CAPS – ORIENTATION
WORKSHOP
BUSINESS STUDIES
WELCOME !
Teachers
Teachers
Melanie Lewis
Central Education District
Topic
1
Welcome & Introduction
2
Introduction – Business Studies
3
Main topics and overview
4
Content links EMS to FET
5
New content
6
Micro environment: NCA & CPA
7
Quality of performance
8
Business Sectors
9
CSR & Entrepreneurial qualities
10
Forms of Ownership
11
Creative Thinking & Contracts
12
Presentation of Business information
Time Frame
Facilitator
MML
Topic
13
Methodology & Planning
14
Assessment
15
Examination
16
Moderation
Time Frame
Facilitator
• Be punctual
• Note questions: park them
• Sign attendance register
• Facilities
• Cell phones
• Respect for participants
SMILE
BE POSITIVE
LISTEN
ATTENTIVELY
SHARE
KNOWLEDGE
BE FRIENDLY
RELAX
TRUST
BE HELPFUL
PARTICIPATE IN
ACTIVITIES
SPEAK LOUDLY
& CLEARLY
PATIENCE
GIVE POSITIVE
CRITICISM
BEFRIEND
SOMEBODY
PUNCTUAL
BE CREATIVE
BE PROACTIVE
60 Seconds
me and
learn
I
Involve
Teach
I
forget
me
Tell
I
me
remember
and
Tell me and I forget. Teach me and I remember.
Involve me and I Learn. [ Benjamin Franklin ]
Our orientation will cover
…
Overview of CAPS
New subject content
Methodology & Planning
Assessment, Examinations and
Moderation
vs.
PURPOSE: NCS
L
E
A
R
N
E
R
S
KSV
Participate in society
Access
Higher Education
Facilitate
transition
Educ. Institution to
the workplace
Profile
Competence to
employers
Comparison between current and
amended NCS
Current NCS
Amended NCS
Subject
statement
s : LPG &
SAG
Curriculum and
Assessment
Policy
statements
[CAPS]
15
15
Comparison between current and
amended NCS
Current NCS
9
Principles
Amended NCS
7 Principles
16
16
PRINCIPLES: NCS
Social transformation;
 Progression;
 High knowledge and high skills;
 Human rights, inclusivity, environmental and social
justice
 Credibility, quality and efficiency.
 Valuing indigenous knowledge systems; and
 Active and critical learning;
Comparison between current and
amended NCS
Current NCS
Amended NCS
In
Out
- OBE
- Integration
- Portability
Active and
crtical learning
18
18
Comparison between current and
amended NCS
Current NCS
NCS:
Grades
10 - 12
Amended NCS
NCS:
Grades
R - 12
19
19
Comparison between current and
amended NCS
Current NCS
LO’s &
AS’s
Amended NCS
Topics: concepts,
knowledge and
skills
20
20
Comparison between current and
amended NCS
Current NCS
Amended NCS
GET Learning
Areas and
FET subjects
Subjects across the
curriculum
21
21
N
C
S
2
0
1
2
CAPS
National Protocol for Assessment Grades R – 12
(January 2012),
National policy pertaining to the programme and
promotion requirements of the National Curriculum
Statement Grades R – 12.
National policy for the administration and management of
the NSC
NCS – 2012 Consists of
…
National policy
pertaining to the
programme and
promotions
requirements of
the NCS Grades
R - 12
CAPS for each
approved
school sub ject
National policy
regarding the
administration
and
management
of NCS
National
Protocol of
Assessment
Grades R – 12
(January 2012)
Implementation Dates
• 2011
Preparation of the system for CAPS
• 2012
Grade R – 3 & Grade 10
• 2013
Grade 4 – 6 & Grade 11
• 2014
Grade 7 – 9 & Grade 12
QUESTIONS
1. What is the National Curriculum Statement
Grades R – 12.
ANSWERS
Reviewed curriculum policy statement for teaching and learning in SA
schools Grade R-12
2. What constitutes the National Curriculum
Statement R - 12?
CAPS & National policy for each approved school subject as listed in the
policy doc. And the National policy pertaining to the programme and
promotion requirements of the NCS Grade R-12
3. Why was it necessary to amend the
curriculum in 2010?
Overload / Confusion / Learner underperformance
4. Which documents/policies have been
repealed?
NSC – A qualification at level 4 on the NQF
An addendum to the policy doc the NSC regarding learners with special
needs.
Subject statements, LPGs and SAGs for Grade R-9 and Grade 10-12.
