MINISTRY OF EDUCATION

JUNIOR SECONDARY PHASE

ACCOUNTING SYLLABUS

GRADES 8 - 10

2010
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, 2010

Accounting Syllabus Grades 8 - 10

ISBN: 0-86976-833-6

Printed by NIED
Website: http://www.nied.edu.na

Publication date: 2010

 TABLE OF CONTENTS

1. Introduction ........................................................................................................................ 1
2. Rationale ............................................................................................................................ 1
3. Competencies and Learning Outcomes .................................................................................. 2
4. Particular Features of the Subject at this Phase ...................................................................... 2
5. Gender Issues ...................................................................................................................... 2
6. Local Context and Content ................................................................................................... 2
7. Links to Other Subjects and Cross-Curricular Issues .............................................................. 3
8. Approach to Teaching and Learning ..................................................................................... 4
9. Summary of the Learning Content ........................................................................................ 6
10. Learning Content ................................................................................................................. 7
11. Assessment ....................................................................... Error! Bookmark not defined.
Annexure A: Example of a Cash Book ............................................................................... 40
Annexure B: Example of a Petty Cash Book ...................................................................... 49
Annexure C: Example of a Debtors Journal & Debtors Return Journal ................................ 50
Annexure D: Example of Creditors Journal & Creditors Return Journal .............................. 50
Annexure E: Example of a General Journal ........................................................................ 50
Annexure F: Example of a Wages Journal ......................................................................... 51
Annexure G: Example of a General Ledger ........................................................................ 52
Annexure H: Example of a Debtors Ledger ........................................................................ 52
Annexure I: Example of a Creditors Ledger ............................................................................ 53
Annexure J: Example of a Trial Balance .................................................................................. 54
Annexure K: Example of Trading Account and Profit and Loss Account................................. 55
Annexure L: Example of Income Statement of Service Business ............................................. 56
Annexure M: Example of Income Statement of Trading Business ............................................ 56
Annexure N: Example of Balance Sheet.................................................................................... 57
Annexure O: Example of Control Accounts .............................................................................. 58
Annexure P: Example of a Bank Reconciliation Statement ...................................................... 59
Annexure Q: Example of Ratios ................................................................................................ 60
Annexure R: Marking Guidelines for JSC Accounting ............................................................. 62
Annexure S: Guidelines on Projects and Topic Tasks .............................................................. 66
Annexure T: Marksheet .................................................................................................... 70
1. INTRODUCTION
This syllabus describes the intended learning and assessment for Accounting in the
Junior Secondary Phase. As a subject, Accounting is within the mathematical area of
learning in the curriculum, but has thematic links to other subjects across the
curriculum. In the Mathematical area of learning, learners understand and master a
variety of mathematical skills, knowledge, concepts and processes, in order to
investigate and interpret numerical relationships and patterns that exist in the world. It
helps learners develop conciseness, logical and analytical thinking and to apply them to
other areas of learning and real life.

The aims, learning objectives and basic competencies which overlap between subjects
are amongst the essential learnings within the curriculum as a whole.

Under optimal circumstances, this subject would need 4 periods in a 5 day cycle (8 x 40
minute periods per day) or 5 periods in a 7 day cycle (7 x 45 minute periods per day) or
6 periods in a 7 day cycle (8 x 40 minutes periods per day).

2. RATIONALE
Accounting is the recording of financial transactions of an individual or a business
enterprise. Knowledge of Accounting is essential to familiarise all learners with the
importance and interpretation of business documents and procedures. The recorded
information serves as a basis for decision making in financial management.

Accounting aims to:

 equip learners with knowledge and an understanding of accounting principles,

rules and procedures
 develop learners’ abilities to interpret recorded data
 develop the logical thought processes and the analytical abilities of learners so that
they can apply their knowledge of accounting in their everyday lives
 encourage attitudes of accuracy, orderliness, neatness, thoroughness and
disciplined working methods
 reconcile acquired knowledge with general accounting practice
 equip learners with the necessary skills and knowledge to complete a set of books
of a sole trader
 instil in the learner self-discipline, diligence and a sense of responsibility to
encourage worthy citizenship
 make learners aware that knowledge of this subject will contribute to the national
welfare of Namibia
 cultivate in learners an understanding and appreciation of the value and
importance of accounting for: personal use, as a preparation for a career and as an
incentive for further study
 prepare learners for self employment and to be entrepreneurs so that they can
create job opportunities
 create awareness on social issues, e.g. corruption and problems related to HIV and
AIDS and environmental problems.

Accounting Syllabus, Grades 8-10, NIED 2010 1

3. COMPETENCIES AND LEARNING OUTCOMES
On entry to the Junior Secondary Phase, all learners are expected to be able to do basic
calculations and have incidental accounting knowledge.

A few learners will just be able to manage the minimum and must receive
compensatory teaching through adapted teaching approaches, adapted materials and
assistance from peers.

A small number of learners have special educational needs to a degree which requires
greater individual attention or resources. Some will have handicaps which do not
necessarily limit cognitive and affective learning and development, e.g. visually
impaired, hearing impaired, physically challenged. Learners who are intellectually
impaired, or have Attention Deficit Disorder, will have very differing competency
profiles. Teaching, materials and assessment for these learners will be more
specifically adapted in inclusive classes.

Learning outcome

On completing this phase of education in this subject, all learners are expected to be
able to interpret and complete simple business documents, know and apply the
accounting concepts, principles and procedures when recording data of a sole trader.

4. PARTICULAR FEATURES OF THE SUBJECT AT THIS PHASE

The essential features of Accounting in the Junior Secondary phase are:

To equip learners with the knowledge about and the skill to draw up and interpret a set
of books, completing the whole accounting cycle from source documents through to
financial statements.

To create in learners an attitude of accuracy, orderliness, neatness, thoroughness and

disciplined working methods.

To cultivate in learners an understanding and appreciation of the value and importance

of accounting for: personal use, as preparation for a career, as incentive for further
study, to encourage worthy citizenship and to contribute to the national welfare of
Namibia.

5. GENDER ISSUES
This syllabus promotes equality of opportunity for males and females, enabling both
sexes to participate equally and fully. Teachers should know and understand how to
treat learners equally and all materials should support gender equity. During presenting
the subject teachers should be gender sensitive and balanced.

6. LOCAL CONTEXT AND CONTENT

Accounting will be most relevant and meaningful for learners if it is used in relation to
their immediate environment. Although Accounting is universal, it is only by local
contextualisation and application that learners will understand and appreciate the uses
of Accounting. Where textbooks can only give general examples, it is up to the teacher
to use local examples instead.

Accounting Syllabus, Grades 8-10, NIED 2010 2

7. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES
The cross-curricular issues including Environmental Learning; HIV and AIDS;
Population Education; Education for Human Rights and Democracy (EHRD) and
Information and Communication Technology (ICT) have been introduced to the formal
curriculum to be dealt with in each subject and across all phases because each of the
issues deals with particular risks and challenges in our Namibian society. All of our
learners need to:

 understand the nature of these risks and challenges

 know how they will impact on our society and on the quality of life of our people
now and in the future
 understand how these risks and challenges can be addressed on a national and
global level
 understand how each learner can play a part in addressing these risks and
challenges in their own school and local community

The main risks and challenges have been identified as:

 the challenges and risks we face if we do not care for and manage our natural
resources
 the challenges and risks caused by HIV and AIDS
 the challenges and risks to health caused by pollution, poor sanitation and waste
 the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities
 the challenges and risks we face from globalisation

Links in this syllabus to cross-curricular issues

Information Information Technology has been identified as a relevant cross-

Technology curricular issue. In this regard, awareness will be created
throughout the Junior Secondary Phase on computers in
Accounting, dealing specifically with applications and advantages
of computers.

Entrepreneurship Financing of purchases and purchasing documents.

Stock control.
Financing options.
Bookkeeping/accounting.
Financial/liquidity planning.
Investments.
Working capital.
Salaries, wages and fringe benefits.
Use of computer and alternative options.

Mathematics Do calculations: add, subtract, formulae, fractions, percentage.

Issues like HIV and AIDS, Environmental Education and Human rights and responsibilities
and social issues like corruption will be included in enquiry based learning projects.

Accounting Syllabus, Grades 8-10, NIED 2010 3

8. APPROACH TO TEACHING AND LEARNING
Learner-centred education

The approach to teaching and learning is based on a paradigm of learner-centred

education described in Ministry policy documents, curriculum guides and the
conceptual framework. This approach ensures optimal quality of learning when the
following principles are put into practice.

The aim is to develop learning with understanding and the skills and attitudes to
contribute to the development of society. The starting point for teaching and learning is
the fact that the learner brings to the school a wealth of knowledge and social
experience gained continually from the family, the community and through interaction
with the environment. Learning in school must involve, build on, extend and challenge
the learner’s prior knowledge and experience.

Learners learn best when they are actively involved in the learning process through a
high degree of participation, contribution and production. At the same time, each
learner is an individual with his/her own needs, pace of learning, experiences and
abilities. The teacher must be able to sense the needs of the learners, the nature of
learning to be done, and how to shape learning experiences accordingly. Teaching
strategies must therefore be varied but flexible within well-structured sequences of
lessons.

The teacher must decide, in relation to the learning objectives and competencies to be
achieved, when it is best to convey directly; when it is best to let learners discover or
explore information for themselves; when they need directed learning; when they need
reinforcement or enrichment learning; when there is a particular progression of skills or
information that needs to be followed; or when learners can be allowed to find their
own way through a topic or area of content.

Work in groups, in pairs, individually, or as a whole class, must therefore be organised

as appropriate to the task in hand. Co-operative and collaborative learning should be
encouraged wherever possible. In such cases, tasks must be designed so that pair or
group work is needed to complete it, otherwise the learners will not see any relevance in
carrying out tasks together. As the learners develop personal, social and
communication skills, they can gradually be given increasing responsibility to
participate in planning and evaluating their work, under the teacher’s guidance.

Learner-centred education in Accounting means:

 interaction between the teacher and learners, but also learners among themselves.
 learners demonstrate the ability to perform allocated tasks, which will develop the
skills underlying the subject.
 learners will show initiative in allocated tasks.
 learners are able to work and think independently.

Learner-centred activities could include for example enquiry-based tasks, role-play and
topic tasks which can be assessed as part of continuous assessment.

Accounting Syllabus, Grades 8-10, NIED 2010 4

 SUGGESTIONS:

Topic Tasks:
 This can include role-play (not more than once per year). Topics which can be
used are: business transactions, including the source documents. Can be single
transactions or more. (Throughout the syllabus).

 This could consist of an exercise or part of exercise given on a specific topic to be

completed in class time and marks should be allocated and recorded.

 Collection of relevant source documents used throughout the syllabus or other

relevant information in connection with businesses e.g. the number of businesses
using computers to draw up books.

 Field trips and questionnaires on it.

