economics market essay grade 12

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2022 DBE Self-study Guides Gr. 12 Economics: Dynamics of Markets

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Economics Grade 12

Economics grade 12 2018 – 2014 past exam papers and memo (memorandums) pdf.

Download the latest Economics Grade 12 Paper 1 and Paper 2 Past Exam Papers and Memo (Memorandums) Pdf for 2020, 2019, 2018 and beyond. List of Economics Grade 12 Past Exam Papers and Memo pdf for download 2018 Economics Grade 12 Past Exam Papers and Memo: May/June 2018 Economics P1  2018 Economics P1 Memorandum 2018 … Read more

Economics Grade 12 2020 past exam papers and memos

Economics Grade 12 2020 past exam papers and memos: September and November pdf List of Economics Grade 12 2020 past exam papers and memos Requirements to pass Grade 12 | Matric Hey,  Grade 12  Learner! Do you know what it takes to obtain your Grade 12 Certificate?  All matric students in South Africa are required to register … Read more

Economics Grade 12 Mind the Gap Study Guide Download

This Mind the Gap study guide helps you to prepare for the end-of-year CAPS Economics Grade 12 exam. The study guide does NOT cover the entire CAPS curriculum, but it does focus on core content of each knowledge area and points out where you can earn easy marks. You must work your way through this … Read more

Economics Grade 12 Essays pdf download

Economics Grade 12 Essays pdf download: Essays play a very big role in your success in Economics, because you must choose ONE essay to answer in each question paper, counting 40 marks out of the grand total of 150 marks. Each essay counts 40 marks. This study guide includes essay topics that have been asked in past question papers. Make sure that you study each of these topics:

DISCUSS IN DETAIL REGIONAL DEVELOPMENT IN SOUTH AFRICA IN TERMS OF THE INTERNATIONAL BENCHMARK CRITERIA .

INTRODUCTION -Regional development is the establishment of new industries in areas that are underdeveloped in order to create employment and improve the standard of living.

MAIN PART THE INTERNATIONAL BENCHMARK CRITERIA

1. Good governance. -Regional development strategies should be managed effectively and free of corruption. -Democratic decision making, transparency, financial management and control should be a culture of the organisations. -Projects should be correctly programmed, monitored and evaluated.

2. Integration. -An integrated approach, ensuring that the benefits of one region spill over to other industries and areas. -This can be in the form of infrastructure or social services.

3. Partnerships -Partnerships should be built between central government, local authorities and civil society. -These partnerships encourages commitment which leads to good results.

4. Provision of resources -Sufficient resources should be provided in resource-poor areas. -When infrastructure and human resources are available in the rural areas the business will be attracted to invest there which will lead to economic growth.

5. Competitiveness.

-Industries or business established as a result of regional policies should be competitive and not need ongoing financial aid from government. -This encourages self sufficiency and independence which in turn improves economic growth.

6. Investment in social capital. -Governments need to improve the quality of education and healthcare in a region. -Development for people involves providing essential services and goods that improve the living standard of people in a region. -Examples include food, housing and security

7. Free market orientation -The government will have to allows the forces of demand and supply to be the ones that regulates the market. – This can be done by removing barriers that block other businesses from entering the market in order to encourage competition.

8. Sustainability -The government should find measures to ensure that we do our economic activity in such a way that we do not harm the environment. -The use of local resources will also offer the most cost-effective solutions.

CONCLUSION -The South African government has entered into several agreements and projects that support development in Southern Africa for the benefit of South Africa.

Requirements to pass Grade 12 | Matric

Hey,  Grade 12  Learner! Do you know what it takes to obtain your Grade 12 Certificate?  All matric students in South Africa are required to register to write at least 7 subjects and they may not fail more than one subject. Failing more than one subject means you have failed matric. Thus, in order to pass you need to meet the following requirements:

• Obtain at least 40% for your Home Language
• Pass two other subjects with 40%, an
• Get 30% for three other subjects

Career Times is here for you:  We have compiled all useful career resources for you to take your career to the higher levels, such as: Schools Directory , Career Options , Jobs , as well as study resources for other Grades ( Grade 11 , Grade 10 , and Grade 12 ) All the best!

This is your year to pass with distinction!!!

