Economics Grade 12 for 2022, 2021, 2020 Exemplars, Past Exam Papers and Study Guides
[vc_row][vc_column][vc_column_text]Economics Grade 12 Subject Exemplars, Past Exam Papers and Study Guides 2022, 2021, 2020: Learning Resources, Revision Notes, Revision Videos, Past Papers and Memos Pdf for download, Free Study Guides, and Textbooks.
Past Exam Papers for Economics Grade 12 include February/March, June, September, and November the following years: 2022, 2021, 2020, 2019, 2018, 2017, and 2016. Papers in English and Afrikaans languages for Paper 1, and Paper 2.
How Past Exam Papers Can help you pass Grade 12 in 2022?
Passing Matric with great marks requires an incredible great effort combined with different strategies available for learners today. One of the best strategies is to use past exam paper exemplars which are available on Modern Classroom website. Previous exam papers for grade 12 assist you to:
- Get used to the way exam papers are structured, as well as the language used to assess learners .
- Learn how to manage your time in the exam room.
- Helps identify key subject areas to focus on in revision.
- Understand the way in which marks are allocated for different types of questions and section from the provided syllabus
- Practice writing skills
On this page, you will find previous exemplars preparatory exam papers for: Gauteng, Limpopo , Western Cape , Eastern Cape , Northern Cape , Kwazulu Natal , Mpumalanga , Free State , and North West Province for CAPS curriculum.
Some of the useful resources on this page include: Exercises, Class Assessments Plans, Assignments and Answers, Research Tasks, Essays Topics and more. Resources are for all terms: Term 1, Term 2, Term 3, and Term 4.
Modern Classroom is here for you Modern Classroom has plenty of examination preparation free resources for Grade 12 Learners, as well as info about primary and secondary schools available in South Africa.
Have you explored what Modern Classroom can offer you?
Hello Learners? Don’t leave your studies until the last minute. While some students do seem to thrive on last-minute cramming, it’s generally accepted that this is not the best way to approach your exams and tests. To help sort out your study time management, set up a proper timetable for your study. Write down how many tests, assignments, and exams you have and the days on which you have to sit them. Then organise your studies accordingly. You may want to give some exams more study time than others, so find a balance that you feel comfortable with.
Modern Classroom has plenty of free exam preparation resources for all Grade 12 subjects. We also have other free resources for learners in other grades as well, including Grade 11 , Grade 10 , and other grades.
List of Economics Grade 12 Subject Exemplars, Past Exam Papers, and Study Guides 2022, 2021, 2020
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Mind the GAP Study Guide: Economics
The Department of Basic Education has pleasure in releasing the second edition of Mind the Gap study guides for Grade 12 learners. These study guides continue the innovative and committed attempt by the Department of Basic Education to improve the academic performance of Grade 12 candidates in the National Senior Certificate (NSC) examination. The second edition of Mind the Gap is aligned to the Curriculum and Assessment Policy Statement (CAPS).
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Latest Economics Grade 12 Past Papers, Memos, and Study Guides for 2021, 2020, 2019 and more
[vc_row][vc_column][vc_column_text]Latest Economics Grade 12 Past Papers , Memos, and Study Guides for 2021, 2020, 2019 and more: On this page, you will find learning materials ( Previous Papers, Notes, Lessons Practicals, Assessments – SBA, Assignment questions and answer memos , Tests and Research Task s) for CAPS and IEB ( The Independent Examinations Board, or IEB, is a South African independent assessment agency which offers examinations for various client schools , mostly private schools. It is most prominent in setting examinations for the school-leaving National Senior Certificate, or NSC for its client schools ). The IEB offers support in terms of the CAPS curriculum examinations and sets tests and exams according to the CAPS guidelines, as well as memorandums and assessments, moderations and marking groups. It is therefore, a private examination setting and support agency.
On this page, you will also find exemplars preparatory previous exam papers and memos for: Gauteng , Limpopo , Western Cape , Eastern Cape , Northern Cape , Kwazulu Natal , Mpumalanga , Free State , and North West Province. Learning material are in Both English and Afrikans where possible (Term 1, Term 2, Term 3, and Term 4).
Requirements to pass Grade 12 | Matric in 2021
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
Useful Tip: Manage your time properly. Don’t waste time on questions you are unsure of. Move on and come back if time allows.