Projects:
This can include the enquiry based learning on certain topics e.g. corruption in the
business environment, donations made to charity and/or e.g. HIV and AIDS
organisations, contributions by employers made in connection with the employees.

Financial statements and articles published in newspapers and magazines for

interpretation of information e.g. to work out ratios.

Topic tests:
Group topics together to spend less time on formal tests, as only two tests per term are
allowed for continuous assessment.

End of term test:

This is a test combining all work done during the term.

Accounting Syllabus, Grades 8-10, NIED 2010 5

9. SUMMARY OF THE LEARNING CONTENT

GRADE 8 GRADE 9 GRADE 10

1. Basic concepts and 1. Basic concepts and 1. Basic concepts and

terminology terminology - recalling terminology - revision of
of acquired knowledge accounting practices.
2. Recording cash 2. Recording transactions 2. Extension of transactions
transactions of a Service of a Trading business - Cash Book
and Trading business - Extension of cash - Wages Journal
- 2 Column Cash Book transactions in - Posting to Ledgers
- Petty cash - 3 Column Cash Book
- Posting to General - Credit transactions in
Ledger Debtors Journal,
- Creditors Journal,
Debtors Returns
- Journal, Creditors
Returns Journal
- General Journal
transactions
- Posting to Ledgers
3. Theory on Trial Balance 3. Draw up a Trial Balance 3. Draw up a Trial Balance
and draw up a Trial
Balance

4. 4. Draw up Lists of Debtors 4. Control Accounts

and Creditors
5. 5. 5. Bank Reconciliation
Statement
6. 6. 6. Adjustments
7. 7. Closing transfers 7. Closing transfers
8. Financial Statements - 8. Financial Statements - 8. Financial Statements –
Service Business Trading Business Adjustments

9. Computers in 9. Computers in 9. Computers in Accounting

Accounting Accounting

Accounting Syllabus, Grades 8-10, NIED 2010 6

10. LEARNING CONTENT

THEMES/TOPICS LEARNING BASIC COMPETENCIES

OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

1. BASIC  understand the  define the word

CONCEPTS AND purpose and nature “transaction”
TERMINOLOGY of accounting  know the concepts:  identify and describe  identify and describe the
- source documents the different concepts different concepts and
- profit and terminology terminology including:
- purchasing of including: - source documents
assets - source documents - double entry
- income earned - double entry principle
- expenses incurred principle - assets
- profit as a result - assets - initial/final stock
of transactions - liabilities - liabilities
 explain the concepts - owner’s equity - owner’s equity
by means of a - income - sales/current
purchase and sales - expense income/other income
transaction and - profit/loss - expenses/ purchases
rendering of services - sales - gross- and net
 identify kinds of - purchases profit/net income
business activities:
services rendered
and trading

Accounting Syllabus, Grades 8-10, NIED 2010 7

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 understand the  describe the

difference between different kinds of
service businesses business activities:
and trading - rendering
businesses services, e.g.
taxis;
accountants
- trading
enterprise, e.g.
shops

 be introduced to  define and give  define and give  define and give examples
different types of examples of assets examples of assets of assets including:
accounts including: including: - Current assets:
- Fixed Assets: - Investments: Accrued Income,
Land and Fixed Deposits Prepaid Expenses,
Buildings, - Current assets: Debtor's Control
Vehicles, Debtors, Stock
Equipment
- Current Assets:
Bank, Cash, Petty
Cash
 classify all property
in a household into
either fixed or current
assets

Accounting Syllabus, Grades 8-10, NIED 2010 8

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue ….)  give examples of  define and give  explain and give
Owner’s Equity examples of Owner’s examples of Owner’s
accounts e.g. Capital Equity accounts e.g. Equity accounts e.g.
and Drawings Capital and Drawings Capital and Drawings
 define liabilities  define and give  define and give examples
examples of liabilities, of liabilities, including:
including: - Current liabilities:
- Long term Accrued Expenses,
liabilities: Loan Income Received in
- Current liabilities: Advance and
Creditors and Bank Creditors for Wages,
overdraft Creditors Control
 define and give  define and give  explain and give
examples of income examples of income examples of income
including: including: including:
- Service business: - Both types: - Interest Received on
Current Income Interest Received Current Account,
- Trading on Current Interest on Fixed
business: Account, Interest Deposit, Interest
Sales on Fixed Deposit, Received, Bad Debts
- Both types: Rent Interest Received, Recovered and
Income, Bad Debts Discount Received
Commission Recovered and
Received Discount Received

Accounting Syllabus, Grades 8-10, NIED 2010 9

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  define and give  define and give  define and give examples
examples of examples of expenses, of expenses, including
expenses, including: including: Depreciation
- Service - Trading business:
Business: Carriage
Material Cost Inwards/Carriage
- Trading on Purchases
business: - Both types:
Purchases Interest on Loan,
- Both types: Interest Paid,
normal expenses Interest on
e.g. Telephone, Overdraft,
Rent Expense, Discount Allowed,
Salaries Bad Debts and
 distinguish between Bank Charges
balance sheet
accounts: assets,
owner’s equity
accounts and
liabilities
 distinguish between
nominal accounts:
income and expenses

Accounting Syllabus, Grades 8-10, NIED 2010 10

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 understand the  apply the following

effect of all above basic accounting
mentioned principles:
transactions on the Dr Capital Cr
accounting equation - +
Dr Drawings Cr
+ -
Dr Assets Cr
+ -
Dr Liabilities Cr
- +
Dr Income Cr
- +
Dr Expenses Cr
+ -

A=O+L
A = Assets
O = Owner’s Equity
L = Liabilities

 indicate the effect of  indicate the effect of  indicate the effect of cash
cash transactions on cash transactions on and credit transactions on
the accounting the accounting the accounting equation
equation equation:
A=O+L
O=A–L
L=A–O

Accounting Syllabus, Grades 8-10, NIED 2010 11

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

2. RECORDING OF
TRANSACTIONS

2.1 Cash transactions  understand and  describe the concepts

apply the concepts and terminology of
and terminology of: current income and
- current income material costs
and material  describe the concepts
costs and terminology of
- source source documents
documents  explain the concept
- a banking Cash Book by means
system of an example
- the Cash Book

 realise and learn  explain the purpose  explain the purpose of:
about the different of: - a credit card slip
source documents - a cheque
- counterfoil
- a receipt
- cash register roll
(CRR)
- a deposit slip
 complete a cheque
and cheque counter-
foil, a receipt, deposit
slip

Accounting Syllabus, Grades 8-10, NIED 2010 12

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 be introduced to the  explain the different

Cash Book of a columns of the Cash
service business Book: Cash, Bank

 complete the Cash

Book by recording all
money received and
paid, including the
following types of
transactions:
- capital
contribution by
owner
- current income
- rent received
- purchasing of
materials and
other operating
expenses, e.g.
wages, water and
electricity
- purchasing of
other assets, e.g.
land and
buildings,
equipment and
vehicles

Accounting Syllabus, Grades 8-10, NIED 2010 13

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …) - depositing cash

into the bank
- cashing a cheque
for cash float
 identify all possible
expenses by using
examples from local
practice
 balance the cash and
bank columns
completely
 indicate the effect on
the accounting
equation for all
transactions covered
in the Cash Book:
A=O+L

Accounting Syllabus, Grades 8-10, NIED 2010 14

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 be introduced to the  describe the

concepts and following concepts
terminology in and terminology:
connection with the - general ledger
General Ledger - account
(Annexure G) - double entry
principle
- debit entry
- credit entry
- “T”-account
- Balance Sheet
Accounts Section
- Nominal
Accounts Section

 understand the  explain the Cash

double entry from the Book as a book of
Cash Book to other first entry as well as a
general ledger ledger account
accounts (posting)  follow the correct
procedure and
complete the double
entry to the correct
sections in the
general ledger

Accounting Syllabus, Grades 8-10, NIED 2010 15

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 understand the use of  fill in the folio

folio numbers numbers correctly

 understand the  apply the double

balancing of all entry principle and
accounts balance all accounts

 comprehend the  describe the

concepts, following concepts
terminology, the and terminology:
role of the trader - trading
and the different - cash purchases
types of retailers of - cash sales
a Trading Business  explain the functions
and services of the
trader
 distinguish between
the different types of
trading businesses:
- general dealers
- supermarkets
- speciality stores
- department
stores

Accounting Syllabus, Grades 8-10, NIED 2010 16

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 understand the basic  explain the different

cycle of trading steps for cash
activities in cash purchases:
purchases and cash - place an order
sales by: telephone,
letter, order
- receive a
delivery
note/cash invoice
- compare with the
order
- complete stock
cards
- pay cash/cheque
(complete a
cheque and
cheque
counterfoil)
- record
transactions in
the Cash Book
- post to the
General Ledger
daily

Accounting Syllabus, Grades 8-10, NIED 2010 17

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  explain the different

steps for cash sales:
- receive an order
- from a customer
- make up an order
- issue a cash
- register slip
- record the cash
sales - Cash
Book
- post to the
General Ledger
daily

 be introduced to the  explain the different  explain:  complete the books of first
Cash Book of a columns of the two - three column Cash entry:
trading business column Cash Book: Book - Cash Book
(Annexure A) Cash and Bank - receipts from - Petty Cash Book
debtors  do posting to:
- discount allowed - the General Ledger
- payments to - the Debtors Ledger
creditors - the Creditors Ledger
- discount received  interpret entries in the
Cash Book (write the
transactions from the Cash
Book)

Accounting Syllabus, Grades 8-10, NIED 2010 18

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  complete the Cash  explain and record all

Book by recording receipts from debtors
all money received and discount allowed
and paid, including in the Cash Book and
the following types post to the ledgers
of transactions:  explain and record all
- capital payments by cash or
contribution by cheque to creditors and
owner discount received in
- cash sales the Cash Book and
- rent received post to the ledgers
- purchasing of  explain and record
stock and other transactions about
operating loans and interest on
expenses loan in the Cash Book
- purchasing of and do the posting
other assets, e.g.  explain and record
land and transactions about
buildings, fixed deposits and
equipment and interest on fixed
vehicles deposits in the Cash
- cashing a cheque Book and do the
for cash float posting
- depositing cash
into the bank
 balance the cash and
bank columns

Accounting Syllabus, Grades 8-10, NIED 2010 19

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  describe the “path” of

a dishonoured cheque
by including the
following:
- payee’s bank
- bank of drawer
 explain and record
transactions about a
dishonoured cheque in
the Cash Book and do
the posting (source
document: debit slip)
 distinguish between
carriage inwards and
carriage outwards
 explain and record
carriage on
purchases/carriage
inwards and carriage
outwards and do the
posting
 explain and record
credit card sales in the
Cash Book and do the
posting

