Consumer Studies Sags 2023 (Updated Oct 2022)

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CONSUMER STUDIES
(Updated October 2022)
This document must be read in conjunction with:

• The IEB Manual for the Moderation of School-Based Assessment (Updated July
2022).
• Circular 17120 regarding the physical requirements for offering the subject.
A. MEANS OF ASSESSMENT
External Examination 3 hours [200]

Practical Assessment Task (PAT) [100]
School Based Assessment (SBA) [100]
400 marks
B. REQUIREMENTS
1. Examination
One theory paper, externally set and moderated, written in 3 hours and
totalling 200 marks. 60% of the marks must be assigned to questions at the
lower cognitive levels (knowledge, comprehension, application) and 40% to
questions at the higher cognitive levels (analysis, synthesis, evaluation).
The paper comprises the following:
Section Topics Marks Weighting
Section A Food and Nutrition 70 35%

Section B Clothing 50 25%
Section C Housing and Furnishings 60 30%
Integrated Extended Writing
Section D Response covering any of the 20 10%
topics reflected in the SAGs.
Total 200 100%
The topic "The Consumer" may be included in any of the above-mentioned

sections in the examination.
IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
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2. School-Based Assessment (SBA)
The following SBA requirements, and their later elaboration in this

document, apply to schools that have chosen the conventional option
for SBA.
Those schools that have chosen the One Research Task Option must
refer to the IEB Manual for the One Research Task Option for the relevant
SBA requirements.
SBA Item Weighting

Two controlled tests 2 × 15% 30%
Preliminary examination 30%
Two tasks chosen from the following
list: 2 × 20% 40%
• Research Task
• Case Study
• Oral Presentation
• Visual Task
• Media Review
Each task must cover a different topic,

i.e. The Consumer, Food and Nutrition,
Clothing, and/or Housing and
Furnishings; but NOT
ENTREPRENEURSHIP.
TOTAL 100
3. Practical Assessment Task
Component Weighting
One practical assessment task to be 100 marks
moderated externally.
C. INTERPRETATION OF REQUIREMENTS
1. The Assessment Syllabus
The purpose of this Assessment Syllabus is to assist IEB teachers in reaching

a common understanding of the scope of the topics and therefore support
schools in planning their Assessment Programmes consistently; as well as to
make the IEB examination and SBA requirements at Grade 12 explicit for
teachers, assessors and moderators.
This document is not a teaching syllabus but rather a scoping of the topics for
assessment purposes. Individual teachers and schools are not restricted to
the contents of the Assessment Syllabus; they are free to enlarge on it in their
own curriculum delivery. The teaching and learning programme should be
rich, stimulating and challenging, while assessment is focused on the
requirements of the qualification.
The Assessment Syllabus follows the SBA and PAT requirements.

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2. School-Based Assessment (SBA)
2.1 Description of the SBA Items
The preliminary examination:
This should mimic the external examination in its design, format and
rigour. A design grid must be used to plan the examination (Refer to
Annexure D).
Tests
These must assess deeply within one topic or across various topics.
60% of the marks should relate to lower order thinking skills
(knowledge, comprehension and application) and 40% to higher order
thinking skills (analysis, synthesis and evaluation). A design grid must
be used to plan the tests and examinations (Refer to Annexure D).
Tests should have the same ratio of time to mark allocation as the final
examination.
Tasks
These tasks allow the learner to be assessed in ways that are not
possible in a test or examination, and therefore give a different view of
a learner's level of competence. The standards required should not be
any less rigorous than those required in the external examination. If
assessment tasks are narrow and mechanical then learners will not be
adequately prepared for the final examination.
To this end the tasks should be substantial:

• They should require learners to engage in contexts that are age
appropriate, real-life, and relevant to the topics for Consumer
Studies.
• They should require learners to use knowledge, skills, attitudes and
values learned over time in new, unfamiliar contexts.
• They should assess deeply within a topic and/or across topics.
• 60% of the marks should relate to lower order thinking skills
(knowledge, comprehension and application) and 40% to higher
order thinking skills (analysis, synthesis and evaluation).
• They should involve assessment of the process not just the product.
• The tasks should require metacognition by the learners.
All tasks must be done individually.

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A. Research Task
This involves the gathering, processing and presenting of

information in order to answer a research question / hypothesis.
Assessment takes place at each stage as well as at the end of
the process. The final product must be in the form of a written
report.
NOTE: The scope of this task must be limited to a MINI-

RESEARCH task.
It may be:
• Primary Research OR
• Secondary Research OR
• A combination of Primary and Secondary Research
Learners are required to extensively investigate, source,

analyse, select and synthesise information to write a report on
one of the following topics: The Consumer / Food and Nutrition /
Clothing / Housing and Furnishings.
The following are possible ideas:

• Food, health and safety regulations
• The use of anti-oxidants for optimum health, e.g. rooibos tea
• Clothing for the physically disabled people
• New developments in textile fibres
• Recycling of textiles
• Interior planning for disabled persons
• Up to date furniture and soft furnishings to create space
illusions for modern living
• Waste control and recycling of household waste.
• An analysis of the costly array of so-called labour saving
chemicals and equipment.
B. Case Study
This task involves the analysis and interpretation of a suitable

text/article published or reported on in a credible source. The
information should relate to a real-life issue / problem such as
child labour in the chocolate or coffee industry, new technologies
in shopping centres, a company that is recycling fabrics or
listeriosis. The text/article must be accessible to Grade 12
learners, relate to the Assessment Syllabus for Consumer
Studies and include some form of data handling (analysis,
interpretation, translation and critique) and/or ethics of practice.
Learners are required to analyse the provided information and
present their interpretations and solutions, supported by
reasoning and assumptions. The case study should cover a
substantial amount of content (not be set in a small topic) and
assess across all cognitive levels, with a ratio of 60 lower-order
thinking: 40 higher-order thinking.

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The task must be completed under controlled conditions, in

either one or two lessons (the suggested time being 1,5 hours)
and count at least 50 marks. If the answers are written across
more than two consecutive lessons, the answers that have been
completed must be taken in so that they cannot be modified.
C. Oral Presentation
This individual task involves the gathering, processing and

verbal presentation of information around a current topic.
The presentation should have an

• Introduction,
• Body and
• Conclusion.
Visual aids such as Power Point®, a poster or a chart may be

used to support the presentation. The content should count at
least 80% of the mark. This means that the presentation should
not count for more than 20% of the overall mark.
Hard copy evidence of the presentation, for example

photographs, cue cards or PowerPoint® slides, must be included
in the Learner's File.
D. Visual Task
This task should be a product that communicates information

visually, for example a brochure, booklet, infographic, poster,
video, blog or YouTube clip. The product should be based in a
consumer related context. The assessment of the content should
supersede attractiveness.
The content should count at least 80% of the mark. This means
that the presentation should not count for more than 20% of the
overall mark.
Hard copy evidence of the task, for example photographs of the
brochure, booklet, poster or screen shot with URL must be
included in the Learner's File.
E. Media Review
This task involves the critique of a source in order to report on

its quality. It provides opportunity for learners to examine,
evaluate and provide a substantiated opinion on information
available to consumers. Teachers must ensure that the sources
are of appropriate context and rigour.

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Learners must read/watch one of the following:

• Book, e.g. StyleBible
• Magazine / Newspaper Article, e.g. Time Magazine, Mail
and Guardian
• Film, e.g. The Truth about Fat, The Devil Wears Prada,
• Episode(s) from a TV Series, e.g. Masterchef, Carte
Blanche
• Internet Site, e.g. Youtube
Irrespective of the form of media chosen, the review must

include:
• A summary of the storyline and context.
• A detailed review which includes reference to the text,
personal opinion and links to the appropriate Topics in the
Consumer Studies Assessment Syllabus.
• A 40% HOT component showing insight, critique,
comparisons or any other appropriate format.
• Appropriate referencing.
2.2 The Calculation of Results
The calculation of the mark for each SBA item should be made to two
decimal places and only rounded off when the final mark is calculated.
For example, once the visual task has been weighted to a mark of 13.83
it must not be rounded up to 14; this must only be done on calculating
the final percentage SBA mark.
2.3 Moderation at School Level
It is expected that moderation of the assessment process has taken

place at school level (in accordance with the IEB Manual for the
Moderation of SBA) to ensure that assessment is valid, fair and
reliable. This includes moderation of all SBA items before they are
done by learners, moderation of the marking of the learner evidence by
the educator/assessor and checking of the calculations of learners'
results. Evidence of this having taken place must be included in the
educator's and/or learner's files. If there is only one Consumer Studies
teacher at a school then the teacher should e-cluster with one or more
teachers from another school to effect the moderation.
If common assessments are conducted by two or more schools, these

must be completed on the same day, and preferably at the same time.
A formal note must be placed in the Teacher’s File of each school
stating the nature of the common assessment, the schools involved
and the date of the assessment.

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2.4 Compilation of the Teacher's SBA File
The Teacher's SBA File is to be set out in the following way and
must be submitted for national moderation in a suitable soft
covered file.
Cover Sheet for Teacher's File Refer to Annexure A

Rank Order List Refer to Annexure B
Mark Schedule Refer to Annexure C
List of candidates selected by IEB (if applicable) Sent to schools by IEB
All SBA items with marking guidelines and design grids in Refer to Annexure D
the following order:
• Two Controlled Tests
• Preliminary Examination
• Two tasks
In cases where the learner's best pieces of work have
been selected, the full range of assessments must be
included in the Teacher's File.
Evidence of school moderation Refer to Annexure E
Principal's declaration of school moderation Refer to Annexure F
List of Omissions Refer to Annexure G
2.5 Compilation of the Learner's SBA File
The Learner's File is to be set out in the following way and must
be submitted for national moderation in a suitable soft covered
file.
Cover Sheet for Learner's File Refer to Annexure H

Statement of Authenticity Refer to Annexure I
Marked SBA Items with feedback in the following
order
• Two Controlled Tests
• Preliminary Examination
• Two tasks
Declaration of Omissions (if applicable) Refer to Annexure J
3. Practical Assessment Task
The focus of the Practical Assessment Task (PAT) is Entrepreneurship and

Production but knowledge, skills, attitudes and values relating to the other
topics are required to demonstrate competence.
Candidates are expected to apply the entrepreneurial knowledge and skills

they have learned to the design and execution of a creative, entrepreneurial
process that they have developed. They may work in food production or in
soft clothing and furnishings. They are to work individually and assessment
and feedback must be an ongoing process.

