management Sciences 5

Reconstruction, sustainable growth and development
This is contributes to the sustainable growth of the economy, reduce poverty
and distribute wealth fairly, while still pursuing the principles of an open
market and profitability. Respect for the environment, human rights and
responsibilities are also promoted.
The economic environment
The economic environment is the environment in which goods and services
are produced and consumed and where trade takes place. The EMS learning
area engages learners in the physical, social, technological, political and legal
environments, and also focuses on the world as a set of related and interdependant
systems. For example, natural disasters such as the tsunami
(Philippines/Somali) affect social lives of people / availability of products (and
their prices) e.g. oil and gold price; oil polluted beaches affect sea-life and
tourism; new technology affects social patterns, e.g. cell phones, TV; and air
pollution affects health.
Leadership and management
This aspect explores the following:
- basic aspects of leadership, such as planning and directing
- negotiation, motivation, delegations and conflict management
- basic aspects of management, such as planning, organising,
guidance/monitoring and control
- marketing, purchasing, public relations and human resource development
- rights and responsibilities of management and workers
Entrepreneurship
This feature develops the knowledge, skills and attitudes related to taking
initiative and calculating the risks in conceptualising, financing, starting and
running a business. There is a special focus on responsible entrepreneurship
within communities and environments.
Financial and consumer knowledge and skills
This feature introduces consumer knowledge and skills, personal finance and
accounting knowledge and skills.
7. THE FOCUS OF EMS IN THE SENIOR PHASE
7.1 In the Senior Phase learners will engage with four Learning Outcomes. They are
L0 1 The economic cycle / circular flow
LO 2 Sustainable growth and development
LO 3 Managerial, consumer and financial knowledge and skills
LO 4 Entrepreneurial knowledge and skills
NOTE: It should be noted that learners engage with all four learning outcomes
through the Intermediate Phase (Grade 4 – 6) and into the Senior Phase (Grade 7 –
9). The learning area is thus linked clearly with Grade 6. Looking beyond Grade 9,
EMS prepares learners for the FET field of Business, Commerce, Management and
Economic and Management Sciences 6

Service Studies. In particular, EMS prepares learners for the subjects, Accounting,
Business Studies and Economics in Grade 10. If the foundation of EMS is firm,
learners will manage the transition to Grade 10 well. For example, Accounting
concepts, source documents and subsidiary journals are introduced in Grade 9.
The overall focus for the Senior Phase is set out below, followed by the
specific focuses for Grades 7, 8 and 9.
7.2 Overall Focus for the Senior Phase
The Senior Phase will focus on the following:
• The economy and its effect on the needs and wants of people
• Role-players in the economy
• Factors of production
• Private, public and co-operative ownership
• The policies and role of the state in promoting economic growth and
development
• Introduction to international economic arrangements, co-operation and
globalisation
• The need for skills and values relating to business, social and environmental
issues
• The importance of effective management in:
• business and leadership,
• human resources issues and productivity,
• financial control, accounting and record keeping, and
• public relations and marketing
• The role of the entrepreneur
• Market research and feasibility studies before starting a business
• The role of small, medium and micro enterprises in economic growth
7.3 Focus for Grade 7
The focus for Grade 7 will be on the following:
• The needs and wants of different communities in society
• Free and economic goods, and the influence of demand and supply
• Power relations, rights and responsibilities of the different participants in the
economic cycle
• Different business activities within the different sectors
• Identification of steps for redress of socio-economic imbalances and poverty
• Savings and investments
• The role of general management in business
Economic and Management Sciences 7

