Course Outline HLAA130 1 Jan June2024 MK V1 09022024

BOSTON CITY CAMPUS
COURSE OUTLINE
Legal Aspects of Accounting
(HLAA130-1)
Assessment Strategy (AS5)
January - June 2024
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
1 Course Outline-HLAA130-1-Jan-Jun2024-MK-V1-09022024
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 8
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 25

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 30
ANNEXURES:
A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 31
B. PROPOSED STUDY PROGRAMME 32
C. BREAKDOWN OF PRESCRIBED COURSEMATERIAL 43
D. ACADEMIC CALENDAR FOR 2024 44
E. PLAGIARISM INFORMATION SHEET 53
F. FORMATIVE ASSESSMENT 1 58
G. SAMPLE FORMATIVE ASSESSMENT 1 65
H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 79
I. FORMATIVE ASSESSMENT 2 92
J. SUMMATIVE ASSESSMENT 2 102
1. COURSE INTRODUCTION
1.1 Overview
Welcome to the Legal Aspects of Accounting (HLAA130-1) 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 Legal Aspects of Accounting is to provide students insight into aspects of the
• Companies Act No.71 of 2008,
• Companies Regulations 2011,
• Company Schedules 2001,
• Close Corporations Act 1984 No.69 of 1984, as amended,
• Auditing Profession Act No. 26 of 2005 and
• Other legislation that is of importance to accountants.
After studying Legal Aspects of Accounting, students should be able to understand and apply
the concepts in this module.
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: Legal Aspects of Accounting

(HLAA130-1)
• Learning type: Core
• Course level: 5
• Module credits: 12
• Notional hours: 120
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 12 credit module, the notional
hours will be 120.
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
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 Academic Calendar (Annexure D).
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.
1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].
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.
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.
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.
NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or 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 interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.
ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.
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) equipment
• Describing and unpacking of specific knowledge components
• 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 TMS2, online assessments, course
outlines, prescribed textbooks, study guides/workbooks, study plans and sample
assessments and memoranda
• Evaluation and feedback.
Learning consists of:

• Student access to information, communication, and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and practical
application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• 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.
Due Performance (DP): These modules are not weighted nor credit-bearing. However, the
minimum hours required in continuous professional and career development must be
completed before progressing to the next year of study or certification. It is vital that students
in degree programmes develop greater breadth of understanding of interrelated disciplines and
practices as mimicked in the world of work, and therefore participation in opportunities
provided in this module is compulsory. A summative assessment in the form of reflective essay
is required.
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.
2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
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), 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.
3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
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.
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.
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 formative 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 formative assessments.
This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.
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-
book4 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.
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
nolubabalon@boston.co.za
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 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.
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
ruanv@boston.co.za
Assessment Manager Contact details
Roman Adams 087-255-4292
romana@boston.co.za
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
nadinek@boston.co.za
Academic & Quality Manager (AQM) Contact details
Monique Sass 087-153-3989
moniques@boston.co.za
Educator Contact details
Azeema Ayob 087-163-8565
AzeemaA@boston.co.za
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.
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.
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
hendrik@boston.co.za
Registrar: Academic Contact details
Nadine Botha 087-255-4277
nadinek@boston.co.za
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
robynw@boston.co.za
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.
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 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
• Adams, A., Diale, T., Richard, G. 2022. Auditing Notes for South African Students.
Johannesburg: LexisNexis. 12th Edition.
Please note that only certain chapters are prescribed. The rest will be dealt with in upcoming
modules.
•
SAICA. SAICA Student Handbook Vol 2 A. Johannesburg: LexisNexis.
•
SAICA. SAICA Student Handbook Vol 2 B. Johannesburg: LexisNexis.
Take note that if SAICA books were received prior to 2023, Vol2A is split
between 2A(1) and 2A(2).
These legislative books go hand in hand with the above Auditing Notes textbook. Your Auditing
Notes textbook will refer to the SAICA legislative books. Please highlight and flag the sections
in the SAICA books applicable. You can bring these SAICA Act books with into the exam.
6.4 Recommended Reading
• Shoaib, A., 2017. KPMG Rocked by South African Corruption Scandal. Accountancy Age.
Available from: https://www.accountancyage.com/2017/09/27/kpmg-rocked-south-
african-corruption-scandal/ [Accessed 26 February 2021]. [Google Scholar]
• Coffee, J.C. 2019. Why do auditors fail? What might work? What won’t? Accounting and
Business Research, (49)5: 540-561. Available from:
https://www.tandfonline.com/doi/pdf/10.1080/00014788.2019.1611715 [Accessed 26
February 2021].
• Independent Regulatory Board for Auditors (IRBA). 2019. Guidance on the provision of non-
audit services by the auditor of a company. Available from
https://www.irba.co.za/upload/1%20Section%2090%20guidance%20updated%20final
%2017%20March%202015.pdf [Accessed 26 February 2021]
• 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, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’ learning
experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful to
send to your Educator when you have a question related to a topic covered within a
relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.
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 cycle5 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: AS5 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 Both FA1 and FA2 are 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 in the form of an online Multiple Choice Question (MCQ) Invigilated
Assessment Event
o SA2 is in the form of an assignment (research essay).
5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
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 D) which can be accessed at the Support Centre or from home.
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):

• For Formative Assessment 2 in the format of an assignment - read the instructions for the
assessment carefully before commencing with the assessment.
7.3 Summative Assessments
Summative Assessment 1 (SA1):

Students are required to sit for a final integrative summative assessment (Invigilated Assessment
Event) for the module at the end of the semester. This will be completed under invigilated
conditions as this is an Invigilated Assessment Event (examination).
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.
• Practice the learning activities 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
assessment in Annexure D: Academic Calendar.
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 or Microsoft Excel project. It must be in typed format and uploaded on the LMS.
8. GRADE REQUIREMENTS
The Formative and Summative assessments are weighted according to the following guidelines:
• Formative assessment is weighted thirty percent (30%) of the final module mark.
• Summative assessment is weighted seventy percent (70%) 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 15%
Refer: Academic Calendar Assessment 1
Due Date: Formative 15%
Due Date: Summative 60%
Due Date: Summative 10%
8.2 Summative Assessment (Examination) 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).
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 Invigilated Assessment Event (SA1), will count sixty percent (60%) and a
research or reflective essay (SA2) 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.
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.
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 E.
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 where students attempt
to cheat or “fool” the anti-plagiarism software by making use of hidden characters or software.
Copyleaks also identifies AI-generated text.
10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and other
sources and detect plagiarism and/or academic dishonesty. After submitting your assignment,
you will receive a comprehensive report with results, an aggregate similarity percentage, and
the ability to compare results against your original text. A Copyleaks Cheat Detection Report (see
below) will also indicate possible suspected cheating whereby Copyleaks has identified attempts
to cheat or “fool” the anti-plagiarism software by making use of hidden characters or AI-
generated text.
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
levels of similarities between a student’s submitted assignment and other original sources as
well as suspected cheating (see below). With each SA2 submission that a student uploads onto
ColCampus, a Copyleaks report will be issued, indicating a similarity percentage. This report will
serve as a plagiarism 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 the SA2 assignment onto ColCampus:
• No scanned PDF assignments are allowed to be submitted. Assignments MUST be

directly converted from MS Word to PDF format.
• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.
• If a student does not abide by these instructions and/or an incorrect document is
uploaded, a mark of zero will be awarded for the assessment.
• For Summative Assessment 2 (SA2): You should be working towards a similarity rating
of 30% or less. Where a Copyleaks Cheat Detection Report is issued, your submission
will automatically be treated as if you received a similarity rating in excess of 30%. For
this assessment (SA2), if a 30% similarity rating is exceeded, 25% of the assessment
total will be deducted from the final grade.
• 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 Cheat Detection Report will appear in the similarity report when a scan has detected an
abnormality in a 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 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 rating in excess of 30%.
A student is required to complete the online plagiarism declaration when uploading assessments
onto ColCampus.
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!
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.
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.
ANNEXURE B: PROPOSED STUDY PROGRAMME
Legal Aspects of Accounting (HLAA130-1)

LEARNING OUTCOMES PRESCRIBED FORMATIVE SUMMATIVE
RECOMMEN-
WEEK After studying the prescribed and recommended COURSE- TMS (VIDEO) ASSESSMENT ASSESSMENT OTHER
DED BOOK(S)
material for the week, you should be able to: WARE (FA) (SA)
• Calculate the public interest score and conclude
based on the results.
• Identify when a company’s financial statements

should be compiled internally or independently.
• Differentiate between State owned and Profit

companies and the Financial Reporting
Standards that they can use. Complete
Self-
Take note of
• Identity and discuss when a company must be Assessment
important
audited. Unit 1 Activities and
1 72 min 144 min N/A dates in your
216 min Learning
Academic
• Identity and discuss when a company must be Activities
Calendar
independently reviewed.
288 min
• Define, identify and discuss reportable
irregularities.
• Identity and discuss which companies must

appoint a Social and Ethics committee and what
the functions of the Social and Ethics committee
will be.

