Gcse Bus Scheme of Work

REVISED GCSE
Scheme of Work
Business Studies
This is an exemplar scheme of work which supports the
teachin and learnin of the Business Studies
speci!cation
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 2
Managing People !2
Business "ro#t$ !
Business Plan %2
&esources %%
''() (*emplar Sc$eme o+ ,ork- "'S( Business Studies
Introduction
''() $as developed ne# "'S( speci.cations +or .rst teac$ing +rom
Septem/er 20001 2$is sc$eme o+ #ork $as /een designed to support 3ou in
introducing t$e ne# speci.cation1
2$e sc$eme o+ #ork provides suggestions +or organising and supporting
students4 learning activities1 5t is intended to assist 3ou in developing 3our
o#n sc$eme o+ #ork and s$ould not /e considered as /eing prescriptive or
e*$austive1
Please remem/er t$at assessment is /ased on t$e speci.cation #$ic$ details
t$e kno#ledge6 understanding and skills t$at students need to ac7uire during
t$e course1 2$e sc$eme o+ #ork s$ould t$ere+ore /e used in con8unction #it$
t$e speci.cation1
Pu/lis$ed resources and #e/ re+erences included in t$e sc$eme o+ #ork $ave
/een c$ecked and #ere correct at t$e time o+ #riting1 9ou s$ould c$eck #it$
pu/lis$ers and #e/sites +or t$e latest versions and updates1 ''() accepts no
responsi/ilit3 +or t$e content o+ t$ird part3 pu/lications or #e/sites re+erred
to #it$in t$is sc$eme o+ #ork1
) Microso+t ,ord version o+ t$is sc$eme o+ #ork is availa/le on t$e su/8ect
microsite on t$e ''() #e/site :###1ccea1org1uk;microsites<1 9ou #ill /e a/le
to use it as a +oundation +or developing 3our o#n sc$eme o+ #ork #$ic$ #ill
/e matc$ed to 3our teac$ing and learning environment and t$e needs o+ 3our
students1 2$ere are a num/er o+ #e/=/ased materials to $elp 3ou in t$e
introduction o+ t$e ne# speci.cation1 2$ese $ave /een re+erred to t$roug$out
t$e sc$eme o+ #ork and are $ig$lig$ted using t$e +ollo#ing s3m/ol :<1 ,$en
3ou see t$is s3m/ol6 t$e resource can /e +ound on t$e ''() "'S( Business
Studies microsite1
5 $ope 3ou .nd t$is support use+ul in 3our teac$ing1
Best #is$es
)manda S#ann
Su/8ect >?icer
Business Studies
(=mail as#ann@ccea1org1uk
2elep$one 02 0026 1200 :e*t- 2100<
1
2
CCEA Exemplar Scheme of
or!:
GCSE Business Studies
3
4
Unit 1:
Business Start Up
5
Speci"cation: "'S( Business Studies
Unit 1: Business Start Up A Business Start Up
Speci"cation
Content
#earning $utcomes %eaching and #earning
Acti&ities
'esources
Business $(nership
Pri&ate Sector:
Sole 2rader
Partners$ip
Private Bimited
'ompan3
Pu/lic Bimited
'ompan3
Franc$ise
Students s$ould /e a/le to-
demonstrate kno#ledge and
understanding o+ #$3 and
$o# a /usiness startsC
identi+3 and descri/e
di?erent t3pes o+ /usiness
organisations in t$eir local
areaC
demonstrate an a#areness
o+ t$e advantages and
disadvantages o+ eac$ o+
t$e listed t3pes o+
o#ners$ipC and
compare and contrast
di?erent t3pes o+ o#ners$ip
in terms o+ o#ners$ip6
control;decision=making6
.nance and lia/ilit31
2$oug$t s$o#er :#$ole class
or paired #ork<- &easons
#$3 people start up in
/usiness1
2$is ma3 include-
ideas +or a ne#
product;serviceC
ideas to improve an e*isting
product;serviceC
spotting a gap in t$e
marketC
redundanc3C and
particular skills or 7ualities1
Student activit3- Sketc$ t$e
main street in t$eir to#n6
identi+3ing t$e di?erent
/usinesses1 )lternativel3
list t$e names o+ as man3
/usinesses as possi/le1
Business >#ners$ip
'omparison 2a/le
Derr :200!< Section 112 :pp
1A!%<
:completing activities as
relevant<
)nderton and Eones :2001<
Units 6A6 10A11 :pp 22A%!<
relevant<
Bearning F5 A Bi/rar3 A De3
Stage % A Business Studies A
Fort$ern 5reland &esources
A Setting Up 9our >#n
Business
Po#erPoint presentation
''() +act .les
6
Speci"cation
Content
Acti&ities
'esources
,$ole class teac$ing-
5ntroduce t$e various
+orms o+ /usiness
o#ners$ip1 Discuss t$e
various pros and cons o+
t$e di?erent t3pes o+
o#ners$ip1
Support Materials +or
Business Studies and
