BSTE 112 – Study Unit 8
Business Studies' Place in the FET Curriculum
Comprehensive Study Notes
Module:
BSTE 112
Study Unit:
8
Lecturer:
Miss Mbali Shamase
Institution:
North-West University (NWU)
Topic:
Business Studies in the FET (Grades 10–12) Curriculum
Learning Outcomes
After studying this unit, you should be able to:
• Acknowledge the General Aims of the South African curriculum.
• Understand the Purpose of the National Curriculum Statement (NCS).
• Apply the Principles on which the NCS is based in an everyday classroom environment.
• Recognise the type of learner envisaged by the NCS.
• Understand the value of Business Studies as a school subject.
1. Rationale for Business Studies as a School Subject
What is Business Studies about?
Business Studies deals with the knowledge, skills, attitudes and values that are critical for informed,
productive, ethical and responsible participation in both the formal and informal economic sectors. The
subject encompasses business principles, theory and practice that underpin the development of
entrepreneurial initiatives, sustainable enterprises and economic growth.
Why is it a school subject? (Key benefits)
• Promotes economic growth at both individual and national level.
• Provides personal financial empowerment.
• Enables individual contribution to the economy.
• Creates informed business practitioners.
• Equips learners to create businesses and contribute to the public sector.
• The subject is practice-based, relevant and current — real-world resources can be used in
teaching.
Knowledge, Skills and Values — Definitions
Concept
Definition
Knowledge
All the learning content (CAPS) introduced to learners — the WHAT of learning.
Skills
The ability to DO something with the knowledge — learners are actively involved with content.
Values
The ethical aspects of knowledge handed down to learners — guides responsible behaviour.
What a Business Studies learner should be able to do:
• Acquire and apply essential business knowledge, skills and principles to productively and
profitably conduct business in changing environments.
• Create business opportunities, creatively solve problems and take calculated risks, while
respecting the rights of others and environmental sustainability.
• Apply basic leadership and management skills while working with others to accomplish business
goals.
• Be a motivated, self-directed, reflective lifelong learner who manages themselves responsibly.
• Be committed to developing themselves and others through business opportunities and ventures.
• Be able to secure formal employment, and pursue sustainable entrepreneurial and
self-employment career pathways.
2. History of National Curricula in South Africa
Year
Curriculum Development
1997
OBE — Outcomes-Based Education introduced.
2000
Curriculum Review conducted.
2002
Revised National Curriculum Statement (Grades R–9) + NCS (Grades 10–12) published.
2009
Revision of the 2002 curricula → produced CAPS.
2012
Both curricula combined into a single document: National Curriculum Statement Grades R–12 (NCS R
3. Understanding CAPS (Curriculum and Assessment Policy Statement)
What is CAPS?
CAPS stands for Curriculum and Assessment Policy Statement (in Afrikaans: KABV — Kurrikulum en
Assesseringsbeleidsverklaring). It is part of the National Curriculum Statement (NCS) and replaced the
previous Subject Statements and Learning Programme Guidelines. It is described as Structured. Clear.
Practical. — helping teachers unlock the power of the NCS.
The 3 documents that make up the NCS R-12:
Document
Full Name
What it does
CAPS
Curriculum and Assessment Policy
Sets
Statement
out scope, topics, content, time frames and assessment procedures
NPPPPR
National Policy Pertaining to Programme
Stipulates
andminimum
Promotion
standards,
Requirements
processes and procedures for assessmen
NPA
National Protocol for Assessment Stipulates
Grades R–12
recording and reporting processes, teachers' and learners' file
The 4 Sections of the CAPS Document:
Section
Content
Section 1
General Aims and Principles of the SA Curriculum + Time Allocation
Section 2
Introduction to Business Studies (Rationale, Purpose, Time Allocation, Requirements)
Section 3
Overview of Topics per Term and Annual Teaching Plans (Grades 10, 11, 12)
Section 4
Assessment in Business Studies (Formal, Informal, Programme of Assessment)
Important: When planning a lesson in Business Studies, the CAPS document is the first document a
teacher uses, together with the prescribed textbook and any other relevant resources.
