2025

ECONOMIC AND MANAGEMENT SCIENCES

GRADE 7

GRADE 9 TERM 1

TERM 1
 INDEX

1. Workshop programme …………………………………….…………................................................................ 2

2. Teacher’s profile ……………………………………………………………………………………………………… 3

3. Summary of provincial pass rates in gr. 7 …………………….…………………………………………… ……. 4

4. Reflection on November 2024 performance …………………….…………………………………………………. 5

5. Annual Teaching Plan – Term 1 ………………………………....…………………………………………………. 15

6. Monitoring tool for content coverage ……………………………………………………………………………….. 17

7. SUPPORT MATERIAL:

7.1 Teaching tips for term 1 ……………………………………………………………………… ……………….. 21

7.2 EMS TERM 1 GLOSSARIES ……………………………...………………………………………………….. 30

8. ASSESSMENT

8.1 Annual Assessment Programme …………………….….………………………………………………… 32

8.2 Blooms taxonomy ……………………………………….…….................................................................. 34

8.3 Question analysis of controlled test on Blooms taxonomy …………………………………………….. 36

8.4 Framework for setting of March controlled test …………………………………………………………. 37

8.5 Item-analysis of March controlled test - to draft a SPIP …………………………………………………. 38

8.6 SPIP format to be completed per term ………………….…... …………………………………………….. 39

8.7 Gr. 7 Recording sheet ………………………………...…….…………………………………………………. 40

LitikoleTemfundvoUmnyangoweFundoDepartement van OnderwysUmnyangowezeMfundoLefapha la Thuto

GR. 7 WORKSHOP PROGRAMME FOR TERM 1 (2025)

1. OPENING AND WELCOME

2. PURPOSE OF THE WORKSHOP
3. NOVEMBER 2024 PERFORMANCE ANALYSIS
 Presentation of District and Provincial Analysis
 Subject targets for 2025 (learners performing at 50% and above)
4. SUBJECT PERFORMANCE IMPROVEMENT PLAN (SPIP)
 Template
5. EXPECTATIONS FOR 2025 (TERM1)
6.1 EMS TEACHERS FILE
 Index
 Teacher’s profile, etc.
6.2 UNPACKING CONTENT FOR TERM 1
 Annual Teaching Plan - Term 1
 Monitoring tool for content coverage v/s RRATP
5.3 ASSESSMENT
 Informal: (2 activities per week.)
 Formal: As per Annual Assessment programme
 Framework for setting of quality-controlled test.

5.4 RECORDING IN EMS

 Recording in both SA-SAMS and EMS recording sheet
6.5MODERATION
 School based moderation (SBA)
 District/provincial based moderation
6. SAMPLING OF SCRIPTS FOR ANALYSIS
7. ANNOUNCEMENTS AND CLOSURE
 MPUMALANGA DEPARTMENT OF EDUCATION

EDUCATOR PROFILE

ECONOMIC AND MANAGEMENT SCIENCES

CIRCUIT: ………………………….…………………... YEAR: 2025

SCHOOL: ………………………………………….…………………………..........

SURNAME + INITIALS: ............................................................... CELL NO.: ……….......….…….

EMAIL ADDRESS: (print please): ………………………………………………………...……….…….

GRADES AND SUBJECTS CURRENTLY TEACHING (2025):

GRADES SUBJECTS

TEACHING EXPERIENCE (The no. of years teaching experience per grade, including 2025):

GR. 7 GR. 8 GR. 9

Number of years I taught EMS in ….

GR. 10 GR. 11 GR. 12

ACCOUNTING (number of years)

ECONOMICS (number of years)

BUSINESS STUDIES (no. of years)

HIGHEST LEVEL OF EXPOSURE TO COMMERCIAL SUBJECTS:

(MAKE A CROSS where applicable)

SCHOOL LEVEL TERTIARY LEVEL

GR. 10 GR. 11 GR. 12 1ST YEAR 2ND YEAR 3RD YEAR

EMS Not applicable

ACCOUNTING

ECONOMICS

BUSINESS STUDIES

QUALIFICATIONS:

………………………………………………………………….………………………………………….……

…………………………………………………………………………………………………………………..

Completed (or enrolled for) ACE/ACT program (commercial subjects)? YES / NO: If yes, year?
 ECONOMIC AND MANAGEMENT SCIENCES
NOVEMBER 2024: LEVEL 4 AND ABOVE FOR 2022 T0 2024 (3 YEARS)

GRADE 7 EMS.2024 PERFORMANCE ANALYSIS

77.5 77
77
76.5 76
76
75.5
75
74.5 74
74
73.5
73
72.5
2022 2023 2024
Pass @50%

2024 EMS GR. 7 PERFORMANCE ANALYSIS

80
79
79

78

77
76 76 76
76

75
74
74

73

72

71
Bohlabela Ehlanzeni Gert Sibande Nkangala Province
Pass @50%

GR. 7-9 EMS PERFORMANCE

2025: PEFORMANCE TARGETS DISTRICT + CIRCUITS – 50%+
 All districts should improve the quality of passes by 15% from its 2024 baseline.
 All circuits should improve the quality of passes by 15% across grades from its 2024 baseline.
 Each school to improve the quality of passes by 15% across grades from its 2024 baseline.

GR. 7 GR. 7 GR. 8 GR. 8 GR. 9 GR. 9

Baseline
Baseline Baseline

Bohlabela 79 89 25 40 20 40

Ehlanzeni 76 86 25 40 26 40

Gert Sibande 74 84 29 40 30 40

Nkangala 76 86 31 40 27 40

Province 76 86 28 40 26 40

\
 TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 Week 11

DAYS

DATE
COMPLETED
CAPS Topics Baseline-Prior The Economy The Economy The Economy The Economy : The Economy: The Economy : The Economy : The Economy
general knowledge History of money History of money Needs and wants Needs and wants Goods and services Goods and services Inequality and poverty Inequality and

REVISI
on History of poverty

ON
money
Revise the general Traditional societies Paper money, Differentiate between needsPrimary and secondary Differentiate between Using goods and Causes of socio- Urban and rural
Core knowledge learnersComparison of Explain electronic and wants. needs. Unlimited wants, Goods and services, services efficiently and economic imbalances, challenges
Concepts have about traditional and banking, the role of Basic needs of individuals, characteristics of needs examples of goods and effectively, how to inequality in South Creating
and Skills Economy. Life modern societies money families’ communities, and and wants, limited services, producers, recycle and reuse Africa, Education, and sustainable job
opportunities

