BUSINESS STUDIES
EXAMINATION GUIDELINES
GRADE 12
2021
| TABLE OF CONTENTS | Page |
| 1. INTRODUCTION | 3 |
| 2. ASSESSMENT IN GRADE 12 2.1 Grade 12: Summary/format/outline of the formal end-of-the-year examination question paper 2.2 Distribution of cognitive levels and Bloom's Taxonomy 2.3 Revised Annual Teaching Plan | 4 5 5 |
| 3. PART A: BUSINESS STUDIES: PAPER 1 3.1 Classification of main topics 3.2 Elaboration of content | 6 7 |
| 4. PART B: BUSINESS STUDIES: PAPER 2 4.1 Classification of main topics 4.2 Elaboration of content | 18 19 |
| 5. GUIDELINES FOR ANSWERING BUSINESS STUDIES QUESTION PAPERS | 37 |
| 6. CONCLUSION | 39 |
| 7. ANNEXURE 1: REVISED SUMMARY OF THE GRADE 12 ANNUAL TEACHING PLAN (ATP) | |
1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Engineering Graphics and Design outlines the nature and purpose of the subject Engineering Graphics and Design. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.
The purpose of these Examination Guidelines is to:
This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-based Assessment (SBA), Performance Assessment Tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually.
These Examination Guidelines should be read in conjunction with:
Teachers must note that these are only guidelines and changes in the business environment should be taken into consideration when topics are taught. New/Recent or amended legislation, new developments or changing economic condition which affect the business environment should inform the teaching of Business Studies.
NOTE:
2. ASSESSMENT IN GRADE 12
2.1 GRADE 12: SUMMARY/FORMAT/OUTLINE OF THE FORMAL END-OF-THE-YEAR EXAMINATION QUESTION PAPERS 1 AND 2.
| SECTION | TYPE OF QUESTIONS | MARKS | TIME (minutes) | COGNITIVE LEVEL(S) |
| A | Compulsory Covers BOTH TOPICS Multiple choice: (5 x 2) (10) Choose the correct word: (5 x 2) (10) Matching items: (5 x 2) (10) Different types of short and objective questions using various assessment styles and covering the entire curriculum for each main topic, e.g. multiple-choice, match columns and choose the correct word. | 30 | 20 | Mostly Level 1 (Remembering/Recall) and Level 2 (Understanding) |
| B | Choose any TWO questions in this section. (40 marks x 2 questions) THREE questions, TWO covering each main topic and the third question will cover both main topics (a miscellaneous question). These questions should cover the entire curriculum for EACH main topic. Applicable action verbs in this section are, e.g. identify, outline quote, motivate, explain, discuss, distinguish, differentiate, compare, evaluate, critically evaluate, justify, suggest, recommend and advise. Case studies (scenarios) or source-based questions should be included. Answers should be in point form, full sentences or paragraph style as per requirement of each question. | 80 | 70 | Levels 1 to 6 (Remembering/Recall, Understanding, Applying, Analysing, Evaluating, Creating) |
| C | Answer any ONE question in this section. (40 marks x 1 question) TWO questions, EACH covering the TWO main topics. Longer, essay type questions of lower, middle and higher cognitive and difficulty levels to assess insight and interpretation of theoretical knowledge in addition to content. | 40 | 30 | Mostly Levels 3 to 6 (Applying, Analysing, Evaluating and Creating) |
| TOTAL | 150 | 120 |
2.2 THE DISTRIBUTION OF COGNITIVE LEVELS AND BLOOM'S TAXONOMY:
| Cognitive level | Percentage | ||
| Level1 | Knowledge/Remembering | Low order: Define, name, list, identify, give, etc. | 30% |
| Level2 | Comprehension/Understanding | Choose, explain, classify, give etc. | |
| Level 3 | Application/Applying knowledge | Middle order: Analyse, apply, describe, discuss, calculate, etc. | 50% |
| Level 4 | Analysis | Analyse, compare, differentiate, distinguish, etc. | |
| Level 5 | Synthesis/Evaluating | Higher order: Analyse, compare, evaluate, etc. | 20% |
| Level 6 | Evaluation/Creating | Recommend, suggest, advise, etc. | |
| TOTAL | 100 | ||
2.3 ANNUAL TEACHING PLAN
To facilitate the setting of a credible and well-balanced mid-year examination paper with correct weightings per main topic, the Grade 12 Annual Teaching Plan has been revised.
