Economic and
Management Sciences
CAPS
Teacher’s Guide
Marietjie Barnard • Angela Voges
Christine de Nobrega
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Grade
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Study & Master
Economic and
Management Sciences
Grade 8
Teacher’s Guide
Marietjie Barnard • Angela Voges • Christine de Nobrega
EMS (8ENG).indb 1
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PM
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Cambridge University Press
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permission of Cambridge University Press.
First published 2013
ISBN 978-1-107-25682-8
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Contents
1. INTRODUCTION
1
1. Curriculum and Assessment Policy Statement (CAPS) 2
2. Economic and Management Sciences as a subject 2
3.How Study & Master Economic and Management Sciences
Grade 8 works 4
4. Grade 8 Annual Teaching Plan 7
2. LESSON BY LESSON
15
TERM 1 Topic 1: Looking back looking ahead
16
Topic 2: Government
17
Topic 3: The National Budget
22
Formal Assessment Task 1: Data response (see Section 3)
Topic 4: Standard of living
28
Topic 5: Accounting concepts
32
Topic 6: Source documents
46
Revision Term 1
53
Controlled Test 1
60
Term 2
Topic 7: Looking back, looking ahead
63
Topic 8: The accounting cycle
64
Topic 9: Cash Receipts Journal of a services business (1)
68
Topic 10: Factors of production
78
Formal Assessment Task 2: Project (see Section 3)
Topic 11: The markets
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84
Revision Term 2
88
Mid-year examination practice paper: Memo
93
Term 3
Topic 12: Looking back, looking ahead
96
Topic 13: Cash Receipts Journal of a services business (2)
97
Topic 14: Cash Payments Journal of a services business
103
Topic 15: Forms of ownership
125
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Formal Assessment Task 3: Case study (see Section 3)
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Revision Term 3
131
Controlled Test 3
135
Term 4
Topic 16: Looking back, looking ahead
140
Topic 17: Levels and functions of management
141
Topic 18: General Ledger and Trial Balance of a
services business
150
Revision Term 4
180
End-of-year examination practice paper: Memo
189
3. FORMAL ASSESSMENT
193
1.Assessment in Economic and Management Sciences in
Grade 8 194
2. Programme of Assessment 196
3. Formal Assessment Tasks 198
Formal Assessment Task 1: Data response 198
Formal Assessment Task 2: Project 202
Formal Assessment Task 3: Case study 206
4. Tests and Examinations: Guidance
209
5. Recording and reporting 215
4. RESOURCES
221
1.Actual End-of-year examination paper
and marking memorandum 222
2. PowerPoint CD
232
3. List of useful reading material and Internet resources 233
4. Glossary for teachers
234
5. Lesson plan template
239
5. ASSESSMENT TEMPLATES
241
6. S
OURCE DOCUMENTs AND
JOURNAL TEMPLATES
245
7. DOCUMENTS 257
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1. Introduction
1. C
urriculum and Assessment Policy
Statement (CAPS)
2
2. E
conomic and Management Sciences
as a subject 2
3. H
ow Study & Master Economic and
Management Sciences Grade 8 works
4
4. Grade 8 Annual Teaching Plan 7
1
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1. Curriculum and Assessment Policy Statement
(CAPS)
A single Curriculum and Assessment Policy Statement (CAPS)
exists for each school subject. The CAPS for each subject details the
minimum outcomes and standards of the learning process, as well as
assessment processes and procedures.
For more information on the CAPS, please see Section 1 of the CAPS
document for Economic and Management Sciences.
2. Economic and Management Sciences as
a subject
Aims
Economic and Management Sciences is a fundamental subject and
is therefore compulsory for all Grade 7 to 9 learners. As a practical
subject, its aim is to equip learners with real-life skills for their
personal development and the development of their communities. In
other words, Economic and Management Sciences aims to:
• Develop learners’ skills to deal with the efficient and effective use
of different types of private, public or collective resources to satisfy
people’s needs and wants.
• Guide learners to reflect critically on the impact of resource
exploitation on the environment and on people.
• Teach learners to deal with the effective management of scarce
resources in order to maximise profit.
• Provide opportunities for learners to expand their own personal
development.
• Guide learners using tasks that promote the idea of sustainable
economic growth and the development of their communities.
Economic and Management Sciences topics
The issues dealt with in Economic and Management Sciences are
inter-related and covered through three topics:
• The economy
• Financial literacy
• Entrepreneurship.
The table below indicates the main topics in the Economic and
Management Sciences curriculum.
Topic
Grade 7
Grade 8
Grade 9
1
The economy
• History of money
• Needs and wants
• Goods and services
• Inequality and
poverty
• The production
process
• Government
• The National
Budget
• Standard of living
• Markets
• Economic systems
• The circular flow
• Price theory
• Trade unions
2
INTRODUCTION
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Topic
Grade 7
Grade 8
Grade 9
2
Financial literacy
• Savings
• Budgets
• Income and
expenses
• Accounting
concepts
• Accounting
concepts
• Accounting cycle
• Source documents
• Cash Receipts
Journal and Cash
Payments Journal
of a service
business
• Effects of cash
transactions on
the accounting
equation
• General Ledger
• Trial Balance
• Cash Receipts
Journal and Cash
Payments Journal
of a sole trader
• Posting to the
General Ledger
• Preparing a Trial
Balance
• Recording
transactions in the
Debtors Journal,
Creditors Journal
• Posting to the
Debtors Ledger
and Creditors
Ledger
3
Entrepreneurship
• The entrepreneur
• Factors of
• Starting a business production
• Businesses
• Forms of
• Entrepreneur’s Day ownership
• Levels of
management
• Functions of
management
• Sectors of the
economy
• Functions of a
business
• A business plan
Overview of content
An overview of the content of Economic and Management Sciences
entails the following:
• the needs and wants of different communities in societies
• the nature, processes and production of goods and services and
business activities within the different sectors
• financial management, accounting as a tool for management of a
business and record keeping
• the influence of demand and supply and pricing
• the flow of money, goods and services between households,
business and government and the rights and responsibilities of the
different role players in the economy
• the way in which to achieve sustainable growth, reduce poverty
and distribute wealth fairly, while still pursuing profitability
• entrepreneurial skills and knowledge needed to manage self and
the environment effectively
• basic aspects of leadership and management
• the role of savings in sustainable economic growth and
development
• trade unions and their influence in the economy
• the importance of using resources sustainably, effectively and
efficiently
• the functioning of both formal and informal businesses.
Time allocation
The teaching time for Economic and Management Sciences is
two hours per week. As this subject involves the development of
INTRODUCTION
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accounting skills of learners in Grade 8, one hour per week must be
used for financial literacy in terms of the Annual Teaching Plan.
The instructional time per year for Economic and Management
Sciences in Grade 8 is as follows:
Topic
Number of
hours per year
The economy
12
Financial literacy
36
Entrepreneurship
15
Revision
8
Contact time
71
Examinations
9
Total hours
80
Total weeks
40
For information on assessment in Economic and Management
Sciences, please see Section 3 of this Teacher’s Guide.
3. How Study & Master Economic and Management
Sciences Grade 8 works Teaching and learning materials required for
Economic and Management Sciences
•
•
•
Each learner should have a textbook and a calculator.
Learners should each have one Cash Journal exercise book, one
General Ledger exercise book and a normal exercise book.
Teachers should have a textbook with a teacher guide.
Course components
Study & Master Economic and Management Sciences Grade 8 consists of a:
• Learner’s Book
• Teacher’s Guide.
Learner’s Book
The Learner’s Book is divided into four terms that cover the three
Economic and Management Sciences topics in the same order as they
appear in the Annual Teaching Plan of the CAPS document. Thus
each term in the Learner’s Book is divided as follows:
• Economic and Management Sciences topics
• Content within each topic as outlined in the CAPS document
• Activities.
There is a revision section at the end of each term which learners
can use to revise the terms’ work in preparation for the controlled
tests at the end of Terms 1 and 3, and the mid-year and end-of-year
examinations at the end of Terms 2 and 4.
4
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Formal assessment opportunities are included in the Learner’s Book
where appropriate:
• Formal Assessment Task 1, which is a data response assignment,
appears in Term 1.
• Formal Assessment Task 2, which is a project, appears in Term 2.
• Formal Assessment Task 3, which is a case study, appears in Term 3.
• Examination practice papers appear at the end of Terms 2 and 4
for the mid-year and end-of-year examinations.
• The actual end-of-year examination paper and marking
memorandum appears in the Resources section of this Teacher’s
Guide.
• The two controlled tests and their marking memorandums appear
at the end of Terms 2 and 4 in Section 2 of this Teacher’s Guide.
Teacher’s Guide
The Teacher’s Guide provides information and guidance on:
• Economic and Management Sciences as a subject (Section 1)
• planning for the Grade 8 year and lesson-by-lesson guidance,
including tips to cover resources, a list of new words and
concepts and preparation required prior to teaching the topic
(Sections 1 and 2)
• suggested answers for all activities in the Learner’s Book (Section 2).
Please note that the answers given are guidelines only. You should
encourage creative and critical thinking from learners, wherever
appropriate
• informal assessment suggestions (Section 2)
• consolidation (remedial) and extension activity suggestions
(Section 2)
• controlled tests and marking memorandums (Section 2)
• a Programme of Assessment (Section 3)
• guidance on the assessment of all Formal Assessment Tasks (Section 3)
• marking memorandums for all Formal Assessment Tasks (Section 3)
• recording and reporting of formal assessment (Section 3)
• end-of-year examination paper and marking memorandum
(Section 4) and the memorandums for the Learner’s Book
examination practice papers (Section 2).
Section 2 mirrors the Learner’s Book and is divided into terms.
You will see these icons next to the activities in the Learner’s Book
and Teacher’s Guide. This is what the icons mean:
These icons mean
work alone
work in pairs
group work
class work
INTRODUCTION
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Inclusivity
An important part of teaching is to accommodate all learners,
including those who experience barriers to learning. Study & Master
Economic and Management Sciences takes into account that learners
come from different backgrounds and have different abilities. So it
offers learning material that learners can relate to while extending
their learning and experiences. There are a variety of types of activities
– activities that appeal to learners of all levels and backgrounds and
that offer opportunities to work individually, in pairs, in groups or
as a whole class. This Teacher’s Guide also provides consolidation
(remedial) and extension activities for each topic, which teachers need
when they have to manage a class of diverse learners.
Section 4 (Resources) also provides templates for learners, a
PowerPoint CD and a list of useful reading material and Internet
resources that you can use to further your own knowledge within the
Economic and Management Sciences curriculum.
6
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INTRODUCTION
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The economy
The economy
2—3
4—5
Revision
Economic and Management
Sciences topic
1
Week
(2 hours
per week)
TERM 1
3
2
1
National Budget
Government
Looking back,
looking ahead
Topic Topic title
no.
The table below indicates how Study & Master Economic and
Management Sciences Grade 8 covers all requirements of the CAPS for
Economic and Management Sciences and how it is intended for use in
each of the 40 weeks in the school year. It is compulsory to complete
all the topics as indicated in the Annual Teaching Plan. When
teaching these topics, the context of the school should be considered.
4. Grade 8 Annual Teaching Plan
4
4
2
• Government revenue: direct tax, indirect
tax
• Government expenditure on services
such as education, health, housing,
social grants, transport, security, etc.
• The influence of the National Budget
on growth and redressing of economic
inequalities
• Meaning of government
• Different levels of government
• Roles of the different levels of
government in respect of households in
the use of resources and services (both
as consumer and producer)
• Roles of the different levels of
government in respect of businesses in
the use of resources and services (both
as consumer and producer)
• Revise the work covered in Grade 7
• Give learners an overview of what will
be taught during the first term
Textbook, relevant
newspaper, magazine
and Internet articles,
annual budget speech,
local service delivery
information, relevant
pictures
Textbook, relevant
newspaper, magazine
and Internet articles,
local government
information, relevant
pictures and
advertisements
Textbook, mind maps
No. of Economic and Management Sciences Resources
hours CAPS content
8
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The economy
Financial literacy
7—8
Economic and Management
Sciences topic
6
Week
(2 hours
per week)
5
4
Accounting concepts
Standard of living
Topic Topic title
no.
4
2
• Sole trader
• Debit
• Credit
• Capital
• Owner’s equity
• Income
• Expenses
• Profit
• Losses
• Transactions
• Liability
• Assets
• Banking
• Cash receipts
• Cash payments
• Subsidiary journals
• Accounting equation: assets = owner’s
equity + liability (A = OE + L)
• Lifestyles
• Self-sufficient societies
• Modern societies
• Rural societies
• Impact of development on the
environment
• Unemployment
• Productive use of resources to promote
a healthy environment
Textbook, relevant exercise
books and templates,
calculator (if possible)
Textbook, relevant
newspaper, magazine and
Internet articles (local and
international), relevant
pictures
No. of Economic and Management Sciences Resources
hours CAPS content
INTRODUCTION
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9
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Revision Term 1
10
6
Source documents
Topic Topic title
no.
2—3
1
Week
(2 hours
per week)
TERM 2
Financial literacy
Revision
Economic and Management
Sciences topic
8
7
Overview of the
accounting cycle
Looking back,
looking ahead
Topic Topic title
no.
Formal assessment:
1. Data response (40%)
2. Controlled test (60%) (must include all topics covered in Term 1)
Financial literacy
Economic and Management
Sciences topic
9—10
Week
(2 hours
per week)
Revise all work covered during this term
• Receipts
• Deposit slips
• Cash register slips (till slips)
• Cheques
• Cheque counterfoils
• Bank statements
• Cash invoices
Textbook
Textbook, relevant exercise
books and templates,
calculator (if possible),
examples of various source
documents
4
2
• Transactions
• Source documents
• Subsidiary journals
• General Ledger
• Trial Balance
• Income Statement
• Balance Sheet
• Introduction of the Cash Journals of a
service business — their purpose and
importance
• Revise the work covered in the first
term
• Give learners an overview of what will
be taught during the second term
Textbook, relevant exercise
books, calculator (if
possible)
Textbook, mind maps
No. of Economic and Management Sciences Resources
hours CAPS content
4
No. of Economic and Management Sciences Resources
hours CAPS content
10
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Mid-year examination (must be based on the work covered in Terms 1—2)
9—10
Formal assessment:
1. Project (40%)
2. Mid-year examination (60%)
Revision Term 2
9—10
11
Markets
2
Factors of production 3
The economy
10
7—8
(1 hour per
week)
5
Entrepreneurship
Cash Receipts
Journal (services)
Revise all work covered during this term
• Types of markets — goods and services
market
• Factor market — labour and financial
markets
• Capital — borrowed and own capital
• Labour — unskilled, semi-skilled and
skilled labour
• Role of workers in the business
• Fair employment practices
• Natural resources
• Entrepreneurship
• Remuneration of the factors of
production
Textbook
Textbook, relevant
newspaper, magazine and
Internet articles, newsprint,
old magazines and
newspapers for collages
Textbook, relevant
newspaper and magazine
and Internet articles,
copies of and information
on various labour laws
Textbook, relevant exercise
• Concept of a Cash Receipts Journal
books and templates,
(CRJ) of a service business
• Formats and uses of the columns in the calculator (if possible)
CRJ
• Source documents used to complete the
CRJ
• Entering of cash transactions in the CRJ
• Closing off the CRJ
• Effect of cash transactions on the
accounting equation
No. of Economic and Management Sciences Resources
hours CAPS content
4—6
(1 hour per
week)
9
Topic Topic title
no.
Financial literacy
Economic and Management
Sciences topic
4—8
(1 hour per
week)
Week
(2 hours
per week)
INTRODUCTION
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Revision
Financial literacy
Financial literacy
2—3
4—10
(1 hour per
week)
Economic and Management
Sciences topic
1
Week
(2 hours
per week)
TERM 3
14
13
12
Cash Payments
Journal (service)
Cash Receipts
Journal (service)
Looking back,
looking ahead
Topic Topic title
no.
7
4
2
• Concept of a Cash Payments Journal
(CPJ) of a service business
• Formats and uses of the columns in the
CPJ
• Source documents used to complete a
CPJ
• Entering of cash transactions in the CPJ
• Closing off of the CPJ
• Effect of cash transactions on the
accounting equation
• Entering combined transactions in the
CRJ and CPJ
• Closing off of CRJ and CPJ
• Effect of cash transactions on the
accounting equation
• Entering of cash transactions in the
Cash Receipts Journal (CRJ)
• Closing off of the CRJ
• Effect of cash transactions on the
accounting equation
• Revise the work covered in the second
term
• Give learners an overview of what will
be taught during the third term
Textbook, relevant exercise
books and templates,
calculator (if possible),
examples of various source
documents
Textbook, relevant exercise
books and templates,
calculator (if possible)
Textbook, mind maps
No. of Economic and Management Sciences Resources
hours CAPS content
12
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Revision Term 3
10
15
Forms of ownership
Topic Topic title
no.
Revision
Entrepreneurship
2—6
(1 hour per
week)
Economic and Management
Sciences topic
1
Week
(2 hours
per week)
TERM 4
17
16
Levels and functions
of management
Looking back,
looking ahead
Topic Topic title
no.
Formal assessment:
1. Case study (40%)
2. Controlled test (60%) (must include all topics covered in Term 3)
Entrepreneurship
Economic and Management
Sciences topic
4—10
(1 hour per
week)
Week
(2 hours
per week)
Revise all work covered during this term
• Sole traders
• Partnerships
• Close corporations
• Private and public companies
• Characteristics
• Advantages and disadvantages
• Their role in sustainable job creation
• Role in sustainable use of natural
resources
Textbook
Textbook, relevant
newspaper, magazine and
Internet articles, examples
of local businesses,
information on relevant
statistics
5
2
• Different levels of management
• Management tasks such as planning,
organising, leading and controlling
• Characteristics of good management
• Different styles of management —
autocratic style, permissive or freereign style (laissez-fair), democratic or
participatory style
• Revise the work covered in the third
term
• Give learners an overview of what will
be taught during the fourth term
Textbook, relevant
newspaper, magazine
and Internet articles,
examples of relevant local
businesses, possible class
visit by community leader,
newsprint, coloured pens/
pencils
Textbook, mind maps
No. of Economic and Management Sciences Resources
hours CAPS content
7
No. of Economic and Management Sciences Resources
hours CAPS content
INTRODUCTION
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Formal assessment:
1. End-of-year examination
End-of-year examination (must include all topics covered in Terms 1—4)
10
3
Examination preparations
7—9
(1 hour per
week)
8
Revision Term 4
General Ledger
and Trial Balance
(service)
Textbook
Textbook, relevant exercise
books and templates,
calculator (if possible),
examples of various source
documents
• Revise the work covered throughout the Textbook, mind maps
year
• Study techniques
• Examination writing skills
Revise all work covered during this term
• The double entry-principle
• The T-accounts
• Format of the General Ledger
• Sections within the General Ledger
• Opening accounts in the General Ledger
• Posting/recording of transactions from
the CRJ and CPJ of the service business
to the General Ledger, balancing of the
General Ledger
• Preparing of a Trial Balance of a service
business
No. of Economic and Management Sciences Resources
hours CAPS content
7—9
18
Topic Topic title
no.
Financial literacy
Economic and Management
Sciences topic
2—9
(1 hour per
week)
Week
(2 hours
per week)
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2. Lesson by lesson
This section contains teaching notes for the topics in the Learner’s
Book; answers to all the activities; informal assessment suggestions;
consolidation (remedial) and extension activity suggestions and
revision activities.
Term 1
16
Formal Assessment Task 1: Data response
(see Section 3)
Term 2
63
Formal Assessment Task 2: Project
(see Section 3)
Term 3
96
Formal Assessment Task 3: Case study
(see Section 3)
Term 4
140
15
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TERM 1
Topic
Discover
back,
your looking
strengths
ahead
UnitLooking
1
1
Term and week/s
Term 1, Week 1
Learner’s Book pages 2—7
xx—xx
Duration:
Duration 2 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will:
• revise what they learnt in Grade 7
• get a brief glimpse of what they will learn in Term 1
Teaching the topic
•
•
•
•
•
16
EMS (8ENG).indb 16
This is an opportunity to consolidate what the learners learnt
in the previous grade. If learners are still struggling with some
concepts, give them additional activities or revision activities to
do. Those learners who understand the work well can help those
who are struggling.
Encourage learners to draw mind maps (similar to those drawn in
this topic) to revise what they learnt in the previous year.
Once you are comfortable that learners understand the content so
far, you may continue with the overview of the new term.
When revising the new term, do not go into too much detail.
You do not need to spend more than 10–15 minutes on the
overview.
Mention to the learners that they may use the overview mind
map provided and add their own notes during the term so that
they have a complete mind map of the term’s work by the end
of the term.
LESSON BY LESSON
TERM 1
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Topic
UnitGovernment
1
2
Learner’s Book pages 8—16
Duration: 4 hours
Term and week/s
Term 1, Weeks 2–3
Curriculum and Assessment Policy Statement
(CAPS) content
New words
and concepts
national
government;
provincial
government; local
government;
legislative;
executive; judicial;
producers;
consumers
In this topic, learners will learn about THE ECONOMY. They will
look at:
• the meaning of government
• different levels of government
• the roles of the different levels of government in respect of
households in the use of resources and services (both as consumer
and producer)
• the roles of the different levels of government in respect of
businesses in the use of resources and services (both as consumer
and producer)
Resources
Constantly look out for newspaper and magazine articles about EMS.
Work through this year’s content and collect articles throughout the
year on all of the topics. Use articles you find later in the year covering
content you taught earlier in the year, as revision.
Bring articles to class during this topic about the structure and
functions of the South African government at local, provincial and
national level.
If your school has Internet access, visit http://www.gov.za/, an
excellent resource for information about the levels of government. The
website http://www.southafrica.info/about/government/gov.htm is
also a useful resource.
Find pictures and advertisements for the kinds of goods that
households and businesses buy that would be familiar to the learners.
Use these as a starting point for your discussion about the roles of
households and businesses.
Preparation
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
Use your school’s media centre, the Internet and public libraries
for research.
LESSON BY LESSON
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TERM 1
17
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•
•
•
•
Ensure that you give yourself enough time to gather the resources
you need for each lesson.
Collect as many local examples as possible to make the content
accessible and meaningful to your learners.
Find out about your area’s local government. Do some research
about your municipality and some of the challenges it faces,
especially in the area of service delivery. Find out how to contact
your ward councillor if you were to contact him or her about local
government issues.
Find out about your province’s provincial government.
Teaching the topic
There are 2 lessons in this topic.
Lesson
Week
Pages
Activities
2
2
18
2.1
3
3
19
2.2
Lesson 2
•
•
•
•
•
•
•
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EMS (8ENG).indb 18
Start this week by assessing your learners’ knowledge of the South
African government. Look at the photo of President Zuma in
Figure 2.1 of the Learner’s Book. Ask learners who the man in the
photo is, and what he is most likely to be doing in this photo. Ask
them who the current deputy president is, and whether they can
name the ministers of any of the government departments, such as
Pravin Gordhan (Finance), Angie Motshekga (Basic Education),
Rob Davies (Trade and Industry) and Fikile Mbalula (Sport
and Recreation) in 2012. Find out whether they know anything
about their provincial government and premier, and assess their
knowledge of local government in your area.
Use the news articles you have gathered to make this discussion
relevant. Ask learners their views on what they would change if
they were to govern a country.
Have a discussion about what the learners think the government
does. Ask them how they think the country works, and what
challenges they think the government of any country, including
South Africa, could face.
Write their suggestions on the board and use these to formulate a
class definition of government.
Work through the text on the meaning of government in the light
of your class discussion.
Move on the text about the different levels of government and
discuss each level individually. Then engage the learners in a
discussion about their communities and how well they think their
communities are run.
Do Activity 2.1.
LESSON BY LESSON
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Lesson 3
•
•
•
•
•
•
•
•
Introduce this section by referring the learners to the illustration
of the family in Figure 2.5 of the Learner’s Book. Have a
discussion on the worked example of the family that precedes the
illustration. Talk about ways in which households use resources
and services and who provides these services.
You may want to talk about a typical day in the households of
learners, in the areas where they live. Develop the discussion
from learners waking up in the morning and using water for
cooking porridge and brushing teeth, to the sanitation and
electricity services in their homes and the need for groceries and
transport. Point out the resources and services that households
use throughout the day. Be sensitive to differences in the learners’
economic situations during this discussion. Some learners may not
have sanitation, electricity or tapped water to their homes. Others
may be affluent and driven to school by their parents while others
may use public transport or walk.
Refer the learners to the diagram in Figure 2.6 of the Learner’s
Book showing that the way in which money moves through
the economy means that both households and businesses are
producers and consumers. This is preparatory work for teaching
the more complex circular flow diagram in Grade 9.
Ensure that learners understand that households and businesses
are producers and consumers, before introducing the role of the
government in this flow of money.
Use the text and Figure 2.7 in the Learner’s Book to explain
government’s role in how households produce and consume goods
and services. Refer to your previous discussion about the resources
and services that households use daily.
Before you teach the content on the role of the different levels
of government in business use of resources and services, first
ask the learners to tell you what role they think the government
plays in business use of resources and services. Link the previous
discussion on the daily household use of resources and services to
assist learners with their suggestions. You may want to divide the
class into groups to have this discussion and use your newspaper
and magazine articles to trigger ideas.
When the learners have finished their group discussions, use
Figure 2.8 in the Learner’s Book to explain this further.
Do Activity 2.2.
Answers Activity 2.1
1. Lower order (3)
Local ✔, provincial ✔ and national government ✔
2. Lower order (4)
National government: ✔ the executive, ✔ judicial and ✔
legislative branches ✔
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3. Middle order (1)
Learners’ answers will vary according to their areas.
4. Middle order (1)
Learners’ answers will vary according to their areas.
5. Middle order (2)
Local government; ✔ they report to the provincial government. ✔
Activity 2.2
1. Higher order (5)
The information they give should include some of the following
points:
Household A:
• consumes local government services such as water, electricity,
sanitation, policing, healthcare and infrastructure. ✔
• consumes provincial and national government services such as
the judicial system’s services. ✔
• consumes the local government services that the provincial
and national governments oversee and create policy for. ✔
• produces government services by working for the Nelson
Mandela Bay Municipality. ✔
• produces revenue as a resource for the national government
by paying income tax, which the national government uses
to allocate back down to provincial and local government.
They then provide resources and services for the household to
consume. ✔
2. Higher order (4)
The information they give should include some of the following
points:
Business A:
• consumes local government resources by being paid to carry
out the road-construction tender. ✔
• consumes national government resources by benefitting from
the income tax that South Africans pay towards improving
and maintaining infrastructure. ✔
• produces resources for the local and provincial government
that other businesses and households can benefit from using
by building roads. A good road system helps the country to
grow its economy. ✔
• produces resources for the national government by paying
income tax to the national government. ✔
3. Higher order (10)
Learners compile their discussion notes in a report. Ensure
that the reports are well written and logically structured, with
an introduction, body paragraphs and conclusion.
Award 1 mark per point (max. 8 points), and 2 marks for
report structure and quality.
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For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 2.1: Take in the learners’ answers and mark them to
assess how well the learners are able to work on their own. (11)
Activity 2.2: Observe the group discussions to assess how
well the learners are able to work respectfully in groups. Make
notes about how each learner performs during group work.
Assess whether all group members are participating in, and
contributing to, the discussion fairly. Mark the groups’ reports. (10)
Consolidation
• Define a municipality. Give two examples.
A municipality is a district, town or city with a local government.
Learners give two examples of their own.
• Which branch of national government is responsible for
making the laws of the country?
The legislative branch
• ‘The government administers the State.’ What does this mean?
This means that the government uses taxes to ensure that:
– the State runs efficiently
– citizens obey the State’s laws
– citizens get the services and infrastructure that they need to
help the economy to grow.
Extension
Do some research about the South African government. Answer
the following questions. Ensure your information is up to date.
• Who is the Minister for Water and Environmental Affairs at
national government level?
Edna Molewa
• Who is the Minister of Labour?
Nelisiwe Oliphant
• Where is the judiciary based?
Bloemfontein
• Who is the Commissioner of the South African Revenue
Services (SARS)?
Oupa G. Magashula
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Topic
UnitThe
1 National Budget
3
Learner’s Book pages 17—26
Duration: 4 hours
Term and week/s
Term 1, Weeks 4–5
Curriculum and Assessment Policy Statement
(CAPS) content
New words
and concepts
government
revenue; direct
taxes; indirect
taxes; government
expenditure;
National Budget;
economic
inequalities
In this topic, learners will learn about THE ECONOMY. They will
look at:
• government revenue, being:
– direct tax
– indirect tax
• government expenditure on services such as education, health,
housing, social grants, transport, security, etc.
• the influence of the National Budget on growth and redressing
economic inequalities
Resources
You may want to access the year’s budget speech, or the budget speech
from the previous year, to show the learners. You can access the 2012
budget speech, for example, at http://www.treasury.gov.za/documents/
national%20budget/2012/speech/speech.pdf. You could compare the
2012 budget figures given in the Learner’s Book on pages 20–21, with
the budget figures for the current year and discuss the differences.
Collect news articles about the National Budget from newspapers,
magazines and the Internet. These articles could be about the current
year’s budget or, if you are teaching this content before the annual
February budget speech, about the previous year’s budget. The
National Treasury (http://www.treasury.gov.za/) is a good resource for
this topic.
Collect news articles about taxation and any changes to direct and
indirect taxation that may be tabled in Parliament. You could also use
the SARS website at http://www.sars.gov.za/ to gather some additional
information about taxes, or contact your local SARS office if you do
not have Internet access.
You should be able to find news articles quite easily about the
services that the government provides, as service delivery protests are
common and the issue is a controversial and newsworthy one. Gather
information about service delivery in your area to discuss
with the learners.
Identify the kinds of events that the government would need an
emergency fund for, such as natural disasters or epidemics. Use articles
and pictures that show the learners the scale of these problems, such
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as the scale of the destruction caused by the Japanese earthquake and
tsunami of 2011.
Find information about the social grants in your province or region.
See http://www.info.gov.za/aboutsa/socialdev.htm and http://www.
dsd.gov.za/ for resources, or contact your local government offices if
you do not have Internet access.
Reuse your resources from Grade 7 on socio-economic imbalances,
inequality and poverty and find updated resources to supplement these.
Preparation
•
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
Ensure you know the social and economic circumstances of your
learners, if possible. This will allow you to tailor your teaching of
social welfare and service delivery to your local context. Keep the
examples you use in your teaching as local as possible to make the
content relevant to the learners’ lives.
Plan the resources you will use and how you will integrate them
into your teaching. If you are using an area of the classroom to
display news articles on your teaching, plan which articles you will
put up in that area and when you will do so.
Read the budget speech you plan to use for the extension activity
and identify its main areas of focus.
Teaching the topic
There are 2 lessons in this topic.
Lesson
Week
Pages
Activities
4
4
23—25
—
5
5
25—26
3.1
Lesson 4
•
•
Start by asking the learners if they know who the current Minister
of Finance is and which government department is responsible
for budgeting in South Africa. In 2012, the minister was Pravin
Gordhan. The National Treasury is the department responsible for
the country’s finances.
Have a class or group discussion about what the learners think
are the expenses and sources of revenue for their school. Then
continue this discussion by asking what they think are the
expenses and sources of revenue for the country. Ask them to
think about and discuss what the government needs to pay on an
annual basis and where the money comes from to do this. If you
have a class discussion, consider asking the learners to write their
suggestions on a mind map on the board.
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•
•
•
•
•
•
•
•
•
•
24
EMS (8ENG).indb 24
See if you can classify the items into loose groups, such as
infrastructure, services, security, health, education and so on.
Recap what the learners learnt about budgets in Grade 7. Explain
that the National Budget is like any other budget, just on a larger
and more complex scale.
Use the articles you have gathered to enhance your teaching and
give concrete local examples.
Now focus on the sources of revenue that the learners brainstormed.
They will probably have mentioned taxes. Talk about the different
kinds of taxes that the learners know about. They will probably
know about Value-added Tax (VAT) and income tax.
Talk about the differences between taxes like VAT and taxes like
income tax and explain that income tax is a direct tax and VAT is
an indirect tax. Discuss other kinds of direct and indirect taxes as
outlined in the Learner’s Book pages 18–19.
Use your articles and resources about taxes to supplement your
teaching.
Move on to the section on government expenditure on services.
Start with a class or group discussion about the services that
learners benefit from in their communities. This is a controversial
topic, which the learners discussed in Grade 7. Revisit the issue
and assess whether the learners’ awareness of local government
politics and ability to think critically about them has developed.
Work through Figure 3.3 in the Learner’s Book. Talk about
the emergency fund and how this is similar to the emergency
fund that individuals would keep aside in a personal budget for
emergencies, such as medical expenses. Talk about what kinds of
emergencies could happen in a country: natural disasters, attacks
by hostile powers, accidents such as nuclear power plant problems,
sharp economic downturns and epidemics of diseases are some
examples. Ask the learners if they have any other examples.
Use your resources to show the scale of emergencies such as
the Japanese tsunami of 2011. It is estimated that this disaster
cost Japan about 25 trillion yen or US$300 billion. Explain
that businesses and households cannot possibly finance the
reconstruction of infrastructure that is required in the aftermath
of emergencies like these and that the government needs to assist
citizens using its emergency fund. As a related discussion, you
may want to talk about how other countries often step in to give
financial assistance in emergencies, as well as assistance in search
and rescue efforts.
Learners may find it interesting that emergencies that have an
effect on one country’s economy often affect the economies of
other countries, as well as the global economy. Recap what you
taught in Grade 7 about the Japanese economy’s important role
in supplying goods such as cars and electronic goods and that
the damage caused by the tsunami affected production in Japan.
Ripple effects of this were felt in other countries.
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•
Remind the learners about the three levels of government you
taught in Topic 2. Work through Figure 3.4, showing how the
government allocates its revenue to the three levels of government
for different purposes. Remind the learners that national
government cannot administer income and expenses on its own
and that it needs local and provincial government to help it
allocate resources effectively.
Lesson 5
•
•
•
•
•
•
•
•
Continue with your teaching about government expenditure.
Explain why the government needs to encourage jobs and
economic growth; partly because a larger workforce means more
tax revenue. Explain that the government needs to spend money
on services such as public transport, job creation and education to
make more money through taxes.
Use the example of the 2012 Budget in the Learner’s Book
page 20 to show learners what kind of expenditure the
government faces each year on services. If the budget speech for
your teaching year has been released, use the figures and articles
you have collected and compare them to the 2012 figures. Talk
about the importance of each of the categories included in the
2012 Budget.
Have a group or class discussion about social grants. Navigate
this topic sensitively. Your learners may be benefitting from social
grants in their homes. Use your research and resources to target
your teaching appropriately. If you teach in a better resourced
school, your learners may not be familiar with social grants.
Discuss the types of social grants in Table 3.1 of the Learner’s
Book. Discuss the monetary values of the grants and ask the
learners to give their opinions on whether these amounts are
sufficient. Ask them to give some of their own suggestions about
how best to deliver social welfare services to as many needy
South Africans as possible. Explain the effects of HIV/Aids on
households and Aids orphans who need social welfare services.
Discuss how many Aids orphans become the responsibility of
extended family members, putting financial strain on these
households. Be sensitive. Some of your learners may have lost
their parents or caregivers to Aids.
Conclude this section by working through Figure 3.5 in the
Learner’s Book to explain why government expenditure and the
National Budget are important.
Move on to the influence of the National Budget on growth and
redressing economic inequalities.
Recap what you taught in Grade 7 about socio-economic
imbalances, inequality, poverty and skills shortages. Have a class
or group discussion about how learners think the National Budget
could influence growth and redress economic inequalities.
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25
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•
•
•
This should be a good opportunity to assess the learners
informally on their ability to integrate, analyse and evaluate
information they have learnt in this topic, Topic 2 and Grade 7.
Make notes about the discussion in groups or as a class, assessing
how well learners perform.
Work through the text in the Learner’s Book pages 22–24.
Do Activity 3.1.
Answers Activity 3.1
Case study: Bongani and Mlungisi’s stories
Read the case study, then answer the questions.
Bongani and Mlungisi are Grade 10 learners at different schools in
Diepkloof, Gauteng. They live in Durban Roodepoort Deep (DRD),
12 km away from their schools. Taxi fare is R13 for a return trip. The
school provides stationery and textbooks. Uniforms cost between
R80 and R300, and lunch is about R5. Bongani and Mlungisi do not
go to school when they do not have taxi money. Some children they
know from DRD also stopped going to school during the first term of
school because they couldn’t afford the taxi fares. The two learners
would like to transfer to a nearby school. But the schools where they
are at will not give them their reports and transfer papers until they
have paid their school fees of R150.
Source: Adapted from ‘Testimonies from the Education Rights Project’ by
Salim Vally and Brian Ramadiro, ERP – Education Rights Project
http://www.erp.org.za/htm/education%20rights_testmonies.htm
1. Middle order (5)
The groups discuss the challenges, such as:
• the costs of public transport to school which the learners
cannot always afford ✔
• interruptions of schooling during times when they have no
taxi fare that will affect their education ✔
• the costs of transferring to a school that is closer to their
homes – they have not been able to pay their school fees ✔
• the costs of buying new uniforms if they transfer to a new
school ✔
• the costs to the school of supplying the learners with books
and stationery ✔
Learners add any other challenges that they can think of.
2. Higher order (3)
Learners give their own ideas, for example.
• The budget could allocate more funds to education ✔
• The budget could include a transport allowance for learners to
get to school ✔
• The government could subsidise the cost of school uniforms. ✔
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3. a–d. Higher order (10)
Learners conduct their own surveys individually as homework.
They should find a selection of about five local friends and
neighbours and ask each person Questions a to d. Their responses
will vary depending on their areas and who they surveyed.
4. Middle order (5)
Give learners time to discuss their surveys in groups. Their
discussions will depend entirely on who they surveyed, but they
may raise issues such as:
• The government is spending money in my area on service
delivery in the form of new roads and a clinic. Or, the
government is not delivering services to people in my area. ✔
• Spending will most likely be on services such as infrastructure. ✔
• The government needs to spend money on schools; a new
police station; sanitation; electrification; better security; a
community centre; subsidised veterinary care. ✔
• Communities can use their vote to empower themselves
and the leadership that serves them best; can put pressure
on community members who damage infrastructure to stop
doing so; can take responsibility for paying for services such as
legal electricity connections. ✔
Learners identify the most common responses and write them
down. Put these up on the classroom wall. ✔
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 3.1: Observe how the learners participate in the group
work. Assess their ability to engage with the case study text and to
analyse, integrate and evaluate the information, applying it to what
they have learnt in this topic. (observation-based)
Consolidation
• Explain the National Budget.
The budget for the whole country that sets out how much money
the government has made and how much money it has spent in
a year.
• Name three services to which the government allocates money
in the National Budget.
Learners name any three services such as water, sanitation,
education, healthcare, infrastructure such as road construction,
social welfare and public transport.
• Explain where the government get its money from.
From indirect taxes, direct taxes, charges, debt, interest and
investments.
• Define an emergency fund.
This is money that the government puts aside for unforeseen
events and other urgent needs, such as natural disasters, epidemics
and economic downturns.
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Extension
• Your teacher will give you a copy of the National Budget
speech for this year or last year.
a. Read the speech and identify the main areas of the budget’s
focus for that year.
b. Suggest your own areas of focus that you would like to see
included in next year’s budget.
Learners’ answers will vary according to the budget speech you
provide. Ensure they identify appropriate areas of focus. They give
their own ideas for areas they would like to see given importance
in next year’s budget. Ensure these are well thought through
and reasonable, however accept answers that may not be strictly
feasible but that show evidence of critical and creative thinking.
Formal assessment
For information on Formal Assessment Task 1: Data response
(Learner’s Book pages 27—28) and on how to assess learner’s
assignments, controlled tests, case studies and projects, please see
Section 3 of this Teacher’s Guide.
Topic
of living
UnitStandard
1
4
Term and week/s
Term 1, Week 6
New words
and concepts
standard of
living; selfsufficient society;
rural society;
modern society;
unemployment
Learner’s Book pages 29—35
Duration: 2 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about THE ECONOMY. They will
look at:
• lifestyles
• self-sufficient societies
• modern societies
• rural societies
• the impact of development on the environment
• unemployment
• the productive use of resources to promote a healthy environment
Resources
Gather local information and local, national and international news
articles about people’s standard of living in different parts of the
world. Many of the concepts in this topic are abstract, so use as many
concrete examples as possible in your teaching. At the same time, your
resources should show that the issues in this topic are applicable to
countries all over the world and not just to South Africa.
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Visual depictions of standard of living and types of societies would be
helpful for this topic.
You may want to reuse the resources you gathered for teaching needs,
wants and the three sectors of the economy in Grade 7. Supplement
your resources from Grade 7’s teaching about socio-economic
imbalances with new resources, such as articles about unemployment
in South Africa and in other parts of the world.
Find news articles from newspapers, magazines and the Internet about
how development affects the environment. Look out for evidence of
this in your area and make notes so that you can point these examples
out to the learners.
Preparation
•
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
Consider clearing part of the classroom wall for this topic and
putting up as many pictures of different lifestyles and society types
as possible to illustrate standard of living.
Think about your learners’ material circumstances. Anticipate the
kinds of mindsets and responses you will encounter in this topic and
prepare to pitch your teaching at an appropriate and sensitive level.
Gather your resources and familiarise yourself with them. Plan how
you will integrate them into your teaching as effectively as possible
as there is quite a lot of content to cover in these two hours.
Teaching the topic
There is 1 lesson in this topic.
Lesson
Week
Pages
Activities
6
6
29—30
4.1—4.2
Lesson 6
•
•
•
•
Begin by asking the learners what they remember about standard
of living from Grade 7. Make links between standard of living and
the content you taught last year about socio-economic imbalances,
poverty and inequality. Ask learners about the differences in the
standard of living of the rich and the poor in South Africa and
other countries.
Build on the learners’ prior knowledge in your teaching this week.
Start a class or group discussion about lifestyles by looking at the
illustrations in Figure 4.2 of the Learner’s Book. Talk about how
the families live and about what is similar and different about
them.
Talk about the learners’ families and communities. Be sensitive
during this discussion, especially if you have learners in your class
whose material circumstances are very different. Discuss aspects
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•
•
•
•
•
•
•
•
•
•
•
such as culture, religion, language and tradition, and also discuss
whether the learners have a rural or urban lifestyle, guided by the
text on lifestyles in the Learner’s Book page 30.
Ask the learners to give some suggestions for their own definition
of lifestyle, then give them the definition in the Learner’s Book.
Do Activity 4.1.
Use the discussion on lifestyles as a basis for the discussion on selfsufficient, modern and rural societies.
Work through the text and pictures in the Learner’s Book
pages 31–33 with the learners, using your own pictures and
articles to supplement the Learner’s Book content.
Discuss the importance of business and technology in modern
societies, compared to their importance in more rural societies.
Ask the learners to have group discussions about life in the different
kinds of societies. Ask them to talk about which societies they
would choose to live in. Try to encourage creative ideas so that
they think beyond the predictable response that they would choose
modern societies because these are convenient and comfortable.
Encourage them to see the benefits of all the society types.
There is a logical content flow from the text about society types
to the section on the impact of development on the environment.
Make this link clear to the learners by talking about the impact
that rural and self-sufficient societies have on the environment
versus the impact of modern societies. Use your resources.
Work through the text and Figure 4.6 in the Learner’s Book page 33.
Talk about the effects of unemployment on people’s lifestyles,
recapping what the learners covered in Grade 7.
Conclude this topic by linking the text on the impact of
development on the environment with the text on the productive
use of resources in the Learner’s Book on pages 33 and 35.
Do Activity 4.2.
Answers Activity 4.1
1. Lower order (3)
Your lifestyle is the way you live. ✔ Lifestyle is how you live in
your environment ✔ and includes how you spend money, use
goods and services, dress, worship and express your culture. ✔
2. Middle order (6)
Learners discuss the illustrations in the Learner’s Book page 30.
Observe their discussion and ensure that they are being respectful
and contributing fairly.
3. Higher order (7)
Learners comment on the lifestyles of the people in their
communities. Ensure that they cover the full range: how they
spend money, ✔ use goods and services, ✔ dress, ✔ worship, ✔
express their cultures, ✔ look after their health ✔ and treat the
environment. ✔
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Activity 4.2
1. Lower order (3)
People’s access ✔ to things such as goods and ✔ services that
make life more comfortable. ✔
2. Middle order (6)
Learners’ paragraphs give concise descriptions of the three types
of societies. Ensure they contribute equally to the paragraph.
(✔✔ per type of society)
3. Middle order (4)
Learners give their own opinions, but should say that modern
societies make it easiest to have a high standard of living. ✔ This
is because of the incomes one can earn in a modern society ✔
and the availability of technology and commerce ✔ which allow
people to satisfy their needs. ✔
4. Middle order (4)
Learners give their own opinions, but should say that rural and selfsufficient societies could potentially make it difficult to have a high
standard of living ✔ because technology and commerce are less
readily available. ✔ Try to encourage learners to see that material
wealth and access to commerce and technology do not, however,
guarantee a high standard of living. ✔ Many people in modern
societies have a low standard of living because of exploitation by
big businesses intent on increasing their profits. Point out the
standard of living that rural lifestyles offer – less crime and stress,
less pollution through noise and waste, and so on. ✔
5. Higher order (3)
An unhealthy, polluted and unsafe environment makes people ill ✔
and makes it difficult for people to use resources productively. ✔
This decreases standard of living. ✔ Encourage learners to give
some of their own original input.
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 4.1: Make notes about your observations of the group
interactions. If you have some learners who were with you in Grade
7, compare their performances in group interaction this term with
their performances in the final term of last year. Assess how well
they are progressing and maturing. (observation-based)
Consolidation
• Describe your and your family’s lifestyle, linking it to the
definition of lifestyle.
Learners describe aspects of their own lifestyles. They link this to
the explanation that lifestyle is how you live in your environment,
and includes how you spend money, use goods and services, dress,
worship and express your culture. Check that they display an
understanding of the concept and the ability to apply it to their
own lives.
LESSON BY LESSON
EMS (8ENG).indb 31
TERM 1
31
6/5/13 3:55:42 PM
•
•
Define the term ‘self-sufficient’.
When you are self-sufficient, you can meet most of your needs
yourself through your environment.
Describe what you think living in a self-sufficient society
would be like.
Learners give their own descriptions, showing understanding of
the concept.
Extension
• Explain how standard of living affects lifestyle.
Learners make links between the two concepts. Standard of living
affects lifestyle because people with a low standard of living often
have limited lifestyle choices. For example, they may not be able
to look after their health because they cannot afford to eat well or
access medical care. People who cannot afford a good education
may not be able to offer themselves a promising future because
their economic situation has limited their employment options.
Learners give their own input.
• Describe what kind of lifestyle you aspire to and explain why.
Encourage learners to answer this open-ended question creatively
and critically. Steer them away from predictable aspirations such as
a large house, flashy car and electronics. Encourage them to see the
effects of their lifestyle choices on people around them, as well as on
the environment and to think about what the mass-production of
consumer goods is doing to the environment and to people’s values.
