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MODULE NAME: MODULE CODE:

INTRODUCTION TO ECONOMICS AND MANAGEMENT SCIENCES IEMS5111

ASSESSMENT TYPE: POE (PAPER AND MARKING RUBRICS)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 20 HOURS IS SUGGESTED TO COMPLETE THIS ASSESSMENT

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.
7. This is an individual assignment.

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high‐ (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
 The referencing style is generally  Poor and inconsistent referencing style used in‐
 The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in‐text changes in the format of in‐text  Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list.  For example, page numbers for direct  For example, the format for direct quotes (in‐text)
quotes (in‐text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors.  The referencing format is incorrect.
 Referencing format is  The correct referencing format has been  Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
 Concepts and ideas are typically  Position of the references: references are only
 Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea.  Position of the references: references  For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
 For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are  For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in‐text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in‐text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in‐text Generally, congruence between the in‐text A lack of congruence between the in‐text referencing
referencing and bibliography/ referencing and the bibliography/ and the bibliography.
reference list reference list with one or two errors.  No relationship/several incongruencies between
 There is largely a match between the the in‐text referencing and the
 All sources are accurately sources presented in‐text and the bibliography/reference list.
reflected and are all accurately bibliography.  For example, sources are included in‐text, but not
included in the bibliography/  For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in‐text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................

.................................................................................................................................................................................................................................................................................................... .

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COMPULSORY ICE TASKS

Compulsory ICE TASK 1

Consult the following video and answer the following question.

Video link: https://www.youtube.com/watch?v=9‐xdy1Jr2eg [Accessed 16 June 2022].

Questions based on video 1:

1. In your own words, explain the purpose of the SDG – 2030

Your lecturer will set the date for the execution and hand‐in of this ICE task.

Compulsory ICE TASK 2

Consult the following video and answer the following question.

Video link: https://www.youtube.com/watch?v=9‐xdy1Jr2eg [Accessed 16 June 2022].

1. Explain the role of Education in achieving SDG – 2030

Your lecturer will set the date for the execution and hand‐in of this ICE task.

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Portfolio of Evidence (PoE) — Background

Introduction

It is important that you are able to display both sound subject knowledge as well as the ability to
apply basic economic and business principles. As these are critical components of this module,
this Portfolio of Evidence is designed to critically assess both.

This Portfolio of Evidence needs to be developed as you progress through this module. The
questions in this assessment all form part of a single Portfolio of Evidence (PoE) to be submitted at
the end of the module.

Module Assessment — Background and Instructions

1. As explained in your Module Guide, this module’s assessment structure is comprised of:
two activities. Each task contains two Sections: A and B, ensure that you answer all
questions.

2. Further to the above, in order to prepare you for these activities, there will be two
compulsory ICE tasks that must be submitted for marking to your lecturer as per their
timeline. These need not be included in the PoE. The aim of the two compulsory ICE tasks is
to render additional support to you so that you are able to complete your Summative PoE
effectively.

3. You will have two lecturer facilitated touchpoints which will be scheduled prior to the
expected completion of the PoE activities as per the pacer. This is an opportunity for you
to receive developmental feedback on your draft work before submitting the summative at
the end of the module.

PS: Activities will only be marked on the final summative submission.

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The assessment weighting for this PoE is as follows:

Assessment Name Weighting

ICE 10%
Summative POE 90%

NB: Failure to submit your final portfolio of evidence by the prescribed time and date (as per PAS)
will be treated as an absence from examination, and not as a late assignment. Please refer to the
IIE 009 Assessment Strategy and Policy (updated January 2015) for further details. The final
portfolio will be required to be submitted through Turn‐It‐In/ Safe Assign.

ACTIVITY 1 (Marks: 60)

Question 1 __

Q.1.1 Prepare a lesson for a group of 30 Grade 7 learners. The lesson is on the topic (36)
‘Needs and wants’.

* Please consult a Grade 7 textbook or online resource for the content that needs to
be taught to the Grade 7 learners.
Select the teaching approach and associated teaching strategy and design a lesson
using the notes below. You do not need to use a formal lesson plan.
Include the following:

 What learning outcomes do you want to achieve in your lesson?

 An explanation of the teaching approach that will underpin your lesson;
 What teaching strategy/ies will you choose to best achieve the set learning
outcomes?
 A discussion on how you will teach the content and the structure the lesson
will follow according to your chosen teaching strategy;

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 An explanation of the teaching tools and activities that you will use in your
lesson;
 Justification for selecting the particular tools and activities for the lesson;
 The resources that will be needed for the lesson.

Please note the following:

 You do not need to use a formal lesson plan.

 This is not an essay and may be structured as you see fit.
 Use the rubric provided below to guide your answer.