• Different approaches towards management and leadership
• The availability of postal and telecommunication services, and their role in
improving administration
• Use of information technology in management and administration
• Elementary statement of net worth
• Processes of human resource management
• The design of questionnaires in market research and advertising
• The characteristics of entrepreneurship
• The differences between entrepreneurship, ownership and management
7.4 Focus for grade 8
The focus for grade 8 will be on the following:
• Economic systems, the economic cycle and the economic problem
• The role, rights and responsibilities of trade unions
• Inflation as an economic issue
• The national budget and economic growth and development
• RDP and economic growth and restructuring
• The relationship between technology, productivity and economic growth
• The role of banks as savings and investment institutions
• Interest on investments
• Sources of information on different levels and categories of job opportunities
• Basic market research for an identified business opportunity
• Financial concepts and financing of a business
• Financial feasibility
• Different forms of ownership
7.5 Focus for grade 9
The focus for grade 9 will be on the following:
• The flow of money, the economic cycle and the foreign sector
• Demand, supply and pricing
• Trade unions and their influence on the economy
• The impact of the national budget on the economy
• Regional and international agreements, productivity, globalisation and
economic growth
• The role of savings and investments in economic growth and development
• Successes and shortcomings of the RDP in redressing historical disadvantages
• Accounting as a tool for management of a business
Economic and Management Sciences 8

• The use of computer technology in improving accounting and record keeping
• Improving the learner’s understanding of all aspects of management, to
improve learner employability, especially of
• administration,
• finances and accounting,
• record keeping,
• human resources and conditions of employment,
• technology, and
• public relations and marketing
• Feasibility studies, the business plan and SWOT analysis
• The role of small, medium and micro enterprises
8. TEACHING AND LEARNING STRATEGIES
Effective teaching and learning of the EMS learning area will draw on a range of
philosophies of education and approaches to teaching, learning and assessment.
These include experiential learning, appropriate linking of theory and practice, and
adoption of a process model. This is because learners need both a sound theoretical
understanding of EMS, and — from as early an age as possible — a progressively
effective ability to apply the knowledge, skills, attitudes and values associated with it
in related useful activities. These in turn will reinforce theoretical learning of the
desired qualities.
Increasing involvement in activity applies especially to LOs 3 and 4, which deal with
the development of managerial and entrepreneurial skills, respectively; and to a
lesser extent to LOs 1 and 2, which deal with reconstruction and growth and with how
the economic cycle addresses the economic problem.
This broad learning process in EMS relates to the nature and processes of
production and distribution, and to their business and production management, in the
contexts of both South Africa’s economy and society and alternative socio-economic
systems.
EMS requires, moreover, that learners understand the need for the promotion of
growth and job-creation and the reduction of poverty, while respecting the
environment, human rights, social justice and inclusivity. The full scope of the
learning area therefore demands of its learners a wide range of knowledge, skills,
attitudes and values, in both theory and practice.
EMS knowledge helps learners to become aware, active economic citizens, and
gives special attention to helping them meet the challenges of development, growth
and job creation. The process approach, in the context of experiential learning, sees
the learners as active beings.
They are entitled and encouraged to participate in the decision-making that affects
them, and to consciously construct meaning from reality. In the process approach,
Economic and Management Sciences 9

the development of the learner and how he or she attained the LOs is as important, if
not sometimes more important, than the attainment of the LOs.
EMS should be a practical, enjoyable, participatory learning experience for every
learner. The Economic and Management Sciences learning area is ideally suited to
be an enjoyable, practical learning area where learners can truly learn through play.
The world of economics and business is alive, vibrant and conspicuous around all of
us every day – this reality should be exploited fully through the curriculum. Children
learn most things much easier by doing and experiencing – this is almost always
achievable through the EMS learning area’s LOs.
The ZOPP methodology is a modern, international teaching and learning strategy for
learners at all levels (school and adult learning centres). It can be introduced to
learners even from Grade 1 (read only), but especially with great effect once learners
can write words and short phrases, which is the essence of the ZOPP methodology
(Refer to Annexure 1). In fact this is a strategy that can be used for developing
literacy (reading and writing) in the Foundation Phase and Intermediate Phase.
9. EXTENSIONS TO LEARNING
The EMS learning area allows for expanded opportunities for learners gifted in the
various multiple intelligences through, for example, visits to businesses and financial
institutions, or running their own businesses, as well as through research
opportunities of current events and information portrayed in the media.
Learners who require extension can be made aware of the World Tourism Day and
Small Business Week annually. Projects/Assignments should ideally be developed
around these events.
10. BARRIERS TO LEARNING
VISUAL IMPAIRMENT
Ensure that flash cards, posters and OHP transparencies are in enlarged print or
writing. Place learners in front of class.
ATTENTION DISORDERS
When planning learning experiences, ensure that the interests of the learners are
accommodated, by including teaching and learning strategies that address the
different multiple intelligences, where applicable.
Teachers should give clear and concise instructions and limit distractions in the
classroom.
WEAK MOTOR SKILLS
Teachers should allow more time for learners with fine motor skills deficiencies to
complete tasks in Accounting.
Teachers should allow more time for learners with gross motor skills deficiencies to
complete activities such as the Market Day.
Economic and Management Sciences 10