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Each year an externally set scenario, a framework outlining the process to be

followed, and the assessment rubric to be used is provided by the IEB, for
both the food production and soft clothing and furnishings options. Within the
parameters of the scenario, candidates will plan, produce, test, and evaluate
a suitable product.
Management of the conduct of the PAT is the responsibility of the school and
assessment must take place against the requirements provided by the IEB for
that year.
External moderation of the PAT ensures standardisation across schools.
3.1 Operational Plan
(i) In January each year, the IEB sends instructions to schools for
the conduct of the PAT including the scenario, the
skills/techniques candidates will be required to demonstrate, the
assessment framework to be followed, and the assessment
rubric that will apply.
(ii) The PAT should run according to the system on which the
school operates, e.g. June exams – 1st practical, and Trial
exams – final practical.
(iii) Schools will be required to submit evidence of the PAT in
Teacher and Learner Files to the IEB by the end of September.
National moderation will take place ahead of the December
marking session.
(iv) 10% or 5 or all (if there are less than 5 learners) of the Learner
Files must be submitted for national moderation. Teachers have
to select the files showing a range of marks.
3.2 Compilation of the Teacher's Practical Assessment Task File
The Teacher's PAT File is to be set out in the following way and
must be submitted for national moderation in a suitable soft
covered ring file.
Cover sheet for Teacher's File (Official IEB form) Refer to Annexure O
Rank Order List (Official IEB form) Refer to Annexure P
Alphabetical Mark Schedule (Official IEB form) Refer to Annexure Q
Full set of instructions including the rubric
Completed assessment tool by teacher for the Refer to Annexure T
second production
List of candidates Selected by the teacher

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3.3 Compilation of Learner's Practical Assessment Task File
The Learner's File is to be set out in the following way and must
be submitted for national moderation in a suitable soft covered
ring file.
Marked rubric showing clearly how mark was

obtained
Cover sheet for Learner's File (Official IEB form) Refer to Annexure R
Statement of Authenticity (note this is different from Refer to Annexure S
the SBA Statement of Authenticity)
Instructions to candidates
Declaration of Omissions (if applicable) Refer to Annexure J
Marked PAT
Marked assessment tool for the second production

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OVERVIEW OF THEORETICAL TOPICS PER GRADE
Grade 10 Grade 11 Grade 12

1 The consumer What is a consumer? Definition. The household budget. Channels for consumer complaints.
Consumer needs and wants. Income and expenditure of South African Misleading advertisements.
Consumer rights and responsibilities – families. Food and textile labelling.
National Consumer Protection Act. Banking and payment methods. Procedures for making complaints.
Decision-making. Financial management – savings, investments The Consumer Protection Act.
Sustainable consumption. and insurance. The Food Labelling Act.
Factors influencing consumer buying Consumer protection policies and practices. The effect of taxes, interest rates, inflation and
behaviour. Consumer rights and responsibilities with globalisation on the management of the
Marketing. Marketing strategies. The 5P regard to finances. household budget.
marketing mix model.
The AIDA advertising principles.
Evaluating food, clothing and furniture outlets,
e.g. supermarkets or restaurants.
2 Food and nutrition Factors that influence food choices of Classification, functions, sources and Prevention and management of nutrient- and
consumers. deficiencies of nutrients. food-related health conditions including food
Energy and nutritional requirements of Nutritional and energy needs of different age additives.
consumers. groups. Glycaemic Index and Glycaemic Load.
The six food groups in the SA Food Guide Nutrient requirements (DRIs) – use and Calculation and interpretation of BMI.
pyramid. interpretation of tables. Consumer issues relating to food – impact on
South Africa's Food-Based Dietary Guidelines. Food composition tables-MRC. natural and economic environment.
Nutrients: sources and functions. Fortification and enrichment.
Daily meal planning.
Food safety, food spoilage, food storage,
waste control and reducing, reusing, recycling.
3A Clothing Reasons for wearing clothing. Choice of clothing for different figure types. Fashion, fashion terminology, the fashion
Factors that influence the young adult's choice cycle and current fashion trends for young
of suitable clothing. adults.
Clothing labels. Fashion and appearance in the world of work.
Clothing adaptions for the disabled. Wardrobe planning.
3B Fibres and fabrics The origin, properties and use of fibres and Apply knowledge of fabric properties and The effect of manufacturing of synthetic and
fabrics in clothing: natural fibres, regenerated finishes. natural fibres on the natural and economic
cellulose fibres, synthetic polymer fibres, environment.
textile blends. Consumer issues relating to clothing – local
Knitted and woven fabrics production vs clothing imports, brands vs
The choice of fabrics for clothing. counterfeit.
Sustainable use of clothing.

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4A Housing and interior/ Factors influencing choice of housing. Planning of interior spaces. Different housing acquisition options –
furnishings Ergonomics and universal design in Choice of suitable furniture. rental, building or purchasing.
planning of housing and interiors. Evaluation criteria when purchasing Financing and contracts related to
Design considerations for the disabled – furniture. housing acquisition.
planning of space and furniture choices. Choice of household appliances.
Finances and contracts related to purchasing
furniture and household appliances.
Sustainable consumption of water and
electricity.
Responsibilities of municipalities within
communities.
4B Design elements and Design elements (line, shape, form, space,
principles colour and texture).
Design principles (scale and proportion,
balance, rhythm, harmony, emphasis).
Application in clothing and interior
finishes
5 Entrepreneurship What is entrepreneurship? Concept testing and needs identification. Moving from an idea to the production and
Convert ingredients. The choice of homemade products/ items. marketing of a product/item.
Calculate the cost and selling price of Marketing: the marketing process. Core Factors influencing efficient production.
products. principles of marketing. Product life cycle. Requirements for quality
Develop a shopping list. Production: production costs. Factors products/items.
Planning for small- scale production. influencing production costs. Determine the Develop a marketing plan, according to the
selling price. 5P marketing strategy.
Determine production costs, profit and selling
price.
Compile a comprehensive plan to produce a
marketable product.
6 Production Option 1: Food Option 1: Food Option1: Food
Equipment Advanced equipment and utensils. Practical Assessment Task
Recipes Baked products.
Transfer of heat and cooking methods. Dairy products
Techniques for making batters and Meat and meat alternatives.
doughs, cereals, fruit, vegetables and Sugar cookery and preserves.
pulses, salads and egg dishes. Knowledge and execution of special
Describe and evaluate a successful end functions.
product.
Evaluate the saleability.
Recommend changes.

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Option 1: Food
The following skills should be incorporated over two years as part of practical
assessments:
Foam formation (air bubbles in, e.g. meringue, mousses, soufflés, ice cream, aerosol whipped
cream)
Emulsification (egg yolk, lecithin …)
Coagulation of protein
Gelatinisation
Setting (gelatine, starches)
Effect of moist and dry heat on food.
Effect of cold on food.
Acids and alkalis (properties and influence on food preparation
Raising agents (physical, biological, chemical)
Pastry making (short-crust and varieties, choux)

Option 2: Clothing Option 2: Clothing Option 2: Clothing
Equipment for clothing production. Use of a commercial pattern and sewing Use of a commercial pattern (revision)
The sewing machine. equipment as in Gr 10 to produce shorts or
Taking body measurements. long pants and a clothing accessory – hat or Advanced/current techniques in clothing
Use of a commercial pattern to produce bag. construction to produce a shirt with collar
a simple garment. Effective ironing. and cuff, and an open front with buttons
Use of an iron. Using the overlocker. and buttonholes.
Option 3: Soft furnishings Option 3: Soft furnishings Option 3: Soft furnishings
Bedding and tablecloths. Curtains and cushions. Patchworking and quilting by hand or machine.

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ASSESSMENT SYLLABUS FOR CONSUMER STUDIES

GRADE 10
TOPIC
The learner will be conversant with the following concepts:
Introduction to and expectations of subject.
What is a consumer?
• Define Consumerism
• Identify career opportunities relevant to Consumer Studies
• Identify, explain and apply (https://www.thedti.gov.za/business_regulation/acts/CP_Brochure.pdf)
(https://www.labourguide.co.za/consumer-protection/1170-the-consumer-protection-act-your-guide-to-consumer-rights-a-how-to-protect-
them)
- Consumer needs and wants (refer to Maslow's hierarchy of needs).
1. THE CONSUMER
- Consumer rights and responsibilities.

- National Consumer Protection Act (simple explanation only)
Decision making
• Identify and describe the types of decision making, i.e. rational, spur-of-the-moment decisions, habitual decisions, chance and intuitive
decisions.
• Apply the rational decision-making process using problem recognition, information search, evaluation of alternatives, purchase decision,
post-purchase behaviour.
Sustainable consumption
• Define sustainable consumption.
• List and apply principles of sustainability, i.e. reduce, recycle, recover, reuse and any other relevant examples.
• Make and evaluate sustainable consumption decisions.
• Identify, apply and evaluate good buying habits.
• Explain and analyse factors influencing consumer buyer behaviour, i.e.

- Psychological (motivation and needs; personality; perception; knowledge; values, attitudes; lifestyle).
- Socio-cultural (personal, reference group, family, social class, culture, subculture).
- Economic (income, credit facilities).

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Marketing
• Define the aim of marketing.
• Differentiate between marketing and selling.
• Identify the target market and its segmentation, e.g. age, gender, culture, religion and environment and other relevant examples.
• Analyse, suggest and/or evaluate suitable marketing strategies for consumer products.
• Analyse, evaluate and formulate types of advertising using the 5P marketing mix model and the AIDA principles.
The 5 P marketing mix model:
- Product/service (quality, suitability).
- Place/distribution (shop, mail order, electronic marketing, informal)
- Price (retail price, discounts)
- Promotion (advertising, personal selling, sales promotion)
- People (the target market)
The AIDA principles: Attention, Interest, Desire, Action
- Marketing communication channels, e.g. radio, TV, electronic media, bill boards posters, flyers, including other relevant forms
- Influence of marketing and promotion on consumer behaviour: packaging, labelling, advertisements, shop layout and displays.
Types of outlets in South Africa (street vendors to hypermarkets and various restaurants)
• Evaluate food outlets, clothing outlets and outlets selling furnishing and household equipment in the local community and the
merchandise they sell by applying the following criteria:
- variety, quality and price
- safety and hygiene
Analyse findings, draw conclusions and formulate comments/advice/strategies for consumers shopping at these outlets.
Factors that influence the food choices of consumers:
• Investigate and evaluate the influence of culture, religion, socio-economic status, education, attitudes, emotions and other people on the
2. FOOD AND NUTRITION
food practices of consumers.

