Department of Humanities Education
Basics of Economics and Management Sciences
JLE-181
Year: 2025
Lecturer: Mrs Betty Sebola
Module Co-ordinator: Mr Khungile Hobongwana
Last Revision: July 2025
© 2025 University of Pretoria
Table of contents
1 Module calendar: important dates and overview ....................................................... 1
2 Introduction............................................................................................................... 2
2.1 Welcome ...................................................................................................................... 2
2.2 Educational approach .................................................................................................... 2
2.3 Learning in the discipline ............................................................................................... 2
2.4 Restrictions and expectations on the use of generative AI .............................................. 2
2.5 Responding to student feedback.................................................................................... 3
3 Administrative information ........................................................................................ 3
3.1 Contact details .............................................................................................................. 4
3.2 Timetable ..................................................................................................................... 4
3.3 Study material and purchases ........................................................................................ 4
4 Module information................................................................................................... 5
4.1 Purpose of the module .................................................................................................. 5
4.2 Articulation with other modules in the programme ........................................................ 5
4.3 Learning presumed to be in place .................................................................................. 6
4.4 Overall competencies/module outcomes ....................................................................... 6
4.5 Module structure .......................................................................................................... 6
4.6 Teaching/Learning/Assessment path per unit ................................................................ 7
4.7 Credit map and notional hours ...................................................................................... 7
4.8 Units ............................................................................................................................. 8
4.9 Assessment ................................................................................................................... 8
5 Plagiarism ................................................................................................................. 9
6 Substantiable Development Goal 4 .......................................................................... 10
7 Addendum A: Support services ................................................................................. 10
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1 Module calendar: important dates and overview
Contact Homework,
Preparation for class
Week session Unit / Theme classwork, or
Chapter/Activity Article/Website
date assignments
Welcome, Textbook: Ch 3.1-3.5, p21-32
22-25 July Introduction & Video: Exercise 3.4:
1
2025 Introduction to the [Link] 3, 5, 6, 10
economy GtCYrxxTjH
History and
Evolution of
29 July- 1
2 Money & Study textbook prescribed
Aug 2025
Economic Systems
and Sectors
The Development
5-8 August of South African
3 Study textbook prescribed
2025 Economy in the
past
The Role of
12-15
Government and
4 August Study textbook prescribed
Businesses in the
2025
Country
Current Economic
19-22
Growth &
5 August Study textbook prescribed
Development in
2025
South Africa
23-30 August UP Test Week
JLE-181 Test Date: Tuesday 26 August @ 10:00-11:30 am
2-5
Entrepreneurship
7 September Study the prescribed textbook
& Business Basics
2025
Inequality &
8 Short week Study the prescribed textbook
Poverty
Financial Literacy
9 Short week Study the prescribed textbook
30 Sept-3 Accounting
10 Study the prescribed textbook
Oct 2025 Concepts
Trade &
7-10
Globalization/
11 October Study the prescribed textbook
Sustainability and
2025
Ethics in Business
11-18 October including 25th UP Test Week
JLE-181 Test Date: Friday 17 October@ 10:00-11:30 am
20-24
13
October Last week of lessons before cooling off period
20205
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2 Introduction
2.1 Welcome
Welcome to the Basics of Economics and Management sciences. This module aims to empower
students with the pedagogical knowledge and skills which will enable them to facilitate EMS in a Grade
8-9 classrooms. The students will be able to equip learners with foundational knowledge and skills
related to the economy, financial literacy, entrepreneurship and business management. The focus of
this module is to help students understand how to use project-based learning in schools to empower
learners in terms of Accounting, Economics and Business management. This is to ensure that the
students and their future learners not only understand the theory of the subject but should also be
capable of applying said theory to practice when facing real life challenges.
2.2 Educational approach
This module is of a practical nature as it contains discussions, assessment and exercises. Class
attendance and your active participation in class is imperative. Students are expected to complete
group assignments set during the module, which are submitted on the dates set for assignment.
Lecture slides will be posted on Click up. Students must work through the slides provided.
