Examinations and Assessment Guidelines: WHRT4
General Education and Training Certificate
Adult Basic Education and Training
NQF Level 1
EXAMINATIONS AND ASSESSMENT GUIDELINES
WHOLESALE AND RETAIL L4
CODE: WHRT4
2012
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TABLE OF CONTENTS
1.
Introduction
3
2.
The GETC-ABET Level 4 Qualification
4
3.
Unit Standards for WHRT4 Learning Area
7
4.
LTSM in PALCs
18
5.
Weighting of the Specific Outcomes and Assessment Criteria
18
6.
Core Knowledge Areas
18
7.
Taxonomies used in scaffolding questions
24
8.
Site-Based Assessment (Formative)
24
8.1
Structure of SBA Tasks
25
8.2
Exemplar SBA Tasks
26
9.
External Assessment (Summative)
46
9.1
Structure of a question paper
46
9.2
Exemplar question paper
47
10.
Promoting the Principles of quality assessment practices
61
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1.
INTRODUCTION
This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen
against the background of the review of the General Education and Training Certificate (GETC): Adult Basic
Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards.
Against this background, it must be seen to replace any other guideline document that has preceded it. What
it does not do, however, is signal a radical shift from formal national assessment processes that have been
managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such
assessment practices. It formalises them into a useful reference document for mainly examiners and
moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their
learners for assessment.
The WHRT4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim
qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature
aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other
users of this document shall be the Public Adult Learning Centres (PALCs) management teams,
departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder
in adult education.
Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the
learner for the examination as well as the site-based assessment. It should be treated as resource material
that seeks to indicate the unit standards for the WHRT4 learning area and how to unpack them for
assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be
assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible
teaching and learning support materials relevant to the learning area are also highlighted.
While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators
more guidance in their own teaching and assessment practice. The document creates a uniform framework
for examinations and formative assessments, in order to avoid a variety of different approaches to
examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not
be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.
The document also contains the GETC–ABET qualification which among others reflects on the rules of
combination, core components and the academic learning areas. The structure of an examination question
paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking
memorandum together with exemplar site-based assessment tasks are outlined.
This examination guidelines document provides guidance on how to use available resources to achieve the
specified unit standards of the learning area. The national Policy on the Conduct, Administration and
Management of the GETC–ABET Level 4 examinations and assessment has a bearing on this document.
All users are encouraged to alert the Department of Higher Education and Training of any unrealistic
suggestions that might hinder quality implementation of the assessment for the interim GETC–ABET Level 4
qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible
assessment activities. Suggestions to improve the implementation of assessment in the WHRT4 learning
area will be greatly appreciated.
2.
THE GETC:ABET LEVEL 4 QUALIFICATION
The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID
No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces
SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.
SAQA QUAL ID
QUALIFICATION TITLE
71751
General Education and Training Certificate: Adult Basic Education and Training
ORIGINATOR
REGISTERING PROVIDER
Task Team - Adult Basic Education and Training
QUALITY ASSURING ETQA
QUALIFICATION TYPE
FIELD
GETC-ABET Level 4 ~ @ NQF Level 1
SUBFIELD
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Examinations and Assessment Guidelines: WHRT4
National Certificate
Field 05 - Education, Training and
Development
Adult Learning
ABET BAND
MINIMUM CREDITS
NQF LEVEL
QUAL CLASS
ABET Level 4
120
Level 1
Regular-Unit Standards Based
REGISTRATION STATUS
SAQA DECISION NUMBER
REGISTRATION START
DATE
REGISTRATION END DATE
Registered
SAQA 1179/08
2008-11-26
2011-11-26
LAST DATE FOR ENROLMENT
LAST DATE FOR ACHIEVEMENT
2012-11-26
2015-11-26
The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills
and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards
which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the
purpose of the qualification aims to:
9
9
9
9
Give recognition to learners who achieve and meet the necessary requirements and competencies as
specified in the Exit Level Outcomes and Associated Assessment Criteria.
Provide a solid foundation of general education learning which will help prepare learners and enable
them to access Further Education and Training learning and qualifications, particularly occupational
workplace-based or vocational qualifications.
Promote lifelong learning to enable learners to continue with further learning.
Prepare learners to function better in society and the workplace.
Rationale:
Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult
learners with the necessary knowledge, skills and values in order to be functional in society and as a person
by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners
with foundational learning through the acquisition of knowledge and skills needed for social and economic
development and the promotion of justice and equality. It also seeks to promote and instill learners with a
culture of life-long learning needed for future learning. It also enables learners to acquire the necessary
competencies in order to access further education and training, career development and employment
opportunities.
The achievement of the GETC: ABET qualification allow learners the following learning pathways:
9
9
9
To choose a vocational route through completion of the National Certificate (Vocational)
Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.
To access academic learning at NQF Level 2 and above.
To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and
workplace experience and learning.
The qualification aims to equip learners to:
9
9
9
9
9
9
9
Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
Function better in and contribute to the world of work.
Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,
gender, development and change.
Develop an appreciation for lifelong learning.
Function better as a citizen in South Africa and contribute to cultural, social, environmental and
economic development.
Make informed judgments about critical ethical issues.
Develop study skills to be able to access further learning.
It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning
in this qualification.
Recognition of Prior Learning:
The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the
assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to
determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and
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the associated Unit Standards. RPL will be done by means of an integrated assessment which includes
formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow
for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit
Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality
assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant
ETQA.
It is recommended that learners have achieved the following in order to access this qualification:
Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.
The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of
combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning
Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning
Areas from the Elective component.
Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:
RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS
FUNDAMENTALS COMPONENT: COMPULSORY
CREDITS
39 OR 37
1. One Official Language: 23 Credits
2. Mathematical Literacy: 16 Credits OR
3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH
CORE COMPONENT: COMPULSORY
CREDITS
32
1. Life Orientation: 32 Credits
ELECTIVES COMPONENT: OPTIONAL
CREDITS
49 OR 51
Academic Learning Areas:
1.
2.
3.
4.
5.
6.
Human and Social Sciences: 23 Credits
Natural Sciences: 15 Credits
Economic and Management Sciences: 21 Credits
Arts and Culture: 17 Credits
Technology: 11 Credits
One Additional Official Language (Excluding the language chosen as a Fundamental): 23
Credits
Vocational Learning Areas:
7.
8.
9.
10.
11.
12.
13.
Applied Agriculture and Agricultural Technology: 20 Credits
Ancillary Health Care: 45 Credits
Small, Medium and Micro Enterprises: 17 Credits
Travel and Tourism: 38 Credits
Information Communication Technology: 23 Credits
Early Childhood Development: 26 Credits
Wholesale and Retail: 30 Credits
OPTION 1
( 5 Learning Areas)
TWO Fundamentals
ONE Core and
TWO Electives
OPTION 2
( 6 Learning Areas)
TWO Fundamentals
ONE Core and
THREE Electives
OPTION 3
( 7 or more Learning Areas)
TWO Fundamentals
ONE Core and
FOUR Electives
If you choose mathematics and mathematical sciences in the fundamentals component then you
must have a minimum total of 51 credits in the electives component.
Critical Cross-field Outcomes (CCFO):
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UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that responsible decisions using critical and creative
thinking have been made.
UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team, group, organisation and community.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written
presentation.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the environments and
health of others.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving
contexts do not exist in isolation.
3.
UNIT STANDARDS FOR WHRT4 LEARNING AREA
The WHRT4 Learning Area comprises the following unit standards:
SAQA US ID
259939
259937
259938
117900
10007
10008
US TITLE
Describe wholesale and retail in South Africa
Identify career opportunities in the wholesale and retail sector
Identify the importance of customer service in the wholesale and retail
environment
Plan self development
Identify, analyse and select business opportunities
Write and present a simple business plan
CREDITS
4
8
5
TOTAL:
SAQA US ID
259939
US TITLE
Describe wholesale and retail in South Africa
10
3
7
37
CREDITS
2
PURPOSE OF THE UNIT STANDARD
The unit standard is aimed at learners wishing to enter the Wholesale and Retail sector for employment
opportunities. Individuals credited with this unit standard will gain understanding of the nature of the
Wholesale and Retail Sector and will be able to identify the key features of the sector.
In addition, learners will be able to explain the concepts of Wholesale and Retail, the roles and functions of
role players in the sector and the knowledge gained will provide access to workplace based learning
programmes for occupationally focussed qualifications in the field of Wholesale and Retail through accessing
of further learning at NQF Level 2.
Qualifying learners will be able to:
Identify the key features of Wholesale and Retail in South Africa.
Describe the nature of Wholesale and Retail.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that the learner is competent in Communication and Mathematical Literacy at ABET Level 3.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Identify the key features of Wholesale and Retail in South Africa.
ASSESSMENT CRITERION 1
The concepts of Wholesale and Retail is described.
ASSESSMENT CRITERION 2
The purpose of Wholesale is identified and described.
SPECIFIC OUTCOME 2
Describe the nature of Wholesale and Retail.
ASSESSMENT CRITERION 1
The profit principle within the concept of stock for re-sale as it applies to
Wholesale and Retail is described.
ASSESSMENT CRITERION 3
The purpose of Retail is identified and described.
ASSESSMENT CRITERION 2
The types of products and services in a selected Wholesale and Retail operation
are investigated and identified.
ASSESSMENT CRITERION 4
The relevant categories and sub-sectors in the Wholesale and Retail environment
in South Africa are recognised and listed.
ASSESSMENT CRITERION 3
The operational functions in the wholesale and retail environment are identified
and listed.
ASSESSMENT CRITERION 5
The relevant stakeholders in the Wholesale and Retail environment in South
Africa are recognised and listed.
ASSESSMENT CRITERION 4
The flow of stock in the Wholesale and Retail environment is described.
ASSESSMENT CRITERION 5
The flow of cash in the Wholesale and Retail environment is described.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate
that they assess in terms of the scope and context defined in all the range statements. Any institution offering learning towards this unit standard must be accredited as a
provider with the relevant ETQA.
External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the
agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Sub-sectors and categories applicable to the Wholesale and Retail sector.
Stakeholders in the Wholesale and Retail sector.
Concepts and terminology used in the sector.
Operational functions in the Wholesale and Retail environment.
The flow of stock in the Wholesale and Retail environment.
The flow of cash in the Wholesale and Retail environment.
Types of products and services in the Wholesale and Retail environment.
Principles of profit through sale and resale.
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SAQA US ID
259937
US TITLE
Identify career opportunities in the wholesale and retail sector
CREDITS
4
PURPOSE OF THE UNIT STANDARD
This unit standard supports the acquiring of the necessary skills and knowledge to facilitate the investigation
of the Wholesale and Retail sector to enable the identification and selection of career path and employment
opportunities in the sector.
Individuals credited with this unit standard will be able to distinguish between different career and
employment opportunities through their understanding and knowledge of the Wholesale and Retail sector in
order to make informed decisions in the selection of suitable employment opportunities at the onset of their
envisaged career paths in the Wholesale and Retail environment.
Learners found competent against this unit standard will be able to:
Identify entry-level positions in the Wholesale and Retail sector.