• Define and explain the following nutritional terminology: nutrition, malnutrition, nutrients, balanced diet, balanced meal, meal
patterns, meal plans, and menus.
• Analyse, synthesize and/or evaluate meal patterns, meal plans and menus.
• List, explain and apply nutritional requirements of consumers with regard to:
− The food groups in the South African food guide pyramid (six groups).
▪ South Africa's food-based dietary guidelines
▪ The nutrients and their functions:
o protein, carbohydrates, lipids and water
o minerals (calcium, phosphorus, iron)
o vitamins (fat soluble, water soluble)
- Recommended number of servings per day per food group for young adults.
• Compare a day's food intake of a young adult with the food-guide pyramid in terms of foods, number of servings and portion
sizes.
• Recommend changes to improve the nutritional status.
• Evaluate the impact of food choices on own health.
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Food safety
• Identify and explain reasons for food spoilage
- Enzymes/oxidation
- Environmental factors
- Pollution
- Micro-organisms
- Factors influencing growth
- Useful functions
o Bacteria, i.e. Salmonella, E. Coli and Botulism
o Mould, i.e. Aflatoxin and Mycotoxin
o Yeast
• Identify symptoms of food poisoning.
• Identify signs of food spoilage.
• Analyse scenarios and formulate strategies to prevent food spoilage and food poisoning.
Preventing the growth of micro-organisms:
• Identify and apply principles of food hygiene
- Personal hygiene.
- Kitchen hygiene.
• Recommend safety measures when purchasing food and safe food-handling practices when preparing food, serving food and eating.
• Apply food storage procedures to prolong quality of perishable, semi-perishable and non-perishable foods in terms of the
different storage areas, i.e. dry, refrigerator, and freezer.
• Apply principles of waste control for sustainable food consumption: reduce, reuse, recycle.
• Identify and apply reasons for wearing clothes, such as aesthetics, fashion, status, protection, modesty.
• Describe and apply the factors that influence young adult's choice of suitable clothing with regard to:
3A CLOTHING
- Wearing clothes for different purposes, such as school, sport, leisure, events and other examples.
- The impact of socio-economic conditions, culture, peer preferences, personality and lifestyle.
- Appearance and physical comfort.
• Identify and interpret information on clothing labels, i.e. brand, fibre content and care labels.
• Design care labels.
• Investigate, evaluate and adapt clothing for people with disabilities:
- Consider designs, fabrics and fasteners.
• Clothing choices for physical comfort, safety, convenience, care and appearance.

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• Identify the origin and analyse the properties and uses of fibres and fabrics for clothing manufacture
- Natural fibres, i.e. cotton, hemp and linen (vegetable/cellulose), wool and silk (animal/protein).
FIBRES AND - Regenerated cellulose fibres, i.e. viscose rayon and bamboo.
FABRICS - Synthetic polymer fibres, i.e. polyester, nylon, acrylic and polypropylene
- Textile blends, e.g. polyester cotton, wool blends, cotton nylon.
• Identify the basic difference between and advantages of knitted and woven fabrics.
• Choose and motivate the choice of suitable fabrics for clothing items according to fashion trends, fibre properties, price and
environmental concerns.
3B.
• Apply fibre and fabric knowledge in advising consumers on the purchase of clothing.
Factors influencing choice of housing
• Demonstrate an understanding of Maslow's hierarchy of needs with regard to housing within socio-economic and cultural contexts.
• Demonstrate an understanding of the factors that influence the choice of housing
- Economics.
- Location: community and neighbourhood.
4. HOUSING AND INTERIOR
- Site (orientation to wind, sun, scenery, effective use of natural light and heat, etc.).
- Safety.
- Functionality (lay-out of rooms, space and storage).
- Suitability for the stage of the family cycle (young adult, young married couple, developing family, contracting family, empty nest).
Ergonomics and universal design

• Define ergonomics and anthropometrics (study of human dimensions).
• Apply ergonomics and anthropometrics in interior environments (furniture, workplace design).
• Analyse and evaluate a scenario and make suggestions for improvement.
• Evaluate design for the disabled with regard to
- Accessibility: entrances, ramps, doors, rails, lift.
- Rooms: kitchen, sleeping facilities, social spaces, bathrooms.
- Lighting/electrical outlets.
- Storage features.
- Furniture
Suggest improvements.

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Entrepreneurship
• Define an entrepreneur. Identify reasons why people decide to become entrepreneurs.
• Analyse the qualities of successful entrepreneurs in order to identify the reasons why some entrepreneurs fail.
5. ENTREPRENEURSHIP AND PRODUCTION
• Evaluate the importance of entrepreneurship for the South African economy and society.
Costing
• Identify the components that make up the cost of a product/item.
• Convert ingredients when applicable: volume to mass and vice versa.
• Calculate the cost of the ingredients/materials of a product/item.
• Calculate the selling price of a product including a realistic profit.
• Develop a shopping list.
Planning small-scale production

• Explain the term small scale production and differentiate between batch, single item and whole function production.
• Explain the impact of the following factors on the choice of items for small scale production
- Culture, socio-economic conditions, age, gender, education and preferences of the target group.
- Human, material and environmental resources available to the entrepreneur.
• Demonstrate understanding of the above factors by analysing and evaluating scenarios.
• Use the principles of work simplification to adapt workflow to produce a product/item for small-scale production from home.
• Consider the main working areas: storage, preparation and cleaning.
• Specify correct heights of work surfaces.
• Know and apply the principles of storage of equipment and other resources.

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Option 1: Food
Introduction to food production.
Equipment and utensils
Identify the use and cleaning of
- small equipment and utensils.
- stove, microwave, food processor (where applicable) fridge and freezer.
- measuring equipment and skills (volume, mass).
Recipes
– Read a recipe and follow recipe instructions.
– Write a recipe (standard and\or action format).
– Measure volume, mass accurately.
Cooking methods
• Analyse the reasons for cooking food.
• Explain heat transference, i.e. conduction, convection and radiation (including microwaves).
• Classify the cooking methods and apply to various foods where feasible:
Moist heat cooking methods:
- Boiling, steaming and simmering/stewing
Dry heat cooking methods:
- Baking
6. PRODUCTION
- Roasting
- Frying: dry, shallow, deep
- Grilling/braaiing, toasting
Combination cooking methods
- Pot roasting,
- Stir-frying,
- Casseroling
Practical Application
• Apply techniques for making:
- Batters and doughs, i.e. scones, muffins, pancakes, crumpets, Swiss roll and biscuits.
- Cereals
o Cooking pasta and rice.
o Thickening of a sauce (roux and cold paste method).
o Preventing lump formation in starch based dishes
- Vegetables, pulses, fruit and salads
o Preparation and cooking of vegetables, pulses and fruit dishes.
o Preparation of salads, i.e. simple mixed and cooked salads.
- Egg Dishes
o Apply the different cooking methods, i.e. boiling, frying, scrambling, poaching.
o Separating eggs.
o Beating of whole egg and egg white foams and
o Coagulation of protein in egg dishes.
o Using eggs in various dishes, e.g. omelettes, meringues and Swiss rolls.
• Describe and evaluate a successful end product.
• Recommend changes to ensure an improved end product.
• Evaluate the saleability with regard to appearance, taste, texture and price.

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Option 2: Clothing
Introduction
• Identify, use, cleaning and storage of general sewing equipment:
• Use of a commercial pattern
• Measure, mark, cut using
– Needles, pins, sewing threads and iron.
The sewing machine:
• Identify parts, handling and threading, tension, cleaning and storage.
Taking body measurements
Construct a simple garment using the following techniques:
• Seams and seam finishes.
• Neckline facing
• Set-in sleeve
• Hems
• Sewn on pockets
• Elastic casing
• Correct ironing techniques
Option 3: Soft Furnishings
Introduction
The sewing machine:
Bedding
• Identify suitable textiles, fabrics and fabric widths for bedding.
• Identify standard bedding measurements and mattress sizes.
• Measure mattresses for fitted sheets and duvet covers, and pillows for pillowcases.
• Calculate amount of fabric.
• Make a fitted sheet or duvet or bed spread or cushion or pillow
Tablecloths
• Choose suitable textiles, fabrics and fabric widths for tablecloths.
• Measure tables for tablecloths.
• Calculate the amount of fabric needed according to the table size.
• Make for tablecloth
• Describe and evaluate a successful end product
• Recommend changes to ensure an improved end product
• Evaluate the saleability with regard to appearance and price

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CONSUMER STUDIES ASSESSMENT SYLLABUS

GRADE 11
TOPIC
The learner will be conversant with the following concepts:
The household budget as an instrument for managing financial resources

• Define budget terminology, i.e. budget, income, deductions, expenditure, economic cycle, salary, wages and taxes.
• Identify sources of income and expenditure within the South African context.
• Identify and apply expenditure patterns and factors that influence these patterns of South African households. Use http://www.statssa.gov.za.
• Apply the principles of budgeting (assess needs and objectives, control and record spending, prepare for unexpected incidents).
• Identify and apply the steps to develop a household and personal budget.
• Compare income and expenditure
• Evaluate the budget
• Formulate possible corrective steps if income and expenditure do not balance.
1. THE CONSUMER
Banking and payment methods

• Explain the different types of bank account, i.e. savings, current, fixed deposit and call account.
• Formulate hints to keep bank charges down.
• Identify, apply and evaluate methods of purchasing goods and services:
- Cash transactions
o notes and coins
o current account
o postal orders
o cash on delivery (COD) and cash with order (CWO)
o internet payments
o ATM payments
o cell phone banking
o debit cards
- Credit transactions
o hire purchase/instalment sales agreement
o lay-by
o credit account, i.e. monthly charge account; store cards
o credit cards
• Compare advantages and disadvantages of different forms of payments.

• Formulate strategies to use credit wisely.

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• Financial management – savings, investments and insurance

– Define savings, investments and insurances
– Describe:
o the importance of savings, investments and insurances
o methods of savings and investments
o types of insurance:
▪ employer's pension fund
▪ retirement annuities
▪ endowment policies
▪ life insurance
▪ disability insurance
▪ group schemes
• Identify and explain consumer protection policies and practices:

– The Consumer Protection Act that came into effect in 2011
– The National Credit Act (NCA) of 2007
o The National Credit Regulator (NCR).
o The Credit Bureau.
• Investigate the range of channels for consumer complaints available in South Africa and the subsequent role of these watchdog
organisations:-
– National and provincial government bodies including the SABS
– Consumer organisations –, SANCU (http://www.sancu.co.za), NCC (http://www.thencc.gov.za/)
– Professional bodies
– Corporate/private sector organisations including dealers & manufacturers
– Legal action
– The media and technologies
• Apply the consumer rights and responsibilities to personal and household finances.

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Nutrition
• Demonstrate extended knowledge of the classification, functions and sources of:
- Protein: complete and incomplete proteins/ high and low biological value.
- Carbohydrates: Mono-, di- and polysaccharides. Fibre: soluble and insoluble fibre
- Lipids: saturated, mono unsaturated, polyunsaturated and transfats.
- Water.
- Minerals:
o Macro minerals such as calcium, phosphorus, potassium, iron, magnesium, iodine, fluorine and sodium.
o Trace elements such as copper, manganese and zinc.
- Vitamins:
o Water soluble: vitamin C and vitamin B complex
o Fat soluble: A, D, E and K.
• Identify and explain the consequences of deficiency and excess, where relevant.
• Identify and calculate energy needs: basic metabolic rate (BMR).
• Relate energy value of food to the body's requirements

– Define the body mass index (BMI)
– List the BMI indicators for:
o underweight
o acceptable weight
o obesity
• Explain the energy purposes for which the body requires energy
Nutritional needs of different age groups: pregnant and lactating mothers, babies, toddlers, young children, young adults, the elderly, ill and
convalescing individuals.
• Interpret the nutritional information contained in tables such as

- Dietary Reference Intake (DRIs); and
- MRC food composition tables (MRC = Medical Research Council of South Africa).
• Differentiate between fortification and enrichment.