2.3 Learning in the discipline
All students are encouraged to read this study guide. It provides an overview of the course and
indicates what my expectations of you are. It provides you with a framework of subject content,
requirements and evaluation criteria. It enables you to master the study material independently
through self-study. You are expected to study the factual knowledge in preparation for the lectures,
as it will enable you to benefit optimally from the discussions during contact sessions. All information
will be available on Click-up. It is important for you to attend class. Please ensure that all your work
has been completed. Remember that you are responsible for your own success. Students must
complete and submit all tasks and assignments given for assessments.
Student with special needs
A student with special needs due to their learning and physical disabilities experience academic and
emotional challenges should contact the unit for Students with Special Needs they will assist the
students. You are also more than welcome to discuss your needs with me, and I will try to
accommodate you as best I can.
2.4 Restrictions and expectations on the use of generative AI
While generative AI tools such as ChatGPT or Google BARD can be valuable resource for enhancing
your learning experience, it is crucial to use them responsibly. These tools can assist in generating
ideas, providing explanations, and offering different perspective on complex topics. However, over-
reliance on AI can hinder your critical thinking and originality. Therefore, the allowable percentage of
AI-generated content in your assessment is set to the maximum of 20% (to be reviewed by the
department). Any submission exceeding this limit will be penalized and may lead to disciplinary
hearing and subsequently suspension from the course and the University. It is essential to develop
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your own understanding and insights, ensuring that your work reflects your individual effort and
academic integrity. Kindly ensure that you familiarize and adhere to all Department rules to ensure
smooth academic journey.
Here are some examples of restrictions a lecturer might consider:
● Prohibition: The lecturer may prohibit the use of generative AI altogether in assignments,
requiring students to rely solely on their own knowledge and resources.
● Limited use: Alternatively, the lecturer may allow limited use of generative AI for specific
purposes. For instance, students might be allowed to use it for clarifying concepts,
generating ideas, or seeking initial guidance. However, the use of generative AI might be
restricted when it comes to solving problems, writing essays, or completing substantial
portions of the assignment.
● Citation requirements: If students are permitted to use generative AI, the lecturer may
require them to cite the source of information generated by the model. This ensures that
students provide proper attribution and distinguish their original work from the model-
generated content.
● Collaboration guidelines: If collaboration is allowed, the lecturer might specify how
students can work together and the limitations of seeking help from external sources,
including generative AI.
● Transparency: The lecturer can ask students to be transparent about using generative AI.
For example, students might be required to include a statement in their assignments
indicating if and how they used language models while completing their work.
● Procedural instructions: The lecturer may provide specific instructions on how to use
generative AI, such as time limits, specific prompts or questions that can be asked, or
guidelines on the types of responses that are acceptable.
● Compulsory: Requiring students to submit a generative AI version of the assignment,
including the prompts, and their reflection/critique on the generative AI version based on
the course material provided and their final assignment in track changes.
2.5 Responding to student feedback
Students feedback is incredibly valuable for me as your lecturer, it helps me improve teaching
methods, enhance students’ engagement, build trust and rapport as well as making real time
adjustments. In the nutshell, it plays a pivotal role in my professional development. I can identify areas
of growth and harness my strength to help you become effective educators. In this light, your honest
feedback is imperative as it will also foster a collaborative environment where your voices are valued
and integrated into the university’s ongoing pursuit of excellence. Several tools like surveys,
questionnaire, online feedback and in class feedback may be solicited at times, be sure to actively
participate as this will help all of us to go far in this learning journey.
For more information, refer to the University of Pretoria's Procedure: Student Feedback on Teaching
Survey (SFTS).
3 Administrative information
Information and announcement will be posted on CLICK-UP. Regular visit to announcement board is
highly important and encouraged. I will ensure that I make time for consultation from Tuesday to
Friday after class to attend to all students concerns and queries, should you send an email to me and
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fail to elicit a response kindly use this allocated time as an opportunity to personally see me for any
clarity.