(mplo3a/ilit3 A ,rig$t/us
case stud3
7
Speci"cation
Content
Acti&ities
'esources
Business $(nership
Pri&ate Sector
)cont*+
Student activit3- 'lassi+3 t$e
/usinesses identi.ed
earlier6 according to
o#ners$ip1
'ompare di?erent t3pes o+
organisations6 in relation to
o#ners$ip6 control;decision=
making6 .nance and lia/ilit31
Student activit3- 'omplete a
/usiness o#ners$ip
comparison ta/le1
Pu,lic Sector demonstrate an a#areness
o+ t$e role o+ t$e pu/lic
sector :general overvie#<1
,$ole class teac$ing- "ive an
overvie# o+ t$e pu/lic sector6
including t$e +act t$at t$is
sector involves government
control and di?ers +rom t$e
private sector /ecause t$e
main aim is service1
5nternet investigation-
5nvestigate a local council
#e/site6 e1g1
Derr :200!< Section 11! :pp
!6A%5<
relevant<
Unit 12 :pp %%A%7<
relevant<
8
###1/all3mena1gov1uk 1 Find
out t$e roles and services
provided /3 local councils1
A Pu/lic Sector
''() +act .les
9
Speci"cation
Content
Acti&ities
'esources
%he 'ole of Social
Enterprise
understanding o+ $o# a
social enterprise aims to
deliver across a range o+
economic6 social and
environmental outputs1

,$ole class teac$ing- Social
enterprise1
"roup presentation activit3-
5nvestigate a social enterprise
and produce a presentation to
/e delivered to t$e rest o+ t$e
class on t$e +eatures o+ t$at
social enterprise1
###1/usinesslink1gov1uk
###1ca/ineto?ice1gov1uk;
t$irdGsector;socialGenterpris
e 1asp*
###1socialenterprise1org1uk
###1socialenterprisemag1co
1uk
10
Speci"cation
Content
Acti&ities
'esources
Sources of -inance:
5nternal
(*ternal
demonstrate kno#ledge
and understanding o+ t$e
internal and e*ternal
sources o+ .nance-
internal sources-
o#ner4s investment
:start up or additional
capital<C
retained pro.tsC
sale o+ stockC
sale o+ .*ed assetC
de/t collectionC
e*ternal sources-
/ank loan or overdra+tC
additional partnersC
s$are issueC
leasingC
$ire purc$aseC
mortgageC
trade creditC
government grantsC and
identi+3 t$e most
appropriate source o+
.nance to /e used in
particular circumstances1
,$ole class teac$ing- (*plain
t$e various internal and
e*ternal sources o+ .nance6
stating i+ t$e sources are
likel3 to /e used in t$e s$ort6
medium or long term1
Student activit3- Select t$e
most suita/le sources o+
.nance +or di?erent scenarios1
,$ole class teac$ing- Focus
on t$e +actors a /usiness
needs to consider #$en
deciding to raise .nance1
(*am 7uestion- ''() "'S(
Business Studies :2001< Paper
16 Hig$er 2ierC :2002< Paper
26 Foundation 2ier1
25A202<
relevant<
Units 62A6% :pp 220A220<
relevant<
''() +act .les
11
Speci"cation
Content
Acti&ities
'esources
.ission Statement/
Business Aims:
Survival
Pro.t Ma*imisation
"ro#t$
'orporate 5mage
and Pu/lic Service
'oncern +or t$e
(nvironment;Social
&esponsi/ilit3
demonstrate and appl3
kno#ledge and
understanding o+ /usiness
aimsC
e*plain $o# t$e aims o+ a
/usiness a?ect its activities
and #$36 on certain
occasions6 t$ese aims ma3
/e in conIictC
compare and contrast t$e
aims o+ private and pu/lic
sector organisationsC
anal3se $o# t$e aims o+ a
social enterprise can di?er
+rom t$ose o+ ot$er
/usiness organisationsC
anal3se #$3 aims and
mission statements are
$elp+ul to /usinessesC and
anal3se t$e et$ical and
moral issues associated
#it$ /usiness aims1
Student activit3- Setting
personal targets;aims1
'lass discussion- Students
+eed/ack t$eir personal aims
to t$e #$ole class1 Discuss
t$e importance o+ $aving
aims1
SM)&21 Discuss #$et$er t$e
aims set /3 t$e students #ere
SM)&21
)ctivit3- Mission Statements
Derr :200!< :pp %6A%<1
Business )ims6 Po#erPoint %1
Student activit3- ,rite a
personal mission statement or
one +or t$e sc$ool1
5'2 activit3- 5nvestigate an
Derr :200!< Section 11% :pp
%6A5%<
relevant<
Units 1! :pp %A51<
relevant<
###1times1co1uk A case
studies A
Matt MacDonald6 Fivea6
UF5S>F
''() +act .les
12
environmentall3 +riendl3
/usiness1
13
Speci"cation
Content
Acti&ities
'esources
Sta!eholders Students s$ould /e a/le to-