• Investigate, evaluate and advise consumers with different figure types about clothing choices.
3A. CLOTHING
Triangle, inverted triangle, rectangle, hourglass (figure of eight) and oval.

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• Apply knowledge of fabric properties and finishes to meet aesthetic and functional needs for specific end uses
TEXTILES
- Visual and tactile properties: draping quality, colourfastness.
3B. FIBRES
- Durability: strength, abrasion resistance, pilling, sunlight resistance.
AND
- Comfort: elasticity, absorbency, heat conductivity, insulation and static electricity.
- Decorative finishes: bleaching, dyeing, printing, glazing, embossing,
- Functional finishes: napping, flame retardant, static control, stain and soil release, anti-bacterial, waterproof and water repellent,
crease resistant, drip dry and shrink resistance/sanforising.
Planning of interior spaces
• Interpret house plans: different symbols.
• Identify types of floor plans - open and closed, traffic patterns, orientation.
4A. HOUSING AND INTERIORS
• Analyse and evaluate existing house plans with regard to

– zoning – work, rest and social areas in the home to ensure functionality, safety and accessibility.
– furniture arrangement, storage, lighting, ventilation and temperature control, considering functionality and aesthetics.
• Suggest improvements.
The choice of suitable furniture

• Evaluate the criteria when purchasing furniture/furnishings with regard to:
- Suitability for need/function
- Economy
- Strength and durability
- Aesthetics
- Human factors (ergonomics and universal design)
- Environmental responsibility
- Consumer responsibilities before and after making a purchase
- Value, quality, pricing
Design Elements and Principles
• Define and identify design elements and principles
PRINCIPLES
ELEMENTS
- Design elements: line, shape, form, space, colour and texture.

- Design principles: scale and proportion, balance, rhythm, harmony, emphasis.
4B. DESIGN
• Apply and evaluate design elements and principles in clothing and interiors to:
AND
- achieve desired effects when choosing clothes, taking into consideration body shapes, sizes and style.
- advise consumers about the purchase of clothing items.
- achieve desired effects in interior design for living and work spaces, to meet aesthetic needs. Include the choice of furnishings.
- advise consumers about interior design problem areas.

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The choice, marketing and production of homemade products/items
Choice
5. ENTREPRENEURSHIP AND PRODUCTION
• Identify a potentially profitable business opportunity.
• Devise questionnaires/surveys/personal interviews and observation sheets to analyse the needs of different target groups and to identify
a target group and market segment for a concept.
• Consider relevant factors in the entrepreneur's choice of a suitable product/item for small-scale production.
• Formulate specifications of the product/item.
Marketing
• Plan the marketing process with regards to:
– situation analysis,
– marketing strategies- including brand name, logo, product/item name, packaging, labelling and advertising.
– marketing mix decisions – 5 Ps, i.e. product, place, price, promotion and people.
• Explain the core principles of marketing (produce what customers want; analyse competitive advantage; target specific markets; create
profitable sales volume; grow networks and build relationships; satisfy customer needs).
• Discuss the product/item life cycle (introduction; growth; maturity; decline).
Production
• Identify production costs: raw materials, packaging and labelling, wages, cost of maintaining and replacing equipment, cleaning, delivery,
rent, electricity and other overheads, cost of faulty or damaged products.
• Discuss factors influencing production costs.
• Calculate the selling price by adding a suitable percentage to cover production costs and make a profit – this percentage may differ
according to the context in which the entrepreneur finds himself/herself.

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Option 1: Food
Equipment
• Identify and use advanced equipment and utensils, e.g. deep fryer, electric frying pan, food processor, mixer, blender/liquidiser, kitchen
scales, timers, thermometers and thermostats, microwave ovens and hot boxes.
Baked Products
• Identify and apply different mixing methods, e.g. creaming, melting, emulsion, whisking, rubbing-in, beat and bake.
• Identify, explain and use various raising agents – physical, biological and chemical.
• Prepare baking tins.
• Apply rules for baking including baking blind.
• Identify characteristics of successful and unsuccessful baked products.
• Prepare various fillings/icings.
Dairy products
• Use dairy in various dishes.
• Apply the correct techniques to ensure a successful end product using dairy – prevent curdling, whipping cream, effect of heat on milk and
6. PRODUCTION
cheese.
Meat and meat alternatives
Fish:
• Classify fish, i.e. oily and white fish.
• Apply appropriate methods of cooking, e.g.: baked; fried; grilled; steamed.
• Evaluate the signs of readiness.
Meat and Poultry:
• Apply appropriate techniques and cooking methods to ensure a tender end product.
Sugar cookery
• Apply general principles and rules to make successful crystalline and non-crystalline sweets.
• Package and label sweets attractively for selling.
Preserves
• Apply general principles and rules to make successful preserves.
• Apply the correct methods to sterilise and seal bottles.
• Package and label preserves attractively for selling.
• The execution of a special themed function at home, such as a birthday party.
• Demonstrate knowledge of the principles when planning a buffet service
• Table setting and etiquette for a special occasion
• Set-out and planning of a menu for a special occasion, e.g. birthday party (not writing out of menu, but deciding on the dishes).
• Demonstrate sound knowledge regarding the storing, packaging and transporting of meals to a function venue.

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Option 2: Clothing
Introduction
• Choice of a commercial pattern and suitable fabric.
− Needles, pins, sewing threads and iron.
The sewing machine and the overlocker:
• Use sewing machine and overlocker.
Compare own body measurements with commercial pattern measurements and adapt to suit figure type if necessary.
Fit throughout construction.
Construct shorts or long trousers and an accessory e.g. hat or bag using the following techniques:
• Set in pockets.
• Seams and seam finishes
• Insert zip
• Make waistband
• Machine buttonhole
• Sew on button
• Suitable hem
• Correct ironing techniques throughout
Packaging and labelling for sale.

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Option 3: Soft Furnishings

Introduction
• Choice of a commercial pattern and suitable fabric.
The sewing machine and the overlocker:
• Use sewing machine and overlocker.
Curtains and curtain linings

• Identify suitable textiles and fabric widths for curtains and linings.
• Measure windows and calculate amount of fabric.
• Select curtain headings and tapes.
• Determine when to line curtains.
• Make curtain according to measurements, side hems, top and bottom hems, attach tape.
Cushions covers
• Choose suitable textiles, zips and decorations.
• Select cushion size, shape and decoration.
• Cut cushion front and two back pieces.
• Cut and join crossway bindings and make piping.
• Join piping to front of cushion.
• Insert zip in back of cushion.
• Join front and back seams.
• Finish seams.
• Package and label as required.
• Evaluate the saleability with regard to appearance and price.
Recommend changes to ensure an improved end product.

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ASSESSMENT SYLLABUS FOR CONSUMER STUDIES
GRADE 12
Note that Topics 1, 2, 3 and 4 (The Consumer, Food and Nutrition, Clothing, Housing and Furnishings) are compulsory. In topic 5, an
option is provided. One of the practical options, i.e. Food, Clothing or Soft Furnishings, must be chosen for Grade 12. The same option
must be chosen for Grades 10 and 11.
Elaboration
TOPICS Assessment Syllabus
The learner will be able to:
1.1 Investigate and evaluate channels for Investigate the range of watchdog organisations in the food, textile, clothing and housing
consumer complaints in the food, industry.
textile and housing industry
Evaluate case studies and/or real industry such as claims for misleading food, textile and
1. THE CONSUMER
housing advertisements.
Evaluate labels relating to food and textiles.
Explain and apply the correct procedure to effectively make a complaint.

Explain and apply the National Consumer Protection Act and Food Labelling Act.
1.2 Analyse the implication of taxes, Analyse and explain the influence of the following on the funds available for the management
interest rates and inflation on of the household budget:
management of available funds for • Taxes – income tax, VAT, property tax, import duty, capital gains tax, excise duty, estate
acquiring food, clothing, housing and duties, donations tax, transfer duties, licences
furnishings. • Interest rates – received and paid, fixed vs. variable (fluctuating)
• Inflation and the Consumer Price Index (CPI/CPIX)
• Globalisation – imports and exports
1.3 Evaluate financial and contractual Explain, evaluate and apply knowledge with regards to financial and contractual aspects
aspects important to consumers
• Different types of contracts
• Cooling-off period
• Exclusion clauses
• Unfair business practices
• Warrantees and Guarantees
• Grey goods
• Scams
• Stokvels
• Pyramid Schemes

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2.1 Suggest guidelines for the prevention Demonstrate knowledge and understanding of the following nutrient- and food- related health
and management of nutrient- and food- conditions or conditions requiring food management:
related health conditions. • HIV/AIDS
• Osteoporosis and rickets
Learners must be able to: • Anaemia (iron deficiency)
• Describe the disease • Constipation (fibre)
• Identify the causes and symptoms • Gut health – use of pre -and probiotics
• Demonstrate knowledge and • High cholesterol/atherosclerosis/coronary heart disease
understanding with regards to prevention • High blood pressure/hypertension
and management strategies • Type II Diabetes
– Differentiate between low and high GI foods and their effect on sugar levels.
– Differentiate between Glycaemic Load and Glycaemic Index.
• Food intolerances - lactose and gluten
• Food allergies – nuts, seafood, dairy, wheat, soya and eggs
• Food additives
• Eating disorders – Anorexia, Bulimia

• Malnutrition including
– under nutrition - starvation especially Kwashiorkor and Marasmus
– over nutrition – obesity
• Calculation and interpretation of BMI (Body mass index)
• Food-borne diseases
– Hepatitis A
– Tuberculosis
– E. coli
– Dysentery
Gastro-enteritis Evaluate relevant information and data and suggest guidelines for the
prevention and/or management of these conditions.
2.2 Identify consumer issues related to the The learner must demonstrate a basic understanding of the following food related consumer
impact of the selection and use of food issues and be able to formulate and evaluate strategies with regard to the natural and
on the natural or economic environment economic environments:
and suggest strategies for addressing • Genetically modified foods
the issues. • Organically grown foods
• Sustainable farming
• Food additives
• Functional foods (foods that have a potentially positive effect on health beyond basic
nutrition).
• Nutraceutical foods (Nutraceuticals are foods that are used for their health promoting,
diseases preventing and medicinal properties. These foods contain natural bioactive
compounds).

