BOSTON CITY CAMPUS

COURSE OUTLINE

Financial Management 3

(HFMN330-1)

Assessment Strategy: AS4

January – June 2025

About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.

Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za

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CONTENTS

1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 7

3. TEACHING, LEARNING AND ASSESSMENT 11

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre

5. COMMUNICATION AND SUPPORT 18

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 24

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments

8. GRADE REQUIREMENTS 27
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 28

10. PLAGIARISM 29
10.1 Copyleaks

11. CONCLUSION 31

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ANNEXURES:

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 32

B. PROPOSED STUDY PROGRAMME 33

C. UNDERGRADUATE - HE ACADEMIC CALENDAR FOR 2025 44

D. PLAGIARISM INFORMATION SHEET 53

E. BREAKDOWN OF PROPOSED COURSE MATERIAL 58

F. FORMATIVE ASSESSMENT 1 59

G. SAMPLE FORMATIVE ASSESSMENT 1 68

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 78

I. FORMATIVE ASSESSMENT 2 90

J. SUMMATIVE ASSESSMENT 2 96

K. SAMPLE SUMMATIVE ASSESSMENT 1 104

L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 108

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 1. COURSE INTRODUCTION

1.1 Overview

Welcome to the Financial Management 3 (HFMN330-1) module. This Course Outline is

intended to assist students by providing a detailed support document to help you with
navigating this specific module.

Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.

The purpose of Financial Management 3 is to provide students with knowledge of net

working capital and cash flow management, managing of accounts receivable, management
of inventories, capital budgeting and cash flow principles, capital budgeting techniques, risk
adjustments, cost of capital, leverage and capital structures, leasing and convertible securities
and business rescue.

1.2 The Module

This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.

• Module name: Financial Management 3 (HFMN330-1)

• Learning type: Core
• Course level: 7
• Module credits: 10
• Notional hours: 100

1.3 Notional Hours

The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 10 credit module, the notional
hours will be 100.

Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student

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to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.

Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the relevant HE Academic Calendar (Annexure C).

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.

In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.

What are Quality Councils (QCs)?

Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.

The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.

1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].

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What is the National Qualifications Framework?

The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.

NQF Objectives

The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.

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2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME

The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.

The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.

This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.

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 NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8 NQF 9
SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas Integrated knowledge of the Demonstrate knowledge of and Demonstrate specialist knowledge
understanding of the core areas of in one or more fields. An central areas of one or more fields. engagement in an area at the to enable engagement with and
one or more fields… an informed understanding and the ability to The ability to apply and evaluate forefront of a field. An critique of current research or
understanding of the key terms, apply the key terms, concepts, the key terms, concepts, facts, understanding of the theories, practices, as well as advanced
concepts, facts, general principles, facts, principles, rules and theories principles, rules and theories of research methodologies, methods scholarship or research in a
rules and theories of that field. to unfamiliar but relevant that field. and techniques relevant to the particular field, discipline or
contexts. field, discipline or practice. practice.
Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to Demonstrate the ability to
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the interrogate multiple sources of evaluate current processes of
develops and evolves within the schools of thought and forms of ability to evaluate types of knowledge in an area of knowledge production, and to
area of study or operation explanation within a specific study knowledge and explanations specialisation and to evaluate choose an appropriate process of
area, and an awareness of typical within the area of study. knowledge and processes of enquiry for the area of study or
knowledge production processes. knowledge production. practice
METHOD AND Demonstrate the ability to select Demonstrate an ability to Understanding of range of methods Understanding of the complexities Demonstrate a command of and
and apply standard methods, evaluate, select and apply of enquiry in a field, and their and uncertainties of selecting, the ability to design, select and
PROCEDURE
procedures and techniques to a appropriate methods, procedures suitability to specific applying or transferring apply appropriate and creative
particular field, and to plan and and techniques in investigation or investigations, and the ability to appropriate standard procedures, methods, techniques, processes
manage such implementation. application of processes within a select and apply a range of processes or techniques to or technologies to complex
defined context. methods to resolve problems or unfamiliar problems in a practical and theoretical
introduce change within a specialised field. problems.
practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and Ability to identify, analyse, Ability to use a range of specialised Demonstrate: the ability to use a
solve defined, routine and new solve problems in unfamiliar evaluate, critically reflect on and skills to identify, analyse and wide range of specialised skills in
problems within a familiar context. contexts, gathering evidence and address complex problems, address complex or abstract identifying, conceptualising,
Ability to apply solutions based on applying solutions based on applying evidence-based solutions problems drawing systematically designing and implementing
relevant evidence, demonstrating evidence. and theory-driven arguments. on the body of knowledge and methods of enquiry to address
an understanding of the methods appropriate to a field. complex and challenging problems
consequences. within a field, discipline or
practice; and an understanding of
the consequences of any solutions
or insights generated within a
specialised context.

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ETHICS AND Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act Ability to identify and address Demonstrate the ability to make
in accordance with, prescribed the ethical implications of ethically and professionally and ethical issues based on critical autonomous ethical decisions
PROFESSIONAL PRACTICE
organisational and professional decisions and actions within an the ability to justify those reflection on the suitability of which affect knowledge
ethical codes of conduct. organizational or professional decisions drawing on appropriate different ethical value systems to production, or complex
context. ethical values. specific contexts. organisational or professional
issues, and the ability to critically
contribute to the development of
ethical standards in a specific
context.
ACCESSING, Ability to gather information from Ability to evaluate different sources Ability to develop appropriate Ability to critically review information Ability to design and implement a
a range of sources and to select of information and to select processes of information gathering gathering, synthesis of data, strategy for the processing and
PROCESSING, MANAGING
information appropriate for the information appropriate for the for a given context of use, and the evaluation and management management of information, in
INFORMATION task. task and to apply well-developed ability to independently validate processes in specialised contexts in order to conduct a comprehensive
processes of analysis, synthesis the sources of information and order to develop creative responses review of leading and current
and evaluation of that evaluate and manage information. to problems and issues. research in an area of
information. specialisation to produce
significant insights.

PRODUCING AND Ability to communicate Ability to present and Ability to develop and Ability to present and communicate Ability to use the resources of
information reliably, accurately communicate complex communicate his or her ideas and academic, professional or academic and professional or
COMMUNICATING
and coherently, using conventions information reliably and opinions in well- formed occupational ideas and texts occupational discourses to
INFORMATION appropriate to the context… an coherently using appropriate arguments, using appropriate effectively to a range of audiences, communicate and defend
understanding of and respect for academic and professional or academic, professional and offering creative insights, rigorous substantial ideas that are the
the conventions around occupational conventions. occupational discourse. interpretations and solutions to products of research or
intellectual property, copyright problems and issues appropriate to development in an area of
and plagiarism the context. specialisation; and use a range of
advanced and specialised skills
and discourses appropriate to a
field, discipline or practice, to
communicate with a range of
audiences with different levels of
knowledge or expertise
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in Ability to operate effectively within a Ability to make interventions at an
familiar and new contexts, appropriately in familiar and new unfamiliar and variable contexts, system, or manage a system based on appropriate level within a system,
demonstrating an understanding contexts, demonstrating an recognising that problem solving is an understanding of the roles and based on an understanding of
of different systems, their parts understanding of the relationship context and system bound relationships between elements hierarchical relations within the
and the relationships between between systems and how one within the system. system, and the ability to address
these parts. impacts on another. the intended and unintended
consequences of interventions.

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MANAGEMENT OF Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and Ability to apply, in a self-critical Ability to develop his or her own
performance and the performance against given criteria, and address his or her learning needs manner, learning strategies which learning strategies, which sustain
LEARNING
of others; and to take appropriate accurately identify and address his in a self-directed manner and to effectively address his or her independent learning and
actions where necessary and to or her task- specific learning needs facilitate a collaborative learning professional and ongoing learning academic or professional
take responsibility for his learning in a given context. And to provide process. needs and the professional and development; and can interact
within a structured learning support for others where ongoing learning needs of others. effectively within the learning or
process. appropriate. professional group as a means of
enhancing learning.

ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for Ability to take full responsibility for Ability to operate independently
her actions, to work effectively or group and take responsibility his or her work, decision making his or her work, decision-making and take full responsibility for his
with and respect others and to for his or her decisions and the and use of resources… and limited and use of resources, and full or her own work, and, where
take supervisory responsibility in a actions of others in well-defined accountability for the decisions of accountability for the decisions appropriate, to account for
well- defined context. contexts. others in varied or ill-defined and actions of others where leading and initiating processes
contexts. appropriate. and implementing systems,
ensuring good resource
management and governance
practices.

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3. TEACHING, LEARNING AND ASSESSMENT

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.

Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:

• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.

3.2 Learning Methodology

Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.

Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:

• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.

Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) resources and
equipment/programmes
• Describing and unpacking of specific knowledge components
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 • Discussing examples within industry and/or the workplace
• Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS 2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, AI Tutor sessions,
study plans and sample assessments and memoranda
• Evaluation and feedback.

Learning consists of:

• Student access to information, communication and technology (ICT) resources and
equipment/programmes
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Interaction with AI Tutor
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

Assessment Strategy C (ASC): Formative Assessments (FA1 and FA2), also known as quizzes,
will count fifty percent (50%) – twenty five percent (25%) each - towards the overall mark. A
summative assessment in the form of a final exam (SA1), will count fifty percent (50%) towards
the overall mark.

Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1), all in the form of
practical assessments, will each count twenty five percent (25%) towards the overall mark.

Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an assignment
or test, will count fifty percent (50%) towards the overall mark. The summative assessment in
the form of a final exam or capstone project (SA1), will count fifty percent (50%).

Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an assignment
or test, will count forty percent (40%) towards the overall mark. Summative assessments in
the form of a final exam or capstone project (SA1), will count fifty percent (50%), and a
research or reflective essay (SA2) will count ten percent (10%) towards the overall mark.

Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),

2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
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will count fifty percent (50%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.

Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count sixty percent (60%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.

Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the form
of assignments, research essays or tests will count forty percent (40%) – twenty percent (20%)
each – towards the overall mark. Summative Assessments (SA1 & SA2), which may take the
form of capstone projects, tasks, presentations, written or oral exams, or a research proposal
will count sixty percent (60%) – thirty percent (30%) each – towards the overall mark.

Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

final examination will count 100% towards the overall mark.

Assessment Strategy Research Report (ASRR): Formative Assessments (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research Report
and will count twenty five percent (25%) – five percent (5%) each - towards the overall mark.
Formative Assessment 6 (FA6), includes the candidate’s original Research Proposal carried
forward from the module Research Methods, the Literature Review, the Research Instrument,
and the application for Ethical Clearance thereon, which will count twenty five percent (25%)
– towards the overall mark. Summative Assessment 1 (SA1) – in the form of the final submitted
Research Report (SA1) – will count forty percent (40%) towards the overall mark. Summative
Assessment 2 (SA2), in which the candidate presents the findings and recommendations from
the written Research Report, will count ten percent (10%) towards the overall mark.

Assessment Strategy W (ASW): Formative Assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the overall
mark. Summative assessments in the form of a practicum, will count forty percent (40%), and
a research or reflective essay (SA2) will count twenty percent (20%) towards the overall mark.

There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990) 3.

Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.

Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:

• To encourage students to review

• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.

3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
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Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.

3.3.1 Self-Assessment and Recommended Reading

Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.

Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.

3.3.2 Report Writing

With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.

3.3.3 True-False Test

Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.

Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.
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3.3.5 Multiple-Choice Question Examination

Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.

3.4 Feedback to Students

Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.

Where the assessment format makes this possible, graded scripts and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal assessments.

This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.

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4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES

4.1 Distance Learners and Support Centres

Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.

As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.

In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.

In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:

• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book 4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.

4.2 Hours of Operation

Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.

4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
16 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
4.3 Head Office Resource Centre

Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.

Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
[email protected]

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5. COMMUNICATION AND SUPPORT

5.1 Student Support

Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.

PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.

• From HE Faculty between Semester A and Semester B. See relevant HE Academic

Calendar for relevant dates.

• From HE Faculty between Semester B and Semester A of the following year. See
relevant HE Academic Calendar for relevant dates.

5.2 General and Administrative Support (Administrative – NOT Course Related)

When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected

Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.

When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.

Registrar: Administration Contact details

Ruan Venter 087-255-4290
[email protected]
Assessment Managers Contact details
Roman Adams 087-255-4292
[email protected]
and
087-255-4295
Simone Rustin-Evertse [email protected]

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 Student Accounts Consultant Contact details
Your selected Support Centre Available on website

5.3 Academic Support (Course Related – Not Administrative)

An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).

Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”

At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.

Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.

Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.

Registrar: Academic Contact details

Nadine Botha 087-255-4277
[email protected]
Academic & Quality Manager (AQM)
Anania Machava 087-164-7776
[email protected]
Educator Contact details
Murunwa Musingadi 087-164-7967
[email protected]

Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.

Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.

19 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.

2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.

3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.

4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.

Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.

20 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
5.4 Student Wellness

Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.

A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.

Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
[email protected]
Registrar: Academic Contact details
Nadine Botha 087-255-4277
[email protected]
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
[email protected]

5.5 Summary of Contact Procedure:

Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.

When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work

Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.

PLEASE NOTE:

There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.

21 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY

6.1 General

This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.

6.2 Comments on the Study Guide and/or Prescribed Textbook

• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
22 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
 assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.

