REVISED GCSE Scheme of Work Business Studies

Transcription

1 REVISED GCSE Scheme of Work Business Studies This is an exemplar scheme of work which supports the teaching and learning of the Business Studies specification

2 GCSE Business Studies Contents Page Unit 1: Business Start Up 5 Business Start Up 6 Production 15 Marketing 20 Unit 2: Business Development 27 Finance 28 Managing People 32 Business Growth 38 Business Plan 42 Resources 44

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4 Introduction CCEA has developed new GCSE specifications for first teaching from September This scheme of work has been designed to support you in introducing the new specification. The scheme of work provides suggestions for organising and supporting students learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive. Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification. Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work. A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website ( You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. There are a number of web-based materials to help you in the introduction of the new specification. These have been referred to throughout the scheme of work and are highlighted using the following symbol ( ). When you see this symbol, the resource can be found on the CCEA GCSE Business Studies microsite. I hope you find this support useful in your teaching. Best wishes Amanda Swann Subject Officer Business Studies aswann@ccea.org.uk Telephone (ext: 2100) 1

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6 CCEA Exemplar Scheme of Work: GCSE Business Studies 3

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8 Unit 1: Business Start Up 5

9 Specification: GCSE Business Studies Unit 1: Business Start Up Business Start Up Business Ownership Private Sector: Sole Trader Partnership Private Limited Company Public Limited Company Franchise demonstrate knowledge and understanding of why and how a business starts; identify and describe different types of business organisations in their local area; demonstrate an awareness of the advantages and disadvantages of each of the listed types of ownership; and compare and contrast different types of ownership in terms of ownership, control/decision-making, finance and liability. Thought shower (whole class or paired work): Reasons why people start up in business. This may include: ideas for a new product/service; ideas to improve an existing product/service; spotting a gap in the market; redundancy; and particular skills or qualities. Student activity: Sketch the main street in their town, identifying the different businesses. Alternatively list the names of as many businesses as possible. Business Ownership Comparison Table Kerr (2003) Section 1.2 (pp 18 34) Units 6 8, (pp 22 43) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Setting Up Your Own Business Whole class teaching: Introduce the various forms of business ownership. Discuss the various pros and cons of the different types of ownership. Support Materials for Business Studies and Employability Wrightbus case study 6

10 Business Ownership Private Sector (cont.) Student activity: Classify the businesses identified earlier, according to ownership. Whole class teaching: Compare different types of organisations, in relation to ownership, control/decisionmaking, finance and liability. Student activity: Complete a business ownership comparison table. Public Sector demonstrate an awareness of the role of the public sector (general overview). Whole class teaching: Give an overview of the public sector, including the fact that this sector involves government control and differs from the private sector because the main aim is service. Internet investigation: Investigate a local council website, e.g. Find out the roles and services provided by local councils. Kerr (2003) Section 1.3 (pp 36 45) Unit 12 (pp 44 47) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Public Sector 7

11 The Role of Social Enterprise demonstrate knowledge and understanding of how a social enterprise aims to deliver across a range of economic, social and environmental outputs. Whole class teaching: Social enterprise. Group presentation activity: Investigate a social enterprise and produce a presentation to be delivered to the rest of the class on the features of that social enterprise. third_sector/social_enterprise.aspx 8

12 Sources of Finance: Internal External demonstrate knowledge and understanding of the internal and external sources of finance: - internal sources: owner s investment (start up or additional capital); retained profits; sale of stock; sale of fixed asset; debt collection; - external sources: bank loan or overdraft; additional partners; share issue; leasing; hire purchase; mortgage; trade credit; government grants; and identify the most appropriate source of finance to be used in particular circumstances. Whole class teaching: Explain the various internal and external sources of finance, stating if the sources are likely to be used in the short, medium or long term. Student activity: Select the most suitable sources of finance for different scenarios. Whole class teaching: Focus on the factors a business needs to consider when deciding to raise finance. Exam question: CCEA GCSE Business Studies (2001) Paper 1, Higher Tier; (2002) Paper 2, Foundation Tier. Kerr (2003) Section 5.1 (pp ) Units (pp ) 9