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• Irradiated food
• Feeding schemes
• Food security
3.1 Examine and describe current fashion Examine current fashion trends for young adults:
trends for young adults. • Define fashion
• Fashion terminology – haute couture, style, classics, fads, silhouette, fast fashion, trends,
mass fashion.
• The fashion cycle – innovation, rise, peak, decline, obsolescence
• Factors influencing fashion trends – political, economic, social and technological
3.2 Apply clothing theory to the selection Demonstrate knowledge and understanding of
of clothing for young adults. • The influence of socio-economic factors on the choice of clothing including the influence of
brand labels on the choice of clothing.
• The influence of socio-psychological factors on the choice of clothing.
• The symbolic meaning of appearance for social interaction.
3. CLOTHING
• The role of appearance, needs analysis and wardrobe planning in the selection of clothing
for young adults.
• Clothing choices for the world of work – males and females.
Analyse and evaluate relevant information and data related to the above.
Suggest suitable choices or improvements related to given scenarios.

3.3 Identify consumer issues related to the The learner must demonstrate a basic understanding of the following clothing related
impact of the selection and use of consumer issues and be able to formulate and evaluate strategies with regard to the natural
clothing on the natural or economic and economic environments:
environment and suggest strategies for • The effect of local production vs. clothing imports on the South African clothing industry.
addressing the issues. • The effects of manufacturing of synthetic and natural fibres on the natural and economic
environment.
• The impact of counterfeit goods on the natural and economic environments.
• Sustainable use of clothing – reuse, reduce, recycle, revamp, upcycle.

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4.1 Explain the financial and contractual Demonstrate knowledge and understanding of financial and contractual responsibilities of the
responsibilities of the occupants for occupants for different housing options:
different housing options and identify • Types of housing in South Africa (e.g. single dwelling, cluster, etc.)
the role players involved. • Housing ownership options (e.g. full title/freehold, sectional title)
• Different housing acquisition options (renting, buying, building)
• Advantages and disadvantages of the different options
• Financial implications for each option
– Deposits (buying and renting)
– Bonds/mortgage loan, bank requirements for granting bonds
– Insurance (bond/life insurance, home owners comprehensive and short-term contents)
– Monthly repayments of bond/rental
4. HOUSING AND FURNISHINGS
– Transfer and other hidden costs

– Financial implications of running own home (municipal costs, taxes)
• Contractual implications
Identify the role players in accessing housing:

• Government housing schemes,
• Financial and other housing NGOs,
• Subsidies state and employers,
• The estate agent
• NHBRC
4.2 Compare and evaluate the choice of Analyse consumer responsibilities in the acquiring of large household equipment in general
large household equipment, and with regards to the following:
explain the financial, contractual and • Choice
environmental responsibilities when – Function
purchasing such equipment. – Energy usage (Human & non-human)
– Water consumption
– The possible environmental impact of technology
• The financial and contractual responsibilities when buying large household equipment in
general
– Types of transactions and the advantages and disadvantages and implications of each:
o Cash, credit cards, instalment sales transactions, lay by, stokvel
o Relevant contracts
– Warrantees and guarantees

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4.3 Discuss the responsible use of Demonstrate an understanding of the responsible use of the following related to housing and
municipal services and the importance household equipment:
of waste control related to housing and • Municipal services such as water, electricity, sanitation and waste removal.
household equipment. • The importance of waste control – reduce, re-use and recycle.
• Sustainable electricity consumption.
• Sustainable water consumption.
Analyse and evaluate scenarios.
Make appropriate suggestions.

5.1 Formulate a plan to produce a quality Moving from an idea to producing and marketing a product/item (link with grade 11)
5. ENTREPRENEURSHIP AND PRODUCTION- THEORY-
product. • Identify a potentially profitable business opportunity.

• Formulate of the idea and specification of the product/item.
Consider factors in the entrepreneur's choice of a suitable product/item for small-scale

This section will only be tested in the PAT
production: the availability of human skills, financial resources, available workspace, available
raw materials (locally available) and consumer appeal.
Factors influencing the efficient production of quality products/items:

Consider the following factors in producing a quality product/item:
• Planning
• Adhering to specifications
• Quality control
• A tidy workplace
• Hygiene of workers (food production)
• Careful control of finances
• Stock control.
Requirements for quality products/items:
Consider the following aspects for quality products/items:
• Products/items appropriate for target group,
• Presentation
• Quality of raw materials used
• Quality and design of packaging
• Safety
• Labelling
• Sustainability
• Efficient use of time
• Efficient storage procedures (food production)

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5.2 Develop a marketing plan • Product: trade mark/name, image, labels and packaging.
5. ENTREPRENEURSHIP AND PRODUCTION-
according to the 5P marketing • Promotion/advertising Apply AIDA principles.
strategy. • Price and pricing strategy.
• Place: Where will the product be produced? Where will the point of sale be?
• People: target group and people doing the marketing.
Determine production costs, profit and selling price.

THEORY (cont.)
5.3 Formulate a plan for the production Compile a comprehensive plan to produce a marketable product by:
of the product. • Formulating a design brief which adheres to the scenario.
• Gathering data through market research, e.g. using surveys, questionnaires
• Analysing the needs of different target market.
• Selecting/adapting recipes/patterns and present correctly.
• Planning and justifying appropriate packaging/presentation
• Informative label
• Planning the order of work incorporating control points
• Product specifications
• Justifying the choice of the product for the target market and the purpose of the product
• Calculating the unit price, production costs, selling price with profit. Also consider
packaging, labour costs, maintaining and replacing equipment, cleaning, transport, rent,
electricity and other overheads
• Quality control – to meet product and packaging specifications

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6.1 Apply theoretical knowledge and During production of quality marketable products/items, demonstrate skills in:
demonstrate the necessary • Following an order of work in a logical sequence. - Output
practical skills to produce quality, • Considering important issues for efficient production:
marketable products by using − Adhering to specifications formulated during the planning phase
applicable methods and techniques − Neat, tidy, well-organised workplace
while working individually. − Working efficiently using human resources and time wisely
− Applying good hygiene standards
LEARNERS ARE TO WORK INDIVIDUALLY. − Following safety precautions for worker(s)
− Correct use of equipment
− Economical use of resources to prevent wastage
− Use of correct techniques and skills/best construction techniques
− Accurate measurement
− Tidying up and storage of equipment
− Packaging and labelling
− Quality control
6. PRODUCTION
− Selection of materials/ingredients for quality products/items

− Continuous checking of quality during the whole production process
Apply the appropriate theoretical knowledge to the production of their selected

enterprise:
Option 1 – Food Production

• Preparation techniques and cooking methods suitable for use in production systems as in
Grade 10 & Grade 11.
• The practical application of the theoretical knowledge about foods.
• Foam formation (air bubbles in, e.g. meringue, mousses, soufflés, ice cream, aerosol
whipped cream)
• Emulsification (egg yolk, lecithin …)
• Coagulation of protein
• Gelatinisation
• Setting (gelatine, starches)
• Effect of moist and dry heat on food.
• Effect of cold on food.
• Acids and alkalis (properties and influence on food preparation
• Raising agents (physical, biological, chemical)
• Pastry making (short-crust and variations, choux)

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Option 2 – Clothing
• Theoretical knowledge and practical application of the use of textiles, choice/knowledge of
equipment, processes and construction.
• The practical application of the theoretical knowledge about advanced/current techniques
in clothing construction.
– Mass production techniques
– Use of a commercial pattern (revision)
– Cutting out and transferring pattern markings
– Seams and seam finishes
– Attach sleeve
– Make sleeve openings
– Make and attach cuffs
– Make and attach collar
– Do front opening
– Make hem
– Make buttonholes and sew on buttons
– Correct ironing techniques throughout.
The practical application of theoretical knowledge relating to clothing (see "Skills applied to the
practical option of clothing production" that follows).
Option 3 – Soft Furnishings

• Theoretical knowledge and practical application of the use of textile knowledge, equipment,
processes and construction techniques.
• The practical application of the theoretical knowledge about the current soft furnishing and
decoration trends in interior design to produce patchwork wall hangings, quilts, loose
covers for kitchen equipment or bags.
– Use of quilting equipment
– Selection of suitable fabrics for patchwork, lining and borders
– Create a simple patchwork design with appropriate colour combinations
– Construct patchwork
– Cut batting and lining, baste layers
– Do quilting
– Measure and cut borders and attach
– Attach edge finishing.
The practical application of theoretical knowledge relating to soft furnishings (see "Skills
applied to the practical option of soft furnishing production" that follows).
6.2 Evaluate the product/item. Evaluate their own product/item according to:
• a set of criteria and make recommendations on how to improve the product/item and the
production process.
• the packaging and labelling in terms of suitability, transportability, attractiveness and
information, as well as hygienic quality
• the possible marketability
• the unit selling price
• customer satisfaction
• suitability of purpose
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SKILLS APPLIED TO THE PRACTICAL OPTION OF CLOTHING PRODUCTION
Layout and cut from commercial pattern Make and attach sleeves
• Fabric folded correctly • Easing or gathers (3 rows) around top edge
• Pattern placed on straight grain of fabric • Sleeves fits neatly into armhole
• All relevant pieces placed on fold • All seams and seam finishing neat
• Pattern pieces pinned correctly onto fabric • Sleeve hem
• Straight cutting on cutting lines Zip
• Notches accurately cut • Seam allowance correct and even width
• Pattern markings • Seam finishing
Darts • Insert zip: stitching straight, correct width from
• Stitch from wide to narrow zip
• Straight stitching • Corners at bottom of zip neat and square
• Press downwards or toward the middle • Corners at top of zip neat and square
• Knot threads at narrow point and insert thread Crossway binding
into the dart • Cutting bias strips
• Join bias strips
Tacks/Top stitching – Attach binding for edge finishing
• Marking transferred correctly – Correct and even width
• Evenly spaced – Lies flat and even
• Straight sewing – Machine or hand stitched
• Suited to item/material
Pleats
• Marking transferred correctly
Open or closed straight seams with a finish
• Evenly spaced
• Straight stitching/smooth curve/square corner
• Even width
• Seam allowance correct and even width
• Suited to material/pattern
• Seam finishing
• Fold of pleats on straight grain of fabric
Fasteners: loop and hook/button
• Same size Stitched-on pocket
• Spacing • Pocket shape, size hem/seams
• Suitable for clothing item • Correct position on clothing item
• Firmly stitched • Stitching to attach pocket to item
Shaped facing (for opening such as armhole or Buttons and buttonholes
neckline) • Buttonholes: even size (hand/machine)
• Prepare facing and baste to opening • Spacing
• Attach facing • Appearance
• Facing lies flat and fits neatly into opening • Firmly stitched
• Seam allowance graded inside, under stitching
Hems
• Facing even width.
• Even and correct width all around
• Finishing of facing edges
• Lies flat, no pleats/gathers on the right side
• Facing attached to shoulder/side seams
• Neat, straight stitching/neatly sewn by hand
• Correct stitch length/correct hand stitch
Make and attach collar
Narrow single hems
• Preparing the collar before stitching (stay – stitch
• Even and correct width
and baste parts together)
• Neatly overlocked
• Collar edge smoothly stitched, thus smooth curve
• Folded over evenly
and /or sharp corners
• Neatly stitched
• Both sides alike
• Seam allowance inside collar graded and notched Layout and cutting from measurements, no
correctly pattern
• Edge of collar under stitched, basted and ironed • Fabric folded correctly
• Attach collar to clothing item: fits properly • Measurements marked on fabric accurately
• Seam smoothly stitched, graded, seam finish • Straight grain of fabric used correctly
• Straight cutting

