SUBJECT POLICY: ECONOMIC AND MANAGEMENT SCIENCES
SENIOR PHASE
POLICY: EMS
1. INTRODUCTION
1.1. PURPOSE
The subject ECONOMIC AND MANAGEMENT SCIENCES deals with efficient and effective use of
different types of private, public or collective resources to satisfy people’s needs and wants, while
reflecting critically on the impact of scarce resources in order to maximise profit.
1.2. AIMS
ECONOMIC AND MANAGEMENT SCIENCES is a practical subject that equips learners with real-life
skills for personal development and the development of the community. The tasks you set should
contribute to personal development and the development of the community. The tasks you set should
contribute to personal development and should promote the idea of sustainable economic growth and the
development of the community.
The table below indicates the main topics in the ECONOMIC AND MANAGEMENT SCIENCES
curriculum:
WEIGHTING OF CURRICULUM AND ECONOMIC AND MANAGEMENT SCIENCES TOPICS
WEIGHTING OF THE CURRICULUM TOPIC
1. History of money
2. Need and want
3. Goods and services
4. Poverty
5. The production process
6. Government
The Economy (weighting of 30 %) 7. The National Budget
8. Standard of living
9. Markets
10. Economic systems
11. The circular flow
12. Price theory
13. Trade unions
1. Savings
2. Budgets
3. Income and expenditure
Financial Literacy (weighting of 40
4. Accounting concepts
%)
5. Accounting cycle
6. Source documents
7. Financial management and keeping of records
WEIGHTING OF THE CURRICULUM TOPIC
Entrepreneurship (weighting of 30 1. Entrepreneurial skills and knowledge
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2. Businesses
3. Factors of production
4. Forms of ownership
%) 5. Sectors of economy
6. Levels and functions of management
7. Function of business
8. Business plan
2. IN ECONOMIC AND MANAGEMENT SCIENCES LEARNERS WILL STUDY
The needs and wants of different communities in societies;
The nature, processes and production of goods and services and business activities within the
different sectors;
Financial management, accounting as a tool for management of a business and record keeping;
The influence of demand and supply and pricing;
The flow of money and goods and services between households, business and government, and
the rights and responsibilities of the different role players in the economy;
How to achieve sustainable growth, reduce poverty and distribute wealth fairly, while profitability
is still being pursued;
Entrepreneurial skills and knowledge needed to manage self and environment effectively;
Basic aspects of leadership and management;
The role of savings in sustainable economic growth and development;
Trade unions and their influence in the economy;
The importance of using resources sustainably, effectively and efficiently.
3. TIME ALLOCATION OF ECONOMIC AND MANAGEMENT SCIENCES IN THE CURRICULUM
The teaching time for ECONOMIC AND MANAGEMENT SCIENCES is two hours per week;
As this subject involves the development of accounting skills of learners in Grades 8 and 9, one
hour per week must be used for financial literacy in terms of the Annual Teaching Plan.
4. REQUIREMENTS TO OFFER ECONOMIC AND MANAGEMENT SCIENCES AS A SUBJECT
Each learner should have:
o A textbook;
o A calculator.
Grade 8 and 9 learners should have one Cash Journal exercise book and one General Ledger
exercise book.
5. OVERVIEW OF TOPICS
TOPIC GRADE CONTENT
The Economy 7 History of money; needs and wants; goods and
services; poverty and the production process.
8 Government; the National Budget; standard of living
and markets.
9 Economic systems; the circular flow; price theory and
2
trade unions.
TOPIC
GRADE CONTENT
Saving; budgets; income and expenses and
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accounting concepts.
8 Accounting concepts; accounting cycle; source
documents; Cash Receipts; Journal and Cash
Payments; Journal of a sole trader; effects of cash
transactions on the accounting equation; General
Ledger and trial balance.
Financial Literacy
9 Cash Receipts Journal and Cash Payment Journals of
a sole trader; posting to the General Ledger; preparing
a Trial Balance; recording transactions in the Debtors
Journal, Debtors Allowance Journal, Creditors Journal
and Creditors Allowance Journal; posting to the
Debtors Ledger and Creditors Ledger.
7 The entrepreneur starting a business; businesses and
an Entrepreneur’s Day.
8 Factors of production; forms of ownership; levels of
Entrepreneurship management and functions of management.
9 Sectors of the economy; functions of a business and a
business plan.
6. ASSESSMENT IN THE NATIONAL CURRICULUM STATEMENT
6.1. WHAT IS ASSESSMENT?
Assessment is a process that measures individual learners’ attainment of knowledge (content,
concepts and skills) in a subject and involves the collecting, analyzing and interpreting of the
data and information obtained from this process to:
o Inform learners about their strengths, weaknesses and progress;
o Assist teachers, parents and other stakeholders in making decisions about the learning
process and the progress of learners.
Assessment should be mapped against the content and intended objectives of a subject;
Assessment should be both informal and formal. In both cases, regular feedback should be
given to learners in order to enhance the learning experience.