4. General Aims of the South African Curriculum (Section A of CAPS)
Purpose of the NCS Grade R–12:
• Equip learners (regardless of socio-economic background, race, gender, physical or intellectual
ability) with the knowledge, skills and values for self-fulfilment and meaningful participation in
society as citizens of a free country.
• Provide access to higher education.
• Facilitate the transition of learners from education institutions to the workplace.
• Provide employers with a sufficient profile of a learner's competences.
7 Principles on which the NCS is based:
1. Social transformation — Ensuring educational imbalances of the past are redressed; equal
educational opportunities for all.
2. Active and critical learning — Encouraging an active and critical approach to learning rather than
rote memorisation.
3. High knowledge and high skills — Minimum standards of knowledge and skills are set high and
achievable for all subjects.
4. Progression — Content and context of each grade shows progression from simple to complex.
5. Human rights, inclusivity, environmental and social justice — Infusing principles of social and
environmental justice; sensitive to poverty, inequality, race, gender, age, disability, etc.
6. Valuing indigenous knowledge systems — Acknowledging the rich history and heritage of South
Africa as contributors to constitutional values.
7. Credibility, quality and efficiency — Providing education comparable in quality, breadth and
depth to other countries.
The NCS-envisaged learner can:
(These are the 7 critical outcomes expected of all South African learners)
Characteristic
Example Classroom Activity
Identify and solve problems using critical and creative thinking. Problem-solving activities; creative thinking tasks.
Work effectively as individuals and with others as team members.
Group work combined with individual testing.
Organise and manage themselves and activities responsibly andTime
effectively.
management tasks; timed assignments.
Collect, analyse, organise and critically evaluate information.
Research activities; internet/textbook searches.
Communicate effectively using visual, symbolic and/or languagePowerPoint,
skills.
mind maps, posters, dramatisation.
Use science and technology effectively and critically.
Using computers to gather information; environmental proje
Demonstrate understanding of the world as a set of related systems.
Showing connections between countries; collaborative prob
Inclusivity: Must become a central part of school organisation, planning and teaching. Barriers to learning
must be identified and addressed by all relevant support structures (teachers, parents, District-Based
Support Teams, Special Schools as Resource Centres).
5. Business Studies in the CAPS (Section B)
Time Allocation
Subject
Time Allocation per Week (Hours)
Home Language
4.5
First Additional Language
4.5
Mathematics / Mathematical Literacy
4.5
Life Orientation
2
Business Studies (one of 3 electives)
4 (total 12 for 3 electives)
The 4 Main Topics (Weighting) in Business Studies CAPS:
Main Topic (25% each)
Sub-topics Covered
Business Environment
• Micro, market and macro environments
• Business sectors
• Contemporary socioeconomic issues
Business Venture
• Entrepreneurship
• Business opportunity & related factors
• Business Plan
• Management and Leadership
• Forms of ownership
• Setting up a business
• Contracts
• Business location
• Investment: securities and insurance
• Presentation of business information
Business Role
• Creative thinking and problem-solving
• Self-management, professionalism and ethics
• Human rights, inclusivity and environmental issues
• Social Responsibility
• Stress, crisis, change and conflict management
• Relationship and team performance
Business Operations
• Business functions
• Quality of performance
Descriptions of the 4 Main Topics:
Business Environment: Learners investigate the different environments (micro, market, macro) in
which a business operates and the effect of these environments on the enterprise's operations.
Business Venture: Focuses on the development of important factors that contribute towards the
creation of sustainable business enterprises.
Business Role: Covers the essential roles that learners need to perform in a variety of business
contexts.
Business Operations: Equips learners with knowledge and skills to effectively manage essential
business operations such as human resources, public relations, marketing and production.