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:
Useful Tip: Manage your time properly. Don’t waste time on questions you are unsure of. Move on and come back if time allows List of Economics Grade 12 Past Papers, Memos, and Study Guides for 2021, 2020, 2019 and more
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Economics Grade 12 Trials Exams: Controlled Test September 2021 Term 3 Past Papers and Memos
Economics Grade 12 Trials Exams: September 2021 Past Papers and Memos Controlled Test Term 3
At My Courses , we have collected NSC and Common Test Papers from all South African provinces: Western Cape (WC), Kwa-Zulu Natal (KZN), Gauteng (GP), Eastern Cape (EC), Mpumalanga (MP), North West (NW) Limpopo (LP) and Free State (FS).
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Term 1: Feb/March:
Term 2: May/June:
- Economics Grade 12 May – June 2022 common exam question papers with the memorandums
Term 3: August/ September
Term 4: November
2021 Economics Grade 12 Exam Papers and Memos
Below are the 2021 Economics Grade 12 Exam Papers and Memos in pdf format:
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Term 3: August/ September:
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Below are the 2020 Economics Grade 12 Exam Papers and Memos in pdf format:
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Term 4: November:
- Economics Grade 12 November 2020 Question Papers and Memos
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2019 Economics Grade 12 Exam Papers and Memos
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2018 Economics Grade 12 Exam Papers and Memos
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2017 Economics Grade 12 Exam Papers and Memos
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View all # EconomicsGrade 12 Study Resources
We have compiled great resources for Economics Grade 12 students in one place. Find all Question Papers, Notes, Previous Tests, Annual Teaching Plans, and CAPS Documents.
Hey, Grade 12 Learners. My Courses portal has everything you needed to ace your matric exams, tests, assessments, research tasks, and assignments. Feel free to explore all resources for grade 12 learners, such as Study Guides, Department of Basic Education Past Exam Papers with Memos , and Speech Topics.
More Questions and Answers from Previous Question Papers
What is more useful for a grade 12 learner than actual exam questions and answers from previous question papers? We have collected 100s of grade 12 questions and answers for Grade 12 subjects from all South African Provinces: Limpopo, Gauteng, Free State, North West, Eastern Cape, Northern Cape, KZN, Western Cape, and Mpumalanga. The questions and answers are for Term 1, Term 2, Term 3, and Term 4, for the following years: 2023, 2022, 2021, 2020, 2019, and 2018. Take a look at the links below , or search for more.
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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.
| With regard to what, how and why questions, learners must be guided by the mark allocation when answering the question. E.g. Why … (2 marks) will require ONE discussion point and Why … (8 marks) will require THREE to FOUR discussion points depending on examples given. Responses must give effect to the contextual demands of the question! |
[40] SECTION C (ANSWER ONE QUESTION IN THIS SECTION TOTAL: 40 QUESTIONS 5–6 (TWO ESSAY QUESTIONS) ONE question per MAIN TOPIC
| Max. 2 |
| Discuss in detail/In-depth discussion/Examine/Critically discuss/ Analyse/Compare/Evaluate/Distinguish/Differentiate/Explain / Draw a graph and explain / Use the graph given and explain/Complete the given graph/ : Give own opinion/Critically discuss/Evaluate/Critically evaluate/ Calculate/Deduce/Compare/Explain/Distinguish/Interpret/Briefly debate/ How/Suggest /Construct graph (foreign exchange market, multiplier) | Max. 26
Max. 10 |
| Max. 2 |
2.3 Cognitive-level grid
| Macroeconomics | 4 x 2 = 8 | 4 x 1 = 4 | 3 x 1 = 3 | 2x1=2 | 1 x 2=2 | 2 x 10 = 20 | 8 | 8 | 10 | 30 | |
| Economic Pursuits | 4 x 2 = 8 | 4 x 1 = 4 | 3 x 1 = 3 | 2x1=2 | 1 x 2=2 | 2 x 10 = 20 | 8 | 8 | 10 | 30 | |
| Macro and Pursuits | 2x1=2 | 1 x 2=2 | 2 x 10 = 20 | 8 | 8 | ||||||
| 16 | 8 | 6 | 4 | 4 | 40 | 16 | 16 | 10 | 30 | ||
| Microeconomics | 4 x 2 = 8 | 4 x 1 = 4 | 3 x 1 = 3 | 2 x1=2 | 1 x 2=2 | 2 x 10 = 20 | 8 | 8 | 10 | 30 | |
| Contemporary Economics | 4 x 2 = 8 | 4 x 1 = 4 | 3 x 1 = 3 | 2 x1=2 | 1 x 2=2 | 2 x 10 = 20 | 8 | 8 | 10 | 30 | |
| Micro and Contemporary | 2 x1=2 | 1 x 2=2 | 2 x 10 = 20 | 8 | 8 | ||||||
| 8 | 6 | 4 | 4 | 40 | 16 | 16 | 10 | 30 | |||
| | MARKS | % | |
| 44 | 29.3 | ||
| 60 | 40.0 | ||
| 46 | 30.7 |
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:
| E.g. A. cartels. ✓✓ (Items from this section are easy/moderate lower-order questions, and requires only recall the candidate must only identify a particular economic concept from a description given ) |
| E.g. Sustained increase in the general price level ✓ (Items from this section are easy/moderate lower-order questions, and requires only recall The candidate must match a particular economic item in Column A with a description given in Column B) |