Accounting Syllabus, Grades 8-10, NIED 2010 20

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  distinguish between

bad debts and bad
debts recovered
 explain and record bad
debts recovered in the
Cash Book and do the
posting
 identify the source
documents for all the
above transactions
 indicate the effect on  indicate the effect on  indicate the effect of cash
the accounting the accounting transactions on the
equation for all equation for all cash accounting equation
transactions covered transactions covered
in the Cash Book:
A=O+L

 learn about and  explain the difference

understand petty between petty cash
cash, petty cash and cash float
voucher, Petty Cash  explain the purpose
Book, imprest of the Petty Cash
amount, transferring Book
of money to Petty
Cash

Accounting Syllabus, Grades 8-10, NIED 2010 21

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  explain the purpose

of and complete a
petty cash voucher
 record petty cash
payments in the Petty
Cash Book (See
Annexure B)
 explain the Petty
Cash Book as a book
of first entry, as well
as a general ledger
account
 incorporate analyses
columns for recurring
expenses
 total and cross total
the different columns
 do posting of total
payments to the
General Ledger
 record the
transferring of money
from the bank to the
petty cash
 restore the imprest
amount at the end of
the month

Accounting Syllabus, Grades 8-10, NIED 2010 22

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

2.2 Credit transactions  be introduced to the  describe the following

concepts and concepts and
terminology of credit terminology:
transactions - credit
- credit purchases
- trade discount
- liabilities
- creditors
- credit sales
- assets
- debtors
- financial period
- stock:
initial/opening
stock, final/closing
stock, stock taking
- cost of sales
- Creditors Journal
- Creditors Ledger
- Debtors Journal
- Debtors Ledger

 realise and learn  explain the purpose of

about the different an invoice (original vs
source documents duplicate)
for credit  complete an invoice
transactions

Accounting Syllabus, Grades 8-10, NIED 2010 23

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 understand the basic  describe the different

cycle of trading steps of credit
activities in credit purchases:
purchases and the - place an order by
periodic stock telephone/letter/
system order
- receive a delivery
note/credit invoice
- compare with order
- record transactions
in Creditors
Journal (See
Annexure D)
- details of credit
purchases posted to
creditors’ accounts
daily
- posting to the
General Ledger at
the end of the
month
 explain the periodic
stock system

Accounting Syllabus, Grades 8-10, NIED 2010 24

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 be introduced to the  do the calculation for  complete the Creditors

recording and trade discount Journal (See Annexure
posting of credit  record credit D)
purchases and the purchases, including  interpret entries in the
effect on the trade discount, in the Creditors Journal (write
accounting equation Creditors Journal the transactions from the
 post to a three column Creditors Journal)
account in the
Creditors Ledger (See
Annexure I) for each
creditor daily
 draw up a List of
Creditors monthly
 post the total of the  do posting to:
journal to the - the General Ledger
Purchases account at - the Creditors Ledger
the end of the month
 indicate the effect of  indicate the effect of
credit purchases on the credit purchases on the
accounting equation accounting equation
 understand the basic  describe the different
cycle of credit sales steps of credit sales:
- receive the order
- order is made up
- issue a credit
invoice
 record in the Debtors
Journal

Accounting Syllabus, Grades 8-10, NIED 2010 25

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

- record details in
customers’
accounts daily
- send statement of
account and post to
General Ledger at
the end of the
month

 be introduced to the  record all credit sales  complete the Debtors

recording and of goods in the Journal (See Annexure C)
posting of credit Debtors Journal (See  interpret entries in the
sales and the effect Annexure C) Debtors Journal (write the
on the accounting  post to a three- column transactions from the
equation account for each Debtors Journal)
debtor in the Debtors  do posting to:
Ledger (See Annexure - the General Ledger
H) daily (See Annexure G)
 draw up a List of - the Debtors Ledger
Debtors monthly (See Annexure H)
 post the total of the
journal to the Sales
account at the end of
the month
 indicate the effect of  indicate the effect of credit
credit sales on the sales on the accounting
accounting equation equation

Accounting Syllabus, Grades 8-10, NIED 2010 26

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 be introduced to the  describe the concepts:

concepts and sales returns/returns
terminology of inwards, purchases
returns transactions returns/returns
outwards, debit note
and credit note
 realise and learn  explain the purpose of
about the different a credit note (original
source documents vs duplicate)
for returns  complete the credit
transactions note

 be introduced to the  record the sales  complete the Debtors

recording and returns/returns inwards Returns Journal and the
posting of returns in the Debtors Returns Creditors Returns Journal
transactions and the Journal (See Annexure (See Annexures C & D)
effect on the C)  interpret entries in the
accounting equation  record the purchases Debtors Returns Journal
returns/returns and Creditors Returns
outwards in the Journal (write the
Creditors Returns transactions from the
Journal (See Annexure Return Journals)
D)
 post to three-column  do posting to:
accounts in the - the General Ledger
Debtors/Creditors - the Debtors Ledger
Ledger daily - the Creditors Ledger

Accounting Syllabus, Grades 8-10, NIED 2010 27

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  post the totals of the

journals to the Sales
Returns/Returns
Inwards, Purchases
Returns/Returns
Outwards in the
General Ledger
 indicate the effect of  indicate the effect of
allowances/returns on allowances/returns on the
the accounting accounting equation
equation
 be able to  interpret ledger  analyse and interpret
understand and accounts ledger accounts (write
analyse ledger the transactions for the
accounts ledger accounts)

2.3 General Journal understand the  describe the concepts:

concepts, terminology, - General Journal
recording of - narration
transactions in the - drawings of stock
General Journal (See for personal use
Annexure E) and - bad debts
posting to the General - interest charged on
Ledger, Debtors Ledger accounts which
and Creditors Ledger have been overdue
and the effect on the for more than a
accounting equation certain time
(Interest Received,
Interest Paid)

Accounting Syllabus, Grades 8-10, NIED 2010 28

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …) - donation of goods or

assets
- purchases of fixed
assets on credit
- expenses on credit
- discount allowed
cancelled on
dishonoured cheques

 record transactions in  complete the General

the General Journal Journal
 post to the General  interpret entries in the
Ledger, Debtors General Journal (write
Ledger and Creditors the transactions from the
Ledger General Journal)
 indicate the effect of  do posting to:
General Journal - General Ledger
transactions on the - Debtors Ledger
accounting equation - Creditors Ledger
 indicate the effect of
General Journal
transactions on the
accounting equation

Accounting Syllabus, Grades 8-10, NIED 2010 29

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

2.4 Wages Journal  interpret the  explain wages and the

concepts and basic salary scale
terminology of  distinguish between
Wages Journal gross- and net wages
 explain the difference
between normal- and
overtime
 describe the following
deductions:
- pension fund
- medical aid
- PAYE
- social security fund
- union subscriptions
 understand the  prepare the columns for
compilation of a the Wages Journal
Wages Journal (See  complete the Wages
Annexure F), its Journal
posting and the  do the entries of
effect on the payments in the Cash
accounting equation Book
 post the Wages Journal
and the Cash Book to
the General Ledger
 indicate the effect of
Wages Journal
transactions on the
accounting equation

Accounting Syllabus, Grades 8-10, NIED 2010 30

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

3. CONTROL  be introduced to  explain the use and

ACCOUNTS control accounts for advantage of control
debtors and accounts in a business
creditors (See  describe the terms:
Annexure O) - Debtors Control
account
- Creditors Control
account
 draw up control
accounts from total
amounts supplied from
books of first entry
 interpret control
accounts
 compare total of List of
Debtors with balance of
Debtors Control
Account
 compare total of List of
Creditors with balance
of Creditors Control
Account

Accounting Syllabus, Grades 8-10, NIED 2010 31

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

4. TRIAL BALANCE  be introduced to the  describe the

concepts and following concepts:
terminology of a - Trial Balance
Trial Balance - Balance Sheet
accounts
- Nominal
accounts
 be introduced to - Folio numbers  draw up a Trial  draw up a Trial Balance
drawing up a Trial  calculate the Balance
Balance balances and totals
(see Annexure J) in the General
Ledger and draw up
a Trial Balance
correctly
5. BANK  learn about and  explain the need for
RECONCILIATION understand Bank bank reconciliation
Reconciliation (See  explain the reasons for
Annexure P) differences between the
bank account and bank
statement
 describe the different
steps to identify the
differences
 do the supplementary
entries in the Cash Book
at month-end (Bank
columns only)
 draw up the Bank
Reconciliation
Statement
Accounting Syllabus, Grades 8-10, NIED 2010 32
THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

6. ADJUSTMENTS  comprehend and  describe the term

learn about financial period
adjustments at the  explain the need for
end of a financial adjustments
period  record the adjustment
for closing stock in the
General Journal and do
posting
 explain and record
accrued income and
accrued expenses in the
General Journal and do
posting
 explain and record
income received in
advance and prepaid
expenses in the General
Journal and do posting
 describe the terms:
- depreciation
- provision for
depreciation
- book value
 distinguish between the
following methods of
depreciation:
- fixed amount/
straight line

Accounting Syllabus, Grades 8-10, NIED 2010 33

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(continue …) - diminishing balance/

reducing balance
- revaluation
 calculate depreciation
according to the
different methods (only
for a full financial year)
 record depreciation in
the General Journal and
do posting
 explain and draw up a
Post-adjustment Trial
Balance

7. CLOSING  learn about  explain the stocktaking  explain stocktaking and

TRANSFERS AND stocktaking, closing and the calculation of the calculation of
FINAL transfers in the closing stock closing stock
ACCOUNTS General Journal,  calculate cost of sales  calculate cost of sales
posting to the General  explain and record  record closing transfers
Ledger, Final closing transfers and the and the adjustment of
Accounts and the adjustment for closing closing stock in the
Post-closing Trial stock in the General General Journal and do
Balance Journal: posting
- close off Sales
Returns to Sales and
Purchases Returns
to Purchases

Accounting Syllabus, Grades 8-10, NIED 2010 34

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …) - close off opening

stock, Sales,
Purchases and
Carriage inwards
to the Trading
account
- do the adjustment
for closing stock
- transfer the gross
profit from the
Trading account to
the Profit and Loss
account
- close off all other
income and
expense accounts
to the Profit and
Loss account
- transfer the net
profit/net loss to
the Capital account
- close off the
Drawings account
to the Capital
account

Accounting Syllabus, Grades 8-10, NIED 2010 35

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

(Continue …)  do posting to the

General Ledger
 draw up a Trading  draw up a Trading
account and a Profit Account and a Profit and
and Loss account (see Loss Account to include
Annexure K) adjustments
 distinguish between:
Pre-adjustment, Post-
adjustment and Post-
closing Trial Balances
 explain and draw up a  explain and draw up a
Post-closing Trial Post-closing Trial
Balance Balance

