Gr 11 Business Studies Examination Guidelines 2019 PDF

DESIGN BUSINESS STUDIES EXAMINATION GUIDELINES BUSINESS STUDIES GRADE 11 PAPER 1 & 2 2019 This document consists of 36 pages Copyr...

DESIGN BUSINESS STUDIES EXAMINATION GUIDELINES BUSINESS STUDIES GRADE 11 PAPER 1 & 2 2019 This document consists of 36 pages Copyright reserved Please turn over Business Studies Gr 11 paper 1 2 DBE /2019 Examination Guidelines INDEX Page 1. Introduction 3 2. Assessment in Grade 11 4 2.1 Grade 11: Summary format/outline of the formal end-of-the-year examination question paper 4 2.2 Distribution of cognitive levels 4 2.3 Classification of subtopics according to main topics 5 3. Content details for Teaching, Learning and Assessment purposes 6 4. Conclusion 36 Copyright reserved Please turn over Business Studies Gr 11 paper 1 3 DBE /2019 Examination Guidelines 1. INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for Business Studies outlines the nature and purpose of the subject Business Studies. This guides the philosophy underlying the teaching and assessment of the subject in Grade 11. The purpose of these Examination Guidelines is to:  Provide clarity on the depth and scope of the Business Studies content to be assessed in the Grade 11 Examination in Business Studies.  Assist teachers to adequately prepare learners for the examinations.  Guide examiners to assess content that was taught at the prescribed level. This document deals with the mid and final year Grade 11 examinations. It does not deal in any depth with the School-Based Assessment (SBA). This guideline should be read in conjunction with:  The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Business Studies  The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)  The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12. NOTE: 1. It must be emphasised that teachers should not only focus on content, but also link it to the cognitive levels (low, middle and high order thinking) in their teaching and assessment. Teachers are encouraged to consider the following five aspects when teaching and assessing all topics and sub-topics:  What? (nature, purpose and knowledge) [low order]  How? (skills, knowledge and values) [low and middle order]  Why? [middle and higher cognitive levels are stimulated when forming an opinion]  Is it working/successful/good/bad? (evaluation/critical analysis/impact [high order] is addressed)  Recommendations for improvement, where applicable. 2. The above aspects will guide teachers to set/design formal assessment activities that will address all cognitive levels. Learners are equipped to respond to questions/tasks that require different levels of cognitive thinking and difficulty. 3. ALL assessment tasks (informal and formal) should contain questions/instructions that cover all cognitive levels that range from simple to complex e.g. list/outline/identify/discuss/ Analyse / critically evaluate/suggest/recommend/devise. 4 The cognitive verbs indicated in this guideline are simply a guide. Teachers and examiners may use other verbs that are relevant to the nature and context of the question in order to increase/decrease levels of cognitive thinking and difficulty. Copyright reserved Please turn over Business Studies Gr 11 paper 1 4 DBE /2019 Examination Guidelines 2. ASSESSMENT IN GRADE 11 2.1 GRADE 11: SUMMARY FORMAT/OUTLINE OF THE FORMAL END-OF-THE-YEAR EXAMINATION QUESTION PAPER 1 & 2 TIME COGNITIVE SECTION TYPE OF QUESTIONS MARKS (minutes) LEVEL(S) A Compulsory Covers ALL TOPICS (15 short questions x 2) Mostly levels Different types of short and objective questions 30 20 1–2 using various assessment style sand covering the entire curriculum, e.g. multiple-choice, match columns, choose the correct word etc. B Choose any TWO questions in this section. (40 marks x 2 questions) FIVE questions will be set. Each question will cover a main topic and the fifth question will cover all four main topics Levels 1–6 (a miscellaneous question). Remembering/Re These questions should cover the entire call, curriculum. Applicable action verbs in this section Understanding, 80 70 are, for example discuss, motivate, compare, Applying, distinguish, explain, evaluate, critically evaluate, Analysing, justify, suggest, recommend, etc. Case studies Evaluating, (scenarios) or source-based questions should be Creating) included. Answers should be in point form, paragraph style or as per requirement of each question. C Answer any ONE question in this section. (40 marks x 