5. Which document(s) replace the repealed
policies?
CAPS per subject
The National policy pertaining to the programme and promotion
requirements of the NCS Grade R-12
6. What are the principles of the National
Curriculum Statement Grades R – 12? How
do they differ with those of the National
Curriculum Statement Grades 10 – 12?
7 Principles - CAPS p 6
Excl OBE, Integration
New: Active and critical learning
7. What are the aims of the National Curriculum Aim to produce learners that are able to: Same as before
Statement Grades 10 – 12?
Amended: work effectively as individuals and with others as members of a
team
8. What are the amendments to the National
Curriculum Statement Grades 10 – 12?
Subject statement, LPG,SAG replaced with CAPS
No Learning Outcomes and ASs – Topics: concepts, knowledge and skills
NSCA Qual on level 4 and Addendum learners with special needs – replaced
with single
Nine principles – replaced with seven
GET learning areas and FET subjects – Subjects grade R-12
9. When will the CAPS be implemented?
2012 Grade R-3 & Grade 10
2013 Grade 4-6 & Grade 11
10. How will the implementation of the
CAPS be phased in?
2014 Grade 7 – 9 & 12
2012 Grade R-3 & Grade 10
2013 Grade 4-6 & Grade 11
2014 Grade 7 – 9 & 12
11. What is the instructional time for subjects in Home language 4,5
Grade 10-12?
FAL 4,5
Mathematics/Maths lit 4,5
LO 2
Three electives 3 x 4 hrs (Bus Stud/Econ)
27,5 hours in 5 days
Walk through CAPS document
Section 1
Section 2
• Adapted NCS Principles
• Aims – adapted critical outcomes
• Time Allocation FET
Definition, main topics, weightings of topics, purpose, time
allocation
Section 3
• Grade 10: Overview of topics per term
• Summary of Annual Teaching Plan
• Teaching PLan
Section 4
• Assessment
What is Business Studies?
The subject encompasses:
•Business principles
•Theory and practice that underpin the development
of entrepreneurial initiatives
•Sustainable enterprises
•Economic growth
•[S E E P]
Four main Topics
Business
Environments
Business
Ventures
Business roles
Business
Operations
Instructional Time
Subject
Time Allocation per
week (hours)
1. Home Language
4.5
2. First Additional Language
4.5
3. Mathematics/Mathematical Literacy
4.5
4. Life Orientation
2
5. Business Studies (+ 2 Electives)
4 x 3 = 12
Time Allocation
Term
Term 1
Teaching Time in
Weeks
10 weeks
Teaching Time in
hours
40 hours
Term 2
8 weeks
32 hours
Term 3
10 weeks
40 hours
Term 4
6 weeks
24 hours
Total
34 weeks
136 hours
Content Links : EMS to FET
35
ACTIVITY 2 (20 minutes)
• INSTRUCTIONS:
– Participants to work in groups
– Use:
appendix 3 & 4
– Study the EMS and Business Studies content maps
and comment on progression of content from
one grade to another
– How would you as a FET teacher assist or work
with your colleague in GET to make sure that
learners are being taught this content as a
foundation for the subject in FET?
– Report back to plenary.
36
ACTIVITY 1 [20 min]
INSTRUCTIONS:
• Participants to work in groups
• USE: CAPS [Pages 13 – 22]
Appendix 2 – Overview of topics per term
• Complete the columns in appendix 2 by referring to the content in
the CAPS document.
• Indicate the page number and time allocated in the CAPS
document.
• Resources: CAPS/ Overview of topics, Khoki pen en flipchart.
Overview of Grade 10 Topics
TERM
TOPICS
1
•Micro environment
2
3
•Contemporary soci- •Creative thinking
economic issues
and problem
•Market
solving
environment
•Social responsibility
•Business
•Macro environment •Entrepreneurial
opportunity
qualities
•Interrelationship
•Business location
between
•Forms of
environments
Ownership
•Contracts
•Business sectors
•Business functions
included in business
environment
•Presentation of
Business
information
•Business Plan
4
• Selfmanagement
•Relationship
and team
performance
Weighting of Topics
Weighting of Curriculum
Topic
Weeks
Business Environment
1. Micro, market and macro environments
8
(weighting 25%)
2. Business sectors
1
3. Contemporary socio-economic issues
3
4. Entrepreneurship
1
Business Ventures
5. Business opportunity and related factors
1
(weighting 25%)
6. Business Plan
3
7. Forms of Ownership
2
8. Contracts
1
9. Business location
1
10. Presentation of business information
1
Weighting of Topics
Weighting of Curriculum
Business Roles
Topic
Weeks
11. Creative thinking and problem solving
2
12. Self-management, professionalism & Ethics
2
13. Relationship and Team Performance
2
14. Business Functions
-
(weighting 25%)
Business Operations
(weighting 25%)
15. Quality of Performance ( in business
environment)
16. All topics divided into terms
-
6
Activity (60 minute)
INSTRUCTIONS:
1. Study the :
* Annual Teaching Plan (CAPS p. 13 – 46)
* NCS LPG Grade 10 :
2. Identify the following:
– New Grade 10 content in the CAPS (per term)
– New Grade 11 content in the CAPS (per term)
– New Grade 12 content in the CAPS (per term)
– Content moved from other grades to grade 10; and
– List the topics identified above (per term)
– Methodology to explain new content
3.
