General Education and Training Certificate Draft Curriculum Statements... · 8.1 Structure of SBA Tasks 25 8.2 Exemplar SBA Tasks 26 9. External Assessment (Summative) 46 9.1 Structure

Examinations and Assessment Guidelines: WHRT4

GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

WHOLESALE AND RETAIL L4

CODE: WHRT4

2012



TABLE OF CONTENTS

1. Introduction 3 2. The GETC-ABET Level 4 Qualification 4 3. Unit Standards for WHRT4 Learning Area 7 4. LTSM in PALCs 18 5. Weighting of the Specific Outcomes and Assessment Criteria 18 6. Core Knowledge Areas 18 7. Taxonomies used in scaffolding questions 24 8. Site-Based Assessment (Formative) 24 8.1 Structure of SBA Tasks 25 8.2 Exemplar SBA Tasks 26 9. External Assessment (Summative) 46 9.1 Structure of a question paper 46 9.2 Exemplar question paper 47 10. Promoting the Principles of quality assessment practices 61



1. INTRODUCTION This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment. The WHRT4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education. Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the WHRT4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted. While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching. The document also contains the GETC–ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined. This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC–ABET Level 4 examinations and assessment has a bearing on this document. All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC–ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the WHRT4 learning area will be greatly appreciated. 2. THE GETC:ABET LEVEL 4 QUALIFICATION The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification. SAQA QUAL ID QUALIFICATION TITLE

71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDER

Task Team - Adult Basic Education and Training

QUALITY ASSURING ETQA

-

QUALIFICATION TYPE FIELD SUBFIELD



National Certificate Field 05 - Education, Training and Development

Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

ABET Level 4 120 Level 1 Regular-Unit Standards Based

REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2012-11-26 2015-11-26 The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale: Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities. The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and

workplace experience and learning.

The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,

gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental and

economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification. Recognition of Prior Learning: The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and



the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA. It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent. The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component. Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS

1. One Official Language: 23 Credits 2. Mathematical Literacy: 16 Credits OR 3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

Critical Cross-field Outcomes (CCFO):

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS

Academic Learning Areas:

1. Human and Social Sciences: 23 Credits 2. Natural Sciences: 15 Credits 3. Economic and Management Sciences: 21 Credits 4. Arts and Culture: 17 Credits 5. Technology: 11 Credits 6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23

Credits

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits 8. Ancillary Health Care: 45 Credits 9. Small, Medium and Micro Enterprises: 17 Credits 10. Travel and Tourism: 38 Credits 11. Information Communication Technology: 23 Credits 12. Early Childhood Development: 26 Credits 13. Wholesale and Retail: 30 Credits

OPTION 1

( 5 Learning Areas) OPTION 2

( 6 Learning Areas) OPTION 3

( 7 or more Learning Areas) TWO Fundamentals ONE Core and TWO Electives

TWO Fundamentals ONE Core and THREE Electives

TWO Fundamentals ONE Core and FOUR Electives

If you choose mathematics and mathematical sciences in the fundamentals component then you

must have a minimum total of 51 credits in the electives component.



UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community. UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 3. UNIT STANDARDS FOR WHRT4 LEARNING AREA The WHRT4 Learning Area comprises the following unit standards: SAQA US ID US TITLE CREDITS 259939 Describe wholesale and retail in South Africa 4 259937 Identify career opportunities in the wholesale and retail sector 8 259938 Identify the importance of customer service in the wholesale and retail

environment 5

117900 Plan self development 10 10007 Identify, analyse and select business opportunities 3 10008 Write and present a simple business plan 7 TOTAL: 37 SAQA US ID US TITLE CREDITS 259939 Describe wholesale and retail in South Africa 2 PURPOSE OF THE UNIT STANDARD The unit standard is aimed at learners wishing to enter the Wholesale and Retail sector for employment opportunities. Individuals credited with this unit standard will gain understanding of the nature of the Wholesale and Retail Sector and will be able to identify the key features of the sector. In addition, learners will be able to explain the concepts of Wholesale and Retail, the roles and functions of role players in the sector and the knowledge gained will provide access to workplace based learning programmes for occupationally focussed qualifications in the field of Wholesale and Retail through accessing of further learning at NQF Level 2. Qualifying learners will be able to: � Identify the key features of Wholesale and Retail in South Africa. � Describe the nature of Wholesale and Retail. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learner is competent in Communication and Mathematical Literacy at ABET Level 3.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Identify the key features of Wholesale and Retail in South Africa. ASSESSMENT CRITERION 1 The concepts of Wholesale and Retail is described. ASSESSMENT CRITERION 2 The purpose of Wholesale is identified and described. ASSESSMENT CRITERION 3 The purpose of Retail is identified and described. ASSESSMENT CRITERION 4 The relevant categories and sub-sectors in the Wholesale and Retail environment in South Africa are recognised and listed. ASSESSMENT CRITERION 5 The relevant stakeholders in the Wholesale and Retail environment in South Africa are recognised and listed.

SPECIFIC OUTCOME 2 Describe the nature of Wholesale and Retail. ASSESSMENT CRITERION 1 The profit principle within the concept of stock for re-sale as it applies to Wholesale and Retail is described. ASSESSMENT CRITERION 2 The types of products and services in a selected Wholesale and Retail operation are investigated and identified. ASSESSMENT CRITERION 3 The operational functions in the wholesale and retail environment are identified and listed. ASSESSMENT CRITERION 4 The flow of stock in the Wholesale and Retail environment is described. ASSESSMENT CRITERION 5 The flow of cash in the Wholesale and Retail environment is described.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements. Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA. � External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE � Sub-sectors and categories applicable to the Wholesale and Retail sector. � Stakeholders in the Wholesale and Retail sector. � Concepts and terminology used in the sector. � Operational functions in the Wholesale and Retail environment. � The flow of stock in the Wholesale and Retail environment. � The flow of cash in the Wholesale and Retail environment. � Types of products and services in the Wholesale and Retail environment. � Principles of profit through sale and resale.



SAQA US ID US TITLE CREDITS 259937 Identify career opportunities in the wholesale and retail sector 4 PURPOSE OF THE UNIT STANDARD This unit standard supports the acquiring of the necessary skills and knowledge to facilitate the investigation of the Wholesale and Retail sector to enable the identification and selection of career path and employment opportunities in the sector. Individuals credited with this unit standard will be able to distinguish between different career and employment opportunities through their understanding and knowledge of the Wholesale and Retail sector in order to make informed decisions in the selection of suitable employment opportunities at the onset of their envisaged career paths in the Wholesale and Retail environment. Learners found competent against this unit standard will be able to: � Identify entry-level positions in the Wholesale and Retail sector. � Select a preferred career path. � Describe a career path. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learner is competent in Communication and Mathematical Literacy at ABET Level 3.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Identify entry-level positions in the Wholesale and Retail sector. ASSESSMENT CRITERION 1 The different sub-sectors and categories in the Wholesale and Retail sector are listed. . ASSESSMENT CRITERION 2 Entry-level positions in the sub-sectors and categories are listed. ASSESSMENT CRITERION 3 The minimum skills required for two positions are identified and listed.

SPECIFIC OUTCOME 2 Select a preferred career path. ASSESSMENT CRITERION 1 Career opportunities in the operational areas of Wholesale and Retail are listed. ASSESSMENT CRITERION 2 Career opportunities in support functions in Wholesale and Retail are listed. ASSESSMENT CRITERION 3 A preferred career path in the Wholesale and Retail sector is identified.

SPECIFIC OUTCOME 3 Describe a career path. ASSESSMENT CRITERION 1 Skills and knowledge required for an operational and/or support career opportunity in Wholesale and Retail is described. ASSESSMENT CRITERION 2 A personal career path within the Wholesale and Retail environment is described. ASSESSMENT CRITERION 3 The Wholesale and Retail qualifications structure and qualifications available for the preferred career path are described. ASSESSMENT CRITERION 4 Sources for the skills and knowledge required are described.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements. Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA. � External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE � Categories in the Wholesale and Retail Sector. � Wholesale and Retail organisations, role-players. � Career opportunities in the sector. � Understanding of career-pathing. � Understanding of the relevant skills and knowledge required for a selected job categories.



SAQA US ID US TITLE CREDITS 259938 Identify the importance of customer service in the wholesale and retail

environment 4

PURPOSE OF THE UNIT STANDARD The purpose of this unit standard is the establishment of a foundational understanding of the importance of customer service in the Wholesale and Retail environment. Individuals credited with this unit standard will gain an awareness of the importance of customer service and will recognise customer service and how it applies to the business environment in the Wholesale and Retail Sector. Learners found competent against this unit standard will be able to: � Recognise and describe the importance of customer service in a Wholesale and Retail environment. � Identify good customer service standards. � Illustrate the handling of basic customer queries. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learner is competent in Communication and Mathematical Literacy at ABET Level 3.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Recognise and describe the importance of customer service in a Wholesale and Retail environment. ASSESSMENT CRITERION 1 Customer service is described to indicate the relationship between an organisation, its workforce and customers in an organisation. ASSESSMENT CRITERION 2 The term "Moments of truth" is described as it applies to customer service. ASSESSMENT CRITERION 3 "Moments of truth" in a store are described through the provision of relevant examples. ASSESSMENT CRITERION 4 The effect of the concept "treat others as you would like to be treated" is described as an approach to customer service. ASSESSMENT CRITERION 5 The impact of personal conduct on the workplace, the organisation and the customer is recognised and described. ASSESSMENT CRITERION 6 The value of satisfied customers to the organisation is described. ASSESSMENT CRITERION 7 The consequences of poor customer service on the organisation are recognised and described. ASSESSMENT CRITERION 8 The difference between internal and external customers in an organisation is described.

SPECIFIC OUTCOME 2 Identify good customer service standards. ASSESSMENT CRITERION 1 Examples of good customer service in at least three formal retail and wholesale organisations are identified. ASSESSMENT CRITERION 2 Examples of good customer service in at least three informal outlets are identified. ASSESSMENT CRITERION 3 Good customer service standards for an informal outlet are identified and described.