DYSLEXIA
Teachers are to ensure that there are spelling programmes in place. Instead of
writing, dyslexic learners may be allowed to name or describe content.
MEDIUM OF INSTRUCTION (MOTHER TONGUE)
Give special attention to the learners whose mother tongue is different to the medium
of instruction.
OVERCROWDED CLASSROOMS
Where possible, EMS classes should make use of the school hall/ larger venues and
the quad to facilitate group work and Market Days.
HEARING IMPAIRED
The teacher should place learners with hearing disabilities as close to the front as
possible, within hearing range, and ensure that his/her mouth is always visible to the
learner for lip-reading purposes.
If the learner is restricted to hearing in one ear, the teacher should ensure that the
hearing ear faces the sound.
For further information regarding the overcoming of barriers to teaching, learning and
assessment refer to the Teacher’s guide for the development of Learning
Programmes (EMS), paragraph 2.6, pp 30 to 32.
11. INFUSION OF LANGUAGE AND MATHEMATICS
The infusion of language and mathematics into the EMS learning area is essential
and can easily be achieved. The cognitive verbs (see underlined words) used in the
ASs suggest how it can be done, for example: describes, presents stories, shares
reasons, expresses thoughts, (language) and calculates change, identifies prices
clearly, etc. (mathematics).
12. THE SENIOR PHASE LEARNER
In this phase learners should be provided with opportunities to acquire, develop and
apply a range of more advanced knowledge, understanding and skills. Breadth,
depth, access and entitlement are particularly important to ensure that learners are
given a sound basis from which to take advantage of choices at the FET phase.
Learners should know enough about the nature of the options to ensure their
decisions about future choices are informed ones.
The phase suggests that the essence of the curriculum at the Senior Phase is
transitional, to inform choice and to enable independence on the part of the learner.
The Senior Phase EMS consolidates the features of the EMS experience from the
Foundation and Intermediate Phases.
Furthermore, the Senior Phase prepares the learners to focus on critical and creative
thinking skills, attitude development and the understanding of their role in society,
which facilitate the choices they have to make for the Further Education and Training
(FET) Band.
Economic and Management Sciences 11

13. ASSESSMENT
The assessment practices that are encouraged through the RNCS for Grades R - 9
(Schools) are continuous, planned and integrated processes of gathering information
about the performance of learners measured against the LOs. The levels at which the
learner is to be assessed are provided by the ASs, which are progressively more
complex from grade to grade.
A Learning Programme, Work Schedule and Lesson Plan design should ensure that
assessment is an integral part of teaching, learning and assessment.
The purpose of assessment is twofold: On the one hand, it is used to monitor and
support the process of learning and teaching towards improvement (Assessment for
learning); and on the other, it is used to give an overall picture of learner’s progress
at a given time, for example, at end of term or year, or transfer to another school
(Assessment of learning).
Forms of assessment:
• Test
• Performance-based assessment
• Interviews
• Questionnaires
• Structured questions
• Assignments
• Case studies
• Practical exercises/demonstrations
• Project
• Role-plays
• Simulations
• Aural/Oral questions
• Observations
• Self-report assessment
Economic and Management Sciences 12

