Gcse Bus Support 4844

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
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
CCEA Exemplar Scheme of Work: GCSE Business Studies
Introduction
CCEA has developed new GCSE specifications for first teaching from September 2009. 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 (www.ccea.org.uk/microsites). 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
E-mail aswann@ccea.org.uk
Telephone 028 9026 1200 (ext: 2100)
1
2
CCEA Exemplar Scheme of Work:

GCSE Business Studies
3
4
Unit 1:
Business Start Up
5
Specification: GCSE Business Studies
Unit 1: Business Start Up – Business Start Up
Specification Content Learning Outcomes Teaching and Learning Activities Resources
Business Ownership Students should be able to:
Private Sector:  demonstrate knowledge and Thought shower (whole class or paired  Business Ownership Comparison
understanding of why and how a work): Reasons why people start up in Table
 Sole Trader business starts; business.
 Partnership  identify and describe different types This may include: Kerr (2003) Section 1.2 (pp 18–34)
 Private Limited of business organisations in their  ideas for a new product/service; (completing activities as relevant)
Company local area;  ideas to improve an existing
 Public Limited Company  demonstrate an awareness of the product/service; Anderton and Jones (2001)
 Franchise advantages and disadvantages of  spotting a gap in the market; Units 6–8, 10–11 (pp 22–43)
each of the listed types of  redundancy; and (completing activities as relevant)
ownership; and  particular skills or qualities.
 compare and contrast different Learning NI – Library – Key Stage 4
types of ownership in terms of Student activity: Sketch the main – Business Studies – Northern
ownership, control/decision- street in their town, identifying the Ireland Resources – Setting Up Your
making, finance and liability. different businesses. Alternatively list Own Business
the names of as many businesses as
possible.  PowerPoint presentation
Whole class teaching: Introduce the  CCEA fact files

various forms of business ownership.
Discuss the various pros and cons of Support Materials for Business
the different types of ownership. Studies and Employability –
Wrightbus case study
6
7
Business Ownership Students should be able to:
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/decision-making, finance and
liability.
Student activity: Complete a business

ownership comparison table.
Public Sector  demonstrate an awareness of the Whole class teaching: Give an Kerr (2003) Section 1.3 (pp 36–45)
role of the public sector (general overview of the public sector, (completing activities as relevant)
overview). including the fact that this sector
involves government control and Anderton and Jones (2001)
differs from the private sector because Unit 12 (pp 44–47)
the main aim is service. (completing activities as relevant)
Internet investigation: Investigate a Learning NI – Library – Key Stage 4

local council website, e.g. – Business Studies – Northern
www.ballymena.gov.uk. Find out the Ireland Resources – Public Sector
roles and services provided by local
councils.  PowerPoint presentation
 CCEA fact files
8
9
The Role of Social Students should be able to:

Enterprise
 demonstrate knowledge and Whole class teaching: Social  PowerPoint presentation
understanding of how a social enterprise.
enterprise aims to deliver across a www.businesslink.gov.uk
range of economic, social and Group presentation activity:
environmental outputs. Investigate a social enterprise and www.cabinetoffice.gov.uk/
produce a presentation to be delivered third_sector/social_enterprise.aspx
to the rest of the class on the features
of that social enterprise. www.socialenterprise.org.uk
www.socialenterprisemag.co.uk
10
Sources of Finance: Students should be able to:
 demonstrate knowledge and Whole class teaching: Explain the Kerr (2003) Section 5.1 (pp 285–
understanding of the internal and various internal and external sources 292)
external sources of finance: of finance, stating if the sources are (completing activities as relevant)
 Internal internal sources: likely to be used in the short, medium
owner’s investment (start up or or long term. Anderton and Jones (2001)
additional capital); Units 62–64 (pp 220–229)
retained profits; Student activity: Select the most (completing activities as relevant)
sale of stock; suitable sources of finance for
sale of fixed asset; different scenarios.  PowerPoint presentation
debt collection;
 External external sources: Whole class teaching: Focus on the  CCEA fact files
bank loan or overdraft; factors a business needs to consider
additional partners; when deciding to raise finance.
share issue;
leasing; Exam question: CCEA GCSE
hire purchase; Business Studies (2001) Paper 1,
mortgage; Higher Tier; (2002) Paper 2,
trade credit; Foundation Tier.
government grants; and
 identify the most appropriate source
of finance to be used in particular
circumstances.
11
Mission Statement/ Students should be able to:

Business Aims:
 Survival  demonstrate and apply knowledge Student activity: Setting personal Kerr (2003) Section 1.4 (pp 46–54)
 Profit Maximisation and understanding of business targets/aims. (completing activities as relevant)
 Growth aims;
 Corporate Image and  explain how the aims of a business Class discussion: Students feedback Anderton and Jones (2001)
Public Service affect its activities and why, on their personal aims to the whole class. Units 13 (pp 48–51)
 Concern for the certain occasions, these aims may Discuss the importance of having (completing activities as relevant)
Environment/Social be in conflict; aims.
Responsibility  compare and contrast the aims of  PowerPoint presentation
private and public sector Whole class teaching: SMART.
organisations; Discuss whether the aims set by the www.times.co.uk – case studies –
 analyse how the aims of a social students were SMART. Matt MacDonald, Nivea, UNISON
enterprise can differ from those of
other business organisations; Activity: Mission Statements  CCEA fact files
 analyse why aims and mission Kerr (2003) (pp 46–48).
statements are helpful to
businesses; and Whole class teaching: Business Aims,
 analyse the ethical and moral issues PowerPoint 4.
associated with business aims.
Student activity: Write a personal
mission statement or one for the
school.
ICT activity: Investigate an

environmentally friendly business.
12
Stakeholders Students should be able to:
 demonstrate knowledge and Whole class teaching: Introduce the Kerr (2003) Section 1.1 (pp 15–17)
understanding of the different idea of stakeholders, giving a simple (completing activities as relevant)
groups who have an interest in a definition of a stakeholder (someone
business (owners, shareholders, who has an interest in a business for Anderton and Jones (2001)
directors, managers, producers, some reason). Unit 5 (pp 18–21)
consumers, tax payers and trade Discuss the various groups who may (completing activities as relevant)
unions); be interested in a business.
 consider the business from the  PowerPoint presentation
perspective of each of these Student activity: Identify all the
stakeholders; and stakeholders in their school. www.times100.co.uk – case studies
 analyse how the aims of these –
stakeholders may be in conflict. Display opportunity: Picture of the Amway, BSA, FSA, Vodafone
school with stakeholders identified
and described around it.  CCEA fact files
Whole class teaching: Roles and

responsibilities of stakeholders.
Mind mapping activity: Produce a

mind map on stakeholders and their
wants/needs and conflicts.
13
Customers Students should be able to:
 demonstrate knowledge and Whole class teaching: Customers and Kerr (2003) (pp 191, 234)
understanding of how it is more their importance to organisations. (completing activities as relevant)
expensive to attract a new customer Highlight the fact that it is better
than to keep an existing one; financially to keep a customer than  PowerPoint presentation
 demonstrate knowledge and gain a new one. Include how firms
understanding of how in today’s differentiate and build brand loyalty. www.instituteofcustomerservice.co
business climate many products are m
similar, making it more difficult to Student activity: In groups, students
show how one product is different research how firms differentiate their  CCEA fact files
from another; products to ensure they have greater
 analyse how different businesses appeal to customers, both new and
use customer service to add value; existing.
and
 analyse the different ways Whole class teaching: The importance
organisations provide customer and role of effective customer service.
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.
14
Resources of Business: Students should be able to:
 Factors of Production  demonstrate knowledge and Whole class teaching: Explain the Kerr (2003) (pp 67–71)
understanding of land, labour, factors of production and their (completing activities as relevant)
capital and enterprise; and significance to business.
 analyse how businesses use Anderton and Jones (2001)
resources differently. Student activity: Factors of (pp 5, 7 and 64)
Production. Kerr (2003) (pp 68). (completing activities as relevant)
Examination Question: CCEA GCSE  PowerPoint presentation

Business Studies (2000) Paper 2,
Higher Tier.  CCEA fact files
Entrepreneurs:
 Key Characteristics of  describe what it means to be Whole class teaching: Who is an Kerr (2003) (pp 67–71)
Entrepreneurs enterprising; entrepreneur? What does it mean? (completing activities as relevant)
 identify the key entrepreneurial
characteristics displayed by Anderton and Jones (2001)
successful business people; and (pp 5, 7 and 64)
 analyse why the government (completing activities as relevant)
encourages enterprise.
 PowerPoint presentation
 CCEA fact files
15
Entrepreneurs: (cont.) Student activity: Produce a write up  PowerPoint presentation

of the background/history of an
entrepreneur, for example, Richard Support Materials for Business
Branson. Deliver to the class under Studies and Employability –
three main headings: Wrightbus case study
 how they started and an outline of
what product(s)/service(s) they http://entrepreneur.virgin.com/
provide; author/richard/
 what factors have led to their
success and how they have www.investni.com
overcome failures/drawbacks; and
 what qualities and skills does this www.virgin.com
entrepreneur have that has
contributed to his/her success.  CCEA fact files
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.
16
Unit 1: Business Start Up – Production
Types of Production: Students should be able to:
 Primary  distinguish between the main types Whole class teaching: Main types of Kerr (2003) (pp 174–180)
 Secondary of production; production. (completing activities as relevant)
 Tertiary  classify businesses according to
their type of production; and Student activity: Classify the types of Anderton and Jones (2001)
 demonstrate an awareness of the production for businesses identified in Unit 4 (pp 14–17)
changing trends across the types of the Business Ownership activity. (completing activities as relevant)
production. Additionally some others may be
added, particularly those which  PowerPoint presentation
operate in more than one type of
production, e.g. Shell. Tayto Resource pack
Whole class teaching: Discussion  CCEA fact files