6. Overview of Topics per Grade
Grade 10 — Annual Overview
Term
Topics Covered
Term 1
Micro environment, Market environment, Macro environment, Interrelationship between environments, Busi
Term 2
Contemporary socioeconomic issues, Social responsibility, Entrepreneurship qualities, Forms of ownership
Term 3
Creative thinking and problem-solving, Business opportunity, Business location, Contracts, Presentation of
Term 4
Self-management, Relationship and team performance
Grade 11 — Annual Overview
Term
Topics Covered
Term 1
Influences on & control of business environments, Challenges in business environments, Adapting to challe
Term 2
Creative thinking and problem-solving, Stress, crisis and change management, Transform a business plan
Term 3
Assessment of entrepreneurial qualities, Citizenship roles and responsibilities, Marketing activities (formal &
Term 4
Team stages, dynamics theories and conflict management, Introduction to Human Resources function
Grade 12 — Annual Overview
Term
Topics Covered
Term 1
Impact of recent legislation on business (redress & equity), Human Resources function, Professionalism an
Term 2
Corporate social responsibility, Human rights, inclusivity and environmental issues, Team performance ass
Term 3
Investment: Securities, Investment: Insurance, Forms of ownership and their impact, Presentation of inform
Term 4
Revision and preparation for the final external examination
7. Assessment in Business Studies
Two types of assessment:
1. Informal Assessment (Assessment FOR Learning):
Daily monitoring through observations, discussions, practical demonstrations, class interactions.
Results do NOT need to be formally recorded and are NOT used for promotion/certification.
2. Formal Assessment (Assessment OF Learning):
Tasks that are marked, formally recorded and used for progression and certification. Subject to
moderation for quality assurance.
Programme of Assessment per Grade:
Grade
Term 1
Term 2
Term 3
Term 4
Year Mark : Exam
Grade 10
Assignment (50)
Test (100)
Presentation (50)
Mid-year exam (200)
Project (50)
Test (100)
Final Exam (300)25% : 75%
Grade 11
Assignment (50)
Test (100)
Presentation (50)
Mid-year exam (300)
Project (50)
Test (100)
Final Exam (300)25% : 75%
Grade 12
Assignment (50)
Test (100)
Presentation (50)
Mid-year exam (300)
Project (50)
Test (100)
Trial Exam (300)
Final Ext. Exam (300)
25% : 75%
Cognitive Levels for Assessment Tasks:
Cognitive Level
Type of Thinking
% of Task
Levels 1 & 2 — Knowledge & Comprehension
Basic thinking: factual recall, low-level application and comprehension.
30%
Levels 3 & 4 — Application & AnalysisModerately high thinking: advanced application, interpretation,
50%low-level analysis.
Levels 5 & 6 — Synthesis & Evaluation
Higher-order thinking: advanced analytical skills, synthesis 20%
and evaluation.
Exam Paper Structure (Grades 10–12):
Section
Description
A (Compulsory)
Short/objective questions (multiple-choice, match columns, fill-in, etc.)
40 covering
30 min
the entire curriculum
B (Choose 3 of 5)
Paragraph-style questions covering the entire curriculum. Includes 180
case studies
90 min
and scenarios. Appl
C (Choose 2 of 4)
Higher-order questions assessing insight and interpretation of theoretical
80 knowledge.
60 min Verbs: design,
TOTAL
Marks
300
Time
3 hours
Rating Scale for Recording and Reporting:
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%
Quick Recap — Key Points to Remember
✓ CAPS = Curriculum and Assessment Policy Statement (part of the NCS R-12). It is the teacher's
primary planning tool.
✓ The NCS R-12 replaced previous curriculum documents and now consists of only 3 documents:
CAPS, NPPPPR, NPA.
✓ Business Studies has 4 main topics, each weighted equally at 25%: Business Environment,
Business Venture, Business Role, Business Operations.
✓ Business Studies is allocated 4 hours per week on the timetable for each of Grades 10, 11 and 12.
✓ The NCS has 7 principles — know them: Social transformation, Active & critical learning, High
knowledge & skills, Progression, Human rights & inclusivity, Indigenous knowledge, Credibility &
quality.
✓ Assessment is split: 25% year mark (SBA) + 75% final examination for Grades 10, 11 and 12.
✓ The NCS-envisaged learner has 7 critical outcomes — problem-solving, teamwork,
self-management, information handling, communication, responsible use of technology, and systems
thinking.
✓ The CAPS document is divided into 4 sections: General aims → Introduction to BS → Teaching
Plans → Assessment.
These notes are compiled from the BSTE 112 Study Unit 8 lecture slides (Miss Mbali Shamase) and the official Business
Studies CAPS document (DBE, 2011). Use these alongside your prescribed textbook and the actual CAPS document when
studying.