| E.g. (Items from this section are moderate/difficult lower-order questions and require recall. The candidate must be able to recall a particular economic concept from a given definition) NOTE: In these items the answers are not provided. |
| E.g. Externalities✓ Missing markets ✓ Imperfect competition ✓ (This is an easy lower-order question and requires recall. It is therefore expected that the candidate shall provide the correct facts according to the approved textbooks.) |
| E.g. It will lead to an increase in exports.✓✓ (This is an easy to moderate middle-order question and requires understanding. It is therefore expected that the candidate shall provide the correct reasoning/understanding of the particular concept or fact) |
| Items on a : Cartoon, Extract, Graph, Table, Pictures, or a mix (This is an easy to difficult middle-order question and requires insight and understanding of the particular topic) Questions range from easy to difficult. E.g. |
| 2.2.1 What is the selling price of the business above? (1) 2.2.2 Identify the letter in the graph above that represents the loss minimising point. (1) 2.2.3 Briefly describe the term monopoly. (2) 2.2.4 Why is the equilibrium position above typical of the short run? (2) 2.2.5 Determine the loss for this business. Show ALL calculations. (4) |
| (This is a moderate to difficult middle-order question and requires insight and understanding of the particular topic, candidates must be able to recall, reason facts from approved textbooks and then substantiate/demonstrate the facts with appropriate examples) Allocation of marks: TWO marks will be allocated per fact. Listing of examples will only count ONE mark. If an example is appropriately explained, TWO marks will be allocated. If facts are only listed, a maximum of FOUR marks will be allocated. |
(This is a higher-order question and requires deeper insight and understanding of the particular topic. Candidates must be able to give their own opinion and then substantiate / demonstrate arguments against / in favour of or to recommend solutions on certain issues. Application of knowledge.) |
| (The introduction is a moderate to difficult lower-order response, A candidate can use an accepted definition or an appropriate explanation of the topic under discussion as an introduction) Allocation of marks: TWO marks will be allocated if a candidate can provide a correct definition or an appropriate explanation of the topic under discussion. |
| (The main part is a higher-order response which contains some lower-order elements. E.g. The listing of headings can be regarded as a lower-order response) Example: If the question reads; Allocation of marks: E.g. If the candidate refers to price leadership in his response, and the candidate writes: 'price leader', (a single concept without any further detail) the candidate will only get ONE mark. |
| (This is a moderate to difficult higher-order question and requires deeper insight and understanding of the particular topic. Candidates must be able to: Allocation of marks: |
| (The conclusion is a moderate to difficult lower-order response, the candidate can use any appropriate final/finishing remark on the topic under discussion) Allocation of marks: TWO marks will be given if a candidate can provide an appropriate finishing/final remark on the topic under discussion) To develop critical thinking within the subject economics teachers must comply with the prescribed way of marking, it should start at Gr.10 level. |
2.5 Command verb detail The following list of command verbs, among others, gives an indication of the scope and depth of examinable content:
| Discuss in detail/In-depth discussion/ Examine/Critically discuss/Analyse/ Compare/Evaluate/Distinguish/ Differentiate/Explain/Assess/Debate/ Draw a graph and explain/Use the graph given and explain/Complete the graph | Main part in essay question |
| Give own opinion/Critically discuss/ Evaluate/Critically evaluate/Construct a graph/Calculate/Deduce/Compare/ Distinguish/Interpret/Justify/Debate/ Propose | Additional part in essay question |
| Give own opinion/Critically discuss/ Evaluate/Critically evaluate/Draw a graph and explain/Use the graph given and explain/Complete the graph/ Calculate/Deduce/Compare/Show/ Distinguish/Interpret/Briefly discuss/ Explain/Justify/Briefly debate | Single Questions |
Use the: graph/table/diagram/cartoon/ extract/data/information/text and …/ Calculate/Deduce/Compare/Distinguish/ Interpret/Briefly discuss/Briefly explain/ Define/Give a broad outline/Briefly debate/What?/How?/Why?/Show/Give own opinion
| Data Response Questions |
| Choose the correct answer (multiple- choice items)/Match Columns A and B/ Give one concept for/List/What?/How?/ Why?/Show | Short and Objective items |
THE FOLLOWING ILUSTRATES THE TYPES OF LEARNER RESPONSES IN THE DIFFERENT COGNITIVE LEVELS
Can the learner create new opinions or points of view? | |
Can the learner justify a stand or decision? | |
Can the learner distinguish between the different parts? | |
Can learners use/apply knowledge in a new way? | |
Can the learners explain ideas or concepts? | |
Can the learner recall, remember or recognize the information, ideas and principles in the approximate form in which they were learnt? |
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.