focusing on the problems with
classifying certain businesses into one
type of production.
Kerr (2003) (pp 175–180)
Student ICT activities: Types of
Production.
17
Methods of Production Students should be able to:
 describe and evaluate the main Whole class teaching: Introduce the Kerr (2003) Unit 3.2 (pp 183–194)
methods of production (job, batch main methods of production, (completing activities as relevant)
and flow); discussing the advantages and
 discuss the advantages and disadvantages of each method. Anderton and Jones (2001)
disadvantages of specialisation; Unit 34 (pp 120–124),
 discuss the advantages and Group work: Using various Unit 36 (pp 128–132),
disadvantages of the division of presentation techniques (using ICT). Unit 41 (pp 146–147)
labour; Four groups research one method (completing activities as relevant)
 identify the most appropriate each. Prepare feedback to the rest of
methods of production in a the class, e.g. PowerPoint and  PowerPoint presentation
particular situation; question/answer.
 describe and evaluate the main Support Materials for Business
methods of stock control – Group feedback: Four groups, each Studies and Employability –
traditional and ‘just in time’; has 10 minutes to feedback findings. Wrightbus case study
 evaluate the impact of technology
on production; Question/answer: Methods of www.bized.co.uk
production.
 evaluate the factors influencing the
www.businessstudiesonline.co.uk
location of production; and
Test: Check knowledge and
 evaluate the social and
understanding of methods of  CCEA fact files
environmental considerations in
production. Test should be peer-
production and its location.
assessed. Go over answers and make
corrections.
Thought shower: In groups, consider

the impact of technology, benefits and
drawbacks.
18
19
Methods of Production Students should be able to:

(cont.) ‘Sams vans’ VAK learning activity:
Three groups, each group creates the
same product using different methods
of production.
Quality Assurance:  demonstrate knowledge and Whole class teaching: Discuss what Kerr (2003) Unit 3.4 (pp 205–210)
 Charter Mark understanding of the importance of students consider to be quality and (completing activities as relevant)
 ISO 9001 quality assurance; non-quality items. Students should
 EFQM  demonstrate knowledge and explain reasons for their choices. Anderton and Jones (2001)
 Investors in People understanding of quality standards; Why/why not quality? Unit 38 (pp 136–139)
and Teacher-led discussion: Quality (completing activities as relevant)
 analyse the reasons why businesses assurance and quality standards.
undertake the process of obtaining  PowerPoint presentation
quality standards. Investigate websites: Investigate
quality websites. Find a product/firm www.bsi-
which has at least one of the quality global.com/en/Assessment-
awards and discuss what it means to and-certification-services/
that firm to have achieved that award. management-systems/
Standards-and-Schemes/ISO-9001
Student feedback: Feedback findings www.cabinetoffice.gov.uk/
to the class. chartermark/
www.efqm.org
www.investorsinpeople.co.uk
www.times100.co.uk/case-study
(Portakabin)
 CCEA fact files
20
Health and Safety Students should be able to:
 demonstrate knowledge and Whole class teaching: Discuss the Kerr (2003) Unit 3.4 (pp 209–210)
understanding of the implications rights and responsibilities of both (completing activities as relevant)
for a business of health and safety employees and employers in relation
laws, and the rights and to health and safety in the workplace. Anderton and Jones (2001)
responsibilities of both employers (pp 95–96)
and employees in the areas of Review of production. (completing activities as relevant)
health and safety.
Whole class teaching: Introduce  PowerPoint presentation
questionnaire design.
www.hseni.gov.uk
Group work: Questionnaire design
workshop to prepare questions for  CCEA fact files
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.
21
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.
22
Unit 1: Business Start Up – Marketing
Market Research Students should be able to:
Methods:  demonstrate an understanding of Thought shower: What is market Kerr (2003) Unit 4.1 (pp 212–220)
the different methods of market research? (completing activities as relevant)
 Primary/Field research and sampling as well as
 Secondary/Desk the most appropriate method for DVD: Students watch a DVD on Anderton and Jones (2001)
particular circumstances; Cadbury or another firm to see how Unit 44 (pp 154–157),
Sampling:  explain market segmentation; and they carry out market research. Unit 45 (pp 158–161)
 interpret, analyse and evaluate the (completing activities as relevant)
 Random results of market research. Whole class teaching: Explain the
 Quota advantages and disadvantages of  PowerPoint presentation
various methods of research and
questionnaire design.  CCEA fact files
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.
23
Market Research (cont.) Students should be able to:
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 Whole class teaching: Levels of Kerr (2003) (pp 64–65)
understanding of the levels of competition and the indicators of the www.businesslink.gov.uk/bdog/
competition a business may be level of competition, such as openness action/detail?type=
faced with and recognize indicators to international trade and investment, RESOURCES&itemId=
of the level of competition; product market regulation, market 1075219871
 analyse strategies that a business structure, consumer behaviour, market
may use to manage competition; performance and peer review. www.cim.co.uk/mediastore/
and 10_minute_guides/10_min_Get_
 analyse the impact that competition To_Grips_With_Competitors.pdf
24
has on the marketing mix.
25
Competition Thought shower: The strategies a