Some topics have been moved from term 2 to term 3 and vice versa. The revised Summary of Annual Teaching Plan for Grade 12 is attached as ANNEXURE 1
Business Studies 6 DBE/2021
Examination Guidelines
Copyright reserved Please turn over
PART A:
3. BUSINESS STUDIES: PAPER 1
3.1 CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS
| 1. BUSINESS ENVIRONMENTS | TERM | 2. BUSINESS OPERATIONS | TERM |
| 1.1. Macro environment: Impact of recent legislation on business | 1 | 2.1 Human resources function | 1 |
| 1.2 Macro environment: Business strategies | 1 | 2.2 Quality of performance | 2 |
| 1.3 Business sectors and their environments | 2 |
3.2 ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS)
| MAIN TOPIC | TOPIC | CORE CONTENT THAT MUST BE COVERED BY GRADE 12 BUSINESS STUDIES TEACHERS | ELABORATION OF CORE CONTENT | TERM |
| 1.BUSINESS ENVIRON-MENTS | 1.1 MACRO ENVIRONMENT: Impact of recent legislation on business | 1.1 The impact of recent legislation, developed in response to demands for redress and equity, on small and large business operations as well as the role of the government in the implementation of these Acts:
Focus on the FIVE aspects: what, why, how, is it working & recommendations in teaching ALL legislation stated above. | 1.1 Learners should be able to:
ALSO focus on the following regarding the Broad- Based Black Economic Empowerment Act, 2003 (Act 53 of 2003) (BBBEE):
NOTE:
Knowledge of this topic should enable learners to:
Make notes using different resources and textbooks.. | 1 |
| 1.2 MACRO ENVIRONMENT: BUSINESS STRATEGIES | 1.2 Devise/Formulate strategies of how a business can respond to the challenges of the macro business environment, critically evaluate such strategies and make recommendations as required. Advanced problem-solving skills (REVISION) and skills to be used in strategy formulation, e.g. use any creative-thinking technique to devise business strategies, generate business ideas, resolve conflict and solve any business-related problems.
Types of business strategies, e.g.:
| 1.2 Learners should be able to:
INDUSTRIAL ANALYSIS TOOLS
| ||
| Other strategies The company repositions itself by replacing one or more individuals, revising a business mission, establishing or revising objectives, devising new policies, issuing stock to raise capital, adding additional salespersons and allocating resources differently, or developing new performance incentives.
| Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand the current economic climate and background in which a business is operating to enable them to devise competitive and creative strategies. Make notes using different resources and textbooks | |||
| 1.3 BUSINESS SECTORS AND THEIR ENVIRON-MENTS | 1.3 Select a business from each sector and describe the three environments related to these sectors and the extent to which a business can control these environments. Describe the three business environments related to the three economic sectors and give an explanation of the extent to which a business can control these environments. | 1.3 Learners should be able to:
Knowledge of this topic should enable learners to: | 2 | |
| Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand how business environments are affected in the business sectors. Make notes using different resources and textbooks | ||||
| 2. BUSINESS OPERA-TIONS | 2.1 HUMAN RESOURCES FUNCTION | 2.1 RECAP (Examinable): The relevant legislations and the following activities of the Human Resources function:
Discuss:
| 2.1 Learners should be able to respond to:
SELECTION
INDUCTION
PLACEMENT
SALARY DETERMINATION
FRINGE BENEFITS/PERKS Name/State/Give examples of employee benefits, e.g.:
Discuss/Evaluate the impact (positives/ advantages and/or negatives/disadvantages) of fringe benefits on businesses. Compulsory benefits
LEGISLATION | |
| 2.2 QUALITY OF PERFORMANCE | 2.2 Discuss how the quality of performance within the business functions can influence the success or failure of a business.
Discuss the elements of total quality management (TQM):
| 2.2 Learners should be able to: QUALITY
TOTAL QUALITY MANAGEMENT (TQM)
Knowledge of this topic should enable learners to: |
NOTE: The 'Term'-column indicates the term in which a topic is to be covered as per the CAPS document.
The main topics are numbered for each paper from 1 to 2, e.g. Business Environments and Business Operations to simplify the layout of the document.
PART B:
4. BUSINESS STUDIES PAPER 2
4.1 CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS
| 1. BUSINESS VENTURES | TERM | 2. BUSINESS ROLES | TERM |
| 1.1 Management and leadership | 2 | 2.1 Ethics and professionalism | 1 |
| 1.2 Investment: Securities/Opportunities | 2 | 2.2 Creative thinking and Problem-solving | 1 |
| 1.3 Investment: Insurance | 2 | 2.3 Social Responsibility and Corporate Citizenship Corporate Social Responsibility (CSR) Corporate Social Investment (CSI) | 3 |
| 1.4 Forms of ownership with the focus on how they can contribute to the success/failure of a business. | 3 | 2.4 Human rights, inclusivity and environmental issues | 3 |
| 1.5 Presentation and data response | 3 | 2.5 Team performance assessment Conflict management | 2 |
4.2 ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS)
| MAIN TOPIC | TOPIC | CORE CONTENT THAT MUST BE COVERED BY GRADE 12 BUSINESS STUDIES TEACHERS | ELABORATION OF CORE CONTENT | TERM |
| 1. BUSINESS VENTURES | 1.1 MANAGEMENT AND LEADERSHIP | 1.1 Distinguish between management and leadership styles and approaches.