Select a preferred career path.
Describe a career path.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that the learner is competent in Communication and Mathematical Literacy at ABET Level 3.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Identify entry-level positions in the Wholesale
and Retail sector.
ASSESSMENT CRITERION 1
The different sub-sectors and categories in the
Wholesale and Retail sector are listed. .
ASSESSMENT CRITERION 2
Entry-level positions in the sub-sectors and
categories are listed.
ASSESSMENT CRITERION 3
The minimum skills required for two positions
are identified and listed.
SPECIFIC OUTCOME 2
Select a preferred career path.
SPECIFIC OUTCOME 3
Describe a career path.
ASSESSMENT CRITERION 1
Career opportunities in the operational areas of
Wholesale and Retail are listed.
ASSESSMENT CRITERION 1
Skills and knowledge required for an operational and/or
support career opportunity in Wholesale and Retail is
described.
ASSESSMENT CRITERION 2
Career opportunities in support functions in Wholesale
and Retail are listed.
ASSESSMENT CRITERION 3
A preferred career path in the Wholesale and Retail
sector is identified.
ASSESSMENT CRITERION 2
A personal career path within the Wholesale and Retail
environment is described.
ASSESSMENT CRITERION 3
The Wholesale and Retail qualifications structure and
qualifications available for the preferred career path are
described.
ASSESSMENT CRITERION 4
Sources for the skills and knowledge required are
described.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate
that they assess in terms of the scope and context defined in all the range statements. Any institution offering learning towards this unit standard must be accredited as a
provider with the relevant ETQA.
External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the
agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Categories in the Wholesale and Retail Sector.
Wholesale and Retail organisations, role-players.
Career opportunities in the sector.
Understanding of career-pathing.
Understanding of the relevant skills and knowledge required for a selected job categories.
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SAQA US ID
US TITLE
CREDITS
259938
Identify the importance of customer service in the wholesale and retail
4
environment
PURPOSE OF THE UNIT STANDARD
The purpose of this unit standard is the establishment of a foundational understanding of the importance of
customer service in the Wholesale and Retail environment.
Individuals credited with this unit standard will gain an awareness of the importance of customer service and
will recognise customer service and how it applies to the business environment in the Wholesale and Retail
Sector.
Learners found competent against this unit standard will be able to:
Recognise and describe the importance of customer service in a Wholesale and Retail environment.
Identify good customer service standards.
Illustrate the handling of basic customer queries.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that the learner is competent in Communication and Mathematical Literacy at ABET Level 3.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Recognise and describe the importance of customer service in a
Wholesale and Retail environment.
SPECIFIC OUTCOME 2
Identify good customer service standards.
SPECIFIC OUTCOME 3
Illustrate the handling of basic customer queries.
ASSESSMENT CRITERION 1
Customer service is described to indicate the relationship between
an organisation, its workforce and customers in an organisation.
ASSESSMENT CRITERION 1
Examples of good customer service in at least
three formal retail and wholesale organisations
are identified.
ASSESSMENT CRITERION 1
The use of effective listening skills to understand
customer queries is illustrated.
ASSESSMENT CRITERION 2
The term "Moments of truth" is described as it applies to customer
service.
ASSESSMENT CRITERION 2
Examples of good customer service in at least
three informal outlets are identified.
ASSESSMENT CRITERION 3
"Moments of truth" in a store are described through the provision of
relevant examples.
ASSESSMENT CRITERION 3
Good customer service standards for an informal
outlet are identified and described.
ASSESSMENT CRITERION 2
The use of effective questioning techniques to
understand customer queries is illustrated.
ASSESSMENT CRITERION 3
Repeating of a query in one's own words to confirm
understanding of a query when dealing with a
customer is illustrated.
ASSESSMENT CRITERION 4
The effect of the concept "treat others as you would like to be
treated" is described as an approach to customer service.
ASSESSMENT CRITERION 5
The impact of personal conduct on the workplace, the organisation
and the customer is recognised and described.
ASSESSMENT CRITERION 6
The value of satisfied customers to the organisation is described.
ASSESSMENT CRITERION 7
The consequences of poor customer service on the organisation are
recognised and described.
ASSESSMENT CRITERION 8
The difference between internal and external customers in an
organisation is described.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate
that they assess in terms of the scope and context defined in all the range statements. Any institution offering learning towards this unit standard must be accredited as a
provider with the relevant ETQA.
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External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the
moderation guidelines in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Customer service concepts.
Customer service requirements.
Difference between internal and external customers.
The term "Moments of Truth" as used in the industry.
Effective listening skills.
Effective questioning skills.
Handling of basic complaints.
Importance of customer service.
SAQA US ID
US TITLE
CREDITS
117900
Plan self development
10
PURPOSE OF THE UNIT STANDARD
This unit standard is intended for all levels of people in all industries who are interested in furthering themselves
in the business in which they work.
Persons credited with this unit standfard will be able to set goals for their own personal growth.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that the learner has competent in:
Communication at ABET level 4, or equivalent.
Mathematical Literacy at ABET Level 4, or equivalent.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Explain opportunities for advancement within the
organisation.
ASSESSMENT CRITERION 1
Discuss the hierarchy applicable to the
organisation.
ASSESSMENT CRITERION 2
Explain the different departments within the
organisation and what their role is within the
organisation.
ASSESSMENT CRITERION 3
Explain organisational opportunities for training and
promotion.
SPECIFIC OUTCOME 2
Plan own development.
SPECIFIC OUTCOME 3
Explain how the NQF can help with one's growth.
ASSESSMENT CRITERION 1
Identify what knowledge and experience you
require to move up within the organisation.
ASSESSMENT CRITERION 1
Describe why the NQF came into being and its
objectives.
ASSESSMENT CRITERION RANGE
Identify people, sources and training programs that
can help you obtain this knowledge and experience
both within and external to the organisation.
ASSESSMENT CRITERION 2
Explain the actual Framework and the levels on the
framework.
ASSESSMENT CRITERION 2
Develop an action plan with timelines to access the
required knowledge and gain the required
experience based on information supplied by
people possessing such knowledge.
ASSESSMENT CRITERION 4
Describe how your personal ambitions and desires
fit or do not fit with what the organisation has to
offer.
ASSESSMENT CRITERION 3
Explain how qualifications are made up and the
make up of unit standards applicable to your
industry.
ASSESSMENT CRITERION 4
Explain the different options open to a person
wanting a qualification on the National Qualification
Framework.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Programmes leading to the award of credits from this unit standard will be accredited by the relevant ETQA role. Anyone assessing a learner against this unit standard
must be registered as an assessor with the relevant ETQA.
Internal Moderations will be performed by the Accredited Providers whilst the relevant ETQA will perform external moderations of assessments across the Accredited
Providers according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The demonstrated understanding of:
The hierarchy applicable to the organisation.
The different departments within the organisation and what their role is within the organisation.
Organisational opportunities in respect of training and promotion.
How to develop an action plan.
Why the NQF came into being and its objectives.
The actual Framework and the levels on the framework.
How qualifications are made up and the make up of unit standards applicable to the applicable industry.
The different options open to a person within the industry wanting a qualification on the National Qualification Framework.
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SAQA US ID
10007
US TITLE
Identify, analyse and select business opportunities
CREDITS
3
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: identify business ideas, eliminate inappropriate business ideas and select viable business ideas.
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
SPECIFICOUTCOME 2
Eliminate
inappropriate business ideas.
Identify business ideas.
ASSESSMENT CRITERION 1
1. The concept business ideas is explained.
ASSESSMENT CRITERION 2
Business ideas are identified and listed.
ASSESSMENT CRITERION RANGE
Ideas are generated through brainstorming;
discussion; and observation.
ASSESSMENT CRITERION 3
Business ideas are discussed and compared.
ASSESSMENT CRITERION RANGE
Discussions indicate advantages and disadvantages.
SPECIFIC OUTCOME 3
Analyse and select viable business opportunities.
ASSESSMENT CRITERION 1
Market research is defined and discussed.
ASSESSMENT CRITERION 1
Appropriate screening techniques are identified
and selected.
ASSESSMENT CRITERION RANGE
Factors to consider: market size; quality; cost per
job; potential profits; empowerment; number of
jobs created
ASSESSMENT CRITERION 2
The selected screening techniques are justified
and applied. T
ASSESSMENT CRITERION RANGE
Ideas are generated through brainstorming;
discussion; and observation.
ASSESSMENT CRITERION 3
The most appropriate ideas are listed.
ASSESSMENT CRITERION 2
Different methods of market research are identified
and listed.
ASSESSMENT CRITERION RANGE
Methods include - door-to-door surveys; telephone
surveys; interviews; personal needs
ASSESSMENT CRITERION 3
Appropriate research methods are evaluated and
selected.
ASSESSMENT CRITERION RANGE
Methods include - door-to-door surveys; telephone
surveys; interviews; personal needs, taking into
account specific type of business.
ASSESSMENT CRITERION 4
Selected methods are used to research potential
business opportunities.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
1. Labour Laws
2. Human Rights and the constitution
3. Health and Safety regulations.
4. Awareness of contractual obligations.
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UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities.
SAQA US ID
10008
US TITLE
Write and present a simple business plan
CREDITS
7
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: Describe and analyse the different components of a typical business plan and design a business plan
relevant to a selected business idea.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Numeracy and Literacy skills (ABET level 2) Unit standard SMME 2. (12/09
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Explain and discuss the purpose of a business plan.
ASSESSMENT CRITERION 1
A business plan is described.
ASSESSMENT CRITERION 2
The need for, and use of, a business plan is
discussed.
ASSESSMENT CRITERION RANGE
Access to finance monitoring & development tool
SPECIFICOUTCOME 2
Outline and analyse the components of a business
plan.
SPECIFIC OUTCOME 3
Design and present a business plan relevant to the
selected business idea.
ASSESSMENT CRITERION 1
The different components of a business plan are
listed.
ASSESSMENT CRITERION 1
Information relating to the individual selected
business idea is gathered and analysed.
ASSESSMENT CRITERION RANGE
Title Page ; Executive Summary ; Introduction ;
Marketing Plan ; SWOT Analysis ; Financial Plan ;
Staff Structure; Technical Plan ; Material
Purchasing Plan ; Environmental Impact
Assessment ; Conclusion and Appendices
ASSESSMENT CRITERION 2
The development of the business plan is assessed.
ASSESSMENT CRITERION 2
The different components of a business plan are
explained.
ASSESSMENT CRITERION 3
The written business plan is assessed.
ASSESSMENT CRITERION RANGE
Factors to consider: market size; quality; cost per
job; potential profits; empowerment; number of
jobs created.
ASSESSMENT CRITERION 3
The functions of the different components of the
business plan are analysed.
ASSESSMENT CRITERION RANGE
Factors to consider: market size; quality; cost per
job; potential profits; empowerment; number of
jobs created.
GETC-ABET Level 4 ~ @ NQF Level 1
ASSESSMENT CRITERION RANGE
Assess component by component, as well as draft to
draft, i.e. assess each draft.
ASSESSMENT CRITERION RANGE
Assess against the generic business plan.
ASSESSMENT CRITERION 4
Various presentation skills are explained.