(cont.) business could use to manage
competition. Feedback and
discussion.
www.thetimes100.co.uk/theory/
Whole class teaching: How theory—competition—154.php
competition impacts on the marketing
mix. www.times100.co.uk – case studies
– First Group Intel
 CCEA fact files
26
Marketing Mix: Students should be able to:
 Price  demonstrate knowledge and Whole class teaching: Introduce the Kerr (2003) Unit 4.2 (pp 221–230)
understanding of what the term marketing mix, focusing on price. (completing activities as relevant)
marketing means;
 identify and discuss a range of Student activity: Match pricing Anderton and Jones (2001)
pricing polices (skimming, policies to given descriptions of each Unit 43 (pp 152–153),
penetration and competitor based policy. Units 48–49 (pp 168–173)
pricing); (completing activities as relevant)
 investigate the main factors that Whole class teaching: Factors
affect price (cost of production, affecting the price of goods. Learning NI – Library – Key Stage 4
need to make profit, competition in – Business Studies – Northern
the market, price which the market Student activity: Complete activity on Ireland Resources – Pricing
can bear, season, quantity of stock factors affecting the demand and price.
in hand); www.cim.co.uk/Media
 analyse the relationship between Student activity: Select the most Store/10_minute_guides/10_min_
price and demand; and suitable pricing policy for given Marketing_Mix.pdf
 evaluate pricing policies for given scenarios, justifying and evaluating the
circumstances. choices made.  PowerPoint presentation
 CCEA fact files
27
 Product  demonstrate knowledge of the Whole class teaching: Discuss human Learning NI – Library – Key Stage 4
product life cycle and discuss the stages of development. Through this, – Business Studies – Northern
strategies used to extend it; and introduce the concept of a product life Ireland Resources – Product Life
 demonstrate an awareness that cycle. Cycle
legislation exists in relation to
products. Student activity: Complete key Kerr (2003) Unit 4.5 (pp 255–272)
characteristic notes on each stage of (completing activities as relevant)
the product life cycle, giving examples
of products at each stage of the life Anderton and Jones (2001)
cycle. Units 46–47 (pp 162–167)
(completing activities as relevant)
Whole class teaching: Factors
affecting the length of the product life Learning NI – Library – Key Stage 4
cycle. Extension strategies used. – Business Studies – Northern
Ireland Resources – Consumer
Student activity: Scenario cards Protection
giving various consumer issues, for
example, I bought a pair of shoes and Citizens Advice (2008) Guide to
changed my mind – What are my Your Rights, Penguin Reference
rights? Feedback of answers and Library
whole class discussion on consumer
rights.  PowerPoint presentation
Whole class teaching: Legal  CCEA fact files

constraints on products.
28
 Promotion  demonstrate knowledge and Whole class teaching: What does Kerr (2003) Unit 4.3 (pp 231–244)
understanding of the most promotion mean? (completing activities as relevant)
commonly used methods of
promotion (advertising and sales Student activity: Match methods of Anderton and Jones (2001)
promotion); promotion with given descriptions. Unit 50 (pp 174–177)
 evaluate the commonly used (completing activities as relevant)
methods of promotion; Whole class teaching: Methods of
 identify the most appropriate advertising and sales promotion. www.asa.org.uk
methods of promotion in particular
circumstances; and Student activity: Mix and match www.ofcom.org.uk
 demonstrate an awareness of the advantages and disadvantages of the
legal constraints on promotion. various methods of advertising.  PowerPoint presentation
Report findings back to the class.
 CCEA fact files
Whole class teaching: Factors
affecting choice of advertising. Legal
controls on promotion.
Paired activity: Choose the most