Topic
concepts
UnitAccounting
1
5
Term and week/s
Term 1, Weeks 7–8
New words
and concepts
sole trader; doubleentry principle;
owner’s equity;
income; expenses;
profit motive;
transactions; longterm liabilities;
current liabilities;
fixed assets; current
assets; creditors;
subsidiary journals;
accounting equation
32
EMS (8ENG).indb 32
Learner’s Book pages 36—55
Duration: 4 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about FINANCIAL LITERACY.
They will look at:
• sole trader
• debits and credits
• capital
• owner’s equity
• income
• expenses
• profit
• losses
• transactions
• liability
• assets
LESSON BY LESSON
TERM 1
6/5/13 3:55:42 PM
•
•
•
•
•
banking
cash receipts
cash payments
subsidiary journals
the accounting equation: Assets = Owner’s Equity + Liability
(A = OE + L)
Resources
Learners must each have an exercise book, in which to do the activities
and draw the diagrams for the accounting equations. Photocopy the
templates for the accounting equation found at the end of this guide,
so that learners do not need to draw their own and you can save time
during the lesson.
The best way to explain these concepts is to use examples, case studies
and real-life scenarios. Supplement the examples provided for you
with your own examples that you can use to teach the content.
A calculator for each learner would be useful, but is not essential.
Preparation
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
Ensure that you know the relevant case studies and examples
well before you teach, so that you will be able to use the different
features included in them to explain and highlight each concept as
it appears.
Gather your resources and familiarise yourself with them. Plan
how you will integrate them into your teaching as effectively as
possible as there is quite a lot of content to cover during your
teaching time.
Teaching the topic
There are 2 lessons in this topic.
Lesson
Week
Pages
Activities
7
7
33—34
5.1—5.2
8
8
34
5.3—5.9
Lesson 7
•
•
The learners should be familiar with the accounting concepts
from the content covered in Grade 7. This topic gives you an
opportunity to revise accounting concepts and terminology and
introduce new concepts.
Use the example of Sindi’s hairdressing business shown in Figure 5.1
of the Learner’s Book. Discuss Sindi’s business using the words
and concepts often heard in a business.
LESSON BY LESSON
EMS (8ENG).indb 33
TERM 1
33
6/5/13 3:55:42 PM
•
•
•
Use the case study of Sindi in the Learner’s Book page 37 and
emphasise an example for each concept used in the case study.
Work through the text in the Learner’s Book pages 36–44 and
explain each concept with the help of a practical example from
Sindi’s business. Use your own resources where you have them and
if you need to reinforce your teaching.
Guide your learners towards understanding the importance of
concepts and terminology in accounting, before they proceed with
the recording of transactions on the accounting equation, as this
lays the foundation for the rest of the year.
Do Activities 5.1 and 5.2.
Lesson 8
•
•
•
•
•
•
•
•
•
•
•
34
EMS (8ENG).indb 34
Start with the example of John in the Learner’s Book on
pages 45–46. This is an informal introduction to recording
transactions on the accounting equation.
Guide the learners through each transaction and lead them
towards understanding how each transaction is recorded on the
accounting equation.
Do Activities 5.3 and 5.4.
These activities can be completed in class so that you can use them
to guide learners through each transaction. Some transactions
have been completed for them so that they can see how the
information is recorded in the tables.
Do Activities 5.5 and 5.6.
Use the next three activities to help the learners understand
and reinforce the accounting concepts. Work through the three
examples in Activity 5.7 together and show how the accounting
equation must balance in the same way that a mathematical
equation is balanced and that what happens on the left hand side
of the equation must happen on the right hand side. Various forms
of the accounting equation are used to practise these concepts.
When a transaction appears only on the left hand side of the
equation, there is no net effect, for example when assets are
purchased or expenses are paid.
When a transaction has an effect on both sides of the equation, it
will have the same effect on both sides, for example when income
is received, there will be an increase on both sides of the equation.
Do Activities 5.7, 5.8 and 5.9.
Draw the diagram for the equations on the board. Ask one
learner at a time to complete a transaction. After each transaction,
discuss it with the class and correct any mistakes. Work through
each transaction in this way. Determine whether learners are still
struggling with the content or whether you can move on.
If time is limited give each learner a copy of the answers, once
they have completed the activities, so that they can check their
work at their own pace.
LESSON BY LESSON
TERM 1
6/5/13 3:55:42 PM
Answers Activity 5.1
1. Lower order (8)
Assets
House and plot
Liabilities
R655 000 ✔
Furniture
R115 000 ✔
Car
R65 000 ✔
Cash
R2 750 ✔
Total
R837 750 ✔
✔R415 000
✔R37 000
✔R452 000
2. Middle order (4)
OE = A – L
= (R655 000 + R115 000 + R65 000 + R2 750) ✔
– (R415 000 + R37 000) ✔
= R837 750 – R452 000 ✔
= R385 750 ✔
Activity 5.2
1. Middle order (2)
OE = A – L
= R100 000 + R18 000 + R31 000 – R35 000 ✔
= R114 000 ✔
2. Middle order (2)
OE = A – L
= R40 000 + R15 000 + R6 000 – R12 750 ✔
= R48 250 ✔
Activity 5.3
1.–10. Middle order (2)
1. Example
Assets
Owner’s Equity
Effect Reason
Effect Reason
+200 000 Cash increased
Liabilities
Effect Reason
+200 000 Owner’s capital
contribution
2. Example
Assets
Effect Reason
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
—120 000 Cash decreased
+120 000 Land and
buildings
increased
LESSON BY LESSON
EMS (8ENG).indb 35
TERM 1
35
6/5/13 3:55:42 PM
3.
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—30 000 Cash decreased ✔
+30 000 Vehicles
increased ✔
(2)
4.
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—2 000 Cash decreased ✔
+2 000 Equipment
increased ✔
(2)
5. Example
Assets
Owner’s Equity
Effect Reason
Effect Reason
—500 Cash decreased
—500 Wages — expense
Liabilities
Effect Reason
6. Example
Assets
Owner’s Equity
Effect Reason
Effect Reason
+1 000 Cash increased
+1 000 Services
rendered —
income
Liabilities
Effect Reason
7.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—750 Cash decreased ✔
Liabilities
Effect Reason
—750 Consumable
goods — expense
✔
(2)
8.
Assets
Owner’s Equity
Effect Reason
Effect Reason
+1 120 Cash increased ✔
+1 120 Rent income ✔
Liabilities
Effect Reason
(2)
9.
Assets
Effect Reason
—850 Cash decreased ✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
—850 Telephone — ✔
expense
(2)
36
EMS (8ENG).indb 36
LESSON BY LESSON
TERM 1
6/5/13 3:55:42 PM
10.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—660 Cash decreased ✔
Liabilities
Effect Reason
—660 Drawings by owner ✔
(2)
Activity 5.4
1. Lower order; 2.
1.
Assets
Middle order (12)
Owner’s Equity
Effect Reason
Effect Reason
+50 000 Cash increased ✔
Liabilities
Effect Reason
+50 000 Owner’s capital
contribution ✔
(2)
2.
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—2 400 Cash decreased ✔
+2 400 Equipment
increased ✔
(2)
3.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—475 Cash decreased ✔
Liabilities
Effect Reason
—475 Trading licence —
expense ✔
(2)
4.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—300 Cash decreased ✔
Liabilities
Effect Reason
—300 Telephone —
expense ✔
(2)
5.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—260 Cash decreased ✔
Liabilities
Effect Reason
—260 Water and electricity
— expense ✔
(2)
6.
Assets
Effect Reason
+2 670 Cash increased ✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
+2 670 Services
rendered —
income ✔
(2)
LESSON BY LESSON
EMS (8ENG).indb 37
TERM 1
37
6/5/13 3:55:42 PM
3.1 Middle order (3)
Cash in bank = R50 000 – R2 400 – R475 – R300 – R260
+ R2 670 = R49 235 ✔✔✔
3.2 Higher order (3)
OE = R50 000 – R475 – R300 – R260 + R2 670 = R51 635 ✔✔✔
(3)
Activity 5.5
1. Lower order;
2. Middle order (12)
1.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—1 500 Cash decreased ✔
—1 500 Rent — expense ✔
Liabilities
Effect Reason
(2)
2.
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—10 500 Cash decreased ✔
+10 500 Vehicles
increased✔
(2)
3.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—35 Cash decreased ✔
Liabilities
Effect Reason
—35 Stationery —
expense ✔
(2)
4.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—800 Cash decreased ✔
—800 Wages — expense
✔
Liabilities
Effect Reason
(2)
5.
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
–6 500 Cash decreased ✔
+6 500 Equipment
increased ✔
(2)
6.
Assets
Effect Reason
+2 850 Cash increased ✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
+2 850 Services
rendered —
income ✔
(2)
38
EMS (8ENG).indb 38
LESSON BY LESSON
TERM 1
6/5/13 3:55:43 PM
Activity 5.6
Middle order (16)
1.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—955 Cash decreased ✔
Liabilities
Effect Reason
—955 Consumable goods
— expense ✔
(2)
2.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—600 Cash decreased ✔
—600 Water and
electricity —
expense ✔
Liabilities
Effect Reason
(2)
3.
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—7 555 Cash decreased ✔
+7 555 Equipment
increased ✔
(2)
4.
Assets
Owner’s Equity
Effect Reason
Effect Reason
+1 244 Cash increased ✔
+1 244 Rent income ✔
Liabilities
Effect Reason
(2)
5.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—2 200 Cash decreased ✔
Liabilities
Effect Reason
—2 200 Wages — expense ✔
(2)
6.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—125 Cash decreased ✔
Liabilities
Effect Reason
—125 Drawings by
owner ✔
(2)
7.
Assets
Owner’s Equity
Effect Reason
Effect Reason
—6 000 Cash decreased ✔
Liabilities
Effect Reason
—6 000 Rent — expense ✔
(2)
8.
Assets
Effect Reason
—4 200 Cash decreased ✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
—4 200 Salaries — expense ✔
(2)
LESSON BY LESSON
EMS (8ENG).indb 39
TERM 1
39
6/5/13 3:55:43 PM
Activity 5.7
Middle order (46)
01
Assets
Drawings
Expenses
✔ +144 000
Capital
Income
Liabilities
✔ +144 000
Relevant account
Capital ✔
(3)
03
Assets
Drawings
Expenses
✔ —255
Capital
Income
Liabilities
✔ +255
Relevant account
Trading licence ✔
(3)
04
Assets
Drawings
Expenses
✔ +1 330
Capital
Income
Liabilities
✔ +1 330
Relevant account
Rent expense ✔
(3)
07
Assets
Drawings
Expenses
Capital
Income
Liabilities
✔ ±2 665
Relevant account
Equipment ✔
✔ —336
✔ +336
Stationery ✔
(5)
08
Assets
Drawings
✔ —3 770
Expenses
Capital
Income
Liabilities
✔ +3 770
Relevant account
Material costs ✔
(3)
10
Assets
Drawings
Expenses
✔ —95
Capital
Income
Liabilities
✔ +95
Relevant account
Advertisement ✔
(3)
11
Assets
Drawings
Expenses
✔ —1 525
Capital
Income
Liabilities
✔ +1 525
Relevant account
Wages ✔
(3)
12
Assets
Drawings
Expenses
✔ +10 000
Capital
Income
Liabilities
✔ +10 000
Relevant account
Capital ✔
(3)
14
Assets
Drawings
Expenses
Capital
Income
✔ —12 000
Liabilities
Relevant account
✔ —12 000 Loan ✔
(3)
17
Assets
Drawings
Expenses
Capital
✔ +1 660
Income
✔ +1 660
Liabilities
Relevant account
Current income ✔
(3)
40
EMS (8ENG).indb 40
LESSON BY LESSON
TERM 1
6/5/13 3:55:43 PM
20
Assets
Drawings
Expenses
✔ —855
Capital
Income
Liabilities
✔ +855
Relevant account
Water and
electricity ✔
(3)
22
Assets
✔ —122
Drawings
Expenses
Capital
Income
Liabilities
✔ +122
Relevant account
Drawings ✔
(3)
27
Assets
Drawings
Expenses
Capital
✔ +1 040
Income
Liabilities
✔ +1 040
Relevant account
Rent income ✔
(3)
30
Assets
Drawings
Expenses
Capital
Income
Liabilities
✔ ±88 000
Relevant account
Vehicles ✔
✔ —265
✔ +265
Fuel ✔
(5)
Activity 5.8
Middle order (33)
01
Assets
Drawings
Expenses
✔ +77 000
Capital
Income
Liabilities
✔ +77 000
Relevant account
Capital ✔
(3)
05
Assets
Drawings
Expenses
Capital
✔ +767
Income
Liabilities
✔ +767
Relevant account
Current income ✔
(3)
08
Assets
Drawings
✔ —5 400
Expenses
Capital
Income
Liabilities
✔ +5 400
Relevant account
Material costs ✔
(3)
10
Assets
Drawings
Expenses
✔ —112
Capital
Income
Liabilities
✔ +112
Relevant account
Stationery ✔
(3)
12
Assets
Drawings
Expenses
✔ —689
Capital
Income
Liabilities
✔ +689
Relevant account
Wages ✔
(3)
19
Assets
✔ —2 250
Drawings
✔ +2 250
Expenses
Capital
Income
Liabilities
Relevant account
Drawings ✔
(3)
LESSON BY LESSON
EMS (8ENG).indb 41
TERM 1
41
6/5/13 3:55:43 PM
21
Assets
Drawings
Expenses
Capital
Income
Liabilities
✔✔±4 560
Relevant account
Equipment ✔
(3)
25
Assets
Drawings
Expenses
✔ —126
Capital
Income
Liabilities
✔ +126
Relevant account
Telephone ✔
(3)
26
Assets
Drawings
Expenses
✔ —446
Capital
Income
Liabilities
✔ +446
Relevant account
Water and
electricity ✔
(3)
28
Assets
Drawings
Expenses
Capital
✔ +4 250
Income
Liabilities
✔ +4 250
Relevant account
Rent income ✔
(3)
29
Assets
Drawings
Expenses
Capital
Income
✔ +15 000
Liabilities
Relevant account
✔ +15 000 Loan ✔
(3)
The column on the right hand side in these two activities indicates
the specific account that will be used. This will be the same account
used in the Cash Receipts Journal and Cash Payments Journal
(Topics 9 and 14).
Activity 5.9
Higher order (12)
01
Assets
Owner’s Equity
Effect Reason
Effect Reason
+20 000 Cash increased ✔
Liabilities
Effect Reason
+20 000 Owner’s capital
contribution ✔
(2)
02
Assets
Effect Reason
—250 Cash decreased ✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
—250 Advertising —
expense ✔
(2)
42
EMS (8ENG).indb 42
LESSON BY LESSON
TERM 1
6/5/13 3:55:43 PM
05
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—1 509 Cash decreased ✔
+1 509 Equipment
increased ✔
(2)
13
Assets
Owner’s Equity
Effect Reason
Effect Reason
+5 097 Cash increased ✔
Liabilities
Effect Reason
+5 097 Services
rendered —
income ✔
(2)
24
Assets
Owner’s Equity
Effect Reason
Effect Reason
—780 Cash decreased ✔
Liabilities
Effect Reason
—420 Wages — expense
—360 Drawings by
owner ✔
(2)
27
Assets
Owner’s Equity
Effect Reason
Effect Reason
—1 152 Cash decreased ✔
—1 152 Consumable
goods — expense
✔
Liabilities
Effect Reason
(2)
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activities 5.1—5.2: These can be self assessments. Learners
learn from their own performances and mark their own work. Activities 5.3—5.6: These can be self or peer assessments.
Learners check their own homework or the work of a partner
and learn from their own or each other’s mistakes. (42)
Activities 5.7—5.9: These can be self assessments or you
can take in the learners’ answers and mark them. LESSON BY LESSON
EMS (8ENG).indb 43
(16)
(91)
TERM 1
43
6/5/13 3:55:43 PM
Consolidation
• Indicate the type of account using an X in the correct column.
Asset
Liability
Expense
x
Current income
Debtors control
x
x
Vehicle expense
Land and
buildings
x
x
Stationery
Vehicles
x
x
Insurance
x
Creditors control
x
Material costs
Cash float
x
x
Repairs
Equipment
x
x
Telephone
x
Bank overdraft
Packaging
material
x
Rent expense
x
x
Bank
x
Current income
x
Mortgage bond
Water and
electricity
x
x
Rent income
x
Rates
44
EMS (8ENG).indb 44
Income
LESSON BY LESSON
TERM 1
6/5/13 3:55:43 PM
•
Draw a mind map or a diagram of the accounting concepts
that form part of the accounting equation. Include the
following:
• Fixed and Current assets
• Owner’s equity (Income and Expenses)
• Long-term and Current liabilities
• Examples of each of the above
Land and buildings
Fixed assets
Vehicles
ASSETS
Equipment
Trading stock
Debtors
Current assets
Bank
Cash float
LIABILITIES
Petty cash
Long-term liabilities
Mortgage bond
Creditors
Current liabilities
Owner’s personal account
Bank overdraft
Capital
Drawings
Current income
Income (OE+)
Sales
Rent income
OWNER’S EQUITY
Material cost
Cost of sales
Telephone
Water and electricity
Expenses (OE—)
Wages
Salaries
Trading licence
Stationery
Consumable goods
Rent expense
Extension
• Complete the following sentences.
– Transactions are actions carried out in the business, for
example an action between the business and another party.
– Cash float is the cash placed in the cash register at the
beginning of the day, which is used for giving change.
LESSON BY LESSON
EMS (8ENG).indb 45
TERM 1
45
6/5/13 3:55:44 PM
•
— Petty Cash is the cash available in the office, which is used for
paying out small unexpected amounts.
— Drawings is the money or goods that the owner takes for
personal use.
Imagine the following household. The family owns a home
of R350 000, on which they still owe R120 000. They own
furniture to the value of R150 000, on which they owe
R15 000. They also owe R25 000 on a car worth R90 000.
They have R40 000 in cash in a bank account. Calculate the
household’s worth in rand.
Owner’s equity = Assets – Liabilities
= R350 000 + R150 000 + R90 000 + R40 000 –
R120 000 – R15 000 – R25 000
= R470 000
Topic
documents
UnitSource
1
6
Term and week/s
Term 1, Weeks
9–10
New words
and concepts
receipt; deposit slip;
cash register slip
(till slip); cheque;
cheque counterfoil;
bank statement;
cash invoice
Learner’s Book pages 56—68
Duration: 3 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about FINANCIAL LITERACY.
They will look at:
• receipts
• deposit slips
• cash register slips (till slips)
• cheques
• cheque counterfoils
• bank statements
• cash invoices
Resources
Learners must each have an exercise book, where they paste the
different source documents.
Collect your own source documents as examples. Bring different
examples of the same source document so that learners can see that all
source documents do not look the same. Ask the learners to bring any
examples of source documents from home. Tell them beforehand what
to collect as these will be helpful for class discussions.
Photocopy the templates of the different source documents found at
the end of this guide.
A calculator for each learner would be useful, but is not essential.
46
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Preparation
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topic, what skills they already have and
any areas of difficulty that you think they might encounter.
Gather your resources and familiarise yourself with them. Plan
how you will integrate them into your teaching as effectively
as possible.
Teaching the topic
There are 2 lessons in this topic.
Lesson
Week
Pages
Activities
9
9
47—48
6.1
10
10
48
6.2—6.3
Lesson 9
•
•
•
•
•
Have a short class discussion using Figure 6.1 of the Learner’s
Book and your and the learners’ examples of source documents.
Give learners an opportunity to show the source documents they
have brought along and discuss as many as possible. Keep these
examples in the class for learners to refer to.
Explain what source documents do and the two types of source
documents. Tell learners that source documents are an integral
part of the accounting cycle and that they will learn the format
and layout of each source document and when to use it.
When you explain this content, ensure that it is as relevant to
real-life practice as possible. Keep in mind that at school level it is
only necessary to do certain source documents. For example, for
receipts, use a cash register roll for services rendered and sales. If a
business doesn’t have a cash register they use a cash invoice. If the
business receives money for rent income or capital, they issue a
receipt.
Using an example of each source document, work through the
text and explain the source documents in the Learner’s Book
pages 58–64. It is a good idea for the learners to paste a copy of
each source document into their exercise books and indicate, using
lines, what needs to be filled into each section of the document.
Ask learners to make a summary of these source documents in
their exercise books and what they are used for. Use the following
table as an example.
LESSON BY LESSON
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•
Duplicate receipt
Capital contribution of the
owner
Rent income from a client
Cash register roll
Current income
Sales
Deposit slip
Deposits of cash received
Cheque and cheque counterfoil
Purchases of fixed assets
Purchases of current assets
Payment of expenses
Cash invoice (when a business
doesn’t have a cash register)
Current income
Sales
Do Activity 6.1.
Lesson 10
•
•
•
•
•
•
Learners check their homework. Use an overhead/data projector
to complete the examples of the source documents.
Take some time to work through each source document again.
Learners sometimes struggle to understand how source documents
work in a business. Use as many examples as possible, outlining
the features and uses of each.
Allow learners to paste their own examples in their exercise books
and discuss how their examples were used by a business.
Again, ensure that it is as relevant to real-life practice as possible.
Keep in mind that at school level it is only necessary to do certain
source documents. For example, all payments are made by cheque
only.
Do Activities 6.2 and 6.3.
The best way to assess learners’ understanding of these concepts
is by using an overhead/data projector. Ask the learners to fill in
the source documents on the board or you can show learners the
correct answers and fill them in step by step. Do not give the full
answers all at once. You need to show learners where each of the
entries/details on the source documents comes from.
Answers Activity 6.1
1–4. Middle order
1. Invoice (5)
1.1 Artsy Jewels ✔
1.2 R445 × 3 = R1 335
R120 × 7 = R840
R1 335 + R840 = R2 175 due ✔
1.3 24 School Street, Wellington, 7654 ✔
1.4 Artsy Jewels ✔
1.5 C B Ndela ✔
48
EMS (8ENG).indb 48
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2. Receipt (5)
2.1 C B Ndela ✔
2.2 C B Ndela has made a rent payment to Artsy Jewels ✔
2.3 tenant ✔
2.4 Artsy Jewels (landlord) ✔
2.5 C B Ndela (tenant) ✔
3. Cheque counterfoil (4)
3.1 1254 ✔
3.2 payee ✔
3.3 It is a record of money paid out by the business ✔ and a
summary of the contents of the cheque. ✔
4. Cheque (4)
4.1 Kelly Cosmetics ✔
4.2 2580 ✔
4.3 These mean that this is a crossed cheque. ✔
4.4 L Dlamini ✔
Activity 6.2
Lower order (10)
No.
Transaction
Source document
1.
Cash sale of merchandise
Cash register roll/cash invoice
✔
2.
Rent paid
Cheque counterfoil ✔
3.
Money received as rent income
Receipt issued/deposit slip ✔
4.
Services rendered
Cash register roll/cash invoice
issued ✔
5.
Electricity account for the
month paid
Cheque counterfoil ✔
6.
Owner increased capital
contribution
Receipt issued/deposit slip ✔
7.
Wages paid
Cheque counterfoil ✔
8.
Stationery bought
Cheque counterfoil ✔
9.
Rent received
Receipt issued/deposit slip ✔
10.
Owner takes money for
own use
Cheque counterfoil ✔
(10)
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Activity 6.3
1. Middle order (7)
RECEIPT
NO. 23
4 April 2012 ✔
Received from:
P Nkosi ✔
The amount of:
Six five zero Rand ✔
R 650,00 ✔
No Cents ✔
In payment of:
A Gilliland ✔
Rent ✔
For Check-my-figure
2. Higher order (7)
DEPOSIT SLIP
BNF Bank
Date
Credit: Check-my-figure
Ref.
6 April 2012 ✔
Total cash
R5 780 00
Drawer’s Name
Cashier stamp
Bank
Amount
1 J Simson
BNF Maropeng
✔ R150 00
2 W Punti
Den Bank Maropeng
✔ R350 00
3
Notes
✔ R5 610 00
Nickel
✔ R170 00
Bronze
R
Postal Orders
R
Total Cash
✔ R5 780 00
ACC NO:
75 8879 302
Deposited by:
50
EMS (8ENG).indb 50
A Gilliland
LESSON BY LESSON
Total
R
6
2
8
0,
0
0
✔
TERM 1
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3. Middle order (7)
NO. 17
INVOICE
19 April 2012 ✔
TO: Cash ✔
BOUGHT FROM: CHECK-MY-FIGURE
QUANTITY
DETAILS
PRICE
AMOUNT
2
Consultations and diet advice
150 00
✔ 300 00
2
Mini-skin treatments
200 00
✔ 400 00
1
Full skin treatment
350 00
✔ 350 00
4
2 hour sun-bed sessions
150 00
✔ 600 00
✔ 1 650 00
E & OE
4. Middle order (7)
25 April 2012
rable
44-33-22
TO
Rooibos Health
fe
rans
Not t
FOR
Skin products
MAROPENG BRANCH
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of Four six four zero
Other debits
R
This cheque
R4 640,00 ✔
BNF BANK (PTY) LTD
25 April 2012 ✔
Rooibos Health ✔
No ✔
OR BEARER ✔
R 4 640,00 ✔
rand
cents
A Gilliland ✔
Balance
R
103
44 33 22 75 8879 302
CHECK-MY-FIGURE
103
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activities 6.1—6.3: These can be self assessments. Learners
learn from their own performances and mark their own work. (56)
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Consolidation
• Indicate the source document for each of the following
transactions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Transaction
Paid for stationery bought
Received money from the
owner for capital contribution
Paid telephone account
Purchased factory premises
(Land and buildings)
Deposited money received
from a customer for services
rendered
Paid for the purchase of
consumable goods
Received money from a tenant
for rent
Withdrew money for the cash
register float
Owner withdrew money for
personal use
Paid the water and electricity
accounts
Source document
Cheque counterfoil
Deposit slip/receipt issued
Cheque counterfoil
Cheque counterfoil
Deposit slip/receipt issued
Cheque counterfoil
Deposit slip/receipt issued
Cheque counterfoil
Cheque counterfoil
Cheque counterfoil
Extension
• When Business ABC renders a service to a customer, more
than one source document is involved.
– Name the source document(s) that Business ABC will issue
to the customer.
Cash (register) slip or Cash invoice (original)
– Name the source document that will be issued by the
customer if he doesn’t pay in cash.
Cheque
– Name the source document that Business ABC will receive
from the bank when the money is deposited.
Deposit slip (duplicate)
– Name the source document that Business ABC will use for
the entry in the books of the business for services rendered.
Cash register roll
• When Business ABC buys stationery at a stationery shop
to use in the business, more than one source document is
involved.
– Name the source document(s) that the stationery shop will
issue to Business ABC.
Cash (register) slip or Cash invoice (original)
– Name the source document that Business ABC will issue
when they pay for the stationery.
Cheque
– Name the source document that Business ABC will use for
the entry in the books of the business.
Cheque counterfoil
52
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Revision Term 1
Learner’s Book pages 67—72
Topic 2: Government
Activity 1: Revise the levels of government
1.1 Define what a government is. (3) Lower order
Government is a group of people ✔ who set policies and make
laws ✔ to control how a country operates.✔
1.2 Explain what governments are responsible for. (4) Lower order
Governments are responsible for administering the State. This
means that they use taxes to ensure that: ✔
• the State runs efficiently ✔
• citizens obey the State’s laws ✔
• citizens get the services and infrastructure that they need to
help the economy to grow. ✔
1.3 List the three levels of government. (3) Lower order
National, ✔ provincial ✔ and local government ✔
1.4 National government has three branches. What are they?
Describe briefly what each one does. (7) Middle order
The legislative, ✔ executive ✔ and judicial branches: ✔
• The legislative branch: this is the branch that makes the laws
of the country. It consists of the South African Parliament. ✔
• The executive branch: this is the branch that leads the country.
It consists of the President, Deputy President and ministers. ✔
• The judicial branch: this is the branch that ensures that justice
is served if people break the laws that Parliament makes. ✔It
consists of the Constitutional Court, the Supreme Court and
the High Court. ✔
1.5 Give three examples of national government departments. (3)
Middle order
Learners give any three examples, such as Sport and Recreation,
Defence, The Presidency, Water Affairs and Forestry, Arts and
Culture, Basic Education, The National Treasury. (Any 3 × 1 = 3)
1.6 What is the leader of a provincial government called? (1)
Lower order
A premier ✔
1.7 Name the level of government where you find municipalities.
(1) Lower order
On local government level ✔
1.8 Explain what municipalities are responsible for. (3)
Middle order
They provide citizens with a safe and healthy environment to live
in and provide services such as water, electricity and housing.
Their objectives are to:
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•
•
•
provide a democratic and accountable government for local
communities ✔
ensure that services are provided to communities ✔
promote social and economic development. ✔
Activity 2: Revise the role of levels of government in the
economy
2.1 Households can be producers and consumers. Explain this
statement. (4) Middle order
Households are producers ✔ because they ‘sell’ their labour as a
product to businesses. ✔ Households are consumers ✔ because
they buy the goods that businesses produce. ✔
2.2 Businesses can be producers and consumers. Explain this
statement. (4) Middle order
Businesses are producers ✔ because they make or produce goods
or services to sell. ✔ Businesses are consumers ✔ because they buy
or use households’ labour to make their goods or services. ✔
2.3 The levels of government can be producers and consumers.
Explain this statement. (4) Middle order
Households spend money on resources and services that the
government produces, ✔ so the government is a producer. ✔
The government is a consumer ✔ because it employs household
members, using their labour. ✔
Topic 3: The National Budget
Activity 3: Revise the National Budget
3.1 Name the person who decides how to spend the South African
government’s revenue. (1) Lower order
The Minister of Finance ✔
3.2 Who manages the South African government’s finances? (1)
Lower order
The National Treasury ✔
3.3 Define the term ‘direct taxes’. Give some examples. (2)
Lower order
Taxes that people pay directly to the government, ✔ such as
income tax and business tax ✔
3.4 Define the term ‘indirect taxes’. Give some examples. (2)
Lower order
Taxes that people pay indirectly to the government, ✔ for example
via a business or service provider, such as VAT, sin tax, fuel tax and
transport tax ✔
3.5 Explain how the government gets its revenue. (3) Lower order
From taxes, ✔ debt, ✔ interest on investments and charges ✔
3.6 Describe what the government does with the revenue it gets.
(4) Middle order
It spends the revenue on providing services, ✔ paying debts, ✔
allocations to the three levels of government ✔ and allocations to
the emergency fund. ✔
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3.7 Name three things that provincial governments spend their
money on. (3) Middle order
Schools, ✔ hospitals ✔ and social services ✔
3.8 Name three things that local governments spend their money
on. (3) Middle order
Water, ✔ housing ✔ and waste removal ✔
3.9 Explain why the government wants to encourage jobs and
economic growth. (3) Middle order
More jobs and increased economic growth ✔ mean more taxpaying citizens, ✔ which increases government revenue. ✔
3.10 Describe what a social grant is. (3) Lower order
Amounts of money ✔ that the government gives ✔ to poor
people and old people ✔
3.11 How does the government use its spending to correct the
mistakes of the past? (4) Middle order
It does this by spending more revenue on:
• Social grants ✔
• Free education for the poor ✔
• Free primary healthcare to the poor ✔
• Free water and electricity to the poor. ✔
Topic 4: Standard of living
Activity 4: Revise standard of living
4.1 Explain what a standard of living is. (3) Lower order
People’s access ✔ to things such as goods and services ✔ that
make life more comfortable. ✔
4.2 Explain what a lifestyle is. (5) Lower order
Your lifestyle is the way you live ✔. Lifestyle is how you live in
your environment, ✔and includes how you spend money, ✔use
goods and services, dress, worship ✔and express your culture. ✔
4.3 Analyse the link between lifestyles and standards of living. (5)
Higher order
Standard of living affects lifestyle because people with a low
standard of living ✔ often have limited lifestyle choices. ✔ For
example, they may not be able to look after their health because
they cannot afford to eat well or access medical care. ✔ People who
cannot afford a good education may not be able to offer themselves
a promising future ✔ because their economic situation has limited
their employment options. ✔ Learners give their own input.
4.4 Define a self-sufficient society. (3) Lower order
When you are self-sufficient, you can meet most of your needs
yourself ✔ through your environment ✔. Self-sufficient societies
do this, usually in rural areas. ✔
4.5 Define a modern society. (3) Lower order
If you live in a town or city you are living in a modern society.
✔ Modern societies are societies that are industrialised ✔ and
that use science and reason to explain things more than they use
religion and tradition. ✔
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4.6 Define a rural society. (2) Lower order
Rural societies are societies in areas where there are few people,
✔ and where the people’s main economic activities are in the
primary sector. ✔
4.7 Compare the standard of living in modern and rural societies.
(3) Higher order
It is harder for people in rural societies to earn good incomes ✔
because they do not live in economic centres. ✔ So, the standard
of living in rural societies is generally lower than it is in modern
societies. ✔
4.8 Why is it harder in rural societies for people to earn a good
income? (3) Middle order
This is because they do not live in economic centres. ✔There are
fewer jobs available in rural societies ✔ and jobs that pay high
salaries are usually centred in urban areas. ✔
4.9 Explain how development affects the environment, and why this
is important for people’s standard of living. (10) Higher order
Development causes environmental damage. ✔Habitats are
destroyed when land is cleared for buildings and factories.
✔ Factories pollute the environment in their manufacturing
processes. ✔When societies develop, the population increases. ✔
This puts pressure on the environment’s resources, such as water
and food. ✔ When habitats are destroyed, plants and animals
have nowhere else to live, so biodiversity decreases. ✔ The crops
that farmers have to keep on growing to feed the increasing
population damage the soil by taking all of the nutrients out of
the soil. ✔ The soil does not have any time to rest and recover. ✔
Damaged environments can be unsafe and unhealthy and make it
difficult to use productive resources efficiently. ✔ This decreases
people’s standard of living because they may become ill or be
unable to use the environment to meet their needs. ✔
4.10 Explain how unemployment affects people’s standard of
living. (3) Middle order
When people are unemployed, they do not have a way of earning
an income. ✔ This means that they cannot access things such as
goods and services that make life more comfortable and meet their
needs. ✔ Unemployed people often have inadequate housing and
cannot afford healthcare and education. ✔ So, unemployment
causes a drop in standard of living.
4.11 Why do we need to use resources productively to ensure the
environment stays healthy? (6) Middle order
To ensure that people have a high standard of living, it is
important to use resources productively to promote a healthy
environment. ✔ This means that we should use resources such
as energy, water, soil, fuel and timber in a way that gets as much
out of the resources as possible. ✔ So, we should ensure that
we do not waste resources. ✔ Using resources productively and
efficiently helps to limit the damage that development does to
56
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the environment. ✔ A healthier environment is safer and more
sustainable. ✔ This helps to ensure a higher standard of living for
people who live in the environment. ✔
Topic 5: Accounting concepts
Activity 5: Understand accounting terminology
Choose the correct words from column B to match the
descriptions in column A. Only write down the number in column
A and the correct letter of column B. Lower order
Column A
Column B
5.1
The owner and his business are
seen as separate
F
entity rule ✔✔
5.2
Money received by business for
rendering a service or selling
stock
J
income ✔✔
5.3
Outsiders to whom the
business owes money for stock
purchased
G
creditors ✔✔
5.4
The primary reason why an
entrepreneur will start a
business
I
profit motive ✔✔
5.5
The money the owner gives to
start up a business
C
capital ✔✔
5.6
The owner’s interest in his
business
B
owner’s equity ✔✔
5.7
Their value changes continually
and can easily be converted into
cash
H
current assets ✔✔
5.8
Money acquired from a
commercial bank in order to buy
property
D
mortgage bond ✔✔
5.9
Assets that have a reasonably
long life-span
E
fixed/tangible assets
✔✔
A
debtors ✔✔
5.10 Outsiders who owe the business
money for stock sold
(10 × 2 = 20)
Activity 6: Analyse transactions on the accounting
equation
6.1–6.8 Middle order
6.1
Assets
Effect Reason
+100 000 Cash increased ✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
+100 000 Capital
contribution ✔
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6.2
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—7 500 Cash decreased ✔
+7 500 Vehicles
increased ✔
6.3
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—150 Cash decreased ✔
+150 Cash float
increased ✔
6.4
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—363 000 Cash decreased ✔
+363 000 Land and
buildings
increased ✔
6.5
Assets
Owner’s Equity
Effect Reason
Effect Reason
+8 250 Cash increased ✔
Liabilities
Effect Reason
+8 250 Services
rendered —
income ✔
6.6
Assets
Owner’s Equity
Effect Reason
Effect Reason
—352 Cash decreased ✔
Liabilities
Effect Reason
—352 Drawings by
owner ✔
6.7
Assets
Owner’s Equity
Effect Reason
Effect Reason
—4 688 Cash decreased ✔
Liabilities
Effect Reason
—4 688 Consumable
goods — expense
✔
6.8
Assets
Effect Reason
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
—3 576 Cash decreased ✔
+3 576 Equipment
increased ✔
(8 × 2 = 16)
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6.9 Calculate the owner’s equity of Elton Plumbers after all the
transactions are completed. (4) Higher order
OE = R100 000 + R8 250 ✔– R352 ✔– R 4 688 ✔= R103 210 ✔
6.10 Calculate the total assets. (4) Higher order
Total Assets = R7 500 + R363 000 ✔ + R150 ✔+ R3 576✔
= R374 226 ✔
6.11 How much profit did Elton Plumbers make? (4)
Higher order
Profit = Income – Expenses
= R8 250 – (R352 + R4 688)
= R3 210 ✔✔✔✔
Topic 6: Source documents
Activity 7: Identify source documents
7.1–7.5 Higher order
7.1 till slip ✔✔
7.2 cash invoice ✔✔
7.3 cheque ✔✔
7.4 deposit slip ✔✔
7.5 receipt ✔✔
(5 × 2 = 10)
Activity 8: Link source documents to transactions
8.1–8.10 Middle order
No.
Account involved
(except Bank)
Type of account
A/OE
+ or —
Source document used
8.1
Stationery ✔
Expense
OE— ✔
Cheque counterfoil ✔
8.2
Capital ✔
Owner’s personal
account
OE+ ✔
Receipt ✔
8.3
Telephone ✔
Expense
OE— ✔
Cheque counterfoil ✔
8.4
Land and buildings ✔
Fixed assets
A+ ✔
Cheque counterfoil ✔
8.5
Current income ✔
Income
OE+ ✔
Deposit slip ✔
8.6
Consumable goods ✔
Expense
OE— ✔
Cheque counterfoil ✔
8.7
Rent income ✔
Income
OE+ ✔
Receipt ✔
8.8
Cash float ✔
Current assets
A+ ✔
Cheque counterfoil ✔
8.9
Drawings ✔
Owner’s personal
account
OE— ✔
Cheque counterfoil ✔
8.10
Water and electricity ✔
Expense
OE— ✔
Cheque counterfoil ✔
(10 × 3 = 30)
TOTAL MARKS: 200
Formal assessment
For information on how to assess learner’s assignments, controlled
tests, case studies and projects, please see Section 3 of this
Teacher’s Guide.
LESSON BY LESSON
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GRADE 8
CONTROLLED TEST 1
TIME: 1 HOUR
TERM 1
TOTAL: 50 MARKS
SECTION A
QUESTION 1
[10 marks; 12 minutes]
TASK
Match the term in Column A to the explanation in Column B. Only
write the number and letter from each column e.g. 1. A.
Column A
Column B
1.
Government
A
Pravin Gordhan
2.
Debt
B
Income tax
3.
Indirect tax
C
People’s access to things
such as goods and services
that make life more
comfortable
4.
Self-supporting
D
VAT
5.
Social grants
E
A plan showing how the
government is going to
earn and spend money
6.
The National Budget
F
You can use your
environment to meet most
of your needs
7.
Transaction
G
A group of people who set
policies and make laws
to control how a country
operates
8.
The Minister of Finance
H
Amounts of money that the
government gives to poor
people and old people
9.
Direct tax
I
An action between two
parties
10.
Standard of living
J
The way you live
K
The cost of borrowing
money
L
Possessions that have a
certain value
M
Helen Zille
(10)
QUESTION 2
[10 marks; 12 minutes]
TASK
Indicate whether the following statements are true or false. If false,
give the correct answer.
2.1 South Africa has three levels of government – the national
government, the provincial government and the legislative
government.
60
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LESSON BY LESSON
TERM 1
6/5/13 3:55:45 PM
2.2 Each province is divided into municipalities to make governance/
management of the province easier.
2.3 Households are producers because they buy the goods that
businesses produce.
2.4 There are few people in rural areas and most people’s main
economic activities are in the secondary sector.
2.5 The government wants to encourage economic growth and
work and it does this by spending money on education. (10)
SECTION B
QUESTION 3
[30 marks; 36 minutes]
TASK
Analyse the transactions below according to the example and write
your answers on the answer sheet provided. The source document
must be specific.
Example: Pay stationery of R100 to ZNA by cheque.
Transactions
3.1 Ruan decides to make some money by repairing and maintaining
swimming pools in his town. He starts his business by depositing
R3 000 into a bank account.
3.2 He pays R40 to the Freedom Herald for placing an advertisement.
3.3 Ruan buys pool equipment and pays R350 for it.
3.4 He buys chlorine and acid (consumables) for swimming pool
maintenance to the value of R200.
3.5 His first client pays him R80 for a month’s service. Ruan banks
the money.
3.6 Ruan draws R100 from the money in his bank account to buy
popcorn and go to the movies.
No.
e.g.
Source
document
Cheque
counterfoil
Account debited
Stationery
Account credited
Bank
Assets
Owner’s
Equity
—100
—100
3.1
3.2
3.3
3.4
3.5
3.6
(30)
TOTAL: 50 MARKS
LESSON BY LESSON
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GRADE 8
CONTROLLED TEST 1: MEMO
TIME: 1 HOUR
TERM 1
TOTAL: 50 MARKS
SECTION A
QUESTION 1
1. G ✔
2. K ✔
3. D ✔
4. F ✔
5. H ✔
6. E ✔
7. I ✔
8. A ✔
9. B ✔
10. C ✔
(10 × 1 = 10)
QUESTION 2
2.1 False, ✔ the local government ✔
2.2 True ✔✔
2.3 False, ✔ households are consumers ✔
2.4 False, ✔ the primary sector ✔
2.5 True ✔✔
(10)
SECTION B
QUESTION 3
No.
Source
document
Account debited
Account credited
Capital ✔
Assets
Owner’s
Equity
3.1
Duplicate
receipt or
deposit slip ✔
Bank ✔
+3 000 ✔
+3 000 ✔
3.2
Cheque
counterfoil ✔
Advertisements ✔ Bank ✔
—40 ✔
—40 ✔
3.3
Cheque
counterfoil ✔
Equipment ✔
Bank ✔
+350 ✔
—350 ✔
3.4
Cheque
counterfoil ✔
Consumables ✔
Bank ✔
—200 ✔
—200 ✔
3.5
Cash register
roll/receipt ✔
Bank ✔
Current income —
Services rendered
✔
+80 ✔
+80 ✔
3.6
Cheque
counterfoil ✔
Drawings ✔
Bank ✔
—100 ✔
—100 ✔
(30)
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LESSON BY LESSON
TOTAL: 50 MARKS
TERM 1
6/5/13 3:55:45 PM
TERM 2
Topic
Discover
back,
your looking
strengths
ahead
UnitLooking
1
7
1
Term and week/s
Term 2, Week 1
Learner’s Book pages 74—77
xx—xx
Duration:
Duration 2 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will:
• revise what they learnt in Term 1
• get a brief glimpse of what they will learn in Term 2
Teaching the topic
•
•
•
•
•
This is an opportunity to consolidate what the learners learnt
in the previous term. If learners are still struggling with some
concepts, give them additional activities or revision activities to
do. Those learners who understand the text well can help those
who are struggling.
Encourage learners to draw mind maps (similar to those drawn in
this topic) to revise what they learnt in the previous term.
Once you are comfortable that learners understand the content so
far, you may continue with the overview of the new term.
When revising the new term, do not go into too much detail. You
do not need to spend more than 10–15 minutes on the overview.
Mention to the learners that they may use the overview mind
map provided and add their own notes during the term so that
they have a complete mind map of the term’s work by the end of
the term.
LESSON BY LESSON
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63
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Topic
UnitThe
1 accounting cycle
8
Term and week/s
Term 2, Weeks 2–3
New words
and concepts
accounting cycle;
transactions;
source documents;
subsidiary journal;
Cash Receipts
Journal; Cash
Payments Journal;
General Ledger;
ledger account;
Trial Balance;
Income Statement;
Balance Sheet;
receipts; payments
Learner’s Book pages 78—83
Duration: 4 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about FINANCIAL LITERACY.
They will look at:
• transactions
• source documents
• subsidiary journals
• the General Ledger
• the Trial Balance
• the Income Statement
• the Balance Sheet
• the Cash Journals of a service business – their purpose and
importance
Resources
Learners must each have an exercise book, in which to do
the activities.
A calculator for each learner would be useful, but is not essential.
Preparation
•
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
This topic must be seen as an overview of each step of the
accounting cycle. Do not go into too much detail as this could
become very confusing for the learners.
The content in this topic gives an outline for future content and
will be referred to during the course of future topics.
Gather some examples that you can use to explain the accounting
cycle, its different steps and the route it follows.
Teaching the topic
There are 2 lessons in this topic.
Lesson
Week
Pages
Activities
2
2
64—65
8.1
3
3
65
8.2
Lesson 2
•
64
EMS (8ENG).indb 64
Refer to Figure 8.1 of the Learner’s Book and draw the accounting
cycle on the board.
LESSON BY LESSON
TERM 2
6/5/13 3:55:45 PM
•
•
•
•
•
•
•
Work through the text in the Learner’s Book pages 78–80 using
this drawing as a basis.
Use practical examples to explain the content to learners. Explain
that when they buy goods at a shop, they receive a source
document. Explain what will happen to the duplicate of that
source document in that business. Help them expand on the
example as you move through the text. Give examples for each
step of the accounting cycle, until you reach the Trial Balance.
Explain the content as simply as possible in one of two ways:
either explain with examples on hand, taking one transaction and
telling learners how it will progress through each step or explain
by showing learners how one transaction first appears on a source
document, then in a subsidiary journal, is then posted to the
General Ledger account and then appears as a balance in the
Trial Balance.
Give learners the correct terminology to use when referring to
these accounting concepts and the information in each. Start
using this terminology when you are teaching so that learners
become familiar with the language.
Work through the text in the Learner’s Book pages 81–82 on the
importance and purpose of the Cash Journals of a service business.
Ensure that you remain aware of whether learners understand
each step and answer any questions as you go along.
Do Activity 8.1.
Lesson 3
•
•
•
•
Revise the content on the subsidiary journals, the General Ledger
and the Trial Balance. Ensure that learners understand the link
between these steps in the accounting cycle and how each of them
looks.
Work through the rest of the text in the Learner’s Book on the
concepts of the Income Statement and the Balance Sheet.
Explain the timing of the steps in the accounting cycle using the
summary table in the Learner’s Book page 83.
Do Activity 8.2.
Answers Activity 8.1
Lower order (6)
1.
2.
3.
4.
5.