understanding o+ t$e
di?erent groups #$o $ave
an interest in a /usiness
:o#ners6 s$are$olders6
directors6 managers6
producers6 consumers6 ta*
pa3ers and trade unions<C
consider t$e /usiness +rom
t$e perspective o+ eac$ o+
t$ese stake$oldersC and
anal3se $o# t$e aims o+
t$ese stake$olders ma3 /e
in conIict1
5ntroduce t$e idea o+
stake$olders6 giving a simple
de.nition o+ a stake$older
:someone #$o $as an interest
in a /usiness +or some
reason<1
Discuss t$e various groups
#$o ma3 /e interested in a
/usiness1
Student activit3- 5denti+3 all
t$e stake$olders in t$eir
sc$ool1
Displa3 opportunit3- Picture
o+ t$e sc$ool #it$
stake$olders identi.ed and
descri/ed around it1
,$ole class teac$ing- &oles
and responsi/ilities o+
stake$olders1
Mind mapping activit3-
Produce a mind map on
15A17<
relevant<
Unit 5 :pp 1A21<
relevant<
studies A
)m#a36 BS)6 FS)6 Joda+one
''() +act .les
14
stake$olders and t$eir
#ants;needs and conIicts1
15
Speci"cation
Content
Acti&ities
'esources
Customers Students s$ould /e a/le to-
understanding o+ $o# it is
more e*pensive to attract a
ne# customer t$an to keep
an e*isting oneC
understanding o+ $o# in
toda34s /usiness climate
man3 products are similar6
making it more di?icult to
s$o# $o# one product is
di?erent +rom anot$erC
anal3se $o# di?erent
/usinesses use customer
service to add valueC and
anal3se t$e di?erent #a3s
organisations provide
customer service1
'ustomers and t$eir
importance to organisations1
Hig$lig$t t$e +act t$at it is
/etter .nanciall3 to keep a
customer t$an gain a ne#
one1 5nclude $o# .rms
di?erentiate and /uild /rand
lo3alt31
Student activit3- 5n groups6
students researc$ $o# .rms
di?erentiate t$eir products to
ensure t$e3 $ave greater
appeal to customers6 /ot$ ne#
and e*isting1
,$ole class teac$ing- 2$e
importance and role o+
e?ective customer service1
Jisiting speaker- 5nvite a
visiting speaker6 +or e*ample6
+rom a local /usiness or +rom
9oung (nterprise6 to deliver a
seminar on t$e importance o+
Derr :200!< :pp 1016 2!%<
relevant<
###1instituteo+customerser
vice1com
''() +act .les
16
good customer service and t$e
di?erent #a3s organisations
provide it1
17
Speci"cation
Content
Acti&ities
'esources
'esources of
Business:
Factors o+
Production
understanding o+ land6
la/our6 capital and
enterpriseC and
anal3se $o# /usinesses use
resources di?erentl31
(*plain t$e +actors o+
production and t$eir
signi.cance to /usiness1
Student activit3- Factors o+
Production1 Derr :200!< :pp
6<1
(*amination Kuestion- ''()
"'S( Business Studies :2000<
Paper 26 Hig$er 2ier1
Derr :200!< :pp 67A71<
relevant<
:pp 56 7 and 6%<
relevant<

''() +act .les
Entrepreneurs:
De3 '$aracteristics
o+ (ntrepreneurs
descri/e #$at it means to
/e enterprisingC
identi+3 t$e ke3
entrepreneurial
c$aracteristics displa3ed /3
success+ul /usiness peopleC
and
anal3se #$3 t$e
government encourages
enterprise1
,$ole class teac$ing- ,$o is
an entrepreneurL ,$at does it
meanL
Derr :200!< :pp 67A71<
relevant<
:pp 56 7 and 6%<
relevant<
18
''() +act .les
19
Speci"cation
Content
Acti&ities
'esources
Entrepreneurs:
)cont*+
Student activit3- Produce a
#rite up o+ t$e
/ackground;$istor3 o+ an
entrepreneur6 +or e*ample6
&ic$ard Branson1 Deliver to
t$e class under t$ree main
$eadings-
$o# t$e3 started and an
outline o+ #$at
product:s<;service:s< t$e3
provideC
#$at +actors $ave led to
t$eir success and $o# t$e3
$ave overcome
+ailures;dra#/acksC and
#$at 7ualities and skills
does t$is entrepreneur $ave
t$at $as contri/uted to
$is;$er success1
2$oug$t s$o#er- 5n groups-
,$3 $as t$ere /een a drive to
encourage entrepreneurs$ipL
&eport .ndings to class1
Presentation activit3-
'onsider t$e role o+ 5nvest F5
case stud3
$ttp-;;entrepreneur1virgin1co
m;
aut$or;ric$ard;
###1investni1com
###1virgin1com
''() +act .les
20
in encouraging enterprise1
Present an overvie# o+ t$e
role o+ 5nvest F5 and t$eir
main areas o+ +ocus1
21
Unit 1: Business Start Up A Production