SPECIFIC OUTCOME 3 Illustrate the handling of basic customer queries. ASSESSMENT CRITERION 1 The use of effective listening skills to understand customer queries is illustrated. ASSESSMENT CRITERION 2 The use of effective questioning techniques to understand customer queries is illustrated. ASSESSMENT CRITERION 3 Repeating of a query in one's own words to confirm understanding of a query when dealing with a customer is illustrated.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements. Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.



� External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE � Customer service concepts. � Customer service requirements. � Difference between internal and external customers. � The term "Moments of Truth" as used in the industry. � Effective listening skills. � Effective questioning skills. � Handling of basic complaints. � Importance of customer service. SAQA US ID US TITLE CREDITS 117900 Plan self development 10 PURPOSE OF THE UNIT STANDARD This unit standard is intended for all levels of people in all industries who are interested in furthering themselves in the business in which they work. Persons credited with this unit standfard will be able to set goals for their own personal growth. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learner has competent in: � Communication at ABET level 4, or equivalent. � Mathematical Literacy at ABET Level 4, or equivalent.



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Explain opportunities for advancement within the organisation. ASSESSMENT CRITERION 1 Discuss the hierarchy applicable to the organisation. ASSESSMENT CRITERION 2 Explain the different departments within the organisation and what their role is within the organisation. ASSESSMENT CRITERION 3 Explain organisational opportunities for training and promotion. ASSESSMENT CRITERION 4 Describe how your personal ambitions and desires fit or do not fit with what the organisation has to offer.

SPECIFIC OUTCOME 2 Plan own development. ASSESSMENT CRITERION 1 Identify what knowledge and experience you require to move up within the organisation. ASSESSMENT CRITERION RANGE Identify people, sources and training programs that can help you obtain this knowledge and experience both within and external to the organisation. ASSESSMENT CRITERION 2 Develop an action plan with timelines to access the required knowledge and gain the required experience based on information supplied by people possessing such knowledge.

SPECIFIC OUTCOME 3 Explain how the NQF can help with one's growth. ASSESSMENT CRITERION 1 Describe why the NQF came into being and its objectives. ASSESSMENT CRITERION 2 Explain the actual Framework and the levels on the framework. ASSESSMENT CRITERION 3 Explain how qualifications are made up and the make up of unit standards applicable to your industry. ASSESSMENT CRITERION 4 Explain the different options open to a person wanting a qualification on the National Qualification Framework.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Programmes leading to the award of credits from this unit standard will be accredited by the relevant ETQA role. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. Internal Moderations will be performed by the Accredited Providers whilst the relevant ETQA will perform external moderations of assessments across the Accredited Providers according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The demonstrated understanding of: � The hierarchy applicable to the organisation. � The different departments within the organisation and what their role is within the organisation. � Organisational opportunities in respect of training and promotion. � How to develop an action plan. � Why the NQF came into being and its objectives. � The actual Framework and the levels on the framework. � How qualifications are made up and the make up of unit standards applicable to the applicable industry. � The different options open to a person within the industry wanting a qualification on the National Qualification Framework.



SAQA US ID US TITLE CREDITS 10007 Identify, analyse and select business opportunities 3 PURPOSE OF THE UNIT STANDARD A candidate credited with this general competence will be able to: identify business ideas, eliminate inappropriate business ideas and select viable business ideas. SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Identify business ideas. ASSESSMENT CRITERION 1 1. The concept business ideas is explained. ASSESSMENT CRITERION 2 Business ideas are identified and listed. ASSESSMENT CRITERION RANGE Ideas are generated through brainstorming; discussion; and observation. ASSESSMENT CRITERION 3 Business ideas are discussed and compared. ASSESSMENT CRITERION RANGE Discussions indicate advantages and disadvantages.

SPECIFICOUTCOME 2 Eliminate inappropriate business ideas. ASSESSMENT CRITERION 1 Appropriate screening techniques are identified and selected. ASSESSMENT CRITERION RANGE Factors to consider: market size; quality; cost per job; potential profits; empowerment; number of jobs created ASSESSMENT CRITERION 2 The selected screening techniques are justified and applied. T ASSESSMENT CRITERION RANGE Ideas are generated through brainstorming; discussion; and observation. ASSESSMENT CRITERION 3 The most appropriate ideas are listed.

SPECIFIC OUTCOME 3 Analyse and select viable business opportunities. ASSESSMENT CRITERION 1 Market research is defined and discussed. ASSESSMENT CRITERION 2 Different methods of market research are identified and listed. ASSESSMENT CRITERION RANGE Methods include - door-to-door surveys; telephone surveys; interviews; personal needs ASSESSMENT CRITERION 3 Appropriate research methods are evaluated and selected. ASSESSMENT CRITERION RANGE Methods include - door-to-door surveys; telephone surveys; interviews; personal needs, taking into account specific type of business. ASSESSMENT CRITERION 4 Selected methods are used to research potential business opportunities.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 1. Labour Laws 2. Human Rights and the constitution 3. Health and Safety regulations. 4. Awareness of contractual obligations.



UNIT STANDARD DEVELOPMENTAL OUTCOME 1. Reflecting on and exploring a variety of strategies to learn more effectively; 2. Participating as responsible citizens in the life of local, national and global communities; 3. Being culturally and aesthetically sensitive across a range of social contexts; 4. Exploring education and career opportunities; and 5. Developing entrepreneurial opportunities. SAQA US ID US TITLE CREDITS 10008 Write and present a simple business plan 7 PURPOSE OF THE UNIT STANDARD A candidate credited with this general competence will be able to: Describe and analyse the different components of a typical business plan and design a business plan relevant to a selected business idea. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Numeracy and Literacy skills (ABET level 2) Unit standard SMME 2. (12/09



SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Explain and discuss the purpose of a business plan. ASSESSMENT CRITERION 1 A business plan is described. ASSESSMENT CRITERION 2 The need for, and use of, a business plan is discussed. ASSESSMENT CRITERION RANGE Access to finance monitoring & development tool

SPECIFICOUTCOME 2 Outline and analyse the components of a business plan. ASSESSMENT CRITERION 1 The different components of a business plan are listed. ASSESSMENT CRITERION RANGE Title Page ; Executive Summary ; Introduction ; Marketing Plan ; SWOT Analysis ; Financial Plan ; Staff Structure; Technical Plan ; Material Purchasing Plan ; Environmental Impact Assessment ; Conclusion and Appendices ASSESSMENT CRITERION 2 The different components of a business plan are explained. ASSESSMENT CRITERION RANGE Factors to consider: market size; quality; cost per job; potential profits; empowerment; number of jobs created. ASSESSMENT CRITERION 3 The functions of the different components of the business plan are analysed. ASSESSMENT CRITERION RANGE Factors to consider: market size; quality; cost per job; potential profits; empowerment; number of jobs created.

SPECIFIC OUTCOME 3 Design and present a business plan relevant to the selected business idea. ASSESSMENT CRITERION 1 Information relating to the individual selected business idea is gathered and analysed. ASSESSMENT CRITERION 2 The development of the business plan is assessed. ASSESSMENT CRITERION RANGE Assess component by component, as well as draft to draft, i.e. assess each draft. ASSESSMENT CRITERION 3 The written business plan is assessed. ASSESSMENT CRITERION RANGE Assess against the generic business plan. ASSESSMENT CRITERION 4 Various presentation skills are explained. ASSESSMENT CRITERION RANGE Body language; ability to answer questions; ability to convey ideas, tone, tempo ASSESSMENT CRITERION 5 The oral presentation of the business plan is assessed. ASSESSMENT CRITERION RANGE Body language; ability to answer questions; ability to convey ideas, tone, tempo



UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 1. Literacy and Numeracy 2. Negotiation Skills 3. Labour Laws. 4. Human rights and the constitution 5. Health and Safety regulations 6. Awareness of contractual obligations 7. Technical knowledge applicable to business UNIT STANDARD DEVELOPMENTAL OUTCOME 1. Reflecting on and exploring a variety of strategies to learn more effectively; 2. Participating as responsible citizens in the life of local, national and global communities; 3. Being culturally and aesthetically sensitive across a range of social contexts; 4. Exploring education and career opportunities; and 5. Developing entrepreneurial opportunities. 4. LTSM IN PALCs The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed LTSM do not represent an exhaustive list, any other resources that respond positively to the prescribed learning area unit standards could be used. 5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA UNIT STANDARD CREDIT

S WEIGHTING%/ MARKS

259939

Describe wholesale and retail in South Africa 4 11

259937

Identify career opportunities in the wholesale and retail sector 8 22

259938

Identify the importance of customer service in the wholesale and retail environment

5 13

117900

Plan self development 10 27

10007 Identify, analyse and select business opportunities 3 8 10008 Write and present a simple business plan 7 19

TOTAL: 37 100



6. CORE KNOWLEDGE AREAS UNIT STANDARD 1: US ID 259939: DESCRIBE WHOLESALE AND RETAIL IN SOUTH AFRICA Specific Outcome 1: Identify the key features of Wholesale and Retail in South Africa. Knowledge Skills Values AC1 & 3: The concepts of Wholesale and Retail is described

• Describing Wholesale and Retail as a form of a business • Defining Wholesale and Retail

AC4 & 5: The relevant categories and sub-sectors in the Wholesale and Retail environment in South Africa are recognised and listed

• Recognition and listing of the relevant categories and sub-sectors in the Wholesale and Retail environment in South Africa

Demonstrating an understanding of Wholesale and Retail and its relationship to relevant stakeholders

Specific Outcome 2: Describe the nature of Wholesale and Retail Knowledge Skills Values AC1: The profit principle within the concept of stock for re-sale as it applies to Wholesale and Retail is described

• Describing the profit principle of stock for re-sale as it applies to Wholesale and Retail

Demonstrating an understanding of profit principle of stock for re-sale in Wholesale and Retail

AC2: The types of products and services in a selected Wholesale and Retail operation are investigated and identified

• Identification and investigation of types of products and services in a selected Wholesale and Retail operation

Showing insight of types of products and services in Wholesale and Retail operation

AC3: The operational functions in the wholesale and retail environment are identified and listed.

