B. ED (SP AND FET) SPECIALISATION
ECONOMIC AND MANAGEMENT SCIENCES
ACT 12 ES
ACCOUNTING I
FOR EDUCATORS
STUDY GUIDE
2023
2
TABLE OF CONTENTS
COPYRIGHT ............................................................................................................................. 3
COURSE DESIGN...................................................................................................................... 3
WELCOME NOTE ..................................................................................................................... 3
COURSE SCHEDULE ................................................................................................................. 4
PURPOSE OF BACHELOR OF EDUCATION IN ECONOMIC AND MANAGEMENT SCIENCES......... 4
THE PURPOSE OF ACCOUNTING FOR FURTHER EDUCATION AND TRAINING .......................... 5
THE PURPOSE OF THE LEARNING GUIDE ................................................................................. 5
NOTIONAL HOURS .................................................................................................................. 6
COURSE FACILITATOR ............................................................................................................. 6
STUDENT SUPPORT ................................................................................................................. 7
GRIEVANCE PROCEDURE......................................................................................................... 8
RECORDING AND COMMUNICATION OF SANCTIONS ............................................................................... 9
TABLE ON PENALTY GUIDELINES......................................................................................................... 9
TYPES OF MISCONDUCT AND PROPOSED RATINGS................................................................................ 10
PRESCRIBED SOURCES .......................................................................................................... 10
ASSESSMENT ........................................................................................................................ 12
TYPES OF ASSESSMENTS THAT WILL BE USED TO DETERMINE YOUR PROGRESS MARK:.................................. 12
VERBS THAT MIGHT BE USED DURING ASSESSMENT ............................................................................. 12
TEACHING AND LEARNING STRATEGY................................................................................................ 13
QUALITY MANAGEMENT AND ENHANCEMENT. ................................................................................... 13
ABSENTEEISM DURING ASSESSMENTS ............................................................................................... 14
METHOD OF ASSESSMENT .............................................................................................................. 14
ASSESSMENTS ...................................................................................................................... 15
ASSESSMENT COVER PAGE ................................................. ERROR! BOOKMARK NOT DEFINED.
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COPYRIGHT
The copyright on this material is strictly reserved. Therefore, the reproduction and
photocopying of this study guide or parts thereof without obtaining the necessary
permission, is prohibited. The distribution of the study guide or parts thereof can lead
to a claim for damages and is furthermore a criminal offence.
COURSE DESIGN
Module Name
Code of the Module
Credits
Elective or compulsory module
Prerequisites
Accounting
ACT 12 ES
16
Compulsory module
Grade 12 exemption with a Swedish count
of 27.
Students need to have a pass mark of 50%
for NSC (FET) Accounting.
Notional time
160 hours.
WELCOME NOTE
Welcome to this module in the study of Accounting. This module is a first year, second
semester, 16 credit module which implies that you will require approximately 160
hours (which includes study time, preparation for contact sessions, assignments, and
examinations) to successfully complete the module. We trust that besides the selfenrichment that this module offers you, it will also equip you with the necessary
knowledge and skills to bring about changes in the education environment to fulfil
you’re calling as an educator and teacher.
I am looking forward seeing you grow in your role as an educator.
Regards
Mr Peens
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COURSE SCHEDULE
Separately available on e-thuto as changes might be made on short notice.
PURPOSE OF BACHELOR OF EDUCATION IN ECONOMIC AND
MANAGEMENT SCIENCES
The envisaged B Ed qualification is an initial teacher education qualification that
intends to improve the scientific and intellectual capacity of South Africa by producing
well-trained teachers in the field Economic and Management Sciences in the Senior
and Further Education and Training sectors.
The qualification aims at developing the professional competences of our student
teachers, which are informed by the purpose of the qualification, sound knowledge
and understanding of the area(s) of specialisation and of educational theory.
The qualification aims to equip students with the necessary knowledge, skills, values,
attitudes, and hands-on experience to pursue a teaching career. In addition, the
qualification helps to establish the Central University of Technology, Free State as an
active role player in the development of the South African society.”
The purpose of the B Ed is further well-articulated in the charter for the qualification
developed in the course of the Strategic Transformation and Structures (STEPS)
process at the Central University of Technology, Free State during 2010 and 2011. The
qualification intends to produce graduate teachers who are able to integrate theory,
principles, proven techniques, practical experience, and appropriate skills competently
in the field of teaching, thereby contributing towards addressing the critical need for
teachers in the province and beyond.