6.2. INFORMAL OR DAILY ASSESSMENT
Daily assessment tasks are the planned teaching and learning activities that take place in the
classroom and that should be monitored as part of the lesson;
Continuous assessment occurs in every lesson;
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It can take the form of informal assessment tasks at the beginning, during or at the end of the
lesson;
This can be done through questions and answers, class work such as short pieces of written
work completed during the lesson, open-book tests and homework;
It should not be seen as separate from the learning activities taking place in the classroom and
should be used to give feedback to learners and to improve learning and teaching;
Learners or teachers can mark these assessment tasks;
Self-assessment and peer assessment actively involve learners in assessing themselves;
These kinds of assessment also allow learners to learn from and reflect on their own
performance;
Daily assessment tasks should be used to scaffold the acquirement of knowledge and skills and
should be the stepping-stone to the formal tasks in the Programme of Assessment.
6.3. FORMAL ASSESSMENT
Formal assessment provides teachers with a systematic way of evaluating how well learners are
progressing in a grade and in a particular subject;
Examples of formal assessments include projects, oral presentations, demonstrations,
performances, tests, examinations, practical tasks, etc.;
Formal assessment tasks form part of a yearlong formal Programme of Assessment in each
grade and subject, are school based and are weighted as follows for the different grades:
WEIGHTING OF FORMAL ASSESSMENT TASKS PER GRADE
GRADES TASKS UNDERTAKEN DURING END-OF-YEAR EXAMINATION
THE YEAR
R–3 100 % n/a
4–6 75 % 25 %
7–9 40 % 60 %
10 and 11 25 % 75 %
12 25 % External examination: 75 %
The forms of assessment used should be appropriate to the age and the development level of
the learners in the grade;
The assessment tasks should be designed carefully to cover the content of the subject;
The design of these tasks should therefore ensure that a variety of content is assessed;
Objectives, topics and content in the subject should be used to inform the planning and
development of assessment tasks;
Formal assessment must cater for a range of cognitive levels and abilities of learners.
RANGE OF COGNITIVE LEVELS AND ABILITIES OF LEARNERS
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LOWER ORDER MIDDLE ORDER HIGHER ORDER
(Knowledge / Remembering) (Understanding, applying) (Analysing, evaluating,
creating)
30 % 40 % 30 %
The tasks used for formal assessment are recorded and are used to determine whether a learner
should progress or whether the learner should be promoted to the next grade;
The teacher must plan and submit the annual formal Programme of Assessment to the School
Management Team (SMT) before the start of the school year. This will be used to draw up a
school assessment plan for each grade;
The school assessment plan should be provided to learners and parents in the first week of the
first term;
In ECONOMIC AND MANAGEMENT SCIENCES, TWO formal assessment tasks per term may
be given to learners;
Each task should consist of more than two activities;
It is recommended that in addition to the other forms of assessment, in every term (that is, in
terms 1, 2 and 3) a test must be given on all content/concepts/skills covered in that term;
In term 4, all learners must be given one task and a final examination, which cover work for the
whole year;
Assessment tasks should be completed in class under the teacher’s supervision;
Questions and instructions must be simple, clear and appropriate to the grade;
Instructions must be read and explained to the learners;
Extra time must be allowed for learners with learning barriers – 15 minutes extra for every 30
minutes;
Feedback must be given to learners and revision must be done where necessary;
Assessment tasks may range from being fairly short in time and content, taking a short time to
complete, to being much longer and involving a number of activities that will take longer to
complete;
These tasks should be appropriate to the content/concepts/skills of ECONOMIC AND
MANAGEMENT SCIENCES;
In ECONOMIC AND MANAGEMENT SCIENCES, TWO assessment tasks per term must be
given to learners for formal assessment;
Sixty (60) minutes must be allocated for all forms of assessment, including controlled tests;
All controlled tests must cover work that has been completed during that term;
The other assessment task may cover on or two aspects of content done in the specific term;
The tasks given throughout the year will carry 40 % of the final mark;
One hundred and twenty (120) minutes must be allocated for the final examination at the end of
the year;
The end-of-year examination must cover work done from the beginning of the year and will carry
60 % of the final mark;
In ECONOMIC AND MANAGEMENT SCIENCES, the following forms of assessment are
preferred, although they are not the only ones that you may use:
o Projects;
o Tests (both class tests and controlled tests);
o Data responses;
o Examinations;
o Oral presentations;
o Case studies;
o Assignments;
o Posters.