Present the circular-flow model as a macroeconomic model: 1.2 National account aggregates 1.3 The multiplier | (Focus: Relevant concepts, deducing, interpretation, analyses of aggregates and conversions) (Focus: Relevant concepts, calculations, interpretation or graphical explanation, deduce and apply) 1 - mpc1 1 - mps ΔY ΔE |
| Analysis and explanation of business cycles, and how they are used in forecasting. 2.1 The composition and features of business cycles 2.2 Explanations/Causes 2.3 Government policy 2.4 The new economic paradigm (smoothing of cycles) 2.5 Features underpinning forecasting business cycles | (Focus: Relevant concepts, composition, explanation, government policies, new economic paradigm and features underpinning forecasting in respect of South African conditions) Explain the composition of the following policies: Discuss in detail 'The new economic paradigm'/Explain the 'smoothing of cycles' Explain the effect of demand-side and supply-side policies using a graph (aggregate demand and aggregate supply). Use a diagram and discuss the cycle length, amplitude and the trend line as features underpinning forecasting. |
| Evaluate the role of the public sector in the economy with special reference to its socio-economic responsibility in the South African context 3.1 The composition and necessity of the public sector 3.2 Problems of public sector provisioning 3.3 Objectives of the public sector 3.4 Budgets 3.5 Fiscal policy (including Laffer curve) 3.6 Public sector failure | (Focus: Composition and necessity of public sector, problems of public sector provisioning, objectives, fiscal policy and reasons for public sector failure) Infuse where appropriate: national macroeconomic policy and service delivery with regard to socio-economic rights, education, health and the environment, social security, convention of the rights of the child, taxation and compensation for human rights abuses. |
| Examination of the foreign exchange market, the establishment of exchange rates, and show how the Balance of Payments Account is affected 4.1 The main reasons for international trade 4.2 The Balance of Pay 4.3 Corrections of Balance of Payments surplus and deficit (disequilibria) 4.4 Foreign exchange markets 4.5 The establishment of foreign exchange ratesments | (Focus: Reasons for and effects of international trade, balance of payments, foreign exchange, foreign exchange markets and the correction of disequilibria in the foreign exchange market) Goods exports + Net gold exports + Services receipts + Income receipts less Merchandise imports less Payment for services less Income payments Current transfers (net receipts) Balance on Current Account Memo item: trade balance Net direct investment Net portfolio investment Net financial derivatives Net other investments Reserve assets (SDR allowances) Balance on Financial Account Memo item: balance on Financial Account excluding reserve assets. Unrecorded transactions |
| Examine the dynamics of perfect markets with the aid of cost and revenue curves 5.1 Perfect competition 5.2 Individual business and industry 5.3 Market structure 5.4 Output, profits, losses and supply 5.4.1 Individual business 5.4.2 The industry 5.5 Competition policies |
The examination of individual business and industry should be accompanied by an analysis of tables and graphs. Show the relationship between the industry equilibrium positions and the individual firm’s equilibrium positions with graphs, i.e. how entry and exit into the market influence equilibrium position from the short run to the long run. |
| Examine the dynamics of imperfect markets with the aid of cost and revenue curves 6.1 The dynamics of imperfect markets with the aid of cost and revenue curves 6.2 Monopolies 6.3 Oligopolies 6.4 Monopolistic competition 6.5 Compare and contrsast market structures |
| Explain the reasons for and consequences of market failures, reflecting on the cost-benefit analysis 7.1 The causes of market failures 7.2 Consequences of market failures 7.3 Cost-benefit analysis |