ASSESSMENT CRITERION RANGE
Body language; ability to answer questions; ability to
convey ideas, tone, tempo
ASSESSMENT CRITERION 5
The oral presentation of the business plan is
assessed.
ASSESSMENT CRITERION RANGE
Body language; ability to answer questions; ability to
convey ideas, tone, tempo
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Examinations and Assessment Guidelines: WHRT4
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
1. Literacy and Numeracy
2. Negotiation Skills
3. Labour Laws.
4. Human rights and the constitution
5. Health and Safety regulations
6. Awareness of contractual obligations
7. Technical knowledge applicable to business
UNIT STANDARD DEVELOPMENTAL OUTCOME
1. Reflecting on and exploring a variety of strategies to learn more effectively;
2. Participating as responsible citizens in the life of local, national and global communities;
3. Being culturally and aesthetically sensitive across a range of social contexts;
4. Exploring education and career opportunities; and
5. Developing entrepreneurial opportunities.
4.
LTSM IN PALCs
The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the
catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed
LTSM do not represent an exhaustive list, any other resources that respond positively to the prescribed learning
area unit standards could be used.
5.
WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA
UNIT STANDARD
25993
9
25993
7
25993
8
11790
0
10007
10008
CREDIT
S
WEIGHTIN
G%/
MARKS
11
Describe wholesale and retail in South Africa
4
Identify career opportunities in the wholesale and retail sector
8
22
Identify the importance of customer service in the wholesale and retail
environment
Plan self development
5
13
10
27
3
7
37
8
19
100
Identify, analyse and select business opportunities
Write and present a simple business plan
TOTAL:
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
6.
CORE KNOWLEDGE AREAS
UNIT STANDARD 1: US ID 259939: DESCRIBE WHOLESALE AND RETAIL IN SOUTH AFRICA
Specific Outcome 1: Identify the key features of Wholesale and Retail in South Africa.
Knowledge
Skills
AC1 & 3: The concepts of Wholesale and Retail is
• Describing Wholesale and Retail as a form of a business
described
• Defining Wholesale and Retail
AC4 & 5: The relevant categories and sub-sectors in • Recognition and listing of the relevant categories and subthe Wholesale and Retail environment in South Africa
sectors in the Wholesale and Retail environment in South
are recognised and listed
Africa
Values
Demonstrating an understanding of
Wholesale and Retail and its relationship to
relevant stakeholders
Specific Outcome 2: Describe the nature of Wholesale and Retail
Knowledge
Skills
AC1: The profit principle within the concept of stock
• Describing the profit principle of stock for re-sale as it applies
for re-sale as it applies to Wholesale and Retail is
to Wholesale and Retail
described
AC2: The types of products and services in a
• Identification and investigation of types of products and
selected Wholesale and Retail operation are
services in a selected Wholesale and Retail operation
investigated and identified
AC3: The operational functions in the wholesale and • Identification and Listing of operational functions in the
retail environment are identified and listed.
wholesale and retail
AC4 & 5: The flow of stock and cash in the Wholesale •
and Retail environment is described.
Description of the flow of stock and cash in the Wholesale
and Retail
Values
Demonstrating an understanding of profit
principle of stock for re-sale in Wholesale
and Retail
Showing insight of types of products and
services in Wholesale and Retail operation
Demonstrating an understanding of
operational functions in the wholesale and
retail
Demonstrating an understanding of the flow
of stock and cash in the Wholesale and
Retail
UNIT STANDARD 2: US ID 259937: IDENTIFY CAREER OPPORTUNITIES IN THE WHOLESALE AND RETAIL SECTOR
Specific Outcome 1: : Identify entry-level positions in the Wholesale and Retail sector
Knowledge
Skills
AC1-3: The different sub-sectors and categories,
• Listing of The different sub-sectors and categories, entry
entry level position and minimum skills required in the
level position and minimum skills required in the
Wholesale and Retail sector are listed
Wholesale and Retail
Values
Showing insight of entry-level positions in the
Wholesale and Retail sector
Specific Outcome 2: Select a preferred career path
Knowledge
AC 1 - 3: Career opportunities in the operational
areas, support functions and a preferred career path
in Wholesale and Retail are listed and identified
Values
Showing insight of career path in Wholesale and
Retail
Skills
• Listing and identification of career path in Wholesale
and Retail
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
Specific Outcome 3: Describe a career path
Knowledge
Skills and knowledge required for an operational and
/or support career opportunity in Wholesale and
Retail is described
•
Skills
Description of a career path in Wholesale and Retail
Values
Demonstrating an understanding of a career path
in Wholesale and Retail
UNIT STANDARD 3: US ID 259938: IDENTIFY THE IMPORTANCE OF CUSTOMER SERVICE IN THE WHOLESALE AND RETAIL ENVIRONMENT
Specific Outcome 1: Recognise and describe the importance of customer service in a Wholesale and Retail environment
Knowledge
Skills
Values
AC1-8: Customer service is described to indicate
Demonstrating an understanding of importance
• Describe customer service, Moment of truth.
the relationship between an organisation, its
of customer service in a Wholesale and Retail
• Describe the concept of “treat others as you would like to be
workforce and customers in an organisation
environment
treated”, “moment of truth”, value of satisfied customer, the
consequences of poor customer service, the value of satisfied
customer.
• Describe the difference between the internal and external
customer
Specific Outcomes 2: Identify good customer service standards
Knowledge
Skills
AC1-3: Examples of good customer service in at
• Identify and describe good customer service in a formal and
least three formal retail and wholesale
informal retail business
organisations are identified
Specific outcome 3: Illustrate the handling of basic customer queries
Knowledge
Skills
AC1-3: The use of effective listening skills to
• Illustrate effective listening, questioning skills to understand
understand customer queries is illustrated.
customer queries
• Illustrate repeating of a query in one's own words to confirm
understanding of a query when dealing with a customer
Values
Demonstrating an understanding good
customer service standards
Values
Display an understanding of handling basic
customer queries
UNIT STANDARD 4: US ID 117900: PLAN SELF DEVELOPMENT
Specific outcome 1: Explain opportunities for advancement within the organisation
Knowledge
Skills
AC 1: Discuss the hierarchy applicable to the
• Discuss hierarchy
organisation
AC 2: Explain the different departments within the • Explain the different departments within the organization and
organisation and what their role is within the
what their role
organisation
AC 3: Explain organisational opportunities for
• Explain organisational opportunities for training and promotion
training and promotion
GETC-ABET Level 4 ~ @ NQF Level 1
Values
Demonstrating an understanding of hierarchy
Demonstrating an understanding of the different
departments within the organization
Demonstrating an understanding of
opportunities for training and promotion
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Examinations and Assessment Guidelines: WHRT4
AC 4: Describe how your personal ambitions and
desires fit or do not fit with what the organisation
has to offer
Specific Outcome 2: Plan own development
Knowledge
AC1-2: Identify what knowledge and experience
you require to move up within the organisation
AC3: Develop an action plan with timelines to
access the required knowledge and gain the
required experience based on information supplied
by people possessing such knowledge.
•
Describe how your personal ambitions and desires fit or don’t fit
in organisation
Skills
Identify knowledge and experience required to move up within
the organization
• Identify people, sources and training programs that can help
you obtain this knowledge and experience both within and
external to the organisation
• Develop an action plan for own development
•
Specific Outcome 3: Explain how the NQF can help with one's growth.
Knowledge
Skills
AC1: Describe why the NQF came into being and • Describe the NQF and its objective
its objectives
AC2: Explain the actual Framework and the levels • Explain Framework and the levels on the framework
on the framework
AC3: Explain how qualifications are made up and • Explain how qualifications are made up
the makeup of unit standards applicable to your
industry
AC4: Explain the different options open to a
• Explain option available for a person wanting qualification on
person wanting a qualification on the National
NQF
Qualification Framework
Demonstrating an understanding of how your
personal ambitions and desires fit or don’t fit in
organisation
Values
•
Demonstrating an understanding of own
development within the organization
• Demonstrating an understanding of action
plan for own development
values
Demonstrating an understanding of NQF and its
objective
Demonstrating an understanding of Framework
and the levels on the framework
Demonstrating an understanding of how
qualifications are made up
Demonstrating an understanding of option
available for a person wanting qualification on
NQF
UNIT STANDARD 5: US ID 10007: IDENTIFY, ANALYSE AND SELECT BUSINESS OPPORTUNITIES
Specific Outcome 1: Identify business ideas
Knowledge
Skills
AC 1-3: The concept business ideas is explained, • Explain, identify list and compare business ideas
identified listed and compared
Specific Outcome 2: Eliminate inappropriate business ideas
Knowledge
Skills
AC 1: Appropriate screening techniques are
• Identify and select appropriate screening techniques
identified and selected
AC 2: The selected screening techniques are
• Justify and apply selected screening techniques
justified and applied
GETC-ABET Level 4 ~ @ NQF Level 1
values
Display an insight of business ideas
Values
Demonstrating an understanding of appropriate
screening techniques
Demonstrating an understanding of Justifying
and applying selected screening techniques
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Examinations and Assessment Guidelines: WHRT4
AC 3: The most appropriate ideas are listed
•
List the most appropriate ideas
Specific Outcome 3 Analyse and select viable business opportunities
Knowledge
Skills
AC 1-4: Different methods of market research is
• Discuss, identify, list and evaluate different methods of market
defined and discussed.
research
• Select appropriate method of market research.
Demonstrating an understanding of listing the
most appropriate ideas
Values
Display an insight of analysing and selecting
viable business opportunities
UNIT STANDARD 6: US ID 10008: WRITE AND PRESENT A SIMPLE BUSINESS PLAN
Specific Outcome 1: Explain and discuss the purpose of a business plan
Knowledge
Skills
AC1: A business plan is described
• Describe a business plan
• Discuss the need and used of business plan
AC2: The need for, and use of, a business plan is
discussed
Specific outcome 2: Outline and analyse the components of a business plan
Knowledge
Skills
AC 1-3: The different components of a business • List, explain and analyse the different components of a
plan are listed, explained and analysed.
business plan
Specific outcome 3: Design and present a business plan relevant to the selected business idea
Knowledge
Skills
AC 1: Information relating to the individual
• Analyse information relating to the individual selected business
selected business idea is gathered and
idea
analysed.
AC 2: The development of the business plan is
• Assess development of the business plan
assessed.
AC 3: The written business plan is assessed.
• Assess the written business plan
AC 4: Various presentation skills are explained.
• Explain various presentation skills
AC 5: The oral presentation of the business plan
is assessed.
•
Assess oral presentation of the business plan
GETC-ABET Level 4 ~ @ NQF Level 1
Values
Demonstrating an understanding of a business
plan
Demonstrating an understanding of the need
and used of business plan
Values
Ability to analyse the different components of a
business plan
Values
Ability to analyse the information relating to the
individual selected business idea
Ability to assess development of the business
plan
Ability to assess the written business plan
Demonstrate understanding of various
presentation skills
Ability to assess oral presentation of the
business plan
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Examinations and Assessment Guidelines: WHRT4
7.