13 Mission Statement/ Business Aims: Survival Profit Maximisation Growth Corporate Image and Public Service Concern for the Environment/Social Responsibility demonstrate and apply knowledge and understanding of business aims; explain how the aims of a business affect its activities and why, on certain occasions, these aims may be in conflict; compare and contrast the aims of private and public sector organisations; analyse how the aims of a social enterprise can differ from those of other business organisations; analyse why aims and mission statements are helpful to businesses; and analyse the ethical and moral issues associated with business aims. Student activity: Setting personal targets/aims. Class discussion: Students feedback their personal aims to the whole class. Discuss the importance of having aims. Whole class teaching: SMART. Discuss whether the aims set by the students were SMART. Activity: Mission Statements Kerr (2003) (pp 46 48). Whole class teaching: Business Aims, PowerPoint 4. Student activity: Write a personal mission statement or one for the school. Kerr (2003) Section 1.4 (pp 46 54) Units 13 (pp 48 51) case studies Matt MacDonald, Nivea, UNISON ICT activity: Investigate an environmentally friendly business. 10

14 Stakeholders demonstrate knowledge and understanding of the different groups who have an interest in a business (owners, shareholders, directors, managers, producers, consumers, tax payers and trade unions); consider the business from the perspective of each of these stakeholders; and analyse how the aims of these stakeholders may be in conflict. Whole class teaching: Introduce the idea of stakeholders, giving a simple definition of a stakeholder (someone who has an interest in a business for some reason). Discuss the various groups who may be interested in a business. Student activity: Identify all the stakeholders in their school. Display opportunity: Picture of the school with stakeholders identified and described around it. Whole class teaching: Roles and responsibilities of stakeholders. Mind mapping activity: Produce a mind map on stakeholders and their wants/needs and conflicts. Kerr (2003) Section 1.1 (pp 15 17) Unit 5 (pp 18 21) case studies Amway, BSA, FSA, Vodafone 11

15 Customers demonstrate knowledge and understanding of how it is more expensive to attract a new customer than to keep an existing one; demonstrate knowledge and understanding of how in today s business climate many products are similar, making it more difficult to show how one product is different from another; analyse how different businesses use customer service to add value; and analyse the different ways organisations provide customer service. Whole class teaching: Customers and their importance to organisations. Highlight the fact that it is better financially to keep a customer than gain a new one. Include how firms differentiate and build brand loyalty. Student activity: In groups, students research how firms differentiate their products to ensure they have greater appeal to customers, both new and existing. Whole class teaching: The importance and role of effective customer service. Visiting speaker: Invite a visiting speaker, for example, from a local business or from Young Enterprise, to deliver a seminar on the importance of good customer service and the different ways organisations provide it. Kerr (2003) (pp 191, 234) 12

16 Resources of Business: Factors of Production demonstrate knowledge and understanding of land, labour, capital and enterprise; and analyse how businesses use resources differently. Whole class teaching: Explain the factors of production and their significance to business. Student activity: Factors of Production. Kerr (2003) (pp 68). Kerr (2003) (pp 67 71) (pp 5, 7 and 64) Examination Question: CCEA GCSE Business Studies (2000) Paper 2, Higher Tier. Entrepreneurs: Key Characteristics of Entrepreneurs describe what it means to be enterprising; identify the key entrepreneurial characteristics displayed by successful business people; and analyse why the government encourages enterprise. Whole class teaching: Who is an entrepreneur? What does it mean? Kerr (2003) (pp 67 71) (pp 5, 7 and 64) 13

17 Entrepreneurs: (cont.) Student activity: Produce a write up of the background/history of an entrepreneur, for example, Richard Branson. Deliver to the class under three main headings: how they started and an outline of what product(s)/service(s) they provide; what factors have led to their success and how they have overcome failures/drawbacks; and what qualities and skills does this entrepreneur have that has contributed to his/her success. Support Materials for Business Studies and Employability Wrightbus case study author/richard/ Thought shower: In groups: Why has there been a drive to encourage entrepreneurship? Report findings to class. Presentation activity: Consider the role of Invest NI in encouraging enterprise. Present an overview of the role of Invest NI and their main areas of focus. 14

