Jc Commerce and Accounting

FOREWORD The Ministry of Education and Skills Development is pleased to present the revised junior secondary school syllabuses. This marks a major milestone towards the attainment of quality education in Botswana. The revised syllabuses signals another major milestone in the attainment of the ideals reflected in the Revised National Policy on Education and brings closer the realization of the aspirations reflected in Vision 2016. The publication of these syllabuses is also a deliberate effort to provide accessible quality education for the creation of an educated labour force. It has been observed that countries with superior education systems are also the most economically successful. Thus, high quality education is seen as a vital pre-requisite in increasing productivity and competitiveness leading to national growth and development and subsequently, a higher standard of living for all citizens.

The revised junior secondary syllabuses come at a time of unprecedented knowledge explosion, technological changes, a fluid socio-economic context and an increasingly interdependent regional and global economy. In this age of global competitiveness, it is important that all countries foster human resources by developing requisite competencies among young people. Survival in this millennium depends on the ability to effectively accommodate and manage change, and to adapt to the changing socio-economic and cultural plains. It is the wish of the Ministry of Education and Skills Development to prepare young Batswana for future growth and adaptation to ongoing changes in the socio-economic context.

The revised junior secondary programme has not been drastically changed. It is still built on the ten year basic education philosophy that seeks to provide quality learning experiences. It provides students with a broad based education that equips students' with knowledge and skills that are transferable to everyday life. The content has been selected from the students' immediate environment to facilitate understanding and ease of transfer of skills. Furthermore, the programme aims at creating and sustaining a conducive environment for learning and teaching that allows students to excel within their own capabilities. A deliberate attempt has been made to infuse and integrate emerging issues such as Environmental Education,

HIV/AIDS Education, Disaster Management, Anticorruption Culture, Emotional Intelligence, Civic Education and the world of work. The programme also pays attention to the all round development of the individual and the inculcation of attitudes and values that nurture respect for one's self and for others. Life skills education has been integrated into the programmes.

The learners are exposed to a range of knowledge and foundation skills such as numeracy, literacy, prevocational and problem solving skills. It also focuses on the development of desirable attitudes towards different types of work, social and moral values that are expected of them at the end of the program. The implementation of the revised programme begins in 2010.

Critical to the success of the revised junior secondary programme is the recognition of individual talents, needs and learning styles. Thus, the role of the teacher in the classroom must be that of a facilitator for effective learning to occur. The teacher must be conscious of the students' needs to take a certain measure of responsibility for their own learning. The teacher must also take cognissance of the broad range of ability of the student body and the different levels of achievement. This entails the use of participatory teaching and learning styles that provide a rich diverse learning environment.

On behalf of the Ministry of Education and Skills Development, I wish to record my appreciation to members of the National Panels and Standing Committees, school heads, teachers, institutions and other organisations for their invaluable contributions during the revision of these syllabuses.

Permanent Secretary Ministry Of Education and Skills Development

ACKNOWLEDGEMENTS The Department of Curriculum Development and Evaluation wishes to express its sincere gratitude to the Business Studies National Panel and Standing Committee members who worked tirelessly in the development of the Business Studies syllabus.

Junior Secondary Business Studies Syllabus Standing Committee Members Mr. S. H. Kayumba Botswana College of Distance and Open Learning (BOCODOL) Mr. M. Hulela Department of Secondary Education Mr. M. Molefe Lempu Junior Secondary School Ms. B. Marumoloa Department of Internal Trade Mr. B. Olweny Botswana Examinations Council Mr. J. A. Appiah Botswana Examinations Council Mr. T. M. James Department of Teacher Training and Development Mr. I. Dikgole Tonota College of Education Ms. R. Ntirang Botswana Institute of Accountancy and Commerce Ms. G. K. Phorego Botswana Institute of Accountancy and Commerce Mr. S. Moffat BOFESETE Mrs. G. P. Senna Department of Vocational Education and Training Ms. J. D. Seeletso Division of Special Education Mr. T. Molome Moeding College Ms. P. Willilani Tutume McConnel College Mr. M. R. Mosarwa Itekeng Junior Secondary School Ms. J. L. Lefutswe Mmathethe Junior Secondary School

Business Studies National Panel Members Ms. Marumola Department of internal Trade Mr. J. A. appiah Botswana Examinations Council Mr. T. M. James Department of Teacher Training and Development Ms. R. Ntirang Botswana Institute of Accountancy and Commerce Ms. G. K. Phorego Botswana Institute of Accountancy and Commerce Mr. S. Moffat BOFESETE

