Reading statements and budgets

Unit standard(s): 9014

Summary:

In this activity we want learners to gain an understanding of how to read budget statements. This is because many of the later activities in this unit relate back to budget statements. We start by asking learners to reflect on their own personal income and expenditure statements. Three budget statements are included with the activity: one is for seaside Rental Company and the others are the provincial and national income and expenditure statements. It is important for learners to recognise the similarities that exist between all budget statements.

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Inflation: things get more expensive

Unit standard(s): 9014

Summary:

This activity introduces the concept of inflation, and gives learners the opportunity to discover for themselves that prices go up over time. It allows learners to realise that not all items increase in price by the same amount over a fixed period of time. The ideas of simple and compound interest are also introduced.

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Analysing budgets

Unit standard(s): 9014

Summary:

In this activity we will combine the ideas learnt in the first two activities and explore how inflation plays a significant role in preparing and understanding budgets.

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Reading your payslip

Unit standard(s): 9014

Summary:

This activity looks at pay slips in detail and gives learners the opportunity of understanding the information that is provided on a pay slip. In addition, it shows learners how tax and UIF is calculated based on income and takings.

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Inflation revisited

Unit standard(s): 9014

Summary:

This activity enables learners once again to interact with the important concept of inflation. We look at two newspaper articles which deal with different aspects of inflation. The concepts learned are then applied to the running of a business.

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Developing a budget

Unit standard(s): 9014

Summary:

This activity is designed to be used as an assessment activity. It is intended to recap principles that have been learnt in the first five activities. There is an opportunity for learners to make their own judgments about how a business develops and to draw up a budget accordingly. If time allows it may be worthwhile for learners to share their budgets with each other, explaining the reasons behind their decisions.

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Buying office furniture

Unit standard(s): 9014

Summary:

In this activity we expose learners to the different payment options available when purchasing items on credit. We also consider the various factors at play when deciding which option is most suitable.

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Rental rates

Unit standard(s): 9014

Summary:

In this activity we consider the effect of exchange rates on the cost of renting properties in South Africa from foreign countries.

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Using collected data to plan staffing

Unit standard(s): 9015

Summary:

In this activity learners will explore how data is collected by the South African Post Office on the number of customers served by tellers and use it to plan staffing. The learners will complete tables, draw and interpret graphs and make predictions.

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Predicting the future based on the past

Unit standard(s): 9015

Summary:

In this activity the learners will explore how data that has been collected can be used to predict the future. This activity uses data from the previous activity and the predicted number of clients coming to the post office. The learners will explore various methods of comparing the predicted values with the actual values. Learners will do calculations, fill in tables and draw graphs using the data. They will also evaluate the data and suggest reasons for outliers.

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Knowing your client

Unit standard(s): 9015

Summary:

This activity focuses on how to determine an appropriate target market and how to reach this target market effectively by means of advertising. Learners will be required to read and interpret data found on the handout – namely a table that describes the type of person found in each of the LSMs (Universal Living Standard Measure) and a map that shows what fraction of the population of each province belongs to each LSM. Learners will compare the different types of information shown on the handout pages and make decisions about how and when to use the different types of information.

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Reaching your client

Unit standard(s): 9015

Summary:

This activity focuses on how to reach certain target “clients”. Details of the readership of the daily, weekly and Sunday newspapers in South Africa are given, showing both the readership per province and per LSM groups on a 2-page handout. Learners will be required to read and interpret data found on the handout in order to make decisions about which newspapers are most read in which provinces and which newspapers are most read in different LSM groups.

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Talking to your client

Unit standard(s): 9015

Summary:

This activity focuses on discovering different factors which may affect the choice of which newspaper to place an advert in. Details of the total advertisement costs, as well as the cost per 1000 readers, are studied in order to get a sense of which newspaper(s) would best suit an advertisers needs, in terms of both the cost involved and whom the advert will reach. Learners will be required to read and interpret the data found on the handout in order to make decisions and comparisons about which newspapers would be best suited for placing a particular advertisement.

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How do your clients spend their money?

Unit standard(s): 9015

Summary:

This activity focuses on how the people in each of the LSM groups spend their money. We look not only at the breakdown of expenditure in particular LSM groups but also at comparisons between the different LSM groups. Learners will be required to read and interpret the data found on the handouts in order to verbally and graphically summarise the information given.