suitable methods of promotion and
give reasons for choice.
29
 Place  demonstrate knowledge and Whole class teaching: Introduce place Kerr (2003) Unit 4.4 (pp 245–254)
understanding of the most as part of the marketing mix. To (completing activities as relevant)
commonly used channels of include:
distribution for goods and services  channels of distribution; Anderton and Jones (2001)
(manufacture, wholesale, retail and  factors affecting the choice of Unit 51 (pp 178–181)
consumer). channel of distribution; (completing activities as relevant)
 changing trends in relation to
channels of distribution used;  PowerPoint presentation
 implications for channels of
distribution of the Internet; and  CCEA fact files
 main methods of transport used in
the delivery of goods and services.
Student activity: Select the most

suitable channel of distribution and
method of transport for a given list of
products, justifying choices made.
30
Unit 2:
Business Development
31
Unit 2: Business Development – Finance
Cash Flow Forecasts Students should be able to:
 analyse the importance of cash flow Whole class teaching: Explain why Kerr (2003) Section 5.5 (pp 322–
to a business; forecasts are used by businesses. 328)
 demonstrate knowledge and Discuss the purposes of forecasting (completing activities as relevant)
understanding of the difference cash flow and how cash differs from
between cash and profit; profit. Anderton and Jones (2001)
 demonstrate knowledge and Unit 60 (pp 212–214)
understanding of the purpose of Student activity: Complete given cash (completing activities as relevant)
cash flow forecasts, in the context flow forecasts.
of both forward planning and Learning NI – Library – Key Stage 4
review (comparing budget and ICT activity: Complete forecasts – Business Studies – Northern
actual); using formulae on a spreadsheet. Ireland Resources – Forecasting
 complete parts of a cash flow
forecast from given information; Exam Question – CCEA GCSE www.thetimes100.co.uk/
 interpret a simple cash flow Business Studies (2001) Paper 2, theory/theory--budgets-cash-
forecast; and Foundation Tier. flow-forecasts--116.php
 analyse the consequences of
incorrect forecasting. Whole class teaching: Consider the www.times100.co.uk – case studies
consequences of incorrect forecasting. –
CIMA, Barclays, McCain foods
 CCEA fact files
32
Ratios Students should be able to:
 interpret and analyse final accounts Whole class teaching: Discuss the Kerr (2003) Section 5.3 (pp 306–
and vertical balance sheets for need to interpret business accounts, 312)
assessing business performance introducing the use of ratios to analyse (completing activities as relevant)
using ratios; the following ratio financial performance. Demonstrate
formulae will be provided in the the calculation of each ratio and Anderton and Jones (2001)
examination: explain what information this gives to Unit 59 (pp 208–211)
net profit percentage; owners, managers and shareholders. (completing activities as relevant)
stock turnover rate;
return on capital employed; and Student activity: Complete ratios for Learning NI – Library – Key Stage 4
working capital ratio. the two years for the firm on Learning – Business Studies – Northern
NI (formulae given) and produce a Ireland Resources – Final Accounts
report explaining what this tells the
firm. Learning NI – Library – Key Stage 4
– Business Studies – Northern
Ireland Resources – Interpretation of
Accounts 1 and Interpretation of
Accounts 2
 CCEA fact files
33
Break-Even (BE) Students should be able to:
 demonstrate knowledge and Whole class teaching: Costs involved Kerr (2003) Section 5.5 (pp 322–
understanding of the significance of in running a business. Explain the 328)
the break-even point; difference between fixed and variable (completing activities as relevant)
 distinguish between fixed and costs.
variable costs (no knowledge of Anderton and Jones (2001)
semi-variable costs is required); Student activity: Classroom display Unit 60 (pp 212–214)
 calculate break-even both opportunity: (completing activities as relevant)
graphically and by given formula; Washing line. A number of costs,
(if asked to draw a graph, the scale both fixed and variable, should be Learning NI – Library – Key Stage 4
for each axis will be drawn out, but written or typed onto cards. Students – Business Studies – Northern
students need to be able to label the have to decide what type of cost each Ireland Resources – Costing
axes); one is and pin it on to the correct half
 demonstrate understanding of how of the washing line. www.times100.co.uk – case studies
to label a break-even chart –
(profit/loss levels, profit/loss area, Whole class teaching: Based on an McCain foods
margin of safety, BE output, label example, demonstrate how to calculate
all lines on the graph); break-even both by formula and graph.  PowerPoint presentation
 analyse a break-even chart; and
 calculate the margin of safety and Student activity: Complete a range of  CCEA fact files
understand its significance for a break-even activities taken from the
business. textbook or some other source.
34
Break-Even (BE) Whole class teaching: Consider why a

