Friday, 03 June 2022 11:22

2022 BUSINESS STUDIES SBA Task Term 2 Grade 12 Presentation

Download this page as PDF Share via Whatsapp Join our WhatsApp Group Join our Telegram Group

SUBJECT: BUSINESS STUDIES
GRADE : 12
TASK : PRESENTATION
TERM : 2
YEAR : 2022

BUSINESS STUDIES GRADE 12 PROGRAMME OF ASSESSMENT
2022

TERM TASK FORM OF ASSESSMENT CONTENT DATE
Case Study At least 4 topics as per the RATP in
Term 1 
March 2022
Controlled Test 1  Control test should cover at least 5
topics as per the RATP for Term 1
March 2022
2 3 Presentation At least 4 topics as per the RATP of
Term 2
May 2022 
Project  Term 3 topics as per the RATP  July/August 2022
5 Preliminary Examination Covering all the FOUR topics term 1-3 August/September 2022


Terms of references for all tasks
CASE STUDY

  • Teachers must provide learners with the topics on which the case study will be based for assessment.
  • Learners to be given one week to collect resources on the topics
  • The case study must be administered and completed within two hours under controlled conditions.
  • Case studies are a very good way of keeping the subject up to date and relevant.
  • Learners are presented with a real-life situation, a problem, or an incident related to the topic.
  • Each formal assessment task must consist of only one assessment activity
  • They should draw on their own experience or prior learning to interpret, analyse and solve a problem or set of problems and make suggestion/s and or recommendation/s to defend their arguments.
  • Case studies may be taken from newspaper articles, magazine articles, video clips, or
    radio recordings and all sources must be acknowledged.

CONTROLLED TESTS
Two tests, written under controlled conditions, are prescribed for Grades 10 - 12. These tests must adhere to the following:

  • They must be completed by all classes in the same grade on the same day.
  • Where there is more than one teacher, an agreement must be reached on the scope as well as the date and time of the tests.
  • All learners write the same test under examination conditions.
  • The duration of each of these tests must be one and half hours for 100 marks.
  • The two tests must be written in Terms 1 and 3 as per the revised programme of assessment
  • Tests must cover the different cognitive levels in examinations. See the table on cognitive levels under Examinations in the following section.
  • Tests must also include problem-solving questions.
  • Tests must cover a range of integrated topics, as determined by the annual teaching plan work schedule and the assessment plan.
  • Questions must comply with year-end examination standards.

ANNEXURE A

BUSINESS STUDIES
CONSOLIDATION SCHEDULE

NAME OF LEARNER:________________________________________
SCHOOL :____________________________________

TASKS TOTAL OBTAINED INTERNAL MOD EXTERNAL MOD
Case study  50       
Controlled Test 100       
Presentation 50       
Project 50       
Preliminary Examination 300      
TOTAL 550      
FINAL SBA MARK (550) 100      


We hereby certify that these marks are a true reflection of the above learner’s work

  Signature Date
Leaner    
Educator    
Principal HOD    


ANNEXURE B

DECLARATION BY THE LEARNER
SCHOOL NAME : _____________________________
NAME OF THE LEARNER : ______________________________
TEACHER’S NAME : ______________________________

I hereby declare that all pieces contained in this learner portfolio are my original work and that if I have used any sources, I have acknowledged them.
I will endeavour to keep my work original and not plagiarize other sources/people’s work. I agree that if it is determined by the relevant authorities that I have engaged in any fraudulent activities whatsoever in connection with my SBA mark, I shall forfeit completely for this assessment (s)
_______________________ ______________
LEARNER’S SIGNATURE              DATE
________________________ ______________
PARENT/ GUARDIAN                     DATE

As far as I know, the above statement by the learner is true and I accept that the work offered is his/her name
_________________________ _______________
TEACHER’S SIGNATURE                 DATE