The qualification is designed to develop the competencies expected of a novice
teacher. These requirements include, inter alia:
 Sound subject knowledge and how to teach it taking account of both learner
and subject needs.
 Good communication skills and highly developed literacy, numeracy, and
Information Technology skills.
 The ability to understand and teach in diverse contexts; to manage classrooms
effectively; to assess learning in reliable and varied ways in order to improve
teaching and learning.
 In addition, newly qualified teachers must have a positive work ethic and be
able to reflect critically on their own practice in conjunction with their
professional community.
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THE PURPOSE OF ACCOUNTING FOR FURTHER EDUCATION
AND TRAINING
The purpose of ACT 12 ES equips student teachers with knowledge, skills values and
attitudes that will enable them to participate in, contribute to, adapt to and survive in
a complex economic society. It will enable them to demonstrate a critical awareness
of the benefits of responsible and sensitive resource utilisation. ACT 12 ES focuses on
the knowledge teachers need to acquire to teach learners in grade 10, 11 and 12.
This subject will ensure that the student teachers:
 Acquire basic vocabulary in Accounting that will allow them to debate and
communicate the essentials of the subject;
 Apply, in a responsible and accountable manner, principles that underline basic
Accounting processes and practices;
 Explore a variety of methods to explain the dynamics of markets;
 Collect and interpret data as well as other information in order to solve
problems and make informed decisions;
 Understand human rights concerns, reflect on the wealth creation process, and
engage in poverty alleviation, and
 Acknowledge the impact of local and global institutions within a South African
context.
THE PURPOSE OF THE LEARNING GUIDE
A learning guide assists the student teacher to accumulate knowledge of the course.
Its primary purpose is to increase the quality of the learning process by creating
structure where in the academic activities of this subject can find stature. Further, the
critical and learning or specific outcomes of each unit are given in advance and a
student is consequently informed of what is expected from him/her during and at the
end of the course.
Simultaneously, the learning guide also serves as an aid to more self-study by
students, as the learning process implies that it is the student’s own responsibility to
acquire detailed knowledge as part of his/her own development. It also equips the
student to come to lectures well prepared.
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NOTIONAL HOURS
Hours per
week
Number of
weeks
Theory
Class attendance
Class preparation (Homework, etc)
3.34
6.68
9
9
30
60
Practical sessions
Practice sessions (1 x 2-hour class per week)
1.0
9
18
Assessments
Assessment 1 + Preparation
Assessment 2 + Preparation
12
12
1
1
12
12
Main Assessment + Preparation time
24
1
24
COMPONENTS
Total
hours
Total notional hours
Less total notional hours according to credits
(credits X 10h)
Increase in hours recommended (minus) /
Decrease in hours recommended
156
160
-4
COURSE FACILITATOR
Mr S Peens
Bloemfontein Campus
Mr Peens obtained his first qualifications at the University of the Free State. His B.Acc
degree in 2004, PGCE in Accounting and Mathematics in 2005 and completed his
studies at the institution completing his B.Comm Hons in Accounting. He went abroad
to teach Accounting, Economical Sciences and Mathematics in the UK. Done his
internship in Accounting and is a registered Professional Accountant at SAIPA. Since
2011 he lectured at CUT as a Junior Lecturer, completing his Master’s in Accounting
Education in 2018, cum laude being appointed as Lecturer from 2019.
Contact Details:
Office:
Contact details:
Consultation hours:
Room 204, Kopanong Building
051 – 507 3755 or speens@cut.ac.za
Mondays and Wednesdays from 8:30 – 12:00
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STUDENT SUPPORT
To ensure that you have all the support you need to successfully pass this subject, in
other words, meet all the outcomes, there are various resources available for your
assistance. These resources are listed below. It remains your responsibility to make
use of these resources.
Campus Support: If you require any other form of support, you can contact Ms
Leanne Posthumus (051 507 3235) or the psychologists’ office on campus at 051
507 3154.
Your lecturer: Your lecturer will provide you with a study guide at the
beginning of the semester. He fulfils the role of a facilitator in the learning
process through presenting and/or facilitating contact sessions, compiling,
and administering assessments and providing feedback on your progress. If
you have any questions or problems, please make an appointment with
your lecturer.
eThuto: Log into the CUT website www.cut.ac.za and click on the eThuto link
which you can find in the dropdown menu on the bottom left of the page.
