TACF702 Teaching Accounting FET 2 – CAPS Assessment

Part A: Adaptation of the Grade 11 Project

You are required to adapt and improve the existing Grade 11 Accounting project provided in Appendix 1. Note:

• You must enhance and develop the given project, not replace it with a new one.
• Your focus should be on improving clarity, structure, fairness, and alignment with CAPS.
• Use green or red font to indicate all changes and additions made to the original project.
• Do NOT use Track Changes or highlighted text as these formats interfere with Turnitin processing and grading.
• Ensure your final Grade 11 Accounting project reflects:
  • Assessment Heading, including subject, grade, topic, and date
  • Mark allocation and breakdown
  • Time allocation
  • A professional layout with clear headings, subheadings and sections
  • Logical flow and readability
  • Page numbers
  • Correct spelling and grammar throughout

Your adapted Grade 11 project must include:

1. CAPS Alignment and Purpose

Ensure the adapted Grade 11 project meets the requirements of a Project as per CAPS (DBE, 2011, pp. 16, 42–43), including:

• Appropriate scope and depth.
  • Clear purpose of the project.
  • Alignment with Grade 11 Accounting level.

2. Improved Instructions for Grade 11 learners

Rewrite and expand the original Grade 11 project instructions (Appendix 1) to:

• Provide clear, step-by-step guidance.
  • Use simple, unambiguous language.
  • Ensure learners understand what to do, how to do it and what is expected in the final product.
  • Sequence the project task logically from planning to research to execution and presentation.
  • Remember to indicate all changes and additions in green or red font.

3. Research Guidance (Teaching Research as a Skill)

Your guidance should reflect principles from the prescribed material on Research as a teaching and learning strategy. Provide clear guidance to Grade 11 learners on:

• Primary research (e.g. designing a questionnaire, conducting an interview).
  • Secondary research (e.g. using credible sources).
  • Basic research skills and ethical considerations (e.g. consent, honesty, accuracy).

4. Oral Presentation Guidance

Provide clear support on how learners should present their findings:

• Structure of the presentation (introduction, content, conclusion).
  • Expectations for content accuracy, visual presentation (e.g. PowerPoint slides or alternative presentation tools) and delivery (e.g. clarity, confidence, timing, etc.).
  • Include practical tips (e.g. slide presentation design, avoiding reading directly from slides, etc.).

5.Validity, Structure and Fairness

Ensure the adapted Grade 11 project:

• Assess relevant Accounting knowledge and skills.
  • Is fair to all learners, considering access to resources.
  • Is practical and achievable within a school context.
  • Aligns with CAPS in terms of standard and level of difficulty.

Part B: Rubric design (20 marks)

Instructions

You are required to create an original rubric for assessment of the adapted Grade 11 project. You can refer to the Authentic Assessment Toolbox and Rubric Design lecture (available on Canvas) to assist in rubric design. You may NOT use AI to create your rubric. Your rubric must:

• Include clear assessment criteria aligned to the adapted Grade 11 project.
• Use four performance levels.
• Provide specific, measurable descriptors (avoid general descriptors or vague wording).
• Reflect what qualify performance looks like at each level.

You must demonstrate how your rubric incorporates Bloom’s Revised Taxonomy, including:

• A range of cognitive levels (Levels 1-6).
• Appropriate percentage weighting in line with CAPS (LOT 30%: MOT 40%: HOT 30% split)
• Present this as a short explanatory paragraph or a summary table.

Part C: Inclusive Education and the use of AI (18 marks)

Instructions

You are required to explore inclusive education strategies for the adapted Grade 11 Accounting project using ChatGPT.

1. AI Consultation

Formulate a clear, well-structured prompt that provides sufficient context (e.g. subject, grade, type of project).

• Identify and address TWO specific barriers to learning relevant to this adapted Grade 11 project (e.g. language barriers, lack of access to resources, learning difficulties, etc.).
  • Request practical and classroom-applicable strategies to support your Grade 11 learners.
  • Limit the AI response to a maximum of 200 words.
  • Your submission must include the full prompt you entered into ChatGPT and the complete AI-generated response.