PART THREE
14. INTRODUCTION: EMS PREPARES FOR LEARNING IN GRADE 10
Teachers who are developing Learning Programmes, Work Schedules and Lesson
Plans should note that certain of the LOs and ASs link conceptually with subjects in
the FET band. Take the subject Accounting for example. It is essential to give
adequate attention to EMS LO 3 and those ASs that focus on Accounting (namely Gr
7: 7.3.5; Gr 8: 8.3.1, 8.3.3 and 8.3.5; and Gr 9: 9.3.1, 9.3.3 and 9.3.5). This should
lay a sound foundation for managing the LOs for Accounting in Gr 10. Another
example is the requirement in Grades 8 and 9 to introduce keyboard skills (AS 8.3.4
and 9.3.4). Clear links can also be noted with Business Studies and Economics in
Grade 10, for example LOs 1 and 2 and those ASs.
15. TABLES FOR PLANNING IN THE GET BAND: ECONOMIC AND MANAGEMENT
SCIENCES
The following tables can be found on the Internet at
http://curriculum.wcape.school.za/ncs/index
They are also available on CD from Edumedia: Tel: (021) 689 9536, Fax: (021) 685
7421, e-mail: edumedia@pgwc.gov.za
These tables use the exact wording of the ASs, making them extremely useful for
planning. For each LO, the ASs, which are shown horizontally across the tables,
reflect progression across the phase. For example:
Grade 7 LO 3 AS 7.3.1 Explains the role of planning, organising, leading and
controlling (e.g. financial and procedural controls) in a business
Grade 7 LO 3 AS 7.3.2 Discusses different approaches to leadership and
management
Grade 8 LO 3 AS 8.3.2 Develops leadership and management strategies that will
ensure a return on investments
Grade 9 LO 3 AS 9.3.2 Investigates the public relations, social responsibility
strategies and environmental responsibility strategies and actions of different
businesses and organisations
Thus, the progression in the above-mentioned ASs, horizontally across the tables
(Grades), is as follows:
The conceptual progression is clearly illustrated with the expansion of
management functions, from basic management functions in Grade 7, to
leadership and management strategies in Grade 8, and to public relations, social
responsibility and environmental responsibilities in Grade 9.
Progression is also achieved through the level of complexity of the response
required from the learner by the AS, as indicated by the cognitive verbs, e.g.
Explains (Grade 7), Develops (Grade 8) to Investigates (Grade 9).
Economic and Management Sciences 13

Progression within a particular LO and within a particular grade, looking vertically
from the top down, can also be observed, although this trend cannot be noticed for all
the grades/Los, e.g. Grade 7 Learning Outcome 4:
AS 7.4.1
AS 7.4.3
AS 7.4.5
AS 7.4.6
AS 7.4.9
Compares essential characteristics and skills needed to be
entrepreneurial from two different simple case studies of practising
entrepreneurs in own community
Uses idea generation techniques to make recommendations on using
community resources to generate income in a responsible way
Participates in a joint venture between the school and the
community/parents by taking ownership of producing a product or service
Runs a business event using one of two of the ideas or opportunities
identified in a questionnaire that had been designed
Designs posters or other materials to advertise own business venture
Here progression within a particular grade is obtained: The level of
complexity increases within the grade, as the cognitive verbs increasingly
require a higher cognitive level, i.e. Compares, Make recommendations,
Participates, Runs a business, Designs.
Economic and Management Sciences 14