Speci"cation
Content
Acti&ities
'esources
%0pes of Production:
Primar3
Secondar3
2ertiar3
distinguis$ /et#een t$e
main t3pes o+ productionC
classi+3 /usinesses
according to t$eir t3pe o+
productionC and
o+ t$e c$anging trends
across t$e t3pes o+
production1
,$ole class teac$ing- Main
t3pes o+ production1
Student activit3- 'lassi+3 t$e
t3pes o+ production +or
/usinesses identi.ed in t$e
Business >#ners$ip activit31
)dditionall3 some ot$ers ma3
/e added6 particularl3 t$ose
#$ic$ operate in more t$an
one t3pe o+ production6 e1g1
S$ell1
Discussion +ocusing on t$e
pro/lems #it$ classi+3ing
certain /usinesses into one
t3pe o+ production1
Student 5'2 activities- 23pes
o+ Production1
Derr :200!< :pp 17%A10<
relevant<
Unit % :pp 1%A17<
relevant<
2a3to &esource pack
''() +act .les
Derr :200!< :pp 175A10<
22
Speci"cation
Content
Acti&ities
'esources
.ethods of
Production
descri/e and evaluate t$e
main met$ods o+ production
:8o/6 /atc$ and Io#<C
discuss t$e advantages and
disadvantages o+
specialisationC
disadvantages o+ t$e
division o+ la/ourC
identi+3 t$e most
appropriate met$ods o+
production in a particular
situationC
descri/e and evaluate t$e
main met$ods o+ stock
control A traditional and
M8ust in time4C
evaluate t$e impact o+
tec$nolog3 on productionC
evaluate t$e +actors
inIuencing t$e location o+
productionC and
evaluate t$e social and
environmental
considerations in
5ntroduce t$e main met$ods
o+ production6 discussing t$e
advantages and disadvantages
o+ eac$ met$od1
"roup #ork- Using various
presentation tec$ni7ues
:using 5'2<1 Four groups
researc$ one met$od eac$1
Prepare +eed/ack to t$e rest
o+ t$e class6 e1g1 Po#erPoint
and 7uestion;ans#er1
"roup +eed/ack- Four groups6
eac$ $as 10 minutes to
+eed/ack .ndings1

Kuestion;ans#er- Met$ods o+
production1
2est- '$eck kno#ledge and
understanding o+ met$ods o+
production1 2est s$ould /e
peer=assessed1 "o over
ans#ers and make
Derr :200!< Unit !12 :pp
1!A10%<
relevant<
Unit !% :pp 120A12%<6
Unit !6 :pp 12A1!2<6
Unit %1 :pp 1%6A1%7<
relevant<
case stud3
###1/iNed1co1uk

###1/usinessstudiesonline1c
o1uk
''() +act .les
23
production and its location1 corrections1
2$oug$t s$o#er- 5n groups6
consider t$e impact o+
tec$nolog36 /ene.ts and
dra#/acks1
24
Speci"cation
Content
Acti&ities
'esources
.ethods of
Production
)cont*+
MSams vans4 J)D learning
activit3- 2$ree groups6 eac$
group creates t$e same
product using di?erent
met$ods o+ production1
1ualit0 Assurance:
'$arter Mark
5S> 0001
(FKM
5nvestors in People
importance o+ 7ualit3
assuranceC
understanding o+ 7ualit3
standardsC and
anal3se t$e reasons #$3
/usinesses undertake t$e
process o+ o/taining 7ualit3
standards1
,$ole class teac$ing- Discuss
#$at students consider to /e
7ualit3 and non=7ualit3 items1
Students s$ould e*plain
reasons +or t$eir c$oices1
,$3;#$3 not 7ualit3L
2eac$er=led discussion-
Kualit3 assurance and 7ualit3
standards1
5nvestigate #e/sites-
5nvestigate 7ualit3 #e/sites1
Find a product;.rm #$ic$ $as
at least one o+ t$e 7ualit3
a#ards and discuss #$at it
means to t$at .rm to $ave
ac$ieved t$at a#ard1
Student +eed/ack- Feed/ack
.ndings to t$e class1
Derr :200!< Unit !1% :pp
205A210<
relevant<
Unit ! :pp 1!6A1!0<
relevant<
###1/si=
glo/al1com;en;)ssessment=
and=certi.cation=services;
management=s3stems;
Standards=and=
Sc$emes;5S>=0001
###1ca/ineto?ice1gov1uk;
c$artermark;
###1e+7m1org
25
###1 investorsinpeople 1co1uk
###1times1001co1uk;case=
stud3
:Portaka/in<
''() +act .les
26
Speci"cation
Content
Acti&ities
'esources
2ealth and Safet0 Students s$ould /e a/le to-
implications +or a /usiness
o+ $ealt$ and sa+et3 la#s6
and t$e rig$ts and
responsi/ilities o+ /ot$
emplo3ers and emplo3ees in
t$e areas o+ $ealt$ and
sa+et31
t$e rig$ts and responsi/ilities
o+ /ot$ emplo3ees and
emplo3ers in relation to
$ealt$ and sa+et3 in t$e
#orkplace1
&evie# o+ production1
5ntroduce 7uestionnaire
design1
"roup #ork- Kuestionnaire
design #orks$op to prepare