| 1.1 Learners should be able to: MANAGEMENT AND LEADERSHIP
LEADERSHIP STYLES
LEADERSHIP THEORIES
Knowledge of this topic should enable learners to: | 2 |
| 1.2 INVESTMENT: SECURITIES/OPPORTUNITIES | 1.2 A range of available business investment opportunities, distinguish between assurance and insurance (compulsory and non-compulsory) (as investment opportunities), and discuss the viability and relevance of all these investment opportunities to both individuals and businesses.
| 1.2 Learners should be able to:
Knowledge of this topic should enable learners to: Additional resources: | ||
| 1.3 INVESTMENT: INSURANCE | 1.3 Compulsory and non-compulsory insurance Understanding life insurance and retirement annuities Insurance of goods (compulsory and non -compulsory) Calculation of under-insurance Unemployment Insurance Fund (UIF), Road Accident Fund (RAF) and Compensation for Occupational Injuries and Diseases Act (COIDA) | 1.3 Learners should be able to:
NON-COMPULSORY INSURANCE
COMPULSORY INSURANCE
Knowledge of this topic should enable learners to: | 2 | |
| 1.4 FORMS OF OWNERSHIP | 1.4 Determining the extent to which a particular form of ownership can contribute to the success or failure of a business. Taxation, capacity, management, capital, division of profits and legislation. RECAP (Examinable): Characteristics, advantages, disadvantages and comparison of forms of ownership, i.e. sole trader, partnership, close corporation, co-operatives, profit companies and non-profit companies (focus on issues of capacity, taxation, management, capital, division of profits and legislation) and their impact on the success or failure of a business. Forms of ownership (all forms of ownership) and their impact on the success of a business. Learners must understand the characteristics, advantages and disadvantages to be able to analyse the impact on the success or failure of business in terms of the six criteria listed above. | 1.4 Learners should be able to:
Knowledge of this topic should enable learners to: | 3 | |
| 1.5 PRESENTA-TION AND DATA RESPONSE | 1.5 Accurate and concise verbal and non-verbal presentation of a variety of business-related information (including graphs), respond professionally to questions and feedback, and amend information as necessary.
| 1.5 Learners should develop the following skills:
DATA RESPONSE
Knowledge of this topic should enable learners to: | ||
| 2. BUSINESS ROLES | 2.1 ETHICS AND PROFESSIONAL-ISM | 2.1 How professional, responsible, ethical and effective business practice should be conducted in changing and challenging the business environment.
Ways in which professional, responsible, ethical and effective business practice should be conducted, e.g.:
| 2.1 Learners should be able to:
Knowledge of this topic should enable learners to: | |
| 2.2 CREATIVE THINKING AND PROBLEM SOLVING | 2.2 Apply creative thinking to respond to challenges in dynamic and complex business contexts:
| 2.2 Learners should be able to:
CREATIVE THINKING
Knowledge of this topic should enable learners to: | ||
| 2.3 SOCIAL RESPONSIBILITY AND CORPORATE CITIZEN-SHIP/ CORPORATE SOCIAL RESPONSIBILITY (CSR)/CORPORATE SOCIAL INVESTMENT (CSI) | 2.3 Define the concept of social responsibility:
Contribute time and effort meaningfully to advancing the well-being of others in a business context.
Corporate Social Investment (CSI)
| 2.3 Learners should be able to: SOCIAL RESPONSIBILITY
CORPORATE SOCIAL RESPONSIBILITY/CSR
CORPORERATE SOCIAL INVESTMENT/CSI
Knowledge of this topic should enable learners to: | 3 | |
| 2.4 HUMAN RIGHTS, INCLUSIVITY AND ENVIRON-MENTAL ISSUES | 2.4 The extent to which a business venture addresses issues such as human rights, inclusivity, and environmental issues. Assess a business venture against criteria to measure human rights, inclusivity and environmental issues. Can do this through informal surveys, interviews, etc.:
| 2.4 Learners should be able to: HUMAN, ECONOMIC, SOCIAL AND CULTURAL RIGHTS
DIVERSITY
ENVIRONMENTAL FACTORS
Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. | 3 | |
| 2.5 TEAM PERFORMANCE ASSESSMENT CONFLICT MANAGEMENT | 2.5 Collaboration with others to contribute towards the achievement of specific objectives.
