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GCSE (Insert Subject)
REVISED GCE
Scheme of Work
Business Studies
This is an exemplar scheme of work which
supports the teaching and learning of the
GCE Business Studies specification
CCEA Exemplar Scheme of Work: GCE Business Studies
GCE Business Studies
Contents
Page
Unit AS 1: Introduction to Business
5
Unit AS 2: Growing the Business
23
Unit A2 1: Strategic Decision Making
39
Unit A2 2: The Competitive Business Environment
53
CCEA Exemplar Scheme of Work: GCE Business Studies
2
5
Introduction
CCEA has developed new GCE Business Studies specifications for first teaching from September 2016. 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.
I hope you find this support useful in your teaching.
Best wishes
Jill Armer
Subject Officer
Business Studies
E-mail [email protected]
Telephone 028 9026 1200 (2426)
Exemplar Scheme of Work
GCE Business Studies
Unit AS 1:
Introduction to Business
1
Specification: Business Studies
Unit AS 1:Introduction to Business
Prior Learning: No prior attainment is required, although students would benefit from good standards of literacy and numeracy.
Background readings: In addition to their class textbook, students should be encouraged to ‘read round’ their subject via business articles online/newspapers, business journals and Business Review magazine.
Assessment: External written examination: 1 hour 30 minutes (2 compulsory, structured data responses – 40 marks each) 50% of AS and 20% of A level.
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Enterprise and entrepreneurship
Students should be able to:
Key resources of a business enterprise
Motivation to set up in business
· demonstrate and apply knowledge and understanding of what a business enterprise is and the factors of production associated with it;
· analyse the range of motives an individual may have to become an entrepreneur - to make money, to take advantage of opportunities or to create their own job; and
Students investigate local business enterprises and identify the factors of production associated with them
Class discussion on famous and local entrepreneurs leading to the motives behind that career choice
Guest Speaker (local entrepreneur) to talk about their motives and experiences
Surridge and Gillespie (2015) (Ch 1)
Mottershead, Grant and Kelt (2015) (pp 16)
Hall, Jones, Raffo, Anderton, Lee, Hirst, and Redfern (pp 114119)
Case study (pp 120)
Websites on entrepreneurs, e.g. The Apprentice or Dragons’ Den
Successful entrepreneur profiles – www.growingbusiness.com
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Enterprise and entrepreneurship (cont.)
Students should be able to:
Entrepreneurial characteristics
· analyse the key characteristics of the successful entrepreneur – to be determined, a calculated risk-taker or being innovative.
Listen to interviews with famous entrepreneurs on the Financial times website
Group work: take a range of entrepreneurs and identify key characteristics present these on a thought shower
Online quiz ‘Would you make a good entrepreneur?’
www.bbc.co.uk/news/business-33851439
Hall, Jones; Raffo, Anderton, Lee, Hirst and Redfern (pp 121124)
Guest speaker
www.ft.com
Case studies from www.businesscasestudies.co.uk
Enterprise in the fast lane (Edition 14)
Duncan Bannatyne (Edition 14)
The importance of entrepreneurship in small businesses (Edition 11)
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Central purpose of business activity
Students should be able to:
Adding value
Competitive Advantage
· demonstrate and apply knowledge and understanding of the importance of adding value and how to achieve added value;
· analyse and evaluate different approaches to adding value;
· demonstrate and apply knowledge and understanding of how businesses can achieve a competitive advantage through strategies including cost advantage and differentiation advantage; and
· analyse and evaluate different approaches to achieving competitive advantage.
Examine how a range of well established businesses add value to their products, e.g. Robinson’s shoe makers/Greggs/Tyrone Crystal
Watch online clip of adding value in the cereal industry (Oct 2014)
Students use the internet to investigate the Coca Cola business model and their competitive advantage
Past paper questions
Wolinski and Coates (2015)
(pp 241–242 and 172–173)
Surridge and Gillespie (2015)
(Ch 11)
Mottershead, Grant and Kelt (2015)
(pp 427–429)
CCEA Case Study – ‘Central purpose of Business Activity’ – on Business Studies Microsite
Added value in processed food
www.bbc.co.uk/education/clips
Internet research
www.sopinion8ed.worldpress.com
The Times 100 Case Study – ALDI: Competitive advantage through efficiency
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Forms of business ownership
Students should be able to:
Sole trader
Partnerships
Limited companies Private and public companies
Franchises
· demonstrate and apply knowledge and understanding of the main features and requirements of each form of business; and
· analyse and evaluate issues relating to forms of business organisation.
Whole class teaching types of business ownership
Identification of businesses in the local area followed by a classification of each type
Wolinski and Coates (2015) (Unit 1, Ch 2)
Surridge and Gillespie (2015)
(Ch 2)
Mottershead, Grant and Kelt (2015) (Ch 2 and 3, pp 620)
Social enterprises (to include the charitable and voluntary sector)
Watch online clips of different business models and summarise
Examine the different features of each type of business ownership focusing on:
· control;
· liability; and
· finance etc.
Create mind maps to display this information
Past paper questions
CCEA Case Study ‘Forms of Business Organisation’
CCEA PowerPoint Presentation ‘Forms of Business Organisation’
www.bbc.co.uk/education/clips
www.socialenterprise.org.uk
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Stakeholder groups
Students should be able to:
· identify key stakeholder groups and explain their interest in business, including owners, staff, suppliers, customers, creditors, lenders (short and long term), pressure groups, local communities and government; and
· evaluate how businesses and stakeholder groups make effective use of social media.
Identify the stakeholders of own school – what are their interests?
Take a well-known business – identify the stakeholders of that business
Active learning/group work - assign each pupil a stakeholder group and through hot seating encourage students to voice that stakeholder’s interest in the business
Wolinski and Coates (2015)
(Unit 2 Ch 6)
Surridge and Gillespie (2015) (Ch 6)
Mottershead, Grant and Kelt (2015) (pp 27–31)
CCEA Case Study - ‘Stakeholders Objectives’
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Markets and market forces
Students should be able to:
Consumer goods and services market;
Capital goods market;
Labour market; and
Mass and niche markets;
Demand and supply
· demonstrate and apply knowledge and understanding of the following features of the types of markets:
· size;
· location;
· market share; and
· differentiation of products; and
· analyse the features of these markets;
· analyse how business activity is affected by the market;
· demonstrate and apply knowledge and understanding of the concepts of demand and supply; and
· analyse the factors that influence demand and supply, including the construction of and interpretation of simple demand and supply curves.
Whole class teaching – features of market types
Mind map each type of market
Investigate using the Daily Telegraph; in particular the section available on companies and markets
Thought shower – what affects supply and demand, e.g. competition, price, availability, technology and seasonal goods etc
Mottershead, Grant and Kelt (2015) (pp 79–97)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (pp 1–3) Question 1 (p 2) Knowledge (p 6)
CCEA Case Study – ‘Markets and Market Forces’
CCEA PowerPoint Presentation – ‘Markets and Market Forces’
CCEA Factfile
Graph paper
Internet research
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Quality Management
Students should be able to:
What is quality?
Approaches to and measures of quality
TQM
Quality Assurance
Quality Control
ISO 9000
· demonstrate and apply knowledge and understanding about what quality means to a business, including performance, reliability, cost-effectiveness, or gaining competitive advantage through attracting and retaining customers;
· demonstrate and apply knowledge and understanding of approaches to and measurements of quality;
· analyse different approaches to quality; and
· evaluate issues relating to quality management including:
· the need for a quality policy; and
· the advantages and disadvantages of different approaches to quality.