• Identification and Listing of operational functions in the wholesale and retail

Demonstrating an understanding of operational functions in the wholesale and retail

AC4 & 5: The flow of stock and cash in the Wholesale and Retail environment is described.

• Description of the flow of stock and cash in the Wholesale and Retail

Demonstrating an understanding of the flow of stock and cash in the Wholesale and Retail

UNIT STANDARD 2: US ID 259937: IDENTIFY CAREER OPPORTUNITIES IN THE WHOLESALE AND RETAIL SECTOR Specific Outcome 1: : Identify entry-level positions in the Wholesale and Retail sector Knowledge Skills Values AC1-3: The different sub-sectors and categories, entry level position and minimum skills required in the Wholesale and Retail sector are listed

• Listing of The different sub-sectors and categories, entry level position and minimum skills required in the Wholesale and Retail

Showing insight of entry-level positions in the Wholesale and Retail sector

Specific Outcome 2: Select a preferred career path Knowledge Skills Values AC 1 - 3: Career opportunities in the operational areas, support functions and a preferred career path in Wholesale and Retail are listed and identified

• Listing and identification of career path in Wholesale and Retail

Showing insight of career path in Wholesale and Retail



Specific Outcome 3: Describe a career path Knowledge Skills Values Skills and knowledge required for an operational and /or support career opportunity in Wholesale and Retail is described

• Description of a career path in Wholesale and Retail Demonstrating an understanding of a career path in Wholesale and Retail

UNIT STANDARD 3: US ID 259938: IDENTIFY THE IMPORTANCE OF CUSTOMER SERVICE IN THE WHOLESALE AND RETAIL ENVIRONMENT Specific Outcome 1: Recognise and describe the importance of customer service in a Wholesale and Retail environment Knowledge Skills Values AC1-8: Customer service is described to indicate the relationship between an organisation, its workforce and customers in an organisation

• Describe customer service, Moment of truth. • Describe the concept of “treat others as you would like to be

treated”, “moment of truth”, value of satisfied customer, the consequences of poor customer service, the value of satisfied customer.

• Describe the difference between the internal and external customer

Demonstrating an understanding of importance of customer service in a Wholesale and Retail environment

Specific Outcomes 2: Identify good customer service standards Knowledge Skills Values AC1-3: Examples of good customer service in at least three formal retail and wholesale organisations are identified

• Identify and describe good customer service in a formal and informal retail business

Demonstrating an understanding good customer service standards

Specific outcome 3: Illustrate the handling of basic customer queries Knowledge Skills Values AC1-3: The use of effective listening skills to understand customer queries is illustrated.

• Illustrate effective listening, questioning skills to understand customer queries

• Illustrate repeating of a query in one's own words to confirm understanding of a query when dealing with a customer

Display an understanding of handling basic customer queries

UNIT STANDARD 4: US ID 117900: PLAN SELF DEVELOPMENT Specific outcome 1: Explain opportunities for advancement within the organisation Knowledge Skills Values AC 1: Discuss the hierarchy applicable to the organisation

• Discuss hierarchy Demonstrating an understanding of hierarchy

AC 2: Explain the different departments within the organisation and what their role is within the organisation

• Explain the different departments within the organization and what their role

Demonstrating an understanding of the different departments within the organization

AC 3: Explain organisational opportunities for training and promotion

• Explain organisational opportunities for training and promotion Demonstrating an understanding of opportunities for training and promotion



AC 4: Describe how your personal ambitions and desires fit or do not fit with what the organisation has to offer

• Describe how your personal ambitions and desires fit or don’t fit in organisation

Demonstrating an understanding of how your personal ambitions and desires fit or don’t fit in organisation

Specific Outcome 2: Plan own development Knowledge Skills Values AC1-2: Identify what knowledge and experience you require to move up within the organisation

• Identify knowledge and experience required to move up within the organization

• Identify people, sources and training programs that can help you obtain this knowledge and experience both within and external to the organisation

• Demonstrating an understanding of own development within the organization

AC3: Develop an action plan with timelines to access the required knowledge and gain the required experience based on information supplied by people possessing such knowledge.

• Develop an action plan for own development • Demonstrating an understanding of action plan for own development

Specific Outcome 3: Explain how the NQF can help with one's growth. Knowledge Skills values AC1: Describe why the NQF came into being and its objectives

• Describe the NQF and its objective Demonstrating an understanding of NQF and its objective

AC2: Explain the actual Framework and the levels on the framework

• Explain Framework and the levels on the framework Demonstrating an understanding of Framework and the levels on the framework

AC3: Explain how qualifications are made up and the makeup of unit standards applicable to your industry

• Explain how qualifications are made up Demonstrating an understanding of how qualifications are made up

AC4: Explain the different options open to a person wanting a qualification on the National Qualification Framework

• Explain option available for a person wanting qualification on NQF

Demonstrating an understanding of option available for a person wanting qualification on NQF

UNIT STANDARD 5: US ID 10007: IDENTIFY, ANALYSE AND SELECT BUSINESS OPPORTUNITIES Specific Outcome 1: Identify business ideas Knowledge Skills values AC 1-3: The concept business ideas is explained, identified listed and compared

• Explain, identify list and compare business ideas Display an insight of business ideas

Specific Outcome 2: Eliminate inappropriate business ideas Knowledge Skills Values AC 1: Appropriate screening techniques are identified and selected

• Identify and select appropriate screening techniques Demonstrating an understanding of appropriate screening techniques

AC 2: The selected screening techniques are justified and applied

• Justify and apply selected screening techniques Demonstrating an understanding of Justifying and applying selected screening techniques



AC 3: The most appropriate ideas are listed • List the most appropriate ideas Demonstrating an understanding of listing the most appropriate ideas

Specific Outcome 3 Analyse and select viable business opportunities Knowledge Skills Values AC 1-4: Different methods of market research is defined and discussed.

• Discuss, identify, list and evaluate different methods of market research

• Select appropriate method of market research.

Display an insight of analysing and selecting viable business opportunities

UNIT STANDARD 6: US ID 10008: WRITE AND PRESENT A SIMPLE BUSINESS PLAN Specific Outcome 1: Explain and discuss the purpose of a business plan Knowledge Skills Values AC1: A business plan is described • Describe a business plan Demonstrating an understanding of a business

plan AC2: The need for, and use of, a business plan is discussed

• Discuss the need and used of business plan Demonstrating an understanding of the need and used of business plan

Specific outcome 2: Outline and analyse the components of a business plan Knowledge Skills Values AC 1-3: The different components of a business plan are listed, explained and analysed.

• List, explain and analyse the different components of a business plan

Ability to analyse the different components of a business plan

Specific outcome 3: Design and present a business plan relevant to the selected business idea Knowledge Skills Values AC 1: Information relating to the individual selected business idea is gathered and analysed.

• Analyse information relating to the individual selected business idea

Ability to analyse the information relating to the individual selected business idea

AC 2: The development of the business plan is assessed.

• Assess development of the business plan Ability to assess development of the business plan

AC 3: The written business plan is assessed. • Assess the written business plan Ability to assess the written business plan AC 4: Various presentation skills are explained. • Explain various presentation skills Demonstrate understanding of various

presentation skills AC 5: The oral presentation of the business plan is assessed.

• Assess oral presentation of the business plan Ability to assess oral presentation of the business plan



7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:

Knowledge Comprehension Application Analysis Synthesis Evaluation

8. SITE-BASED ASSESSMENT (FORMATIVE)

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site-based assessment in all PALCs across the country. In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks. The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions. It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended. The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”. 9.1 STRUCTURE OF SBA TASKS

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi. Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year. Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment. Exemplar Learning Area Assessment Plan



LEARNING AREA: WHOLESALE AND RETAIL LEARNING AREA CODE: WHRT

Year: 2012

Assessment Tasks 1 2 3 4 5

Form(s) of assessment

TEST ASSIGNMENT

PROJECT PRACTICAL DEMONSTRATIO

N

INVESTIGATION

US IDs and SOs and ACs

Marks 50 50 50 50 50 Tools of Assessment

MEMORANDUM

MEMORANDUM

RUBRIC MARKING GUIDELINE CHECKLIST

MARKING GUIDELINE

Dates to be completed

9.2 EXEMPLAR SBA TASKS TASK 1: TEST INSTRUCTIONS AND INFORMATION 1. Answer ALL the questions in the ANSWER BOOK. 2. Calculators may be used. Candidates MUST show ALL the calculations. 3. Read the questions carefully before you answer. 4 Number the answers correctly according to the numbering system used in this question

paper.

SECTION A QUESTION 1 Various possible options are provided as answers to the following questions. Choose the correct answer and write only the letter (A-D) next to the question number (1.1.1 – 1.1.5) in the ANSWER BOOK.

1.1.1 Which answer does not form part of the purpose of a wholesale? A

B C D

Wholesalers manufacture goods and sell it in bulk to the consumer. Keep inventories of frequently sold products so retailers don’t need to have large warehouses in which to keep extra goods. Retailers don’t have to hassle with making bulk orders direct from the manufacturer Wholesale distributors make it less complicated for retailers to obtain the items they need by offering low wholesale prices while at the same time not requesting manufacturer contracts.

(1)

1.1.2 Which answer does not meet definition of a customer in supply chain? A

B C D

The customer is the person at the end of supply chain (the user of the product that we sell). The wholesaler who buys from the manufacturer would be the manufacturer's customer. Supplier of the product would be the customer to the person who ordered goods from that supplier. The retailer who buys from the wholesaler would be the wholesaler's customer.