(cont.) 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.
35
Unit 2: Business Development – Managing People
Recruitment Students should be able to:
 demonstrate knowledge and Group quiz: On recruitment Kerr (2003) Section 2.2–2.3
understanding of the purposes and procedure, based on what students (pp 116–136)
content of a job analysis, job already know. (completing activities as relevant)
description, person specification
and contract of employment; Student activity: Give out sets of Anderton and Jones (2001)
 discuss the advantages and cards with various stages in the Units 26–27 (pp 90–97)
disadvantages of internal and recruitment process written on them (completing activities as relevant)
external recruitment; and explanations of those stages.
 identify, describe and evaluate the Students should put the cards in the Support Materials for Business
main methods of recruitment; order they occur and match them with Studies and Employability –
 explain the factors that influence the correct definitions, ranging from Wrightbus case study
the choice of recruitment method job analysis through to contract of
and examine how the effectiveness employment. www.equalityni.org
of any method of recruitment might
be assessed; and Research activity: What are the main www.lra.org.uk
methods of recruitment? What are the
associated advantages and www.times100.co.uk – case studies
disadvantages? –
British Gas, Siemens, Tesco
Student activity: External and internal
methods of recruitment diagram.
36
Recruitment Students should be able to:

(cont.)
 show a knowledge and Whole class teaching: Factors  PowerPoint presentation
understanding of the legal controls affecting choice of recruitment method
that govern recruitment as well as used. Legal controls on recruitment.  CCEA fact files
the moral and ethical issues which
underline legislation in relation to: Whole class teaching: Moral and
race; ethical issues and roles of the Equality
religion; Commission. Teacher-led
disability; questioning.
gender.
(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)
37
Selection Students should be able to:
 demonstrate knowledge and critical Research activity: What are the main Kerr (2003) Section 2.4 (pp 137–
understanding of the main methods methods of selection? Feedback to 143)
of selection and why they may be class. (completing activities as relevant)
used (application form, application
letter, CV, testing, interview and Interview activity role-play: Anderton and Jones (2001)
presentation); Students are divided into groups of Unit 26 (pp 92–93)
 show knowledge and understanding three (interviewer, interviewee and (completing activities as relevant)
of the responsibilities of both observer) and given a particular job
employer and employees in the they have supposedly applied for. Support Materials for Business
selection process; and Studies and Employability –
 discuss the responsibility of Each member of the group should Wrightbus case study
employers and employees in the have the chance to experience each
selection process: role. The interviewer is given the www.lra.org.uk
honesty; interview questions, the observer takes
objectivity; notes on the progress of the interview  PowerPoint presentation
fairness; feeding back at the end of the
confidentiality. interview – two positives and one area  CCEA fact files
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.
38
Developing People: Students should be able to:
Training  understand the reasons for staff Student activity: Ask some students to Kerr (2003) Section 2.5 (pp 144–
training (induction, change in set a table without any training. 148)
procedures and to become more Repeat this with students who have (completing activities as relevant)
competitive); been given instruction/training on how
 describe the benefits and to set a table. Compare the success of Anderton and Jones (2001)
drawbacks of training to the each outcome, using it as a basis for Unit 28 (pp 98–101)
business and employees; class discussion. (completing activities as relevant)
 discuss the importance of training;
and Whole class teaching: Why is training Support Materials for Business
 describe and evaluate on-the-job needed? The importance of training, Studies and Employability –
training and off-the-job training the two main types of training and the Wrightbus case study
and justify the more appropriate benefits of drawbacks of both types.
method of training for particular www.times100.co.uk – case studies
circumstances. Student activities: Complete relevant –
tasks in relation to training, taken from British Gas, Tesco
textbooks or some other source.
Allow students to recommend the best  PowerPoint presentation
method of training in particular
circumstances.  CCEA fact files
39
Motivation  explain the importance of Whole class teaching: Establish Kerr (2003) Section 2.6 (pp 149–
motivation among employees previous knowledge of motivation. 155)
(lower labour turnover, higher What motivates students? The (completing activities as relevant)
quality work, fewer accidents and importance of motivation. Financial
less absenteeism); methods and non-financial methods of Anderton and Jones (2001)
 identify, describe and evaluate the motivation. Unit 29 (pp 102–105)
main methods of financial and non- (completing activities as relevant)
financial motivation listed below: Match it activity: Students match the
financial methods of motivation: correct financial methods and non- Support Materials for Business
bonus; financial methods of motivation with Studies and Employability –
commission; their definitions. Wrightbus case study
profit sharing;
non-financial methods of Student activities: Complete relevant  PowerPoint presentation
motivation: tasks in relation to motivation, taken
job rotation; from textbook or some other source.  CCEA fact files
team working; Allow students to recommend the best
quality circles; method of motivation in particular
fringe benefits; circumstances.
 identify the most appropriate
methods of motivation in a Whole class teaching: Consider
particular situation; and factors affecting job satisfaction.
 analyse the factors affecting job
satisfaction.
40

