Economic Management Sciences Learning Area - Curriculum ...

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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; Economic and Management Sciences 15
• 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 Economic and Management Sciences 16
Page 1 and 2: DIRECTORATE: CURRICULUM DEVELOPMENT
Page 4 and 5: PART ONE ECONOMIC AND MANAGEMENT SC
Page 6 and 7: entrepreneurial mind frame. The key
Page 8 and 9: MONEY GOODS & SERVICES CONSUMERS PR
Page 10 and 11: Service Studies. In particular, EMS
Page 12 and 13: • The use of computer technology
Page 14 and 15: DYSLEXIA Teachers are to ensure tha
Page 16 and 17: PART THREE 14. INTRODUCTION: EMS PR
Page 20 and 21: technology can improve productivity
Page 22 and 23: Learning Outcome 4: ENTREPRENEURIAL
Page 24 and 25: ZOPP METHODOLOGY ANNEXURE A A wonde

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