March Controlled Test that covers work of week 6-9

without money. Bartering, promissory country resources to satisfy needs and consumers. goods to satisfy needs skills to fight inequality
notes. and wants. and wants and injustice

Requisite People can Existing forms of Needs and wants Pre-knowledge on primary People buy goods to Examples of goods that Some communities/ Pre knowledge of
Pre-knowledge exchange goods for money that are in and secondary needs. satisfy needs. can be re-used. households are poor, and what is Inequality
other goods. circulation. They also start some are rich and poverty,
businesses

Resources Posters relevant to Practical Posters, magazines, Posters Magazines, Posters, Magazine’s Posters, Magazines, Poster, Magazines, Posters. Posters, magazines,
(other than topics, magazines, demonstrations, newspapers & video newspapers & video newspapers & video newspapers & video newspapers s & video Magazines, newspapers & newspapers & video
textbook) to newspapers, and Posters, magazines, lessons, Practical lessons lessons lessons lessons video lessons lessons
enhance video lessons. newspapers & video demonstrations
learning lessons

Informal Class Work/ Case Class Work/Case Class Work/Case Class Work/Case Class Work/Case Class Work/Case Class Work/ Case study/ Class Work/ Case study/ Class Work/ Case
Assessment study/ Poster, study/Poster, study/Poster and study/Poster and activities study/Poster and activities. study/Poster and Poster and activities. Poster and Presentations study/ Poster and
activities Presentations
activities oral activities oral activities.
discussions discussions

SBA: Formal Cognitive levels: Assignment/Case Study/Poster Content Covered: Date Completed: March Controlled Test Content covered: Date completed:
Assessment For all tasks  History of Money Marks:50  Goods and services
LO – 30% Marks: 50  Needs and Wants Week: 10  Inequality and poverty
MO – 50% --------------------- Duration: 60 minutes
HO – 20% Week: 06
---------------------------
 ECONOMIC AND MANAGEMENT SCIENCES
GRADE 7 MONITORING TOOL FOR CONTENT COVERAGE
TERM 1 2025

Expected week
NAME OF SCHOOL
curriculum coverage
Teacher: Actual week curriculum
Surname & initials coverage
Percentage curriculum
Number of Gr 7 learners
coverage
Date and Term of visit Week no. (of visit)
NB: Minimum of 2 activities per week
TERM 1 TOPICS
NUMBER OF QUALITY
TOPICS Activities (All sub-topics and cognitive levels covered.
WEEK TOPICS AND CONTENT Completed (Expected/ Progression visible per topic e.g. tasks per topic
Actual) from easier to more complex.)
Y N EXP. ACT.
The economy:
History of money [5]

Baseline Assessment
1.
Prior General knowledge on History of money 1
Traditional societies, bartering.
2
Promissory notes. 2
Paper money
3 Explain electronic banking, 2
The role of money
The economy:
Needs and wants [4]
Differentiate between needs and wants.
4 Basic needs of individuals, families, 2
communities and country.
Primary and secondary needs. Unlimited wants,
5 characteristics of needs and wants, limited 2
resources to satisfy needs and wants.
FORMAL ASSESSMENT:
Assignment/ Poster/ Case study:
On History of money and needs and wants.
The economy:
Goods and services [4]
6 Differentiate between Goods and services,
Examples of goods and services, producers and 2
consumers.
7 Using goods and services efficiently and
effectively. How to recycle and reuse goods to 2
satisfy needs and wants

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 7

 QUALITY
(All sub-topics and cognitive levels covered.
TOPICS AND CONTENT Y N EXP AC Progression visible per topic e.g. tasks per
topic from easier to more complex.)
T.

The economy:
Inequality and poverty [4]

8 Causes of socio-economic imbalances.

inequality in SA 2
Education and skills to fight inequality and
injustice.
9 Urban and rural challenges; creating
sustainable job opportunities 2
Revision
10 - Goods and services
- Inequality and poverty
11 Formal Assessment: Test includes only
 Goods and Services
 Inequality and Poverty

TOTAL NUMBER OF ACTIVITIES 17

USE OF EMS SUPPORT MATERIAL YES NO REMARKS

GLOSSARY OF EMS TERMS
EXEMPLAR ACTIVITIES FROM MANUAL

FINDINGS / COMMENTS:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

__________________________________________________________________________________________________

NAME SIGNATURE DATE

TEACHER
PRINCIPAL/ DH
OFFICIAL

School stamp
 ECONOMIC AND MANAGEMENT SCIENCES

1.1 TEACHING TIPS AND FORMAL ASSESSMENT – TERM 1

TERM TOPIC TEACHING TIPS AND GUIDELINES RESOURCES
1
General tips Emphasise the importance of writing dates and sub-topics for all activities FOR LEARNERS
Begin each term with a front cover.  1 book big enough
to cover term 1 - 4
activities
 1 book for notes
Week General Learners were never taught EMS previously. The teacher should ask learners Internet for baseline
1-3 Knowledge general questions that they are expected to know from home and general activities
and information about the use of money, credit cards and cell phone banking. Textbooks
History of Money Use their responses as baseline assessment to guide how to introduce the topic Activities from the
HISTORY OF MONEY. manual
Week Needs and Wants Teach learners to differentiate between needs and wants. Make sure learners Textbooks
4-5 are able to identify individual, family, community and country needs. Ensure Activities from the
that learners are able to differentiate between primary and secondary needs. manual
Provide learners with examples of goods and services, producers and
consumers and ask them to give examples of their own.
( Maslow’s Hierarchy of needs is above the level of grade 7 learners)
Week Formal task: Case Study/Assignment / Poster (50 Marks) On only the 1st 2 topics Textbooks
6 History of Money NB: The Formal task is done in the same week as you introduce the topic on Activities from the
& Needs and Goods and Services manual
Wants
Week Goods and Teach learners to differentiate between goods and services, give examples of Textbooks
6-7 Services goods and services. Ensure that learners are familiar with using goods and Activities from the
services EFFICIENTLY AND EFFECTIVELY. The teacher must ensure that manual
learners understand concepts like reuse, recycle.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 9