1 questions) Mostly levels FOUR questions, each covering one of the 3–6 main topics. Applying, Longer, essay type questions of lower, middle 40 30 Analysing, and higher cognitive levels to assess insight and Evaluating, interpretation of theoretical knowledge in addition Creating to content. TOTAL 150 120 2.2 THE DISTRIBUTION OF COGNITIVE LEVELS Cognitive level Percentage Levels 1 and 2 (Lower levels) 30 Levels 3 and 4 (Middle levels) 50 Levels 5 and 6 (Higher levels) 20 TOTAL 100 Copyright reserved Please turn over Business Studies Gr 11 paper 1 5 DBE /2019 Examination Guidelines 2.3 CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS FOR PAPER 1 BUSINESS ENVIRON-MENTS BUSINESS TERM TERM OPERATIONS Influences of business environments 1 Marketing function 2 Challenges of the business environment 1 Production function 2 Adapting to challenges of the business 1 Introduction to Human 4 environments Resources Contemporary socio-economic issues 1 Business sectors 1 Copyright reserved Please turn over Business Studies Gr 11 paper 1 6 DBE/2019 Examination Guidelines 3. ELABORATION OF THE CONTENT FOR GRADE 11 (CAPS) CORE CONTENT THAT MUST BE COVERED BY CONTENT DETAILS FOR TEACHING, LEARNING AND TERM MAIN TOPICS TOPICS GRADE 12 BUSINESS STUDIES TEACHERS ASSESSMENT PURPOSES 1. 1.1 1.1 1.1 BUSINESS Influences of  Examination of control factors, e.g. more control over Learners should be able to: 1 ENVIRON- business micro environment, less control over market  Outline the components of the micro, market & macro MENTS environments environment and even less control over macro environments. (Recap) environment  Explain the reasons why businesses has more control  Ways to be involved in macro environment – if over the micro environment/less control over market beneficial to business environment and less control over macro environment. - Micro environment  Identify the challenges of the business environments The business mission and objectives, its from scenarios/case studies/statements and examine management structure, its resources and its the extent of control a business has over these culture are primarily controlled by the enterprise’s environments. management.  Discuss/Explain/Describe how businesses can control the business environments. - Market environment  Recommend/Suggest ways in which businesses can The customers, suppliers, competitors, regulators be involved in the macro environment. and strategic allies and unions give rise to  Discuss/Explain the benefits/advantages of particular opportunities and threats. Business has businesses that are involved in the macro no control over the factors. environment. Knowledge of this topic should enable a learner to - Macro environment answer in short paragraphs/longer and essay type Enterprise in relation to the macro environment, i.e. questions. economic, techno-logical, and political environments Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to examine the extent of control a business has over the business environments. Make notes using different resources and textbooks. Copyright reserved Please turn over Business Studies Gr 11 paper 1 7 DBE/2019 Examination Guidelines 1. 1.2 1.2 1.2 BUSINESS Challenges of The challenges of the micro (internal), market and macro Learners should be able to: 1 ENVIRON- the business business environments  Outline/Name/Discuss/Explain the challenges of the MENTS environment  Challenges of the micro environment (e.g. difficult micro environment. employees, lack of vision and mission, lack of  Identify these challenges from given adequate management skills, unions, strikes and go- scenarios/statements. Quote from slows, etc.) scenarios/Statements to support your answer.  Challenges of the market environment (e.g.  Differentiate between strikes and go-slows. competition, shortages of supply, changes in  Outline/Name/Discuss/Explain the challenges of the consumer behaviour, demographics and macro environment. psychographics, socio-cultural factors, etc.)  Identify these challenges from given  Challenges of the macro environment (e.g. scenarios/statements. Quote from changes in income levels, political changes, scenarios/Statements to support your answer. contemporary legal legislation, labour restrictions,  Recommend ways in which businesses can micro-lending, globalisation/ international challenges, overcome competition in the market. social values and demographics, socio-economic  Identify the impact of socio-cultural factors on issues, etc.) businesses from scenarios/case studies and make recommendations on how businesses can address this challenge.  