6.3 Prescribed Course Material

• Marx, J., De Swardt, C., Pretorius, M, Rosslyn-Smith, W & Morake, M.B. (2023).
Financial Management in Southern Africa. 6th Ed. Cape Town: Pearson

6.4 Recommended Reading

• du Toit, M.J. and Pienaar, A. 2005. A Review of The Capital Budgeting Behaviour of
Large South African Firms. Research Journal of the School of Accounting Sciences.
13(1), pp.19-27. [Online]. Accessed on 13 December 2024. [Sabinet]

• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.

6.5 Additional Teaching and Learning Activities

• During the course of the semester Additional Teaching and Learning activities will be
provided. These may include AI Tutor sessions. Additional Teaching and Learning
activities are aimed at enriching students’ learning experience and ensuring that
students are exposed to a variety of resources.
• AI Tutor has been designed to provide a personalised learning experience for each
student and offers instant feedback tailored to that individual’s needs. AI Tutor
engages with the student via questions, allowing the student to respond and engage.
This bespoke approach mirrors the Socratic dialectical technique, stimulating critical
thinking and deeper understanding through personalised, question-driven dialogue.
• These Additional Teaching and Learning activities are neither compulsory nor
weighted, but participation is encouraged and to the benefit of the student.

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7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS

7.1 Module Structure

Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).

In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle 5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.

This module makes use of the: AS4 Assessment Strategy

o Two (2) Formative Assessment (FA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o FA1 is in the form of an assignment
o FA2 is in the form of an assignment

o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is an Invigilated Assessment Event in the form of a Paper Based Exam
Invigilated Assessment Event (examination)
o SA2 is in the form of an assignment (research essay)

7.2 Formative Assessments

The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).

Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (see also section 7.3 below), must be submitted for marking by uploading
to the LMS (refer to Annexure C) which can be accessed at the Support Centre or from home.

5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
24 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
To complete your formative assessment, please take note of the following:

Formative Assessment (FA1)

• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.

Formative Assessment 2 (FA2)

• This assessment consists of an assignment.
• Read the instructions for the assessment carefully before commencing with the
assessment.

7.3 Summative Assessments

Summative Assessment (SA1)

Students are required to sit for a final integrative summative assessment (Invigilated Assessment
Event) for the module at the end of the semester. The assessment will be completed online,
under invigilated conditions as these are Invigilated Assessment Events (examinations).6

To prepare for the examinations, please take note of the following:

• Study all the content as outlined in the study guide and/or prescribed textbook.
• Do not take unnecessary risks, and ensure that all module content is studied
thoroughly.
• Identify themes and refer to the specific outcomes and assessment criteria of each
unit or chapter.
• Answer the questions provided at the end of each unit, or referenced self-assessment
questions per chapter in the study guide and/or prescribed textbook. This will provide
an indication of the level of mastery of study material.
• Plan your studies according to the examination dates and the due date set for your
assessments in Annexure C: Academic Calendar.

6
See inter alia HE Invigilated Assessment Event Rules
25 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
 Summative Assessment 2 (SA2):
In addition to SA1, students are required to complete and submit a final integrative
summative assessment (assignment) for the module per the HE Academic Calendar. This will
be in the form of a research essay. It must be in typed format and uploaded on the LMS.

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8. GRADE REQUIREMENTS

The Formative and Summative assessments are weighted according to the following
guidelines:

• Formative assessment is weighted forty percent (40%) of the final module mark

• Summative assessment is weighted sixty percent (60%) of the final module mark

8.1 General

The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.

Assessment/Type Weight
Due Date: Formative 20%
Refer: Academic Calendar Assessment 1
Due Date: Formative 20%
Refer: Academic Calendar Assessment 2
Due Date: Summative 50%
Refer: Academic Calendar Assessment 1
Due Date: Summative 10%
Refer: Academic Calendar Assessment 2

8.2 Summative Assessment Entry Requirements

There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).

The two FAs will count forty percent (40%) – twenty percent (20%) each – towards the overall
mark. The two SA’s, in the form of a final exam will count fifty percent (50%) and a research
or reflective essay will count ten percent (10%) towards the overall mark.

8.3 Requirements for Promotion and Distinction

In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.

8.4 Supplementary Assessments

There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.

27 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS

• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.

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10. PLAGIARISM

Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.

It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.

10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour. Copyleaks also
identifies AI-generated text. Plagiarism and AI Content identified by Copyleaks reflects in the
relevant Copyleaks Plagiarism and Al Content Detection Report (“Copyleaks Report”). Where
an Assessment is linked to Copyleaks, a Copyleaks Report will be generated automatically
when you submit your assignment on ColCampus. The Copyleaks Report is visible to you and
your Educator and is considered (see below) when grading the assignment.

10.1.2 How does Copyleaks work?

Copyleaks, as an artificial intelligence platform, is able to compare text from online and other
sources and detect plagiarism and/or AI generated content. After submitting your
assignment, you will receive a comprehensive Copyleaks Report which displays the aggregate
similarity percentage and the aggregate AI Content Detection percentage. When accessing
this Copyleaks Report via ColCampus, the Copyleaks Report is interactive, and you can toggle
between Matches (plagiarism) and AI Content. You can also download a PDF version of the
Copyleaks Report.

To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the level of similarity between a student’s submitted assignment and other original
sources as well the use of AI Generated content. With each SA2 submission that a student
uploads onto ColCampus, a Copyleaks report will be issued, indicating a Similarity and AI
Content percentage. This report will serve as an indicator to both the student, as well as the
grader. As students can submit assignments multiple times before the due date, a Copyleaks
report will be issued for the final submission.

For a Copyleaks report to be issued, students are required to take the following steps when
uploading SA2 assignments onto ColCampus:

• No scanned PDF assignments are allowed to be submitted. Assignments MUST be directly

converted from MS Word to PDF format.

29 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.

• For HFMN330-1 – Formative Assessment 1 (FA1): No Copyleaks Report will be

Generated.

• For HFMN330-1 – Formative Assessment 2 (FA2): No Copyleaks Report will be

Generated.

• For HFMN330-1- Summative Assessment 2 (SA2): A Copyleaks Report will be issued via
ColCampus once the assignment is submitted. Please ensure that you follow the correct
steps when uploading your assignment, to ensure that the Copyleaks Report is correctly
issued. If the incorrect document is uploaded, or if no Copyleaks Report is issued, or if
the Copyleaks Report indicates that a 30% similarity/plagiarism score has been
exceeded, a mark of zero (0) will be awarded.

• Delays in viewing the similarity report might intermittently be experienced, especially

in the last few hours before the cut-off time. Students should allow for at least 24 hours
for a report to be generated. Time management is thus critically important - uploading
and checking similarity scores should NOT be left until the last minute.

Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.

Suspected Cheating

A Copyleaks Cheat Detection alert (see below) will indicate possible suspected cheating
whereby Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by
making use of hidden characters.

If applicable, the Cheat Detection alert will appear in the Copyleaks Report when a scan has
detected an abnormality in the submitted document. These abnormalities are usually present
due to a student’s efforts to cheat or “fool” the plagiarism scan. Certain software when
utilised may also result in a Cheat Detection Report being issued. In order to avoid this, please
ensure that you follow the abovementioned requirement whereby assignments must be
directly converted from MS Word to PDF before being submitted. Please refer to your
relevant HE Student Induction Letter wherein details are provided how to access inter alia the
Microsoft Office Suite, which includes access to MS Word.

Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity/plagiarism score in excess of 30%.

30 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
11. CONCLUSION

The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.

We wish you every success in your studies!

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ANNEXURE A:

EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS

Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.

32 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
ANNEXURE B:

PROPOSED STUDY PROGRAMME

Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.

33 Course Outline-HFMN330-1-Jan-Jun2025-MM-V.1-30012025
Annexure B: Proposed Study Programme

Financial Management 3 (HFMN330-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Upon completion of these chapters, you will be able
to:
Chapter 1: The financial goals of a firm
• describe the reasons for the existence of
business firms
• explain the need for a vision, mission and
organisational culture of a firm
• explain the role of the business model and
strategy in managing a firm
• evaluate the various forms of business
organisation Unit 1 Compete
Take note of
• distinguish between the long-term and (Chapters 1 Relevant Self-
important
short-term financial goals of a firm and 2) Chapter(s) Assessment
1 dates in
• relate the functions of a financial manager Activities and N/A
your
to the long-and short-term financial goals of Learning
120 mins Academic
a firm 60 mins Activities
Calendar
• describe the competencies of a chief 180 mins 240 mins
financial officer (CFO)
• apply the fundamental principles of financial
management.

Chapter 2: Financial markets, institutions and

securities
• describe the flow of funds through the economic
system
• evaluate the possible impact of fundamental
economic variables on the financial management
of a firm
• distinguish between the money and capital
market
• • distinguish between the various forms of long-
and short-term financing used by companies.

34 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Upon completion of these chapters, you will be able Unit 2 Relevant Compete
2
to: (Chapters 3 Chapter(s) Self-
Chapter 3: Understanding financial statements and 4) Assessment N/A
• identify the users of financial statements Activities and
• briefly describe the International Financial 60 mins 120 mins Learning
Reporting Standards
Financial Management 3 (HFMN330-1)
LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
• explain how the types of accounts may be Activities
classified 180 mins 240 mins
• record changes in the financial position
• summarise financial information in the financial
statements
• interpret the auditors’ report and the directors’
report.

Chapter 4: Analysing financial statements

• distinguish between industry comparative and
time-series analysis
• describe the considerations to be kept in mind
when performing ratio analysis
• accurately calculate profitability, liquidity, activity,
solvency and securities market ratios
• evaluate each ratio and suggest possible
corrective actions (if necessary).

35 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

N/A
Upon completion of these chapters, you will be able
to:
Chapter 5: Business and financial planning Units 3
• link strategy, risk identification and assessment to (Chapters 5 Relevant
financial planning Compete
and 6) Chapter(s)
• compile a budgeted statement of financial
Self-
performance Assessment
3
120 mins Activities and
• compile a budgeted statement of financial
Learning
position
Activities
• evaluate a budgeted statement of financial
240 mins
performance and a budgeted statement of 60 mins
financial position 180 mins
• apply the principles of budgeting.

Chapter 6: Risk and return

• calculate rates of return
• identify and evaluate sources of risk
• measure risk by means of variance, standard
deviation and coefficient of variation
• determine the return of a portfolio
• determine the required rate of return by means
of the capital asset pricing model (CAPM)
• use arbitrage pricing theory (APT) in order to
determine the required rate of return.

36 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Financial Management 3 (HFMN330-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Chapter 7: The time value of money
• the future value of a single amount Units 4
• the future value of an annuity (Chapter 7)
• the present value of a single amount
• the present value of a mixed stream of cash flows
4 • the present value of an annuity
• the present value of a perpetuity
• the present value of a growing perpetuity
• the deposits required to accumulate a future sum
• the instalments required to amortise a loan
• growth rates
• effective interest rates.

Estimated
preparation
View/Study Sample
DUE: FORMATIVE ASSESSMENT 1 time: 6 hours Submit FA1
5&6 Formative
Review Review Due: N/A online on
Assessments
Refer to ColCampus
Academic
Calendar

37 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Financial Management 3 (HFMN330-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)

Chapter 9: Net working capital and cash flow

management
• decide on a working capital financing policy
• identify sources of short-term financing
• distinguish between profitability and cash flow
• efficiently manage cash
• estimate optimal cash balances
• compile a cash budget
• prevent losses of cash by means of internal
control.

Chapter 10: The management of accounts Compete

Unit 5
receivable Relevant Self-
(Chapters 9
• establish a credit policy for a firm Chapter(s) Assessment
7 and 10)
• evaluate the influence of changes in credit terms Activities and N/A
on profitability Learning
120 mins
• monitor and follow up accounts receivable. 60 mins Activities
180 mins
240 mins

38 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Financial Management 3 (HFMN330-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Upon completion of this chapter, you will be able to: N/A
Chapter 11: The management of inventory
• classify inventory
• do a valuation of inventory Compete
Unit 6
• perform an ABC classification of inventory Relevant Self-
(Chapter 11)
• determine the carrying, ordering and shortage Chapter(s) Assessment
8
costs of inventory Activities and
• calculate the economic ordering quantity Learning
120 mins
• determine the reorder point 60 mins Activities
180 mins
• manage safety stock and inventory balances 240 mins
• monitor inventory turnover rates
• prevent losses of inventory.

Upon completion of this chapter, you will be able to:

Chapter 12: Capital budgeting and cash flow principles Compete
Unit 7
• distinguish between the motives for capital Relevant Self-
(Chapter 12)
expenditure Chapter(s) Assessment
9
• apply the capital budgeting process Activities and N/A
• distinguish between independent and mutually Learning
exclusive projects 60 mins 120 mins Activities
180 mins
• calculate the initial investment, and operating and 240 mins
terminal cash flows of a proposed capital
expenditure project.