Choose someone in the group to report back after the group discussions.
Content Overview
TOPIC
GRADE 10
GRADE 11
GRADE 12
Influences, control factors,
challenges and adaptation of
business environments.

Classification of business
sectors
Formal and Informal sectors
Public and Private sectors
Identify contemporary socioeconomic issues that impact
on business
Links between various sectors
Business sector and its
environment
Impact and challenges of
contemporary soci-economic
issues: intellectual propoerty
rights
Social responsibility and Social
Corporate Responsibility (CSR)
Entrepreneurship
Entrepreneurial Qualities
The concept and how much
business embraces
entrepreneurial qualities
None
Business
opportunity and
related factors
Research instrument
Business opportunities
New ideas
None
None
Micro, market and
Components, features and
macro environments interrelationship between
the three environments
Business sectors
Contemporary socio
– economic issues

Devise, evaluate and
recommend strategies
Recent legislation
Content Overview
Topic
Business Plan
GRADE 10
Development of a Business
Plan (including a financial
analysis)
None
GRADE 11
Transformation of a business plan
into an action plan
None
Management and
Leadership styles and
approaches
Forms of
Ownership
Definitions, characteristics,
advantages and
disadvantages, differences
Contribution of form of
ownership to the success or
failure of business
Setting up a
business
None
Establishing a company vs other form
of ownership.
Formation of companies: MOI
Name and Prospectus
Starting a business venture based on
an action plan
Contracts
Contracts and their legal
implications
Factors that impact on
business location decisions
Avenues of acquiring business (e.g
franchising)
None
Investment insurance
Management
and Leadership
Business
location
GRADE 12
None
None
Content Overview
TOPIC
Investment
securities
GRADE 10
None
GRADE 11
None
GRADE 12
Business investment
opportunities, e.g. shares
Investment
None
Insurance
Presentation of Verbal and non verbal
Information
presentation of a variety of
business information
None
Investment opportunities:
assurance and insurance.
Verbal and non verbal; respond Verbal and non verbal; amend
professionally to questions and information as necessary.
feedback.
Creative
thinking and
problem
solving
Creative thinking vs successful
business practice problem
solving.
Creative thinking to address
business problems and to
improve business practice
Self
management,
professionalis
m and ethics
Concept of self management in
a business context.
Theories and principles of
Professional, responsible, ethical
professionalism and ethics. The
and effective business
principles and skills of
practice. Recommendations
professional, responsibilities,
for improvement.
ethical and effective business
practice.
Creative thinking to respond to
challenges in dynamic and
complex business contexts.
Content Overview
TOPIC
GRADE 10
GRADE 11
GRADE 12
H Rights,
Inclusivity and
environ. issues
None
None
Business addresses issues of
human rights, inclusivity and
environmental issues.
Social
responsibility
Contribution towards immediate
community Social responsibility and
CSR
The citizenship roles and
responsibilities
Contribute time and effort to
advance the well-being of
others
Stress, crisis,
change, conflict
management
None
Concepts relating to stress,
crisis and change
management.
Conflict management skills to
resolve differences in business
situations.
Relationship and
team
performance
Accomplish business objectives.
Criteria for successful and
collaborative team performance.
Team stages and team
dynamics, and theories.
Achievements of specific
objectives. Recap: criteria,
stages, team dynamics and
theories.
