TERM 1
Assessment Task
What is the foreign
sector? (Group activity)
Discuss
the following questions and answer them in your workbook.
- Why do countries rely on trade with each other? [2 marks]
- What is a trade surplus? [1 mark]
- What is a trade deficit? [1 mark]
- How do imports help the country? [2 marks]
- How do exports help the country? [2 marks]
- Explain what the foreign sector is. [2 marks]Group assessment checklist
|
Criteria
|
Yes
|
No
|
|
Our
group was able to explain why countries rely on each other.
|
|
|
|
Our
group knows what a trade surplus is.
|
|
|
|
Our
group knows what a trade deficit is.
|
|
|
|
Our
group could explain how imports and exports help the country.
|
|
|
|
Our
group could explain what the foreign sector is.
|
|
|
|
Our
group had an effective group discussion.
|
|
|
Assessment Task
The meaning and
function of a budget (Group activity)
Work
in groups and discuss the meaning and function of a personal budget. Is there
any fundamental difference between the meaning and function of a personal
budget and the national budget? Make notes and present your work to the class.
Assess your group’s work.
Group assessment
checklist
Criteria
|
Yes
|
No
|
Our
group had a useful discussion about the meaning and function of a personal
budget.
|
||
Everybody
in our group contributed to the discussion.
|
||
Our
group presented useful information to the class.
|
||
Our
group worked well together.
|
Assessment Task:
What is productivity? (Group activity)
Discuss
the questions below in your groups and write down your answers in your
workbook.
a)
What is productivity? [1
mark]
b)
How can you measure productivity (write down a formula)? [1 mark]
c)
A dressmaker makes two dresses per day which she sells at R100 per dress. What
is her output per day in terms of units and how much does she earn? [1
mark]
d)
What is the relationship between productivity and profitability? [1
mark]
e)
How can a business motivate its workers to be more productive? [1 mark]
[Total: 5 marks]
Self-assessment
checklist
|
Criteria
|
Yes
|
No
|
|
I
could explain what productivity is.
|
|
|
|
I
could write down a formula for measuring productivity.
|
|
|
|
I
could interpret the productivity of a dressmaker.
|
|
|
|
I
could explain the relationship between productivity and profitability.
|
|
|
|
I
could explain how a business could motivate its workers to be more
productive.
|
|
|
|
I
understand the importance of productivity in the economy.
|
|
|
|
I
participated in the group discussion and contributed as much as the other
members.
|
|
|
|
I
enjoy working in a group.
|
|
|
Assessment Task
Net worth and
accounting concepts (Group activity)
Hold
a group discussion about your Grade 8 accounting knowledge. Let your discussion
be guided by the questions below. Answer the questions in your workbook.
a)
What is a person’s net worth? [1
mark]
b)
How is the net worth of a business calculated and what is another name for it? [2 marks]
c)
If a person has assets to the value of R2 million and debts to the value of R2
million, is the person wealthy or not? [1
mark]
d)
What is the accounting equation? [3
marks]
e)
What financial statements do you know of that are used in a business? Name two.
[2 marks]
f)
How do you calculate profit? [1
mark]
[Total:
10 marks]
Group assessment
checklist
|
Criteria
|
Yes
|
No
|
|
Our
group could explain what a person’s net worth is.
|
|
|
|
Our
group could explain how the net worth of a business is calculated.
|
|
|
|
Our
group understands what the accounting equation is.
|
|
|
|
Our
group could name two financial statements that are used in a small business.
|
|
|
|
Our
group could explain how you calculate profit.
|
|
|
|
Our
group understands the necessity for prudence when working with a business’s
money.
|
|
|
Assessment Task
Financial
statements of a business (Group activity)
Discuss the questions below in your group and write
your answers in your workbook.