18 Specification: GCSE Business Studies Unit 1: Business Start Up Production Types of Production: Primary Secondary Tertiary distinguish between the main types of production; classify businesses according to their type of production; and demonstrate an awareness of the changing trends across the types of production. Whole class teaching: Main types of production. Student activity: Classify the types of production for businesses identified in the Business Ownership activity. Additionally some others may be added, particularly those which operate in more than one type of production, e.g. Shell. Whole class teaching: Discussion focusing on the problems with classifying certain businesses into one type of production. Kerr (2003) (pp ) Unit 4 (pp 14 17) Tayto Resource pack Student ICT activities: Types of Production. Kerr (2003) (pp ) 15

19 Methods of Production describe and evaluate the main methods of production (job, batch and flow); discuss the advantages and disadvantages of specialisation; discuss the advantages and disadvantages of the division of labour; identify the most appropriate methods of production in a particular situation; describe and evaluate the main methods of stock control traditional and just in time ; evaluate the impact of technology on production; evaluate the factors influencing the location of production; and evaluate the social and environmental considerations in production and its location. Whole class teaching: Introduce the main methods of production, discussing the advantages and disadvantages of each method. Group work: Using various presentation techniques (using ICT). Four groups research one method each. Prepare feedback to the rest of the class, e.g. PowerPoint and question/answer. Group feedback: Four groups, each has 10 minutes to feedback findings. Question/answer: Methods of production. Test: Check knowledge and understanding of methods of production. Test should be peerassessed. Go over answers and make corrections. Thought shower: In groups, consider the impact of technology, benefits and drawbacks. Kerr (2003) Unit 3.2 (pp ) Unit 34 (pp ), Unit 36 (pp ), Unit 41 (pp ) Support Materials for Business Studies and Employability Wrightbus case study

20 Methods of Production (cont.) Sams vans VAK learning activity: Three groups, each group creates the same product using different methods of production. Quality Assurance: Charter Mark ISO 9001 EFQM Investors in People demonstrate knowledge and understanding of the importance of quality assurance; demonstrate knowledge and understanding of quality standards; and analyse the reasons why businesses undertake the process of obtaining quality standards. Whole class teaching: Discuss what students consider to be quality and nonquality items. Students should explain reasons for their choices. Why/why not quality? Teacher-led discussion: Quality assurance and quality standards. Investigate websites: Investigate quality websites. Find a product/firm which has at least one of the quality awards and discuss what it means to that firm to have achieved that award. Student feedback: Feedback findings to the class. Kerr (2003) Unit 3.4 (pp ) Unit 38 (pp ) management-systems/ Standards-and-Schemes/ISO chartermark/ (Portakabin) 17

21 Health and Safety demonstrate knowledge and understanding of the implications for a business of health and safety laws, and the rights and responsibilities of both employers and employees in the areas of health and safety. Whole class teaching: Discuss the rights and responsibilities of both employees and employers in relation to health and safety in the workplace. Review of production. Whole class teaching: Introduce questionnaire design. Group work: Questionnaire design workshop to prepare questions for business link visitor. Visit/visitor: A local business person will give a short presentation based on production in their organisation, including methods of production and health and safety. Discussion: Students will be given the opportunity to ask questions prepared in advance. Kerr (2003) Unit 3.4 (pp ) (pp 95 96) 18

22 Health and Safety (cont.) Visit: Arrange a business visit to an organisation such as: Tyrone Crystal; Tayto; and Ulster Bottlers. Group work: Prepare findings from the business visit and present to the class. Group feedback: In the form of a presentation to the rest of the class. 19

23 Specification: GCSE Business Studies Unit 1: Business Start Up Marketing Market Research Methods: Primary/Field Secondary/Desk Sampling: Random Quota demonstrate an understanding of the different methods of market research and sampling as well as the most appropriate method for particular circumstances; explain market segmentation; and interpret, analyse and evaluate the results of market research. Thought shower: What is market research? DVD: Students watch a DVD on Cadbury or another firm to see how they carry out market research. Whole class teaching: Explain the advantages and disadvantages of various methods of research and questionnaire design. Kerr (2003) Unit 4.1 (pp ) Unit 44 (pp ), Unit 45 (pp ) Paired activity: In pairs, design and word process a questionnaire to determine the demand for a particular product/service in school. Whole class teaching: Use examples to explain what is meant by the various types of sampling. 20