Create an online survey/group work questionnaire asking ‘What does quality mean to your business?’ Consolidate findings and identify recurring themes
Examine pupils’ own school and identify the quality awards they hold
Investigate quality award-winning businesses
Past Paper questions
Wolinski and Coates (2015) (Unit 4, Ch 14)
Mottershead, Grant and Kelt (2015) (pp 484–490)
CCEA Case study – ‘Quality Management’
CCEA PowerPoint Presentation ‘Quality Management’ Industrial visit/guest speaker/video
Internet research:
www.businessballs.com
www.cforc.org
www.thecgi.org/knowledge-hub/resources/
www.bsi-uk.com/Quality
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Productivity and investment
Students should be able to:
Methods of production
· demonstrate knowledge and understanding of the different methods of production including job, batch, flow, cell and lean;
· analyse which method of production is most suitable in a particular situation;
· demonstrate and apply knowledge and understanding of productivity, the factors affecting it and the need for investment, innovation, and research and development (R & D);
· analyse the factors influencing innovation, and research and development; and
· analyse the factors affecting productivity in relation to:
· machinery, (investment in new machinery or maintenance of machinery); and
· employees, (skills and training or levels of motivation).
Whole class teaching – methods of production
Group work using stimulus material to identify and explain the most appropriate method of production for each item, e.g:
· bakery items;
· bespoke material; and
· school uniform etc.
Past paper questions
Wolinski and Coates (2015) (Unit 4, Ch 14)
Surridge and Gillespie (2015) (Ch 13)
Mottershead, Grant and Kelt (2015) (pp 430–435, 436–442, 452–454 and 470–475)
PowerPoint Presentation – ‘Investment and Productivity’
Video/industrial visit
CCEA Case Study – Investment and productivity
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Organisational design
Students should be able to:
Centralisation vs
Decentralisation
Outsourcing
· demonstrate and apply knowledge and understanding of organisational design;
· analyse issues related to organisational design;
· demonstrate and apply knowledge and understanding of centralised and decentralised, and tall and flat structures;
· analyse issues relating to outsourcing services; and
· analyse issues relating to the use of service companies and the advantages and disadvantages of outsourcing.
Class discussion on the structure of their school/businesses where they work
Investigate using the internet the structure of a number of local and global businesses
Wolinski and Coates (2015) (pp 455–473)
Surridge and Gillespie (2015) (Ch 22)
Mottershead, Grant and Kelt (2015) (Ch 41)
CCEA Case study – ‘Organisational Design’ currently located on the microsite under AS 2
CCEA PowerPoint Presentation ‘Organisational Design’ currently located on the microsite under AS 2
The Times 100
Internet Research
Business Review Magazine
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Investing in people
Students should be able to:
People investment and planning
Training and development
· demonstrate and apply knowledge and understanding about the factors that determine decisions on people investment planning (succession planning, skills audits, staff training requirements for existing staff and future needs of the organisation);
· demonstrate and apply knowledge and understanding of different training and development methods to include:
· induction training;
· on-the-job training;
· off-the-job training;
· psychometric testing; and
· Continuing Professional Development (CPD); and
· analyse the different training methods.
Case Studies
Class discussion based on Heat videos (can be downloaded from the GCE Applied Business microsite unit 10)
Whole class teaching on training methods
Class discussion of training methods in students part time jobs
Mottershead, Grant and Kelt (2015) (Ch 43–45)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (pp 389 and 399)
CCEA Case Study ‘Investing in People’
CCEA PowerPoint ‘Investing in People’
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Investing in people
(cont.)
Students should be able to:
Recruitment and selection
Psychometric testing
· demonstrate and apply knowledge and understanding of internal and external recruitment;
· analyse internal and external recruitment;
· demonstrate and apply knowledge and understanding of the selection and appointment process;
· demonstrate and apply knowledge and understanding of the use of psychometric testing in the evaluation of employees;
Examine how pupils were appointed to their part time jobs
Look at examples of different jobs that are available in the local area and investigate their selection and appointment process
Past paper questions
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (pp 8789)
Knowledge (p 90)
Case study – ‘Amy’s Wardrobe’ (p 91)
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Investing in people
(cont.)
Students should be able to:
Appraisal
Online technology
· demonstrate and apply knowledge and understanding of appraisal;
· evaluate issues relating to investing in people including:
· the advantages and disadvantages of people investment planning; and
· different methods of recruitment, selection, training and appraisal; and
· evaluate the issues, features and impacts of the use of online technology in relation to recruitment, selection, training and appraisal.
Newspapers
Job centre online
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Motivation
Students should be able to:
Management theorists
Monetary methods of motivation
· demonstrate and apply knowledge and understanding of the theories of Taylor, Maslow and Herzberg;
· analyse and evaluate these motivation theories;
· demonstrate and apply knowledge and understanding of monetary methods of motivation, including, time rate, piece rate, commission, fees, fringe benefits, profit sharing, performance-related pay;
· analyse and evaluate monetary methods of motivation;
Whole class teaching – the theories of motivation
Student investigation – based on motivation theories – create a leaflet on Microsoft Publisher analysing each theory
Class discussion/group work – what motivates you in your part time job?
Internet research based on job advertisements and motivation
Wolinski and Coates (2015)
(pp 498499, 499505 and 501505)
Surridge and Gillespie (2015) (Ch 23)
Mottershead, Grant and Kelt (2015) (Ch 47)
CCEA Factfile
CCEA PowerPoint Presentation – currently located on the microsite under AS 2
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Motivation
(cont.)
Students should be able to:
Non-monetary methods of motivation
· demonstrate and apply knowledge and understanding of non-monetary methods of motivation, job enrichment, job enlargement, job rotation, employee participation and empowerment, quality circles and team working; and
· analyse and evaluate non-monetary methods of motivation.
Class discussion based on non-monetary methods of motivation in students part time jobs
Internet research based on non-monetary methods of motivation in job advertisements
Past Paper questions
Wolinski and Coates (2015)
(pp 508519)
Visiting Speaker
Case Studies
www.businesscasestudies.co.uk
Virgin; Motivating and engaging employees for better business
Kelloggs; Building a better workplace through motivation
Tesco; motivational theory in practice at Tesco
Hoddereducation.co.uk – Volume 21, number 1, Sept 2014 ‘Motivation Theory’
Specification Content
Learning Outcomes
Teaching and learning activities
Resources
Principles of management and leadership
Students should be able to:
Management and leadership styles
· demonstrate and apply knowledge and understanding of the different styles of management and leadership (authoritarian, paternalistic, laissez-faire and democratic); and
· evaluate the impact of these styles of management and leadership on the motivation of staff.
Whole class teaching leadership styles
Students to create mind map which highlights the characteristics of each style and gives examples of when they should be used
Past paper questions
Wolinski and Coates (2015) (Ch4)
Surridge and Gillespie (2015) (pp 52–57)
Mottershead, Grant and Kelt (2015) (Ch 46)
CCEA PowerPoint ‘Principals of Management and leadership’
CCEA Case Study ‘Principals of Management and leadership’
Case Studies
www.businesscasestudies.co.uk
Tesco; Developing appropriate leadership styles
Enterprise – Rent-A-Car
20
Resources:
Unit 1:
Text Books
Textbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.
Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.
Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.
Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A; Business Studies 5th. Edition, Pearson
A range of Factfiles, PowerPoints, case studies and podcasts are available on the CCEA website.