SENIOR PHASE ECONOMIC & MANAGEMENT SCIENCES
LEARNING OUTCOMES & ASSESSMENT STANDARDS GRADES 7-9
Learning Outcome 1: THE ECONOMIC CYCLE
The learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of ‘the economic problem’.
Grade 6 Grade 7 Grade 8 Grade 9
Assessment Standards
Assessment Standards
Assessment Standards
Assessment Standards
We know this when the learner: We know this when the learner: We know this when the learner: We know this when the learner:
Describes the roles of households,
businesses and government in the
economic cycle.
7.1.1
Explains needs and wants and how the
differences between them impact on
communities and the environment.
8.1.1
Describes the historical development of
money and its role in societies and their
economies.
9.1.1
Explains the different flows of money,
factors of production, goods and services
in the economic cycle within the South
African economy.
Compares the rights and responsibilities
of each of the participants in the
production and consumption of resources
and services.
7.1.2
Describes the different types of
businesses and activities within the
primary, secondary and tertiary sectors.
8.1.2
Discusses how trade (import and export)
addresses the economic problem (choice
and opportunity cost), and the role of
banks in investing in the economy.
9.1.2
Discusses the role of the foreign sector in
the economic cycle.
Presents different flows 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).
7.1.3
Explains the concepts ‘free’ and
‘economic’ (scarce) goods, and the
influence of demand and supply on
market prices.
8.1.3
Explains how different economic systems
address the economic problem (e.g.
planned, market and mixed economies).
9.1.3
Illustrates by means of a graph and
discusses how demand and supply
influence prices.
Explains different types of taxes and how
they influence consumers and
businesses.
7.1.4
Describes and debates the power
relationships, economic rights and
responsibilities between:
8.1.4
Discusses the role, rights and
responsibilities of trade unions.
9.1.4
Critically assesses the influence and
actions (strikes and stay aways) of trade
unions in general and during the
apartheid era on:
• consumer and producer;
• employer and employee;
• the South African economy;
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• government and business. • political, economic and social
transformation;
• labour issues.
7.1.5 8.1.5
Explains what inflation is and discusses
reasons for changes in inflation rates.
9.1.5
Discusses the effect of the national
budget on the economy (e.g. taxation
and expenditure on education, social
welfare, health and security).
Learning Outcome 2: SUSTAINABLE GROWTH AND DEVELOPMENT
The learner will be able to demonstrate an understanding of sustainable growth, reconstruction and development, and to reflect critically on its related processes.
Grade 6 Grade 7 Grade 8 Grade 9
Assessment Standards
Assessment Standards
Assessment Standards
Assessment Standards
We know this when the learner:
We know this when the learner: We know this when the learner: We know this when the learner:
Explains economic actions taken against
the apartheid government to bring about
change (e.g. sanctions, disinvestment),
and how these impacted on change,
growth and development.
7.2.1
Collects information on the influence of
apartheid economic policies on
ownership, poverty, wealth and quality.
8.2.1
Investigates and describes how the
national budget is used to influence
growth and redress economic
inequalities.
9.2.1
Discusses how the national budget,
regional and international agreements
can be used to facilitate sustainable
growth and development.
Identifies steps that can be taken by the
government to redress historic
imbalances and poverty (e.g.
redistribution of resources, gender equity,
capacity building, restoring people’s
dignity, creating opportunity and
empowerment).
7.2.2
Identifies steps required to redress socioeconomic
imbalances and poverty.
8.2.2
Investigates how the RDP could have
been used to stimulate economic growth
and restructuring (e.g. capacity building,
jobs).
9.2.2
Investigates and debates the successes
and shortcomings of the RDP.
7.2.3
8.2.3
9.2.3
Compares and discusses the difference
between savings and investments.
Discusses the importance of savings for
investments.
Explains the role of savings and
investments in economic prosperity and
growth.
7.2.4
Discusses the meaning of productivity.
8.2.4
Investigates and reports on how
9.2.4
Discusses productivity and its effects on
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technology can improve productivity,
economic growth, living standards, etc.
economic prosperity, growth and global
competition.
Researches and analyses standards of
living and patterns of consumption in
modern societies where people
specialise and trade to satisfy needs and
wants.
Learning Outcome 3: MANAGERIAL, CONSUMER AND FINANCIAL KNOWLEDGE AND SKILLS
The learner will be able to demonstrate knowledge and the ability to apply responsibly a range of managerial, consumer and financial skills.
Grade 6 Grade 7 Grade 8 Grade 9
Assessment Standards
Assessment Standards
Assessment Standards
Assessment Standards
We know this when the learner:
We know this when the learner: We know this when the learner: We know this when the learner:
7.3.1
Explains the role of planning, organising,
leading and controlling (e.g. financial and
procedural controls) in a business.
8.3.1
Differentiates between financial concepts
used in business (e.g. fixed assets,
current assets, liabilities, owner’s equity).
9.3.1
Completes a basic income statement and
balance sheet for a service and retail
business.
Explains the relationship between
leadership and management in a
business.
7.3.2
Discusses different approaches to
leadership and management.
8.3.2
Develops leadership and management
strategies that will ensure a return on
investments.
9.3.2 I
Investigates the public relations, social
responsibility and environmental
responsibility strategies and actions of
different businesses and organisations.
7.3.3
Describes the importance of
administration in managing a business
(record keeping, storing documentation).
8.3.3
Completes source documents (e.g.
receipts, deposit slips, cheques) and
records elementary cash transactions in
a statement of receipts and payments.
9.3.3
Completes cash and credit transactions
in the books of service and retail
businesses:
• uses a cash receipts and payment
journal, and a debtors’ and creditors’
journal;
• posts journals to the general ledger
and draws up a trial balance.
Economic and Management Sciences 17