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RUBRIC Question 1.1 (Marks: 36)

Criteria Unacceptable Developing Acceptable Exemplary
0‐1 2 3‐4 5‐6
Lesson Objectives Lesson objectives are Lesson objectives are written Lesson objectives are provided, a Lesson objectives are clearly
not included or are ‘out but are no measurable verb is measurable verb is present in written, a measurable verb is
of scope’ for the present in them or they are them, but they are not very clear present in them, they are written
required grade or topic. written from the perspective and/or alignment with CAPS is from the perspective of the
of the teacher, with little vague or too general. learner and aligned with CAPS
relation to CAPS content. content.
Teaching approach No lesson description Either learner or teacher Both learner and teacher lesson The most appropriate teaching
given. lesson description is absent. descriptions are included, and strategy has been selected. Both
the teaching strategy has been learner and teacher lesson
selected but learners are passive descriptions are included.
in the lesson. Learners are active in the
construction of their knowledge.
Teaching strategy No discussion about Discussion about suitable Discussion about suitable Discussion about suitable
suitable teaching teaching strategy is present teaching strategy is present and teaching strategy is present and is
strategy is present. but is superficial with no is somewhat detailed, but little somewhat detailed, with
pedagogical reasoning about evidence of pedagogical evidence of pedagogical
the best way to teach this reasoning about the best way to reasoning about the best way to
content. teach this content. teach this content.

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Content: Lesson and There is little structure There are glimpses of There is not enough depth and Answer shows depth,
structure to the lesson or it has understanding of lesson understanding on how to teach Needs insight and understanding
not been adequately structure, however, more and Wants effectively in the given of how to effectively
explained. understanding is needed. answer. teach the learners about
The lesson will work in the The lesson structure is good but may Needs and Wants.
classroom once changes have need a few adjustments to effectively The lesson structure has
been made. work in the class. been fully explained.
The lesson mostly lines up with the The lesson plan will work
chosen teaching strategy. effectively in the
classroom.
Chosen tools and The chosen tools and The tools and activities have Tools and activities have been explained Chosen tools are clearly
activities and activities do not line up not been justified or very but could show more depth. explained and justified.
justification thereof with the chosen briefly justified, the tools, The activities and tools
teaching strategy or activities and structure line up line up with the chosen
have not been with the teaching strategy at teaching strategy.
explained or do not times, however, there has
effectively line up with been some confusion.
the chosen content.
Resources No materials are Materials are listed but appear Materials are included but the way in Materials are clear and
(Worksheets and included. to be unrealistic, incomplete, which they will be used is unclear. relevant, well thought out
teaching aids) or inappropriate for the The materials are well presented. and well presented.
content or age. Some inappropriate materials may have The materials are
Some materials mentioned in been selected. appropriate and there are
the lesson plan are included There is no memo or an incomplete thorough memos where
and others not. memo present for worksheets. applicable.
There is no memo where
applicable.
Total /36

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Q.1.2 Set a test as a summative assessment based on the following Grade 7 topic: (24)

Financial literacy
Savings; budgets, income and expenses; and accounting concepts

The test will count out of 30 marks. The content selection and the level at which
you pitch the test should take into consideration the grade provided. Using
Bloom’s taxonomy, the test should consist of the following:

 30% Knowledge and recall.

 40% Understanding and application.
 30% Analyzing, evaluating and creating.

Include a memo for the test with the mark allocation per point and question.

Use the rubric provided below to guide your answer.

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RUBRIC Question 1.2 (Marks: 24)

Criteria Low level of achievement Medium level of achievement High level of achievement

Questions 0 – 4 mark 5 – 7 marks 8 – 10 marks

The test does not make sense, and The test has a mix of good questions that The questions are excellently worded,
does not speak to the topic financial are well worded and easy to understand. and the requirements to answer the
literacy. Questions are disjointed, The learner would know what is required, questions are clear. A good choice and
poorly constructed or full of errors. there are, however, a few errors. mix of questions.
Bloom’s taxonomy 0 – 1 mark 2 marks 3 ‐ 4 marks

Bloom’s taxonomy has not been Bloom’s taxonomy has mostly been Bloom’s taxonomy has been adhered to.
adhered to with the type and level of adhered to with a couple of mistakes with The test is well‐balanced.
questioning. keywords used in the questions. There
may be an overemphasis on one level of
Bloom’s over another.
Memo 0 – 4 marks 5 – 7 marks 8 – 10 marks
No memorandum has been included or A memorandum has been included; The memorandum has been included
the memo is superficial and however, not all possible or a variety of and includes a variety of answers to
incomplete. answers have been considered for those consider where required. The mark
questions that could have more than one allocation must be included per point
answer. The mark allocation has been and per question.
included for each point.
Total /24

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ACTIVITY 2 (Marks: 40)

Entrepreneurial traits; characteristics and skills

As a future EMS teacher, identify a South African entrepreneur you would use to teach
entrepreneurship.