(cont.)
 explain the reasons for and Whole class teaching: Methods and Kerr (2003) Section 2.7 (pp 156–
Appraisal importance of appraisal, including benefits of appraisal and their 159)
its benefits for employers and evaluation. (completing activities as relevant)
employees; and
 identify, describe and evaluate the Research activity: Research one Anderton and Jones (2001)
main methods of appraisal method of appraisal and report back to Unit 31 (pp 110–111)
(observation and interview). class. (completing activities as relevant)
Student activity: Carry out a self- Support Materials for Business

appraisal and/or a peer-appraisal. Studies and Employability –
Wrightbus case study
 CCEA fact files
41
Unit 2: Business Development – Business Growth
Business Success or Students should be able to:

Failure
 identify signs of success or failure Whole class teaching: Discuss Kerr (2003) Section 1.5 (pp 55–66)
(success is indicated by increasing business success and failure. What (completing activities as relevant)
profit, attracting new competitors signs would indicate each? List
into the industry and expansion, responses on board or flip chart. Anderton and Jones (2001)
while failure is indicated by loss of Unit 15 (pp 56–59)
profit or poor cash flow); (completing activities as relevant)
 discuss why a business may grow; Whole class teaching: Describe the Learning NI – Library – Key Stage 4
Business Growth
 describe the main ways in which different ways a business could grow, – Business Studies – Northern
businesses may grow, including: discussing the implications of each Ireland Resources – Business
internal growth/organic growth; method of growth. Growth
external growth through mergers
or takeovers; Paired activity: What are the benefits Learning NI – Library – Key Stage 4
 analyse and evaluate the and drawbacks of merging? Feedback – Business Studies – Northern
implications for a business of the to the class. Ireland Resources – Economies of
different ways in which it may Scale
grow;
 discuss the factors which may limit
the growth of firms (lack of
finance, competition and customer
taste);
42
Business Growth (cont.) Students should be able to:
 describe and explain what the term Whole class teaching: Consider  PowerPoint presentation
‘economies of scale’ means and be factors which may limit growth of
able to provide examples of when firms. Implications of growth.  CCEA fact files
economies of scale may occur Economies of scale.
(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 Group investigation: Investigate the www.competition-
role of the Competition role of the Competition Commission. commission.org.uk
Commission. Feedback findings to the class.
43
International Business Students should be able to:
 demonstrate knowledge and Whole class teaching: Global Market Kerr (2003) Section 4.6 (pp 273–
understanding of the benefits and – what is it? Benefits and drawbacks 282)
drawbacks of international trade; of trading on an international scale. (completing activities as relevant)
 show understanding of how the Implications for Northern Ireland.
marketing mix of a business would Anderton and Jones (2001)
be affected by international trade: ICT activity: Carry out an Unit 52 (pp 182–183)
product may need to change due investigation into the role played by (completing activities as relevant)
to legal and cultural differences; Invest NI in relation to international
price may need to reflect business. Learning NI – Library – Key Stage 4
exchange rate differences and – Business Studies – Northern
taxes; Whole class teaching: Consider the Ireland Resources – International
promotion may need to change impact trading on an international Marketing
to suit language and cultural scale would have on the marketing
differences; mix. http://europa.eu/
place may be affected by www.allbusiness.com/government/7
transportation methods and e- Student activity: Complete relevant 25664-1.html
commerce; tasks in relation to international www.berr.gov.uk/whatwedo/europea
 consider the implications of the business, taken from textbooks or ndtrade/europe/benefits-eu-
global market for businesses in the some other source. membership/page22676.html
local economy;
 demonstrate knowledge and Whole class teaching: Use the EU  PowerPoint presentation
understanding of the role of the website as a resource to illustrate key
EU; and pieces of information.  CCEA fact files
 evaluate the role of the EU.
Debate: This House believes that
being a member of the EU is
beneficial to our economy.
44
45
E-Commerce Students should be able to:
 demonstrate knowledge and Whole class teaching: What is e- Kerr (2003) Section 1.1 (pp 8–12)
understanding of what e-commerce commerce? The role e-commerce (completing activities as relevant)
is; plays in relation to international
 analyse the following: business. Anderton and Jones (2001)
advantages of e-commerce for a Unit 17 (pp 65)
business; Thought shower: What does e- (completing activities as relevant)
advantages of e-commerce for commerce mean for business?
customers; Consider the advantages and www.ebay.com
disadvantages of e-commerce disadvantages, both for businesses and
for customers; customers. www.tesco.com
disadvantages of e-commerce
for a business; and Activity: Investigate and evaluate a www.next.com
 discuss how e-commerce supports business website. In groups, complete
international business. a PowerPoint presentation of their  PowerPoint presentation
findings. Students present this to the
class.  CCEA fact files
46
Unit 2: Business Development – Business Plan
Business Plan Students should be able to:
 demonstrate knowledge and Whole class teaching: Discuss why a Kerr (2003) Section 1.10 (pp 94–
understanding of the reasons for business plan is required. Who could 106)
developing a business plan; help to write one? (completing activities as relevant)
 demonstrate knowledge and
understanding of the components of Consider the components of a business
a business plan; plan and what each component would Anderton and Jones (2001)
 using a template, construct a simple include. Unit 23 (pp 84–85)
business plan from given (completing activities as relevant)
information; and Enterprise activity: Working in
 evaluate a given business plan. groups, students plan a business. This www.businesslink.gov.uk
could be based on the findings of the
market research conducted previously. www.hsbc.co.uk
They produce a business plan
containing the main components. This  PowerPoint presentation
plan could be word processed and
presented to the rest of the class and  CCEA fact files
evaluated by them. The best plan
could be used as the basis for an
enterprise/mini-company activity.
47
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.
48
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
http://entrepreneur.virgin.com/author/richard/
http://europa.eu/
www.allbusiness.com/government/725664-1.html
www.asa.org.uk
www.berr.gov.uk/whatwedo/europeandtrade/europe/benefits-eu-
membership/page22676.html
www.bized.co.uk
www.bsi-global.com/en/Assessment-and-certification-services/management-systems/Standards-and-
Schemes/ISO-9001/
www.businesslink.gov.uk
www.businesslink.gov.uk/bdog/action/detail?
type=RESOURCES&itemId=1075219871
www.businessstudiesonline.co.uk
www.cabinetoffice.gov.uk/chartermark/
www.cabinetoffice.gov.uk/third_sector/social_enterprise.aspx
www.cim.co.uk/mediastore/10_minute_guides/10_min_Get_To_Grips_With_Competitors.p
df
www.competition-commission.org.uk
www.ebay.com
www.efqm.org
www.equalityni.org
www.hsbc.co.uk
www.hseni.gov.uk
www.instituteofcustomerservice.com
www.investni.com
www.investorsinpeople.co.uk
www.lra.org.uk
www.next.com
www.ofcom.org.uk
www.socialenterprise.org.uk
www.socialenterprisemag.co.u
k
www.tesco.com
www.thetimes100.co.uk/theory/theory--budgets-cash-flow-forecasts--116.php
www.thetimes100.co.uk/theory/theory—competition—154.php
www.times.co.uk
www.times100.co.uk
www.times100.co.uk/case-study
www.virgin.com
49