Mr. T. Molome Moeding College Mrs. G. P. Senna Department of Vocational Education and Training Ms. P. Willilani Tutume McConnel College Mr. T. J. Mooka Lerela Junior Secondary School Mr. M. Molefe Lempu Junior Secondary School Mr. K. Matongo Letlhabile Junior Secondary School Mr. S. H. Kayumba Botswana College of Distance and Open Learning (BOCODOL) Mr. M. Hulela Department of Secondary Education Mr. M. Medupe Moeng College Mr. J. A. Appiah Botswana Examinations Council Ms. R. Ntirang Botswana Institute of Accountancy and Commerce Ms. G. K. Phorego Botswana Institute of Accountancy and Commerce Mr. I. Dikgole Tonota College of Education Mr. B. Sithole Faculty of Education - UB

The department would also like to thank all the Business Studies teachers who participated in the various consultative meetings and workshops in different parts of the country. It is our hope and belief that this document reflects the outcomes of a genuine collegial and collaborative discourse across a wide educational spectrum.

CONTENTS Introduction ........................................................................................ i Rationale ............................................................................................ i

Aims of the Ten-Year Basic Education Programme ........................... ii Aims of the Three-Year Junior Secondary Programme ..iii

Aims of the Three Year Commerce and Accounting Programme ... iii Critical Competencies ..iv

Recommended Teaching Methods . iv Assessment ...v

Time Allocation ....v

The Organisation of the Syllabus ...................................................... .v

FORM 1 Unit 1: Introduction to Commerce

Topic 1.1 Basic Concepts ........................................................... 1 Topic 1.2 Production .................................................................. 1

Unit 2: Introduction to Accounting Topic 2.1 Accounting Basics ...................................................... 3

Unit 3: Recording of Business Transactions Topic 3.1 Recording in the Ledger .............................................. 4

FORM 2 Unit 3: Recording of Business Transactions

Topic 3.2 Recording in the Cash Book........5

Unit 4: Verification of Accounts and Summaries Topic 4.1: Final Accounts of the Sole Proprietor 6

Unit 5: Small Business Start-Up Topic 5.1 Establishing a Business 7 Topic 5.2 Operating the Business . 9

FORM 3 Unit 4: Verification of Accounts and Summaries

Topic 4.2 Accounts of Non-Profit making Organisations.... 11 Topic 4.3 Bank Reconciliation .... 11

Unit 5: Small Business Start-up Topic 5.2 Operating the Business ... 12

Unit 6: Computerised Accounting Topic 6.1 Computer Application to Accounting ..... 13

Unit 7: Finance Topic 7.1 Money and Banking .... 14

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INTRODUCTION This syllabus is a revised version of the Three Year Junior Secondary Syllabus BUSINESS STUDIES of 1998. The review of the syllabus was in response to the recommendations made by the evaluation exercise which took place in 2002 and other burning issues which cropped up since the implementation of the curriculum. In order to cater for the required changes to improve the quality of the syllabus a few new sub-topics were added and some objectives recast. Most of the old content, however, remains with very few modifications.

The revised Commerce and Accounting syllabus has been designed to provide an outline of business activities and a foundation for accountancy. In the process of developing the syllabus, there were extensive consultations with stakeholders especially in business to come up with a programme that will serve as a foundation for the business subjects in the Senior Secondary Curriculum and also prepare learners for the world of work.

In an endeavour to ensure that the syllabus is responsive to the current needs of society, such emerging issues as HIV and AIDS, Environmental Education, Gender and Family Life Education have been infused and integrated. National and global issues of relevance to Batswana have also been infused and integrated. It is hoped that further classroom infusion of the above issues will be done during teaching and learning. Information and Communication Technology (ICT), entrepreneurial and pre-vocational skills have been made an integral part of the syllabus to prepare learners for the world of work.

The subject is one of the vocational subjects within the framework of the entire Junior Secondary programme and its emphasis is on development of business skills. The syllabus requires that learners develop feasible business ideas, set up businesses and run them in small groups within the school setting in the form of mini-enterprises. Throughout the syllabus conscious

efforts were made to highlight practical business and entrepreneurial skills and attitudes to prepare learners for self employment. The subject is a composite one (Commerce, Accounting) whose unique characteristic contents are easily identified throughout the syllabus.

In developing the learning objectives, efforts were made to cater for all learners including those with special learning needs.

RATIONALE Commercial activity affects the daily lives of all Batswana as they work, spend, save, invest, travel and play. It has a significant effect on the standard of living and quality of life of all Batswana. Eventually all learners will encounter the world of Commerce and Accounting, and they should be able to engage in commercial activity with confidence and competence. The Commerce and Accounting syllabus should provide learners with the understanding of how commercial organisations function, their roles in society and the opportunities they generate.

