TVET FIRST
Communication N5
This document includes important information about the revised curriculum for Communication N5, scheduled for implementation in 2021. Contact jayshil.bhula@macmillaneducation.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneducation.co.za. For best results, use Communication N5! Major changes to the 2021 curriculum: Much of the material has been reorganised and updated. New content includes: • Module 1: New content added to corporate culture and formal communication channels. New Learning Outcome 1.7 Components of management terminology. • Module 2 includes additional Learning Outcomes: – 2.4 Goal formulation. – 2.5 Time management includes new content such as managing social media and the Pareto principle. • Module 3 now includes criticisms against advertising, advertising principles, and consumer processing. • Module 5: New learning outcome on stereotyping, prejudice and factors which may give rise to unsuccessful communication. • Module 6, 6.1: Concise writing in business is a new Learning Outcome. • Module 7: Concise communication now includes new Learning Outcomes: – 7.5 Forms. – 7.8 Emails. • Module 9: Correspondence in the advertising world has reorganised content from different modules into one. It includes a new Learning Outcome: 9.1 Classified advertisements, and new content under other Learning Outcomes. • Module 10: New Learning Outcome 10.2.1: Distinguish between special (extraordinary) and general (regular) notice and agendas. • Module 11: Reports, Learning Outcome 11.4 Writing accident reports is new. • Module 13: New Learning Outcome 13.4 Interview: Conduct him- or herself well as an interviewee at an employment interview. Some outdated content has been removed from the curriculum, for example: • Telegrams. • Use of the overhead projector and transparencies in meetings. Modern terminology has been introduced throughout the curriculum, as well as modern technology such as electronic mass media and social media.
Continued 1
TVET FIRST
Communication N5
Curriculum changes in detail The new syllabus is presented in sequence in the second column. Italics show changes in wording. PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
Module 1: Organisational communication
Module 1: Organisational communication
1.
Corporate culture
1.1
1.1
Define the concept corporate culture. Also Module 5, SO 6.1: Give a definition for corporate culture.
1.1.1 Define the concept corporate culture.
Module 5, SO 6.2: Explain the influence of corporate culture on productivity in the workplace.
1.1.2 Explain the influence of corporate culture on productivity in the workplace.
1.2
Name and discuss the three types of leadership which will influence the corporate culture of an organisation.
1.1.3 Specify and discuss the three types of leadership which will influence the corporate culture of an organisation.
1.3
Recognise unique aspects of the corporate culture of an organisation.
1.1.4 Recognise unique aspects of the corporate culture of an organisation.
1.4
Recognise the influence of the different types of leadership on management and communication in an organisation.
1.1.5 Recognise the influence of the different types of leadership on management and communication in an organisation.
Corporate culture
NEW
1.1.6 Define change management.
NEW
1.1.7 Explain the purpose of management change in the organisation.
NEW
1.1.8 Identify the internal and external reason for management change.
NEW
1.1.9 Decide on the methods of communication to keep business stakeholders informed about the change process from a given case study.
2.
External communication
1.2
External communication and the impact of information technology
2.1
Define the term.
1.2.1 Define external communication.
2.2
Explain the difference between external and internal communication.
1.2.2 Explain the difference between external and internal communication.
2.3
Briefly discuss the aims of external communication.
1.2.3 Briefly discuss the aims of external communication.
2.4
Use the correct medium and register in given situations.
1.2.4 Determine the correct code/channel and register in given situations.
3.
Internal communication
1.3
Internal communication and media
Continued 2
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
3.1
Define internal communication.
1.3.1 Define internal communication.
3.2
Distinguish between internal and external communication in a given situation.
1.3.2 Distinguish between internal and external communication in a given situation.
3.3
Explain the function of communication in an organisation.
1.3.3 Explain the function of communication in an organisation.
3.4
Use the correct medium and register in a given situation.
1.3.4 Use the correct code/channels and register in a given situation.
4.
Organisational hierarchy
1.4
4.1
Illustrate the organisational hierarchy by means of a simple diagram. (See the N4 syllabus.)
1.4.1 Draw an organogram that shows the structure of an organisation.
4.2
Identify his/her position in the hierarchical structure.
1.4.2 Identify a position in the hierarchical business structure.
4.3
Identify lines of authority within a given hierarchical structure.
1.4.3 Identify lines of authority within a given hierarchical structure.
5.
Formal communication channels
1.5
5.1
Define, describe and identify formal communication channels in an organisation.
1.5.1 Define and describe formal communication channels in an organisation.
5.2
Choose and justify the use of the correct communication channel in a given situation.
1.5.2 Choose and justify the use of the correct communication channel in a given situation.
Organisational hierarchy
Formal communication channels
NEW
1.5.3 Differentiate between formal and informal diagonal communication in the business environment.
NEW
1.5.4 Differentiate between the value of formal versus informal communication in the business environment.
8.
Informal communication channels
1.6
Informal communication channels
8.1
Define informal communication.
1.6.1 Define informal communication.
8.2
Explain the increased importance of informal communication.
1.6.2 Explain the importance of informal communication.
8.3
Describe the different channels.
8.4
Name the type of information which would be made available through informal communication channels.
1.6.3 Name the type of information which would be made available through informal communication channels.
8.5
Define, describe and identify the grapevine as an informal communication channel.
1.6.4 Define, describe and identify the grapevine as an informal communication channel.
–
Continued 3
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
8.6
Recognise and evaluate the use of the grapevine in a given situation.
1.6.5 Recognise and evaluate the use of the grapevine in a given situation.
8.7
Choose the appropriate means of communication in a given situation and provide a reason for his/ her choice.
–
8.8
Choose the appropriate register when communicating in a given situation.
–
8.9
Discuss possible disadvantages of oral communication.
1.6.6 Identify possible disadvantages of oral communication. NEW
1.7
Components of management terminology
NEW
1.7.1 Define the terminology.
NEW
1.7.2 Explain the management terminology used by management in the organisation.
6.
Briefing
1.8
6.1
Describe the underlying communication principles in briefing.
1.8.1 Describe the underlying communication principles in briefing.
7.
Intervention
1.9
7.1
Explain the concept intervention.
1.9.1 Explain the concept intervention.
7.2
Identify the different types of communication which might come into play during intervention.
1.9.2 Identify the different types of communication which might come into play during intervention.
NEW
7.3
Decide on the best form (media) of communication to be used for a given method of intervention. NEW
9.
Briefing
Intervention and negotiation
1.9.3 Identify the different types of intervention and the circumstances in which it will solve a problem/s. 1.9.4 Decide on the best form of communication to be used for a given method of intervention. 1.9.5 Define negotiation. 1.10 Work ethics and corporate social responsibility
Work ethics NEW
Also includes: Trust, Integrity, Responsibility, Modesty, Respect, Dependability, Efficiency, Quality, Teamwork, Dedication
9.1
Define the concept work ethics.
1.10.1 Define the concept work ethics and understand its principles/elements.
9.2
Explain the need for the application of work ethics in communication.
1.10.2 Explain the need for the application of work ethics in communication.
Continued 4
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES NEW
1.10.3 Discuss the relationship between ethics and social responsibility.
Module 2: Formulation of aims and objectives
Module 2: Formulation of aims, goals and objectives in planning
1.
Aims and objectives
2.1
1.1
Define aims and objectives.
2.1.1 Define aims, objectives and goals.
1.2
Explain and illustrate the difference between aims and objectives.
2.1.2 Explain and illustrate the difference between aims, objectives and goals.
2.
Determining aims and objectives
2.1
Determine the purpose of the proposed action/ objective/aim.
2.1.3 Determine the purpose of the proposed action/ objective/aim.
2.2
Describe the process in formulating aims and objectives.
2.1.4 Describe the process in formulating aims and objectives.
2.3
Apply the above theory to possible situations in practice.
2.1.5 Apply the above theory to possible situations in practice.
3.
Evaluating aims and objectives
2.2
3.1
Decide whether a given formulation is an aim or an objective.
2.2.1 Decide whether a given formulation is an aim or an objective.
3.2
Determine the relevancy of the aim/objective.
2.2.2 Determine the relevancy of the aim/objective.
3.3
Assess whether the aim/objective is realistic.
2.2.3 Assess whether the aim/objective is realistic.
3.4
Decide whether it is quantifiably and/or qualifiably measurable.
2.2.4 Decide whether it is a quantifiable and/or a quality measure.
3.5
Determine whether realistic/valuable feedback would be/is possible.
2.2.5 Determine whether realistic/valuable feedback would be/is possible.
–
2.3
– 3.6
Aims, objectives and goals
Use the given guidelines to evaluate his or her own objectives, as well as objectives from a case study.
Determining aims and objectives
Evaluating aims and objectives, and guidelines
2.3.1 Use the given guidelines to evaluate his or her own objectives, as well as objectives from a case study.
NEW
2.3.2 Set a personal aim and a personal objective, and plan the time for the necessary actions in a classroom activity.
NEW
2.4
NEW
2.4.1 Differentiate between different time-frames in the planning process from a given case study.
Goal formulation
Continued 5
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
4.
2021 CURRICULUM LEARNING OUTCOMES NEW
2.4.2 Explain the aim of goal formulation in the business environment.
NEW
2.4.3 Give examples of goal formulation.
Time management
2.5
Time management
NEW
2.5.1 Define time management.
NEW
2.5.2 Explain the correlation between productivity and time management in the organisation.
4.1
Explain why it is necessary to utilise time effectively.
2.5.3 Explain why it is necessary to utilise time effectively.
4.2
Record time spent on a particular day.
2.5.4 Determine the record time spent on a particular day.
4.3
Determine if actions (own or given case study) were really necessary; completed within a reasonable time; conducted at a suitable time; or could be delegated.
2.5.5 Determine if actions (own or given case study) were really necessary; completed within a reasonable time; conducted at a suitable time; or could be delegated.
4.4
Set an objective (real or imaginary) and plan time to perform the necessary actions.
2.5.6 Set an objective (real or imaginary) and plan time to perform the necessary actions.
4.5
Use time control techniques.
2.5.7 List the time control techniques.
4.6
Evaluate the proposed time plan (own or case study) to reach an objective.
2.5.8 Evaluate the proposed time plan (own or case study) to reach an objective.
4.7
Decide whether the time scheduling (diary, week planner, etc.) is realistic.
2.5.9 Decide whether the time scheduling (diary, week planner, etc.) is realistic.
4.8
Use guidelines for better time utilisation to evaluate time management (his or her own case study).
2.5.10 Use guidelines for better time utilisation to evaluate time management (his or her own case study).
4.9
Identify time wasters.
2.5.11 Identify time wasters. NEW
2.5.12 Understand how to handle social media, email and phone calls within a time-conscious focused work environment.
NEW
2.5.13 Define and understand the Pareto principle.
Module 3: Media communication and advertising
Module 3: Mass media communication and advertising
1.
The main mass media
3.1
1.1
List/recognise the different main media.
3.1.1 Recognise the main mass media categories.
The main mass media
3.1.2 List examples for each category.
Continued 6
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
1.2
Discuss the advantages and disadvantages of each in general.
3.1.3 List the advantages and disadvantages of each example.
2.