24 Market Research (cont.) Group/student activity: Each group selects an appropriate method of sampling and each group member carries out the questionnaire designed earlier amongst students in the school. These results can be compiled for each group and input to a spreadsheet, graphs can be produced as appropriate. Students can then analyse the findings of the market research activity and make recommendations as to the way forward. Whole class teaching: Using the examples of an orange, explain market segmentation. Competition demonstrate knowledge and understanding of the levels of competition a business may be faced with and recognize indicators of the level of competition; analyse strategies that a business may use to manage competition; and analyse the impact that competition has on the marketing mix. Whole class teaching: Levels of competition and the indicators of the level of competition, such as openness to international trade and investment, product market regulation, market structure, consumer behaviour, market performance and peer review. Kerr (2003) (pp 64 65) action/detail?type= RESOURCES&itemId= _minute_guides/10_min_Get_ To_Grips_With_Competitors.pdf 21

25 Competition (cont.) Thought shower: The strategies a business could use to manage competition. Feedback and discussion. Whole class teaching: How competition impacts on the marketing mix. theory competition 154.php case studies First Group Intel 22

26 Marketing Mix: Price demonstrate knowledge and understanding of what the term marketing means; identify and discuss a range of pricing polices (skimming, penetration and competitor based pricing); investigate the main factors that affect price (cost of production, need to make profit, competition in the market, price which the market can bear, season, quantity of stock in hand); analyse the relationship between price and demand; and evaluate pricing policies for given circumstances. Whole class teaching: Introduce the marketing mix, focusing on price. Student activity: Match pricing policies to given descriptions of each policy. Whole class teaching: Factors affecting the price of goods. Student activity: Complete activity on factors affecting the demand and price. Student activity: Select the most suitable pricing policy for given scenarios, justifying and evaluating the choices made. Kerr (2003) Unit 4.2 (pp ) Unit 43 (pp ), Units (pp ) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Pricing Store/10_minute_guides/10_min_ Marketing_Mix.pdf 23

27 Marketing Mix: Product demonstrate knowledge of the product life cycle and discuss the strategies used to extend it; and demonstrate an awareness that legislation exists in relation to products. Whole class teaching: Discuss human stages of development. Through this, introduce the concept of a product life cycle. Student activity: Complete key characteristic notes on each stage of the product life cycle, giving examples of products at each stage of the life cycle. Whole class teaching: Factors affecting the length of the product life cycle. Extension strategies used. Student activity: Scenario cards giving various consumer issues, for example, I bought a pair of shoes and changed my mind What are my rights? Feedback of answers and whole class discussion on consumer rights. Whole class teaching: Legal constraints on products. Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Product Life Cycle Kerr (2003) Unit 4.5 (pp ) Units (pp ) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Consumer Protection Citizens Advice (2008) Guide to Your Rights, Penguin Reference Library 24

28 Marketing Mix: Promotion demonstrate knowledge and understanding of the most commonly used methods of promotion (advertising and sales promotion); evaluate the commonly used methods of promotion; identify the most appropriate methods of promotion in particular circumstances; and demonstrate an awareness of the legal constraints on promotion. Whole class teaching: What does promotion mean? Student activity: Match methods of promotion with given descriptions. Whole class teaching: Methods of advertising and sales promotion. Student activity: Mix and match advantages and disadvantages of the various methods of advertising. Report findings back to the class. Whole class teaching: Factors affecting choice of advertising. Legal controls on promotion. Kerr (2003) Unit 4.3 (pp ) Unit 50 (pp ) Paired activity: Choose the most suitable methods of promotion and give reasons for choice. 25

29 Marketing Mix: Place demonstrate knowledge and understanding of the most commonly used channels of distribution for goods and services (manufacture, wholesale, retail and consumer). Whole class teaching: Introduce place as part of the marketing mix. To include: channels of distribution; factors affecting the choice of channel of distribution; changing trends in relation to channels of distribution used; implications for channels of distribution of the Internet; and main methods of transport used in the delivery of goods and services. Kerr (2003) Unit 4.4 (pp ) Unit 51 (pp ) Student activity: Select the most suitable channel of distribution and method of transport for a given list of products, justifying choices made. 26