The subjects aim at providing learners with usable skills such as communication, critical evaluation, logical thinking and working habits, positive attitudes to work and a sense of leadership. They will generally contribute to developing pupils into informed consumers and producers. Engaging in the world of business involves studying individuals and communities, assessing their needs and problems and generating solutions. Consequently Commerce and Accounting must draw upon subjects such as Mathematics, Agriculture, Design and Technology, Social Studies and Home Economics in the JSS curriculum to apply related concepts and skills. The Commerce and Accounting programme will build a strong foundation for those who wish to move on to further education and training in specialised areas such as Management, Marketing, Accounting or Entrepreneurship. The subjects tasks are designed to develop learners flexibility and responsibility through group work.

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AIMS OF THE TEN-YEAR BASIC EDUCATION PROGRAMME On completion of the Ten-Year Basic Education Programme students should have:

1. developed competence and confidence in the application of computational skills in order to solve day-to-day problems;

2. developed an understanding of business, everyday commercial transactions, and entrepreneurial skills;

3. developed critical thinking, problem solving ability, individual initiative, interpersonal and inquiry skills;

4. developed desirable attitudes towards different types of work and the ability to assess personal achievement and capabilities realistically in pursuit of appropriate career/employment opportunities/possibilities and/or further education;

5. acquired knowledge, skills and attitudes in food production and industrial arts for self-reliance and self-sufficiency;

6. developed literacy and understanding of the use of Information and Communication Technology (ICT) in the world of work and in every sphere of life.

7. acquire knowledge and understanding of their environment and the need for sustaining utilisation of natural resources;

8. developed desirable attitudes/behavioural patterns in interacting with the environment in a manner that is protective, preserving and nurturing;

9. acquired knowledge and understanding of society, appreciation of their culture including languages, traditions, songs, ceremonies, customs, social norms and a sense of citizenship;

10. developed the ability to express themselves clearly in English, in Setswana and/or a third language both orally and in writing, using them as tools for further learning and employment;

11. acquired the basic science knowledge and skills, including basic knowledge of the laws governing the natural world;

12. acquired a good knowledge and practice of moral standards and health practices that will prepare them for responsible family and community life;

13. developed their own special interests, talents and skills whether these are dexterity, physical strength, intellectual ability, and/or artistic gifts;

14. acquired an appreciation of technology and technological skills including basic skills in handling tools and materials;

15. gained the necessary knowledge and ability to interact with and learn about their community, the government of their country and the world around them.

AIMS OF THE THREE-YEAR JUNIOR SECONDARY PROGRAMME

On completion of the Three Year Junior Secondary Education Programme, learners should have:

1. developed competence and confidence in the application of computational skills in order to solve day to day problems;

2. acquired knowledge of business, everyday commercial transactions and entrepreneurship;

3. developed critical thinking, problem solving ability, individual initiative, creativity, interpersonal and inquiry skills;

4. developed desirable attitudes towards different types of work and the ability to assess personal achievement and capabilities realistically in pursuit of appropriate career/ employment opportunities/ possibilities and/ or further education and training;

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5. acquired knowledge, skills and desirable agricultural production and industrial arts attitudes for self- reliance and self sufficiency;

6. developed literacy and understanding of the significance of ICT in the world of work and in every sphere of life;

7. acquire knowledge and understanding of their environment and the need for sustainable utilization of natural resources;

8. developed desirable values, attitudes and behaviour in interacting with the environment in a manner that is protective, preserving, and nurturing;

9. acquired knowledge and understanding of society, appreciation of different cultures, religion and a sense of citizenship;

10. developed tolerance towards different cultures, pride in own culture and unity in diversity;

11. developed the ability to express themselves clearly in English, Setswana, Modern Foreign Language and/or a third language and sign language, using them as tools for further learning and employment;

12. acquired science knowledge, skills and understanding of laws and principles governing the natural world;

13. acquired knowledge, attitudes, moral standards, life skills and health practices including awareness and management of epidemics that will prepare them for responsible and productive family and community life;

14. developed their special interests, talents and skills, including dexterity, physical strength, intellectual ability, aesthetics and/ or artistic gifts;

15. developed an appreciation of technology and acquired technological skills including skills and safety precautions in handling tools and materials;

16. acquired knowledge and ability to interact with and learn about their community, the government of their country and the world around them;