a) Name three financial statements of a business that
enable you to make interpretations about the financial health of the business. [3
marks]
b) What do you test with a trial balance? [1
mark]
c) Why should you determine the net worth of a
business? Give three reasons. [3
marks]
d) Which statement shows the profit of a business? [1
mark]
e) Which statement shows the assets and liabilities of
a business? [1 mark]
f) In which journals do you enter cash transactions? [2
marks]
g) In which journals do you enter credit transactions? [2
marks]
h) In which section of the general ledger do you
compile the statement of net worth of a business? [1
mark]
i) In which section of the general ledger do you
compile the income statement of a business? [1
mark]
[Total:
15 marks]
Group
assessment checklist
|
Criteria
|
Yes
|
No
|
|
Our
group could name three financial statements that enable you to make
interpretations about the financial health of a business.
|
|
|
|
Our
group could identify the purpose of various financial statements.
|
|
|
|
Our
group appreciates the need for the interpretation of financial statements.
|
|
|
|
Our
group worked well together as a team.
|
|
|
|
The
members of our group show tolerance and respect towards others.
|
|
|
Assessment Task
Statement
of receipts and payments (Group activity)
Discuss the following questions in your group and
write the answers in your workbook.
a) Name four different journals that you use in
recording transactions. [4
marks]
b) What do you record in each of the journals you
mentioned in a)? [4
marks]
c) Name six source documents that are used to make
entries into these journals. [6
marks]
d) What is the difference between a wholesale and a
retail business?
[2 marks]
e) What is the difference between a service and a
retail business? [2
marks] [Total:
18 marks]
Group assessment
checklist
|
Criteria
|
Yes
|
No
|
|
Our
group could name four journals that you use in recording transactions.
|
|
|
|
Our
group could explain what is recorded in each of the journals.
|
|
|
|
Our
group could list six source documents from which journal entries are made.
|
|
|
|
Our
group understands the difference between a wholesale and retail business.
|
|
|
|
Our
group worked well together.
|
|
|
|
Our
group understands the importance of prudence when working with business
transactions.
|
|
|
Assessment Task
Identify
forms of payment (Group activity)
Discuss in your groups different kinds of payment that
are used by South Africans daily. See how many you can list in the table below.
Complete the table by describing each form of payment you were able to list.
The first, and most obvious one, has been done for you to get you thinking!
List at least five forms of payment. [10
marks]
Form of payment
|
Description
|
Cash
|
Notes and coins with different values printed on
them.
|
Group
assessment checklist
Criteria
|
Yes
|
No
|
Our
group was able to list at least five forms of payment.
|
||
Our
group was able to describe each form of payment we could identify.
|
||
Our
group appreciates the need for different kinds of payments.
|
||
Our
group works well together as a team.
|
||
The
members of our group show tolerance and respect towards others.
|
TERM 2
The State
has put into place systems to ensure the labour market operates smoothly. In groups of 6, allocate roles so that you
are able to role play a dispute in the labour market. Script the role play to illustrate exactly
what the dispute is and how it will be resolved using the various systems and
processes available eg:
- bill of rights
- labour legislation
- work place representatives
- trade unions
- CCMA
- Labour courts
TERM 3
Assessment Task:
How does the national
budget influence sustainable growth and development? (Group activity)
Discuss
the questions below in your groups and write down your answers in your
workbooks.
a)
What is sustainable growth? [1
mark]
b)
What is the main indicator showing that growth takes place in an economy? [1 mark]
c)
How does the national budget influence sustainable growth? [2
marks]
d)
What are the aims of economic development?
[2 marks]
e)
What is the aim of effective service delivery? [1
mark]
f)
How does effective service delivery help to achieve the aims of economic
development?
[1 marks]
g)
Name three ways in which Government can influence economic growth and
development. [4 marks]
[Total:
12 marks]
Group assessment
checklist
Criteria
|
Yes
|
No
|
Our
group could explain what sustainable growth is.
|
||
Our
group could identify the main indicator showing that growth takes place in an
economy.
|
||
Our
group could explain how the national budget influences sustainable growth.
|
||
Our
group could identify the aim of effective service delivery.
|
||
Our
group could identify four ways in which Government can influence economic
growth and economic development.
|
||
Everybody
in our group knows how to interpret information and formulate structured
answers.
|
||
Our
group worked well together.
|
Assessment Task
Generate
business ideas for providing a service in your community (Group activity) (LO4 AS1)
1. Brainstorm ideas for providing a service in your
community. List 10 ideas.