30 Unit 2: Business Development 27

31 Specification: GCSE Business Studies Unit 2: Business Development Finance Cash Flow Forecasts analyse the importance of cash flow to a business; demonstrate knowledge and understanding of the difference between cash and profit; demonstrate knowledge and understanding of the purpose of cash flow forecasts, in the context of both forward planning and review (comparing budget and actual); complete parts of a cash flow forecast from given information; interpret a simple cash flow forecast; and analyse the consequences of incorrect forecasting. Whole class teaching: Explain why forecasts are used by businesses. Discuss the purposes of forecasting cash flow and how cash differs from profit. Student activity: Complete given cash flow forecasts. ICT activity: Complete forecasts using formulae on a spreadsheet. Exam Question CCEA GCSE Business Studies (2001) Paper 2, Foundation Tier. Whole class teaching: Consider the consequences of incorrect forecasting. Kerr (2003) Section 5.5 (pp ) Unit 60 (pp ) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Forecasting theory/theory--budgets-cashflow-forecasts--116.php case studies CIMA, Barclays, McCain foods 28

32 Ratios interpret and analyse final accounts and vertical balance sheets for assessing business performance using ratios; the following ratio formulae will be provided in the examination: - net profit percentage; - stock turnover rate; - return on capital employed; and - working capital ratio. Whole class teaching: Discuss the need to interpret business accounts, introducing the use of ratios to analyse financial performance. Demonstrate the calculation of each ratio and explain what information this gives to owners, managers and shareholders. Student activity: Complete ratios for the two years for the firm on Learning NI (formulae given) and produce a report explaining what this tells the firm. Kerr (2003) Section 5.3 (pp ) Unit 59 (pp ) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Final Accounts Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Interpretation of Accounts 1 and Interpretation of Accounts 2 29

33 Break-Even (BE) demonstrate knowledge and understanding of the significance of the break-even point; distinguish between fixed and variable costs (no knowledge of semi-variable costs is required); calculate break-even both graphically and by given formula; (if asked to draw a graph, the scale for each axis will be drawn out, but students need to be able to label the axes); demonstrate understanding of how to label a break-even chart (profit/loss levels, profit/loss area, margin of safety, BE output, label all lines on the graph); analyse a break-even chart; and calculate the margin of safety and understand its significance for a business. Whole class teaching: Costs involved in running a business. Explain the difference between fixed and variable costs. Student activity: Classroom display opportunity: Washing line. A number of costs, both fixed and variable, should be written or typed onto cards. Students have to decide what type of cost each one is and pin it on to the correct half of the washing line. Whole class teaching: Based on an example, demonstrate how to calculate break-even both by formula and graph. Student activity: Complete a range of break-even activities taken from the textbook or some other source. Kerr (2003) Section 5.5 (pp ) Unit 60 (pp ) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Costing case studies McCain foods 30

34 Break-Even (BE) (cont.) Whole class teaching: Consider why a business would want to calculate the break-even point. Using the previous example of a break-even graph already drawn, demonstrate the margin of safety. Consider the importance of this for a business. Student activity: Calculate the margin of safety for the break-even activities already completed. 31

35 Specification: GCSE Business Studies Unit 2: Business Development Managing People Recruitment demonstrate knowledge and understanding of the purposes and content of a job analysis, job description, person specification and contract of employment; discuss the advantages and disadvantages of internal and external recruitment; identify, describe and evaluate the main methods of recruitment; explain the factors that influence the choice of recruitment method and examine how the effectiveness of any method of recruitment might be assessed; and Group quiz: On recruitment procedure, based on what students already know. Student activity: Give out sets of cards with various stages in the recruitment process written on them and explanations of those stages. Students should put the cards in the order they occur and match them with the correct definitions, ranging from job analysis through to contract of employment. Research activity: What are the main methods of recruitment? What are the associated advantages and disadvantages? Student activity: External and internal methods of recruitment diagram. Kerr (2003) Section (pp ) Units (pp 90 97) Support Materials for Business Studies and Employability Wrightbus case study case studies British Gas, Siemens, Tesco 32

36 Recruitment (cont.) show a knowledge and understanding of the legal controls that govern recruitment as well as the moral and ethical issues which underline legislation in relation to: - race; - religion; - disability; - gender. Whole class teaching: Factors affecting choice of recruitment method used. Legal controls on recruitment. Whole class teaching: Moral and ethical issues and roles of the Equality Commission. Teacher-led questioning. (Students do not have to address specific legislation but rather be aware that legislation exists to ensure that people are treated fairly; they must also show a knowledge and understanding of the role of the Equality Commission for Northern Ireland) 33