39 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Financial Management 3 (HFMN330-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Upon completion of this chapter, you will be able to:
Chapter 13: Capital budgeting techniques Compete
• apply an appropriate approach to the capital Unit 8 Self-
Relevant
budget decisions (Chapter 13) Assessment
10 Chapter(s)
• calculate the average rate of return and payback Activities and N/A
period of capital expenditure proposals Learning
60 mins 120 mins
• calculate and interpret the net present value 180 mins Activities
(NPV), profitability index (PI), and internal rate of 240 mins
return (IRR)
• evaluate projects with conflicting NPV rankings.
Estimated
preparation
View/study Sample Complete FA2
DUE: FORMATIVE ASSESSMENT 2 time: 6 hours
11 Formative online on
Review Review Due: N/A
Assessments ColCampus
Refer to
Academic
Calendar

40 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Upon completion of the chapters, you will be able to

understand:
Chapter 15: The cost of capital
• accurately calculate the cost of long-term debt
• accurately calculate the cost of preference shares
• accurately calculate the cost of ordinary shares
• accurately calculate the weighted average cost of Unit 9 Compete
capital (WACC) (Chapters Relevant Self-
• use cost of capital for the purpose of investment 15 and 18) Chapter(s) Assessment
12
decisions. Activities and N/A
Learning
120 mins
Chapter 18: Dividend policy 60 mins Activities
• distinguish between the various forms of 180 mins 240 mins
dividends
• describe the cash dividend payment processes
• illustrate the influence of cash dividends, share
dividends, and share splits on the value of a
firm
• evaluate the factors that influence dividend policy
• apply a residual dividend policy
• debate whether dividends have an influence on a
firm’s share price.

41 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Financial Management 3 (HFMN330-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Chapter 16: Leverage and capital structure
• classify cost as fixed, variable or semi-variable
• accurately calculate the breakeven point of a firm
by means of breakeven analysis
• evaluate the influence of operating and financial
leverage on a firm
• determine the influence of financial leverage on
the earnings, optimal capital structure and value Compete
Unit 10
of a firm Self-
(Chapters 16 Relevant
• evaluate the appropriateness of financial leverage Assessment
13 17) Chapter(s)
in view of practical considerations. Activities and N/A
Learning
180 mins 60 mins 120 mins
Chapter 17: Leasing Activities
• distinguish between operating and financial 240 mins
leases
• evaluate lease financing compared to loan
financing in order to determine which option
would be the most advantageous
• evaluate the advantages and disadvantages of
leasing
• describe convertible securities
• evaluate the role of warrants in financing

42 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
Annexure B: Proposed Study Programme

Financial Management 3 (HFMN330-1)

LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
WEEK After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
View/study Review
Sample feedback
14 REVISION & EXAM PREPARATION Review Summative N/A on graded
Assessments Review FA1 and
FA2
View/study View all Examination: Submit
Sample previous FA’s Refer to the SA2 online
15-18 Review Summative Review with academic on
EXAM WEEKS Assessments suggested calendar ColCampu
solutions s

43 HFMN330-1-Jan-Jun2025-PSP-V1-26102023
ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 14 17:00 Applications Close
February 15 13:00 Registrations Close
1 February 17 Studies Commence - Week 1
FA1 – Assignment Due
Submit online via ColCampus no later than
6 March 27 23:59 27 March 2025 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR400-1,
HBRD1181, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALT130-1, HANT130-1,
HAPR300-1, HAPS1181, HASD200-1, HAUD200-1,
HAUD230-1, HAUD331-1, HAUD332-1, HBFB1181,
HBLE300-1, HBMN100-1, HBMN102-1, HBMN1181,
HBMN130-1, HBMN200-1, HBMN201-1, HBMN230-1,
HBMN231-1, HBMN232-1, HBMN233-1, HBMN300-1,
HBMN301-1, HBMN330-1, HBMN331-1, HBMN333-2,
HBMN334-1, HBMT1181, HBRD300-1, HBRD330-1,
HCBB1181, HCGA232-1, HCGE130-1, HCGE231-1,
HCGE232-1, HCHR1181, HCLT106-1, HCLT107-1,
HCLT108-1, HCNM1181, HCONL330-1, HCOU1181,
HDBP200-1, HECO231-1, HECO232-1, HEFA1181,
HEMK1181, HENT100-1, HENT1181, HENT130-1,
HENT200-1, HENT230-1, HENT300-1, HENT330-1,
HEPSFA1181, HERL230-1, HERL330-1, HETA231-1,
HEVM100-1, HEVM1181, HEVM200-1, HEVM300-1,
HFAC131-1, HFAC132-1, HFAC201-1, HFAC231-1,
HFAC232-1, HFAC301-1, HFAC302-1, HFAC331-1,
HFAC332-1, HFAC333-1, HFAC334-1, HFMN230-1,
HFMN233-1, HFMN300-1, HFMN301-1, HFMN302-1,
HFMN330-1, HFMN331-1, HGOP330-1, HHIVC1181,
HHM1181, HHMP1181, HHP1181, HHRD100-1,
HHRD130-1, HHRD200-1, HHRD230-1, HHRD300-1,
HHRF1181, HHRM100-1, HHRM130-1, HHRM200-1,
HHRM230-1, HHRM300-1, HHRM331-1, HHRM332-1,
HHRM333-1, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HICMA1181, HIFSE1181, HIIR1181,
HILFA1181, HIMC300-1, HIND1181, HINT1181,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HITFA1181, HLAA130-1, HLGE330-1,
HLTX330-1, HLWC1181, HLWC130-1, HLWC200-1,
HLWH1181, HLWL200-1, HLWL300-1, HLWM200-1,
HLWS130-1, HMAC200-1, HMAC202-1, HMAC230-1,
HMAC300-1, HMAC330-1, HMKR1181, HMKT100-1,
HMKT1181, HMKT130-1, HMKT200-1, HMKT230-1,
HMKT300-1, HMKT330-1, HMLW1181, HNTS300-1,
HODV1181, HPAA200-1, HPAD1181, HPDL230-1,
HPI1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPSW200-1, HPSW230-1, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,

Page 44 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HPX100-1, HPXN200-1, HPXS200-1, HRDC1181,
HRMB330-1, HRMM330-1, HRMS230-1, HRMS331-1,
HRP1181, HSAD300-1, HSCI1181, HSDJ1181,
HSEC1181, HSEC200-1, HSFT300-1, HSHE1181,
HSMS1181, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1, HSOS1181,
HSPM300-1, HSPS1181, HSYD100-1, HSYD201-1,
HSYD202-1, HSYD300-1, HTAX201-1, HTAX202-1,
HTAX230-1, HTAX331-1, HTAX332-1, HTCP300-1,
HTDP1181, HTDS1181, HTDSA1181, HTOP1181,
HTSS100-1, HTTM1181, HWADE1181, HWBHR330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWBAC230-1, HWCBMP1171, HWCGMT1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCHAP1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWFM300-1, HYFT1181, HACC130-1,
HSUC330-1, HACL230-1, HADR330-1, HADR230-1,
HALP100-1, HAOA100-1, HBMN131-1, HCIV130-1,
HCLT131-1, HCML130-1, HCON130-1, HCRI230-1,
HGPLC230-1, HCRI231-1, HDEL330-1, HGPLD230-1,
HECO130-1, HENG100-1, HENG130-1, HFAM230-1,
HLWE230-1, HFCC330-1, HCML330-1, HINS230-1,
HLWI230-1, HITL130-1, HLAC330-1, HLLW330-1,
HLOP130-1, HLWP130-1, HLPR230-1, HPLW230-1,
HLRW230-1, HCYLW230-1, HRML330-1, HLSOC130-1,
HALP1181, HADM100-1, HBTB1181, HLWC230-1,
HFOA100-1, HIAP1181, HFAC130-1, HIT1181,
HIPLW130-1, HCMLW230-1, HSCP130-1
FA1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 27 23:59 27 March 2025 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1,
HCLT1181, HCLT130-1, HCLT133-1
9 April 17 17:00 FA1 - Results Release
10 April 23 13:00 FA1 - Results Appeal Close and Release
FA2 – Assignment Due
Submit online via ColCampus no later than
11 May 2 23:59 2 May 2025 23:59
HACP130-1, HALL130-1, HALT130-1, HBMN130-1,
HBMN330-1, HCGE231-1, HCGE232-1, HCLT104-1,
HCLT107-1, HCLT108-1, HEFA1181, HENT130-1,
HFMN330-1, HGOP330-1, HHRD130-1, HHRM130-1,
HHRM332-1, HHRM333-1, HISL130-1, HLGE330-1,
HLWC130-1, HMAC330-1, HMKT130-1,

Page 45 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HMKT330-1,HPI1181, HSYD100-1, HSYD201-1,
HWBHR330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHCM1171, HWBAC230-1, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCHAP1181,
HWCMTM1181, HWCPLP1181, HWCTTMP1181,
HWDBM300-1, HWDEM300-1, HWDFA300-1,
HWDHR300-1, HWDMM300-1, HACC130-1,
HACL230-1, HADR330-1, HBMN131-1, HCLT131-1,
HCON130-1, HDEL330-1, HECO130-1, HFAM230-1,
HLPR230-1, HPLW230-1, HLRW230-1, HRML330-1,
HLSOC130-1, HFAC131-1, HFAC132-1, HFAC231-1,
HFAC232-1, HFAC332-1, HFAC331-1, HFAC333-1,
HFAC334-1, HLAA130-1, HTAX331-1, HTAX230-1,
HTAX332-1, HMAC230-1, HMAC330-1, HETA231-1,
HBMN233-1, HFMN230-1, HFMN331-1, HCGA232-1,
HAUD331-1, HAUD332-1, HAUD230-1, HLWC230-1,
HFAC130-1, HCMLW230-1
FA2 – Online Quiz Due
Complete online via ColCampus no later than
11 May 2 23:59 2 May 2025 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR400-1, HANT130-1, HBMN230-1,
HBMN231-1, HBMN232-1, HBMN331-1, HBMN333-2,
HBMN334-1, HBRD330-1, HCGE130-1, HCLT101-1,
HCLT105-1, HCONL330-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HHRD230-1,
HHRM230-1, HHRM331-1, HIFSE1181, HILFA1181,
HLTX330-1, HLWS130-1, HMAC200-1, HMKT230-1,
HPDL230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,
HRMB330-1, HRMM330-1, HRMS230-1, HRMS331-1,
HSOC131-1, HSOC132-1, HSOC231-1, HSOC232-1,
HSOC331-1, HSOC332-1, HCIV130-1, HCLT1181,
HCLT130-1, HCML130-1, HCRI230-1, HGPLC230-1,
HCRI231-1, HENG130-1, HFCC330-1, HCML330-1,
HINS230-1, HLWI230-1, HITL130-1, HLAC330-1,
HLLW330-1, HLOP130-1, HLWP130-1, HSUC330-1,
HCLT133-1, HIPLW130-1, HLWE230-1, HGPLD230-1,
HCYLW230-1, HADR230-1, HSCP130-1
HPXN302-1 FA1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
11 May 2 23:59 ColCampus no later than 2 May 2025 23:59.
HPXS302-1 FA1 – Online Quiz Due. Submit online via
11 May 2 23:59 ColCampus no later than 2 May 2025 23:59.

Page 46 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
13 May 16 17:00 FA2 - Results Release
14 May 21 17:00 FA2 - Results Appeal Close and Release
15 May 26 23:59 HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
HCLT131-1 FA3 – Assignment Due. Submit online via
ColCampus no later than 26 May 2025 23:59.

SA1 Time Table for PAPER BASED EXAM

INVIGILATED ASSESSMENT EVENTS with SA2’s to
26 May submit.
- Remember: SA2’s to be submitted online via
15 - 16 May – June 6 June ColCampus no later than 6 June 2025 23:59.
15 May 26 09:00-12:00 HAUD331-1, HAUD332-1, HFAC232-1
HANT130-1, HBMN201-1, HEPSFA1181, HFAC301-1,
09:00-11:00
HSUC330-1, HCMLW230-1
12:00-14:00 HENT330-1, HLSOC130-1, HRMS230-1
15:00-17:00 HADV300-1, HBMN230-1, HLWC200-1
15 May 27 09:00-12:00 HFAC231-1
09:00-11:00 HPSW230-1
HBMN200-1, HEVM100-1, HFAC201-1, HHRM200-1,
12:00-14:00 HHRM331-1, HIMC300-1, HLRW230-1, HCYLW230-1,
HRML330-1
HBMN331-1, HFAC302-1, HFCC330-1, HCML330-1,
15:00-17:00
HFMN301-1, HLWL300-1, HPR200-1
15 May 28 09:00-12:00 HFAC332-1, HFAC334-1, HFMN230-1
HLWC130-1, HCGE130-1, HFMN330-1, HFOA100-1,
09:00-11:00
HLWC230-1, HACP130-1, HFAC130-1
12:00-14:00 HAPR300-1, HCGE232-1, HCML130-1
HBMN231-1, HLOP130-1, HLWP130-1, HPSY331-1,
15:00-17:00
HPSY332-1
15 May 29 09:00-12:00 HMAC330-1, HTAX230-1
HACL230-1, HADM100-1, HBLE300-1, HENG130-1,
09:00-11:00
HENT200-1, HHRD200-1
HDEL330-1, HGPLD230-1, HECO231-1, HECO232-1,
12:00-14:00
HPI1181, HTAX201-1, HTAX202-1
15:00-17:00 HBMN334-1
15 May 30 09:00-12:00 HETA231-1, HFAC131-1, HFMN331-1
HBMN333-2, HCON130-1, HERL230-1, HETA231-1,
09:00-11:00
HGOP330-1, HMKT230-1
12:00-14:00 HPSW200-1, HRMM330-1, HSOC131-1
15:00-17:00 HFMN300-1, HFMN302-1, HPSY231-1
16 June 2 09:00-11:00 HBRD300-1, HHRM230-1, HSOC331-1, HSOC332-1
HAUD200-1, HENT230-1, HEVM200-1, HFAM230-1,
12:00-14:00
HLWE230-1, HFMN233-1
HBRD330-1, HCONL330-1, HEVM300-1, HIFSE1181,
15:00-17:00
HLWM200-1
16 June 3 09:00-12:00 HBMN233-1, HFAC331-1, HFAC333-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY131-1