• Evaluation and Reflection (Max 300 words) Critically evaluate the AI response by discussing:
  • Relevance: Does the AI response address the specific task and barriers identified?
  • Accuracy: Is the information provided by AI educationally sound and appropriate for the South African context?
  • Comprehensiveness: Does the response provide sufficient depth and detail?
  • Practicality: Are the suggested strategies realistic and implementable in a classroom setting?
  • Literature integration: Use relevant literature such as prescribed module readings, policy documents or other credible academic sources to justify your critique. Include in-text citations and a corresponding reference list.

Reflect on your experience of using AI in this task:

• Did the AI meet your expectations? Why or why not?
• Would you refine or improve your original prompt to generate a more effective response?
• What are the benefits of using AI for inclusive lessons or assessment planning?
• What are the limitations, risks, or concerns when using AI in teaching practice?

Appendix 1

Grade 11 Accounting Project: Clubs Total: 50 Marks

• Work in Groups.
• Visit a non-profit club and conduct an interview with the secretary, treasurer or manager to gather information about their membership fees, entrance fees, club expenses, other forms of income, source documents they use, their accounting records, whether they employ a secretary/treasurer, sale of refreshments, etc.
• Draw up a questionnaire for your interview.
• Conduct the interview.
• Present your findings in writing and to the class in the form of an oral presentation using PowerPoint or any other presentation programme.

Experts Answer on Above Questions on Teaching Accounting

Purpose of the project

The main purpose of the given project is to analyze the financial and accounting practices of a non-profit Club and apply grade 11 accounting knowledge to the information that is collected from the organization. The main focus is therefore on developing the ability within the learner to collect, interpret and communicate accounting information.

Project instruction

The first step is to form a group of three to five learners and its learner will select a nonprofit Club. The next step is to plan the investigation which includes identifying the club and preparing a questionnaire. The third step is to carry out a primary research by interviewing the secretary, treasural or manager from the club. The questionnaire should investigate areas including membership and entrance fees, sources of income, club expenses, accounting records maintained, cash receipts and payments, role of the secretary and treasurer, financial control used by the club, and challenges in managing finances.

This is followed by carrying out secondary results using two credible sources in order to research accounting practices that are appropriate in case of non-profit organisation. The next step is to perform the application of accounting knowledge by identifying the source document used by the club, and relate the findings to the grade 11 accounting concept. The next step is to write the report covering detailed methodology, interview findings, accounting practices identified and conclusion and recommendations.

Oral presentation

Each group is required to present the findings to the class by making an appropriate introduction which includes club identity and purpose of Investigation along with the research method used, main content showing the findings and accounting practices used, and finally the conclusion summarizing the findings. The presentation should provide correct and accurate information, utilize clear and readable slides, write minimum text and avoid it from overcrowding slides, utilize headings visuals and diagrams, make use of appropriate accounting terminology, and stay within the time limit assigned.

Assessment

The project is to be assessed out of 50 marks, and the criteria to consider are:

• Understanding an application of accounting Concepts
• Quality of research
• Analysis and interpretation depth
• Quality of the report
• Overall presentation
• Use of evidence and references
• Ethical research practices

Fairness and access

It is important for the learner to utilise resources that are available through the library and other approved sources.

Part B – Rubric

The cognitive distribution for the Bloom’s explanation is given below:
Cognitive level
LOT – remember + understand 30%
MOT- apply + analyse 40%
HOT – evaluate + create 30%
For a 50 Mark project, the above break up clearly shows how the marks are distributed.

Part C – AI consultation

Prompt Entered – identify two barriers to learning that may affect the participation in the project involving interviewing a club representative using primary and secondary research – limited access to resources and language barriers. Provide classroom applicable strategies to support learners.
AI generated response – the Learners with internet access should be provided with results materials and source extract to complete the project on time. Learners should be allowed to carry out research using the School library and provide access to school computers in case of digital presentations. With respect to language barriers faced by learners, pre-teach them the key accounting and research vocabulary as source document, income, expenses, financial records, nonprofit organisation.

Evaluation and reflection

The response provided by the AI was relevant because it addresses the two identified barriers clearly. The strategies suggested are also connected to the actual project and the response is educationally appropriate as it recommends removing barriers without reducing the accounting outcomes.

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