Content Overview
TOPIC
Business
Functions
GRADE 10
Eight Business Functions
Relatedness of business
functions
GRADE 11
Marketing function,
Production function,
Introduction to Human
Resources function
GRADE 12
Legislation regarding
Human Resources ,
employee benefits; skills
development
The National Credit Act 34 of
2005 and the National
Consumer Protection Act 68 of
2008, and their impact on the
purchasing function
Levels and tasks of general
management
Quality of
Performance
Quality in relation to the various None
business functions
How quality of
performance can influence
a business
Day 2
• Welcome
49
NCA & CPA
• Notes will be given
• More emphasis on the Consumer Protection
Act
• What will your approach be?
• When teaching be mindful of the cognitive
levels wrt assessment.
50
Quality of performance
• Notes will be given
• Important to note – quality in relation to the
business functions
• What will your approach be?
• When teaching be mindful of the cognitive
levels wrt assessment.
51
BUSINESS STUDIES
GRADE 10
TOPIC: BUSINESS SECTORS
Formal and informal
Difference between Formal Sector &
Informal Sector
Difference between Formal Sector &
Informal Sector
1.Description
2.Examples
3.Characteristics
Description: Formal & Informal sector
Formal sector
• refers to all businesses
• that employ workers
• which offer regular wages
• and regular working hours,
• with them employment rights,
• and on which income is taxed
Informal sector
• refers to all businesses
• that employ workers
• whose wages are very low
• and working hours irregular
• with no employment rights
• and on which no tax is paid for the
income
Examples: Formal & Informal sector
Formal Sector
•
•
•
•
•
Pick ‘n Pay
Mr. Price
Standard bank
Interflora
Toyota service centre
Informal Sector
•
•
•
•
•
Spaza Shop
Flea market
Loan Shark
Flower sellers
Backyard mechanic
Characteristics: Formal & Informal
sectors
Formal Sector
Informal Sector
• Business is registered
• Business not registered
• Pay taxes
• Keep record of
business activities
• Regular working hours
• Regular wages paid
• Employees rights protected
• Do not pay taxes
• Do not keep accurate
record of business activities
• Long working hours
• Low wages paid
• Employees rights not
protected
Difference between Public Sector &
Private Sector
Difference between Private Sector &
Public Sector
1.Description
2.Examples
3.Characteristics
Description: Formal & Informal sector
Private sector
• consist of privately owned
business
• that produce goods and
services
• with the aim of making a
profit
Public sector
• consist of organisations or
institutions
• that are owned by the
government
• or were set up by
government
• with taxpayers money
Examples: Private Sector
& Public Sector
Private Sector
Public Sector
• M-NET
• SABC
•
•
•
•
•
•
•
•
•
•
Intec College
Postnet
South African Airways
MTN
Gatesville Med Centre
Mandela High School
SA Post Office
Kalula.com
Telkom
Groote Schuur Hospital
Characteristics: Private & Public Sector
Private Sector
•
owned by private individuals
• financed from own sources,
loans or shares issued
• objective to make a profit
• end beneficiary is the general
paying public
Public Sector
• owned by government
• financed from taxes or loans
• not profit driven
• end beneficiary is the general
public
CSR & Entrepreneurial qualities
• Notes will be given;
• What will your approach be?
• When teaching be mindful of the cognitive
levels (identify entrepreneurial questions) wrt
assessment.
NOTES
Forms of Ownership
Forms of Ownership
1
Sole Trader
2
Partnership
3
Close Corporation
4
Private Company
5
Personal Liability Company
6
Public Company
7
State Owned Company
8
Non- Profit Company
Forms of Ownership – Activity [60 min]
• Divide the forms of ownership amongst the group
• Decide on a scribe and spokesperson in your group
• The group will summarise:
- Legal prescriptions
- Registration requirements
- Legal person
- Tax reliability
- Liability
- Management
- Payment to owners
• Summaries to be pasted on the walls
• Group leader explains the concepts to the group [Gallery walk]
Forms of Ownership
The differences between the Companies act 71 of
2008 & Act 61 of 1973
KWARTAAL 1
• Creative Thinking and Problem solving Techniques
added:
[SCAMPER ]
• Contracts – Legal implications, Parties, Rights and
responsibilities
• Presentation of information
Creative Thinking and Problem solving techniques:
[SCAMPER]
•
•
•
•
•
Problem solving
To unlock creativity
Provide solutions to problems or challenges
Use ideas that already exist
Find solutions
S
Substitute
Replace aspects of the problem
C
Combine
Ideas/sections/elements combined
A
Adapt
Making adjustments to ideas that exist
already
M
Modify
Change something
P
Put to
Other uses
Make use of solutions
E
Eliminate
Eliminate some aspects
R
Re-arrange
Rearrange things
Activity: SCAMPER
• Identify elements of SCAMPER that can be
applied to a Blackberry cellphone to transform
it from the first model cellphone that was
available.