ANNEXURE C
EVIDENCE OF GRADE 12 SCHOOL MODERATION

DISTRICT               
SUBJECT  
GRADE  
NAME OF SCHOOL  
NAME OF EDUCATOR (S)  
NAME OF HOD  
DATES   
10% of portfolios must be moderated for school-based moderation  


MODERATION

QUALITY / STANDARD OF ASSESSMENT TASK  YES NO COMMENTS
Does the task correspond with the programme of assessment?      
Is the case study/controlled tests/Final exams CAPS compliant?       
Is there evidence that the HOD/ Senior Teacher moderated the task?      
Does the task reflect the content coverage for the term and the grade as per abridged CAPS chapter 4?      
Is the duration of the task indicated and in accordance with the abridged CAPS chapter 4?       
Are the instructions clear?       
Is the mark allocation/ weighting for the task in accordance with CAPS section 4?      
Does the task incorporate the different cognitive levels (Bloom’s Taxonomy)?      
Does the task reflect the use of a variety of data response questions? (Cartoons, graphs, pictures, etc.)      
       
ASSESSMENT TOOLS      
Are the assessment tools e.g. rubric, memoranda, checklists, etc. for every assessment task included in the educator’s portfolio file?      
Is a correct assessment tool used as indicated in the CAPS document and SBA guideline?      
Is a tool consistently applied during the assessment of the task?      
       
MARKING      
Are the tasks dated? By the marker and moderator(s)      
Is marking done according to assessment tools?      
Are the marks correctly added and recorded?      
       
RECORDS      
Is the subject working mark sheet/record sheets included in the teacher’s file?      
Are the working mark sheets/record sheets per the CAPS?      
Are the learners’ marks corresponding with the working mark sheet/ record sheets?      
Are the marks correctly converted according to the weighting as reflected in the CAPS document?      
Number of activities completed NR Specify: Presentation and control test
NAMES OF LEARNERS WHOSE PORTFOLIOS WERE MODERATED

MARK ALLOCATED BY

  1. TEACHER
  2. HOD / SUBJECT HEAD
  3. MODERATOR

MARK ALLOCATED BY

  1. TEACHER
  2. HOD / SUBJECT HEAD
  3. MODERATOR

 

AREAS OF GOOD PRACTICE
CHALLENGES
RECOMMENDATIONS/FOLLOW-UP

____________________ _____________ ___________
HOD MODERATOR            SIGNATURE         DATE
__________________ ____________ ____________
TEACHER                      SIGNATURE         DATE
____________________   __________    ___________
CLUSTER MODERATOR  SIGNATURE       DATE

BUSINESS STUDIES
GRADE 12 TERM: 2
NAME OF SCHOOL:_________________ TASK: 02 PRESENTATION
MARKS: 50
ISSUE DATE: __________________SUBMISSION DATE:________________
SURNAME OF LEARNER: _________________________________________
NAME OF LEARNER: __________________________________________

BUSINESS ENVIRONMENT:
Business sectors and their environments
BUSINESS OPERATIONS:
Quality of performance
BUSINESS VENTURES:
Management and leadership
Investment: securities and insurance
FINAL MARK: 50 Marks

INSTRUCTIONS TO LEARNERS

  1. You are requested to complete this task to indicate your understanding of the following topics:
    • Business sectors and their environments
    • Quality of performance,
    • Management and Leadership
    • Investment: Securities and Insurance
  2. Read the instructions for each question and respond appropriately.
  3. Attach your evidence of research for QUESTION 1.8 and 1.9
  4. You are required to use the links and the websites to get enough information.
  5. You must adhere to the written and oral presentation dates to avoid unnecessary penalties