Brainstorming rules:
·
Clearly
define the problem you want to solve.
·
There
are no stupid ideas; all ideas are welcome even if they are crazy or shocking.
·
Ideas
will only be evaluated at the end of the brainstorming session.
·
Make
sure that nobody criticises or evaluates any idea during the session.
·
Encourage
all members to be enthusiastic and uncritical during the brainstorming session.
·
Get
everyone to contribute and develop ideas, including the quietest members of the
group.
·
Let
people have fun brainstorming. Encourage them to come up with as many ideas as
possible, from practical ones to impractical ones. Welcome creativity.
·
Do
not carry on with one idea for too long.
·
Encourage
people to develop other people's ideas, or to use other ideas to create new
ones.
·
Appoint
one person to note down ideas that come out of the session. A good way of doing
this is to use a flip chart.
·
Study
and evaluate your brainstorming notes after the session.
Group
assessment checklist
Criteria
|
Yes
|
No
|
Our
group held a brainstorming session according to the brainstorming rules.
|
||
Our
group could come up with 10 ideas for services to render in our community.
|
||
Our
group enjoyed the brainstorming session because we could think creatively.
|
||
Our
group worked well together and encouraged everybody to participate.
|
2. Mind-map your 10 ideas. Write your idea in the
middle. Mind-map the following:
a) Skills needed
b) Who is your target market?
Compare your mind maps and choose the five best ideas.
Mind-mapping
skills:
·
A
mind map helps you to organise your thoughts and ideas.
·
You
can use it to analyse and seek solutions to complex problems.
·
Position
the main idea of what you are thinking about in the centre of the page.
·
Use
lots of space so that you can add things later.
·
Make
the map your own; personalise it. Use different colours or different pens.
·
Look
for relationships between thoughts or facts you are writing down.
Group
assessment checklist
Criteria
|
Yes
|
No
|
Our
group held a mind-mapping session and we mind-mapped all 10 our ideas.
|
||
Our
group could mind-map the target market for each of our ideas.
|
||
Our
group could mind-map the skills needed for each of our ideas.
|
||
Our
group chose our five best ideas.
|
||
Our
group understands that it is responsible to evaluate our ideas before
choosing one.
|
3. Do a SWOT analysis of your five best ideas. Look at
the example below.
[2 x 4 = 8 marks for each SWOT analysis: 40 marks]
Look at Sibusiso’s example of their group’s grocery
shopping idea:
STRENGTHS
|
WEAKNESSES
|
All group members love shopping!
All members of the group have accompanied their
mothers to a shopping centre and know how to choose the best value for money.
All members of the group live close to each other.
All the group members are good with figures.
|
Limited time after school to do shopping.
At least one member of the group could get
distracted while shopping, which could waste time.
|
OPPORTUNITIES
|
THREATS
|
Earn good pocket money.
Learn valuable money-handling skills.
Will get to know the older people and disabled in
the community well.
Can receive orders via e-mail.
|
We depend on the availability of parents for
transport.
We could purchase the wrong products and have to
refund our clients.
If we receive orders via e-mail, we would have to
pay the groceries upfront for which we would need capital.
|
TERM 4
Assessment Task
Project: Developing a
business plan and budget (Group activity)
Develop
a business plan based on the product or service you chose to produce. Study the
business plan format below and do the exercises that follow. Look at the
teacher assessment rubrics to see how you will be assessed.
Format of
business plan
Cover
sheet
Insert you company name and logo
Contents
page
(List your contents and provide page
numbers.)
1. Executive summary
2. Company profile
3. Product or service
4. Financial viability
5. Market analysis
6. Marketing strategy and implementation
1.