(1)

1.1.3 What impact would the business have when the stock is lost through theft?



A B C D

The business will have one less item to satisfy a customer, which result in a loss in profit. Increase the profit of the business. Lost item increase our stock level. Has no impact in the business

(1)

1.1.4 Which answer does not form part of supply chain A

B C D

School Retailer Wholesaler Producer

(1)

1.1.5 Goods supplied in the retail marketing as per the daily demand of a consumer

such as food, toiletries, soft drinks, disposable diapers refer to:-

A

B C D

Raw materials Semi-furnished goods Dairy products Fast moving consumer goods (FMCG)

(1) [5]

1.2 Indicate whether the following statements are TRUE or FALSE. Choose the answer and write

only ‛true’ or ‛false’ next to the question number (1.2.1 – 1.2.5) in the ANSWER BOOK.

1.2.1 Dispatching stock is the process of sending stock from one department to

another with in the same store.

(1) 1.2.2 Stock take assist the business in determining what the actual stock holding of the

store is at the given time.

(1) 1.2.3 Aged stock is the stock that has been on the shelf for a long period of time. (1) 1.2.4 “A moment of truth” in a store is when an interaction occurs between a customer and

the service provider that can leave a lasting positive or negative impression on a customer.

(1)

1.2.5 Do not listen to customers’ complaints in the business. (1)

[5] 1.3 Choose an item from COLUMN B that matches a description in COLUMN A. Write only the

letter (A-H) next to the question number (1.3.1-1.3.5) in the ANSWER BOOK.

COLUNM A COLUMN B 1.3.1 Buy goods in bulk quantities from the manufacture A. Shopping 1.3.2 Sells the products in small quantities to the end

users B. Window shopping

1.3.3 The process of purchasing products by the consumer C. Manufacture 1.3.4 The process of going for shopping, checking out the

prices in the market but do not buy anything. D. Supply chain

1.3.5 To make or process (a raw material) into a finished product

E. Consume

F. Wholesaler G. Retailer [5] 1.4 Complete the following sentences by using the words given in the list below. Write only

the word next to the question number (1.4.1 - 1.4.5) in the ANSWER BOOK.

Profit, Union, Net profit, Retail banks, Gross profit 1.4.1 ... is the total profit that the business makes before any deductions. (1) 1.4.2 … is the total profit that the business makes after the cost of running the business. (1) 1.4.3 The main aim of opening a business is to make… (1) 1.4.4 … deal directly with consumers and small business owners. They focus on mass



market products such as current and savings accounts. (1) 1.4.5 ... is one of the stakeholder that have a great influence on retail and wholesale

industries. (1)

[5] SECTION B QUESTION 2 Thomas started a business called Thomasbantham Panelbeater. He repairs and straightens damaged or dented panels of cars and other vehicles he also spray paint the repaired sections to fit in with the colour of the vehicle. In some cases, he straightens bent frames, or removes badly damaged sections and replace them with completely new ones. Thomas is working from a backyard he rents from his cousin, and he pays monthly rent of R1,400. He also pays the following:

- water R500 - electricity R600.

In February 2012 he bought the following two Jacks @ R250 each, repair kit R700, compressor @ R3,000, an orbital sander @ R750, a hand-held spray gun @ R300, set of paint mixing cups @ R500. Protective equipment and clothing to make his workshop as safe as possible, this include Facemasks R90, safety goggles R110, protective gloves R120, two piece overalls R180, ear protection R70 and hard-capped boots R220. , has other old equipments In March 2012 one of his customers brought a car that has dents, the customer wanted the dents to be fixed and the repaired sections should be spray painted. He charged a customer R9,500 for fixing dents and R7500 for spray painting. The customer paid R3,000 as a deposit before the work get started so that Thomas can buy materials needed for the work. The following materials were bought:

- Masking tape @ R50 - 1 liters body filler @ R240, - paint strainers fine box @ R180

He then employ experienced person to assist him, he pays him a monthly salary of R1200.

2 What is function of the following components? Type the correct answers next to each number. 2.1 What is the name of the business? (1) 2.2 Who is the owner of the business? (1) 2.3 Mention three things Thomas does in the business? (3) 2.4 Calculate the money spent by Thomas in February 2012 (12) 2.5 Calculate the total income for March 2012 (3) 2.6 Calculate the total costs for March 2012. (7) 2.7 Calculate the profit made for March 2012 (3)

[30]

TOTAL: 50 TASK 2: ASSIGNMENT INSTRUCTIONS AND INFORMATION Read the instructions and questions carefully before you answer 1. Learners must work in pairs when doing this assignment, but submit their assignments

individually for the purpose of assessment. This task must be completed over a period of TWO weeks.

2. Your educator will explain to you how to do the assignment. 3. Your assignment consists of two activities; each activity consists of 25 marks. You must

complete both

4. Write legibly and present your work clearly.

http://www.savingsaccountfinder.com.au/



ACTIVITY 1.1 Stationer’s wholesaler sells stationary in small bulk to the retailers, the business is situated in 2225 Zitha street, Soweto, telephone numbers (011) 802 8795, facsimile (Fax) number (011) 802 5648. The following transactions took place:

1.1 Purchases

The following items were bought by Stationer’s wholesaler from ABC supplier on the 12 February 2012; address is as following: 4261 Bululu str, Zone 10, Soweto, telephone numbers (011) 745 4586 facsimile (Fax) number (011) 745 8945.

Quantity Description Price

14 Highlighter pens - set of 4 high quality R22 10 WEX full strip plastic stapler with soft grip top cover R26 20 Big button calculator, 8 digit, solar, high quality R40 15 Tape dispenser - medium R15

Note

Round your answer to the nearest R1 The VAT rate is 14%, all parties are charged and can claim VAT. You have the authority to sign all relevant documents on behalf of a preparer. Cut them out and create your own receipt and cheque book.

REQUIRED 1.1 Use above information and complete the following source documents: 1.1.1 Customer order on behalf of Stationers wholesaler (12) 1.1.2 Delivery note on behalf of ABC Suppliers (11) 1.1.3 Invoice on behalf of ABC Suppliers (12) 1.1.4 Cheque on behalf of Stationers wholesaler. (7)

[42] ACTIVITY 1.2 Sales

The following items were sold to XYZ Offices on the 14 February 2012; address is 1263 Queens str, Ext 6 Naturena, telephone numbers (011) 695 4587, facsimile (Fax) number (011) 695 2365.

Quantity Description Price

5 Stephens clutch pencil s407, 7 pencils in a pack R26 10 Croxley - EW447B - blue computer binders R50 20 Esselte A4 mini L/A filing products R34

Note

Round your answer to the nearest R1 The VAT rate is 14%, all parties are charged and can claim VAT. You have the authority to sign all relevant documents on behalf of a preparer. Cut them out and create your own receipt and cheque book.

REQUIRED 1.2 Use above information and complete the following source documents: 1.2.1 Customer order on behalf of XYZ Offices (1) 1.2.2 Delivery note on behalf of Stationers wholesaler (1) 1.2.3 Invoice on behalf of Stationers wholesaler (1)



1.2.4 Receipt on behalf of Stationers wholesaler. (5) [8]

TOTAL: 50

Source documents ACTIVITY 1.1

Order

Name and address of customer

No: PO01

Date Tel no:

Fax no:

Issued To:

Name and address of supplier

Tel no:

Fax no:

Quantity Description

Price

Total amount inc. VAT

VAT @ 14%

Total amount exc. VAT

Employee signature …………………..



Delivery note


Date

Tel no: Fax no:

To

Delivery date Order number


Authorised signature: ……………………………………………………

Invoice Invoice no: INV 01

Invoice date: ……………… Name and address of supplier Tel no: Fax no:

Issued To: Name and address of customer



Tel no: Fax no:

Purchase order no: PO01

Item description Price Quantity Amount


VAT @ 14%


123-654 REPUBLIC BANK Date: 123-654 Limited

To

Pay or bearer

Amount ® 1,816

For

The sum of

……………………………………………

Amount ® for Stationers wholesaler

2365: 879564: 5698732564

ACTIVITY 1.2 Order Name and address of customer No: PO1000 Date: 14 February 2012 Tel no: Fax no: Issued To:



Name and address of supplier Tel no: Fax no: Quantity Description Price 5 Stephens clutch pencil s407, 7 pencils in a pack R26 10 Croxley - EW447B - blue computer binders R50 20 Esselte A4 mini L/A filing products R34 ……………………………………………………………………….

Employee signature

Delivery note


Date

Tel no: Fax no:

To

Delivery date Order number




Authorised signature: ……………………………………………………

Invoice Invoice no: INV 01

Invoice date: ………………

Name and address of supplier Tel no: Fax no:

Issued To: Name and address of customer Tel no: Fax no:

Purchase order no: PO01

Item description Price Quantity Amount


VAT @ 14%


Stationers wholesaler

Receipt no: 001 Date

RECEIVED From

R c



the sum of

cents

for

With Thanks TASK 3: PROJECT INSTRUCTIONS AND INFORMATION 1. 2. 3. 4.

This project must be completed over a period of 2-3 weeks. It consists of one question. Educator shall assess your progress at regular intervals to ensure a good quality project is delivered at the correct time. The project must be done in groups of four. Indicate the names of the members of your group and the due date on the front page. You must follow all the educator’s instruction, work hard so that you enjoy the project, and at the same time find it a worthwhile learning experience.

PROJECT INSTRUCTION 1. In your group generate five business ideas, two for a wholesale and three for a retail

opportunity. (10)

2. Develop a business plan for a wholesale or retail business based on one of your best

business opportunities from the ideas generated.

(40) TOTAL: [50] 3. Things to consider under the different components of the business plan 3.1 The five ideas generated must be handed in with your project. 3.2 Your business plan must include the following components.

Title page Executive Summary Marketing Plan SWOT- analysis Financial Plan Staff Structure Production Plan Conclusions and Appendices

(10)

3.2.1 Title Page

General layout of the business plan Develop an attractive front page The type of the business The name of the business, The name of the owners and the address of the business. the business logo or emblem.

(1) (1) (1) (2) [5]

3.2.2 Executive Summary

Outline the mission and vision of your business The purpose of the business. See the rubric

(1) (1) (2) [4]

3.2.3 Marketing Plan

Description of your target market, Description of a product or service

(4) (4) (3)



Methods of promotion which will be used The price of your product or service How product or service will reach the consumers/market Description of potential competition and how you will beat them, See the rubric

(2) (2) (3) [18]

3.2.4 SWOT-analysis

A Summary of the strong, weak, opportunities and threats that will influence your business.