Websites
www.businesscasestudies.co.uk
www.s-cool.co.uk/A-level
www.businessweek.com
www.tutor2u.net
www.investni.com
www.belfasttelegraph.co.uk/business
www.economist.com
www.tesco.co.uk
www.guardian.co.uk/business
www.business.timesonline.co.uk
www.businessstudiesonline.com
www.telegraph.co.uk/money
www.bbc.co.uk>learningzone>clips
www.bbc.co.uk/podcasts
www.bbc.co.uk/dragonsden
www.bbc.co.uk/apprentice
www.timesonline.com
www.thebfa.org
www.bized.com
www.businesslink.gov.uk
www.fsb.org.uk
www.detini.gov.uk
23
Unit AS 2:
Growing the Business
Specification: GCE Business Studies
Unit AS 2: Growing the Business
Prior Learning: No prior attainment is required, although students would benefit from good standards of literacy and numeracy.
Background reading: Students would benefit from keeping up-to-date with business news in the local economy.
Assessment: External written examination 1 hour 30 mins (2 compulsory, structured data responses (40 marks each) 50% of AS and 20% A level.
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Spectrum of competition
Market share, market growth and market size
Students should be able to:
· demonstrate and apply knowledge of competition in the context of the business environment and how competition can influence a business organisation;
· demonstrate and apply knowledge and understanding of market share, market growth and market size;
Class discussion on Apple - market share, market growth and competition in their market
Surridge and Gillespie (2015) (Ch 7)
Mottershead, Grant and Kelt (2015) (Ch 13)
PowerPoint AS 1
Internet and newspaper articles
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Spectrum of competition (cont.)
Students should be able to:
Degree of competition in the market (market structures)
· analyse market share, market growth and market size;
· demonstrate and apply knowledge and understanding of different market structures; and
· analyse factors determining the degree of competition in a market.
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Market research
Students should be able to:
Reasons for market research
· demonstrate and apply knowledge and understanding of market research;
· analyse the reasons for market research;
CCEA Factfile
PowerPoint AS 1
Wolinski and Coates (2015) (Ch 8)
Surridge and Gillespie (2015)
(Ch 8)
Mottershead, Grant and Kelt (2015) (Ch 51)
Times 100 - JD Sports
http://businesscasestudies.co.uk/jd-sports/
Types of primary and secondary research
· demonstrate and apply knowledge and understanding of the following market research methods:
· questionnaires;
· interviews;
· observation;
· focus groups;
· consumer panels;
· surveys by post, internet, email, telephone and face-to-face;
· test markets; and
· store loyalty cards;
Students to investigate the types of primary and secondary research and use this material to create a mind map
Class discussion on how JD Sports carry out research
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Market research (cont.)
Students should be able to:
Sampling
· analyse and evaluate these market research methods;
· demonstrate and apply knowledge and understanding of the following sampling methods:
· random;
· quota;
· stratified; and
· cluster sampling; and
Discuss each sampling method, when it would be used and possible drawbacks of each method
Qualitative and quantitative research
· analyse and evaluate methods of sampling.
Discuss difference in qualitative and quantitative and when each would be used
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Marketing mix
Students should be able to:
· demonstrate and apply knowledge and understanding of the following elements of the marketing mix:
· product (design and use of product or services);
· price (skimming, penetration, value based and cost plus);
· promotion (advertising, special offers and joint ventures);
· place (retail, wholesale, mail order, internet or direct sales);
· people (employees, management and customer service);
· processes (service delivery and service consumption); and
· physical environment (facilities, infrastructure and service delivery); and
· analyse each element of the marketing mix; and
· evaluate issues relating to the different elements of the marketing mix for a product or service, taking account of the marketing objectives of a business.
Investigate the marketing mix of current popular products, e.g. JD Sports case study
Surridge and Gillespie (2015) (Ch 10)
Mottershead, Grant and Kelt (2015) (Ch 5457)
PowerPoint AS 1
Times 100 - JD Sports
http://businesscasestudies.co.uk/jd-sports/
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Students should be able to:
Elasticity of demand
· interpret price and income elasticity of demand and analyse the impact of changes in price and income on revenue.
Individual, worked examples drawing the demand curve
Mottershead, Grant and Kelt (2015) (Ch 55)
Product life cycle
Stages
Extension strategies
· demonstrate and apply knowledge and understanding of the product life cycle, including extension strategies;
· analyse the product life cycle, including the need to have a balanced portfolio of products and the cash flow and revenue implications; and
· evaluate issues relating to the product life cycle, including its usefulness to a business and possible extension strategies.
Discuss the product life cycle of a popular product
Ideas for extending the product life cycle of a product e.g. PlayStation
www.tutor2u.com
http://beta.tutor2u.net/business/reference/product-life-cycle
Mottershead, Grant and Kelt (2015) (Ch 54)
PowerPoint AS 1
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Market planning and strategy
Students should be able to:
Marketing plan
· demonstrate and apply knowledge and understanding of a marketing plan, including product development (new and existing), SWOT analysis, market research, market positioning, business objectives, marketing strategies and a marketing budget;
Class workshop to develop a marketing plan for a popular product
www.tutor2u.com
Wolinski and Coates (2015) (Ch 9)
Surridge and Gillespie (2015) (Ch 9)
Mottershead, Grant and Kelt (2015) (Ch 50)
Market segmentation
· demonstrate and apply knowledge and understanding of market segmentation;
· analyse how markets might be segmented; and
· evaluate issues relating to market planning and strategy such as the usefulness of a marketing plan, or the need to segment a market.
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
E-Business/E-commerce
Students should be able to:
Nature of E-Business
· demonstrate and apply knowledge and understanding of how business might use E-Business and digital marketing, including advertising, market research and sales channels, in a range of business scenarios;
Class discussion
In groups research examples of digital marketing and social media campaigns
CCEA Factfile
Times 100 - IBM
www.nibusinessinfo.co.uk
Wolinski and Coates (2015)
(pp 227229)
Surridge and Gillespie (2015) (p 140)
Mottershead, Grant and Kelt (2015)
(pp 162–163)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 55)
Virgin Atlantic, Knowledge Check questions 1–12
Growth in business use of social media
· analyse and evaluate the increasing use of the internet, social media and mobile technologies to enhance marketing or selling activities including mobile ticketing and mobile marketing; and
· evaluate how useful E-Business is to businesses, including access to a worldwide market, lower transactions costs or bypassing intermediaries, and to consumers, including wider choice, saving money, 24 hour shopping, in a range of business scenarios.
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Sources of finance
Students should be able to:
Internal and external sources of finance
· demonstrate and apply knowledge and understanding of internal and external sources of finance (debt and equity).
Group research using internet sources
Class discussion
Wolinski and Coates (2015) (Ch 8)
Surridge and Gillespie (2015) (Ch 18)
Mottershead, Grant and Kelt (2015)
(Ch 24)
www.nibusinessinfo.co.uk
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Break-even analysis
Students should be able to:
Margin of safety
Contribution
· demonstrate and apply knowledge and understanding of break-even charts;
· draw break-even charts;
· calculate break-even point and margin of safety, using both formulae and break-even chart;
· demonstrate and apply knowledge and understanding of the effects of a change in fixed cost, variable cost or selling price;
· analyse contribution and identify the output required to obtain a target level of profit and calculate margin of safety; and
· evaluate issues relating to break-even analysis including its usefulness to a business.
Individual worked examples of break-even, drawing and calculations
PowerPoint AS 2
Surridge and Gillespie (2015) (p 219)
Mottershead, Grant and Kelt (2015)
(Ch 27 & 28)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 182) worked examples and Question 2
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 184)
Case study – GOWDA CHANDA LTD and Knowledge Check
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Cash flow
Students should be able to:
Difference between cash and profit
· explain the difference between cash and profit;
Individual worked examples showing calculations
Class discussion
PowerPoint AS 2
Surridge and Gillespie (2015) (Ch 16)
Mottershead, Grant and Kelt (2015)
(pp 241–242)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 168)
Case Study - CHARLTON PLASTICS LTD (p 169)
Knowledge Check, questions
2–8
Importance of cash flow
· demonstrate and apply knowledge and understanding of how to control cash flow;
· analyse methods of improving cash flow and the consequences of these in the short and long term; and
· demonstrate and apply knowledge and understanding of cash flow forecasts and their importance.