| Discussion of protectionism and free trade; Evaluate South African international trade policies and major protocols in terms of the following: 8.1 Export promotion 8.2 Import substitution 8.3 Protectionism 8.4 Free trade 8.5 A desirable mix 8.6 An evaluation | (Focus on export promotion, import substitution, protectionism and free trade) |
| Compare South African growth and development policies in terms of international benchmarks; also highlight the North/South divide 9.1 The demand-side approach 9.2 The supply-side approach 9.3 Approaches to growth and development policies used in South Africa 9.4 The North/South divide |
Justify South Africa's industrial development policies and their suitability in terms of international best practice |
| Analyse South Africa's economic and social performance indicators and their uses 11.1 Assessing the performance of an economy 11.2 Economic indicators 11.3 Social indicators 11.4 International comparisons |
| Analyse and investigate inflation and the policies used to combat it 12.1 Inflation 12.2 Types and characteristics of inflation 12.3 Causes of inflation 12.4 Consequences of inflation 12.5 The inflation problem in South Africa 12.6 Measures to combat inflation 12.7 Inflation targets | |
| Debate the economic importance of tourism for South Africa and suggest policies to promote it. Also refer to the importance of indigenous knowledge systems (IKS). 13.1 Tourism 13.2 Reasons for its growth 13.3 The effects of tourism 13.4 The benefits of tourism 13.5 South Africa's profile 13.6 Policy suggestions |
| Analyse environmental sustainability and investigate recent international agreements in this regard, for example the Rio de Janeiro and Johannesburg summits 14.1 The state of the environment 14.2 Measures to ensure sustainability 14.3 International measures |
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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Welding and Metalwork Memo 1 (Afrikaans) 10/25/2021. Download. Fitting and Machining Paper 1 (English) 10/25/2021. Download. Fitting and Machining Paper 1 (Afrikaans) 10/25/2021. Download.
On this page you will find Economics Grade 12 November 2021 Exam Papers and Memorandum for easy downloads in PDF format. Grade 12 Economics 2021 final exam papers on My Courses will help you with your exam revisions, test preparations, as well as assignments, and project tasks. At Grade 12 level, it is very important to start gathering all your study resources for Economics very early in a ...
ECONOMICS CASE STUDY TERM 3 GRADE 12 MARKS: 50 TIME: 2 HOURS 1 ECONOMIC PURSUITS & CONTEMPORARY ECONOMICS GRADE. AI Homework Help. ... Grd 12 Case Study 2021.pdf - ECONOMICS CASE STUDY TERM 3... Doc Preview. Pages 5. Identified Q&As 12. Total views 100+ University of Pretoria. EDUCATION. EDUCATION JPS 121. GrandSnail1603. 10/10/2021. View full ...
The best way to pass your Economics Grade 12 exams is to use the previous question papers. On this page, you will be able to download the 2021 November Grade 12 Economics final exam papers that come with memorandums to guide learners on how to answer. The proper way of doing revision is to give previously written papers a try to see if you have covered all important areas that the Grade 12 ...
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This guides the philosophy underlying the teaching and assessment of the subject in Grade 12. The points outlined in the CAPS consequently have a significant effect on the setting of Economics examinations. Language: English. Curriculum Alignment: CAPS aligned. Publication Date: 2021-05-05. Grade:
Below are the 2019 Economics Grade 12 Exam Papers and Memos in pdf format: Term 1: Feb/March: Term 2: May/June: Economics Grade 12 May - June Mid Year Exam Question Papers for 2019 with Memorandum. Term 3: August/ September. Term 4: November: Economics Grade 12 2019 Past Exam Papers and Memos.
[vc_row][vc_column][vc_column_text]Economics Grade 12 Subject Exemplars, Past Exam Papers and Study Guides 2022, 2021, 2020: Learning Resources, Revision Notes, Revision Videos, Past Papers and Memos Pdf for download, Free Study Guides, and Textbooks. Past Exam Papers for Economics Grade 12 include February/March, June, September, and November the following years: 2022, 2021, 2020, 2019, 2018 ...