17. Acquired knowledge and skills that promote democracy, good governance, peace and security.

AIMS OF THE THREE-YEAR COMMERCE AND ACCOUNTING PROGRAMME On completion of the Three-Year Commerce and Accounting programme the students should have developed: 1. knowledge and understanding of the environment in which business

and commercial activities take place; 2. the ability to utilise the resources of the environment in a protective

and sustainable manner; 3. knowledge and understanding of the basic language, concepts,

conventions and decision-making procedures of business activities; 4. basic knowledge of business transactions and records necessary for

making effective economic decisions; 5. basic entrepreneurial skills, positive work habits, values and

attitudes necessary for the world of work; 6. skills of numeracy, literacy, inquiry, interpretation and presentation

appropriate for solving day-to-day life problems; 7. knowledge and understanding of the importance of communication

and documentation and the impact of information technology; 8. basic knowledge and understanding of the functions, organisation,

financing and operation of business; 9. skills of critical thinking, self reliance and initiative necessary for

further training.

CRITICAL COMPETENCIES At the end of the Three Year Junior Education programme, learners should be able to:

apply the principles of production to different business organisations.

work in groups to set goals and work towards achieving them. establish small business enterprises and make them profitable.

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apply the principles of marketing to small business organisations. record business transactions; verify the accuracy of ledger accounts

and present financial statements. Use information technology skills to record and present financial

information understand the operations of different financial institutions

RECOMMENDED TEACHING METHODS In line with the Revised National Policy on Education (1994) the syllabus encourages learner-centred approach to learning and teaching. This involves making the learners the centre of most activities and the teacher playing a facilitating role. It also involves putting emphasis on skills such as problem solving, inquires and hands on experiences aimed at increasing learner participation. The learner-centred approach aims at catering for, and improving performance of all learners including those with special educational needs. The teacher should therefore use a variety of action oriented teaching methods such as project work, visit to commercial enterprises, simulation, case studies, computer aided learning, group discussions and class presentations.

The learner-centred approach requires thorough planning and preparation on the part of both teacher and learner. It should lead to hands on activities in the school. Whenever possible, a resource person from business should be invited to inform learners about what is happening in the world of work. The teaching approaches should seek to bridge the gap between the classroom and the business world.

ASSESSMENT A wide range of assessment techniques will be used to assess the different aspects of knowledge, skills, attitudes and values. Continuous assessment will form part of the programme to allow teachers to monitor learners progress. The syllabus will be assessed by terminal examination and

Continuous Assessment. The terminal examination will be provided by the Botswana Examinations Council

TIME ALLOCATION The syllabus has been developed on the basis that Commerce and Accounting is allocated 4 periods per week of 40 minutes each in the (5 day week) school time table.

THE ORGANISATION OF THE SYLLABUS The syllabus has seven (7) themes which are called Units. The Units are as follows:

1 Introduction to Commerce 2 Introduction to Accounting 3 Recording of Business Transactions 4 Verification of Accounts and Summaries 5 Small Business Start Up 6 Computerised Accounting 7 Finance

The units represent major components of learning processes. Each unit has one or more topics. These topics represent identifiable parts of the unit. The topics consist of more than one sub-topic and the sub-topics are organised into General and Specific Objectives.

The General Objectives are derived from the sub-topics while the Specific Objectives are generated from the General Objectives.

The Specific Objectives indicate what the learners must be able to do or achieve with regard to each sub-topic.

They are also linked with the assessment procedures which provide a way of evaluating the knowledge and skills of a given unit.

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FORM 1

UNIT 1: INTRODUCTION TO COMMERCE

TOPIC 1. 1 BASIC CONCEPTS

Sub-Topics General Objectives Specific Objectives

Learners should be able to: Learners should be able to:

Nature and Scope of Commerce

1.1.1 understand the meaning and importance of Commerce.

1.1.1.1 explain Commerce as a subject 1.1.1.2 outline the scope of commerce 1.1.1.3 explain the importance of Commerce. 1.1.1.4 identify job opportunities available from studying Commerce.

Needs and Wants 1.1.2 Understand needs and wants

and how they are satisfied. 1.1.2.1 explain needs and wants using examples. 1.1.2.2 describe goods and services using examples. 1.1.2.3 classify goods into producer goods and consumer goods. 1.1.2.4 describe a producer and a consumer. 1.1.2.5 explain the importance of producers in the satisfaction of needs and wants. 1.1.2.6 explain ways the family and the community satisfy their needs and wants. 1.1.2.7 discuss the possible effects on the environment of satisfying needs and wants.