Communication process employed by the mass media
3.2
2.1
Define mass media as an extension of the interpersonal communication process.
3.2.1 Define mass media as an extension of the interpersonal communication process.
2.2
Sketch an elementary diagram of the process.
3.2.2 Sketch an elementary diagram of the process.
2.3
Identify the elements in the process.
3.2.3 Identify the elements in the process.
(See 2.2.)
3.2.4 Sketch the diagram of the process.
2.4
Explain the differences between the interpersonal communication process and the mass communication process.
3.2.5 Explain the differences between the interpersonal communication process and the mass communication process.
3.
Functions of the mass media
3.3
3.1
List the functions of the mass media.
3.3.1 List the functions of the mass media.
3.2
Explain the role played by the media in the community
3.3.2 Explain the functions of the mass media in society.
4.
The language employed by the mass media
3.4
4.1
Identify the target group and decide on the style of communication to be used.
3.4.1 Identify the target group and decide on the style of communication to be used.
4.2
Differentiate between factual writing and the expression of feelings/opinions/prejudice.
3.4.2 Differentiate between factual writing and the expression of feelings/opinions/prejudice.
4.3
Choose the appropriate register, style and tone for a given purpose.
3.4.3 Choose the appropriate register, style and tone for a given purpose.
4.4
Recognise how register, style and tone affect the reader.
3.4.4 Recognise how register, style and tone affect the reader.
4.5
Analyse the register, tone and style employed in examples.
3.4.5 Analyse the register, tone and style employed in examples.
4.6
Justify or criticise language usage employed in examples.
3.4.6 Justify or criticise language usage employed in examples.
5.
Manipulative reporting
3.5
5.1
Explain what manipulative reporting is.
3.5.1 Explain what manipulative reporting is.
5.2
Recognise instances of manipulative reporting.
3.5.2 Recognise instances of manipulative reporting.
5.3
Rewrite such examples in a more acceptable form.
3.5.3 Rewrite such examples in a more acceptable form.
5.4
Explain and illustrate the techniques used in manipulative reporting.
3.5.4 Explain and illustrate the techniques used in manipulative reporting.
Process and definition of mass media
Functions of the mass media
Language of the mass media
Manipulative reporting
Continued 7
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
5.5
3.5.5 Identify when photographs support or do not support the content of media reports.
(Photos support report content.)
6. Propaganda
3.6 Propaganda
6.1
3.6.1 Define propaganda.
Define propaganda.
(Ethos, logos, pathos.)
3.6.2 Explain the modes of persuasion (Aristotle).
6.2
List the elements of propaganda.
3.6.3 List the elements of propaganda.
6.3
Explain these elements.
3.6.4 Explain these elements.
6.4
Formulate his or her own opinion based on all the true facts – recognise when these have not been given.
3.6.5 Formulate his or her own opinion based on all the true facts – recognise when these have not been given.
6.5
Discuss the techniques used in propaganda.
3.6.6 Discuss the techniques used in propaganda. NEW
Also includes card-stacking, glittering, scapegoating and bandwagon.
6.6
List the techniques employed in a given passage.
3.6.7 List the techniques employed in a given passage.
6.7
Recognise writing which is ethically unacceptable and intended to ‘brainwash’.
3.6.8 Recognise writing which is ethically unacceptable and intended to ‘brainwash’.
6.8
Explain why it is unacceptable.
3.6.9 Explain why it is unacceptable to brainwash.
7.
Advertising in the mass media
3.7
7.2
Name and discuss three purposes of advertising.
3.7.1 Name and discuss three purposes of advertising.
7.1
Define the concept advertising
3.7.2 Define advertising.
7.3
Explain the need for advertising.
7.4
Identify the purpose of an advertisement.
Advertising in the mass media
– (See 3.7.1.) NEW
3.7.3 Explain the various criticisms pronounced against advertising.
NEW
3.7.4 Evaluate an advertisement based on given information.
NEW
3.8
NEW
FOR ENRICHMENT ONLY
Advertising principles and aspects of consumer behaviour
3.8.1 Explain the concepts culture and subculture. NEW
3.8.2 Discuss the possible influence of cultures and subcultures on advertising.
NEW
3.8.3 Explain the concept of social class/marketing bands in advertising.
Continued 8
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES NEW
3.8.4 Explain the concept of social mobility.
NEW
3.8.5 Discuss the role that conformity or nonconformity by the consumer plays in advertising.
NEW
3.8.6 Explain/discuss the different steps in consumer processing.
NEW
3.8.7 Explain the influence of consumer processing on advertising.
8.
Requirements for effective advertising
3.9
Requirements for effective advertising
8.1
Name and explain the requirements for effective advertising.
3.9.1 Name and explain the requirements for effective advertising.
9.
Important aspects in the design of an advertisement
9.1
Evaluate a given advertisement using the AIDA formula and any additional information.
3.9.2 Evaluate a given advertisement using the AIDA formula and any additional information.
9.2
Recognise a good idea which has been well presented and explain why it is successful.
3.9.3 Recognise a good idea which has been well presented and explain why it is successful.
9.3
Construct an effective advertisement using the AIDA formula.
–
–
NEW
3.9.4 Identify the use of the AIDA formula.
NEW
3.9.5 Name aspects of product (knowledge) which could persuade the target audience (life cycle/ durability; function/uses; brand identity; competition/comparison).
NEW
3.9.6 Apply knowledge of a product to an advertisement.
9.4
Identify the target market for a specific product/ service using demographic/psychographic information.
3.9.7 Identify the target market for a specific product/ service using demographic/psychographic information.
9.5
Identify specific target groups intended in given texts.
3.9.8 Identify specific target groups intended in given texts.
NEW 9.6
Analyse the feedback (given in a case study) to determine the success or failure of an advertisement.
9.7
Discuss the various factors which have to be kept in mind when designing an advertisement for a particular target group.
3.9.9 Deduce characteristics of these groups. –
3.9.10 Discuss the various factors which have to be kept in mind when designing an advertisement for a particular target group.
Continued 9
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES NEW
9.8
Analyse the psychological needs around which a given advertisement is built.
9.9
Choose the psychological approach that will make the message effective for a particular target group.
3.9.11 Understand the different objectives/needs of the consumer. 3.9.12 Analyse the psychological effect of a given advertisement designed for a specific target group. –
9.10 Evaluate the suitability of a given advertisement designed for a specific target group.
–
9.11 Choose the most effective images/words to obtain a required effect.
3.9.13 Choose the most effective images/words to obtain a required effect.
9.12 Evaluate the appropriateness of the language employed in a given advertisement.
3.9.14 Evaluate the appropriateness of the language employed in a given advertisement.
9.13 Determine which medium will reach the largest segment of the target audience.
3.9.15 Determine which medium will reach the largest segment of the target audience.
9.14 Evaluate the success of the advertisement.
3.9.16 Evaluate the success of the advertisement from a case study by referring to the styles.
9.15 Decide on the communication medium to be used for advertising.
–
9.16 Evaluate the language and style of the communication medium to be used.
–
9.17 Design an advertisement in keeping with the language and stye of the medium decided on.
–
9.18 Determine if the proposed advertisement will be affordable.
3.9.17 Determine if the proposed tool will be affordable.
Module 4: Presentation communication
Module 4: Presentation communication
1.
4.1
Introduction NEW –
Introduction
4.1.1 Define/describe/graphically illustrate the concept presentation communication. 4.2
Purpose of speech-making and factors to consider
1.1
Explain the importance of presentation communication.
4.2.1 Explain the importance of presentation communication.
1.2
Describe the role of presentation communication in the whole communication process.
4.2.2 Describe the role of presentation communication in the whole communication process.
2.
Purpose of speech-making
2.1
Decide on the reason for making a speech.
– 4.2.3 Decide on the reason for making a speech.
Continued 10
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
2.2
Present one or two lines of a speech orally to illustrate a possible approach to the different purposes.
4.2.4 Present one or two lines of a speech orally to illustrate a possible approach to the different purposes.
2.3
Analyse the different factors which would have an effect on his/her preparation.
4.2.5 Analyse the different factors which would have an effect on speech preparation.
2.4
Explain the importance of taking these factors into consideration.
4.2.6 Explain the importance of taking these factors into consideration.
3.
Preparing a speech
4.3
3.1
Draft a proper structure for his/her proposed speech.
4.3.1 Draft a structure for a proposed speech.
3.2
Decide on a proper introduction and be able to justify his/her choice.
4.3.2 Decide on a proper introduction and be able to justify the choice.
3.3
Evaluate, select and choose information to be used in the body of his/her speech.
4.3.3 Evaluate, select and choose information to be used in the body of the speech.
3.4
Express his/her point of view.
4.3.4 Express a point of view.
3.5
Come to a logical conclusion.
4.3.5 End with a logical conclusion.
3.6
Identify errors or attention-getters in the introductory or final paragraphs of given examples.
3.7
Suggest an alternative for a weak introduction/ ending.
4.3.6 Suggest an alternative for a weak introduction/ ending.
4.
Coping with nervous tension
4.4
4.1
Provide guidelines on how to cope with/ overcome nervous tension.
4.4.1 Provide guidelines on how to cope with/ overcome nervous tension.
4.2
Apply these guidelines when preparing and making a speech.
4.4.2 Apply these guidelines when preparing and making a speech.
4.3
Do breathing exercises to release tension.
4.4.3 Do breathing exercises to release tension.
4.4
Do relaxation exercises.
4.4.4 Do relaxation exercises.
5.
Non-verbal aspects determining the success of a speech
4.5
5.1
Demonstrate a knowledge of the non-verbal aspects influencing a speech.
4.5.1 Demonstrate and discuss knowledge of the nonverbal aspects influencing a speech.
5.2
Discuss the importance of the non-verbal aspects on successful communication.
4.5.2 Discuss the importance of the non-verbal aspects on successful communication.
5.3
Evaluate the non-verbal aspects of a presentation.
4.5.3 Evaluate the non-verbal aspects of a presentation.
Preparing a speech
–
Coping with nervous tension
Non-verbal aspects determining the success of a speech
Continued 11
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
5.4
Cultivate a pleasing, attractive, well-controlled and unhurried speaking voice.
4.5.4 Cultivate a pleasing, attractive, well-controlled and unhurried speaking voice.
5.5
Enunciate his or her words clearly and correctly.
4.5.5 Enunciate his or her words clearly and correctly.
5.6
Vary his or her rate of speaking in accordance with the content of the presentation.
4.5.6 Vary his or her rate of speaking in accordance with the content of the presentation.
6.
Applicable language usage
4.6
6.1
Use good language (proper grammar) in presenting his/her ideas.
4.6.1 Use good language (proper grammar) in presenting ideas.
6.2
Use words/terminology applicable to the topic being discussed.
4.6.2 Use words/terminology applicable to the topic being discussed.
6.3
Pronounce his/her words correctly and distinctly.
4.6.3 Pronounce words correctly and distinctly.
6.4
Identify incorrect/unnecessary word(s)/phrases and change the speech accordingly.
4.6.4 Identify incorrect/unnecessary word(s)/phrases and change the speech accordingly.
6.5
Express his/her ideas clearly and coherently.