TAXONOMIES USED IN SCAFFOLDING QUESTIONS
There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment
will be mainly focused on Bloom’s taxonomy and will include the following:
9
Knowledge
9
Comprehension
9
Application
9
Analysis
9
Synthesis
9
Evaluation
8.
SITE-BASED ASSESSMENT (FORMATIVE)
The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity
in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at
quality assurance and standardisation of site-based assessment in all PALCs across the country.
In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into
planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET.
Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning
for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted
as part of the teaching and learning process. This means that the assessment tasks should be incorporated into
an educator’s work schedule for the year. It is further recommended that educators use different teaching
strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment
tasks.
The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that
the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be
completed or administered over a period of time whilst the pen-and–paper tasks should be administered under
controlled conditions.
It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All
formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally
recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning
must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster
level, district level and provincial level is strongly recommended.
The results of assessment should be used to support the learners’ development and make improvements to the
learning and teaching process. It is important that learners who might experience barriers to learning and
development are identified early, assessed, and provided with learning support. In such cases the assessment
tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the
assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.
9.1
STRUCTURE OF SBA TASKS
The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area
contain five assessment tasks focusing on the unit standards that should be covered in formative assessment.
The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of
the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of
assessment of which one is a project as prescribed by Umalusi.
Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the
formal assessment tasks throughout the year.
Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment
leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is
the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the
provincial management plan on the conduct, administration and management of the GETC-ABET Level 4
examinations and assessment.
Exemplar Learning Area Assessment Plan
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
LEARNING AREA: WHOLESALE AND RETAIL
LEARNING AREA CODE: WHRT
Assessment
1
2
Tasks
TEST
ASSIGNMENT
Form(s) of
assessment
US IDs and
SOs and
ACs
Marks
Tools of
Assessment
50
MEMORANDU
M
50
MEMORANDU
M
Year: 2012
3
4
PROJECT
PRACTICAL
DEMONSTRATIO
N
INVESTIGATION
50
MARKING
GUIDELINE
CHECKLIST
50
MARKING
GUIDELINE
50
RUBRIC
5
Dates to be
completed
9.2
EXEMPLAR SBA TASKS
TASK 1: TEST
INSTRUCTIONS AND INFORMATION
1.
Answer ALL the questions in the ANSWER BOOK.
2.
Calculators may be used. Candidates MUST show ALL the calculations.
3.
Read the questions carefully before you answer.
4
Number the answers correctly according to the numbering system used in this question
paper.
SECTION A
QUESTION 1
Various possible options are provided as answers to the following questions. Choose the correct answer
and write only the letter (A-D) next to the question number (1.1.1 – 1.1.5) in the ANSWER BOOK.
1.1.1
Which answer does not form part of the purpose of a wholesale?
A
B
C
D
1.1.2
(1)
Which answer does not meet definition of a customer in supply chain?
A
B
C
D
1.1.3
Wholesalers manufacture goods and sell it in bulk to the consumer.
Keep inventories of frequently sold products so retailers don’t need to have
large warehouses in which to keep extra goods.
Retailers don’t have to hassle with making bulk orders direct from the
manufacturer
Wholesale distributors make it less complicated for retailers to obtain the
items they need by offering low wholesale prices while at the same time not
requesting manufacturer contracts.
The customer is the person at the end of supply chain (the user of the
product that we sell).
The wholesaler who buys from the manufacturer would be the
manufacturer's customer.
Supplier of the product would be the customer to the person who ordered
goods from that supplier.
The retailer who buys from the wholesaler would be the wholesaler's
customer.
What impact would the business have when the stock is lost through theft?
GETC-ABET Level 4 ~ @ NQF Level 1
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(1)
Examinations and Assessment Guidelines: WHRT4
A
B
C
D
1.1.4
(1)
Raw materials
Semi-furnished goods
Dairy products
Fast moving consumer goods (FMCG)
(1)
[5]
Indicate whether the following statements are TRUE or FALSE. Choose the answer and write
only ‛true’ or ‛false’ next to the question number (1.2.1 – 1.2.5) in the ANSWER BOOK.
1.2.1
1.2.2
Dispatching stock is the process of sending stock from one department to
another with in the same store.
(1)
Stock take assist the business in determining what the actual stock holding of the
store is at the given time.
(1)
1.2.3
Aged stock is the stock that has been on the shelf for a long period of time.
(1)
1.2.4
“A moment of truth” in a store is when an interaction occurs between a customer and
the service provider that can leave a lasting positive or negative impression on a
customer.
(1)
1.2.5
1.3
School
Retailer
Wholesaler
Producer
Goods supplied in the retail marketing as per the daily demand of a consumer
such as food, toiletries, soft drinks, disposable diapers refer to:A
B
C
D
1.2
(1)
Which answer does not form part of supply chain
A
B
C
D
1.1.5
The business will have one less item to satisfy a customer, which result in a
loss in profit.
Increase the profit of the business.
Lost item increase our stock level.
Has no impact in the business
Do not listen to customers’ complaints in the business.
(1)
[5]
Choose an item from COLUMN B that matches a description in COLUMN A. Write only the
letter (A-H) next to the question number (1.3.1-1.3.5) in the ANSWER BOOK.
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
COLUNM A
Buy goods in bulk quantities from the manufacture
Sells the products in small quantities to the end
users
The process of purchasing products by the consumer
The process of going for shopping, checking out the
prices in the market but do not buy anything.
To make or process (a raw material) into a finished
product
A.
B.
COLUMN B
Shopping
Window shopping
C.
D.
Manufacture
Supply chain
E.
Consume
F.
G.
Wholesaler
Retailer
[5]
1.4
Complete the following sentences by using the words given in the list below. Write only
the word next to the question number (1.4.1 - 1.4.5) in the ANSWER BOOK.
Profit, Union, Net profit, Retail banks, Gross profit
1.4.1
... is the total profit that the business makes before any deductions.
(1)
1.4.2
… is the total profit that the business makes after the cost of running the business.
(1)
1.4.3
The main aim of opening a business is to make…
(1)
1.4.4
… deal directly with consumers and small business owners. They focus on mass
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
1.4.5
market products such as current and savings accounts.
(1)
... is one of the stakeholder that have a great influence on retail and wholesale
industries.
(1)
[5]
SECTION B
QUESTION 2
Thomas started a business called Thomasbantham Panelbeater. He repairs and straightens damaged or
dented panels of cars and other vehicles he also spray paint the repaired sections to fit in with the colour
of the vehicle. In some cases, he straightens bent frames, or removes badly damaged sections and
replace them with completely new ones.
Thomas is working from a backyard he rents from his cousin, and he pays monthly rent of R1,400. He
also pays the following:
- water R500
electricity R600.
In February 2012 he bought the following two Jacks @ R250 each, repair kit R700, compressor @
R3,000, an orbital sander @ R750, a hand-held spray gun @ R300, set of paint mixing cups @ R500.
Protective equipment and clothing to make his workshop as safe as possible, this include
Facemasks R90, safety goggles R110, protective gloves R120, two piece overalls R180, ear protection
R70 and hard-capped boots R220. , has other old equipments
In March 2012 one of his customers brought a car that has dents, the customer wanted the dents to be
fixed and the repaired sections should be spray painted. He charged a customer R9,500 for fixing dents
and R7500 for spray painting. The customer paid R3,000 as a deposit before the work get started so that
Thomas can buy materials needed for the work.
The following materials were bought:
- Masking tape @ R50
- 1 liters body filler @ R240,
- paint strainers fine box @ R180
He then employ experienced person to assist him, he pays him a monthly salary of R1200.
2
What is function of the following components? Type the correct answers next to each number.
2.1
What is the name of the business?
(1)
2.2
Who is the owner of the business?
(1)
2.3
Mention three things Thomas does in the business?
(3)
2.4
Calculate the money spent by Thomas in February 2012
(12)
2.5
Calculate the total income for March 2012
(3)
2.6
Calculate the total costs for March 2012.
(7)
2.7
Calculate the profit made for March 2012
(3)
[30]
TOTAL:
TASK 2: ASSIGNMENT
INSTRUCTIONS AND INFORMATION
Read the instructions and questions carefully before you answer
1.
Learners must work in pairs when doing this assignment, but submit their assignments
individually for the purpose of assessment. This task must be completed over a period of TWO
weeks.
2.
Your educator will explain to you how to do the assignment.
3.
Your assignment consists of two activities; each activity consists of 25 marks. You must
complete both
4.
Write legibly and present your work clearly.
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
ACTIVITY 1.1
Stationer’s wholesaler sells stationary in small bulk to the retailers, the business is situated in 2225 Zitha
street, Soweto, telephone numbers (011) 802 8795, facsimile (Fax) number (011) 802 5648. The
following transactions took place:
1.1
Purchases
The following items were bought by Stationer’s wholesaler from ABC supplier on the 12
February 2012; address is as following: 4261 Bululu str, Zone 10, Soweto, telephone
numbers (011) 745 4586 facsimile (Fax) number (011) 745 8945.
Quantity
14
10
20
15
Description
Highlighter pens - set of 4 high quality
WEX full strip plastic stapler with soft grip top cover
Big button calculator, 8 digit, solar, high quality
Tape dispenser - medium
Price
R22
R26
R40
R15
Note
Round your answer to the nearest R1
The VAT rate is 14%, all parties are charged and can claim VAT.
You have the authority to sign all relevant documents on behalf of a preparer.
Cut them out and create your own receipt and cheque book.
REQUIRED
1.1
Use above information and complete the following source documents:
1.1.1
Customer order on behalf of Stationers wholesaler
(12)
1.1.2
Delivery note on behalf of ABC Suppliers
(11)
1.1.3
Invoice on behalf of ABC Suppliers
(12)
1.1.4
Cheque on behalf of Stationers wholesaler.
(7)
[42]
ACTIVITY 1.2
Sales
The following items were sold to XYZ Offices on the 14 February 2012; address is 1263
Queens str, Ext 6 Naturena, telephone numbers (011) 695 4587, facsimile (Fax) number
(011) 695 2365.
Quantity
5
10
20
Description
Stephens clutch pencil s407, 7 pencils in a pack
Croxley - EW447B - blue computer binders
Esselte A4 mini L/A filing products
Price
R26
R50
R34
Note
Round your answer to the nearest R1
The VAT rate is 14%, all parties are charged and can claim VAT.
You have the authority to sign all relevant documents on behalf of a preparer.
Cut them out and create your own receipt and cheque book.
REQUIRED
1.2
Use above information and complete the following source documents:
1.2.1
Customer order on behalf of XYZ Offices
(1)
1.2.2
Delivery note on behalf of Stationers wholesaler
(1)
1.2.3
Invoice on behalf of Stationers wholesaler
(1)
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
1.2.4
Receipt on behalf of Stationers wholesaler.
(5)
[8]
TOTAL:
Source documents
ACTIVITY 1.1
Order
Name and address of customer
No: PO01
Date
Tel no:
Fax no:
Issued To:
Name and address of supplier
Tel no:
Fax no:
Price
Quantity
Description
Total amount inc. VAT
VAT @ 14%
Total amount exc. VAT
Employee signature …………………..