7uestions +or /usiness link
visitor1
Jisit;visitor- ) local /usiness
person #ill give a s$ort
presentation /ased on
production in t$eir
organisation6 including
met$ods o+ production and
$ealt$ and sa+et31
Derr :200!< Unit !1% :pp
200A210<
relevant<
:pp 05A06<
relevant<
###1$seni1gov1uk
''() +act .les
27
Discussion- Students #ill /e
given t$e opportunit3 to ask
7uestions prepared in
advance1
28
Speci"cation
Content
Acti&ities
'esources
2ealth and Safet0
)cont*+
Jisit- )rrange a /usiness visit
to an organisation suc$ as-
23rone 'r3stalC
2a3toC and
Ulster Bottlers1
"roup #ork- Prepare .ndings
+rom t$e /usiness visit and
present to t$e class1
"roup +eed/ack- 5n t$e +orm
o+ a presentation to t$e rest o+
t$e class1
29
Unit 1: Business Start Up A Marketing
Speci"cation
Content
Acti&ities
'esources
.ar!et 'esearch
.ethods:
Primar3;Field
Secondar3;Desk
Sampling:
&andom
Kuota
demonstrate an
di?erent met$ods o+ market
researc$ and sampling as
#ell as t$e most
appropriate met$od +or
particular circumstancesC
e*plain market
segmentationC and
interpret6 anal3se and
evaluate t$e results o+
market researc$1
2$oug$t s$o#er- ,$at is
market researc$L
DJD- Students #atc$ a DJD
on 'ad/ur3 or anot$er .rm to
see $o# t$e3 carr3 out market
researc$1
t$e advantages and
disadvantages o+ various
met$ods o+ researc$ and
7uestionnaire design1
Paired activit3- 5n pairs6
design and #ord process a
7uestionnaire to determine
t$e demand +or a particular
product;service in sc$ool1
,$ole class teac$ing- Use
e*amples to e*plain #$at is
meant /3 t$e various t3pes o+
Derr :200!< Unit %11 :pp
212A220<
relevant<
Unit %% :pp 15%A157<6
Unit %5 :pp 15A161<
relevant<
''() +act .les
30
Speci"cation
Content
Acti&ities
'esources
sampling1
31
Speci"cation
Content
Acti&ities
'esources
.ar!et 'esearch
)cont*+
"roup;student activit3- (ac$
group selects an appropriate
met$od o+ sampling and eac$
group mem/er carries out t$e
7uestionnaire designed earlier
amongst students in t$e
sc$ool1
2$ese results can /e compiled
+or eac$ group and input to a
spreads$eet6 grap$s can /e
produced as appropriate1
Students can t$en anal3se t$e
.ndings o+ t$e market
researc$ activit3 and make
recommendations as to t$e
#a3 +or#ard1
,$ole class teac$ing- Using
t$e e*amples o+ an orange6
e*plain market segmentation1
Competition demonstrate kno#ledge and
understanding o+ t$e levels
o+ competition a /usiness
ma3 /e +aced #it$ and
,$ole class teac$ing- Bevels
o+ competition and t$e
indicators o+ t$e level o+
competition6 suc$ as openness
Derr :200!< :pp 6%A65<
###1/usinesslink1gov1uk;/d
og;
action;detailLt3peO
32
recogniNe indicators o+ t$e
level o+ competitionC
anal3se strategies t$at a
/usiness ma3 use to
manage competitionC and
anal3se t$e impact t$at
competition $as on t$e
marketing mi*1
to international trade and
investment6 product market
regulation6 market structure6
consumer /e$aviour6 market
per+ormance and peer revie#1
&(S>U&'(SPitem5dO
107521071
###1cim1co1uk;mediastore;
10GminuteGguides;10GminG"
etG
2oG"ripsG,it$G'ompetitors1
pd+
33
Speci"cation
Content
Acti&ities
'esources
Competition
)cont*+
2$oug$t s$o#er- 2$e
strategies a /usiness could
use to manage competition1
Feed/ack and discussion1
,$ole class teac$ing- Ho#
competition impacts on t$e
marketing mi*1
###1t$etimes1001co1uk;t$eo
r3;
t$eor3QcompetitionQ
15%1p$p
studies A First "roup 5ntel
''() +act .les
34
Speci"cation
Content
Acti&ities
'esources
.ar!eting .ix:
Price
understanding o+ #$at t$e
term marketing meansC
identi+3 and discuss a range
o+ pricing polices
:skimming6 penetration and
competitor /ased pricing<C
investigate t$e main +actors
t$at a?ect price :cost o+
production6 need to make
pro.t6 competition in t$e
market6 price #$ic$ t$e
market can /ear6 season6
7uantit3 o+ stock in $and<C
anal3se t$e relations$ip
/et#een price and demandC
and
evaluate pricing policies +or
given circumstances1
5ntroduce t$e marketing mi*6
+ocusing on price1