4.6.5 Express ideas clearly and coherently.
6.6
Adjust his/her information to the audience so that they can understand it.
4.6.6 Adjust information to the audience so that they can understand it.
6.7
Observe his/her audience and their reactions and adjust his/her speech accordingly.
4.6.7 Observe the audience and their reactions and adjust his or her speech accordingly.
7.
Visual aids/aids
4.7
7.1
Evaluate the necessity for using a visual aid.
7.2
Apply the guidelines for effective design in the preparation of visual aid material.
Applicable language usage
Visual and audio aids –
NEW
NEW
4.7.1 Apply the guidelines for effective design in the preparation of visual aid material.
Also includes multimedia projectors, smartboards, electronic aids and intercommunication systems.
‘Design of programme’ and ‘Overhead projector’ are no longer in the curriculum.
4.7.2 Prepare a visual aid for a presentation.
FOR ENRICHMENT PURPOSES:
Students should design a PowerPoint presentation and deliver it to the class.
NEW
4.7.3 List the different visual aids used for effective presentation communication styles.
NEW
4.7.4 Apply the guidelines for effective design in the preparation of visual aid material in the classroom during practical assignments.
Continued 12
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
7.3
Provide hints for the effective use of the relevant visual aids.
4.7.5 Provide hints for the effective use of the relevant visual aids.
7.4
Demonstrate the correct use of the visual aids.
7.5
Explain the different factors that have to be kept in mind in the making of transparencies.
7.6
Make a transparency for a given situation/ presentation.
7.7
Use the microphone correctly.
Occasional speeches NEW
8.1
Transparencies are no longer in the curriculum.
4.7.6 Use the microphone correctly. NEW
8.
–
4.7.7 Provide tips for the correct use of public address systems. 4.8
Occasional speeches
Also includes a speech to introduce a new product or service.
Provide hints on the delivering of a specific occasional speech.
ONLY FOR PRACTICAL CLASS ASSIGNMENT
8.2
Deliver a speech suitable to the occasion.
4.8.2 Deliver a speech suitable to the occasion in the classroom as a practical assignment.
8.3
Critically evaluate a given speech and provide reasons for comment.
4.8.3 Critically evaluate the delivered speech and provide reasons for the given comments.
9.
4.8.1 Provide hints on the delivery of a specific occasional speech in the classroom.
Actions to promote goodwill NEW
(The above outcomes are to be evaluated during a classroom practical assignment.)
4.9
Actions to promote goodwill
Also includes social media and websites.
9.1
Apply the unwritten rules of conduct when dealing with colleagues, guests and clients.
4.9.1 Apply the unwritten rules of conduct when dealing with colleagues, guests and clients.
9.2
Identify incorrect behaviour during a practical session and demonstrate correct behaviour/ conduct.
4.9.2 Identify incorrect behaviour during a practical session and demonstrate correct behaviour/ conduct.
9.3
Analyse the behaviour of representatives at a meeting (case studies and videos).
4.9.3 Analyse the behaviour of representatives at a meeting (case studies and videos).
Module 5: Multicultural communication in the business world
Module 5: Multicultural communication in the business world
1.
Introduction
5.1
1.1
Define the concept culture.
5.1.1 Define the concept culture.
Definition and elements of culture, and subcultures
Continued 13
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
1.2
Discuss the various elements of culture.
5.1.2 Discuss the various elements of culture.
1.3
Identify the different subcultures in college.
5.1.3 Identify the different subcultures in the working environment.
1.4
Identify the subculture of a particular group (case study).
5.1.4 Identify the subculture of a particular group from a given case study.
NEW
5.1.5 Explain how these subcultures in the workplace operate.
NEW
5.2
NEW
5.2.1 Define stereotyping.
NEW
5.2.2 Define prejudice.
NEW
5.2.3 Explain the influence of stereotyping and prejudice in the workplace.
NEW
5.2.4 Understand the use and abuse of these factors in the workplace.
NEW
5.2.5 Explain how to handle bullying in the workplace.
Stereotyping, prejudice and factors which may give rise to unsuccessful communication
2.
Cultural differences which may influence communication
5.3
2.1
Discuss the possible differences in his/her group in class.
5.3.1 Discuss the possible differences in the class group.
2.2
Describe the manner in which each particular difference can harm the communication process.
5.3.2 Describe the manner in which each particular difference can harm the communication process.
2.3
Provide examples to illustrate the influence of subcultures on communication.
–
2.4
Identify differences which led to unsuccessful communication (case study).
–
2.5
Explain the influence of cultural differences on conduct.
–
2.6
Identify cultural differences in a particular situation.
Cultural differences and diversity
NEW
5.3.3 Identify cultural differences between African and Western cultures which led to unsuccessful communication.
NEW
5.3.4 Explain the influence on communication of the different cultures – African and Western. 5.3.5 Identify cultural differences in a particular situation.
Continued 14
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
2.7
Evaluate the conduct of a person and suggest a possible reason for his or her conduct.
5.3.6 Evaluate the conduct of a person within a cultural context and suggest a possible reason for his or her conduct.
2.8
Recognise positive and negative influences on communication.
5.3.7 Recognise positive and negative influences on communication.
2.9
Suggest possible ways of preventing misunderstanding because of culture differences.
5.3.8 Explain possible ways of preventing misunderstanding because of culture differences.
3.
NEW
5.3.9 Differentiate between diversity and culture.
NEW
5.3.10 Define diversity.
NEW
5.3.11 Explain what ‘diversity’ is.
Possible language barriers
5.4
Cultural and possible language barriers
NEW
5.4.1 Recognise possible cultural barriers in a given situation.
NEW
5.4.2 Avoid possible offence before, during and after a cultural situation, by applying the knowledge of the correct conduct acceptable in a given multicultural situation.
3.1
Explain why these barriers could lead to unsuccessful communication.
5.4.3 Explain why these barriers could lead to unsuccessful communication.
3.2
Sketch a situation (orally or in writing) which includes at least three factors which might lead to unsuccessful communication.
5.4.4 Sketch a situation (orally or in writing) which includes at least three factors which might lead to unsuccessful communication.
3.3
Recognise barriers in a given communication situation and suggest ways of preventing misunderstanding.
5.4.5 Recognise barriers in a given communication situation and suggest ways of preventing misunderstanding.
3.4
Evaluate a given cultural situation for successful communication and provide reasons for his/her conclusion.
5.4.6 Evaluate a given cultural situation for successful communication and choose the correct register and tone to be used.
3.5
Provide proof in practice of having recognised possible barriers in a particular communication situation and having done something to prevent it/them from harming the communication process (simulations, roleplay).
5.4.7 Provide proof in practice of having recognised possible barriers in a particular communication situation and having done something to prevent it/them from harming the communication process (simulations, roleplay).
NEW
5.4.8 Evaluate the differences in non-verbal communication conduct of people of different cultures.
Continued 15
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES NEW
5.4.9 Identify and explain the correct gestures/words to be used in a multicultural situation in order to create an atmosphere of harmony.
4.
Clues to unsuccessful communication
5.5
Clues to unsuccessful communication
4.1
Recognise signs of unsuccessful communication and act accordingly (real-life, simulation).
5.5.1 Recognise signs of unsuccessful communication and act accordingly from real-life or simulation scenarios.
(See Module 5, SO 6.4, 6.5 and 6.7.)
5.5.2 Identify personal characteristics which may be harmful to multicultural communication by juxtaposing good and bad characteristics.
5.
Developing multicultural communication skills
5.6
5.1
Suggest ways to ensure successful communication (case studies).
5.6.1 Suggest ways to ensure successful communication from case studies.
5.2
Edit written material and provide reasons for changes made.
5.6.2 Edit written material and provide reasons for changes made.
5.3
Evaluate a situation and choose the right register and tone for discourse.
5.6.3 Evaluate a situation and choose the right register and tone for discourse.
5.4
Use terminology relevant to the situation.
5.6.4 Use terminology relevant to the situation.
5.5
Identify positive and negative non-verbal actions.
5.6.5 Identify positive and negative non-verbal actions.
5.6
Use certain gestures/words specifically to create an atmosphere of harmony and explain actions taken.
5.6.6 Use certain gestures/words specifically to create an atmosphere of harmony and explain actions taken.
5.7
Provide oral information followed by written confirmation.
5.6.7 Provide oral information followed by written confirmation.
5.8
Explain the influence of voice, vocabulary and articulation on the communication process and provide examples from real-life situations.
5.6.8 Explain the influence of voice, vocabulary and articulation on the communication process and provide examples from real-life situations.
5.9
Explain the influence of non-verbal actions on multicultural communication and provide examples from real-life situations/identify such actions on video or TV.
5.6.9 Explain the influence of non-verbal actions on multicultural communication and provide examples.
6.
Corporate culture
(Module 1)
6.1
Give a definition of corporate culture.
(See Module 1, LO 1.1.1.)
6.2
Explain the influence of corporate culture on productivity in the workplace.
(See Module 1, LO 1.1.2.)
6.3
Name and discuss the factors which will provide multicultural communication in the workplace.
Developing multicultural communication skills
–
Continued 16
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
6.4
Note the different personalities in the workplace (case study)/college.
6.5
Identify own shortcomings and try to overcome them.
6.6
Identify personal characteristics which may harm multicultural communication and suggest ways to overcome them.
6.7
Identify personal characteristics which may promote multicultural communication, and cultivate them.
Module 6: Language usage
– (See Module 5, LO 5.5.2.)
Module 6: Language usage when reducing documentation NEW
6.1
Concise writing in business
6.1.1 Rewrite a passage/sentence in simple, to-thepoint English without changing the message. 6.1.2 Avoid using slang and archaic expressions. 6.1.3 Omit expletives and write sentences in the normal sequence (subject, verb, complement). 6.1.4 Ensure that the subject and verb agree in number. 6.1.5 Correct sentences where the connection between the pronoun and the antecedent is unclear. 6.1.6 Correct a sentence in which the modifier is misused. 6.1.7 Make sure that parallelism is accomplished by using the same kind of grammatical structure for expressing related ideas. 6.1.8 Revise/correct a sentence/passage by omitting all forms of redundancy. 6.1.9 Reduce sentences/passages without changing the meaning. 3.
Subjective and objective language usage
3.1
Distinguish between objective and subjective language and recognise the specific words/ phrases used to convey a specific meaning/ atmosphere.
6.2
Subjective and objective language usage –
Continued 17
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
3.2
Decide on the correct language and the most effective way to convey a given message.
6.2.1 Decide on the correct language and the most effective way to convey a given message.
3.3
Change the language in a passage from subjective to objective language.
6.2.2 Change the language in a passage from subjective to objective language.
3.4
Choose words to suit the target audience.
6.2.3 Choose words to suit the target audience. 6.3
– 3.5
Direct and indirect speech; and active and passive voice
Use direct and indirect speech and the active and passive voice in natural communication situations.
6.3.1 Direct and indirect speech.
1.
Core notes
6.4
1.1
Extract the main ideas from a given passage.
–
1.2
Read for specific facts/information and write these down.
–
1.3
Take down core notes during meetings, on instruction or at conferences/seminars, etc.