Outline/Name/Discuss/Explain the challenges of the macro environment.  Give examples of contemporary legislation that may affect business operations.  Explain/Discuss how contemporary legislation, political changes, international challenges affects business operations. Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand the challenges of the business environments to enable them to devise competitive and creative strategies. Make notes using different resources and textbooks. Copyright reserved Please turn over Business Studies Gr 11 paper 1 8 DBE/2019 Examination Guidelines 1. 1.3 1.3 1.3 BUSINESS Adapting to How a business constantly needs to adapt to the Learners should be able to: 1 ENVIRON- challenges of the challenges of the micro (internal), market and macro  Explain/Discuss/Recommend ways in which MENTS business business environments businesses can adapt to challenges of the micro, environments market and macro environment e.g.:  Ways in which a business can adapt to challenges of o Businesses can deal with difficult employees the macro environment, and whether this is to the as a micro-environment challenge by benefit of the business revisiting the recruitment & induction policies.  Define, Explain/Discuss/Describe the following ways - Information management, strategic responses, in which businesses can adapt to challenges of the mergers, takeovers, acquisitions and alliances, macro environment: organisation design and flexibility, direct influence o Information management of the environment and social responsibility o Strategic responses o Mergers, takeovers, acquisitions and alliances - Lobbying, networking and power relations o Organisation design and flexibility o Lobbying, e.g. hedging against inflation, o Direct influence of the environment and social bargaining sessions between management responsibility and unions, influencing supervisory  Give practical examples of mergers, takeovers, body/regulators, etc. acquisitions and alliances. o Networking, e.g. finding new customers etc.  Identify these examples from given scenarios/ o Power relationships e.g. strategic alliance statements.Quote from these scenarios/statements to agreements, persuasion of large investors, support your answer. company representatives’ influence, etc.  Suggest ways in which business can have a direct influence on the environment.  Recommend projects that can be undertaken by businesses as part of social responsibility and explain the benefits of these projects for businesses.  Define the term lobbying  Discuss /Explain the reasons why businesses lobby  Explain/discuss/describe the following types of lobbying e.g.: o Hedging against inflation o Bargaining sessions between management and unions, o Influencing supervisory body/regulators  Explain the meaning and the importance of networking.  Give practical examples of networking. Copyright reserved Please turn over Business Studies Gr 11 paper 1 9 DBE/2019 Examination Guidelines  Discuss/Explain/Describe the advantages of networking.  Define the meaning of power relationships.  Discuss/Explain/Describe ways businesses can form power relationships e.g. o Strategic alliance agreements o Persuasion of large investors, o Company representatives’ influence  Identify lobbying, networking and power relationships from given scenarios/case studies/statements. Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand ways in which businesses can adapt to the challenges of the business environments. Make notes using different resources and textbooks. Copyright reserved Please turn over Business Studies Gr 11 paper 1 10 DBE/2019 Examination Guidelines 1. 1.4 1.4 1.4. BUSINESS Contemporary  The impact of contemporary socio-economic issues on Learners should be able to: 1 ENVIRON- socio-economic business operations, and their challenges; decisions  List/Name/Give examples of contemporary socio- MENTS issues for specific business situations economic issues that pose a challenge to - The impact of contemporary socio-economic businesses. issues on business operations and productivity,  Identify socio-economic issues from scenarios/case e.g. income, inflation, social, cultural and studies/statements. demographic issues, economic crime, ethical  Discuss the impact of contemporary socio-economic misconduct (sexual harassment, corruption, issues on business operations. mismanagement of funds, etc.), population  