8. FINANCIAL  acquaint themselves  describe the concepts  calculate cost of sales  distinguish between an
STATEMENTS with and understand Accounting/Financial  calculate gross profit Income Statement and a
the concepts period, Gross  calculate Net Profit/Net Trading account and
Accounting/Financial Income, Net Income, Income or Net Loss Profit and Loss account
period, Gross Net Profit, Net Loss,  calculate the Gross
Income, Net Income Statement Profit/Gross Income
Income/Net Profit or and Balance Sheet  calculate the Net
Net Loss, Income Profit/Net Income or Net
Statement and Loss
Balance Sheet

Accounting Syllabus, Grades 8-10, NIED 2010 36

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 be introduced to the  select the correct  draw up an Income  draw up an Income

drawing up of an Nominal Accounts Statement of a Trading Statement to include
Income Statement and draw up an business adjustments (Show
and the calculation of Income Statement for (see Annexure M) workings in brackets) (see
the Net Income/Net a Service business Annexure L & M)
Profit or Net Loss for (see Annexure L)
a Service business  calculate the Net  calculate the Net Profit
and a Trading Income or Net Loss or Net Loss
business

 be introduced to the  draw up a Balance  draw up a Balance  draw up a Balance Sheet

drawing up of a Sheet for a Service Sheet of a Trading to include adjustments
Balance Sheet for a business (see business (see Annexure (show workings in
Service business and Annexure N) N) brackets) (See Annexure
a Trading business N)

Accounting Syllabus, Grades 8-10, NIED 2010 37

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

 understand the  analyse, interpret and

interpretation of report on financial
financial statements statements
(See Annexure Q)  calculate and interpret the
following ratios
- percentage gross profit
on turnover
- percentage net profit
on cost of sales
- percentage net profit
on turnover
- return on capital
employed (ROCE)
- solvency
- liquidity ratios (current
ratio and acid test
ratio)

Accounting Syllabus, Grades 8-10, NIED 2010 38

THEMES/TOPICS LEARNING BASIC COMPETENCIES
OBJECTIVES Learners should be able to:
Learners will: GRADE 8 GRADE 9 GRADE 10

9. COMPUTERS IN  acquire knowledge of  discuss briefly the  explain how to use the  explain the following
ACCOUNTING the value of advantages of computer for the application of computers:
computers in computers in perpetual stock method - computerised ledgers
Accounting business - spreadsheets
 - databases
- invoicing stock and
order processing
 list and discuss the
advantages of computers
applicable to Accounting
only

Accounting Syllabus, Grades 8-10, NIED 2010 39

11 ASSESSMENT

A learner-centred curriculum and learner-centred teaching use a broad range of knowledge and skills, which are
relevant to the knowledge-based society. The basic competencies in the syllabuses state what understanding and
skills a learner must demonstrate as a result of a teaching-learning process, and which will be assessed.
However, it is intended that the curriculum be learning-driven, not assessment and examination driven.
Assessment and examination are to support learning.

11.1 Continuous assessment

In order to capture the full range and levels of competence, a variety of formal and informal continuous
assessment situations is needed to give a complete picture of the learner’s progress and achievements in all
subjects. Continuous assessment must be clear, simple and manageable, and explicitly anchored in learner-
centred principles and practice. Teachers must elicit reliable and valid information of the learner’s performance
in the basic competencies. The information gathered about the learners’ progress and achievements should be
used to give feedback to the learners about their strong and weak points, where they are doing well, and why,
and where they need to try more, how, and why. The parents should be regularly informed about the progress of
their child in all subjects, be encouraged to reward achievements, and given suggestions as to how they can
support their learning activities.

The learner’s progress and achievements in all subjects must be reported to parents on the school report.

11.2 Formative and summative assessment

The two modes of assessment used are formative continuous assessment and summative assessment. Formative
continuous assessment is any assessment made during the school year in order to improve learning and to help
shape and direct the teaching-learning process. Assessment has a formative role for learners if and when:
- it is used to motivate them to extend their knowledge and skills, establish sound values, and to promote
healthy habits of study
- assessment tasks help learners to solve problems intelligently by using what they have learned
- the teacher uses the information to improve teaching methods and learning materials

Summative assessment is an assessment made at the end of the school year based on the accumulation of the
progress and achievements of the learner throughout the year in a given subject, together with any end-of-year
tests or examinations. The result of summative assessment is a single end-of-year promotion grade.

11.3 Informal and formal methods

The teacher must assess how well each learner masters the basic competencies described in the subject
syllabuses and from this gain a picture of the all-round progress of the learner. To a large extent, this can be
done in an informal way through structured observation of each learner’s progress in learning and practice
situations while they are investigating things, interpreting phenomena and data, applying knowledge,
communicating, making value judgements, and in their participation in general.

When it is necessary to structure assessment more formally, the teacher should as far as possible use the same
sort of situation as ordinary learning and practice situations to assess the competency of the learner. The use of
formal written and oral tests can only assess a limited range of competencies and therefore should not take up a
great deal of time. Short tests in any subject should be limited to part of a lesson and only exceptionally use up a
whole lesson. End-of-term tests should only be written in the first lesson of the day, so that teaching and
learning can continue normally for the rest of the time.

In Grade 10 a mock examination may be held to learn examination skills and to identify areas of the syllabus
which may need extra attention. Mock examinations only serve a useful purpose if they are used as a learning
experience in how to organise oneself, how to read the paper, how to interpret and answer examination-type

Accounting Syllabus, Grades 8-10, NIED 2010 40

questions, and how to allocate time in an examination. This involves the teacher going through the paper
systematically with the class when their answers are returned.

11.4 Evaluation

Information from informal and formal continuous assessment is to be used by the teacher to know where it is
necessary to adapt methods and materials to the individual progress and needs of each learner. At the end of
each main unit of teaching, and at the end of each term, the teacher together with the learners should evaluate
the process in terms of tasks completed, participation, what the learners have learnt, and what can be done to
improve the working atmosphere and achievements of the class.

11.5 Criterion-referenced grades

When grades are awarded in continuous assessment, it is essential that they reflect the learner’s actual level of
achievement in the Basic Competencies, and are not related to how well other learners are achieving or to the
idea that a fixed percentage of the learners must always be awarded a Grade A, B, C, and so on (norm-
referencing). In criterion-referenced assessment, each letter grade must have a descriptor for what the learner
must demonstrate in order to be awarded the grade. Grade descriptors must be developed for each subject for
each year. It is important that teachers in each department/section work together to have a shared understanding
of what the grade descriptors mean, and how to apply them in continuous assessment, so that grades are
awarded correctly and consistently across subjects. Only then will the assessment results be reliable.

11.6. Grade descriptors in the Junior Secondary Phase

In the Junior Secondary phase, grades A-G and U (ungraded) apply as follows:

11.7 Conducting and recording assessment

Grades Mark range Grade descriptor

Achieved Basic Competencies exceptionally well. The learner is
A 80%+
outstanding in all areas of competency.
Achieved Basic Competencies very well. The learner is highly
B 70-79%
proficient in most areas of competency.
C 60-69% Achieved Basic Competencies well.
D 50-59% Achieved Basic Competencies satisfactorily.
Achieved a sufficient number of Basic Competencies to exceed the
E 40-49%
minimum competency level.
Achieved the Basic Competencies needed to be considered
F 30-39%
competent. The learner needs learning support.
Achieved the minimum number of Basic Competencies worthy of a
G 20-29%
grade. The learner needs learning support
Did not achieve the minimum level of competence. The learner needs
U 0-19%
learning support

Continuous assessment should be planned and programmed at the beginning of the year, and kept as simple as
possible. Marks given for class activities, practical activities, project work, assignments, homework, and short
tests on completion of a topic may be recorded for continuous assessment. Non-promotional subjects in the
Upper Primary and Secondary grades should be assessed through informal continuous assessment methods and
letter grades awarded directly. These grades must be reported to the parents on the termly school report, but will
not count for promotion purposes.

Accounting Syllabus, Grades 8-10, NIED 2010 41

11.8 Assessment Objectives

The assessment objectives for Accounting are:

A Knowledge with Understanding

Learners should be able to:
1. demonstrate knowledge of facts and terms relevant to the syllabus;
2. demonstrate knowledge of appropriate concepts, conventions, principles and techniques;
3. demonstrate understanding of this knowledge through numeracy, literacy, presentation and
interpretation.

Questions assessing these objectives will often begin with words such as: define, list, outline, write up, record,
calculate, compute, prepare, draw up, explain, describe.

B Application and Analysis

Learners should be able to:
1. recognise, select and organise information in written, numerical and diagrammatic form;
2. apply knowledge and information to various accounting situations and problems.

Questions assessing these skills will often begin with words such as: compare, assess, consider, write up,
record, calculate, prepare, draw up, discuss, analyse, organise.

C Evaluation and Decision making

Learners should be able to:
1. interpret and evaluate accounting information to draw reasoned conclusions.

Questions assessing these objectives will often begin with words or phrases such as: evaluate, compare,
examine, suggest, advise, comment on, present, interpret, calculate, prepare.

11.9 Continuous Assessment: Detailed guidelines

Continuous assessment at Junior Secondary level consists of informal and more formal assessment. The table in
11.9.2 specifies how formal assessments are required for assignments, projects and shorter tests, in order to give
an overall picture of the learner’s knowledge and skills.

11.9.1 Types of Continuous Assessment

Project: A project is a longer assignment than a topic task and gives learners an opportunity to complete an
investigation into one of the themes/topics outlined in the syllabus. This type of investigation will enable the
teacher and learner to pursue a topic in greater depth and in a more lively and creative way than possible with
short discrete topic tasks. One project per term for the first two trimesters. Marks will be allocated to each
project. Learners could collect source documents, link it to transactions and other information given by the
teacher and complete a set of books or accounts depending on how far the teacher progressed with the syllabus.

Topic Tasks: These are recorded, assessed activities that could introduce a topic or used during teaching of a
topic and/or revision of a topic. They may include assessment involving competencies to do with locating
information, conducting surveys, analysing information or presenting information. Topic task will involve
assessment of basic competencies in all assessment objectives, however not all assessment objectives need to be
present in every topic task. Continuous assessment marks will be allocated for two tasks per term.

Topic tests: Completed topics should be ended off with a test indicating the achievements of the learners in
these topics. Written tests are specifically set by the teacher to assess the learners' achievements in relation to
competencies specified in the syllabus and should consist of short questions as well as more structured
questions. At least two topic tests should be written during the term and marks recorded.

Accounting Syllabus, Grades 8-10, NIED 2010 42

End of term test: This is a comprehensive test of the whole term's work.