Week Inequality and The teacher must ensure that learners know the causes of socio-economic Textbooks
8-9 Poverty imbalances, inequality in South Africa. Education and skills to fight Activities from the
inequality and justice manual
Week Revision Revision based on Goods and Services and Inequality and Poverty topics only Activities
10 Textbooks
Previous question
papers
Week Controlled Test Controlled Test (50 marks) (see format for setting of March Test in the manual)
11 Topics: Only include Goods and services and inequality and poverty.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 10

BASELINE ASSESSMENT

Baseline assessments help schools to understand their students' needs, to get a

measure of each individual's aptitude for learning and their potential, as well as to
measure the impact they have on learners as they progress through school.
The overall purpose of a baseline is to measure key conditions (indicators) before learning
begins, which can then be used to monitor and evaluate learning progress.
Good quality baseline assessments provide a trusted external reference of a pupil’starting-
point performance, indicating what students already know and what they can do, and
whether it is below, above or broadly in line with the national average.

By using a baseline assessment, you get immediate and accurate information to help you
find out where your students are on their learning journey. Baseline data helps teachers to
adjust planning and inform decisions about a whole range of strategies such as deciding
student groups, seating plans, and teaching and learning activities . (Katharine Bailey,
CEM Administrator, Feb12, 2020).

ACTIVITY 1

1. Where does money come from?

2. Why do we need money?

3. Can you imagine a world without money?

Traditional Societies

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 11

ACTIVITY 2

QUESTION 1

Mention 5 characteristics of Traditional Societies

(5 X 1)

QUESTION 2

Give four (4) advantages of Bartering.

(4 X 1) = 4

QUESTION 3

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 12

List four (4) disadvantages of Bartering

PROMISSORY NOTES
ACTIVITY 3
Use the information below to complete the promissory note in full.
Khoza Zinhle has an outstanding amount of R1 800.00 at Nkomazi district municipality. In
order to avoid the termination of services she made a commitment to make three equal
monthly installments to settle her account arrears of R1 800.00. She drew up the following
promissory note and signed it on 12 January 2023. The first payment is due on or before
1 February, 2023. (8)

Promissory Note

I_________________________ do promise to pay _____________________________

the sum of ___________________ Repayment is made in the form of
________________ equal installment of R_____________ payable on the 1 st of each
month, beginning from ______________________ until the total debt is paid.

Signed.

………………………………
Khoza Zinhle

………………………………
Date

ELECTRONIC BANKING

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 13

ACTIVITY 4
4.1. Which bank services can be performed by making use of a cellphone? (8)

4.2. The bank can send text messages (SMS) to your phone for various reasons.
Mention five reasons. (10)

4.3. List THREE advantages of electronic banking. (6)

4.4. List TWO advantages of electronic banking for the bank. (4)

4.5. Give one reason why electronic banking is good for the environment. (2)

ACTIVITY 5
QUESTION 5.1

Write the following acronyms in full:

5.1.1. ATM

5.1.2. EFT

5.1.3. PIN

(3x1=3 marks)

QUESTION 5.2

Give 5 disadvantages of electronic banking.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
(5x2=10 marks)

NEEDS AND WANTS

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 14

ACTIVITY 6
Read through the case study and answer the questions that follow

Case study: The Nkosi family lost their home and the community came to their rescue

The Nkosi family of Tasbet Park, a suburb of Witbank, lost their home and all their
possessions due to fire. Their daughter Thando, who is 12 years old, her mother and
father, who are in their 30s, her younger brother and sister, who are 8 and 3, and her
grandmother, who is 65.

The grandmother has back pain and has to sleep in a special bed. Mr Nkosi has a job
as a store man, but his salary is not enough to afford a car so he travels to work by
mini-taxi and the two elder children walk to school. Mrs Nkosi looks after the
grandmother and baby daughter, and earns a small income by baking biscuits in her
oven and selling to people in the community. Fortunately they live in a very friendly
community where the people have come together to help by providing them with all
their basic needs.

6.1 Define the following concepts

6.1.1 Needs
6.1.2 Wants
6.2 List all the items that the community would assist the Nkosi family in order to satisfy all
their basic needs.
6.3 Suggest FIVE items that Thando, a Grade 7 learner will need.
6.4 Describe how you would help his family meet their needs if you were one of their
neighbours.

CHARACTERISTICS OF NEEDS AND WANTS

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 15

ACTIVITY 7
7.1 Categorise the characteristics in the box as either representing needs or wants.

Essential for survival; compete for resources; human beings will die if they do not have
them; they are unlimited; they are non-negotiable; they are complementary; their number
is limited and relatively stable; they are numerous and ever-changing; they are
fundamentally intrinsic human requirements; they are acquired through social and
cultural influences

Characteristics of needs Characteristics of wants

7.2 Explain what you understand by unlimited wants. (3)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7.3 Explain what you understand by limited resources to satisfy your needs and wants.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7.4 Provide THREE (3) examples of wants and THREE (3) examples of needs.

7.4.1Examples of wants
7.4.1.1_____________
7.4.1.2_____________
7.4.1.3_____________
7.4.2 Examples of needs
7.4.2.1_____________
7.4.2.2_____________
7.4.2.3_____________

GOODS AND SERVICES

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 16

ACTIVITY 8
Concepts and examples of goods and services

8.1 Explain the difference between goods and services and give TWO examples of each

Goods: Services:

Definition:

Example:

8.2. Match the descriptioin in Column B with the term(s) in Column A. Write only the
correct letter in the Answer column. E.g. 1.2.1. B.

No. COLUMN A COLUMN B ANSWER

8.2.1. Utility goods A. Services we need on a daily

8.2.1.
basis.

B. Products we use on a daily

8.2.2. Manufactured goods 8.2.2.
basis.

8.2.3. Essential services C. Goods which lasts for a long

8.2.3.
time.

D. Goods which are used to

8.2.4. Luxury goods 8.2.4.
produce products.

8.2.5. Consumable goods E. Wood is an example hereof. 8.2.5.

F. During production resources

8.2.6. Natural goods are converted to finished 8.2.6.
goods.

8.2.7. Capital goods G. Goods which do not last long. 8.2.7.

8.2.8. Durable goods H. Services we do not need to

8.2.8.
function properly.