6.4.1 Take down core notes during meetings, on instruction or at conferences/seminars, etc.
1.4
Extend these core notes into meaningful correspondence/communication.
6.4.2 Extend these core notes into meaningful correspondence/communication.
1.5
Use core notes (own or given) to write a concise and coherent piece of written communication.
2.
Précis writing
6.5
2.1
Read a variety of texts with comprehension.
6.5.1 Read a passage with comprehension.
2.2
Identify the writer’s intention.
6.5.2 Identify the writer’s intention.
2.3
Identify core ideas.
2.4
Identify additional information.
6.5.3 Identify the main ideas and the supportive arguments/information.
2.5
Differentiate between facts and opinion.
6.5.4 Differentiate between facts and opinion.
2.6
Summarise the facts logically and concisely in clear and grammatically correct language and in the required number of words.
6.5.5 Summarise the facts logically (orally and in writing).
NEW 2.7
Orally summarise the content of a written or oral piece of communication.
6.3.2 Active and passive voice in natural communication situations. Extension and reduction of core notes
– Précis/summary writing
6.5.6 Write a précis in the required number of words (paragraph form). 6.5.7 Write a summary in the required number of words (point form). –
Continued 18
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
(See Module 7, SO 9.)
6.6
Simple graphic material
6.6.1 Read and interpret simple graphic material. (N4 revision) 6.6.2 Design and illustrate simple graphic material. (See Module 7: Concise communication.) Module 7: Concise communication
Module 7: Concise communication
1.
Telephone message
7.1
1.1
Take a telephone message down correctly in clear, unambiguous language and deliver the message to the person concerned.
7.1.1 Take a telephone message down correctly in clear, unambiguous language and deliver the message to the person concerned.
2.
Fax
7.2
2.1
Complete the cover page for sending a fax and compile a short message which includes all the information the receiver would need.
7.2.1 Complete the cover page for sending a fax and compile a short message which includes all the information the receiver would need.
3.
Telegram
Telegrams are no longer in the curriculum.
4.
Memorandum (short)
7.3
4.1
Write a short internal memorandum in which the information is presented logically and in clear and unambiguous language.
7.3.1 Write a short internal memorandum in which the information is presented logically and in clear and unambiguous language.
5.
Formal invitations
7.4
5.1
Formulate an invitation (or reply) according to accepted standards of etiquette that would comply with the degree of formality required.
7.4.1 Formulate an invitation (or reply) according to accepted standards of etiquette that would comply with the degree of formality required.
NEW
7.5
Telephone messages
Fax – completion of cover pages
Memoranda (short)
Formal (third person) invitations and replies
Forms
7.5.1 Establish the aim of the form. 7.5.2 Read the instructions and/or questions with understanding. 7.5.3 Complete the form correctly and supply the necessary information. 7.5.4 Determine the responsibility (if any) of the sender and/or receiver. 6.
Notices on bulletin boards
7.6
Notices on paper and electronic bulletin boards (internal communication)
6.1
Draw up a notice for the company bulletin board ensuring that the visual and written message is unambiguous and clearly understandable.
7.6.1 Draw up a notice for the company bulletin board ensuring that the visual and written message is unambiguous and clearly understandable.
Continued 19
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES NEW
7.6.2 Distinguish clearly between a notice on a noticeboard and an advertisement in an external paper or webpage.
(Refer to Module 9: Correspondence in the advertising world)
7.
Simple display advertisement
7.1
Design a simple display advertisement that would promote the image of the company and clearly supply the required information.
7.2
Design a simple display advertisement using the AIDA principles.
(See Module 9, LO 9.2.1.)
8.
Compile a simple questionnaire
7.7
(See Module 9.)
–
–
Simple questionnaires
7.7.1 Draw up a simple questionnaire.
8.1
Establish the aim of the questionnaire.
7.7.2 Establish the aim of the questionnaire.
8.2
Determine the target audience.
7.7.3 Identify the target audience.
8.3
Provide examples of the different types of question.
7.7.4 Understand different types of questions to be used.
8.4
Formulate unambiguous instructions and/or questions arranged in a logical order.
7.7.5 Formulate unambiguous instructions and/or questions arranged logically.
8.5
Formulate questions which cover all aspects of the operation and are in proper order of importance.
8.6
Provide ample space for the required response.
7.7.6 Provide space for each response.
8.7
Use information gleaned from completed questionnaires to provide written feedback.
7.7.7 Interpret information of the questionnaire by giving written feedback.
8.8
Express an opinion on the success of the exercise based on an evaluation of the feedback received.
7.7.8 Express an opinion on the success of the exercise based on an evaluation of the feedback received.
–
NEW
7.8 Emails 7.8.1 Compile a short email adhering to professional standards of etiquette, form and clarity of style.
9.
Use of simple graphic material
7.9
Simple graphic material
Also includes maps, illustrations and signs.
9.1
Recognise and define basic characteristics of each.
7.9.1 Recognise and define basic characteristics of the types of graphic material.
9.2
Read given graphic material and formulate an opinion.
7.9.2 Read given graphic material and formulate an opinion.
Continued 20
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
9.3
Use graphic material to illustrate written or oral information.
7.9.3 Use graphic material to illustrate written or oral information.
9.4
Provide additional information concisely.
7.9.4 Provide additional information concisely.
9.5
Use graphic material to communicate with other language groups.
7.9.5 Use graphic material to communicate with other language groups.
Module 8: Letters
Module 8: Business letters NEW
8.1
Revise N4
8.1.1 Revision of letters in Module 9 of the N4 course. 1.
Invitations to a guest speaker
8.2
1.1
Invite a speaker providing all the required information.
8.2.1 Invite a speaker providing the required information needed for a specific event or function. NEW
Invitations to a guest speaker, and replies
8.2.2 Reply to an invitation positively or negatively (accept or decline an invitation).
3.
Letter to the press
8.3
3.1
Evaluate letters to the press.
8.3.1 Evaluate or write letters to the press. NEW
Letters to the press
Also includes writing under a pseudonym. Sales letters
4.
Sales letter
8.4
4.1
Identify target audience.
8.4.1 Identify the target audience.
4.2
Decide on facts to be included.
8.4.2 Decide on facts to be included.
4.3
Decide on layout to achieve desired effect.
8.4.3 Decide on the layout to achieve the desired effect.
4.4
Apply techniques of persuasion to obtain desired result.
8.4.4 Apply techniques of persuasion to obtain the desired results.
4.5
Compile a sales letter applying the AIDA principle.
8.4.5 Compile a sales letter applying the AIDA principle.
5.
Circular
8.5
5.1
Identify target audience.
8.5.1 Identify the target audience.
5.2
Decide on facts to be included.
8.5.2 Decide on the information to be conveyed.
5.3
Use the correct format.
8.5.3 Use the correct circular format.
5.4
Present the relevant information in clear, concise and grammatically correct sentences.
8.5.4 Present relevant information in clear, concise and grammatically correct sentences.
2.
Reply to an unsuccessful application
8.6
2.1
Inform the unsuccessful applicant of the result of his or her application in a tactful manner.
8.6.1 Inform the unsuccessful applicant of the result (positive or negative) of his or her application in a tactful way.
Circulars
Employment letters
Continued 21
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES –
Module 9: Correspondence in the advertising world NEW
9.1
Classified advertisements
9.1.1 Decide on the information to be included, e.g. the contact telephone number or address. 9.1.2 Reduce information so that the end product is brief but clear. 9.1.3 Make use of appropriate headings. 9.1.4 Prepare the advertisement in the local newspaper. (See Module 7, SO 7.)
9.2
7.1
9.2.1 Compile a simple display advertisement using the AIDA principle.
Compile a simple display advertisement using the AIDA principle. NEW
Display advertisements
9.2.2 Elicit the desired response using appropriate vocabulary.
(See Module 7, SO 6.)
9.3
6.1
9.3.1 Draw up a notice for the company’s noticeboard ensuring that the information (visual and/or written) is attractively presented, correct in every detail and easily understandable.
Draw up a notice for the company’s noticeboard ensuring that the information (visual and/or written) is attractively presented, correct in every detail and easily understandable.
Notices
9.4 Sales promotion letters
(See Module 8, SO 4.) NEW
9.4.1 Determine the target audience and write a sales letter which will promote the sales of the specific product or service.
(See Module 8, SO 5.)
9.5
(See Module 8, SO 5.1.)
9.5.1 Identify the audience to be reached.
(See Module 8, SO 5.2 and 5.4.)
9.5.2 Determine the necessary information and language to be used in the circular. NEW
Circular letters
9.5.3 Write a successful circular with or without a recipient address.
Module 9: Meeting procedure
Module 10: Meeting correspondence
1.
Notices, agendas and minutes of committee meetings and monthly general meetings
10.1 Notices, agendas and minutes of committee meetings and monthly general meetings
1.1
Draft notices and agendas containing all relevant information.
10.1.1 Draft notices and agendas containing all relevant information.
1.2
Take responsibility as secretary of a club or committee.
10.1.2 Take responsibility as secretary of a club or committee.
Continued 22
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
1.3
Take core notes during meetings.
10.1.3 Take core notes during meetings.
1.4
Organise relevant information logically.
10.1.4 Organise relevant information logically.
1.5
Write the notice, agenda and minutes of the various types of meetings grammatically correct.
10.1.5 Write the notice, agenda and minutes of the various types of meeting grammatically correct.
2.
Notice and agenda of annual general meetings of clubs and associations
10.2 Notices and agendas of annual general meetings of clubs and associations
NEW
10.2.1 Distinguish between special (extraordinary) and general (regular) notice and agendas. Special notices should contain the notice, venue, place, date, day and a reference to the reason for the meeting. General (regular) notices should contain the notice, venue, place, date, day and the previous minutes attached.
Module 10: Reports
Module 11: Reports
1.
Investigation reports
11.1 Investigation reports
1.1
Acquire information on the subject.
11.1.1 Acquire information on the subject.
1.2
Identify the relevant details.
11.1.2 Identify the relevant details.
1.3
Organise details logically.
11.1.3 Organise the details logically.
1.4
Submit clear and accurate information objectively.
11.1.4 Submit clear and accurate information objectively.
1.5
Use a suitable register.
11.1.5 Use a suitable register and tone.
1.6
Write the required report in formal and/or memo format.
11.1.6 Write the required report in formal or informal (memo) format.
(See Module 10, SO 2.)
11.2 Feedback reports 11.2.1 Prioritise information and organise details logically. 11.2.2 Write a clear, grammatically correct report. 11.2.3 Use a suitable register and style. 11.2.4 Write the required report in formal format. 11.2.5 Write the required report in memo (informal) format.
2.
Feedback and progress reports
11.3 Progress reports
2.1
Prioritise information.
2.2
Organise details logically.
11.3.1 Prioritise information and organise details logically.
2.3
Write a clear, grammatically correct report.
11.3.2 Write a clear, grammatically correct report.
Continued 23
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
2.4
Use a suitable register.
11.3.3 Use a suitable register and style.
2.5
Write the report in formal and/or memo format. NEW
– 11.4 Incident/accident reports 11.4.1 Complete forms providing all relevant details.
Module 11: Critical evaluation of auditive, visual and written material
Module 12: Critical evaluation of written and visual material
Editing of written material 1.