Executive summary
Write this last. Give a short overview
of your business or your proposed business venture. State what your product
will be, who your customers will be and what your future prospects are. State
why your business will be successful. Your executive summary should be
enthusiastic, professional and short.
2.
Company profile
Give an overview of your business. State
your form of business ownership.
Insert your mission statement. You
mission statement explains why you are in business and what your guiding
principles are.
3.
Product or service
Describe your product or service. Give a
full description. Emphasise the innovative features of your product or service.
State why your product or service will sell. Describe the key technology or
processes used in manufacturing your product. Insert a SWOT analysis of your
product.
4.
Financial viability
Present your start-up costs and running
costs (fixed and variable). State where you would get the capital from and
include your budget.
Present your break-even point and your
profit projections.
Explain, on the basis of your cost
analysis, why your proposed business (product or service) is financially
viable.
5. Market
analysis
Identify your target market.
Insert your market research
questionnaire.
Explain your market research results.
6.
Marketing strategy and implementation
Present your marketing strategy:
describe your customers (target market) and say how you intend to sell and
market your product or service.
1.
Design a cover sheet and logo.
Decide
on a name for your company. Design a logo for your company. Create a neat and
attractive cover sheet for your business plan.
Teacher assessment
rubric: cover sheet and logo
|
Criteria
|
Marks
| ||||
|
Attractiveness
of cover page
[Marks out of 4]
|
The cover
page is very attractive and neat. The learners clearly took much trouble with
the cover page. [4 marks]
|
The cover
page is attractive and neat. The learners took some trouble with the cover
page. [3 marks]
|
The cover page
is somewhat attractive, but not neat. The learners took little trouble with
the cover page. [2 marks]
|
The cover
page is unattractive and untidy. The learners took no trouble with the cover
page. [1 mark]
|
|
|
Company name
and logo
[Marks out of 4]
|
The learners
designed a name and logo that is totally suited to the product or service they
are going to sell and included the name and logo on the cover page. [4 marks]
|
The learners
designed a name and logo that is somewhat suited to the product or service
they are going to sell and included the name and logo on the cover page. [3
marks]
|
The learners
designed a name and logo that are not really suited to the product or service
they are going to sell, but the name and logo are included on the cover page.
[2 marks]
|
The learners
omitted either the name or the logo of the company. [1 mark]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6–8 marks (70–100%) –
Outstanding
Level 3: 4–5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
2.
Write your company profile. Include a mission statement. Look at the examples
of mission statements below.
|
Mission
statement of Callaway Carwash
Our goal is to give our customers the
best service experience ever. We will provide their cars with a super wash at a
bargain price in the shortest possible time, because we know their time is
important. Our trained personnel will look after the client’s car as if it were
their own. We aim to make the best use of our resources, to be environmentally
responsible and to work with absolute integrity, efficiency and
professionalism.
|
Mission
statement of Geraldine’s Flower Shop
Our mission is to provide our clients
with the freshest flowers daily. We will arrange bouquets according to your
request and deliver anywhere in town at no extra cost. Flowers are bought
directly at the farm daily and our clients can be assured that our prices
cannot be beaten. We have a strict ‘No harm to the environment’ policy and
purchase only organically cultivated flowers. Honesty, integrity and
sensitivity guide our relations with our customers and you can always be
assured of our professionalism.
Teacher assessment
rubric: company profile
|
Criteria
|
Marks
| ||||
|
Writing
company profile: including an overview of the business and the form of
business ownership
[Marks out of 4]
|
The learners
wrote a company profile that included all the required points. [4 marks]
|
The learners
wrote a company profile that included most of the required points, with one
left out or not adequately described. [3 marks]
|
The learners
wrote a company profile that included some of the required points, with two
left out or not adequately described. [2 marks]
|
The learners
wrote a company profile that did not include the required points (three were
left out and none was adequately described). [1 mark]
|
|
|
Writing a
mission statement as part of the company profile [Marks out of 4]
|
The learners
wrote a mission statement that included all the required points. [4 marks]
|
The learners
wrote a mission statement that included most of the required points, with one
left out or not adequately described. [3 marks]
|
The learners
wrote a mission statement that included some of the required points, with two
left out or not adequately described. [2 marks]
|
The learners
wrote a mission statement that did not include the required points (three
were left out and none was adequately described). [1 mark]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6–8 marks (70–100%) –
Outstanding
Level 3: 4–5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
3.