RECOMMEN-
DED BOOK(S)
• Give advice, discuss the concerns and apply the
interpretation of the Companies Act concerning:
o Related and inter-related persons, and
control;
o Subsidiary relationships;
o The solvency and liquidity test; and
o Anti-avoidance
• Differentiate between the different types of

companies and list the different requirements
applicable to each type.
Complete Self-
• Give advice, discuss the concerns and apply the Assessment
criteria for: Activities and
o Names; Unit 2
2 72 min 144 min Learning N/A
o The right to incorporate and register a 216 min
Activities
company; and
o The memorandum of incorporation and 288 min
amending the memorandum of incorporation
• Give advice on the legal status of a company and

the validity of company actions.
• Give advice and apply the criteria for pre-

incorporation contracts.
• Identify and discuss the potential consequences

of reckless trading.

RECOMMEN-
DED BOOK(S)
requirements regarding company records,
including:
o The form and standards of company records;
o Record keeping, financial statements,
annual financial statements and annual
returns

requirements of the Act regarding:
o The legal nature of company shares and the
requirements to have shareholders;
o The authorization for shares;
o The amendment of the memorandum of
incorporation regarding shares; Complete Self-
o The preferences, rights and limitations of Assessment
each class of share; Activities and
Unit 3
3 o The issuing of shares; 72 min 144 min Learning N/A
216 min
o The subscription of shares; Activities
o The capitalization of shares;
o The authorization of distributions; 288 min
o The acquisition of shares by the company or
a subsidiary.
• Identify, give advice, discuss the concerns and

apply the requirements of the Act regarding:
o The provision of financial assistance for the
subscription of securities and
o The provision of loans or other financial
assistance to directors.
• Discuss the requirements for securities

registration and transfer at a very basic level.

RECOMMEN-
DED BOOK(S)
o Shareholders rights;
o Quorum of meetings;
o Notice of meetings;
o Conduct of meetings; and
o Shareholders resolutions.
o The board of directors and prescribed
officers;
o The election of board members;
o The ineligibility and disqualification of board
members;
o Vacancies on the board and Complete Self-
o The removal of directors. Assessment
• Give advice, discuss the concerns and apply the Activities and
requirements of the Act regarding: Unit 4
o Board committees; 216 min
Activities
o Board meetings; and
o Directors acting other than at meetings. 288 min
• Identify a director’s personal financial interest.
requirements of the Act when a director has a
personal financial interest.

o The standards of directors’ conduct;
o The liability of directors and prescribed
officers; and
• The indemnification of directors, and directors’

insurance.

RECOMMEN-
DED BOOK(S)
Estimated
preparation
time: 6 hours
View/study Submit FA1
Sample online on
5 & 6 DUE: FORMATIVE ASSESSMENT 1 Review Review N/A
Formative ColCampus
Assessments
Due: Refer to
Academic
Calendar
o The mandatory appointment, and the
appointment process of the company
secretary, auditor and audit committee; Complete Self-
o The registration of the company secretary Assessment
and auditor; Activities and
o Juristic persons or partnerships as the Unit 5
company secretary; 216 min
Activities
o The duties and rights of the company
secretary, auditor and audit committee; 288 min
o The resignation and removal of the company
secretary and auditor and
o The rotation of auditors.
• Identify, give advice, discuss the concerns and

apply the requirements of the Act regarding:
o The approval to dispose of all or the greater
part of assets or undertaking of a company
and
o Proposals for mergers and amalgamations
and scheme of arrangements.

RECOMMEN-
DED BOOK(S)
o The winding-up and de-registration of solvent
companies and
o All aspects on business rescue, the business
rescue practitioner and the business rescue
plan.
• Understand at a basic level, the requirements of

the Act regarding:
o The protection of whistle-blowers;
o The application to declare a director
delinquent or under probation;
Complete Self-
o The relief from oppressive or prejudicial
Assessment
conduct or from abuse of the separate juristic;
Activities and
personality of the company; Unit 6
o Complaints to the commission or panel; 216 min
Activities
o The powers to support investigations and
inspections and
o Companies tribunal adjudication procedures. 288 min
• Have a basic understanding of the requirements

of the Act regarding:
o Regulatory agencies;
o Breach of confidence;
o False statements, reckless conduct and non-
compliance;
o Hindering administration of the Act;
o Penalties;
o Civil actions and
o Limited time for initiating complaints.

RECOMMEN-
DED BOOK(S)
Complete Self-
Assessment
9 • Give broad advice on the Close Corporation Act
Unit 7 Activities and
and other legislation that the company shall 72 min 144 min Learning N/A
216 min
comply with. Activities
288 min
Complete Self-
Assessment
10
• Give advice and apply the requirements of Unit 8 Activities and
72 min 144 min Learning N/A
schedules 2, 3 and 5. 216 min
Activities
288 min
Estimated
preparation
time: 6 hours
View/study Submit FA2

11 & DUE: FORMATIVE ASSESSMENT 2 Sample online on
Review Review ColCampus N/A
12 Formative
Assessments
Due: Refer to
Academic
Calendar
Complete Self-
Assessment
• Explain the registration requirements for Activities and
Unit 9
13 individuals and firms as registered auditors in 72 min 144 min Learning N/A
216 min
terms of the Auditing Profession Act. Activities
288 min

RECOMMEN-
DED BOOK(S)
• Describe and apply the duties, rights,

Complete Self-
responsibilities, liability, accountability and
Assessment
offences of the auditor in terms of the Auditing
Activities and
Profession Act and Unit 10
216 min
Activities
• Define a reportable irregularity and describe the
procedures the auditor must follow if a reportable
288 min
irregularity is discovered.
View all
View/study Examination:
previous FA’s Submit SA2
15 - Sample Refer to
EXAM WEEKS Review Review with online on
17 Summative academic
suggested ColCampus
Assessments calendar
solutions
ANNEXURE C: BREAKDOWN OF PRESCRIBED COURSE MATERIAL
The prescribed books for this module are (please always keep ALL books):
• Adams, A., Diale, T., Richard, G. 2022. Auditing Notes for South African
Students. Johannesburg: LexisNexis. 12th Edition.
Please note that only certain chapters are prescribed. The rest will be dealt with in
upcoming modules.
• SAICA. SAICA Student Handbook Vol 2 A. Johannesburg: LexisNexis.

• SAICA. SAICA Student Handbook Vol 2 B. Johannesburg: LexisNexis.
Take note that if SAICA books were received prior to 2023, Vol2A is split
between 2A(1) and 2A(2).
These legislative books go hand in hand with the above Auditing Notes textbook. Your
Auditing Notes textbook will refer to the SAICA legislative books. Please highlight and flag
the sections in the SAICA books applicable. You can bring these SAICA Act books with into
the exam.
Please keep these books as you will use them in future modules.
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 prescribed textbook that make up the respective units in your study programme.