You will be taken to a log in page for eThuto. If this is the first time that you log into
eThuto you will need to enter your student number as your username and also as
your password.
A high presence of Blackboard (eThuto) delivery assistance will be applicable in this
subject. eThuto will be used to supply students with various course related
information. The following will be applicable:

Relevant information regarding the course division and related learning
material.
(1) The study calendar will also be updated on regular basis to allow the students
to be acquainted with discussions/topics/assessments etc.
(2) Course content, power point slides and additional literature will be made
available.
(3) Most importantly frequent assessment feedback will be done in class and the
feedback will also be available of eThuto so that students can familiarize
themselves with their progress on a continuous basis.
(4) Lastly Announcements will be used to communicate with students.
As students can also obtain information from eThuto from their smart phones there is
24-hour access to the course, while on or off campus. A number of pre-recorded videos
will be made available on eThuto to assist the students with the subject content.
Students are requested to watch these videos as frequently as required.
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GRIEVANCE PROCEDURE
A primary core value of any University is academic freedom, which is enshrined in the
Bill of Rights of the Constitution of the Republic of South Africa. This core value must
be buttressed by institutional autonomy, but within an environment where public
accountability is seen as a virtue. Principles and behaviours defined in the Charter
must accord with the institutional core values below:
•
•
•
•
•
Customer service
Integrity
Diversity
Innovation
Excellence
The lecturer and the Central University of Technology have the following expectations
of you as a student:
 To display acceptable behaviour in the class, respecting both the lecturer and
other students.
 To be punctual – coming late is very disruptive, not only to the lecturer but also to
fellow students.
 To be acquainted with the following policies available on the CUT Website:
a. Policy 403.1 – General rules for students
b. Policy 403.6 – Code of conduct for students
c. Policy 403.7 – Discipline Rules for students
d. Policy 501.48 – Policy on smoking
e. Policy 505.7.1 – Copyright
f. Chapter 9 of the yearbook – summary of assessment rules and regulations

To accept responsibility and take ownership of your career, and this year is your
first steppingstone in your own career path.
Should you be unhappy with anything relating to your classes or the specific subject,
there is a specific procedure to follow:
Step 1:
Step 2:
Step 3:
Step 4:
Contact your lecturer to make an appointment and discuss the
problem. It will be best to do this in person.
If this does not solve the problem, speak to the member of the Student
Committee responsible for the Academic portfolio.
If you are still unhappy, make an appointment with the head of
department.
If the problem has not been solved satisfactorily, make an
appointment with the Dean of the Faculty of Management Sciences.
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RECORDING AND COMMUNICATION OF SANCTIONS
The recording and communicating of any of the above-mentioned penalties should be
in accordance with the following procedure as outlined in subsection 1.6.2.5 of Chapter
1 of the CUT Assessment Procedure:
1.6.2.5. Sanction inscription on a student’s record
(1) In the event of a student being found guilty of academic dishonesty and unless
otherwise prescribed by the Code of Student Conduct, all sanctions under this code –
with the exception of failure of a particular assignment– shall be marked on the
respondent’s permanent record with the inscription “Academic Dishonesty”.
(i)
In the case of failure of a course/module, the notation shall remain on the
student’s record for a minimum of one year.
(ii) In the case of suspension or expulsion from a course/module, the notation shall
remain on the student’s record for a minimum of one year.
(2) Once the minimum time period has elapsed, the student may petition the
Registrar for the removal of the sanction inscription from his/her permanent record.
This provision shall not, however, prohibit any programme, department or faculty of
CUT from retaining records of violations and reporting such violations as required by
the relevant professional accreditation standards.
TABLE ON PENALTY GUIDELINES
In line with section 6.1.3.1 and 6.1.3.6 the following are guidelines that may be followed
as disciplinary measures for both academic and general misconduct by student:
RATING
1
LEVEL OF SERIOUSNESS
Extremely serious
PENALTY RANGE
The student may be expelled from CUT.
2
Very serious
3
Serious
4
Minor
The student may be suspended from CUT for
a specified period.
Any of the measures between 6.1.3.1 (iv) to
(xv) may be applied.
Any of the measures between 6.1.3.1 (iv) to
(xv) may be applied.