Describe your product or service as explained in the business plan format.
Teacher assessment
rubric: description of product
|
Criteria
|
Marks
| ||||
|
Description
of product: all points as described in business plan format [Marks out of 4]
|
The
description of the product included all the required points described in the
business plan format. [4 marks]
|
The
description of the product included most of the required points described in
the business plan format – one was left out. [3 marks]
|
The
description of the product included some of the required points described in
the business plan format – two were left out. [2 marks]
|
The
description of the product included very few of the required points described
in the business plan format – three or more were left out. [1 mark]
|
|
|
Explanation
of why the product or service will sell [Marks
out of 4]
|
The learners
described convincingly why the product or service would sell. [4 marks]
|
The learners
described, with some conviction, why the product or service would sell. [3
marks]
|
The learners
tried to describe why the product or service would sell, but with little
conviction. [2 marks]
|
The learners’
description of why the product or service would sell was totally
unconvincing. [1 mark]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6–8 marks (70–100%) –
Outstanding
Level 3: 4–5 marks (50–69%) – Achieved
Level
2: 3 marks (35–49%) – Partially achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
4.
Include the SWOT analysis of your product or service. Look at the example below
(based on making candles for the local flea market).
|
STRENGTHS
|
WEAKNESSES
|
|
One group
member has experience in candle making.
All members
of the group have made products successfully before.
All members
of the group live close to each other.
|
Limited time
after school to make candles.
Not enough
money to buy raw materials.
|
|
OPPORTUNITIES
|
THREATS
|
|
Earn good
pocket money.
Learn
valuable business skills.
The local
flea market is popular.
|
We depend on
the availability of parents for transport.
Candles can
get damaged if not handled carefully.
|
Teacher assessment rubric:
SWOT analysis
|
Criteria
|
Marks
| ||||
|
Perform SWOT
analysis [Marks out of 4]
|
The learners
were able to perform a SWOT analysis and included at least two points under
each category. [4 marks]
|
The learners
were able to perform a SWOT analysis and included at least two points under
most categories. [3 marks]
|
The learners
were able to perform a SWOT analysis and included at least one point under
each category. [2 marks]
|
The learners
were able to perform a SWOT analysis but did not include points in all four categories.
[1 mark]
|
|
|
Validity of
points made [Marks out of 4]
|
The learners
correctly categorised facts under all four categories. [4 marks]
|
The learners correctly
categorised facts under all four categories most of the time. [3 marks]
|
The learners
confused categories of the SWOT in some instances. [2 marks]
|
The learners
confused the categories of the SWOT in most instances. [1 mark]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6–8 marks (70–100%) –
Outstanding
Level 3: 4–5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
5.
Work out your start-up costs and running costs (fixed and variable). Look at
the example below (based on making candles for the local flea market).
Cost
calculations for candle-making business:
Start-up costs: Equipment
Moulds = R
60
Two-plate electric table-top stove = R200
R260
Fixed costs for candle-making business:
Rental of flea market stall R50 per Saturday x 4 = R200
Advertising costs = R150
Transport costs = R100
R450
Variable costs:
Supplies (wax, wicks, fragrances,
colourants, decorations) = R150
Packaging = R
50
R200
Total running costs = Fixed
costs + variable costs = R450 + R200 = R650
Total capital required = Start-up
costs + running cost = R260 + R650 =R910
Teacher assessment
rubric: cost calculations
|
Criteria
|
Marks
| ||||
|
Formulas [Marks out of 4]
|
The learners
were able to apply all formulas correctly. [4 marks]
|
The learners
were able to apply three of the formulas correctly. [3 marks]
|
The learners
were able to apply two of the formulas correctly. [2 marks]
|
The learners
were able to apply one of the formulas correctly. [1 mark]
|
|
|
Correctness
of calculations [Marks out of 4]
|
The learners
did all the calculations correctly. [4 marks]
|
The learners
made one mistake in their calculations. [3 marks]
|
The learners
made two mistakes in their calculations. [2 marks]
|
The learners
made three or more mistakes in their calculations. [1 mark]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6–8 marks (70–100%) –
Outstanding
Level 3: 4–5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
6.