(4)

3.2.5 Financial Plan

Show projected capital needed What are the possible sources of your capital

(3)

3.2.6 Staff structure

Number of employees, Levels of skill of employees (who does what?), staffing costs.

(3)

3.2.7 Concluding remarks

Why do you think the business will be successful, restatement of the mission, vision and goals of the business, restate the uniqueness of your business, recommendations for investors (viability, profitability)

(3)

4

Team work There must be evidence of team work. Marks will be awarded for demonstrating team work by completing the relevant document.

(2) [50]

TOTAL: 50 TASK 4: CASE STUDY INSTRUCTIONS AND INFORMATION 1. The Case study must be completed by individual learners. 2. It must be completed within 2 to 3 days. 3. Read the questions carefully before you answer. 4. Number the answers correctly according to the numbering system used in this question

paper.

Show all your calculation where necessary. QUESTION 1 Selina Mokoena started a sewing business called Reyaroka, and run it in her garage. She bought the following sewing equipment while was working in the big sewing business:

Two Sewing machine at R1,100 each Serger machine R1,400 Two measuring tapes at R50 each Two rulers R20 each Two shearing and cutting scissors at R15 each Full-length mirror to check on an individual garment (clothes) R200.

She has a sewing expertise in the following different types:-

Custom sewing also called custom clothier or custom dressmaker. Your task is to sew garments for individual clients.

Sewing for Weddings. Bridal business is big business. Many seamstresses make very good living focusing on the creation of wedding gown and wedding accessories.

Alterations. From sewing a seam to replacing a zipper. Alterations can be a profitable business as many people have something hanging in their closet that needs repair and they have no idea how to do it. She tells everyone in the church and every where she goes about her sewing business as a means of advertising. She had also put posters up on the traffic pole; she left business leaflets in fabric shops,



beauty salons, grocery stores, senior centers. She received a big order from local choir to sew 60 gowns with in one month’s period and she was requested to use the best materials, since this choir is sponsored by a big local business called Big Ben Wholesalers. For this order she bought the following materials:

Two pattern markers at R12 each Pair of needles at R10 Ten threads at 10 each and Employed two other experienced ladies and they have agreed to work for a salary of R1000

each per month provided the job is completed. She decided to take R5000 as her salary every month to cover her personal costs.

For pricing Miss Selina Mokoena checked out her competitor’s price lists for related gowns because she did not want to price her out of the market. She also considered the time she thinks the team (her and two employees) will spend to complete the project and the cost of materials as well. She then discussed all costs with the choir before she begins work. Miss Selina Mokoena charged the choir R300 per gown. The choir was happy with her customer service and the way she priced them.

1.1 What is the name of the business? (1) 1.2 Which type of a business in supply chain is this, and why you choose that type? (2) 1.3 Calculate the value of material bought by Selina Mokoena when she started the business. (11) 1.4 List and define three different types of sewing? (6) 1.5 Calculate total income received from local choir (2) 1.6 Calculate total costs incurred for sewing gowns. (9) 1.7 Name three things Selina considered before pricing the local choir (3) 1.8 How did she know that the choir will afford to pay her? (1) 1.9 How did Selina attract customers to her business? (7) 1.10 Give two alternative names for Custom sewing. (2) 1.11 Name any six items you think Selina can repair. (6)

TOTAL: 50 TASK 5: INVESTIGATION INSTRUCTIONS AND INFORMATION Read the instructions and questions carefully before you answer 1. This worksheet must be done as home work individually. 2. The educator will guide you on how to complete the worksheet 3. Only the marking grid (memorandum) shall be used when assessing the worksheet 4. You can use the template provided by your educator in activity 1 or you can develop your

own answer sheet for this question.

ACTIVITY 1.1 Mr. Motaung started a business called MONATE PAPA. The business operates through out the townships of South Africa as branches, the head office situated in Evaton township. MONATE PAPA buys maize meal in bulk from the producer and sells it to the small retailers in townships for the purpose of resale. The process is as follows:- - In the head office there are nine clerks, some of the responsibilities of clerks includes but not limited to: ordering of stock from the producer to branches. - Each branch has a branch manager, sales representative, driver and three track assistants of which two assistants work in the depot (branch) while the other two go with the driver for deliveries to the



customers. The responsibility of a branch manager includes but not limited to: - Counting stock first thing in the morning (opening stock) and at the end of the day when the depot closes (closing stock). - Record stock movement in the stock sheet including opening and closing stock. - Calculates the sales for the day and drop (bank) the money on the safe (to be collected by Fiduciary Guards) The responsibility of sales representative includes: - Introducing a product to the market by going to the individual businesses personally. - The sale representative carries order book in his position on the daily basis: the businesses (customers) place orders orally or telephonically to him and then he writes orders in the order book, thereafter submits completed and approved order forms to branch manager for delivery. Other businesses come to the depot to buy stock on their own without placing an order. 1.1 The following transaction took place on the 15th February 2012, relates to Soweto branch:

Stock in units

Description Closing stock on 14/02/2012 Stock received from the

supplier Sales to customers who came in person to depot

1kg *20 30 100 30 2kg*8 25 80 23 5kg*4 40 100 40 10kg 60 40 50 12.5kg 100 1,000 300 25kg 20 60 15 50kg 5 20 5

Sales representative (Mr. Lesiba) brought the following orders; delivery was made the same

day. (2)

(1) Client name: N Neppies (2) Client name: Tip top

Quantity Description Quantity Description

2 1kg *20 4 1kg *20 4 2kg*8 6 2kg*8 5 5kg*4 10 5kg*4 5 10kg 5 10kg 50 12.5kg 100 12.5kg 5 25kg 5 25kg

5 50kg 5 50kg (3) Client name: Thandabantu (4) Client name:Thababosiu


1 1kg *20 10 5kg*4 2 2kg*8 150 12.5kg 5 5kg*4 5 10kg ` 70 12.5kg



(5) Client name: Thandabantu (6) Client name:Thababosiu


1 1kg *20 10 5kg*4 2 2kg*8 150 12.5kg 5 5kg*4 5 10kg ` 70 12.5kg

The money deposited in the safe for the day is R52 341.15, and there were no difference

noted when reconciling total sales and the money banked.



Note Assume that Monate Papa does not charge delivery costs to its customers.

REQUIRED Complete a stock sheet attached for MONATE PAPA by using above information.

ASSESMENT TOOLS TOOL 1: MEMORANDUM INSTRUCTIONS AND INFORMATION SECTION 1 QUESTION 1 Various possible options are provided as answers to the following questions. Choose the correct answer and write only the letter (A-D) next to the question number (1.1.1 – 1.1.5) in the ANSWER BOOK.

1.1 1.1.1 A√ 1.1.2 C√ (1) 1.1.3 B√ 1.1.4 A√ 1.1.5 D√

STOCK SHEET OF MONATE PAPA

Stock sheet number: 102 Branch name: Prepared by: Date: 15 February 2012

Quantity Amount

Description Opening

stock Purchased

stock Sold stock

Damaged stock

Closing stock

Selling price Total sales

1kg *20 R 65.952kg*8 R 60.955kg*4 R 65.9510kg R 45.9512.5kg R 52.9525kg R 90.9550kg R 160.95 Total sales for the day Cash deposited for the day

Difference

Signature of the preparer Date: Position:



1.2 1.2.1 True √ (1) 1.2.2 True√ (1) 1.2.3 True√ (1) 1.2.4 True√ (1) 1.2.5 False√ (1)

[5] 1.3 1.3.1 F√ (1) 1.3.2 G√ (1) 1.3.3 A√ (1) 1.3.4 B√ (1) 1.3.5 C√ (1)

[5] 1.4 1.4.1 Gross profit √ (1) 1.4.2 Net profit √ (1) 1.4.3 Profit √ (1) 1.4.4 Retail banks √ (1) 1.4.5 Union √

(1)

[5] SECTION B QUESTION 2 2.1 Thomasbantham Panel beater √ (1) 2.2 Thomas √ (1) 2.3 Repairs and straightens damaged or dented panels of cars and other vehicles √

Spray paint the repaired sections to fit in with the colour of the vehicle √ Straightens bent frames, or removes badly damaged sections and replace them with completely new ones. √

(3)

2.4

Water 500√ Electricity 600√ Jacks 2*250√ 500√ Repair kit 700√ Compressor 3000√ Orbital sender 700√ Hand held spray gun 300√ Set of paint mixing cups 500√ He bought protective equipment and clothes as follows: Face masks 90√ Safety goggles 110√ Protective gloves 120√ Two piece overall 180√ Ear protection 70√ Hand-capped boots 220√ Total spending for the month 7590√

(12) Any 12



2.5 Calculate the total income for March 2012

Fixing dents for customer 9500√ spray painting 7500√ Total income for march 17000√

(3)

2.6 Calculate the total costs for March 2012.

Masking tape 50√1 Liter body filler 240√Paint strainers fine box 180√Salary to employee 1200√Water 500√Electricity 600√Total costs for March 2770√

(7)

2.7 Calculate the profit made for March 2012

Total income for march 17000√Total costs for March 2770√Profit made in March 14230√

(3) [30]

TOTAL: 50

TOOL 2: ASSIGNMENT INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR. 1. 2. 3. 4. 5.

This assignment consist of 2 activities (activity 1.1 and activity 1.2) Each activity consists of 25 marks. The learner must do both. Learners must work in pairs when doing this assignment, but must submit individually for the purpose of assessment. The teacher must help the learners to follow the instructions. Each learner must receive specimen of 2 orders, 2 delivery notes, 2 invoices, 1 cheque and 1 receipt. Learners must be thoroughly prepared for the completion of orders, delivery notes, invoices, cheques and receipts.