PART A: WRITTEN PRESENTATION
1.1 Name TWO business environments and their extent of control. (4)
1.2 Outline the differences between quality control and quality assurance. (4)
1.3 Read the scenario below and answer the questions that follow
NATHI COMMUNICATIONS (NC)
Nathi Communication offers performance incentives to their employees in order to improve productivity. Charmaine a manager at NC, sets an example of behaviour that is expected from employees' work ethics. NC has structured norms in place so that control mechanisms can be implemented.
1.3.1 Quote TWO quality indicators of the general management from the scenario above. (2)
1.3.2 Explain other quality indicators of the general management function.(3)
1.4 Discuss the negative impact of continuous skills development/education and training as an element of total quality management (TQM) on large businesses.(3)
1.5 Recommend ways in which TQM can reduce the cost of quality. (4)
1.6 Read the scenario below and answer the questions that follow:
NJABULO CATERING ( NC)
Njabulo, the owner of Njabulo Catering. He regularly requests experienced employees to contribute ideas on how to increase their sales. Nomsa, the top salesperson recently received a bonus cheque for exceeding the monthly sales target.
1.6.1 Identify the leadership style applied by Njabulo. Motivate your answer by quoting from the scenario above. (2)
1.6.2 Explain the positive impact of the leadership style identified in QUESTION 1.4.1 (3)
1.7 Read the scenario below and answer the questions that follow:
Delisiwe won 5000 from the lottery she wanted to invest in a form of ownership where she would have a percentage of ownership in the financial assets of the company.
1.7.1 Identify the form of investment applicable to Delisiwe in the scenario above. (1)
1.7.2 Evaluate the impact of the form of investment identified in QUESTION 1.7.1. (4)
1.8 Use the link below to research types of preference shares that are applicable to your notes.
1.8.1 Describe FIVE (5) types of preference shares and present the article as evidence of research. (5)
https://thebusinessstudies.com/share-public-limited-company-different-typesshares/
1.9 Visit the following websites to research the Benefits of Unemployment Insurance Fund.
www.employment&labour.gov.za
www.labourguide.co.za/uif/907-uif-unemployment-benefits.
https://www.legalwise.co.za/help-yourself/legal-articles/unemploymentinsurance-benefits.
1.9.1 Explain the benefits of UIF using the links above and print the article as evidence of research. (5)
[40]