3.1 Contact details
Consultation
Building
Telephone Email hours (in
Name and room
number address person and
number
online)
[Link]
By
Mr. Khungile Aldoel bongwana
Module coordinator 012 429 8426 appointment
Hobongwana Room 1-100 @[Link]
only
After
[Link]
Mrs. Betty Aldoel scheduled
Lecturer 072 740 0606 a@[Link]
Sebola Room 1-138 class from
Tuesday-Friday
[Link]
By
Departmental Ms Zama Aldoel alo@[Link].z
012 420 5639 appointment
administrator Khumalo Room 1-116 a
only
Lab instructor
Tutors
Teaching assistants
[Link] By
Faculty Student Ms. Linkie
Aldoel 3- 012 420 8387 iane@[Link] appointment
Advisor* Mashiane
.za only.
Other
3.2 Timetable
Contact session Groups Day Periods Time Venue
A 13:30-
Lecture 1 Tuesday 7&8 Aldoel Building 1 Lecure Hall 5
15:20
B 13:30-
Lecture 2 Wed 7&8 Aldoel Building 1 Lecure Hall 5
15:20
A 13:30-
Lecture 3 Thurs 7&8 Aldoel Building 1 Lecure Hall 5
1520
B 09:30-
Lecture 4 Friday 3&4 Aldoel Building 1 Lecure Hall 5
11:20
Practical
Tutorial
Online As permitted, pre-arranged and communicated explicitly.
3.3 Study material and purchases
The PowerPoint presentation provided to you, serves as the resource of information for this module.
This format of information sharing (i.e PowerPoint presentation) helps equip you with practical skills
you need for your future career as a teacher.
The following documents should be downloaded from the internet:
Economic and Business management CAPS document, Grades 8-9
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Issued by the National Department of Basic Education ([Link])
The following textbooks are recommended reading:
• Any CAPS approved Grade 8-9 EMS textbook.
• The Brave ‘New’ World of Education – Slabbert, J. de Kock, D. Hatting, A. 1st Edition 2010.
• Blecher, Thomas, Muradzikwe, Smith and de Villiers. 2009. Economics. 2nd ed. Cape Town:
Oxford University Press Southern Africa. [9780195982176] (Chapters 1, 2, 3 and 5)
• Erasmus, Strydom, Rudansky-Kloppers. 2013. Introduction to Business Management. 9th ed.
Cape Town: Oxford University Press Southern Africa. [9780199059829]
(Chapters 2, 6 and 14)
• Thornhill, Van Dijk and Ile. 2014. Public Administration and Management in South Africa: A
Developmental Perspective. Cape Town: Oxford University Press Southern Africa.
[9780199045730] (chapter 6)
4 Module information
4.1 Purpose of the module
This module has been compiled in agreement with the National Curriculum Statement of the
Department of Basic Education with the aim of equipping student with the necessary skills to
understand the subject economics and management sciences
The purpose of this module is to:
• To help students explore the South African and global economic function.
• To teach them about economic systems, scarcity, opportunity costs and the role of
government in the economy.
• Introduce basic financial concepts such as income, expenses, savings, budgets and banking.
• Teach students how to manage personal finances responsibly, element which is essential for
real-life decision-making.
• Students are encouraged to think creatively and develop entrepreneurship skills.
• Students explore internal and external factors that affect businesses.
• Finally, students understand various career paths in economics, finances and business.
4.2 Articulation with other modules in the programme
This course is aligned with and forms part of the global B. Ed programme. It therefore links up with
and serves as practical application of topics dealt with in other courses in the B. Ed programme such
as learning, classroom management, teaching strategies, project teamwork, lesson plans and
assessment.
EMS is a foundational course in the Bachelor of Education ([Link].) in Intermediate Phase Teaching. This
foundational knowledge is essential for preparing future teachers to deliver the EMS curriculum in the
senior phase (Grade 8-9), as outlined in the CAPS and National Curriculum Statement.
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EMS provides the subject content knowledge that is later applied in the curriculum and methodology
modules where students learn how to teach effectively. It connects with curriculum studies modules,
educational psychology and inclusive education modules, Entrepreneurship and Life Skills Modules.