Discuss/Explain/Describe types of ethical misconduct growth, illiteracy, lack of skills, unavailability of e.g. sexual harassment, corruption, mismanagement natural resources, inefficiency in the use of of funds etc. resources, dumping, exhaustion of natural  Discuss the impact of piracy on business operations. resources, piracy, strikes  Define the following concepts and suggest ways in  Possible business solutions/contributions to deal with which businesses can deal with piracy e.g. the socioeconomic issues: o Copyright - Piracy: the nature and definition of each o Patent intellectual property right o Trademark o Copyright  Identify copyright/patent and trade mark form o Patent scenarios/case studies/statements/pictures. o Trade mark  Define/Explain the meaning of industrial relations. - Investigation of developments in industrial  Define the following concepts: relations that relate to contemporary business o Strikes practice o Go slows o Labour strikes, go-slows and lockouts o Lockouts o Labour Relations Act (nature and purpose)  Discuss/Explain/Describe the purpose of the Labour o What is a trade union? Relations Act. o History of trade unions  Define the term trade unions and the reasons for the o Roles of trade unions establishment of trade unions. (Do not focus on the o Functions of trade unions history of trade unions).  Outline/Mention/Discuss/Explain/Describe the roles of trade unions, e.g. addressing poverty reduction, job creation challenges etc.  Outline/Discuss/Explain the functions of trade unions.  Evaluate the functions of trade unions from scenarios/case studies and make recommendations for improvement. Copyright reserved Please turn over Business Studies Gr 11 paper 1 11 DBE/2019 Examination Guidelines Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) Make notes using different resources and textbooks. 1. 1.5 Business 1.5 1.5 BUSINESS sectors The links between various primary, secondary and tertiary Learners should be able to: 1 ENVIRON- enterprises. Examination of the links between:  Explain the meaning of the primary, secondary and MENTS  Primary enterprises tertiary sectors.  Secondary enterprises  Visit any local business enterprise and establish the  Tertiary enterprises link/relationship between these sectors  Discuss/Explain/Describe the link/relationship between the primary, secondary and tertiary sector. Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand the links between various primary, secondary and tertiary enterprises. Make notes using different resources and textbooks. Copyright reserved Please turn over Business Studies Gr 11 paper 1 12 DBE/2019 Examination Guidelines 2 Business 2.1 2.1 2.1 2 Operations MARKETING The aspects of the marketing function: marketing Learners should be able to: FUNCTION activities; product policy; pricing policy; distribution; MARKETING marketing communication; foreign marketing.  Define marketing.  Briefly explain the role of marketing.  Marketing activities (e.g. product policy, pricing  Outline/Mention/Discuss/Explain the following policies, marketing distribution, marketing marketing activities: communication) o Standardisation and grading - Marketing: locating the consumer standardisation o Storage, and grading, storage, transport, financing, risk- o Transport bearing, and buying & selling o Financing o Risk-bearing and - Product policy: product development, design, o Buying & selling packaging and trademarks  Identify the above mentioned marketing activities from - Distribution policy: channels of distribution, given scenarios/case studies/statements. intermediaries, direct and indirect distribution - Communication policy: sales promotion, PRODUCT POLICY advertising, publicity and personal selling  Outline/Mention/ Explain /Discuss the product policy with specific reference to types of product, product - Pricing policy: importance of pricing, pricing development, trademarks and packaging. techniques, price determination, factors  Outline/Mention/Discuss categories of consumer influencing pricing, price adjustments goods/products.  Explain/Discuss the importance of product development  Marketing in the formal and informal sectors.  Outline/Mention/Discuss/Explain the steps/stages of  Use of technology for marketing (electronic marketing, product design. etc.)  Mention/Explain/Discuss the purpose of packaging  Foreign marketing: imports and exports.  Outline/Mention/Discuss/Describe/Classify types/kinds of packaging.  