Page 47 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
12:00-14:00 HBMN301-1, HPDL230-1
15:00-17:00 HERL330-1, HLAC330-1, HLLW330-1, HLWL200-1
16 June 4 09:00-12:00 HMAC230-1
09:00-11:00 HHRD300-1, HINS230-1, HLWI230-1, HSOC132-1
12:00-14:00 HADV200-1, HMAC300-1
HADR330-1, HADR230-1, HBMN300-1, HCIV130-1,
15:00-17:00
HPSY232-1
16 June 5 09:00-12:00 HAUD230-1, HCGA232-1, HFAC132-1
09:00-11:00 HHRD230-1, HLTX330-1, HSEC200-1
12:00-14:00 HLPR230-1, HPLW230-1
15:00-17:00 HILFA1181, HITL130-1, HRMB330-1
16 June 6 09:00-12:00 HTAX331-1, HTAX332-1,
09:00-11:00 HSOC231-1, HSOC232-1
12:00-14:00 HBMN232-1
HCRI230-1, HGPLC230-1, HMKT200-1, HPAA200-1,
15:00-17:00
HPSY132-1
26 May SA1 Time Table for PAPER BASED EXAM
- INVIGILATED ASSESSMENT EVENTS only. No SA2’s to
15 - 16 May – June 10 June submit.
15 May 28 09:00-11:00 HIAP1181
12:00-14:00 HBTB1181
16 June 6 12:00 – 14:00 HACC130-1
17 June 10 09:00-12:30 HBACC230-1, HBACC330-1
SA1 Time Table for ONLINE EXAM INVIGILATED
26 May ASSESSMENT EVENTS only. No SA2’s to submit.
- These Invigilated Assessment Events must be
15 to 16 May – June 6 June completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HCBB1181, HCHR1181, HCLT101-1, HCLT103-1,
HCLT105-1, HCLT106-1, HCLT1181, HCLT130-1,
HCLT133-1, HCNM1181, HCOU1181, HEMK1181,
HENT1181, HEVM1181, HHIVC1181, HHMP1181,
HHP1181, HHRF1181, HHTD1181, HHWPT1181,
HIAI1181, HICMA1181, HIIR1181, HIND1181,
HINT1181, HITFA1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HRP1181, HSCI1181, HSDJ1181, HSEC1181,
HSHE1181, HSMS1181, HSOS1181, HSPS1181,
HWADE1181, HYFT1181

Page 48 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
SA1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENTS with SA2’s to submit. These
26 May exams must be completed within the exam period.
- Remember: SA2’s to be submitted online via
15 to 16 May – June 6 June ColCampus no later than 6 June 2025 23:59.
HADV100-1, HALL130-1, HALP100-1, HALT130-1,
HAOA100-1, HBMN100-1, HBMN102-1, HBMN130-1,
HBMN131-1, HDBP200-1, HECO130-1, HEFA1181,
HENG100-1, HENT100-1, HENT130-1, HHRD100-1,
HHRD130-1, HHRM100-1, HHRM130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HLAA130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSCP130-1, HSFT300-1,
HSPM300-1, HSYD202-1, HTCP300-1, HTSS100-1,
HWFM300-1, HIPLW130-1
SA1 Time Table for projects/internship/assignments
with SA2s to submit. Submit SA1 online via
26 May ColCampus by 23h59 on the date set out below.
- Remember: SA2’s to be submitted online via
15 to 16 May – June 6 June ColCampus no later than 6 June 2025 23:59.
15 May 26 23:59 HADC401-1
15 May 28 23:59 HADR400-1, HCGE231-1
15 May 29 23:59 HMKT330-1
HADE400-1, HASD200-1, HENT300-1, HHRM300-1,
15 May 30 23:59 HSYD300-1
16 June 2 23:59 HADL400-1, HHRM332-1, HSAD300-1
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCHAP1181, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HLGE330-1,
16 June 3 23:59 HWBAC230-1
HADC402-1, HBMN330-1, HHRM333-1, HMKT300-1,
16 June 4 23:59 HPX100-1
16 June 5 23:59 HRMS331-1
HADF400-1, HPXN302-1, HPXS200-1, HPXS302-1,
HWBHR330-1, HWBLW330-1, HWBMM330-1,
HWBSS330-1, HWDBM300-1, HWDEM300-1,
16 June 6 23:59 HWDFA300-1, HWDHR300-1, HWDMM300-1
26 May SA1 Time Table for projects/internship/assignments
- only. No SA2s to submit. Submit SA1 online via
15 to 16 May – June 6 June ColCampus by 23h59 on the date set out below.
15 May 26 23:59 HTTM1181
15 May 27 23:59 HHS1181
15 May 28 23:59 HTDP1181
15 May 30 23:59 HHM1181, HSYD100-1, HTDS1181

Page 49 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HCLT107-1, HCLT131-1, HCLT104-1, HCLT108-1,
16 June 2 23:59 HTDSA1181, HIT1181
16 June 3 23:59 HSYD201-1
16 June 6 23:59 HTOP1181
19 June 25 13:00 SA1 & SA2 Results Release
19 June 27 17:00 SA1 & SA2 Results Appeal Close and Release
Supplementary SA1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS with
Supplementary SA2’s. Remember: Supplementary
SA2’s to be submitted online via ColCampus no later
20 - 21 July 3-9 than 9 July 2025 23:59.
HFAC131-1, HFAC132-1, HFAC231-1, HFAC232-1,
09:00-12:00
20 July 3 HFAC331-1, HFAC333-1
HBLE300-1, HBMN201-1, HBRD300-1, HCGE130-1,
HENG130-1, HEPSFA1181, HERL230-1, HEVM300-1,
09:00-11:00
HHRD200-1, HHRD230-1, HHRD300-1, HINS230-1,
HLWI230-1, HLTX330-1, HMKT230-1
HBMN200-1, HECO231-1, HENT230-1, HEVM100-1,
12:00-14:00 HEVM200-1, HFAC201-1, HLRW230-1, HCYLW230-1,
HRML330-1
HBRD330-1, HCRI230-1, HGPLC230-1, HERL330-1,
15:00-17:00
HLWM200-1
20 July 4 09:00-12:00 HAUD230-1, HAUD331-1, HAUD332-1, HCGA232-1
HANT130-1, HBMN333-2, HGOP330-1, HRMS230-1,
09:00-11:00
HSEC200-1
HAUD200-1, HBMN232-1, HBMN301-1, HDEL330-1,
HGPLD230-1, HENT330-1, HTAX201-1, HFCC330-1,
12:00-14:00
HCML330-1, HFMN233-1, HIFSE1181, HMKT200-1,
HTAX202-1
15:00-17:00 HBMN230-1, HBMN300-1, HBMN331-1, HCIV130-1
21 July 7 09:00-12:00 HETA231-1, HTAX230-1, HTAX331-1, HTAX332-1
HLWC130-1, HADM100-1, HADR330-1, HADR230-1,
09:00-11:00 HENT200-1, HFOA100-1, HHRM230-1, HLWC230-1,
HPSW230-1, HACP130-1, HFAC130-1
HCGE232-1, HCML130-1, HECO232-1, HHRM200-1,
12:00-14:00 HHRM331-1, HIMC300-1, HITL130-1, HLPR230-1,
HPLW230-1, HPDL230-1
HFMN300-1, HLAC330-1, HLLW330-1, HLOP130-1,
15:00-17:00 HLWP130-1, HLWC200-1, HLWL200-1, HLWL300-1,
HPR200-1
21 July 8 09:00-12:00 HBMN233-1, HFAC332-1, HFAC334-1, HFMN230-1
HACL230-1, HCON130-1, HFAC301-1, HILFA1181,
09:00-11:00
HPSY131-1, HSUC330-1, HCMLW230-1
12:00-14:00 HADV200-1, HFAC302-1, HPSW200-1, HRMM330-1
HADV300-1, HBMN231-1, HCONL330-1, HFAM230-1,
HLWE230-1, HFMN301-1, HFMN302-1, HPAA200-1,
15:00-17:00
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HRMB330-1

Page 50 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
21 July 9 09:00-12:00 HFMN331-1, HMAC230-1, HMAC330-1
HFMN330-1, HMAC200-1, HMAC202-1, HSOC132-1,
09:00-11:00
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1
HAPR300-1, HLSOC130-1, HMAC300-1, HPI1181,
12:00-14:00
HSOC131-1
15:00-17:00 HBMN334-1
Supplementary SA1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only. No
20 - 21 July 3 - 11 Supplementary SA2’s to submit.
20 July 3 12:00-14:00 HACC130-1
21 July 7 09:00-11:00 HIAP1181
12:00-14:00 HBTB1181
21 July 11 09:00-12:30 HBACC230-1, HBACC330-1
Supplementary SA1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS. No
Supplementary SA2’s. These Invigilated Assessment
20 - 21 July 3-9 Event must be completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HCBB1181, HCHR1181, HCLT101-1, HCLT103-1,
HCLT105-1, HCLT106-1, HCLT1181, HCLT130-1,
HCLT133-1, HCNM1181, HCOU1181, HEMK1181,
HENT1181, HEVM1181, HHIVC1181, HHMP1181,
HHP1181, HHRF1181, HHTD1181, HHWPT1181,
HIAI1181, HICMA1181, HIIR1181, HIND1181,
HINT1181, HITFA1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HRP1181, HSCI1181, HSDJ1181, HSEC1181,
HSHE1181, HSMS1181, HSOS1181, HSPS1181,
HWADE1181, HYFT1181
Supplementary SA1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA2’s to submit. These exams must
be completed within the Invigilated Assessment
Event period. Remember: Supplementary SA2’s to be
submitted online via ColCampus no later than 9 July
20 - 21 July 3-9 2025 23h59.
HSCP130-1, HADV100-1, HALL130-1, HALP100-1,
HALT130-1, HAOA100-1, HBMN100-1, HBMN102-1,
HBMN130-1, HBMN131-1, HDBP200-1, HECO130-1,
HEFA1181, HENG100-1, HENT100-1, HENT130-1,
HHRD100-1, HHRD130-1, HHRM100-1, HHRM130-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HLAA130-1, HLWS130-1, HMKT100-1,
HMKT130-1, HNTS221-1, HNTS222-1, HNTS300-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,

Page 51 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE C: ACADEMIC CALENDAR
HE Academic Calendar
Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HSPM300-1, HSYD202-1, HTCP300-1, HTSS100-1,
HWFM300-1
Supplementary SA1 Time Table for
projects/internship/assignments with
Supplementary SA2s to submit. Submit
Supplementary SA1 and Supplementary SA2 online
21 July 9 23:59 via ColCampus no later than 9 July 2025 23h59.
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR400-1, HHRM332-1, HHRM333-1,
HWBHR330-1, HWBLW330-1, HBMN330-1,
HMKT330-1, HCGE231-1, HLGE330-1, HMKT330-1,
HRMS331-1, HWBSS330-1, HENT300-1, HMKT300-1,
HHRM300-1, HPX100-1, HPXN302-1, HASD200-1,
HPX100-1, HPXS200-1, HPXS302-1, HSAD300-1,
HSYD300-1, HWBMM330-1, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWCACP1171,
HWCHAP1181, HWCBMP1171, HWCGMT1181,
HWCHPR1181HWCHCM1171, HWCHMP1181,
HWCHRM1171, HWCHRP1181, HWCPLP1181,
HWCLSP1171,, HWCMP1171, HWCMDM1181,
HWCMSP1181, HWCMSM1181, HWCMTM1181,
HWCTTMP1181, HWBAC230-1, HIPLW130-1
Supplementary SA1 Time Table for
projects/internship/assignments only. No
Supplementary SA2s to submit. Submit SA1 online
21 July 9 23:59 via ColCampus no later than 9 July 2025 23h59.
HCLT107-1, HCLT131-1, HCLT108-1, HCLT104-1
HSYD100-1, HSYD201-1, HHM1181, HHS1181,
HTOP1181, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTTM1181
22 July 16 17:00 Supplementary SA1 & SA2 Results Release
Supplementary SA1 & SA2 Results Appeal Close and
22 July 18 13:00 Release
End of Semester A

Page 52 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

 Annexure D: Plagiarism Information Sheet

INFORMATION SHEET: PLAGIARISM

This document serves as a source of information regarding the nature of plagiarism, why it is
important to avoid, and how to ensure that you do not commit plagiarism.

Definition

Plagiarism is the reproduction of somebody else’s work or ideas, and presenting it as your own
without giving recognition to that person (Larney, 2012:5). Any piece of work that you present
under your own name must indeed be your own. If you used someone else’s ideas or words
without citing that person’s work, you have committed plagiarism.

Importance

If you have used someone else’s words or ideas in your work without giving them due credit, that
amounts to you presenting that person’s ideas as your own (AAUP, 2015:6). This affects the
academic integrity of your work, and can also be considered an infringement on the copyright of
the author whose work you used. It is therefore very important to avoid plagiarism when you
present academic work.

Examples

Plagiarism comes in many forms and is not limited to the direct quotation of another person’s
work without giving him credit. The most important cases of plagiarism are set out below:

Plagiarism of Ideas

Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a

hypothesis, a metaphor) in whole or in part, or with superficial modifications, without
giving credit to its originator (Roig, 2011:4)

Example: Original text: “Customer involvement is a fairly novel phenomenon in the

marketplace. By involving customers in the service delivery process, innovation and
productivity is improved.” (Axcell et al, 2015:217)

53 PlagiarismInformationSheet-MM-V1- Jan-Jun2025-30012025
 Annexure D: Plagiarism Information Sheet

Plagiarism of idea: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a relatively
new and foreign one in the marketplace.”