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SKILLS APPLIED TO THE PRACTICAL OPTION OF SOFT FURNISHING PRODUCTION
Layout and cut from commercial pattern Zip

• Fabric folded correctly • Seam allowance correct and even width
• Pattern placed on straight grain of fabric • Seam finishing
• All relevant pieces placed on fold • Insert zip: stitching straight, correct width from zip
• Pattern pieces pinned correctly onto fabric • Corners at bottom of zip neat and square
• Straight cutting on cutting lines • Corners at top of zip neat and square
• Notches accurately cut Fitted corners
• Pattern markings • Measure and cut
• Stitch seam to make corners
Layout and cutting from measurements, no • Finish seam
pattern • Attach elastic
• Fabric folded correctly
Quilting
• Measurements marked on fabric accurately • Sandwiching top layer, batting and lining
• Straight grain of fabric used correctly • Tacking the three layers
• Straight cutting
• Mark stitching lines
Patchwork design • Accurate stitching
• Patchwork pattern designed on paper
• Design matches the choice of fabric and article Use of Velcro/fasteners
• Level of difficulty • Stitched correctly and neatly
• Correct position
Layout and cutting of pattern pieces
(Patchwork pieces, Lining and Batting included) Decorating other than embroidery
Patchwork: • Suitable for article
• Measure and cutting fabric patches accurately • Neat stitches
• Size of fabric pieces suitable for size of article Crossway binding
• Correct number of patchwork pieces • Cutting bias strips
Other pattern pieces: • Join bias strips
• Pattern pieces placed economically on fabric • Attach binding for edge finishing
• Lining and batting pattern pieces measured − Correct and even width
and accurately marked on fabric − Lies flat and even
• Straight cutting − Machine or hand stitched
Seams/joining of patchwork pieces Crossway piping
• Patches joined according to design • Cutting bias strips
• Even small stitches • Join bias strips
• Straight seams / smooth curves / square • Make piping
corners • Shrinking string
• Seam allowance = 0.5 cm • Insert piping into seam
• Alignment of patches Narrow single hems
• Final appearance • Even and correct width
Seams and seam finishing (assemble article: • Neatly over locked
e.g. • Folded over evenly
bag) • Neatly stitched
Open or closed straight seams with a finish Embroidery Decoration: three to five decorative
• Straight stitching stitches by hand
• Correct seam allowance and even width • Good design, suitable for item
• Seam finishing • Good choice of colours
Stitched-on pocket • Embroidery stitches-workmanship
• Pocket shape, size hem/seams
• Correct position on garment
Curtain lining
• Stitching to attach pocket to item
• Straight seams
Pillowcase
• Hem
• Fold-over facing correct way/hem even neat
• Blanket stitch loops(positioning of lining)
• Seams even/neat (French/open)
• Shorter and narrower (even finish)
• Straight sewing
• Corners trimmed

6/38
Buttons on cushions/decorative Attach curtain tape

• Loose stitching through all layers • Straight stitching 3 rows
• Finishing off with blanket stitching • Correct position on curtain
• Button covered with suitable material Fasteners: loop and hook/button/press stud/
button and buttonhole
Attaching borders
• Correct spacing/size
• Even width
• Correct stitch
• Straight stitching/no creases (seam to attach)
• Buttons firmly stitched
• Neat symmetric corners
• No loose threads/untidy joints Covered pelmets
• Cut to shape/design
Mitred Corner
• No frays/threads
• Exact width measurement right around
• Finish/even stitching/ corners trimmed/ evenly
• 45° corners cut with seam allowance
turned out/corners trimmed correctly
• Sew corners and cut off excess
• Fold allowance in and tack sides evenly through Choice of fabric
three layers (teacher should have box from which learners
• Top stitch evenly through all layers. No creases could choose)
or folds • Fabric types match for easy wash and care
• Colours match and have a striking effect
Frills • Motifs/design/pattern of fabric small and suitable
• Hems: narrow, even with, neat stitching for patchwork
• Correct stitch length for gathers
• 2/3 rows gathering stitches Cutting/shapes of fabric patches
• Pull – up gathers distributed evenly • Crazy patchwork size of fabric pieces
• Attach frill to article suitable for size of article
• Straight stitching in middle of gathering stitches • Fabric pieces accurately cut
• Seam finishing Edge finish
• Cut and join crossway strips for crossway binding
Seams and seam finishing • Cut straight binding accurately to measurements/
Curved seam pattern
• Straight stitching • Attach binding for edge finishing
• Correct seam allowance and even width – Correct and even width
• Seam finishing – Lies flat
• Smooth curve – Neatly stitched
Bands/straps (handles for bags/purse)
Seams and seam finishing • Even width, suitable for bag
Seams with corners: • Reinforced inside with suitable fabric
• Straight stitching • Attached to bag and reinforced on bag
• Correct seam allowance and even width Quality & Saleability
• Seam finishing • General finishing
• Corners • Overall neatness
• Fit for purpose

6/39
D. ADMINISTRATIVE AND SUPPORT DOCUMENTATION
ADMINISTRATIVE DOCUMENTATION FOR SBA FILE
Teacher's SBA File
Annexure A Cover Sheet for Teacher's SBA File

Annexure B Rank Order List for SBA
Annexure C Mark Schedule for SBA
Annexure D Design Grid for tests and examinations
Annexure E Example of School Moderation Tool
Annexure F Principal's Declaration
Annexure G List of Omissions
Learners' SBA File
Annexure H Cover Sheet for Learner's SBA File

Annexure I Statement of Authenticity SBA File
Annexure J Declaration of Omission
IEB Documentation
Annexure K National Moderation Tool: Teacher's SBA File

Annexure L National Moderation Tool: Learner's SBA File
Annexure M Rules of Evidence for SBA Tasks
Annexure N Final SBA Moderation Tool
ADMINISTRATIVE DOCUMENTATION FOR PAT FILE
Teacher's PAT File (Official IEB forms)
Annexure O Cover sheet for Teacher's PAT File

Annexure P Rank Order List for PAT
Annexure Q Alphabetical Mark Schedule for PAT
Learner's PAT File (Official IEB forms)
Annexure R Cover sheet for Learner's PAT File

Annexure S Statement of Authenticity PAT File
Annexure J Declaration of Omission
IEB Documentation
Annexure T PAT Assessment Tool

Annexure U Final PAT Moderation Tool

6/40
ANNEXURE A
NATIONAL SENIOR CERTIFICATE

CONSUMER STUDIES
COVER SHEET FOR TEACHER'S SBA FILE
Tasks Description TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4 Out Of Weighting
Test 1 15
Test 2 15
Prelim Exam 30
Task 1 (Specify) 20
Task 2 (Specify) 20
Total SBA 100

6/41
ANNEXURE B

CONSUMER STUDIES
RANK ORDER LIST: SBA
CENTRE NO
CANDIDATES LISTED IN RANK ORDER (HIGHEST TO LOWEST MARKS)
EXAMINATION NUMBER MARK – 100
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

6/42
ANNEXURE C

CONSUMER STUDIES
MARK SCHEDULE FOR SBA
Controlled Test 1
Controlled Test 2
Task 1 (Specify)
Task 2 (Specify)
Examination
Preliminary
Final
NAMES OF CANDIDATES IN
Mark
ALPHABETICAL ORDER
100
15 15 30 20 20
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
To the best of my knowledge these marks are an accurate reflection of the candidates' own
work.
Signature of Teacher: _______________________ Date: ____________________
Signature of Principal: ____________________________ Date: ____________________

6/43
ANNEXURE D
EXAMPLE OF DESIGN GRID FOR TESTS AND EXAMS
QUESTIONS TOPICS COGNITIVE LEVELS
Comprehension
Understanding
Application
Knowledge
Evaluation
Synthesis
Analysis
TOPIC 1
TOPIC 2
TOPIC 3
TOPIC 4
TOTAL
1 2 3 4 5 6
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
TOTAL Marks
TOTAL Percentage
Targeted Percentage 60% 40%

6/44
ANNEXURE E
EXAMPLES OF PRE-ASSESSMENT MODERATION TOOLS

FOR TESTS AND EXAMINATIONS
YES NO COMMENTS
A ORGANISATIONAL CRITERIA
Name of School
Subject
Date of test/exam
Grade
Assessor
Moderator
Time
Marks
B TECHNICAL LAYOUT
(i) Mark Allocation
Marks added up correctly
Marks allocated reflect different
cognitive levels
(ii) Numbering
Numbering is clear and correct
(iii) Sketches, diagrams, etc.
Clear and understandable
(iv) Layout
Organised in sections
Distinctive heading to indicate
sections
Appropriate spaces between the
questions
User friendly font
C DESIGN OF ASSESSMENT
(i) Validity
Are the assessment criteria
clearly stated in the tool?
Does the assessment cater for
different cognitive levels of
learner performance? (Blooms)
(ii) Consistency/Reliability
Are the instructions to obtain
the evidence clear?
Is the assessment tool(s)
appropriate for the assessment
and well-constructed?
(iii) Fairness
Was the time allocated
sufficient?
Is the activity relevant to the
context?
Is the stimulus material
appropriate to the level of the
learners?
Is the embedded knowledge
appropriate for the level of the
learners?