Cash flow forecast
· use appropriate calculations to construct and interpret a cash flow forecast; and
· evaluate the importance of cash flow to a business.
Individual worked examples showing calculations
PowerPoint AS 2
Mottershead, Grant and Kelt (2015)
(Ch 30)
Surridge and Gillespie (2015) (Ch 17)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Budgeting
Students should be able to:
Benefits of budgeting
· demonstrate and apply knowledge and understanding of the role of budgeting in decision making;
Individual worked examples showing calculations
Class discussion
PowerPoint AS 2
Mottershead, Grant and Kelt (2015)
(Ch 30)
Surridge and Gillespie (2015) (Ch 17)
Fixed and flexible
· demonstrate and apply knowledge and understanding of fixed budgets (problems of settings);
· demonstrate and apply knowledge and understanding of flexible budgets; and
Problems with preparing budgets
· evaluate issues relating to budgeting including the usefulness of budgeting and the advantages and disadvantages of fixed budgets.
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Financial statements
Students should be able to:
· demonstrate and apply knowledge and understanding of the income statement and statement of financial position of a sole trader, including assets and liabilities;
· interpret the income statement and the statement of financial position;
· calculate the following ratios from given formulae:
· Return on Capital Employed (ROCE);
· net profit margin;
· current ratio; and
· gearing ratio; and
· evaluate business performance using ratios.
Individual worked examples showing calculations
Class discussion
Mottershead, Grant and Kelt (2015)
(Ch 33–44)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 372)
Knowledge Check, questions 1–9
Final accounts
· evaluate the usefulness of the information included in final accounts in assessing business performance.
Class discussion on usefulness of final accounts using examples
Mottershead, Grant and Kelt (2015) (Ch 34)
37
Resources:
Unit AS 2:
Textbooks
Textbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.
Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.
Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.
Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A, (2015), Edexcel AS/A Level BUSINESS, 5th Edition, Pearson.
A range of Factfiles, PowerPoints, case studies and podcasts are available on the CCEA website.
Websites
www.thetimes100.co.uk
www.tutor2u.com
www.apple.com
www.playstation.com
www.jdsports.co.uk
www.investni.com
www.nibusinessinfo.co.uk
www.detini.gov.uk
www.enterpriseni.com
www.belfasttelegraph.co.uk/business/
Unit A2 1:
CCEA Exemplar Scheme of Work: GCE Business Studies
Strategic Decision Making
158
39
Specification: GCE Business Studies
Unit A2 1: Strategic Decision Making
Prior Learning: AS Level Business Studies
Background reading: In addition to their class textbook, students should be encouraged to ‘read around’ their subject via business articles online, newspapers, business journals and Business Review magazine.
Assessment: One two hour external assessment consisting of an unseen case study approximately two pages long. The total marks available are 90. The case study will be followed by 5 questions. The quality of their written communication is assessed in questions three, four and five.
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Business objectives
Mission Statements
Factors influencing business objectives
Students should be able to:
· analyse and evaluate the relationship between mission statements, aims and organisational objectives, including survival, growth, profitability and non-financial objectives;
· analyse and evaluate how businesses use mission statements;
· analyse and evaluate the internal and external factors influencing business objectives;
Class discussion – what is meant by a mission statement?
Look at own school mission statement - discuss how this reflects the overall values of the school
Examine the mission statements of well-known businesses using the internet
Class discussion – what are aims and objectives?
Students to write up their own aims and
objectives for the current academic year
Wolinski and Coates (2015) (p 2)
Factfile: Disney and Microsoft (p 3)
Past paper questions
Surridge and Gillespie (2015) (pp 6–9)
Business in Focus: Starbuck’s Mission Statement (p 7)
Case study – Marks & Spencer (p 9)
www.topachievement.com
www.learnmarketing.net – YouTube 2.27 mins, video
Mottershead, Grant and Kelt (2015) (pp 34–35)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Business objectives (cont.)
Students should be able to:
Short and long term objectives
Conflict
Organisational culture
Models of culture in a business
· analyse and evaluate the use of short and long-term objectives by a business;
· analyse and evaluate when business objectives may conflict; and
Case study
Mottershead, Grant and Kelt (2015) Case study: Time for Tea (pp 36–37)
Unit 82 Business Review Magazine, CCEA Case Study ‘Business Objectives’
· demonstrate and apply knowledge and understanding of organisational culture and its importance to a business.
· analyse and evaluate the culture issues related to key functional business areas;
· analyse and evaluate two models of culture prevalent in a business:
· Handy; and
· Hofstede; and
Revision questions
Class discussion – what is meant by culture?
Carry out research in school to identify the school culture – report findings
CCEA PowerPoint presentation
Past paper questions
Mottershead, Grant and Kelt (2015)
(p 285)
Case study: Tesco Metro (pp 286–287)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Organisational culture
(cont.)
Students should be able to:
Changing organisational culture in a business organisation
Stakeholder objectives
· analyse and evaluate the factors influencing culture in a business; and
· analyse and evaluate the changing organisational culture in a business organisation.
· demonstrate and apply knowledge and understanding of how different stakeholders have over determining business objectives; and
· analyse and evaluate strategies to deal with conflicting objectives.
Case study
Past paper questions
Guest speaker from local industry
Use own school – who are the stakeholders and what are their needs. How/why might the stakeholders’ objectives conflict?
Active role-play work using discussion board on LNI. Pupils take on the role of a certain stakeholder, putting their view across via an online discussion – help to recognise areas for potential conflict
www.tutor2u.com
CCEA Factfile – Handy
CCEA Factfile – Hofstede
Revision questions in Factfile
CCEA PowerPoint presentation
Business Review Magazine CCEA Case Study ‘Stakeholders’ Objectives’
Surridge and Gillespie (2015) (Ch 6)
(p 80) – short questions testing knowledge and understanding and data response question
(pp 78 and 79) – conflict strategies
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Stakeholder objectives
(cont.)
Students should be able to:
Communication
Impact of technology on communications
· demonstrate and apply knowledge and understanding of the impact of technology on communications;
Examine possible strategies to deal with conflicting objectives arising from online discussions
Game – Chinese Whispers – summary of lesson learnt
Wolinski and Coates (p 282-283)
Mottershead, Grant and Kelt (p 282 – 293)
Revision Questions (p 295)
· analyse the impact of technology on communication channels;
Investigate communication channels in school, identify the impact of technology
Wolinski and Coates (2015) (p 288 and pp 292–293)
Barriers to effective communication
· demonstrate and apply knowledge and understanding of barriers to effective communication;
Case study
Past paper questions
Surridge and Gillespie (2015) (p 319)
Business Review Magazine
CCEA PowerPoint presentation
· analyse the factors affecting the choice of communication channel;
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Communication (cont.)
Students should be able to:
· analyse the barriers to effective communication; and
· evaluate the impact of technology on communication.
Economies and diseconomies of scale
· demonstrate and apply knowledge and understanding of internal and external economies and diseconomies of scale;
Class discussion – What is meant by economies and diseconomies of scale?
Surridge and Gillespie (2015) (pp 257–259)
Case study – Proctor & Gamble
(p 458)
Diseconomies of scale (p 260)
Mottershead, Grant and Kelt (2015) (p 455-457)
Revision questions (p 457) ; Case study (p 458)
· analyse internal and external economies and diseconomies of scale; and
Whole class teaching – Distinguish between internal and external economies
CCEA Factfile,
Wolinski and Coates (2015)
Tesco plc (p 258)
· evaluate issues relating to investment and productivity including the implications of growth for a business.