RUBRIC TO ASSESS THE GRADE 12 PRESENTATION

PART A: WRITTEN PRESENTATION
ASSESSMENT CRITERIA  0 MARK  1 MARK 2 MARKS 3 MARKS 4 MARKS 5 MARKS TOTAL MARKS
Naming of
business
environment and
their extent of
control 
The learner did
not give the
business
environment and
their extent of
control
The learner
named ONE
business
environment
without an extent
of control. 
The learner
named ONE
business
environment with
ONE extent of
control 
The learner
named TWO
business
environments with
ONE extent of
control
The learner
named TWO
business
environments and
their extent of
control 
  4
Differences
between quality
control and quality
assurance
The learner did
not provide the
differences
between quality
control and
quality assurance
The learner
provided ONE
quality control OR
ONE quality
assurance
The learner
provided TWO
quality control OR
TWO quality
assurance
The learner
provided TWO
quality control
AND ONE quality
assurance
The learner
provided TWO
quality control
AND TWO quality
assurance
  4
Quality indicators
of the general
management from
the scenario. And
other from the
notes
The Learner did
not quote quality
indicators from
the scenario and
did not provide
others.
The learner
quoted only ONE
quality indicator
from the scenario.
OR
The Learner
provided only the
other ONE from
the notes.
The learner
quoted only ONE
quality indicator
from the scenario.
OR
The Learner
provided only
other TWO from
the notes.
The learner
quoted TWO
quality indicators
from the scenario.
OR
The Learner
provided other
TWO from the
notes.
The learner
quoted TWO
quality indicators
from the scenario.
OR
The Learner
provided other
THREE from the
notes.
  5
Discussion of
the negative
impact of
continuous
skills
development
The learner did
not discuss the
negative impact
of continuous
skills
development
The learner
discussed only
ONE negative
impact of
continuous skills
development
The learner
discussed TWO
negative impact of
continuous skills
development
The learner
discussed THREE
negative impact of
continuous skills
development
    3
Recommendation
of ways in which
TQM can reduce
the cost of quality.
The learner did
not recommend
ways in which
TQM can reduce
the cost of
quality.
The learner
recommended
ONE way in which
TQM can reduce
the cost of quality.
The learner
recommended
TWO ways in
which TQM can
reduce the cost of
quality
The learner
recommended
THREE ways in
which TQM can
reduce the cost of
quality
The learner
recommended
FOUR ways in
which TQM can
reduce the cost of
quality
  4
Identification of
the leadership
style and
motivation.
the positive
impact of the
leadership style
The learner did
not identify the
leadership style
from the scenario.
No positive
impact was
provided.
The learner
identified the
leadership style
without motivation.
The learner
identified the
leadership style
and quoted
motivation from
the scenario.
OR
Provided TWO
positive impact of
the leadership
style
The learner
identified the
leadership style
and quoted
motivation from
the scenario.
Provided ONE
positive impact.
OR
Provided THREE
positive impact of
the leadership
style
The learner
identified the
leadership style
and provided
THREE positive
impact.
OR
Provided THREE
positive impact of
the leadership
style
The learner
identified the
leadership style
and quoted
motivation from
the scenario.
Provided ONE
positive impact.
OR
Provided THREE
positive impact of
the leadership
style
5
Identification of
the form of
investment
applicable to
Delisiwe
The learner did
not identify the
form of
investment and
evaluated the
impact of the
identified form of
investment.
The learner
identified the form
of investment only
and did not
evaluate the
impact.
The learner
identified the form
of investment only
and provided only
ONE impact of
the form of
ownership
identified.
The learner
identified the form
of investment only
and provided only
ONE impact of
the form of
ownership
identified.
The learner
identified the form
of investment and
provided only
THREE impact of
the identified form
of investment
The learner
identified the form
of investment and
provided FOUR
impact of the
identified form of
investment
5
Describe FIVE (5)
types of
preference
shareholders print
the article as
evidence of
research.
The learner did
not describe the
types of
preferences from
the researched
article.
OR
The learner did
not take any effort
to research.
The learner
described ONE of
the types of
preferences from
the researched
article.
The learner
described TWO
the types of
preferences from
the researched
article.
The learner
described THREE
types of
preferences from
the researched
article.
The learner
described FOUR
the types of
preferences from
the researched
article.
The learner
described FIVE
the types of
preferences from
the researched
article.
5
Explain the
benefits of UIF
using the links
above print the
article as
evidence of
research.
The learner did
not explain the
types of
preferences from
the researched
article.
OR
The learner did
not take any effort
to research.
The learner
explained ONE of
the types of
preferences from
the researched
article.
The learner
explained TWO
the types of
preferences from
the researched
article.
The learner
explained THREE
the types of
preferences from
the researched
article.
The learner
explained FOUR
the types of
preferences from
the researched
article.
The learner
explained FIVE
the types of
preferences from
the researched
article.
5
TOTAL PART A: 40

 

ASSESSMENT CRITERIA 0 MARK 1 MARK 2 MARKS  3 MARKS 4 MARKS 5 MARKS TOTAL MARKS
The range of media
resources used
No resources were used. Only one example of
resources produced.
TWO examples of
resources produced.
THREE examples of
resources produced.
FOUR examples of
resources produced
A wider range of
relevant resources
is used than required.
5
Presentation skills  No effort was made. Can only maintain
eye contact and
finds it difficult to
handle feedback.
Identify only ONE
CAUSE source of
crisis
Can maintain good
eye contact but
finds it difficult to
handle feedback.
Can maintain good
eye contact but
dominates the
discussion.
Maintains good eye
contact and
highlights an
important aspect of
the topic but does
not handle feedback
effectively
Can maintain good
eye contact,
highlights important
aspects of the topic
professionally
handles questions
and does not
dominate the
discussion.
5
TOTAL: 10
TOTAL: 50
Last modified on Tuesday, 07 June 2022 11:20