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TYPES OF MISCONDUCT AND PROPOSED RATINGS
TYPE OF MISCONDUCT
PROPOSED RATING
Academic dishonesty
Plagiarism
1
Possession of unauthorized notes in test or assessment
2
Use of unauthorized notes or copying in test or assessment
2
Submitting a test or assessment under false name
2
Changing a test or assessment paper after it has been marked
2
Fraud
False medical certificate
1
False proof of an academic qualification
1
Alcohol and prohibited substances
Possession of prohibited substances on University property
1
Illegal selling of alcohol on University property
1
Selling of prohibited substances on University property
1
Other types of misconduct
Guilty of conduct on CUT property as outlined under Section
4.5.1.2 of Code of Conduct for Student (Chapter 11)
3 and 4
PRESCRIBED SOURCES
You may need to consult the following prescribed sources, among others:
• Jacqui, K and Watson, A. 2019. Financial Accounting (An Introduction) – Revised
Fifth Edition. ISBN: 9870190425524
• Schutte, M. 2017. Accounting for All – 2nd edition. ISBN: 9781485129745
• Flynn, D and Koornhof, C. 2014. Fundamental Accounting – 6th edition.
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TERMINOLOGY
OLD TERM
NEW TERM
Income statement
Statement of profit or loss and other
comprehensive income
Balance sheet
Statement of financial position
Debtors
Accounts receivable
Creditors
Accounts and other payables
Sales
Revenue
Bad debts
Credit losses
Bad debts recovered
Credit losses recovered
Allowance for bad debts
Allowance for credit losses
Cash flow statement
Statement of cash flow
Discount allowed
Settlement discount granted
Discount received
Settlement discount received
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ASSESSMENT
TYPES OF ASSESSMENTS THAT WILL BE USED TO DETERMINE YOUR PROGRESS MARK:
ASSESSMENT TYPE
Formative
Summative
Continuous
METHOD OF ASSESSMENT
Tests
Assignments
Presentations
Case Studies
Examination
Practical Assessment
KEY
T
A
P
C
E
PA
VERBS THAT MIGHT BE USED DURING ASSESSMENT
The following verbs might be used in assessments, and it will be of value for you to
familiarize yourself with what the explanation of each of these are, in order for you to
successfully answer the questions or complete assignments.
VERB
Analyse
Apply
Assess
Critically
evaluate
Compare
Debate
Define
Demonstrate
Describe
Derive
Differentiate
Discuss
Distinguish
Draw
Evaluate
EXPLANATION
Separate/explore/analyse/dissect into different components.
Make use of relevant information to put to practical use. Apply
theoretical information to solve a given problem.
Consider and then evaluate.
Determine the significance, worth or condition of a concept.
Express the similarity or dissimilarity of / assess the relation between.
Discuss a question by considering opposed arguments.
Give a short and clear description of a term or concept.
Show clearly/prove/make clear by reasoning or evidence /illustrate
and explain, especially with many examples.
State the characteristics, appearance, etc of something. Tell in detail
how a process works or how a subject appears. You need not
comment on the process or the subject or give your own point of view.
To find or establish.
Find differences between objects or statements.
Examine by argument, especially written; debate. Explain terms or
concepts in your own words. Give comments or give your own point
of view.
See or point out the difference. Write down the difference between
subjects or concepts.
Do/create a drawing, diagram or representation of a subject.
Determine the significance, worth or condition of a concept.
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Explain
Formulate
Identify
Illustrate
Interpret
List/Name
Motivate
Provide
Summarise
Sate
Use
Make a clear and intelligent statement. Write about the subject in
your own words. Give comments or give your own point of view.
Express in a concise, systematic way.
Establish or select by consideration or analysis of the circumstances.
Establish the identity or recognize a process.
Explain by means of pictures/drawings/rich descriptions.
Explain the meaning or bring out the meaning.
Briefly write down the facts or main points.
Give reason(s) for your answer.
Supply information – written or graphically.
Briefly state/write/list only the most important detail/facts.
Express fully or clearly in speech or writing.
Practice of employing something.
TEACHING AND LEARNING STRATEGY
The BED SP and FET teaching programme systematically enables student learning and
develops student’s capacity to follow a career in teaching in Senior and Further
Education and Training phases.