I. A sports car is an example

8.2.9. Non-essential services 8.2.9.
hereof.

USING GOODS AND SERVICES EFFICIENTLY AND EFFECTIVELY

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 17

ACTIVITY 9
Using goods and services efficiently and effectively

9.1. What does it mean to use goods and services efficiently?

______________________________________________________________

______________________________________________________________

______________________________________________________________

9.2. Suggest three ways how water, as a non-renewable resource, can be used
efficiently.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

9.3 REUSE AND RECYCLE

9.3. 1 Complete the following table by indicating how different waste products can be
re-used or recycled instead of throwing it away and sending it to a landfill:
No. Waste material How it can be re-used Example of
reuse or
recycle?
9.3.1.1 Old calendar

9.3.1.2 Plastic bags

9.3.1.3 Empty margarine

tubs

9.3.1.4 Empty bottles

9.3.1.5 Old school books

9.3.1.6 Torn t-shirt

9.3.1.7 Empty coffee tins

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 18

 9.3.1.8 Empty egg
containers

9.3.1.9 Old egg shells

9.3.1.10 Used bath water

9.4. Define the following words in terms of how this can save our planet:

9.4.1 reuse
9.4.2 recycle
9.5. List FIVE (5) advantages of recycling.
9.6. Explain how home-made compost is a form of both reduce and recycle.

INEQUALITY AND POVERTY

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 19

ACTIVITY 10
Causes of socio- economic inbalances

10.1 Use the words in the wordbank below to complete the statements.

low; money; expense; poor;

income; high; poverty; rich

There is a number of very (1.1)______________ people in South Africa who earn a lot of
(1.2)_______________ . These people have access to more resources and have a
(1.3)_______________ standard of living. In contradiction to this, there are also a lot of
people living in (1.4)________________ and who receive a low (1.5)________________

10.2. Discuss the term “socio-economic inequality”.

______________________________________________________________

______________________________________________________________

______________________________________________________________

10.3. Explain any three causes of socio-economic inequality.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

ACTIVITY 11
Inequality in SA

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 20

11.1. Study the scenario below and answer the following questions.

There are two primary schools in Jacaranda city. One of these primary schools
is located in a wealthier suburb and they have access to the latest technology,
whilst the other primary school is situated in a poverty stricken area where they
don’t even have access to running water and sufficient stationery.

Learners in the poverty stricken area must walk to school because or the poor
condition of the roads. Most taxis do not want to service these areas. They
should also wait hours for taxis and buses that broke down.

Learners in the wealthier suburb can drive to school because their roads are in
a very good condition.

11.1.1. From the scenario, identify three inequalities that exist in Jacaranda city.

11.1.2. Recommend ways how each of these inequalities can be addressed.

11.1.1 Three inequalities: 11.1.2 Ways how inequalities can

be addressed:

11.2. List any two (2) ACTS or pieces of legislation the democratic government
implemented to address the inequalities in South Africa.

______________________________________________________________

______________________________________________________________

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 21

11.3. Discuss the purpose of one of the two acts mentioned in 11.2.

______________________________________________________________

______________________________________________________________

______________________________________________________________

ACTIVITY 12
Education and skills to fight inequality and injustice

12.1. What does the term “poverty” mean?

______________________________________________________________

______________________________________________________________

______________________________________________________________

12.2. What, in your opinion, is the only long term solution for poverty?

______________________________________________________________

12.3. Mention four (4) ways how the government can address inequality by means of
education.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

12.4 Explain the poverty cycle by choosing the correct word from the wordbank below to
fill in the missing words:

skilled; poor; unemployment; education; badly; good;

lower; unskilled; income

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 22

 A good (12.4.1) _________________ gives access to (12.4.2)______________
employment opportunities and makes career growth possible.
A (12.4.3) ______________ education leads to a (12.4.4)__________________
income or even (12.4.5)______________________.
If a person is (12.4.6)____________________ he/she could find a job that pays
(12.4.7)________________ and if you have a lower (12.4.8)________________
you cannot afford better education. So the poverty cycle continues.

URBAN AND RURAL CHALLENGES

ACTIVITY 13
Urban and rural challenges

13.1. Briefly differentiate between urban and rural areas.

Urban areas Rural areas

13.2. Name four (4) socio-economic challenges in rural areas.

13.3. Discuss any three (3) socio-economic challenges in urban areas.

CREATING SUSTAINABLE JOB OPPORTUNITIES

Activity 14

Create sustainable employment opportunities

14.1. What are the recommended five (5) strategies to create sustainable jobs.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 23

 MARKING GUIDELINES:

BASELINE ACTIVITY
ACTIVITY 1
1. Where does money originate?

Any reasonable answer

2. Why do we need money?

Any reasonable answer

3. Can you imagine a world without money?

Any reasonable answer

Traditional Societies

ACTIVITY 2
Question 1

Mention 5 characteristics of Traditional Societies

 Traditional societies are societies who did not use money.

 Traditional societies were largely self-sufficient – they provided for all their own needs
such as food, shelter, and clothing.
 Usually, men hunted and women collected wild fruits and nuts and were thus called
hunter-gatherers.
 Shelters were built from mud, reeds, or other natural materials from the area.
 Some moved from place to place and did not stay in one place for a longer period. They
were thus called nomads.
 Clothes were made from animal skins or woven from local plant fibres.
[5 marks]

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 24

QUESTION 2

Give 04 advantages of Bartering.

 It is flexible as different goods and services can be exchanged, for example a person can
pay for repairs to a vehicle with food.
 Goods are only produced to meet the needs of people so there is not excess or waste.
 The economic power is not in the hands of a few rich people as everyone must exchange
their goods and services to meet their needs.
 Natural resources are only used to meet the needs of people, therefore there is less
waste.
[4marks]
QUESTION 3

List four (4) disadvantages of bartering.