Always read the textbook with the Act!
UNIT CHAPTERS IN PRESCRIBED TEXTBOOK Sections in the Act
1 Chapter 3, Auditing Notes Regulations Companies Act
2 Chapter 3, Auditing Notes S1-22 Companies Act

Formative Assessment 1 therefore covers Units 1, 2, 3 and 4
7 Chapter 3, Auditing Notes Closed Corporations Act (Will be
made available on ColCampus)
8 Chapter 3, Auditing Notes Companies Act p159-170
Schedules 2, 3, 5
Formative Assessment 2 therefore covers Units 5, 6, 7 and 8
9 Chapter 3, Auditing Notes S1-38 Auditing Profession Act
10 Chapter 3, Auditing Notes S41-60 Auditing Profession Act
43 Course Outline-HLAA130-1-Jan-Jun2024-EDK-V1-24012024
ANNEXURE D: ACADEMIC CALENDAR FOR 2024
Academic Calendar Sem A 2024

SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 16 17:00 Applications Close
February 17 13:00 Registrations Close
1 February 19 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 February 25 23:59 25 February 2024 23:59. Feedback given in Week 2
2 March 3 23:59 3 March 2024 23:59. Feedback given in Week 3
FA 1 – Assignment Due
6 March 28 23:59 28 March 2024 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, 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,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, 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, HFAC130-1, HFAC131-1, HFAC132-1,
HFAC201-1, HFAC231-1, HFAC232-1, HFAC301-1,
HFAC334-1, HFMN230-1, HFMN233-1, HFMN300-1,
HFMN301-1, HFMN302-1, HFMN330-1, HFMN331-1,
HFOA100-1, HGOP330-1, HGPLC230-1, HGPLD230-1,
HHIVC1181, HHM1181, HHMP1181, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,
44 AcademicCalendar2024-V11-04012024

HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HHWPT1181, HIAI1181, HIAP1181, HICMA1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, HLAA130-1, HLGE330-1,
HLLW330-1, HLTX330-1, HLWC1181, HLWC130-1,
HLWC200-1, HLWC230-1, HLWE230-1, HLWH1181,
HLWI230-1, HLWL200-1, HLWL300-1, HLWM200-1,
HLWP130-1, 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,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HRP1181, HSAD300-1,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, 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,
HWBAC230-1, HWBHR330-1, HWBLW330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWCBMP1171, HWCGMT1181, HWCHAP1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCMP1171, HWCMSM1181,
HWCMSP1181, HWCMTM1181, HWCPLP1181,
HWCTTMP1181, HWDBM300-1, HWDEM300-1,
HWDFA300-1, HWDHR300-1, HWDMM300-1,
HWFM300-1, HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 28 23:59 28 March 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1

9 April 18 17:00 FA 1 - Results Release
10 April 25 13:00 FA 1 - Results Appeal Close and Release
10 April 26 23:59 26 April 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 May 10 23:59 10 May 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
HFMN230-1, HFMN330-1, HFMN331-1, HGOP330-1,
HHRD130-1, HHRM130-1, HHRM332-1, HHRM333-1,
HISL130-1, HLAA130-1, HLGE330-1, HLWC130-1,
HLWP130-1, HMAC230-1, HMAC330-1, HMKT130-1,
HMKT330-1, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPFM440-1,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HSYD100-1, HSYD201-1, HTAX230-1,
HTAX331-1, HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1
FA 2 – Online Quiz Due
Complete online via ColCampus no later than
12 May 10 23:59 10 May 2024 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HGPLC230-1,
HGPLD230-1, HHRD230-1, HHRM230-1, HHRM331-1,
HIFSE1181, HILFA1181, HIPLW130-1, HLLW330-1,
HLTX330-1, HLWC230-1, HLWE230-1, HLWI230-1,
HLWS130-1, HMAC200-1, HMKT230-1, HPDL230-1,
HPLW230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,

HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 May 10 23:59 ColCampus no later than 10 May 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 May 10 23:59 10 May 2024 23:59.
13 May 17 13:00 FA 2 - Results Release
14 May 23 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 May 27 23:59 ColCampus no later than 27 May 2024 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Remember: SA 2’s to be submitted online via
15 to 17 May – June 27 - 10 ColCampus as per due date on SA 2 cover page.
15 May 27 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 May 28 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 May 29 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 May 30 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 May 31 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 June 3 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
16 June 4 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 June 5 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1

15:00-17:00 HRMM330-1, HPSY232-1
16 June 6 09:00-12:00 HAUD230-1

09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 June 7 09:00-12:00 HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 June 10 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, HPSW230-1, HSOC331-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 June 3 09:00-12:00 HPBM440-1
16 June 6 09:00-12:00 HPMK440-1
17 June 10 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 May – June 27 - 10 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit. These
15 to 17 May – June 27 - 10 exams must be completed within the exam period.

Remember: SA 2’s to be submitted online via
ColCampus as per due date on SA 2 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 May – June 27 - 10 23:59 later than 10 June 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 June 10 23:59 ColCampus no later than 10 June 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 June 14 09:00-12:30 ASSESSMENT EVENTS
19 June 25 13:00 SA 1 & 2 Results Release
19 June 28 17:00 SA 1 & 2 Results Appeal Close and Release
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
20 to 21 July 4 - 10 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
20 July 4 HFAC334-1

HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1
HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
20 July 5 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,
12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 July 8 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 July 9 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 July 10 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
cover page.
20 July 4 09:00-12:00 HPBM440-1
21 July 8 09:00-12:00 HPMK440-1
21 July 10 09:00-12:00 HPBM443-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
20 to 21 July 4 - 10 completed within the exam period.

HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
20 to 21 July 4 - 10 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
20 to 21 July 4 - 10 23:59 10 July 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,

HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
20 to 21 July 4 - 10 23:59 online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 July 15 09:00-12:30 EVENTS
22 July 17 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 July 22 13:00 Release
HE OFFICE CLOSED FROM 23 JULY – 26 JULY 2024
ANNEXURE E: 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 Plagiarism Info Sheet-HLAA130-1-V1-9022023

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 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.

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 Beginners Guide available in the Library

Module on ColCampus.

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. Available 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.

ANNEXURE F : FORMATIVE ASSESSMENT 1
HIGHER EDUCATION PROGRAMMES
Academic Year 2024: January - June

Formative Assessment 1: Legal Aspects of Accounting
(HLAA130-1)
NQF Level, Credits: 5, 12
Weighting: 15%
Assessment Type: Open Book
Examiner: M. Kermis
Educator: A. Ayob
Due Date: 28 March 2024
Total: 100 marks
Instructions:
• This paper consists of 3 questions.
• It is based upon units 1- 4 of your study guide.
• All questions are compulsory.
• When answering a question, always state the section/regulation in the Act,
then apply the specific section/regulation identified in the Act to the
question/information/scenario.
• Copyleaks is not applicable.
• The SAICA Competency Framework Reference at the end of a question is for
recordkeeping and will inform you which SAICA Competency is covered in the
question.
58 HLAA130-1-Jan-Jun2024-FA1-MK-V2-30112023
QUESTION 1 (50 marks)
Santa (Pty) Ltd (Santa) is a new gift shop that sells cards, different gifts, and other gift
ideas to the public. Santa started trading on 1 March 2012, and their year-end is 28
February 2023. Santa had an excellent sales year, and they have their financial
statements compiled by Jane Mcenroe, a newly qualified CA(SA) who is busy starting
her own business, Mcenroe and Partners Incorporated (Mcenroe).
Below are details regarding the financial statements of Santa:

Shareholders of Santa 82
Employees at 1 March 2022 256
Employees at 28 February 2023 244
Long-term liabilities R75 034 295
Short-term liabilities R290 375
Turnover for the year R132 052 039
The information regarding Jane Mcenroe is as follows:

Jane met the requirements for registration as a CA(SA) in November 2022 and
decided to only register as a Registered Auditor (RA) in January 2024. Jane is
currently not registered with any other Professional body. Jane does not have a
personal financial interest in Santa and has never been involved in the day-to-day
management of Santa. Jane is not a prescribed officer or full-time executive employee
and is not related to anyone at Santa.
REQUIRED:
1.1 Define the Public interest score with reference to the Companies Act 2008
and Regulation 26.
(4 marks)
1.2 Calculate the Public Interest Score for Santa (Pty) Ltd.
(10 marks)
1.3 Discuss whether the financial statements of Santa are internally or

independently compiled and state your reasons.
(17 marks)
1.4 If the Public interest score for Santa (Pty) Ltd is 260, and the financial
statements are independently compiled, please advise if the financial
statements need to be audited or independently reviewed. Include in your
answer the requirements of Regulations 28 and 29 to motivate your answer.
(19 marks)
Competency Framework Reference
F.1 CONCEPTS AND PRINCIPLES OF ASSURANCE ENGAGEMENTS
F1.1 Concept of assurance

