Economic Management Sciences Learning Area - Curriculum ...

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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
Page 1 and 2: DIRECTORATE: CURRICULUM DEVELOPMENT
Page 4 and 5: PART ONE ECONOMIC AND MANAGEMENT SC
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 18 and 19: SENIOR PHASE ECONOMIC & MANAGEMENT
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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