Written communications
12.1 Written communication
1.1
Obviate and rectify errors of style, punctuation, language and content.
12.1.1 Avoid and rectify errors of style, punctuation, language and content.
1.2
Recognise and apply proofreader’s symbols.
12.1.2 Recognise proofreader’s symbols.
(Note: For enrichment only)
2.
Layout, design and content
12.2 Layout, design and content
2.1
Select the correct layout/material for the specific communication.
12.2.1 Select the correct layout/material for the specific communication.
2.2
Ensure that all necessary information is provided.
12.2.2 Ensure that all necessary information is provided.
2.3
Judge the logical and analytical reasoning of the communicator and identify words, phrases, omissions which could lead to unsuccessful communication.
12.2.3 Judge the reasoning (logic) of the communicator and identify words, phrases, omissions which could lead to unsuccessful communication.
3.
Choice of words
12.3 Choice of words
3.1
Ensure that the receiver would be able to understand the message correctly.
12.3.1 Ensure that the receiver would be able to understand the message correctly.
3.2
Recognise objective style and eliminate unnecessary emotive language.
12.3.2 Recognise objective style and eliminate unnecessary emotive language.
4.
Sound, colour and image
4.1
Evaluate the sound quality of auditive material.
(See Module 13, LO 13.2.4.)
4.2
Provide his own opinion, substantiated by facts, on the suitability/success of an audiovisual communication, taking into account e.g. the clarity of images/design, the atmosphere created through the use of sound and colour, and the final effect created or message conveyed.
12.3.3 Provide his or her own opinion, substantiated by facts, on the suitability/success of an audiovisual communication, taking into account e.g. the clarity of images/design, the atmosphere created through the use of sound and colour, and the final effect created or message conveyed.
5.
Reference works
12.4 Reference works
5.1
Use the applicable reference works with ease.
12.4.1 Use the applicable reference works with ease.
–
Continued 24
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
Module 12: Oral communication
Module 13: Critical evaluation of auditive and oral communication
1.
13.1 Aspects of telephone technique
Voice control NEW
13.1.1 List the characteristics of a pleasant voice and discuss the role of each in successful communication.
1.1
Do exercises to improve his/her voice control.
13.1.2 Do exercises to improve his or her voice control.
1.2
Apply this knowledge when speaking.
13.1.3 Apply this knowledge when speaking.
1.3
Evaluate the effectiveness of oral communication between two parties and substantiate his/her conclusions.
13.1.4 Evaluate the effectiveness of oral communication between two parties and substantiate his or her conclusions.
1.4
Pronounce words correctly.
13.1.5 Pronounce words correctly.
1.5
Use the correct tone of voice in informal/formal conversations. NEW
– 13.1.6 Sound enthusiastic and full of energy when talking.
1.6
Practise the degree of voice projection necessary to be heard in a small and/or a big room.
13.1.7 Practise the degree of voice projection necessary to be heard in a small and/or a big room.
1.7
Demonstrate the difference between assertiveness and aggressiveness.
–
1.8
Explain a contentious fact calmly, clearly, concisely and objectively.
–
1.9
Decide on a mode of communication which would suit the situation and the audience.
–
1.10 Apply the rules for effective verbal and nonverbal communication.
–
1.11 and 1.12 (see further down below). 1.13 Apply the rules of etiquette when answering the telephone or making a call.
13.1.8 Apply the rules of etiquette when answering the telephone or making a call.
1.14 Practise all possible telephone conversations which might possibly be encountered in practice in his/her field of study.
13.1.9 Practise all telephone conversations which might possibly be encountered in practice.
1.15 Familiarise himself/herself with the situation, product or service.
–
1.16 Convey the required message coherently in unambiguous language.
–
Continued 25
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
1.17 Establish rapport with the audience to achieve the desired effect. 6.
Development of listening skills
– 13.2 Development of listening skills
NEW
13.2.1 Provide reasons why listening is important in his or her vocational field. 13.2.2 Explain the difference between hearing and listening. 13.2.3 Apply the elements attention, understanding and remembering to the listening process and explain the importance of each.
(Module 11, SO 4.1.)
13.2.4 Evaluate the sound quality of auditive material.
6.1
Listen with enjoyment to music, a video, people socialising.
13.2.5 Listen with enjoyment to music, a video, people socialising. (Note: For enrichment only.)
6.2
Listen seriously, e.g. listen to an order or instructions and be able to carry it/them out; listen to a lecture and take notes.
13.2.6 Listen seriously, e.g. listen to an order or instructions and be able to carry it/them out; listen to a lecture and take notes.
6.3
Listen critically to an example of propaganda/ advertising.
13.2.7 Listen critically to an example of propaganda/ advertising and identify a line of thought.
6.4
Identify a line of thought.
6.5
Listen for and evaluate the supportive arguments used by the speaker to illustrate/emphasise his point.
13.2.8 Listen for and evaluate the supportive arguments used by the speaker to illustrate/emphasise his or her point.
6.6
Identify possible barriers to the listening process.
13.2.9 Identify possible barriers to the listening process.
6.7
Overcome possible barriers to the listening process/prevent possible barriers from harming the listening process.
13.2.10 Overcome possible barriers to the listening process.
6.8
Identify ‘missing facts’ in a logical presentation.
13.2.12 Identify ‘missing facts’ in a logical presentation.
6.9
Evaluate the relevancy of content and act accordingly.
13.2.13 Evaluate the relevance of content and act accordingly.
6.10 Demonstrate empathy while listening to a person who feels dissatisfied/unhappy.
13.2.14 Demonstrate empathy while listening to a person who feels dissatisfied/unhappy.
–
13.2.11 Prevent possible barriers from harming the listening process.
13.3 Communication in small groups
1.11 Apply listening and voice control techniques while communicating in small groups.
13.3.1 Apply listening and voice control techniques while communicating in small groups.
1.12 Participate actively in group discussions.
13.3.2 Participate actively in group discussions.
Continued 26
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
2.
Non-verbal communication
–
2.1
Act as initiator/receiver in a variety of communication situations relevant to his/her future vocation.
–
4. Interview
13.4 Interviews
4.1
Evaluate the situation and decide on the correct approach to the interviewer/interview situation.
–
4.2
Apply the rules for effective verbal and nonverbal communication.
–
4.3
Conduct an interview with a client, subordinate or prospective employee. NEW
13.4.1 Conduct an interview with a client/subordinate/ prospective employee. 13.4.2 Conduct him- or herself well as an interviewee at an employment interview.
5.
Conduct at meetings
–
5.1
Explain meeting procedure.
–
5.2
Take core notes during a meeting.
–
5.3
Expand the core notes into minutes of the meeting.
–
5.4
Conduct himself/herself appropriately at a meeting.
–
3.
Presentation of written report/task accomplished
3.1
Give logical feedback in well-constructed, grammatically correct sentences.
–
3.2
Apply the correct non-verbal behaviour to establish an atmosphere of trust and proficiency.
–
3.3
Select systematised factual information which has been collected on a specific subject through interviews, telephone conversations, group discussions, questionnaires or the consultation of relevant sources.
13.5.1 Select systematised factual information which has been collected on a specific subject through interviews, telephone conversations, group discussions, questionnaires or consulting relevant sources.
3.4
Verbally present findings factually and logically.
13.5.2 Verbally present findings factually and logically.
13.5 Presentation communication
Continued 27
TVET FIRST
Communication N5
PREVIOUS CURRICULUM
2021 CURRICULUM LEARNING OUTCOMES
3.5
Apply the principles applicable to the writing of a report (chairman’s report, report on a field trip, accident report, etc.) to oral communication.
13.5.3 Apply the principles of investigation for the writing of a report (chairman’s report, report on a field trip, accident report, etc.) to oral communication.
3.6
Apply the theory on non-verbal and oral communication: state facts with conviction, mention sources of information, control tone of voice and gestures, etc.
13.5.4 Apply the theory on non-verbal and oral communication: state facts with conviction, mention sources of information, control tone of voice and gestures, etc.
3.7
Use direct and indirect speech, and active and passive voice correctly.
13.5.5 Use direct and indirect speech, and active and passive voice correctly.
3.8
Avoid the irrelevant use of adjectives and adverbs, as well as emotive words and phrases.
13.5.6 Avoid the irrelevant use of adjectives and adverbs, as well as emotive words and phrases.
TVET First author: A Thorne
28
TVET FIRST
Computer Practice N5
This document includes important information about the revised curriculum for Computer Practice N5, scheduled for implementation in 2021. Contact jayshil.bhula@macmillaneducation.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneducation.co.za. For best results, use TVET First Computer Practice N5! Summary of curriculum changes for 2021: • The curriculum has been thoroughly modernised, changed and restructured to prepare the student for the 4th Industrial Revolution (4IR). • ALL learning outcomes have been re-developed from scratch and re-weighted. • Many new Learning Outcomes and topics have been added. • Now comprises 5 topics instead of 5 modules. • The subject now has 110 recommended notional hours: • Contact = 72 hours, self-study = 32 hours and internal assessments = 6 hours. • The curriculum documents suggests a 50:50 split of contact time between theory and practical. • In the new assessment guidelines, the ICASS consists of practical tests, assignments, nationally set PAT and the internal examination. • Guidelines for the new final exam includes Section A theory component (80 marks) + Section B practical component (120 marks). Old modules vs new topics (subjects and weightings): Old curriculum (1995): Module 1
Keyboarding
8%
Module 2
Text manipulation
25%
Module 3
Operating system software
18%
Module 4
Spreadsheets
31%
Module 5
Database
18%
New curriculum (2021): Topic 1
Computing concepts and application skills
45%
(Old M1, M2, M4 – M5) + NEW OUTCOMES (includes MS Word, MS Excel and MS OneNote)
Continued 29
TVET FIRST
Computer Practice N5
Topic 2
Networking and communication skills
7.5%
NEW
Topic 3
Data, information management and computational thinking
30%
NEW (stand-alone module and integrated with Topic 1)
Topic 4
Internet and communication skills
7.5%
NEW
Topic 5
Digital citizenship
10%
NEW
• The new syllabus has a much larger theoretical component than in the past. • Keyboarding (old Module 1) is no longer featured in the learning outcomes. • Database (old Module 5) is no longer covered in the syllabus at all, i.e. MS Access has been removed. • Electronic notebooks (MS OneNote) now covered for the first time. • Outdated technology (e.g. DOS-commands) have been completely removed from the curriculum. • Data and information management and Computational thinking from Topic 3 are brand new concepts for Computer Practice. The skills learned in Topic 3 integrate with skills learned in other Topics, particularly the use of MS Office. • The software applications now include MS Word, MS Excel and MS OneNote. • Networking, Internet and Digital citizenship skills are new Topics added to Computer Practice. • The latest two versions of MS Office Suite are prescribed (currently Office 2016 or 2019 or Office 365). Specific new content in 2021 syllabus: Topic
New content in CP N5 syllabus:
TVET First CP N5 book:
TOPIC 1: COMPUTING CONCEPTS AND APPLICATION SKILLS
Introduction to the concepts of ICTs, the digital world and digital citizenship
Module 1 – Unit 1.1
45% WEIGHTING This topic is both theoretical and practical and includes LOs on ICT, the digital world, 4IR, PCs, file management and operating systems, as well as word processing, spreadsheets and electronic notebooks.