Case study
Reasons for business growth and implications for growth
Mottershead, Grant and Kelt (2015) (pp 23–25)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Business strategy and planning
Students should be able to:
Business plan
· demonstrate and apply knowledge and understanding of a business plan;
Creation of a personal ‘SWOT’
Mottershead, Grant and Kelt (2015) (pp 46–52)
· analyse a business plan and evaluate its use;
Internet research: Look at a local business and examine the external factors (PESTEL) that impact upon it (positive and negative)
Revision questions (p 53)
Case study: Tesco – Born again in USA (p53)
Analyse the current position SWOT (strengths, weaknesses, opportunities, threats) and PESTEL (political, economic, social, technological, environmental, legal)
· demonstrate and apply knowledge and understanding of SWOT and PESTEL analysis and analyse and evaluate them as decision making tools;
PESTEL: Mottershead, Grant and Kelt (2015) (pp 39–40)
SWOT: (pp 366–367)
CCEA PowerPoint presentation
www.tutor2u.com
Sources of finance
· analyse and evaluate internal and external sources of finance;
Internet research – sources of funds for businesses
Mottershead, Grant and Kelt (2015) (pp 182–190)
Revision questions (pp 190–191)
Case study – DDR Copiers Ltd
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Business strategy and planning (cont.)
Students should be able to:
Developing and implementing strategies
· demonstrate and apply knowledge and understanding of Ansoff and Boston matrices and analyse and evaluate them as decision making tools;
Whole class teaching
Q&A
Boston Matrix: Mottershead, Grant and Kelt (2015) (pp 394-395)
Revision and case studies (p 396-397)
Ansoff Matrix: Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 274–275), also Question 1 (p 275)
Porter’s Generic Strategy
Bowman’s Strategy Clock
· use Porter’s Generic Strategy and Bowman’s Strategy Clock to analyse and evaluate how organisations create and maintain a competitive advantage and compete in terms of price and perceived added value;
Case study
Revision questions
Fact File: Mottershead, Grant and Kelt (2015) (pp 43–44)
Case study – Stone Country Butchers question 5 (p 45)
Bowman’s Strategy – Factfile
Kaplan and Norton’s Balanced Scorecard Model
· use Kaplan and Norton’s Balanced Scorecard model to evaluate organisational effectiveness against vision and strategy;
Balanced Scorecard – Factfile
www.dummies.com/
www.tutor2u.com
Elkington’s Triple Bottom Line
· analyse and evaluate organisational performance in terms of Elkington’s Triple Bottom Line (People, Planet and Profit); and
Factfile
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Business strategy and planning (cont.)
Students should be able to:
Key Performance Indicators (KPI’s)
· demonstrate and apply knowledge and understanding of how KPIs are used to evaluate the success of a business or a particular activity it engages in.
Decision tree analysis
Drawing a decision tree
· construct a simple decision tree from given information including financial estimates and probabilities;
Whole class teaching – constructing a decision tree
Surridge and Gillespie (2015) (pp 63–66), knowledge check and data response question (p 69)
Making calculations
· analyse and evaluate outcomes from a decision tree; and
Practice questions
www.tutor2u.com
Case study
Showing decisions
· analyse and evaluate decision trees as a tool for decision making.
CCEA PowerPoint presentation
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Risk and uncertainty
Students should be able to:
Contingency planning
· demonstrate, apply knowledge and understanding and analyse and evaluate the management of risk; and
· evaluate the need for contingency planning.
Class discussion – why is there a need for contingency planning?
Group work – construct a contingency plan for an event of your choice
Surridge and Gillespie (2015) (pp 60–62)
Business in Focus: A big decision
(p 60)
www.jaguarlandrover.com/gl/en/
Mottershead, Grant and Kelt (2015) (pp 51–52)
Company accounts
Interpreting company accounts
· demonstrate and apply knowledge and understanding of company accounts;
Whole class teaching
Mottershead, Grant and Kelt (2015) (pp 245–257)
Practice questions
Case study – Mulberry Bags (p 250)
· analyse the difference between cash and profit;
Case study
Revision question (p 257)
· analyse and interpret the published (final) accounts from a limited company using comparison over time and with competitors;
Case study – Easyjet (p 257)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Company accounts (cont.)
Students should be able to:
Interpreting company accounts
· evaluate performance using the published (final) accounts of a limited company; and
www.timesonline.co.uk/business
The Financial Times newspaper
· evaluate the limitations and usefulness of published (final) accounts in a range of business contexts.
Ratio analysis
Performance ratios
· calculate and analyse performance using ratio analysis to include:
Whole class teaching
Mottershead, Grant and Kelt (2015) (pp 262–278)
· profitability, Return on Capital employed (ROCE), Gross Profit (GP)%, Net Profit (NP)%;
· liquidity (current ratio);
· gearing; and/or
· shareholder ratios, Earnings per Share (EPS), Return on Equity (ROE); and
Practice questions
Case study
CCEA PowerPoint presentation
·
·
·
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Ratio analysis (cont.)
Students should be able to:
· evaluate a business’ performance using ratio analysis based on:
· its performance over several years; and
· comparison to a business operating in the same industry; and
·
· analyse and evaluate the benefits and limitations of ratio analysis.
Investment appraisal
Payback and Net Present Value (NPV)
· demonstrate and apply knowledge and understanding of the reasons for investment appraisal;
Whole class teaching
· calculate and interpret payback and NPV from given data;
Practice questions
· Analyse and evaluate the advantages and limitations of each method of appraisal;
Case study
Mottershead, Grant and Kelt (2015) (pp 218–220)
NPV (pp 221–223)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Investment appraisal (cont.)
Students should be able to:
· analyse and evaluate the qualitative factors influencing investment decisions; and
www.tutor2u.com
· analyse and evaluate investment options faced by a business.
52
Resources:
Unit A2 1:
Textbooks
Textbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.
Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.
Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.
Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A (2015), Edexcel AS/A Level BUSINESS 5th Edition, Pearson.
A range of Factfiles, PowerPoints, Case studies and Podcasts are available on the CCEA website.
Websites
www.investni.com
www.nibusinessinfo.co.uk
www.workspace.org.uk
www.cipd.co.uk/local/northernireland
www.detini.gov.uk
www.enterpriseni.com
www.fsb.org/nireland
www.franchiseddirect.co.uk
www.belfasttelegraph.co.uk/business
www.tesco.cm
www.coca-colacompany.com/history/the-real-story-of-new-coke#TCCC
www.stakeholdermap.com/stakeholder-engagement.html
www.johnlewisparthership.co.uk
www.fairtrade.org.uk
www.gucci.com/uk/home
www.wikipedia.com
www.jaguarlandrover.com/gl/en
http://acorn.caci.co.uk/downloads/Acorn-Infographic.pdf
www.thomascookgroup.com/np-content/uploads/2014/04/130313-noscripts16-FINAL-EMAIL.pdf
www.ryanair.com
www.co-operative.coop/corporate/
www.unilever.com
www.telegrapg.telegrapf.co.uk/travel/travelnews/10393475/Ryanaie-not-the-cheapest-airline.html
www.centreparcs.co.uk/images/pdf/annual_review_2013pff
Unit A2 2:
The Competitive
Business Environment
CCEA Exemplar Scheme of Work: GCE Business Studies
53
Specification: Business Studies
Unit A2 2: The Competitive Business Environment
Prior learning: AS Business Studies
This unit examines the macroeconomic and international framework within which businesses operate. It acknowledges the unique culture of each organisation, yet recognises that they are all bound by the same social responsibilities and ethics.