 It is difficult to value the various items that are being exchanged and some may be under
or overpriced, resulting in someone losing out or being exploited.
 Products that are exchanged do not have a warranty or guarantee.
 It is not easy to find people who have the products that traders would want to exchange.
 The difference in the value of the product or service creates a problem, for example how
many eggs for a pair of shoes?
 Large items cannot be cut up to exchange for a smaller item of lower value, for example
a lawnmower for a pair of shoes.
[4 marks]
PROMISSORY NOTES
ACTIVITY 3

Promissory Note

I Khoza Zinhle √ do promise to pay Nkomazi Municipality √ the sum of

R1800.00 √ . Repayment is to be made in the form of 3(three) √ equal
installments of R600.00, √ payable on the 1st of each month, beginning from
1 February 2023 √ until the total debt is paid.

Signed,

ZKhoza √
Maseko Thuli
12 January 2022 √
(8 marks)

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 25

 ELECTRONIC BANKING

ACTIVITY 4
4.1. Which bank services can be performed by making use of a cellphone? (8)

 Making balance inquiries

 Transfer funds from one account to the other
 Pay accounts
 Buy airtime
4.2. The bank can send text messages (SMS) to your phone for various reasons.
Mention five reasons. (10)

 Transaction at a till
 Cash withdrawal
 Deposit into your account
 Air-time top up
4.3. List three (3) advantages of electronic banking. (6)

 It saves time
 You can pay accounts and do banking after hours
 Saves transport cost
 Less banking charges if you use of electronic banking
 Text messages from the bank give you the information you need to be in control of
your money
4.4. List two advantages of electronic banking for the bank. (4)

 The banks decrease their expenditure on salaries, because they employer fewer
tellers at the bank.
 Banks decrease their printing costs and buy less paper
4.5. Give one (1) reason why electronic banking is good for the environment. (2)

 Less paper is used to fill in bank forms and print bank statements which means that
fewer trees are chopped down to make paper
 Less transport cost to banks and to businesses means less population by cars

ACTIVITY 5

5.1 Write the following acronyms in full:

5.1.1ATM. Automatic Teller Machine √

5.1 2 EFT. Electronic Funds Transfer √
5.1 3 PIN. Personal Identity Number √ (3x1=3 marks)

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 26

5.2 Give five (5) disadvantages of electronic banking.

1. You need access to a computer. √√

2. You need a safe and secure internet connection. √√
3. Your password or pin number can be stolen, and all your money withdrawn. √√
4. It is difficult if you are computer illiterate, or you cannot read. √√
5. Phishing is a problem as criminals will always try to obtain your bank details without your
permission. √√ (5x2=10 marks)

NEEDS AND WANTS

ACTIVITY 6
Needs and wants: basic needs of communities
Answers:

6.1 The items that the community would have to provide for the Nkosi family to satisfy
all their basic needs. These include food, clothing, water, shelter and sanitation. List can
vary and could include other needs such as healthcare and support if members of the
family were injured or traumatized in the fire.
6.2 Thando, a Grade Seven learner, will need the basic needs such clothes, food as
well as other items for school, such as a uniform, books, pens and sport equipment.
6.3 To carry on with their lives as they did before the fire, the family would need safety
and security, primary healthcare and specific items like a stove, a special bed and other
household items.
6.4 Answers will vary. It is important for learners to explain why they make certain
choices. For example learners may answer that they will help by supplying building
materials for a new house or may help with building the house. The point then needs to be
made that shelter is a basic need and therefore a necessary requirement.

CHARACTERISTICS OF NEEDS AND WANTS

ACTIVITY 7

7.1 Characteristics of needs

 Essential for survival

 Human beings will die if they do not have them
 They are non-negotiable
 Their number is limited and relatively stable
 They are fundamentally intrinsic human requirements

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 27

Characteristics of wants

They compete for resources

They are unlimited

They are complementary

They are numerous and ever-changing

They are acquired through social and cultural influences

7.2 Explain what you understand by unlimited wants (3)

Unlimited wants mean that people want more than they need. They never have enough.
There is always something else that they would like to have. Even basic needs are never
satisfied. After eating one meal, they become hungry and thirsty again and have to meet
our need for food and drink once more.

7.3 Explain what you understand by limited resources to satisfy needs and wants.

‘Limited resources’ means that there are fixed amounts of raw materials (labour; money;
land) and work opportunities available to produce the goods and services that people
want. South Africa has many different kinds of minerals and plants, but does not have
enough good drinking water to meet the needs of its population. There is a lot of land, but
much of it is not suitable for agriculture, to grow crops and raise livestock. These
shortages mean that many people struggle to meet their basic needs.

7.4 Give THREE (3) examples of needs and THREE (3) examples of wants.

Needs: Clothes; food and shelter

Wants: TV set; sport car and expensive cellphone

GOODS AND SERVICES

ACTIVITY 8

8.1 Explain the concepts ‘Goods and Services’ and provide TWO examples for each.
Goods: Services:

Definition:  Physical products that are  Work that is done for people
made to satisfy needs and who need it.
wants.  Cannot be seen or touched.
 They can be seen and  It is thus not tangible.
touched.
 Also called tangible assets.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 28

 Example: Television set, computer, cell Hairstyling, legal services,
phone, sweets, sugar, etc. consultation services, medical
services, etc.
Any other relevant example.
Any other relevant example.

8.2 Match the description in Column B with the term(s) in Column A. Write only the
correct letter in the Answer column. E.g. 1.2.1. B.

No. ANSWER

8.2.1. B

8.2.2. F

8.2.3. A

8.2.4. I

8.2.5. G

8.2.6. E

8.2.7. D

8.2.8. C

8.2.9. H

ACTIVITY 9

Using goods and services efficiently and effectively

9.1. What does it mean to use goods and services efficiently?

 To use goods and services efficiently means to use it with minimal waste, cost
and effort.

9.2. Suggest three ways how water, as a non-renewable resource, can be used
efficiently.

 Install water tanks to catch rain water.

 Repair leaking taps.
 Reuse water. E.g. bath water can be used for the toilets.
 Take care of underground water sources. Do not pollute it.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 29

  Report broken pipelines and infrastructure to the municipality in order not to
waste water.
 Any other relevant answer.