MARKING GUIDE. ACTIVITY 1.1 1.1.1 Marks allocation a order: Address of the customer and the contact details√√ (2) Address of the supplier and the contact details√√√ (3) Description√√ (2) Quantity√√ (2) Price√√ (2) Signature√ (1)

[12] 1.1.2 Marks allocation a delivery note: Date√ (1)



Address of the seller and the contact details√√ (2) Address of the buyer and the contact details√ (2) Delivery date√ (1) Description√√ (2) Quantity√√ (2) Signature√ (1)

[11] 1.1.3 Marks allocation a invoice: Invoice date√ (1) Address of the seller and the contact details√ (1) Address of the buyer and the contact details√ (1) Item description√√ (2) Price√ (1) Quantity√√ (2) Amount√ (1) Total amount inc. VAT√ (1) VAT @ 14%√ (1) Total amount exc. VAT√ (1)

[12] 1.1.4 Marks allocation a cheque: Date√ (1) Payee (person receiving payment) √ (1) Amount in figures√ (1) Amount in words√ (1) Completion of all counterfoil details√√√ (3)

[7] ACTIVITY 1.2 Marks allocation for other documents allocated marks in activity 1.1: 1.2.1 Customer order (all details correctly completed). √ (1) 1.2.2 Delivery note (all details correctly completed). √ (1) 1.2.3 Invoice (all details correctly completed). √ (1) 1.2.4 Marks allocation a receipt: Date√ (1) Received from√ (1)



Amount in figures√ (1) Amount in words√ (1) Received for√ (1)

[5] TOOL 3: PROJECT INSTRUCTIONS AND INFORMATION 1. 2. 3. 4. 5. 6.

This project must be completed over a period of 2-3 weeks. It consists of one question only. The educator must assess the progress of the learners at regular intervals to ensure that the learners complete and the deliver a good quality project on time. The project MUST be done in groups of 4 learners. Ensure that the learners indicate the names of the team members who worked together on this project as well as the due date of the project on the front page. Guide the learners on the business plan and its component thoroughly, give them clear instructions to ensure that they plan properly before they start with the project. You must motivate the learners to undertake the project with enthusiasm so that they can enjoy it, and at the same time find it a worthwhile learning experience The time and the effort that you take when you prepare the learners for the project will determine the time and the effort that the learners will take to do the project. Give it your best and they will give it their best.



ASSESSMENT TOOL FOR BUSINESS PLAN

Assessment Criteria

Level 1 Not achieved

Level 2 Partially achieved

Level 3 Satisfactory

Level 4 Good

Level 5 Excellent

10 0 - 2 3 - 5 5 - 6 7 - 8 9 - 10 Idea generation Generate 5 ideas and select one

Totally unsuitable and has not met the criteria Less than 2 ideas are generated

Simple idea that has no thought put into it. 2 or 3 ideas are generated and one is selected

Potential to be a good idea but needs to be thought through more carefully One idea is selected out of 4 generated

Very good idea that has a lot of potential and deserves to succeed. 5 ideas are generated and there is no selection of the best one

Creative and innovative idea that has been carefully thought about and will work if marketed correctly 5 ideas are generated and the best one is selected

5 0 1 _2 3 4 5 Title Page General layout of the business plan • Develop an attractive

front page • The type of the business • The name of the

business, • The name of the owners

and the address of the business.

• the business logo or emblem

No front page Weak front page with no innovation Some aspect are not there, there is no attempt to make it artistic

Fair attempt but needs to be innovative No artistic touch The aspect are there but not clear

Very good front page All the aspect of the title page are illustrated but the work lacks artistic touch

Original and innovative front page All aspect of the title page are illustrated

2 0 1 2 Executive Summary Mission and vision of the business Purpose of the business

No vision and mission No purpose of the business No executive summary

Mission and vision is not clear The purpose of the business is not clear But they are there

Mission and vision is clearly outlined as well as the purpose of the business

3 0 1 2 3 Staff structure Number of the employees needed Level of their skills required Responsibility of each

Nothing is indicated about the number of staff, their job description or skills

Only number of employees needed is indicated. Their job description as well as their skills are not mentioned

Only number of employees needed is and their skills ore responsibilities are indicated.

The number of employees needed is indicated. Their job description is indicated Skills required is indicated



including the owner 4 0 1 2 3 4 SWOT Analysis Description of strength & weakness of the business Availability of the competitors

No SWOT Analysis done SWOT Analysis confusing and did not identify all aspects

Only some part of SWIT Analysis is explained and identified

Good SWOT Analysis which shows good understanding of concept

An excellent detailed Swat Analysis

18 1 – 4 5 - 8 9- 12 13 – 15 1 6 – 18 Marketing Plan Target market (4 Product/service description (4) Methods of promotion (3) Price of your product/service (2) Methods of distribution (2) Competition (3)

Very brief and uninspiring Marketing plan. The plan mentions the criteria for marketing but does not substantiate

Marketing plan mentions the criteria given but most are not substantiated

Marketing plan mentions the criteria given but only substantiate well on about 50% of the criteria

Good marketing plan with most of the criteria well substantiated but still have few which needs more explanation.

Marketing plan is excellent and cover all the essential criteria. All criteria given are well substantiated

4 0 1 2 3 4 Financial Plan Start up cost Cash flow of the business Projected profit

No capital requirement No source of capital

Only a figure of capital required is mentioned. No source is mentioned

Amount of capital required is indicated. How capital will be use d is indicated

Capital required is mentioned The source of capital is mentioned How capital will be used is mentioned but the numbers do not correspond

Excellent and accurate and detailed financial plan is made. All information required is given and all the numbers correspond.

2 0 1 Teamwork List of the members is completed

No teamwork and did not meet he deadlines

All members worked excellent together and handed in on time

3 1 2 3 Concluding remarks

Business plan is weak and needs much more effort.

Attempts to produce a business plan lacks thought

Outstanding business plan that has been expertly put together



TOOL 4: CASE STUDY INSTRUCTIONS AND INFORMATION TO THE EDUCATORS 1. 2. 3. 4. 5.

The Case study must be completed by individual learners. Give the learners 2 to 3 days to complete this task. Instruct the learners to read the case study and the questions carefully before they answer. Instruct the learners to number the answers correctly according to the numbering system used in this task. Encourage the learners to use the calculators where necessary but they must still show all their calculations in their answer books

QUESTION 1 1.1 Reyaroka √ (1) 1.2 Retail business, √ because it sells directly to the consumer √ (2) 1.3 Two Sewing machine at R1,100 each √ 1100*2 √ 2,200

Serger machine R1,400 √ 1,400 Two measuring tapes at R50 each √ 50 x2 100 √ Two rulers R20 each 20*2 √ 40 √ Two shearing and cutting scissors at R15 each 15*2 √ 30 √ Full-length mirror to check on an individual garment (clothes) R200.

200 √

√ 3,970

(2) (1) (2) (2) (2) (1) (1)

1.4 Custom sewing √ - to sew garments for individual clients. √ (2) Sewing for Weddings √ - creation of wedding gown and wedding accessories √ (2) Alterations √- sewing a seam to replacing a zipper √ (2) 1.5 Gowns √ 300*60 √ 18,000 (2) 1.6 Two pattern markers at R12 each 12*2 √ 24 √

Pair of needles at R10 10 √ Ten threads at 10 each and √ 10*10 100 √ Salary of two experienced ladies R1000 each per month √ 1000*2 √ 2,000 Selina Mokoena's (the owner's) salary √ 5,000 √ 7,134

(2) (1) (2) (2) (1) (1)

1.7 - She checked out her competitor’s price lists for related gowns √ (1) - She considered the time she thinks the team will spend to complete the project √ (1) - As well as the cost of materials √ (1) 1.8 The choir is sponsored by a big local business called Big Ben Wholesalers √ (1) 1.9 - She tells everyone in the church about her business √

She tells everyone every where she goes about her business. √ - She had put posters up on the traffic pole. √ - She also left business leaflets in:- fabric shops √ beauty salons √ grocery stores √ senior centers √

(1) (1) (1) (1) (1) (1) (1)

1.10 - Custom clothier √

- Custom dressmaker √ (1)

(1)



1.11 T shirts √

Shirts √ Trousers √ Skirts √ Blouses √ Curtains √ Duvets √ Jackets √ Slumbers √ Any 6 items

(1) (1) (1) (1) (1) (1) (1) (1) (1)

GRAND TOTAL [50] TOOL 5: WORKSHEET INSTRUCTIONS AND INFORMATION 1. 2. 3. 4.

Encourage learners to work individually at home. Prepare the learners thoroughly on how the worksheet must be completed. Use memorandum to assess learners’ work. The learners should use the template provided or alternatively you can help them to develop their own answer sheet.

ACTIVITY 1

STOCK SHEET OF MONATE PAPA

Stock sheet number: 102 Branch name: Soweto Prepared by: Mr. Motaung Date: 15 February 2012

Quantity Amount

Description Opening

stock Purchased

stock Sold stock

Damaged stock

Closing stock

Selling price Total sales

1kg *20 30 100 37 0 93 R 65.95 R 2,440.152kg*8 25 80 35 0 70 R 60.95 R 2,133.255kg*4 40 100 70 0 70 R 65.95 R 4,616.5010kg 60 40 65 0 35 R 45.95 R 2,986.75

12.5kg 100 1,000 670 0

430 R 52.95R

35,476.5025kg 20 60 25 0 55 R 90.95 R 2,273.7550kg 5 20 15 0 10 R 160.95 R 2,414.25 Total sales for the day R52,341.15 Cash deposited for the day R52,341.15

Difference R0.00

Signature of the preparer Date: 15 February 2012 Position: Branch manager TOTAL [50]



9. EXTERNAL ASSESSMENT (SUMMATIVE) The summative assessment component of the WHRT4 learning comprises 50% of the total assessment. The policy on the conduct, administration and management of the GETC-ABET Level 4 examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few. 9.1 STRUCTURE OF A QUESTION PAPER The examination question paper in WHRT4 is written out of 100 marks. The duration of the paper is 3 hours. The paper consists of three sections namely Section A, Section B and Section C. SECTION A is compulsory and consists of FOUR questions (20 marks)

Question 1 Multiple Choice (10 marks) Question 2 True /False (10 marks) Question 3 Fill in the missing word(s)/choosing from words given in brackets (10 marks) Question 4 Match Type (10 marks)

SECTION B consists of THREE choice questions (20 marks each question)

Answer only TWO questions for 40 marks. Questions in this section shall include among others data handling (graphs, tables, illustrations,

scenarios and case studies). SECTION C consists of THREE questions (20 marks each question)

Answer only TWO questions for 40 marks. Questions in this section shall include among others data handling (graphs, tables, illustrations,

scenarios and case studies) In all sections, questions will require recall, comprehension and application Recall (low order questions) - 40% Comprehension (middle order questions) – 30% Application (high order questions) - 30% 9.2 EXEMPLAR QUESTION PAPER

INSTRUCTIONS AND INFORMATION 1. Answer ALL the questions in the ANSWER BOOK. 2. Calculators may be used. Candidates MUST show ALL the calculations. 3. Read the questions carefully before you answer. Number the answers correctly according to the numbering system used in this question

paper.