Alignment of foreign marketing and the production  Elaborate on the meaning of trademarks function (e.g. systems, planning, safety, quality and  Discuss/Explain/Describe the importance of trademarks costing to businesses and consumers.  Outline/Mention/Explain the requirements of a good trade mark. PRICING POLICY  Define/Explain the meaning of price  Discuss/Explain the importance of pricing. Copyright reserved Please turn over Business Studies Gr 11 paper 1 13 DBE/2019 Examination Guidelines  Outline/Mention/Explain/Discuss the following pricing techniques e.g.: o Cost-based/orientated pricing o Mark-up pricing o Customer/target based pricing o Competition based/orientation pricing o Promotional pricing o Penetration pricing o Psychological pricing o Bait pricing o Skimming prices  Identify the above mentioned pricing techniques from given scenarios/statements. Quote from the scenario to support your answer.  Outline/Mention/Explain/Discuss factors that influence pricing.  Identify the these factors from given scenarios/ statements. Quote from the scenario to support your answer. DISTRIBUTION POLICY  Define/Explain the meaning of distribution.  Outline/Discuss/Explain the channels of distribution.  Differentiate/Distinguish between direct and indirect channel of distribution.  Explain the meaning of intermediaries  Outline/Mention different types of intermediaries.  Explain the role of intermediaries in the distribution process.  Draw the channel of distribution.  Briefly explain the reasons why manufactures may prefer to make use of direct or indirect distribution methods. COMMUNICATION POLICY  Define/Explain the meaning of a marketing communication policy.  Outline/Mention/Explain/Discuss/Describe the following components of the marketing communication policy: o Sales promotion o Advertising Copyright reserved Please turn over Business Studies Gr 11 paper 1 14 DBE/2019 Examination Guidelines o Publicity and o Personal selling  Explain the purpose of sales promotion and give practical examples.  Explain the purpose of advertising and give examples of advertising medium.  Elaborate on the meaning of publicity.  Explain the role of the public relations in publicity.  Give examples of publicity e.g. press release to the media.  Explain the meaning of personal selling  Justify the effectiveness of personal selling in promoting a business product. MARKETING IN THE INFORMAL SECTOR  Define the informal sector  Explain the advantages of marketing in the informal sector  Justify the reasons why the informal sector prefers to use direct distribution.  Explain/Discuss how the informal sector uses indirect distribution. ELECTRONIC MARKETING  Define electronic marketing and give examples.  Identify methods of electronic marketing from given scenarios/case studies/cartoons/pictures etc.  Explain/Discuss the impact (advantages and disadvantages) of electronic marketing.  Compare the marketing mix of the formal sector with the formal sector e.g. the product of the informal sector usually does not have a logo or trade mark as compared to the formal sector. FOREIGN MARKETING  Define foreign marketing  Outline/Mention/Explain/Discuss restrictions and regulations that control foreign marketing e.g.: o Tariffs trade agreement o Export subsidies o Protection policies etc. Copyright reserved Please turn over Business Studies Gr 11 paper 1 15 DBE/2019 Examination Guidelines  Suggest ways in which South African businesses can enter into a foreign market e.g. exports, licensing, joint ventures, direct investments etc.  Explain/Discuss how the production function can align its processes in order to meet the global demand e.g. o Production systems o Planning o Safety o Quality and o Costing Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand marketing activities and the impact of foreign marketing on local businesses. Make notes using different resources and textbooks. 2. 2.2 2.2 2 Copyright reserved Please turn over Business Studies Gr 11 paper 1 16 DBE/2019 Examination Guidelines BUSINESS PRODUCTION The aspects of the production function: 2.2 OPERATIONS FUNCTION systems; production planning; safety management; quality Learners should be able to: control; production costs MASS PRODUCTION  Systems (mass, batch and job)  Explain the role of the production function in the manufacturing process.  