6.
receipts ✔
receipts ✔
payments ✔
receipts ✔
payments ✔
receipts ✔
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Activity 8.2
Lower order (15)
1. Income Statement ✔
2. Trial Balance ✔
3. receipts ✔
4. posting ✔
5. Subsidiary journals ✔
6. Cash Payments Journal ✔
7. transactions ✔
8. double-entry principle ✔
9. Balance Sheet ✔
10. profit ✔
11. T-accounts ✔
12. Cash Receipts Journal ✔
13. Cash Payments Journal ✔
14. T-account in General Ledger ✔
15. Journals (Cash Receipts and Cash Payments) ✔
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activities 8.1—8.2: Ask learners quick questions similar to
Activity 8.2 that require short answers, to assess their knowledge
of the content. You can also divide the class into two or four groups
and have a quiz. Let one group ask the other group questions and
you keep score. (21)
Consolidation
• Draw a mind map or diagram of the accounting cycle.
TRANSACTIONS
SOURCE DOCUMENTS
SUBSIDIARY JOURNALS
GENERAL LEDGER
TRIAL BALANCE
INCOME STATEMENT and BALANCE SHEET
66
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LESSON BY LESSON
TERM 2
6/5/13 3:55:45 PM
Extension
Indicate how the following transactions would appear in the
accounting cycle (ignore the increasing or decreasing of Bank).
1.
Transaction
Bought a vehicle
Source document
Cheque counterfoil
Subsidiary Journal
Cash Payments Journal
General Ledger account
Vehicles
Trial Balance:
Balance Sheet account or
Nominal account
Balance Sheet account
Income Statement OR Balance
Sheet
Balance Sheet
2.
Transaction
Owner’s capital contribution
Source document
Receipt
Subsidiary Journal
Cash Receipts Journal
General Ledger account
Capital
Trial Balance:
Balance Sheet account or
Nominal account
Balance Sheet account
Income Statement OR Balance
Sheet
Balance Sheet
3.
Transaction
Paid the telephone account
Source document
Cheque counterfoil
Subsidiary Journal
Cash Payments Journal
General Ledger account
Telephone
Trial Balance:
Balance Sheet account or
Nominal account
Nominal account
Income Statement OR Balance
Sheet
Income Statement
4.
Transaction
Services rendered
Source document
Cash register roll
Subsidiary Journal
Cash Receipts Journal
General Ledger account
Current Income
Trial Balance:
Balance Sheet account or
Nominal account
Nominal account
Income Statement OR Balance
Sheet
Income Statement
LESSON BY LESSON
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5.
Topic
9
Term and week/s
Term 2, Weeks 4–8
New words
and concepts
services business;
Cash Journal;
Cash Receipts
Journal; accounting
equation
Transaction
Owner took money for own use
Source document
Cheque counterfoil
Subsidiary Journal
Cash Payments Journal
General Ledger account
Drawings
Trial Balance:
Balance Sheet account or
Nominal account
Balance Sheet account
Income Statement OR Balance
Sheet
Balance Sheet
Cash Receipts Journal of a
services business (1)
Learner’s Book pages 84—92
Duration: 5 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about FINANCIAL LITERACY.
They will look at:
• Cash Receipts Journal (CRJ) of a services business
• formats and uses of the columns in the CRJ
• source documents used to complete the CRJ
• entering of cash transactions in the CRJ
• balancing of the CRJ
• the effect of cash transactions on the accounting equation
Resources
Learners must each have an exercise book called an ‘Eight money
column’ or ‘Cash money column’ to do the Cash Receipts Journal.
Photocopy the Cash Receipts Journal template found at the end of
this guide.
A calculator for each learner would be useful, but is not essential.
Preparation
•
•
68
EMS (8ENG).indb 68
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topic, what skills they already have and
any areas of difficulty that you think they might encounter.
Practice a few transactions beforehand and check that you are able
to do them in the format that learners are expected to understand
and know how to do. Ensure that you know the difference
between the different types of deposits and how to enter them in
the CRJ.
LESSON BY LESSON
TERM 2
6/5/13 3:55:46 PM
Teaching the topic
There are 5 lessons in this topic.
Lesson
Week
Pages
Activities
4
4
69—70
9.1
5
5
70
—
6
6
70—71
9.2
7
7
71
9.3
8
8
71
9.4
Lesson 4
•
•
•
•
•
•
•
•
Use the example of Leigh Anne’s business, Perfect Pooches, in
Figure 9.1 of the Learner’s Book to introduce a discussion about
what a services business is and the types of source documents used
by this type of business.
Remind learners that there are two subsidiary journals, the CRJ
and the CPJ. In this topic, the CRJ is explained, with transactions
for receipts only.
Explain the purpose of the CRJ. Tell learners that it is used to
reduce entries in the General Ledger. Discuss the formats and uses
of the columns in the CRJ. Work through the list in the Learner’s
Book pages 85–86.
Recap the source documents learnt in Topic 6, with the emphasis
on the cash register roll, receipt and deposit slip.
Work through the example in the Learner’s Book page 87 about the
Perfect Pooches business. Learners can do the example with you or
you can illustrate it step by step on an overhead/data projector.
Explain the recording of each transaction to the CRJ.
Explain that the heading of each CRJ must include the name of
the business, the month in which the transactions take place and
the number of the journal. This was this business’s first month of
trading so the number will be CRJ1.
Explain each transaction in the example as follows:
1 Dec: The receipt is issued to L Marais. Her name is written in
the Details column. The amount is deposited directly, therefore
there is no entry in the Analysis of receipts column, only in the
Bank and Sundry accounts columns.
5, 11, 21 Dec: A cash register roll will normally be issued, but
this business does not yet have a cash register. They will issue a
cash invoice. These are cash transactions, so they write Services
rendered on the invoice. The amounts will appear in the Analysis
of receipts and Current income columns. All of these transactions
were the only transaction on that day and so those amounts
appear individually in the Bank column as well.
28 Dec: The first transaction is an increase of the owner’s capital
contribution. It is not deposited directly and will therefore
be entered in the Analysis of receipts and the Sundry account
columns. The second transaction is for Services rendered and the
amount appears in the Analysis of receipts and Current income
columns. The total of the two transactions is deposited as one
amount (R740) in the Bank column.
LESSON BY LESSON
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Bank
R2 010
•
•
•
=
Current income
R 510
+
Sundry accounts
R1 500
Show learners how to cross-check the totals of the columns of the
CRJ with one another:
Do Activity 9.1.
Help learners to open a new CRJ for the activity and then ask
them to do the rest of the activity as homework.
Lesson 5
•
•
Start by emphasising that the completion of a CRJ is a very
important skill that learners must know how to do properly. They
will be expected to complete CRJs until Grade 12.
Work through Activity 9.1 in this lesson and revise the important
aspects of the CRJ at the same time. Explain and discuss:
– Source documents: covered in Topic 6.
– The accounting equation: covered in Topic 5.
– The fact that this journal is only for entering receipts.
– Each transaction is recorded in the Analysis of receipts
column, except when the transaction indicates that the money
is deposited directly in the bank.
– After that the transaction is allocated to a specific column,
for example Current income. If there isn’t a specific column
for it, then it is allocated to the Sundry accounts column, for
example Capital or Rent income.
– Each amount is deposited or banked daily and is entered in
the Bank column. When more than one transaction happens
on the same day, the total of all the transactions of the same
day must be added together and entered in the Bank column.
– The number of analysis columns for which provision must be
made depends on the requirements of each individual business
and is determined by the nature and type of business.
– Provision is always made for sundry accounts in the journal
because it is not possible to provide individual analysis
columns for every type of receipt.
– If a receipt is issued, the name of the person or business to
whom it is issued appears in the details.
– If you issue a cash invoice or use the cash register roll as a
source document, the details of the transaction appear in the
Details column, for example Services rendered or Sales.
– Cross-checking: The total of the Bank column must be equal
to the total of the Current income column plus the total of
the Sundry accounts column.
Lesson 6
•
•
70
EMS (8ENG).indb 70
Mark and check Activity 9.1 briefly, ensuring that learners
understand each transaction. Give the reasons why a transaction
appears in a particular column and not in another one.
To save time, mark the accounting equation and the three source
documents required in the activity using an overhead/data
LESSON BY LESSON
TERM 2
6/5/13 3:55:46 PM
•
•
projector. It is always useful for the learners to hear how you read
the question and then see how you complete the answer.
Do Activity 9.2.
Learners can complete this activity for homework, but ensure that
they know how to open the CRJ.
Lesson 7
•
•
•
•
Work through Activity 9.2 carefully, preferably on the board,
explaining every transaction. Give reasons why each transaction is
allocated to a certain column and not another.
To save time, mark the source documents using an overhead/data
projector. Again, it is useful for the learners to hear how you read
the question and then see how you complete the answer.
Do Activity 9.3.
This activity can be done for homework. Let learners open the
CRJ by themselves.
Lesson 8
•
•
•
•
•
Mark Activity 9.3. Give each learner a handout with the correct
answers and let them mark their own activities or the person’s next
to them. This helps those who struggle and work at a slower pace.
Some learners find it difficult to mark or check their work from
the board. Handouts help them to check their work properly.
They also give you a ‘hands free’ period during the lesson to check
learners’ exercise books.
Discuss any problems that learners are experiencing.
Do Activity 9.4.
This activity can be done for homework. Let learners open the
CRJ by themselves.
Answers Activity 9.1
1. Middle order (25)
Cash Receipts Journal of Sidlani Repair Services for June 2013 ✔
Doc.
no.
Day Details
Analysis of
receipts
Bank
✔ 3 000
00
104 45
✔ 104
45
✔ 104
45
1 334 60
✔ 1 334
60
✔ 1 334
60
✔ 570
40
01
C01
03 Services rendered
C02
15
Services rendered
C03
21
Services rendered
✔ 570
40
F Komano
✔ 250
00
✔ 820
40
965 60
✔ 965
60
C04
25
R03
30 F Sidlani
C05
✔
Services rendered
Services rendered
Current
income
3 000 00
R01
R02
F Sidlani
Fol.
✔ 1 200
00
✔ 227
40
✔
✔ 1 427
40
7 652 45
✔ 965
✔ 227
CRJ1
Sundry accounts
Amount Fol. Details
✔ 3 000
00
Capital ✔
✔ 250
00
Rent
income ✔
✔ 1 200
00
Capital ✔
✔4 450
00
60
40
3 202 45
LESSON BY LESSON
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2. Middle order (9)
DEPOSIT SLIP
SABA Bank
Date
Porterville Branch
Ref.
1 June 2013 ✔
Credit: Sidlani Repair Services ✔
Total cash
R3 000 00 ✔
Drawer’s Name
Cashier stamp
Bank
Amount
1
2
3
Notes
R2 890 00 ✔
Nickel
R110 00 ✔
Bronze
R
Postal Orders
R
Total Cash
R3 000 00 ✔
ACC NO:
456 333 605 ✔
Deposited by:
F Sidlani
✔
Total
R
3
0
0
0,
0
0
✔
3. Middle order (6)
No. C01
INVOICE
3 June 2013 ✔
TO: F Shezi / Cash ✔
BOUGHT FROM: SIDLANI REPAIR SERVICES ✔
QUANTITY
1
DETAILS
Repair of lawnmower ✔
PRICE
✔ 104 45
Total
AMOUNT
✔ 104 45
104 45
E & OE
72
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LESSON BY LESSON
TERM 2
6/5/13 3:55:46 PM
4. Middle order (8)
RECEIPT
NO. R02 ✔
21 June 2013 ✔
Received from:
F Komano ✔
The amount of:
Two hundred and fifty Rand
R 250,00 ✔
No Cents ✔
In payment of:
F Sidlani ✔
Rent ✔
For Sidlani Repair Services ✔
5. Middle order (6)
01
Assets
Owner’s Equity
Effect Reason
Effect Reason
+3 000 Cash increased ✔
Liabilities
Effect Reason
+3 000 Capital
contribution ✔
(2)
21
Assets
Owner’s Equity
Effect Reason
Effect Reason
+570,40 Cash increased ✔
+250 Cash increased ✔
Liabilities
Effect Reason
+570,40 Services
rendered —
income ✔
+250 Rent income ✔
(4)
6. Middle order (12)
No.
Other account involved
(except Bank)
Type of account
A/OE
+ or —
Source document used
e.g.
Stationery
Expense
OE—
Cheque counterfoil
01
Capital ✔
Owner’s personal
account ✔
OE+ ✔
Receipt ✔
21
Current income ✔
Income ✔
OE+ ✔
Cash register roll/cash
invoice ✔
21
Rent income ✔
Income ✔
OE+ ✔
Receipt ✔
LESSON BY LESSON
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Activity 9.2
1. Middle order (19)
Cash Receipts Journal of Jessi’ Hairdo for May 2012
Doc.
no.
23
Day Details
01
Fol.
Analysis of
receipts
Bank
J Malambe
✔ 3 500 00
CRR
Services
rendered
✔ 2 335 00 ✔ 5 835 00
CRR
Services
06 rendered
300 00
CRR
10
Services
rendered
✔ 4 015 00
24
CRR
R Lazy
24
CRJ5
Current
income
Sundry accounts
Amount Fol. Details
✔ 3 500 00
✔ 2 335 00
✔ 300 00
✔ 300 00
✔ 4 015 00
✔ 500 00
✔ 4 515 00
200 00
✔ 200 00
✔ 200 00
10 850 00
6 850 00 ✔ 4 000 00
Services
rendered
✔
✔
Capital ✔
✔ 500 00
Rent income ✔
2. Middle order (12)
DEPOSIT SLIP
DENBANK
Date
Paarl Branch
Ref.
1 May 2012 ✔
Credit: Jessi’ Hairdo ✔
Total cash
✔ R5 565 00
Drawer’s Name
Cashier stamp
1 J Lintvelt
Bank
Amount
BNF BANK Paarl ✔
✔ R270 00
2
3
Notes
✔ R5 200 00
Nickel
✔ R355 00
Bronze
Postal Orders
R
Total Cash
✔ R5 565 00
ACC NO:
113 354 202
Deposited by:
74
EMS (8ENG).indb 74
✔ R10 00
J Malambe
LESSON BY LESSON
✔
✔
Total
R
5
8
3
5,
0
0
✔
TERM 2
6/5/13 3:55:46 PM
3. Middle order (7)
RECEIPT
NO. 24
10 May 2012 ✔
Received from:
R Lazy ✔
The amount of:
Five hundred Rand
R 500,00 ✔
No Cents ✔
In payment of:
J Malambe ✔
Rent ✔
For Jessi’ Hairdo ✔
4. Middle order (8)
01
Assets
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
+3 500 Cash increased ✔
+2 335 Cash increased ✔
Effect Reason
+3 500 Capital
contribution ✔
+2 335 Services
rendered —
income ✔
(4)
10
Assets
Owner’s Equity
Effect Reason
Effect Reason
+4 015 Cash increased ✔
+4 015 Services
rendered —
income ✔
+500 Cash increased ✔
Liabilities
Effect Reason
+500 Rent income ✔
(4)
Activity 9.3
1. Middle order (13)
Cash Receipts Journal of Creative Caterpillar for May 2015
Doc.
no.
Day Details
011
01
D Gouws
CRR
16
Services rendered
012
28
Les Hauts
CRR
✔
Services rendered
Fol.
Analysis of
receipts
Bank
CRJ5
Current
income
✔ 52 000 00
1 133 00
✔ 1 133 00
Sundry accounts
Amount Fol. Details
✔ 52 000 00
Capital ✔
✔ 189 00
Rent
income ✔
✔ 1 133 00
✔ 189 00
✔ 850 00
✔ 1 039 00
850 00
✔
54 172 00
1 983 00
52 189 00
LESSON BY LESSON
EMS (8ENG).indb 75
✔
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2. Middle order (7)
RECEIPT
NO. 012
28 May 2015 ✔
Received from:
Les Hauts ✔
The amount of:
One hundred and eighty-nine Rand
No Cents ✔
In payment of:
R 189,00 ✔
L Kahn ✔
Rent ✔
For Creative Caterpillar ✔
(7)
Activity 9.4
Middle order (14)
Cash Receipts Journal of Zinzi’s Salon for April 2016
Doc.
no.
Day Details
Fol.
Analysis of
receipts
01
01
Z Magqazana
CRR
14
Services rendered
CRR
30 Services rendered
✔ 2 464 00
Z Magqazana
✔ 5 000 00
02
Current
income
✔ 65 000 00
1 330 00
✔
✔
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
CRJ1
Bank
Sundry accounts
Amount Fol. Details
✔ 65 000 00
Capital ✔
✔ 7 464 00
✔ 5 000 00
Capital ✔
73 794 00
3 794 00 ✔ 70 000 00
✔ 1 330 00
✔ 1 330 00
✔ 2 464 00
Informal assessment
Activities 9.1—9.2: These can be self assessments. Learners
learn from their own performances and mark their own work. (112)
Activities 9.3—9.4: These can be self or peer assessments.
Learners check their own homework or the work of a partner and
learn from their own or each other’s mistakes. Alternatively, take in
the learners’ answers and mark them. (34)
Consolidation
• Complete the following sentences by filling in the correct word.
– In the CRJ we only enter cash receipts.
– A transaction in the CRJ will always be entered in the
Analysis of receipts column and in one other column, except
when the transaction indicates that the deposit was directly
banked.
– Each amount in the CRJ is deposited or banked daily. When
there is more than one transaction on the same day, the total
of all the transactions of the same day must be added together
and entered in the Bank column.
– When a receipt is issued, the name of the person or business is
entered in the Details column.
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–
–
–
–
If you issued a cash invoice or used a cash register roll as a
source document, the details of the transaction appear in the
Details column as Services rendered or Sales.
A CRJ summarises similar transactions. It also decreases the
number of transactions entered in the General Ledger.
Cross-checking is done after you have completed the entries
for a specific month in order to see whether all the money
received, has been banked. You do it by adding the totals of
all the columns plus the total of the Sundry accounts column
and this must be equal to the total of the Bank column.
The following has to appear in the heading: the name of the
business, the month in which the transactions took place and
the number of the journal.
Extension
Study the CRJ below and answer the questions that follow.
Cash Receipts Journal of Heysteck Stores for November 2014
Doc.
no.
55
Day Details
01
P Gahno
11
Services rendered
56
CRR
24
CRR
30 Services rendered
Current Sundry accounts
income
Amount Fol. Details
25 000 00
26 117 00
Rent income
5 391 00
Donation
7 721 00
8 460 00
7 721 00
Rent income
16 181 00
448 00
P Gahno
4 250 00
•
•
•
•
•
•
4 698 00
4 250 00
52 387 00
40 122 00
Capital
What is the name of owner?
P Gahno
State whether the R25 000 capital is the business start-up
capital or not.
It is not.
Explain how you know this?
Because this is not the first journal nor the first receipt (source
document) used.
What is the Rent income amount received on 1 November?
R1 117
What is the Donation amount received on 11 November?
R2 034
What is the total amount received for Services rendered for the
month?
R52 387 – R40 122 = R12 265
LESSON BY LESSON
EMS (8ENG).indb 77
Capital
3 357 00
F Abrahams
Services rendered
Bank
25 000 00
A Carolus
CRR
59
Analysis of
receipts
N Baard
57
58
Fol.
CRJ11
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Topic
of production
UnitFactors
1
10
Term and week/s
Term 2, Weeks 4–6
New words
and concepts
factors of
production; capital;
labour; land;
borrowed capital;
unskilled; semiskilled; skilled; fair
labour practices;
natural resources;
entrepreneurship;
remuneration
Learner’s Book pages 93—101
Duration: 3 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about ENTREPRENEURSHIP. They
will look at:
• capital
– borrowed capital
– own capital
• labour
– unskilled labour
– semi-skilled labour
– skilled labour
• the role of workers in the business
• fair employment practices
• natural resources
• entrepreneurship
• the remuneration of the factors of production
Resources
Reuse and supplement the resources you used for the production
process, its inputs and its outputs in Grade 7. Reusing some of your
original photos and articles may be an effective way of helping the
learners to remember the Grade 7 content more clearly.
Gather news articles from the Internet, magazines and newspapers
about labour types (skilled, unskilled and semi-skilled) and labour
relations in South Africa. Industrial action often makes the news.
You may want to access copies of laws that ensure fair labour practices
in South Africa, such as the Compensation for Occupational Injuries
and Diseases Act, the Labour Relations Act, the Basic Conditions
of Employment Act and the Occupational Health and Safety Act.
Learners who progress to Business Studies in Grades 10–12 will
benefit from some grounding in this legislation.
The Department of Labour’s website (http://www.labour.gov.za/) is
an excellent resource for part of this topic. If you do not have Internet
access, contact your local provincial office, labour centre or satellite office.
Reuse and supplement your resources for entrepreneurship that you
gathered in Grade 7. Remember the local examples of entrepreneurs
you researched last year. Learners may find it interesting to see
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whether the entrepreneurs are still in business this year and if they are,
how their businesses may have changed and why.
Your local municipal library may have resources about labour relations
in the form of government gazettes.
Preparation
•
•
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
Refresh your memory on the production process, its inputs and
its outputs from Grade 7. Ensure you can make links between
Grade 7 content and what you will teach in this topic for
progression purposes.
Research local businesses so that you can use local examples
that learners are familiar with when you discuss the factors of
production.
If possible, familiarise yourself with your learners’ material
circumstances and the kinds of work that their parents or
caregivers do. This will help you to pitch the examples you use
appropriately when you teach types of labour. Be prepared to deal
with differences in the skills levels of learners’ parents. Ensure that
you do not use any bias in your teaching.
Gather your resources and plan how you will integrate them into
your teaching.
Teaching the topic
There are 3 lessons in this topic.
Lesson
Week
Pages
Activities
4
4
79—80
10.1
5
5
80—81
10.2
6
6
81
10.3
Lesson 4
•
•
•
•
Start teaching this topic by recapping what the learners know
about the inputs and outputs of the production process and the
factors of production from Grade 7.
You may want to have a class quiz in which you ask revision
questions. Divide the class into two teams and set a time limit for
answering questions to encourage quick thinking.
Work through the text on the topic’s opening pages in the
Learner’s Book page 93, revising the four inputs to the production
process. Remind learners that these are the factors of production.
Use the photo in Figure 10.2 of the Learner’s Book to start your
discussion about capital, the first factor of production.
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•
•
•
•
•
•
•
Ask the learners if they know how much it costs to start a
business. Ask them where they can find the large sums of money
(hundreds of thousands or even millions of rands) that it costs to
get some types of businesses off the ground.
Explain the different types of start-up capital in Figure 10.3 of the
Learner’s Book. Talk about the risks of using one’s own capital to
start a business – if the business fails, you could lose everything.
Begin your teaching of labour, as the next factor of production.
Discuss skilled, semi-skilled and unskilled labour. You may want
to approach this by discussing the kinds of work learners would
like to do when they leave school and how they will prepare for
that work – through apprenticeships, learnerships, studying at a
technikon, college or university or by getting on-the-job training.
Explain that these studies give them specific levels of skill.
Link the explanation on the levels of skill required for certain
kinds of labour and the skills shortage in South Africa that you
taught in Grade 7 to ensure progression. Ask the learners if they
remember the areas in which South Africa has skills shortages
(Maths, Engineering, Science, Information and Communication
Technology (ICT) services, project management and so on).
Use the illustration and text in the Learner’s Book pages 95–96 to
explain the different skills levels.
Do Activity 10.1.
Learners do this activity for homework.
Lesson 5
•
•
•
•
80
EMS (8ENG).indb 80
Start this lesson with a recap of what you taught in the last lesson
on skilled, semi-skilled and unskilled labour.
Talk about the role of workers in a business. Labour is one of a
business’s greatest assets, irrespective of the workers’ skill levels.
Have a group or class discussion about the ideas and creativity
that workers bring to a business because of their individuality and
uniqueness. Ask the learners how they think they could bring new
ideas to a business for which they work. Explain how important
this is for entrepreneurs who run their own businesses.
Use your resources about labour relations to teach the importance
of fair employment practices. Talk about the unfair employment
practices of South Africa’s past. Remind the learners that they
learnt a little about these when they learnt about the causes of
skills shortages in Grade 7.
Briefly mention the laws that ensure fair labour practices in South
Africa, shown in Figure 10.5 of the Learner’s Book. It is not
necessary to go into too much detail here.
LESSON BY LESSON
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•
•
If there is time, let learners work in groups to draw up their own
manifestos of fair employment practices. They should list their
requirements for fair treatment in the workplace. This may be a
good opportunity for informal assessment. Observe the levels of
engagement and critical and creative thought as the learners work
on their manifestos and make notes about what you observe. Allow
the groups to display their manifestos on the classroom walls.
Do Activity 10.2.
Lesson 6
•
•
•
•
Teach the remaining two factors of production this week, which
are natural resources and entrepreneurship. Link this content
to what the learners know about entrepreneurship and scarce
resources from Grade 7. Recap the characteristics and skills of
entrepreneurs and discuss why these characteristics and skills make
entrepreneurship one of the four factors of production.
Move on to how each factor of production gets remunerated or
rewarded. Work through the text and photos in the Learner’s
Book pages 98–100 to do this.
Do Activity 10.3.
Learners do this activity in class. If there is time, discuss the
answers as a class.
Answers Activity 10.1
1. Lower order (3)
Labour is the work that employees do to produce goods. ✔
Without labour, whether it is skilled, semi-skilled or unskilled, ✔
there would be no production. ✔
2. Higher order (8)
a. semi-skilled ✔
b. skilled ✔
c. semi-skilled ✔
d. unskilled ✔
e. skilled ✔
f. semi-skilled ✔
g. semi-skilled ✔
h. skilled ✔
Activity 10.2
1. Middle order (5)
Human capital increases as the worker’s experience in doing his
or her job increases. ✔ This makes the worker more valuable to
the business. ✔ It also makes the worker more valuable to other
businesses ✔ because he or she can use the skills and experience
they have to get a job in a higher position with another business. ✔
So, human capital has an economic value for both workers and for
businesses. ✔
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2. Middle order (8)
Learners write a paragraph covering the main laws that ensure fair
labour practices:
Labour Relations Act (LRA): Promotes social justice, peace and
democracy in the workplace. ✔✔
Basic Conditions of Employment Act (BCEA): Protects employees
from exploitation by their employers by regulating things like
working hours, leave, pay and retrenchment. ✔✔
Occupational Health and Safety Act (OHS Act): Specifies what
safe and healthy workplaces are and how employers should make
sure that their businesses do not damage their employees’ health.
✔✔
Compensation for Occupational Injuries and Diseases Act
(COIDA): Specifies how employers should compensate employees
and their families if employees get sick or injured or die, while
doing their jobs. ✔✔
Activity 10.3
1. Lower order (4)
These are the labour, ✔ capital, ✔ land ✔ and entrepreneurship
✔ that the production process uses to produce goods and services.
2. Middle order (2)
They get remuneration, or rewarded, for their contribution to the
production process. ✔ Work done and services provided, receive
payment. ✔
3. Middle order (8)
Human capital is the knowledge and skills that workers get by
working for a business. ✔ It increases as workers’ experience in
doing their jobs increases. ✔ Human capital is an important
asset of a business, so businesses need to ensure that they treat
their workers fairly. ✔ Fair employment practices are important
because it is illegal in South Africa for a business to use unfair
employment practices. ✔ It is also bad for business. ✔ Employees
who are treated unfairly will not do good work and be loyal to
the business. ✔ They will not develop professionally and become
better assets of the business. ✔ They will also treat customers
badly and this could cause the business to lose money. ✔
4. Higher order (9)
Learners’ paragraphs could read something like this, using their
own examples:
The four factors of production receive remuneration, or a
reward, for their contribution to the production process. ✔
The remuneration for the use of land is rent. ✔ For example, if
a development company owns an office complex, businesses can
use the office space in return for a monthly rental payment. ✔
The remuneration for the use of labour is salaries or wages. ✔
For example, a manager gets a salary for her contribution to a
call centre and a farm worker gets wages for his work harvesting
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fruit. ✔ The remuneration for the use of capital is interest. ✔ For
example, a farmer buys a combine harvester for her commercial
farm, but needs to get finance for it from the bank. The bank
lends her the money, and she repays the loan with interest. ✔
The remuneration of the use of entrepreneurship is profit. ✔ For
example, an entrepreneur starts a business that buys, wraps and
delivers Christmas gifts for customers’ families during the festive
season. His business does very well and he makes a good profit as
a reward for his successful business idea. ✔
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 10.2: Take in the learners’ paragraphs and mark them. (8)
Consolidation
• Explain remuneration.
Remuneration means payment for work done or services
provided.
• Name the remuneration for the following factors of
production:
a. Land: rental of premises
b. Labour: salaries and wages
c. Capital: interest on loans
d. Entrepreneurship: business profits
• Describe natural resources as a factor of production.
Land, water, soil, air, plants, minerals and animals are all natural
resources that are grouped together as ‘land’. Without natural
resources and land, it is not possible to run a business. Some
businesses need more natural resources than others. For example,
a business that makes wooden furniture needs lots of the natural
resource, timber. But a business that fixes computers needs fewer
natural resources. However, no business can operate without land
and natural resources.
Extension
Research one of the following Acts that affect labour relations in
South Africa:
– Labour Relations Act (LRA)
– Basic Conditions of Employment Act (BCEA)
– Occupational Health and Safety Act (OHS Act)
– Compensation for Occupational Injuries and Diseases
Act (COIDA)
Prepare a short report explaining what the Act is about and how
it ensures fair labour practices in South African workplaces.
Learners choose an Act and research it. Their reports explain how the
Act contributes to fair labour practice. For example, the LRA gives
workers the right to unionise, to have their grievances heard and to
have a say in management decisions.
LESSON BY LESSON
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Formal assessment
For information on Formal Assessment Task 2: Project (Learner’s
Book pages 102—103) and on how to assess learner’s assignments,
controlled tests, case studies and projects, please see Section 3 of
this Teacher’s Guide.
Topic
UnitThe
1 markets
11
Term and week/s
Term 2, Weeks 7–8
New words
and concepts
goods market;
services market;
factor market;
labour market;
financial market
Learner’s Book pages 104—108
Duration: 2 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about THE ECONOMY. They will
look at:
• types of markets, such as:
– goods and services market
– factor market (labour and financial markets)
Resources
Gather news articles and pictures from magazines, newspapers and the
Internet about the goods and services market and the factor market.
The content in this topic is abstract in nature, so use as many concrete
examples as possible to make it accessible to the learners.
You may want to provide large sheets of newsprint for the learners
to use for Activity 11.1, and newsprint and old magazines and
newspapers that they can use for their collages in Lesson 7.
Preparation
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
This is a short topic, taught over only two hours, so plan your
teaching well to have time for everything you want to cover.
Gather your resources and plan how you will integrate them into
your teaching.
Teaching the topic
There are 2 lessons in this topic.
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EMS (8ENG).indb 84
Lesson
Week
Pages
Activities
7
7
85
—
8
8
85
11.1
LESSON BY LESSON
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Lesson 7
•
•
•
•
•
Start this week with a class discussion about what a market is. The
learners will probably tell you that a market is a physical place
where people exchange tangible goods, such as the goods shown in
Figure 11.2 of the Learner’s Book.
Lead the discussion by asking them what happens when you make
an online purchase, for example, or when stockbrokers trade
shares on the stock exchange.
Learners should begin to realise that markets are not confined
to physical spaces. There are different types of markets where
different exchanges take place, for example the Johannesburg
Stock Exchange in Figure 11.1 of the Learner’s Book.
Move on to a discussion about the goods and services market.
Work through the text and Figure 11.3 in the Learner’s Book. Ask
the learners to split into groups and talk about all of the examples
of the goods and services market they can think of. You may want
to give them large sheets of newsprint and old magazines and
newspapers to make a collage of examples.
Discuss the collages as a class, asking the groups to state their
examples and tell you why they are examples of the goods and
services market.
Lesson 8
•
•
•
•
•
•
Recap the last lesson by looking at the collages again and
reminding the learners what the goods and services market is.
Recap the factors of production and the remuneration for the
factors of production from Topic 10. Explain what the factor
market is – the place where these factors of production are traded.
Work through the text on page 106 and the photo in Figure 11.4
of the Learner’s Book.
Work through the text on the labour and financial markets in the
Learner’s Book on pages 106–107.
Do Activity 11.1.
Learners do this activity in class.
Answers Activity 11.1
1. Lower order (2)
In an economy, this is all of the places where goods and services
are exchanged ✔ in economic transactions. ✔
2. Lower order (3)
The market where people buy and sell ✔ the factors of
production’s services. ✔ It is the market where people buy and sell
productive resources. ✔
3. a, c and d: Middle order (6)
b and e: Higher order (4)
Learners use their own local examples to complete these questions.
LESSON BY LESSON
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You are working towards teaching the circular flow in Grade
9 here. The diagrams should go some way towards resembling
the circular flow diagram as shown here. Accept any reasonable
diagram that shows the relationships correctly.
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
86
EMS (8ENG).indb 86
4. Lower order (1)
The financial market ✔
Informal assessment
Activity 11.1: Observe the small-group interactions and make
notes on how the learners’ group work is progressing. Note your
suggestions about how to help learners who may be struggling
with the content and/or with working in groups. Develop a plan to
assist them. (observation-based)
LESSON BY LESSON
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Consolidation
• You make your labour available by looking for a job that
will earn you a salary. On what market does your exchange
take place?
On the factor market
• Give two examples of the goods and services market.
Learners give two of their own examples, such as a supermarket
where they exchange money for groceries and a dentist where they
exchange money for dental care.
Extension
• ‘Markets are not confined to a specific place.’ Explain this
statement.
Markets do not have to be concrete, tangible entities. For
example, you can buy airtime online. You do not physically go to
a specific place and hand over money to buy a box full of airtime
and you cannot see or touch airtime. This is still a transaction on
the goods and services market, however. You can also sell factors of
production, such as your labour or entrepreneurship in exchange
for income or profits. You do not do this at a physical market,
as the goods and services market sometimes is. You do this on
the factor market, which is the market where people buy and sell
the factors of production’s services. It is the market where people
buy and sell productive resources. Some productive resources are
intangible, like labour.
• Explain how the factor market is different from the goods and
services market.
Households are the main buyers on the goods and services market
by buying the finished goods and services that businesses and
the government produce. But businesses and the government
are the main buyers on the factor market by buying the labour
of households, for example. When you rent a warehouse to a
business as business premises, you are not selling the land to the
business – you are just selling a service of the land, which is its
ability to allow a business to produce goods there. And when
entrepreneurship is exchanged on the factor market, people are
not buying and selling entrepreneurs – they are buying and selling
the entrepreneurs’ ideas and the potential of those business ideas
to make a profit.
LESSON BY LESSON
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Revision Term 2
Learner’s Book pages 109—111
Topic 8: The accounting cycle
Activity 1: Revise the transactions in an accounting cycle
Complete the accounting cycle below. Fill in each step in the
correct order. Lower order
(6 × 2 = 12)
Transaction takes place
Recorded on source document
Recorded in subsidiary journal
Recorded in General Ledger
Balances taken to Trial Balance
Used to create Income Statement and Balance Sheet
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Topic 9: Cash Receipts Journal of a services
business
Activity 2: Revise Cash Receipts Journals
Middle order (21)
Cash Receipts Journal of Shocking Electrics for May 2018 ✔
Doc. Day Details
no.
01
01
M Sijaji
CRR
07
Services rendered
02
13
S Sibongile
CRR
20 Services rendered
03
24
CRR
Fol.
Analysis of
receipts
Bank
Current
income
✔ 112 000 00
✔ 5 664 00
✔ 1 550 00
✔ 665 00
✔ 665 00
✔ 3 360 00
Services rendered
✔ 2 334 00
Amount Fol. Details
✔ 112 000
00
Capital ✔
✔ 1 550 00
Rent income ✔
✔ 3 360 00
Capital ✔
✔ 665 00
✔ 5 694 00 ✔ 2 334 00
125 573 00
✔
Sundry accounts
✔ 5 664 00 ✔ 5 664 00
✔ 1 550 00
M Sijaji
CRJ1
8 663 00
116 910 00
Activity 3: Revise Cash Receipts Journals
Middle order (22)
Cash Receipts Journal of Rivalland Beauty Salon for September 2014 ✔
Doc. Day Details
no.
01
01
S Rivalland
CRR
10
Services rendered
Fol.
Analysis of
receipts
✔ 2 550 00
✔ 2 550 00 ✔ 2 550 00
✔ 3 100 00
12
Services rendered
✔ 3 100 00
02
22
S Rivalland
✔ 7 500 00
03
✔
Services rendered
29
Quine
Current
income
✔ 75 000 00
CRR
CRR
Bank
✔ 1 334 00
✔ 8 834 00
✔ 540 00
✔ 540 00
90 024 00
CRJ1
Sundry accounts
Amount Fol. Details
✔ 75 000 00
Capital ✔
✔ 7 500 00
Capital ✔
✔ 3 100 00
✔ 1 334 00
✔ 540 00
6 984 00
83 040 00
Rent income ✔
✔
Topic 10: Factors of production
Activity 4: Revise the factors of production
4.1 Are the factors of production inputs or outputs of the
production process? (1) Lower order
They are inputs. ✔
4.2 Define factors of production. (6) Lower order
The labour ✔, capital ✔, land ✔ and entrepreneurship ✔ that the
production process uses to produce goods and services ✔✔
4.3 Explain why capital is a factor of production. (2) Middle order
Capital is the money and equipment that a business needs for its
production process. ✔ A business cannot start and run without
capital to produce its goods and services. ✔
4.4 Name and describe two types of capital. (6) Lower order
• Start-up capital: ✔ money needed to start a business ✔✔
• Borrowed capital or loan capital: ✔ money borrowed from
friends, family or a bank. You need to pay this money back,
often with interest. ✔✔
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•
Own capital: ✔ your own money that you have saved up
or inherited, and that you invested in your business. ✔✔
(Any 2 × 3)
4.5 Write a paragraph comparing skilled, semi-skilled and
unskilled labour. Give your own example of each type of
labour in your paragraph. (20) Higher order
Unskilled labour is work that does not require ✔ a high level of
skills ✔ or independent judgement ✔and that often involves
physical labour. ✔ These workers have not had training to do
their jobs. ✔They do not need to use independent judgement to
do their work ✔ – they are told what to do ✔ and they follow
instructions. ✔ An example is packers of goods such as fish. ✔
Semi-skilled labour is work that requires some skill ✔, training
and independent judgement. ✔ Some skill, training and
independent judgement is required to carry out instructions. ✔
An example is a waiter in a restaurant. ✔
Skilled labour is work that requires a high level of skill, ✔
thorough training ✔ and the use of independent judgement. ✔ It
is labour that you cannot do without proper training ✔ through
a university, college, apprenticeship or on-the-job training
programme. ✔✔ An example is an airline pilot. ✔
4.6 Explain what human capital is and why it is so important to a
business. (6) Middle order
Human capital is the knowledge and skills that workers get by
working for a business. ✔ It increases as workers’ experience in
doing their jobs increases. ✔
This makes the worker more valuable to the business. ✔ It also
makes the worker more valuable to other businesses because he
or she can use the skills and experience they have to get a job in
a higher position with another business. ✔ So, human capital
has an economic value for workers and for businesses. ✔ Human
capital is one of a business’s greatest assets. ✔
4.7 Besides performing work in a business, what other role do
workers play? (4) Middle order
Workers do not only play the role of performing labour in a
business. They do more than just sell their labour for an income.
✔ They also bring ideas and creativity to the business because
each worker is unique. ✔ As they gain experience in their jobs,
they grow professionally and learn new skills. ✔ These new skills
help the business to keep growing and to stay competitive by
coming up with new ideas. ✔
4.8 Explain why fair employment practices are so important in a
business. (2) Lower order
Because a business’s human capital is such an important asset, ✔
businesses need to ensure that they treat their workers fairly. ✔
So, fair employment practices are important.
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4.9 Define labour relations. (4) Lower order
The ways in which ✔ employers and employees ✔ relate to each
other ✔ in the workplace. ✔
4.10 State why unfair labour practices are bad for business. (2) ✔
Middle order
Employees who are treated unfairly will not do good work and
be loyal to the business. ✔ They will not develop professionally
and become better assets of the business. ✔ They will also treat
customers badly and this could lose money for the business. ✔
(Any 2)
4.11 List the remuneration for each factor of production. (8) ✔
Lower order
Capital: interest ✔✔; Land: rental ✔✔; Labour: salaries or
wages ✔✔; Entrepreneurship: profit ✔✔
Topic 11: The markets
Activity 5: Revise the goods and services market and the
factor market
5.1 Define a market. (4) Lower order
A place where people who buy ✔ and people who sell ✔ exchange
goods and services ✔ in economic transactions. ✔
5.2 ‘Markets are not confined to a specific place’. Explain this
statement. (6) Higher order
Markets do not have to be concrete, tangible entities. ✔ For
example, you can buy airtime online. You do not physically go to
a specific place and hand over money to buy a box full of airtime
and you cannot see or touch airtime. ✔ This is still a transaction
on the goods and services market, however. ✔ You can also sell
factors of production, such as your labour or entrepreneurship in
exchange for income or profits. ✔ You do not do this at a physical
market, as the goods and services market sometimes is. ✔ You
do this on the factor market, which is the market where people
buy and sell the factors of production’s services. It is the market
where people buy and sell productive resources. Some productive
resources are intangible, like labour. ✔
5.3 Define the goods and services market. (3) Lower order
In an economy, ✔ all of the places where goods and services are
exchanged ✔ in economic transactions. ✔
5.4 When you pay your electricity account, you are not buying
something concrete that you can see and touch. What market
did you use when you paid this account? Give reasons for your
answer. (3) Higher order
You bought it on the goods and services ✔ market because
electricity is a service, not a factor of production, ✔ even though
it is intangible. ✔
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5.5 Define the factor market. (3) Lower order
The market where people buy and sell ✔ the factors of
production’s services. ✔ It is the market where people buy and sell
productive resources. ✔
5.6 Why do we say that we buy and sell the services of the factors
of production on the factor market and not the factors of
production themselves? Give an example to explain your
answer. (3) Middle order
When a business buys your labour on the factor market, it is not
buying you. ✔ Instead, it is buying your services ✔ – your ability
to work. ✔
TOTAL MARKS: 138
Formal assessment
For information on how to assess learner’s assignments, controlled
tests, examinations, case studies and projects, please see Section 3
of this Teacher’s Guide.
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GRADE 8
MID-YEAR EXAMINATION PRACTICE PAPER:
MEMO
TIME: 1 HOUR
TERM 2
TOTAL: 75 MARKS
Learner’s Book pages 112—116
SECTION A
QUESTION 1
1.1 The government employs people from households, just like
businesses. So, the government is a consumer of household labour.
The government provides resources and services to households
so that households can buy resources such as electricity; so the
government is also a producer. ✔✔
1.2 Social grants; free education to the poor; free primary healthcare
and free water and electricity for the poor
Any ✔✔ × 2 = 4
1.3 Lifestyle is the way you live and how you live in your
environment. This includes how you spend money, use goods
and services, dress, worship and express your culture. Standard of
living is the access you have to these goods and services that make
your life more comfortable. So your standard of living has an
impact on your lifestyle. ✔✔
1.4 Goods and services; finished products that businesses have
produced ✔✔
1.5 The services of the factors of production ✔✔
1.6 Households buy goods and services from businesses and the
government by using their income. ✔✔
1.7 Households sell their labour on the factor market. ✔✔
[16]
SECTION B
QUESTION 2
2.1
RECEIPT
NO. 01
1 July 2012 ✔
Received from:
A Firmani ✔
The amount of:
Five hundred thousand Rand ✔
No cents
For: Capital contribution ✔
R 500 000,00 ✔
Learner’s own
signature ✔
THANK YOU
(6)
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2.2
15 July 2012
12–34–56–78
THE ABS BANK OF AFRICA LTD
(REG. COMMERCIAL BANK)
TO
A Firmani
FOR
Drawings ✔
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of Three Thousand
Other debits
R
This cheque
R3 000,00
WELLINGTON BRANCH
15 July 2012
OR BEARER
Cash ✔
rand
No
R 3 000,00
cents
Learner‘s own signature ✔
Balance
R
0010000011234560112300021401
For Firmani Stores
001
Dates on cheque and cheque counterfoil correct = ✔
Three Thousand Rand in words and figures correct on cheque and
counterfoil = ✔
Cheque is not crossed = ✔
(6)
[12]
QUESTION 3
Cash Receipts Journal of Sparky’s Electrical Services for March 2014
Doc.
no.
Day Details
01
01
S Sparky
CRR
10
Services
rendered
02
W Wire
CRR
22
Services
rendered
03
28
S Sparky
✔
Fol.
Analysis of
receipts
Bank
Current
income
✔ 350 000 00
✔ 1 580 00
CRJ1
Sundry accounts
Amount Fol. Details
✔ 350 000 00
Capital ✔
✔ 1 580 00
✔ 5 500 00
✔ 7 080 00
✔ 750 00
✔ 750 00
✔ 15 000 00
✔ 5 500 00
Rent income
✔
✔ 750 00
✔ 15 000 00
Capital ✔
Mark Details
and Analysis
of receipts
together
[16]
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QUESTION 4
ASSETS
No.
Effect Reason
1.
+240 000 ✔ Cash increased ✔
2.
—4 200 ✔ Cash decreased ✔
OWNER’S EQUITY
Effect Reason
+240 000 ✔ Owner’s capital contribution ✔
+4 200 ✔ Equipment increased ✔
3.
—980 ✔ Cash decreased ✔
4.
+5 700 ✔ Cash increased ✔
—980 ✔ Consumables is an expense ✔
+5 700 ✔ Services rendered ✔
[16]
SECTION C
QUESTION 5
5.1 Chickens, chicken feed, water, fuel any ✔✔
5.2 15 employees at Country Fair, abattoir staff, supermarket staff
namely packers, cashiers and manager
any ✔✔
5.3 Raw chicken pieces, transport truck, abattoir, processing plant,
automatic packing machine, freezers, refrigerator truck any ✔✔✔
5.4 Chick Chock, Thabo, supermarket owner
any ✔✔
[9]
QUESTION 6
6.1 Engineer ✔
6.2 It is payment for work done or services provided (in this case,
payment is a salary/wage). ✔
6.3 Engineer ✔
6.4 The engineer spent time and money to obtain his qualification.
The engineer also has more responsibility in his job than a
domestic worker has. ✔
6.5 The office worker with experience understands his or her work
better and will be better at the job. The person with experience
gets a higher salary because he or she should be compensated for
the experience he or she has already gained. ✔
6.6 The better your qualifications, the higher the salary you will
receive/can ask for. ✔
[6]
TOTAL: MARKS 75
LESSON BY LESSON
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TERM 3
Topic
Discover
back,
your looking
strengths
ahead
UnitLooking
1
12
1
Term and week/s
Term 3, Week 1
Learner’s Book pages 118—120
xx—xx
Duration:
Duration 2 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will:
• revise what they learnt in Term 2
• get a brief glimpse of what they will learn in Term 3
Teaching the topic
•
•
•
•
•
96
EMS (8ENG).indb 96
This is an opportunity to consolidate what the learners learnt
in the previous term. If learners are still struggling with some
concepts, give them additional activities or revision activities to
do. Those learners who understand the text well can help those
who are struggling.
Encourage learners to draw mind maps (similar to those drawn in
this topic) to revise what they learnt in the previous term.
Once you are comfortable that learners understand the content so
far, you may continue with the overview of the new term.