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
Delivery note
Name and address of
supplier
Date
Tel no:
Fax no:
To
Delivery date
Order number
Quantity
Description
Authorised signature: ……………………………………………………
Invoice
Invoice no:
Invoice date:
INV 01
………………
Name and address of supplier
Tel no:
Fax no:
Issued To:
Name and address of customer
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Tel no:
Fax no:
Purchase order no: PO01
Item description
Price
Quantity
Amount
Total amount inc. VAT
VAT @ 14%
Total amount exc. VAT
REPUBLIC BANK
123-654
Date:
123-654
Limited
To
Pay
or bearer
Amount ®
1,816
For
The sum
of
……………………………………………
for Stationers wholesaler
Amount ®
2365: 879564: 5698732564
ACTIVITY 1.2
Order
Name and address of customer
No: PO1000
Date: 14 February 2012
Tel no:
Fax no:
Issued To:
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Name and address of supplier
Tel no:
Fax no:
Quantity
Description
Price
5
Stephens clutch pencil s407, 7 pencils in a pack
R26
10
Croxley - EW447B - blue computer binders
R50
20
Esselte A4 mini L/A filing products
R34
……………………………………………………………………….
Employee signature
Delivery note
Name and address of
supplier
Date
Tel no:
Fax no:
To
Delivery date
Quantity
GETC-ABET Level 4 ~ @ NQF Level 1
Order number
Description
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Authorised signature: ……………………………………………………
Invoice
Invoice no:
INV 01
Invoice date:
………………
Name and address of supplier
Tel no:
Fax no:
Issued To:
Name and address of customer
Tel no:
Fax no:
Purchase order no: PO01
Item description
Price
Quantity
Amount
R
c
Total amount inc. VAT
VAT @ 14%
Total amount exc. VAT
Stationers wholesaler
Receipt no: 001
Date
RECEIVED From
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the sum of
cents
for
With Thanks
TASK 3: PROJECT
INSTRUCTIONS AND INFORMATION
1.
2.
3.
4.
This project must be completed over a period of 2-3 weeks. It consists of one question.
Educator shall assess your progress at regular intervals to ensure a good quality project is
delivered at the correct time.
The project must be done in groups of four.
Indicate the names of the members of your group and the due date on the front page.
You must follow all the educator’s instruction, work hard so that you enjoy the project, and
at the same time find it a worthwhile learning experience.
PROJECT INSTRUCTION
1.
In your group generate five business ideas, two for a wholesale and three for a retail
opportunity.
2.
Develop a business plan for a wholesale or retail business based on one of your best
business opportunities from the ideas generated.
TOTAL:
3.
Things to consider under the different components of the business plan
3.1
The five ideas generated must be handed in with your project.
3.2
Your business plan must include the following components.
Title page
Executive Summary
Marketing Plan
SWOT- analysis
Financial Plan
Staff Structure
Production Plan
Conclusions and Appendices
3.2.1
Title Page
General layout of the business plan
Develop an attractive front page
The type of the business
The name of the business,
The name of the owners and the address of the business.
the business logo or emblem.
(10)
(40)
[50]
(10)
(1)
(1)
(1)
(2)
[5]
3.2.2
Executive Summary
Outline the mission and vision of your business
The purpose of the business.
See the rubric
(1)
(1)
(2)
[4]
3.2.3
Marketing Plan
Description of your target market,
Description of a product or service
(4)
(4)
(3)
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Methods of promotion which will be used
The price of your product or service
How product or service will reach the consumers/market
Description of potential competition and how you will beat them,
See the rubric
3.2.4
3.2.5
3.2.6
3.2.7
4
(2)
(2)
(3)
[18]
SWOT-analysis
A Summary of the strong, weak, opportunities and threats that will influence your
business.
Financial Plan
Show projected capital needed
What are the possible sources of your capital
(4)
(3)
Staff structure
Number of employees, Levels of skill of employees (who does what?), staffing
costs.
Concluding remarks
Why do you think the business will be successful, restatement of the mission,
vision and goals of the business, restate the uniqueness of your business,
recommendations for investors (viability, profitability)
Team work
There must be evidence of team work. Marks will be awarded for demonstrating team
work by completing the relevant document.
(3)
(3)
(2)
[50]
TOTAL:
50
TASK 4: CASE STUDY
INSTRUCTIONS AND INFORMATION
1.
The Case study must be completed by individual learners.
2.
It must be completed within 2 to 3 days.
3.
Read the questions carefully before you answer.
4.
Number the answers correctly according to the numbering system used in this question
paper.
Show all your calculation where necessary.
QUESTION 1
Selina Mokoena started a sewing business called Reyaroka, and run it in her garage.
She bought the following sewing equipment while was working in the big sewing business:
Two Sewing machine at R1,100 each
Serger machine R1,400
Two measuring tapes at R50 each
Two rulers R20 each
Two shearing and cutting scissors at R15 each
Full-length mirror to check on an individual garment (clothes) R200.
She has a sewing expertise in the following different types:Custom sewing also called custom clothier or custom dressmaker. Your task is to sew garments for
individual clients.
Sewing for Weddings. Bridal business is big business. Many seamstresses make very good living
focusing on the creation of wedding gown and wedding accessories.
Alterations. From sewing a seam to replacing a zipper. Alterations can be a profitable business as
many people have something hanging in their closet that needs repair and they have no idea how to do
it.
She tells everyone in the church and every where she goes about her sewing business as a means of
advertising. She had also put posters up on the traffic pole; she left business leaflets in fabric shops,
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beauty salons, grocery stores, senior centers.
She received a big order from local choir to sew 60 gowns with in one month’s period and she was
requested to use the best materials, since this choir is sponsored by a big local business called Big Ben
Wholesalers. For this order she bought the following materials:
Two pattern markers at R12 each
Pair of needles at R10
Ten threads at 10 each and
Employed two other experienced ladies and they have agreed to work for a salary of R1000
each per month provided the job is completed.
She decided to take R5000 as her salary every month to cover her personal costs.
For pricing Miss Selina Mokoena checked out her competitor’s price lists for related gowns because she
did not want to price her out of the market. She also considered the time she thinks the team (her and
two employees) will spend to complete the project and the cost of materials as well. She then discussed
all costs with the choir before she begins work. Miss Selina Mokoena charged the choir R300 per gown.
The choir was happy with her customer service and the way she priced them.
1.1
What is the name of the business?
(1)
1.2
Which type of a business in supply chain is this, and why you choose that type?
(2)
1.3
Calculate the value of material bought by Selina Mokoena when she started the business.
(11)
1.4
List and define three different types of sewing?
(6)
1.5
Calculate total income received from local choir
(2)
1.6
Calculate total costs incurred for sewing gowns.
(9)
1.7
Name three things Selina considered before pricing the local choir
(3)
1.8
How did she know that the choir will afford to pay her?
(1)
1.9
How did Selina attract customers to her business?
(7)
1.10
Give two alternative names for Custom sewing.
(2)
1.11
Name any six items you think Selina can repair.
(6)
TOTAL:
TASK 5: INVESTIGATION
INSTRUCTIONS AND INFORMATION
Read the instructions and questions carefully before you answer
1.
This worksheet must be done as home work individually.
2.
The educator will guide you on how to complete the worksheet
3.
Only the marking grid (memorandum) shall be used when assessing the worksheet
4.
You can use the template provided by your educator in activity 1 or you can develop your
own answer sheet for this question.
ACTIVITY 1.1
Mr. Motaung started a business called MONATE PAPA. The business operates through out the
townships of South Africa as branches, the head office situated in Evaton township.
MONATE PAPA buys maize meal in bulk from the producer and sells it to the small retailers in
townships for the purpose of resale. The process is as follows:- In the head office there are nine clerks, some of the responsibilities of clerks includes but not limited to:
ordering of stock from the producer to branches.
- Each branch has a branch manager, sales representative, driver and three track assistants of which
two assistants work in the depot (branch) while the other two go with the driver for deliveries to the
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Examinations and Assessment Guidelines: WHRT4
customers.
The responsibility of a branch manager includes but not limited to:
- Counting stock first thing in the morning (opening stock) and at the end of the day when the depot
closes (closing stock).
- Record stock movement in the stock sheet including opening and closing stock.
- Calculates the sales for the day and drop (bank) the money on the safe (to be collected by Fiduciary
Guards)
The responsibility of sales representative includes:
- Introducing a product to the market by going to the individual businesses personally.
- The sale representative carries order book in his position on the daily basis: the businesses
(customers) place orders orally or telephonically to him and then he writes orders in the order book,
thereafter submits completed and approved order forms to branch manager for delivery.
Other businesses come to the depot to buy stock on their own without placing an order.
1.1
The following transaction took place on the 15th February 2012, relates to Soweto branch:
Stock in units
Closing stock on 14/02/2012
Stock received from the
supplier
Sales to customers who
came in person to depot
1kg *20
30
100
30
2kg*8
25
80
23
5kg*4
40
100
40
10kg
60
40
50
12.5kg
100
1,000
300
25kg
20
60
15
50kg
5
20
5
Description
Sales representative (Mr. Lesiba) brought the following orders; delivery was made the same
day.
(1)
(3)
Client name: N Neppies
(2)
Client name: Tip top
Quantity
Description
Quantity
Description
2
4
5
5
50
1kg *20
2kg*8
5kg*4
10kg
12.5kg
4
6
10
5
100
1kg *20
2kg*8
5kg*4
10kg
12.5kg
5
25kg
5
25kg
5
50kg
5
50kg
Client name: Thandabantu
(4)
Client name:Thababosiu
Quantity
Description
1
1kg *20
10
5kg*4
2
2kg*8
150
12.5kg
5
5kg*4
5
10kg
70
12.5kg
GETC-ABET Level 4 ~ @ NQF Level 1
Quantity
Description
`
35 | P a g e
(2)
Examinations and Assessment Guidelines: WHRT4
(5)
Client name: Thandabantu
(6)
Client name:Thababosiu
Quantity
Description
Quantity
Description
1
1kg *20
10
5kg*4
2
2kg*8
150
12.5kg
5
5kg*4
5
10kg
70
12.5kg
`
The money deposited in the safe for the day is R52 341.15, and there were no difference
noted when reconciling total sales and the money banked.
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Note
Assume that Monate Papa does not charge delivery costs to its customers.
REQUIRED
Complete a stock sheet attached for MONATE PAPA by using above information.
STOCK SHEET OF MONATE PAPA
Stock sheet number:
102
Branch name:
Prepared by:
Date:
15 February 2012
Quantity
Opening
stock
Description
Purchased
stock
Sold
stock
Amount
Damaged
stock
Closing
stock
Selling
price
Total sales
1kg *20
R 65.95
2kg*8
R 60.95
5kg*4
R 65.95
10kg
R 45.95
12.5kg
R 52.95
25kg
R 90.95
50kg
R 160.95
Total sales for the day
Cash deposited for the day
Difference
Signature of the preparer
Date:
Position:
ASSESMENT TOOLS
TOOL 1: MEMORANDUM
INSTRUCTIONS AND INFORMATION
SECTION 1
QUESTION 1
Various possible options are provided as answers to the following questions. Choose the correct answer
and write only the letter (A-D) next to the question number (1.1.1 – 1.1.5) in the ANSWER BOOK.