State where you would get your capital from and work out your budget. Look at
the example below (based on making candles for the local flea market).
Budget for candle-making
business:
|
Projected
income:
75
candles x R15 = R1125
|
Projected
expenses:
Moulds = R
60
Two-plate
electric table-top stove = R200
Rental
of stall R50 per Saturday x 4 = R200
Advertising
costs = R150
Transport
costs = R100
Supplies:
Wax = R
75
Wicks = R
25
Fragrances = R
20
Colourants = R
20
Decorations = R
10
Packaging = R
50
R910
Projected profit
R215
|
|
R1125
|
R1125
|
Our group decided that we would borrow the capital
required from S’bu’s dad. He agreed to lend us the R910 without charging us
interest. We would repay him from our projected income.
Teacher assessment rubric:
budget
|
Criteria
|
Marks
| ||||
|
Compiling a
budget [Marks out of 4]
|
The learners compiled
a budget and included all the projected figures. [4 marks]
|
The earners compiled
a budget, but left out one of the projected figures. [3 marks]
|
The earners compiled
a budget, but left out two of the projected figures. [2 marks]
|
The learners compiled
a budget, but left out three of the projected figures. [1 mark]
|
|
|
Correctness
of calculations [Marks out of 4]
|
The learners
did all the calculations correctly. [4 marks]
|
The learners
made one mistake in their calculations. [3 marks]
|
The learners
made two mistakes in their calculations. [2 marks]
|
The learners
made three or more mistakes in their calculations. [1 mark]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6–8 marks (70–100%) –
Outstanding
Level 3: 4–5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
7.
Present your break-even point and your profit projections. Look at the examples
below (based on making candles for the local flea market).
Explain,
on the basis of your cost analysis, why your proposed business (product or
service) is financially viable.
Catherine’s example:
a) Break-even point = Total
running costs ÷ price per unit
= R650 ÷ R15
= 43.33 units
b) Cost per unit = Total running
costs ÷ number of units
= R650 ÷ 75
= R8.67
We decided to work on a profit margin of
75%.
175
Selling price = Cost
per unit x 100
175
= R8.67 x
100
= R15.17
We decided to round off our selling
price to R15 per unit.
From the budget, our profit projection
is R215 if we manage to sell all 75 of our units.
Our business is financially viable,
because, even though our initial profit is low as a result of the two-plate
stove and moulds we had to purchase, our subsequent profits would be much
higher.
Teacher assessment rubric:
cost analysis
|
Criteria
|
Marks
| ||||
|
Compiling a
cost analysis [Marks out of 4]
|
The learners compiled
a cost analysis and included all projected figures. [4 marks]
|
The learners compiled
a cost analysis, but left out one of the projected figures. [3 marks]
|
The learners compiled
a cost analysis, but left out two of the projected figures. [2 marks]
|
The learners compiled
a cost analysis, but left out three of the projected figures. [1 mark]
|
|
|
Correctness
of calculations [Marks out of 4]
|
The learners
did all the calculations correctly. [4 marks]
|
The learners
made one mistake in their calculations. [3 marks]
|
The learners
made two mistakes in their calculations. [2 marks]
|
The learners
made three or more mistakes in their calculations. [1 mark]
|
|
|
Explanation
regarding viability of business
[Marks out of 4]
|
The learners
provided an excellent explanation, with reference to their cost analysis, of
why their business would be viable. [4 marks]
|
The learners
provided an adequate explanation, with reference to their cost analysis, of
why their business would be viable. [3 marks]
|
The learners
provided a poor explanation, with some reference to their cost analysis, of
why their business would be viable. [2 marks]
|
The learners
did not provide an explanation of why their business would be viable. [0 mark]
|
|
|
Total marks out of 12:
|
| ||||
Level 4: 8-12 marks (70–100%) –
Outstanding
Level 3: 6-7 marks (50–69%) – Achieved
Level 2: 4-5 marks (35–49%) – Partially
achieved
Level 1: 1–3 marks (1–34%) – Not
achieved
8.