37 Selection demonstrate knowledge and critical understanding of the main methods of selection and why they may be used (application form, application letter, CV, testing, interview and presentation); show knowledge and understanding of the responsibilities of both employer and employees in the selection process; and discuss the responsibility of employers and employees in the selection process: - honesty; - objectivity; - fairness; - confidentiality. Research activity: What are the main methods of selection? Feedback to class. Interview activity role-play: Students are divided into groups of three (interviewer, interviewee and observer) and given a particular job they have supposedly applied for. Each member of the group should have the chance to experience each role. The interviewer is given the interview questions, the observer takes notes on the progress of the interview feeding back at the end of the interview two positives and one area for improvement. Each group member rotates until they have had the opportunity to experience all three roles. Whole class teaching: Responsibilities of employers and employees in the selection process. Kerr (2003) Section 2.4 (pp ) Unit 26 (pp 92 93) Support Materials for Business Studies and Employability Wrightbus case study 34

38 Developing People: Training understand the reasons for staff training (induction, change in procedures and to become more competitive); describe the benefits and drawbacks of training to the business and employees; discuss the importance of training; and describe and evaluate on-the-job training and off-the-job training and justify the more appropriate method of training for particular circumstances. Student activity: Ask some students to set a table without any training. Repeat this with students who have been given instruction/training on how to set a table. Compare the success of each outcome, using it as a basis for class discussion. Whole class teaching: Why is training needed? The importance of training, the two main types of training and the benefits of drawbacks of both types. Student activities: Complete relevant tasks in relation to training, taken from textbooks or some other source. Allow students to recommend the best method of training in particular circumstances. Kerr (2003) Section 2.5 (pp ) Unit 28 (pp ) Support Materials for Business Studies and Employability Wrightbus case study case studies British Gas, Tesco 35

39 Developing People: Motivation explain the importance of motivation among employees (lower labour turnover, higher quality work, fewer accidents and less absenteeism); identify, describe and evaluate the main methods of financial and nonfinancial motivation listed below: - financial methods of motivation: bonus; commission; profit sharing; - non-financial methods of motivation: job rotation; team working; quality circles; fringe benefits; identify the most appropriate methods of motivation in a particular situation; and analyse the factors affecting job satisfaction. Whole class teaching: Establish previous knowledge of motivation. What motivates students? The importance of motivation. Financial methods and non-financial methods of motivation. Match it activity: Students match the correct financial methods and nonfinancial methods of motivation with their definitions. Student activities: Complete relevant tasks in relation to motivation, taken from textbook or some other source. Allow students to recommend the best method of motivation in particular circumstances. Whole class teaching: Consider factors affecting job satisfaction. Kerr (2003) Section 2.6 (pp ) Unit 29 (pp ) Support Materials for Business Studies and Employability Wrightbus case study 36

40 Developing People: (cont.) Appraisal explain the reasons for and importance of appraisal, including its benefits for employers and employees; and identify, describe and evaluate the main methods of appraisal (observation and interview). Whole class teaching: Methods and benefits of appraisal and their evaluation. Research activity: Research one method of appraisal and report back to class. Student activity: Carry out a selfappraisal and/or a peer-appraisal. Kerr (2003) Section 2.7 (pp ) Unit 31 (pp ) Support Materials for Business Studies and Employability Wrightbus case study 37

41 Specification: GCSE Business Studies Unit 2: Business Development Business Growth Business Success or Failure identify signs of success or failure (success is indicated by increasing profit, attracting new competitors into the industry and expansion, while failure is indicated by loss of profit or poor cash flow); Whole class teaching: Discuss business success and failure. What signs would indicate each? List responses on board or flip chart. Kerr (2003) Section 1.5 (pp 55 66) Unit 15 (pp 56 59) Business Growth discuss why a business may grow; describe the main ways in which businesses may grow, including: - internal growth/organic growth; - external growth through mergers or takeovers; analyse and evaluate the implications for a business of the different ways in which it may grow; discuss the factors which may limit the growth of firms (lack of finance, competition and customer taste); Whole class teaching: Describe the different ways a business could grow, discussing the implications of each method of growth. Paired activity: What are the benefits and drawbacks of merging? Feedback to the class. Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Business Growth Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources Economies of Scale 38