This is plagiarism because the idea of Axcell et al was taken directly without providing a
reference to their work. The plagiariser only changed “novel idea” to “a relatively new
and foreign idea” to his own version – but this does not represent his own thoughts. It is
the idea of Axcell et al written in a slightly different way.

This can be corrected by adding a reference to the source into work. For example: “If one
involves customers in the process of service delivery, this generally increases innovation
and productivity – even though this idea is still a relatively new and foreign one in the
marketplace (Axcell et al, 2015:217).

Plagiarism of Text

Definition: Copying a portion of text from another source without giving credit to its
author and without enclosing the borrowed text in quotation marks (Roig, 2011:6).

Example: Original text: “The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited
trade unionism, industrialization and oppression of black workers. From 1924-1956 the
Industrial Conciliation Act was promulgated which created dispute settlement
mechanisms through establishing industrial councils.” (Thompson, 2015: 94).

Plagiarism of text: The period from 1652 to 1870 was characterized by colonial settlement
and slavery. 1870 – 1924 bought the discovery of gold and diamonds, limited trade
unionism, industrialization and oppression of black workers.

This is plagiarism because you are quoting the work of Thompson directly without putting
it in between quotation marks, and without providing a reference to his work.

This can be corrected by adding a reference to the source into the text and placing the
sentence in between quotation marks. For example: “The period from 1652 to 1870 was

54 PlagiarismInformationSheet-MM-V1- Jan-Jun2025-30012025
 Annexure D: Plagiarism Information Sheet

characterized by colonial settlement and slavery. 1870 – 1924 bought the discovery of
gold and diamonds, limited trade unionism, industrialization and oppression of black
workers” (Thompson, 2015: 94).

Plagiarism by Improper Paraphrasing

Definition: Taking portions of text from one or more sources, paraphrasing what was said,
and then adding some of your own ideas to that text to pass the entire thought off as your
own. (Roig, 2011:7).

Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for creative
ideas. It is also important that one should have clarity concerning the nature of the
problem in order to develop a creative solution. Therefore, it is of utmost importance to
define the problem clearly.” (De Beer et al., 2008, 168)

Plagiarism by improper paraphrasing: It is important for an entrepreneur to be sensitive

to opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas. Therefore it is important to
pursue the continuous generation of creative ideas.

This is plagiarism because you merely rephrasing the idea of De Beer et al. and then
adding your own sentence to that, without giving reference to the authors for the first
part of your text.

This can be corrected by adding a reference to the source after the first part of this
paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008: 168).
Therefore it is important to pursue the continuous generation of creative ideas.

55 PlagiarismInformationSheet-MM-V1- Jan-Jun2025-30012025
 Annexure D: Plagiarism Information Sheet

Tips to avoid plagiarism:

1) Ensure that you understand the source that you are using and the ideas that it is trying to
convey. A good rule of thumb is that if you can repeat what you have read in your own
words, you most likely have a good understanding of that work. And if you can do that –
you can be sure that you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own work.
This allows you to develop your own thoughts and opinions on the subject matter.
3) Be sure to cite every source that you use. When you are collecting sources, ensure that
you have all the relevant detail for the source that you need to cite it correctly – refer to
the referencing guide in this regard
4) Use quotation marks around text that you have taken directly from an original source.
5) Always include a list of references at the end of your work, with the relevant detail of all
the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it as your own
words and ideas.

Useful sources if you want more information on plagiarism

UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available at:
[http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf]

The Harvard Method of Referencing: A Beginner’s Guide available on COLcampus.

56 PlagiarismInformationSheet-MM-V1- Jan-Jun2025-30012025
Annexure D: Plagiarism Information Sheet

LIST OF REFERENCES:

AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins University
Press.

Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.

De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.

Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University

Library Services.

Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing

Practices: A Guide to Ethical Writing. ORI. Avaialble at: [http://ori.hhs.gov/avoiding-
plagiarism-self- plagiarism-and-other-questionable-writing-practices-guide-ethical-
writing. Last accessed: 9/11/2015]

Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.

PlagiarismInformationSheet-MM-V1- Jan-Jun2025-30012025

57
 ANNEXURE E: BREAKDOWN OF PRESCRIBED MATERIAL

The prescribed book for this module, Financial Management 3 (HFMN330-1), is indicated below.
Please note that all the chapters are prescribed. However, not all chapters are formally assessed.
Units that are not formally assessed are indicated as “self-study” units and provide you with
additional information andcontext within the module.

The course material is divided into 10 units. These 10 units should be studied according to your
proposed study programme (Annexure B). Below, you can find a detailed breakdown of the chapters
in the prescribedtextbook that make up the respective units in your study programme.

Marx, J., De Swardt, C., Pretorius, M, Rosslyn-Smith, W & Morake, M.B. (2023). Financial
Management in Southern Africa. 6th Ed. Cape Town: Pearson.

BREAKDOWN OF PRESCRIBED MATERIAL

Financial Management 3
(HFMN330-1)
UNIT CHAPTERS IN THE PRESCRIBED TEXTBOOK NOTES
1 Chapter 1: Financial goals of a firm
Chapter 2: Financial markets, institutions and securities
2 Chapter 3: Understanding financial statements
Chapter 4: Analysing financial statements
3 Chapter 5: Business and Financial Planning
Chapter 6: Risk and Return
4 Chapter 7: The time value of money
Formative Assessment 1, therefore, covers Units 1,2,3 & 4
5 Chapter 9: Networking capital and cash flow management

Chapter 10: The management of accounts receivable

6
Chapter 11: The management of inventory
7 Chapter 12: Capital budgeting and cash flow principles
8 Chapter 13: Capital budgeting techniques
Formative Assessment 2, therefore, covers Units 5, 6, 7, & 8
9 Chapter 15: The cost of capital
Chapter 18: Dividend policy
10 Chapter 17:
Chapter 16: Leverage and capital structure
Self-study
Chapter 17: Leasing and convertible securities

** Important note: the video contents refer to different units as portrayed above. The videos
have beengrouped according to the above breakdown and should be studied in that order as
well. **

58 Breakdown of Prescribed Course Material- HFMN330-1-Jan-Jun2025-MM-V.1-30012025

ANNEXURE F: FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January – June

Formative Assessment 1: Financial Management
(HFMN330-1)
NQF Level, credits 7, 10
Weighting: 20%
Assessment Type: Essay Questions
Educator: Murunwa Musingadi
Examiner: A. Machava
Due Date: 27 March 2025
Total: 100 Marks

Instructions:
• This paper consists of four (4) questions.
• It is based on Units 1-4 (Chapters 1-7) of your prescribed textbook.
• All questions are compulsory.
• SHOW ALL CALCULATIONS
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

59 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
ANNEXURE F: FORMATIVE ASSESSMENT 1

The following Learning Outcomes are assessed in this assessment:

• Apply the fundamental principles of financial management.

• Summarise financial information in the financial statements.
• Accurately calculate profitability, liquidity, activity, solvency and securities
market ratios.
• Evaluate each ratio and suggest possible corrective actions.
• Compile a budgeted statement of financial performance.
• evaluate a budgeted statement of financial performance and a budgeted
statement of financial position.
• The future value of a single amount.
• The future value of an annuity.
• The present value of a single amount.
• The present value of a mixed stream of cash flows.
• The present value of an annuity.
• The deposits required to accumulate a future sum.
• The instalments required to amortise a loan.

60 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
ANNEXURE F: FORMATIVE ASSESSMENT 1

Question 1 [20 Marks]

XYZ Corporation is a mid-sized manufacturing company based in South Africa. The
company has been operational for over 20 years and has a diverse product line.
Recently, XYZ Corporation has been facing financial challenges due to increased
competition and rising production costs. The management team is considering several
strategic decisions to improve the company's financial health.

The management team at XYZ Corporation is evaluating the following strategic

options:

1. Expanding into new markets: This involves entering international markets

to increase sales.
2. Investing in new technology: Upgrading manufacturing technology to
improve efficiency and reduce costs.
3. Cost-cutting measures: Implementing cost-reduction strategies across
various departments.

As a financial manager at XYZ Corporation, the CFO has approached you to analyse
these options from a financial management perspective.

Required

Discuss and explain the principles of financial management that the CFO needs to
understand and apply vigorously when executing the above strategic options.

(20 marks)

61 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
ANNEXURE F: FORMATIVE ASSESSMENT 1

Question 2 [25 Marks]

ABC Ltd. is a retail company based in South Africa. The company has been in
operation for 15 years and specialises in selling consumer electronics. Recently, ABC
Ltd. has experienced fluctuations in its financial performance due to changes in market
demand and increased competition. The management team is keen to understand the
company's financial health and make informed decisions to improve profitability.

Below are extracts from ABC Ltd.'s financial statements for the year ended 31
December 2024:

Income Statement:

• Revenue: R50,000,000
• Cost of Goods Sold (COGS): R30,000,000
• Gross Profit: R20,000,000
• Operating Expenses: R10,000,000
• Operating Profit: R10,000,000
• Interest Expense: R1,000,000
• Net Profit Before Tax: R9,000,000
• Tax Expense: R2,430,000
• Net Profit After Tax: R6,570,000

Balance Sheet:

• Assets:
o Current Assets: R15,000,000
o Non-Current Assets: R25,000,000
o Total Assets: R40,000,000
• Liabilities:

o Current Liabilities: R10,000,000

o Non-Current Liabilities: R15,000,000
o Total Liabilities: R25,000,000

62 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
 ANNEXURE F: FORMATIVE ASSESSMENT 1

• Equity:

o Share Capital: R5,000,000

o Retained Earnings: R10,000,000
o Total Equity: R15,000,000

Cash Flow Statement:

• Net Cash from Operating Activities: R8,000,000

• Net Cash used in Investing Activities: R5,000,000
• Net Cash used in Financing Activities: R2,000,000
• Net Increase in Cash: R1,000,000

Required:

2.1 Income Statement Analysis: (6 marks)

• Calculate the Gross Profit Margin and Net Profit Margin for ABC Ltd.
• Discuss what these ratios indicate about the company's profitability.

2.2 Balance Sheet Analysis: (6 marks)

• Calculate the Current Ratio and Debt-to-Equity Ratio.
• Explain what these ratios reveal about the company's liquidity and financial
leverage.

2.3 Cash Flow Statement Analysis: (5 marks)

• Analyse the cash flow from operating, investing, and financing activities.
• Discuss the implications of these cash flows on the company's overall financial
health.

2.4 Trend Analysis: (6 marks)

o Assume the following revenue figures for the past three years: 2021: R45,000,000,
2022: R48,000,000, 2023: R50,000,000. Calculate the revenue growth rate for
each year.

63 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
 ANNEXURE F: FORMATIVE ASSESSMENT 1

o Discuss the trend and its potential impact on the company's future performance.

2.5 Recommendations: (2 marks)

• Based on your analysis, provide two recommendations to the management team
to improve ABC Ltd.'s financial performance. Justify your recommendations with
data from the financial statements.

N.B. Round off all answers to two decimal places.

64 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
ANNEXURE F: FORMATIVE ASSESSMENT 1

Question 3 [38 Marks]

DEF Ltd. is a mid-sized company in the consumer goods industry, based in South
Africa. The company has been operating for 10 years and has a stable market
presence. DEF Ltd. is planning its budget for the upcoming financial year (2025) and
needs to prepare a budgeted statement of financial performance. The management
has provided the following information:

Sales Forecast
• Quarter 1: R5,000,000
• Quarter 2: R6,000,000
• Quarter 3: R7,000,000
• Quarter 4: R8,000,000

Cost of Goods Sold (COGS)

• COGS is estimated to be 60% of sales.

Operating Expenses
• Fixed Operating Expenses: R500,000 per quarter
• Variable Operating Expenses: 10% of sales

Interest Expense
• Annual interest expense is projected to be R200,000, paid evenly across the
four quarters.
Tax Rate
• The corporate tax rate is 27%.

Required
3.1 As a financial management intern at DEF Ltd., you are required to prepare the
budgeted statement of financial performance for each quarter and the entire year
for the year ending 31 December 2025. (35 marks)

Use the below format to present your answers. Where applicable, round off all
calculations/answers to the nearest rand.

65 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
ANNEXURE F: FORMATIVE ASSESSMENT 1

Budgeted Statement of Financial Performance for DEF Ltd.

Item Q1 (R) Q2 (R) Q3 (R) Q4 (R) Annual Total (R)

3.2 Discuss the implications of the budgeted financial performance on DEF Ltd.'s financial health. Provide two recommendations to
the management team based on your analysis. (3 marks)

66 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
ANNEXURE F: FORMATIVE ASSESSMENT 1

Question 4 [17 Marks]

a) You require R240 000 in six years’ time to invest in setting up a website to market
your new products. Determine whether depositing R36 000 at the end of each year
into an investment account that pays interest at a rate of 9% per annum
compounded yearly will be sufficient (using the future value of an annuity
formula). (6 marks)

b) You have just turned 18 years old and have just inherited an amount from your
grandmother that will deliver a total of R216 000 on your 21st birthday. The attorney
administering your grandmother’s deceased estate has offered you R144,000 to
assign the trust to the attorney. Determine whether you should accept the
attorney’s offer if an interest rate of 12% p.a. applies (using the present value
formula). (5 marks)

c) Your mother has just purchased a new car for R300 000. She paid a deposit of
R50 000, with the balance being funded through car financing from the dealership.
She is to make monthly instalments over a period of five years, with her first
instalment due at the end of this month. She is to be charged an interest rate of
11.5% per annum. Calculate the monthly instalment liability on the car for your
mother (using the present value of an annuity formula). (6 marks)

N.B. Round off all final answers to two decimal places.