Various teaching and learning strategies are therefore utilised in the programme to
underwrite the promotion of student learning. This includes formal lecturing, group
discussions, co-operative learning, practical presentations, practical sessions, roleplaying and school-based learning. The programme involves resource-based learning
with a student-centred approach. This also implies some self-study, with the aid of the
study guide. Contact sessions with students are to a large extent aimed at the
application of knowledge. Group work is done to develop team skills and independent
studies are undertaken to develop research skills.
The teaching and learning strategy are appropriate for the institutional type as
reflected in its mode of delivery and student composition. The mode of teaching is
contact sessions. Learning material is aligned with the programme goals and
underpinning philosophy, and are adequate in respect to content, level, purpose, and
linkage of assessment strategies to specific learning outcomes. Pedagogy in all
modules contributes to transformation in the sense that it develops the capabilities of
individual learners for personal enrichment, as well as for academic and professional
requirements.
QUALITY MANAGEMENT AND ENHANCEMENT.
All programmes are being subjected to quality reviews through the institutional
structures.
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ABSENTEEISM DURING ASSESSMENTS
Formative assessment (internal tests/other assessments):
When absent during a scheduled assessment, you must provide the relevant lecturer
with a medical certificate issued by a registered medical practitioner, within 48 hours
after the assessment. It is the responsibility of the student to reschedule a class or
test date if missed.
In case of absence during unscheduled assessments or group work, and a valid medical
certificate is presented within 48hours after, that specific assessment mark will not
form part of the course mark.
METHOD OF ASSESSMENT
All students must be well versed with the rules and regulations pertaining to projects,
individual and group assignments, peer assessments, written tests, and class
presentations. A minimum semester mark of 40% is required for examination entry.
The semester mark includes tests, assignments, learning activities and class
presentations. The semester course mark carries a 50% weight, and the examination
mark carries a 50% weight towards a final mark for the course. The tests for economics,
business management and accounting will be divided by three in order to determine
an average test mark for the semester. In case a student obtains a final mark of
between 45% - 49%, the student qualifies for a re-assessment. A student must obtain
a final mark of 50% to pass ACT 12 ES.
See the diagram below.
Assessment 1
Individual
100 Marks (50% of CM)
CM average x 50%
Assessment 2
Individual
100 Marks (50% of CM)
EXAM x 50%
Course mark (CM)
Weighted calculation.
FINAL MARK
You require a 40% CM to qualify for examination.
The minimum final mark needed to pass a subject with distinction is 75%.
The assessment timetable will be published on the internet (www.cut.ac.za) in
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accordance with the year programme. It is the duty of every student to be fully aware
of the dates, times and venues of assessments. The Central University of Technology,
Free State accepts no responsibility/liability for any damages, now or in the future, of
any nature whatsoever, resulting from or related in any manner to a student's failure
to attend an assessment.
The summative assessment results are also published on the official noticeboards of
the CUT. No results are supplied telephonically. Assessment results are available on
the internet and via the MTN telephone service, but the CUT accepts no liability of any
nature for the accuracy, correctness or timeliness of these notices. Assessment results
on the noticeboards are identified by means of student numbers only so as to protect
the privacy of each individual. A candidate who has any CUT fees in arrears or who does
not comply with the admission requirements is not entitled to receive his/her final
marks in the courses/modules in which he/she enrolled. The CUT accepts no
responsibility for any consequences arising from the withholding of any results.
The following are progress notations and the meaning thereof that will appear on your
progress reports.
PROGRESS
NOTATION
MEANING
NOTIONAL %
PD
PE
P
Pass or successful completion with distinction
Credit (Recognition)
75 – 100
50
50 – 74
PU
F
FD
FT/FS
FX
FN
FC
Pass, i.e., successful completion
Provisional pass or provisionally successful completion,
subject to investigation
Fail or unsuccessful completion
Fail due to disciplinary sanctions
Below 50
0
Deferred-assessment opportunity granted
Fail or unsuccessful completion due to absence without prior
notice
Results/assessment outcomes not yet available
Continuous assessment results/assessment outcomes not
available
P4
Re-assessment opportunity granted
Recognised in terms of the policy on the recognition of prior
learning
FR
Fail subminimum
F9
50 and higher
45 - 49
ASSESSMENTS
All assessments is available on ethuto, displayed on the work schedule with
respective due dates.
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ACCOUNTING I
FOR EDUCATORS
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