– 7 new LOs PCs and how they are used Aside from hard disk drives, all the outcomes in this module are new to the N5 syllabus
Module 1 – Unit 1.2
– 18 new LOs
Continued 30
TVET FIRST Topic
Computer Practice N5
New content in CP N5 syllabus:
TVET First CP N5 book:
File management operations of operating systems
Module 1 – Unit 1.3
Some file management operations were covered in the old syllabus in Module 3, however, the LOs in the old syllabus were based on MS-DOS and not on MS-Windows. – 14 new LOs WORD PROCESSING (MS WORD) Skills learned in N4 are built upon. While there is some overlap in the new and old LOs in this section, because of changes in technology many of the old LOs are redundant and many new LOs have been added. Use the integrated features and intermediate function of the word processor
Module 2 – Unit 2.2
– 7 LOs Use the mail merge feature in a document – 5 LOs
Module 2 – Unit 2.3
EXCEL (MS EXCEL) The skills learned in N4 are built upon. While there is some overlap in the new and old LOs in this section, because of changes in technology many of the old LOs are redundant and many new LOs have been added.
Module 3 – Unit 3.2
Managing and editing a worksheet/spreadsheet
Module 3 – Unit 3.3
– 13 LOs Create and edit charts within a spreadsheet (PREVIOUSLY COVERED IN N4) – 11 new LOs EXCEL FUNCTIONS AND SKILLS COVERED AT N5 LEVEL: • [AVERAGE; COUNT; COUNTA; COUNTBLANK; COUNTIF; IF (Simple); LARGE; MAX; MEAN; MIN; MODE; POWER; QUOTIENT; RAND/RANDOM/RANDBETWEEN; ROUND; SMALL; SUM; SUMIF; TODAY]
Continued 31
TVET FIRST Topic
Computer Practice N5
New content in CP N5 syllabus:
TVET First CP N5 book:
• [ABSOLUTE CELL REFERENCING; AUTOFILL; CHARTS AND GRAPHS (EDITING); CIRCULAR REFERENCE ERRORS; CONDITIONAL FORMATTING; FREEZING PANES; GRIDLINES; INTEGRATION WITH OTHER PACKAGES; INTEGRATION WITHIN PACKAGE; PRINT OPTIONS AND AREAS; ROUNDING OFF NUMBERS; SHOWS FORMULAS; TEMPLATES]. • These are over and above the following N4 skills: [BASIC INTEGRATION; CELL DATA TYPES; ERROR INDICATORS; FORMATTING CELLS; FORMATTING SHEETS/ ROWS/COLUMNS; HEADERS AND FOOTERS; RENAMING WORKSHEET; SORTING DATA] • Macros are not mentioned in the new syllabus ELECTRONIC NOTEBOOKS (MS POWERPOINT) Use electronic notebooks
Module 4 (entire module)
– 15 new LOs TOPIC 2: NETWORKING AND COMMUNICATION SKILLS 7.5% WEIGHTING TOPIC 3: DATA, INFORMATION MANAGEMENT AND COMPUTATIONAL THINKING 30% WEIGHTING
Different types of networks and architectures – 4 new LOs
Module 5 (entire module)
Uses of networks to enable the digital era – 4 new LOs Apply computational thinking (CT) skills towards the development of a computer-based solution (also covered in N4) – 8 new LOs Find and access data and information =>Process data and information=>Present solution (also covered in N4) – 12 new LOs Working with forms – 13 new LOs Working with online documents and folders – 8 new LOs Create a blog as an informing tool – 7 new LOs
Module 6 – Unit 6.1 + integrated into M2 – 4 (Topic 1) Module 6 – Unit 6.2 + integrated into M2 – 4 (Topic 1) Module 6 – Unit 6.3 Module 6 – Unit 6.4 Module 6 – Unit 6.5
Continued 32
TVET FIRST
Computer Practice N5
Topic
New content in CP N5 syllabus:
TVET First CP N5 book:
TOPIC 4: INTERNET AND COMMUNICATION SKILLS
Internet applications, plug-ins and web-based services
Module 7 – Unit 7.1
7.5% WEIGHTING
Internet service technologies
– 6 new LOs – 4 new LOs Obtaining information and using the WWW – 2 new LOs
TOPIC 5: DIGITAL CITIZENSHIP
Modern developments and trends
10% WEIGHTING
ICT and the impact on the economy
– 4 new LOs – 3 new LOs Ethical issues relating to the use of ICT – 5 new LOs ICT careers – 2 new LOs
Module 7 – Unit 7.2 Module 7 – Unit 7.3 Module 8 – Unit 8.1 Module 8 – Unit 8.2 Module 8 – Unit 8.3 Module 8 – Unit 8.4
TVET First authors: Shailendra Sasti and Devendri Sasti
33
TVET FIRST
Financial Accounting N5
This document includes important information about the revised curriculum for Financial Accounting N5, scheduled for implementation in 2021. Contact jayshil.bhula@macmillaneducation.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneducation.co.za. For best results, use TVET First Financial Accounting N5! Major changes to the curriculum for 2021: • New content in the following: – Module 1: Value Added Tax (VAT) (all new content) – Module 2: Partnerships (new content for LO2.1, 2.2, 2.4, 2.5, 2.7.5, 2.8) – Module 3: Branches (new content for 3.3.5. 3.3.8, 3.4.6, 3.4.9) – Module 5: Incomplete records and other accounting issues (new content for 5.2) – Module 6: Financial analysis (new content for 6.5) • Content that is no longer included: – Branch accounts (decentralised system) – Profit mark-up – Methods of stock-valuation: LIFO • Terminology changes: Many terms have changed since the implementation of the previous curriculum in line with the IFRS. Some examples: – non-current assets (not fixed assets) – inventory (not stock) – trading inventory (not trading stock) – rent income (not rent received) – rent expense (not rent paid) – commission income – commission expense – interest income – interest expense – trade receivable (not debtor) – trade payable (not creditor) – Trade Receivables Control (not Debtors Control) – Trade Payables Control (not Creditors Control) – Sales Journal (not Debtors Journal) – Sales Returns Journal (not Debtors Allowances Journal) – Purchases Journal (not Creditors Journal) – Purchases Returns Journal (not Creditors Allowances Journal)
Continued 34
TVET FIRST
Financial Accounting N5
– Settlement discount granted and Settlement discount received (not discount allowed and discount received) – Credit losses (not bad debts) – Carriage on purchases (not carriage in) – Carriage on sales (not carriage out) – Income receivable (not accrued income) – Expenses payable (not accrued expenses) – Financial position section in the General Ledger or Trial Balance (not Balance sheet) – Statement of financial position (not Balance sheet in the financial statements) Curriculum comparison table – 1995 vs 2020 1995 syllabus
2020 syllabus Module 1: Value Added Tax (VAT) – 1 week (NEW) 1.1.1 explain the concept VAT. 1.1.2 differentiate the types of VAT. 1.1.3 Prepare ledger accounts.
Module 1: Partnerships – 4 weeks
• VAT input
• VAT output
• VAT control
1.2
Summary – summarise the module.
Module 2: Partnership – 4 weeks 2.1
Introduction.
2.2
Reasons for the formation of partnerships.
1.1
Legal aspects
2.3
Legal aspects.
1.2
Ownership accounts of the partnership
2.4
Dissolution of partnership.
2.5
Recording of equity.
1.3
Loan by partners
2.6
Loan accounts.
1.4
Appropriation of profits
2.7
Appropriation of profits.
1.4.1 Partner’s salary
2.7.1 Partner’s salary.
1.4.2 Bonus of the managing partner
2.7.2 Bonus of the managing partner.
1.4.3 Interest on capital, current and drawings account
2.7.3 Interest on capital, current and drawings account.
Continued 35
TVET FIRST
Financial Accounting N5
1995 syllabus
2020 syllabus
1.4.4 Reserves and funds
2.7.4 General Reserves and funds.
1.4.5 Profit and loss appropriation
2.7.5 Profit or loss appropriation.
• According to a fixed ratio
• According to a fixed ratio.
• According to a capital ratio
• According to a capital ratio.
• Equally.
2.8
Annual financial statements
1.5
Financial statements
1.5.1 Income statement 1.5.2 Balance sheet
2.8.1 Statement of profit or loss and other Comprehensive income 2.8.2 Statement of financial position 2.8.3 Statement of changes in equity 2.9
Summary
Module 2: Branch accounts – 3 weeks
Module 3: Branches – 3 weeks
2.1
Purpose of branches
3.1
Introduction
2.2
System of internal control
• sales
• purchases
• bank account
2.3
Accounting records of a branch kept by head office (centralised system)
3.2
Accounting records for dependant branches (centralised system)
• goods issued to branches at cost
• goods issued to branches at sales price
3.3
Recording of transactions where inventory sent to the branch is invoiced at cost price
2.4
The branch keeps its own accounting records (decentralised system)
3.3.1 Inventory sent to the branch by the head office and purchases by the branch
2.5
Items in transit
3.3.2 Inventory returned to the head office
2.6
Transactions between branches
3.3.3 Sale of inventory by the branch (cash and credit sales) 3.3.4 Expenditure paid by head office on behalf of branch 3.3.5 Branch petty cash account for small expenditure by the branch 3.3.6 Inventory mark-down 3.3.7 Inventory transactions between branches 3.3.8 Branch expense 3.3.9 Inventory in transit
Continued 36
TVET FIRST
Financial Accounting N5
1995 syllabus
2020 syllabus 3.3.10 Inventory on hand 3.3.11 Balancing of branch accounts 3.4
Recording of transactions where inventory sent to the branch is invoiced at selling price.
3.4.1 Calculation of the profit mark-up 3.4.2 Inventory sent to the branch by the head office and purchases by the branch 3.4.3 Inventory returned to the head office. 3.4.4 Sale of inventory by the branch (cash and credit sales) 3.4.5 Expenditure paid by head office on behalf of branch 3.4.6 Branch petty cash account for small expenditure by the branch 3.4.7 Inventory mark-down 3.4.8 Inventory transactions between branches 3.4.9 Branch expense 3.4.10 Inventory in transit 3.4.11 Inventory on hand 3.4.12 Inventory shortage or surplus at the branch 3.4.13 Balancing of branch accounts 3.5
Summary
Module 3: Insurance claims, stock estimates and profit mark-up – 3 weeks
Module 4: Inventory and insurance claims – 2 weeks
3.1
4.1
Stock valuation
3.1.1 Introduction
• Defining stock
• The physical stock-taking
• Aim
• Physical counting
• Stock lists
3.1.2 The valuation of stock within the framework of the system of historical cost
• the importance of the valuation of stock
• valuation against the cost or market price
Inventory
4.1.1 Introduction
• Defining inventory
• The physical inventory-taking
• Aim
• Physical counting
• Inventory lists
4.1.2 The valuation of inventory within the framework of the system of historical cost.
• The importance of the valuation of inventory
Continued 37
TVET FIRST
Financial Accounting N5
1995 syllabus
2020 syllabus
• Valuation against cost or market price
4.1.3 Methods of inventory card.
• F.I.F.O.