1.1
1.1.1
A√
1.1.2
C√
1.1.3
B√
1.1.4
A√
1.1.5
D√
GETC-ABET Level 4 ~ @ NQF Level 1
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1.2
1.3
1.4
1.2.1
True √
(1)
1.2.2
True√
(1)
1.2.3
True√
(1)
1.2.4
True√
(1)
1.2.5
False√
(1)
[5]
1.3.1
F√
(1)
1.3.2
G√
(1)
1.3.3
A√
(1)
1.3.4
B√
(1)
1.3.5
C√
(1)
[5]
1.4.1
Gross profit √
(1)
1.4.2
Net profit √
(1)
1.4.3
Profit √
(1)
1.4.4
Retail banks √
(1)
1.4.5
Union √
(1)
[5]
SECTION B
QUESTION 2
2.1
Thomasbantham Panel beater √
(1)
2.2
Thomas √
(1)
2.3
Repairs and straightens damaged or dented panels of cars and other vehicles √
Spray paint the repaired sections to fit in with the colour of the vehicle √
Straightens bent frames, or removes badly damaged sections and replace them with
completely new ones. √
(3)
2.4
Water
Electricity
Jacks
2*250√
Repair kit
Compressor
Orbital sender
Hand held spray gun
Set of paint mixing cups
He bought protective equipment and clothes as follows:
Face masks
Safety goggles
Protective gloves
Two piece overall
Ear protection
Hand-capped boots
Total spending for the month
GETC-ABET Level 4 ~ @ NQF Level 1
500√
600√
500√
700√
3000√
700√
300√
500√
90√
110√
120√
180√
70√
220√
7590√
(12)
Any
12
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2.5
2.6
2.7
Calculate the total income for March 2012
Fixing dents for customer
spray painting
Total income for march
9500√
7500√
17000√
(3)
Calculate the total costs for March 2012.
Masking tape
1 Liter body filler
Paint strainers fine box
Salary to employee
Water
Electricity
Total costs for March
50√
240√
180√
1200√
500√
600√
2770√
Calculate the profit made for March 2012
Total income for march
Total costs for March
Profit made in March
17000√
2770√
14230√
TOTAL:
(7)
(3)
[30]
50
TOOL 2: ASSIGNMENT
INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR.
1.
This assignment consist of 2 activities (activity 1.1 and activity 1.2)
Each activity consists of 25 marks. The learner must do both.
2.
Learners must work in pairs when doing this assignment, but must submit individually for
the purpose of assessment.
3.
The teacher must help the learners to follow the instructions.
4.
Each learner must receive specimen of 2 orders, 2 delivery notes, 2 invoices, 1 cheque
and 1 receipt.
5.
Learners must be thoroughly prepared for the completion of orders, delivery notes,
invoices, cheques and receipts.
MARKING GUIDE.
ACTIVITY 1.1
1.1.1
1.1.2
Marks allocation a order:
Address of the customer and the contact details√√
(2)
Address of the supplier and the contact details√√√
(3)
Description√√
(2)
Quantity√√
(2)
Price√√
(2)
Signature√
(1)
[12]
Marks allocation a delivery note:
Date√
GETC-ABET Level 4 ~ @ NQF Level 1
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1.1.3
1.1.4
Address of the seller and the contact details√√
(2)
Address of the buyer and the contact details√
(2)
Delivery date√
(1)
Description√√
(2)
Quantity√√
(2)
Signature√
(1)
[11]
Marks allocation a invoice:
Invoice date√
(1)
Address of the seller and the contact details√
(1)
Address of the buyer and the contact details√
(1)
Item description√√
(2)
Price√
(1)
Quantity√√
(2)
Amount√
(1)
Total amount inc. VAT√
(1)
VAT @ 14%√
(1)
Total amount exc. VAT√
(1)
[12]
Marks allocation a cheque:
Date√
(1)
Payee (person receiving payment) √
(1)
Amount in figures√
(1)
Amount in words√
(1)
Completion of all counterfoil details√√√
(3)
[7]
ACTIVITY 1.2
Marks allocation for other documents allocated marks in activity 1.1:
1.2.1
Customer order (all details correctly completed). √
(1)
1.2.2
Delivery note (all details correctly completed). √
(1)
1.2.3
Invoice (all details correctly completed). √
(1)
1.2.4
Marks allocation a receipt:
Date√
(1)
Received from√
(1)
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Amount in figures√
(1)
Amount in words√
(1)
Received for√
(1)
[5]
TOOL 3: PROJECT
INSTRUCTIONS AND INFORMATION
1.
This project must be completed over a period of 2-3 weeks. It consists of one question
only. The educator must assess the progress of the learners at regular intervals to ensure
that the learners complete and the deliver a good quality project on time.
2.
The project MUST be done in groups of 4 learners.
3.
Ensure that the learners indicate the names of the team members who worked together on
this project as well as the due date of the project on the front page.
4.
Guide the learners on the business plan and its component thoroughly, give them clear
instructions to ensure that they plan properly before they start with the project.
5.
You must motivate the learners to undertake the project with enthusiasm so that they can
enjoy it, and at the same time find it a worthwhile learning experience
6.
The time and the effort that you take when you prepare the learners for the project will
determine the time and the effort that the learners will take to do the project. Give it your
best and they will give it their best.
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ASSESSMENT TOOL FOR BUSINESS PLAN
Level 1
Assessment Criteria
Not achieved
10
0-2
Level 2
Partially achieved
3-5
Simple idea that has
no thought put into it.
2 or 3 ideas are
generated and one is
selected
Level 3
Satisfactory
5 -6
Potential to be a good
idea but needs to be
thought through more
carefully
One idea is selected out
of 4 generated
Level 4
Good
7-8
Very good idea that has
a lot of potential and
deserves to succeed.
5 ideas are generated
and there is no
selection of the best
one
4
Very good front page
All the aspect of the
title page are illustrated
but the work lacks
artistic touch
Idea generation
Generate 5 ideas and select
one
Totally unsuitable and has
not met the criteria
Less than 2 ideas are
generated
5
Title Page
General layout of the
business plan
• Develop an attractive
front page
• The type of the business
• The name of the
business,
• The name of the owners
and the address of the
business.
• the business logo or
emblem
2
Executive Summary
Mission and vision of the
business
Purpose of the business
0
No front page
1 _2
Weak front page with
no innovation
Some aspect are not
there, there is no
attempt to make it
artistic
3
Fair attempt but needs
to be innovative
No artistic touch
The aspect are there
but not clear
0
No vision and mission
No purpose of the
business
No executive summary
2
Mission and vision is
clearly outlined as well
as the purpose of the
business
3
Staff structure
Number of the employees
needed
Level of their skills
required
Responsibility of each
0
Nothing is indicated about
the number of staff, their
job description or skills
1
Mission and vision is
not clear
The purpose of the
business is not clear
But they are there
1
Only number of
employees needed is
indicated. Their job
description as well as
their skills are not
mentioned
2
Only number of
employees needed is
and their skills ore
responsibilities are
indicated.
GETC-ABET Level 4 ~ @ NQF Level 1
Level 5
Excellent
9 - 10
Creative and
innovative idea that
has been carefully
thought about and
will work if marketed
correctly
5 ideas are generated
and the best one is
selected
5
Original and
innovative front page
All aspect of the title
page are illustrated
3
The number of
employees needed is
indicated. Their job
description is indicated
Skills required is
indicated
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Examinations and Assessment Guidelines: WHRT4
including the owner
4
SWOT Analysis
Description of strength &
weakness of the business
Availability of the
competitors
18
Marketing Plan
Target market (4
Product/service description
(4)
Methods of promotion (3)
Price of your
product/service (2)
Methods of distribution (2)
Competition (3)
4
Financial Plan
Start up cost
Cash flow of the business
Projected profit
0
No SWOT Analysis done
1
SWOT Analysis
confusing and did not
identify all aspects
2
Only some part of SWIT
Analysis is explained
and identified
3
Good SWOT Analysis
which shows good
understanding
of concept
4
An excellent detailed
Swat Analysis
1–4
Very brief and uninspiring
Marketing plan. The plan
mentions the criteria for
marketing but does not
substantiate
5-8
Marketing plan
mentions the criteria
given but most are not
substantiated
9- 12
Marketing plan
mentions the criteria
given but only
substantiate well on
about 50% of the
criteria
13 – 15
Good marketing plan
with most of the criteria
well substantiated but
still have few which
needs more
explanation.
1 6 – 18
Marketing plan is
excellent and cover
all the essential
criteria.
All criteria given are
well substantiated
0
No capital requirement
No source of capital
1
Only a figure of capital
required is mentioned.
No source is
mentioned
2
Amount of capital
required is indicated.
How capital will be use
d is indicated
3
Capital required is
mentioned
The source of capital is
mentioned
How capital will be used
is mentioned but the
numbers do not
correspond
4
Excellent and
accurate and detailed
financial plan is
made. All information
required is given and
all the numbers
correspond.
2
Teamwork
List of the members is
completed
0
No teamwork and did not
meet he deadlines
3
Concluding remarks
1
Business plan is weak
and needs much more
effort.
1
All members worked
excellent together
and handed in on
time
2
Attempts to produce a
business plan lacks
thought
GETC-ABET Level 4 ~ @ NQF Level 1
3
Outstanding
business
plan that has been
expertly put together
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TOOL 4: CASE STUDY
INSTRUCTIONS AND INFORMATION TO THE EDUCATORS
1.
The Case study must be completed by individual learners.
2.
Give the learners 2 to 3 days to complete this task.
3.
Instruct the learners to read the case study and the questions carefully before they answer.
4.
Instruct the learners to number the answers correctly according to the numbering system
used in this task.
5.
Encourage the learners to use the calculators where necessary but they must still show all
their calculations in their answer books
QUESTION 1
1.1
Reyaroka √
(1)
1.2
Retail business, √ because it sells directly to the consumer √
(2)
1.3
Two Sewing machine at R1,100 each
Serger machine R1,400
Two measuring tapes at R50 each
Two rulers R20 each
Two shearing and cutting scissors at R15 each
Full-length mirror to check on an individual garment
(clothes) R200.