4.3 Learning presumed to be in place
It is expected that students in this module, since having completed a first phase in an area of
specialisation, will have sufficient content knowledge of that particular area and will be able to draw
inferences in terms of communicative language teaching.
4.4 Overall competencies/module outcomes
The main expected competencies or integrated module outcomes that students should be able to
demonstrate at the end of the module are mentioned here.
4.5 Module structure
A broad overview of the module in relation to the topics that will be covered per unit, is provided
here. Instead of having pages and pages of information on each and every study unit, consider the use
of an interactive infographic where, as the student hovers over a topic, a pop-up screen appears that
displays e.g. reference to the content covered, knowledge and skills to be mastered to guide students
in how it should be learnt.
Benefits of rather using visual representations of information (e.g. an infographic):
● The idea is not to make learning intimidating but enjoyable for students using
infographics. (The lecturer can still have his/her detailed Word document but on the
infographic, it will be a link navigating the student to the page with detail).
● To make the content of the course more manageable for the students through chunking.
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4.6 Teaching/Learning/Assessment path per unit
The what, how, when and where of teaching, learning and assessment. Refer to the provided link for
more information on prepare/engage/consolidate TEACH & LEARN The UP Way approach.
Module Unit 1’s Prepare Engage Consolidate
outcome(s Learning
) outcom
applicable es
to Unit 1
Outcome 1 Outcome 1 TEACHING Competency- Q&A sessions
Outcom Outcome Narrated PPT driven teaching using Bb
slides or pre- using e.g. case Collaborate/
e 2 etc. 2 etc. recorded studies/scenari Zoom, etc.
videos of os (how) Activities/Task
content (the s to be
“what”) completed
Formative and
summative
assessments
(links taking Teaching
the student to and
the applicable learning
content area methods
in clickUP) (the
“how”)
LEARNING
OPPORTUNITI
ES
Platform
where
students ask
questions
upfront
ASSESSMENT
Pre-
class
quizzes
4.7 Credit map and notional hours
The number of credits allocated to a module gives an indication of the volume of learning required for
the completion of that module and is based on the concept of notional hours. Should a module carry
a weighting of 6 credits, it follows that you should spend an average of 10 x 6 hours of study in total
on the module (1 credit = 10 notional hours). This includes time for lectures, assignments, projects,
tests and exams. This means that you should spend approximately 60 hours/14 weeks = 4.29 hours
per week.
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Class Assessment Other:
Practical Independent
contact clickUP Tutorials (including Field trips
work
sessions assignment) Guest lectures
Total hours 60 = credits 6 x 10 notional hours (per credit)
4.8 Units
The following templates could be used to communicate information on unit outcomes and activities:
Unit 1
Theme:
Week(s) and Dates:
Unit Teaching and learning strategies, Assessment Materials and
outcomes methods and activities opportunities resources
Unit 1
Theme:
Week(s) and Dates:
Unit Teaching and learning strategies, Assessment Materials and
outcomes methods and activities opportunities resources
4.9 Assessment
In this section of the study guide it is important to provide students with the full details of all
assessment tasks in the module.
Assessment title Assessment Weighting in
instrument relation to final
used (e.g. The assessment mark
Short description project, tool used (e.g.
or scope assignment, rubric,
test, portfolio, memorandum)
quiz,
examination.)
Project Planning Phase Project Marking Rubric 20%
Assignment
Semester 2 Test 1 Written Test Invigilated Marking 25%
Written Test Memorandum
Semester 2 Test 4 Written Test Invigilated Marking 25%
written test Memorandum
SEMESTER MARK 70 %
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Project Execution Integration of Project Portfolio Marking Rubric 30%
competencies
FINAL MARK (Semester mark + Examination mark) 100%
Assessment Schedule
Assessment Type Due Date Points Allocation
Test 1 Tuesday, 26 August 2025 50
Project Phase 1 Friday, 22 August 2025 50
Test 2 Friday, 17 October 2025 50
Project Phase 2 Friday, 24 October 2025 50
• ALL assessments will be submitted online or otherwise directed.
• Assignments must comply with the prescribed format and be submitted on time.