Below are the 2019 Economics Grade 12 Exam Papers and Memos in pdf format: Term 1: Feb/March: Term 2: May/June: Economics Grade 12 May - June Mid Year Exam Question Papers for 2019 with Memorandum. Term 3: August/ September. Term 4: November: Economics Grade 12 2019 Past Exam Papers and Memos.
Here, you'll find a comprehensive range of grade 12 past year exam papers and memos, ranging from 2024 to as far back as 2009. Our collection will help you prepare for your upcoming exams by familiarizing yourself with the exam format and identifying areas for improvement. We have a vast collection of CAPS DBE NSC and Common Test Papers from ...
This 2021 budget framework puts South Africa on course to achieve a primary surplus. By doing this, government debt will stabilise at 88,9 per cent of gross domestic product in 2025/26. [Adapted from 2021/22 Annual Budget Statement] 2.3.1 Name the government department responsible for the formulation and implementation of fiscal policy. (1)
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.
The Department of Basic Education has pleasure in releasing the second edition of Mind the Gap study guides for Grade 12 learners. These study guides continue the innovative and committed attempt by the Department of Basic Education to improve the academic performance of Grade 12 candidates in the National Senior Certificate (NSC) examination. The second edition of Mind the Gap is aligned to ...
TOTAL SECTION C: 40. GRAND TOTAL: 150. Last modified on Friday, 18 February 2022 11:59. ECONOMICS PAPER 1GRADE 12NATIONAL SENIOR CERTIFICATE EXAMINATIONSMAY/JUNE 2021 SECTION A (COMPULSORY) QUESTION 1 1.1 1.1.1 B - Kitchin 1.1.2 D...
Management failure . Ignorance, e.g. implementing conflicting policies or wrong policies, . Incompetence, that is, lack of skill or ability to do a task properly. This may be due to improper qualifications, lack of training, experience and an attitude of apathy . This may lead to wrong decisions and low productivity .
[vc_row][vc_column][vc_column_text]Latest Economics Grade 12 Past Papers, Memos, and Study Guides for 2021, 2020, 2019 and more: On this page, you will find learning materials (Previous Papers, Notes, Lessons Practicals, Assessments - SBA, Assignment questions and answer memos, Tests and Research Tasks) for CAPS and IEB (The Independent Examinations Board, or IEB, is a South African ...
Exam Papers and Study Notes for grade 10 ,11 and 12. Menu Home; About; Physical Science(Grade 12) ... ECONOMICS 12. Share. ... NSC NOV P1 and Memo. NSC NOV P2 and Memo. 2021. KZN June QP and Memo. NSC May/June P1 and Memo. NSC May/June P2 and Memo. Trial P1 and Memo.
GRADE 12 JUNE 2021 ECONOMICS P1 (EXEMPLAR) MARKS: 150 TIME: 2 hours This question paper consists of 13 pages. 2 ECONOMICS P1 (EC/JUNE 2021) ... 2.2 Study the graph below and answer the questions that follow. (Source: www.google.com) 2.2.1 Give an alternative term for recovery (growth) as depicted from ...
Economics Grade 12 May - June 2022 common exam question papers with the memorandums; Term 3: August/ September. Term 4: November. 2021 Economics Grade 12 Exam Papers and Memos. Below are the 2021 Economics Grade 12 Exam Papers and Memos in pdf format: Term 1: Feb/March: Term 2: May/June: Economics Grade 12 May -June 2021 NSC DBE Exam papers ...
On this page we have listed Economics Grade 12 November 2021 final NSC exams question papers and memorandums for Grade 12 students to use for revision. Tip: You can save the question papers with memos on your phone, within relevant folders. You should randomly go through the questions on the paper and try answer them before you look at the memo on daily basis. Economics Grade 12 November 2021 ...
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.
TASK: Case Study 50 marks Preparation and revision for the Trial Examination Trial examination. 2021 Annual Teaching Plan Template. 2021 National Recovery Annual Teaching Plan: Economics: Grade 12. Term 4 (47 days) Week 1. 5-8 October. (4 days) Week 2. 11-15 October. (5 days) Week 3.
Instructions and Help about economics grade 12 term 3 case study memo 2022 form . We now move on to the accounting period it is necessary for us to appreciate the concept of the accounting period or the financial year the only way in which we can absolutely be sure of the success or otherwise of a particular business is to gain an idea of its net worth at the beginning of its life and the ...