SECTION 1 QUESTION 1 Various possible options are provided as answers to the following questions. Choose the correct answer and write only the letter (A-D) next to the question number (1.1.1 – 1.1.10) in the ANSWER BOOK.

1.1.1 Which answer does not form part of the purpose of a wholesale? A

B C D

Wholesalers manufacture goods and sell it in bulk to the consumer. Keep inventories of frequently sold products so retailers don’t need to have large warehouses in which to keep extra goods. Retailers don’t have to hassle with making bulk orders direct from the manufacturer Wholesale distributors make it less complicated for retailers to obtain the

(1)



items they need by offering low wholesale prices while at the same time not requesting manufacturer contracts.

1.1.2 Which answer does not meet definition of a customer in supply chain? A

B C D

The customer is the person at the end of supply chain (the user of the product that we sell). The wholesaler who buys from the manufacturer would be the manufacturer's customer. Supplier of the product would be the customer to the person who ordered goods from that supplier. The retailer who buys from the wholesaler would be the wholesaler's customer.

(1)

1.1.3 What impact would the business have when the stock is lost through theft? A

B C D

The business will have one less item to satisfy a customer, which result in a loss in profit. Increase the profit of the business. Lost item increase our stock level. Has no impact in the business

(1)

1.1.4 Which answer does not form part of supply chain A

B C D

School Retailer Wholesaler Producer

(1)

1.1.5 Goods supplied in the retail marketing as per the daily demand of a consumer

such as food, toiletries, soft drinks, disposable diapers refer to:-

A

B C D

Raw materials Semi-furnished goods Dairy products Fast moving consumer goods (FMCG)

(1)

1.1.6 Merchandising includes the following: A

B C D

Your store front, store design, lighting Store layout, furnishings or fixtures, merchandise placement, displays, signs and graphics A and B above are correct None of the above

(1)

1.1.7 The retailer can sell products through: A

B C D

brick-and-mortar shops (physical location for a business) Catalogues Online (internet) All of the above

(1)

1.1.8 The following are related to stock rotation: A

B C D

Stock should be rotated on a first-in-first-out basis Damaged stock removed from display and the storage area Seasonal stock should be displayed on its correct season All of the above

(1)

1.1.9 The following products are not perishable goods: A

B C D

Fruits and Vegetables Wine Meat Dairy products

(1)



1.1.10 The following is NOT an example of personal conduct on the work place A

B C D

Wholesaler and Retailer Work Performance Attendance and Punctuality Personal Appearance

(1) [10]

1.2 Indicate whether the following statements are TRUE or FALSE. Choose the answer and write

only ‛true’ or ‛false’ next to the question number (1.2.1 – 1.2.10) in the ANSWER BOOK.

1.2.1 Dispatching stock is the process of sending stock from one department to another

with in the same store.

(1) 1.2.2 Stock take assist the business in determining what the actual stock holding of the

store is at the given time.

(1) 1.2.3 Aged stock is the stock that has been on the shelf for a long period of time. (1) 1.2.4 “A moment of truth” in a store is when an interaction occurs between a customer and

the service provider that can leave a lasting positive or negative impression on a customer.

(1)

1.2.5 Do not listen to customers’ complaints in the business. (1) 1.2.6 The words “use by date” mentioned on the packaging mean that product should be

used/eaten by the date mentioned on the packaging.

(1) 1.2.7 The words “Best before date” mentioned on the packaging mean that product is best

after that particular date.

(1) 1.2.8 Treat others as you would like to be treated, means that if you treat others with

respect and dignity, you will receive the same in return.

(1) 1.2.9 Career path is your personalized guide to exploring many of the most popular career

options and discovering the pathways that leads to those options.

(1) 1.2.10 A Spaza shop is an informal convenience shop business in South Africa, usually run

from home. (1)

[10] 1.3 Choose an item from COLUMN B that matches a description in COLUMN A. Write only the

letter (A-H) next to the question number (1.3.1-1.3.5) in the ANSWER BOOK.

COLUNM A COLUMN B

1.3.1 Buy goods in bulk quantities from the

manufacture A. Shopping

1.3.2 Sells the products in small quantities to the end users

B. Window shopping

1.3.3 The process of purchasing products by the consumer

C. Manufacture

1.3.4 The process of going for shopping, checking out the prices in the market but do not buy anything.

D. Supply chain

1.3.5 To make or process (a raw material) into a finished product

E. Consume

1.3.6 Personal development goal area F. Wholesaler 1.3.7 Objective of NQF G. Retailer 1.3.8 Business idea H Career 1.3.9 Market research I Strategic planning method

used to evaluate the strengths, weaknesses, opportunities, and threats.

1.3.10 SWOT analysis J To start a wholesale business

http://www.techw.com/employeehandbook/handbookconduct.htm#_Toc336388814



http://en.wikipedia.org/wiki/South_Africa



K Enhance the quality of education and training

L Identify competitors’ strengths and weaknesses.

[10] 1.4 Complete the following sentences by using the words given in the list below. Write only

the word next to the question number (1.4.1 - 1.4.5) in the ANSWER BOOK.

Action plan; Profit, Union; Internal customers; Net profit; Effective listening; Retail banks;

Executive summary; Gross profit; External customers.

1.4.1 ... is the total profit that the business makes before any deductions. (1) 1.4.2 … is the total profit that the business makes after the cost of running the business. (1) 1.4.3 The main aim of opening a business is to make… (1) 1.4.4 … deal directly with consumers and small business owners. They focus on mass

market products such as current and savings accounts.

(1) 1.4.5 ... is one of the stakeholder that have a great influence on retail and wholesale

industries. (1)

1.4.6 … are those persons who come from the outside to fulfill their needs. (1) 1.4.7 … are employees who buy goods or services produced elsewhere in an organization

as inputs to their work.

(1) 1.4.8 … is actively absorbing the information given to you by a speaker. (1) 1.4.9 … is a plan for actively doing something. (1) 1.4.10 … is one of the elements of a business plan.

(1)

[10]

TOTAL SECTION A: 40 SECTION B QUESTION 2 Thomas started a business called Thomasbantham Panelbeater. He repairs and straightens damaged or dented panels of cars and other vehicles he also spray paint the repaired sections to fit in with the colour of the vehicle. In some cases, he straightens bent frames, or removes badly damaged sections and replace them with completely new ones. Thomas is working from a backyard he rents from his cousin, and he pays monthly rent of R1,400. He also pays the following:

- water R500 - electricity R600.

In February 2012 he bought the following two Jacks @ R250 each, repair kit R700, compressor @ R3,000, an orbital sander @ R750, a hand-held spray gun @ R300, set of paint mixing cups @ R500. Protective equipment and clothing to make his workshop as safe as possible, this include Facemasks R90, safety goggles R110, protective gloves R120, two piece overalls R180, ear protection R70 and hard-capped boots R220. , has other old equipments In March 2012 one of his customers brought a car that has dents, the customer wanted the dents to be fixed and the repaired sections should be spray painted. He charged a customer R9,500 for fixing dents and R7500 for spray painting. The customer paid R3,000 as a deposit before the work get started so that Thomas can buy materials needed for the work. The following materials were bought:

- Masking tape @ R50

http://www.savingsaccountfinder.com.au/

http://www.businessdictionary.com/definition/employee.html

http://www.businessdictionary.com/definition/receive.html

http://www.businessdictionary.com/definition/goods.html

http://www.businessdictionary.com/definition/services.html

http://www.businessdictionary.com/definition/organization.html

http://www.businessdictionary.com/definition/work.html



- 1 liters body filler @ R240, - paint strainers fine box @ R180

He then employ experienced person to assist him, he pays him a monthly salary of R1200. 2.1 What is the name of the business? (1) 2.2 Who is the owner of the business? (1) 2.3 Mention three things Thomas does in the business? (3) 2.4 Calculate the money spent by Thomas in February 2012 (12) 2.5 Calculate the total income for March 2012 (3) 2.6 Calculate the total costs for March 2012. (7) 2.7 Calculate the profit made for March 2012 (3)

[30]

TOTAL SECTION B: 30

SECTION C

QUESTION 3

Study the diagram below and answer the questions that follow.