Advise on an organisation’s need for assurance engagements (public
a)
interest; distinction between statutory and voluntary audits)
F1.2 Expectation gap
Explain the role of professional auditors in assurance engagements from
b)
a public interest perspective
Joshua Floor (Pty) Ltd “(Joshua)” is a tile company that produces tiles for sale to the
wholesale industry. The year-end for Joshua is 30 June 2023. Joshua has been
struggling financially over the last two years and cannot cope with all the latest interest
rate hikes. This has resulted in them making losses over the last two years, and
Joshua is trying its best to turn things around.
An extract of the financial statements indicated the following;
Net Liability position of R5 000 000 at 30 June 2022.
The current year's loss of R2 000 000 at 30 June 2023 is a result of a decrease in the
demand for tiles over the last two years.
During July 2022, the bank refused to increase Joshua’s overdraft facility, indicating
that Joshua has a net liability position. Joshua has a negative current asset ratio,
indicating Joshua will not be able to repay the increase in the overdraft. Joshua is in
financial distress. In August 2022, one of the five directors, Sam Young, entered into
an agreement with one of Joshua’s suppliers to purchase luxurious tiles worth
R3 000 000 to turn the situation around. He did not request board approval, as is
required for all purchases above R500 000, as he felt there was no time to request
approval.
To date, Joshua has not sold these luxurious tiles, and Joshua does not have the
funds to repay the supplier.
REQUIRED:
2.1 Define reckless trading and apply it to the situation of Joshua. Also, highlight
the steps the CIPC will take to remedy reckless trading.
(10 marks)
2.2. Discuss the conduct of Sam Young with reference to Section 76 of the
Companies Act of 2008.
(10 marks)
2.3. Discuss the liabilities of directors, indemnification, and directors insurance in

terms of sections 77 and 78 of the Companies Act of 2008.
(15 marks)
2.4 What remedies do the shareholders have if it is found that Sam Young
neglected his duties as director of Joshua in terms of section 71 of Companies
Act of 2008.
(5 marks)
F6.1 Related services engagements

Describe statutory, professional and ethical issues related to the
b) undertaking of the other related services (e.g., codes of ethics, IAASB
framework and other regulatory requirements (national and international))
Match the term in the first column to the description in the second column.
(10 marks)
TERM DESCRIPTION
A. In terms of section 8 of the 1. It must meet the criteria for a private
Companies Act, two types of company.
companies can be formed – Name
one
B. One of the profit companies is 2. Promote compliance with the Bill of
Rights as provided for in the Constitution.
C. A private company is private 3. Stipulates the categories of companies
because that are required to be audited.
D. A personal liability company 4. A person may enter into a written
agreement, in the name of an entity that has
not yet been incorporated.
E. The purpose of the Company Act 5. A State Owned Company.
in terms of section 7 of the
Companies Act
F. Regulation 28 6. The Memorandum of Incorporation and
any rules the company has made.
G. Regulation 29 7. The Memorandum of Incorporation
prohibits it from offering any of its securities
to the public.
H. Pre-incorporation contracts 8. A person who holds a beneficial interest
in any securities issued has a right to any
information granted by the Memorandum of
Incorporation.
I. Access to company’s records 9. Profit companies.
J. Every company must maintain a 10. Deals with the matter surrounding the
copy of independent review of a company’s financial
statements.
F.1 CONCEPTS AND PRINCIPLES OF ASSURANCE ENGAGEMENTS
F1.1 Concept of assurance

Advise on an organisation’s need for assurance engagements (public
a)
interest; distinction between statutory and voluntary audits)
F1.3 Regulatory environment of assurance engagements
Apply regulatory requirements (laws, regulations, standards) that

b)
define/affect/protect the auditor’s rights and duties
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1
Academic Year 2024: January – June
Sample Formative Assessment 1: Legal Aspects of Accounting

(HLAA130-1)
Weighting: 15%
Examiner: C. Pfister
Educator: A. Ayob
Due Date: Sample
Total: 100 marks
Instructions:
• It is based upon units 1-4 of your study guide.
• When answering a question, always state the section/regulation in the
Act, then apply the specific section/regulation identified in the Act to the
question.
65 HLAA130-1-Jan-Jun2024-SampleFA1-CP- V2-18012022
Question 1 (8 marks)
During the review of Pearson (Pty) Ltd., the team learned that the company sells books
to Book Worms (Pty) Ltd. The average monthly sales to Book Worms (Pty) Ltd.
amounts to R320 000.
Throughout the review you picked up that the payments in respect of these sales were
deposited into a bank account that does not appear in the accounting records of
Pearson (Pty) Ltd.
Per enquiry from the financial manager, he informed you that the company’s only
director deals directly with Book Worms (Pty) Ltd. He is solely responsible for all sales.
The director of Book Worms (Pty) Ltd. is also one of his close friends.
Required:
With reference to the above scenario, identify, discuss and apply the Companies Act
Regulation that might be applicable.
(8 marks)
IV-5 Identifies and responds to reportable irregularities

Investigates a potential unlawful act or omission to determine whether
there is reason to believe that it constitutes a reportable irregularity
Follows the prescribed process if a reportable irregularity is identified
Creative Arts (Pty) Ltd. is a company selling art supplies. You’ve noticed that the
company has been doing really well lately.
You are interested in investing in the shares of Creative Arts (Pty) Ltd., but you require
financial assistance to do so.
You are friends with the director of the company and you approached him to assist
you with the funds (via Creative Arts (Pty) Ltd.) to invest in the company’s shares.
Required:
2.1 In terms of the Companies Act, will a company be able to provide financial
assistance?
(2 marks)
2.2 What would the company need to consider before providing financial
assistance?
(4 marks)
SAICA SAICA Competency Name & Description in relation to Accounting

Competency and External Reporting
No
II-3.2 Evaluates the entity’s governance structure
Understands and explains the components of the entity’s governance

structure (e.g. board of directors, audit committee)
Explains to stakeholders the primary characteristics of good governance

(i.e. discipline, transparency, independence, accountability,
responsibility, fairness, social responsibility)
Evaluates an entity’s governance structure and identifies areas needing
improvement (gap analysis)
Yealink (Pty) Ltd. realised a well-deserved profit for the 28 February 2019 year. The
shareholders of the company is in the process of approving a distribution of some of
the capital of the company.
On 28 February 2019 the company’s total assets and liabilities amounted to R550 000
and R555 000, respectively. You can assume that these amounts are fairly valued.
Required:
3.1 Identify the section of the Act deals with the authorization of a dividend
distribution. List the factors that should be in place before the board of the
company will be able to authorize a dividend distribution.
(5 marks)
3.2 Identify which other important section of the Companies Act 2008 should be
considered as part of the process of authorizing a dividend to be distributed?
Give reasons for why this section is important.
(3 marks)
3.3 Based on the information supplied, would you suggest that Yealink (Pty) Ltd.
should go ahead with the planned distribution? Note that you do not have to
mention the relative sections of the Act again. (4 marks)
SAICA SAICA Competency Name & Description in relation to

Competency Accounting and External Reporting
No
V-3.4 Evaluates decisions related to distribution of profits
Evaluates the manner in which an entity distributes profits to

shareholders
Recommends the most appropriate method to distribute profits
You are one of the directors of Wood Works (Pty) Ltd., a company manufacturing
wooden furniture.
During a directors meeting you and the rest of the directors discussed the possible
contract with a new wood supplier, Forrest Timbers (Pty) Ltd.
What the rest of the directors are not aware of is the fact that you own 20% of the
shares in Forrest Timbers (Pty) Ltd.
Required:
4.1 Discuss if you as director are required to disclose the shares you hold in Forrest
Timbers (Pty) Ltd. to the rest of the board of Wood Works (Pty) Ltd.
(4 marks)
4.2 When a director has a personal financial interest, explain what need to be
disclosed in terms of the personal financial interest.
(4 marks)
4.3 What can happen if a director did not disclose a personal financial interest?
(3 marks)

No


In terms of the Companies Act 2008 two types of companies may be formed and
incorporated.
Required:
5.1 Name the two types of entities that may be formed.

(3 marks)
5.2 Give the meaning of these two types of entities.

(3 marks)
5.3 Who will be able to incorporate each of these types of entities?

(3 marks)
5.4 What are the expressions used with the different types of companies?
5.5.1 Personal liability company
5.5.2 Private company
5.5.3 Public company
5.5.4 State owned company
5.5.5 Non-profit company
(5 marks)
SAICA Competency SAICA Competency Name

No
Understands the legal form and structure of the
V-1.2
entity
Prepares a preliminary analysis of the appropriate forms
of organisation for fulfilling these objectives in the light of
the entity’s stated financial objectives.
Includes consideration of – form of ownership (e.g. public
vs private company, close corporations, proprietorship,
partnership), extent of ownership (e.g. direct investment
vs outsourcing or strategic alliances), tax issues, trade
issues and location of investment or sourcing, applicable
legislation.
You are one of the audit trainees assigned to the audit of Protea Place (Pty) Ltd. for
the year ending 31 December 2018.
You are provided with the following information on Protea Place (Pty) Ltd. for the 31
December 2018 year:
• Turnover R12 000 500

• Directors (none of the directors are shareholders) 3
• Average number of employees for the year 65
• Amounts owed to third parties R1 250 000
• Individuals with direct interest in company 3
• Charitable donations R500 000
Required:
6.1 Explain what a public interest score is?