Production planning (information about production  Define mass production and give examples. planning and control)  Explain/Discuss the o Production planning: planning, routing, scheduling characteristics/advantage/disadvantages of mass and loading production. o Production control: dispatching, following up,  Identify mass production from given scenarios/case inspection and corrective action studies/cartoons/pictures.  Safety management: knowledge about factory safety, machinery and Occupational Health and Safety Act, BATCH PRODUCTION Workplace Safety Policy  Define batch production and give examples  Explain/Discuss the characteristics/advantage/  Quality control: quality management systems (SABS), disadvantages of batch production quality control bodies and policies  Identify batch production from given scenarios/case studies/cartoons/pictures. Production costs: business calculations – total cost of production, unit cost of production, selling price and JOB PRODUCTION calculation of profit, break-even analysis  Define job production and give examples  Explain/Discuss the characteristics/advantage/disadvantages of job production.  Identify job production from given scenarios/case studies/cartoons/pictures  Explain the situation in which each production system is used. PRODUCTION PLANNING  Define production planning.  Outline/Mention/Explain/Discuss aspects that must be considered during production planning e.g. planning, routing, scheduling and loading.  Explain/Discuss the advantages of production planning.  Explain the meaning of production control.  Outline/Mention/Explain/Discuss aspects that must be considered during production control e.g. dispatching, following up, inspection and corrective action. Copyright reserved Please turn over Business Studies Gr 11 paper 1 17 DBE/2019 Examination Guidelines  Justify the reasons why businesses must manage safety in the workplace.  Explain/Discuss the requirements for a safe environment e.g. safety policy, visible warning signs, first-aid kit, safe working environment etc.  Explain/Discuss/Recommend precautionary measure that businesses should take when handling machinery.  Explain the purpose of the Occupational Health and Safety Act.  Recommend/Suggest ways in which businesses can comply with the Occupational Health and Safety Act.  Explain the purpose of a workplace safety policy.  Outline/Mention/Explain/Discuss aspects that must be included in the workplace safety policy.  Evaluate a workplace safety policy and make recommendations for improvement.  Define quality control  Explain Total Quality Management (TQM) as part of quality management system.  Outline/Mention quality control bodies e.g. SABS, ISO, quality circles etc.  Explaining the meaning of production costs.  Outline/Mention/Discuss/Explain the components of production costs e.g. primary and overhead costs.  Give examples of primary and overhead costs  Explain the meaning of total and fixed costs.  Calculate total, fixed and variable costs.  Calculate unit costs, selling price, profit and the break- even point.  Explain the meaning of the break-even point. Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Copyright reserved Please turn over Business Studies Gr 11 paper 1 18 DBE/2019 Examination Guidelines Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand Make notes using different resources and textbooks 2. 2.3 2.3 2.3 4 BUSINESS INTRODUCTION  Human resources activities (e.g. recruitment and Learners should be able to: OPERATIONS TO HUMAN selection, contracts, induction, salaries, and other  Explain the role of the human resources RESOURCES benefits) function.(Recap).  -Procedures related to recruitment, selection and  Outline/Mention/Explain/Discuss the human interviewing resources activities e.g.: o Recruitment Discussion of the following: o Selection  Human Resources: o Contracts Labour Relations Act (LRA) No.66 of 1995, Basic o Induction Conditions of Employment Act (BCEA) No.75 of 1997 o Salaries Employment Equity Act (EEA) No.55 of 1998, o Benefits Compensation for Occupational Injuries and Diseases  Discuss/Explain the recruitment procedure. Act (COIDA) No.61 of 1997  Discuss/Explain sources of recruitment e.g. internal - Legalities of employment contracts and external sources. - Procedures of induction and placements  Discuss/Explain the selection procedure. - Interviewing, selection and induction  Explain/Discuss the role of the interviewer during the - Salary determination (piecemeal and time- interview. related), including personal tax; link to basic  Outline/Mention aspects/content of the employment conditions of employment contract. - Employee benefits: pension, medical, other  Evaluate an employment contract from given scenarios and make recommendations for improvement.  