Gcse Bus Support 4844

Uploaded by

Copyright:

Available Formats

Gcse Bus Support 4844

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gcse Bus Support 4844

Uploaded by

Copyright:

Available Formats

REVISED GCSE

Unit 1: Business Start Up 5

Unit 2: Business Development 27

I hope you find this support useful in your teaching.

CCEA Exemplar Scheme of Work:

Specification: GCSE Business Studies

Unit 1: Business Start Up – Business Start Up

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Business Ownership Students should be able to:

Whole class teaching: Introduce the  CCEA fact files

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Business Ownership Students should be able to:

Private Sector (cont.) Student activity: Classify the

Whole class teaching: Compare

Student activity: Complete a business

Internet investigation: Investigate a Learning NI – Library – Key Stage 4

 CCEA fact files

Specification Content Learning Outcomes Teaching and Learning Activities Resources

The Role of Social Students should be able to:

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Sources of Finance: Students should be able to:

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Mission Statement/ Students should be able to:

ICT activity: Investigate an

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Stakeholders Students should be able to:

Whole class teaching: Roles and

Mind mapping activity: Produce a

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Customers Students should be able to:

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Resources of Business: Students should be able to:

Examination Question: CCEA GCSE  PowerPoint presentation

 CCEA fact files

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Entrepreneurs: (cont.) Student activity: Produce a write up  PowerPoint presentation

Thought shower: In groups: Why has

Presentation activity: Consider the

Specification: GCSE Business Studies

Unit 1: Business Start Up – Production

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Types of Production: Students should be able to:

Whole class teaching: Discussion  CCEA fact files

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Methods of Production Students should be able to:

Thought shower: In groups, consider

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Methods of Production Students should be able to:

 CCEA fact files

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Health and Safety Students should be able to:

Visit/visitor: A local business person

Discussion: Students will be given the

Specification Content Learning Outcomes Teaching and Learning Activities Resources

Health and Safety (cont.) Visit: Arrange a business visit to an

Group work: Prepare findings from

Group feedback: In the form of a

Specification: GCSE Business Studies

Unit 1: Business Start Up – Marketing