(2 marks)
6.2 Calculate the public interest score of Protea Place (Pty) Ltd. for the 31 December
2018 year.
(7 marks)
6.3 Identify three matters which will be affected by a company’s public interest score.
(3 marks)

Competency No Accounting and External Reporting
IV-2.3 Determines which set of criteria to apply to the subject

matter being evaluated
Assesses the suitability of criteria:
For general-purpose financial statements, such criteria would

include IFRS, IFRS for SMEs and GRAP
For other engagements identifies what set of criteria best

applies to the subject matter being evaluated
III -1.1 Identifies the appropriate reporting framework

Decides on the appropriate reporting framework based on the
entity’s financial reporting regulatory requirements and on the
needs of identified stakeholders:
For general-purpose financial statements, the basis may be
full IFRS or IFRS for SMEs depending on the public interest
score, or generally recognised accounting practice (GRAP) in
the case of certain entities in the public sector
Mr Bosch is one of the shareholders of Media World (Pty) Ltd. He received notice of
the company’s annual general meeting being held on 29 March 2019, this notice was
received on 22 March 2019.
As part of the notice received a proposed resolution for a change to the company’s
Memorandum of Incorporation (MOI) was received.
The company’s MOI doesn’t make provision for changes to meeting notice periods
prescribed in the Act.
Required:
7.1 Did Mr Bosch receive sufficient notice for the said meeting?
(4 marks)
7.2 Besides the few facts that Mr Bosch received per the above, what else should
be included in the notice of the meeting that the company sends to the
shareholders?
(4 marks)
7.3 Will the proposed resolution for changing the company’s MOI constitute an
ordinary or special resolution?
(1 mark)
7.4 List four examples of when a special resolution will be required by a company.
(4 marks)

Competency Accounting and External Reporting
No
III-3.2 Identifies regulatory and other filing requirements
Describes the types of reports needed to meet other specialised
financial reporting needs
Describes the processes and systems that support compliance and
reporting obligations
III-1.2 Analyses financial reporting needs
Identifies each stakeholder group’s information and reporting needs
8.1 Discuss in full detail which types of companies’ financial statements must be
audited.
(9 marks)
8.2 When will a company be exempt from the requirement to have its financial
statements audited or independently reviewed?
(3 marks)
IV-1 Analyses, evaluates and advises on an entity’s assurance needs

Understands the various types of assurance and non-assurance
services that are available
SAICA
SAICA Competency Name & Description in relation to Accounting and
Competency
External Reporting
No
Determines which set of criteria to apply to the subject matter
IV-2.3
being evaluated
Assesses the suitability of criteria:
For other engagements identifies what set of criteria best applies to
the subject matter being evaluated
Simply Bee (Pty) Ltd. had the following Public Interest Scores for the last 5 years:
2014 450
2015 522
2016 490
2017 485
2018 515
Required:
9.1 When would a company be required to appoint a Social and Ethics committee?
(4 marks)
9.2 Would Simply Bee (Pty) Ltd. be required to appoint a Social and Ethics
committee and why?
(3 marks)
9.3 If a company is required to have a Social and Ethics committee, when must this
committee be appointed and how must the committee be put together?
(5 marks)

No


ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT 1 MEMORANDUM
MEMORANDUM
Academic Year 2024: January - June
Sample Formative Assessment 1: Legal Aspects of Accounting

(HLAA130-1)
Weighting: 15%
Examiner: C. Pfister
Educator: A. Ayob
Due Date: Sample
Total: 100 marks
Instructions:
• When answering a question, always state the section/regulation in the
Act, then apply the specific section/regulation identified in the Act to the
question.
79 HLAA130-1-Jan-Jun2024-SampleFA1memo-CP-V2-18012022
Grader take note: Throughout the paper, where the memo provides for the
broad section of the Act and not a specific subsection, still give mark to the
student. For example, if memo states Sec 8 and student gives subsection Sec
8(2)(a), check if subsection Sec 8(2)(a) applies and give student the mark. If
student is more specific than the memo, they must get the mark.
Question 1 Maximum of 8 marks awarded (8 marks)
The said circumstances would need to be considered under Regulation 29 of the
Companies Act, to determine if it constitutes a reportable irregularity. 
Per Regulation 29 a reportable irregularity is defined as:

• Any act or omission committed by any person responsible for the management
of a company, which 1/2
• unlawfully has caused or is likely to cause material financial loss to the
company, or any other member, shareholder, creditor or investor of the
company in respect of his, her or its dealings with the company or 1/2
• is fraudulent or amounts to theft or 1/2
• causes or has caused the company to trade under insolvent circumstances.
1/2
Application of regulation:
• The director of the company is involved with these sales, the director qualifies
as management.
• The shareholders and SARS may suffer a material financial loss because of
sales being deposited into a bank account that does not appear in the
accounting records of Pearson (Pty) Ltd.
• These transactions will constitute fraud as money is being deposited into a bank
account that is not part of the accounting records of Pearson (Pty) Ltd. 
• We do not have sufficient information to know if this has caused the company
to trade under insolvent circumstances. 
Therefore the said circumstances will constitute a reportable irregularity under

Regulation 29 and would need to be reported to the Commission. Give mark if
student’s argument is valid.
Learning Outcomes:
Identifying a reportable irregularity.
Ref: (Page 3/9, unit 1)
2.1 (2 marks)
In terms of section 44 of the Companies Act Creative Arts will be able to provide you
with financial assistance to purchase shares in the company itself. 
2.2 (4 marks)
The financial assistance will be allowed, provided that:
• Sec 44(4) Any provisions or restrictions in respect of the granting of financial
assistance set out in the MOI are adhered to and
• Sec 44(3) The board is satisfied that
o Immediately after providing the financial assistance, the company would
satisfy the liquidity/solvency test
o The terms under which the financial assistance is proposed, are fair and
reasonable to the company
• A special resolution is obtained
Learning Outcomes:
Financial assistance for subscription of shares
3.1 (5 marks)
Per Section 46(1) of the Companies Act 2008 the company must not make a
distribution unless:
• It is pursuant to an existing legal obligation or court order OR 
• The board of the company has passed a resolution authorizing the distribution
AND
• It reasonably appears that after the distribution, the company will satisfy the
liquidity and solvency test AND
• The board resolution states that the directors applied the liquidity and solvency
test and reasonably concluded that the requirements of the test were
satisfied.
3.2 Maximum of 3 marks awarded (3 marks)

Section 4 – Solvency and liquidity test in terms of the Companies Act 2008 should be
considered before making a distribution to the shareholders. 
This section is important because:

• It considers the company’s ability to pay its debts as they become due for a
period of 12 months after the distribution.
• Helps to protect stakeholders in the company from abuse by the directors of
their powers.
• It represents a fundamental change to company legislation. The Company’s Act
1973 was based on capital maintenance that was inflexible an over-regulatory.
This new section on the solvency and liquidity test has proved to be affective.

• It comes into play throughout the Act whenever there are outflows of amounts
relating in some way to capital of profits. 
3.3 Maximum of 4 marks awarded (4 marks)

Per the solvency and liquidity test one of the requirements are that the value of the
company’s assets has to exceed that of its liabilities in order to affect a distribution.
Based on the information supplied the company’s liabilities exceeded its assets as at
28 February 2019.
550 000 / 555 000 = 0.99:1 
Therefore Yealink (Pty) Ltd will not be able to approve the planned distribution.

Should they go ahead with the distribution they will be in contravention of the
Companies Act 2008.
Learning Outcomes:
Solvency and liquidity test
Distributions must be authorised by the board
Ref: (Page 3/13 & 3/32, unit 2 & 3)
4.1 Maximum of 4 marks (4 marks)

In terms of Section 1 of the Companies Act 2008 – personal financial interest is
defined as:
• A direct material interest of a person, of a financial, monetary or economic
nature, or to which monetary value may be attributed.
The investment in Forest Timbers (Pty) Ltd therefore would qualify as a personal
financial interest.
In terms of Section 75 of the Companies Act 2008 you would be required to disclose
the interest you have in Forest Timbers (Pty) Ltd to the rest of the board of Wood
Works (Pty) Ltd.