The unit examines how businesses are affected by and react to this dynamic environment, taking particular account of the relationships which exist between the various stakeholders of the business.
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Macroeconomic framework
Students should be able to:
Role of enterprise in resource allocation
Mixed economy
· demonstrate and apply knowledge and understanding of the macroeconomic framework in which businesses operate;
· analyse and evaluate the significance of a mixed economy, including social enterprise (including the charitable and voluntary sector);
electronically
Research activity – Internet search: - ‘Role of enterprise in resource allocation decisions.’ Class discussion – discuss the role of a local enterprise in using resources effectively
Revision Questions – Mottershead, Grant and Kelt (2015) revisions questions – (p 5)
Case Study – Mottershead, Grant and Kelt, (2015) Specsavers – (pp 5–6)
www.investni.com
www.enterpriseni.com
Surridge and Gillespie (2015) (pp 3–4)
Marcouse, I, et al, (2010)
Mottershead and Grant (2015)
(pp 134–38, 8, 120–123, 130)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) ( p134 - 135)
www.tutor2u.net
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Macroeconomic framework
(cont.)
Students should be able to:
Business cycles
Importance of business confidence
· analyse and evaluate the impact of business cycles; and
· analyse and evaluate the importance of business confidence.
Class discussion – explain the term business cycle and its impact on business.
Investigation activity – Mottershead, Grant and Kelt (2015) (p 134- p 138)
Case Study – Mottershead and Grant (2015) revision questions p 138 (Q7, 8 & 9)
Research activity – McAree, D., Top 5 Things To Do At A-Level Business Studies
“Why is Business Confidence important?”
www.belfasttelegraph.co.uk/business
www.nibusinessinfo.co.uk
McAree, D., 4 Minutes To Pass A-Level Business Studies
Revision Guide Questions & Answers.
Mottershead and Grant (2015)
(p130 -138)
Marcouse, I, et al, (2010) (pp580-581)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 238- 240)
Business Review Magazine
CCEA Case Study - ‘Macroeconomic Framework’
PowerPoint presentation
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Government policies
Students should be able to:
Government policy objectives
Economic instruments used to achieve these objectives
· evaluate the significance of government policy objectives, including:
· economic growth;
· sustainable development;
· inflation;
· employment; and
· balance of payments; and
· analyse and evaluate instruments that the government uses to achieve policy objectives, including:
· income tax;
· corporation tax;
· VAT;
· custom and excise duties;
· direct and indirect taxation;
· government expenditure;
· interest rates; and
· exchange rates; and
Class discussion – Discuss the key government objectives
Study activity – Mottershead, Grant, and Kelt (2015) (pp 139–148)
Case Study – Mottershead, Grant and Kelt, (2015) (pp 149–150)
Research activity – Revision questions
(p 149), Q1–4
Sample MEDIA - Irish News article about ‘Unemployment’, 13th August 2015
Class discussion – Discuss the impact of changing exchange rates on Northern Ireland businesses
Study activity – Mottershead, Grant, and Kelt, (2015) (pp 142– 143, pp 144–145 and pp 109–113)
Case Study – Mottershead, Grant and Kelt, (2015) (p 116)
Sample MEDIA – Irish News article about Northern Ireland economy, 6th August 2015
Surridge and Gillespie (2015) (pp 36–38)
Marcouse, I, et al, (2010) (pp580, 586, 599- 605)
Mottershead, Grant, and Kelt (2015) (pp 139–150, 109–114, 132, 115–116)
McAree, D., Top 5 Things To Do At A-Level Business Studies: Revision Guide Questions & Answers
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 235, 237, 240)
www.teachers.tv
www.cengage.co.uk
PowerPoint presentation
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Government policies
(cont.)
Effects of these objectives and instruments on business
Business strategies to deal with government policy
Students should be able to:
· evaluate the effects of various policy objectives and their impact on business; and
· evaluate the effects of government policies on businesses and appropriate counter-strategies.
Class discussion – Discuss the effect of government policy objectives on businesses in Northern Ireland
Mottershead, Grant and Kelt (2015) (p 142)
Research activity Mottershead, Grant and Kelt (2015) (p 144–145)
Sample MEDIA BT/FT/
Class discussion – Evaluate the effects of a change in economic policy
Investigation – Mottershead, Grant and Kelt (2015) (p 148)
Case Study – ‘UpFly’, Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015)
(p 241)
Research activity – Mottershead, Grant and Kelt (2015) (p 149)
Wolinski and Coates (2015) (pp 41-49)
Surridge and Gillespie (2015) (pp 41, 78)
Mottershead, Grant and Kelt (2015) Economic Policy and its effects on business. (pp 140–142)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 233-240)
Marcouse, I, et al, (2010)
(pp 606-611); (pp 613-619)
PowerPoint presentation
www.tutor2u.net
Research activity – internet search ‘business strategy to deal with government policy’
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Globalisation
Students should be able to:
Nature of global business
Reasons for globalisation
Global business strategies
Foreign direct investment
Methods of entering global markets
· demonstrate and apply knowledge and understanding of the global context in which a business operates;
· analyse the reasons for globalisation;
· apply knowledge and understanding of key global business strategies;
· analyse and evaluate the issue relating to foreign direct investment, including the Bartlett and Ghoshal model;
· evaluate methods of entering global markets including franchising, joint ventures, licensing and direct investment;
Class discussion – discuss the impact of global trade on businesses in Northern Ireland
Study activity – Mottershead, Grant and Kelt (2015), (p 103), (p 104)
Case Study – Mottershead, Grant and Kelt (2015) (p 105), (p116)
Raffo et.al Nestle (p 419)
Research activity – Mash Direct Ltd – A2 2 Specimen Examination Paper
Research activity - (WiggleCRC, formerly Chain Reaction Cycles ) (Northern Ireland)
Class discussion – discuss the impact of foreign direct investment on businesses in Northern Ireland
Research activity – issues in global trade impacting business in NI
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 401 - 478)
Surridge and Gillespie (2015)
(p 91, p 190 and 289)
Marcouse, I, et al, (2010) Chapter 83
(p 592-597)
Mottershead, Grant and Kelt (2015) (pp 106–115; 102-104; 169-170; 419; 478)
PowerPoint presentation
www.bbc.co.uk (business section)
www.tutor2u.net
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Globalisation (cont.)
Students should be able to:
Reasons for trading globally
Impact of trading globally
Opportunities/Threats of globalisation
Global marketing
Regulations related to trading globally
· analyse the reasons for trading globally;
· evaluate the impact of trading globally;
· evaluate the opportunities/threats of trading globally (including E-Business);
· analyse global marketing issues;
· analyse factors and regulations to be considered in trading globally;
Class discussion – Discuss the role of International Marketing in supporting Northern Ireland businesses
Case Study – Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 419)
Investigation activity – Assess three different ways in which a Northern Ireland based business can enter a foreign market
Mottershead, Grant and Kelt (2015)
(pp 419–421).
Case Study – JCB (p 422)
Research activity – Mash Direct Ltd – A2 2 Specimen Examination Paper
www.tutor2u.net
Mottershead, Grant and Kelt (2015) (pp 419–421)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 409-410; 418)
McAree, D, 3 Best Things To Do At A-Level Applied Business Studies
Revision Guide Questions & Answers
Marcouse, I, et al, (2010)
PowerPoint presentation
CCEA website
Specification
Content
Learning Outcomes
Teaching and Learning Activities
Resources
Globalisation (cont.)