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TOPIC 1.2 PRODUCTION



Nature of Production 1.2.1 appreciate the importance of

production 1.2.1.1 explain production. 1.2.1.2 explain direct and indirect production. 1.2.1.3 describe the factors of production and their rewards. 1.2.1.4 discuss ways of using the factors of production sustainably 1.2.1.5 show the contribution of factors of production to productivity. 1.2.1.6 discuss the effects of the HIV and AIDS pandemic on labour productivity. 1.2.1.7 explain the stages of production of goods. 1.2.1.8 describe the chain of production of specific goods.

Commercial Activities 1.2.2 demonstrate understanding of

commercial activities and their relationship with production.

1.2.2.1 explain commercial activities. 1.2.2.2 relate commercial activities to production. 1.2.2.3 show the importance of the different branches of commerce. 1.2.2.4 describe trade and aids to trade. 1.2.2.5 differentiate between home trade and foreign trade.

The Chain of Distribution

1.2.3 demonstrate understanding of chain of distribution.

1.2.3.1 identify different channels of distribution. 1.2.3.2 explain the functions of wholesalers and retailers in the chain of distribution. 1.2.3.3 describe the types of small-scale retailers in Botswana. 1.2.3.4 outline the types of large-scale retailers in Botswana.

Specialisation 1.2.4 appreciate the significance of

specialisation in production. 1.2.4.1 explain specialisation and division of labour. 1.2.4.2 state the advantages and disadvantages of specialisation. 1.2.4.3 relate specialisation to the school activities, local community, the nation and the world.

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UNIT 2: INTRODUCTION TO ACCOUNTING

TOPIC 2.1 ACCOUNTING BASICS



Purpose of Accounting 2.1.1 understand the purpose of

Bookkeeping and Accounting. 2.1.1.1 explain Bookkeeping, and Accounting. 2.1.1.2 differentiate between Bookkeeping and Accounting. 2.1.1.3 explain the significance of Accounting information to its users. 2.1.1.4 explain the reasons for keeping financial records for a business. 2.1.1.5 justify the role of Accounting information in business. 2.1.1.6 identify job opportunities in Bookkeeping and Accounting.

Accounting Terminology 2.1.2 know and understand the basic

accounting terms. 2.1.2.1 explain with examples fixed and current assets, current and long-term liabilities and capital. 2.1.2.2 determine the reasons a business should have separated its affairs from those of the owner. 2.1.2.3 differentiate between personal and business transaction, cash and credit transactions.

Accounting Equation and the Balance Sheet

2.1.3 understand the relationship between the accounting equation and the balance sheet.

2.2.3.1 state the basic accounting equation. 2.2.3.2 explain the relationships between the elements of the accounting equation. 2.2.3.3 illustrate the dual aspects of a transaction using the accounting equation. 2.2.3.4 illustrate the effects of different transactions on the accounting equation. 2.2.3.5 state the meaning of the balance sheet. 2.2.3.6 describe the nature of the balance sheet. 2.2.3.7 develop a balance sheet from the accounting equation. 2.2.3.8 demonstrate the effects of cash and credit transactions on the balance sheet.

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UNIT 3: RECORDING OF BUSINESS TRANSACTION

TOPIC 3.1 RECORDING IN THE LEDGER



Double Entry System for Assets, Liabilities and Capital

3.1.1 understand and record transactions involving assets, capital and liabilities using the double entry system.

3.1.1.1 explain the following terms in relation to the double entry system: accounts, debit, credit and ledger.

3.1.1.2 show the uses of the columns of a ledger. 3.1.1.3 classify accounts into nominal, real and personal. 3.1.1.4 analyse transactions to show the accounts to be debited and accounts to be credited. 3.1.1.5 explain the rules of double entry. 3.1.1.6 record transactions involving assets, liabilities and capital.

Double Entry System for Goods

3.1.2 demonstrate the ability to record transactions involving goods using the double entry system.

3.1.2.1 explain the following terms: purchases, sales, returns, debtors and creditors. 3.1.2.2 analyse cash and credit transactions. 3.1.2.3 record transactions involving cash and credit sales. 3.1.2.4 record transactions involving credit and cash purchases. 3.1.2.5 record transactions involving returns inwards and outwards.

Double Entry System for Expenses, Revenue and Drawings

3.1.3 demonstrate the ability to record transactions involving expenses, revenue and drawings.

3.1.3.1 explain revenue, expenses and drawings. 3.1.3.2 differentiate between the treatment of expenses and revenue. 3.1.3.3 classify business transactions into expenses and revenue. 3.1.3.4 record expenses, revenue and drawings in the ledger.