• Weighted average cost price
3.1.3 Methods of stock valuation
4.1.4 Methods of inventory valuation.
• F.I.F.O.
• F.I.F.O.
• L.I.F.O.
• Weighted average cost price
• Average cost
• Specific identification
• Specific identification
4.1.5 Summary
3.1
Insurance claims
4.2
Insurance claims
3.2.1 Different types of insurance:
4.2.1 Different types of insurance:
• Employers accountability
• Employers accountability
• Public accountability insurance
• Public accountability insurance
• Production accountability insurance
• Production accountability insurance
• Motor car insurance
• Motor car insurance
• Fidelity guarantee insurance
• Fidelity guarantee insurance
• Insurance of goods in transit
• Insurance of inventory in transit
• Insurance of cash and negotiable documents
• Insurance of cash and negotiable documents
• Fire insurance
• Fire insurance
• Loss of stock insurance
• Loss of inventory insurance
3.2.2 Calculation of the value of stock
4.2.2 Calculation of the value of inventory using Trading Account
3.2.3 Calculation of stock after sales prices variance 3.2.4 Claims as a result of fire damage to stock
4.2.3 Calculation of inventory after sales prices variance
3.2.5 The average clause in a short-term insurance policy
4.2.5 The average clause in a short-term insurance policy.
4.2.4 Claims as a result of fire Damage to inventory
4.2.6 Summary 3.3
Profit mark-up
3.3.1 The concept profit mark-up 3.3.2 Profit mark-up on cost 3.3.3 Profit calculation on the sales price as basis 3.3.4 Calculation of the discount on the market price of stock
Continued 38
TVET FIRST
Financial Accounting N5
1995 syllabus
2020 syllabus
Module 4: Incomplete records, single entry and correction of errors – 3 weeks
Module 5: Incomplete records and other accounting – 3 weeks
4.1
5.1
Incomplete records
Incomplete records
5.1.1 Introduction 4.2
Single-entry system
4.2.1 Procedure for the conversion of the singleentry system 4.2.2 Calculation of the net profit by means of the owner’s equity
5.1.2 Differentiate between single-entry system and double-entry system 5.1.3 Procedure for the conversion of the singleentry system 5.1.3.1 Calculation of the net profit by means of the statement of changes in equity and statement of financial position together with the notes to statement of financial position.
4.2.3 Conversion of incomplete records to a system of double entry
5.1.4 Conversion of incomplete records to a double entry system
• determine the income and expenditure figures
• the reconstruction of the sales figure
• the reconstruction of the sales figure
• the reconstruction of the purchases
• the reconstruction of the purchase figure
• and other general ledger accounts
• the cash receipts and payments
4.2.4 Incomplete keeping of records in respect of the periodic stock system
5.1.4.1 Incomplete keeping of records in respect of the periodic inventory system 5.2
OTHER ACCOUNTING ISSUES
5.2.1 Internal controls 5.2.2 Correction of errors 5.5
Summary
Module 5: An analysis and interpretation of financial information – 2 weeks
Module 6: Financial analysis – 2 weeks
5.1
6.1
Introduction
6.2
The nature and scope of financial statement analysis
6.3
The objectives of financial statement analysis
6.4
Users of financial statements
5.2
Aim of financial statements
Users of information contained in financial statements
Continued 39
TVET FIRST
Financial Accounting N5
1995 syllabus
2020 syllabus
5.3
6.5
The use of ratios and percentages with analysis and interpretation
5.3.1 Solvability ratio (degree of solvency) 5.3.2 Return ratio on own capital 5.3.3 Gross profit percentage (net profit on turnover) 5.3.4 Net profit percentage (net profit on turnover) 5.3.5 Stock turnover rate 5.3.6 Net profit percentage (net profit on turnover) 5.3.7 Turnover rate of debtors 5.3.8 Current ratio 5.3.9 Acid test ratio 5.3.10 Average settlement period to creditors
The use of financial statement analysis:
6.5.1 Solvency analysis
6.5.1.1 Solvency ratio
6.5.1.2 Debt-equity ratio
6.5.2 Profitability ratios
6.5.2.1 Rate of return on owner’s equity
6.5.2.2 Gross profit percentage (on turnover)
6.5.2.3 Net profit percentage (on turnover)
6.5.3 Liquidity ratios
6.5.3.1 Current ratio
6.5.3.2 Acid test ratio
6.5.3.3 Trade receivables collection period
6.5.3.4 Trade payables settlement period
6.5.3.5 Inventory turnover rate
6.5.3.6 Trade receivables turnover rate
6.6
Summary
TVET First authors: Carine Esterhuyse and Moira Richards
40
TVET FIRST
Information Processing N5
This document includes important information about the revised curriculum for Information Processing N5, scheduled for implementation in 2021. Contact jayshil.bhula@macmillaneducation.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneducation.co.za. For best results, use TVET First Information Processing N5! Summary of changes to the curriculum: • Removed typewriters from curriculum. • New module added that specifies the coverage of initial instruction material. • Three modules have been removed from the syllabus. • Four modules have been combined into a single module. • Almost all module weightings have changed. Changes to the previous curriculum
New content in 2021 curriculum
Major changes to the 2021 curriculum:
• New content on:
• Changed from 6 hours a week (5 hours lecturer contact time and 1 hour non-contact time) to 7 hours a week (5 hours lecturer contact time and 2 hours non-contact time).
– NB: ‘Manuscript signs’ have been changed to ‘Proofreading signs’ and ‘type’ has been changed to ‘key in’.
• Time was allocated 3 hours Typing technique and 2 hours Audio transcription. Now changed to 5 hours Typing technique and 2 hours Audio transcription. • NB: Manuscript signs have been changed to Proofreading signs and typing has been changed to keying in. • An entirely new module has been added as Section A: Typing Technique Module 2: Initial instruction. • New syllabus Section B Audio Transcription Module 3: Letters and Memoranda is a combination of the following old syllabus modules (Module 3: Letters and memoranda; Module 4: Official circulars; Module 5: Circulars/Letters of promotion; Module 7: Application for a post). • Old syllabus Section A Typing Technique Module 7: Drafting of letters has been removed. • Old syllabus Section B Audio Transcription Module 7: Curriculum Vitae; Module 10: Assignments on A5 paper and Module 11: Columnar work on A4 paper have been removed.
Continued 41
TVET FIRST
Information Processing N5
Changes to the previous curriculum
New content in 2021 curriculum
Typing Technique Module 1: Accuracy and speed development
• All students may now use the spell check function as no typewriters are in use.
• Timed accuracy test used to allow for seven typing errors in timed speed tests but now allows for 23 typing errors. • No longer use typewriters • 5-minute timed accuracy tests have been removed. • Weighting of 20/100 (remained the same). Typing Technique Module 2: Initial instructions/ Proofreading signs and typing rules • New module. • Very specific about which content covered. • Production speed must not be more than 8 w.p.m. • Print preview must be used. • Weighting of 8/100.
Learning content: 1. Basic computer knowledge covers: hardware, software, handling and care of storage devices, formatting of disks, and disk capacity. 2. Application and display functions covers: switching on, procedure for switching off, using the main menu/loading of programme, directory listing, creating, saving, retrieving a document, keying in text, editing text, printing a document, status bar, cursor movements, insert, delete, undelete/ restore, move and copy/cut and paste, line spacing, margins, alignment, hyphenation, indent, underline, double underline, bold. Italics, page break, page combine, page numbering, spelling checker, superscript and subscript, find and replace, borders and text boxes show/hide button, font type and size, paper size, handling of document (rename, delete, find, copy, move), headers and footers, footnotes and endnotes, tables (row height, column width, merge cells, columns) tabular stops, shapes, symbols, page borders.
Continued 42
TVET FIRST
Information Processing N5
Changes to the previous curriculum
New content in 2021 curriculum
Typing Technique Module 3: Business letters, circular letters, sales letters and letters of promotion
Learning content
• This is a combination of three old syllabus modules (Module 2: Business letters; Module 3: Components of official circulars; Module 4: Circulars and letters for the promotion of sales).
2.1 In Learning Outcome 2.1, more advanced business letters must now be keyed in on created or retrieved letterheads, which is a new specification.
• Removed the learning content on official circulars on letterheads from components of official circulars when these modules were merged. • Weighting changed from 5/100 to 11/100. Typing Technique Module 4: Speeches and lectures • Was Module 5 in old syllabus. • Weighting changed from 2/100 to 4/100. Typing Technique Module 5: Formal invitations • Was Module 6 in old syllabus. • Weighting changed from 5/100 to 4/100. Typing Technique Module 6: Notices of meetings and agenda
Learning content:
• Was Module 8 in old syllabus. • Weighting changed from 6/100 to 7/100.
• Changed Ordinary format to Standard format.
• Now specify that action columns must be created using the column/table function.
Typing Technique Module 7: Minutes of meetings
Learning content:
• Was Module 9 in old syllabus.
1. Minutes
• Weighting changed from 5/100 to 9/100.
• Changed Ordinary format to Standard format.
• Now specify that action columns must be created using the table function.
2. Agendas
Typing Technique Module 8: Reports • Was Module 10 in old syllabus. • New didactical directive: Must be linked to Financial Accounting course. • Weighting changed from 2/100 to 6/100.
Continued 43
TVET FIRST
Information Processing N5
Changes to the previous curriculum
New content in 2021 curriculum
Typing Technique Module 9: Programmes and Itineraries
Learning content
• Was Module 11 in old syllabus.
1. Now specified that programmes must be keyed in on A4 paper using columns/tables.
• Learning content 2. Itineraries is new.
New content
• Weighting changed from 10/100 to 5/100.
2. Itineraries
• In paragraph form.
• In column form.
• On A4 using columns/tables (folded in booklet form).
Typing Technique Module 10: Financial Statements • Was Module 12 in old syllabus. • New syllabus refers to borders as opposed to blocks/encasement. • New didactical directive: Must be linked to Financial Accounting course. • New didactical directive: Drill exercises are recommended for this module. • New didactical directive: Use of a spreadsheet program is recommended. • No longer use direct underlining, but rather insert a border for the totals. • Weighting stayed the same as 10/100. Typing Technique Module 11: Tabular Statements
Learning content:
• Was Module 13 in old syllabus.
1. Intermediate tabular statements
• Removed tabular statements on two sheets of A4 paper (or one A3 paper).
• On one A4 landscape paper.
• Content to fit columns.
• No longer specify the block method or the equal column method. • Weighting stayed the same as 10/100. Typing Technique Module 12: Paragraphs in an African language • Was Module 14 in old syllabus.
Learning content: 1. Now specifies intermediate paragraphs
• Weighting changed from 4/100 to 6/100.
Continued 44
TVET FIRST
Information Processing N5
Changes to the previous curriculum
New content in 2021 curriculum
Audio Transcription Module 1: Initial instruction • No changes to content. • Weighting stayed the same as 8/100. Audio Transcription Module 2: Paragraphs • No changes to content. • Weighting changed from 9/100 to 15/100. Audio Transcription Module 3: Letters/ Applications/ Circular letters/ Letters of promotion and Memoranda
Learning content
• Combination of Module 3, Module 4 and Module 6 from old syllabus.