Your meory plays a very importantpart in the learning process. In order for information to be stored in long-termmemory, it first needs to pass through your short-term or working memory. This stage of memory is limited in the amount of information it can retain. Information you receive in class must be  written down  or you will forget it. When revising from your textbooks, seek out the important information and write it down. Organise it logically. Reduce it to key terms or a form that is easy to remember.  NB: Take online Quizzes and Tests for different  Grade 12  Subjects on:  modernclassroom.co.za

We have organised all  grade 12  resourcesfor you so that youdont struggle. Check below very usefull resources for your studies even beyond Grade 12 :

List of all Grade 12 exam past papers, Memos, and Revision Notes

List of bursaries to apply for, to finance your studies

What Courses can i apply for after matric

Economics Grade 12 Essays pdf download (South Africa)

Economics Grade 12 Essays pdf download (South Africa):

DISCUSS IN DETAIL REGIONAL DEVELOPMENT IN SOUTH AFRICA IN TERMS OF THE INTERNATIONAL BENCHMARK CRITERIA.

INTRODUCTION -Regional development is the establishment of new industries in areas that are underdeveloped in order to create employment and improve the standard of living.

MAIN PART THE INTERNATIONAL BENCHMARK CRITERIA

1. Good governance. -Regional development strategies should be managed effectively and free of corruption. -Democratic decision making, transparency, financial management and control should be a culture of the organisations. -Projects should be correctly programmed, monitored and evaluated.

2. Integration. -An integrated approach, ensuring that the benefits of one region spill over to other industries and areas. -This can be in the form of infrastructure or social services.

3. Partnerships -Partnerships should be built between central government, local authorities and civil society. -These partnerships encourages commitment which leads to good results.

4. Provision of resources -Sufficient resources should be provided in resource-poor areas. -When infrastructure and human resources are available in the rural areas the business will be attracted to invest there which will lead to economic growth.

5. Competitiveness.

-Industries or business established as a result of regional policies should be competitive and not need ongoing financial aid from government. -This encourages self sufficiency and independence which in turn improves economic growth.

6. Investment in social capital. -Governments need to improve the quality of education and healthcare in a region. -Development for people involves providing essential services and goods that improve the living standard of people in a region. -Examples include food, housing and security

7. Free market orientation -The government will have to allows the forces of demand and supply to be the ones that regulates the market. – This can be done by removing barriers that block other businesses from entering the market in order to encourage competition.

8. Sustainability -The government should find measures to ensure that we do our economic activity in such a way that we do not harm the environment. -The use of local resources will also offer the most cost-effective solutions.

CONCLUSION -The South African government has entered into several agreements and projects that support development in Southern Africa for the benefit of South Africa.

Hello Grade 12 Learners. Modern Classroom has everything for you needed to pass your matric exams, tests, assessments, research tasks and assignments under CAPS Curriculum . Feel free to explore all resources for grade 12, such as Study Guides, DBE Past Exam Papers with Memos , and Speech Topics . That’s if you want to know how to pass grade 12 with distinctions in South Africa Modern Classroom

Table of Contents

Why passing Grade 12 is very important

Grade 12 ultimately prepares you for the real world out there, and most importantly matric is your ultimate gateway for varsity. You really need good marks in Grade 12 in order to pass well and study what you like . Good Grade 12 marks means good APS Score.

The calculation of an Admission Point Score (APS) is based on a candidate’s achievement in any SIX recognised National Senior Certificate 20-credit subjects (including subjects from the non-designated subject list, e.g. CAT , Tourism , Hospitality Studies and Civil , Electrical & Mechanical Technology , etc.), by using the NSC seven-point rating scale. Life Orientation is a 10-credit subject and may not be used for calculating the APS. Life Orientation is also not a faculty-specific subject requirement.

Have you made your career choice yet?

Now that you are in your final year of studies, have you made up your mind about what career you want to pursue after matric? Have a look at below questions and click on the links for more information:

Do you know:

• If you want to study at a University or College ?
• What career do you plan to pursue after school ?
• What subjects you will need to study for this career?
• Which country do you want to study at, Canada maybe?
• How will you pay for your studies?

5 Ways to Pass Matric with Distinction?

• Teach your friends the subject you know the most. Teaching others makes you learn faster
• Manage your time properly. Learn to focus at one task at a time.
• Gather all learning material about a subject and try answering previous exam papers and tests
• Ensure you do have 8 hrs of sleep every night so that you will always be productive.
• Remove all destructions around you, such as: TV, CellPhone, Noisy people, etc. If you cant, go to the library or study at school.

Did You See These?