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When scheduling a task, the resource needs of a task must be considered. For example, you
may want to schedule a task around the National Budget presentation by the Minister of Finance;
Alternatively, you may want to link tasks to other significant or special days and events;
You should allow time for research, if necessary perhaps during holidays or long weekends, so
that all learners can go to a library or interview people, or doe whatever the task requires
Economic and Management Sciences, Grade 7
Programme of Assessment
TERM 1 TERM 2 TERM 3 TERM 4
Examination
Examination
Assignment
Case Study
Controlled
Controlled
Midyear
Project
FORM OF
Final
Test
Test
ASSESSMENT
Checklist
Rubric /
Rubric /
Rubric /
Memo
Memo
Memo
Memo
Memo
Memo
TOOL(S) OF
ASSESSMENT
TOTAL 30 50 30 75 50 100 150
MARKS marks marks marks marks marks marks marks
DATE OF Week
Week 5 Week 6 Week 9 Week 6 Week 10 Week 10
COMPLETION 10
TIME 60 60 90 120
ALLOCATION minutes minutes minutes minutes
Economic and Management Sciences, Grade 8
Programme of Assessment
TERM 1 TERM 2 TERM 3 TERM 4
Examination
Examination
Case Study
Controlled
Controlled
Response
Midyear
Project
FORM OF
Final
Data
Test
Test
ASSESSMENT
Checklist
Rubric /
Rubric /
Rubric /
Memo
Memo
Memo
Memo
Memo
Memo
TOOL(S) OF
ASSESSMENT
6
TOTAL 30 50 50 75 30 100 150
MARKS marks marks marks marks marks marks marks
DATE OF Week
Week 5 Week 6 Week 9 Week 7 Week 10 Week 10
COMPLETION 10
TIME 60 60 90 120
ALLOCATION minutes minutes minutes minutes
Economic and Management Sciences, Grade 9
Programme of Assessment
TERM 1 TERM 2 TERM 3 TERM 4
Examination
Examination
Class Test /
Assignment
Controlled
Controlled
Midyear
Project
FORM OF
Final
Data
Test
Test
ASSESSMENT Checklist
Rubric /
Rubric /
Memo
Memo
Memo
Memo
Memo
Memo
TOOL(S) OF
ASSESSMENT
TOTAL 50 100 50 100 50 100 200
MARKS marks marks marks marks marks marks marks
DATE OF Week
Week 5 Week 7 Week 9 Week 5 Week 10 Week 10
COMPLETION 10
TIME 60 60 90 120
ALLOCATION minutes minutes minutes minutes
The form of assessment indicated in the Programme of Assessment above may be substituted for any other
form of assessment, with the exception of controlled tests and the final examination.
7. RECORDING
Recording is a process in which the teacher documents the level of a learner’s performance;
Teachers record the actual raw marks against the task using a record sheet;
Records of learner performance should also be used to verify the progress made by teachers
and learners in the teaching and learning process;
Records should be used to monitor learning and to plan ahead.
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8. REPORTING
Reporting is a process of communicating learner performance to learners, parents, schools,
districts and
other stakeholders such as employers, tertiary institutions, etc.;
In Grades R to 12, teachers report in percentages against the subject, using the following scale:
CODES OF PERCENTAGES FOR REPORTING IN GRADE R TO 12
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
Schools are required to provide quarterly feedback to parents on the Programme of Assessment
using a formal reporting tool such as a report card;
The schedule and the report card should indicate the overall level of performance of a learner.
9. PLANNING FOR CHILDREN WITH BARRIERS TO LEARNING
Educators should throughout be able to provide evidence of how they accommodate the learners
with barriers for learning (e.g. extra activities to address problem areas, errors that are corrected,
discussion with EST, letter or discussions with parents;
Educators should complete intervention forms (section B) for learners who receive intervention in
ECONOMIC AND MANAGEMENT SCIENCES on a weekly basis and submit to the class
educators as needed;
Educators in ECONOMIC AND MANAGEMENT SCIENCES should implement intervention
according to the prescriptions of the TST committee of the school.
10. LEARNER’S WORKBOOK
At the beginning of the year each learner should get a workbook to do activities for ECONOMIC
AND MANAGEMENT SCIENCES in and to write or paste notes, etc. in. Workbooks should
replace the programmes that were used in the past;
Work as included in the Assessment tasks should first be taught thoroughly in the workbooks;
Workbooks should be used to complete activities in textbooks in;
Workbooks should be covered and kept neat;
Each educator can make a front page of his or her choice for writing books;
If a learner loses or damages his or her workbook, his or her parents should replace it
themselves;
Educators should mark learners’ workbooks regularly and meticulously or supply the correct
answers in the case of self or peer assessment;
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Corrections should be made by the learners where necessary.
11. EDUCATOR’S PORTFOLIO
Educators’ portfolios should contain information as listed by the Head of the Subject.
Files should be submitted to Heads of Subjects as requested;
Educators who leave the school should leave behind photocopies of documents in their files for
their successors and submit it to the Head of the Subject.
12. LEARNING AREA MEETING / DISCUSSION
Meetings should be held at least once per month, but more often if necessary;
Attendance is compulsory for all the educators of the Senior Phase. Written excuses should be
submitted the previous day;
Minutes should be kept at each meeting by a person indicated for the specific meeting and
distributed amongst the educators for filing in their educators’ portfolios.
13. COURSES
Courses, workshops, etc. should be attended by Senior Phase educators on a rotation basis or
as determined by the Education Department and/or the principal and the Head of the subject;
Within two days written feedback should be submitted to the Head of the Department, who
should then make it available to the other educators and the principal;
Information documents should be handed to the Head of the Department and/or the principal.
This policy has been adopted:
_________________________
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Date Place
EDUCATORS: _________________________
_________________________
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PRINCIPAL: _________________________
CHAIRPERSON (SGB): _________________________