When revising the new term, do not go into too much detail. You
do not need to spend more than 10–15 minutes on the overview.
Mention to the learners that they may use the overview mind
map provided and add their own notes during the term so that
they have a complete mind map of the term’s work by the end
of the term.
LESSON BY LESSON
TERM 3
6/5/13 3:55:49 PM
Topic
13
Term and week/s
Term 3, Weeks 2–3
New words
and concepts
services business;
Cash Journal;
Cash Receipts
Journal; accounting
equation
Cash Receipts Journal of a
services business (2)
Learner’s Book pages 121—125
Duration: 4 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about FINANCIAL LITERACY.
They will look at:
• entering of cash transactions in the Cash Receipts Journal (CRJ)
• balancing of the CRJ
• the effect of cash transactions on the accounting equation
Resources
Learners must each have an exercise book called an ‘Eight money
column’ or ‘Cash money column’. Exercise books are also required for
completing the accounting equations. Photocopy the Cash Receipts
Journal template found at the end of this guide if necessary.
A calculator for each learner would be useful, but is not essential.
Preparation
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topic, what skills they already have and
any areas of difficulty that you think they might encounter.
The learners are already familiar with the topic, so these lessons
serve as revision and extra practice.
Work through the higher-order activities such as Activity 13.3 and
familiarise yourself with the relevant content and how you can
best teach it.
Teaching the topic
There are 2 lessons in this topic.
Lesson
Week
Pages
Activities
2
2
98
13.1—13.2
3
3
98
13.3—13.4
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Lesson 2
•
•
•
•
•
•
Refer learners to the illustration of Rafiq’s services business in
Figure 13.1 of the Learner’s Book. Discuss the source documents
he would use, where he would record his receipts, whether he
would use a cash register or not and what he would do with
his cash.
Link this discussion to a brief revision of the following key points
about the CRJ:
– Each transaction is always entered in the Analysis of receipts
column first, except when a transaction specifically states that
the deposit was directly paid into the bank account.
– Receipts are only deposited at the end of the day and are
indicated by a line below the last receipt of the day.
Do Activity 13.1.
Give learners time to work through this activity in class on
their own and then work through it together to consolidate any
difficulties learners may still be experiencing with this content.
Do Activity 13.2.
This activity revises the accounting equation and learners can do it
for homework.
Lesson 3
•
•
•
•
•
•
•
•
98
EMS (8ENG).indb 98
Mark and check Activity 13.2.
This lesson emphasises the cross-checking of the CRJ. Learners
will practice their understanding of how the totals link up with
one another.
Use the answers to Activity 13.1 to recap cross-checking. Do this
by deleting a few amounts from the completed activity on the
board or an overhead/data projector, and ask learners how they
would go about calculating the missing figures. This will give
them a good starting point for Activity 13.3.
Do Activity 13.3.
After giving learners some class time to do the activity, show the
incomplete CRJ on an overhead/data projector. Illustrate how to
calculate and fill in each missing figure.
Do Activity 13.4.
Complete one or two transactions of this activity together with
the learners.
Once learners have spent some time on this, draw the table on the
board. Ask them to come up to the board one at a time to fill in
an answer. You can also read the answers out loud, while you walk
through the class and check on their work. This teaching method
strengthens learners’ auditory skills.
LESSON BY LESSON
TERM 3
6/5/13 3:55:49 PM
Answers Activity 13.1
Middle order (22)
Cash Receipts Journal of Salon Westly for June 2015
Doc.
no.
Day Details
14
01
CRR
03 Services rendered
15
15
CRR
W West
21
30 H Kruger
Bank
Current
income
798 00
✔ 798 00
Services rendered
✔ 837 00
✔ 4 837 00
✔ 837 00
1 123 00
✔ 1 123 00
✔ 1 123 00
✔ 1 334 00
Services rendered
✔
Sundry accounts
Amount Fol. Details
✔ 15 000 00
Capital ✔
✔ 4 000 00
Donation ✔
✔ 798 00
✔ 4 000 00
Services rendered
16
Analysis of
receipts
15 000 00 ✔ 15 000 00
T West
CRR
CRR
Fol.
CRJ6
✔ 1 334 00
✔ 2 166 00
✔ 3 500 00
✔
25 258 00
Rent
income ✔
✔ 2 166 00
4 924 00 ✔ 20 334 00
Emphasise that learners must add the source documents in the CRJ
in DATE order, not in the order that the source documents appear in
the activity.
Activity 13.2
Middle order (8)
01
Assets
Owner’s Equity
Effect Reason
Effect Reason
+20 000 Cash increased ✔
Liabilities
Effect Reason
+20 000 Owner’s capital
contribution ✔
(2)
05
Assets
Owner’s Equity
Effect Reason
Effect Reason
+3 500 Cash increased ✔
Liabilities
Effect Reason
+3 500 Services rendered
— income ✔
(2)
12
Assets
Owner’s Equity
Effect Reason
Effect Reason
+1 650 Cash increased ✔
+1 650 Services rendered
— income ✔
Liabilities
Effect Reason
(2)
15
Assets
Effect Reason
+5 000 Cash increased ✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
+5 000 Capital increased ✔
(2)
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Activity 13.3
Higher order (15)
A
R29 162 ✔
I
R35 541 ✔
B
R29 162 ✔
J
R5 133 ✔
C
R2 175 ✔
K
CRR (Cash register roll) ✔
D
R2 175 ✔
L
CRR (Cash register roll) ✔
E
Services rendered ✔
M
CRJ ✔
F
R2 958 ✔
N
R30 408 ✔
G
R1 246 ✔
O
88 ✔
H
R4 204 ✔
OR
Cash Receipts Journal of Etlam Stores for April 2016
Doc.
no.
Day Details
87
04 D Slamet
CRR
✔
16
Services
rendered ✔
CRR
✔
27
Services
rendered
88 ✔
Fol.
Analysis of
receipts
✔ CRJ1
Bank
Current
income
29 162 00 ✔ 29 162 00
✔ 2 175 00
R Philander
✔ 1 246 00
Amount Fol. Details
✔ 29 162 00
✔ 2 175 00
2 958 00
Sundry accounts
Capital
2 175 00
✔ 2 958 00
✔ 4 204 00
✔ 35 541 00
1 246 00
✔ 5 133 00
Rent income
✔ 30 408 00
Activity 13.4
Higher order (10 × 5 = 50)
1.
Source document
Account 1
Account 2
A
Cash register roll ✔
Bank ✔
Current
income ✔
Source document
Account 1
Account 2
A
OE
Receipt ✔
Bank ✔
Rent
income ✔
✔ +2 540
✔ +2 540
Source document
Account 1
Account 2
A
OE
Cash register roll ✔
Bank ✔
Current
income ✔
✔ +1 020
✔ +1 020
Source document
Account 1
Account 2
A
OE
Receipt ✔
Bank ✔
Rent
income ✔
✔ +735
OE
✔ +735
2.
3.
4.
100
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LESSON BY LESSON
✔ +9 830 ✔ +9 830
TERM 3
6/5/13 3:55:49 PM
5.
Source document
Account 1
Cash register roll ✔ Bank ✔
Account 2
A
OE
Current income ✔ ✔+1 662 ✔+1 662
6.
Source document
Account 1
Account 2
A
OE
Receipt ✔
Bank ✔
Capital ✔
Source document
Account 1
Account 2
Cash register roll ✔
Bank ✔
Rent income ✔ ✔ +2 300 ✔ +2 300
Source document
Account 1
Account 2
Cash register roll ✔
Bank ✔
Current income ✔
✔ +15 500 ✔ +15 500
7.
A
OE
8.
A
OE
✔ +733 ✔ +733
9.
Source document
Account 1
Account 2
A
OE
Receipt ✔
Bank ✔
Capital ✔
✔ +22 400
✔ +22 400
10.
Source document
Account 1
Account 2
A
OE
Receipt ✔
Bank ✔
Donation ✔
✔ +1 500
✔ +1 500
Note: Accounts 1 and 2 do not need to be in the order above. If
your learners are advanced, you can change the column heading of
Account 1 to Account debited and the column heading of Account 2
to Account credited. If you do this, learners’ answers must be accurate.
Ensure that learners understand where they must insert the names of
the accounts in the table. Explain that they must insert the name of a
column in the CRJ, in the column headed Account 1 (such as Bank
or Current income) and the name of the Sundry account that would
appear in the Details column of the Sundry accounts of the CRJ,
in the column headed Account 2 (such as Capital or Rent income).
They are familiar with these ‘account names’ from the examples of the
accounting concepts in Topic 5.
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 13.1: These can be self assessments. Learners learn
from their own performances and mark their own work once the
activity is completed. (22)
Activity 13.2: Use handouts for learners to check their
own work or show the answers on an overhead/data projector. (8)
Activity 13.3: These can be self assessments. Learners learn
from their own performances and mark their own work once the
activity is completed. (15)
LESSON BY LESSON
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Consolidation
• Name the three source documents used in the CRJ.
Receipt, cash register roll and deposit slip
• Name the source document that is used to deposit the total
receipts at the end of a day.
Deposit slip
• Name three items that must appear in the heading of a CRJ.
Name of the business, the month in which the transactions take
place and the number of the journal
• Explain how you cross-check a CRJ.
By adding together the totals of all the columns, including the
Sundry accounts column. This total must equal the total of the
Bank column.
• Name two important rules to remember when completing
a CRJ.
Every transaction must appear in the Analysis of receipts column
and in one other column. Each amount is deposited daily and if
there is more than one transaction on the same day, the amounts
are added together in the Bank column as one amount.
• What does a ‘direct deposit’ mean? Explain how it is entered in
the CRJ.
A ‘direct deposit’ usually takes place when the owner deposits a
large amount of money directly into the business’s bank account.
This transaction is entered directly into the Bank column and
doesn’t appear in the Analysis of receipts column.
Extension
Study the completed CRJ below. Record the original transactions
that would have resulted in this CRJ as the answer.
Cash Receipts Journal of Zippy Traders for June 2016
Doc.
no.
Day Details
12
03 F Zippy
CRR
13
CRR
29
13
Fol.
Analysis of
receipts
Bank
CRJ1
Current
income
120 000 00
Services rendered
5 000 00
Services rendered
2 650 00
R Delport
3 550 00
5 000 00
Sundry accounts
Amount Fol. Details
120 000 00
Capital
5 000 00
2 650 00
6 200 00
131 200 00
3 550 00
7 650 00
Rent income
123 550 00
Transactions for June 2016
03 The owner, F Zippy opened the business bank account with a
direct deposit of R120 000. Issued receipt no. 12
13 Services rendered according to the cash register roll amounted to
R5 000
29 Cash received for services rendered amounted to R2 650
Issued a receipt to R Delport for R3 550 for rent received
Accept any similar versions from the learners
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LESSON BY LESSON
TERM 3
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Topic
14
Term and week/s
Term 3, Weeks
4–10
New words
and concepts
Cash Payments
Journal; cheque;
counterfoil;
balancing
Cash Payments Journal of a
services business
Learner’s Book pages 126—143
Duration: 7 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about FINANCIAL LITERACY.
They will look at:
• the Cash Payments Journal (CPJ) of a services business
• formats and uses of the columns in the CPJ
• source documents used to complete a CPJ
• entering cash transactions in the CPJ
• closing off the CPJ
• the effect of these cash transactions on the accounting equation
• entering combined transactions in the CRJ and CPJ
• closing off the CRJ and CPJ
• the effect of these cash transactions on the accounting equation
Resources
Learners must each have an exercise book called an ‘Eight money
column’ or ‘Cash money column’ for the CRJ and CPJ examples.
Exercise books are also required for completing the accounting
equations. Photocopy the Cash Payments Journal template found at
the end of this guide.
Learners will also need examples of source documents that they can
complete for practice. Templates for these can also be found at the end
of this guide.
A calculator for each learner would be useful, but is not essential.
Preparation
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topic, what skills they already have and
any areas of difficulty that you think they might encounter.
The CPJ is a bit easier to explain than the CRJ. However, because
learners now have two different types of transactions to consider,
you will need to consistently emphasise the importance of when
a transaction will be allocated to receipts and when it will be
allocated to payments.
LESSON BY LESSON
EMS (8ENG).indb 103
TERM 3
103
6/5/13 3:55:50 PM
Teaching the topic
There are 7 lessons in this topic.
Lesson
Week
Pages
Activities
4
4
104—105
14.1—14.2
5
5
105
14.3—14.5
6
6
105
14.6
7
7
105
14.7
8
8
106
14.8
9
9
106
14.9
10
10
106
14.10
Lesson 4
•
•
•
•
•
104
EMS (8ENG).indb 104
Refer learners to the illustration of Rafiq’s courier business in
Figure 14.1 of the Learner’s Book. Discuss the types of payments
he needs to make and what extra expenses he would have if he ran
his business from an office instead of from his home.
Link this discussion to the introduction of the CPJ, where all the
payments of a business are recorded. Refer learners to the formats
and uses of columns in the CPJ in the Learner’s Book pages
127–128. Give learners a CPJ template to paste into their exercise
books. Ask them to fill in the purpose and uses of each column.
Ask learners to summarise the main features of the CPJ in their
exercise books. These are:
– The CPJ is for entering PAYMENTS only.
– Each transaction (each cheque number) is recorded in the
Bank column. So, for each cheque number there must be an
amount in the Bank column.
– Then the transaction is allocated to a specific column such as
Material costs or Wages. If there isn’t a column for it, then it is
allocated to the Sundry accounts column such as Telephone or
Water and electricity.
– The number of analysis columns for which provision must be
made depends on the requirements of each individual business
and is determined by the nature and type of business.
– Provision is always made for Sundry accounts in the journal
because it is not possible to provide individual analysis
columns for every type of payment.
– In the Name of Payee column, we write the name of the
person or business to whom the cheque was issued. For Wages
or Cash float, a cash cheque is always issued.
– Cross-checking: The total of the Bank column must be equal
to the total of the analysis columns such as Material costs and
Wages plus the total of the Sundry accounts column.
Do Activity 14.1.
This activity can be completed as an example in class.
LESSON BY LESSON
TERM 3
6/5/13 3:55:50 PM
•
•
•
Do the CPJ on the board so that learners can see each transaction
being completed step by step.
Check learners’ understanding as you go along and check their
work to ensure that they are completing their CPJs correctly.
Do Activity 14.2.
Lesson 5
•
•
•
•
•
•
•
•
•
Mark and check Activity 14.2. Do the activity on the board and
explain every transaction as you go along.
Start with the next three activities. These prepare the learners
for the mixed activities of the CRJ and the CPJ. Learners must
be able to determine whether a transaction is to be allocated to
receipts (CRJ) or to payments (CPJ).
Emphasise the difference between the transactions of a CRJ and
those of a CPJ.
Give learners a few different transactions for the CRJ and the CPJ.
Ask them to tell you whether it’s a CRJ or CPJ transaction.
Do Activity 14.3.
Do this activity in class with the learners.
Do Activities 14.4 and 14.5.
Activity 14.5 gives learners the opportunity to revise a range of
concepts.
Recap briefly the different source documents for the different
journals and refer learners to Topic 6 if they are still struggling.
Lesson 6
•
•
•
•
The next activity is the first activity where learners complete both
a CRJ and a CPJ.
Do Activity 14.6.
Open the journals with the learners and help them with the first
few transactions.
Hand out source document templates to complete. Ask them to
paste the documents into their exercise books: the receipt and
deposit slip on the same page as their CRJ and the cheque and
cheque counterfoil on the same page as the CPJ.
Lesson 7
•
•
•
•
Mark and check Activity 14.6. Open both the CRJ and CPJ on
the board or use an overhead/data projector to show the open
journals on the board. Read the transactions and add them to the
correct journal. Give learners time to do corrections.
Do Activity 14.7.
Assist learners with opening the CRJ and CPJ for this activity.
Hand out source document templates for learners to complete.
Ask them to paste the documents into their exercise books: the
receipt and deposit slip on the same page as their CRJ and the
cheque and cheque counterfoil on the same page as the CPJ.
LESSON BY LESSON
EMS (8ENG).indb 105
TERM 3
105
6/5/13 3:55:50 PM
Lesson 8
•
•
•
•
Mark and check Activity 14.7.
Do Activity 14.8.
Ask learners to open the CRJ and CPJ for this activity themselves
Hand out a source document template for the deposit slip.
Lesson 9
•
•
•
•
Mark and check Activity 14.8.
Do Activity 14.9.
Ask learners to open the CRJ and CPJ for this activity themselves.
Hand out source document templates for the cheque and cheque
counterfoil.
Lesson 10
•
•
•
•
•
Mark and check Activity 14.9.
Do Activity 14.10.
Ask learners to open the CRJ and CPJ for this activity themselves.
Hand out source document templates for the receipt, cash invoice
and the cheque.
These final two activities are the most difficult ones. Ask learners
which transactions they struggled with and explain these on the
board.
Answers Activity 14.1
1. Middle order; 2. Lower order (25)
Cash Payments Journal of Rooms with a View for July 2013
Doc.
no.
Day Name of payee
001
02 City Council
002
Fol.
Bank
Material
costs
Wages
CPJ1
Sundry accounts
Amount Fol. Details
Water and
electricity ✔
✔ 155 00
✔ 155 00
Premier
04 Properties
✔ 5 660 00
✔ 5 660 00
Rent expense
✔
003
07
✔ 3 444 00
✔ 3 444 00
Equipment ✔
004
Tradouw
09 Hardware
✔ 255 00
005
14
✔ 330 00
G R Trading Post
Cash
006
18
Designer Place
✔ 557 00
007
25
T Fortuin
✔ 550 00
008
28
Cash
✔ 330 00
009
31
Telkom
✔ 256 00
✔
106
EMS (8ENG).indb 106
LESSON BY LESSON
11 537 00
✔ 255 00
✔ 330 00
✔ 557 00
✔ 550 00
Drawings ✔
✔ 256 00
Telephone ✔
✔ 330 00
812 00
660 00
✔ 10 065 00
TERM 3
6/5/13 3:55:50 PM
3. Middle order (10)
✔ 28 July 2013
44-33-22
SABA BANK (PTY) LTD
TO
Cash ✔
FOR
Wages ✔
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of Three hundred
and thirty ✔
Other debits
R
This cheque
R330,00 ✔
PORTERVILLE BRANCH
28 July 2013
Cash ✔
OR BEARER
No
rand
R 330,00
cents
T Fortuin ✔
Balance
008
R
44 33 22 456 333 605 ROOMS WITH A VIEW ✔
008
Complete the cheque as a source document at the same time as you
do the transaction of the 28th.
Activity 14.2
1. Middle order (35)
Cash Payments Journal of Fleecetin Stores for March 2017
Doc. Day Name of
no.
payee
Fol.
Bank
T1
W
02 Bennett
✔ 154 000 00
T2
Tonfen
05 Traders
✔ 1 401 00
T3
07
Cash
✔ 150 00
T4
09 Cash
✔ 320 00
Jansen
& Co.
T5
13
T6
14
Newsflash
16
City
Treasurer
T7
T8
✔ 1 998 00
Consumable
goods
Wages
CPJ1
Equipment
✔ 154 000 00
✔ 1 288 00
✔ 113 00
Stationery ✔
✔ 150 00
Cash float ✔
✔ 1 998 00
✔ 55 00
✔ 1 985 00
24
Cash
T9
25
Jansen
& Co.
✔ 320 00
✔ 2 556 00 ✔ 2 556 00
T10
28
Libra
Stores
✔ 5 664 00
T11
Telkom
30 SA Ltd
✔ 1 160 00
169 609 00
Advertisement ✔
✔ 997 00
Water and
electricity ✔
✔ 988 00
Rates ✔
✔ 649 00
Telephone ✔
✔ 511 00
Drawings ✔
✔ 320 00
✔ 5 664 00
4 554 00
640 00
6 952 00 ✔ 157 463 00
LESSON BY LESSON
EMS (8ENG).indb 107
Land and
buildings ✔
✔ 320 00
✔ 55 00
✔
Sundry accounts
Amount Fol. Details
TERM 3
107
6/5/13 3:55:50 PM
2. Middle order (10)
13 March 2017
44-33-22
le ✔
ferab
rans
t
t
o
N
BNF BANK (PTY) LTD
TO
Jansen & Co. ✔
FOR
Consumable
goods ✔
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of One nine nine eight
Other debits
R
This cheque
R1 998,00 ✔
WORCESTER BRANCH
13 March 2017 ✔
Jansen & Co. ✔
No ✔
OR BEARER ✔
R 1 998,00 ✔
rand
cents
M Fleece ✔
Balance
T5
R
44 33 22 052 465 987
FLEECETIN STORES
T5
Show learners that in the transaction on the 5th of this activity, two
items are paid using one cheque. This transaction is entered in one
line, because one amount appears in an analysis column (Equipment)
and the other appears in the Sundry accounts column (Stationery).
The same principle is applied to the accounting equation for that
transaction, so it is shown as one entry.
3. Middle order (14)
02
Assets
Owner’s Equity
Effect Reason
Effect Reason
Liabilities
Effect Reason
—154 000 Cash decreased
+154 000 ✔
Land and
buildings
increased ✔
(2)
05
Assets
Owner’s Equity
Effect Reason
Effect Reason
—1 401 Cash decreased
+1 288 ✔
Equipment
increased ✔
Liabilities
Effect Reason
–113 Stationary –
expense ✔
(3)
07
Assets
Effect Reason
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
–150 Cash decreased
+150 ✔
Cash (cash float)
increased ✔
(2)
108
EMS (8ENG).indb 108
LESSON BY LESSON
TERM 3
6/5/13 3:55:50 PM
14
Assets
Owner’s Equity
Effect Reason
Effect Reason
—55 Cash decreased
✔
Liabilities
Effect Reason
—55 Advertisement —
expense ✔
(2)
25
Assets
Owner’s Equity
Effect Reason
Effect Reason
—2 556 Cash decreased
✔
Liabilities
Effect Reason
—2 556 Consumable goods
— expense ✔
(2)
30
Assets
Owner’s Equity
Effect Reason
Effect Reason
—1 160 Cash decreased
✔
Liabilities
Effect Reason
—649 Telephone —
expense ✔
—511 Drawings by
owner ✔
(3)
4. Middle order (32)
Date Account 1
Account 2
02
Bank ✔
Land and
buildings ✔
A
OE
✔✔±154 000
(4)
No.
Account 1
Account 2
05
Equipment ✔
Stationery ✔
Bank ✔
Bank ✔
A
OE
✔✔ ±1 288
✔ —113
✔ —113
(8)
No.
Account 1
Account 2
07
Cash float ✔
Bank ✔
A
OE
✔✔ ±150
(4)
No.
Account 1
Account 2
14
Advertisement ✔ Bank ✔
A
OE
✔ —55
✔ —55
(4)
No.
Account 1
Account 2
25
Consumable
goods ✔
Bank ✔
A
OE
✔ —2 556
✔ —2 556
(4)
No.
Account 1
Account 2
30
Telephone ✔
Drawings ✔
Bank ✔
Bank ✔
A
OE
✔ —649
✔ —511
✔ —649
✔ —511
(8)
LESSON BY LESSON
EMS (8ENG).indb 109
TERM 3
109
6/5/13 3:55:50 PM
Note: Accounts 1 and 2 do not need to be in the order above. If
your learners are advanced, you can change the column heading of
Account 1 to Account debited and the column heading of Account 2
to Account credited. If you do this, learners’ answers must be accurate.
Activity 14.3
Lower order (15)
No.
Transaction
Cash
received
Cash
paid
×
e.g.
Paid wages
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Owner contributed capital
Client paid for services rendered
Issued a cheque for a computer
Paid the telephone bill
Services rendered according to the cash register
Owner took cash for own use
Donation received
Owner increased his capital contribution
Issued a cheque for insurance
Received rent from a tenant
Issued a cheque for the weekly remuneration
Placed money in the cash register
Bought a building
Received commission for selling a house
Bought materials
×
×
×
×
×
×
×
×
×
×
×
×
×
×
×
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Activity 14.4
Middle order (15)
No.
e.g.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
110
EMS (8ENG).indb 110
Transaction
Paid telephone account
Owner took a cheque for own use
Paid for promotions
Issued cheques to pay the monthly workers
Cashed a cheque for the cash register
Paid the monthly rent
Bought a car for business purposes
Owner contributed capital
Purchased a receipt book
Bought a computer
Received cash for services rendered
Paid the weekly workers
Owner increased her capital
Bought trading premises
Business donated money to a charity
Paid the insurance premium
LESSON BY LESSON
Account/reason for transaction
Telephone
Drawings ✔
Advertisements ✔
Salaries ✔
Cash float ✔
Rent expense ✔
Vehicles ✔
Capital ✔
Stationery ✔
Equipment ✔
Current income ✔
Wages ✔
Capital ✔
Land and buildings ✔
Donations ✔
Insurance ✔
TERM 3
6/5/13 3:55:51 PM
For Activities 14.4 and 14.5, explain that the column ‘reason for
transaction’ or ‘reason for receipt/payment’, requires learners to
determine the account involved in the transaction. This will be the
same account that will be used in the CRJ or CPJ. Ensure that they
understand how this works.
In this activity learners must indicate the ‘formal’ General Ledger
account that will be used. These will be the same examples from the
accounting concepts that they learnt in Topic 5.
Activity 14.5
Middle order (71)
No.
Transaction
Source
document
Cash received/
paid?
Reason for
receipt/
payment
(ledger
account)
Journal
e.g.
Paid monthly rent by
cheque
Cheque
counterfoil
Paid
Rent expense
CPJ
1.
Owner increased his
capital contribution
Receipt ✔
Received ✔
Capital ✔
CRJ ✔
2.
Paid insurance ✔
Cheque
counterfoil ✔
Paid ✔
Insurance
CPJ ✔
3.
Bought a computer
Cheque
counterfoil ✔
Paid ✔
Equipment ✔
CPJ ✔
4.
Client paid for services
rendered
Receipt ✔
Received ✔
Current income
✔
CRJ ✔
5.
Paid telephone
account ✔
Cheque
counterfoil ✔
Paid ✔
Telephone
CPJ ✔
6.
Drew a cheque to
pay the weekly
remuneration
Cheque
counterfoil ✔
Paid ✔
Wages ✔
CPJ ✔
7.
Bought materials
Cheque
counterfoil ✔
Paid
Material cost ✔
CPJ ✔
8.
Owner took cash for
own use
Cheque
counterfoil ✔
Paid ✔
Drawings ✔
CPJ ✔
9.
Received a cheque for
commission
Receipt ✔
Received ✔
Current income
✔
CRJ ✔
10.
Rent
Cheque
counterfoil
Paid ✔
Rent expense ✔ CPJ ✔
11.
Bought a receipt book
Cheque
counterfoil ✔
Paid ✔
Stationery ✔
CPJ ✔
12.
Bought a vehicle
Cheque
counterfoil
Paid ✔
Vehicles ✔
CPJ ✔
13.
Donated to charity ✔
Cheque
counterfoil
Paid ✔
Donation
CPJ ✔
14.
Received money for
repairing burst pipes
for a client
CRR ✔
Received ✔
Current income
✔
CRJ ✔
15.
Paid for promotional
pamphlets
Cheque
counterfoil
Paid ✔
Advertisements CPJ ✔
✔
LESSON BY LESSON
EMS (8ENG).indb 111
TERM 3
111
6/5/13 3:55:51 PM
No.
Transaction
Source
document
Cash received/
paid?
16.
Paid assistant’s
monthly salary
Received a donation ✔
Purchased shelves for
the business
Rent for storeroom
Increased the money in
the cash register
Cheque
counterfoil ✔
Receipt ✔
Cheque
counterfoil ✔
Receipt ✔
Cheque
counterfoil ✔
17.
18.
19.
20.
Journal
Paid
Reason for
receipt/
payment
(ledger
account)
Salaries ✔
Received
Paid
Donation
Equipment ✔
CRJ ✔
CPJ ✔
Received
Paid ✔
Rent income ✔
Cash float ✔
CRJ ✔
CPJ ✔
CPJ ✔
Note:
For ‘transaction’, there can be more than one answer; this is just
a guideline.
For ‘source document’, the answer can be receipt, cash register roll
or cash invoice, depending on the type of business.
Activity 14.6
1. Middle order; 2. Lower order (78)
Cash Receipts Journal of Dream Beauty Salon for March 2012
Doc.
no.
Day Details
01
01
Fol.
Analysis of
receipts
Z Dlamini
CRR
05 Services rendered
CRR
07
Services rendered
02
12
Z Dlamini
CRR
Bank
Current
income
✔ 18 500 00
880 00
✔ 880 00
✔ 880 00
2 510 00
✔ 2 510 00
✔ 2 510 00
✔ 3 250 00
Services rendered
✔ 105 00
✔ 3 355 00
✔ 105 00
1 660 00
✔ 1 660 00
✔ 1 660 00
CRR
14
Services rendered
03
22
Garnish Beauty
✔ 430 00
Services rendered
✔ 2 335 00
✔ 2 765 00
✔ 2 335 00
CRR
30 Services rendered
2 115 00
✔ 2 115 00
✔ 2 115 00
31 785 00
9 605 00
✔
Sundry accounts
Amount Fol. Details
✔ 18 500 00
Capital ✔
✔ 3 250 00
Capital ✔
✔ 430 00
CRR
✔
CRJ1
Rent income ✔
✔ 22 180 00
(26)
Cash Payments Journal of Dream Beauty Salon for March 2012
Doc.
no.
Day Name of payee
Fol.
Bank
001
02 Zenprop
✔ 3 130 00
002
03 La Colline
✔ 2 336 00
003
Traders
004
04 Municipality
005
09 Cash
006
10
007
16
Cash
25
Z Dlamini
009
010
Cash
Consumable
goods
✔ 3 995 00
30 Telkom
✔ 428 00
Trading licence ✔
✔ 815 00
Drawings ✔
✔ 295 00
Telephone ✔
✔ 1 330 00
✔ 1 330 00
✔ 295 00
15 964 00
✔
Equipment ✔
✔ 975 00
✔ 815 00
✔ 1 330 00
Rent expense ✔
✔ 1 330 00
✔ 975 00
✔ 1 330 00
Amount Fol. Details
✔ 3 130 00
✔ 428 00
✔ 1 330 00
CPJ1
Sundry accounts
✔ 2 336 00
✔ 3 995 00
La Colline
008
Wages
3 990 00
3 311 00
✔ 8 663 00
(27)
112
EMS (8ENG).indb 112
LESSON BY LESSON
TERM 3
6/5/13 3:55:51 PM
3. Middle order (6)
RECEIPT
NO. 01
1 March 2012 ✔
Received from:
The amount of:
Z Dlamini ✔
One eight five zero zero Rand
No Cents ✔
In payment of:
Capital contribution ✔
R 18 500,00 ✔
L Smit ✔
For Dream Beauty Salon
4. Higher order (10)
DEPOSIT SLIP
ASBA Bank
Paarl branch
Date
Ref.
12 March 2012 ✔
Credit: Dream Beauty Salon
Total cash
Drawer’s Name
Bank
1 L Dlamini
Cashier stamp
R105 00 ✔
Amount
ANB Bank, Paarl
North ✔
R3 250 00 ✔
2
3
Notes
Nickel
Bronze
✔ R80 00
✔ R25 00
R
Postal Orders
R
Total Cash
✔ R105 00
ACC NO:
6508 0087 867 ✔
Deposited by:
L Smit ✔
Total
R
3
3
5
5,
0
0
✔
5. Middle order (11)
30 March 2012 ✔
✔
44-33-22
able
r
e
f
s
ran
ASBA BANK (PTY) LTD
Not t
PAARL BRANCH, WESTERN CAPE
TO
Telkom ✔
FOR
Telephone ✔
Balance c/d
R
Deposit
R
Pay:
Subtotal
R
The amount of Two nine five ✔
Other debits
R
This cheque
R295,00 ✔
30 March 2012 ✔
Telkom ✔
OR BEARER ✔
No
R 295,00 ✔
rand
cents
Z Dlamini ✔
Balance
R
010
44 33 22 6508 0087 867
DREAM BEAUTY SALON
010
LESSON BY LESSON
EMS (8ENG).indb 113
TERM 3
113
6/5/13 3:55:51 PM
Activity 14.7
1. Middle order; 2. Lower order (48)
Cash Receipts Journal of Altmar Electricians for April 2014
Doc.
no.
Day Details
23
01
Fol.
Analysis of
receipts
M Fair
Bank
CRJ4
Current
income
✔ 15 000 00
✔ 15 000 00
CRR
Services rendered
3 225 00
✔ 3 225 00
CRR
08 Services rendered
9 540 00
✔ 9 540 00 ✔ 9 540 00
CRR
23
Services rendered
✔ 3 744 00
✔ 3 744 00
Ritz Stores
✔ 1 560 00
✔ 5 304 00
1 668 00
✔ 1 668 00
✔ 1 668 00
✔
34 737 00
18 177 00
24
CRR
Sundry accounts
Amount Fol. Details
30 Services rendered
✔
Capital ✔
✔ 3 225 00
✔ 1 560 00
Rent income
✔
✔ 16 560 00
(18)
Cash Payments Journal of Altmar Electricians for April 2014
Doc. Day Name of
no.
payee
47
07
48
Fercon
08 Traders
Cash
49
Gateway
09 Suppliers
Fol.
Bank
✔ 750 00
Wages Material cost
CPJ4
Vehicle
expense
✔ 4 007 00
✔ 3 644 00
✔ 2 112 00
11
On Spot
Repairs
✔ 2 883 00
✔ 2 883 00
51
15
Mason
Garages
✔ 870 00
✔ 870 00
52
19
Cash
✔ 1 060 00
Cash
✔ 750 00
54
24
Municipality
✔ 677 00
55
25
Fercon
Traders
✔ 998 00
56
28
ABC High
School
✔ 820 00
57
On Spot
30 Repairs
✔ 363 00
Stationery
✔
✔ 2 112 00
Equipment
✔
✔ 1 060 00
Drawings ✔
✔ 750 00
✔ 677 00
Water and
electricity ✔
✔ 820 00
Drawings ✔
✔ 998 00
✔ 767 00
15 694 00
✔
Amount Fol. Details
✔ 750 00
50
53
Sundry accounts
✔ 767 00
1 500 00
4 642 00
4 520 00 ✔ 5 032 00
(30)
3. Higher order (17)
RECEIPT
NO. 23
1 April 2014 ✔
Received from:
M Fair ✔
The amount of:
Fifteen Thousand Rand ✔
No Cents
In payment of:
Capital contribution ✔
R 15 000,00 ✔
M Conradie ✔
For Altmar Electricians
(6)
114
EMS (8ENG).indb 114
LESSON BY LESSON
TERM 3
6/5/13 3:55:52 PM
DEPOSIT SLIP
SAN Bank (Pty) Ltd
Date
Wellington branch
Ref.
1 April 2014 ✔
Credit: Altmar Electricians ✔
Total cash
✔ R3 225 00
Drawer’s Name
1 M Fair
Cashier stamp
Bank
Amount
SAN Bank,
Wellington ✔
✔ R15 000 00
2
3
Notes
✔ R3 170 00
Nickel
✔ R55 00
Bronze
R
Postal Orders
R
Total Cash
✔ R3 225 00
ACC NO:
785 003 546 ✔
Deposited by:
M Conradie ✔
Total
R
1
8
2
2
5,
0
0
✔
(11)
4. Middle order (12)
24 April 2014 ✔
✔
rable
e
f
s
n
ra
SAN BANK (PTY) LTD
Not t
TO
Municipality ✔
FOR
Water and
electricity ✔
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of Six seven seven
Other debits
R
This cheque
R 677,00 ✔
44-33-22
WELLINGTON BRANCH ✔
24 April 2014 ✔
Municipality ✔
No ✔
OR BEARER ✔
rand
R 677,00 ✔
cents
M Fair ✔
Balance
R
054
44 33 22 785 003 546
ALTMAR ELECTRICIANS
054
LESSON BY LESSON
EMS (8ENG).indb 115
TERM 3
115
6/5/13 3:55:52 PM
5. Middle order (36)
No.
09
Source document
Journal
Cheque counterfoil ✔
Account 1
CPJ ✔
Equipment
✔
Account 2
A
OE
✔✔ ±2 112
Bank ✔
(6)
No.
11
Source document
Journal
Cheque counterfoil ✔
Account 1
CPJ ✔
Vehicle
expense ✔
Account 2
Bank ✔
A
OE
✔ –2 883
✔ –2 883
(6)
No.
Source document
Journal
Account 1
Account 2
A
OE
23
Cash register roll ✔
CRJ ✔
Bank ✔
Current
income ✔
✔ +3 744
✔ +3 744
23
Receipt ✔
CRJ ✔
Bank ✔
Rent
income ✔
✔ +1 560
✔ +1 560
(12)
No.
Source document
Journal
Account 1
Account 2
24
Cheque counterfoil ✔
CPJ ✔
Water and
electricity
✔
Bank ✔
A
OE
✔ –677
✔ –677
(6)
No.
Source document
Journal
Account 1
Account 2
28
Cheque counterfoil ✔
CPJ ✔
Drawings
✔
Bank ✔
A
OE
✔ –820
✔ –820
(6)
Activity 14.8
1. Middle order; 2. Lower order (65)
Cash Receipts Journal of Plumb 4U for January 2019
Doc.
no.
Day Details
38
02 R Nkqubela
Fol.
Analysis of
receipts
Bank
CRJ1
Current
income
✔ 35 000 00
✔ 35 000 00
CRR
11
Services rendered
3 442 00
✔ 3 442 00 ✔ 3 442 00
CRR
23
Services rendered
3 597 00
✔ 3 597 00 ✔ 3 597 00
CRR
31
Services rendered
✔ 2 838 00
R Goree
✔ 1 350 00
✔ 4 188 00
✔
46 227 00
39
✔
Sundry accounts
Amount Fol. Details
B1
Capital ✔
✔ 2 838 00
*B5
✔ 1 350 00
9 877 00
✔ 36 350 00
N2 Rent income ✔
✔
*N1 ✔
(18)
116
EMS (8ENG).indb 116
LESSON BY LESSON
TERM 3
6/5/13 3:55:52 PM
Cash Payments Journal of Plumb 4U for January 2019
Doc. Day Name of payee
no.
Fol.
Bank
Material
cost
112
04 Bergzicht
✔ 5 550 00
113
Albatross
06 Suppliers
✔ 2 190 00 ✔ 2 190 00
114
09 Op de Tradouw
✔ 3 665 00
115
10
Write Stationers
✔ 327 00
116
12
Municipality
✔ 793 00
117
14
Cash
✔ 670 00
118
18
Albatross
Suppliers
119
20 Zandvliet
21
Write Stationers
✔ 357 00
22
Cash
✔ 670 00
122
25
Telkom
✔ 972 00
123
27
Cash
✔ 155 00
124
28
GSP Insurers
✔ 373 00
125
29
Cash
✔ 670 00
126
Haumann
30 Motors
Amount Fol. Details
✔ 5 550 00
✔ Rent
N5 expense ✔
✔ 3 665 00
Equipment
B4 ✔
✔ 327 00
✔ 793 00
Water and
N7 electricity ✔
✔ 670 00
✔ 2 555 00
Equipment
B4 ✔
✔ 566 00
Telephone
N8 ✔
✔ 357 00
✔ 670 00
✔ 406 00
B2 Drawings ✔
✔ 155 00
B6 Cash float ✔
✔ 373 00
N9 Insurance ✔
✔ 670 00
✔ 7 450 00
✔ 7 450 00
✔ 950 00
✔ 950 00
29 244 00
✔
Sundry accounts
✔ 2 555 00
120
R Nkqubela
Wages
✔ 1 897 00 ✔ 1 897 00
121
127
CPJ1
Stationery
4 087 00
684 00
2 010 00 ✔ 22 463 00
B3 Vehicles ✔
B2 Drawings ✔
*
(47)
* Folio numbers will only be entered once the General Ledger is done
in Revision Term 4 Activity 2.
*B5
*N4
*N6
*N3 ✔
3. Higher order (10)
DEPOSIT SLIP
AFRICA Bank
Gouda branch
Date
Ref.
31 January 2019 ✔
Credit: Plumb 4U
Total cash
Drawer’s Name
Cashier stamp
1 R Goree
2 S Dyangi
3
Notes
Nickel
Bronze
Postal Orders
✔ R460 00
✔ R10 00
✔ R15 00
R
Total Cash
✔ R485 00
ACC NO:
333 676 901
Deposited by:
R Nkqubela ✔
✔ R485 00
Amount
Bank
ABC Bank
SAN Bank
Total
R
4
✔ R1 350 00
✔ R2 353 00
1
8
LESSON BY LESSON
EMS (8ENG).indb 117
8,
0
TERM 3
0
✔
117
6/5/13 3:55:52 PM
Activity 14.9
1. Middle order; 2. Lower order (53)
Cash Receipts Journal of Rouxvale Services for July 2018 ✔
Doc.
no.
Day Details
74
01
CRR
Fol.
V Roux
Analysis of
receipts
19
CRR
28
75
Current
income
✔ 10 500 00
Services rendered
CRR
Bank
CRJ7
✔ 10 500 00 ✔B1 Capital ✔
✔ 1 850 00 ✔ 12 350 00
Services rendered
8 775 00
Services rendered
✔ 2 137 00
W Voogdt
✔ 875 00
Sundry accounts
Amount Fol. Details
✔ 8 775 00
✔ 1 850 00
✔ 8 775 00
✔ 2 137 00
✔ 3 012 00
✔ 875 00
✔ 24 137 00 ✔ 12 762 00
*B5
N2 Rent income ✔
*
✔ 11 375 00
*N1
(19)
Cash Payments Journal of Rouxvale Services for July 2018
Doc.
no.
Day Name of payee
103
04 Liebco Parts
104
05 Scribble
105
08 Municipality
Fol.
Bank
Wages
✔ 5 772 00
Consumable
goods
CPJ7
Sundry accounts
Amount Fol. Details
✔ 5 772 00
✔
✔ 325 00
✔ 325 00
N5 Stationery ✔
✔ 1 230 00
✔ 450 00
Water and
N6 electricity ✔
✔ 780 00
N7 Rates ✔
Advertisements
N9 ✔
106
10
Micor Ltd
✔ 2 563 00
✔ 2 563 00
107
12
Four Oaks News
✔ 120 00
✔ 120 00
108
14
Afrimat Wheels
✔ 5 973 00
✔ 4 550 00
109
15
Cash
110
18
✔ 1 423 00
111
Sanbona
✔ 680 00
✔ 4 880 00
✔ 4 880 00
✔ 2 333 00
✔ 4 315 00
✔ 4 315 00
✔ 612 00
✔ 612 00
112
24
Afrimat Wheels
25
Telkom
114
29
Cash
115
30 W Heyns
✔ 5 250 00
116
31
✔ 2 376 00
Micor Ltd
✔ 680 00
37 109 00
✔
*B5
Vehicles ✔
B4 Equipment ✔
✔ 680 00
Liebco Parts
113
B3
N10 Rent expense ✔
✔ 2 333 00
B2 Drawings ✔
N11 Telephone ✔
✔ 680 00
✔ 5 250 00
✔ 2 376 00
1 360 00
*N3
13 044 00
N8 Salaries ✔
*
✔ 22 705 00
*N4 ✔
(44)
* Folio numbers will only be entered once the General Ledger is done
in Activity 18.10.
118
EMS (8ENG).indb 118
LESSON BY LESSON
TERM 3
6/5/13 3:55:53 PM
3. Middle order (11)
5 July 2018 ✔
le
ferab
s
n
a
r
Not t
44-33-22
✔
SAS BANK (PTY) LTD
TO
Scribble ✔
FOR
Stationery ✔
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of Three two five
Other debits
R
This cheque
R325,00 ✔
RIEBEECK WEST BRANCH
5 July 2018 ✔
Scribble ✔
No ✔
OR BEARER ✔
rand
R 325,00 ✔
cents
V Roux ✔
Balance
104
R
44 33 22 474 889 101
ROUXVALE SERVICES
104
4. Middle order (13)
01
Assets
Owner’s Equity
Effect Reason
Effect Reason
+12 350 Cash increased ✔
Liabilities
Effect Reason
+10 500 Owner’s capital
contribution ✔
+1 850 Current income
✔
(3)
05
Assets
Owner’s Equity
Effect Reason
Effect Reason
–325 Cash decreased
✔
Liabilities
Effect Reason
–325 Stationery –
expense ✔
(2)
12
Assets
Owner’s Equity
Effect Reason
Effect Reason
–120 Cash decreased
✔
Liabilities
Effect Reason
–120 Advertisement –
expense ✔
(2)
18
Assets
Effect Reason
–4 880 Cash decreased
–2 333 ✔
Cash decreased
✔
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
–4 880 Rent expense ✔
–2 333 Consumable
goods – expense
✔
(4)
LESSON BY LESSON
EMS (8ENG).indb 119
TERM 3
119
6/5/13 3:55:53 PM
30
Assets
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
–5 250 Cash decreased
✔
Effect Reason
–5 250 Salaries –
expense ✔
(2)
Activity 14.10
1. Middle and Higher order; 2. Lower order (84)
Cash Receipts Journal of Bosch Luys Kloof for September 2014
Doc.
no.
Day Details
24
01
305
04 Services rendered
306
307
07
25
Fol.
Analysis of
receipts
W Bosch
✔✔ 1 100 00
Services rendered
✔✔ 3 495 00
✔ 3 220 00
✔ 1 500 00
13
Services rendered
1 500 00
26
Services rendered
✔ 7 335 00
S Mablingwe
✔ 2 220 00
✔
✔
Amount Fol. Details
✔ 34 860 00
B1
Capital ✔
✔ 1 100 00
✔ 3 495 00
✔ 4 605 00
308
CRJ9
Sundry accounts
✔ 2 120 00
✔ 1 110 00
309
26
Current
income
✔✔ 34 860 00
✔✔ 2 120 00
Services rendered
J Longhall
Bank
✔ 1 110 00
N2 Rent income ✔
✔ 2 220 00
N2 Rent income ✔
✔ 1 500 00
✔ 7 335 00
✔ 9 555 00
53 740 00
*B6
15 550 00
✔ 38 190 00
*
*N1
(30)
Calculations:
1st:
R325 360 × ____
​  12  ​= R34 860
112
4th:
(7 × 150) + (4 × 80) + (6 × 125) = R2 120
(3 × 150) + (5 × 80) + (2 × 125) = R1 100
7th:
(6 × 150) + (9 × 80) + (15 × 125) = R3 495
13th: (4 × 150) + (4 × 75) + (5 × 80) + (5 × 40) = R1 500
26th: (14 × 150) + (17 × 80) + (31 × 125) = R7 335
120
EMS (8ENG).indb 120
LESSON BY LESSON
TERM 3
6/5/13 3:55:53 PM
Cash Payments Journal of Bosch Luys Kloof for September 2014
Doc. Day Name of
no.
payee
Fol.