State who your target market its. Design a questionnaire for your market
research. Your questionnaire must test whether your target market will buy your
product or service at the price you would like to charge for you product or
service.
Teacher assessment rubric:
questionnaire
|
Criteria
|
Marks
| ||||
|
Compiling a
questionnaire
[Marks out of 4]
|
The learners compiled
a questionnaire containing five or more questions. [4 marks]
|
The learners
compiled a questionnaire containing three or four questions. [3 marks]
|
The learners
compiled a questionnaire containing only two questions. [2 marks]
|
The learners
compiled a questionnaire containing only a single question. [1 marks]
|
|
|
Questions
included in questionnaire
[Marks out of 4]
|
The questions
included in the questionnaire would test whether the target market would buy
the product. [4 marks]
|
The questions
included in the questionnaire would probably test whether the target market
would buy the product. [3 marks]
|
The questions
included in the questionnaire are not likely to test whether the target
market would buy the product. [2 marks]
|
The questions
included in the questionnaire would not test whether the target market would
buy the product. [1 marks]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6-8 marks (70–100%) –
Outstanding
Level 3: 4-5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
9.
Use your questionnaire to do a market survey. Get responses from at least 20
prospective buyers. Include your completed questionnaire in your business plan.
Give a short summary of your market research results.
Teacher assessment rubric:
interview
|
Criteria
|
Marks
| ||||
|
Prospective
buyers interviewed
[Marks out of 4]
|
The learners interviewed
at least 20 prospective buyers. [4 marks]
|
The learners
interviewed 15 to 19 prospective buyers. [3 marks]
|
The learners interviewed
10 to 14 prospective buyers. [2 marks]
|
The learners interviewed
fewer than 10 prospective buyers. [1 marks]
|
|
|
Including
questionnaire in business plan
[Marks out of 4]
|
The learners included
the questionnaires in the business plan. [4 marks]
|
The learners did
not include the questionnaire in the business plan. [0 marks]
|
| ||
|
Analysing and
interpreting the data and drawing conclusions
[Marks out of 4]
|
The learners
analysed and interpreted the data and drew valid conclusions. [4 marks]
|
The learners
analysed and interpreted the data and drew some valid conclusions. [3 marks]
|
The learners
attempted to analyse and interpret the data, but some of the conclusions
weren’t valid. [2 marks]
|
The learners’
analysis and interpretation of the data were inadequate and they failed to
draw valid conclusions. [1 marks]
|
|
|
Summary of
market results [Marks out of 4]
|
The learners
compiled a short summary of market research results containing at least four
facts. [4 marks]
|
The learners
compiled a short summary of market research results containing three facts. [3
marks]
|
The learners
compiled a short summary of market research results containing two facts. [2
marks]
|
The learners
compiled a short summary of market research results containing one fact. [1
marks]
|
|
|
Total marks out of 16:
|
| ||||
Level 4: 11-16 marks (70–100%) –
Outstanding
Level 3: 8-10 marks (50–69%) – Achieved
Level 2: 5-7 marks (35–49%) – Partially
achieved
Level 1: 1–4 marks (1–34%) – Not
achieved
10.
Set out your marketing strategy as explained in the business plan format. Read
the following information regarding a marketing plan:
Writing down a detailed plan will
·
clarify exactly what
benefits your business and products offer
·
ensure that you are
going to aim your product at the right people
·
alert you to potential
dangers ahead, like new competition, problems of affordability and not enough
customers
·
ensure that you have
enough money to make your marketing effective.