11.9.2 Summary of Continuous Assessment Tasks

CONTINUOUS ASSESSMENT GRADES 8 & 9

TERM 1 TERM 2 TERM 3
COMPONENTS Number& Number Number
Total Total Total
Marks & Marks & Marks
Projects 1 x 40 40 1 x 40 40
Topic Tasks 2 x 40 80 2 x 40 80 2 x 30 60
Topic Tests 2 x 20 40 40 2 x 20 40
End of Term Tests 1 x 40 40 1 x 40 40
Term Marks 200 200 100
Weighted Term (200÷2) (200÷2)
Marks 100 100

CONTINUOUS ASSESSMENT GRADE 10

TERM 1 TERM 2
COMPONENTS Number & Number &
Total Total
Marks Marks
Projects 1 x 40 40 1 x 40 40
Topic Tasks 2 x 40 80 2 x 40 80
Topic Tests 2 x 20 40 2 x 20 40
End of Term Tests 1 x 40 40 1 x 40 40
Term Marks 200 200
Weighted Term (200÷2) (200÷2)
Marks 100 100

11.10 End of year examinations: Detailed guidelines

In Grades 8 and 9 there will be internal end-of-year examinations. As before, the purpose of these examinations
is to focus on how well learners can demonstrate their thinking, communication, and problem-solving skills
related to the areas of the syllabus, which are most essential for continuing in the next grade. Preparing for, and
conducting these examinations should not take up more than two weeks altogether right at the end of the year.

There will be an external examination at the end of Grade 10. The purpose of the examination is to assess how
far each learner can demonstrate their achievement in reaching the competencies as a preparation for everyday
life and for further studies or training, and to what extent the system as a whole is enabling learners to achieve
optimally.

Accounting Syllabus, Grades 8-10, NIED 2010 43

 WRITTEN EXAMINATION GRADES 8-10
Grade Description of papers Duration Marks
8 Paper 1 Consisting of short compulsory questions of 1h 15 min 40
variable length to test learners’ basic skills in and
knowledge of the principles of accounting and how to
apply the principles to business situations.
Learners answer on the question paper
Paper 2 Consisting of longer compulsory questions of 2h30 min (180÷2)=90
variable length to assess learners’ application of all three
assessment objectives.
Learners answer in specially prepared books.
9 Paper 1 Consisting of short compulsory questions of 1h 15 min 40
variable length to test learners’ basic skills in and
knowledge of the principles of accounting and how to
apply the principles to business situations.
Learners answer on the question paper
Paper 2 Consisting of longer compulsory questions of 2h30 min (180÷2)=90
variable length to assess learners’ application of all three
assessment objectives.
Learners answer in specially prepared books.
10 Paper 1 Consisting of short compulsory questions of 1h 15 min 40
variable length to test learners’ basic skills in and
knowledge of the principles of accounting and how to
apply the principles to business situations.
Learners answer on the question paper
Paper 2 Consisting of longer compulsory questions of 2h30 min (180÷2)=90
variable length to assess learners’ application of all three
assessment objectives.
Learners answer in specially prepared books.

NB Learners will be tested in the JSC examination on the content of Grades 8, 9 and 10.

11.11 Promotion marks

In Grades 8-10, Continuous Assessment contributes 35% of the summative mark.

The weighting of each assessment component is as follows:

COMPONENT DESCRIPTION MARKS WEIGHTING

Paper 1 40 20%
Written Examination
Paper 2 (180÷2) 90 45%
Topic Tasks, Topic Tests, Projects, End of
Continuous Assessment 70 35%
Term Test
TOTAL MARKS 200 100%

Accounting Syllabus, Grades 8-10, NIED 2010 44

The promotion marks are calculated as follows:

PROMOTION MARK FOR GRADES 8 & 9

Term 1 Term 2 Term 3 Total
Term mark 200 200 100 500
CA mark (500÷50X7) 70
End-of-year examination 130
(CA Mark + End-of-Year Examination) ÷ 2
Promotion Mark 100
(200÷2)

PROMOTION MARK FOR GRADE 10

Term 1 Term 2 Total
Term mark 200 200 400
(400÷40X7)
CA mark 70
(CA mark for Grade 10 to be sent to DNEA)
End-of-year examination 40 + 90 = 130 Marks (JSC examination) 130
(CA Mark + End-of-Year Examination) ÷ 2
Promotion Mark 100
(200÷2)

11.12 Specification Grid

The specification grid below indicates the mark weighting allocated to each objective for the Written
Examination.

ASSESSMENT OBJECTIVES PAPER 1 PAPER 2 WEIGHTING

A Knowledge with understanding 50% 33,3% 36%
B Application and Analysis 50% 50% 50%
C Evaluation and Decision making 16,7% 14%
Total 100% 100% 100%

Paper 1 will contribute 30% and Paper 2 will contribute 70% towards the final mark.

11.13 Assessment Criteria and Rubrics

Criteria for Assessment of projects:

(a) Each of the two projects should be assessed out of 40 marks.
(b) Each project will be assessed as follows:
Collection of data 10 marks
Presentation of relevant data 5 marks
Analysis and interpretation of the topic 15 marks
Evaluation of the topic 10 marks

It is anticipated that the learner’s responses will be assessed totality and levels of achievement will be
recognised.

An example of the mark bands is indicated below for collection and presentation of relevant data and for
analysis, interpretation and evaluation of the topic.

Accounting Syllabus, Grades 8-10, NIED 2010 45

 Collection of data 10 marks
Attempt made to gather information from at least one source. Sources unrelated to
the business problem/situation 1 – 2 marks
Attempt made to gather some relevant information but still only limited sources
used 3 – 4 marks
Information collected is relevant to the business problem and appropriate research
methods used 5 – 6 marks
Information is clearly linked to the topic set and throughout an appropriate range of
research methods are used 7 – 8 marks
Well designed research carried out effectively, fully investigating the business 9 – 10
problem/situation and collecting all the relevant information marks

Presentation of relevant data 5 marks

Very limited understanding of appropriate presentation methods but poorly applied 1 mark
Some variation in presentation but not converted to different forms of presentation 2 marks
Data presented using different methods but not always appropriate forms of
communication 3 marks
Clear presentation with data converted into different and appropriate forms of
communication 4 marks
Information collected is fully and clearly explained and complete range of
presentation skills used 5 marks

Analysis and interpretation of the topic 15 marks

Limited attempt to organise material into parts 1 – 3 marks
Limited attempt to organise material in a logical manner but no comments, just an
acceptance of others’ views 4 – 6 marks
Work planned in a logical manner with attempt to break down material in a clear
and sensible way to try to answer the question posed in the title 7 – 9 marks
Work planned in a logical manner and business ideas well applied to the topic 10 – 12
marks
Evidence of original and clear analysis of the topic with relevant and accurate use 13 – 15
of business ideas marks

Evaluation of the topic 10 marks

Very limited conclusion drawn, makes unsupported personal opinions not related to
the data 1 – 2 marks
Brief conclusion drawn, personal opinions have some connection with the
information gathered 3 – 4 marks
Conclusion drawn form the evidence but is not an answer to the question posed in
the title 5 – 6 marks
Personal and justified conclusion related to the question posed in the title and
drawn from the evidence collected 7 – 8 marks
A reasoned and justified conclusion based on the evidence collected and a clear 9 – 10
answer to the question posed in the title marks

When applying the mark scheme to assignments it is useful to ask the following questions:

Collection of data
How many sources were used?
Were primary and secondary sources used?
Were the sources appropriate to answering the question posed in the title and were the range of sources used
appropriate?

Accounting Syllabus, Grades 8-10, NIED 2010 46

Presentation of relevant data
How many different techniques were used to present the data?
Was the data converted to alternative and different forms of communication?
Were the presentation techniques used appropriate for the information collected?

Analysis & interpretation of the topic

Was the coursework well organised? (Introduction, etc…)
Was the data that had been gathered used in a clear way to answer the question posed in the title?
Were the candidates’ own opinions included or were they other people’s views?
Were business ideas effectively applied to the topic?
Were the ideas analysed and discussed in answer to the question posed?

Evaluation of the topic

Was a conclusion present?
Was the conclusion related to the data gathered?
Did the conclusion answer the question posed in the title?
Was there evaluation in the main part of the coursework?

Accounting Syllabus, Grades 8-10, NIED 2010 47

ANNEXURE A: EXAMPLE OF A CASH BOOK
Cash Book of XYZ Stores - March 2004 CB3
Dr Cr
Doc Date Details Fol Discount Cash Bank Doc Date Details Fol Discount Cash Bank
No Allowed No Received
N$ N$ N$ N$ N$ N$
R01 1 Capital 100 000,00 C001 8 Cash C 100,00
CRR1 2 Sales 5 000,00 9 Bank 500,00
R02 3 A. Louw 10,00 200,00 C002 14 Fixed Deposit: First National Bank 10 000,00
CRR2 6 Current Income 2 000,00 C003 18 Carriage Inwards/Carriage on Purchases 100,00
8 Bank C 100,00 C004 24 Purchases 1 000,00
D/S 9 Cash C 500,00 C005 26 Clicks 50,00 500,00
CRR 10 Sales 400,00 C006 28 Purchases 900,00
R03 16 Loan: Bank Windhoek 5 000,00 Stationery 100,00 1 000,00
31 Balance c/d 1 800,00 98 200,00
10,00 2 300,00 110 900,00 50,00 2 300,00 110 900,00

April 2004 CB4

1 Balance b/d 1 800,00 98 200,00

Transactions:
1 The owner increased his capital contribution with N$100 000,00. The amount was directly deposited into the bank. Receipt 01
2 Cash sales, directly deposited into the bank, N$5 000,00. CRR01.
3 Received a cheque for N$200,00 from a debtor, A. Louw, to settle his account of N$210,00. Receipt 02
6 Received N$2 000,00 for services rendered.
8 Cashed a cheque of N$100,00 for cash float.
9 Deposited N$500 cash into the business' bank account.
10 Sold goods to Mr Hendricks for N$ 400,00. He paid by credit card.
14 Invested a cheque of N$10 000,00 at First national Bank at 10% per annum for 6 months.
16 Received a loan from Bank Windhoek, N$5 000,00 at 15% per annum and deposited it directly into the bank.
18 Paid Trans Namib by cheque, N$100,00, to transport goods which have been bought from Shoprite.
24 Bought goods from Metro and paid by cheque, N$1 000,00.
26 Paid a creditor, Clicks, N$500,00 by cheque and received N$50,00 discount.
28 Paid Pick ‘n Pay per cheque for goods, N$900 and stationery, N$100.

NOTE: Cheques received should be entered into the Cash column until instructed to be deposited and
Credit card receipts should be entered directly in the Bank column.

