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Reg. No.: 2011/011959/07
Economic and Management Sciences
Facilitator’s guide
Grade 8
CAPS aligned
S Loots B Pretorius
Lesson elements
LEARNING AIMS
What learners should know at the end of the lesson (taken from CAPS)
DEFINE
Definitions of concepts to be able to understand the content
ACTIVITY
Questions throughout the lesson that must be answered in order to test the learner’s knowledge of the lesson
EXERCISE
In conclusion of the specific unit. Formative assessment
SAMPLE
Timetable and time management
The teaching time for Economic and Management Sciences comprises two hours per week. As this subject involves the development of accounting skills for learners in Grades 8 and 9, one hour per week must be used for financial literacy in terms of the year plan
The following table shows how many weeks to spend on each topic per unit (taken from CAPS).
Financial literacy: General Ledger and Trial Balance Week 2–4
Entrepreneurship: Levels and functions of management Week 5–6
Revision test Week 7–10
• Set up a timetable for learners for each unit. Make sure they complete the work of each unit within the given timeframe.
• Stick to the proposed year plan or change it as you please.
• Do not allow learners to fall behind, otherwise they will struggle to catch up.
• Ensure that learners spend two hours each week on the subject.
Assessment requirements
Assessment is a continuous, planned process of identifying, gathering and interpreting information about learners’ performance. Assessment in Economic and Management Sciences focuses on the knowledge, skills and values required to ensure informed, ethical, productive and responsible participation in the economy.
Economic and Management Sciences covers valuable skills such as economic, entrepreneurial, financial and managerial skills that prepare learners for success in different economic and business environments. The facilitator must consider all these skills when teaching, learning and assessment take place.
Learners are assessed in two ways
1) Informal assessment
• It takes place during the teaching and learning process.
• It usually comprises the activities completed during lessons as well as discussions and observations.
• The results of informal assessment are not recorded.
2) Formal assessment
• All assessment tasks that form part of the formal assessment programme for the year are regarded as formal assessment.
SAMPLE
• The assessment is formally assessed by a facilitator/tutor.
• Examples of formal assessments include tests, examinations and projects.
Preface
Economic and Management Sciences consists of three components, namely the economy, entrepreneurship and financial literacy. The facilitator’s guide serves as support to the facilitator The facilitator must use the answers in this guide to assess learners’ activities and exercises.
Each lesson must be thoroughly explained to learners, discussions should be held and all activities in the lesson as well as the revision activities must be completed by learners in preparation for tests or examinations. It is always good to go through the questions and answers with learners to give them feedback about possible errors or good answers, or tasks completed.
The facilitator’s guide will guide both facilitators and learners through the year, and it should be used in conjunction with the study guide. Each lesson contains appropriate activities learners need to complete to better understand the lesson. An open book test at the end of each unit will test learners’ knowledge of that unit. This will facilitate preparation for future tests and examinations
The learners are also provided with a workbook containing all the necessary answer sheets they will need to complete the financial literacy activities. It is indicated when they should use the workbook. Learners need a calculator to help them with the financial literacy sections.
It is important that the learners read magazines and newspapers on various topics covered in the study guide to acquire in-depth knowledge of the topics They need to know what is happening in the economy and finances of the country
SAMPLE
How to use the facilitator’s guide
1. The full content of the study guide must be presented to learners.
2. Facilitators are responsible for ensuring that learners purchase a 72-page script for answering activities in the study guide.
3. Revision activities and activities given in a unit form part of the content that learners must complete and answer. This will help them better understand the content of the subject.
4. Learners and facilitators must take note of the financial literacy activities that need to be completed in the workbook. This is indicated at the top of the activity.
5. Set a deadline for when learners must complete the activities. Try to keep to the dates to ensure that all work is dealt with.
6. All revision activities and activities given in a unit must be marked with the learners. After marking the work, the answers should be discussed with them
7. It is recommended that learners write down the correct answers in their script for further reference and to study for tests and examinations.
8. If the facilitator provides the answers to learners without giving them the opportunity to do it themselves, they will obtain good marks but may not remember the content.
9. After marking and handing back formal assessment tasks, tests and examination answer papers, the facilitator can go through it with learners.
10. All formal assessment tasks and tests are provided in the portfolio book. June and November examinations will be sent to you.
11. Each lesson is composed in such a way that learners can unhurriedly work through it. Each lesson has a time allocation, as required by CAPS.
12. If you have any queries about the subject, please contact the education specialist.
Lesson 1: Revision
Each unit starts with a revision lesson to give learners an overview of what was discussed in the previous unit This lesson gives learners an overview of content covered in Grade 7.
Activity 1.1 consists of ten statements to which learners must state whether each statement is true or false. Facilitators and learners must not spend too much time on revision. Facilitators may ask the questions verbally or learners may write down their answers
ACTIVITY 1.1
Are the statements true or false?
1.1.1 True
1.1.2 False
1.1.3 True
1.1.4 True
1.1.5 True
1.1.6 True
1.1.7 False
1.1.8 False
1.1.9 True
1.1.10 True
UNIT 1 SAMPLE
No marks are recorded in this activity as it is only for revision purposes
Lesson 2: The economy: Government
LEARNING AIMS
At the end of this lesson, learners must be able to:
• understand the meaning of the government.
• know the different levels of the government and the roles of the different levels of government.
• know the different levels of government in respect of households and businesses in the use of resources and services.
It is important that learners complete all the learning aims at the end of each lesson. Use the definitions to clarify the content. In this lesson, learners must specifically distinguish between the levels and functions of the government The definitions are repeated so that the facilitator can explain them to learners.
DEFINE
Democracy: A system of government in which the leaders and representatives of a country have been elected by the people of the country Infrastructure: Physical facilities such as roads, bridges, and buildings that a country’s economy needs to function and grow; can also include services such as electricity, water, and sewage services
ACTIVITY 2.1
2.1.1 (Learner’s own answer.) The learner must write down at least ten relevant questions. Examples of questions:
• What do the president’s daily tasks include?
• What are the president’s working hours?
• How often the president and his ministers meet?
2.1.2 (Learner’s own answer.) The learner must answer ‘yes’ or ‘no’ and give any two relevant reasons.
SAMPLE
ACTIVITY 2.2
2.2.1 National government, provincial government and local government
2.2.2 • Legislative: Creates and implements laws.
• Executive: Enforces the laws made by the legislative branch.
• Judicial: Ensures that justice is upheld by interpreting the laws.
2.2.3
• National government: Responsible for the general management of the country
• Provincial government: South Africa has nine provinces, each with its own objectives to better the province and, in turn, the country
• Local government: Deals with issues on a local level within towns and cities
