COVER PAGE:

TMS3701
ASSIGNMENT 3
2023

STUDENT NAME:

STUDENT NUMBER:

DECLARATION
NAME: Student Number:

I declare that this assignment is my own original work. Where secondary material
has been used (either from a printed source or from the internet), this has been
carefully acknowledged and referenced in accordance with departmental
requirements. I understand what plagiarism is and am aware of the department’s
policy in this regard. I have not allowed anyone else to borrow or copy my work

Signature: Date: 2023-07-30

Question 1
1. Localizing details:

Subject: Accounting

Grade: 12

Time allocation: 90 minutes

Number of learners: 20

2. Learning intentions:

At the end of the learners must understand the concept of tangible/fixed assets in
accounting, be able explain what depreciation, accumulated depreciation is.
Learners must be able to calculate depreciation of tangible/fixed assets using
different methods e.g. cost price method. Learners must understand the importance
of depreciation in the business.

3. Curriculum Topic: Tangible /fixed assets

4. Lesson theme: Interpretation and reporting on the movements of fixed assets.

5. Method(s) teaching support aids and learning materials:

a) Teaching methods:
Direct instruction and explaining method, the teacher explains important aspects of
the topic.
Question and answer method, to asses learners understanding of the topic, get
learners answer questions and revise the topic.
Discussion method, to get learners help each other understand the topic and answer
class activities.

b) Teaching aids:
CAPS document, APT document, New Era Accounting grade 12 textbook and
teachers guide.
Chalkboard, dusters, charts and overhead projector.
Accounting stationery; worksheets and support material provided by department.
Study guides, publications; e-learning resources provided by department and/or
NGOs.

6 Place of the lesson in the curriculum

b) Lesson contents:

Age of the assets

7. Lesson differentiation:
What the teacher would do is differentiate the content by designing activities for
learners that cover various levels of Bloom’s Taxonomy (a classification of levels of
intellectual behavior going from lower-order thinking skills to higher-order thinking
skills).

8 Pattern of the lesson:

a) Existing knowledge
Begin the lesson by asking students what they understand about tangible/fixed
assets.
b) Introducing of the lesson theme
Provide a brief definition of tangible/fixed assets and explain their importance in
accounting.
c) Explaining of the new content
Use the projector to display a presentation or video that explains the different types
of tangible/fixed assets. Discuss each type with the students, giving examples and
asking for their input. Encourage students to take notes and ask questions.

9 Assessment
At the beginning of the lesson the teacher used baseline assessment to gather how
munch learners know. Learners where asked to define the following terms,
depreciation, accumulated depreciation.
During the cause of the lesson formative questions were asked to see if learners
were still learning.
At the end of the lesson learners had to do an informal assessment as class activity.
(the activity included calculations of accumulated depreciation and using the cost
price method).

Question 2
Project Gr.10:

You have been approached by the owner of Fani;’s Supermarket to assist in setting
up his internal control procedures. He employs various people in his Accounting
Department, as well as various cashiers who operate the tills, shop assistants,
supervisors and managers.
Required:
 List examples of how theft, error or fraud could occur in each of these areas of the
business.
 Compile a list of instructions for the person or persons you will employ in each
area of the business. You may use more than one employee in each area. Your list
instructions (procedures) Should include the document and records that each person
must maintain.
The procedures can be consolidated into one complete plan for the business.
Information:
 Petty cash: The business uses the imprest system (i.e. the exact amount spent is
cashed (replenished) so that the float is consistent at (R1 000). The petty cash is
used to pay for administrative expenses, wages and occasionally cash refund to
dissatisfied customers.
 Cash sales: The business uses the perpetual inventory system sells most of its
goods for cash. There are four cashiers’ registers. The business employs eight
cashiers on the shift basis. The cash float is R500 per cash register. Sometimes
cash customers return unsatisfactory goods. These are either exchanged or cash
refunds are given from petty cash.
 Credit sales: Special customers are allowed to buy on credit, but business tries to
keep this to a minimum. If credit customers return unsatisfied factory goods, then
their accounts are adjusted.
 Purchases of stock: All goods are bought on credit. Goods are delivered by the
suppliers at the back entrance. These are stored in the storeroom until the shop
assistant stock the shelves in the shop itself. Unsatisfactory goods are returned to
the suppliers. The shop assistant is required to be visible to prevent shoplifting, but
you are not convinced that all employees are trustworthy.
 Payments: All payments are by cheque.
 Wages: All employees are required to “clock in” with a card when they arrive each
day. They “clock out” when they leave. Wages are paid in cash at the end of each
week by drawings a cash cheque, but you are not convinced that this is the best
method. The usual deductions are made from wages.

Question 3

There are various types of short questions that teachers will find useful in
ascertaining whether learners have mastered the concepts of new work. Short
questions, inter alia, can be used during short class tests. Identify and discuss hints
on marking short questions. (Page 115-116) [14]
 When the answer is indicated by means of a cross, the teacher can make a mask
or stencil beforehand that he or she can use to mark the correct answers. The mask
should be made in such a way that it fits over the answer sheet exactly and is fairly
easy to mark.
 When a learner gives two answers to a question and perhaps expects the teacher
to mark one of the two, both answers should be penalized, and zero given for the
specific answer.
 If the teacher decides against using a mark, he or she should keep the
memorandum close at hand for continual checking.
 Make sure that the correct number of marks is given for each question. Some
questions are worth more marks than others. A useful practice is to write down the
subtotal for each answer on the right-hand side of the page and the grand total for
each answer on the left-hand side of the page. This will enable the teacher to check
the marks systematically and correctly.
 Mark the answers of the best performers first and go through the wrong answers
to ensure that you have marked correctly.
 Accept all meaningful alternative answers. Adapt the memorandum if an
alternative is accepted as correct.
 If the majority of the class answered the question incorrectly this could possibly
indicate that the question was unfair, obscure or ambiguous. Always give learners
the benefit of the doubt. This principle should also be applied if there were any
mistakes in the paper.

References

Department of Basic Education 2011. REPUBLIC OF SOUTH AFRICA. CAPS

GRADE 10-12 Accounting.

T Hall and H Adoobaker, 2012, New Era Accounting grade 11

University of South Africa (TMS3708/102/0/2022).