2. Now includes letters of promotion, letters of application and memoranda.
• Audio cassette has been changed to audio transcription hardware/software.
1. Now includes challenging words taken from letters of promotion, letters of application and circulars.
• Weighting changed from 12/100 to 20/100. Audio Transcription Module 4: Speeches and lectures • No changes to content. • Weighting changed from 3/100 to 17/100. Audio Transcription Module 5: Notices of meetings and agenda
Learning content
• Weighting changed from 11/100 to 10/100.
2. Notices of meetings and agenda must now include columns/tables for action agendas
Audio Transcription Module 6: Minutes of meetings
Learning content
• Weighting changed from 11/100 to 30/100.
2. Minutes of meetings must now include columns/ tables for action minutes.
TVET First authors: Estie Kruger
45
TVET FIRST
Travel Office Procedures N5
This document includes important information about the revised curriculum for Travel Office Procedures N5, scheduled for implementation in 2021. Contact jayshil.bhula@macmillaneducation.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneducation.co.za. For best results, use TVET First Travel Office Procedures N5! The main changes to this syllabus are: New content: • Module 1: Introduction to entrepreneurship and basic accounting principles LO1.1 Introduction to entrepreneurship LO1.2 Basic accounting principles of an entrepreneur • Module 2: Journals and General Ledger entries LO2.6 Wages Journal is new • Module 3 Trial balance: 3.1 Introduction to the trial balance 3.1 Introduction to the trial balance – Definition and explanation of what is meant by a trial balance – Explain the difference between the Balance Sheet Section and the Nominal Accounts Section. • Module 4: Financial statements of an entrepreneur 4.1 Financial Statements: Income statements and Balance Sheet Sources of financing relevant to tourism establishments: – Capital (fixed/working capital/growth) – Equity financing – Borrowed capital • Module 5: Reconciling the entrepreneur’s books (5.1.1 is new) 5.1.1 Reconciliation of bank statements with cash journals in order to prepare bank reconciliation statements: – outstanding deposits – cheques not yet presented for payment – stop/debit orders – direct transfers – bank charges – interest received or charged – correction of errors or omissions – cheques R/D or cancelled – post-dated cheques received/issued.
Continued 46
TVET FIRST
Travel Office Procedures N5
Some content from the previous curriculum has been reduced in this curriculum as follows: • Old content (1995 syllabus) that has been reduced (in 2020 syllabus for 2021 implementation): Reduced content in the 2020 syllabus for LO2.7. Balancing the General Ledger accounts: in the 1995 syllabus students were required to post all the totals from the journals to the accounts. In the 2020 syllabus they are only required to post the totals from the Bank columns and balance the bank account in the General Ledger. • Old content (1995 syllabus) – new place/order (in 2020 syllabus: Source documents now appear in every unit where the specific journal is taught. See Module 2. • Old content (1995 syllabus) that does not appear in the 2020 syllabus for TOP N5: Module 2: Principles of South African law The section on law has moved to TOP N6 and the outcomes have been expanded. The law module has been replaced by the new content in Module 1 (Introduction to entrepreneurship and basic accounting principles) in TOP N5 2020 syllabus. TOP N5 syllabus comparison (1995 and 2020) 1995 syllabus
Curriculum for implementation in 2021 Module 1: Introduction to entrepreneurship and basic accounting principles (NEW) WEIGHTING: 20% 1.1 Introduction to entrepreneurship 1.1.1 Background to entrepreneurship • Define entrepreneurship. • Differentiate between intrapreneur/entrepreneur • Differentiate the SKAV (Skills, Knowledge, Attitudes, Values), of entrepreneurial behaviour in relation to tourism. 1.2 Basic accounting principles of an entrepreneur 1.2.1 Definition and explanation of basic accounting concepts • Define the concepts: accounting, capital, income, profit, assets, owner’s equity, liabilities, expenses, loss, debtors, creditors, to name just a few. 1.2.2 Explanation of accounting equation • Explaining the notion of ‘accounting equation’ • Overview of the transactions affecting the tourism entrepreneur
Continued 47
TVET FIRST
Travel Office Procedures N5
1995 syllabus
Curriculum for implementation in 2021 • Analysis and an indication of the effect of transactions on the accounting equation of an entrepreneur 1.2.3 Identification and explanation of bookkeeping of an entrepreneur • Source documents • Principles of double entry system • Applying transactions in a double entry system specific to the tourism industry (this Learning Outcome will be integrated with all the appropriate topics throughout the semester)
Module 1: Financial record-keeping
Module 2: Journals and General Ledger entries WEIGHTING 45%
1. Cash Receipts Journal
2.1 Cash Receipts Journal
Record all cash received in the Cash Receipts Journal from source documents in required analysis columns and transfer the total of the bank column to the bank account in the ledger.
• Record all cash received (cash, cheques, credit cards) in the Cash Receipts Journal from source documents in required analysis columns. Columns provided. • Clearly draw a line below amounts in the Analysis of Receipts column based upon exercise instructions. • Add up (close off) the columns. • Transfer the total of the bank column to the debit side of the bank account in the General Ledger. • Explain the source documents (receipts and standard credit card forms) which should be used to complete the Cash Receipts Journal. • Complete the receipts manually from information given.
2. Cash Payments Journal
2.2 Cash Payments Journal
Record all cheques paid out for/to tours, accommodation, services, principals, creditors, assets purchased and expenses paid in the Cash Payments Journal.
• Record all cheques paid out for/to tours, accommodation, services, principals, creditors, assets purchased and expenses paid in the Cash Payments Journal from the source documents in required analysis columns. Columns should be provided. • Add (close off) the columns. • Transfer the total of the bank column to the credit side of the bank account in the General Ledger. • Explain the source documents (cheques) which should be used to complete the Cash Payments Journal. • Complete cheques and cheque counterfoils manually from information given.
Continued 48
TVET FIRST
Travel Office Procedures N5
1995 syllabus
Curriculum for implementation in 2021 • Highlight the importance of recording the term ‘cash’ in the details column for payments relevant to wages /petty cash/cash float.
3. Debtors Journal
2.3 Debtors Journal
Record the sale of products on a non-cash basis in the Debtors Journal.
• Record credit sales (non-cash basis) of services (tour packages, bus tickets, accommodation, car rental, travel insurance and air tickets) in the Debtors Journal. • Add up the columns (close off the Debtors Journal)
4. Creditors Journal Record the purchase of products and assets on a non-cash basis in the Creditors Journal.
• Explain the source documents (duplicate invoices) which should be used to complete the Debtors Journal. • Complete invoices manually from information 2.4 Creditors Journal • Record credit purchases (non-cash basis) of products, assets, services, etc. in the Creditors Journal. • Add up the columns (close off the Creditors Journal).
5. Petty Cash Journal 5.1 Transfer of money from the Cash Payments Journal to the Petty Cash Journal.
• Explain the source documents (original invoices) which should be used to complete the Creditors Journal. • Complete the invoices manually from information given.
5.2 Balancing systems
2.5 Petty Cash Journal
5.2.1 Variable balance system
• Transfer of money from the Cash Payments Journal (bank) to the Petty Cash account in the General Ledger.
5.2.2 Imprest system 5.3 Draw up a Petty Cash Journal 6. Source documents 6.1 Explain the documents which form the basis of every bookkeeping system. 6.2 Recognise and complete basic manual accounting documents i.e. invoice, receipt, credit note, etc. and use them in the recording of transactions.
• Balancing the Petty Cash account: Explain the different methods of balancing a Petty Cash account and maintaining the ‘float’, the imprest system and the variable balance system. • Draw up a Petty Cash Journal: Record all cash payments made from the Petty Cash source documents (Petty Cash Vouchers) in required analysis columns. • Add up the columns (close off the Petty Cash Journal). • Transfer the total of the Petty Cash column to the credit side of the Petty Cash account in the General Ledger. • Balance the Petty Cash account according to the imprest system and variable system. • Highlight the importance of recording the term ‘cash’ in the detail column for payments relating to cleaning, painting transaction types.
Continued 49
TVET FIRST
Travel Office Procedures N5
1995 syllabus
Curriculum for implementation in 2021 2.6 Wages Journal (NEW) • Complete a Wages Journal, including hourly wage system, overtime remuneration. • Record employee’s deductions: pension fund, PAYE, UIF and medical fund • Record employer’s share of deductions: pension fund and medical fund • Close off the Wages Journal
7. Posting to the ledger
2.7 Balancing the General Ledger accounts (NEW)
7.1 Transfer transactions from the journals of origin (no 1-5) into accounts in the ledgers and balance these accounts.
• Balance the bank account in the General Ledger. Make use of opening balances (debit or credit), as well as totals of bank columns of Cash Receipts and Cash Payments Journals. Module3: Trial balance WEIGHTING 10%
8. Trial balance
3.1: Introduction to trial balance (NEW)
8.1 Extract ledger account balances and list these to test the validity of the bookkeeping system.
• Definition and explanation of what is meant by a trial balance • Explain the difference between the Balance Sheet Section and the Nominal Accounts Section. • Extract General Ledger balances and list these to test the validity of bookkeeping. Module 4: Financial statements of an entrepreneur WEIGHTING 15%
9. Income statement and Balance sheet 9.1 Explain the need for preparing an income statement and a balance sheet
4.1: Financial statements: Income statements and Balance Sheet. (NEW) • Sources of financing relevant to tourism establishments:
9.2 Prepare a vertical financial statement to establish a net profit or loss
– Capital (fixed/working capital/growth)
9.3 Prepare a balance sheet in vertical form
– Borrowed capital
– Equity financing • Name and explain the functions of the prescribed financial statement. • Prepare a vertical Income Statement to calculate a net profit or a net loss. • Prepare a vertical Balance Sheet.
Continued 50
TVET FIRST
Travel Office Procedures N5
1995 syllabus
Curriculum for implementation in 2021 Module 5: Bank reconciliation statement WEIGHTING 10%
10. Bank reconciliation
5.1 Reconciling the entrepreneur’s books (NEW)
10.1 Comparison of the bank statement with the cash journals
5.1.1 Reconciliation of bank statements with cash journals in order to prepare bank reconciliation statements:
10.2 Entries to bring about the reconciliation of the cash journals and the bank statement
• outstanding deposits
10.3 The comparison of the bank statement with the bank account
• stop/debit orders
• cheques not yet presented for payment • direct transfers • bank charges • interest received or charged • correction of errors or omissions • cheques R/D or cancelled • post-dated cheques received/issued. 5.1.2 Compare the journals with the monthly bank statement to identify differences. 5.1.3 Record the differences in the cash journals and the bank reconciliation. 5.1.4 Calculate the correct bank balance after reconciliation.
Module 2: Principles of South African law 1. South African law 2. Law of contracts 3. Contracts on purchase of sale
The section on law has moved to TOP N6 and the outcomes have been expanded. The law module has been replaced by the new content in Module 1 (Introduction to entrepreneurship and basic accounting principles) in TOP N5 2020 syllabus.
TVET First author: Michelle Fourie
51