3.1 What is the business plan? (2)

3.2 What is the importance of preparing a business plan? (5)

QUESTION 4

Study the diagram below and answer the questions that follow.

http://www.google.co.za/imgres?imgurl=http://intentionalmarketing.net/wp-content/uploads/2011/05/Business-Plan-Trash.gif&imgrefurl=http://intentionalmarketing.net/maximizing-business-plan-success/&h=400&w=400&sz=17&tbnid=Jl0R_g0fAcg6dM:&tbnh=87&tbnw=87&prev=/search?q=pictures+of+a+business+plan&tbm=isch&tbo=u&zoom=1&q=pictures+of+a+business+plan&docid=oA9ioWmX2clz8M&hl=en&sa=X&ei=xoXDTpmCAsfHmQWex53qCg&ved=0CFgQ9QEwAw&dur=13064

http://www.google.co.za/imgres?imgurl=http://intentionalmarketing.net/wp-content/uploads/2011/05/Business-Plan-Trash.gif&imgrefurl=http://intentionalmarketing.net/maximizing-business-plan-success/&h=400&w=400&sz=17&tbnid=Jl0R_g0fAcg6dM:&tbnh=87&tbnw=87&prev=/search?q=pictures+of+a+business+plan&tbm=isch&tbo=u&zoom=1&q=pictures+of+a+business+plan&docid=oA9ioWmX2clz8M&hl=en&sa=X&ei=xoXDTpmCAsfHmQWex53qCg&ved=0CFgQ9QEwAw&dur=13064



4.1 What is customer service? (2)

4.2 Describe “Moment of truth” as it applies to customer service (2)

4.3 What is the importance of “treat others as you would like to be treated” as an approach to

customer service. (2)

4.4 List the value of satisfied customer. (2X2=4) (4)

4.5 List the consequences of a poor customer service. (2X2=4) (4)

4.6 What is the difference between the internal and external customers? (2X2=4) (4)

4.7 List the used effective customer service listening skills to customer queries. (5)

TOTAL SECTION C: 30

GRAND TOTAL: 100

MARKING MEMORANDUM SECTION A QUESTION 1 1.1.1 A√ (1) 1.1.2 C√ (1) 1.1.3 B√ (1) 1.1.4 A√ (1) 1.1.5 D√ (1) 1.1.6 C√ (1) 1.1.7 D√ (1) 1.1.8 D√ (1) 1.1.9 B√ (1)

http://www.google.co.za/imgres?imgurl=http://www.cartoonstock.com/newscartoons/cartoonists/ghr/lowres/ghrn279l.jpg&imgrefurl=http://www.cartoonstock.com/directory/c/customer_service.asp&h=400&w=329&sz=59&tbnid=i3zaKOfHI-SUdM:&tbnh=90&tbnw=74&prev=/search?q=picture+of+customer+service&tbm=isch&tbo=u&zoom=1&q=picture+of+customer+service&docid=8y7XDCxUrj-nSM&hl=en&sa=X&ei=sFPKTrjRLobbmAWh7KX6Dw&sqi=2&ved=0CB8Q9QEwAA&dur=860

http://www.google.co.za/imgres?imgurl=http://www.cartoonstock.com/newscartoons/cartoonists/ghr/lowres/ghrn279l.jpg&imgrefurl=http://www.cartoonstock.com/directory/c/customer_service.asp&h=400&w=329&sz=59&tbnid=i3zaKOfHI-SUdM:&tbnh=90&tbnw=74&prev=/search?q=picture+of+customer+service&tbm=isch&tbo=u&zoom=1&q=picture+of+customer+service&docid=8y7XDCxUrj-nSM&hl=en&sa=X&ei=sFPKTrjRLobbmAWh7KX6Dw&sqi=2&ved=0CB8Q9QEwAA&dur=860



1.1.10 A√ (1) [10]

1.2 1.2.1 True √ (1) 1.2.2 True√ (1) 1.2.3 True√ (1) 1.2.4 True√ (1) 1.2.5 False√ (1) 1.2.6 True (1) 1.2.7 False (1) 1.2.8 True (1) 1.2.9 True (1) 1.2.10 True (1)

[10] 1.3 1.3.1 F√ (1) 1.3.2 G√ (1) 1.3.3 A√ (1) 1.3.4 B√ (1) 1.3.5 C√ (1) 1.3.6 H√ (1) 1.3.7 K√ (1) 1.3.8 J√ (1) 1.3.9 L√ (1) 1.3.10 I√ (1)

[10] 1.4 1.4.1 Gross profit √ (1) 1.4.2 Net profit √ (1) 1.4.3 Profit √ (1) 1.4.4 Retail banks √ (1) 1.4.5 Union √ (1) 1.4.6 External customers√ (1) 1.4.7 Internal customers√ (1) 1.4.8 Effective listening√ (1) 1.4.9 Action plan√ (1) 1.4.10 Executive summary√ (1)

[10]

TOTAL SECTION A: 40



SECTION B QUESTION 2 2.1 Thomasbantham Panel beater √ (1) 2.2 Thomas √ (1) 2.3 Repairs and straightens damaged or dented panels of cars and other vehicles √

Spray paint the repaired sections to fit in with the colour of the vehicle √ Straightens bent frames, or removes badly damaged sections and replace them with completely new ones. √

(3)

2.4 Water 500√

Electricity 600√ Jacks 2*250√ 500√ Repair kit 700√ Compressor 3000√ Orbital sender 700√ Hand held spray gun 300√ Set of paint mixing cups 500√ He bought protective equipment and clothes as follows: Face masks 90√ Safety goggles 110√ Protective gloves 120√ Two piece overall 180√ Ear protection 70√ Hand-capped boots 220√ Total spending for the month 7590√

Any 12

(12)

2.5 Calculate the total income for March

2012

Fixing dents for customer 9500√ spray painting 7500√ Total income for march 17000√

(3)

2.6 Calculate the total costs for March

2012.

Masking tape 50√1 Liter body filler 240√Paint strainers fine box 180√Salary to employee 1200√Water 500√Electricity 600√Total costs for March 2770√

(7)

2.7 Calculate the profit made for March

2012

Total income for march 17000√Total costs for March 2770√Profit made in March 14230√

(3) [30]

TOTAL SECTION B: 30

SECTION C

QUESTION 3

3.1 A written document describing the nature of the business, the sales and marketing strategy,

and the financial background, and containing a projected profit and loss statement

(2)



3.2 • It is a road map for your business

• It helps with the proper allocation of resources • It helps address future challenges and opportunities • It forms part of key component for raising funds • Articulates specific goals • It identifies opportunity that can be capitalised. • Guides the implementation of capacity building strategies • It establishes performance guide lines and promotes efficiency. (ANY FIVE)

(5)

QUESTION 4

4.1 Giving the customer what they want when they want. (2)

4.2 In customer service, instance of interaction between a customer and a firm (through a product,

sales, or visit) that gives the customer an opportunity to form (or change) an impression about a firm

(2)

4.3 To keep your customer happy (2)

4.4 • The customer will tell others about your business (customer service).

• The customer will remain your customer (2)

(2)

4.5 You will loose that customer. The customer will tell other people about your poor customer service.

(2) (2)

4.6 External customer some who is not working in our business, buying goods and service of our

business. (2)

Internal customer some working in our business, buying goods and service of our business.

(2)

4.7 • Use attentive body language – e.g. make eye contact and face a customer squarely.

Actions speak louder than words. • Focus - when listening to a customer • Listen more than you speak -. If you are speaking you can't hear what the customer is

saying and thus you are defeating the purpose of listening. • Have an open mind - just because you may dislike what a customer is saying doesn't give

you the right to ignore it. • Don't jump to conclusions - don't judge the customer by their race, religion or anything else,

every customer deserves respect. Customers should not be interrupted by you or have to contend with you completing their sentences - it is rude and inconsiderate.

• Show understanding - if a customer is speaking to you, make sure to acknowledge that you are hearing them. You should provide encouraging responses where needed, reflect the customer's feelings and summarize that you understand what the customer has expressed.

(ANY FIVE)

(5)

TOTAL SECTION C: 50

GRAND TOTAL: 100

Hints of marking of the answer scripts: Once candidates have completed the examination they entrust their confidence in a marking process for which they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond question and the quality is excellent. Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that marking is done according to marking guidelines like the above cited. The marking guidelines should have well structured model answers to questions. Marking of the learning area should therefore be done by people well conversant with the learning area unit standards. It is also imperative that before starting to mark, there must be a training session of all marking personnel. The marking procedure should accommodate the following hints:

Effective use of marking guidelines Adherence to the marking guidelines

http://www.businessdictionary.com/definition/customer-service.html

http://www.businessdictionary.com/definition/customer.html

http://www.businessdictionary.com/definition/product.html

http://www.businessdictionary.com/definition/visit.html

http://www.businessdictionary.com/definition/opportunity.html

http://www.businessdictionary.com/definition/form.html



All answers (responses) to be marked One tick, one mark Use appropriate ink for marking( red for markers and green for moderators) Ensure uniform standard throughout the marking session (marking guideline to be adapted to

accommodate all possible answers) Ensure correct transfer of marks on both the scripts and the mark sheets

10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES The Department of Higher Education and Training views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following: Validity Assess what is supposed to be assessed. Examination question papers and SBAs take the

US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions that are clear, consistent and unambiguous. Assessment criteria are strictly adhered to. Marking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations which are moderated internally and externally. Question Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location, etc) Assessment is accessible to all candidates Covers different cognitive levels Nature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.

Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system. Baseline Assessment: Usually used at the beginning of a learning experience to establish what learners

already know, can do or value. It assists educators with the planning of learning programmes and learning activities.

Formative Assessment: It is developmental and used to inform both the teacher and the learner about how the

learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning

Summative Assessment: It gives an overall and final picture of the achievements of a learner at a given time. The

examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress.

Diagnostic Assessment: It is a form of formative assessment that leads to intervention, remedial action or revision

programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology

Systemic Assessment: It is an external way of monitoring the education system by comparing learners’

performance to national indicators of learner achievenement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken.



Methods (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment, Self-assessment, Peer-assessment and Group-assessment.

Tests, Drawings, Paintings, Graphs, Physical activities, Projects, Demonstrations, Poems, Dramas, Role-plays, Stories,Songs/music, Oral presentations, Written presentations, Worksheets, Questionnaires, Cassettes, Posters,

Assessment grids, Rubrics, Memoranda and Observation sheets.

Baseline, Diagnostic, Formative, Summative and Systemic.

In conclusion please note that assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, marking and moderating the assessment task.

Documents

General Education and Training Certificate Draft Curriculum Statements... · 8.1 Structure of SBA Tasks 25 8.2 Exemplar SBA Tasks 26 9. External Assessment (Summative) 46 9.1 Structure