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Assessment task 1: Media investigation

Unit standard(s): 9015

Summary:

In this assessment activity the learners will use the data they have been working with in Activities 1 to 4 to explore whether or not the different newspapers in their own towns show different advertising trends. Learners will be required to compare three newspapers. They will calculate the area and cost of all the advertisements in the newspaper, classify the products which are being advertised and then analyse the data they have collected.

Assessment task 2: Marketing a product

Unit standard(s): 9015

Summary:

In this activity, the learners will develop a market strategy for a number of products based on what they have learnt in the previous activities. They will be classifying the products into the main expenditure groups and then determining their target market for that particular product.

Analysing loyalty programmes

Unit standard(s): 9015

Summary:

In the first six activities of this unit the learners have been using existing data to identify and reach potential clients. This activity and the ones that follow will focus on retaining the clients once they have been attracted to the business. The learners will explore a number of different reward or loyalty programmes offered by various businesses and analyse the benefits of each programme for the client.

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Collecting and using data on clients

Unit standard(s): 9015

Summary:

In this activity learners will explore how loyalty programmes can be used to collect data .This data can then be analysed and the results used to implement programmes which encourage customer loyalty. Learners will interpret a graph in order to describe customer groups. Learners will be required to reflect on various target programmes and analyse which customer group each programme is targeting.

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Where are you?

Unit standard(s): 9016

Summary:

In this activity the learners consider the need to have different scales for maps of South Africa. They analyse the appropriateness of a map with a particular scale for a situation. This activity could be developed into a project.

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Getting to the conference on time!

Unit standard(s): 9016

Summary:

This activity uses the context of getting delegates to a conference to engage the learners in measuring, calculating and estimating. They will be using maps to calculate distances and travelling times between towns and using flight schedules to make decisions about travel arrangements. Learners are asked to analyse different travel options and to justify their choice of solution to the problem.

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Finding your way around the conference centre

Unit standard(s): 9016

Summary:

In this activity, the learners engage with a floor plan of a conference centre. The centre has four levels. In order to develop the spatial orientation skills of the learners, they are asked to do various tasks relating the floor plans to the actual building. They identify features on the plans and work out routes to get from one venue to another. They also consider numbering systems for the rooms of the conference centre.

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Working with scales

Unit standard(s): 9016

Summary:

In this activity the learners work with ratios in the form of scale drawings. They convert feet and inches into the appropriate SI units. They calculate actual areas using formulae and conversion scales. They will check these calculations against known areas and work out the percentage difference between their calculated area and the given area.

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Setting out chairs in the conference room

Unit standard(s): 9016

Summary:

In this activity learners will be looking at the arrangement of furniture in a conference facility. They will be looking at the bird’s eye view of the chairs and tables and determining which arrangement will suit the situation. They will be using two different skills in order to do this. They will be modeling the situation physically and they will also be using formulae to calculate the number of chairs and tables that can be fitted into a room. They will critique each method.

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Furnishing the bedroom

Unit standard(s): 9016

Summary:

This activity follows on from Activity 5 and the learners will once again use physical modeling to find solutions. In this activity the learners will be furnishing a bedroom. They will be making scale drawing of the furniture and the room. They will be costing the various options and will be determining the best ratio of furniture arrangement for optimum profit.

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Carpeting a room

Unit standard(s): 9016

Summary:

In this activity the learners consider how to carpet a room. The learners explore the notion that the amount of carpeting is not determined by the area of the floor of a room. This is because carpeting is sold in rolls which have a fixed width. Learners are therefore encouraged to determine the amount of carpeting by once again modeling the situation physically. They will also calculate the percentage wastage for each situation.

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Wallpapering a room

Unit standard(s): 9016

Summary:

This activity follows on from Activity 7 (25) but uses wallpapering a room as the context. Once again learners are led through a process so that they can conclude that the amount of wallpaper needed cannot be determined by the area of the walls of a room. Wallpaper is also sold in rolls with a fixed width. In this activity the learners read values off tables rather than physical modelling.

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Organising a teleconference

Unit standard(s): 9016

Summary:

This activity focuses on international time zones. Learners have to read off an information table, work with world maps and do calculations in order to facilitate an international teleconference. They will also be looking up information in the Telkom phone book.

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Assessment activity: Should we use the lodge?

Unit standard(s): 9016

Summary:

This is an assessment activity. It incorporates the skills learned in the previous activities. In this activity learners have to work with scale and make accurate scale drawings of rooms. They use top views of furniture to assess how many delegates can be accommodated in a room. They will verify their findings by calculating the number of delegates using formulae. The learners will also work out their own coordinate system to number seating places.