Student activit3- Matc$
pricing policies to given
descriptions o+ eac$ polic31
,$ole class teac$ing- Factors
a?ecting t$e price o+ goods1

Student activit3- 'omplete
activit3 on +actors a?ecting
t$e demand and price1
most suita/le pricing polic3
+or given scenarios6 8usti+3ing
and evaluating t$e c$oices
made1
221A2!0<
relevant<
Unit %! :pp 152A15!<6
Units %A%0 :pp 16A17!<
relevant<
A Pricing
###1cim1co1uk;Media
Store;10GminuteGguides;10G
minG MarketingGMi*1pd+
''() +act .les
35
Speci"cation
Content
Acti&ities
'esources
.ar!eting .ix:
Product
demonstrate kno#ledge o+
t$e product li+e c3cle and
discuss t$e strategies used
to e*tend itC and
t$at legislation e*ists in
relation to products1
$uman stages o+ development1
2$roug$ t$is6 introduce t$e
concept o+ a product li+e
c3cle1
ke3 c$aracteristic notes on
eac$ stage o+ t$e product li+e
c3cle6 giving e*amples o+
products at eac$ stage o+ t$e
li+e c3cle1
a?ecting t$e lengt$ o+ t$e
product li+e c3cle1 (*tension
strategies used1
Student activit3- Scenario
cards giving various consumer
issues6 +or e*ample6 5 /oug$t a
pair o+ s$oes and c$anged m3
mind A ,$at are m3 rig$tsL
Feed/ack o+ ans#ers and
#$ole class discussion on
consumer rig$ts1
A Product Bi+e '3cle
255A272<
relevant<
Units %6A%7 :pp 162A167<
relevant<
A 'onsumer Protection
'itiNens )dvice :200< "uide
to 9our &ig$ts6 Penguin
&e+erence Bi/rar3
36
,$ole class teac$ing- Begal
constraints on products1
''() +act .les
37
Speci"cation
Content
Acti&ities
'esources
.ar!eting .ix:
Promotion
understanding o+ t$e most
commonl3 used met$ods o+
promotion :advertising and
sales promotion<C
evaluate t$e commonl3
used met$ods o+ promotionC
identi+3 t$e most
promotion in particular
circumstancesC and
o+ t$e legal constraints on
promotion1
,$ole class teac$ing- ,$at
does promotion meanL
Student activit3- Matc$
met$ods o+ promotion #it$
given descriptions1
Met$ods o+ advertising and
sales promotion1
Student activit3- Mi* and
matc$ advantages and
disadvantages o+ t$e various
met$ods o+ advertising1
&eport .ndings /ack to t$e
class1
a?ecting c$oice o+
advertising1 Begal controls on
promotion1
Paired activit3- '$oose t$e
most suita/le met$ods o+
promotion and give reasons
Derr :200!< Unit %1! :pp
2!1A2%%<
relevant<
Unit 50 :pp 17%A177<
relevant<
###1asa1org1uk
###1o+com1org1uk
''() +act .les
38
+or c$oice1
39
Speci"cation
Content
Acti&ities
'esources
.ar!eting .ix:
Place
understanding o+ t$e most
commonl3 used c$annels o+
distri/ution +or goods and
services :manu+acture6
#$olesale6 retail and
consumer<1
5ntroduce place as part o+ t$e
marketing mi*1 2o include-
c$annels o+ distri/utionC
+actors a?ecting t$e c$oice
o+ c$annel o+ distri/utionC
c$anging trends in relation
to c$annels o+ distri/ution
usedC
implications +or c$annels o+
distri/ution o+ t$e 5nternetC
and
main met$ods o+ transport
used in t$e deliver3 o+
goods and services1
most suita/le c$annel o+
distri/ution and met$od o+
transport +or a given list o+
products6 8usti+3ing c$oices
made1
Derr :200!< Unit %1% :pp
2%5A25%<
relevant<
Unit 51 :pp 17A11<
relevant<
''() +act .les
40
Unit 2:
Business 3e&elopment
41
Unit 2: Business Development A Finance
Speci"cation
Content
Acti&ities
'esources
Cash -lo( -orecasts Students s$ould /e a/le to-
anal3se t$e importance o+
cas$ Io# to a /usinessC
di?erence /et#een cas$
and pro.tC
purpose o+ cas$ Io#
+orecasts6 in t$e conte*t o+
/ot$ +or#ard planning and
revie# :comparing /udget
and actual<C
complete parts o+ a cas$
Io# +orecast +rom given
in+ormationC
interpret a simple cas$ Io#
+orecastC and
anal3se t$e conse7uences
o+ incorrect +orecasting1
#$3 +orecasts are used /3
/usinesses1 Discuss t$e
purposes o+ +orecasting cas$
Io# and $o# cas$ di?ers
+rom pro.t1
given cas$ Io# +orecasts1
5'2 activit3- 'omplete
+orecasts using +ormulae on a
spreads$eet1
(*am Kuestion A ''() "'S(
Business Studies :2001< Paper
26 Foundation 2ier1
'onsider t$e conse7uences o+
incorrect +orecasting1