Accounting Syllabus, Grades 8-10, NIED 2010 48

ANNEXURE B: EXAMPLE OF A PETTY CASH BOOK

Petty Cash Book of XYZ Stores – March 2004 PCB7

Dr Cr
Receipt Fol Date Details Voucher Total Travelling Postage Stationery Sundry Sundry Accounts
Expenses Expenses Account Fol Amount
N$ N$ N$ N$ N$ N$ N$
150,00 b/d 1 Balance
2 Taxi fare 1 7,60 7,60
4 Postage 2 4,70 4,70
7 Stationery 3 2,52 2,52
10 Bus fare 4 10,92 10,92
12 Tea & Milk 5 17,00 17,00
14 Envelopes 6 4,90 4,90
17 Charity 7 10,00 Donation 10,00
18 Rail fare 8 21,60 21,60
20 Stamps 9 1,50 1,50
23 Packing tape 10 3,00 3,00
25 Telegram 11 1,10 1,10
27 Taxi fare 12 10,80 10,80
29 Cleaning
material 13 10,00 Cleaning material 10,00
105,64 50,92 7,30 10,42 17,00 20,00
105,64 CB 31 Cash
c/d Balance 150,00
255,64 255,64
April 2004 PCB 8
150,00 b/d 1 Balance

Details column: item for which money is paid.

Sundry expenses column: this column is used if there is no specific account for that expense.
Sundry account column: this column is used for a specific account not reflected in the analyses columns.

Accounting Syllabus, Grades 8-10, NIED 2010 49

ANNEXURE C: EXAMPLE OF A DEBTORS JOURNAL & DEBTORS RETURN
JOURNAL

Debtors Journal of XYZ – May 2004 DJ9

Doc no Date Debtors Fol Amount
N$ c
X02 4 G. Pietersen DL1 780 00
X03 7 M. Izaks DL2 340 00
X04 23 G. Pietersen DL1 250 00
1 370 00

Debtors Returns Journal of XYZ - May 2004 DRJ9

Doc no Date Debtors Fol Amount
N$ c
Y001 12 G. Pietersen DL1 80 00
Y002 14 M. Izaks DL2 40 00
120 00

ANNEXURE D: EXAMPLE OF CREDITORS JOURNAL & CREDITORS

RETURN JOURNAL

Creditors Journal of XYZ – May 2004 CJ5

Doc no Date Creditors Fol Amount
N$ c
22 5 Warner Suppliers CL1 3 600 00
23 8 George & Co CL2 1 200 00
24 15 George & Co CL2 500 00
5 300 00

Creditors Returns Journal of XYZ - May 2004 CRJ5

Doc no Date Creditors Fol Amount
N$ c
02 7 Warner Suppliers CL1 360 00
03 14 George & Co CL2 130 00
490 00

ANNEXURE E: EXAMPLE OF A GENERAL JOURNAL

General Journal of XYZ Stores – May 2004 GJ7

Date Fol Debit Credit
N$ N$
4 Bad Debts 250,00
C van Zyl 250,00
Debt of debtor written off as
irrecoverable
10 Drawings 800,00
Purchases 800,00
Owner took stock for personal use
18 Vehicle 80 000,00
Creditors 80 000,00
Bought a vehicle on credit

Accounting Syllabus, Grades 8-10, NIED 2010 50

 ANNEXURE F: EXAMPLE OF A WAGES JOURNAL
Wages Journal of XYZ Stores for the week ending 15 May 2004 WJ17
Details Normal Time Overtime Gross Pension Medical Social PAYE Trade Total Net
wages Aid Security Union deductions wages
Hours Rate Amount Hours Rate Amount N$ N$ N$ N$ N$ N$ N$ N$
B. Adams 40 12 480 5 18 90 570 42 60 20 111 22 255 315
C. Mutorwa 40 10 400 400 30 90 14 78 27 239 161
J. Xoagub 40 16 640 8 24 192 832 62 90 27 162 30 371 461
1 520 282 1 802 134 240 61 351 79 865 937
Employer’s Contribution 195 134 61
1 997 268 240 122 351 79 937

Accounting Syllabus, Grades 8-10, NIED 2010 51

 ANNEXURE G: EXAMPLE OF A GENERAL LEDGER

General Ledger of XYZ Stores

Balance Sheet Account Section
Dr Cr
Date Details Fol Amount Date Details Fol Amount
Buildings B1
2004
Jan 1 Balance b/d 150 000,00

Vehicles B2
2004 2004
Jan 1 Balance b/d 80 000,00 Sept 30 Balance c/d 100 000,00
Sept 10 Bank 20 000,00
100 000,00 100 000,00
Oct 1 Balance b/d 100 000,00

Debtors Control B3
2004 2004
Jan 1 Balance b/d 6 700,00 Jan 31 Bad debts 150,00
Balance c/d 6 550,00
6 700,00 6 700,00
Feb 1 Balance b/d 6 550,00

Nominal Account Section

Rent Income N1
2004
Dec 31 Balance b/d 12 000,00

Insurance N2
2004 2004
Apr 1 Bank 3 600,00 Sept 30 Balance c/d 7 800,00
Sept 1 Cash 4 200,00
7 800,00 7 800,00
Oct 1 Balance b/d 7 800,00

The folio numbers can also be GL folios.

ANNEXURE H: EXAMPLE OF A DEBTORS LEDGER

Debtors Ledger of XYZ

Date Details Fol Debit Credit Balance
N$ N$ N$
G. Pietersen DL1
2004
May 1 Balance b/d 144,00
4 Sales DJ 780,00 924,00
11 Bank CB 200,00 724,00
Discount Allowed CB 20,00 704,00
12 Sales Returns/Returns Inwards DRJ 80,00 624,00
15 Bank (R/D) CB 200,00 824,00
Discount Allowed GJ 20,00 844,00
24 Bad Debts GJ 44,00 800,00
28 Interest Received GJ 30,00 830,00

Accounting Syllabus, Grades 8-10, NIED 2010 52

ANNEXURE I: EXAMPLE OF A CREDITORS LEDGER

Creditors Ledger of XYZ

Date Details Fol Debit Credit Balance
N$ N$ N$
Warner Supplies CL1
2004
May 1 Balance b/d 1 003,00
5 Purchases CJ 3 600,00 4 603,00
7 Purchases Returns/Returns Outwards CRJ 360,00 4 243,00
15 Bank CB 1 243,00 3 000,00
Discount Received CB 120,00 2 880,00
29 Interest Paid GJ 80,00 2 960,00

Accounting Syllabus, Grades 8-10, NIED 2010 53

ANNEXURE J: EXAMPLE OF A TRIAL BALANCE

NOTE: Not all of the items will appear in examples for Grade 8 and 9. The folio numbers can also
be GL1, GL2, GL3 etc.

Trial Balance of XYZ Stores as at 30 June 2004

Fol Debit Credit
N$ N$
Balance Sheet Account Section
Capital B1 100 000,00
Drawings B2 2 000,00
Land and Buildings B3 120 000,00
Vehicles B4 40 000,00
Equipment B5 10 000,00
Provision for Depreciation on Vehicles B6 17 000,00
Provision for Depreciation on Equipment B7 3 000,00
Loan: ABC Bank B8 60 000,00
Fixed Deposit: DEF Building Society B9 15 000,00
Stock (1/7/2003) B10 13 000,00
Debtors 3 000,00
Accrued Income B11 1 200,00
Prepaid Expenses B12 2 800,00
Bank CB6 8 000,00
Cash CB6 800,00
Petty Cash PCB6 100,00
Creditors 5 000,00
Accrued Expenses B13 1 800,00
Income Received in Advance B14 2 200,00

NOMINAL ACCOUNTS SECTION

Sales N1 62 050,00
Sales Returns/Returns Inwards N2 1 500,00
Purchases N3 20 000,00
Purchases Returns/Returns Outwards N4 3 400,00
Interest on Fixed Deposit N5 750,00
Rent Income N6 26 400,00
Salaries N7 9 000,00
Telephone N8 7 000,00
Depreciation N9 8 000,00
Stationery N10 1 200,00
Interest on Loan N11 8 800,00
Water and Electricity N12 4 600,00
Carriage Inwards/Carriage on Purchases N13 4 000,00
Carriage Outwards N14 1 600,00
281 600,00 281 600,00

[double lines]

Accounting Syllabus, Grades 8-10, NIED 2010 54

 ANNEXURE K: EXAMPLE OF TRADING ACCOUNT AND PROFIT AND LOSS
ACCOUNT

General Ledger Of XYZ Stores

Final Account Section
Dr Cr
Date Details Fol Amount Date Details Fol Amount
Trading account F1
2004 2004
Jun 30 Stock (1/7/2003) 13 000,00 Jun 30 Sales 60 550,00
Purchases 16 600,00 Stock (30/6/2004) 15 000,00
Carriage Inwards/
Carriage on Purchases 4 000,00
Profit and Loss 41 950,00
(Gross profit)
75 550,00 75 550,00

Profit and Loss account F2

2004 2004
Jun 30 Salaries 9 000,00 Jun 30 Trading account
Telephone 7 000,00 (gross profit) 41 950,00
Stationery 1 200,00 Rent Income 26 400,00
Water & Interest on Fixed
Electricity 4 600,00 Deposit 750,00
Carriage Outwards 1 600,00
Depreciation 8 000,00
Interest on Loan 8 800,00
Capital (Net profit) 28 900,00
69 100,00 69 100,00

Accounting Syllabus, Grades 8-10, NIED 2010 55

ANNEXURE L: EXAMPLE OF INCOME STATEMENT OF SERVICE
BUSINESS

Income Statement of ABC Services for the year ended 30 June 2004
Current Income 41 950,00
Add Other Income 27 150,00
Rent Income 26 400,00
Interest on Fixed Deposit 750,00
Gross Income 69 100,00
Less Expenses 32 200,00
Salaries 9 000,00
Telephone 7 000,00
Stationery 1 200,00
Interest on Loan 8 800,00
Water and Electricity 4 600,00
Carriage Outwards 1 600,00
Net Income 36 900,00

NOTE:
* All the above items will not appear in a Grade 8 and 9 example
* (Show calculations in brackets)
* When expenses exceed income the result will be a Net Loss

ANNEXURE M: EXAMPLE OF INCOME STATEMENT OF TRADING

BUSINESS
NOTE: ALL ITEMS WILL NOT APPEAR IN EXAMPLES FOR GRADE 8 AND 9

Income Statement of XYZ Stores for the year ended 30 June 2004
N$ N$
Sales/Turnover [62 050 - 1 500] 60 550,00
Less Cost of Sales 18 600,00
Opening Stock/Initial Stock 13 000,00
Add Purchases [20 000 - 3 400] 16 600,00
Add Carriage inwards/Carriage on purchases 4 000,00
33 600,00
Less Closing Stock/Final Stock 15 000,00
Gross Profit 41 950,00
Add Other Income 27 150,00
Rent Income 26 400,00
Interest on fixed deposit 750,00
Gross Income 69 100,00
Less Expenses 40 200,00
Salaries 9 000,00
Telephone 7 000,00
Stationery 1 200,00
Interest on loan 8 800,00
Water and Electricity 4 600,00
Depreciation 8 000,00
Carriage outwards 1 600,00
Net Profit 28 900,00

NOTES:
* Show calculations in brackets
* Turnover = Sales - Sales Returns/Returns Inwards
* Purchases = Purchases - Purchases Returns/Returns Outwards
[Look at the line below Interest on fixed deposit]