Balancing off Accounts 3.1.4 demonstrate the skill of

balancing off accounts. 3.1.4.1 explain the importance of balancing off accounts. 3.1.4.2 balance off accounts at the end of a period. 3.1.4.3 differentiate between debit balance and credit balance.

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FORM 2

UNIT 3: RECORDING OF BUSINESS TRANSACTIONS TOPIC 3.2 RECORDING IN THE CASH BOOK



Cash Transactions 3.2.1 demonstrate the skill of

recording cash transactions in the two and three column cash books.

3.2.1.1 state the uses of the columns of the two and three column cash books. 3.2.1.2 record transactions in the cash books. 3.2.1.3 Post transactions from the cash book into the general ledger. 3.2.1.4 balance the cash book and the accounts in the general ledger.

Petty Cash Book 3.2.2 demonstrate the skill of

recording transactions in the petty cash book.

3.2.2.1 define petty cash. 3.2.2.2 identify the source documents for recording in the petty cash book. 3.2.2.3 explain the uses of the columns of the petty cash book. 3.2.2.4 record transactions in the petty cash book. 3.2.2.5 balance the petty cash book using the imprest system.

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UNIT 4: VERIFICATION OF ACCOUNTS AND SUMMARIES

TOPIC 4.1 FINAL ACCOUNTS OF THE SOLE PROPRIETOR



Trial Balance 4.1.1 understand the trial balance and

apply it to verify the accuracy of ledger accounts.

4.1.1.1 explain trial balance. 4.1.1.2 State the reasons for the preparation of a trial balance. 4.1.1.3 prepare a trial balance.

Trading, Profit and Loss Account

4.1.2 understand trading, profit and loss account and apply it to a sole proprietor.

4.1.2.1 explain the purpose of trading, profit and loss account. 4.1.2.2 explain the components of the final accounts of a sole trader. 4.1.2.3 calculate the cost of goods sold. 4.1.2.4 prepare trading, profit and loss accounts for trading sector organisations. 4.1.2.5 prepare, profit and loss accounts for service sector organisations.

Balance Sheet 4.1.3 understand the balance sheet

and prepare the balance sheet of the sole trader.

4.1.3. 1 explain the key components of the balance sheet. 4.1.3.2 prepare a balance sheet of the sole proprietor in both trading and service sectors. 4.1.3.3 show the effects of profit, loss and drawings on the balance sheet

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UNIT 5: SMALL BUSINESS START - UP

TOPIC 5.1 ESTABLISHING A BUSINESS

Sub-topic General Objectives Specific Objectives


The Entrepreneur

5.1.1 understand the role of entrepreneur in small business start up.

5.1.1.1 explain enterprise. 5.1.1.2 describe the characteristics of the entrepreneur. 5.1.1.3 explain wage employment and self employment. 5.1.1.4 explain the importance of wage employment and self employment. 5.1.1.5 discuss the effects of unemployment. 5.1.1.6 describe the key competencies required of the entrepreneur. 5.1.1.7 discuss the key factors for setting up a successful small business. 5.1.1.8 explain business ethics 5.1.1.9 draw up ethical guidelines for a new entrepreneur

Business Ideas 5.1.2 understand the importance of

generating feasible business ideas.

5.1.2.1 define a business idea. 5.1.2.2 explain the importance of business ideas in starting a business. 5.1.2.3 discuss ways of generating business ideas. 5.1.2.4 develop feasible business ideas. 5.1.2.5 analyse the strengths, weaknesses, opportunities and threats of feasible business ideas.

Meetings 5.1.3 understand the procedures of

organising meetings. 5.1.3.1 differentiate between formal and informal meetings. 5.1.3.2 state the procedures for calling and conducting meetings. 5.1.3.3 explain the purpose of an agenda. 5.1.3.4 describe the layout of an agenda. 5.1.3.5 describe the functions of the chairperson and secretary at meetings. 5.1.3.6 explain the terms ad hoc, adjournment, amend, casting vote, majority, point of order, quorum,

used in meetings. 5.1.3.7 explain the importance of minutes of meetings. 5.1.3.8 write minutes of meetings in acceptable format. 5.1.3.9 differentiate between narrative and resolution types of minutes.

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Market Research

5.1.4 understand the procedures and acquire the skill of conducting market research.

5.1.4.1 explain the term market 5.1.4.2 discuss the information required about a potential market of a product. 5.1.4.3 explain market research. 5.1.4.4 describe the methods of market research 5.1.4.5 prepare a questionnaire for a market research. 5.1.4.6 demonstrate the appropriate steps to conduct a market research. 5.1.4.7 conduct a market research for a small business. 5.1.4.8 analyse market research data. 5.1.4.9 prepare a market research report.

