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CURRICULUM DESIGN
66249: Further Education and
Training Certificate: New Venture
Creation L4
Level 4
Table of contents
Table of contents ................................................................................................ 2
66249 Purpose ................................................................................................... 3
Articulation ..................................................................................................... 3
Curriculum design .............................................................................................. 3
Target group ................................................................................................... 3
Entry requirements .......................................................................................... 4
Design ........................................................................................................... 4
Integration ..................................................................................................... 4
Formative assessments .................................................................................... 4
Programme strategy ........................................................................................ 5
Final summative assessments ........................................................................... 5
Learner support, roles and responsibilities .......................................................... 5
Workplace support ......................................................................................... 10
Alignment matrix ........................................................................................... 10
Assessment strategy ...................................................................................... 10
Facilitator guide............................................................................................. 17
Qualification curriculum ..................................................................................... 17
Fundamental Component:............................................................................... 17
Core Component: .......................................................................................... 17
Elective Component: ...................................................................................... 17
Layout according to exit level outcomes .............................................................. 18
1. Demonstrate an ability to identify and create a new venture. .......................... 18
2. Demonstrate knowledge of interpersonal skills required in a business
environment. ................................................................................................ 19
3. Demonstrate an understanding of basic economics within an market economy. . 19
4. Manage a new venture by applying business principles and techniques. ............ 20
5. Demonstrate an understanding of the role of leadership and management ........ 20
66249 Purpose
The purpose of the Qualification is to develop the appropriate skills and knowledge
required by a person for the establishment and development of a small to medium
business venture, and address the economic, administrative and behavioural (psychosocial) barriers that contribute to success in starting and sustaining the venture.
This Qualification meets the needs of society by, primarily, providing persons who are
able to apply the fairly complex knowledge and skills required to be an entrepreneur and
thus contribute to the economic upliftment of themselves, their community and thereby
the nation as a whole.
Recipients of this qualification will be able to:
· Demonstrate an ability to identify and create a new venture.
· Demonstrate
environment.
knowledge
of
interpersonal
skills
required
in
a
business
· Demonstrate an understanding of basic economics within an market economy.
· Manage a new venture by applying business principles and techniques.
· Demonstrate an understanding of the role of leadership and management
Articulation
This Qualification lends itself to both vertical and horizontal articulation possibilities.
Horizontal articulation is possible with the following Qualifications:
· ID 48883: Further Education and Training Certificate: Small Business Advising
(Information Support), NQF Level 4.
· ID 57714: Further Education and Training Certificate: Generic Management,
NQF Level 4.
Vertical articulation is possible with the following qualifications:
· ID 48886: National Certificate: Business Advising, NQF Level 5.
·
ID 48874: National Certificate: Business Consulting Practice (Enterprise
Resource Planning), NQF Level 5.
· ID 59201: National Certificate: Generic Management, NQF Level 5.
Curriculum design
Target group
This Qualification will meet the needs of the formal and in-formal Small, Micro and
Medium Enterprise Sector by providing training standards against which entrepreneurs
can be trained.
This qualification is intended for persons who wish to start, operate, manage and grow a
new small to medium business venture. Learners attempting this qualification will be
equipped with a variety of technical, business managerial and personal skills and
strategies to help them succeed in the creation and sustenance of a business. The
successful learner will develop a sound foundation for the application of these skills and
knowledge to explore a diverse range of entrepreneurial opportunities.
This Qualification is also attractive to persons who have not received formal training in
this Sector but who are are already managing and/or are working as employees within
an established Small, Micro and Medium Enterprise business
Entry requirements
Learners accessing this Qualification should be competent in:
· Communication at NQF Level 3.
· Mathematical Literacy at NQF Level 3
Design
The curriculum was designed around the exit level outcomes and unit standards were
grouped according to these.
The learning process starts with entrepreneurial unit standards regarding identifying and
creating a new business, followed by communication fundamentals that prepares the
learner for the written assignments, as well as other written and verbal communication
activities when dealing with teams, employees and customers.
Numeracy fundamentals are grouped together with unit standards that cover economic
topics such as the finances of a new business.
Other individual unit standards are grouped according to the exit level outcomes and
assessment criteria, finishing with the leadership and management unit standards.
From the table of contents of each learner guide it can be seen that sections in the
learner guide are grouped according to the specific outcome, while subheadings
represent the assessment criteria and further discussions.
When the table of contents is read together with the PSS document and the unit
standard, it becomes clear that the unit standard forms the basis around which the
material is developed.
Integration
Learning material is presented as loose standing unit standards, grouped together
according to exit level outcomes.
Integration takes place as follows:

Communication fundamentals are automatically assessed
qualification with every task that has to be completed
throughout
the

Numeracy fundamentals are automatically assessed through any activity where
numeracy skills are needed, such managing the finances of a business

Further integration of knowledge and skills are assessed through summative exit
level outcomes assessments.
Formative assessments
Formative assessments are done as classroom activities.
Formative assessments are always a combination of the following:

Knowledge questionnaires to find out how much the learner understands of the
content

Group discussions to expose individual learners to the combined knowledge of
the group

Practical activities including role plays, debates, reports, developing of forms
needed, etc.
Programme strategy
The programme strategy and alignment matrix is presented as a programme structure
and strategy document, which forms part of the Seta alignment matrix.
This document gives an overview of how facilitation should take place and the
timeframes for each section of material. It also indicates where in the learner guide the
SO, AC EEK and CCFO are covered.
It also guides the facilitator regarding the method of facilitation, time frames and
formative and summative assessment activities.
As mentioned, the PSS document clearly states where SO and AC are tested in formative
and summative assessment activities.
Formative assessments always allow for assessment of all AC in order to assist the
facilitator and learner to determine the readiness of the learner for summative
assessment.
Provision is made in the Learner assessment guide for inclusion of the formative
assessment workbooks as part of the proof needed for final judgement of competence.
Final summative assessments
The material is presented with two options:
As a full qualification
The material is presented as individual unit standards, grouped together in modules
according to exit level outcomes
Together with this, the learner then has to complete summative assessments based on
the exit level outcomes of the qualification.
In this case the individual summative assessments based on unit standards will not be
used.
As skills programmes
The material is presented as individual unit standards, grouped together in modules
according to exit level outcomes.
Together with this, the learner has to complete summative assessments based on
individual unit standards.
In this case, the final summative assessment based on exit level outcomes is ignored.
Learner support, roles and responsibilities
The following appears in the front of the learner guide:
INTRODUCTION
This module belongs to you. It is designed to serve as a guide for the duration of your
course and as a resource for after the time. It contains readings, activities, and
application aids that will assist you in developing the knowledge and skills stipulated in
the specific outcomes and assessment criteria.
Follow along in the guide as the facilitator takes you through the material, and feel free
to make notes and diagrams that will help you to clarify or retain information. Jot down
things that work well or ideas that come from the group. Also note any points you’d like
to explore further.
Participate actively in the skills practice activities as they will give you an opportunity to
gain insights from other people’s experiences and to practice the skills. Remember to
share your own experiences so that others can lean from you too.
Each section will be preceded by outcomes and assessment criteria taken from the South
African Unit Standards, where available. These will describe what you must know and be
able to do in order to successfully complete the course. If the course is aligned to Unit
Standards, you will be able to receive credits towards a National Qualification upon
successful assessment.
Programme Overview
Purpose
In order to achieve the credits and qualify for the this appropriate registered standard,
determined by the Sector of Education Training Authority, you are expected to have
demonstrated specific learning outcomes.
Specific Outcomes
Specific Outcomes describe what the learner has to be able to do successfully at the end
of this learning experience.
Assessment Criteria
The only way to establish whether a learner is competent and has accomplished the
specific outcomes, is through the assessment process. Assessment involves collecting
and interpreting evidence about the learners’ ability to perform a task. This module
includes assessments in the form of self-assessments, group tasks, quizzes, projects and
a practical training programme whereby your are required to perform tasks and collect,
as portfolio of evidence, proof signed by your facilitator that you have successfully
performed these tasks.
To Qualify
To qualify and receive credits towards your qualification, a registered Assessor will
conduct an evaluation and assessment of your portfolio of evidence and competency.
Range of Learning
This describes the situation and circumstance in which competence
demonstrated and the parameters in which the learner operates.
must
be
Responsibility
The responsibility of learning rests with you, so ………
Be proactive and ask questions
Seek assistance and help from your facilitator, if required.
How You Will Learn
The programme methodology includes facilitator presentations, readings, individual
activities, group discussions and skill application exercises. Know what you want to get
out of the programme from the start and start applying your new skills immediately.
Participate as much as possible so that the learning will be interactive and stimulating.
How you will be assessed
This programme has been aligned to registered unit standards. You will be assessed
against the outcomes of the unit standards by completing assessments, and by
compiling a portfolio of evidence that provides proof of your ability to apply the learning
to your work situation. When you are assessed as competent against the unit standards,
you will receive 10 credits towards your National Qualification.
The following is an excerpt from the facilitator guide
Training Venue And Training Aid Compliance
Ensure that the following is in place:
Facilitator is in possession of:

Facilitator Guide,

Learner Guide,

Assessment Guide

Attendance Register for each training day

The slide show applicable to this module

Handouts, if applicable
Learners are in possession of:

Learner Guides

Assessment Guides
Training Venue contains:

Dictionaries, if available

A chair for each learner

A desk with sufficient seating space for each learner

Paper, pens and pencils for all learners

A flip chart stand with flip chart sheets

A PC for the slide shows

Prestik

Whiteboard and permanent markers (3 different colours each)

Sufficient ventilation or air-conditioning

Schedule of training and relaxation times

Name tags for each learner

List of classroom conduct, including:

Smoke breaks

Body breaks

Cell phone etiquette

General classroom etiquette
The Facilitator Guide:
It guides you through the duration of the Learning Programme;
As a training aid it contains activities that will assist you in transferring the knowledge
and skills as stipulated in the SAQA required specific outcomes and assessment criteria
How To Use Your Facilitator Guide
The Facilitator Guide contains the essential information to cover the outcomes as
stipulated for this Unit Standard. As such, the content of the Learner Guide has to be
covered completely. .
This learning programme is divided into sections. Each section is preceded by a
description of the required outcomes and assessment criteria as contained in the unit
standards specified by the South African Qualifications Authority.
These descriptions will define what the learners have to know and be able to do in order
to be awarded the credits attached to this learning programme. These credits are
regarded as building blocks towards achieving a National Qualification upon successful
assessment.
Programme Introduction
The following introductory actions are to be taken upon commencement of the
programme:

Facilitator him/herself to the learners

Let the delegates introduce themselves individually.

Give a brief comment after each introduction and welcome the delegate before
moving to then next delegate. Give full attention to each delegate as they
introduce themselves.

Let the participants know what time the breaks are, and for how long. Don’t
forget lunch time. Tell them where the toilets are and what time you intend to
finish.

Ensure all administrative tasks such as completion of attendance registers,
learner detail forms and the like are completed before the programme
commences.
Transition

Begin with an appropriate activity, such as an icebreaker, a story or a
statement.