Accounting Syllabus, Grades 8-10, NIED 2010 56

ANNEXURE N: EXAMPLE OF BALANCE SHEET
NOTE: FOR A SERVICE BUSINESS, THE ITEM "STOCK" WILL NOT APPEAR IN THE BALANCE
SHEET

Balance Sheet of XYZ Stores as at 30 June 2004

N$ N$ N$
CAPITAL EMPLOYED
OWNER'S EQUITY 125 900,00
Capital 100 000,00
Add Net Profit/Less Net Loss 28 900,00 128 900,00
Less Drawings 2 000,00

LONG TERM LIABILITIES 60 000,00

Loan: ABC Bank 60 000,00
186 900,00

EMPLOYMENT OF CAPITAL
FIXED ASSETS Cost Price Provision for Book value
Depreciation
Land and Buildings 120 000,00 120 000,00
Vehicles 40 000,00 17 000,00 23 000,00
Equipment 10 000,00 3 000,00 7 000,00
170 000,00 20 000,00 150 000,00

INVESTMENTS 15 000,00
Fixed Deposit: DEF Building Society 15 000,00

WORKING CAPITAL 21 900,00

CURRENT ASSETS 30 900,00

Stock 15 000,00
Debtors 3 000,00
Accrued Income 1 200,00
Prepaid Expenses 2 800,00
Bank 8 000,00
Cash 800,00
Petty Cash 100,00

Less CURRENT LIABILITIES 9 000,00

Creditors 5 000,00
Accrued Expenses 1 800,00
Income Received in Advance 2 200,00
186 900,00

* Show calculations in brackets

* Bank overdraft = current liability

Accounting Syllabus, Grades 8-10, NIED 2010 57

 ANNEXURE O: EXAMPLE OF CONTROL ACCOUNTS
General Ledger of XYZ Stores
Balance Sheet Account Section
Dr Cr
Date Details Fol Amount Date Details Fol Amount
Debtors Control account
2004 2004
July 1 Balance b/d 8 000,00 July 31 Bank 20 000,00
31 Sales 50 000,00 Cash 18 000,00
Bank (R/D cheque) 400,00 Discount Allowed 2 000,00
Interest Received 50,00 Bad Debts 360,00
Sales Returns 3 240,00
Balance c/d 14 750,00
58 450,00 58 450,00
Aug 1 Balance b/d 14 750,00

Creditors Control account

2004 2004
July 31 Bank 15 000,00 July 1 Balance b/d 6 000,00
Cash 7 000,00 31 Purchases 24 000,00
Purchases Returns 1 900,00 Interest Paid 200,00
Discount Received 700,00
Balance c/d 5 600,00
30 200,00 30 200,00
Aug 1 Balance b/d 5 600,00

Accounting Syllabus, Grades 8-10, NIED 2010 58

 ANNEXURE P: EXAMPLE OF A BANK RECONCILIATION STATEMENT

Supplementary Cash Book – November 2004 CB 7

Dr Cr
Doc Date Details Fol Bank Doc Date Details Fol Bank
30 Balance b/d 800,00 30 Insurance 140,00
Credit transfer: A Bock 125,00 Bank Charges 55,00
Balance c/d 730,00
925,00 925,00
Cash Book – December 2004 CB8
1 Balance b/d 730,00

Bank Reconciliation Statement for the month ended 30 November 2004

Details Debit Credit
Cr Balance according to Bank Statement 940,00
Cr Outstanding deposit 150,00
Dr Cheques not yet presented for payment
147 190,00
153 170,00
Dr Balance according to Cash Book 730,00
1 090,00 1 090,00

OR

Bank Reconciliation Statement for the month ended/as at 30 November 2004

Balance as per Cash Book 730,00
Add Unpresented cheques 360,00
No 147 190,00
No 153 170,00
1 090,00
Less Outstanding deposit 150,00
Credit balance as per Bank Statement 940,00

Accounting Syllabus, Grades 8-10, NIED 2010 59

ANNEXURE Q: EXAMPLE OF RATIOS

1. Gross profit on turnover

= Gross Profit x 100

Turnover 1

= 41 950 x 100
60 550 1

= 69,28 %

2. Net profit on cost of sales

= Net Profit x 100

Cost of Sales 1

= 28 900 x 100
18 600 1

= 155,38 %

3. Net Profit on turnover

= Net Profit x 100

Turnover 1

= 28 900 x 100
60 550 1

= 47,73 %

4. Return on Capital Employed (ROCE)

= Net Profit x 100

Opening Capital 1

= _28 900 x 100

100 000 1

= 28,9 %

5. Solvency

Total Assets : Total Liabilities

150 000 + 15 000 + 30 900 : 9 000 + 60 000
195 900 : 69 000
2,84 : 1

6. Current ratio

Current Assets : Current Liabilities

30 900 : 9 000
3,43 : 1

Accounting Syllabus, Grades 8-10, NIED 2010 60

7. Acid test ratio

Current Assets – Stock : Current Liabilities

(30 900 – 15 000) : 9 000
15 900 : 9 000
1,77 : 1

NOTE:
All calculations should be correct to two decimals, unless the question states otherwise.
For all ratio’s the answer should be expressed in the format x : 1.

Accounting Syllabus, Grades 8-10, NIED 2010 61

ANNEXURE R: MARKING GUIDELINES FOR JSC ACCOUNTING

Cash Book

Document Numbers: 1 Mark dr document column;

1 Mark cr document column;
Provided that there is not more than 1 mistake per column.
The first document number will be provided.

Opening balances: 1 Mark each if not provided on answer sheet.

Entries: Date, detail and amount in correct column: all correct for 1 mark per line
Extra mark for discount amount, if any
Extra mark if amount was calculated, but if calculation was wrong and the rest
correct, award 1 mark O/F (Own figure)

Closing balances: Balances c/d: 2 Marks each C/F (Correct figure) and date.
Balances b/d: 1 Mark each O/F, provided that it is on the correct side and correct
date. (Cash balance always dr and Bank balance on the opposite side of the
candidate’s balance c/d).

Totals: One mark for each discount column’s total (C/F).

No marks for totals of Cash and Bank columns.

Heading: If not provided: 1 mark for correct heading. (Cash book of name of business, month,
year and folio reference)

Folios: 1 Mark per correct folio column. Folio references are only needed if posting took
place.

Petty Cash Book

Opening balance: 1 Mark if not provided on answer sheet.

Entries: Date, detail and total amount all correct: 1 mark per line
Correct amount in correct analysis column: 1 mark

Document column: 1 Mark, provided that there is not more than 1 mistake
The first document number will be provided.

Totals: Analysis columns: 2 totals correct for 1 mark.

Total column: No mark for total.

Closing off: Imprest entry will get 2 marks C/F or 1 mark O/F
Balance c/d 1 mark C/F. Date must be correct.
Balance b/d 1 mark O/F. Date must be correct.

Debtors Journal, Debtors Returns Journal, Creditors Journal and Creditors Returns Journal

Document column: 1 Mark per correct document column

Entries: Date, detail and amount all correct: 1 mark per line
If the amount was calculated, the entry scores 2 marks, but if calculation was wrong
and the rest correct, award 1 mark O/F.

Folio: 1 Mark per correct folio column. Folio references are only needed if posting took
place.

Total: No marks.

Accounting Syllabus, Grades 8-10, NIED 2010 62

General Journal

Entries: Date, Account debited, Account credited with amounts in the correct columns and
narration correct: 3 marks. (3 or 0)

If the amount was calculated: award 1 mark extra. If the calculated amount is
wrong, no mark for calculation, but learner can still score 3 marks for the rest.

If dates are omitted: no marks.

If the question stated that narrations might be omitted, then 2 or 0 and the rest stay
the same.

Posting

Entries on the wrong side score no marks!

General Ledger: (T-accounts)

Entries and opening balance: Date, detail and amount correct: 1 mark per line.

Folios: Correct folios of subsidiary book from where posting was done: 1 dr mark
and 1 cr mark for whole ledger.

Closing balance: Balance c/d: 2 marks C/F. Date must be correct.

Balance b/d: 1 mark O/F if on the correct side. Date must be correct.

Debtors Ledger and Creditors Ledger: (Running balance format)

Entries: Date, detail and correct amount in the correct column: 1 mark
Balance amount: 1 mark C/F

Opening balance: Date, detail and correct amount in the balance column: 1 mark

Folios: 1 mark for the folio column of the whole ledger. Folios must indicate the correct
subsidiary book from where posting took place.

Trial Balance

Sub-headings (sections): 1 Mark each

Other items: Name of account and correct amount in the correct column: 1 mark per line
If the amount was calculated, e.g. Capital or bank figure was not provided: 2 marks
per line C/F or 1 mark per line O/F, provided that the calculation is correct.

Folio column: 1 Mark for the column

Totals: 1 Mark O/F provided the two totals are the same.
2 Marks C/F (for the two totals together)

Income Statement (Show all workings in brackets)

Heading: 1 Mark if not provided on answer sheet.

(Name of Business: Income Statement for the year ended day, month, year)

Body: Net sales/turnover and net purchases: 3 marks each; (Sales less Sales returns and
Purchases less Purchases Returns)
If no adjustment for returns: 1 mark each

Opening and closing stock: 1 mark each (Give the date in brackets)
Accounting Syllabus, Grades 8-10, NIED 2010 63
 Each income and expense account with correct amount: 1 mark each
If an adjustment was made to the amount: 3 marks each

Gross profit and Net profit/loss: 1 Mark each for wording

1 Mark each for amount O/F provided that the calculations were correct.
2 Marks C/F

Balance Sheet (Show all workings in brackets)

Heading: 1 Mark if not provided on answer sheet.

(Name of Business: Balance Sheet on/as at day, month, year)

Sub-headings: (“Capital employed” and “Employment of Capital”)

1 Mark each if not provided on answer sheet.

Sub totals: (Owner’s equity, Long term liabilities, Fixed assets, Investments, Working capital,
Current assets, Current liabilities)
Wording and amount correct: 1 Mark C/F only

Other items: (excluding fixed assets) Wording and amount correct for 1 mark per item.
If amount was adjusted, 3 marks per item.

Items under Fixed assets: Wording & Cost price amount: 1 mark
Book value: 1 mark O/F
Provision for depreciation: If provided: 1 mark; If calculated: 3 marks

Bank Reconciliation Statement

Heading: 1 mark if not provided

Body: If dr and cr column format is used:

Wording & amount in correct column: 2 marks per line (O/F for Cash Book balance)
1 Mark per correct total.