Financing an Enterprise 5.1.5 demonstrate the ability to

acquire finance to start a small enterprise.

5.1.5.1 explain the importance of start-up capital. 5.1.5.2 determine the items of payments to be covered by the start-up capital. 5.1.5.3 determine the operational expenses of a small business. 5.1.5.4 estimate the start-up cost for a small enterprise. 5.1.5.5 classify the start-up costs into fixed and variable costs. 5.1.5.6 estimate the quantity to produce per period. 5.1.5.7 calculate the unit cost. 5.1.5.8 determine the selling price. 5.1.5.9 discuss the sources of finance for a small business. 5.1.5.10 describe the requirements for obtaining loan finance. 5.1.5.11 explain the meaning of profit forecast. 5.1.5.12 prepare a profit forecast for a small business.

Budgeting

5.1.6 demonstrate the ability to prepare a budget.

5.1.6.1 explain budgeting. 5.1.6.2 explain the reasons for budgeting by a business and government. 5.1.6.3 outline the main features of a budget. 5.1.6.4 prepare a budget for a small business. 5.1.6.5 explain the meaning of cash flow forecast. 5.1.6.6 prepare a cash flow forecast for a small business.

Business Organisations in the Private Sector

5.1.7 understand the features of business units in the private sector.

5.1.7.1 explain business organisation. 5.1.7.2 explain the aims of business organisations. 5.1.7.3 state the features of the sole trader, partnership and limited company. 5.1.7.4 state the advantages and disadvantages of the sole trader, partnership and limited company. 5.1.7.5 compare the sole trader and the partnership.

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Business and the Community

5.1.8 understand the role of business in the community.

5.1.8.1 discuss the contribution of a business to the community 5.1.8.2 analyse the economic and physical environments of business. 5.1.8.3 discuss the effects of business activities on the physical environment. 5.1.8.4 suggest measures to protect the environment against business activities.

Government and Business Activities

5.1.9 understand the nature and implications of government involvement in business activities.

5.1.8.1 explain privatisation and nationalisation 5.1.9.2 explain the reasons for government involvement in business activities. 5.1.9.3 discuss the nature of government involvement in business activities. 5.1.9.4 discuss the reasons for privatisation. 5.1.9.5 state the advantages and disadvantages of privatisation. 5.1.9.6 explain ways the government can diversify the economy. 5.1.9.7 explain globalisation. 5.1.9.8 examine the likely effects of globalisation on the economy of Botswana.

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TOPIC 5.2 OPERATING A BUSINESS



Business Plan

5.2.1 demonstrate the ability to prepare a business plan for a small business.

5.2.1.1 explain business plan. 5.2.1.2 outline the need for a business plan. 5.2.1.3 identify the main elements of a business plan. 5.2.1.4 prepare a business plan for a small business.

Starting to Operate a Business

5.2.2 understand the importance of planning in starting and operating a small business.

5.2.2.1 draw up a start-up plan for a small business. 5.2.2.2 implement a start-up schedule for a small business. 5.2.2.3 explain roles of key personnel in an enterprise. 5.2.2.4 design a hierarchical organisational structure for a small business. 5.2.2.5 discuss leadership styles. 5.2.2.6 establish a record keeping system for a small business.

Direct Selling 5.2.3 Acquire the skill of direct

selling. 5.2.3.1 differentiate between door-to-door selling and factory shop selling. 5.2.3.2 describe the steps in direct selling. 5.2.3.3 explain the importance of follow-up system in direct selling.

Customer Service 5.2.4 acquire the skill of attracting

and maintaining customers. 5.2.4.1 identify customer services. 5.2.4.2 discuss the importance of good customer service. 5.2.4.3 discuss the effects of poor customer service. 5.2.4.4 explain ways of handling customer complaints.

Consumer Protection 5.2.5 understand the need for

consumer protection. 5.2.5.1 explain consumer protection. 5.2.5.2 explain the need for consumer protection. 5.2.5.3 state the ways of protecting the consumer. 5.2.5.4 explain the importance of forming Consumer Associations.

Promoting the Product 5.2.6 design promotional techniques

for their product or service. 5.2.6.1 explain the term promotion in marketing 5.2.6.2 identify the main promotion methods. 5.2.6.3 discuss the importance of different promotional methods 5.2.6.4 explain the importance of market research in the choice of promotional technique. 5.2.6.5 discuss the principles of designing the most appropriate promotional message. 5.2.6.6 discuss ethical issues in advertising a product 5.2.6.7 demonstrate the promotion of a product or service.