Students should be able to:
Global business data
· evaluate the assistance available when trading globally; and
· analyse and evaluate business (or related) data in an global context, including measures of performance, financial and non-financial, market analysis, trends, forecasts, percentage changes and key government statistics.
Class discussion – discuss the impact of trade barriers on businesses in Northern Ireland
Investigation activity – research the different types of trade barriers; see Factfile – Globalisation: Regulations to trading globally
Case Study – Mottershead, Grant and Kelt, (2015) (pp 98–102), (p 105) (Case study – Primark)
Research activity – www.belfasttelegraph.co.uk
Search terms – ‘global trade/ N.I’
Mottershead, Grant and Kelt (2015)
(p 105)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 420–422)
Revision Guide Questions & Answers
PowerPoint presentation
www.bbc.co.uk (business section)
www.tutor2u.net
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Business Ethics and Organisational Culture
Students should be able to:
Ethical codes
Ethical Issues
· demonstrate and apply knowledge and understanding of the ethical responsibilities of businesses and how these impact on the organisational culture;
· analyse ethical codes in the context of business activities; and
· evaluate ethics as a source of competitive advantage.
Class discussion – Examine the reasons why a business in Northern Ireland would have an Ethical Policy
Mottershead, Grant and Kelt (2015)
(pp 126–127)
Case Study – Mottershead, Grant and Kelt (2015) (pp 128–129)
Wolinski and Coates (2015) i Factfile; BP: (pp 54–55; p 240-241)
Research activity – find out how does LIDL Northern Ireland support Northern Ireland business? Are their activities ethical?
Case Study – Dyson – P92; BP (p241)
Case Study- Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 484/Tiptree Textiles)
Sample Case Study- Keywords: ‘Ethics and Farming’
Wolinski and Coates (2015) (pp 6-7; 56, 89, 119 and 240–241)
Surridge and Gillespie (2015) (pp 8–9, 67, 86, 91 and 265)
Marcouse, I, et al, (2010), (p620-630)
Mottershead, Grant and Kelt (2015) (pp 126–128)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 479–484)
www.waronwant.org
CCEA Case Study ‘business ethics and corporate responsibility’
PowerPoint presentation
www.tutor2u.net
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Sustainability
Sustainable business activities
Corporate Social Responsibility (CSR)
Influence of stakeholder groups
Students should be able to:
· demonstrate and apply knowledge and understanding of sustainable business activities;
· evaluate the impact of sustainable business activity;
· evaluate corporate social responsibilities of a business using Carroll’s Corporate Social Responsibility Pyramid; and
· analyse the possible outcomes of decisions taken on the business and its stakeholders.
Class discussion – Explain the meaning of CSR in business
Wolinski and Coates (2015) (p 53)
Case Study – Mottershead, Grant and Kelt, (2015) (pp 126–127)
Research activity – Mash Direct Ltd, A2 2 Specimen Examination Paper
Sample MEDIA
Examples of unethical business practices/situations reported in media/internet:
· Business Review
· Belfast Telegraph; and
· UTV Live/BBC
Research activity- Internet search www.tutor2u.net – study materials on CSR/ethics/ sustainability
Surridge and Gillespie (2015) (p 42 and 190)
Marcouse, I, et al, (2010) (pp 209; 211)
Mottershead, Grant and Kelt (2015) (pp 126–127, 164, 165)
Marcousi, I, et al, (2010) (pp 631-8)
Business Review Magazine
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 361)
CCEA Case Study ‘Corporate Culture’
Wolinski and Coates (2015) (pp 240–241)
PowerPoint presentation
Wolinski and Coates (2015) (pp 95-109)
Surridge and Gillespie (2015) (p 70-82)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 353-358)
Marcousi, I, et al, (2010) (pp 363-369)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Organisational Design
Students should be able to:
Organisational structures
Chain of command
Span of control
De-layering
· evaluate the various types of organisational structures in business;
· demonstrate and apply knowledge and understanding of the chain of command, span of control and de-layering;
· evaluate issues relating to chain of command, span of control and de-layering; and
· evaluate issues relating to organisational design.
Class discussion – Discuss the reasons why an organisation structure is important to a business
Wolinski Case study - High Class Furnishings (p459)
-Ragbags (p472-474)
Study Activity– Mottershead, Grant and Kelt (2015) (pp 279–285)
Case Study – Tesco plc (www.tesco.com) (pp 286–287)
Research activity – revision questions
(p 287)
Surridge and Gillespie (2015)
Case Study – ‘Morrisons’ (p 290)
Wolinski and Coates (2015)
(pp 455–460, 471–474, 456–459 and 520)
Surridge and Gillespie (2015)
(pp 283–288, 290)
Mottershead, Grant and Kelt (2015) (pp 280–284, 279–280, 280–281 and 287)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) Knowledge Check (p 97)
PowerPoint presentation
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Monopolies, mergers, takeovers and restrictive practices
Students should be able to:
· analyse and evaluate:
· Monopolies;
· Mergers including horizontal and vertical integration; and
· Takeovers including hostile and friendly; and
· demonstrate and apply knowledge and understanding of the regulation of market and the roles of the Competition and Markets Authority and regulatory bodies including Ofcom and Ofwat; and
· evaluate issues relating to the spectrum of competition including the implications of market structures for business and consumers.
Class discussion – State and discuss one example of a monopoly business operating in Northern Ireland. How does it impact consumers, management and local communities? How does government regulate its activities?
Investigation activity – Mottershead, Grant and Kelt (2015), UK Grocery Market Store Wars
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 300), Q2
Case Study – Wolinski and Coates (2015);
Mottershead, Grant and Kelt (2015) (p 84)
Sample MEDIA – Irish News article ‘US group takes over haulage firm’, August 20th 2015
Class discussion – Discuss the role of the CMA in the UK and Northern Ireland
Mottershead, Grant and Kelt (2015)
Research activity – Revision questions
(p 85)
Research activity- Internet articles/ key terms – ‘Mergers/ Monopolies/ NI or UK businesses’
Wolinski and Coates (2015) (p 24 and 28)
Mottershead, Grant and Kelt (2015) (pp 80–81, 121, 82–84, 11-12, 24, 83, 40, 170-71)
Case Study – Mottershead, Grant and Kelt (2015) (p 85)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 300)
McAree, D. Top 5 Things To Do At A-Level Business Studies
Marcouse, I, et al, (2010) (pp 188; 214-215; 644-649; 653-663)
PowerPoint presentation
www.tutor2u.net
www.FT.com
www.bbc.co.uk (business section)
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Change
Students should be able to:
Types of change in a business
Importance of change in business activity
Managing information as a resource in business
Modelling change in a business context
Causes and effects of change in business
· demonstrate and apply knowledge and understanding of change in a business;
· analyse the types of change in a business;
· evaluate the management of information as a resource in business;
· evaluate the importance of change in business activity (Lewin’s Force Field Analysis);
· analyse and evaluate the modelling of change in a business context; and
Class discussion – Reasons for change in a business
Case Study – Mottershead, Grant and Kelt (2015) Tesco plc (p 176)
Research activity – check Tesco Website: www.tesco.com
Case Study - Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) Knowledge Check ; EY (p 394-395)
Class discussion – Discuss the use of Lewin’s Force Field Analysis Model as a way of modelling change in a business context
Case Study – See Factfile A2 2 Modelling Change
Group work - Pressure group activity knowledge and understanding questions
Mottershead, Grant and Kelt (2015)
Mottershead, Grant and Kelt (2015)
(pp 168–175)
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) Knowledge Check (p 386-394)
Marcouse, I, et al, (2010) (pp 613-619)
Useful websites:
www.cengage.co.uk
www.tutor2u.net
CCEA Factfiles (A2 2)
Case Study ‘change’
Mottershead, Grant and Kelt (2015) – Revision Questions 3 & 4 (p 176)
PowerPoint presentation
Specification Content
Learning Outcomes
Teaching and Learning Activities
Resources
Change (cont.)