TOTAL: 100 MARKS

67 HFMN330-1-Jan-Jun2025-FA1-AM-V2-03012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January-June

Sample Formative Assessment 1: Financial Management
(HFMN330-1)
NQF Level, credits 7, 10
Weighting: Sample
Assessment Type: Essay Questions
Educator: Murunwa Musingadi
Examiner: Sandile Mahlanze
Due Date: Sample
Total: 100 Marks

Instructions:
• This paper consists of four (4) questions.
• It is based on Chapters 1-4 of your prescribed textbook.
• All questions are compulsory.
• SHOW ALL CALCULATIONS
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

68 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

The following Learning Outcomes are assessed in this assessment:

• Describe the reasons for the existence of a firm.

• Evaluate the possible impact of fundamental economic variables on the
financial management of a firm.
• Summarize financial information in the financial statements.
• Accurately calculate profitability, liquidity, activity, solvency, and securities
market ratios.

69 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Question 1 [25 Marks]

Read the following passage and answer the questions

Meeting different needs is one way to describe what drives people. These needs can
include a wide range of wants and needs, from simple, physical needs for life to more
complicated, emotional needs related to a person's mental health. The social scientist
Abraham Maslow was more interested in the wide range of psychological needs
people have than in the issues that individuals have. He is best known for his idea
about the order of needs. Maslow's hierarchy of needs lists physiological needs (like
food and clothes), safety needs (like job security), social needs (like friendship), self-
actualization, and physiological needs. This order can help managers figure out what
their workers want and need so they can meet those needs in a way that makes them
happy at work and productive.

Marx, J., de Swardt, C., Pretorius, M. and Rosslyn-Smith, W. (2017). Financial

Management in Southern Africa. 5th ed. Pearson South Africa (Pty) Ltd, p.4.

Required:

Explain the impact that Maslow’s levels of needs have on worker motivation.

(25 marks)

Consult the rubric below:

70 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Maslow’s hierarchy of needs rubric:

Thoroughly Missing some Poorly explained Irrelevant response
explained parts. or no submission

7-5 marks 4-3 marks 2-1 mark 0 mark

Why is it Why is it Why is it important Why is it important to
important to important to to understand what understand what
understand what understand what people need and people need and
people need and people need and provide an provide an example?
provide an provide an example?
example? example?

6-4 marks 3-2 marks 1 mark 0 mark

What does What does What does What does Maslow’s
Maslow’s Maslow’s Maslow’s hierarchy hierarchy of needs
hierarchy of hierarchy of of needs suggest, suggest, and provide
needs suggest, needs suggest, and provide an an example?
and provide an and provide an example?
example? example?

7-5 marks 4-3 marks 2-1 mark 0 mark

What happens if What happens if What happens if What happens if

needs are unmet needs are unmet needs are unmet needs are unmet and
and met? and met? and met? Provide met? Provide an
Provide an Provide an an example. example.
example. example.

5-4 marks 3-2 marks 1 mark 0 mark

Why do Why do Why do Why do employees’
employees’ employees’ employees’ needs needs seem like a
needs seem like a needs seem like a seem like a moving moving target?
moving target? moving target? target?

71 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Question 2 [23 Marks]

Read the passage and answer the questions using the table below
Exchange Rate in World Currencies

The majority of the world's currencies are floating or fluctuating, including the Euro
(EUR), US dollar (USD), Canadian dollar (CAD), Australian dollar (AUD), British
pound (GBP), and South African Rand (ZAR). This implies that the worldwide money
market determines its values and exchange rates

USD ($) GBP (₤) CAD ($) EUR (€) AUD ($)
USD 1 1.60 0.92 1.46 0.87
GBP 0.63 1 0.58 0.91 0.55
CAD 1.09 1.74 1 1.59 0.95
EUR 0.69 1.10 0.63 1 0.60
AUD 1.15 1.83 1.05 1.67 1

Note to students: Use the exchange rates in the table provided to help you solve
the word problems.

Required:
2.1 Charlotte received ₤100 for dog walking. Her desired new bodyboard costs $120
AUD. How much money will she have left in British pounds after her purchase?
(5 marks)
2.2 Jack now resides in Ottawa, Ontario, Canada. His uncle now lives in London,
England. Jack's uncle gave him ₤20 for his birthday. How many Canadian dollars
can he spend with his birthday money? (2 marks)

2.3 Olivia now resides in Sydney, Australia. Her grandma now lives in Paris, France.
Her grandma gave her €40 as a Christmas present. What will her money be in
Australian dollars? (2 marks)

72 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

2.4 William has $11 USD in his possession. The video game he wants to purchase
costs $10 AUD. Is he wealthy enough to purchase the game? If not, how much more
US cash does he require? (3 marks)

2.5 Sophie has €35 in her possession. She wants to spend $25 CAD on pants and
$15 CAD on a T-shirt. How much money will she have left after her purchases?
(Roughly round to the closest euro.) (7 marks)

2.6. Arrange the currencies in the table by their value currency unit, from highest to
lowest.
(4 marks)

Round off calculations to 2 (two) decimal places.

73 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Question 3 [34 Marks]

Sabrina Communication is a large-scale marketing materials firm in Cape Town. Their
aim is to achieve a return on investment of 30%. The marketing department estimates
the firm can achieve the following sales:

PROBABILITY SALES
50% R45 633 384
50% R55 554 500

The marketing department limits marketing expenses to 5% of sales. The credit

department aims to limit bad debt to 2% of sales. The cost of goods sold is 40% of
sales. HR has been provided with the guideline of limiting salaries and HR expenses
to be 25% of sales. Other operating expenses are estimated as follows:

R
Bank charges 31 566
Consultants 130 000
Depreciation 2 595 000
External service providers 68 000
Fuel 421 000
Insurance 1 920 000
Internet expenses 15 000
Leased equipment 75 978
Legal costs 234 363
Licence and fees 17 455
Non-capitalised equipment 23 444
Printing 23 111
Property rentals 23 455
Refreshment and entertainment 33 454
Repairs and maintenance 20 000
Stationery 25 000
Telephone 7 200

74 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Toll fees 3 900

Training and development 35 000
Travel and subsistence 25 500
Water, electricity and sanitation 92 500

The firm estimates that it will have to pay R20 000 in interest. The tax rate is 28% of
earnings before tax.

Required:
Determine the expected earnings after tax using a table (34 marks)
Round off calculations to 2 (two) decimal places.

75 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Question 4 [18 Marks]

Use the following balance sheet to answer the question that follows:
Cash on Hand R26,466
Receivables R51,454
Inventory R16,461
Pre-Paid Expenses R0
Other Current Assets R7,238
Total Current Assets R101,618
Property, Plant, and Equipment R50,321
Long-Term Investments R10,613
Goodwill and Intangible Assets R4,862
Other Long-Term Assets R38,268
Total Long-Term Assets R171,446
Total Assets R273,064
Total Current Liabilities R94,445
Long Term Debt R82,773
Other Non-Current Liabilities R16,515
Total Long-Term Liabilities R110,431
Total Liabilities R204,875
Common Stock Net R12
Retained Earnings (Accumulated Deficit) R55,391
Comprehensive Income -R10,247
Other Share Holders Equity R23,033
Share Holder Equity R68,189
Total Liabilities and Share Holders Equity R273,064

Additional Information
The company has the following information: Revenue, costs of goods sold, and
income from continuous operations are R171 842, R152 704, and R9 840,
respectively.

76 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

Required:
Calculate the gross profit margin, current ratio, quick ratio, inventory turnover, and
return on equity using the information above. (18 marks)

[Note: Leave the answers in four decimal places]

TOTAL: 100 MARKS

77 HFMN330-1-Jan-Jun2025-SampleFA1-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

HIGHER EDUCATION PROGRAMMES

SAMPLE MEMORANDUM

Academic Year 2025: January- June

Sample Formative Assessment 1: Financial Management
(HFMN330-1)
NQF Level, credits 7, 10
Weighting: Sample
Assessment Type: Essay Questions
Educator: Murunwa Musingadi
Examiner: Sandile Mahlanze
Due Date: Sample
Total: 100 Marks

Instructions:
• This paper consists of four (4) questions.
• It is based on units 1-4 (Chapters 1-7) of your prescribed textbook.
• All questions are compulsory.
• SHOW ALL CALCULATIONS
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

78 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

The following Learning Outcomes are assessed in this assessment:

• Describe the reasons for the existence of a firm.

• Evaluate the possible impact of fundamental economic variables on the
financial management of a firm.
• Summarize financial information in the financial statements.
• Accurately calculate profitability, liquidity, activity, solvency, and securities
market ratios.

79 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

Question 1 [25 Marks]

Read the following passage and answer the questions

Meeting different needs is one way to describe what drives people. These needs can
include a wide range of wants and needs, from simple, physical needs for life to more
complicated, emotional needs related to a person's mental health. The social scientist
Abraham Maslow was more interested in the wide range of psychological needs
people have than in the issues that individuals have. He is best known for his idea
about the order of needs. Maslow's hierarchy of needs lists physiological needs (like
food and clothes), safety needs (like job security), social needs (like friendship), self-
actualization, and physiological needs. This order can help managers figure out what
their workers want and need so they can meet those needs in a way that makes them
happy at work and productive.

Marx, J., de Swardt, C., Pretorius, M. and Rosslyn-Smith, W. (2017). Financial

Management in Southern Africa. 5th ed. Pearson South Africa (Pty) Ltd, p.4.

Required:

Explain the impact that Maslow’s levels of needs have on worker motivation.

(25 marks)

Note to grader: consult the rubric below when awarding marks.

80 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

Maslow’s hierarchy of needs rubric:

Thoroughly Missing some Poorly explained Irrelevant response
explained parts. or no submission

7-5 marks 4-3 marks 2-1 mark 0 mark

Why is it Why is it Why is it important Why is it important to
important to important to to understand what understand what
understand what understand what people need and people need and
people need and people need and provide an provide an example?
provide an provide an example?
example? example?

6-4 marks 3-2 marks 1 mark 0 mark

What does What does What does What does Maslow’s
Maslow’s Maslow’s Maslow’s hierarchy hierarchy of needs
hierarchy of hierarchy of of needs suggest, suggest, and provide
needs suggest, needs suggest, and provide an an example?
and provide an and provide an example?
example? example?

7-5 marks 4-3 marks 2-1 mark 0 mark

What happens if What happens if What happens if What happens if

needs are unmet needs are unmet needs are unmet needs are unmet and
and met? and met? and met? Provide met? Provide an
Provide an Provide an an example. example.
example. example.

5-4 marks 3-2 marks 1 mark 0 mark

Why do Why do Why do Why do employees’
employees’ employees’ employees’ needs needs seem like a
needs seem like a needs seem like a seem like a moving moving target?
moving target? moving target? target?

Chapter 1
LO:
• Describe the reasons for the existence of a firm.

81 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

Question 2 [23 Marks]

Read the passage and answer the questions using the table below
Exchange Rate in World Currencies

The majority of the world's currencies are floating or fluctuating, including the Euro
(EUR), US dollar (USD), Canadian dollar (CAD), Australian dollar (AUD), British
pound (GBP), and South African Rand (ZAR). This implies that the worldwide money
market determines its values and exchange rates

USD ($) GBP (₤) CAD ($) EUR (€) AUD ($)
USD 1 1.60 0.92 1.46 0.87
GBP 0.63 1 0.58 0.91 0.55
CAD 1.09 1.74 1 1.59 0.95
EUR 0.69 1.10 0.63 1 0.60
AUD 1.15 1.83 1.05 1.67 1

Note to students: Use the exchange rates in the table provided to help you solve
the word problems.

Required:
2.1 Charlotte received ₤100 for dog walking. Her desired new bodyboard costs $120
AUD. How much money will she have left in British pounds after her purchase?
(5 marks)
2.2 Jack now resides in Ottawa, Ontario, Canada. His uncle now lives in London,
England. Jack's uncle gave him ₤20 for his birthday. How many Canadian dollars
can he spend with his birthday money? (2 marks)

2.3 Olivia now resides in Sydney, Australia. Her grandma now lives in Paris, France.
Her grandma gave her €40 as a Christmas present. What will her money be in
Australian dollars? (2 marks)

82 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

2.4 William has $11 USD in his possession. The video game he wants to purchase
costs $10 AUD. Is he wealthy enough to purchase the game? If not, how much more
US cash does he require? (3 marks)

2.5 Sophie has €35 in her possession. She wants to spend $25 CAD on pants and
$15 CAD on a T-shirt. How much money will she have left after her purchases?
(Roughly round to the closest euro.) (7 marks)

2.6. Arrange the currencies in the table by their value currency unit, from highest to
lowest.
(4 marks)
Round off calculations to 2 (two) decimal places.