6/45
Subject:
Grade:
Examiner:
Moderator:
Date of Test/Exam/:
Please tick the appropriate block Yes No Comment
Technical layout – Typographical
• User-friendly font
• Appropriate spaces between questions
• Page numbers
• An 'easy' document to work with
Technical layout – Mark allocation
• Marks add up correctly
• Mark reflects the weighting of different
LOs/ sections
Technical layout – Numbering
• Clear and correct
Sketches/inserts/ diagrams
• Clear and understandable
• Clearly cited and referenced
• Age appropriate
Language
• Clear, uncomplicated and understandable
• Relevant subject terminology
• Straightforward instructions
Compliance with SAGs
• Topics weighted according to SAGs
• Cognitive levels weighted according to
SAGs
• Time: mark allocation correct
• Correct/appropriate sections
• Design Grid provided
Marking Guidelines
• Correct with possible alternate answers
• Corresponding marks
• Unambiguous and user-friendly

6/46
ANNEXURE F
SCHOOL LETTERHEAD
PRINCIPAL'S DECLARATION – CONSUMER STUDIES
Name of School:
Centre Number:
Subject:
We certify that:
Circle your
Teachers of the same subject have ensured that
response
They have met regularly to reflect on and discuss issues of
YES NO
standardisation
The assessments they have set learners are of the required standard YES NO
The marking guidelines they have used for marking are accurate and
YES NO
functional
The assessments learners have completed meet the criteria described
YES NO
in the Subject Assessment Guidelines for Consumer Studies
Marking is complete and of the appropriate standard YES NO
All administrative procedures have been correctly completed YES NO
The information on the Cover Sheet for each Learner's File is
YES NO
completed and correct
TEACHER: _______________________________ DATE: _________________________
PRINCIPAL: _______________________________ DATE: _________________________

6/47
ANNEXURE G
CONSUMER STUDIES LIST OF OMISSIONS FOR SBA
NAME EXAMINATION NUMBER TASK OMITTED REASON

6/48
ANNEXURE H

CONSUMER STUDIES GRADE 12
COVER SHEET FOR LEARNER'S SBA FILE
Name: School:
Task Description Actual Mark Out Of Weighting Final SBA Mark
Test 1 15
Test 2 15
Prelim Exam 30
Task 1 20
Task 2 20
Total SBA 100
We, the undersigned, verify that this is the Learner's own work
Learner's signature: _________________________ Teacher's signature: _________________________ Date: ________________________

6/49
ANNEXURE I
NATIONAL SENIOR CERTIFICATE EXAMINATION

CONSUMER STUDIES
STATEMENT OF AUTHENTICITY: SBA FILE
______________________________________________________________________________
LEARNER NAME
DECLARATION BY THE CANDIDATE
I hereby declare that all the work contained in this SBA is my own, original work and that if
I have made use of any source, I have acknowledged this.
I agree that, if it is determined by the competent authorities that I have engaged in any
fraudulent activities whatsoever in connection with the contents of my SBA, I shall forfeit
completely the marks gained for this assessment.
__________________________________ _____________________
LEARNER'S SIGNATURE DATE
DECLARATION BY THE CANDIDATE'S TEACHER
As far as I know, the above statement by the candidate is true and I accept that the work
offered is his/hers.
________________________________ _____________________
TEACHER'S SIGNATURE DATE

6/50
ANNEXURE J

CONSUMER STUDIES
DECLARATION OF OMISSIONS
To be included in place of the missing SBA/PAT piece
SCHOOL LETTERHEAD
CONSUMER STUDIES
SBA/PAT OMISSIONS
Learner Name: ___________________________________ Grade: _______________
SBA/PAT Task: _________________________________________________________
The learner has failed to include the set SBA/PAT task for the following reason:
Illness.
Doctor's note attached.
The completed task is lost, but a mark is recorded.
Absenteeism.
I hereby acknowledge the fact that I have failed to report on an alternate date
to complete my Consumer Studies SBA/PAT Task. This means I will receive
0% for the task. I am completely to blame for my own failure to complete the
task on time or not at all.
Failed to hand in the task.
I hereby acknowledge the fact that I have failed to hand in a Consumer
Studies SBA/PAT Task. This means I will receive 0% for the task. I am
completely to blame for my own failure to hand in the task on time or not at all.
Other:
The learner will have the following assessment reflected on the mark sheet for the task.
______
_______________________________________ __________________
CONSUMER STUDIES TEACHER DATE
_______________________________________ __________________
LEARNER DATE
6/51
ANNEXURE K
NATIONAL SENIOR CERTIFICATE: CONSUMER STUDIES

NATIONAL MODERATION TOOL
TEACHER'S SBA FILE
SCHOOL CENTRE NO:

DATE
EDUCATOR
MODERATOR
SECTION A: ORGANISATIONAL ASPECTS

REQUIREMENTS YES NO COMMENTS
1 Suitable file used
2 Cover Sheet
3 IEB Selection List
4 Rank Order List
5 Mark Schedule
6 Statement of omissions with
relevant evidence
7 Evidence of School
Moderation
SECTION B: COMPLIANCE
1 Test 1
Question paper
Completed Design Grid
Marking Guidelines
2 Test 2
Question paper
Marking Guidelines
3 Preliminary Examination
Question paper
Marking Guidelines
4 Task 1 (Specify)
Instructions
Marking Guidelines
5 Task 2 (Specify)
Instructions
Marking Guidelines

6/52
SECTION C: QUALITY
Rating Scale:
1 – Not done or totally incorrect. 3 – Adequate
2 – Inadequate 4 – Superb
Consistency
Sufficiency
Currency
Fairness
Comments
Validity
Requirements
Test 1
Test 2
Preliminary
Examination
Task 1
Task 2
Moderated by:
Name: ________________________________
Moderator's Signature: ____________________ Date: ______________________________

6/53
ANNEXURE L

NATIONAL MODERATION TOOL:
LEARNER'S SBA FILE
SCHOOL EXAMINATION NO:

DATE
LEARNER'S NAME
MODERATOR
SECTION A: ORGANISATIONAL ASPECTS

1 Suitable file used
2 Cover Sheet
3 Statement of Authenticity
4 Evidence of School
Moderation
5 Letter(s) of Omission
(if applicable)
SECTION B: COMPLIANCE

1 Test 1
Question paper
Assessed work
2 Test 2
Question paper
Assessed work
3 Preliminary Examination
Question paper
Assessed work
4 Task 1
Instruction sheet
Assessed work
Plagiarism report
5 Task 2
Instruction sheet
Assessed work
Plagiarism report

6/54
SECTION C: QUALITY
Rating Scale:
1 – Not done or totally incorrect. 3 – Adequate
2 – Inadequate 4 – Superb
Consistency
Fairness
Validity
Comments
Requirements
Test 1
Test 2
Preliminary
Examination
Task 1
Task 2
Moderated by:
Name: ________________________________
Moderator's Signature: _______________________ Date: __________________________

6/55
ANNEXURE M
THE RULES OF EVIDENCE – APPLYING THE ASSESSMENT PRINCIPLES
Validity Is the purpose of the assessment clear?

The assessment
measured what it Does the way in which the evidence is to be collected suit the purpose of
said it did. the assessment?
Is the topic(s) to be assessed clear?
Is there a set of assessment criteria to measure evidence of the topic(s)?
Do the assessment criteria match the topic(s) being assessed?
Are the assessment criteria clearly stated in the assessment tool(s)?
Is the activity done by the learners directly related to the stated topic(s)
and criteria?
Does the assessment reflect internalisation of knowledge and skills

allowing the learner to show application/adaptation in unfamiliar
circumstances?
Does the assessment cater for different levels of learner performance?
Is the way in which the evidence is to be collected the best way to gather
evidence of the stated outcome(s)?
Authenticity Is the evidence produced (process or product) the learner's own work?
Consistency/ Are the instructions to obtain the evidence clear?

Reliability
The same Are the criteria being used to measure performance clearly stated to avoid
assessor would different interpretations by the same assessor or different assessors over
make the same time?
judgement again in
similar Is the assessment tool(s) appropriate for the assessment?
circumstances.
The judgement Is the assessment tool well-constructed?
made is similar to
the judgement that Are the judgements of learner performance consistent with the marking
would be made by guidelines?
other assessors.
Are the judgements consistent across learners?

6/56
Currency Is the evidence required current against the standard, e.g. modern
Evidence reflects techniques, up to date apparatus?
that the skills
required are still Does the evidence show that the learner can still perform to the level
current. shown?
Sufficiency Does the assessment assess a cluster of topics?

Enough evidence
of an acceptable Does the assessment cater for different levels of learner performance, i.e.
level or quality is is there sufficient rigour?
presented.
Is there a variety of ways used to collect evidence to allow for valid
judgements to be made?
Does the assessment assess evidence of process as well as product?
Fairness Do all learners have access to the resources needed to complete the
The assessment activity?
does not present
barriers for any Was the time allocated sufficient?
one learner.
Is the activity non-discriminatory in terms of race, gender religion, etc.?
Is the activity relevant to the context of the learners?
Is the language used appropriate to the level of the learners?
Are the instructions clear?
Is the stimulus material appropriate to the level of the learners?
Is the expected embedded knowledge appropriate for the level of the

learners?
Are learners with special needs catered for in the assessment?

6/57
ANNEXURE N

CONSUMER STUDIES
FINAL SBA MODERATION TOOL
To be completed and retained by the IEB
Subject: CONSUMER STUDIES Date: ___________
Examination Centre Number: _________________
The candidates required to submit SBAs for moderation (names supplied by IEB)
School Moderated School Moderated
Examination number Examination number
Mark (%) Mark (%) Mark (%) Mark (%)
Comments:
Recommendations:
SBA MARKS SHOULD BE ACCEPTED WITHOUT ALTERATION Yes No
Change recommended by moderator:
Change to be implemented:
SBA Moderator's signature Date:

6/58
ANNEXURE O
CONSUMER STUDIES
COVERSHEET FOR TEACHER'S PAT FILE
CENTRE NUMBER
_____________________________________________________ _____________________
TEACHER'S NAME AND SIGNATURE DATE
NUMBER OF LEARNERS:

6/59
ANNEXURE P

CONSUMER STUDIES
RANK ORDER LIST FOR PAT
CENTRE NO
CANDIDATES LISTED IN RANK ORDER (HIGHEST TO LOWEST MARKS)
EXAMINATION NUMBER MARK 100

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

6/60
ANNEXURE Q
PRACTICAL ASSESSMENT TASK
MARK SCHEDULE FOR PAT
CENTRE NO
NAMES OF
Step Step Step Step Step Step Step Step Step Step
CANDIDATES
1 2 3 4 5 6 7 8 9 10
ALPHABETICALLY
Marketing strategy
Survey to assess
academic rigour
Market research
Production and
Plan of action
questionnaire
Selection and
organisation,
Conclusion
Layout and
production
motivation
evaluation
Second
TOTAL
5 10 10 10 15 Survey
4 30 5 5 6 100
I certify that these marks are an accurate reflection of the candidate's own work.
Signature of teacher: __________________________ Date: _____________________
Signature of principal: _________________________ Date: _____________________

6/61
ANNEXURE R
CONSUMER STUDIES
COVERSHEET FOR LEARNER'S PAT FILE
(To be filled in by the learner, controlled by the teacher and included as the
first page of the Learner File)
CENTRE NO CANDIDATE'S EXAM NO.
Survey to assess
academic rigour
First production
Market research
and evaluation
Plan of action
questionnaire
Selection and
organisation,
Conclusion
Layout and
production
motivation
Marketing
strategy
Second
Survey
TOTAL
5 10 10 10 15 4 30 5 5 6 100
Marks
LEARNER'S SIGNATURE: ______________________ DATE: ____________________
TEACHER'S SIGNATURE: ______________________ DATE: ____________________