• You will be given your assignments in class time and on Click-up.
• Marks will be subtracted for submitting late.
• Your marks for this module will be calculated from all your assessments completed and
submitted.
• Each student must ensure that they complete and submit all the required assessments for
the module. The lecturer cannot be held responsible if you (the student) do not complete
and submit your assessment tasks when it is due.
• All assignments and due date will be posted on Click-up well in advance of the due dates.
• Late submissions will only be accepted if valid doctor’s certificate is submitted.
• If the lecturer finds the reason for late submission to be invalid 5% of the total assignment
will be deducted for each day the assignment is late.
5 Plagiarism
Plagiarism is a serious form of academic misconduct. It involves both appropriating someone else’s
work and passing it off as one’s own work afterwards. Thus, you commit plagiarism when you present
someone else's written or creative work (words, images, ideas, opinions, discoveries, artwork, music,
recordings, computer-generated work, etc.) as your own. Only hand in your own original work.
Indicate precisely and accurately when you have used information provided by someone else.
Referencing must be done in accordance with a recognised system. Indicate whether you have
downloaded information from the Internet. For more details visit the following websites:
[Link] Please download a
QR code reader on your cellphone. To download a QR code reader open your mobile app store (App
Store, Google Play or Windows Marketplace) and search for QR code readers.
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Why learn about How do I avoid Overstepping the
What is plagiarism?
plagiarism? plagiarism? mark
6 Substantiable Development Goal 4
Incorporation of Goal 4: “Ensuring inclusive and equitable quality education and promote
lifelong learning opportunities for all” under Basics of Economic and Management Sciences
module.
An inclusive learning and teaching support strategy for all learners is important to be prepared for
students doing Basics of Economic and Management Sciences module to guide student teachers
regarding the effectiveness and practicality of ensuring inclusivity of all learners in the classroom or
school environment. Inclusivity of all learners in the learning environment is effective to support
learning in the classroom, also to identify and support all learners’ special needs. Inclusive learning
creates a positive environment for teachers, learners and parents, which results to a clear specific
needs analysis of learners in order to achieve great performance in learning.
Therefore, the integration of: Goal 4 of the 2030 Agenda for sustainable development is practically
necessary to ensure equal quality education in South Africa in the 21ST century. Teachers need
acceptable learning and teaching support material (LTSM) that are appropriate for learners with
special needs or disabilities.
By ensuring inclusive and equitable quality education and promoting lifelong learning opportunities
for all South Africans, creates collaborative roles and responsibilities for all parties involved in the
learning including parents. In the module we will discuss the outcomes under Goal 4: Sustainable
development goals.
7 Addendum A: Support services
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Please download a QR code reader on your cell phone. To download a QR code reader open your
mobile app store (App Store, Google Play or Windows Marketplace) and search for QR code readers.
Student
Provides counselling and therapeutic
Counselling 012 420 2333
support to students.
Unit
Student Health Promotes and assists students with 012 420 5233
Services health and wellness. 012 420 3423
Provides support for UP students and
The Careers careerservices@[Link]
graduates as they prepare for their
Office 012 420 2315
careers.
24-hour Operational Management 012 420-2310
Department of Centre 012 420-2760
Security
Services 24-hour Operational Manager cell 083 654 0476
Crisis Line 0800 006 428
Enquiries concerning studies, 012 420 2371/4001
Department of
accommodation, food, funds, social Roosmaryn Building,
Student Affairs
activities and personal problems. Hatfield campus
Centre for
Sexualities, Identifies and provides training of
012 420 4391
AIDS and student peer counsellors.
Gender
Ensure an integrated and inclusive
Disability Unit learning experience for students with 012 420 2064
disabilities.
Fees and [Link]
012 420 3111
funding [Link]/fees-and-funding
012 420 3051
IT Helpdesk For student IT related queries studenthelp@[Link]
Data Problems: Contact the IT Help desk. I cannot do this for you.
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Device / Software Problems: Contact the IT Helpdesk. I cannot do this for you.
Wishing You a Successful Semester 2!
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