Explain the meaning of induction.  Discuss/Explain the purpose of induction.  Discuss/Explain the placement procedure  Differentiate between gross and net pay.  Outline/Mention/Explain different system of salary determination methods e.g. piecemeal and time- related.  Distinguish between piecemeal and time-related salary determination methods. Copyright reserved Please turn over Business Studies Gr 11 paper 1 19 DBE/2019 Examination Guidelines  Outline/Mention/Explain employee benefits.  Explain/Discuss the implications of the following Acts on the human resources function: o Labour Relations Act (LRA) No.66 of 1995 o Basic Conditions of Employment Act (BCEA) No.75 of 1997 o Employment Equity Act (EEA) No.55 of 1998, o Compensation for Occupational Injuries and Diseases Act (COIDA) No.61 of 1997  Identify the above mentioned Acts from given scenarios and recommend ways in which the human resources function can comply with these Acts. Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand the human resources activities and the impact of legislation on this function. Make notes using different resources and textbooks. Note: The 'Term'-column indicates the term in which a topic is to be covered as per the CAPS document. The main topics are numbered from 1 to 4, e.g. Business Environment (1), Business Ventures (2), Business Roles (3) and Business Operations (4) to simplify the layout of the document Copyright reserved Please turn over Business Studies Grade 11 paper 2 20 DBE /2019 Examination Guidelines CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS FOR PAPER 2 BUSINESS VENTURES TERM BUSINESS ROLES Benefits of a company over other 1 Creative thinking and problem solving 2 forms of ownership Avenues of acquiring a business 1 Stress and crisis management 2 Transformation of a business plan 3 Professionalism and ethics 2 into an action plan Setting up/starting a business 3 Citizenship role and responsibilities. 3 Presentation of business 3 Team dynamics and conflict 4 information management Entrepreneurial qualities and 3 success factors Copyright reserved Please turn over Business Studies Grade 11 paper 2 21 DBE /2019 Examination Guidelines CORE CONTENT THAT MUST BE COVERED BY CONTENT DETAILS FOR TEACHING, LEARNING AND TERM MAIN TOPICS TOPICS GRADE 12 BUSINESS STUDIES TEACHERS ASSESSMENT PURPOSES 1. 1.1 1.1 1.1 BUSINESS Benefits of a The benefits and challenges of establishing a company Learners should be able to: 1 VENTURES company over versus other forms of ownership (including taxation  Discuss/Explain/Describe the characteristics, other forms of issues) advantages and disadvantages of the forms of ownership  Recap the characteristics, advantages and ownership. (Recap) disadvantages of the forms of ownership  Distinguish/Differentiate/Tabulate the differences  The benefits and challenges of establishing a between forms of ownership. company versus other forms of ownership i.e. sole  Discuss/Explain the benefits of establishing a trader, partnership, Close Corporation, co-operatives, company versus other forms of ownership e.g.: (including taxation issues) o Legal status and liability.  Formation of companies o Profit sharing o Ownership and management o The company’s charter - Memorandum of o Capital and cash flow Incorporation o Life span and continuity o Name of the company incorporation and o Taxation commencement of the company  Discuss/Explain the challenges of establishing a company versus other forms according to the above o Prospectus mentioned benefits.  Explain/Describe/Discuss the procedure for the formation of companies.  Discuss/Explain the legal requirements of the name of the company, e.g.: o A company is not allowed to use a misleading name, o A name reservation is valid for six months, etc.  Define the following concepts: o Memorandum of incorporation o Notice of incorporation o Prospectus, i.e. initial & secondary offer  Outline the aspects that must be included in the prospectus. Knowledge of this topic should enable a learner to: Answer in short paragraphs/longer and essay type questions. Copyright reserved Please turn over Business Studies Grade 11 paper 2 22 DBE /2019 Examination Guidelines Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand the benefits of a company over other forms of ownership. Make notes using different resources and textbooks. 1. 