If vertical format is used:

2 marks per entry (wording & amount & correct calculation where applicable)
1 mark for each sub-total (If sub-totals were omitted in the lay-out, give 2 additional
marks for correct balance at the end)

Wages Journal

Body: Normal time amounts: 2 marks each (if calculated)

Overtime amounts: 2 marks each (if calculated)
Gross wage: 2 marks each C/F or 1 mark each O/F
Deductions: 1 mark each if provided; 2 marks each if calculated
Total deductions: 2 marks each C/F or 1 mark each O/F
Net wage: 2 marks each C/F or 1 mark each O/F
Employer’s contribution: If provided 1 mark C/F; If calculated 2 marks C/F or 1
mark O/F provided the calculation was correct.

Totals: 1 mark each for gross wage, total deductions and Net wage. (must be C/F)

Note: Normally not more than 2 employees asked, because you test the same thing all over
for each employee.

Accounting Syllabus, Grades 8-10, NIED 2010 64

Final accounts

Basically marked as General Ledger account, but 3 marks each where amounts had to be calculated as result of
adjustments. (Show calculations of adjustments in brackets)

Theoretical questions

Accounting equation: Correct effect, amount and reason: 2 marks (2 or 0)

Account to be debited and credited: Both correct: 2 marks (2 or 0)

Subsidiary book & source document: Both correct: 2 marks (2 or 0)

Ratios: Formula: 1 mark (if specified that it should be given)

Each amount applied to the formula: 1 mark (not 100/1)
Answer: 2 marks C/F or 1 mark O/F
Remember for ratios the answer is always in the format “X : 1”

Accounting Syllabus, Grades 8-10, NIED 2010 65

ANNEXURE S: GUIDELINES ON PROJECTS AND TOPIC TASKS

PROJECT REGULATIONS
For the purposes of this document the term projects refers to any component specified by the JSC syllabus
which is assessed in the School. Examples of projects are:

projects, folios of essays, field work, practical work, assignments and experiments
undertaken and assessed during the course.

Projects may include work for which the topic have been set by the teacher or chosen by the candidates
themselves.

Learners should undertake projects with the guidance and continuing supervision from teachers. Teachers are
expected to:
 assist with suggestions for investigations and topics;
 indicate sources of information, e.g. organisations or persons who might be able
 to help, materials, places to visit and references;
 advise on the practicality or otherwise of schemes proposed by candidates;
 give suggestions as to length, approach and treatment;
 satisfy themselves, as far as they are able, that all written work submitted for the
 project assessment is the candidate’s own unaided work.

Suggested format of Projects (if a written piece)

Each project should be approximately 200 - 450 words long. Diagrams, appendix, etc. are not to be counted in
the number of words used.

Projects should be written/typed on A4 paper. The cover must be clearly marked with the learner’s name.

Projects should include:

The title, making clear the question to be answered
A table of contents
Sub-headings (not an essay form of written work)
Graphs, diagrams, questionnaires, etc., where appropriate
Conclusion
A bibliography and appendix where appropriate.

Learners will be given credit for tables of statistics, graphs, illustrations, photographs, etc., provided they are
related to the question being answered and clearly support some part of the text. They should not be included
merely to make the project look more attractive.

Quotes must be clearly indicated and their sources stated.

The project must take the form of a response to a clearly formulated question. This can come from any part of
the syllabus but some areas tend to provide more opportunities for investigation than others and therefore are
more suitable. (Look at cross-curricular content.)

The project could include a variety of forms of investigation where appropriate, e.g. questionnaires, interviews,
library research, personal observation, visit to government offices, visit to factory or offices.

Projects could be open-ended, capable of being tackled in the way that the learner wishes. Thus one can assess
the learner in terms of what has been achieved, rather than in terms of the teacher’s expectations. Open-ended
tasks can fulfil the requirement to differentiate. The teacher’s role will be to ensure that no student is attempting
an impossible or unmotivating task.

Learners should be encouraged to use correct terminology, as appropriate, in their written work.

The tasks set, need to be carefully thought out to allow the candidate to show what they know, understand and
can do, i.e. not what they cannot do.

The project should relate to a realistic business/accounting problem/situation.

Accounting Syllabus, Grades 8-10, NIED 2010 66

SETTING OF PROJECTS
Assignments should not contain a series o f highly structured tasks as this fails to discriminate candidates at
either end of the ability range, consequently bunching candidates in the middle mark range. This does not allow
candidates, particularly at the higher ability range, to fulfill their potential.

The question posed at the beginning of the assignment should be researched in order to draw valid conclusions
and answer the question posed at the start of the investigation.

Project Preparation

Projects should not predetermine performance.

Teacher should provide ideas, stimulus, assignment(s) and task.

The Project should be integrated and should usually concentrate on more than one aspect of the syllabus.

Think carefully about the timing of the Project, it should not come too early in the course as it has to be assessed
as if it were completed in the last term of the course. This means the teacher should not make allowances for the
work being completed early in the course and the teacher should ensure that Coursework follows the relevant
work in class..

When determing the timing of the Project, allowance should also be made for all subjects and ideally should be
planned by the school.

Projects should be used to reinforce class work. For example, you should introduce a new topic in class and
then use the projects/topic tasks for further investigation.

Projects/topic tasks may take other forms than written. Ideally Projects/topic tasks will contain written,
numerical, graphical and other forms of presentation – but where other forms of presentation are used they must
be used to answer the question and made reference to – they should not just be a way of making the assignment
look more colourful or interesting.

The location of the school may affect the Project choice and the teacher has to make use of particular
circumstances. Some schools are in areas where sending learners out for primary research proves difficult or
impossible. With some thought, alternative ways of gathering data can be found e.g. asking family, friends,
fellow students, telephone and magazines.

If school/industry links exist, then use should be made of these.

Will the Project allow the pupils to show what they:

Know?
Understand?
Can do?

The teacher should inform or discuss with the pupils what they will be looking for when marking so that pupils
understand what is required of them.

Project brief for learners

Does your assignment:
 Have a stated aim which poses a question?
 Relate to an identifiable part(s) of the syllabus?
 Help integrate/bring together different areas of the syllabus?
 Allow the opportunity for all assessment objectives to be met? Have you conducted different types of
research and used a variety of presentation methods
 to display the data you have collected?
 End with a conclusion?
 Provide identification as to where materials/resources have come from? This
 could be put at the end of your work as a list of where you went, how you
 carried out your research, what other sources you used.
 Provide the opportunity for the work to be completed within the time allowed?
 You should plan out what you have to do.
 Have a deadline for submission?

Accounting Syllabus, Grades 8-10, NIED 2010 67

Criteria for Assessment
(a) Each of the two projects should be assessed out of 40 marks.

(b) Each project will be assessed as follows:

Collection of data 10 marks
Presentation of relevant data 5 marks
Analysis and interpretation of the topic 15 marks
Evaluation of the topic 10 marks

It is anticipated that the learner’s responses will be assessed totality and levels of achievement will be
recognised.

An example of the mark bands is indicated below for collection and presentation of relevant data and for
analysis, interpretation and evaluation of the topic.

Collection of data 10 marks

Attempt made to gather information from at least one source. Sources unrelated to
the business problem/situation 1 – 2 marks
Attempt made to gather some relevant information but still only limited sources used
3 – 4 marks
Information collected is relevant to the business problem and appropriate research
methods used 5 – 6 marks
Information is clearly linked to the topic set and throughout an appropriate range of
research methods are used 7 – 8 marks
Well designed research carried out effectively, fully investigating the business
problem/situation and collecting all the relevant information 9 – 10 marks

Presentation of relevant data 5 marks

Very limited understanding of appropriate presentation methods but poorly applied
1 mark
Some variation in presentation but not converted to different forms of presentation
2 marks
Data presented using different methods but not always appropriate forms of
communication 3 marks
Clear presentation with data converted into different and appropriate forms of
communication 4 marks
Information collected is fully and clearly explained and complete range of
presentation skills used 5 marks

Analysis & interpretation of the topic 15 marks

Limited attempt to organise material into parts 1 – 3 marks
Limited attempt to organise material in a logical manner but no comments, just an
acceptance of others’ views 4 – 6 marks
Work planned in a logical manner with attempt to break down material in a clear and
sensible way to try to answer the question posed in the title 7 – 9 marks
Work planned in a logical manner and business ideas well applied to the topic
10 – 12 marks
Evidence of original and clear analysis of the topic with relevant and accurate use of
business ideas 13 – 15 marks

Evaluation of the topic 10 marks

Very limited conclusion drawn, makes unsupported personal opinions not related to
the data 1 – 2 marks
Brief conclusion drawn, personal opinions have some connection with the
information gathered 3 – 4 marks
Conclusion drawn form the evidence but is not an answer to the question posed in the
title 5 – 6 marks
Personal and justified conclusion related to the question posed in the title and drawn
from the evidence collected 7 – 8 marks
A reasoned and justified conclusion based on the evidence collected and a clear
answer to the question posed in the title 9 – 10 marks

Accounting Syllabus, Grades 8-10, NIED 2010 68

When applying the mark scheme to assignments it is useful to ask the following questions:

Collection of data
How many sources were used?
Were primary and secondary sources used?
Were the sources appropriate to answering the question posed in the title and were the range of sources used
appropriate?

Presentation of relevant data

How many different techniques were used to present the data?
Was the data converted to alternative and different forms of communication?
Were the presentation techniques used appropriate for the information collected?

Analysis & interpretation of the topic

Was the coursework well organised? (Introduction, etc…)
Was the data that had been gathered used in a clear way to answer the question posed in the title?
Were the candidates’ own opinions included or were they other people’s views?
Were business ideas effectively applied to the topic?
Were the ideas analysed and discussed in answer to the question posed?

Evaluation of the topic

Was a conclusion present?
Was the conclusion related to the data gathered?
Did the conclusion answer the question posed in the title?
Was there evaluation in the main part of the coursework?

Accounting Syllabus, Grades 8-10, NIED 2010 69

ANNEXURE T: Assessment Record Sheet for Grades 8 & 9

ASSESSMENT RECORD SHEET ACCOUNTING Grade: ............................................. Year: ....................

School: ......................................................................... Teacher: ................................................................................

End of Term Test

Promotion Mark
Weighted Term

Total of Term
Mark (200÷2)

Examination
End-of-year
Term Mark
Topic Task

(500÷50x7)
Topic Test
Name of Learner

CA Mark

(200÷2)
Project

Marks
Term

40 40 40 30 30 20 20 40 200 100 100 500 70 130 100

1
2
3
1
2
3
1
2
3
1
2
3
1
2
3

Accounting Syllabus, Grades 8-10, NIED 2010 70

ANNEXE U: Assessment Record Sheet for Grade 10

ASSESSMENT RECORD SHEET ACCOUNTING Grade: ............................................. Year: ....................

School: .......................................................................... Teacher: .................................................................................

End of Term Test

Weighted Term

Total of Term
Mark (200÷2)
Term Mark
Topic Task

(400÷40x7)
Topic Test
Name of Learner

CA Mark
Project

Marks
Term

40 40 40 20 20 40 200 100 400 70

1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2

Accounting Syllabus, Grades 8-10, NIED 2010 71

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