9.3 REUSE AND RECYCLE

No. Waste material How it can be re-used Example of

Reuse or
recycle?
1. Old calendar  Thin pages can be used to cover school Reuse
books
 or the back of it as poster paper for a Reuse
project.
 Sell to a recycle business. Recycle
2. Plastic bags Fold up and re-use when shopping. Reuse
3. Empty margarine tubs  As containers to freeze left-overs. Reuse
 As containers to store small items. Reuse
4. Empty bottles  Sell to a recycle business. Recycle
 Decorate and use as a flower vase. Reuse
 Refill with clean drink water from a Reuse
business selling purified water.
5. Old school books Sell to a recycle business that will use it to Recycle
manufacture boxes.
6. Torn t-shirt  Can be used to wash the kitchen floor or Reuse
the car.
 Can be repaired and worn at home. Reuse
7. Empty coffee tins  As containers for coloured pencils or Reuse
nails in the garage.
 Sell to a recycle business Recycle
8. Empty egg containers Can be used to plant seeds. Reuse
9. Old egg shells As compost to fertilize the garden. Reuse
10. Used bath water Use to water plants in the garden or to flush Reuse
the toilet.

9.4

9.4.1. Reuse: To reuse is to use something again instead of throwing it away or sending it
off to a recycling company.
9.4.2. Recycle: Recycling refers to a process that breaks down items into raw materials
that can be used to create a new item again.
9.5. Advantages:
 Recycling create jobs.
 Reduce the waste that will end up in landfills.
 Reduce consumption of natural resources like water.
 Save energy.
 Using less new resources will reduce greenhouse gases and slow down earth
warming.
 Reduce pollution and we will all be healthier.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 30

9.6. It reduces the use of chemical fertilizers and recycle household waste into plant
feed.
And compost reduces the household waste that is sent to landfills!

ACTIVITY 10
Socio-economic inequality

10.1. Discuss the term “socio-economic inequality”.

 Socio-economic imbalance/inequality refers to the inequality in people's standards

of living because of how rich or poor they are.
 It can also refer to the uneven distribution of social and economic resources.
 Any other relevant discussion.

10.2. Explain any three causes of socio-economic inequality.

 Unemployment - People who are unemployed have a loss of income and this
leads to poverty.

 Legacy of Apartheid - Apartheid harmed blacks, coloured people and Indians in

the sense that they could not find good jobs.

 Geographic distribution of resources - People in cities group together where

there are good resources.

 Educational standard - Well-trained people find work easier. They are usually
located in cities. Many people in rural, poor areas find it difficult and expensive to
obtain a higher standard of education.

 Access to proper health care - Private hospitals and clinics are mostly located in
large towns and cities and is expensive. Unemployed and poor people cannot
afford the rates of these private institutions.

 Government corruption - means that money intended for poor people cannot be
used to their advantage.

 Poor service delivery by the government - many people feel that services are
not delivered fast enough, which prolongs their poverty. E.g. granting and building
RDP houses, electricity supply, removal of the bucket toilet system.

 Natural disasters - eg. droughts can adversely affect rural people, who are
dependent on subsistence farming.

 Diseases and epidemics - eg. people who have AIDS can no longer work, so
they can fall into poverty.

 Any other relevant answer.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 31

ACTIVITY 11
Inequality in SA

11.1.1 From the scenario, identify three inequalities that exist in Jacaranda city.

11.1.2 Recommend three ways on which each of these inequalities can be addressed.

11.1.1. Three inequalities: 11.1.2. Ways in which these

inequalities can be addressed:

Inequality in schools – schools in Upgrading of all schools;

wealthier suburbs have access to
better resources than schools in Provision of basic services;
poverty stricken areas. Equal financial allocations to schools
based on learner totals and other
contextual factors; etc.

Condition of roads in different areas. Upgrading of roads and infrastructure.

Insufficient public transport. The government can encourage

people to start transport businesses.

Regulating of public transport.

Stricter requirements to public

transport companies.

11.2. Suggest any two acts or pieces of legislation the democratic government can
implement to address the inequalities in South Africa.

 Employment Equity Act

 Skills Development Act
 Black Economic Empowerment Act
 Broadbased Black Economic Empowerment Act

11.3. Discuss the purpose of one of these acts mentioned in 11.2.

 Employment Equity Act prohibits discriminatory and unfair labour practices in

order to promote equity.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 32

  Black Economic Empowerment Act and Broadbased Black Economic
Empowerment Act aims to include black people in the mainstream economy.
 Skills Development Act encourages businesses to offer education and training
in the workplace. In doing so their workers become more employable and can be
utilised optimally within the business.
 Any relevant discussion of any of the acts.

ACTIVITY 12

Education and skills to fight inequality and injustice

12.1. What does the term “poverty” mean?

 People live in poverty when they do not have enough money to satisfy their basic
needs.
 Any other relevant discussion.

12.2. What, in your opinion, is the only long term solution to poverty?

 Education/training/skills development.

12.3. Sugggest four ways how the government can address inequality by means of
education.

 Increasing education and training standards in SA

 Providing resources to universities and schools to improve the quality of teaching
and learning
 Revision of the school curriculum
 Upgrading schools, especially in rural areas
 Free basic and tertiary education
 Encourage businesses to invest money in continuous education and developing
their workers’ skills and competencies
 Any other relevant answer.

12.4. Explain the poverty cycle by using the words in the wordbank below to fill in
the missing words.

12.4.1 Education
12.4.2 Good
12.4.3 Poor
12.4.4 Lower
12.4.5 Unemployment
12.4.6 Unskilled
12.4.7 Badly
12.4.8 Income

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 33

 URBAN AND RURAL CHALLENGES

ACTIVITY 13
Urban and rural challenges

13.1. Briefly differentiate between urban and rural areas.

Urban areas Rural areas

- Fewer people live in rural areas

- A lot of people live in urban areas. - Underdeveloped and not densely
- Densely built areas with a lot of built areas; there are a lot of open
houses, offices, shops, spaces, natural veld and agricultural
entertainment centres, public lands
buildings, etc. - Underdeveloped infrastructure –
- Good developed infrastructure provision of public services such as
such as running water, roads, running water and electricity is
electricity, etc. limited.

13.2. Name four socio-economic challenges in rural areas.

 Lack of employment opportunities

 Limited infrastructure
 Inadequate access to public services
 Lower standard of living
 Any four relevant challenges.

13.3. Discuss any three (3) socio-economic challenges in urban areas.

 High cost of living – it is very expensive to live in cities.