!22A!2<
relevant<
Unit 60 :pp 212A21%<
relevant<
A Forecasting
###1 t$etimes1001co1uk;
t$eor3;t$eor3==/udgets=cas$=
Io#=+orecasts==1161p$p
studies A
'5M)6 Barcla3s6 Mc'ain
+oods
42
Speci"cation
Content
Acti&ities
'esources
''() +act .les
43
Speci"cation
Content
Acti&ities
'esources
'atios Students s$ould /e a/le to-
interpret and anal3se .nal
accounts and vertical
/alance s$eets +or assessing
/usiness per+ormance using
ratiosC t$e +ollo#ing ratio
+ormulae #ill /e provided in
t$e e*amination-
net pro.t percentageC
stock turnover rateC
return on capital
emplo3edC and
#orking capital ratio1
t$e need to interpret /usiness
accounts6 introducing t$e use
o+ ratios to anal3se .nancial
per+ormance1 Demonstrate
t$e calculation o+ eac$ ratio
and e*plain #$at in+ormation
t$is gives to o#ners6
managers and s$are$olders1
ratios +or t$e t#o 3ears +or t$e
.rm on Bearning F5 :+ormulae
given< and produce a report
e*plaining #$at t$is tells t$e
.rm1
Derr :200!< Section 51! :pp
!06A!12<
relevant<
Unit 50 :pp 20A211<
relevant<
A Final )ccounts
A 5nterpretation o+ )ccounts
1 and 5nterpretation o+
)ccounts 2
''() +act .les
44
Speci"cation
Content
Acti&ities
'esources
Brea!4E&en )BE+ Students s$ould /e a/le to-
signi.cance o+ t$e /reak=
even pointC
distinguis$ /et#een .*ed
and varia/le costs :no
kno#ledge o+ semi=varia/le
costs is re7uired<C
calculate /reak=even /ot$
grap$icall3 and /3 given
+ormulaC
:i+ asked to dra# a grap$6
t$e scale +or eac$ a*is #ill
/e dra#n out6 /ut students
need to /e a/le to la/el t$e
a*es<C
demonstrate understanding
o+ $o# to la/el a /reak=even
c$art :pro.t;loss levels6
pro.t;loss area6 margin o+
sa+et36 B( output6 la/el all
lines on t$e grap$<C
anal3se a /reak=even c$artC
and
calculate t$e margin o+
,$ole class teac$ing- 'osts
involved in running a
/usiness1 (*plain t$e
di?erence /et#een .*ed and
varia/le costs1
Student activit3- 'lassroom
displa3 opportunit3-
,as$ing line1 ) num/er o+
costs6 /ot$ .*ed and varia/le6
s$ould /e #ritten or t3ped
onto cards1 Students $ave to
decide #$at t3pe o+ cost eac$
one is and pin it on to t$e
correct $al+ o+ t$e #as$ing
line1
,$ole class teac$ing- Based
on an e*ample6 demonstrate
$o# to calculate /reak=even
/ot$ /3 +ormula and grap$1
Student activit3- 'omplete a
range o+ /reak=even activities
taken +rom t$e te*t/ook or
some ot$er source1
!22A!2<
relevant<
Unit 60 :pp 212A21%<
relevant<
A 'osting
studies A
Mc'ain +oods
''() +act .les
45
sa+et3 and understand its
signi.cance +or a /usiness1
46
Speci"cation
Content
Acti&ities
'esources
Brea!4E&en )BE+
)cont*+
'onsider #$3 a /usiness
#ould #ant to calculate t$e
/reak=even point1 Using t$e
previous e*ample o+ a /reak=
even grap$ alread3 dra#n6
demonstrate t$e margin o+
sa+et31 'onsider t$e
importance o+ t$is +or a
/usiness1
Student activit3- 'alculate
t$e margin o+ sa+et3 +or t$e
/reak=even activities alread3
completed1
47
Unit 2: Business Development A Managing People
Speci"cation
Content
Acti&ities
'esources
'ecruitment Students s$ould /e a/le to-
purposes and content o+ a
8o/ anal3sis6 8o/
description6 person
speci.cation and contract
o+ emplo3mentC
disadvantages o+ internal
and e*ternal recruitmentC
identi+36 descri/e and
evaluate t$e main met$ods
o+ recruitmentC
e*plain t$e +actors t$at
inIuence t$e c$oice o+
recruitment met$od and
e*amine $o# t$e
e?ectiveness o+ an3 met$od
o+ recruitment mig$t /e
assessedC and
"roup 7uiN- >n recruitment
procedure6 /ased on #$at
students alread3 kno#1
Student activit3- "ive out sets
o+ cards #it$ various stages in
t$e recruitment process
#ritten on t$em and
e*planations o+ t$ose stages1
Students s$ould put t$e cards
in t$e order t$e3 occur and
matc$ t$em #it$ t$e correct
de.nitions6 ranging +rom 8o/
anal3sis t$roug$ to contract o+
emplo3ment1
&esearc$ activit3- ,$at are
t$e main met$ods o+
recruitmentL ,$at are t$e
associated advantages and
disadvantagesL
Student activit3- (*ternal and
Derr :200!< Section 212A21!