Suggested Solution: Chapter 2, pages 28–29

2.1 100√ x 1.83√ = 183

183√ −120√ = 63
63 x 0.55 = ₤34.65√

2.2 20√ x 1.74√ = $34.80 CAD

2.3 40√ x 1.67√ = $66.80 AUD

2.4 11√ x 1.15√ = $12.65 AUD

Yes, $12.65 AUD √

2.5 35√ x 1.59√ = $55.65 AUD

25 + 15 = $40 AUD
55.65√ − 40√ = $15.65 AUD
15.65√ x 0.63√ = €9.8595√ or €10

83 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

2.6 USD ($) = [0.63+1.09+0.69+1.15] = 3.56

GBP (₤) = [1.60+1.74+1.10+1.83] = 6.27
CAD ($) = [0.92+0.58+0.63+1.05] = 3.18
EUR (€) = [1.46+0.91+1.59+1.67] = 5.63
AUD ($) = [0.87+0.55+0.95+0.60] = 2.97

GBP (₤)√, EUR (€)√, USD ($)√, CAD ($)√, AUD ($)

Learning Outcome:
• Evaluate the possible impact of fundamental economic variables on the
financial management of a firm.

84 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

Question 3 [34 Marks]

Sabrina Communication is a large-scale marketing materials firm in Cape Town.

They’d like to achieve a return on investment of 30%. The marketing department
estimates the firm can achieve the following sales:

PROBABILITY SALES
50% R45 633 384
50% R55 554 500

The marketing department limits marketing expenses to 5% of sales. The credit

department aims to limit bad debt to 2% of sales. The cost of goods sold is 40% of
sales. HR has been provided with the guideline of limiting salaries and HR expenses
to 25% of sales. Other operating expenses are estimated as follows:

Rands
Bank charges 31 566
Consultants 130 000
Depreciation 2 595 000
External service providers 68 000
Fuel 421 000
Insurance 1 920 000
Internet expenses 15 000
Leased equipment 75 978
Legal costs 234 363
Licence and fees 17 455
Non-capitalised equipment 23 444
Printing 23 111
Property rentals 23 455
Refreshment and entertainment 33 454
Repairs and maintenance 20 000
Stationery 25 000
Telephone 7 200
Toll fees 3 900
Training and development 35 000
Travel and subsistence 25 500
Water, electricity and sanitation 92 500

The firm estimates that it will have to pay R20 000 in interest. The tax rate is 28% of
earnings before tax.

85 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

Required:

Determine the expected earnings after tax using the information below. (34 marks)

Suggested Solution: Chapter 3, pages 67-69

Probability Sales (R) (R)

0.5 45 633 384 22 816 692
0.5 55 554 500 27 777 250
Expected sales 50 593 942

Budgeted income statement

Sales 50 593 942
COGS (40%) 20 237 577
Gross profit 30 356 365
Operating expenses: 22 010 988
Bad debt (2% of sales) 1 011 879
Bank charges 31 566
Consultants 130 000
Depreciation 2 595 000
External service providers 68 000
Fuel 421 000
HR expenses (25% of sales) 12 648 486
Insurance 1 920 000
Internet 15 000
Leased equipment 75 978
Legal costs 234 363
Licences & fees 17 455
Marketing (5% of sales) 2 529 697
Non-capitalised equipment 23 444
Printing 23 111
Property rentals 23 455

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 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

Refreshments & entertainment 33 454

Repairs & maintenance 20 000
Stationery 25 000
Telephone 7 200
Toll fees 3 900
Training and development 35 000
Travel & subsistence 25 500
Water & electricity & sanitation 92 500
EBIT 8 345 377
Interest 20 000
EBT 8 325 377
Less tax (28%) 2 331 106
Expected EAT 5 994 271

LO:
• Summarize financial information in the financial statements.

Question 4 [18 Marks]

Use the following balance sheet except to answer the questions:

Cash On Hand R26,466
Receivables R51,454
Inventory R16,461
Pre-Paid Expenses R0
Other Current Assets R7,238
Total Current Assets R101,618
Property, Plant, And Equipment R50,321
Long-Term Investments R10,613
Goodwill And Intangible Assets R4,862
Other Long-Term Assets R38,268

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 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

Total Long-Term Assets R171,446

Total Assets R273,064
Total Current Liabilities R94,445
Long Term Debt R82,773
Other Non-Current Liabilities R16,515
Total Long Term Liabilities R110,431
Total Liabilities R204,875
Common Stock Net R12
Retained Earnings (Accumulated Deficit) R55,391
Comprehensive Income R-10,247
Other Share Holders Equity R23033
Share Holder Equity R68,189
Total Liabilities And Share Holders Equity R273,064

Additional Information

The company has the following information: Revenue, costs of goods sold, and
income from continuous operations are R171842, R152704, and R9840,
respectively.

Required:

Calculate the gross profit margin, current ratio, quick ratio, inventory turnover, and
return on equity using the information above. (18 marks)

[Note: Leave the answers in four decimal place]

Solution: Chapter 4, pages 67-79

Gross profit margin = (sales – cost of goods sold)/sales x 100

= (171842 – 152704) /171842 x 100

= 11.1370%

Current ratio = current assets/current liabilities

= (101618/94445)

= 1.0759

Quick ratio = (current assets – inventory)/current liabilities

= (101618 – 16461) /94445

= 0.9017

Inventory turnover = costs of goods sold/average inventory

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 ANNEXURE H - SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM

= (152704/16461)

= 9.2767

Return on equity (ROE) = earnings after tax/shareholders’ equity x 100

= 9840/68189

= 14.4305

LO:
• Accurately calculate profitability, liquidity, activity, solvency, and
securities market ratios.

TOTAL: 100 MARK

89 HFMN330-1-Jan-Jun2025-SampleFA1-Memo-MM-V1-30012025
ANNEXURE I: FORMATIVE ASSESSMENT 2

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January – June

Formative Assessment 2: Financial Management (HFMN330-1)
NQF Level, Credits: 7, 10
Weighting: 20%
Assessment Type: Essay-Type Questions
Examiner: A. Machava
Educator: Murunwa Musingadi
Due Date: 02 May 2025
Total: 50 marks

Instructions:
• This paper consists of two (2) questions.
• It is based on Units 5 (Chapter 9) and 6 (Chapter 11) of your prescribed
textbook.
• All questions are compulsory.
• SHOW ALL CALCULATIONS
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

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ANNEXURE I: FORMATIVE ASSESSMENT 2

The following learning outcomes are assessed in this assessment:

• Determine the carrying, ordering and storage costs of inventory.
• Calculate the economic ordering quantity.
• Efficiently manage cash.
• Estimate optimal cash balances.
• Compile a cash budget.

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Question 1 [23 Marks]

Stellar Electronics is a mid-sized company that manufactures and sells electronic

components. The company has been facing challenges in managing its inventory
costs effectively. Recently, the management decided to implement a new inventory
management system to optimize costs and improve efficiency.

Inventory Details:
• Raw Materials: The company maintains a stock of raw materials worth
R9,000,000. The holding cost for raw materials is 10% per annum.
• Work-in-Progress (WIP): The average value of WIP inventory is R3,600,000.
The holding cost for WIP is 15% per annum.
• Finished Goods: The company holds finished goods inventory worth
R5,400,000. The holding cost for finished goods is 20% per annum.
• Ordering Costs: The company places orders for raw materials 12 times a year,
with each order costing R18,000.
• Stockout Costs: The company estimates that stockouts cost them R900,000
annually due to lost sales and production delays.
• Annual Demand for Raw Materials: 24,000 units.
• Cost per Unit of Raw Materials: R360.

Objective: The management wants to assess the total cost of inventory and identify
areas for cost reduction.

Required:

1.1 Calculate the total Annual Holding Cost for all types of inventories. (4 marks)

1.2 Determine the Annual Ordering Cost for raw materials. (2 marks)

1.3 Determine the Total Annual Inventory Cost: (3 marks)

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ANNEXURE I: FORMATIVE ASSESSMENT 2

1.4 Using the EOQ formula, calculate the optimal order quantity for raw materials.
(8 marks)

1.5 Analyse Cost Reduction Strategies. (6 marks)

Suggest and discuss two strategies that Stellar Electronics could implement to
reduce its inventory costs.

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ANNEXURE I: FORMATIVE ASSESSMENT 2

Question 2 [27 Marks]

Enzo Africa (Pty) Ltd is a privately owned company that manufactures and sells eco-
friendly packaging materials. The company has been in operation for five years and
has seen steady growth in sales. However, the management has noticed fluctuations
in cash flow and wants to ensure better cash management. The company is planning
to expand its operations and needs to prepare a cash budget for the next quarter to
secure a loan from the bank.

Financial Information:
Sales Forecast:
• January: R500,000
• February: R600,000
• March: R700,000
Collection Pattern:
• 60% of sales are collected in the month of sale.
• 30% is collected in the following month.
• 10% is collected two months after the sale.
Purchases and Payments:
• Purchases are 50% of the current month's sales.
• Payments for purchases are made in the same month of the purchase.
Operating Expenses:
• Salaries: R100,000 per month
• Rent: R20,000 per month
• Utilities: R10,000 per month
• Other expenses: R5,000 per month
Other Information:
• The company plans to purchase new equipment worth R150,000 in February.
• The opening cash balance on January 1st is R50,000.

2.1 Prepare a cash budget for the quarter (January to March), including all cash
inflows and outflows. (21 marks)

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ANNEXURE I: FORMATIVE ASSESSMENT 2

2.2 Analyse the cash budget and, identify any potential cash flow issues, and
recommend strategies that Enzo Africa (Pty) Ltd could implement to manage its cash
flow more effectively. (6 marks)

TOTAL MARKS: 50

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ANNEXURE J: SUMMATIVE ASSESSMENT 2

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January-June

Summative Assessment (SA2) Financial Management 3(HFMN330-1)
NQF Level, Credit: 7, 10
Weighting: 10 %
Assessment Type: Research Essay
Educator: Murunwa Musingadi
Examiner: A. Machava
Due Date 06 June 2025
Total 20 Marks

Instructions:
1. The essay must be a minimum of 700 (seven hundred) words and should not
exceed 850 (eight hundred and fifty) words.
2. The essay structure must be as follows:
• Cover Page:
o Name
o Surname
o Student Number
o Name of your Support Centre (i.e., Boston, Braamfontein)
• Introduction: Tells the reader what the essay is about.
• Body / Main Content: This is based on research and relates to the essay
question or topic that has been set.
• Conclusion: This is a summary of what has been covered in the essay; it
may also include suggestions/recommendations.

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ANNEXURE J: SUMMATIVE ASSESSMENT 2

• Reference list (not included in the word count): the Boston Harvard
Referencing Method must be adhered to with regard to in-text citations and
the reference list. Please make sure you have read and adhere to the
Boston Harvard Method of Referencing: A Beginner’s Guide, available in
the HE Library module on ColCampus, as well as The Beginners Guide to
Plagiarism, available in the HE Student Information module, also on
ColCampus.

3. The essay must be typed using the following type settings only:
• Font: Arial
• Font Size: 12
• Line Spacing: 1.5

• The following must be adhered to:

• You have been provided with one (1) academic sources (see below). This
source is compulsory and must be consulted and referenced when
answering the research question.
• It is imperative to note that the compulsory source must be accessed using
the Library Module on ColCampus.

Compulsory sources to peruse:

• du Toit, M.J. and Pienaar, A. 2005. A Review of The Capital Budgeting
Behaviour of Large South African Firms. Research Journal of the School of
Accounting Sciences. 13(1), pp.19-27. [Online]. Accessed on 13 December
2024. [Sabinet]

4. You must make use of the Boston Harvard Method of Referencing. Refer to the
examples of referencing below:

Book, single author:

Holt, D.H. 2017. Management principles and practices. Sydney: Prentice-Hall.

97 HFMN330-1-Jan-Jun2025-SA2-AM-V.1-13122024
ANNEXURE J: SUMMATIVE ASSESSMENT 2

Book, 2 or 3 authors:
McCarthy, E.J., William, D.P. & Pascale, G.Q. 2017. Basic marketing, Cape
Town: Juta.

Book, more than 3 authors:

Bond, W.R., Smith, J.T., Brown, K.L. & George, M. 2016. Management of small
firms, Sydney: McGraw-Hill.

Book, no author:
Anon. 2009. A history of Greece 1994-now. Sydney: Irwin.

eBook:
Harris, C.A. 1917. How to write music: musical orthography, edited by M.
Randall. New York, NY: H. W. Grey. http://gutenbert.org/files/37281/37281-
h/37281-h.htm. Date of access: 31 August 2017.

Academic Journal article with one author:

Allan, J. 2017. Nurturing a supportive learning environment in higher education
through the teaching of study skills: to embed or not to embed? International
Journal of Teaching and Learning in Higher Education, 19(2):64-76.

Academic Journal with 2 or more authors:

Glatt, M.M., Grindstone, C.H & Hult, C.J. 2019. The geographic expansion of
Mexican immigration in the United States and its implications for local law
enforcement. Law Enforcement Executive Forum Journal, 8(1):73-82.

Webpage, no author:
(use the first few words of the page title) Improve indigenous housing now, the
government told. 2007. Available from: <http://www.architecture.com.au/i-
cms?page=10220>. Date of Access, 8 February 2016.

98 HFMN330-1-Jan-Jun2025-SA2-AM-V.1-13122024
ANNEXURE J: SUMMATIVE ASSESSMENT 2

Website:
Australian Securities Exchange. 2019. Market Information. Available from:
<http://www.asx.com.au/professionals/market_information/index.htm>
Accessed on 5 July 2019.

Web-based image/table/figure:
The Lunar Interior. 2000. Available from:
http://www.planetscapes.com/solar/browse/moon/moonint.jpg 2 Accessed on
8 November 2016.