 Pollution – Cities create large quantities of waste which should be disposed of
and in doing so, it causes air, water and noise pollution.
 Traffic congestion – Bigger amounts of vehicles put pressure on the traffic
system in cities.
 Influx/Migration of people – Many people migrate to cities in search of better
employment and economic opportunities.
 Any other relevant challenges.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 34

 CREATING SUSTAINABLE JOB OPPORTUNITIES

Activity 14
Create sustainable employment opportunities

14.1. Recommend five strategies to create sustainable jobs.

- Promote entrepreneurship and new businesses:

Government can promote entrepreneurship by providing training in business development
and providing ongoing advice and support to entrepreneurs.

- Stimulate business expansion:

Encourage businesses to expand, because the bigger the business, the more people they
can employ.

- Encourage manufacturing:
Encourage entrepreneurs to start manufacturing businesses because these types of
businesses need more workers.

- Improve infrastructure:
In areas with good infrastructure it is easier to start new businesses or expand an existing
business.

- Encourage skills development:

Government can encourage businesses to develop their workers' skills and thereby make
them more employable in better paying positions.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 35

 GR. 7: EMS CAPS GLOSSARY
1. Traditional Societies that are governed by traditions and customs.
societies
2 Modern societies Use technology like machines to produce products and sell them
on different markets.
3. Bartering To exchange goods or services for other goods or services, without
using money.
5. Promissory notes A note that promises to pay a specific amount to the person in
possession of the note.
6. Currency The official system of money used by a country, e.g. rand in SA or
dollar in USA.
7. EFT Electronic Funds Transfer - when money is transferred via the
internet from one bank account to another bank account.
8. ATM Automated/automatic teller machine. An unattended machine that
dispenses money when a personal coded bank card is used.
9. PIN Personal Identification Number - the secret code that gives the
customer access to his or her bank account when using an ATM.
10. Internet banking A service of banks, where the customer can access his bank
or electronic accounts and do banking transactions by using a computer and
banking modem.
11. Needs Things we cannot live without, e.g. food, water, clothes, shelter.
Wants Things that we like or enjoy but which are not necessary for
survival
12. Primary needs Primary needs are goods and services that we need in order to
survive. E.g. water, food and clothes.

13. Secondary needs Secondary needs refer to those goods and services that we can
or wants live without, but would like to have. E.g. education, transport.
14. The economic How to satisfy our unlimited needs and wants with limited
problem resources.

15. Productive Anything that is necessary to produce goods and services, like
resources capital, raw materials and even clever ideas.
16. Producers People who manufacture goods or grow food for others to buy.
17. Consumers People who use a product or service to satisfy a need or want.
18. Goods Goods are things that we can see, feel and touch and we use them
to satisfy our needs and wants. E.g. food, clothes, cellphone.
19. Services Services are things people do to satisfy their needs and wants.
Things that we cannot touch. E.g. education, hairdressing.
20. Efficient Able to work well and without wasting time or resources. E.g. a
heater that warms up a room without using much electricity.
21. Effective Producing the intended result or having the desired effect. E.g. a
heater warms up a room, but using too much electricity.
22. Recycling The process of collecting materials such as wastepaper, plastic,
glass and metal and then processing it to be used again.
23. Reduce To use less of a product, e.g. using less electricity or stop smoking.
E.g. buying refills will reduce the number of plastic bottles in
landfills.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 36

24. Reuse To use the same product for something else, e.g. margarine tubs
used to store left-overs in the fridge. Also when people use other’s
second hand clothing or furniture.

25. Socio- Economic The relationship between economic activity and social life.
26. Inequality This refers to unfair access to economic opportunities/differences
in the distribution of resources.
27. Poverty A state of being poor.
28. Apartheid The system of segregation or discrimination on the grounds of race
which was practiced in South Africa before 1994.
29. Redress Steps or actions taken by the government to correct the past
imbalances.
30. RDP Reconstruction and development programme introduced by the
government to redress the past imbalances.
31. Unemployment When people are willing and able to work, but are unable to find
jobs.
32. BEE When more Africans, Coloured people and Indians are empowered
to manage, own and control businesses.
33. Affirmative action Promoting or employing previously disadvantaged individuals
above others to correct the imbalances and discrimination of the
past.
34. Sustainable jobs Jobs which are not temporary but ongoing and permanent.
35. Economic growth The increase in the economic activity of a country so that it
produces more goods and services in a specific year than the
previous year.
36. Subsistence Producing only what is needed to satisfy ones needs.
farming
39. Urban areas Areas in towns and cities/ built up area.
40. Rural areas Areas in farms/countryside and villages.

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 37

 ECONOMIC AND MANAGEMENT SCIENCES
PROGRAMME OF ASSESSMENT
GRADE: 7 YEAR: 2025 EDUCATOR: ………………………..……..……….
Grade Number of Brief description of the task Allocated Marks Weighting
tasks Term
e.g. test/assignment/project/ practical etc.

1 Case study/ Assignment with rubric/memo. 1 50 10%

Topics to include:
 The history of money
 Needs and wants
2 Controlled Test 1 50 10%
It should cover work from weeks 6 to 9.
Cognitive levels
 LO = 30%
 MO = 50 %
 HO = 20%
3 Mid Controlled Test should consist of the 2 100 20%
7 following:
Term 1 work = 30% content covered
Term 2 work + 70% content covered
4 Project: Entrepreneurs’ Day 3 50 20%
Practicality and some form of simulation at school
level is recommended.
Rubric/marking grid should accompany the
worksheet
5 Final Examination 4 100 40%
Financial Literacy: 50 marks
The Economy: 25 marks
Entrepreneurship: 25 marks