Bank
Wages
Consumable
goods
CPJ9
Vehicle
expense
72
02 Oudemuragie
✔ 7 200 00
73
12
Liebco Animal
Foods
✔ 5 200 00
✔ 5 200 00
74
14
Ararat Agri
Mark
✔ 12 700 00
✔ 5 600 00 ✔ 7 100 00
75
16
Cash
✔✔ 3 150 00 ✔ 3 150 00
76
19
Square
Tomato
77
21
Klipbok
Adventures
78
24
Lien
Stationers
79
30 Cash
Sundry accounts
Amount Fol. Details
✔ 7 200 00
✔✔ 213 00
✔ 213 00
✔ 15 500 00
✔ 15 500 00
✔ 154 00
✔ 154 00
✔ 3 150 00 ✔ 3 150 00
✔ 47 267 00
*B6
Rent
N5 expense ✔
B2 Drawings ✔
B4 Vehicles ✔
N7 Stationery ✔
*
6 300 00 ✔ 10 800 00
*N6
7 100 00
*N3
✔ 23 067 00
*N4 ✔
(27)
16th: 3 × 105 × 10 = R3 150
19th: (2 × 72) + (2 × 21) + (3 × 9) = R213
* Folio numbers will only be entered once the General Ledger is done
in Activity 18.11.
3. Middle order (6)
RECEIPT
NO. 25
7 September 2014 ✔
Received from:
J Longhall ✔
The amount of:
One one one zero Rand
R 1 110,00 ✔
No Cents ✔
In payment of:
L Louw ✔
Rent ✔
For Bosch Luys Kloof
LESSON BY LESSON
EMS (8ENG).indb 121
TERM 3
121
6/5/13 3:55:53 PM
4. Middle order (10)
Tax Invoice
VAT no.: 25894
NO. 585
CASH INVOICE
TO: Cash ✔
14 September 2014 ✔
BOUGHT FROM: Ararat Agri Mark ✔
QUANTITY
DETAILS
3
Fuel drums (200 × 8,50)
4
Quad bike tyres
50
PRICE
Lucerne bales
AMOUNT
✔ 1 700 00
✔ 5 100 00
✔ 500 00
✔ 2 000 00
✔ 112 00
✔ 5 600 00
✔ 12 700 00
E & EO
5. Higher order (11)
21 September 2014 ✔
ble
sfera
n
a
r
t
Not
44-33-22
✔
FIN BANK (PTY) LTD
TO
Klipbok
Adventures ✔
FOR
Quad bike ✔
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of Fifteen thousand five
hundred ✔
Other debits
R
This cheque
R15 500,00 ✔
BARRYDALE BRANCH
21 September 2014 ✔
Klipbok Adventures ✔
No
OR BEARER ✔
rand
R 15 500,00 ✔
cents
W Bosch ✔
Balance
R
77
44 33 22 323 444 505
BOSCH LUYS KLOOF
77
122
EMS (8ENG).indb 122
LESSON BY LESSON
TERM 3
6/5/13 3:55:53 PM
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 14.2: Learners mark their own work. Use an overhead/
data projector to show the answers step by step. Assist with any
problems you identify. (91)
Activities 14.3—14.5: Learners mark their own work or that
of a partner. Ask one learner at a time to call out the answer or to
fill in the answer on the board and the other learners mark their
answers. (101)
Activity 14.6: Give learners a handout of the completed source
documents to mark their own answers. Observe them as they do
this and assist with any difficulties. (80)
Activities 14.7—14.8: Give learners a handout with the answers
to the activities to mark their own answers. Observe them as they
do this and assist those learners who are struggling. If more than
two learners are struggling with the same transaction, explain it on
the board. (178)
Activities 14.9—14.10: Give learners a handout with the
answers to the activities to mark their own answers. Call one
learner up at a time and check their answers individually as well.
Ensure that they know how to correct their activities properly.
Assist where necessary. (171)
Consolidation
• Name the source documents used in the CPJ.
Cheque and cheque counterfoil
• Name three items that must appear in the heading of a CPJ.
Name of the business, the month in which the transactions take
place and the number of the journal
• Explain how you cross-check a CPJ.
By adding together all the totals of the analysis columns (such
as Wages, Stationery and Consumable goods) and the Sundry
accounts column, which must equal the total of the Bank column
(Bank = totals of the different columns + Sundry accounts
column)
• Name one important rule for completing a CPJ.
The amount for every transaction (and its cheque number) must
appear in the Bank column and in one other column. If the
business bought two different items, then the transaction amounts
may appear in more than two columns.
LESSON BY LESSON
EMS (8ENG).indb 123
TERM 3
123
6/5/13 3:55:53 PM
Extension
Study the totals of the CRJs below and calculate the missing
figures in each question.
1.
CRJ4
Bank
Current income
Sundry accounts
Sundry accounts includes:
Capital
Rent income
Sundry accounts
Capital
2.
CPJ4
Bank
Consumable goods
Wages
Sundry accounts
Sundry accounts includes:
Water and electricity
Equipment
Sundry accounts
Equipment
3.
CRJ7
Bank
Current income
Sundry accounts
Sundry accounts includes:
Capital
Rent income
Current income
Rent income
4.
CPJ7
Bank
Consumable goods
Wages
Sundry accounts
Sundry accounts includes:
Water and electricity
Vehicles
Drawings
Telephone
Bank
Drawings
124
EMS (8ENG).indb 124
LESSON BY LESSON
R54 668
R4 560
R?
R?
R5 108
R50 108
R45 000
R33 442
R 2 211
R2 400
R?
R1 331
R?
R28 831
R27 500
R121 668
R?
R44 438
R42 000
R?
R77 230
R2 438
R?
R6 533
R7 800
R86 095
R564
R80 000
R?
R756
R100 428
R4 775
TERM 3
6/5/13 3:55:54 PM
Topic
of ownership
UnitForms
1
15
Learner’s Book pages 144—159
Duration: 6 hours
Term and week/s
Term 3, Weeks 4–9
Curriculum and Assessment Policy Statement
(CAPS) content
New words
and concepts
sole trader;
partnership; close
corporation; private
company; public
company; legal
entity; limited
and unlimited
liability; dividend;
prospectus; SMME
In this topic, learners will learn about ENTREPRENEURSHIP. They
will look at:
• the sole trader
• partnerships
• close corporations
• private and public companies
• the characteristics of the different forms of ownership
• advantages and disadvantages of each form of ownership
• their role in sustainable job creation
• their role in sustainable use of natural resources
Resources
Gather news articles from the Internet, magazines and newspapers
about different forms of ownership.
Find some local examples of businesses with different types of
ownership to make the content more relevant for the learners.
If you think your learners will be interested, access a copy
of the Companies Act (http://www.info.gov.za/view/
DownloadFileAction?id=98894) to show them. If you do not have
Internet access, try your municipal library to access government
gazettes or contact your municipality or provincial government.
Categorise some of the local businesses in your area by formal or
informal sector. This way you can use local examples when you
teach the information about the role of businesses in sustainable
job creation.
Reuse your resources on unemployment and skills shortages from
Grade 7 and from earlier Grade 8 topics and find some newer
resources to supplement these.
The Statistics SA Quarterly Labour Reports are useful resources for
formal and informal sector business information. They are updated
regularly so access the latest versions from the Statistics SA website
(http://www.statssa.gov.za/). If you do not have Internet access,
contact their head office in Pretoria ((012) 310-8911) for details of
the offices in your province.
LESSON BY LESSON
EMS (8ENG).indb 125
TERM 3
125
6/5/13 3:55:54 PM
Reuse and supplement the resources you found in Grade 7 and earlier
in Grade 8 about sustainable resource use. Encourage learners to start
finding their own resources to bring to the class and discuss.
Preparation
•
•
•
Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
Ask the learners to start looking out for some articles and pictures
of their own about the content you are teaching. Ask them to
bring these to class for discussion and display. You could also ask
the learners to make notes about local businesses they observe that
relate to the topics you are discussing in class and to share them
with the class.
Gather your resources and plan how you will integrate them into
your teaching.
Teaching the topic
There are 3 lessons in this topic.
Lesson
Week
Pages
Activities
4—5
4—5
126—127
–
6—7
6—7
127
15.1—15.3
8—9
8—9
127
15.4
Lessons 4—5
•
•
•
•
•
126
EMS (8ENG).indb 126
Ask the learners to list some of the differences between very small
local businesses such as hawkers and large local businesses, such as
a supermarket or petrol station chain. Ask about the ownership of
the businesses.
Use Figure 15.1 and the class discussion questions to show
learners that different businesses require different forms of
ownership. Ask whether they think one person owns the business,
for example, or many and whether they think just one person
has the final say in the finances of a large global company, for
example, or whether many people are in control of the business to
prevent fraud and mismanagement of funds.
Explain that big businesses are legal entities that are governed by
laws in South Africa and all over the world. These laws aim to
protect shareholders and make powerful businesses accountable
for their actions.
Work through the list of the main forms of business ownership
in the Learner’s Book page 145. Ask the learners if they can give
any examples of local, national or international businesses that fall
into any of the categories. Use your resources to provide some of
your own examples.
Discuss the illustrations and text in Figure 15.2 of the Learner’s
Book.
LESSON BY LESSON
TERM 3
6/5/13 3:55:54 PM
•
•
Work through the characteristics of sole traders. Then discuss the
advantages and disadvantages of sole traders using Figure 15.4 in
the Learner’s Book.
Move on to the text on the characteristics of partnerships. Discuss
the advantages and disadvantages of partnerships using Figure
15.6 in the Learner’s Book.
Lessons 6—7
•
•
•
•
•
•
•
•
•
Recap what you taught in Weeks 4 and 5 about the types of
business ownership and the characteristics, advantages and
disadvantages of sole traders and partnerships. Consider having a
class quiz to test the learners on what they learnt in Weeks 4 and 5
in a fun way.
If you have chosen to use the Companies Act in your teaching,
use it as a resource in these weeks.
Continue this week’s teaching with the extension of the Mzi and
Sindiwe examples that you worked on last week. Talk about the
characteristics of a close corporation (CC). Work through the
advantages and disadvantages of close corporations using Figure
15.7 in the Learner’s Book.
Do Activity 15.1.
Explain the characteristics of private companies in the Learner’s Book
pages 151–152. Work through the advantages and disadvantages
of private companies using Figure 15.8 in the Learner’s Book.
Then discuss the characteristics of public companies in the
Learner’s Book pages 152–153 and work through the advantages
and disadvantages of public companies using Figure 15.9 in the
Learner’s Book.
Use your resources to give examples of the different company types.
Refer learners to the table in the Learner’s Book at the end of this
topic, where the differences between the forms of ownership are
summarised.
Do Activities 15.2 and 15.3.
Lessons 8—9
•
•
•
•
•
•
Recap what you taught about sustainable job creation and
unemployment in Grade 7 and earlier this year.
Talk about economic growth and how sustainable job
creation is important to ensure this. Remind the learners that
entrepreneurship is a good way of creating sustainable jobs in
South Africa.
Discuss the importance of SMMEs in job creation.
Recap what the learners know about sustainable resource use from
Grade 7 and the role of types of businesses in the sustainable use
of natural resources. Talk about renewable and non-renewable
resources and their use in ensuring continued economic activity.
Work through the text on pages 156–158 and Figure 15.11 in the
Learner’s Book to conclude this topic.
Do Activity 15.4.
LESSON BY LESSON
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Answers Activity 15.1
1. Higher order (6)
Learners use the advantages and disadvantages of sole traders,
partnerships and close corporations listed in Figures 15.4, 15.6
and 15.7 of the Learner’s Book. Encourage them to add any
other advantages and disadvantages that they may think of.
✔ for each advantage; ✔ for each disadvantage; min two
for each form of ownership
(12 × ½ = 6)
Activity 15.2
Middle order (7)
1.
2.
3.
4.
5.
6.
7.
False ✔
False ✔
False ✔
False ✔
True ✔
False ✔
False ✔
Activity 15.3
1–3: Higher order (9)
Learners give their own choices and explanations. Using the photos in
the Learner’s Book, their choices should read as follows:
1. Partnership: ✔ Sipho could get a partner to help him with capital.
✔ He can then run the business himself, as he has the necessary
connections to do this. ✔
2. Sole trader: ✔ Sara wants to work part time, not full time,
which she would have to do if she formed a company. ✔ She is
independent so she would make a good sole trader. She does not
need capital so she doesn’t need to go into a partnership. ✔
3. Sole trader: ✔ Sureshnie’s uncle wants to be his own boss and
doesn’t need capital, ✔ so he doesn’t need to go into a partnership. ✔
Activity 15.4
1. Middle order (8)
An SMME gives the people it employs a chance to enter the
economy and learn new skills. ✔ The skills that people learn
from running and working for SMMEs can help them to move
upwards into better jobs in bigger companies, such as close
corporations, public and private companies. ✔
The key to sustainable job creation in South Africa is strong SMME
development and competitive bigger businesses. ✔ Bigger businesses
that are competitive, especially internationally, help to bring business
to South Africa. ✔ The more business comes to South Africa, the
128
EMS (8ENG).indb 128
LESSON BY LESSON
TERM 3
6/5/13 3:55:54 PM
more jobs are created. ✔ The economy strengthens and a strong
economy increases people’s chances of learning better skills to rectify
South Africa’s skills shortage problem. ✔
SMMEs such as sole traders and partnerships have an important
role to play in creating sustainable jobs. ✔ Competitive larger
businesses such as close corporations, private and public
companies also have an important role to play by becoming more
competitive to increase the business turnover in South Africa and
strengthen the country’s economy. ✔
2. Middle order (4)
Without resources, even the strongest economy cannot produce
outputs and all production processes will fail. ✔ So, it is important
for every type of business – sole traders, partnerships, close
corporations, private and public companies – to use resources
sustainably ✔ and to find alternative sources for non-renewable
resources. ✔ This is the only way we can guarantee that there will
be enough resources available for continued economic activity in
the future. ✔
For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 15.1: Observe the group interactions and make notes
about how the learners are performing.
(observation-based)
Activity 15.2: Take in the learners’ answers and mark them. (7)
Activity 15.3: Take in the learners’ work and mark it. (9)
Consolidation
• Name three disadvantages of public companies.
– Shareholders have a lot of say in how the business is managed,
so the directors of public companies must consult with
shareholders and keep them happy.
– They are expensive to start and to register.
– Directors must make financial information about the
company available to the public.
• Give three characteristics of a public company.
– A public company’s name ends in ‘Ltd’.
– It needs to be registered with the Registrar of Companies
and has to submit a Memorandum of Incorporation and a
prospectus to the Registrar.
– A public company needs to be managed by at least three
directors.
Define
a close corporation.
•
A business that can have between 1 and 10 members.
LESSON BY LESSON
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6/5/13 3:55:54 PM
Extension
Choose an SMME in your area. Collect some information about it,
such as what it does and how you think it is owned. Think about
what resources it uses and write some suggestions about how it
could use its resources more sustainably. Give some suggestions for
how you think it could create sustainable jobs. These suggestions
need to be realistic and affordable.
Learners choose a local business and think critically and creatively
about how it operates. They give valid and reasonable suggestions
about how it could streamline its resource use. They give feasible
suggestions about how the business could be part of a sustainable job
creation programme.
Formal assessment
For information on Formal Assessment Task 3: Case study (Learner’s
Book pages 160—161) and on how to assess learner’s assignments,
controlled tests, case studies and projects, please see Section 3 of
this Teacher’s Guide.
130
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LESSON BY LESSON
TERM 3
6/5/13 3:55:54 PM
Revision Term 3
Learner’s Book pages 162—164
Topic 13: Cash Receipts Journal (service) (2)
Activity 1: Complete a CRJ
Middle order
Cash Receipts Journal of Adams Traders for May 2015
Doc.
no.
446
Day Details
01
Fol.
Analysis of
receipts
T Adams
CRJ5
Bank
Current
income
✔ 2 600 00
Sundry accounts
Amount Fol. Details
✔ 2 600 00
447
Tommy Joubert
Properties
CRR
14
Services
rendered
448
23
M Alexander
✔ 2 500 00
CRR
Services
rendered
✔ 6 580 00
✔ 9 080 00 ✔ 6 580 00
CRR
26
Services
rendered
✔ 8 775 00
✔ 8 775 00
CRR
Services
30 rendered
449
T Adams
✔ 1 200 00
✔ 3 800 00
✔ 1 340 00
✔ 1 340 00
✔ 4 440 00
Capital ✔
✔ 1 200 00
Rent income ✔
✔ 2 500 00
Rent income ✔
✔ 1 340 00
✔ 8 775 00
✔ 4 440 00
✔ 25 600 00 ✔ 30 040 00
53 035 00
✔ 25 600 00
21 135 00
Capital ✔
31 900 00
(25)
Topic 14: Cash Payments Journal (service)
Activity 2: Complete a CRJ and a CPJ
2.1 and 2.2: Lower order
Cash Receipts Journal of Broomsticks for June 2013
Doc.
no.
Day Details
CRR
07
Fol.
Analysis of
receipts
Services
rendered
✔ 5 662 00
09
L Felaar
✔ 1 555 00
CRR
15
Services
rendered
10
25
Z Hancock
CRR
Services
rendered
CRR
Services
30 rendered
11
✔
L Felaar
✔ 4 334 00
Bank
CRJ6
Current
income
Sundry accounts
Amount Fol. Details
✔ 5 662 00
✔ 7 217 00
✔ 1 555 00
✔ 4 334 00 ✔ 4 334 00
✔ 12 500 00
✔ 12 500 00
Capital ✔
✔ 7 666 00 ✔ 20 166 00 ✔ 7 666 00
✔ 3 466 00
✔ 1 555 00
✔ 3 466 00
✔ 5 021 00
36 738 00
✔ 1 555 00
21 128 00
Rent income ✔
15 610 00
LESSON BY LESSON
EMS (8ENG).indb 131
Rent income ✔
TERM 3
131
6/5/13 3:55:54 PM
Cash Payments Journal of Broomsticks for June 2013
Doc. Day Name of
no.
payee
Fol.
Bank
21
Stoflap and
02 Mop
✔ 1 802 00
22
04 Municipality
✔ 1 323 00
Vehicle
expense
Sundry accounts
Amount Fol. Details
✔ 567 00
23
08 Cash
24
Bumper
09 Cars
25
10
Bokkeveld
Tyres
26
11
Bonnet Fuel
27
18
Inkpot
28
21
Cash
✔ 3 300 00 ✔ 3 300 00
29
22
Stoflap and
Mop
✔ 1 887 00
30
26
Bonnet Fuel
✔ 778 00
27
Telkom SA
Ltd
✔ 755 00
31
✔ 1 650 00
Wages Consumable
goods
CPJ6
✔ 1 235 00
Equipment ✔
✔ 456 00
Water and
electricity ✔
✔ 867 00
Drawings ✔
✔ 1 650 00
✔ 55 700 00
✔ 55 700 00
✔ 1 145 00
✔ 1 145 00
✔ 520 00
✔ 520 00
✔ 221 00
69 081 00
✔
Vehicles ✔
✔ 221 00
Stationery ✔
✔ 346 00
Telephone ✔
✔ 409 00
Drawings ✔
✔ 1 887 00
✔ 778 00
4 950 00
2 454 00
2 443 00
59 234 00
(55)
Topic 15: Forms of ownership
Activity 3: Revise forms of ownership
3.1 Higher order
Factor
Sole trader
Partnership
Close
corporation
Public company
Number of
owners
1✔
2–20 ✔
1–10 ✔
No limit ✔
Name of owners
Owner ✔
Partners ✔
Members ✔
Shareholders ✔
Liability
Unlimited ✔
Unlimited ✔
Limited ✔
Limited ✔
Legal entity
No ✔
No ✔
Yes ✔
Yes ✔
Continuity of
existence
No ✔
No ✔
Yes ✔
Yes ✔
Distribution of
profits
All profits go to
the owner ✔
Profits shared
among partners
✔
Profits shared
among members
✔
Profits shared
with shareholders
✔
(24)
3.2 Define a sole trader. (2) Lower order
A business owned by only one person ✔, who usually manages it
too. ✔
3.3 Explain the difference between a close corporation and a
partnership. (5) Middle order
A partnership is a business that 2–20 people own as partners, ✔
still in their personal capacities. ✔ It is not a legal entity. ✔
A close corporation (CC) is a business that 1–10 people can
own, ✔ and is a legal entity. ✔
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3.4 Explain the difference between a private company and a public
company. (5) Middle order
A private company is a larger company that can have 1–50
shareholders and is a legal entity. ✔
A public company is a large company and can have a minimum of
7 owners ✔ and a maximum that equals however many shares the
company issues. ✔
Private companies cannot trade on the stock exchange ✔ like
public companies can. ✔
3.5 State the benefits to a sole trader taking on a partner. (3)
Lower order
Taking on a partner:
• Introduces more capital into the business. ✔
• Introduces more skills. ✔
• Divides the financial and work responsibilities. ✔
3.6 List three advantages and three disadvantages of a private
company. (12) Middle order
Advantages:
• Private companies are separate legal entities. ✔✔
• The company owners (shareholders) are protected by the
Companies Act. ✔✔
• If some of the shareholders die or sell their shares in the
company, the company continues to exist. We say that it has
continuity, unlike a partnership. ✔✔
Disadvantages:
• It is expensive to register private companies because there are
so many legal requirements. ✔✔
• A meeting of all the shareholders must be held every year,
regardless of where the shareholders live. ✔✔
• The company’s financial statements must be audited regularly.
✔✔
3.7 Describe how the different forms of ownership contribute to
sustainable job creation. (5) Middle order
SMMEs such as sole traders and partnerships have an important
role to play in creating sustainable jobs. ✔ Competitive larger
businesses such as close corporations, private companies and
public companies ✔ also have an important role to play by
becoming more competitive ✔to increase the business turnover in
South Africa ✔ and strengthen the country’s economy. ✔
LESSON BY LESSON
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3.8 Describe how the different forms of ownership contribute to
the sustainable use of natural resources. (10) Middle order
Larger businesses such as private companies and public companies
generally use greater quantities of resources ✔ than smaller
businesses such as sole traders and partnerships. ✔ This is
because their output is far greater than that of smaller businesses.
✔ Stronger economies in developed, industrialised countries
use more resources than developing countries ✔ that are semiindustrialised or not industrialised. ✔ And stronger economies
generally have larger numbers of big businesses such as public and
private companies. ✔
Without resources, even the strongest economy cannot produce
outputs and all production processes will fail. ✔ So, it is
important for every type of business – sole traders, partnerships,
close corporations, private companies and public companies – to
use resources sustainably and to find alternative sources for nonrenewable resources. ✔ This is the only way we can guarantee
that there will be enough resources available ✔ for continued
economic activity in the future. ✔
TOTAL MARKS: 146
Formal assessment
For information on how to assess learner’s assignments, controlled
tests, case studies and projects, please see Section 3 of this
Teacher’s Guide.
134
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LESSON BY LESSON
TERM 3
6/5/13 3:55:55 PM
GRADE 8
TIME: 1 HOUR
CONTROLLED TEST 2
TERM 3
TOTAL: 100 MARKS
SECTION A
QUESTION 1
[54 marks; 32 minutes]
TASK
Use the information below to complete the following in the books
of Badedas Dry and Clean for May 2014.
1. Cash Receipts Journal, with columns for Analysis of receipts,
Bank, Current income and Sundry accounts.
2. Cash Payments Journal, with columns for Bank, Consumables,
Wages and Sundry accounts.
Please note: Balance only the Cash Receipts Journal at the end of
the month.
Transactions for May 2014
01 B Badedas wants to start his own dry-cleaning business, Badedas
Dry and Clean. He decides to invest R180 000 in his business.
Receipt 001 is issued to him
Issue Cheque 01 to the Drakenstein Town Council for the trading
licence, R750
Rent a part of the building to L Lux for R1 500 per quarter
Receive a cheque from him for the first month’s rent
04 Buy the following from D Dove and pay by cheque
• Stationery R213
• Consumables R490
07 Cleaning services for the day amounts to R1 000
10 Buy a delivery truck from Protex Cars, R50 000 and pay by
cheque
Pay Cool Repairs R660 by cheque, R300 is for repairs to the
company vehicle and the balance is for repairs to the owner’s
personal car
12 Provide the following cleaning services to V Skinny and receive
cash for it:
• 10 shirts @ R14 each
• 5 pairs of pants @ R25 each
• 3 coats @ R75 each
13 Cash a cheque to pay for the following:
• Wages, R450
• Theatre tickets for the owner and his family, R500
17 Buy cleaning materials used in the dry-cleaning process from
T Towel for R1 000 and pay by cheque
20 Receive a cash receipt from F Foam for the following and send
them a cheque for the amount due:
• Computer and printer, R4 600
• 2 shelves at R1 450 each
21 Cash a cheque to pay the weekly wages. Employees receive a 10%
increase from the previous week
LESSON BY LESSON
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135
6/5/13 3:55:55 PM
25 Send a cheque for R390 to Telkom to pay the business’s telephone
account
Send a cheque to the Drakenstein Town Council to pay the water
and electricity accounts of R1 300, as well as rates of R1 400
30 The owner decides to increase his capital contribution by 20%
and deposits a cheque directly into the business’s current bank
account
(54)
Cash Receipts Journal of Badedas Dry and Clean for May 2014
Doc.
no.
Day Details
Fol.
Analysis of
receipts
Bank
Current
income
CRJ1
Sundry accounts
Amount Fol. Details
Cash Payments Journal of Badedas Dry and Clean for May 2014
Doc.
no.
136
EMS (8ENG).indb 136
Day Name of payee
Fol.
Bank Consumables
Wages
CPJ1
Sundry accounts
Amount Fol. Details
LESSON BY LESSON
TERM 3
6/5/13 3:55:55 PM
SECTION B
QUESTION 2
[46 marks; 28 minutes]
TASK
Complete the following table.
Sole trader
Partnership
Close
corporation
Private
company
Public
company
Do I have to
register my
business?
No
2.1
Yes
Yes
Yes
How much
will it cost
to start the
business?
2.2
Low cost
Moderately
expensive
More
expensive
More
expensive
How easy is
it to start the
business?
Simple
Quite simple
2.3
2.4
2.5
How many
owners can
the business
have?
One
2.6
2.7
2.8
2.9
How can
I borrow
money to
build my
business?
2.10
The partners
can take out
a loan from
a bank or
contribute
their own
money
2.11
The company
A maximum
of 50 selected sells shares to
the public
shareholders
contribute the
capital
How is profit
shared
between the
owners?
2.12
2.13
Paid according
to % interest
held by each
member
Dividends
per share
depending
on number of
shares
Dividends
per share
depending
on number of
shares
What happens 2.14
to my
belongings if
my business
fails?
2.15
2.16
2.17
2.18
2.20
2.21
2.22
2.23
How is the
business
taxed?
2.19
(46)
TOTAL: MARKS 100
LESSON BY LESSON
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137
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GRADE 8
CONTROLLED TEST 2: MEMO
TIME: 1 HOUR
TERM 3
TOTAL: 100 MARKS
SECTION A
QUESTION 1
1.
Cash Receipts Journal of Badedas Dry and Clean for May 2014
Doc.
no.
001
Day Details
01
Fol.
B Badedas
Analysis of
receipts
Bank
CRJ1
Current
income
Sundry accounts
Amount Fol. Details
✔ 180 000,00
✔ 180 000,00
002
L Lux
✔ 500,00
✔ 180 500,00
CRR
07
Services
rendered
✔ 1 000,00
✔ 1 000,00
✔ 1 000,00
CRR
12
Services
rendered
✔ 490,00
✔ 490,00
✔ 490,00
003
30 B Badedas
✔
✔ 500,00
✔ 36 000,00
✔ 36 000,00
✔ 217 990,00
✔ 1 490,00 ✔ 216 500,00
Capital ✔
Rent income✔
Capital ✔
Mark Details
and Analysis
of Receipts
together
(19)
2.
Cash Payments Journal of Badedas Dry and Clean for May 2014
Doc.
no.
Day Name of payee
Fol.
Bank Consumables
Wages
CPJ1
Sundry accounts
Amount Fol. Details
Drakenstein
Town Council
01
01
02
04 D Dove
03
10
Protex Cars
04
✔ 750,00
✔ 703,00
✔ 490,00
✔ 750,00
Trading licence ✔
✔ 213,00
Stationery ✔
✔ 50 000,00
✔ 50 000,00
Cool Repairs
✔ 660,00
✔ 300,00
Repairs/Vehicle
expenses ✔
✔ 360,00
Drawings ✔
✔ 950,00
✔ 500,00
Drawings ✔
05
13
Cash
06
17
T Towel
✔ 1 000,00
07
20 F Foam
✔ 7 500,00
08
21
Cash
✔ 495,00
09
25
Telkom
10
25
Drakenstein
Town Council
✔ 450,00
Vehicles ✔
✔ 1 000,00
✔ 7 500,00
Equipment ✔
✔ 390,00
✔ 390,00
Telephone ✔
✔ 2 700,00
✔ 1 300,00
Water and
electricity ✔
✔ 1 400,00
Rates ✔
✔
✔ 495,00
Mark Name
of Payee and
Bank together
(35)
[54]
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LESSON BY LESSON
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TERM 3
6/6/13 10:37:15 AM
SECTION B
QUESTION 2
2.1 No ✔✔
2.2 Low cost ✔✔
2.3 Not so simple ✔✔
2.4 Quite difficult ✔✔
2.5 Quite difficult and takes a long time ✔✔
2.6 2–20 ✔✔
2.7 1–10 ✔✔
2.8 No limit ✔✔
2.9 No limit ✔✔
2.10The owner can take out a loan from a bank or contribute his/her
own money. ✔✔
2.11The members can take out a loan from a bank or contribute
their own money. ✔✔
2.12 The owner takes all the profits. ✔✔
2.13Profits divided between partners according to the Partnership
Agreement. ✔✔
2.14The owner’s personal belongings may have to be sold to pay
business debts. ✔✔
2.15The partners’ personal belongings may have to be sold to pay
business debts. ✔✔
2.16Members’ personal belongings are protected because they are
separate from what the business owns. ✔✔
2.17Shareholders can only lose what they invested in the
company. ✔✔
2.18Shareholders can only lose what they invested in the
company. ✔✔
2.19 The owner pays personal income tax. ✔✔
2.20 Partners pay personal income tax. ✔✔
2.21 A CC pays Company Tax. ✔✔
2.22 A private company pays Company Tax. ✔✔
2.23 A public company pays Company Tax. ✔✔
(23 × 2 = 46)
TOTAL: MARKS 100
LESSON BY LESSON
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TERM 4
Topic
Discover
back,
your looking
strengths
ahead
UnitLooking
1
16
1
Term and week/s
Term 4, Week 1
Learner’s Book pages 166—168
xx—xx
Duration:
Duration 2 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will:
• revise what they learnt in Term 3
• get a brief glimpse of what they will learn in Term 4
Teaching the topic
•
•
•
•
•
140
EMS (8ENG).indb 140
This is an opportunity to consolidate what the learners learnt
in the previous term. If learners are still struggling with some
concepts, give them additional activities or revision activities to
do. Those learners who understand the text well can help those
who are struggling.
Encourage learners to draw mind maps (similar to those drawn in
this topic) to revise what they learnt in the previous term.
Once you are comfortable that learners understand the content so
far, you may continue with the overview of the new term.
When revising the new term, do not go into too much detail. You
do not need to spend more than 10–15 minutes on the overview.
Mention to the learners that they may use the overview mind
map provided and add their own notes during the term so that
they have a complete mind map of the term’s work by the end
of the term.
LESSON BY LESSON
TERM 4
6/5/13 3:55:55 PM
Topic
17
Term and week/s
Term 4, Weeks 2–6
New words
and concepts
top-level
management;
middle-level
management;
lower-level
management;
planning;
organising; leading;
controlling;
autocratic style;
permissive (laissez
faire) style;
democratic style
Levels and functions of
management
Learner’s Book pages 169—181
Duration: 5 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about ENTREPRENEURSHIP. They
will look at:
• different levels of management
• management tasks such as planning, organising, leading and
controlling
• the characteristics of good management
• different styles of management:
– autocratic style
– permissive or free-reign (laissez faire) style
– democratic or participatory style
Resources
Find news articles in the newspapers and magazines and on the
Internet about management and the challenges facing management.
Articles about the mismanagement of funds and businesses would also
be useful to show learners how important good management is for the
success of a business.
Gather information about some local businesses with which learners
are familiar to use as examples on the kinds of management tasks
businesses require to run successfully.
Find articles about leadership. Make notes about a community leader
or role model, with whom the learners will be familiar, to discuss in
class. If possible, ask a community leader to speak to the class about
leadership as a management task.
Gather articles and information about leadership and management
styles. You could use examples that go beyond businesses in this
section, for example political leadership of different countries and
political parties. You know your learners – use examples with which
they will identify most effectively.
You may want to provide large sheets of newsprint and coloured
pencils or crayons for the learners to use for Activities 17.1 to 17.4.
Give the learners photocopies of the table in Activity 17.4 if possible,
so that they do not use valuable time copying the table by hand
during the activity.
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Preparation
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Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topics, what skills they already have and
any areas of difficulty that you think they might encounter.
Analyse the examples of local businesses you gathered and make
notes about the kinds of management tasks the businesses require
to run successfully.
Encourage your learners to find and bring their own resources
such as news articles about management to the class. Display and
discuss their articles.
Gather your resources and plan how you will integrate them into
your teaching.
Teaching the topic
There are 5 lessons in this topic.
Lesson
Week
Pages
Activities
2
2
142
17.1
3
3
142—143
17.2—17.3
4
4
143
17.4
5
5
143
17.5
6
6
143—144
17.6—17.7
Lesson 2
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Ask the learners what they think management is, what managers
do in a business and how management contribute towards the
success of a business.
Do Activity 17.1.
Give the learners about 10 minutes to work quietly on their own.
Have a group or class discussion about their answers. Write the
duties and qualities listed by the learners on the board (or on
sheets of newsprint) as you discuss their answers.
Ask the learners whether they think all management happens
from the top down in a business. Draw parallels between the
management of a business and the management of a country by a
government, which you taught in Topic 2. Just as the president of
a country cannot run a country on his or her own and needs lower
levels of government to assist him or her, owners of businesses also
need managers at lower levels to run the business productively.
Discuss the different levels of management using the text on
pages 170–171 and Figure 17.2 in the Learner’s Book.
Lesson 3
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Refer the learners to last week’s Activity 17.1 and to the duties
of management that they listed. Have a discussion in which
you group the duties into different types of tasks, leading the
learners towards recognising the management tasks of planning,
organising, leading and controlling.
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Then explain what the four main management tasks are. Start
with the task of planning a business.
Do Activity 17.2.
Give the learners time to complete the activity in pairs and then
discuss the activity as a class.
Move on to the management task of organising a business.
Do Activity 17.3.
Give the learners time to complete the activity in the same pairs
they worked in for Activity 17.2 and then discuss the activity as
a class.
Lesson 4
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Start this week by recapping what you taught last week on the
management tasks of planning and organising a business.
Use Figure 17.3, the example in the Learner’s Book and your own
resources to continue your teaching on the management task of
organising a business.
Do Activity 17.4.
Give the learners time to complete the activity in class in their
pairs and then discuss the activity as a class.
Ask the learners to recap what management is. Ask them how
they think management differs from leadership. Have a discussion
about role models and good leaders, using your resources to guide
you. Ask the learners to name leaders whom they think are good
leaders and to say what characteristics make them good leaders. If
possible, arrange for a community leader to give a class talk about
the importance of leadership for business and for life.
Lesson 5
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Move on to discuss the management task of controlling the work
done in a business.
Talk about other management responsibilities using the text in the
Learner’s Book pages 175–176.
Recap what you discussed last week about the difference between
leadership and management.
Do Activity 17.5.
Refer the learners to the discussions they had in Activity 17.1
about the qualities of good managers and link these qualities
to the text on the characteristics of good management in the
Learner’s Book page 176.
Work through Figure 17.4 in the Learner’s Book with the learners.
Use your articles to supplement your teaching. Articles about
mismanagement could also be useful here to show the learners
what makes some managers bad managers.
Lesson 6
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Use your own resources and Figure 17.5 in the Learner’s Book as a
starting point for your discussion on different management styles.
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Ask the learners to say what is different about how the people in
the illustration handled the management of the task (the school
project). Ask them which person they would be more willing to
work well for.
Do Activity 17.6.
Give the learners time to do this activity in class so that you can
have a discussion about it when they have completed it.
Work through the text on the three management styles in the
Learner’s Book pages 177–179.
Look at Figures 17.6 and 17.7 in the Learner’s Book. Discuss
what is happening in each photo and what kind of managers
would be best suited to managing these situations most effectively.
Do Activity 17.7.
Answers Activity 17.1
1. Higher order (6)
Learners’ answers will vary depending on the business they
chose. They could respond as follows: I chose the co-op in my
town, which is a large shop that sells the equipment and fertilisers
that the farmers in my area need to run their farms properly. ✔
The managers are responsible for human resources; ✔ ensuring
that they order enough stock to sell; ✔ keeping track of what
the farmers in my area want and need for their businesses and
ordering the appropriate stock; ✔ ensuring that financial controls
are in place ✔ and ensuring that the co-op’s marketing (such as
special offers) reaches the farmers in the area, because they don’t
come into town very often. ✔
2. Middle order (6)
Learners write their own suggestions, working alone in their
own space. They could say that a good manager is organised;
✔ efficient; ✔ hard-working; ✔ knowledgeable; ✔ able to find
creative solutions to problems; ✔ able to understand the business
very well, ✔ and so on. Set a time limit for completing the
activity so that you have time to discuss the answers as a class.
Give the learners newsprint sheets to work with if you can.
Activity 17.2
1. Higher order (4)
Learners’ answers may vary, so accept any reasonable suggestions
such as the following: Sindiwe could hire the following people:
• a bookkeeper ✔ to help her with the business’s accounting ✔
• an office administrator ✔ to help her with bookings, client
meetings and catering for meetings ✔
• a cleaner ✔ to make sure that the offices are clean when
clients come for meetings. ✔
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This will allow Sindiwe to focus more on her speciality, which
is thinking of good event ideas and planning all of the details
that events require to be successful. ✔ She will also spend less
time on administration and cleaning, which means she will be
able to grow the business by taking on new clients.
(✔✔ for every person and duties)
2. Lower order (5)
Planning as a management task involves deciding ahead of time
what to do to reach business goals; ✔ setting out a course of
action ✔ and the steps needed to achieve those goals. ✔ Managers
need to know who is responsible for different tasks. ✔ This allows
them to ensure that the work gets done properly. ✔
Activity 17.3
1. Middle order (9)
Learners discuss what they think the new business manager,
building manager and cleaner will do. For example, they could
say that the building manager organises security at the offices ✔;
ensures that the building is painted; ✔ ensures that the plants
outside are watered and that the gardens are maintained; ✔ orders
cleaning materials for the building, ✔ and so on. The business
manager assists Sindiwe in finding new clients when necessary; ✔
ensures that the books are up to date, ✔ does filing and general
office administration; ✔ makes client bookings ✔ and arranges
client meetings ✔. The cleaner ensures that the kitchen and
bathrooms are clean and free of pests; ✔ that the office area is
vacuumed; ✔ that the desks are polished ✔ and that the windows
are cleaned regularly. ✔
(✔✔✔ for person plus duties)
2. Higher order (9)
Learners complete this activity with the same partners as for
Activity 17.2. The activity progresses from Activity 17.2. Learners
discuss and write notes about the job descriptions that they
think Sindiwe’s new employees will have. Give the learners
newsprint sheets to work with if you can. See the discussion notes
in Question 1 above. Learners put these notes (and their own
suggestions) into paragraph form.
Activity 17.4
1 and 2: Middle order; 3. Higher order (36)
The pairs continue their tasks as managers of Big Events. Give
the learners newsprint sheets to work with if you can, or provide
copies of the table so that the learners do not waste time copying
it out by hand.
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Task
Office
business
manager
Building
manager
Prepare tea and snacks for
clients
✔
Fix the bathroom taps
Send accounts to clients
✔
✔
Order coffee when it runs
out
✔
Arrange for painters to
repaint the offices
✔
Calculate how much VAT
the business needs to pay
to SARS
✔
Pay the rent for the offices
✔
Install an irrigation system
for the gardens outside
✔
Clean the windows
Pay the accounts every
month
Cleaner
✔
✔
Ensure there are always
fresh towels in the
bathrooms
✔
More examples include:
Empty the paper bins
Order stationery for the
office
✔
✔
Fix the lock on the office
door
✔
Vacuum the floors
✔
Choose a security
company
Arrange meetings
✔
✔
Water the gardens
✔
Keep the kitchen tidy
Ensure that clients pay
their accounts on time
✔
✔
Learners use the information in the table to write a letter to each
staff member, explaining what their job involves by including the
responsibilities they have listed above (and any others they can
think of ).
(✔✔✔✔✔ per letter 5 × 3 = 15)
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Activity 17.5
1. Middle order (8)
Managers and leaders are different. Here are some differences:
Managers
Leaders
Managers manage people ✔
Leaders lead people ✔
Managers plan, organise and
co-ordinate ✔
Leaders inspire and motivate ✔
Managers find ways of doing
Leaders find ways of doing new
existing things more effectively ✔ things more effectively ✔
Managers have subordinates,
Leaders have followers who
people who are paid to do what
follow their lead ✔
their managers tell them to do ✔
2. Middle order (6)
If a business doesn’t have set procedures and controls for dealing
with things like money, things could go wrong. ✔ Controlling
the work done in a business also involves evaluating people’s
work. ✔ Managers must ensure that every staff member’s work
is done properly. ✔ When staff members do their work properly,
they give the business’s clients good service. ✔ Managers need to
evaluate their staff members often to ensure they are doing this. ✔
Managers also need to give feedback to the staff members – this
means they have to tell the staff what they are doing right, but
also what they are doing wrong and how to fix it. ✔
3. Higher order (1)
Making difficult decisions such as retrenching people, when you
know they need their jobs, is part of being a manager. ✔
Activity 17.6
1 and 2: Middle order ((6) analysis + (6) written notes)
Learners note the differences in leadership styles in their own
words. For example, the first leader gives nobody any choice in
what she wants them to do. ✔ She just tells them how the project
is going to work and doesn’t ask for their input. ✔ The second
leader allows the group to do the project in whichever way they
want. ✔ He doesn’t specify any roles or duties, or a time frame.
✔ The third leader invites the group members to give their input
about the project. ✔ She lets them give her information to help
her to lead the group and encourages them to participate. ✔
3. Higher order (3)
Learners give their own preferences and substantiate them. For
example, I would prefer to work with a free-rein leader because
I am a self-starter who is very motivated. ✔ I don’t need anyone
to dictate to me about what to do ✔ in fact, I don’t like a leader
who is too involved in what I am doing. ✔ Or, I would prefer to
work with an autocratic leader because I work really well when I
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am given something to focus on ✔ and when I don’t have to waste
time thinking about how to do it. ✔ I like to get on with the
project and just get it done. ✔ (any 3)
Activity 17.7
1 and 2: Middle order ((6) discussion + (6) paragraph)
Observe the pairs as they work together on this written assignment.
After their discussions, learners’ paragraphs could read something like
this, using their own words: The delegation approach to leadership
is also called the permissive or free-rein (laissez-faire) style. ✔ It is
a management style in which you delegate tasks to others and give
them the freedom to decide how to do tasks. ✔ The participation
approach is also called the democratic or participatory approach. ✔
It is a management style in which managers participate in the process
of getting the task done. ✔ The dictating approach is also called the
autocratic approach. ✔ It is a management style in which you dictate
to people what they must do, without giving them a chance to decide
or participate. ✔
3. Middle order (5)
Learners discuss the leadership style of their preference with their
partner. Their discussions and paragraphs will vary. Observe how well
the learners discuss different opinions. They should show that they are
able to listen to people whose opinions may differ. They should not be
controlling and dominating, but rather tolerant and accommodating.
4. Higher order (10)
Learners’ paragraphs should take Question 3 one step further by
providing (a) some detail about why they prefer a specific leadership
style and (b) why they think their partners preferred a specific
leadership style. Their paragraphs should read something like this, but
accept any reasonable answer that shows that they have engaged with
the concept of different leadership styles suiting different people: I
prefer the participatory leadership style ✔ because I enjoy working in
groups. ✔ Working with people helps me to find creative solutions to
problems, ✔ which I sometimes struggle to do when I think on my
own. ✔ It helps me to feel that we are making progress and that
I am not the only one who is working hard on a project. ✔ My
partner said that he preferred the autocratic approach. ✔ I think
he likes this leadership style because he sometimes doesn’t have the
confidence to approach tasks in the way he thinks is best. ✔ When
someone tells him what to do, he doesn’t feel pressured to find
solutions that may not work. ✔ He can save time by just doing what
is required of him ✔ and he works very efficiently that way because
he always finds a way of doing what is required of him when he knows
exactly what to do. ✔
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For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
Informal assessment
Activity 17.1: Take in the learners’ activity answers and mark
them. Observe how well they are able to express their written
answers as discussion material. (12)
Activity 17.2: Observe the pair interactions as the learners
work together. Make notes of your observations, noting whether
the learners respect each other’s input. (observation-based)
Activity 17.3: Observe the pair interactions. Take in the
learners’ paragraphs and mark them. (18)
Activity 17.4: Take in the learners’ tables and letters and
mark them. (36)
Activity 17.5: Take in the learners’ answers and mark them. (15)
Activity 17.6: Take in the learners’ responses and mark
them. Assess whether learners are able to use their own words
to describe the concepts. (15)
Activity 17.7: Use the following checklist to assess the activity.
The pair ...
Yes/No
discussed management styles respectfully and politely
handed in a well-written paragraph that used their own
words to describe the three management styles
had a polite and respectful discussion about
management styles that showed that they can tolerate
different opinions
handed in a well-written paragraph explaining their
own and their partners’ reasons for liking a particular
management style
Consolidation
• List the four main management tasks.
Planning, organising, leading and controlling
• Name and briefly describe the three main management styles.
– Permissive, free-rein or laissez faire management style: a
management style in which you delegate tasks to others and
give them the freedom to decide how to do tasks.
– Democratic or participatory management style: a management
style in which managers participate in the process of getting
the task done.
– Autocratic management style: a management style in which
you dictate to people what they must do without giving them
a chance to decide or participate.
• Name the characteristics of a good manager.
– Qualified for his or her job
– Has good people skills
– Is trustworthy
– Willing to put extra effort into the job
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–
–
–
–
–
Makes sure that his or her employees are happy in their jobs
Takes responsibility for things
Is always punctual and organised
Sets a good example to others
Has a positive attitude
Extension
Assess your school’s head boy, head girl and prefect body on their
management skills. Consider how well you think they perform the
four management tasks. What do you think is the management
style of your head boy and head girl?
Learners use their school’s head boy, head girl and prefect body as
an example of a management team. They use school events that
the prefects have organised and their day-to-day experiences of the
prefect body’s leadership and management, as indicators of how well
the prefects are doing managerially. Look for evidence of critical
and creative thought and the ability to analyse and integrate the
information they have learnt.
Topic
18
Term and week/s
Term 4, Weeks 2–9
New words
and concepts
double-entry
principle; General
Ledger; Trial
Balance; T-account;
Balance Sheet
accounts; nominal
accounts
General Ledger and Trial Balance
of a services business
Learner’s Book pages 182—210
Duration: 8 hours
Curriculum and Assessment Policy Statement
(CAPS) content
In this topic, learners will learn about FINANCIAL LITERACY.