Resistance to change
Strategies to overcome resistance to change
Students should be able to:
· analyse the causes and effects of change in business, including:
· Pressure groups;
· Business legislation;
· Growth and decline of a market;
· Diversification; and
· Modernisation; and
· apply knowledge and understanding of, and analyse and evaluate the reasons for resistance to change in a business context;
· apply knowledge and understanding of, and analyse and evaluate the strategies to overcome such resistance to change including Kotter and Schlesinger’s model;
Class discussion – Discuss the reasons for resistance to change
www.belfasttelegraph.co.uk/business
Research activity – Discuss the impact of changes in the Northern Ireland Dairy industry from 2014. What impact did they have on consumers, producers and various participants in the supply chain in Northern Ireland?
Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 393, and 395)
Case Study – ‘ERNST & YOUNG,
(p 394)
CCEA Factfile A2 2
Class discussion – Discuss the usefulness of Kotter and Schlesinger’s model for managing change
Marcouse, I, et al, (2010)
Business Review Magazine
PowerPoint resources
CCEA Case Study ‘Change’
CCEA Exemplar Scheme of Work: GCE Business Studies
68
Resources:
Unit A2 2:
Textbooks
Textbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.
Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.
Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.
Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A (2015), 5th Edition, Pearson.
Textbook 5: McAree, D., Top 5 Things To Do At A-Level Business Studies.
Textbook 6: McAree, D., 3 Best Things To Do At A-Level Business Studies.
Textbook 7: McAree, D., 4 Minutes To Pass A-Level Business Studies.
Textbook 8: Marcouse, I, et al, Business Studies (2010).
A range of Factfiles, PowerPoints, case studies and podcast are available on the CCEA website.
Websites
www.investni.com
www.nibusinessinfo.co.uk
www.workspace.org.uk
www.cipd.co.uk/local/northernireland
www.detini.gov.uk
www.enterpriseni.com
www.franchisedirect.co.uk
www.belfasttelegraph.co.uk/business
www.tesco.com
www.coca-colacompany.com/
www.stakeholdermap.com/stakeholder-engagement.html
www.johnlewispartnership.co.uk
www.fairtrade.org.uk
www.gucci.com/uk/home
www.wikipedia.com
www.jaguarlandrover.com/gl/en
www.thomascookgroup.com
www.ryanair.com
www.co-operative.coop/corporate/
www.unilever.com
www.telegraph.co.uk
Additional Resources:
Books
Hammond, A and Swift, I, Business Studies for A2 Revision Guide, Hodder Arnold
Hammond, A and Brewer, M, Business Studies for AS Revision Guide, Hodder Arnold
Jewell, B, An Integrated Approach to Business Studies, Longman
Letts Educational, Revise A2 Business Studies, Letts Educational Ltd
Lines, D, Martin, B and Marcouse, I, Complete A-Z Business Studies Handbook, Hodder Arnold
Marcouse, I et al, Business Studies, Hodder Arnold
McAree, D, Top 5 Things To Do At A-Level Business, IN2Print, Belfast
McAree, D, 4 Minutes To Pass A-Level Business Studies, IN2Print, Belfast
McAree, Three Best Things To Do At A-Level Applied Business Studies, IN2Print, Belfast
Rice, A, Accounts Demystified: How to understand financial accounting and analysis, Prentice Hall
Surridge, M and Allan, P, AS/A-level Business Studies Essential World Dictionary
Thomspon, R and Machin, D, AS Business Studies, Collins Educational
Other Publications
Allan, P, Business review magazine, www.philipallan.co.uk
First Trust Bank, Economic outlook and business review
Bank of England (quarterly), The Inflation Report, www.bankofengland.co.uk
Ulster Business magazine
Newspaper Supplements
Business Insight - Every Tuesday with the Irish News
Business Newsletter - Every Tuesday with the Newsletter
Business Telegraph - Every Monday with the Belfast Telegraph
Additional Websites:
Business Studies Websites
A Level of Achievement Business Studies Resources
A Level Revision - Oxford School of Learning, www.osl-ltd.co.uk/index.asp
BBC NEWS Business
BBC News Northern Ireland
Business Open Learning Archive, www.bola.biz/index.html
Business Studies Online, www.businessstudiesonline.co.uk
Business Studies update, www.lincoln.ac.uk/lbs/resources/update
The Economics & Business Education Association, (some useful website listed in the Links sections), www.ebea.org.uk/ebea/default.html
European Foundation for Quality Management, www.efqm.org
Examstutor.com - a level business studies resources for students and teachers, www.examstutor.com/business
globalEDGE – business information from around the world, www.globaledge.msu.edu
Invest NI, www.investni.com
Invest NI's 'nibusinessinfo' website, www.nibusinessinfo.co.uk
Just Business – Global and Ethical Issues, www.jusbiz.org/showpage.php?pagename=home
Northern Ireland Statistics and Research Agency, www.nisra.gov.uk
Office of Communications, www.ofcom.org.ukOffice of National Statistics, www.ons.gov.uk
Q&A resources, www.qaresources.co.uk/busmain/bsample.htm
S-Cool! - AS & A2 Level Business Studies Revision Guide, www.s-cool.co.uk/topic_index.asp?subject_id=8
Sixth Sense Business Studies Resources, www.sixthsense.osfc.ac.uk/business/index.asp
The Times 100 UK Marketing Theory, Business case studies, www.thetimes100.co.uk
Trading Standards Central - Trading Standards and Consumer Protection information, www.tradingstandards.uk
The Treasury, www.hm-treasury.gov.uk
Tutor2u, www.tutor2u.net/default.asp
Finance
From nibusinessinfo.co.uk:
Business Planning
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858790&r.s=tl&topicId=1074433147
Borrowing
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858790&r.s=tl&topicId=1074453326
Shares and equity
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858790&r.s=tl&topicId=1074453334
Human Resources
From nibusinessinfo.co.uk:
Dismissals, Redundancies Etc
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1073876974
Employee Representatives and Trade Unions
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1074436102
Equal Opportunities
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1073877851
Motivation
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1073858908
Organisational Change
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1074450319
Recruitment and selection
www.nibusinessinfo.co.uk/bdotg/action/layer;jsessionid=FHxqbyGr5wkZMt6pk6QP6JCZhKvl4zT3pNTvHMtRMp9bVfqF3wvh!1493541108!1162310122409?site=191&r.l1=1073858787&r.s=tl&topicId=1073858914
Skills and training
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1074202347
Marketing
From nibusinessinfo.co.uk:
How to build a pricing strategy
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073790698
Sales & marketing: the basics
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sc&topicId=1074299808
The lifecycle of products and services
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1074301573
Segment your customers
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1074022100
Market research and market reports
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1073901910
Pricing your proposed service or product
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.i=1074301573&r.l3=1074299784&r.l2=1074299781&r.l1=1073858796&type=RESOURCES&itemId=1074301633&r.t=RESOURCES&r.s=m
Niche markets
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073792481
Using market reports and other data
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073790734
Interpreting market information
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073790737
Operations Management
From nibusinessinfo.co.uk:
Just-in-time production
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sc&type=RESOURCES&itemId=1074405965
Stock control methods
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sc&type=RESOURCES&itemId=1073792659
Benchmark your business
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1074404796&r.s=tl&topicId=5000305139
Quality management standards
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1074431977
External Influences
From nibusinessinfo.co.uk:
Common mistakes when starting up in business
www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1075219871
Understand your competitors
www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1073900131