Explains the purpose and use of
community savings schemes (e.g.
stokvels, club accounts, funeral societies,
thrift and loan societies).
Understands and participates in the
production process, from raw materials to
final products, including waste products.
Explains the concept of debt and
compares the banking and savings
facilities offered by different banks.
7.3.4
Discusses the use of technology in
telecommunication services (e.g. cell
phones) and financial transactions (e.g.
ATM, Internet) in improving
administration, communication and
access to information.
8.3.4
Uses keyboard skills and function keys in
developing, storing and retrieving basic
information.
7.3.5
Draws up an elementary statement of net
worth, using personal records.
8.3.5
Explains the concept and analyses a
statement of net worth.
7.3.6 8.3.6
Investigates the various methods of
savings and investments (e.g. savings
accounts, fixed deposits, shares, unit
trusts), and calculates returns on a
variety of investments.
7.3.7
Explains the different processes of
human resource management.
8.3.7
Describes the levels, categories,
remuneration and responsibilities of jobs.
9.3.4
Uses keyboard skills and function keys in
developing, storing, retrieving and editing
business documentation.
9.3.5
Analyses financial statements for
decision-making at a basic level.
9.3.6
Differentiates between the forms of credit
purchases (e.g. open accounts,
instalment sales, credit card), and
explains and assesses:
• the use of different means of
payment in the economy (e.g. cash,
cheques, postal orders, credit cards,
debit cards, smart cards, travelers
cheques);
• the advantages of cash purchases.
9.3.7
Researches the laws affecting basic
conditions of employment and nondiscrimination
in the workplace.
Economic and Management Sciences 18

Learning Outcome 4: ENTREPRENEURIAL KNOWLEDGE AND SKILLS
The learner will be able to develop entrepreneurial knowledge, skills and attitudes.
Grade 6 Grade 7 Grade 8 Grade 9
Assessment Standards
Assessment Standards
Assessment Standards
Assessment Standards
We know this when the learner: We know this when the learner: We know this when the learner: We know this when the learner:
Analyses personal strengths and
weaknesses in becoming an
entrepreneur.
7.4.1
Compares essential characteristics and
skills needed to be entrepreneurial from
two different simple case studies of
practicing entrepreneurs in own
community.
8.4.1 9.4.1
7.4.2 8.4.2
Identifies financial institutions and
organisations promoting
entrepreneurship.
9.4.2
Identifies a variety of possible business
opportunities in the community (school
co-operatives, sports, entertainment,
tourism).
7.4.3
Uses idea generation techniques to make
recommendations on using community
resources to generate income in a
responsible way.
8.4.3
Discusses different ideas for starting a
business (including ideas to attract
tourists, franchising).
9.4.3
Generates, through SWOT analysis,
possible business ideas to meet the need
for manufactured goods or services.
7.4.4 8.4.4 9.4.4
Develops a business plan (including a
budget) for a manufacturing, service or
tourism enterprise based on the best
business opportunity from the ideas
generated.
7.4.5
Participates in a joint venture between
the school and the community/parents by
taking ownership of producing a product
or service.
8.4.5 9.4.5
Economic and Management Sciences 19