They will look at:
• the double entry-principle
• T-accounts
• the format of the General Ledger
• sections within the General Ledger
• opening accounts in the General Ledger
• posting/recording transactions from the CRJ and CPJ of the
service business to the General Ledger
• balancing the General Ledger
• preparing a Trial Balance of a services business
Resources
Learners must each have an exercise book called a ‘Double Ledger
Book’ for the General Ledger and a ‘Treble Cash Book’ for the Trial
Balance examples. They will also each still need the exercise book
called an ‘Eight money column’ or ‘Cash money column’ for the CRJ
and CPJ examples. Normal exercise books are required for completing
the accounting equations.
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Photocopy the General Ledger templates found at the end of this
guide. It is a good idea to work on folios of T-account templates first
to master the skill of ‘debit’ here and ‘credit’ there.
A calculator for each learner would be useful, but is not essential.
Preparation
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Read through the topic and familiarise yourself with the content
that you will need to teach. Think about what learners may
already know about the topic, what skills they already have and
any areas of difficulty that you think they might encounter.
Learners already know about different accounts, which are Asset
accounts and which are Owner’s equity accounts. They have learnt
the skill of choosing the two accounts required in a transaction.
Your input now is to assist them in deciding which account is
debited and which account is credited.
The General Ledger can be one of the most difficult areas for
learners to master. However, if taught correctly in Grade 8, it can
be easily understood from the beginning.
An important teaching technique is to consistently point out
to learners why they are required to do it in the way they do.
Ask questions like ‘Why do we debit (or credit) this account?’
throughout your teaching of it.
Teaching the topic
There are 8 lessons in this topic.
Lesson
Week
Pages
Activities
2
2
151—152
18.1—18.2
3
3
152—154
18.3—18.4
4
4
154—155
18.5
5
5
155
18.6—18.7
6
6
155—156
18.8—18.9
7
7
156
18.10—18.11
8
8
157
18.12—18.13
9
9
157
18.14—18.16
Lesson 2
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Source
documents
Start by discussing the bookkeeper’s end of month tasks using
Figure 18.1 and the class discussion in the Learner’s Book. Explain
where in the accounting cycle the General Ledger and Trial
Balance fit in:
Subsidiary
journals
➡
•
•
➡
General
Ledger
➡
Revise the double-entry principle learnt in Topic 5 and introduce
T-accounts using the text in the Learner's Book page 183.
Use the example of Jacobs Accountants in the Learner’s Book to
explain how transactions are recorded in the ledger. Refer to the
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different accounts within transactions as being an account debited
or an account credited.
Give lots of guidance and do more than one practice activity with
the learners. These activities are difficult for the learners to do and
require practice.
Work through all the steps for each transaction. Here are some
more examples:
EXAMPLE 1: Received cash for services rendered, R150
Account debited
Account credited
Bank
Current income
A
OE
+150
+150
Ask learners why Bank is debited. They must understand that it is
because Bank is an asset that has increased.
Ask learners why Current income is credited. They must
understand that it is because it is income that has increased
Owner’s equity.
EXAMPLE 2: Paid Ricky Traders for stationery bought, R22
Account debited
Account credited
Stationery
Bank
•
—22
Bank
All money received is entered
here, because Bank is an asset
that increases on the debit side,
such as when money is received
for Capital, Current income and
Rent income.
So, that means that Bank is
always debited when money is
received.
•
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OE
—22
Ask learners why Bank is credited. They must understand that it is
because Bank is an asset that has decreased.
Ask learners why Stationery is debited. They must understand that
it is because it is an expense that has decreased Owner’s equity.
It will also help if you explain it using a Bank T-account:
Dr
•
•
A
Cr
All money paid out is entered
here, because Bank is an asset
that decreases on the credit side,
such as when money is paid out
on Equipment, Stationery and
Telephone.
So, that means that Bank is
always credited when money is
paid out.
Do Activity 18.1.
This activity can be completed with the learners in class. Learners
work in pairs and help each other while you do the activity on the
board, explaining each transaction as you go along.
Do Activity 18.2.
This activity can be completed for homework.
Lesson 3
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Learners check their own work while you recap Activity 18.2 on
the board, explaining each transaction as you go along.
Introduce the format of the General Ledger and work through the
list in the Learner’s Book page 188 explaining what an account
in the General Ledger looks like. Outline the two sections of the
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General Ledger and use the text in the Learner’s Book page 189 to
explain the use of folio numbers and how to open ledger accounts.
• Introduce the posting of the CRJ and CPJ to the General Ledger
using the examples of STU Services in the Learner’s Book pages
191 and 193. It is a good idea to do these two examples on
T-account templates. They are the introduction to the formal
posting of the CRJ and CPJ to the General Ledger.
• Assist learners with opening the activities in the ledger or give
them handouts with the ledgers already opened for each example
if you want to save time.
• Start with the example of posting from the CRJ of STU Services.
• Explain the transaction of 1 April of F Stander’s capital
contribution as follows:
1. Indicate the account debited and account credited, with the
amount only:
Debited Bank
Credited Capital
3 335
3 335
Ask learners why Bank is debited. This is because it is an asset that has
increased. Ask learners why Capital is credited. This is because it is
Owner’s equity that has increased.
2. Write the name of the one account in the details of the
other account.
Bank
Capital
Capital 3 335
•
•
•
•
•
Bank
3 335
Continue with the rest of the example in this way.
Do Activity 18.3.
Photocopy the activity for learners to paste into their exercise
books, so that they can insert the folio numbers into the activity
themselves. Assist learners to open the activity in the ledger so that
they can do the rest at home.
Now explain the example of posting from the CPJ of STU
Services.
Explain the transaction of 3 April of the payment of wages as
follows:
1. Indicate the account debited and account credited, with the
amount only:
Debited Wages
Credited Bank
540
540
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Ask learners why Wages is debited. This is because it is an expense that
has decreased Owner’s equity. Ask learners why Bank is credited. This
is because it is an asset that has decreased.
2. Write the name of the one account in the details of the
other account.
Wages
Bank
•
•
•
540
Bank
Wages
540
Continue with the rest of the example in this way.
Do Activity 18.4.
Photocopy the activity for learners to paste into their exercise
books, so that they can insert the folio numbers into the activity
themselves. Assist learners to open the activity in the ledger so that
they can do the rest at home.
Lesson 4
•
•
•
•
•
•
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Mark Activities 18.3 and 18.4. Learners check their own
work while you do the activities on the board, explaining each
transaction as you go along.
Once you have the answers on the board, explain that we can
complete the bank account in more efficient way. This way is too
long and detailed. Use the STU Services examples and Activities
18.3 and 18.4 to explain that the CRJ and CPJ have already
grouped the Bank amounts together. So, only the totals of the
Bank columns are posted to the General Ledger.
Do Activity 18.5.
Assist learners to open the ledger accounts for this activity. Start
by posting only one journal at a time.
Spend some time revising the posting of the CRJ – This is the
journal where receipts are entered. So, they increase the business
bank account (cash). Explain this in one of two ways:
1. The bank has been debited because it increased (assets increase
on the debit side) and according to the double-entry principle,
all the other accounts must be credited OR
2. Identify each account, such as Rent income. It is an income
account, so it is credited because income increases Owner’s
equity on the credit side.
Spend some time revising the posting of the CPJ – This is the
journal where payments are entered. So, they decrease the business
bank account (cash). Explain this in one of two ways:
1. The bank has been credited because it decreased (assets
decrease on the credit side) and according to the double-entry
principle, all the other accounts must be debited OR
2. Identify each account, such as Equipment or Telephone.
Equipment is an asset, so it is debited because assets increase
on the debit side or Telephone is an expense, so it is debited
because expenses decrease Owner’s equity on the debit side.
LESSON BY LESSON
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•
Emphasise these important points. Ask learners to write them in
their exercise books to remember.
– Heading: The heading of the ledger contains only the name of
the business, not the date.
– Date: The Analysis of receipts totals from the CRJ and the CPJ
columns are posted on the last day of a specific month. Sundry
accounts are posted on the day that the transaction occurs.
– Folios: When a transaction is posted, the folio number of
each ledger account must be entered in the journal. At the
Sundry accounts column, the folio number is entered in the
folio column provided and at the analysis column, the folio is
entered below the total of each column. Learners cannot enter
the folio numbers if the completed journal appears only in the
Learner’s Book, but all the others must be entered.
Lesson 5
•
•
•
•
•
•
Mark and check Activity 18.5.
Show learners again how you open the ledger accounts and where
to start posting. Use different coloured chalk or pens and do the
posting of the CRJ in one colour and the posting of the CPJ in
another colour on the board or newsprint. Then use the differently
coloured amounts to recap what you have taught learners.
Explain the rules for balancing the General Ledger. Use Activity
18.5 on the board to explain the different methods shown in the
Learner’s Book.
Do Activity 18.6.
Photocopy this activity for the learners or ask them to copy it
from their Learner’s Book into their exercise books.
Do Activity 18.7.
Lesson 6
•
•
•
•
•
Mark and check Activities 18.6 and 18.7 on the board. Show
learners again how to open the ledger accounts, where to start
posting and the posting of each journal in their specific ways to
each ledger account.
Remind learners how to balance the ledger accounts.
Use the final balances of Activity 18.7 to explain the Trial Balance.
Start by explaining why there are balances on the accounts.
A business transfers each month’s transactions from one month
to the following month, usually for 12 months, until the profit
for the year is calculated. If the business bought a vehicle for
R150 000 in Month 1, the vehicle still belongs to the business
in Month 2 and each month thereafter, until the business sells it.
This is the balance: the transfer of transactions from one month
to the following.
Refer learners to the example of Kwanokuthula in the Learner’s
Book page 203. It is not compulsory for learners to stick to the
correct order of the Trial Balance. However, it can be a great help
to follow the order given in the example below. Start off with the
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•
two accounts of the owner, then the Fixed assets (the ones that
you would consider selling the least (such as Land and buildings)
and then the ones that you would consider selling first (such as
Equipment). Current assets follow using the same principle. Then
Income and Expenses (in any order).
Use the list in the Learner’s Book page 203 to explain the format
of the Trial Balance. Here is another example of the order of a
Trial Balance.
Fol.
Debit
Capital
B1
Drawings
B2
5 420
Credit
240 000
Land and buildings
B3
150 000
Vehicles
B4
54 000
Equipment
B5
21 000
Bank
B6
24 339
Cash float
B7
160
Two personal
accounts of
the owner
FIXED
ASSETS
CURRENT
ASSETS
Nominal accounts
Current income
N1
7 290
Rent income
N2
13 000
Advertisements
N3
1 150
Packing material
N4
437
Stationery
N5
214
Wages
N6
2 620
Water and electricity
N7
430
Trading licence
N8
•
EXPENSES —
in any order
520
260 290
•
•
INCOME
260 290
Do Activity 18.8
Learners open and complete the ledger accounts for Activity 18.8.
Assist those that are still struggling with this type of activity.
Use this table to help learners remember where to insert balances.
Debit balances
Credit balances
Drawings
Capital
Assets
Liabilities
Expenses
Income
•
•
Later on these accounts are used
to determine the profit or loss in
the INCOME STATEMENT
Balance Sheet accounts
Later on these accounts form
the BALANCE SHEET
Trial Balance of Kwanokuthula on 31 August 2018
Do Activity 18.9.
Learners do the first question in class with you as an example and
the second question for homework.
Lesson 7
•
•
156
EMS (8ENG).indb 156
Mark and check Activities 18.8 and 18.9. Show the answers
for Activity 18.8 on an overhead/data projector and give each
learner a handout for Activity 18.9 so that they can check their
own answers.
Do Activities 18.10 and 18.11.
LESSON BY LESSON
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Lesson 8
•
•
•
•
•
•
Mark and check Activities 18.10 and 18.11. Give each learner a
handout so that they can check their own answers.
Do Activity 18.12.
Show the correct answer on an overhead/data projector. It works
well if you are able to provide the Trial Balance activity on a
spreadsheet in MS Excel.
Work through the errors listed in the Learner’s Book below
Activity 18.12 on page 205. Talk through each error, illustrating it
on the Trial Balance at the same time so that learners can easily see
what a change in a specific figure will do to the totals.
Use the example of an amount for wages of R630, recorded
correctly in the CPJ, but incorrectly posted to the General Ledger
Wages account as R360. Show learners what happens to the debit
side of the Trial Balance if you change the Wages amount. The
balance of the Bank account will stay the same, because the total
of the Bank column was correct; therefore the error will show up.
Do Activity 18.13.
Lesson 9
•
•
•
•
•
•
Mark and check Activities 18.12 and 18.13.
Focus on the Trial Balance headings, the two sections, the
correct accounts in each section and the correct amounts in the
correct columns.
The best way to mark Activity 18.13 is during a class discussion
with the help of a Trial Balance on an MS Excel spreadsheet, as
explained above.
Do Activity 18.14.
Revise the principle of entering an amount directly into a ledger
account as done in Activities 18.3 and 18.4.
Do Activities 18.15 and 18.16.
Answers
Activity 18.1
Middle order (13 × 4 = 52)
1.
Account debited
Account credited
Bank ✔
Capital ✔
A
OE
✔ +5 000 ✔ +5 000
(4)
2.
Account debited
Account credited
Consumable goods ✔
Bank ✔
A
OE
✔ —1 500
✔ —1 500
(4)
3.
Account debited
Account credited
Equipment ✔
Bank ✔
A
OE
✔✔ ±8 950
(4)
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4.
Account debited
Account credited
Cash float ✔
Bank ✔
A
OE
✔✔ ±175
(4)
5.
Account debited
Account credited
Stationery ✔
Bank ✔
A
✔ —384
OE
✔ —384
(4)
6.
Account debited
Account credited
Telephone ✔
Bank ✔
A
✔ —230
OE
✔ —230
(4)
7.
Account debited
Account credited
Equipment ✔
Bank ✔
A
OE
✔✔ ±2 500
(4)
8.
Account debited
Account credited
Bank ✔
Rent income ✔
A
✔ +150
OE
✔ +150
(4)
9.
Account debited
Account credited
Vehicles ✔
Bank ✔
A
OE
✔✔ ±15 200
(4)
10.
Account debited
Account credited
Water and electricity
✔
Bank ✔
A
✔ —330
OE
✔ —330
(4)
11.
Account debited
Account credited
Wages ✔
Bank ✔
A
✔ —460
OE
✔ —460
(4)
12.
Account debited
Account credited
Bank ✔
Current income ✔
A
OE
✔ +5 444 ✔ +5 444
(4)
13.
Account debited
Account credited
Drawings ✔
Bank ✔
A
✔ —95
OE
✔ —95
(4)
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Activity 18.2
Middle order (9 × 4 = 36)
1.
Account debited
Account credited
Bank ✔
Capital ✔
A
OE
✔ +20 000 ✔ +20 000
(4)
2.
Account debited
Account credited
Consumable goods ✔
Bank ✔
A
OE
✔ —1 673
✔ —1 673
(4)
3.
Account debited
Account credited
Wages ✔
Bank ✔
A
✔ —950
OE
✔ —950
(4)
4.
Account debited
Account credited
Drawings ✔
Bank ✔
A
OE
✔ —295
✔ —295
(4)
5.
Account debited
Account credited
Land and buildings ✔ Bank ✔
A
OE
✔✔ ±64 000
(4)
6.
Account debited
Account credited
A
OE
Bank ✔
Current income ✔
✔ +1 950
✔ +1 950
(4)
7.
Account debited
Account credited
Water and electricity ✔ Bank ✔
A
OE
✔ —240
✔ —240
(4)
8.
Account debited
Account credited
Repairs ✔
Bank ✔
A
OE
✔ —1 575
✔ —1 575
(4)
9.
Account debited
Account credited
Rent expense ✔
Bank ✔
A
✔ —500
OE
✔ —500
(4)
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Activity 18.3
Middle order (32)
Use the CRJ provided in the Learner’s Book to assist you with this
activity.
General Ledger of Sidlani Repair Services
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
B1
Fol.
Cr
Amount Date
Details
Amount
2017
Jun
01 Bank ✔
CRJ6 ✔ 3 000 00
30 Bank ✔
CRJ6
✔ 1 200 00
(4)
Dr
Date
2017
Jun
Bank
Details
01 Capital ✔
Fol.
Amount Date
Details
Fol.
Cr
Amount
CRJ6 ✔ 3 000 00
03 Current income ✔
CRJ6
✔ 104 45
15 Current income ✔
CRJ6
✔ 1 334 60
21 Current income ✔
CRJ6
✔ 570 40
Rent income ✔
CRJ6
✔ 250 00
25 Current income ✔
CRJ6
✔ 965 60
30 Capital ✔
CRJ6
✔ 1 200 00
CRJ6
✔ 227 40
Current income ✔
B4
(16)
Nominal accounts
Dr
Date
Current Income
Details
Fol.
N1
Fol.
Cr
Amount Date
Details
2017
Jun
Amount
03 Bank ✔
CRJ6
15 Bank ✔
CRJ6 ✔ 1 334 60
21 Bank ✔
CRJ6
✔ 570 40
25 Bank ✔
CRJ6
✔ 965 60
30 Bank ✔
CRJ6
✔ 227 40
✔ 104 45
(10)
Dr
Date
Rent Income
Details
Fol.
N2
Amount Date
Details
2017
Jun
21 Bank ✔
Fol.
CRJ6
Cr
Amount
✔ 250 00
(2)
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Activity 18.4
Middle order (36)
Use the CPJ provided in the Learner’s Book to assist you with this
activity.
General Ledger of Sidlani Repair Services
Balance Sheet accounts
Dr
Drawings
Date
Details
2012
Jun
27 Bank ✔
Fol.
CPJ6
B2
Amount Date
Details
Cr
Fol.
Amount
✔ 655 00
(2)
Dr
Equipment
Date
Details
2012
Jun
24 Bank ✔
Fol.
B3
Amount Date
Details
Cr
Fol.
Amount
CPJ6 ✔ 2 750 00
(2)
Dr
Date
Bank
Details
Fol.
B4
Amount Date
2012
Jun
Details
Cr
Fol.
Amount
01 Material cost ✔
CPJ6
✔ 1 270 00
02 Stationery ✔
CPJ6
✔ 271 00
Advertisements ✔
13 Wages ✔
CPJ6
✔ 135 00
CPJ6
✔ 300 00
24 Equipment ✔
CPJ6 ✔ 2 750 00
27 Drawings ✔
CPJ6
✔ 655 00
CPJ6
✔ 300 00
CPJ6
✔ 669 00
30 Water and electricity ✔ CPJ6
✔ 325 00
Wages ✔
29 Material cost ✔
(18)
Nominal accounts
Dr
Stationery
Date
Details
2012
Jun
02 Bank ✔
Fol.
CPJ6
Amount Date
N3
Details
Fol.
Cr
Amount
✔ 271 00
(2)
Dr
Material Cost
Date
Details
Fol.
Amount Date
2012
Jun
01 Bank ✔
CPJ6 ✔ 1 270 00
29 Bank ✔
CPJ6
N4
Details
Fol.
Cr
Amount
✔ 669 00
(4)
Dr
Wages
Date
Details
Fol.
Amount Date
2012
Jun
13 Bank ✔
CPJ6
✔ 300 00
27 Bank ✔
CPJ6
✔ 300 00
N5
Details
Fol.
Cr
Amount
(4)
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Dr
Water and Electricity
Date
Details
2012
Jun
30 Bank ✔
Fol.
CPJ6
N6
Amount Date
Details
Fol.
Cr
Amount
✔ 325 00
(2)
Dr
Advertisements
Date
Details
2012
Jun
02 Bank ✔
Fol.
CPJ6
N7
Amount Date
Details
Fol.
Cr
Amount
✔ 135 00
(2)
Activity 18.5
Middle order (26)
Use the completed CRJ and CPJ in the Learner’s Book to assist you
with this activity.
General Ledger of Dream Beauty Salon
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
B1
Fol.
Cr
Amount Date
Details
2013
Mar
Amount
01 Bank ✔
CRJ3 ✔ 18 500 00
12 Bank ✔
CRJ3
✔ 3 250 00
(4)
Dr
Drawings
Date
Details
2013
Mar
25 Bank ✔
Fol.
CPJ3
B2
Amount Date
Details
Fol.
Cr
Amount
✔ 815 00
(2)
Dr
Equipment
Date
Details
2013
Mar
03 Bank ✔
Fol.
B3
Amount Date
Details
Fol.
Cr
Amount
CPJ3 ✔ 3 995 00
(2)
Dr
Date
2013
Mar
Bank
Details
31 Total receipts ✔
Fol.
CRJ3
B4
Amount Date
2013
✔ 31 785 00 Mar
Details
31 Total payments ✔
Fol.
Cr
Amount
CPJ3 ✔ 15 964 00
(4)
Nominal accounts
Dr
Date
Current Income
Details
Fol.
N1
Amount Date
Details
2013
Mar
31 Bank ✔
Fol.
Cr
Amount
CPJ3 ✔ 9 605 00
(2)
Dr
Date
Rent Income
Details
Fol.
N2
Amount Date
Details
2013
Mar
22 Bank ✔
Fol.
Cr
Amount
CRJ3 ✔ 430 00
(2)
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Dr
Material Cost
Date
Details
2013
Mar
31 Bank ✔
Fol.
Amount Date
N3
Details
Cr
Fol.
Amount
CPJ3 ✔ 3 311 00
(2)
Dr
Wages
Date
Details
2013
Mar
31 Bank ✔
Fol.
Amount Date
N4
Details
Cr
Fol.
Amount
CPJ3 ✔ 3 990 00
(2)
Dr
Trading Licence
Date
Details
2013
Mar
04 Bank ✔
Fol.
Amount Date
CPJ3
N5
Details
Cr
Fol.
Amount
✔ 428 00
(2)
Dr
Rent Expense
Date
Details
2013
Mar
02 Bank ✔
Fol.
Amount Date
CPJ3
N6
Details
Cr
Fol.
Amount
✔ 3 130 00
(2)
Dr
Telephone
Date
Details
2013
Mar
30 Bank ✔
Fol.
Amount Date
CPJ3
N7
Details
Cr
Fol.
Amount
✔ 295 00
(2)
Activity 18.6
Middle order (44)
Dr
Date
2016
Jun
Drawings
Details
Fol.
Amount Date
01 Balance
b/d
18 Bank ✔
CPJ6
✔ 2 668 00
30 Bank ✔
CPJ6
✔ 5 446 00
B2
Details
Cr
Fol.
Amount
✔ 2 600 00
✔ 10 714 00
(6)
Dr
Date
2016
Jun
Bank
Details
01 Balance
30 Total receipts ✔
Fol.
Amount Date
b/d
2016
✔ 112 706 00 Jun
CRJ6
✔ 33 565 00
B4
Details
30 Total payments ✔
Balance ✔
Fol.
01 Balance
b/d
Amount
CPJ6
✔ 95 001 00
c/d
✔ 51 270 00
146 271 00
2016
Jul
Cr
146 271 00
✔ 51 270 00
(8)
Dr
Date
Current Income
Details
Fol.
Amount Date
2016
Jun
N1
Details
01 Balance
30 Bank ✔
Cr
Fol.
Amount
b/d
✔ 12 450 00
CRJ6 ✔ 15 860 00
✔ 28 310 00
(4)
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Dr
Date
2016
Jun
Equipment
Details
Fol.
Amount Date
01 Balance
b/d
✔ 3 560 00
15 Bank ✔
CPJ6
✔ 15 460 00
30 Bank ✔
CPJ6
B2
Details
Fol.
Cr
Amount
✔ 8 450 00
✔ 27 470 00
(6)
Dr
Date
2016
Jun
Bank
Details
01 Balance
30 Total receipts ✔
Fol.
Amount Date
b/d
2016
✔ 85 490 00 Jun
CRJ6
✔ 65 420 00
B4
Details
30 Total payments ✔
Balance ✔
Fol.
CPJ6
c/d
150 910 00
2016
Jul
01 Balance
b/d
Cr
Amount
✔ 23 150 00
127 760 00
✔ 150 910 00
✔ 127 760 00
(8)
Dr
Date
Rent Income
Details
Fol.
Amount Date
2016
Jun
N1
Details
01 Balance
30 Bank ✔
Cr
Fol.
Amount
b/d
✔ 18 907 00
CRJ6 ✔ 65 220 00
✔ 84 127 00
(4)
Dr
Date
2016
Jun
Bank
Details
01 Balance
Fol.
Amount Date
b/d
2016
✔ 45 333 00 Jun
30 Total receipts ✔
CRJ6
Balance ✔
c/d
B4
Details
30 Total payments ✔
Fol.
Cr
Amount
CPJ6 ✔ 65 890 00
✔ 16 808 00
3 749 00
65 890 00
✔ 65 890 00
2016
Jul
01 Balance ✔
b/d
3 749 00
(8)
Activity 18.7
Middle order (45)
Use the completed CRJ and CPJ in the Learner’s Book to assist you
with this activity.
General Ledger of Creative Caterpillar
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
Amount Date
2011
May
B1
Details
01 Balance
Bank ✔
Cr
Fol.
Amount
b/d
✔ 70 000 00
CRJ5
✔ 52 000 00
✔ 122 000 00
(4)
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Dr
Date
2011
May
Drawings
Details
Fol.
01 Balance
b/d
25 Bank ✔
CPJ5
B2
Amount Date
Details
Cr
Fol.
Amount
✔ 10 000 00
✔ 550 00
✔ 10 550 00
(4)
Dr
Date
2011
May
Equipment
Details
Fol.
01 Balance
b/d
07 Bank ✔
CPJ5
B3
Amount Date
Details
Cr
Fol.
Amount
✔ 23 000 00
✔ 3 444 00
✔ 26 444 00
(4)
Dr
Date
2011
May
Bank
Details
01 Balance
31 Total receipts ✔
Fol.
b/d
B4
Amount Date
Details
2011
✔ 34 135 00 May
31 Total payments ✔
CRJ5 ✔ 54 172 00
Balance
Fol.
01 Balance
b/d
Amount
CPJ5
✔ 11 537 00
c/d
✔ 76 770 00
88 307 00
2011
Jun
Cr
88 307 00
✔ 76 770 00
(7)
Nominal accounts
Dr
Date
Current Income
Details
Fol.
N1
Amount Date
Details
2011
May
Cr
Fol.
Amount
01 Balance
b/d
✔ 13 811 00
31 Bank ✔
CRJ5
✔ 1 983 00
✔ 15 794 00
(4)
Dr
Date
Rent Income
Details
Fol.
N2
Amount Date
Details
2011
May
Cr
Fol.
Amount
01 Balance
b/d
✔ 189 00
28 Bank ✔
CRJ5
✔ 189 00
✔ 378 00
(4)
Dr
Date
2011
May
Consumable Goods
Details
Fol.
01 Balance
b/d
31 Bank ✔
CPJ5
Amount Date
N3
Details
Fol.
Cr
Amount
✔ 11 600 00
✔ 812 00
✔ 12 412 00
(4)
Dr
Date
2011
May
Wages
Details
Fol.
Amount Date
01 Balance
b/d
✔ 780 00
31 Bank ✔
CPJ5
✔ 660 00
N4
Details
Fol.
Cr
Amount
✔ 1 440 00
(4)
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Dr
Date
2011
May
Water and Electricity
Details
Fol.
02 Bank ✔
CPJ5
Amount Date
N5
Details
Fol.
Cr
Amount
✔ 155 00
(2)
Dr
Date
2011
May
Rent Expense
Details
Fol.
Amount Date
01 Balance
b/d
✔ 4 000 00
04 Bank ✔
CPJ5
✔ 5 660 00
N6
Details
Fol.
Cr
Amount
✔ 9 660 00
(4)
Dr
Date
2011
May
Telephone
Details
Fol.
Amount Date
01 Balance
b/d
✔ 485 00
31 Bank ✔
CPJ5
✔ 256 00
N7
Details
Fol.
Cr
Amount
✔ 741 00
(4)
Activity 18.8
1. Lower order; 2 and 3. Middle order
1–3. (49)
Use the completed CRJ and CPJ in the Learner’s Book to assist you
with this activity.
General Ledger of Altmar Electricians
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
Amount Date
2012
Apr
B1
Details
01 Balance
Bank ✔
Cr
Fol.
Amount
b/d
✔ 52 000 00
CRJ4
✔ 15 000 00
✔ 67 000 00
(4)
Dr
Date
2012
Apr
Drawings
Details
Fol.
Amount Date
01 Balance
b/d
19 Bank ✔
CPJ4
✔ 1 060 00
28 Bank ✔
CPJ4
✔ 820 00
B2
Details
Fol.
Cr
Amount
✔ 550 00
✔ 2 430 00
(6)
Dr
Date
2012
Apr
Equipment
Details
Fol.
01 Balance
b/d
09 Bank ✔
CPJ4
Amount Date
B3
Details
Fol.
Cr
Amount
✔ 3 444 00
✔ 2 112 00
✔ 5 556 00
(4)
166
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LESSON BY LESSON
TERM 4
6/5/13 3:55:59 PM
Dr
Date
2012
Apr
Bank
Details
01 Balance
30 Total receipts ✔
Fol.
Amount Date
b/d
2012
✔ 42 635 00 Apr
CRJ4
B4
Details
30 Total payments ✔
✔ 34 737 00
Balance
01 Balance
b/d
Amount
CPJ4
✔ 15 694 00
c/d
✔ 61 678 00
77 372 00
2012
May
Cr
Fol.
77 372 00
✔ 61 678 00
(7)
Nominal accounts
Dr
Date
Current Income
Details
Fol.
Amount Date
2012
Apr
N1
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 1 983 00
30 Bank ✔
CRJ4
✔ 18 177 00
✔ 20 160 00
(4)
Dr
Date
Rent Income
Details
Fol.
Amount Date
2012
Apr
N2
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 189 00
23 Bank ✔
CRJ4
✔ 1 560 00
✔ 1 749 00
(4)
Dr
Date
2012
Apr
Wages
Details
Fol.
Amount Date
01 Balance
b/d
✔ 660 00
30 Bank ✔
CPJ4
✔ 1 500 00
N3
Details
Fol.
Cr
Amount
✔ 2 160 00
(4)
Dr
Date
2012
Apr
Material Cost
Details
Fol.
01 Balance
b/d
30 Bank ✔
CPJ4
Amount Date
N4
Details
Fol.
Cr
Amount
✔ 812 00
✔ 4 642 00
✔ 5 454 00
(4)
Dr
Date
2012
Apr
Vehicle Expense
Details
Fol.
Amount Date
01 Balance
b/d
✔ 5 660 00
30 Bank ✔
CPJ4
✔ 4 520 00
N5
Details
Fol.
Cr
Amount
✔ 10 180 00
(4)
Dr
Date
2012
Apr
Stationery
Details
Fol.
Amount Date
01 Balance
b/d
✔ 256 00
08 Bank ✔
CPJ4
✔ 363 00
N6
Details
Fol.
Cr
Amount
✔ 619 00
(4)
LESSON BY LESSON
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Dr
Date
2012
Apr
Water and Electricity
Details
Fol.
Amount Date
01 Balance
b/d
✔ 155 00
24 Bank ✔
CPJ4
✔ 677 00
N7
Details
Fol.
Cr
Amount
✔ 832 00
(4)
Activity 18.9
1. Lower order (12)
Trial Balance of Creative Caterpillar on 31 May 2011
Balance Sheet accounts
Fol.
Capital ✔
B1
Debit
Credit
122 000
Drawings ✔
B2
10 550
Equipment ✔
B3
26 444
Bank ✔
B4
76 770
Nominal accounts
Current income ✔
N1
15 794
Rent income ✔
N2
Consumable goods ✔
N3
12 412
Wages ✔
N4
1 440
Water and electricity ✔
N5
155
Rent expense ✔
N6
9 660
Telephone ✔
N7
378
741
✔ 138 172
138 172
2. Lower order (12)
Trial Balance of Altmar Electricians on 30 April 2012
Balance Sheet accounts
Fol.
Capital ✔
B1
Drawings ✔
B2
Debit
Credit
67 000
2 430
Equipment ✔
B3
5 556
Bank ✔
B4
61 678
Nominal accounts
Current income ✔
N1
20 160
Rent income ✔
N2
1 749
Wages ✔
N3
2 160
Material cost ✔
N4
5 454
Vehicle expense ✔
N5
10 180
Stationery ✔
N6
619
Water and electricity ✔
N7
832
✔ 88 909
168
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LESSON BY LESSON
88 909
TERM 4
6/5/13 3:55:59 PM
Activity 18.10
1. Lower order; 2 and 3. Middle order
1–3. (67)
General Ledger of Rouxvale Services
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
Amount Date
2018
Jul
B1
Details
01 Balance
Bank ✔
Cr
Fol.
Amount
b/d
✔ 107 000 00
CRJ7
✔ 10 500 00
✔ 117 500 00
(4)
Dr
Date
2018
Jul
Drawings
Details
Fol.
01 Balance
b/d
24 Bank ✔
CPJ7
Amount Date
B2
Details
Cr
Fol.
Amount
✔ 2 335 00
✔ 4 315 00
✔ 6 650 00
(4)
Dr
Date
2018
Jul
Vehicles
Details
Fol.
01 Balance
b/d
14 Bank ✔
CPJ7
Amount Date
B3
Details
Cr
Fol.
Amount
✔ 55 500 00
✔ 4 550 00
✔ 60 050 00
(4)
Dr
Date
2018
Jul
Equipment
Details
Fol.
01 Balance
b/d
14 Bank ✔
CPJ7
Amount Date
B4
Details
Cr
Fol.
Amount
✔ 18 604 00
✔ 1 423 00
✔ 20 027 00
(4)
Dr
Date
2018
Jul
Bank
Details
01 Balance
31 Total receipts ✔
Balance
Fol.
Amount Date
b/d
2018
✔ 3 034 00 Jul
CRJ7
✔ 24 137 00
c/d
✔ 9 938 00
B5
Details
31 Total payments ✔
Cr
Fol.
CPJ7
37 109 00
Amount
✔ 37 109 00
37 109 00
2018
Aug
01 Balance
b/d
✔ 9 938 00
(7)
LESSON BY LESSON
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Nominal accounts
Dr
Date
Current Income
Details
Fol.
N1
Amount Date
Details
2018
Jul
Cr
Fol.
Amount
01 Balance
b/d
✔ 13 050 00
31 Bank ✔
CRJ7
✔ 12 762 00
✔ 25 812 00
(4)
Dr
Date
Rent Income
Details
Fol.
N2
Amount Date
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 4 950 00
28 Bank ✔
CRJ7
2018
Jul
✔ 875 00
✔ 5 825 00
(4)
Dr
Date
2018
Jul
Wages
Details
Fol.
01 Balance
b/d
31 Bank ✔
CPJ7
Amount Date
N3
Details
Fol.
Cr
Amount
✔ 8 160 00
✔ 1 360 00
✔ 9 520 00
(4)
Dr
Date
2018
Jul
Consumable Goods
Details
Fol.
01 Balance
b/d
31 Bank ✔
CPJ7
Amount Date
N4
Details
Fol.
Cr
Amount
✔ 11 600 00
✔ 13 044 00
✔ 24 644 00
(4)
Dr
Date
2018
Jul
Stationery
Details
Fol.
Amount Date
01 Balance
b/d
✔ 780 00
05 Bank ✔
CPJ7
✔ 325 00
N5
Details
Fol.
Cr
Amount
✔ 1 105 00
(4)
Dr
Date
2018
Jul
Water and Electricity
Details
Fol.
01 Balance
b/d
08 Bank ✔
CPJ7
Amount Date
N6
Details
Fol.
Cr
Amount
✔ 2 655 00
✔ 450 00
✔ 3 105 00
(4)
Dr
Date
2018
Jul
Rates
Details
Fol.
01 Balance
b/d
08 Bank ✔
CPJ7
Amount Date
N7
Details
Fol.
Cr
Amount
✔ 4 680 00
✔ 780 00
✔ 5 460 00
(4)
170
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Dr
Date
2018
Jul
Salaries
Details
Fol.
01 Balance
30 Bank ✔
Amount Date
b/d
N8
Details
Fol.
Cr
Amount
✔ 4 500 00
CPJ7 ✔ 5 250 00
✔ 9 750 00
(4)
Dr
Date
2018
Jul
Advertisements
Details
Fol.
Amount Date
01 Balance
b/d
✔ 720 00
12 Bank ✔
CPJ7
✔ 120 00
N9
Details
Fol.
Cr
Amount
✔ 840 00
(4)
Dr
Date
2018
Jul
Rent Expense
Details
Fol.
01 Balance
b/d
18 Bank ✔
CPJ7
Amount Date
N10
Details
Fol.
Cr
Amount
✔ 9 760 00
✔ 4 880 00
✔ 14 640 00
(4)
Dr
Date
2018
Jul
Telephone
Details
Fol.
01 Balance
b/d
25 Bank ✔
CPJ7
Amount Date
N11
Details
Fol.
Cr
Amount
✔ 2 672 00
✔ 612 00
✔ 3 284 00
(4)
4. Middle order (17)
Trial Balance of Rouxvale Services on 31 July 2018
Balance Sheet accounts
Fol.
Debit
Credit
Capital ✔
B1
Drawings ✔
B2
6 650
117 500
Vehicles ✔
B3
60 050
Equipment ✔
B4
20 027
Bank ✔
B5
9 938
Current income ✔
N1
25 812
Rent income ✔
N2
5 825
Nominal accounts
Wages ✔
N3
9 520
Consumable goods ✔
N4
24 644
Stationery ✔
N5
1 105
Water and electricity ✔
N6
3 105
Rates ✔
N7
5 460
Salaries ✔
N8
9 750
Advertisements ✔
N9
840
Rent expense ✔
N10
14 640
Telephone ✔
N11
3 284
✔ 159 075
159 075
(17)
LESSON BY LESSON
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Activity 18.11
1. Lower order; 2 and 3. Middle order
1–3. (51)
General Ledger of Bosch Luys Kloof
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
Amount Date
2014
Sep
B1
Details
01 Balance
Bank ✔
Cr
Fol.
Amount
b/d
✔ 290 500 00
CRJ9
✔ 34 860 00
✔ 325 360 00
(4)
Dr
Date
2014
Sep
Drawings
Details
Fol.
Amount Date
01 Balance
b/d
19 Bank ✔
CPJ9
B2
Details
Fol.
Cr
Amount
✔ 1 750 00
✔ 213 00
✔ 1 963 00
(4)
Dr
Date
2014
Sep
Land and Buildings
Details
01 Balance
Fol.
b/d
Amount Date
B3
Details
Cr
Fol.
Amount
✔ 230 000 00
(1)
Dr
Date
2014
Sep
Vehicles
Details
Fol.
Amount Date
01 Balance
b/d
✔ 35 600 00
21 Bank ✔
CPJ9
✔ 15 500 00
B4
Details
Fol.
Cr
Amount
✔ 51 100 00
(4)
Dr
Date
2014
Sep
Equipment
Details
Fol.
01 Balance
b/d
Amount Date
B5
Details
Fol.
Cr
Amount
✔ 6 060 00
(1)
Dr
Date
2014
Sep
Bank
Details
01 Balance
30 Total receipts ✔
Fol.
Amount Date
b/d
2014
✔ 8 500 00 Sep
CRJ9
✔ 53 740 00
62 240 00
2014
Oct
01 Balance
b/d
B6
Details
30 Total payments ✔
Balance
Fol.
Cr
Amount
CPJ9
✔ 47 267 00
c/d
✔ 14 973 00
62 240 00
✔ 14 973 00
(7)
172
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Nominal accounts
Dr
Date
Current Income
Details
Fol.
N1
Amount Date
Details
2014
Sep
Cr
Fol.
Amount
01 Balance
b/d
✔ 18 788 00
30 Bank ✔
CRJ9
✔ 15 550 00
✔ 34 338 00
(4)
Dr
Date
Rent Income
Details
Fol.
N2
Amount Date
Details
2014
Sep
01 Balance
Cr
Fol.
Amount
b/d
✔ 5 950 00
07 Bank ✔
CRJ9
✔ 1 110 00
26 Bank ✔
CRJ9
✔ 2 220 00
✔ 9 280 00
(6)
Dr
Date
2014
Sep
Consumable Goods
Details
Fol.
01 Balance
b/d
30 Bank ✔
CPJ9
Amount Date
N3
Details
Fol.
Cr
Amount
✔ 11 835 00
✔ 10 800 00
✔ 22 635 00
(4)
Dr
Date
2014
Sep
Vehicle Expense
Details
Fol.
Amount Date
01 Balance
b/d
✔ 5 177 00
30 Bank ✔
CPJ9
✔ 7 100 00
N4
Details
Fol.
Cr
Amount
✔ 12 277 00
(4)
Dr
Date
2014
Sep
Rent Expense
Details
Fol.
01 Balance
b/d
02 Bank ✔
CPJ9
Amount Date
N5
Details
Fol.
Cr
Amount
✔ 3 600 00
✔ 7 200 00
✔ 10 800 00
(4)
Dr
Date
2014
Sep
Wages
Details
Fol.
Amount Date
01 Balance
b/d
✔ 12 400 00
30 Bank ✔
CPJ9
✔ 6 300 00
N6
Details
Fol.
Cr
Amount
✔ 18 700 00
(4)
Dr
Date
2014
Sep
Stationery
Details
Fol.
Amount Date
01 Balance
b/d
✔ 316 00
24 Bank ✔
CPJ9
✔ 154 00
N7
Details
Fol.
Cr
Amount
✔ 470 00
(4)
LESSON BY LESSON
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4. Middle order (14)
Trial Balance of Bosch Luys Kloof on 30 September 2014
Balance Sheet accounts
Fol.
Debit
Capital ✔
B1
Drawings ✔
B2
1 963
Land and buildings ✔
B3
230 000
Vehicles ✔
B4
51 100
Equipment ✔
B5
6 060
Bank ✔
B6
14 973
Credit
325 360
Nominal accounts
Current income ✔
N1
34 338
Rent income ✔
N2
Consumable goods ✔
N3
22 635
Vehicle expense ✔
N4
12 277
Rent expense ✔
N5
10 800
Wages ✔
N6
18 700
Stationery ✔
N7
9 280
470
✔ 368 978
368 978
Activity 18.12
1. Middle order; 2. Higher order (18)
Trial Balance of Hair To Do on 31 March 2020
Balance Sheet accounts
Fol.
Debit
Capital ✔
B1
Drawings ✔
B2
8 500
Land and buildings ✔
B3
125 500
Vehicles ✔
B4
70 000
Credit
178 660
Equipment ✔
B5
18 250
Bank ✔
B6
25 568
Cash float ✔
B7
200
Nominal accounts
Current income ✔
N1
80 596
Advertisements ✔
N2
320
Trading licence ✔
N3
420
Rent income ✔
N4
3 100
Rent expense ✔
N5
4 000
Wages ✔
N6
8 298
Stationery ✔
N7
260
Packing material ✔
N8
830
Water and electricity ✔
N9
210
✔ 262 356
✔ 262 356
Guide the learners towards writing down the format of the Trial
Balance first before they investigate the Trial Balance in the activity
for errors. The fact that the amounts are in the incorrect columns and
that the Balance Sheet accounts and Nominal accounts are shuffled,
can be confusing.
174
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Activity 18.13
Middle order (7)
1.
2.
3.
4.
5.
6.
7.
This will show up. ✔
This will not show up. ✔
This will show up. ✔
This will not show up. ✔
This will not show up. ✔
This will show up. ✔
This will not show up. ✔
Activity 18.14
Higher order (30)
Learners read the case study for this activity in the Learner’s Book and
compile a Trial Balance for Thaba Strategic Services on 30 June 2015.
They write a paragraph reflecting the bank’s reaction to the business’s
application for an overdraft facility.
It will help if the learners first write down the format of the Trial
Balance and then the amounts that affect each account in brackets
next to it. The amounts can then be added at the end to get a total for
each account.
Trial Balance of Thaba Strategic Services on 30 June 2015
Balance Sheet accounts
Fol.
Debit
Capital (29 460 + 3 500) ✔✔✔
B1
Drawings (210 + 234) ✔✔✔
B2
444 00
Vehicles ✔
B3
23 500 00
Equipment ✔
B4
1 800 00
Bank ✔
B5
12 963 00
Cash float ✔
B6
50 00
Credit
32 960 00
Nominal accounts
Current income (9 535 + 3 202,60) ✔✔✔
N1
Rent expense (1 400 + 700) ✔✔✔
N2
2 100 00
12 737 60
Electricity (680 + 40) ✔✔✔
N3
720 00
Consumable goods (1 020 + 533 + 224,60)
✔✔✔✔
N4
1 777 60
Stationery (120 + 323) ✔✔✔
N5
443 00
Wages (800 + 550 + 550) ✔✔✔✔
N6
1 900 00
45 697 60
45 697 60
The balance of the bank account can be calculated in 2 ways:
1. By balancing the Trial Balance:
Add the totals on the credit side (R32 960 + R12 737,60
= R45 697,60) and subtract the added totals on the debit side
(R444 + R23 500 + R1 800 + R50 + R2 100 + R720 + R1 777,60
+ R443 + R1 900 = R32 734,60) from that: (R45 697,60 –
R32 734,60 = R12 963).
LESSON BY LESSON
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2. By subtracting and adding the transactions from the bank’s
opening balance:
(R9 415 + R3 500 – R234 + R3 202,60 – R700 – R40 – R533 –
R224,60 – R323 – R550 – R550 = R12 963)
Thabo Strategic Services’ cash flow improved from R9 415 to
R12 963. Their expenses compare well with their income. The bank
would probably approve an overdraft facility.
Activity 18.15
Middle and Lower order (46)
General Ledger of Cutting Edge
Balance Sheet accounts
Dr
Date
2013
May
Drawings
Details
01 Balance
Fol.
b/d
30 Bank ✔
B2
Amount Date
Details
Fol.
Cr
Amount
✔ 2 154 00
✔ 850 00
✔ 3 004 00
(4)
Dr
Date
2013
May
Equipment
Details
01 Balance
Fol.
b/d
09 Bank ✔
B4
Amount Date
Details
Fol.
Cr
Amount
✔ 18 650 00
✔ 5 320 00
16 Bank ✔
✔ 415 00
✔ 24 385 00
(6)
Nominal accounts
Dr
Date
Current Income
Details
Fol.
Amount Date
2013
May
N1
Details
01 Balance
Cr
Fol.
Amount
b/d
✔ 15 535 00
Bank ✔
✔ 180 00
04 Bank ✔
✔ 320 00
09 Bank ✔
✔ 480 00
12 Bank ✔
✔ 250 00
Bank ✔
✔ 3 900 00
22 Bank ✔
✔ 1 440 00
✔ 22 105 00
(14)
Dr
Date
Rent Income
Details
Fol.
Amount Date
2013
May
N2
Details
01 Balance
Bank ✔
Cr
Fol.
Amount
b/d
✔ 1 060 00
✔ 800 00
✔ 1 860 00
(4)
176
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Dr
Date
2013
May
Wages
Details
Fol.
01 Balance
N3
Amount Date
b/d
Details
Fol.
Cr
Amount
✔ 1 360 00
04 Bank ✔
✔ 1 200 00
24 Bank ✔
✔ 20 00
✔ 2 580 00
(6)
Dr
Date
2013
May
Consumable Goods
Details
Fol.
01 Balance
b/d
Amount Date
N4
Details
Fol.