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• Grade 12 Economics Exam Paper 1 and 2 May-June 2019 and Memo English
• Grade 12 Business Studies Paper 1 and 2 2019 Exam Papers and Memos
• What is Hydrochloric acid (South Africa)
• Life Sciences Grade 12 September and November 2019 Past Exam Papers and Memorandum
• 98 English Speech Topics for Grade 12 to choose from (South Africa)
• Economics Grade 12 November 2021 Examination Final Question Papers with Memos to revise with
• Business Studies Grade 12 2018 Essays | Great Topics (South Africa)

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ECONOMICS GRADE 12 - EXAMINATION GUIDELINES 2021

ECONOMICS EXAMINATION GUIDELINES GRADE 12 2021

1. INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for Economics outlines the nature and purpose of the subject Economics. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to:

• Provide clarity on the depth and scope of the content to be taught and assessed in the Grade 12 National Senior Certificate (NSC) Examination in Economics.
• Assist teachers to adequately prepare learners for the examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-Based Assessment (SBA). These Examination Guidelines should be read in conjunction with:

• The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Economics
• The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
• The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12

NOTE: All topics where 'discuss in detail/examine in detail/compare and contrast in detail' appear, should be regarded as essay topics for the next three-year cycle.

2. ASSESSMENT IN GRADE 12 2.1 Format of the question papers CLASSIFICATION OF TOPICS FOR THE GRADE 12 ECONOMICS QUESTION PAPERS

          2.2 Details of question papers

• Each paper carries 150 MARKS.
• The duration of each paper is 2 HOURS.
• SECTION A: QUESTION 1 is COMPULSORY.
• SECTION B: Consists of THREE questions: QUESTIONS 2–4 of which the candidate must choose only TWO
• SECTION C: Consists of TWO questions: QUESTIONS 5–6 of which the candidate must choose only ONE
• The above papers must NOT be written on the same day.
• The detailed requirements of each section (per question paper) are indicated on the next page.

SECTION A (COMPULSORY) TOTAL: 30 QUESTION 1 1.1 MULTIPLE-CHOICE ITEMS (lower order) WITH 4 POSSIBLE options per main topic = 8 items (2 marks per item) (8 x 2)(16) 1.2 MATCHING ITEMS (COLUMN A AND B) (lower order) FOUR items per main topic = 8 items (1 mark per item) (8 x 1)(8) 1.3 GIVE THE TERM (lower order) THREE items per main topic = 6 items (1 mark per item) (6 x 1)(6) Abbreviations, acronyms and examples are not acceptable. Although the questions are regarded as lower order, they may be classified as EASY (e.g. open economy), MODERATE (e.g. real flow) or DIFFICULT (e.g. autonomous consumption).

SECTION B (ANSWER TWO QUESTIONS IN THIS SECTION) TOTAL: 80 QUESTIONS 2–4 (THREE QUESTIONS) ONE question per MAIN TOPIC and ONE combination question between the 2 MAIN TOPICS. (50%/50%)) 2.1 Short items 2.1.1 Lower order (2 ITEMS) Name TWO. (2 x 1) (2) 2.1.2 Middle order (1 ITEM), e.g. How, why and what (an application type of question). (1 x 2) (2) 2.2–2.3 TWO data response questions (middle order), e.g. Study the following graph/cartoon/ table/extract/real data and answer the questions that follow. (10 x 2)(20)

• Items in the data response questions must be 'scaffolded' from easy to difficult: 2 marks easy, 4 marks moderate and 4 marks difficult
• The answers to the first 2 questions (1 mark each) may appear in the data, but will be one of application
• Data response questions give a context on what aspects to be assessed, and answers would not necessary appear in the data

2.4 ONE single question (middle order), e.g. explain, discuss, distinguish or differentiate between, draw a correctly labelled graph/draw a correctly labelled graph and explain//use the given graph and explain.(8) 2.5 ONE single question (higher order), e.g. how, why or evaluate.(8) Higher order questions are grounded in the content. These types of questions test critical thinking, where candidates should be able to apply their knowledge, through logical reasoning and also have an awareness of their current economic climate. Content (covered by discuss/examine/describe/ analyse/explain/evaluate/compare/assess/justify/construct/calculate) can be assessed as higher-order questions. Answers will not necessarily be found in textbooks.

