BSTE 112
ASSIGNMENT 1 2024
DUE DATE: 20 March 2024 TOTAL MARK : 70
INSTRUCTIONS:
This is an individual assignment.
Work through the study material of Study Unit 8 and Study Unit 1 as well as the recommended resources, before answering any questions.
Rubrics will be used to assess some of your answers. Please include the rubrics in your assignment at the end of that specific question.
Please read through the rubric of each question for guidance before attempting to answer the question.
Follow the prescribed technicalities that must be followed to complete an assignment
Where possible use in-text citation to validate your answer and have a reference list included in your assignment.
Please save your assignment as a PDF document before submitting it to eFundi for assessment.
Please adhere to the due date of the assignment.
Good luck.
Question 1 [37]
1.1 Read the case study below and answer the questions that follow.
Events that unfolded at XYZ Secondary School
XYZ Secondary School is a new school that has been in operation for two (2) years. In all the years it has been in operation, the school has been led by Mr Num who has just started on his role as the principal. Even though the school is still new, the expectation is it must follow all rules and regulations as mandated by the Department of Basic Education (DBE) on how the school needs to operate. When the DBE conducted some investigation focusing on its recording and reporting of learners’ performance, it emerged that teachers do keep current mark sheets of learners’ progress. It also emerged that parents receive their children’s report cards in the second and fourth term only. When submitting learners’ end of year report cards, the school only released marks for Term 4 in the report cards. When questioned about such acts the principal’s response was, “What is important is for learners to get marks for that term. The previous terms’ marks are not important.” The DBE also realised that the school has no schedules as they are only completed once a year which is at the end of the year. Furthermore, the schedules only had a school stamp and the principal’s signature. When asked why the schedule did not include number of years learners spent in a phase, the principal mentioned that he was not sure if such information must be included in the schedule. It was however pleasing to learn that in the midst of all the challenges, teachers’ file were always availed for moderation whenever they were requested.
1.1.1 From reading the case study above, which of the NCS Grade R-12 policy documents do you think addresses matters that transpired at XYZ Secondary School and explain the reason for your answer? (2)
1.1.2 Guided by Chapter 5, 6, & 7 of the document stated in the above question (Question 1.1.1), identify errors that were committed at XYZ Secondary School in the recording and reporting of learners’ performance. From identified errors, give advice as to how the situations should have been handled. Support your answer through relevant sections and sub-sections of the document. (15)
1.1.3 Identify events where the school abided by the set regulations and substantiate your answer by referencing the relevant sections and subsections. (4)
1.2 Study the attached Business Studies CAPS document and the North West Province Business Studies Recovery Annual Teaching Plan (RATP) 2024 and answer the questions that follow.
1.2.1 From the attached documents, identify key differences in the Grade 10 ATPs for Term 1 and Term 2, focusing specifically on topics that must be covered and time allocated to cover those topics. (10)
1.2.2 In three points give a summary of the key differences identified from both documents. (6)
1.1.1 The National Curriculum Statement (NCS) Grade R-12 policy document that addresses matters that transpired at XYZ Secondary School is the Policy on the Programme and Promotion Requirements of the National Curriculum Statement Grades R – 12. This policy document outlines the requirements for recording and reporting learners' performance, as well as the importance of maintaining accurate records throughout the academic year.
1.1.2 Errors committed at XYZ Secondary School in the recording and reporting of learners' performance include:
- Failing to keep current mark sheets of learners' progress.
- Only releasing report cards in the second and fourth term.
- Including only marks for Term 4 in the report cards.
- Not having schedules completed throughout the year.
Advice:
- Maintain up-to-date mark sheets for each learner to accurately track progress.
- Provide report cards in all terms to ensure parents are informed of their child's performance regularly.
- Include marks for all terms in the report cards to give a holistic view of the learner's academic journey.
- Complete schedules regularly to ensure accurate record-keeping and compliance with regulations.
1.1.3 An event where the school abided by the set regulations was when teachers' files were always availed for moderation whenever they were requested. This aligns with the requirement set out in the Policy on the Programme and Promotion Requirements of the National Curriculum Statement Grades R – 12, which emphasizes the importance of moderation and quality assurance processes to maintain educational standards.
1.2.1 Key differences in the Grade 10 ATPs for Term 1 and Term 2:
- In Term 1, the focus is on Introduction to Business Studies and the Business Environment, with topics such as Business sectors, business environments, and business communication covered. In Term 2, the focus shifts to Types of Business, focusing on sole proprietors, partnerships, companies, and co-operatives.
- Time allocated for each topic varies between the two terms. For example, in Term 1, more time is dedicated to the Business Environment, while in Term 2, Types of Business receive more attention.
1.2.2 Summary of key differences:
- Term 1 covers Introduction to Business Studies and the Business Environment, while Term 2 focuses on Types of Business entities.
- There is a shift in topic focus between the two terms.
- Variation in the time allocated to cover different topics reflects a structured approach to the curriculum delivery.