42 Business Growth (cont.) describe and explain what the term economies of scale means and be able to provide examples of when economies of scale may occur (students do not need to be able to name and describe different types of economies of scale); analyse the implications of growth (benefits of growth are increased profit, economies of scale and increased publicity, while negatives of growth are poor communication, lack of motivation and difficulties of coordination); analyse the social and moral implications of growth; and demonstrate an awareness of the role of the Competition Commission. Whole class teaching: Consider factors which may limit growth of firms. Implications of growth. Economies of scale. Group investigation: Investigate the role of the Competition Commission. Feedback findings to the class. 39

43 International Business demonstrate knowledge and understanding of the benefits and drawbacks of international trade; show understanding of how the marketing mix of a business would be affected by international trade: - product may need to change due to legal and cultural differences; - price may need to reflect exchange rate differences and taxes; - promotion may need to change to suit language and cultural differences; - place may be affected by transportation methods and e- commerce; consider the implications of the global market for businesses in the local economy; demonstrate knowledge and understanding of the role of the EU; and evaluate the role of the EU. Whole class teaching: Global Market what is it? Benefits and drawbacks of trading on an international scale. Implications for Northern Ireland. ICT activity: Carry out an investigation into the role played by Invest NI in relation to international business. Whole class teaching: Consider the impact trading on an international scale would have on the marketing mix. Student activity: Complete relevant tasks in relation to international business, taken from textbooks or some other source. Whole class teaching: Use the EU website as a resource to illustrate key pieces of information. Debate: This House believes that being a member of the EU is beneficial to our economy. Kerr (2003) Section 4.6 (pp ) Unit 52 (pp ) Learning NI Library Key Stage 4 Business Studies Northern Ireland Resources International Marketing html ndtrade/europe/benefits-eumembership/page22676.html 40

44 E-Commerce demonstrate knowledge and understanding of what e-commerce is; analyse the following: - advantages of e-commerce for a business; - advantages of e-commerce for customers; - disadvantages of e-commerce for customers; - disadvantages of e-commerce for a business; and discuss how e-commerce supports international business. Whole class teaching: What is e- commerce? The role e-commerce plays in relation to international business. Thought shower: What does e- commerce mean for business? Consider the advantages and disadvantages, both for businesses and customers. Activity: Investigate and evaluate a business website. In groups, complete a PowerPoint presentation of their findings. Students present this to the class. Kerr (2003) Section 1.1 (pp 8 12) Unit 17 (pp 65)

45 Specification: GCSE Business Studies Unit 2: Business Development Business Plan Business Plan demonstrate knowledge and understanding of the reasons for developing a business plan; demonstrate knowledge and understanding of the components of a business plan; using a template, construct a simple business plan from given information; and evaluate a given business plan. Whole class teaching: Discuss why a business plan is required. Who could help to write one? Consider the components of a business plan and what each component would include. Enterprise activity: Working in groups, students plan a business. This could be based on the findings of the market research conducted previously. They produce a business plan containing the main components. This plan could be word processed and presented to the rest of the class and evaluated by them. The best plan could be used as the basis for an enterprise/mini-company activity. Kerr (2003) Section 1.10 (pp ) Unit 23 (pp 84 85)

46 Business Plan (cont.) Group activity: Provide groups with a business plan. Groups evaluate the plan highlighting its strengths whilst providing criticisms and recommendations of how it could be improved. The sample business plan can be taken from textbook, examination paper (CCEA, 2005 Cafedotcom) or some other source. 43

47 Resources Textbooks Anderton, A and Jones, R (2001) GCSE Business Studies, Pearson Education Limited Citizen Advice Bureau (2008) Citizens Advice Guide to Year Rights, Penguin Reference Library Kerr, H (2003) Business Studies for CCEA, Hodder & Stoughton Websites Schemes/ISO-9001/ competition 154.php

48 All website addresses are correct at the time and date of issue. CCEA can not be held responsible for any change in domain name and content. CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time and we have no control over availability of the linked pages