Research the entrepreneur and justify your choice by answering the following questions.

Q.2.1 Does the person identified have the following entrepreneurial traits and (20)
characteristics?

State yes or no against each of the below and justify your answer:
 Achievement motivation (5);
 Internal locus of control (5);
 Innovation and creativity (5);
 Risk‐taking (5);

Use the rubric provided below to guide your answer.

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ACTIVITY 2

RUBRIC Question 2.1 (Marks: 20)

Criteria Does not meet the required minimum to Meets the minimum requirement to pass Exceeds the minimum required pass:
pass Good solid performance
0‐2 3 4‐5
Achievement Opinion stated – but not discussed and/ or Opinion Stated – and correctly discussed, Opinion Stated – and correctly discussed,
Motivation vaguely discussed and/ or incorrectly with at least one correct example from the with at least more than one correct
discussed, with little or no examples chosen entrepreneur to justify the answer. example from the chosen entrepreneur to
extracted from the chosen entrepreneur to The example must align with the theory of justify the answer. The example must align
justify the answer. the traits and characteristics. with the theory of the traits and
characteristics. Answer demonstrates
critical thinking.
Internal Locus Opinion stated – but not discussed and/ or Opinion Stated – and correctly discussed, Opinion Stated – and correctly discussed,
of Control vaguely discussed and/ or incorrectly with at least one correct example from the with at least more than one correct
discussed, with little or no examples chosen entrepreneur to justify the answer. example from the chosen entrepreneur to
extracted from the chosen entrepreneur to The example must align with the theory of justify the answer. The example must align
justify the answer. the traits and characteristics. with the theory of the traits and
characteristics. Answer demonstrates
critical thinking.
Innovation and Opinion stated – but not discussed and/ or Opinion Stated – and correctly discussed, Opinion Stated – and correctly discussed,
creativity vaguely discussed and/ or incorrectly with at least one correct example from the with at least more than one correct
discussed, with little or no examples chosen entrepreneur to justify the answer. example from the chosen entrepreneur to
extracted from the chosen entrepreneur to The example must align with the theory of justify the answer. The example must align
justify the answer. the traits and characteristics. with the theory of the traits and
characteristics. Answer demonstrates
critical thinking.

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Risk taking Opinion stated – but not discussed and/ or Opinion Stated – and correctly discussed, Opinion Stated – and correctly discussed,
vaguely discussed and/ or incorrectly with at least one correct example from the with at least more than one correct
discussed, with little or no examples chosen entrepreneur to justify the answer. example from the chosen entrepreneur to
extracted from the chosen entrepreneur to The example must align with the theory of justify the answer. The example must align
justify the answer. the traits and characteristics. with the theory of the traits and
characteristics. Answer demonstrates
critical thinking.
Total /20

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Q.2.2 Sustainable business practices (20)

Animated movies such as ‘The Lorax’ are extremely good at conveying messages
about sustainability to their target market, i.e., young people.

Identify a resource (movie, game, cartoon, link, etc.) that you would use to teach
Grade 7 learners about sustainable business practice or corporate social
responsibility.

‐ Provide a brief summary (250‐300 words) of the resource, explaining why

this was chosen. A link or image, etc., may be included to make your point,
however this is not mandatory.
‐ Discuss how you would use this resource in teaching sustainable business
practice or corporate social responsibility and provide details thereof. Word
count will vary and is not prescribed.

For example:
‐ Would this be a worksheet?
‐ Would the example be included in PowerPoint slides?
‐ If using a video, what would the follow on or associated task be?

This is not a lesson plan.

Use the rubric provided below to guide your answer.

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RUBRIC Question 2.2 (Marks: 20)

Criteria Does not meet the required Meets the minimum requirement to pass Exceeds the minimum required pass: Good
minimum to pass solid performance
0 1 2
Resource No resource identified The resource is identified but vaguely links An excellent resource, is clearly identified
identified back to the topic or is not clearly explained. and it links to the topic.
0‐3 4‐6 7‐8
Summary The summary does not meet the The summary adheres to requirements and The summary presented is concisely written
required word count. offers a reasonable explanation for the and explicitly explains the value of the
There is Little to no explanation of chosen resource. chosen resource.
the resource or why it was chosen.
0‐4 5‐7 8‐10
Discussion The discussion is not relevant to the The use of resource is understandably The use of resource is thoughtfully
use of resource. There is little or no discussed for teaching sustainable business discussed for teaching sustainable business
details provided. practice or corporate social responsibility practice or corporate social responsibility
with limited details. with relevant and exemplary details.
Total /20

[TOTAL MARKS: 100]

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