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FORM 3

UNIT 5: SMALL BUSINESS START-UP TOPIC 5.2 OPERATING A BUSINESS



Credit Trading 5.2.7 understand the types of credit

trading and their operation. 5.2.7.1 explain credit trading. 5.2.7.2 list the types of credit trading. 5.2.7.3 describe the operation of each type of credit trading.

Trade Documents 5.2.8 understand the use of

documents in home trade. 5.2.8.1 describe the documents used in home trade. 5.2.8.2 classify trade documents according to their uses 5.2.8.3 explain the uses of trade documents.

Discounts 5.2.9 acquire knowledge and basic

skill of calculating trade and cash discounts.

5.2.9.1 explain trade and cash discounts 5.2.9.2 differentiate between cash and trade discounts. 5.2.9.3 state the importance of cash and trade discounts to the buyer and the seller. 5.2.9.4 calculate trade and cash discount s.

Value Added Tax 5.2.10 acquire knowledge and basic

skill of calculating Value Added Tax (VAT)

5.2.10.1 explain Value Added Tax (VAT). 5.2.10.2 differentiate between zero-rated and exempt supplies. 5.2.10.3 calculate the amount of VAT to be paid.

Wages and Salaries 5.2.11 acquire the skill of dealing with

wages and salaries. 5.2.11.1 explain wages and salaries. 5.2.11.2 differentiate between permanent, casual and temporary employees. 5.2.11.3 discuss the different rates of pay. 5.2.11.4 calculate overtime earnings. 5.2.11.5 discuss statutory and voluntary deductions. 5.2.11.6 calculate gross pay and net pay. 5.2.11.7 complete the wage sheet and the pay slip.

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UNIT 4: VERIFICATION OF ACCOUNTS AND SUMMARIES TOPIC 4.2 ACCOUNTS OF NON-PROFIT MAKING ORGANISATIONS



Accounts of Non-profit-Making Organisations

4.2.1 understand and prepare the accounts of non-profit-making organisations.

4.2.1.1 differentiate between profit making and non-profit making organisations. 4.2.1.2 compare the income and expenditure accounts with the profit and loss account. 4.2.1.3 prepare the receipts and payments accounts, and income and expenditure accounts. 4.2.1.4 calculate the accumulated fund. 4.2.1.5 prepare the balance sheet to ascertain the accumulated fund.

TOPIC 4.3 BANK RECONCILIATION



Bank Reconciliation Statement

4.3.1 understand the importance and acquire the skill of preparing bank reconciliation statement.

4.3.1.1 explain the purpose of bank statement. 4.3.1.2 explain the relationships between the entries in the cash book and entries in the bank statement. 4.3.1.3 discuss the causes of differences between the cash book balance and the bank statement

balance. 4.3.1.4 prepare an adjusted cash book. 4.3.1.5 discuss the purpose of a bank reconciliation statement. 4.3.1.6 prepare a bank reconciliation statement.

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UNIT 6: COMPUTERISED ACCOUNTING

TOPIC 6.1 COMPUTER APPLICATION TO ACCOUNTING Sub-Topics General Objectives Specific Objectives


Nature of Computerised Accounting

6.1.1 understand the importance and acquire the skill of using computers in accounting.

6.1.1.1 explain the relationship between manual and computerised accounting. 6.1.1.2 record accounts using the running balance method. 6.1.1.3 describe how accounting packages work. 6.1.1.4 discuss the use of spreadsheet for recording financial transactions. 6.1.1.5 prepare financial statements using spreadsheet.

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UNIT 7: FINANCE

TOPIC 7.1 MONEY AND BANKING



Money 7.1.1 understand the qualities and

functions of money. 7.1.1.1 define money. 7.1.1.2 state the qualities of money. 7.1.1.3 explain the functions of money. 7.1.1.4 analyse the effects of changes in the value of money. 7.1.1.5 explain the meaning of inflation. 7.1.1.6 discuss the causes of inflation. 7.1.1.7 discuss the effects of inflation.

Banks 7.1.2 appreciate the role of banks in

business. 7.1.2.1 differentiate between types of banks. 7.1.2.2 state the functions of the central bank. 7.1.2.3 explain the functions of commercial banks. 7.1.2.4 discuss the need for keeping money in the bank. 7.1.2.5 compare savings, current and fixed deposit accounts. 7.1.2.6 identify the parts of a cheque. 7.1.2.7 complete a cheque. 7.1.2.8 state the advantages and disadvantages of using a cheque. 7.1.2.9 explain the uses of the Automatic Teller Machine (ATM). 7.1.2.10 discuss the advantages and disadvantages of using the ATM.