√ 1100*2
√ 50 x2
20*2 √
15*2 √
√ 2,200
√ 1,400
100 √
40 √
30 √
200 √
(2)
(1)
(2)
(2)
(2)
(1)
(1)
√ 3,970
1.4
1.5
1.6
1.7
Custom sewing √ - to sew garments for individual clients. √
(2)
Sewing for Weddings √ - creation of wedding gown and wedding accessories √
(2)
Alterations √- sewing a seam to replacing a zipper √999
(2)
Gowns
(2)
√ 300*60
Two pattern markers at R12 each
Pair of needles at R10
Ten threads at 10 each and
Salary of two experienced ladies R1000 each per month
Selina Mokoena's (the owner's) salary
√ 18,000
12*2 √
√ 10*10
√ 1000*2
24 √
10 √
100 √
√ 2,000
√ 5,000
√ 7,134
(2)
(1)
(2)
(2)
(1)
(1)
- She checked out her competitor’s price lists for related gowns √
(1)
- She considered the time she thinks the team will spend to complete the project √
(1)
- As well as the cost of materials √
(1)
1.8
The choir is sponsored by a big local business called Big Ben Wholesalers √
(1)
1.9
- She tells everyone in the church about her business √
She tells everyone every where she goes about her business. √
- She had put posters up on the traffic pole. √
- She also left business leaflets in:fabric shops √
beauty salons √
grocery stores √
senior centers √
(1)
(1)
(1)
(1)
- Custom clothier √
- Custom dressmaker √
(1)
(1)
1.10
GETC-ABET Level 4 ~ @ NQF Level 1
(1)
(1)
(1)
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Examinations and Assessment Guidelines: WHRT4
1.11
T shirts √
Shirts √
Trousers √
Skirts √
Blouses √
Curtains √
Duvets √
Jackets √
Slumbers √ Any 6 items
(1)
(1)
(1)
(1)
(1)
(1)
(1)
(1)
(1)
GRAND TOTAL
[50]
TOOL 5: WORKSHEET
INSTRUCTIONS AND INFORMATION
1.
Encourage learners to work individually at home.
2.
Prepare the learners thoroughly on how the worksheet must be completed.
3.
Use memorandum to assess learners’ work.
4.
The learners should use the template provided or alternatively you can help them to develop their own
answer sheet.
ACTIVITY 1
STOCK SHEET OF MONATE PAPA
Stock sheet number:
102
Branch name:
Soweto 9
Prepared by:
Mr. Motaung 9
Date:
15 February 2012
Quantity
Amount
Opening
stock
Purchased
stock
Sold
stock
Damaged
stock
Closing
stock
1kg *20
30 9
1009
379
939
R 65.95
R 2,440.159
2kg*8
25 9
809
359
09
09
709
R 60.95
R 2,133.259
709
09
709
R 65.95
R 4,616.509
659
09
359
R 45.95
Description
5kg*4
409
10kg
60 9
1009
409
Selling
price
Total sales
4309
R 52.95
R 2,986.759
R
35,476.509
259
09
559
R 90.95
R 2,273.759
159
09
109
R 160.95
R 2,414.259
09
12.5kg
1009
25kg
209
50kg
59
1,0009
609
209
6709
Total sales for the day
R52,341.159
Cash deposited for the day
R52,341.159
Difference
Signature of the preparer
Date:
R0.009
9
15 February 2012 9
Position:
Branch manager 9
TOTAL
[50]
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
9.
EXTERNAL ASSESSMENT (SUMMATIVE)
The summative assessment component of the WHRT4 learning comprises 50% of the total assessment. The
policy on the conduct, administration and management of the GETC-ABET Level 4 examinations gives details on
how this component of assessment should be managed. It prescribes the examination processes like registration
of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of
marks, standardization, resulting, to mention but a few.
9.1
STRUCTURE OF A QUESTION PAPER
The examination question paper in WHRT4 is written out of 100 marks. The duration of the paper is 3 hours. The
paper consists of three sections namely Section A, Section B and Section C.
SECTION A is compulsory and consists of FOUR questions (20 marks)
9
9
9
9
Question 1 Multiple Choice (10 marks)
Question 2 True /False (10 marks)
Question 3 Fill in the missing word(s)/choosing from words given in brackets (10 marks)
Question 4 Match Type (10 marks)
SECTION B consists of THREE choice questions (20 marks each question)
9
9
Answer only TWO questions for 40 marks.
Questions in this section shall include among others data handling (graphs, tables, illustrations,
scenarios and case studies).
SECTION C consists of THREE questions (20 marks each question)
9
9
Answer only TWO questions for 40 marks.
Questions in this section shall include among others data handling (graphs, tables, illustrations,
scenarios and case studies)
In all sections, questions will require recall, comprehension and application
Recall (low order questions) - 40%
Comprehension (middle order questions) – 30%
Application (high order questions) - 30%
9.2
EXEMPLAR QUESTION PAPER
INSTRUCTIONS AND INFORMATION
1.
Answer ALL the questions in the ANSWER BOOK.
2.
Calculators may be used. Candidates MUST show ALL the calculations.
3.
Read the questions carefully before you answer.
Number the answers correctly according to the numbering system used in this question
paper.
SECTION 1
QUESTION 1
Various possible options are provided as answers to the following questions. Choose the correct answer
and write only the letter (A-D) next to the question number (1.1.1 – 1.1.10) in the ANSWER BOOK.
1.1.1
Which answer does not form part of the purpose of a wholesale?
A
B
Wholesalers manufacture goods and sell it in bulk to the consumer.
Keep inventories of frequently sold products so retailers don’t need to have
large warehouses in which to keep extra goods.
C
Retailers don’t have to hassle with making bulk orders direct from the
D
manufacturer
Wholesale distributors make it less complicated for retailers to obtain the
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
items they need by offering low wholesale prices while at the same time not
requesting manufacturer contracts.
1.1.2
Which answer does not meet definition of a customer in supply chain?
A
B
C
D
1.1.3
C
D
Raw materials
Semi-furnished goods
Dairy products
Fast moving consumer goods (FMCG)
(1)
Your store front, store design, lighting
Store layout, furnishings or fixtures, merchandise placement, displays, signs
and graphics
A and B above are correct
None of the above
(1)
brick-and-mortar shops (physical location for a business)
Catalogues
Online (internet)
All of the above
(1)
The following are related to stock rotation:
A
B
C
D
1.1.9
(1)
The retailer can sell products through:
A
B
C
D
1.1.8
School
Retailer
Wholesaler
Producer
Merchandising includes the following:
A
B
1.1.7
(1)
Goods supplied in the retail marketing as per the daily demand of a consumer
such as food, toiletries, soft drinks, disposable diapers refer to:A
B
C
D
1.1.6
The business will have one less item to satisfy a customer, which result in a
loss in profit.
Increase the profit of the business.
Lost item increase our stock level.
Has no impact in the business
Which answer does not form part of supply chain
A
B
C
D
1.1.5
(1)
What impact would the business have when the stock is lost through theft?
A
B
C
D
1.1.4
The customer is the person at the end of supply chain (the user of the
product that we sell).
The wholesaler who buys from the manufacturer would be the
manufacturer's customer.
Supplier of the product would be the customer to the person who ordered
goods from that supplier.
The retailer who buys from the wholesaler would be the wholesaler's
customer.
Stock should be rotated on a first-in-first-out basis
Damaged stock removed from display and the storage area
Seasonal stock should be displayed on its correct season
All of the above
(1)
The following products are not perishable goods:
A
B
C
D
Fruits and Vegetables
Wine
Meat
Dairy products
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
1.1.10
The following is NOT an example of personal conduct on the work place
A
B
C
D
1.2
(1)
[10]
Indicate whether the following statements are TRUE or FALSE. Choose the answer and write
only ‛true’ or ‛false’ next to the question number (1.2.1 – 1.2.10) in the ANSWER BOOK.
1.2.1
Dispatching stock is the process of sending stock from one department to another
with in the same store.
(1)
Stock take assist the business in determining what the actual stock holding of the
store is at the given time.
(1)
1.2.3
Aged stock is the stock that has been on the shelf for a long period of time.
(1)
1.2.4
“A moment of truth” in a store is when an interaction occurs between a customer and
the service provider that can leave a lasting positive or negative impression on a
customer.
(1)
1.2.5
Do not listen to customers’ complaints in the business.
(1)
1.2.6
The words “use by date” mentioned on the packaging mean that product should be
used/eaten by the date mentioned on the packaging.
(1)
The words “Best before date” mentioned on the packaging mean that product is best
after that particular date.
(1)
Treat others as you would like to be treated, means that if you treat others with
respect and dignity, you will receive the same in return.
(1)
Career path is your personalized guide to exploring many of the most popular career
options and discovering the pathways that leads to those options.
(1)
A Spaza shop is an informal convenience shop business in South Africa, usually run
from home.
(1)
[10]
1.2.2
1.2.7
1.2.8
1.2.9
1.2.10
1.3
Wholesaler and Retailer
Work Performance
Attendance and Punctuality
Personal Appearance
Choose an item from COLUMN B that matches a description in COLUMN A. Write only the
letter (A-H) next to the question number (1.3.1-1.3.5) in the ANSWER BOOK.
COLUNM A
1.3.1
COLUMN B
1.3.6
1.3.7
1.3.8
1.3.9
Buy goods in bulk quantities from the
manufacture
Sells the products in small quantities to the end
users
The process of purchasing products by the
consumer
The process of going for shopping, checking out
the prices in the market but do not buy anything.
To make or process (a raw material) into a
finished product
Personal development goal area
Objective of NQF
Business idea
Market research
1.3.10
SWOT analysis
J
1.3.2
1.3.3
1.3.4
1.3.5
GETC-ABET Level 4 ~ @ NQF Level 1
A.
Shopping
B.
Window shopping
C.
Manufacture
D.
Supply chain
E.
Consume
F.
G.
H
I
Wholesaler
Retailer
Career
Strategic planning method
used to evaluate
the strengths, weaknesses,
opportunities, and threats.
To start a wholesale
business
48 | P a g e
Examinations and Assessment Guidelines: WHRT4
K
L
Enhance the quality of
education and training
Identify competitors’
strengths and weaknesses.
[10]
1.4
Complete the following sentences by using the words given in the list below. Write only
the word next to the question number (1.4.1 - 1.4.5) in the ANSWER BOOK.
Action plan; Profit, Union; Internal customers; Net profit; Effective listening; Retail banks;
Executive summary; Gross profit; External customers.
1.4.1
... is the total profit that the business makes before any deductions.
(1)
1.4.2
… is the total profit that the business makes after the cost of running the business.
(1)
1.4.3
The main aim of opening a business is to make…
(1)
1.4.4
… deal directly with consumers and small business owners. They focus on mass
market products such as current and savings accounts.
(1)
1.4.5
... is one of the stakeholder that have a great influence on retail and wholesale
industries.
(1)
1.4.6
… are those persons who come from the outside to fulfill their needs.
(1)
1.4.7
… are employees who buy goods or services produced elsewhere in an organization
as inputs to their work.
(1)
1.4.8
… is actively absorbing the information given to you by a speaker.
(1)
1.4.9
… is a plan for actively doing something.
(1)
1.4.10
… is one of the elements of a business plan.
(1)
[10]
TOTAL SECTION A:
40
SECTION B
QUESTION 2
Thomas started a business called Thomasbantham Panelbeater. He repairs and straightens damaged or
dented panels of cars and other vehicles he also spray paint the repaired sections to fit in with the colour
of the vehicle. In some cases, he straightens bent frames, or removes badly damaged sections and
replace them with completely new ones.
Thomas is working from a backyard he rents from his cousin, and he pays monthly rent of R1,400. He
also pays the following:
- water R500
electricity R600.
In February 2012 he bought the following two Jacks @ R250 each, repair kit R700, compressor @
R3,000, an orbital sander @ R750, a hand-held spray gun @ R300, set of paint mixing cups @ R500.
