REMOTE LEARNING ACTIVITY BOOKLET
(RELAB)
SUBJECT: BUSINESS STUDIES
GRADE: 10
TERM ONE to FOUR
LEARNER GUIDE
1
,A. TABLE OF CONTENTS
TERM WEEK SUBTOPIC/SECTION PAGE
1 Micro-environment 4
2 Micro-environment: Continued 5-6
3 Business functions 6-8
4 Business functions: Continued 8-10
ONE
5 Market environment 10-11
6 Macro-environment 12-13
7 Interrelationship between business environments 13-14
8 Business sectors 14-15
9 Business sectors: Continued 15
10 Informal test 16-20
TERM WEEK SUBTOPIC/SECTION
1 Contemporary socio-economic issues (Part 1) 21-22
2 Contemporary socio-economic issues (Part 2) 22-23
TWO
3 Social responsibility 23-24
4 Forms of ownership (Part 1) 25-26
5 Forms of ownership (Part 2) 26-27
6 Quality: (Part 1) 27-28
7 Quality: (Part 2) 28-30
TERM WEEK SUBTOPIC/SECTION
1 Creative thinking & problem solving (Part 1) 31-33
2 Creative thinking & problem solving (Part 2) 33-34
THREE
3 Business opportunity and related factors (Part 1) 34-35
4 Business opportunity and related factors (Part 2) 35-36
5 Presentation of business information (Part 1) 36-37
•
6 Presentation of business information (Part 2) 38
7 Business Plan (Part 1) 39-40
8 Business Plan (Part 2) 40-41
TERM WEEK SUBTOPIC/SECTION
1 Relationship & Team Performance (Part 1) 42-44
FOUR
2 Relationship & Team Performance (Part 2) 44-45
2
,B. INTRODUCTION AND PURPOSE OF THE RELAB
The pandemic has forced schools to resort to the implementation of rotational
timetables-where learners who are at home during normal schooling must continue
learning. Hence RELAB as a strategy towards the deployment of remote learning.
The RELAB is underpinned by the following Legislative demands:
a) Responding to GDE Strategic goal 2 promoting quality education across all
classrooms and schools
b) DBE Circular S13 of 2020 the requires the GDE to support the implementation of
the Recovery Annual Teaching Plan (RATP)
c) GDE Circular 11 of 2020 requiring districts to issue Learning Activity Packs to
support schools for lockdown learning. Understanding learning constraints at home
as majority of learners do not have access to devices or data to use for online
learning. Many households are depending on schools to provide them with learning
resources packs
RELAB is designed in a study guide format, where the content is briefly explained with
related concepts as revision, in the form of e.g. notes, mind-maps, concept
progression from the previous grade/s followed by exemplar exercises then practice
exercises/problems . The exercises are pitched at different cognitive levels to expose
learners at Grade 10 & 11 to these different cognitive levels of questioning. The NSC
diagnostic reports in different subjects have revealed that learners fail to analyse
questions and as a result fail to respond accordingly.
The RELAB is intended to ensure that learners work on exercises as per topics taught
while at school. These exercises must be completed at home, fully and learners will
receive feedback as groups or individually at school. It is therefore of paramount
importance that teachers mark the work with learners in class, as a way of providing
feedback. Educators must diagnose learner responses, remediate where necessary
and plan further intervention.
Educators are encouraged to create WhatsApp groups to remind learners on what is
expected of them in a particular week/ day(s). There shouldn’t be a backlog on
curriculum coverage as content will be covered simultaneously. Feedback from
learners at home will confirm usage of the RELAB material.
RELAB further prepares learners for formal assessment.
3
, WEEK ONE
TOPIC: MICRO-ENVIRONMENT
Hint
• You need to know the meaning of the micro environment to enable you to have a
better understanding of all the components of this environment.
• You must be able to give practical examples of each component of the micro-
environment
• Businesses cannot survive without these components
• You will be required to identify these components from give statements and
scenarios
• This topic will also be covered in Grade 11 and 12
• Study chapter one of your notes before you answer the questions below.
1.1 Elaborate on the meaning of the micro-environment (4)
1.2 Name any FOUR components of the micro-environment (4)
1.3 Explain the meaning of any FIVE components of the micro-environment. (10)
1.4 Read the scenario below and answer the questions that follow.
SOLLY MANUFACTURERS (SM)
Solly Manufactures specialises in the manufacturing of fashionable ladies’ sneakers and
jeans. Solly also wants to sell men’s jackets and trousers in future. SM wants to become a
word-class manufacturing business. The management of SM first identify the needs of their
customers before they start producing their products.