[40] SECTION C (ANSWER ONE QUESTION IN THIS SECTION TOTAL: 40 QUESTIONS 5–6 (TWO ESSAY QUESTIONS) ONE question per MAIN TOPIC

2.3  Cognitive-level grid

NOTE : Cognitive-level deviations not to exceed 2,67%. 2.4 A guideline to marking Mark allocation depends on the cognitive level of the question, as follows:

2.5 Command verb detail The following list of command verbs, among others, gives an indication of the scope and depth of examinable content:

THE FOLLOWING ILUSTRATES THE TYPES OF LEARNER RESPONSES IN THE DIFFERENT COGNITIVE LEVELS

NOTE: Take cognisance of the following:

• 'Research the world over tells us: that in many instances the only reason why learners can perform with a degree of competency on their final exams, is that the questions on the exams are nearly carbon copies of questions they have seen before; the learners are not being asked to think'.

2.6 Higher-order questions Higher-order questions place advanced cognitive demand on learners. It encourages learners to think beyond literal questions. Higher-order questions promote critical thinking skills because these types of questions expect learners to apply, analyse, synthesize, and evaluate information instead of simply recalling facts. Issues from the real world can be used to either support or refute a point of view. Higher-order questions require one to make inferences, draw relevant and insightful conclusions and use their knowledge in new situations. It also requires one to relate their thinking to other situations and to their own background knowledge. Teachers need to realise that there are many more ways to teach than by rote learning. There is teaching for understanding, decision making, problem solving, and connecting a part to a whole, detail to concept, and concept to concept. There also is inference, prediction, analysis for bias, and learning for transfer. Each of these processes requires some form of critical thinking. Opportunities for learners to develop critical thinking processes are not found in classrooms dominated by the regurgitation of factual content. They are found in classrooms where active learning is an essential component.

Features of higher-order questions:

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• Require learners to engage with unrehearsed or unfamiliar contexts.
• Ask for deep thinking.
• Grounded in CAPS curriculum content.

Types of higher-order-thinking questions: (What? How? Why?) Analysis: These questions ask learners to dissect key information and analyse essential concepts, themes and processes. For example:

• How is x related to y?
• What are the major reasons for?
• What is the impact of b on c?
• What is the problem faced by …?
• What is the main idea? Theme?
• What are some of the problems of …?
• How is … similar to/different from …?
• Why did … changes occur?

Evaluation: These questions require learners to formulate and justify judgements and criticisms based upon clearly-articulated evaluative criteria. For example:

• Provide a better solution for …?
• What are the consequences of …?
• What are the pros and cons of …?
• What are the alternatives for …?
• How effective are…?

Creativity/Synthesis : These questions require learners to formulate a holistic summary of key ideas; provide an integrated, cohesive, sustained response, make inferences; reformulate, reconstruct or create scenarios. Own voice is critical. For example:

• Based on these facts, what predictions would you make?
• Propose a solution to this problem.
• How can the errors be fixed?
• What alternative will you suggest …?

*POINTS TO CONSIDER WHEN MARKING HIGHER COGNITIVE QUESTIONS USING A MARKING GUIDELINE

• It is important to note that a marking guideline essentially gives the marker direction about what answers are acceptable. The learner does NOT have to present answers exactly as in the marking guideline (except objective-type questions). In terms of other questions (SECTION A, SECTION B, list, define, etc.) the essence of what the learners say must be covered by the marking guideline.
• When marking a particular question, e.g. 8 marks, it is important that the learner presents his/her answer in such a way that it answers the question.
• If a learner gives an example only, then 1 mark may be awarded. An explanation of the example can earn further marks.
• In an 8-mark question the maximum marks a learner can earn for examples and explanations should be 4 marks. The marker must check at all times whether the explanation given, answers the question. In higher-order short questions, a maximum of 2 marks (25%) will be allocated for merely listing of facts and examples.
• We need to guard against accepting information under a particular heading because it appears in the text. Sometimes the information does not relate to the question asked.
• It must be remembered that textbooks give more/less information about a topic than is required by the examination guidelines. In terms of the examination guidelines more than one question can be asked on a particular topic. The learner must be able to select/extract the relevant information and relate to it in the question.
• Sometimes textbooks have information under a heading that seems abstract when compared to the exam requirement. The important aspect to bear in mind is that not all information in the text may be relevant to the question.

4. CONCLUSION This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which educators should teach to. Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised. NOTE: The structure of the NSC Economics question papers (pp. 4–7) replaces the ANNEXURE included in the CAPS (pp. 45–46).

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