Protective equipment and clothing to make his workshop as safe as possible, this include
Facemasks R90, safety goggles R110, protective gloves R120, two piece overalls R180, ear protection
R70 and hard-capped boots R220. , has other old equipments
In March 2012 one of his customers brought a car that has dents, the customer wanted the dents to be
fixed and the repaired sections should be spray painted. He charged a customer R9,500 for fixing dents
and R7500 for spray painting. The customer paid R3,000 as a deposit before the work get started so that
Thomas can buy materials needed for the work.
The following materials were bought:
- Masking tape @ R50
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
- 1 liters body filler @ R240,
- paint strainers fine box @ R180
He then employ experienced person to assist him, he pays him a monthly salary of R1200.
2.1
What is the name of the business?
(1)
2.2
Who is the owner of the business?
(1)
2.3
Mention three things Thomas does in the business?
(3)
2.4
Calculate the money spent by Thomas in February 2012
(12)
2.5
Calculate the total income for March 2012
(3)
2.6
Calculate the total costs for March 2012.
(7)
2.7
Calculate the profit made for March 2012
(3)
[30]
TOTAL SECTION B:
30
SECTION C
QUESTION 3
Study the diagram below and answer the questions that follow.
3.1
What is the business plan?
(2)
3.2
What is the importance of preparing a business plan?
(5)
QUESTION 4
Study the diagram below and answer the questions that follow.
GETC-ABET Level 4 ~ @ NQF Level 1
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4.1
What is customer service?
(2)
4.2
Describe “Moment of truth” as it applies to customer service
(2)
4.3
What is the importance of “treat others as you would like to be treated” as an approach to
customer service.
(2)
4.4
List the value of satisfied customer.
(2X2=4)
(4)
4.5
List the consequences of a poor customer service.
(2X2=4)
(4)
4.6
What is the difference between the internal and external customers?
(2X2=4)
(4)
4.7
List the used effective customer service listening skills to customer queries.
(5)
TOTAL SECTION C:
GRAND TOTAL:
30
100
MARKING MEMORANDUM
SECTION A
QUESTION 1
1.1.1
A√
(1)
1.1.2
C√
(1)
1.1.3
B√
(1)
1.1.4
A√
(1)
1.1.5
D√
(1)
1.1.6
C√
(1)
1.1.7
D√
(1)
1.1.8
D√
(1)
1.1.9
B√
(1)
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
1.2
1.3
1.4
1.1.10
A√
(1)
[10]
1.2.1
True √
(1)
1.2.2
True√
(1)
1.2.3
True√
(1)
1.2.4
True√
(1)
1.2.5
False√
(1)
1.2.6
True
(1)
1.2.7
False
(1)
1.2.8
True
(1)
1.2.9
True
(1)
1.2.10
True
(1)
[10]
1.3.1
F√
(1)
1.3.2
G√
(1)
1.3.3
A√
(1)
1.3.4
B√
(1)
1.3.5
C√
(1)
1.3.6
H√
(1)
1.3.7
K√
(1)
1.3.8
J√
(1)
1.3.9
L√
(1)
1.3.10
I√
(1)
[10]
1.4.1
Gross profit √
(1)
1.4.2
Net profit √
(1)
1.4.3
Profit √
(1)
1.4.4
Retail banks √
(1)
1.4.5
Union √
(1)
1.4.6
External customers√
(1)
1.4.7
Internal customers√
(1)
1.4.8
Effective listening√
(1)
1.4.9
Action plan√
(1)
1.4.10
Executive summary√
(1)
[10]
TOTAL SECTION A:
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: WHRT4
SECTION B
QUESTION 2
2.1
Thomasbantham Panel beater √
(1)
2.2
Thomas √
(1)
2.3
Repairs and straightens damaged or dented panels of cars and other vehicles √
Spray paint the repaired sections to fit in with the colour of the vehicle √
Straightens bent frames, or removes badly damaged sections and replace them with
completely new ones. √
2.4
Water
Electricity
Jacks
2*250√
Repair kit
Compressor
Orbital sender
Hand held spray gun
Set of paint mixing cups
He bought protective equipment and clothes as follows:
Face masks
Safety goggles
Protective gloves
Two piece overall
Ear protection
Hand-capped boots
Total spending for the month
(3)
500√
600√
500√
700√
3000√
700√
300√
500√
90√
110√
120√
180√
70√
220√
7590√
Any 12
2.5
Calculate the total income for March
2012
Fixing dents for customer
spray painting
Total income for march
2.6
2.7
9500√
7500√
17000√
(12)
(3)
Calculate the total costs for March
2012.
Masking tape
1 Liter body filler
Paint strainers fine box
Salary to employee
Water
Electricity
Total costs for March
50√
240√
180√
1200√
500√
600√
2770√
Calculate the profit made for March
2012
Total income for march
Total costs for March
Profit made in March
17000√
2770√
14230√
TOTAL SECTION B:
(7)
(3)
[30]
30
SECTION C
QUESTION 3
3.1
A written document describing the nature of the business, the sales and marketing strategy,
and the financial background, and containing a projected profit and loss statement99
GETC-ABET Level 4 ~ @ NQF Level 1
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•
•
•
•
•
•
•
•
3.2
It is a road map for your business9
It helps with the proper allocation of resources9
It helps address future challenges and opportunities9
It forms part of key component for raising funds9
Articulates specific goals9
It identifies opportunity that can be capitalised. 9
Guides the implementation of capacity building strategies9
It establishes performance guide lines and promotes efficiency. 9 (ANY FIVE)
(5)
QUESTION 4
4.1
Giving the customer what they want when they want. 99
(2)
4.2
In customer service, instance of interaction between a customer and a firm (through a product,
sales, or visit) that gives the customer an opportunity to form (or change) an impression about
a firm99
(2)
4.3
To keep your customer happy99
(2)
4.4
• The customer will tell others about your business (customer service). 99
• The customer will remain your customer99
(2)
(2)
4.5
You will loose that customer. 99
The customer will tell other people about your poor customer service. 99
(2)
(2)
4.6
External customer some who is not working in our business, buying goods and service of our
business. 99
(2)
Internal customer some working in our business, buying goods and service of our business.
99
(2)
• Use attentive body language – e.g. make eye contact and face a customer squarely.
Actions speak louder than words. 9
• Focus - when listening to a customer9
• Listen more than you speak -. If you are speaking you can't hear what the customer is
saying and thus you are defeating the purpose of listening. 9
• Have an open mind - just because you may dislike what a customer is saying doesn't give
you the right to ignore it. 9
• Don't jump to conclusions - don't judge the customer by their race, religion or anything else,
every customer deserves respect. Customers should not be interrupted by you or have to
contend with you completing their sentences - it is rude and inconsiderate. 9
• Show understanding - if a customer is speaking to you, make sure to acknowledge that you
are hearing them. You should provide encouraging responses where needed, reflect the
customer's feelings and summarize that you understand what the customer has expressed.
9 (ANY FIVE)
4.7
TOTAL SECTION C:
GRAND TOTAL:
(5)
50
100
Hints of marking of the answer scripts:
Once candidates have completed the examination they entrust their confidence in a marking process for which
they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond question
and the quality is excellent.
Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that marking is
done according to marking guidelines like the above cited. The marking guidelines should have well structured
model answers to questions. Marking of the learning area should therefore be done by people well conversant
with the learning area unit standards. It is also imperative that before starting to mark, there must be a training
session of all marking personnel. The marking procedure should accommodate the following hints:
9
9
Effective use of marking guidelines
Adherence to the marking guidelines
GETC-ABET Level 4 ~ @ NQF Level 1
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9
9
9
9
9
10.
All answers (responses) to be marked
One tick, one mark
Use appropriate ink for marking( red for markers and green for moderators)
Ensure uniform standard throughout the marking session (marking guideline to be adapted to
accommodate all possible answers)
Ensure correct transfer of marks on both the scripts and the mark sheets
PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES
The Department of Higher Education and Training views assessment as a process of making decisions about a
learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners
have achieved. It informs decision making in education, and helps educators to establish whether learners are
performing according to their full potential and are making process towards the required unit standards credits as
outlined in the qualification cited above. Principles of assessment that are always considered when assessment
tasks and tools are developed include among others the following:
Validity
Reliability
Transparency
Fairness
Currency
Authenticity
Assess what is supposed to be assessed. Examination question papers and SBAs take the
US, and their related assessment criteria into account in setting appropriate types of
questions.
Assessment should produce reliable results instructions that are clear, consistent and
unambiguous.
Assessment criteria are strictly adhered to.
Marking guidelines/memoranda are clear and markers apply the same standard.
Accomplished through guidelines, uniform SBAs and national examinations which are
moderated internally and externally.
Question Papers and SBAs are moderated externally by Umalusi.
Stakeholders know what to expect and candidates have the right to appeal.
Assessment does not disadvantage anybody (based on age, race, gender, ethnicity,
geographic location, etc)
Assessment is accessible to all candidates
Covers different cognitive levels
Nature of the learning environment of learners is considered.
Assessment keeps up with current events and life-world of ABET learners. This is reflected in
the content and nature of the texts selected, and the topics offered for interaction.
Assessment is original and encourages originality, creativity and avoids repetition. It
consciously tries to avoid predictability.
The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody
with an interest in adult education that only quality assessment practices is suitable for this sector of our
education system.
Baseline Assessment: Usually used at the beginning of a learning experience to establish what learners
already know, can do or value. It assists educators with the planning of learning programmes
and learning activities.
Formative Assessment: It is developmental and used to inform both the teacher and the learner about how the
learner has progressed (or not). It enhances teaching and learning. Teachers use it to
adapt learning activities to the learner needs. It is also known as assessment for learning
Summative Assessment: It gives an overall and final picture of the achievements of a learner at a given time. The
examination is an example of summative assessment for ABET Level 4. This could be
viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s
progress.
Diagnostic Assessment: It is a form of formative assessment that leads to intervention, remedial action or revision
programme. It identifies both the strengths and weaknesses of either the learner or the
teaching methodology
Systemic Assessment: It is an external way of monitoring the education system by comparing learners’
performance to national indicators of learner achievenement. It involves monitoring learner
attainment at regular intervals using national or provincially defined measuring instruments.
Note of the following Assessment Strategies should also be taken.
GETC-ABET Level 4 ~ @ NQF Level 1
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Methods
(WHO)
Forms
(WHAT)
Instruments/Tools
(HOW)
Purposes
(WHY)
Educator
assessment,
Selfassessment,
Peerassessment
and
Groupassessment.
Tests, Drawings,
Paintings, Graphs,
Physical activities,
Projects,
Demonstrations,
Poems, Dramas,
Role-plays, Stories,
Songs/music,
Oral presentations,
Written
presentations,
Worksheets,
Questionnaires,
Cassettes, Posters,
Assessment grids,
Rubrics,
Memoranda and
Observation sheets.
Baseline,
Diagnostic,
Formative,
Summative and
Systemic.
In conclusion please note that assessment must always be fair to learners and all possible barriers preventing
learners from expressing their knowledge, skills and values in an assessment task, must be considered when
developing, marking and moderating the assessment task.
GETC-ABET Level 4 ~ @ NQF Level 1
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