Problem solving and management of problems that arise from working with others (include steps to resolve conflict). | 2.5 Learners should be able to:
CONFLICT RESOLUTION
DEALING WITH GRIEVANCES AND DIFFICULT PEOPLE/PERSONALITIES
Knowledge of this topic should enable learners to: |
NOTE: The 'Term'-column indicates the term in which a topic is to be covered as per the CAPS document. The main topics are numbered for each paper from 1 to 2, e.g. Business Ventures and Business Roles to simplify the layout of the document. .
GUIDELINES FOR ANSWERING BUSINESS STUDIES QUESTION PAPERS
Planning and organisation is extremely important. A well-planned work schedule/study timetable will ensure the completion of the curriculum which will adequately prepare learners for the end-of-the-year examination.
Preparation for quality responses
TYPES OF QUESTIONS
SECTION A
Multiple-choice, matching, choosing the correct concept/terminology, etc. (short and objective questions):
These types of questions require learners to have a thorough knowledge of the subject and they have to exercise logic and good insight.
The recommended approach to multiple-choice questions is to read and analyse the statement carefully. Thereafter, study the alternatives carefully and eliminate the incorrect options. Review the remaining possible answers and choose the correct one.
Business Studies 35 DBE/2021
Examination Guidelines
Copyright reserved Please turn over
SECTION B
Paragraph style, case studies and source-based questions – shorter type questions
SECTION C
Longer/Essay type of questions
Learners must be able to organise information on a topic systematically and logically to be able to evaluate/analyse/motivate/suggest/recommend and elaborate on topics extracted from given case studies, scenarios etc. Learners must enhance or support their answers/viewpoints with recent examples to obtain marks for originality.
Learners must be familiar with words, such as 'challenges' and 'areas of concern', so that they are able to identify challenges in the case studies and to make recommendations. It is imperative that learners do not associate the word 'challenges' only with business environments or 'areas' only with geographical regions.
ESSAY-TYPE QUESTIONS CONSIST OF:
The mark allocation for an essay-type of question is generally as follows:
| CONTENT | MARKS | ||
| Facts | Core content equivalent to 50 marks, including introduction and conclusion, but marked to a maximum of 32 marks. | 32 | |
| Layout | Introduction, body and a conclusion | 2 | |
| Analysis | All headings addressed: 1 (One 'A') Interpretation (16 to 32 marks): 1 (One 'A') | 2 | |
| Synthesis (marks to be allocated based on the guide shown here) | Factual marks | Synthesis marks | 2 |
| No relevant facts | 0 | ||
| Some relevant facts | 1 | ||
| Only relevant facts were given in the essay | 2 | ||
| Originality | Evidence of examples based on recent information, current trends and developments | 2 | |
| Total Marks | 40 | ||
Mark allocation for SYNTHESIS:
NOTE:
Higher-order questions can be drawn from the contents prescribed in the CAPS document. This can take the form of application-type questions, e.g. correlation with practice, justification with reasoning, suggest improvements, compile reports, provide recommendations, evaluate, apply, etc. Note the action verbs that are used in the Examination Guidelines and CAPS document.
4. CONCLUSION
This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which teachers should teach to.
Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.
ANNEXURE 1: REVISED SUMMARY OF THE GRADE 12 ANNUAL TEACHNING PLAN (ATP)
| TERM 1 | ||||||||||
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 | |
| Topic | Impact of recent legislation on business – response to demands for redress and equity | Human Resources function | Ethics and Professionalism | Creative thinking | Devise strategies for a business to use in its response to the challenges of the macro business environment | |||||
| Assessment | Informal | Formal: Assignment Control Test | ||||||||
| TERM 2 | ||||||||||
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 | |
| Topic | Investment: Securities | Investment: Insurance | Team performance assessment and conflict management | Business sectors and their environments | Management and Leadership | Quality of Performance within business functions | Revision and preparation for June examinations | June examinations | ||
| Assessment | Informal Formal Assessment: Presentation | June examinations | ||||||||
| TERM 3 | ||||||||||
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 | |
| Topic | Concept of social responsibility | Human Rights, Inclusivity and Environmental Issues | Forms of ownership and their impact on the business operation | Presentation of information and data response | Revision and preparation for the Preparatory examinations | Preparatory examinations | ||||
| Assessment | Informal Assessment Formal Assessment: Project and Controlled Test | Preparatory examinations | ||||||||
| TERM 3 | ||||||||||
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 | |
| Topic | Revision and preparation for the final external examinations | Revision | Final examinations | |||||||
| Assessment | Informal | External examinations | ||||||||