1.2 1.2 1.2 BUSINESS Avenues of Avenues of acquiring businesses (e.g. franchising, Learners should be able to: 1 VENTURES acquiring a outsourcing, leasing); discuss their advantages and  Explain/Discuss/Justify/Motivate the reason why business disadvantages as well as their contractual implications entrepreneurs may decide to purchase an existing business.  Avenues of acquiring businesses (e.g. franchising,  Outline/Mention/Discuss/Explain/Describe the outsourcing, leasing) advantages, disadvantages and contractual  Their advantages and disadvantages as well as implications of the following business avenues: contractual implications (e.g. royalties, legalities) o Franchising o Outsourcing o Leasing  Identify/Name business avenues from scenarios/case studies/statements.  Conduct research on the viability and benefits of franchising, outsourcing and leasing Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) Make notes using different resources and textbooks Copyright reserved Please turn over Business Studies Grade 11 paper 2 23 DBE /2019 Examination Guidelines 1 1.3 1.3 1.3 BUSINESS Transformation Transformation of a business plan into an action plan Learners should be able to: 3 VENTURES of a business (including Gantt charts and timelines) collaboratively or  Discuss/Explain the purpose of a business plan plan into an independently (Recap). action plan  Explain the meaning of an action plan.  Transformation of a business plan into an action plan (e.g. planning tools: Gantt charts or Work Breakdown  Discuss/Explain/Describe the importance of an action Structure (WBS) with timelines and responsibilities, plan. project planning)  Outline/Mention the stages of action plan/Steps to follow when drawing up an action plan.  Outline/Explain the project planning steps.  Define the following planning tools: o Gantt charts or Work Breakdown Structure (WBS o Timelines o Project planning  Discuss/Explain the importance of timelines and Gantt charts/WBS.  Draw up a Gantt charts using the information given in scenarios/case studies.  Use the grade 10 business plan and transform it into an action plan. Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) to understand how to transform a business plan into an action plan Make notes using different resources and textbooks Copyright reserved Please turn over Business Studies Grade 11 paper 2 24 DBE /2019 Examination Guidelines 1 1.4 1.4 1.4 BUSINESS Setting up/ Collaboratively or independently starting a business Learners should be able to: 3 VENTURES Starting a venture based on an action plan  Outline/Mention/Explain/Discuss aspects that must be business plan considered when initiating a business e.g.:  Initiating and setting up business ventures to o Strategy generate income, basing this on an action plan. o Operations  Acquiring funding (Equity capital/loans/debt, o Productivity considering other sources of funding/capital), if o Size of a business etc. needed  Outline/Mention/Explain/Discuss factors that must be considered before start-up e.g.: o Culture of the organisation o Environmental changes o customer services o Business growth o Cost saving etc.  Analyse the above mentioned factors from scenarios/case studies and make recommendations for improvement.  Explain/Discuss reasons why businesses need funding.  Outline/Mention/Explain sources of funding.  Explain/Discuss/Describe factors that influence the choice of funding e.g. nature of finance, amount of capital needed, risk, cost of finance etc. Knowledge of this topic should enable a learner to answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use recent business news from the media (newspapers/radio/TV/magazines) Make notes using different resources and textbooks. Copyright reserved Please turn over Business Studies Grade 11 paper 2 25 DBE /2019 Examination Guidelines 1 1.5 1.5 1.5 BUSINESS Presentation of Accurate and concise verbal and non-verbal presentation Learners should be able to: 3 VENTURES business of a variety of business-related information (including  Explain the importance of presenting business information graphs); respond professionally to questions and information. feedback  Differentiate/Distinguish between verbal and non- verbal presentation and give practical examples of  Presentation and validation (support) of business- each. related information in verbal and non-verbal format (including tables, graphs, diagrams and illustrations);  Outline/Mention/Explain/Discuss types of visual aids posters and hand-outs (recap) e.g. tables/graphs/diagrams/posters/handouts etc.