Develops and implements a simple
business plan for a trading or service
business that could be operated from
school or from home.
Designs an advertising campaign to
promote a product that will generate a
profit.
Describes how the four elements of the
marketing mix are combined in a simple
business activity.
7.4.6
Runs a business event using one or two
of the ideas or opportunities identified in
a questionnaire that had been designed.
8.4.6
Engages in a business activity that
involves purchasing, production and
marketing (should involve financing of
business with own or borrowed capital -
e.g. bank overdraft).
9.4.6
7.4.7 8.4.7
Differentiates between the forms of
ownership in the informal and formal
sectors (sole proprietor, partnership,
close corporation).
9.4.7
Engages in the business activity planned
and discusses the reasons for choosing a
particular form of ownership.
7.4.8 8.4.8
Evaluates the financial viability of a
business (e.g. start-up costs, production
costs, sales, profit).
9.4.8
7.4.9
Designs posters or other materials to
advertise own business venture.
8.4.9 9.4.9
Conducts a marketing campaign to
promote a product and discusses the
self-selected advertising media.
7.4.10 8.4.10 9.4.10
Researches the role of small, medium
and micro enterprises in wealth and job
creation processes.
Economic and Management Sciences 20

ZOPP METHODOLOGY
ANNEXURE A
A wonderful facilitation tool in OBE
ZOPP is the acronym for the German phrase “Zielorientierte Projektplanung”, which means
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 its
international training-of-trainers sessions and was quickly adopted.
The ZOPP method is a 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 (i.e. a range of different ideas) For this, groups that place
their answers up the quickest can be rewarded.
• To generate convergent answers (i.e. the only correct (same) answer to a set
question) For this, all groups must be requested to hold their answer back and all the
groups show their answer simultaneously.
SOME IMPORTANT RULES IN USING ZOPP CARDS
METHOD
The group first brainstorms the task and then writes the two or three most important ideas
from the group on a ZOPP card, which is displayed by the group’s runner against a wall on
blank newsprint. (It is best to use colourful half sheets of A4 paper, but any A4 waste paper
(cut in half) would also be suitable.)
PRINCIPLES FOR WRITING ON A ZOPP CARD
• Write horizontally in big letters
• Be specific
• Write clearly with the marker pen
• Write a maximum of three lines per card
• Avoid unclear expressions
• Do not provide names
FEEDBACK
The educator then discusses the ideas/answers or asks one member from each group to
provide feedback to convey the group’s ideas.
The simple joys of facilitation often make a lot of difference.
Economic and Management Sciences 21

ANNEXURE B
ADDITIONAL RESOURCES
THE WCED WEB SITE: http://curriculum.wcape.school.za/index
EDULIS (EDUCATION LIBRARY AND INFORMATION SERVICE)
TEL (021) 957 9618
FAX (021) 948 0748
E-MAIL ADDRESS
edulis@pgwc.gov.za
STREET ADDRESS 15 KRUSKAL AVENUE, BELLVILLE, 7530
POSTAL ADDRESS PRIVATE BAG X9099, CAPE TOWN, 8000
EDULIS WEB SITE
http://edupals.wcape.gov.za
HOURS MONDAY TO FRIDAY: 07:30 – 16:30
SATURDAY: 09:00 – 12:00
EDUMEDIA (EDUCATIONAL MEDIA)
TEL (021) 689 9536
FAX (021) 685 7421
E-MAIL ADDRESS
edumedia@pgwc.gov.za
STREET ADDRESS 15 STATION ROAD, MOWBRAY, 7705
POSTAL ADDRESS PO BOX 13266, MOWBRAY, 7705
EDUMEDIA WEB SITE
http://edumedia.wcape.school.za/catalog
HOURS MONDAY TO FRIDAY: 07:30 – 16:00
CLOSED LUNCH: 12:30 – 13:00
Economic and Management Sciences 22