4.2 (4 marks)
In terms of Section 75(5) of the Companies Act 2008 in case of a personal financial
interest of a director, the director would need to disclose the following:
• MUST disclose the interest and its general nature before the matter is
considered at the meeting
• MUST disclose to the meeting, any material information he has relating to the
matter
• MAY disclose any observations/insights if requested to do so by the other
directors
4.3 (3 marks)
In terms of Section 77 of the Companies Act 2008 should a director not disclose a
personal financial interest the director, this will be a breach of fiduciary duty and he
can be held liable in terms of the common law for any loss, damages or costs sustained
by the company as a consequence of the breach by the director.
Learning Outcomes:
Directors’ personal financial interests
5.1 (3 marks)
Per section 8(1) of the Companies Act one can form either a profit company  or a
non-profit company.
5.2 (3 marks)
A profit company means a company incorporated for the purpose of financial gain for
its shareholders.

A non-profit company means a company that is incorporated for a public benefit and
the property and income of which are not distributable to its incorporators, members
or directors.
5.3 (3 marks)
Per section 13(1) of the Companies Act 2008 the following are able to incorporate
companies:
• For profit companies – one or more persons or an organ of the state may
incorporate.
• For non-profit companies – three or more persons or an organ of the state may
incorporate.
5.4 (5 marks)
Per section 11(3)(c) of the Companies Act 2008 Extra mark available to student
5.4.1 Personal liability company – Incorporated or Inc.
5.4.2 Private company – Proprietary Limited or (Pty) Ltd
5.4.3 Public company – Limited or Ltd
5.4.4 State owned company – SOC Ltd
5.4.5 Non-profit company – NPC
Learning Outcomes:
Categories of companies
Incorporation of companies
Ref: (Page 3/15 & 3/18, unit 2)
6.1 Maximum of 2 marks awarded. (2 marks)

Regulation 26 introduces the concept of the public interest score.A public interest
score is the sum of the points allocated to certain attributes for a company or close
corporation. The Companies Act 2008 requires that each company (and close
corporation) calculate its public interest score annually. 
6.2 (7 marks)
Element Points
Turnover 13 
Directors n/a 
Average number of employees for the year 65 
Amounts owed to third parties 2 
Individuals with direct interest in company 3 
Charitable donations n/a 
Total PI Score 83 *
* Give mark if student added up their PI Score correctly.
6.3 Maximum of 3 marks awarded. (3 marks)

• Whether the company is audited or reviewed  and who must carry out the
independent review. 
• Which financial reporting standard the company must use to prepare its annual
financial statements (IFRS or IFRS for SME’s).
• The level of financial rescue practitioner who would be engaged, if the company
needed financial rescue.
• Whether a private company must appoint a Social and Ethics Committee (Reg
43).
Learning Outcomes:
Show understanding of the concept of public interest score and the calculation of the
public interest score.

Mr Bosch did not get sufficient notice for the AGM. He only received 5 business days’
notice.
Per Section 62(1) of the Companies Act 2008 the company must deliver to each
shareholder, notice of the meeting, 10 business days before the meeting is to begin.
Per Section 62(2) of the Companies Act 2008, a company’s MOI can provide for a
longer or shorter minimum notice period. 
Media World (Pty) Ltd’s MOI does not provide for a shorter period of 5 business days.

Per Section 62(3) of the Companies Act 2008 the notice of the meeting must be in
writing and include:
• Date, time, location and record date
• General purpose of the meeting and any specific purpose for which the meeting
has been demanded by a shareholder, where applicable
• Copy of any proposed resolution of which the company has received notice and
the notice of the % voting rights which will be required to adopt the resolution
• A reasonably prominent statement that1/2
o A shareholder may appoint a proxy1/2
o The proxy need to be a shareholder1/2
o It is a requirement that personal identification is required1/2
• Notice that meeting provides for electronic communication, if applicable.
• The annual financial statements or a summarized form thereof to be
presented.
7.3 Maximum of 1 mark (1 mark)

Per Section 65(11) a resolution to change the company’s MOI will constitute a
special resolution.
7.4 Any 4 of the below points (4 marks)

Per Section 65(11) of the Companies Act 2008 a special resolution is required to:
• Ratify a consolidated revision of a company’s MOI
• Ratify actions by the company of directors in excess of their authority
• Approve an issue of shares to a director
• Authorize the granting of financial assistance
• Approve a decision by the directors to “buy back” shares from a director
• Authorize the basis for compensation to directors
• Approve the voluntary winding up of the company
• Approve application to transfer the registration of the company to a foreign
jurisdiction
• Approve any fundamental transaction
o Disposal of all or the greater part of the assets of a company
o Amalgamations or mergers
o Schemes of arrangement
• Any other matter stipulated in a company’s MOI
Learning Outcomes:
Notice of meeting
Shareholder resolutions
Ref: (Page 3/37 & 3/39, unit 4)

Every company must prepare annual financial statements within six months of its year-
end (or shorter period if the annual general meeting is earlier).
In terms of Section 30(2) and Regulation 28 of the Companies Act 2008 the annual
financial statements must be:
• Audited in the case of a public company;
• Audited in the case of a state owned company;
• In the case of a private company:
o Audited if in its ordinary course of business holds assets in a fiduciary
capacity which in aggregate exceeds R5million at any time during the
financial year
o Audited if the company’s public interest score in that financial year is
▪ 350 or more
▪ At least 100 if its financial statements were internally compiled
o Audited voluntarily if the company chooses, per MOI or shareholders
resolution
o Audited, if so determined, by minister by regulation
o If not audited based on any of the above points the financial statements
must be independently reviewed.

In terms of Section 30(2A)and Regulation 29a company will be exempt from having
its financial statements audited or independently reviewed if:
• Every person who is a shareholder is also a director of the company AND
• The public interest score of the entity is below 100 OR
• The public interest score is between 100 and 350 and the financial statements
of the company are prepared independently.
Learning Outcomes:
Annual financial statements.
Ref: (Page 3/8 & 3/25, unit 1 & 3)
9.1 (4 marks)
Per Regulation 43  the following companies must appoint a Social and Ethics
committee:
• Every state owned company
• Every listed public company and
• Any other company that has in two of the previous 5 years, scored above 500
points in its public interest score.

All Good Things (Pty) Ltd. is not a state owned company or a listed public company,
but had a public interest score above 500 in both 2015 and 2018 – therefore the
company would have to appoint such a committee.
9.3 (5 marks)
A company which must have a Social and Ethics committee, must appoint the
committee within one year of:
• Its date of incorporation in the case of a state owned company
• The date it first became a listed public company
• The date it first met the “500 point” requirement
The committee must comprise of:

• Not less than 3 directors or prescribed officers of the company
• One of whom must be a director who is not involved in the day to day
management of the company’s business and has not been so involved in the
previous 3 years.
Learning Outcomes:
Social and Ethics committee
ANNEXURE I : FORMATIVE ASSESSMENT 2
Formative Assessment 2: Legal Aspects of Accounting

(HLAA130-1)
Weighting: 15%
Assessment Type: Open book
Examiner: M. Kermis
Educator: A. Ayob
Due Date: 10 May 2024
Total: 100 marks

Instructions:
• When answering a question, always state the section/regulation in the Act,
then apply the specific section/regulation identified in the Act to the
question.
92 HLAA130-1-Jan-Jun2024-FA2-MK- V2-30112023
Patsy Clothing Ltd (Patsy), a public company, is a clothing manufacturer and has a 30
June 2023 year end. On 15 March 2023 Patsy was busy deciding whether to appoint
a company secretary by 1 April 2023 and asked you to assist with the various options
that they can choose from, should they go ahead. Patsy was incorporated 20 days
ago and is aware that should they decide to appoint a secretary they have to act fast
to meet all legislated deadlines.
They have the following possible candidates to choose from.
Candidate number one

Name : Jessy Jackson
Experience : Good knowledge of the fashion industry and relevant laws.
Other information : Jessy is currently a British resident and is applying for South
African residency starting 1 January 2024.
Candidate number two

Name : Elsabe Zietsman
Experience : Good knowledge of the fashion industry and relevant laws.
Other information : Elsabe is a SA resident considering emigrating to New Zealand
in August 2023. She has not decided yet and is not in a position to confirm that she
will be in South Africa after August 2023.
.
Candidate number three
Name : Tina Turner
Experience : Excellent knowledge of the fashion industry and relevant laws.
Other information : Tina is a SA resident. She is an unrehabilitated, insolvent
person. She has never been convicted of any crimes, fraud, or dishonesty.
Candidate number four