6/62
ANNEXURE S

CONSUMER STUDIES
STATEMENT OF AUTHENTICITY PAT FILE
School Letterhead
________________________________
LEARNER'S NAME
DECLARATION BY THE CANDIDATE
I hereby declare that all the work contained in this PAT is my own, original work and that if
I have made use of any source, I have acknowledged this.
I agree that, if it is determined by the competent authorities that I have engaged in any
fraudulent activities whatsoever in connection with the contents of my PAT, I shall forfeit
completely the marks gained for this assessment.
__________________________________ _____________________
LEARNER'S SIGNATURE DATE
DECLARATION BY THE CANDIDATE'S TEACHER
As far as I know, the above statement by the candidate is true and I accept that the work
offered is his/hers.
________________________________ _____________________
TEACHER'S SIGNATURE DATE

Grade:
Product:
IEB Copyright © 2014–2023

ANNEXURE T
LEARNER'S NAME
PRODUCTION
2
Personal appearance and hygiene
5
Setting up work station
5
Measuring ingredients / equipment use
5
Following a logical work order/recipes
20
Correct cooking methods and skills
5
Tidiness/Scullery/Hygiene/Safety
3
Efficient use of resources/avoid waste
5
Time management
DATE:
Suitability of packaging and yield

10
Appearance/size/shape of products
10
Texture
10
Taste
5
PRODUCTION ASSESSMENT TOOL – FOOD
Criteria covered
Suitability of product for scenario

5
and target market

Photographic evidence of product

5
and packaging
TOTAL (learner's mark/100 convert to 30)

100
•
•
•
•
•
•
•
•
Criteria:
SCENARIO:
Skills/Techniques:
MET ACCORDING TO
6/63
CRITERIA/SKILLS TO BE

NATIONAL SENIOR CERTIFICATE HANDBOOK
6/64
EVALUATION GUIDE FOR MARKING ASSESSMENT – FOOD
PRODUCTION:
Personal appearance and hygiene:
• Apron is neat, cleaned and ironed
• Hair is tied up and away from the face / covered (hair net)
• Nails are short and clean
• No jewellery
• Boys are clean shaven
Setting up work station:
• Work station is orderly, neat and clean during production
• Work station is orderly, neat and clean after production
• Chairs out of the way and cupboards and draws are kept closed
• Oven shelf – correct height
• Preheating oven if needed
• Recipe in a plastic sleeve
Measuring ingredients / equipment usage:
• Liquids avoid error of parallax measured in appropriate equipment i.e.: measuring jug / measuring spoons for small units
• Dry ingredients measured accurately in measuring spoons / cups or on a mass meter (correct unit)
• Correct use of equipment to achieve the most successful end product
• Use equipment correctly and safely
• Use stove top and oven correctly for cooking method
Logical work order / Recipes:
• Work order is thorough and well thought through to allow learner to complete the end product timeously – following a work order
• Is observant of critical control points along the way
• Flow of tasks lends itself to a well-planned production process
• Standardised recipes followed
Correct cooking methods:
• Correct preparation techniques / mixing methods according to scenario
• Cooking methods correctly applied
• Efficiency
Skills:
• All skills according to scenario are met

6/65
Tidiness/Scullery/Hygiene/Safety:
• Neatness of work surfaces and equipment
• Warm, soapy washing water and clean rinsing water
• Dishes washed during production
• Clean dishcloths
• Neat and efficient removal of waste products
• Kitchen hygiene; no cross contamination
• Safety rules and regulations applicable to good kitchen practice
Efficient use of resources / avoiding waste:
• No excessive use of ingredients
• Too large a quantity produced
• Incorrect use of ingredients and learners had to restart a component
• Wastage / disposal of large quantity of ingredients
• Correct disposal of waste – recyclable. Compost, etc.
Time management:
• Time is used effectively and dishes are completed on time
• Uses initiative and adapts when necessary
• Working continuously
Packaging / yield:
• Suitability of packaging for the scenario
• Yield suitable for the scenario and target market
Evaluation of dishes: KEY:
0 = Unacceptable, cannot serve product

Appearance / size / shape 1–3 = Does not meet requirements
4–5 = Acceptable / average / nothing special
Texture 6–7 = Good / above average
8–10 = Exceeds requirements, excellent / outstanding end product
Taste
Criteria:
• All criteria covered according to the scenario
Suitability:
• Product is suitable for the scenario and target market
Photographic evidence:
• Evidence of product and packaging

Grade:
Product:
IEB Copyright © 2014–2023

LEARNER'S NAME
PRODUCTION
2
Personal appearance and cleanliness
5
Setting up work station
5
Correct use of equipment
5
Following a logical work order
5
Pattern layout
5
Cutting-out technique
Correct construction techniques

20
Fastenings and finishes
10
Embroidery work
5
Tidiness/neatness/safety
3
Efficient use of resource/avoid waste

DATE:
Time management
5
Suitability of packaging
Appearance/size/shape of product
10
5
Criteria covered
5
Suitability of product for scenario and target market

5
Photographic evidence of product and packaging

TOTAL (pupil's mark/100 converted to 30)

100
SUGGESTED PAT ASSESSMENT TOOL – SOFT FURNISHINGS
•
•
•
•
•
•
•
•
Criteria:
Skills/Techniques:
ACCORDING TO SCENARIO:
CRITERIA/SKILLS TO BE MET
6/66

NATIONAL SENIOR CERTIFICATE HANDBOOK
6/67
EVALUATION GUIDE FOR MARKING ASSESSMENT

– SOFT FURNISHINGS
PRODUCTION:
Personal appearance and hygiene:
• Uniform is neat, cleaned and ironed
• Hair is tied up and away from the face
• Nails are short and clean
• No jewellery
• Boys are clean shaven
Setting up work station:
• Work station is orderly, neat and clean during production
• Work station is orderly, neat and clean after production
• Chairs out of the way and cupboards and draws are kept closed
Correct equipment usage:
• Correct use of equipment to achieve the most successful end product
• Use equipment correctly and safely
Logical work order:
• Work order is thorough and well thought through to allow learner to complete the end product timeously – following a work order
• Is observant of critical control points along the way
• Flow of tasks lends itself to a well-planned production process
Fabric selection:
• Suitable fabric for product
• Good quality material
• Easy to fold up and carry
Cutting from measurements:
• Fabric folded correctly
• Measurements marked on fabric accurately
• Straight grain of fabric used correctly

6/68
Cutting-out technique:
• Measurements, creating and original pattern
• Measuring, laying out and cutting of patchwork pieces accurately
• Measure and cut bottom / backing layer and batting / wadding precisely
Correct Construction techniques:
• All techniques according to scenario are accurately met
Patchwork pieces / design:
• Constructing seams and joining of patchwork pieces is neat and accurate – no bulk
Finishing techniques:
• Quilting including:
- Batting / wadding between the bottom and top layer
- Creating borders
- Miltred corners
- Neatly stitched
Tidiness / Neatness /Safety:
• Neatness of work surfaces and equipment
• Neat and efficient removal of waste products
• Safety rules and regulations applicable
Efficient use of resources / avoiding waste:
• No excessive use of materials
• Too large a quantity produced
• Incorrect use of construction and learners had to restart a component
• Wastage / disposal of large quantity of materials
• Correct disposal of waste – recyclable...
Time management:
• Time is used effectively and product is completed on time
• Uses initiative and adapts when necessary
• Working continuously
Suitability of packaging and yield:
• Suitable for the end product

6/69
Appearance/size/shape of product:
KEY:
0 = Unacceptable, cannot present product
1-3 = Does not meet requirements
4-5 = Acceptable / average / nothing special
6-7 = Good / above average
8-10= Exceeds requirements, excellent / outstanding end product
Criteria:
• All criteria covered according to the scenario
Suitability:
• Product is suitable for the scenario and target market
Photographic evidence:
• Evidence of product and packaging

6/70
ANNEXURE U

CONSUMER STUDIES
FINAL PAT MODERATION TOOL
To be completed and retained by the IEB
Subject: CONSUMER STUDIES Date: ___________
Examination Centre Number: __________________________
The candidates selected for moderation

Moderated
Examination number Teacher's Mark
Mark
Comments:
Recommendations:
PAT MARKS SHOULD BE ACCEPTED WITHOUT ALTERATION Yes No
Change recommended by moderator:
Change to be implemented:
PAT Moderator's signature Date:


Consumer Studies Sags 2023 (Updated Oct 2022)

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6/1

This document must be read in conjunction with:

External Examination 3 hours [200]

The paper comprises the following:

Section Topics Marks Weighting

Section A Food and Nutrition 70 35%

The topic "The Consumer" may be included in any of the above-mentioned

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK

2. School-Based Assessment (SBA)

The following SBA requirements, and their later elaboration in this

SBA Item Weighting

Each task must cover a different topic,

3. Practical Assessment Task

1. The Assessment Syllabus

The purpose of this Assessment Syllabus is to assist IEB teachers in reaching

The Assessment Syllabus follows the SBA and PAT requirements.

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2. School-Based Assessment (SBA)

2.1 Description of the SBA Items

The preliminary examination:

To this end the tasks should be substantial:

All tasks must be done individually.

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This involves the gathering, processing and presenting of

NOTE: The scope of this task must be limited to a MINI-

Learners are required to extensively investigate, source,

The following are possible ideas:

This task involves the analysis and interpretation of a suitable

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The task must be completed under controlled conditions, in

This individual task involves the gathering, processing and

The presentation should have an

Visual aids such as Power Point®, a poster or a chart may be

Hard copy evidence of the presentation, for example

This task should be a product that communicates information

This task involves the critique of a source in order to report on

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Learners must read/watch one of the following:

Irrespective of the form of media chosen, the review must

2.2 The Calculation of Results

2.3 Moderation at School Level

It is expected that moderation of the assessment process has taken

If common assessments are conducted by two or more schools, these

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2.4 Compilation of the Teacher's SBA File

Cover Sheet for Teacher's File Refer to Annexure A

2.5 Compilation of the Learner's SBA File

Cover Sheet for Learner's File Refer to Annexure H

3. Practical Assessment Task

The focus of the Practical Assessment Task (PAT) is Entrepreneurship and

Candidates are expected to apply the entrepreneurial knowledge and skills

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Each year an externally set scenario, a framework outlining the process to be

External moderation of the PAT ensures standardisation across schools.

3.1 Operational Plan

3.2 Compilation of the Teacher's Practical Assessment Task File

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3.3 Compilation of Learner's Practical Assessment Task File

Marked rubric showing clearly how mark was

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OVERVIEW OF THEORETICAL TOPICS PER GRADE

Grade 10 Grade 11 Grade 12

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