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 38

 BLOOMS TAXONOMY: DEFINITIONS AND ACTION VERBS FOR SETTING OF SBA TASKS
Basic thinking skills (e.g., factual recall, low level Moderately high thinking skills High order thinking skills (e.g., advanced
application and (e.g., more advanced application, analytical skills, syntheses and evaluation)
low level comprehension) interpretation, and low-level analysis.
30% 50% 20%
Remembering Understanding Applying Analysing Evaluating Creating
Exhibit memory of Demonstrate Solve problems to Examine and break Present and defend Compile information
previously learned understanding of facts new situations by information into parts, opinions by making together in a different
material by recalling and ideas by organising, applying acquired by identifying motives judgments about way by combining
facts, terms, basic comparing, translating, knowledge, facts, or causes. Make information validity of elements in a new
concepts. and interpreting giving techniques, and inferences and find ideas, or quality of pattern or proposing
descriptions and stating rules in a different evidence to support work, based on a set alternative solutions.
main ideas. way. generalization. of criteria.
Action verbs Action verbs Action verbs Action verbs Action verbs Action verbs
Choose Classify Apply Analyse Choose Choose change.
Define Compare Choose Classify Compare Combine
Find Demonstrate Develop compare Conclude Compile
List Explain Identify Distinguish Determine Construct
Match Illustrate Organise List Evaluate Create
Name Interpret Select Simplify Explain Design
Select Summarise Solve Interpret Develop
Show Show Opinion Discuss
Prove Improve
Recommend Propose
Select Solution
Support
Solve
Test

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 39

COGNITIVE LEVELS (According to EMS CAPS errata!)

COGNITIVE LEVEL DESCRIPTOR PERCENTAGE (%)

Lower order questions Assessing remembering and 30%

understanding
Middle order questions Assessing application and 50%
analysing
Higher order questions Assessing evaluating and 20%
creating

QUESTION ANALYSIS GRID FOR 2023 MARCH CONTROLLED TEST

Level of Question
Total Time
Understanding

Marks
Question

allocated
Remembering

Evaluating
Analysing
Applying

allocated

Creating
to
No.

to Question
Question

1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
3.4
3.5
4
5
6
7
TOTALS
Lower: Middle: Higher:
30% 50% 20%

% of
total

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 40

ECONOMIC AND MANAGEMENT SCIENCES
GRADE 7 FORMAT FOR MARCH PAPER – TASK 2
DURATION: 60 MINUTES
(For the purpose of a common item-analysis for all schools, you are advised to use the
following format)

TOPIC QUESTION FORMAT MARKS

SECTION A - SHORT QUESTIONS (15)

Question 1 Goods and Match column A with column B 5

services/Inequality and
Poverty
Question 2 Goods and Filling in the missing word 5
services/Inequality and
Poverty
Question 3 Goods and Multiple choice or True/ False 5
services/Inequality and
Poverty

SECTION B –
GOODS AND SERVICES (20)

Question 4 Classification of goods and Paragraph type questions: 10

services. Case study/ text /pictures of
Producers and consumers goods and services

Question 5 Reduce, reuse and recycle Paragraph type questions: 10

Reduce, reuse and recycle.

INEQUALITY AND POVERTY (15)

Question 6 Socio-economic imbalances Pictures with questions or a 8

Inequality in SA scenario/case study that will
Education and skills to fight show poverty and inequality
inequality and injustice

Question 7 Rural and urban challenges Pictures can be used and 7

Sustainable job opportunities learners may explain
challenges experienced in
rural/ urban areas.
Examples of sustainable job
opportunities.

TOTAL: 50 MARKS

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 41

 ECONOMIC AND MANAGEMENT SCIENCES
ANALYSIS OF LEARNERS’ PERFORMANCE PER QUESTION/TOPIC
(Should be used to draft the SPIP for term 2)

GRADE: 7 CONTROLLED TEST (AS PER PRESCRIBED FORMAT) MARCH 2025

SCHOOL: …………………………………….………….EDUCATOR: ………...…………………………………………………

SECTION SECTION

Learners total for this paper:

A B
(15) (35)

3. Multiple choice or

4. Goods and Services

1. Match column A

sustainable jobs
5. Reduce, reuse +

Moderated mark
7. Rural + urban +
6. Inequality and
2. Fill in correct

True/false

Poverty
recycle
and B

word

NAMES OF LEARNERS:
Total per question: 5 5 5 10 10 8 7 50 50
Above 8
average
1.

2.
Average
3.

4.
Below
average
5.

Totals per question

AVERAGE MARK PER

QUESTION: 5 5 5 10 10 8 7
AVERAGE % PER
QUESTION:

GRADE AVERAGE for this paper (Including all learners in the grade): ………...%
SIGNATURE OF EDUCATOR: ………………………………..…
SIGNATURE OF PRINCIPAL/DH: ………………………………. …..
SIGNATURE OF OFFICIAL …………………………………...
DATE: ……………………………………
School stamp

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 42

 SUBJECT PERFORMANCE IMPROVEMENT PLAN (SPIP) - FOR IMPLEMENTATION IN TERM 2 OF 2025
ECONOMIC AND MANAGEMENT SCIENCES

NO. CHALLENGING SPECIFY THE EXACT INTERVENTION RESOURCES PERFORMANCE WHO’S TIME DATE MONITORING
TOPICS: CHALLENGE IN THE STRATEGY / PLANNED NEEDED INDICATORS RESPONSI- FRAME AND BY DH/DP
IN TERM 1 TOPIC ACTIVITY (after assessment) BILITY? TIME OF (comment on
CONTROL progress made)
1. Comment:
……………………
……………………
……………..
Date Signature
2. Comment:
……………………
……………………
……………..
Date Signature
3. Comment:
……………………
……………………
……………..
Date Signature
4. Comment:
……………………
……………………
……………..
Date Signature

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 43

 ECONOMIC AND MANAGEMENT SCIENCES
GRADE 7 - RECORDING SHEET
SCHOOL: ………………………………………………………………………………………………… GRADE 7:
Term 1 Term 2 Term 3 Term 4
Task
Task 1 Task 2 Task 3 Task 4 5
Date of Assessment W: 5 W: 9 W: 9 W: 8 W: 7

Final examination
SCALE:

FINAL YEAR MARK

Controlled Test
Number

80 - 100 7

Controlled Test
Assignment or
70 - 79 6

Case Study
60 - 69 5

Mid- year
50 - 59 4
40 - 49 3

Project
30 - 39 2
0 - 29 1
Surname and Initials
(in alphabetical order) 50 50 100 100 100 100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 44

 24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
TOTALS:
AVERAGES:

Attach validated quarterly print-outs from Educator

SA-SAMS

HoD

GR. 7 EMS – 2025 TERM 1 WORKSHOP MANUAL 45