Name : Armstrong (Pty) Ltd
Experience : Good knowledge of the fashion industry and excellent
knowledge of relevant laws by all employees.
Other information : No employee is disqualified from acting as director. One of the

employees is emigrating in March 2023, leaving only two of the five employees (the
minority) resident in South Africa.
REQUIRED:
1.1 Discuss the requirements per the Companies Act of 2008 for Patsy Clothing Ltd
to appoint a company secretary under the following:
• registration process
• qualification criteria
• the timing of the appointment
• and the duties of the company secretary.
(15 marks)
1.2 Assuming that Patsy Clothing Ltd has to appoint a company secretary, please
advise on the possible candidate options that Patsy Clothing Ltd has and select
the best option for Patsy Clothing Ltd.
(20 marks)
1.3 Assuming Patsy Clothing Ltd appointed Elsabe Zietsman above as the
company secretary on 1 April 2023. She informed Patsy Clothing Ltd that she
will be emigrating on the 1 of November 2023. Please advise on the process
that Elsabe Zietsman, as well as Patsy Clothing Ltd, needs to follow.
(8 marks)
Competency Framework Reference:

A1.2 The entity’s governance structures and practices
a) Evaluate governance structures and practices of a profit company in

terms of King IV (and successors) and relevant laws (e.g., Companies
Act, 2008) and regulations
South African Flyways is a new state-owned company that provides flights to domestic
and international travelers. They have a 28 February year end.
It is time for their AGM and they are busy deciding whether they have to elect an audit
committee. If they are eligible for an audit committee, they would like to select audit
committee members from the independent directors of the company, however, the
Minister of Public Enterprise, Mr Davids, does not agree. Mr Davids instructed them
that they should choose 50% of the audit committee members from the independent
directors, and the other 50% must be chosen from management, and must also
include, the Chief Executive Officer, the Chief Financial Officer, and the Human
Resources Officer.
He also indicated that he wants one of the Suppliers to be on the audit committee to
ensure that Independence is maintained. He further indicated that only 20% of the
audit committee members must have academic qualifications or experience in
economics, law, accounting, commerce, industry, public affairs, human resources, or
corporate governance.
REQUIRED:
Discuss the composition of the Audit Committee for South African Flyways. In your
answer, refer to the requirements per the Companies Act as well as the instructions of
the Minister, ensuring that the minimum requirements of the Companies Act are
adhered to.
(15 marks)

a) Evaluate governance structures and practices of a profit company in

terms of King IV (and successors) and relevant laws (e.g., Companies
Act, 2008) and regulations
Mr. Gouws is the CFO of Gold Dust (Pty) Ltd. He just had a meeting with his friend
John at a Pub where he discussed a stressful week at work. He informed his friend
that he received a letter of suspension today. He does not understand what the fuss
is about. He made some changes to the financial statements to increase the revenue
and profits by a couple of million rands, and his boss did not even appreciate this.
Their bonuses depend on the company’s performance, and he knows exactly how to
make sure that the auditors don’t pick up the changes that he has made.
He is also upset that I discussed our financial performance with our friend James, who
is the CFO of Gold Mining (Pty) Ltd, I don’t see what the issue is. It’s been years since
we discussed our strategies for pricing, and although they are our competitors, I know
James won't share this information with anyone, not even with his boss.
REQUIRED:
Discuss the conduct of Mr. Gouws in terms of the Companies Act 2008 and the remedy
Gold Dust (Pty) Ltd has in terms of the Act.
(18 marks)

a) Evaluate governance structures and practices of a profit company in terms

of King IV (and successors) and relevant laws (e.g., Companies Act, 2008)
and regulations
F6.1 Other related services
a) Describe statutory, professional and ethical issues related to the

undertaking of the other related services (e.g., codes of ethics, IAASB
framework and other regulatory requirements (national and international))
F1.4 Ethical principles
a) Advise, from an ethical perspective, on the conduct and practices of a firm

and its staff involved in the rendering of assurance engagements (codes
of ethics and other professional and legal requirements)
For 4.1 – 4.3 choose the correct answer
4.1 The board of directors of a company may propose an arrangement between the
company and its security holders to:
A. change the proposed MOI
B. expropriate or re-acquire securities from the holders
C. describe the material effects that the arrangement will have on the
holders of these securities.
(1 mark)
4.2 In terms of section 115, of the Companies Act 71 of 2008, a scheme of

arrangements must be approved by
A. ordinary resolution
B. one third voting rule
C. majority voting rule
D. special resolution
E. none of the above
(1 mark)
4.3 A business rescue practitioner

A. provides for a temporary supervision of the company, and of the
management of the affairs, business, and property.
B. is any registered trade union representative.
C. must be licensed with the CIPC.
D. may have their qualifications prescribed by the Minister
E. C and D only.
(1 mark)
4.4 True or False:

Company resolution to begin business rescue proceedings will start if
management has reasonable grounds to believe the company is financially
distressed.
(1 mark)
4.5 Match the term in the first column to the description in the second column.
(7 marks)
TERM DESCRIPTION
A. Compromise between company 1. the practitioner’s duty after consulting
and creditors. creditors, management and other affected
parties.
B. Development and approval of 2. The purpose of these meetings is to
business rescue plan. inform these groups about a reasonable
prospect of rescuing the company.
C. Court order to begin business 3. The directors must provide the number of
rescue proceedings. employees.
D. Investigation of affairs of the 4. The practitioner may remove a member
company. of management from office or appoint a
person as part of management.
E. Powers and duties of practitioners 5. This must be done as soon as
practicable.
F. Directors to co-operate and 6. must include a certificate by an
assist with the practitioner. authorised director.
G. Sections 147 and 148 7. An affected person may apply to the court
for an order to place the company under
supervision and commence rescue.

a) Evaluate governance structures and practices of a profit company

in terms of King IV (and successors) and relevant laws (e.g.,
Companies Act, 2008) and regulations

Jameson International (Pty) Ltd is a beer and wine company. They are an 80% owned
subsidiary of Miller (Pty) Ltd. The shareholders of Jameson International (Pty) Ltd had
a meeting where they decided to sell 80 % of its assets. The meeting was well
attended, and an ordinary resolution was passed. The notice of the meeting included
a written reference to the transaction and a reference to section 115 of the Companies
Act.
This transaction will also constitute a sale of the major assets of Miller (Pty) Ltd. The
MOI makes provision for an ordinary resolution for approval of the sale of assets.
REQUIRED:
Discuss the decision by the shareholders of Jameson International (Pty) Ltd to sell
80% of its assets per the Companies Act.
Please include the following:

- References to the various sections
- The approval process that was followed
- Where the approval process was flawed, what should be done to remedy the situation
(13 marks)
a) Evaluate governance structures and practices of a profit company

in terms of King IV (and successors) and relevant laws (e.g.,
Companies Act, 2008) and regulations

ANNEXURE J: SUMMATIVE ASSESSMENT 2

Summative Assessment 2: Legal Aspects of Accounting
(HLAA130-1)
Weighting: 10%
Assessment Type: Research Essay
Examiner: M. Kermis
Educator: A. Ayob
Due Date: 10 June 2024
Total Marks: 20 marks
102 HLAA130-1-Jan-Jun2024-SA2-MK-V2-30112023
Instructions:
1. The essay must be a minimum of 600 (six hundred) words and should not
exceed 750 (seven 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: Is based on research and relates to the essay
question or topic that has been set.
● Conclusion: Is a summary of what has been covered in the essay, it may
also include suggestions / recommendations.
● Reference list: (not included in the word count): the Harvard Referencing
Method must be adhered to with regards to in-text citations and the reference
list.
Please make sure you read and adhere to Boston’s Harvard Method of
Referencing: A Beginner’s Guide when referencing, as well as The
Beginners Guide to Plagiarism, both are available in the HE Library module
on ColCampus.
3. The essay must be typed, using the following format settings only:
● Font: Arial
● Font Size: 12
● Line Spacing: 1.5
4. For this assessment the following must be adhered to:

● You have been provided with one (1) academic source (see below in
question) this source is compulsory and must be consulted and referenced
when answering the research question.
- Compulsory source(s) to use:
Maroun,W. & Wainer, H. 2012. To report or not to report: In what context is a
Reportable Irregularity’ Reportable? School of Accountancy, University of the
Witwatersrand.
5. Academic sources and accessing credible e-Resources:

Not all sources / texts can be classified as academic sources. Wikipedia, for
example, is not a credible academic source since authors are not identifiable
and editing an article on this site is very easy. Also, blog posts often provide
valuable information, but are not academically sound. To judge whether a
source is credible, consider the following criteria:
• The author should be identifiable through author information, affiliations,
and/or qualifications.
• An academic source has usually been peer-reviewed.
• Academic textbooks or academic journals should be published by a
recognised authority/publisher like a university, an academic publishing
house, research organisation etc.
• A list of references should be present, that is, full citations for sources used.
Thorough reference to research is a crucial characteristic of legitimate
academic work.
6. You must make use of the 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.
Book, 2 or 3 authors:
McCarthey, 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. Athens: Cengage.
eBook:
Case, J., Marshall, D. & McKenna, S. 2018. Going to university: The
influence of higher education on the lives of young South Africans [E-book].
Cape Town: African Minds. Retrieved from
https://www.africanminds.co.za/wp-
content/uploads/2017/06/9781928331698_web.pdf [Accessed 3 June
2019].
Academic journal article with one author:

Waghid, Y. 2019. On the polemic of academic integrity in higher education.
South African Journal of Higher Education, 33(1):1–5.
Academic journal with 2 or more authors:

Waghid, Y. & Davids, N. 2019. On the polemic of academic integrity in
higher education. South African Journal of Higher Education, 33(1):1–5.
Newspaper article from a webpage:

Motshwane, G. 2019. A missed opportunity: Shakes slams Bafana's Afcon
plans. Sowetan Live, 7 June. Retrieved from
https://www.sowetanlive.co.za/sport/soccer/2019-06-07-a-missed-
opportunity-shakes-slams-bafanas-afcon-plans/ [Accessed 8 June 2019].
Court case:
Gold Circle (Pty) Ltd v Maharaj (1313/17) [2019] ZASCA 93 (3 June 2019).
Web based images (figures, graphs, maps, artwork):

Boston City Campus & Business College. 2019. Welcome [Image].
Retrieved from https://www.boston.co.za/ [Accessed 3 June 2019].
Music or recording:
Makeba, M. 1960. The Click Song [Recording]. YouTube. Retrieved from
https://www.youtube.com/watch?v=Qg4Fp-A7IRw [Accessed 8 June 2019].
Chapter in an edited book (collected work):

Velez, C. 1978. Youth and aging in central Mexico. In B. Myerhoff & A.
Simic (eds.). Life′s career-aging: Cultural variations on growing old. San
Francisco, CA: Sage, 107–162.
7. Boston expects you to approach your work with honesty and integrity.
Honesty is the basis of respectable academic work. Whether you are working
on a formative assessment, a project, a paper (read at a conference), an
article (published by a journal), or a summative assessment essay, you
should never engage in plagiarism, unauthorised collaboration (collusion),
cheating, or academic dishonesty.
Plagiarism occurs when a writer duplicates another writer's language or

ideas, and then calls the work their own. Simply put, plagiarism is academic
fraud. This includes the ‘copy and paste’ of work from textbooks, study
guides, journal articles, etc. The Plagiarism Declaration, included in this
assessment brief, must be signed and attached to the front of your essay.
Refer to the Plagiarism Information Sheet in your Course Outline for further
information.
8. 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, a
mark of zero (0) will be awarded. If the Copyleaks Report indicates that a 30%
similarity rating has been exceeded, 25% of the assessment total will be
deducted from the final grade. Where a Copyleaks Cheat Detection Report is
issued, your submission will automatically be treated as if you received a
similarity rating in excess of 30% and 25% of the assessment total will be
deducted from the final grade.
9. To obtain maximum results, please consult the rubric included in this brief to
ensure that you adhere to and meet all the given criteria.
QUESTION (20 marks)
Discuss the concept and impact of Reportable Irregularities (RI) on the audit opinion.
REQUIRED:
Research RI and their impact on the audit opinion.
Based on this research, compile a report that entails the following:

• Explain what RI is in terms of Section 45 and Section 29 of the Auditing
Profession Act.
• Discuss the auditor’s responsibility when a potential irregularity is discovered.
• Discuss the duty to report an RI for Auditors and Independent Reviewers and the
impact of the RI on the audit report.
Compulsory sources to peruse:

• Maroun,W. & Wainer, H. 2012. To report or not to report: In what context is
Reportable Irregularity’ Reportable? School of Accountancy, University of the
Witwatersrand.
Retrieved from:
https://www.researchgate.net/publication/235781475_To_report_or_
not_to_report_In_what_context_is_a_'reportable_irregularity'_repor
table [Accessed 04 December 2023].
Learning Outcome:
Define a reportable irregularity and describe the procedures the auditor must follow if
a reportable irregularity is discovered
Criteria Total
Student explained Student correctly explained Student provided a Student provided a basic Student provided a vague Student did not correctly
what Reportable
Reportable Irregularities in reasonable explanation of explanation of Reportable explanation of Reportable provide the Reportable
Iregularities are in terms
of S45 and Regulation 29 detail in terms of S45 and Reportable Irregularities in Irregularity in terms of S45 Irregularities in terms of S45 Irregularities in terms of S45
regulation 29. terms of S45 and regulation and regulation 29. and regulation 29. and regulation 29.
29.
5 4 3 2 0
Discuss the auditor’s Student correctly discussed Student provided a Student provided a basic Student provided a vague Student did not correctly
provide the responsibility
responsibility when a the responsibility when a reasonable discussion of discussion of the explanation of the
when a potential
potential irregularity is potential irregularity is the responsibility when a responsibility when a responsibility when a irregularity was discovered.
discovered. discovered. potential irregularity is potential irregularity is potential irregularity is
discovered. discovered. discovered.
5 4 3 2 0
Discuss the duty to Student perfectly discussed Students give good Students give fair Student merely explained Student did not or
report an RI for Auditors the duty to report an RI for discussions of the duty to discussions of the duty to the duty to report a RI for incorrectly explain the duty
and Independent to report an RI for Auditors
Reviewers and the Auditors and Independent report an RI for Auditors report an RI for Auditors Auditors and Independent and Independent Reviewers
impact of the RI on the Reviewers and the impact and Independent Reviewers and Independent Reviewers and the impact and the impact of the RI on
audit report. the audit report.
of the RI on the audit and the impact of the RI on Reviewers and the impact of the RI on the audit
report. the audit report. of the RI on the audit report.
report.
5 4 3 2 0
Structure Type settings correct (font Some formatting issues e.g. Some formatting issues e.g. Structure completely None
incorrect font, incorrect incorrect font, incorrect incorrect e.g. single
& font size).
paragraph essay, no breaks
spacing. spacing to determine where one
Spacing correct.
section starts and ends.
Structure mostly correct. Omitted at least two
Structure accurate & components.
correct (has intro, body,
Omitted one component
conclusion)
only.
3 2 1 0 0
Bibliography and Compulsory source given Compulsory source given Some sources quoted, but Compulsory source given None
Referencing and
has been used. has been used. irrelevant. has not been used.Incorrect
Harvard referencing.
Correct Harvard Incorrect Harvard Incorrect referencing.
referencing. referencing.
2 1 0.5 0 0 /20

Course Outline HLAA130 1 Jan June2024 MK V1 09022024

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BOSTON CITY CAMPUS

Legal Aspects of Accounting

Assessment Strategy (AS5)

January - June 2024

About the Institution

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 8

3. TEACHING, LEARNING AND ASSESSMENT 11

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

5. COMMUNICATION AND SUPPORT 18

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 28

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 31

B. PROPOSED STUDY PROGRAMME 32

C. BREAKDOWN OF PRESCRIBED COURSEMATERIAL 43

D. ACADEMIC CALENDAR FOR 2024 44

E. PLAGIARISM INFORMATION SHEET 53

G. SAMPLE FORMATIVE ASSESSMENT 1 65

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 79

J. SUMMATIVE ASSESSMENT 2 102

1.2 The Module

• Module name: Legal Aspects of Accounting

1.3 Notional Hours

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of qualifications and professional bodies, SAQA must:

What are Quality Councils (QCs)?

What is the National Qualifications Framework?

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

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

Description NQF 5 NQF 6 NQF 7 NQF 8

3.1 Learning Philosophy

• Should be action-orientated and communicative

3.2 Learning Methodology

Teaching at Boston consists of:

Learning consists of:

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

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

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

• To encourage students to review

3.3.1 Self-Assessment and Recommended Reading

3.3.2 Report Writing

3.3.3 True-False Test

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

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

4.1 Distance Learners and Support Centres

4.2 Hours of Operation

Head of Library Services Contact details

5.1 Student Support

• From Educators on a Friday.

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

Registrar: Administration Contact details

Registrar: Academic Contact details

Students are able to contact an Educator by means of:

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

Head of Institution/Academic Head Contact details

5.5 Summary of Contact Procedure:

There will be no student support:

6.2 Comments on the Study Guide and/or Prescribed Textbook