From the OLD to the NEW
S
C
A
M
P
E
R
NOTES
Contracts:
Legal implication, parties, rights and responsibilities
• Discuss the legal implications of the NCA and
CPA on the following contracts in different
business contexts:
•
–
–
–
–
Employment
Insurance
Renting agreements
Installment agrreements
Hire – purchase agreements
Contracts - notes
NOTES
Presentation of Information
• Definition of audio visual aids
• Design and layout of presentation using
different visual aids
• Integrate with Media Research CASS
Assignment (2nd Term)
Session 12
Relationship and team
performance
• Assessment of a team against criteria for
successful and collaborative team performance.
KWARTAAL 1
• Relationship and team performance
Working in a team to accomplish business
objectives
Groep 2
Groep 1
Clear objectives and agreed goals
Sound inter – team relations
Openness
Solving problems and goal setting in teams
Mutual respect
Shared Values
Support and mutual trust
Individual development
Groep 3
Groep 4
Interpersonal relations and behaviour
Review of teamwork
Good communication
Conflict management
Planning
Leadership
Committed to achieving goals
Decision making
Activity 7
• Assess your teams performance against the
criteria for team assessment
• Report back
Lunch
12.30 – 13.00
Methodology & Planning
Methodology
• Teaching approach
• Use of different strategies
• Managing diversity in the classroom
86
Summary of Planning
• Planning is important and necessary
• For accountability to parents, officials and other role
players
• A proper annual teaching plan gives teachers a plan in
terms of content, resources, assessment, starting and
completion time.
• Need for proper lesson planning
Planning
SUBJECT: _________________________ GRADE: ______
Topic
Content
Date
started
Completion
date
Resources
used
•Lesson preparation in the teachers working file.
•.
HINT: Convert annual teaching plan electronically; hard copy
•Learner note books as evidence of teaching and learning process.
TERM: ___
Assessment
Learners
– Textbook
– Notebook
• Other resources
Teachers
– Variety of text books and other resources for
example:
• Companies Act, 71 of 2008,
• Employment Equity Act No. 55 of 1998,
• National Credit Act No. 34 of 2005,
• Consumer Protection Act No. 68 of 2008,
• Basic Conditions of Employment Act No.
75 of 1997,
Teacher
• Labour Relations Act No. 66 of 1995,
• Black Economic Empowerment Act No.53 of
2003,
• Skills Development Act No.97 of 1998,
• Compensation for Occupational Injuries and
Diseases Act No. 130 of 1993,
• Hire Purchase Act,
• Long-term Insurance Act 52 of 1998,
• Short-term Insurance Act 53 of 1998, etc.
• Memorandum of Incorporation (MOI) - new
founding document of a company
• Specimen of contract forms
• Bank brochures
• Business and financial magazines
• Corporate Social Responsibility (CSR) Policy –
Textbook LTSM
 Effective tool for teaching and learning
 Presents all the topics in the content overview
 Knowledge and concepts are well scaffolded to
provide understanding and insight
 Variety of activities/exercises that are clear and
address different cognitive levels.
NB: Each learner should have a textbook per subject
to take home to study from and do homework.
Teacher File
Every teacher must have a file as planning instruments or evidence
The Annual Teaching Plan
A record of start and end dates of lessons
Assessment Plan
Formal Assessment tasks and memoranda/assessment tool
List of Text books and other LTSM used
Recording Sheets of learners individual marks for all formal assessment tasks
Any interventions used for the class or individual learners, especially learners with barriers
to learning
ASSESSMENT & EXAMS
What is assessment ?
- Identifying
knowledge
Demonstrated
to learners
- Gathering
- Interpreting
information and
skills
Formal and Informal Assessment
Assessment
INFORMAL
Daily Assessment
Recording Optional
Strengthen teaching and learning
FORMAL
Programme of Assessment
Recording
Used for promotion/certification
95
95
Informal and Formal Assessment Cont.