Ask learners to state their expectations of the course and write them down on a
flipchart/whiteboard and put up where visible for duration of course.
State Course Outcomes
Go through the objectives and the content before you proceed with your programme.
Group And Individual Activities
A certain level of collective general knowledge can be assumed in any group. Encourage
lively discussion in class during group activities. Discussions can take the form of
brainstorming if necessary.
Ensure that shy and quiet learners are also drawn into the discussion, as learners will
have to learn to start thinking for themselves and taking control of the learning process
in order to achieve all the outcomes.
All the conclusions made during group activities have to be noted down by learners in
order to achieve all the outcomes.
Their notes will form part of formative and
summative assessments
Teamwork is important in all the unit standards. Divide the learners into groups and
make it clear to them that they have to stay in these groups for the duration of the
qualification. They have to learn to cope with conflict and with each other even if they
do not get along together, since they will not have any say as to who they will be
working with when they find themselves in a working environment.
Course Content
I have included specific instructions for you at the appropriate places in your copy of the
learner guide.
The course content covers all the basics required for learners to achieve the outcomes,
however, at times there is information that learners will have to obtain by themselves.
To this end, a glossary is also not included in the course material. It is expected of
learners to compile their own glossaries, which will form part of outcomes for
communication unit standards. Please encourage them to start compiling glossaries as
soon as possible. The glossaries can be simple: they need only quote the word and the
meaning, as long as they understand what it means.
Learners are required to start thinking for themselves and take control of the learning
process as soon as possible. To this end, research projects will form part of some
assessments.
The entire learner guide is included for your information.
Assessment
The process of assessment of competency should be explained in detail to learners upon
commencement of course. The following statements should be made:
Attending the training is not sufficient evidence of competence to award a certificate and
the credits attached to this programme. Learners are required to undergo assessment in
order to prove competence in order to be awarded the credits attached to this
programme, eventually leading to a national qualification.
Explain the concept ‘Competence’
Competence is the ability to perform whole work roles, to the standards expected in
employment, in a real working environment.
There are three levels of competence:

Foundational competence: an understanding of what you do and why

Practical competence: the ability to perform a set of tasks in an authentic
context

Reflexive competence: the ability to adapt to changed circumstances
appropriately and responsibly, and to explain the reason behind the action
Generally speaking, in the past, education and training institutions became accustomed
to awarding certificates based on the amount of time spent in a classroom or training
room. In addition, learners were assessed by means of an examination that tested
memory as opposed to actual competence. This meant that many learners were awarded
certificates and even whole qualifications without ever having to demonstrate that they
were able to practically apply their knowledge and skills.
Now, based on the principles of the National Qualifications Framework, in order for the
learners to receive a certificate of competence and be awarded credits, they are required
to provide evidence of their competence by compiling a portfolio of evidence, which will
be assessed by a Stanford Business College assessor.
Explain the concept ‘Portfolio of Evidence’
A portfolio of evidence is a structured collection of evidence that proves the learner’s
efforts, progress and achievement in a specific learning area, and demonstrates
competence.
Explain the Assessment Process
Assessment of competence is a process of making judgments about an individual's
competence through matching evidence collected to the appropriate national standards.
That is why the evidence in the learner’s portfolio should be closely linked to the
outcomes and assessment criteria of the unit standards against which the learners is
being assessed.
Ideally, formative assessments should minimise the need for re-assessment as the
assessor and the candidate will agree to a summative assessment only when they both
feel the candidate is ready.
However, candidates who are deemed not yet competent on a summative assessment
will be allowed to be re-assessed no more than two times.
When learners have to undergo re-assessment, the following conditions will apply:

Specific feedback will be given so that candidates can concentrate on only those
areas in which they were assessed as not yet competent

Re-assessment will take place in the same situation or context and under the
same conditions as the original assessment

Only the specific outcomes that were not achieved will be re-assessed
Candidates who are repeatedly unsuccessful will be given guidance on other possible and
more suitable learning avenues.
In order for the assessor to assess competence, the portfolio should provide evidence of
both knowledge and skills, and of how knowledge and skills were applied in a variety of
contexts.
This Candidate’s Assessment Portfolio directs the learner in the activities that need to be
completed so that competence can be assessed and the credits attached to the
programme be awarded.
The assessment requirements for this programme are stated at the beginning of each
section.
The right of the candidate to appeal against assessment decisions or practices they
regard as unfair. An Appeals and Disputes procedure is in place and communicated to all
assessment candidates prior to assessment in order for them to appeal on the basis of:

Unfair assessment

Invalid assessment

Unreliable assessment

Unethical practices

Inadequate expertise and experience of the assessor
Appeals have to be lodged in writing (Candidate Appeal Form) & submitted to the
internal moderator within 48 hours, following the assessment in question. The moderator
will consider the appeal & make a decision regarding the granting of a re-assessment.
The learner will be informed about the appeal-outcome within 3 days of lodging the
appeal. Should the learner not be satisfied with the internal appeal outcome, the learner
will be advised of the rights to refer the matter to the SETA ETQA.
All the required forms and explanations are included in the assessment guide.
Workplace support
Insert what support you provide to the learners
Alignment matrix
The PSS document is included in the Seta alignment matrix
Assessment strategy
The assessments are based on the principles of fairness, validity, practicability, reliability
and consistency as stated in the assessment strategy document found in all Learner
summative assessment guides.
Where possible, assessments are developed around the learner’s actual work situation so
that learner is able to practice the skills and develop the necessary knowledge required
by the unit standard. Also, if a learner has to hand in copies of reports that they have to
do at work anyway, for example, it makes it easier for them to complete the workplace
activities
We make use of as many of the following tools as possible:

Questionnaire which could be an end of training activity or an end of programme
activity

Observation: where the supervisor or facilitator observes the learner

Presentation: which can be done in the workplace to team members or as a final
summative assessment for the facilitator and fellow learners

Research: where learner has to gather actual data at work

Work samples: where learner hands in actual work, e.g. information brochures
that have been prepared or forms completed

Reports: where possible learner has to hand in actual reports required at work

Verbal assessments

Testimonials, e.g. from clients for good customer service

Reflexive questions which allow the learner to reflect on the learning and the
application of what he has learnt in the workplace. Reflexive questions are also
used to encourage learners to think of improvements to systems and procedures
used in the workplace
The combination should allow the assessor to make an accurate judgement about the
learner’s competence.
The following information appears in all the learner guides:
How you will be assessed
This programme has been aligned to registered unit standards. You will be assessed
against the outcomes of the unit standards by completing assessments, and by
compiling a portfolio of evidence that provides proof of your ability to apply the learning
to your work situation. When you are assessed as competent against the unit standards,
you will receive 10 credits towards your National Qualification.
The following information appears in all the facilitator’s guides:
Assessment
The process of assessment of competency should be explained in detail to learners upon
commencement of course. The following statements should be made:
Attending the training is not sufficient evidence of competence to award a certificate and
the credits attached to this programme. Learners are required to undergo assessment in
order to prove competence in order to be awarded the credits attached to this
programme, eventually leading to a national qualification.
Explain the concept ‘Competence’
Competence is the ability to perform whole work roles, to the standards expected in
employment, in a real working environment.
There are three levels of competence:

Foundational competence: an understanding of what you do and why

Practical competence: the ability to perform a set of tasks in an authentic
context

Reflexive competence: the ability to adapt to changed circumstances
appropriately and responsibly, and to explain the reason behind the action
Generally speaking, in the past, education and training institutions became accustomed
to awarding certificates based on the amount of time spent in a classroom or training
room. In addition, learners were assessed by means of an examination that tested
memory as opposed to actual competence. This meant that many learners were awarded
certificates and even whole qualifications without ever having to demonstrate that they
were able to practically apply their knowledge and skills.
Now, based on the principles of the National Qualifications Framework, in order for the
learners to receive a certificate of competence and be awarded credits, they are required
to provide evidence of their competence by compiling a portfolio of evidence, which will
be assessed by a Stanford Business College assessor.
Explain the concept ‘Portfolio of Evidence’
A portfolio of evidence is a structured collection of evidence that proves the learner’s
efforts, progress and achievement in a specific learning area, and demonstrates
competence.
Explain the Assessment Process
Assessment of competence is a process of making judgments about an individual's
competence through matching evidence collected to the appropriate national standards.
That is why the evidence in the learner’s portfolio should be closely linked to the
outcomes and assessment criteria of the unit standards against which the learners is
being assessed.
Ideally, formative assessments should minimise the need for re-assessment as the
assessor and the candidate will agree to a summative assessment only when they both
feel the candidate is ready.
However, candidates who are deemed not yet competent on a summative assessment
will be allowed to be re-assessed no more than two times.
When learners have to undergo re-assessment, the following conditions will apply:

Specific feedback will be given so that candidates can concentrate on only those
areas in which they were assessed as not yet competent

Re-assessment will take place in the same situation or context and under the
same conditions as the original assessment

Only the specific outcomes that were not achieved will be re-assessed
Candidates who are repeatedly unsuccessful will be given guidance on other possible and
more suitable learning avenues.
In order for the assessor to assess competence, the portfolio should provide evidence of
both knowledge and skills, and of how knowledge and skills were applied in a variety of
contexts.
This Candidate’s Assessment Portfolio directs the learner in the activities that need to be
completed so that competence can be assessed and the credits attached to the
programme be awarded.
The assessment requirements for this programme are stated at the beginning of each
section.
The right of the candidate to appeal against assessment decisions or practices they
regard as unfair. An Appeals and Disputes procedure is in place and communicated to all
assessment candidates prior to assessment in order for them to appeal on the basis of:

Unfair assessment

Invalid assessment

Unreliable assessment

Unethical practices

Inadequate expertise and experience of the assessor
Appeals have to be lodged in writing (Candidate Appeal Form) & submitted to the
internal moderator within 48 hours, following the assessment in question. The moderator
will consider the appeal & make a decision regarding the granting of a re-assessment.
The learner will be informed about the appeal-outcome within 3 days of lodging the
appeal. Should the learner not be satisfied with the internal appeal outcome, the learner
will be advised of the rights to refer the matter to the SETA ETQA.
All the required forms and explanations are included in the assessment guide.
The following information appears in all learner summative assessment guides:
COMPETENCE
Being Declared Competent Entails:
Competence is the ability to perform whole work roles, to the standards expected in
employment, in a real working environment.
There are three levels of competence:

Foundational competence: an understanding of what you do and why

Practical competence: the ability to perform a set of tasks in an authentic
context

Reflexive competence: the ability to adapt to changed circumstances
appropriately and responsibly, and to explain the reason behind the action
To receive a certificate of competence and be awarded credits, a learner is required to
provide evidence of competence by compiling a portfolio of evidence, which will be
assessed by a Services SETA accredited assessor.
You Have to Submit a Portfolio of Evidence
A portfolio of evidence is a structured collection of evidence that reflects your efforts,
progress and achievement in a specific learning area, and demonstrates your
competence.
The Assessment of Your Competence
Assessment of competence is a process of making judgments about an individual's
competence through matching evidence collected to the appropriate national standards.
The evidence in your portfolio should closely reflect the outcomes and assessment
criteria of the unit standards of the learning programme for which you are being
assessed.
To determine a candidate’s knowledge and ability to apply the skills before and during
the learning programme, formative assessments are done to determine the learner’s
progress towards full competence. This normally guides the learner towards a successful
summative (final) assessment to which assessor and the candidate only agree when they
both feel the candidate is ready.
Should it happen that a candidate is deemed not yet competent upon a summative
assessment, that candidate will be allowed to be re-assessed. The candidate can,
however, only be allowed two reassessments.
When learners have to undergo re-assessment, the following conditions will apply:

Specific feedback will be given so that candidates can concentrate on only those
areas in which they were assessed as not yet competent

Re-assessment will take place in the same situation or context and under the
same conditions as the original assessment

Only the specific outcomes that were not achieved will be re-assessed
Candidates who are repeatedly unsuccessful will be given guidance on other possible and
more suitable learning avenues.
In order for your assessor to assess your competence, your portfolio should provide
evidence of both your knowledge and skills, and of how you applied your knowledge and
skills in a variety of contexts.
This Candidate’s Assessment Portfolio directs you in the activities that need to be
completed so that your competence can be assessed and so that you can be awarded
the credits attached to the programme.
APPEALS & DISPUTES
The candidate has the right to appeal against assessment decision or practice they
regard as unfair. An Appeals and Disputes procedure is in place and communicated to
all assessment candidates in order for them to appeal on the basis of:

Unfair assessment

Invalid assessment

Unreliable assessment

Unethical practices

Inadequate expertise and experience of the assessor
Appeals have to be lodged in writing (Candidate Appeal Form) & submitted to the
training provider internal moderator within 48 hours, following the assessment in
question. The moderator will consider the appeal & make a decision regarding the
granting of a re-assessment. The learner will be informed about the appeal-outcome
within 3 days of lodging the appeal. Should the learner not be satisfied with the internal
appeal outcome, the learner will be advised of the rights to refer the matter to the SETA
ETQA.
ASSESSMENT PROCESS FLOW
CANDIDATE
Detailed Assessor
Report compiled &
forwarded for
Moderation
Assessment
Results
Moderated
Assessment Plan
agreed by candidate &
completed by the
assessors before the
actual assessment
Assessment
Activities
conducted per the
Assessment Plan
Assessment Guide
submitted to
Training Provider as
per Assessment Plan
ASSESSMENT
Feedback
Report
Completed
by Assessor
& individual
feedback
given to
candidate
Appeal form
completed by
the candidate
in event of
dispute
Record of
Learning
Updated
Action Plan
completed by
Assessor
SETA
Completed Assessor
report/Moderator
report/Record of
Learning forwarded to
SETA
Approval and
Certification
obtained
from SETA
Certificate of
Competencie
s issued to
successful
candidates
All records &
evidence filed
SETA to register
on National
Learner Database
ASSESSMENT STRATEGY
This assessment exercise will cover the outcomes for the unit standard in order to
achieve a competency certificate. The purpose of the assessment process is to gather
enough evidence to prove all unit standard outcomes were achieved.
Competency will be assessed through class hands on tasks, input and performance
based assessments, and assignments which will require a fair amount of research.
Assessment evidence should be sufficient to prove that the candidate is competent in all
require tasks set by the unit standards.
A summative assessment will be conducted at end of course to confirm assessment
judgments. Principles of fairness, validity, practicability, reliability and consistency will
be adhered to throughout.
Perform
Acquisition
Management activities for
public sector supply chain
management
Unit Standard
Codes
377898
Level
Level 5
Credits
11
Purpose of
Assessment
The purpose of this assessment is to check your knowledge and
understanding of the unit standard in order to prepare you for the
workplace.
Context of
Assessment
Assessment Procedures
Program

An integrated assessment approach will be followed to allow
for practical and theoretical components. The entails the
assessment of a number of unit standards, outcomes and
criteria together in one assessment activity

Candidates are not only assessed against specific outcomes,
but also on critical outcomes, attitudes and values

A summative competence judgment will be made on the basis
of all assessment evidence produced, that proves that the
candidate can be consistently judged as competent against
the outcomes of the unit standards and the qualification as a
whole.

Candidates take responsibility for their own assessment and
should notify the assessor when they are ready for
assessment

Candidates will receive feedback after the summative
assessment, which will be discussed after all assessments
have been completed

All assessments will be reviewed to ensure that assessment
practices are valid, fair, transparent, consistent and current

An Internal/External moderator will moderate assessment
practices

The SETA will also conduct external moderation
Assessment
Method
Assessment
Conditions
Who
will
conduct
assessment
Questionnaire
Input based
assessments
Assessor
Work sample
Reflexive
questions
Assessment
results and
feedback
Immediate
Facilitator guide
The facilitator guide contains the following:

Instructions to the facilitator

All the contents of the learner guide

Formative assessment activities with memo
The facilitator guide should always be used together with the PSS document and the
summative assessment guides to ensure the facilitator has all the required information,
instructions and procedures to follow.
The PSS document is found in the facilitator and learner guides.
Qualification curriculum
The Qualification consists of a Fundamental, a Core and an Elective Component. To be
The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification learners are required to obtain a minimum of 149 credits
as detailed below.
Fundamental Component:
The Fundamental Component consists of Unit Standards in:
· Mathematical Literacy at NQF Level 4 to the value of 16 credits.
· Communication at NQF Level 4 in a First South African Language to the value of
20 credits.
· Communication in a Second South African Language at NQF Level 3 to the
value of 20 credits.
It is compulsory therefore for learners to do Communication in two different South
African languages, one at NQF Level 4 and the other at NQF Level 3.
All Unit Standards in the Fundamental Component are compulsory.
Core Component:
The Core Component consists of Unit Standards to the value of 82 credits all of which
are compulsory.
Elective Component:
The Elective Component consists of individual unit standards from which the learner
must choose unit standards totalling a minimum of 11 credits.
Layout according to exit level outcomes
(Curriculum)
1. Demonstrate an ability to identify and create a new
venture.
Module 1
U/S Type
No
Name
Level
Credits
Core
114600
Apply innovative thinking to the
development of a small business
Level 4
4
Core
263356
Demonstrate an understanding of
an entrepreneurial profile
Level 4
5
Core
114596
Research the viability of
venture ideas/opportunities
Level 4
5
new
Module 2
U/S Type
No
Name
Level
Credits
Fundamental
119472
Accommodate audience and context
needs in oral/signed communication
Level 3
5
Fundamental
119457
Interpret and use information from
texts
Level 3
5
Fundamental
119467
Use language and communication in
occupational learning programmes
Level 3
5
Fundamental
119465
Write/present/sign texts for a range
of communicative contexts
Level 3
5
2. Demonstrate knowledge of interpersonal skills
required in a business environment.
Module 3
U/S Type
No
Name
Level
Credits
Core
13948
Negotiate an agreement or deal in
an authentic work situation
Level 4
5
Elective
242819
Motivate and Build a Team
Level 4
10
Core
263534
Implement an action plan for a new
venture
Level 4
4
No
Name
Fundamental
119462
Engage in sustained oral/signed
communication
and
evaluate
spoken/signed texts
Level 4
5
Fundamental
119469
Read/view, analyse and respond to
a variety of texts
Level 4
5
Fundamental
119471
Use language and communication in
occupational learning programmes
Level 4
5
Fundamental
119459
Write/present/sign for a wide range
of contexts
Level 4
5
Module 4
U/S Type
Level
Credits
3. Demonstrate an understanding of basic economics
within an market economy.
Module 5
U/S Type
Fundamental
Fundamental
No
Name
Level
Credits
9015
Apply knowledge of statistics and
probability to critically interrogate
and
effectively
communicate
findings on life related problems
Level 4
6
9016
Represent analyse and calculate
shape and motion in 2-and 3dimensional space in different
contexts
Level 4
4
Fundamental
7468
Use mathematics to investigate and
monitor the financial aspects of
personal, business, national and
international issues
Level 4
6
Module 6
U/S Type
Core
No
Name
Level
Credits
114584
Finance a new venture
Level 4
5
Core
263514
Demonstrate an understanding of
the
function
of
the
market
mechanisms in a new venture
Level 4
5
Core
263474
Manage finances of a new venture
Level 4
6
4. Manage a new venture by applying business principles
and techniques.
Module 7
U/S Type
No
Name
Level
Credits
Core
114592
Produce business plans for a new
venture
Level 4
8
Core
263456
Plan strategically to improve new
venture performance
Level 4
4
Core
263455
Apply the principles of costing and
pricing to a business venture
Level 4
6
Elective
114593
Tender to secure business for a new
venture
Level 4
5
5. Demonstrate an understanding of the role of
leadership and management
Module 8
U/S Type
Core
No
Name
120389
Explain and apply the concept,
principles and theories of motivation
in a leadership context
Level
Level 4
Credits
6
Core
Core
Core
114805
Manage general administration
Level 4
4
263434
Plan
and
production/operations
venture
Level 4
6
116394
Implement and manage human
resource
and
labour
relations
policies and acts
Level 5
9
NARINA HORN
Developer
076 482 0564
narina@smartscript.co.za
in
manage
a new