1.4.1 Identify THREE components of the micro-environment that applies to SM. Motivate
your answer by quoting from the scenario. (9)
Use the table below as a GUIDE to answer QUESTION 1.4.1
COMPONENTS OF THE MICRO- MOTIVATIONS
ENVIRONMENT
1
2
3
4
(RELAB)
SUBJECT: BUSINESS STUDIES
GRADE: 10
TERM ONE to FOUR
LEARNER GUIDE
1
,A. TABLE OF CONTENTS
TERM WEEK SUBTOPIC/SECTION PAGE
1 Micro-environment 4
2 Micro-environment: Continued 5-6
3 Business functions 6-8
4 Business functions: Continued 8-10
ONE
5 Market environment 10-11
6 Macro-environment 12-13
7 Interrelationship between business environments 13-14
8 Business sectors 14-15
9 Business sectors: Continued 15
10 Informal test 16-20
TERM WEEK SUBTOPIC/SECTION
1 Contemporary socio-economic issues (Part 1) 21-22
2 Contemporary socio-economic issues (Part 2) 22-23
TWO
3 Social responsibility 23-24
4 Forms of ownership (Part 1) 25-26
5 Forms of ownership (Part 2) 26-27
6 Quality: (Part 1) 27-28
7 Quality: (Part 2) 28-30
TERM WEEK SUBTOPIC/SECTION
1 Creative thinking & problem solving (Part 1) 31-33
2 Creative thinking & problem solving (Part 2) 33-34
THREE
3 Business opportunity and related factors (Part 1) 34-35
4 Business opportunity and related factors (Part 2) 35-36
5 Presentation of business information (Part 1) 36-37
•
6 Presentation of business information (Part 2) 38
7 Business Plan (Part 1) 39-40
8 Business Plan (Part 2) 40-41
TERM WEEK SUBTOPIC/SECTION
1 Relationship & Team Performance (Part 1) 42-44
FOUR
2 Relationship & Team Performance (Part 2) 44-45
2
,B. INTRODUCTION AND PURPOSE OF THE RELAB
The pandemic has forced schools to resort to the implementation of rotational
timetables-where learners who are at home during normal schooling must continue
learning. Hence RELAB as a strategy towards the deployment of remote learning.
The RELAB is underpinned by the following Legislative demands:
a) Responding to GDE Strategic goal 2 promoting quality education across all
classrooms and schools
b) DBE Circular S13 of 2020 the requires the GDE to support the implementation of
the Recovery Annual Teaching Plan (RATP)
c) GDE Circular 11 of 2020 requiring districts to issue Learning Activity Packs to
support schools for lockdown learning. Understanding learning constraints at home
as majority of learners do not have access to devices or data to use for online
learning. Many households are depending on schools to provide them with learning
resources packs
RELAB is designed in a study guide format, where the content is briefly explained with
related concepts as revision, in the form of e.g. notes, mind-maps, concept
progression from the previous grade/s followed by exemplar exercises then practice
exercises/problems . The exercises are pitched at different cognitive levels to expose
learners at Grade 10 & 11 to these different cognitive levels of questioning. The NSC
diagnostic reports in different subjects have revealed that learners fail to analyse
questions and as a result fail to respond accordingly.
The RELAB is intended to ensure that learners work on exercises as per topics taught
while at school. These exercises must be completed at home, fully and learners will
receive feedback as groups or individually at school. It is therefore of paramount
importance that teachers mark the work with learners in class, as a way of providing
feedback. Educators must diagnose learner responses, remediate where necessary
and plan further intervention.
Educators are encouraged to create WhatsApp groups to remind learners on what is
expected of them in a particular week/ day(s). There shouldn’t be a backlog on
curriculum coverage as content will be covered simultaneously. Feedback from
learners at home will confirm usage of the RELAB material.
RELAB further prepares learners for formal assessment.
3
, WEEK ONE
TOPIC: MICRO-ENVIRONMENT
Hint
• You need to know the meaning of the micro environment to enable you to have a
better understanding of all the components of this environment.
• You must be able to give practical examples of each component of the micro-
environment
• Businesses cannot survive without these components
• You will be required to identify these components from give statements and
scenarios
• This topic will also be covered in Grade 11 and 12
• Study chapter one of your notes before you answer the questions below.
1.1 Elaborate on the meaning of the micro-environment (4)
1.2 Name any FOUR components of the micro-environment (4)
1.3 Explain the meaning of any FIVE components of the micro-environment. (10)
1.4 Read the scenario below and answer the questions that follow.
SOLLY MANUFACTURERS (SM)
Solly Manufactures specialises in the manufacturing of fashionable ladies’ sneakers and
jeans. Solly also wants to sell men’s jackets and trousers in future. SM wants to become a
word-class manufacturing business. The management of SM first identify the needs of their
customers before they start producing their products.
1.4.1 Identify THREE components of the micro-environment that applies to SM. Motivate
your answer by quoting from the scenario. (9)
Use the table below as a GUIDE to answer QUESTION 1.4.1
COMPONENTS OF THE MICRO- MOTIVATIONS
ENVIRONMENT
1
2
3
4