Blog:
Newton, A. 2007. Newcastle toolkit. 16 January 2007. Angela Newton: Blog.
Available from: <https://elgg.leeds.ac.uk/libajn/weblog/> Accessed on 23
February 2014.

Facebook and Twitter:

Smith, P. 2012. Social networking group, (Facebook), 6 October. Available
from: http://facebook.com Accessed on 29 October 2012.

Newspaper, print:
Wolhuter, T. 2011. How to read food labels. Star. 26, 2 Mar 2011.

Newspaper, electronic database:

Hans, B. 2011. Cosatu slams Swazi loan. The Mercury, 15 Aug.
http://www.iol.co.za/mercury/cosatu-slams-swazi-loan-1.1117816 Date of
access: 1 Sep. 2012.

5. Plagiarism occurs when a writer duplicates another writer's language or ideas and
then calls the work his or her own. Simply put, plagiarism is theft. This includes
the copying and pasting of work from textbooks, study guides, and journal articles.

99 HFMN330-1-Jan-Jun2025-SA2-AM-V.1-13122024
ANNEXURE J: SUMMATIVE ASSESSMENT 2

6. Academic sources:
• Not all sources can be classified as academic sources. To judge whether a
source is an academic source, take the following criteria into account:
• The author should be identifiable.
• The source should be published by a credible publisher (In an Academic
Textbook or Academic Journal).
• A list of references should be provided.
• Wikipedia is not a credible academic source. There is no one author
identifiable, and editing an article on this site is very easy. Also, blog posts often
provide valuable information, but this is not academically sound.

7. A Copyleaks Report will be issued via ColCampus once the assignment is

submitted. Please ensure that you follow the correct steps when uploading your
assignment to ensure that the Copyleaks Report is correctly issued. If the
incorrect document is uploaded, if no Copyleaks Report is issued, or if the
Copyleaks Report indicates that a 30% similarity/plagiarism score has been
exceeded, a mark of zero (0) will be awarded.

8. To obtain maximum results, consult the rubric included in this brief to ensure that
you adhere to and meet all the given criteria.

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ANNEXURE J: SUMMATIVE ASSESSMENT 2

Question 1 [20 Marks]

NTN Group Limited is a leading telecommunications company in Africa,
headquartered in South Africa. The company operates in over 20 countries and
provides a range of services, including voice, data, and digital services. NTN is
considering a significant capital investment to expand its 5G network infrastructure
across several key markets.

Required:
Construct a research essay on how capital budgeting techniques, discussed in your
prescribed courseware, influence the investment decision-making process for NTN
Group Limited's 5G network expansion project.

Marking guide:
1. Introduction. (2 Marks)
2. Capital Budgeting Techniques Analysis (15 Marks)
3. Conclusion (2 Marks)
4. Referencing (1 Mark)

Compulsory source to peruse:

• du Toit, M.J. and Pienaar, A. 2005. A Review of The Capital Budgeting
Behaviour of Large South African Firms. Research Journal of the School of
Accounting Sciences. 13(1), pp.19-27. [Online]. Accessed on 13 December
2024. [Sabinet]

The following learning outcomes are assessed in this assessment:

• Apply an appropriate approach to the capital budgeting decisions.

Ref: Chapter 13 (Unit 8)

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ANNEXURE J: SUMMATIVE ASSESSMENT 2

Note to students
Use the rubric which follows to guide you.

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 ANNEXURE J: SUMMATIVE ASSESSMENT 2

MARKING RUBRIC
Criteria Outstanding Above Average Satisfactory Insufficient
2 1-2 1 0
Provides a comprehensive
Introduction (2) Provides a good overview Provides a basic Fails to provide a clear overview
overview and clear
and clear objectives. overview and objectives. or objectives.
objectives.
12-15 8-11 4-7 0-3
Capital Budgeting Thoroughly explains and
Explains and accurately discusses Provides basic explanations Fails to explain or accurately
Techniques Analysis discusses NPV, IRR, and
NPV, IRR, and Payback Period. and discusses; limited discuss NPV, IRR, and Payback
(15) Payback Period; insightful
good interpretation. interpretation. Period; lacks interpretation.
interpretation.
2 1-2 1 0-1
Provides a clear, logical
Conclusion (2) Provides a good summary and Provides a basic Fails to provide a clear summary
summary and recommend
recommendations. summary and recommendation. or recommendation.
ations.
1 0-1
Referencing (1) The compulsory source was cited correctly in the text, as well The compulsory source was NOT cited correctly in the text, as well
as in the Reference list. as in the Reference list.

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Annexure K: Sample Summative Assessment 1

HIGHER EDUCATION PROGRAMMES

SAMPLE

Academic Year 2025: January - June

Sample Summative Assessment 1: Financial Management

(HFMN330-1)

NQF Level, Credits: 7, 10

Weighting: Sample

Assessment Type: Examination

Stationery: Black/blue pen, calculator

Pass Requirement: Sample

Examiner: Sandile Mahlanze

Educator: Murunwa Musingadi

Due Date: Sample

Total Marks: 70 marks

Duration: Not Applicable

104 HFMN330-1-Jan-Jun2025- Sample SA1-MM-V.1-30012025

Annexure K: Sample Summative Assessment 1

Instructions:

1. This script consists of seven (4) pages.

2. This examination consists of Section A: essay-type questions only.

3. Answer all questions on the answer booklet. No answers in pencil will be marked.
4. This is a Paper-Based Invigilated Assessment Event - you must submit a
handwritten answer sheet. We have provided an Assessment Answer Book. If you
cannot print this, you may use it as a template to guide you and/or to replicate it in
your handwritten answer sheet. You may not type your answers in the Assessment
Answer Book.
5. Good Luck!

The following Learning Outcomes are assessed in this assessment:

• Measure risk by means of variance, standard deviation and coefficient variations.
• The installments required to amortize the loan
• Identify sources of short-term financing.
• Establish a credit policy for a firm.

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Annexure K: Sample Summative Assessment 1

Question 1 (29 marks)

Calculate the standard deviation of returns for Target based on the following information.
The probabilities are 1 and they are all equal. (29 marks)

Annual Rate of Return (r)%

Year (t) Return (rt)
2005 6.6%
2006 4.7%
2007 -11.6%
2008 -30.0%
2009 42.5%
2010 26.3%
2011 -13.0%
2012 18.2%
2013 9.5%
2014 23.8%
Average (r) 7.7%

Question 2 (24 Marks)

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Annexure K: Sample Summative Assessment 1

Bob Jones bought a new log cabin for R76000 at 5.5% interest for 15 years. Prepare an
amortization schedule for the first 6 years. Annual payments are R15214. (24 marks)

Question 3 (8 Marks)

Bill invests R8000 at Blue Bank at a rate of 8% for 1 year. Calculate the effective interest
rate for 1 year if interest is payable in advance. (8 marks)

Question 4 (9 Marks)

R400 invoice dated July 5: terms 2/10, n/30; no freight; paid July 11.

Required:

4.1 Calculate the date for the end of discount period. Show you calculations. (3 marks)

4.2 Calculate payment on July 11. (6 marks)

TOTAL: 70 MARKS

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 Annexure L: Sample Summative Assessment 1 Memorandum

HIGHER EDUCATION PROGRAMMES

SAMPLE MEMORANDUM

Academic Year 2025: January - June

Sample Summative Assessment 1: Financial Management

(HFMN330-1)

NQF Level, Credits: 7, 10

Weighting: Sample

Assessment Type: Examination

Stationery: Black/blue pen, calculator

Pass Requirement: Sample

Examiner: Sandile Mahlanze

Educator: Murunwa Musingadi

Due Date: Sample

Total Marks: 70 marks

Duration: Not Applicable

108 HFMN330-1-Jan-Jun2025- Sample SA1-Memo-MM-V.1-30012025

 Annexure L: Sample Summative Assessment 1 Memorandum

Instructions:

1. This script consists of seven (7) pages.

2. This examination consists of Section A: essay-type questions only.

3. Answer all questions on the answer booklet. No answers in pencil will be marked.
4. This is a Paper-Based Invigilated Assessment Event - you must submit a
handwritten answer sheet. We have provided an Assessment Answer Book. If you
cannot print this, you may use it as a template to guide you and/or to replicate it in
your handwritten answer sheet. You may not type your answers in the Assessment
Answer Book.
5. Good Luck!

The following Learning Outcomes are assessed in this assessment:

• Measure risk by means of variance, standard deviation and coefficient variations.
• The installments required to amortize the loan
• Identify sources of short-term financing.
• Establish a credit policy for a firm.

Question 1 (29 marks)

109 HFMN330-1-Jan-Jun2025- Sample SA1-Memo-MM-V.1-30012025

 Annexure L: Sample Summative Assessment 1 Memorandum

Calculate the standard deviation of returns for Target based on the following information.
The probabilities are 1 and they are all equal. (29 marks)

Annual Rate of Return (r)%

Year (t) Return (rt)
2005 6.6%
2006 4.7%
2007 -11.6%
2008 -30.0%
2009 42.5%
2010 26.3%
2011 -13.0%
2012 18.2%
2013 9.5%
2014 23.8%
Average (r) 7.7%

Solution: Chapter 6, pages 111 - 118

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 Annexure L: Sample Summative Assessment 1 Memorandum

Target
(1) (2) (3) (4)
Year (t) Return (rt) Average return 𝒓𝒓 (1) – (2) rt - 𝒓𝒓 (3) (rt - 𝒓𝒓)2
2005 6.6% 7.7% -1.1% 1.2%
2006 4.7% 7.7% -3.0% 9.0%
2007 -11.6% 7.7% -19.3% 372.5%
2008 -30.0% 7.7% -37.7% 1421.3%
2009 42.5% 7.7% 34.8% 1211.0%
2010 26.3% 7.7% 18.6% 346.0%
2011 -13.0% 7.7% -20.7% 428.5%
2012 18.2% 7.7% 10.5% 110.3%
2013 9.5% 7.7% 1.8% 3.2%
2014 23.8% 7.7% 16.1% 259.2%
7.7% 4162.2%

(𝑟𝑟𝑡𝑡 − 𝑟𝑟 )2 𝑥𝑥 𝑃𝑃√ 4162.2√ 𝑥𝑥 1√

Standard deviation, σ = �∑10
𝑡𝑡=1 = � 10−1√ = �462.5√ = 21.5%√√
𝑛𝑛−1 √

LO:
Measure risk by means of variance, standard deviation and coefficient variations.

Question 2 (24 Marks)

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 Annexure L: Sample Summative Assessment 1 Memorandum

Bob Jones bought a new log cabin for R76000 at 5.5% interest for 15 years. Prepare an
amortization schedule for the first 6 years. Annual payments are R15214. (24 marks)

Solution: Chapter 7, pages 151-153

Payments
Beginning
Loan of year End of year
End of year payment principal Interest Principal principal
(1) (2) 5.5%x(2) = (3) (1)-(3) = (4) (2)-(4)
1 15214 76000 4180 11034 64966
2 15214 64966 3573 11640 53325
3 15214 53325 2933 12281 41044
4 15214 41044 2257 12957 28087
5 15214 28087 1545 13669 14418
6 15214 14418 793 14421 3 or 0

LO:
The installments required to amortize the loan

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 Annexure L: Sample Summative Assessment 1 Memorandum

Question 3 (8 Marks)

Bill invests R8 000 at Blue Bank at a rate of 8% for 1 year. Calculate the effective
interest rate for 1 year if interest is payable in advance. (8 marks)

[Show all your calculations and formula]

Solution: Chapter 9, pages 189-191

𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈 = 𝐏𝐏 𝐱𝐱 𝐑𝐑 𝐱𝐱 𝐓𝐓 = 𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖√ 𝐱𝐱 𝟎𝟎. 𝟎𝟎𝟎𝟎√ 𝐱𝐱 𝟏𝟏√

𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈𝐈
𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄 𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢 𝐫𝐫𝐫𝐫𝐫𝐫𝐫𝐫 = √
𝐟𝐟𝐟𝐟𝐟𝐟𝐟𝐟 𝐯𝐯𝐯𝐯𝐯𝐯𝐯𝐯𝐯𝐯 𝐨𝐨𝐨𝐨 𝐭𝐭𝐭𝐭𝐭𝐭 𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢−𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢

𝟔𝟔𝟔𝟔𝟔𝟔√
𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄𝐄 𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢 𝐫𝐫𝐫𝐫𝐫𝐫𝐫𝐫 = = 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎 𝐨𝐨𝐨𝐨 𝟖𝟖. 𝟕𝟕𝟕𝟕√
𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖√−𝟔𝟔𝟔𝟔𝟔𝟔√

LO:

Identify sources of short-term financing.

113 HFMN330-1-Jan-Jun2025- Sample SA1-Memo-MM-V.1-30012025

 Annexure L: Sample Summative Assessment 1 Memorandum

Question 4 (9 Marks)

R400 invoice dated July 5: terms 2/10, n/30; no freight; paid July 11.

Required:

4.1 Calculate the date for the end of discount period. Show you calculations. (3 marks)

4.2 Calculate payment on July 11. (6 marks)

Solution: Chapter 10, pages 227-231

4.1

July 5

+ 10

July 15

4.2

0.02 x R400 = R8

R400 – R8 = R392

LO:
Establish a credit policy for a firm.

TOTAL: 70 MARKS

114 HFMN330-1-Jan-Jun2025- Sample SA1-Memo-MM-V.1-30012025