Cr
Amount
✔ 2 436 00
07 Bank ✔
✔ 250 00
16 Bank ✔
✔ 616 00
25 Bank ✔
✔ 871 00
✔ 4 173 00
(8)
Dr
Date
2013
May
Stationery
Details
Fol.
01 Balance
Amount Date
b/d
N5
Details
Fol.
Cr
Amount
✔ 156 00
20 Bank ✔
✔ 93 00
✔ 249 00
(4)
Activity 18.16
Lower order (14)
LEDGER ACCOUNT
SECTION
1.
Equipment
Balance Sheet section ✔
2.
Consumable goods
Nominal accounts section ✔
3.
Wages
Nominal accounts section ✔
4.
Current Income
Nominal accounts section ✔
5.
Land and Buildings
Balance Sheet section ✔
6.
Rent Income
Nominal accounts section ✔
7.
Water and Electricity
Nominal accounts section ✔
8.
Vehicles
Balance Sheet section ✔
9.
Capital
Balance Sheet section ✔
10. Telephone
Nominal accounts section ✔
11.
Balance Sheet section ✔
Drawings
12. Cash Float
Balance Sheet section ✔
13. Material Cost
Nominal accounts section ✔
14. Bank
Balance Sheet section ✔
LESSON BY LESSON
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Informal assessment
Activities 18.1—18.4: Learners mark their own work from the board. Respond to any
queries as you work through the activities and monitor learners who are struggling.
(156)
Activity 18.5: Learners check their own work while you do the activity on the board.
Monitor their progress and understanding. (26)
Activities 18.6—18.7: Learners check their own work while you do the activity on the
board. If your time is limited, give learners a handout with the answers to the activities to
mark their own answers. Monitor their understanding as you work through the activities. (89)
Activities 18.8—18.9: Learners mark their own work or that of a partner while you do the
activities on the board. Check learners’ books to ensure that they mark their work correctly. (73)
Activities 18.10—18.11: Learners mark their own work or that of a partner while you do the
activities on the board. Check learners’ books to ensure that they mark their work correctly. (149)
Activities 18.12—18.13: Learners mark their own work or that of a partner while you do
the activities on the board. Monitor learners’ progress and understanding. (25)
Activity 18.14: Write the format of the activity on the board and give learners an opportunity
to come to the board and write down how they calculated a specific amount of an account. Assist
them with the calculation of the Bank amount. Monitor learners’ progress and understanding. (30)
Activities 18.15—18.16: Learners mark their own work while you do the activities on
the board or read out the answers. Monitor learners’ progress and understanding. For information
on Informal
assessment, refer to
the self-assessment,
peer assessment and
group assessment
templates in
Section 5 of this
Teacher’s Guide.
178
EMS (8ENG).indb 178
(60)
Consolidation
Fill in the missing words.
• An account is a place in the records of a business where monetary
values of transactions are collected and recorded.
• The difference between the total of debit amounts and the total of
credit amounts of an account is called the balance.
• Opening balances are always entered at the beginning of the
month in which the transactions take place.
• A credit entry is an entry on the credit side of a ledger account.
• The double-entry principle is the principle where every monetary
value of every transaction is entered in the ledger accounts as both
a debit entry and a credit entry.
• General Ledger is the name given for the collection of the
accounts of a business.
• Entries in the CRJ are called receipts and increase the Bank
account.
• Entries in the CPJ are called payments and decrease the Bank
account.
• Equipment is an Asset and is therefore debited.
• Rent income is income and is therefore credited.
• Bank is an Asset and increases on the debit side and decreases on
the credit side.
• Consumable goods is an expense and is therefore debited.
• Assets and Expenses have debit balances.
• Income and Liabilities have credit balances.
LESSON BY LESSON
TERM 4
6/5/13 3:56:02 PM
•
•
Capital is the owner’s personal account and has a credit balance.
The totals of the columns in the CRJ and CPJ are posted at the
end of the month.
Entries in the Sundry accounts column in the CRJ and CPJ are
posted on the specific day that the transaction takes place.
•
Extension
• Study the following accounts and calculate the missing figures
using your knowledge of posting and balancing ledger accounts.
Dr
Date
Capital
Details
Fol.
Amount Date
2014
Apr
B1
Details
01 Balance
Cr
Fol.
Amount
b/d
233 000 00
CRJ3
H
A
250 000 00
Dr
Date
2014
Apr
Bank
Details
01 Balance
30 Total receipts
Fol.
Amount Date
b/d
2014
34 223 00 Apr
D
24 100 00
B7
Details
Cr
Fol.
30 E
CPJ3
Balance
Amount
14 898 00
F
C
B
2014
May
01 Balance
G
C
Dr
Date
2014
Apr
B
Stationery
Details
01 I
16 Bank
Fol.
Amount Date
b/d
998 00
Cr
Fol.
Amount
L 00
K
29 J
N7
Details
CPJ3
412 00
1 933 00
•
A
R17 000
G
b/d
B
R58 323
H
Bank
C
R43 425
I
Balance
D
CRJ3
J
Bank
E
Total payments
K
CPJ3
F
c/d
L
R523
Study the following accounts and calculate the missing
figures using your knowledge of posting and balancing
ledger accounts.
Dr
Date
Current Income
Details
Fol.
Amount Date
2014
Feb
N1
Details
Cr
Fol.
01 Balance
A
28 Bank
C
Amount
B 00
5 990 00
50 410 00
LESSON BY LESSON
EMS (8ENG).indb 179
TERM 4
179
6/5/13 3:56:02 PM
Dr
Date
2014
Feb
Vehicle Expense
Details
Fol.
01 Balance
16 Bank
28 E
Amount Date
b/d
14 459 00
F
D
CPJ2
N5
Details
Fol.
Details
Fol.
Cr
Amount
200 00
16 545 00
Dr
Date
2014
Feb
Bank
Details
Fol.
Amount Date
b/d
2014
25 709 00 Feb
28 G
CRJ2
J 00
01 N
b/d
01 Balance
B6
28 Total payments
Balance
55 380 00
M
Cr
Amount
H
I 00
K
L 00
55 380 00
21 301 00
A
b/d
H
CPJ2
B
R44 420
I
R34 079
C
CRJ2
J
R29 671
D
R1 886
K
c/d
E
Bank
L
R21 301
F
CPJ2
M
March 2014
G
Total receipts
N
Balance
Revision Term 4
Learner’s Book pages 211—214
Topic 17: Levels and functions of management
Activity 1: Revise levels and functions of management
1.1 Explain why businesses need more than one level of
management. (2) Middle order
Managers need to work at all levels of the business to ensure that
employees are doing their jobs ✔ and that the business is running
smoothly. ✔
1.2 List the three levels of management. Name and briefly explain
each one, giving an example of each level. (9) Middle order
• Top-level managers run the whole business. ✔ They define
the business’s general vision and objectives and ensure that the
business achieves those objectives. ✔ Examples of top-level
managers are the CEO and the Board of Directors. ✔
• Middle-level managers run branches or departments in the
business. ✔ They report to top-level management. ✔ In very
large businesses, there can be two layers of management at
this level. Examples of middle-level managers are branch
managers, department managers and area managers. ✔
180
EMS (8ENG).indb 180
LESSON BY LESSON
TERM 4
6/5/13 3:56:02 PM
•
Lower-level managers work directly with employees to
supervise what employees do ✔ and to do administration
tasks such as performance appraisals and disciplinary hearings.
✔ Examples of lower-level managers are supervisors, floor
managers and foremen. ✔
1.3 State the main functions of management. (4) Lower order
Planning, ✔ leading, ✔ organising ✔ and controlling ✔
1.4 Write a paragraph to explain two of the functions you named
in Question 1.3. (Any 10 × 1 = 10) Middle order
Planning is a very important part of a manager’s duties. ✔
Managers need to know who is responsible for different tasks. ✔
This allows them to ensure that the work gets done properly. ✔
To plan a business successfully, managers need to know what the
business’s objectives are. ✔ They also need to be able to set goals
to achieve those objectives. ✔
Managers need good organising skills to ensure that their staff
members are working efficiently. ✔ An important part of
organising a business is communicating information. ✔ Managers
need to communicate the right information to the people who
need it. So they need good communication skills. ✔ Managers
also need to ensure that every staff member knows what his or
her tasks and responsibilities are, ✔ and see that staff are trained
properly and given the right tools to do their tasks. ✔
An important management role in a business is leading the people
in the business. ✔ The leader’s job is to inspire ✔ and motivate.
✔ Leaders find new ways of doing new things more effectively.
✔ If you are a manager, leadership skills will make you a better
manager. ✔
To control the work that staff members do in a business, managers
need to ensure that each staff member is properly qualified to do
his or her job. ✔ If somebody is not properly qualified, it is the
manager’s responsibility to train that person. ✔ Controls also
include things like financial procedures. ✔ If a business doesn’t
have set procedures and controls for dealing with things like
money, things could go wrong. ✔ Controlling the work done in a
business also involves evaluating people’s work as often as possible.
Managers must ensure that every staff member’s work is done
properly. ✔
1.5 Explain why controls are so important for management in a
business. (5) Middle order
If the business’s work is not controlled, the business will not run
efficiently. ✔ Staff will not be properly qualified to do their jobs
and the business’s finances may be mismanaged. ✔ Controls also
involve managers making sure that every staff member’s work is
done properly. ✔ When staff members do their work properly,
they give the business’s clients good service. ✔ Managers need to
evaluate their staff members often to ensure they are doing this. ✔
LESSON BY LESSON
EMS (8ENG).indb 181
TERM 4
181
6/5/13 3:56:02 PM
1.6 In addition to the functions of management you named in
Question 1.3, name two other management functions. (4)
Lower order
Making important decisions about the business; ✔✔ retrenching
and firing employees. ✔✔
1.7 List four characteristics that make a good manager.
(Any 4 × 1 = 4) Lower order
Learners list any four of the following characteristics:
• Qualified for his or her job ✔
• Has good people skills ✔
• Is trustworthy ✔
• Willing to put extra effort into the job ✔
• Makes sure that his or her employees are happy in their jobs ✔
• Takes responsibility for things ✔
• Is always punctual and organised ✔
• Sets a good example to others ✔
• Has a positive attitude ✔
1.8 List the three main management styles. (3) Lower order
Democratic or participatory; ✔ permissive, free-rein or laissez
faire; ✔ autocratic ✔
1.9 Use a table to compare the three main management styles. (10)
Middle order
Learners’ tables look something like this:
Democratic or participatory ✔ Free-rein or laissez faire ✔
Autocratic ✔
• Managers participate in the
process of getting the task
done ✔
• Allow people to participate in
the leadership process ✔
• Invite the group members to
be a part of the process of
completing the project ✔
• Managers dictate to others ✔
• Don’t give people a chance to
decide or participate ✔
• Managers delegate tasks to
others ✔
• Give them the freedom to
decide how to do tasks ✔
1.10 Describe which management style works best in times of
crisis. Give reasons for your answer. (7) Middle order
The autocratic style: ✔ it saves time ✔ because you don’t have
to consult with people ✔ or let them participate in the process.
✔ You simply tell them what to do, without giving them a
choice, ✔ and they must do it. ✔ This can save lives. ✔
1.11 Explain why you need to take into account the skills of the
people you are managing when you use management styles.
(6) Higher order
When the people you are managing have high skills levels in
the area in which you are managing them, ✔ they don’t need
to be told what to do because they are good at what they do.
✔ But when you manage people with few skills in your area
of management, ✔ you need to give them stronger guidance.
✔ If they choose how to do a task, they may be making an
uninformed choice, ✔ and not be able to do the task properly. ✔
182
EMS (8ENG).indb 182
LESSON BY LESSON
TERM 4
6/5/13 3:56:02 PM
Topic 18: General Ledger and Trial Balance of a
services business
Activity 2: Revise the General Ledger
2.1 Open the following General Ledger accounts for Plumb 4U
on 1 January 2019. Leave 6 lines for Bank, 5 lines each for
Drawings and Equipment and 4 lines each for the rest of the
accounts. Lower order
2.2 Use the completed CRJ and CPJ from Activity 14.8 in Term 3.
Post the balances to the ledger accounts. Middle order
2.3 Balance the ledger accounts at the end of the month.
Middle order
(68)
Capital
Drawings
Vehicles
Equipment
Bank
Cash float
Current income
Rent income
B1
B2
B3
B4
B5
B6
N1
N2
R155 000
R5 400
R65 500
R28 650
R75 278
R550
R35 535
R2 440
Wages
Rent expense
Material costs
Stationery
Water and electricity
Telephone
Insurance
N3
N4
N5
N6
N7
N8
N9
R3 360
R4 870
R4 436
R456
R886
R2 156
R1 433
2.1–2.3
General Ledger of Plumb 4U
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
Amount Date
2019
Jan
B1
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 155 000 00
02 Bank ✔
CRJ1
✔ 35 000 00
✔ 190 000 00
Dr
Date
2019
Jan
Drawings
Details
01 Balance
Fol.
Amount Date
b/d
✔ 5 400 00
25 Bank ✔
CPJ1
✔ 406 00
30 Bank ✔
CPJ1
B2
Details
Fol.
Cr
Amount
✔ 950 00
✔ 6 756 00
Dr
Date
2019
Jan
Vehicles
Details
Fol.
01 Balance
b/d
30 Bank ✔
CPJ1
Amount Date
B3
Details
Fol.
Details
Fol.
Cr
Amount
✔ 65 500 00
✔ 7 450 00
✔ 72 950 00
Dr
Date
2019
Jan
Equipment
Details
Fol.
Amount Date
01 Balance
b/d
✔ 28 650 00
09 Bank ✔
CPJ1
✔ 3 665 00
20 Bank ✔
CPJ1
B4
Cr
Amount
✔ 2 555 00
✔ 34 870 00
LESSON BY LESSON
EMS (8ENG).indb 183
TERM 4
183
6/5/13 3:56:02 PM
Dr
Date
2019
Jan
Bank
Details
01 Balance
31 Total receipts ✔
Fol.
Amount Date
b/d
2019
✔ 75 278 00 Jan
CRJ1
B5
Details
31 Total payments ✔
✔ 46 227 00
Balance ✔
Amount
CPJ1
✔ 29 244 00
c/d
✔ 92 261 00
121 505 00
2019
Feb
01 Balance
b/d
2019
Jan
121 505 00
✔ 92 261 00
Dr
Date
Cash Float
Details
Fol.
01 Balance
b/d
27 Bank ✔
CPJ1
Cr
Fol.
B6
Amount Date
Details
Fol.
Cr
Amount
✔ 550 00
✔ 155 00
✔ 705 00
Nominal accounts
Dr
Date
Current Income
Details
Fol.
Amount Date
2019
Jan
N1
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 35 535 00
31 Bank ✔
CRJ1
✔ 9 877 00
✔ 45 412 00
Dr
Date
Rent Income
Details
Fol.
Amount Date
2019
Jan
N2
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 2 440 00
31 Bank ✔
CRJ1
✔ 1 350 00
✔ 3 790 00
Dr
Date
2019
Jan
Wages
Details
Fol.
Amount Date
Balance
b/d
✔ 3 360 00
31 Bank ✔
CPJ1
✔ 2 010 00
N3
Details
Fol.
Cr
Amount
✔ 5 370 00
Dr
Date
2019
Jan
Material Costs
Details
Fol.
Amount Date
Balance
b/d
✔ 4 436 00
31 Bank ✔
CPJ1
✔ 4 087 00
N4
Details
Fol.
Cr
Amount
✔ 8 523 00
Dr
Date
2019
Jan
Rent Expense
Details
Fol.
Amount Date
01 Balance
b/d
✔ 4 870 00
04 Bank ✔
CPJ1
✔ 5 550 00
N5
Details
Fol.
Cr
Amount
✔ 10 420 00
184
EMS (8ENG).indb 184
LESSON BY LESSON
TERM 4
6/5/13 3:56:03 PM
Dr
Date
2019
Jan
Stationery
Details
Fol.
N6
Amount Date
01 Balance
b/d
✔ 456 00
31 Bank ✔
CPJ1
✔ 684 00
Cr
Details
Fol.
Details
Fol.
Details
Fol.
Amount
✔ 1 140 00
Dr
Date
2019
Jan
Water and Electricity
Details
Fol.
Amount Date
01 Balance
b/d
✔ 886 00
12 Bank ✔
CPJ1
✔ 793 00
N7
Cr
Amount
✔ 1 679 00
Dr
Date
2019
Jan
Telephone
Details
Fol.
Amount Date
01 Balance
b/d
✔ 2 156 00
25 Bank ✔
CPJ1
✔ 566 00
N8
Cr
Amount
✔ 2 722 00
Dr
Date
2019
Jan
Insurance
Details
Fol.
01 Balance
b/d
28 Bank ✔
CPJ1
Amount Date
N9
Details
Cr
Fol.
Amount
✔ 1 433 00
✔ 373 00
✔ 1 806 00
Activity 3: Revise the Trial Balance
3.1–3.4 Middle and Higher order
Learners can calculate the missing Bank amount in the CRJ in two ways.
Either R8 300 + R18 140 = R26 440 ✔✔ or by completing the Bank
column using the Analysis of receipts column. Add: R1 300 + R7 840
+ R12 500 + R4 800.
Learners can calculate the Cash float in the CPJ in two ways.
Either by subtracting the amounts in the Sundries from the total:
R8 488 – R3 125 – R3 125 – R88 – R450 – R112 – R122 – R466 –
R750 = R250 ✔✔✔✔ OR by subtracting the amounts in the Bank
column from the total of the Bank column R16 054 – R3 125 –
R3 125 – R88 – R1 250 – R1 750 – R800 – R112 – R800 – R322
– R800 – R122 – R466 – R750 = R2 544 ✔✔✔ R2 544 – Kyla
Motors = R2 544 – R444 – R1 850 = R250 ✔
General Ledger of Fast Fix Repairs
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
Amount Date
2015
Jun
B1
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 204 000 00
27 Bank ✔
CRJ6
✔ 12 500 00
✔ 216 500 00
LESSON BY LESSON
EMS (8ENG).indb 185
TERM 4
185
6/5/13 3:56:03 PM
Dr
Date
2015
Jun
Drawings
Details
Fol.
B2
Amount Date
01 Balance
b/d
✔ 1 555 00
28 Bank ✔
CPJ6
✔ 450 00
Details
Fol.
Cr
Amount
✔ 2 005 00
Dr
Date
2015
Jun
Vehicles
Details
01 Balance
Fol.
b/d
Amount Date
2015
Jun
Details
Equipment
Details
01 Balance
Fol.
b/d
B4
Amount Date
Details
Bank
Date
Details
Fol.
Amount Date
2015
Jun
01 Balance ✔
b/d
2015
5 119 00 Jun
Fol.
B5
Details
30 Total payments ✔
CRJ6 ✔ 26 440 00
Balance ✔
Fol.
CPJ6
c/d
31 559 00
2015
Jul
01 Balance ✔
b/d
2015
Jun
Fol.
01 Balance
b/d
15 Bank ✔
CPJ6
Cr
Amount
✔ 16 054 00
15 505 00
31 559 00
Cash Float
Details
Cr
Amount
15 505 00
Dr
Date
Amount
✔ 22 000 00
Dr
30 Total receipts ✔
Fol.
Cr
✔ 215 000 00
Dr
Date
B3
B6
Amount Date
Details
Fol.
Cr
Amount
✔ 550 00
✔ 250 00
✔ 800 00
Nominal accounts
Dr
Date
Current Income
Details
Fol.
Amount Date
2015
Jun
N1
Cr
Details
Fol.
Amount
01 Balance ✔
b/d
62 445 00
CRJ6
✔ 8 300 00
30 Bank ✔
✔ 70 745 00
Dr
Date
2015
Jun
Fuel
Details
Fol.
01 Balance
b/d
30 Bank ✔
CPJ6
Amount Date
N2
Details
Fol.
Cr
Amount
✔ 3 445 00
✔ 766 00
✔ 4 211 00
186
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LESSON BY LESSON
TERM 4
6/5/13 3:56:03 PM
Dr
Date
2015
Jun
Advertisements
Details
Fol.
01 Balance
b/d
20 Bank ✔
CPJ6
Amount Date
N3
Details
Fol.
Cr
Amount
✔ 1 776 00
✔ 112 00
✔ 1 888 00
Dr
Date
2015
Jun
Insurance
Details
01 Balance
Bank ✔
Fol.
Amount Date
b/d
✔ 886 00
CPJ6
✔ 750 00
N4
Details
Fol.
Cr
Amount
✔ 1 636 00
Dr
Date
2015
Jun
Stationery
Details
Fol.
01 Balance
b/d
28 Bank ✔
CPJ6
Amount Date
N5
Details
Fol.
Details
Fol.
Cr
Amount
✔ 354 00
✔ 88 00
✔ 442 00
Dr
Date
2015
Jun
Wages
Details
01 Balance
30 Bank ✔
Fol.
b/d
Amount Date
N6
Cr
Amount
✔ 2 530 00
CPJ6 ✔ 3 200 00
✔ 5 730 00
Dr
Date
2015
Jun
Electricity
Details
Fol.
01 Balance
b/d
05 Bank ✔
CPJ6
Amount Date
N7
Details
Fol.
Cr
Amount
✔ 1 130 00
✔ 122 00
✔ 1 252 00
Dr
Date
2015
Jun
Salaries
Details
01 Balance
Fol.
b/d
Amount Date
N8
Details
Fol.
Cr
Amount
✔ 11 220 00
30 Bank ✔
CPJ6
✔ 3 125 00
Bank ✔
CPJ6
✔ 3 125 00
✔ 17 470 00
Dr
Date
2015
Jun
Telephone
Details
Fol.
01 Balance
b/d
02 Bank ✔
CPJ6
Amount Date
N9
Details
Fol.
Cr
Amount
✔ 880 00
✔ 466 00
✔ 1 346 00
LESSON BY LESSON
EMS (8ENG).indb 187
TERM 4
187
6/5/13 3:56:03 PM
Dr
Repairs
Date
Details
2015
Jun
30 Bank ✔
Fol.
Amount Date
Fol.
Cr
Amount
CPJ6 ✔ 3 600 00
Dr
Date
N10
Details
Rent Income
Details
Fol.
N11
Amount Date
Details
2015
Jun
12 Bank ✔
Fol.
Cr
Amount
CRJ6 ✔ 5 640 00
3.5 Middle and Higher order
Trial Balance of Fast Fix Repairs on 30 June 2015
Balance Sheet accounts
Fol.
Debit
Capital
B1
Drawings
B2
✔ 2 005
Credit
✔ 216 500
Vehicles
B3
✔ 215 000
Equipment
B4
✔ 22 000
Bank
B5
✔ 15 505
Cash float
B6
✔ 800
Nominal accounts
Current income
N1
Fuel
N2
✔ 70 745
✔ 4 211
Advertisements
N3
✔ 1 888
Insurance
N4
✔ 1 636
Stationery
N5
✔ 442
Wages
N6
✔ 5 730
Electricity
N7
✔ 1 252
Salaries
N8
✔ 17 470
Telephone
N9
✔ 1 346
Repairs
N10
✔ 3 600
Rent income
N11
✔ 5 640
292 885
292 885
(85)
TOTAL MARKS: 217
Formal assessment
For information on how to assess learner’s assignments, controlled
tests, examinations, case studies and projects, please see Section 3
of this Teacher’s Guide.
Note: An actual end-of-year examination paper and memo can be
found in the Resources section at the end of this guide.
188
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LESSON BY LESSON
TERM 4
6/5/13 3:56:04 PM
GRADE 8
END-OF-YEAR EXAMINATION PRACTICE
PAPER: MEMO
TIME: 2 HOURS
Section A
TERM 4
TOTAL: 150 MARKS
Learner's Book pages 215—222
QUESTION 1
1. I
2. L
3. H
4. A
5. B
6. K
7. N
8. G
9. D
10. E
[10 × 2 = 20]
QUESTION 2
2.1 C
2.2 D
2.3 C
2.4 B
2.5 A
[5 × 2 = 10]
QUESTION 3
3.1 Shareholders ✔✔
3.2 Dividends ✔✔
3.3 General Ledger ✔✔
3.4 Legislative, executive, judicial ✔✔✔
3.5 Self-sufficient ✔✔
3.6 Borrowed capital/Loan capital ✔✔
3.7 Consumers ✔✔
[15]
Section B
QUESTION 4
4.1 Pay as you earn ✔✔
4.2 Direct taxation: income tax ✔✔ Business/company tax ✔
4.3 Indirect taxation: VAT ✔✔ Sin tax/custom duties/import/ tax/
municipal tax/fuel tax/transport tax (any 3)
4.4 Value-added tax ✔✔
Rate = 14% ✔
4.5 Defence ✔; economic affairs ✔; education ✔; health ✔; social
protection ✔; housing ✔; community services ✔ (any 5)
[18]
LESSON BY LESSON
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QUESTION 5
5.1 Development affects the environment in a negative way. ✔
An unhealthy, polluted and unsafe environment makes people
ill and makes it difficult to use resources productively. ✔ So,
people’s standard of living drops when development damages the
environment. ✔
5.2 When people are unemployed, they do not have a way of earning
an income. This means that they cannot access things such as
goods and services that make life more comfortable and meet their
needs. ✔ Unemployed people often have inadequate housing and
cannot afford healthcare and education ✔, so their standard of
living drops. ✔
5.3 Goods and services market: in an economy, all of the places where
goods and services are exchanged in economic transactions. ✔✔
5.4 The factor market: the market where people buy and sell the
factors of production’s services. It is the market where people buy
and sell productive resources. ✔✔
5.5 Goods market: ✔ This is a product that you can see and touch. ✔
[12]
SECTION C
QUESTION 6
General Ledger of Aiming High
Balance Sheet accounts
Dr
Date
Capital
Details
Fol.
Amount Date
2014
Jun
B1
Details
Cr
Fol.
Amount
01 Balance
b/d
✔ 135 375 00
05 Bank ✔
CRJ6
✔ 24 625 00
(3)
Dr
Date
2014
Jun
Drawings
Details
Fol.
01 Balance
b/d
Amount Date
B2
Details
Fol.
Cr
Amount
✔ 1 200 00
18 Bank ✔
CPJ6
✔ 5 200 00
22 Bank ✔
CPJ6
✔ 2 500 00
(5)
Dr
Date
2014
Jun
Land and Buildings
Details
Fol.
Amount Date
01 Balance
b/d
✔ 139 000 00
02 Bank ✔
CPJ6
✔ 35 000 00
B3
Details
Fol.
Cr
Amount
(3)
Dr
Equipment
Date
Details
2014
Jun
04 Bank ✔
Fol.
CPJ6
Amount Date
B4
Details
Fol.
Cr
Amount
✔ 8 700 00
(2)
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LESSON BY LESSON
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Dr
Date
2014
Jun
Bank
Details
Fol.
Amount Date
b/d
2014
✔ 4 765 00 Jun
01 Balance
30 Total receipts ✔
CRJ6
B5
Details
30 Total payments ✔
✔ 164 225 00
01 Balance
b/d
Amount
CPJ6 ✔✔ 55 850 00
Balance
c/d
168 990 00
2014
Jul
Cr
Fol.
✔ 113 140 00
168 990 00
✔ 113 140 00
(8)
Nominal accounts
Dr
Date
Current Income
Details
Fol.
Amount Date
2014
Jun
N1
Details
Cr
Fol.
01 Balance
b/d
30 Bank ✔
CRJ6
Amount
✔ 18 320 00
✔ 139 600 00
(3)
Dr
Date
2014
Jun
Stationery
Details
Fol.
Amount Date
01 Balance
b/d
✔ 1 125 00
30 Bank ✔
CPJ6
✔ 1 200 00
N2
Details
Fol.
Cr
Amount
(3)
If full marks are not obtained, add marks as follows:
Dates correct – 1 mark
Folio numbers correct – 1 mark
Use of terms Balance c/d and b/d – 1 mark [27]
QUESTION 7
Trial Balance of Walt Disney on 28 February 2014
Balance Sheet accounts ✔
Fol.
Debit
Capital
B1
Drawings
B2
✔ 1 500
Vehicles
B3
✔ 45 000
Equipment
B4
✔ 20 000
Bank
B5
✔ 15 732
Cash float
B6
✔ 1 000
Credit
✔ 80 000
Nominal accounts ✔
Current income
N1
Wages
N2
✔ 26 500
✔ 18 000
Telephone
N3
✔ 460
Stationery
N4
✔✔ 988
Water and electricity
N5
✔ 800
Rent expense
N6
✔ 2 400
Repairs
N7
✔ 320
Rates
N8
✔ 300
—1
✔ 106 500
106 500
[18]
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If the accounts are written in the wrong section, the learner does not
get the mark for the Balance Sheet accounts section or the Nominal
accounts section.
Section D
QUESTION 8
8.1 Natural resources: ✔
Land ✔
Labour: ✔
Labour, supervisors, workers ✔(any one)
Capital:✔Building, sewing machines, fabric,
overlocker, tables ✔(any 1)
Entrepreneurship: ✔
Assane’s entrepreneurship ✔
8.2 Natural resources:
Rental ✔
Labour:
Wages and salaries ✔
Capital:
Interest ✔
Entrepreneurship:
Profits ✔
[12]
QUESTION 9
Management level
Function
Example
TOP LEVEL ✔✔
• Run/manage the
whole business
• Define business’s
general vision and
objectives
• Ensure business
achieves these
objectives ✔✔
CEO/Board of
Directors ✔✔
MIDDLE LEVEL ✔✔
• Run branches/
departments in the
business
• Report to top-level
management ✔✔
Branch managers/
department
managers/area
managers ✔✔
LOWER LEVEL ✔✔
• Work directly
with employees
to supervise what
employees do
• Do administration
tasks ✔✔
Supervisors/floor
managers/foremen
✔✔
[18]
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LESSON BY LESSON
TOTAL: MARKS 150
TERM 4
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3. Formal Assessment
1. A
ssessment in Economic and
Management Sciences in Grade 8 194
2. Programme of Assessment 196
3. Formal Assessment Tasks 198
ormal Assessment Task 1:
F
Data response
198
ormal Assessment Task 2:
F
Project
202
ormal Assessment Task 3:
F
Case study
206
4. Tests and Examinations: Guidance
209
5. Recording and reporting 215
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1. Assessment in Economic and Management
Sciences in Grade 8
Assessment in Economic and Management Sciences focuses on the
knowledge, skills and values inherent in the activities of production,
consumption, exchange and making meaningful and informed
financial decisions in economic and social environments.
Economic and Management Sciences covers valuable skills such as
economic, entrepreneurship, financial and managerial skills that
prepare learners for success in different economic and business
environments. Teachers must consider all these skills when planning
teaching, learning and assessment activities.
Tasks should cover the content and concepts according to the
Annual Teaching Plan. They should include a variety of activities and
strategies that assess knowledge and skills. These assessment strategies
may form the focus of specific tasks or they may be used together as
part of a task.
In Economic and Management Sciences, the following forms of
assessment are preferred, although they are not the only ones that you
may use:
• projects
• tests (both class tests and controlled tests)
• data responses
• examinations
• oral presentations
• case studies
• assignments
• posters.
Assessment in Grade 8 is made up of:
• informal or daily assessment
• formal assessment.
In Study & Master Economic and Management Sciences Grade 8:
• Informal assessment advice is given as part of the lesson guidance
in the Lesson-by-lesson (Section 2) of this Teacher’s Guide.
• Detailed guidance and assessment tools for formal assessment are
provided in this section.
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Summary of formal assessments expected in Grade 8
Grade
Formal assessments
SBA (40%)
Final examination
(60%)
8
• 2 formal
assessments
• 1 formal assessment
— project
• 2 tests
• Mid-year
examination
• End-of-year
examination
Refer to Programme
of Assessment
Refer to Programme
of Assessment
Total
FORMAL ASSESSMENT
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100
195
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2. Programme of Assessment
The Programme of Assessment provided in Study & Master Economic
and Management Sciences Grade 8 is in line with the Curriculum and
Assessment Policy Statement (CAPS) for Economic and Management
Sciences and thus spreads out the formal assessment tasks throughout
the year. It is made up of assignments, controlled tests, case studies,
data responses, projects and exams. This is reflected in the table below.
Term
Week
Type of
formal
assessment
Tool(s) of
assessment
Content and topic focus
of assessment
Learner’s Book
and/or Teacher’s
Guide page
reference
Total
number of
marks of
task
Contribution
to year mark
1
5
Data
response
Rubric/
memo
The economy
• Topic 2: Government
• Topic 3: The National
Budget
Learner’s Book
pp. 27—28
Teacher’s Guide
pp. 198—202
30
80
1
10
Controlled
Test 1
(60 minutes)
Memo
The economy
• Topic 2: Government
• Topic 3: The National
Budget
• Topic 4: Standard of
living
Financial literacy
• Topic 5: Accounting
concepts
• Topic 6: Source
documents
Teacher’s Guide
pp. 60—62
50
2
6
Project
Rubric/
checklist
Entrepreneurship
• Topic 10: Factors of
production
Learner’s Book
pp. 102—103
Teacher’s Guide
pp. 202—206
50
2
9—10
Mid-year
exam
(60 minutes)
Memo
The economy
• Topic 2: Government
• Topic 3: The National
Budget
• Topic 4: Standard of
living
• Topic 11: The markets
Financial literacy
• Topic 5: Accounting
concepts
• Topic 6: Source
documents
• Topic 8: The accounting
cycle
• Topic 9: Cash Receipts
Journal of a services
business (1)
Entrepreneurship
• Topic 10: Factors of
production
Learner’s Book
pp. 112—116
Teacher’s Guide
pp. 93—95
75
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FORMAL ASSESSMENT
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Term
Week
Type of
formal
assessment
Tool(s) of
assessment
Content and topic focus
of assessment
Learner’s Book
and/or Teacher’s
Guide page
reference
Total
number of
marks of
task
Contribution
to year mark
3
7
Case study
Memo
Entrepreneurship
• Topic 15: Forms of
ownership
Learner’s Book
pp. 160—161
Teacher’s Guide
pp. 206—208
30
130
3
10
Controlled
Test 3
(60 minutes)
Memo
Financial literacy
• Topic 13: Cash Receipts
Journal of a services
business (2)
• Topic 14: Cash
Payments Journal of a
services business
Entrepreneurship
• Topic 15: Forms of
ownership
Teacher’s Guide
pp. 135—139
100
4
10
End-of-year
exam
(120
minutes)
Memo
The economy
• Topic 2: Government
• Topic 3: The National
Budget
• Topic 4: Standard of
living
• Topic 11: The markets
Financial literacy
• Topic 5: Accounting
concepts
• Topic 6: Source
documents
• Topic 8: The accounting
cycle
• Topic 9: Cash Receipts
Journal of a services
business (1)
• Topic 13: Cash Receipts
Journal of a services
business (2)
• Topic 14: Cash
Payments Journal of a
services business
• Topic 18: General
Ledger and Trial
Balance of a services
business
Entrepreneurship
• Topic 10: Factors of
production
• Topic 15: Forms of
ownership
• Topic 17: Levels
and functions of
management
Learner’s Book
pp. 215—222
Teacher’s Guide
pp. 189—192 and
222—231
150
SBA
150
Examination
Term 1: 80
Term 2: 125
Written examination: 150
Term 3: 130
Convert to 40%
Convert to 60%
Year mark: SBA + end-of-year examination = 100%
NOTE: The end-of-year examination mark allocation has been
set at 150 as per the examination mark allocation in the Grade 8
Programme of Assessment (CAPS page 29). However, this can be
changed to a mark out of 200 if necessary (as per CAPS page 28).
FORMAL ASSESSMENT
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3. Formal Assessment Tasks
When scheduling a task, the resource needs of a task must be
considered. For example, you may want to schedule a task on the
National Budget at the time when the Minister of Finance makes
his presentation. Alternatively, you may want to link tasks to other
significant or special days and events. You should allow time for
research, if necessary – perhaps during holidays or long weekends – so
that all learners can go to a library or interview people, or do whatever
the task requires.
Formal Assessment Task 1
Term 1, to be completed by Week 5
Marks: 30
Type of task: Data response
Economic and Management Sciences topic:
The economy
Topic 2: Government
Topic 3: The National Budget
Resources
Learner’s Book
pages 27–28
Photocopies of
assessment rubric
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Curriculum and Assessment Policy Statement
(CAPS) content
Topic 2:
• the meaning of government
• different levels of government
• the roles of the different levels of government in respect of
households in the use of resources and services (both as consumer
and producer)
• the roles of the different levels of government in respect of
businesses in the use of resources and services (both as consumer
and producer)
Topic 3:
• government revenue, being:
– direct tax
– indirect tax
• government expenditure on services such as education, health,
housing, social grants, transport, security, etc.
• the influence of the National Budget on growth and redressing of
economic inequalities
FORMAL ASSESSMENT
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Background
In this task, learners are required to:
• Use the information given to answer relevant questions.
• Show an understanding and retention of the relevant content.
• Use real-life case studies/scenarios/information to apply their
knowledge of the topics.
Outlining the task with the learners
•
•
•
•
•
Allow time in Term 1, immediately after you have completed
Topic 3 in Week 5, to talk about this Formal Assessment Task
with the learners.
Read through the task with them and answer any queries.
Allow learners one week to complete their responses.
Remind learners that they must apply the content that they have
learnt when they answer the questions.
Draw the learners’ attention to how the task will be assessed.
Assessing the task
1. The answers to the questions are below, including the mark
allocation per question.
2. When you mark learners’ answers, ensure that they have
understood the content and address any problems in your
feedback to them.
3. The task and its memorandum are below. Use the memorandum
to assess learners’ responses.
4. Record your assessments in the Formal Assessment Task 1 column
on the Record sheet for Formal Assessment Tasks 1, 2 and 3
(page 216).
Rating code
Description of competence
Percentage
7
Outstanding achievement
80—100
6
Meritorious achievement
70—79
5
Substantial achievement
60—69
4
Adequate achievement
50—59
3
Moderate achievement
40—49
2
Elementary achievement
30—39
1
Not achieved
0—29
FORMAL ASSESSMENT
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A. Use the following information to answer
Questions 1 to 6.
In the 2012 National Budget, the government said that it planned
to spend R844 billion on roads, hospitals, schools, dams, electricity
plants, ports and rail systems from 2012 to 2014. It also planned
to spend:
R41,6 billion on defence
R145 billion on economic affairs
R121,9 billion on health, including R450 million on improving
nursing colleges and R426 million on upgrading five major
hospitals
R207,3 billion on education
R98 billion on public safety
R120,1 billion on housing and community amenities
R157,9 billion on social protection.
•
•
•
•
•
•
•
Type of social grant
Spending in
2011/2012
Spending in
2012/2013
State old-age grant
R1 140
R1 200
State old-age grant, over 75s
R1 160
R1 220
War veterans grant
R1 160
R1 220
Disability grant
R1 140
R1 200
R741
R770
R1 140
R1 200
R265
R280
Foster-care grant
Care-dependency grant
Child-support grant
1. Where does the government get the money from to spend on
the areas in the information above? (2)
From indirect taxes, direct taxes, ✔charges, debt, interest and
investments ✔
2. The 2012 budget focused on infrastructure investment. Write
a paragraph to explain this statement using the information
above to guide you. (5)
The learners’ paragraphs should read something like this:
Infrastructure includes the structures such as roads, railways, schools
and clinics that a country needs to function properly. ✔✔ In 2012,
the National Budget aimed to invest more money in infrastructure.
✔ It did this by allocating more money than in previous years to
healthcare, such as nursing clinics and hospital upgrades; ✔ housing
and other amenities that communities use; roads; dams; schools;
power stations; harbours and railway systems. ✔
3. Explain briefly how the government’s expenditure in the areas
above will help to improve people’s standard of living. (5)
Investment implies that the government will get something back
for the money it spends. ✔ Its investment will improve people’s
lives, ✔ keep them healthy and productive, ✔ educate them and
improve their skills so that they will earn more and pay more
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FORMAL ASSESSMENT
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taxes. ✔ Economic growth will result, which in turn improves
people’s standard of living even more. ✔
4. South Africa has a skills shortage. What budget allocation in
the information above aims to help to improve the skills of the
South African workforce? (1)
R207,3 billion on education and R450 million on improving
nursing colleges ✔
5. Why are social grants an important part of government
expenditure? (3)
Social grants are amounts of money that the government gives
✔ to assist people who would otherwise not be able to support
themselves, ✔ such as the poor and the elderly. ✔
6. How did expenditure on social grants increase from
2011/2012 to 2012/2013? (2)
State old-age grant: increase of R60 per grant
State old-age grant, over 75s: increase of R60 per grant
War veterans grant: increase of R60 per grant
Disability grant: increase of R60 per grant
Foster-care grant: increase of R29 per grant
Care-dependency grant: increase of R60 per grant
Child-support grant: increase of R15 per grant ✔✔
B. Use the following information to answer Questions
7 to 10.
South Africa has nine provinces, eight metropolitan municipalities,
44 district municipalities and 226 local municipalities.
7. What do these figures tell you about how South Africa is
governed? (3)
It tells us that South Africa has provincial ✔ and local government
levels ✔ in its government. ✔
8. Why does South Africa need all of these municipalities? (3)
It needs the municipalities to administer the country’s different
areas and make the job of governing the provinces easier. ✔
National and provincial government alone cannot run all aspects
of the country efficiently. ✔ Local government is essential for
aspects of government such as service provision. ✔
9. What is the role of municipalities in governing South Africa?
(3)
Municipalities:
• provide a democratic and accountable government for local
communities ✔
• ensure that services are provided to communities ✔
• promote social and economic development. ✔
FORMAL ASSESSMENT
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10.
How are municipalities linked to standard of living? (3)
If municipalities do not do their jobs properly by providing
services and promoting social and economic development, ✔
people’s standard of living will drop. ✔ This is because they will
not have access to the services that make their lives comfortable,
safe and healthy. ✔
Formal Assessment Task 2
Term 2, to be completed by Week 6
Marks: 50
Type of task: Project
Economic and Management Sciences topic:
Entrepreneurship
Topic 10: Factors of production
Resources
Learner’s Book
pages 102–103
Photocopies of
assessment rubric
Curriculum and Assessment Policy Statement
(CAPS) content
•
•
•
•
•
•
•
capital
– borrowed capital
– own capital
labour
– unskilled labour
– semi-skilled labour
– skilled labour
the role of workers in the business
fair employment practices
natural resources
entrepreneurship
the remuneration of the factors of production
Background
The project requires the learners to:
• Complete the project in groups, partly in class time and partly
as homework.
• Visit a business in their area and find out about how the factors
of production apply to that business. You will need to help them
arrange a visit to a local business of their choice. If this is not
possible, you should try and organise a representative from the
business to come to the school to field the learners’ questions.
• Work through the four steps outlined in the project information
below and present their information as a report.
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Outlining the task with the learners
•
•
•
•
•
•
Give the learners plenty of notice for this Formal Assessment
Task. Allow time in Term 2, around Weeks 4 or 5 and again after
you have completed Topic 10, to talk about this project with the
learners. It must be completed by Week 6 of Term 2.
Begin each lesson, for the duration of the project, with a short
session in which you answer questions and gauge how well the
learners are progressing with their projects.
Read through the task with them and answer any queries.
Allow learners one week to complete the project.
Remind the learners to make sure that they complete all four steps.
Draw the learners’ attention to how the task will be assessed.
Assessing the task
1. The four steps of this project are outlined below. Guidelines have
been included after each step explaining how you can assist the
learners in preparing for their visits and making the necessary
arrangements.
2. Observe their preparation and group discussions carefully and make
notes if you need to, which will assist you in your assessments.
3. Make suggestions to the groups in your assessments about how
they could improve and give positive feedback about areas they
handled successfully. Value their input.
4. Ensure that the projects show evidence of the completion of all
four steps. Learners’ reports must include an introduction, body
paragraphs that summarise their findings and a conclusion.
5. Use the checklist and rubric below to assess the learners’ projects.
6. Record your assessments in the Formal Assessment Task 2 column
on the Record sheet for Formal Assessment Tasks 1, 2 and 3
(page 216).
Checklist
Give learners a mark out of 10 for how well they worked in a group.
The rest of the marks are as follows:
Did the group ...
Yes/No
prepare a comprehensive questionnaire that asked
relevant questions about the factors of production? (10)
conduct the business visit respectfully and efficiently
and make individual notes about the answers they
received? (10)
discuss their findings with equal contribution from all
group members? (10)
prepare a well-written report with an introduction,
summarising body paragraphs and conclusion, about
how the factors of production apply to the business
they visited? (10)
FORMAL ASSESSMENT
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Rubric
Rating code
204
EMS (8ENG).indb 204
Description of competence
Percentage
7
Outstanding achievement — the
group:
• prepared a comprehensive
questionnaire with appropriate and
insightful questions
• conducted the business visit
respectfully and efficiently and
made thorough individual notes
about the answers they received
• discussed their findings critically
with equal contribution from all
group members
• prepared a well-written report with
an introduction, summarising body
paragraphs and conclusion, about
how the factors of production
applied to the business they visited
80—100
6
Meritorious achievement — the
group:
• prepared a questionnaire with
many appropriate questions,
showing good insight
• conducted the business visit
respectfully and efficiently and
made individual notes about the
answers they received
• discussed their findings critically
with equal contribution from most
group members
• prepared a well-written report with
an introduction, summarising body
paragraphs and conclusion, about
how the factors of production
applied to the business they visited
70—79
5
Substantial achievement — the
group:
• prepared a questionnaire with
appropriate questions showing
some good insight
• conducted the business visit
respectfully and efficiently and
made some individual notes about
the answers they received
• discussed their findings with equal
contribution from most group
members
• prepared a report with an
introduction, summarising body
paragraphs and conclusion, about
how the factors of production
applied to the business they visited
60—69
FORMAL ASSESSMENT
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Rating code
Description of competence
Percentage
4
Adequate achievement — the group:
• prepared a questionnaire with
some relevant questions
• conducted the business visit and
some individuals made notes about
the answers they received
• discussed their findings with some
contribution from some group
members
• prepared a report with most of the
required features about how the
factors of production applied to the
business they visited
50—59
3
Moderate achievement — the group:
• prepared a few relevant questions
• conducted the visit but made very
few notes
• discussed their findings with little
enthusiasm and contribution from
group members
• prepared a report with some of the
required features about how the
factors of production applied to the
business they visited
40—49
2
Elementary achievement — the
group:
• prepared some questions, many of
which were not relevant
• conducted the visit inefficiently
and with little respect for the task
and made hardly any notes
• made a poor attempt to discuss
their findings
• prepared a poorly written report
with very few of the required
features
30—39
1
Not achieved — the group:
• did not prepare a questionnaire
• did not conduct the visit
• did not have a discussion
• did not prepare a report
0—29
Part 1: Prepare a questionnaire to take to the business
on your visit
Work with the learners to help them choose a feasible business and
write up questionnaires that will produce good results during the visit
to the business. Ensure that the groups are adequately prepared before
they do their visits.
Part 2: Visit the business
This part of the project will require good planning from your side.
Ensure that you have planned the visits for each group and that you
and the group members are punctual. If it is not possible for your
groups to visit the businesses, try to get a representative from the
business to come to the school to field the learners’ questions.
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Part 3: Discuss the answers to your questionnaire
Observe the group discussions and ensure that they are productive
and that all group members participate.