(Source:
www.seda.org.za)
Teacher assessment rubric:
marketing strategy
|
Criteria
|
Marks
| ||||
|
Compiling a
marketing strategy
[Marks out of 4]
|
The learners compiled
a marketing strategy containing at least eight facts. [4 marks]
|
The learners compiled
a marketing strategy containing six to seven facts. [3 marks]
|
The learners compiled
a marketing strategy containing four to five facts. [2 marks]
|
The learners compiled
a marketing strategy containing fewer than four facts. [1 mark]
|
|
|
Success of
marketing strategy [Marks out of 4]
|
The marketing
strategy is well thought out and the learners clearly spent a lot of time
developing it. [4 marks]
|
The marketing
strategy is relatively well thought out and it appears that learners spent
some time developing it. [3 marks]
|
The marketing
strategy is acceptable, but learners could have spent more time developing
it. [2 marks]
|
The marketing
strategy is not properly thought out and it is clear that learners did not
spend much time on it. [1 marks]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6-8 marks (70–100%) –
Outstanding
Level 3: 4-5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
11.
Write your executive summary and insert this on a separate page after your
contents page.
Teacher assessment rubric: executive
summary
|
Criteria
|
Marks
| ||||
|
Information
contained in executive summary [Marks
out of 4]
|
The learner
included all the relevant points in the executive summary. [4 marks]
|
The learner
included most of the relevant points in the executive summary. [3 marks]
|
The learner
included some of the relevant points in the executive summary. [2 marks]
|
The learner
left out most of the relevant points in the executive summary. [1 mark]
|
|
|
Language use
in executive summary
[Marks out of 4]
|
Excellent
language usage with no mistakes. Own words used. [4 marks]
|
Good language
usage with only a few mistakes (fewer than three). Own words mostly used. [3
marks]
|
Acceptable
language usage with more than three mistakes. Some sentences are copied from sources.
[2 marks]
|
Little
attempt to use correct language or no attempt to use own words. [1 marks]
|
|
|
Total marks out of 8:
|
| ||||
Level 4: 6-8 marks (70–100%) –
Outstanding
Level 3: 4-5 marks (50–69%) – Achieved
Level 2: 3 marks (35–49%) – Partially
achieved
Level 1: 1–2 marks (1–34%) – Not
achieved
12.
Compile and finalise your business plan. Edit and proofread it to make sure it
does not contain any mistakes. Look at the teacher assessment rubric below to
see how your business plan will be assessed.
Teacher assessment rubric: business plan
|
Criteria
|
Marks
| ||||
|
Format of
business plan
[Mark out of 4]
|
The learners
followed the format provided exactly. [4 marks]
|
The learners
mostly followed the format provided. [3 marks]
|
The learners
sometimes followed the format provided. [2 marks]
|
The learners
did not follow the format provided. [1 marks]
|
|
|
Information
contained in business plan [Mark out
of 4]
|
The learners
included all the relevant points in the business plan. [4 marks]
|
The learners
included most of the relevant points in the business plan. [3 marks]
|
The learners
included few of the relevant points in the business plan. [2 marks]
|
The learners
left out most of the relevant points in the business plan. [1 mark]
|
|
|
Language use
in business plan
[Mark out of 4]
|
Excellent
language usage with no mistakes. Own words used. [4 marks]
|
Good language
usage with only a few mistakes (fewer than five). Own words mostly used. [3
marks]
|
Acceptable
language usage with more than five mistakes. Some sentences are copied from sources.
[2 marks]
|
Little
attempt to use correct language or no attempt to use own words. [1 marks]
|
|
|
Total marks out of 12:
|
| ||||
Level 4: 8-12 marks (70–100%) –
Outstanding
Level 3: 6-7 marks (50–69%) – Achieved
Level 2: 4-5 marks (35–49%) – Partially
achieved
Level 1: 1–3 marks (1–34%) – Not
achieved
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