Informal
Daily assessment
Formal
Programme of Assessment
Monitor learner’s progress
Systematic way of evaluating
learner progress
Used for promotion /
certification
Improve teaching
Scaffold learning
Recorded
Stepping stones to tasks in
Programme of Assessment
Not required to record
96
Programme of Assessment
POA
Grade 10
Examinations
Two
End of year
Mid-year 200 marks
Tests
Two
Assignment, Project
and Presentation
First and Third Terms
Terms 1, 2 & 3 = 3 x 50
= 100
Not tests and exams
300 marks reduced to 75%
End of year
75%
25%
Tasks during
the year
97
97
97
Programme Of Assessment
The Programme of Assessment in Grade 10
Assessment
Total marks
Term 1
Term 2
Term 3
Assignment Test
(Case study
– all 3 cogn
levels incl
30%/50%/
20%)
Presentatio Midn
year
(Med
Research
topics term
1,2 )
Project Test
(Bus Plan
50
50
50
100
200
Term 4
Year markFinal
exam
Total
or
Research
Project,
covering
cogn levels
1-3,
30%/50%/2
0%)
100
550
300
Converted to
550÷5.5 300
400
a mark out of:
=100
Note: In Grade 10 the Seven Assessment tasks make up the Programme of Assessment.
Refer to Protocol on Assessment.
1. A Project
(can be any topic covered in the 3rd term, but the BUSINES
PLAN must still be done in class)
2. Tests & Exams
Control Tests – terms 1 and 3 / Mid year exam / Year end Exam
3. Written or
practical
assignments
(One Task – 1st term / One presentation
4. Presentation
Term 2 – any topic covered in term 1 or 2 – must provide
evidence
Must cover all topics.
Hand in to SMT at the end of previous year – school use to compile school assessment
plan.
Forms of Tasks
Other forms of tasks excluding tests and
exams
– Number of tasks: 3 per year as per Protocol on
assessment
– Controlled conditions
– Facilitated during class time by teacher (!)
– Certain aspects could be done at home e.g.
sourcing information, planning, etc.
100
Forms of Tasks
TESTS:
• Two tests:
– First and Third terms
•
•
•
•
100 marks each
Scheduled
Controlled conditions
Not to be made up of a series of small tests
101
Forms of Tasks
Grades 10 - Examinations
• Two exams:
– Midyear and End-of-Year
– All internal / school-based
•Duration to protect contact time
–Two weeks per exam for internal examinations (according to
Annual Teaching Plan)
–End-of-Year exams not to start before November
102
Examination
Content stipulated specifically for the grade
100%
Cognitive levels
Basic thinking skills (e.g. factual recall, low-level
application and low-level comprehension)
Moderately high thinking skills (e.g. more advanced
application, interpretation and low-level analysis)
Higher-order thinking skills (e.g. advanced analytical
skills, synthesis and evaluation)
30%
50%
20%
Mid-year examinations
Below is an outline of the structure of the mid-year examinations in each of the grades:
Grade 10
Paper
1
Time
2 hours
Marks
200
Topics
As per Grade annual
teaching plan
103
Examination
End-of-year examinations
Grade 10 should write a 3-hour examination of 300 marks as a final
examination.
Paper Time
Grade 10 1
Marks Business
Business
EnvironmentVenture
3 hours 300
25%
25%
Business
Role
25%
Business
Operation
25%
Structure of the Examination Paper
.
GRADE 10 11 12 EXAMINATION PAPER GUIDELINE
105
MODERATION
Moderation of assessment
• Moderation refers to the process that ensures
that the assessment tasks are fair, valid and
reliable.
• Moderation should be implemented at school,
district, provincial and national levels.
• Comprehensive and appropriate moderation
practices must be in place for the quality
assurance of all subject assessments.
107
Moderation of assessment
• All Grade 10 tasks are internally moderated,
• The subject head for Business Studies or Head of
Department for the Business, Commerce and
Management subjects at the school will generally
manage this process.
• Moderation at the school will be carried out at least
once per school term.
108
Moderation
• HoD (or subject head) if HoD did not specialise
in subject
• All PoA tasks: HoD moderates before task is
given to learners
• HoD moderates 10% of learner responses to
PoA tasks and marking instruments.
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Instruction - Moderation
Activity
• Participants form groups of 3 – 10
• Discuss the challenges that you encounter
when doing SBA moderation. How can you
overcome those challenges?
• Report back and discussion.( 10 min)
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Moderation of POA task: What to look for?
• Internal: Internal Moderation checklist to be completed for
each task and learner scripts/tasks
• External: Make use of cluster moderation checklist
• Aspects to be moderated: e.g.
• Duration, length ( in case of a test and examination)
• Weighting of content
• Weighting of cognitive levels
• Language used.
• Use of pictures, diagrams, graphs to facilitate language
• Level of difficulty
• Other?
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CAP ACITATE
CAP TAIN
CAP TIVATE
CAP ABLE