Part 4: Compile your information as a report
Learners work together fairly to compile all their information in a report.
They must remember to include an introduction, body paragraphs that
summarise their findings and a conclusion in their report.
Formal Assessment Task 3
Term 3, to be completed by Week 7
Marks: 30
Type of task: Case study
Economic and Management Sciences topic:
Entrepreneurship
Topic 15: Forms of ownership
Resources
Learner’s Book
pages 160–161
Photocopies of
memo
Curriculum and Assessment Policy Statement
(CAPS) content
•
•
•
•
•
•
•
•
the sole trader
partnerships
close corporations
private and public companies
the characteristics of the different forms of ownership
advantages and disadvantages of each form of ownership
their role in sustainable job creation
their role in sustainable use of natural resources
Background
In this task learners are required to:
• Read the information provided and answer the questions.
Outlining the task with the learners
•
•
•
•
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Allow time in Term 3, around Weeks 4–7 and after you have
completed Lessons 6–7 of Topic 15, to talk about this Formal
Assessment Task with the learners.
The task is to be completed partly in class and partly as
homework. Allow learners one or two weeks to complete the
case study.
Read through the task with them and answer any queries.
Draw the learners’ attention to how the task will be assessed.
FORMAL ASSESSMENT
6/5/13 3:56:05 PM
Assessing the task
1. The suggested answers for the questions are given in the memo
below. Please note that learners are required to apply their
knowledge of the content to the particular scenarios. Marks
should be awarded for all correct answers.
2. Record your assessments in the Formal Assessment Task 3 column
on the Record sheet for Formal Assessment Tasks 1, 2 and 3
(page 216).
Use the following memo to mark learner’s answers.
QUESTION 1
Sole trader ✔
QUESTION 2
•
•
•
•
They are sometimes called sole proprietors. ✔
They have full control of the business. ✔
They keep all of the profits they earn. ✔
They don’t have high costs to start up their businesses and their
businesses are easy to start. ✔
• They pay personal tax on their business profits. ✔
• Their businesses have no continuity. ✔
(Any 5 points)
QUESTION 3
•
The entire business is your responsibility, so you have to work
hard in every area of the business. ✔
• You are personally liable for all the business’s debts. ✔
• If you are sick or want to go on holiday, the business has to close,
so you don’t make money in that time. ✔
• You pay personal tax on all the profits of the business. ✔
• You need to have the knowledge of the goods or services you are
selling, as well as managerial skills to run the business. ✔
• A small business seldom has a lot of money so it’s hard to expand
the business. ✔
(Any 4 points)
QUESTION 4
The new Companies Act that came into effect in South Africa on 1
May 2011 says that people can no longer form close corporations
after that date. Close corporations that existed before 1 May 2011
can continue to run, however – you are just not allowed start to a
new one. ✔✔
QUESTION 5
They will pay personal income tax. ✔
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QUESTION 6
In a partnership, there are two kinds of partners. General partners
are the partners involved in managing the business. Limited
partners are partners who can make investments in the business
but are not involved in running the business.
QUESTION 7
CIPC or Companies and Intellectual Properties Commission ✔
Vraag 8
•
•
•
•
You need to register your business with the CIPC. ✔
You also need to complete a Notice of Incorporation and, ✔
Reserve a company name. ✔
You then submit a Memorandum of Incorporation (MOI)
containing all directors’ and business details. ✔
QUESTION 9
a.
Advantages:
It is a separate legal entity ✔, so the company can only be sued to the
limit of its assets and the directors cannot be held liable for the debts
of the company. ✔
The company and its shareholders are protected by the Companies
Act, ✔ which means the rules regulating reporting and internal
controls, among others, reduce the risk of fraud and theft within the
company. ✔
It has continuity ✔, which means that if one of the directors sells his/
her shares or dies, the company will still continue to operate. ✔
Disadvantages:
It is relatively expensive to register ✔, because there are so many legal
requirements and forms to fill in. This could be a problem if they
don’t have cash to do this. ✔
A meeting must be held every year, ✔ which could become expensive
and problematic if directors live in different parts of the country. ✔
The company’s statements must be audited by an independent auditor
every year ✔, which involves detailed daily record-keeping according
to the law, and the expense of the audit each year. ✔
b.
Yes, it is a good idea ✔ to expand because the partners:
• can now raise additional capital ✔
• expand their business ✔
• have continuity in their business (less risk) ✔
• sell shares privately to raise money and ✔
• to get more shareholders with new skills ✔
(Any 2 reasons)
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4. Tests and Examinations: Guidance
•
•
•
Tests and examinations may include a variety of assessment styles
such as multiple-choice questions, one-line answers, true-andfalse questions, filling in the missing word, written paragraphs,
labelling diagrams and doing calculations.
Tests and examinations must be completed under strictly
controlled conditions.
The end-of-year examination for Grade 8 is set, marked and
moderated internally.
Tests and examinations must cater for a range of cognitive levels. The
following is the suggested weighting for the Senior Phase:
Cognitive levels
Activity
Percentage of task
Lower order
Assessing knowledge
and remembering
30%
Middle order
Assessing
understanding and
application
40%
Higher order
Analysing, evaluating
and creating
30%
Controlled Test 1
Term 1, Week 10
Marks: 50
Economic and Management Sciences topics:
The economy
• Topic 2: Government
• Topic 3: The National Budget
• Topic 4: Standard of living
Financial literacy
• Topic 5: Accounting concepts
• Topic 6: Source documents
Resources
Teacher’s Guide:
pages 60–62
A photocopy of the
test paper for each
learner
Curriculum and Assessment Policy Statement
(CAPS) content
Content, knowledge and skills covered in Topics 2–6
Background
•
You will find a photocopiable copy of Controlled Test 1 on
pages 60–61 of this guide. Photocopy the test for each learner.
FORMAL ASSESSMENT
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•
•
The first controlled test focuses on all material covered in Term 1
and should be written in Week 10 of Term 1.
These controlled tests follow a similar format as the examinations.
Outlining the task with the learners
•
•
Ensure that learners are aware from the beginning of Term 1
and remind them regularly that they will be assessed on content
covered in Topics 2–6.
Explain to the learners that controlled tests look the same and
require the same preparation as examinations.
Assessing the task
1. You will find a photocopiable memorandum for Controlled Test 1
on page 62 of this guide. You may photocopy this memorandum.
2. Mark the learners’ tests according to this memorandum.
3. Record learners’ marks in the Controlled Test 1 column on the
Record sheet for Controlled Tests 1 and 2 (page 217).
Mid-year examination
Term 2, Weeks 9–10
Marks: 75
Economic and Management Sciences topics:
The economy
• Topic 2: Government
• Topic 3: The National Budget
• Topic 4: Standard of living
• Topic 11: The markets
Financial literacy
• Topic 5: Accounting concepts
• Topic 6: Source documents
• Topic 8: The accounting cycle
• Topic 9: Cash Receipts Journal of a services business (1)
Entrepreneurship
• Topic 10: Factors of production
Resources
Learner’s Book
pages 112–116
Teacher’s Guide
pages 93–95
Curriculum and Assessment Policy Statement
(CAPS) content
Content, knowledge and skills covered in Terms 1–2
Background
The mid-year examination focuses on all material covered in Terms 1
and 2 and the questions require lower order, middle order and higher
order thinking skills from the learners.
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The examination is divided into three sections as follows:
• Section A: Topic: The economy
All questions are compulsory and learners are required to answer
questions in short sentences (16 marks)
• Section B: Topic: Financial literacy
All questions are compulsory and require learners to present and
apply their knowledge and skills (44 marks)
• Section C: Topic: Entrepreneurship
All questions are compulsory and learners are required to answer
questions to show understanding of content and solve problems
using the financial accounting they have learnt, in different
scenarios (15 marks)
Outlining the task with the learners
•
•
•
•
At the beginning of Term 2, spend some time discussing with
learners what material they will cover for the examination.
In Weeks 4 or 5 of Term 2, spend some time discussing the format
of the examination with the learners, including how much time
they will be given to complete it. You can refer to the notes in
‘Background’ above to help you with this explanation.
In Weeks 9–10 of Term 2, spend time preparing for the
examination.
Explain that the way the examination is structured means that
they will not be able to leave out any sections of work as they
prepare for it.
The task
•
•
The learners will find an examination practice paper on pages
112–116 of the Learner’s Book. The marking memorandum to
this paper appears on pages 93–95 of this guide (Section 2).
Use the format of this Mid-year examination practice paper
to prepare an actual Mid-year examination paper. Refer to the
guidelines here and in the CAPS document to help you. The
Learner’s Book also has a Study skills section that may be useful.
Assessing the task
1. Formulate a memorandum for the examination.
2. Mark the learners’ exams according to this memorandum.
3. Record learners’ marks in the Mid-year examination column on
the Record sheet for Mid-year and End-of-year examinations
(page 218).
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Controlled Test 2
Term 3, Week 10
Marks: 100
Economic and Management Sciences topics:
Financial literacy
• Topic 13: Cash Receipts Journal of a services business (2)
• Topic 14: Cash Payments Journal of a services business
Entrepreneurship
• Topic 15: Forms of ownership
Resources
Teacher’s Guide
pages 135–139
A photocopy of the
test paper for each
learner
Curriculum and Assessment Policy Statement
(CAPS) content
Content, knowledge and skills covered in Topics 13–15
Background
•
•
•
You will find a photocopiable copy of Controlled Test 2 on pages
135–137 of this guide. Photocopy the test for each learner.
The second controlled test focuses on all material covered in Term
3 and should be written in Week 10 of Term 3.
These controlled tests follow a similar format as the examinations.
Outlining the task with the learners
•
•
Ensure that learners are aware from the beginning of Term 3
and remind them regularly that they will be assessed on content
covered in Topics 13–15.
Explain to the learners that controlled tests look the same and
require the same preparation as examinations.
Assessing the task
1. You will find a photocopiable memorandum for Controlled
Test 2 on pages 138–139 of this guide. You may photocopy this
memorandum.
2. Mark the learners’ tests according to this memorandum.
3. Record learners’ marks in the Controlled Test 2 column on the
Record sheet for Controlled Tests 1 and 2 (page 217).
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End-of-year examination
Term 4, Weeks 7—10
Marks: 150
Economic and Management Sciences topics:
The economy
• Topic 2: Government
• Topic 3: The National Budget
• Topic 4: Standard of living
• Topic 11: The markets
Financial literacy
• Topic 5: Accounting concepts
• Topic 6: Source documents
• Topic 8: The accounting cycle
• Topic 9: Cash Receipts Journal of a services business (1)
• Topic 13: Cash Receipts Journal of a services business (2)
• Topic 14: Cash Payments Journal of a services business
• Topic 18: General Ledger and Trial Balance of a services business
Entrepreneurship
• Topic 10: Factors of production
• Topic 15: Forms of ownership
• Topic 17: Levels and functions of management
Resources
Learner’s Book
pages 215–222
Teacher’s Guide
pages 189–192 and
222–231
A photocopy of
the end-of-year
examination paper
for each learner
Curriculum and Assessment Policy Statement
(CAPS) content
Content, knowledge and skills covered in Terms 1–4
Background
The End-of-year examination focuses on all material covered during
the year and the questions require lower order, middle order and
higher order thinking skills from the learners. The examination is
divided into four sections as follows:
• Section A: Covers all the topics
All questions are compulsory and they require short, direct
answers that range from one word to a phrase or a sentence in
length (45 marks)
• Section B: Topic: The economy
All questions are compulsory and they require learners to present
and apply their knowledge and skills in answers that range from
short direct responses, full sentences in point form to extended
writing in short paragraphs (30 marks)
• Section C: Topic: Financial literacy
All questions are compulsory and learners are required to answer
questions to show understanding of content and solve problems
using the financial accounting they have learnt, in different
scenarios (45 marks)
FORMAL ASSESSMENT
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•
Section D: Topic: Entrepreneurship
All questions are compulsory and learners are required to use
their knowledge and skills to apply content to real-life scenarios
(30 marks)
Outlining the task with the learners
•
•
•
•
At the beginning of Term 4, spend some time discussing with
learners what material will be covered in the examination.
In Week 4 of Term 4, spend some time reminding learners
about the format of the examination, including how much time
they will be given to complete it. You can refer to the notes in
‘Background’ above to help you with this explanation.
In Weeks 8–9 of Term 4, spend time preparing for the
examination.
Explain that the way the examination is structured means that
they will not be able to leave out any sections of work as they
prepare for it.
The task
•
•
The learners will find an examination practice paper on pages
215–222 of the Learner’s Book. The marking memorandum to
this paper appears on pages 189–192 of this guide (Section 2).
An End-of-year examination paper for the actual examination
appears on pages 222–227 of this guide (Section 4). Photocopy
this examination paper for the learners.
Assessing the task
1. You will find a photocopiable memorandum for the actual Endof-year examination on pages 228–231 of this guide (Section 4).
You may photocopy this memorandum.
2. Mark the learners’ exams according to this memorandum.
3. Record learners’ marks in the End-of-year year examination
column on the Record sheet for Mid-year and End-of-year
examinations (page 218).
NOTE: The End-of-year examination mark allocation has been
set at 150 as per the examination mark allocation in the Grade 8
Programme of Assessment (CAPS page 29). However, this can be
changed to a mark out of 200 if necessary (as per CAPS page 28).
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5. Recording and reporting
The results of all Formal Assessment Tasks, tests and examinations
should be recorded and are used for reporting on learners’
performance each term.
Recording is a process by which you document the level of a
learner’s performance in a specific assessment task. Records of learner
performance should provide evidence of the learner’s conceptual
progression within a grade and her or his readiness to progress or be
promoted to the next grade. Records of learner performance should
also be used to verify the progress made by yourself and your learners
in the teaching and learning process.
The Programme of Assessment (pages 196–197) details how a learner’s
Economic and Management Sciences mark per term is arrived at.
The following photocopiable assessment recording tools are provided
in this guide:
• Record sheet for Formal Assessment Tasks 1, 2 and 3
• Record sheet for Controlled Tests 1 and 2
• Record sheet for Mid-year and End-of-year examinations
• Economic and Management Sciences assessment record sheet
Reporting is a process of communicating learner performance
to learners, parents, schools, and other stakeholders. Learner
performance can be reported in a number of ways. These include
report cards, parents’ meetings, school visitation days, parent-teacher
conferences, phone calls, letters, class or school newsletters, etc. Marks
in all subjects must be recorded in percentages. Reporting on learners’
progress in Economic and Management Sciences should be done
using the following seven rating codes and descriptors:
Rating code
Description of competence
Percentage
7
Outstanding achievement
80—100
6
Meritorious achievement
70—79
5
Substantial achievement
60—69
4
Adequate achievement
50—59
3
Moderate achievement
40—49
2
Elementary achievement
30—39
1
Not achieved
0—29
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Learners’ names
MARK
MARK
PERCENTAGE
50 marks
30 marks
PERCENTAGE
Formal Assessment Task 2
Formal Assessment Task 1
Record sheet for Formal Assessment Tasks 1, 2 and 3
Class:
Year:
MARK
30 marks
PERCENTAGE
Formal Assessment Task 3
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Learners’ names
MARK
MARK
PERCENTAGE
Controlled Test 3
100 marks
Year:
Controlled Test 1
50 marks
Record sheet for Controlled Tests 1 and 2
Class:
PERCENTAGE
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MARK
MARK
PERCENTAGE
End-of-year examination
150 marks
Mid-year examination
75 marks
PERCENTAGE
Note: The End-of-year examination mark allocation has been set at 150 as per the examination mark allocation in the Grade 8 Programme of Assessment
(CAPS page 29). However, this can be changed to a mark out of 200 if necessary (as per CAPS 28).
Learners’ names
Record sheet for Mid-year and End-of-year examinations
Class: Year:
FORMAL ASSESSMENT
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30
Data response
50
Controlled
test
50
Project
75
Mid-year exam
Term 2
30
Case study
100
Controlled
test
Term 3
150
End-of-year
exam
Term 4
485
Total for the
year
%
Divide
learner’s
mark by 485
and multiply
by 100
Note: The End-of-year examination mark allocation has been set at 150 as per the examination mark allocation in the Grade 8 Programme of Assessment
(CAPS page 29). However, this can be changed to a mark out of 200 if necessary (as per CAPS 28).
Learners’ names
Marks
Date of
assessment:
Name of task
Term 1
Economics and Management Sciences assessment record sheet
Grade:
Class:
Year:
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4. Resources
1. A
ctual End-of-year examination paper
and marking memorandum 222
2. PowerPoint CD
232
3. L
ist of useful reading material and
Internet resources
233
4. Glossary for teachers
234
5. Lesson plan template
239
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1. Actual End-of-year examination paper and
marking memorandum
GRADE 8
TIME: 2 HOURS
END-OF-YEAR EXAMINATION
TERM 4
TOTAL: 150 MARKS
SECTION A
QUESTION 1 [10 marks; 8 minutes]
TASK
Choose the correct answer and write down only the correct letter next
to the number.
1.1 The national government has three branches, namely:
A: Legislative, executive and judicial
B: Provincial, regional and executive
C: Legislative, executive, local
D: None of the above
1.2 If a company disposes of assets to the value of R19 000 and has
liabilities to the value of R500, the equity is:
A: not possible to calculate
B: R19 500
C: R19 000
D: R18 500
1.3 The first three steps in the accounting cycle are
A: Transaction, source document, journals
B: Journals, transaction, source document
C: Source document, transaction, journals
D: Transaction, accounting equation, source document
1.4 What is the minimum number of people that would be required
to establish King Food CC?
A: 2
B: A minimum of 7
C: 1
D: 5
1.5 Double entry means:
A: Both accounts are debited
B: Both accounts are credited
C: The same account is debited and credited
D: One account is debited and another account is credited
(5 × 2 = 10)
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QUESTION 2
[10 marks; 8 minutes]
TASK
Indicate whether the following statements are TRUE or FALSE.
Only write the number and TRUE or FALSE.
2.1 Current assets can be converted into cash more easily.
2.2 The financials of a close corporation must be audited.
2.3 Each cheque payment is an expense for the business.
2.4 SMME stands for small, medium and micro-enterprises.
2.5 The Minister of Finance announces the budget in February
every year.
(5 × 2 = 10)
QUESTION 3
[10 marks; 8 minutes]
TASK
Fill in the missing word(s).
3.1 South Africa has three levels of government, namely
the national, _______________________ and
_____________________________ government.
3.2 All transactions are always analysed and recorded from the
perspective of the ___________________________.
3.3 The owners of a company are called
______________________________.
3.4 Goods and services are produced in response to the needs and
wants of the _____________________.
3.5 A company’s profit is paid to its owners in the form of
_____________________.
(5 × 2 = 10)
QUESTION 4
[10 marks; 8 minutes]
TASK
Match the term in Column A to the explanation in Column B. Only
write the number and letter from each column.
Column A
Column B
1.
Direct tax
A
Access to goods and services that
make your life more comfortable
2.
Fixed assets
B
VAT
3.
Skilled labour
C
Do not do all the tasks yourself, ask
other people to do the tasks
4.
Delegate
D
Has a long lifespan
5.
Standard of living
E
Income tax
F
Work requiring a high level of skills
and training
G
Possessions
(5 × 2 = 10)
[40]
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SECTION B
QUESTION 5
[16 marks; 13 minutes]
TASK
Read the following case study and answer the questions.
There are steps in the budget to rectify the inequalities of the past.
The main objective of the South African Constitution is to repair
the disunity of the past and to build a society based on democratic
values and human rights. Reconstruction and development is geared
to meet the basic needs of all South Africans. This includes housing,
health clinics, water supply, nutrition programmes, social services
and child support. Other objectives are creating jobs, building
sustainable communities and developing human resources through
education and skills training.
The priorities of provincial governments vary according to the
needs of the communities living in that province. By 2014, the South
African government wants to have unemployment reduced by half.
They aim to achieve this by providing work through empowerment
and developing a major economic infrastructure. Government’s
objective is to obtain local and international investments for its
projects and to encourage sustainable development.
HIV/Aids is a source of concern in all the provinces and all nine
provinces are focused on improving the infrastructure of health
care and hospital management to cope with all health problems, but
especially the care and treatment of the HIV/Aids epidemic.
The government aims to develop skills related to economic demands
through skills training, while crime prevention and the problem of
violence is also a source of concern that is addressed in the budget.
Another objective of the government is to improve public services
through good leadership and transformation.
5.1 Name any THREE areas that the government should make
provision for in the budget. (6)
5.2 ‘The government should try to correct the mistakes of the past.’
Name TWO ways in which the government can achieve this. (4)
5.3 Explain what is meant by infrastructure. (2)
5.4 What does ‘transformation’ mean in the last sentence of the case
study? (2)
5.5 The South African Constitution wishes to build a society based
on TWO aspects. Name them. (2)
[16]
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QUESTION 6
[14 marks; 11 minutes]
This diagram shows what would happen if Sizwe Supermarket were to
increase its capital and labour investment.
TASK
Study the diagram below and then answer the questions.
Invest in capital
and labour
Increased productivity and profit
Households obtain
more income
Contribute to
economic growth
Government obtains
more money
6.1 How can Sizwe Supermarket increase its investment in capital?
Give two examples. (4)
6.2 How can Sizwe Supermarket increase its investment in labour?
Give two examples.
(4)
6.3 When your business invests in capital and labour, does this
increase your productivity and profit? Why? (2)
6.4 Explain how households would obtain more income and how this
can contribute to economic growth and prosperity. (2)
6.5 Explain how the government would obtain more income and how
this can contribute to economic growth and prosperity. (2)
[14]
SECTION C
QUESTION 7 [36 marks; 29 minutes]
This company repairs and installs computers.
TASK
Analyse each transaction by completing the table below.
No. Transaction
Source
document
Journal
Account
debit
Account
credit
e.g. Pay R50 to Point
Tennis Club as a
donation
Cheque
counterfoil
CPJ
Donations
Bank
1.
The owner, Ms
Allen, increases
her capital
contribution by
R15 000
2.
Ms Allen, the
owner, draws a
cheque to pay her
private phone bill,
R200
Amount
A
OE
R50
—
—
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No. Transaction
3.
Receive R163
for repairs to
computers
4.
Buy a printer for
office use, R1 299
5.
Pay the weekly
wages, R1 100
6.
Receive rent for
an exhibition held
at the company's
premises for
R2 500
Source
document
Journal
Account
debit
Account
credit
Amount
A
OE
[36]
QUESTION 8
[14 marks; 11 minutes]
TASK
The following Trial Balance has been drawn up by an inexperienced
bookkeeper. Rewrite it, correct ALL errors and fill in all the required
information.
Establish what the balance of the Capital account is.
Trial Balance of Gerber Services on 30 November 2014
Balance Sheet accounts
Fol.
Debit
Credit
Capital
R?
Drawings
18 000
Wages
36 200
Equipment
27 140
Land and buildings
159 000
Nominal accounts
Current income
Telephone
Water and electricity
129 190
1 650
26 720
Bank
133 010
Vehicles
70 000
Stationery
4 170
316 890
288 190
[14]
SECTION D
QUESTION 9 [11 marks; 9 minutes]
TASK
Study the following advertisement for a position you want to apply
for and answer the questions.
226
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MOQHAKE MUNICIPALITY
BOOKKEEPER
Salary: R140 253, 72 — R156 601, 71 per year (Level 4)
Prerequisites:
• Further qualifications majoring in Accounting
• Computer literacy
• Knowledge of Venus system would be beneficial
Responsibilities: • Handle credits and debits • Approve journals
• Balance receivables • Set off overdrafts • Handle enquiries
• Handle correspondence
Enquiries: Personnel Department, Ms N Montsitisi Tel. 056 011 020
2nd floor, Municipal Offices, Kroonstad
Address applications to: The Municipal Manager, P O Box 222,
Kroonstad, 0812 by 15 September 2014.
9.1 Who will be your employer? (2)
9.2 What position are you applying for? (2)
9.3 Indicate the level of the position. (2)
9.4 What would your yearly remuneration be for this position? (2)
9.5 Name THREE specific responsibilities that you will have
to fulfil. (3)
[11]
QUESTION 10
[10 marks; 8 minutes]
TASK
Complete the following table.
Sole trader
Partnership
Number of owners
Where do they get the money
from to start the business?
To whom does the profit belong?
Is the business a juristic (legal)
person?
Who assumes liability for debt?
[10]
QUESTION 11 [9 marks; 7 minutes]
11.1Name THREE leadership and management styles and explain
each. [9]
TOTAL: MARKS 150
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GRADE 8
END-OF-YEAR EXAMINATION: MEMO
TIME: 2 HOURS
TERM 4
TOTAL: 150 MARKS
SECTION A
QUESTION 1
1.1 A ✔✔
1.2 D ✔✔
1.3 A ✔✔
1.4 C ✔✔
1.5 D ✔✔
(5 × 2 = 10)
QUESTION 2
2.1 True ✔✔
2.2 False ✔✔
2.3 False ✔✔
2.4 True ✔✔
2.5 True ✔✔
(5 × 2 = 10)
QUESTION 3
3.1 Provincial and local ✔✔
3.2 Business or enterprise ✔✔
3.3 Shareholders ✔✔
3.4 Consumers ✔✔
3.5 Dividends ✔✔
(5 × 2 = 10)
QUESTION 4
1.
2.
3.
4.
5.
E ✔✔
D ✔✔
F ✔✔
C ✔✔
A ✔✔
(5 × 2 = 10)
SECTION B
QUESTION 5
5.1 Education, housing, health, social services, child support, welfare,
transport, security, water and agriculture (any 3 × 2 = 6)
5.2 Social grants ✔✔
Free education for the poor ✔✔
Free primary healthcare for the poor ✔✔
Free water and electricity for the poor ✔✔
(any 2 × 2 = 4)
5.3 Infrastructure means buildings, roads, electricity supply required
for a society to operate ✔✔
(2)
5.4 Transformation means change ✔✔
(2)
5.5 Democratic values and human rights ✔✔
(2)
[16]
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QUESTION 6
6.1 Buy a bigger building, ✔✔ buy more cash registers ✔✔ and
equipment, buy a vehicle, ✔✔ build more parking places, and
buy more stock. ✔✔
(any 2 × 2 = 4)
6.2 Appoint more employees, ✔✔ provide staff training and increase
salaries or wages, or benefits. ✔✔
(any 2 × 2 = 4)
6.3 Yes, investing in capital and labour make it easier for businesses to
produce more goods ✔ the more you produce, the more you can
sell and the higher the profit you can make. ✔
(2)
6.4 Income of households increase when wages and salaries increase.
✔ Then they spend more money on goods and services and
increase economic growth and progress. ✔
(2)
6.5 The government’s income increases when its revenue from taxes
increases. When businesses increase their profits, they pay more
taxes and this means an increase in government revenue. The
government has more money to spend on the budget and to
provide services to the country. ✔ Government also contributes to
the economic prosperity and growth by spending more money on
government programmes. ✔
(2)
[14]
SECTION C
QUESTION 7
No. Transaction
Source
document
Journal
Account
debit
Account
credit
e.g. Pay R50 to Point
Tennis Club as a
donation
Cheque
counterfoil
CPJ
Donations
Bank
Deposit slip/
duplicate
receipt✔
CRJ✔
Bank✔
Capital✔
Amount
A
OE
R50
—
—
1.
The owner, Ms
Allen, increases
her capital
contribution by
R15 000
2.
Cheque
CPJ✔
Ms Allen, the
counterfoil✔
owner, draws a
cheque to pay her
private phone bill,
R200
Drawings✔ Bank✔
3.
Receive R163
for repairs to
computers
Duplicate
receipt✔
Bank✔
4.
Buy a printer for
office use, R1 299
Cheque
CPJ✔
counterfoil✔
Equipment Bank✔
✔
R1 299 +✔
—✔
5.
Pay the weekly
wages, R1 100
Cheque
CPJ✔
counterfoil✔
Wages✔
Bank✔
R1 100 —✔
—✔
6.
Receive rent for
Duplicate
an exhibition held receipt✔
at the company's
premises for
R2 500
Bank✔
Rent
income✔
R2 500 +✔
+✔
CRJ✔
CRJ✔
Current
income✔
R15 000 +✔
+✔
R200 —✔
—✔
R163 +✔
+✔
[36]
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QUESTION 8
[14 marks; 11 minutes]
Trial Balance of Gerber Services on 30 November 2014
Balance Sheet accounts ✔
Fol.
Debit
Capital
Credit
✔✔346 700
Drawings
✔18 000
Land and buildings
✔159 000
Vehicles
✔70 000
Equipment
✔27 140
Bank
✔133 010
Nominal accounts✔
Current income
✔129 190
Wages
✔36 200
Telephone
✔1 650
Water and electricity
✔26 720
Stationery
✔4 170
475 890
475 890
[14]
SECTION D
QUESTION 9
[11 marks; 9 minutes]
9.1 Moqhake Municipality ✔✔
9.2 Bookkeeper ✔✔
9.3 Level 4 position ✔✔
9.4 R140 253, 72 – R156 601, 71 per year ✔✔
9.5 ✔ Handle credits and debits ✔ Approve journals ✔ Balance
receivables ✔ Set off overdrafts ✔ Handle enquiries ✔ Handle
correspondence
(any 3 × 1 = 3)
[11]
QUESTION 10
[10 marks; 8 minutes]
Sole trader
Partnership
Number of owners
1✔
2—20 ✔
Where do they get
the money from to
start the business?
Own money/can take
a loan from a bank ✔
Partners’ own money/
can take a loan from a
bank ✔
To whom does the
profit belong?
Owner ✔
Partners divide
it according to
the Partnership
Agreement ✔
Is the business
a juristic (legal)
person?
No ✔
No ✔
Who assumes liability Owner ✔
for debt?
230
EMS (8ENG).indb 230
All the partners
(jointly and severally)
✔
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QUESTION 11
[9 marks; 7 minutes]
11.1Laissez faire/permissive/free-rein style: ✔ a management style in
which you delegate tasks to others and give them the freedom to
decide how to do tasks. ✔✔
Democratic/participatory management style: ✔ a management
style in which managers participate in the process of getting the
task done. ✔✔
Autocratic management style: ✔ a management style in which
you dictate to people what they must do without giving them a
chance to decide or participate. ✔✔ [9]
TOTAL: MARKS 150
RESOURCES
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2. PowerPoint CD
This Teacher’s Guide comes with a CD that provides MS PowerPoint
slides for some of the Economic and Management Sciences lessons.
232
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3. List of useful reading material and Internet resources
1. Read as much literature as you can that is relevant to Economic
and Management Sciences:
• Financial magazines e.g. Financial Mail
• Financial newspapers e.g. Business Day and the financial
sections in newspapers e.g. Personal Finance section in the
Sunday Times
• Internet websites dealing with national and international
financial and economic matters, especially entrepreneurs and
entrepreneurship
• National Geographic for information on people and their life
circumstances around the world.
2. Stay abreast of current affairs and events that impact the South
African and global economies e.g. natural disasters.
3. Find various statistics that support the information you are
teaching at Statistics SA http://www.statssa.gov.za/ (e.g. Statistics
SA Quarterly Labour Reports).
4. Websites such as http://www.info.gov.za offer current information
on the South African government and copies of state documents
e.g. the Companies Act: http://www.info.gov.za/view/
DownloadFileAction?id=98894) and social grants http://www.
info.gov.za/aboutsa/socialdev.htm and http://www.dsd.gov.za/
5. Financial information can also be found on the National Treasury
website http://www.treasury.gov.za/ and the 2012 National
Budget Speech, for example on http://www.treasury.gov.za/
documents/national%20budget/2012/speech/speech.pdf
6. Another useful website for information about the government
and South Africa: http://www.southafrica.info/about/government/
gov.htm
7. South African Revenue Service: http://www.sars.gov.za/
8. Information on labour legislation and other labour matters:
http://www.labour.gov.za/
RESOURCES
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4. Glossary for teachers
accountability – the acknowledgement and assumption of
responsibility for your actions, duties and decisions. Someone who is
accountable should be able to justify and explain his/her decisions and
actions
accounting concepts – words that are used in accounting (e.g. assets,
owner’s equity, liabilities)
accounting cycle – steps that are followed from the initiating of a
transaction to the final reporting on it
accounting equation – assets = owner’s equity + liabilities
acquisition and disposal of tangible assets – the purchase and sale of
fixed assets
administrative costs – the costs incurred in administering a
manufacturing business
Balance Sheet – a statement that reflects the financial position of the
business on a specific date
books of first entry – all subsidiary journals (cash, debtors, creditors
and general journals, etc.)
break-even point – the point when the cost of the number of units of
a good produced equals the total sales of that good sold, with no loss
or profit to the business
business cycle – the fluctuation of economic activity in the economy
(sometimes with no regular intervals)
business plan – an action plan that entrepreneurs draw up for the
purpose of starting a business
cash budget – cash forecast of future cash receipts and payments,
setting out the expected cash receipts and cash payments over the
budget period
circular flow – the flow of goods and services in one direction and
money in another and opposite direction, between consumers,
businesses, the public sector and the foreign sector
close corporation – a form of ownership (according to Act 74 of
1984)
Code of ethics – a written set of rules and guidelines which outline
the moral standards and ethical principles to be followed by an
organisation and all of its members
company – a form of ownership (according to Act 61 of 1973 as
amended)
consumer – someone who uses goods and services to satisfy wants
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consumable goods – items that are used up (consumed) during the
financial year, such as stationery, packaging and cleaning materials
contemporary – existing at the present time
cost principles – the methods used to classify and determine costs
(e.g. direct cost, indirect cost)
creditors payment schedules – timelines to pay creditors
current accounting practices – current accounting practice in South
Africa, determined by the various Acts of Parliament and GAAP
cycle – the oscillation of the values of economic variables around a
secular trend line
debtors collection schedules – timelines for receipt of payments
from debtors
depreciation – a decrease in the value of an asset over a period of time
direct labour costs – the salaries and wages paid to the employees
who are directly involved in the manufacture of a good
direct material costs – the costs of all the raw materials that are used
directly in the manufacture of a good
discuss – compare a number of possible views about an issue or
problem and weigh up their relative importance
drawings – cash or other assets that the owner withdraws from the
business
economic empowerment – enhancing the ability of people to take
control of their lives and make responsible economic decisions
economic growth – an increase in the economic activity of the
country which results in a rise in the standard of living
economy – an area in which production, consumption and exchange
takes place
employee contributions – money deducted from the employee’s
salary towards a particular fund (e.g. medical aid, unemployment
insurance fund)
employer contributions – additional contributions by the employer
towards the various employee funds (e.g. unemployment insurance
fund)
entrepreneur – a person with a good idea who combines the factors
of production to produce goods and services
ethics – the moral values and principles that set the standards of good
and proper conduct for people and organisations
evaluate – compare a number of views about an issue or problem and
weigh up their relative importance (like discuss); a final judgement is
essential
examine – break down a problem or an issue in order to understand it
RESOURCES
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exchange – trading goods and services for money
externality – third-party effect; a consequence of an economic activity
which affects other parties without this being reflected in market
prices
factors of production – the physical, financial and human resources
used in production
final accounts – accounts that are prepared for the determination
of profit or loss and the distribution of these in accordance with
accounting practice
financial accounting – financial information primarily for internal
use
financial period – a predetermined timeline for financial activities
financial statement – final report reflecting financial results and
position for a given period in accordance with accounting practice
fixed costs – costs that remain the same regardless of the level of
production
franchise – the right to run a business using the name and idea of an
established person
Generally Accepted Accounting Practices (GAAP) – concepts
and principles according to accounting standards regulated by the
Companies Act (Act No. 61 of 1993) and which are acceptable in the
financial world
global economy – the world-wide economy
human right – a right that belongs to all persons
indigenous – originating in the region or country where found;
native
indirect labour costs – the salaries and wages paid to the employees
who are not directly involved in the manufacture of a good
indirect material costs – the cost of the raw materials used in the
manufacturing process, which are either not directly identifiable
in the finished goods or are a relatively insignificant part of the
finished goods
insurance – providing financial protection in the event of loss
internal audit – an independent objective assurance and consulting
activity designed to add value and improve an organisation’s operation
internal control – an action taken by management to enhance the
likelihood that established objectives and goals will be achieved
International Financial Reporting Standards (IFRS) – a single
set of high-quality financial reporting standards, developed by the
International Accounting Standards Board (IASB), which is fast
becoming the global standard for the preparation of public company
financial statements
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inventory – various stocks on hand for resale or manufacturing
purposes
investigate – to look for evidence, explain and analyse (e.g. investigate
why the government chose to increase interest rates in July)
King Code – a report drawn up by a South African committee
chaired by former High Court judge, Mervyn King, which sets out
the principles and guidelines relating to good and ethical corporate
governance
macro-economics – the part of Economics concerned with large-scale
or general economic factors (e.g. interest rates, national productivity)
managerial accounting – provides financial information primarily for
internal use
marginalised – having been pushed to the margins or edges (e.g.
marginalised people – people who have been pushed to the edge
of economic activity – the poorest, the unemployed, those most
vulnerable)
market – the interface of buyers and sellers that influences the price of
a good or service
marketing mix – the combination of price, product, place and
promotion to make a good or service desirable to the consumer
micro-economics – the part of Economics concerned with single
factors and focusing on the smallest decision-making unit
mortgage bond – a loan taken out at a commercial bank in order to
buy property, which is repaid over a long period (usually 20 years) and
is classified as a non-current liability
need – the desire for a good or a service
needs analysis – identifying the needs of customers
non-profit organisation – an organisation whose major focus point is
service delivery and not profit
price – the amount of money paid for a good or service
production cost – various costs incurred in the production of a good
productivity – a measurement of the output of labour in production
profitability – a business’s ability to generate profit and is a measure
of how well a business has performed
projected Income Statement – a forecast of future revenue and
expenditure
sustainability – the ability to maintain economic, social and
environmental resources by operating in a manner that does not
jeopardise our current and future social, environmental and economic
well-being
RESOURCES
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sustainable development – development that meets the needs of the
present without compromising the ability of future generations to
meet their own needs
tangible assets – all fixed assets (moveable and non-moveable)
trade union – an association established by workers to look after their
interests (e.g. salaries, working conditions)
transparency – an open and honest way of doing things that allows
other people to know exactly what you are doing and does not seek to
hide the truth
variable costs – the costs that change with the level of production
ventures – commercial undertakings where there is a possibility of loss
as well as profit
vulnerable – exposed to attack or harm, either physical or emotional
(e.g. economically, women, children, the elderly, the handicapped, the
poor)
want – a need backed by the willingness to sacrifice resources to
satisfy it
workplace forum – committee of workers operating at the workplace
to address issues that concern them directly
238
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RESOURCES
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5. Lesson plan template
Topic of lesson
Term/Week/Learner’s
Book page reference/
Time
Curriculum and
Assessment Policy
Statement (CAPS)
content
Resources
New words and
concepts
Preparation
Teaching the topic
(guidelines for each
lesson)
Answers for activities
Informal assessment
of relevant activities
Consolidation/
extension activities
and answers
RESOURCES
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EMS (8ENG).indb 240
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5. Assessment Templates
1. Self-assessment template
242
2. Peer assessment template
243
3. Group assessment template 244
241
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242
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ASSESSMENT TEMPLATES
6/5/13 3:56:07 PM
I understood what to
do very well and did
very good work
I understood exactly
what to do and did
outstanding work
I understood what to
do well and did good
work
5
Substantial
(60—69%)
I understood more or
less what to do and
completed most of
the work
4
Adequate
(50—59%)
I needed some help
and completed some
of the work
3
Moderate
(40—49%)
I needed quite a lot
of help to do this. I
was not sure what
to do
2
Elementary
(30—39%)
2. How I can improve my work
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Comments on my work
1. What I liked about my work
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
6
Meritorious
(70—79%)
7
Outstanding
(80—100%)
Choose one of the columns to record how well you did this activity.
Date: __________________________________________ Activity: ___________________________________
My name: ___________________________________________________________________________________
1. Self-assessment template
I did not understand
the work at all. I need
a lot of help
1
Not achieved
(0—29%)
ASSESSMENT TEMPLATES
EMS (8ENG).indb 243
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There are not many
things that can be
improved. It is very
good
6
Meritorious
(70—79%)
There are a few
things that can be
improved, but I think
this is good
5
Substantial
(60—69%)
I think this needs a
bit more work and
then it will be good
4
Adequate
(50—59%)
I think my partner
needs some help
with this
3
Moderate
(40—49%)
I don’t think my
partner understood
everything very well
2
Elementary
(30—39%)
2. How my partner can improve his/her work
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Comments on my partner’s work
1. What I liked about my partner’s work
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
I cannot find
anything wrong
with this work. It is
excellent
7
Outstanding
(80—100%)
Choose one of the columns to record how well your friend did in this activity.
Date: ___________________________________ Activity: __________________________________________
My partner’s name: __________________________________________________________________________
My name: ___________________________________________________________________________________
2. Peer assessment template
I don’t think my
partner understands
this work at all
1
Not achieved
(0—29%)
244
EMS (8ENG).indb 244
ASSESSMENT TEMPLATES
6/5/13 3:56:08 PM
7
Outstanding
(80—100%)
6
Meritorious
(70—79%)
5
Substantial
(60—69%)
4
Adequate
(50—59%)
3
Moderate
(40—49%)
2. How we as a group can improve our work
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Comments on our group’s work
1. What I liked about my group’s work
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
We used the time to
work together
We followed the
instructions
We gave each other a
turn to talk
Everyone contributed
ideas
We made decisions
together
Criteria
Choose one column to show how well your group did this activity.
Date: ________________________________________ Activity: ______________________________________
Names: _____________________________________________________________________________________
3. Group assessment template
2
Elementary
(30—39%)
1
Not achieved
(0—29%)
6. Source documents and
journal templates
1. Cash Payments Journal
246
2. Cash Receipts Journal 247
3. General Ledger account
248
4. Trial Balance 249
5. Debtors Ledger 250
6. Creditors Ledger
250
7. Accounting Equation
251
8. Debtors Journal
251
9. Creditors Journal 252
10. Deposit slip
253
11. Cheque and cheque counterfoil
253
12. Receipt
254
13. Cash Invoice
254
14. Income Statement of a services
business (for enrichment only)
255
15.Income Statement of a trading
business (for enrichment only)
256
245
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246
EMS (8ENG).indb 246
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
6/5/13 3:56:08 PM
Doc.
no.
Day
Name of payee
Fol.
Bank
Cash Payments Journal of _________________________for ______________ 1.
Stationery
Wages
Amount
Fol.
Details
Sundry accounts
CPJ___
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
EMS (8ENG).indb 247
247
6/5/13 3:56:08 PM
Doc.
no.
Day
Details
Fol.
Analysis of receipts
Cash Receipts Journal of _________________________for ______________ 2.
Bank
Current income
Amount
Fol.
Details
Sundry accounts
CRJ___
3.
General Ledger of _______________________
________________________________ account
_______________________
Dr
Date
Details
Fol.
Details
Fol.
Details
Fol.
248
EMS (8ENG).indb 248
Details
Amount Date
Details
_______________________
Dr
Date
Amount Date
_______________________
Dr
Date
Details
_______________________
Dr
Date
Amount Date
Details
Fol.
Amount Date
Details
___
Fol.
___
Fol.
___
Fol.
___
Fol.
Cr
Amount
Cr
Amount
Cr
Amount
Cr
Amount
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
6/5/13 3:56:08 PM
4.
Trial Balance of _________________________ on ___________________
Balance Sheet accounts
Fol.
Debit
Credit
Nominal accounts
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
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249
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5.
Debtors Ledger of _________________________
_________________________________________
Date
Details/Document no.
Fol.
_____
Debit (+)
Credit (—)
Balance
6.
Creditors Ledger of _________________________
_________________________________________
Date
250
EMS (8ENG).indb 250
Details/Document no.
Fol.
_____
Debit (—)
Credit (+)
Balance
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
6/5/13 3:56:08 PM
7.
Assets
Effect Reason
Owner’s Equity
Effect Reason
Liabilities
Effect Reason
8.
Debtors Journal of ________________________________________
Doc.
no.
Day
Debtor
Fol.
DJ____
Sales
Cost of sales
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
EMS (8ENG).indb 251
251
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9.
Creditors Journal of ________________________________________
Doc.
no.
252
EMS (8ENG).indb 252
Day Creditor
Fol.
Creditors
control
Trading
stock
Stationery
CJ____
Sundry accounts
Amount Fol. Details
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
6/5/13 3:56:08 PM
10.
DEPOSIT SLIP
Bank
Date _______________________________________
Cash being deposited
Credit
Account number
R
c
Note
Silver
Bronze
Money orders
Sub-total
Cheques
deposited
Drawer’s
name
Bank
Branch name / clearance code
1
2
3
Details of Depositor
Name
Total
Signature
R
Tel
Deposit reference
11.
004-003
CHEQUE
TO
BRANCH
FOR
Balance
R
Deposit
R
Pay:
Subtotal
R
The amount of
Other debits
R
This cheque
R
Balance
R
rand
R
cent
or Bearer
123 004003 4569876009 18
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12.
NO.
RECEIPT
Received from:
The amount of:
R
For payment of:
13.
NO.
CASH INVOICE
Date:
TO:
BOUGHT FROM:
Quantity
Description
Unit price
Amount
E & OE
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14.
_______________________________________________________
_______________________________________________________
INCOME STATEMENT FOR THE YEAR ENDED _____________________
Note
R
Income from services rendered
Other operating income
Gross operating income
Operating expenses
Operating profit (loss)
Interest income
1
Profit (loss) before interest expense
Interest expense
2
Net profit (loss) for the year
SOURCE DOCUMENTS AND JOURNAL TEMPLATES
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15.
_______________________________________________________
_______________________________________________________
INCOME STATEMENT FOR THE YEAR ENDED _____________________
Note
R
Sales
Cost of sales
Gross profit
Other operating income
Gross operating income
Operating expenses
Operating profit (loss)
Interest income
1
Profit (loss) before interest expense
Interest expense
2
Net profit (loss) for the year
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Formal Assessment Task 1: Answer sheet
7. Documents
You can use this section to file the Curriculum and Assessment
Policy Statement (CAPS) for Economic and Management Sciences
(Grades 7—9) as well as other documentation received from the
Department of Basic Education.
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Grade
8
Study & Master
Economic and
Management Sciences
Study & Master Economic and Management Sciences has been
especially developed by an experienced author team for the
Curriculum and Assessment Policy Statement (CAPS). This new
and easy-to-use course helps learners to master essential content
and skills in Economic and Management Sciences.
The comprehensive Learner’s Book:
• explains key concepts as well as economic and accounting
terms in accessible language
• includes real-life examples
• provides glossary boxes in the margin as well as a
comprehensive glossary in the back for easy reference
• offers opportunities for frequent consolidation in its Review
and Exam Preparation sections.
The innovative Teacher’s Guide includes:
• extended contents pages for easy daily planning
• guidance on the teaching and assessment of each lesson
• answers to all the activities in the Learner’s Book
• a comprehensive glossary
• photocopiable assessment tasks, tests and exemplar
examination papers and memorandums
• photocopiable templates and resources for the teacher.
Marietjie Barnard’s extended teaching experience has manifested in her being awarded for the National
Teaching Awards and in excellent national results. She has previously published with Cambridge when she
was the lead author of an Accounting course aimed at bridging the gap between Grades 9 and 10.
www.cup.co.za
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