:pp 116A1!6<
relevant<
Units 26A27 :pp 00A07<
relevant<
case stud3
###1e7ualit3ni1org
###1lra1org1uk
studies A
Britis$ "as6 Siemens6 2esco
48
Speci"cation
Content
Acti&ities
'esources
internal met$ods o+
recruitment diagram1
49
Speci"cation
Content
Acti&ities
'esources
'ecruitment
)cont*+
s$o# a kno#ledge and
understanding o+ t$e legal
controls t$at govern
recruitment as #ell as t$e
moral and et$ical issues
#$ic$ underline legislation
in relation to-
raceC
religionC
disa/ilit3C
gender1
(Students do not have to
address specifc 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 orthern
!reland"
a?ecting c$oice o+
recruitment met$od used1
Begal controls on recruitment1
,$ole class teac$ing- Moral
and et$ical issues and roles o+
t$e (7ualit3 'ommission1
2eac$er=led 7uestioning1
''() +act .les
50
Speci"cation
Content
Acti&ities
'esources
Selection Students s$ould /e a/le to-
and critical understanding
o+ t$e main met$ods o+
selection and #$3 t$e3 ma3
/e used :application +orm6
application letter6 'J6
testing6 intervie# and
presentation<C
s$o# kno#ledge and
responsi/ilities o+ /ot$
emplo3er and emplo3ees in
t$e selection processC and
discuss t$e responsi/ilit3 o+
emplo3ers and emplo3ees in
t$e selection process-
$onest3C
o/8ectivit3C
+airnessC
con.dentialit31
&esearc$ activit3- ,$at are
t$e main met$ods o+
selectionL Feed/ack to class1
5ntervie# activit3 role=pla3-
Students are divided into
groups o+ t$ree :intervie#er6
intervie#ee and o/server< and
given a particular 8o/ t$e3
$ave supposedl3 applied +or1
(ac$ mem/er o+ t$e group
s$ould $ave t$e c$ance to
e*perience eac$ role1 2$e
intervie#er is given t$e
intervie# 7uestions6 t$e
o/server takes notes on t$e
progress o+ t$e intervie#
+eeding /ack at t$e end o+ t$e
intervie# A t#o positives and
one area +or improvement1
(ac$ group mem/er rotates
until t$e3 $ave $ad t$e
opportunit3 to e*perience all
t$ree roles1
Derr :200!< Section 21% :pp
1!7A1%!<
relevant<
Unit 26 :pp 02A0!<
relevant<
case stud3
###1lra1org1uk
''() +act .les
51
&esponsi/ilities o+ emplo3ers
and emplo3ees in t$e
selection process1
52
Speci"cation
Content
Acti&ities
'esources
3e&eloping People:
2raining
understand t$e reasons +or
sta? training :induction6
c$ange in procedures and
to /ecome more
competitive<C
descri/e t$e /ene.ts and
dra#/acks o+ training to
t$e /usiness and
emplo3eesC
discuss t$e importance o+
trainingC and
descri/e and evaluate on=
t$e=8o/ training and o?=t$e=
8o/ training and 8usti+3 t$e
more appropriate met$od o+
training +or particular
circumstances1
Student activit3- )sk some
students to set a ta/le #it$out
an3 training1 &epeat t$is #it$
students #$o $ave /een given
instruction;training on $o# to
set a ta/le1 'ompare t$e
success o+ eac$ outcome6
using it as a /asis +or class
discussion1
,$ole class teac$ing- ,$3 is
training neededL 2$e
importance o+ training6 t$e
t#o main t3pes o+ training and
t$e /ene.ts o+ dra#/acks o+
/ot$ t3pes1
Student activities- 'omplete
relevant tasks in relation to
training6 taken +rom te*t/ooks
or some ot$er source1 )llo#
students to recommend t$e
/est met$od o+ training in
particular circumstances1
1%%A1%<
relevant<
Unit 2 :pp 0A101<
relevant<
case stud3
studies A
Britis$ "as6 2esco
''() +act .les
53
Speci"cation
Content
Acti&ities
'esources
3e&eloping People:
Motivation
e*plain t$e importance o+
motivation among
emplo3ees :lo#er la/our
turnover6 $ig$er 7ualit3
#ork6 +e#er accidents and
less a/senteeism<C
o+ .nancial and non=
.nancial motivation listed
/elo#-
.nancial met$ods o+
motivation-
/onusC
commissionC
pro.t s$aringC
non=.nancial met$ods o+
motivation-
8o/ rotationC
team #orkingC
7ualit3 circlesC
+ringe /ene.tsC
identi+3 t$e most
motivation in a particular
(sta/lis$ previous kno#ledge
o+ motivation1 ,$at motivates
studentsL 2$e importance o+
motivation1 Financial
met$ods and non=.nancial
met$ods o+ motivation1
Matc$ it activit3- Students
matc$ t$e correct .nancial
met$ods and non=.nancial
met$ods o+ motivation #it$
t$eir de.nitions1
Student activities- 'omplete
motivation6 taken +rom
te*t/ook or some ot$er
source1 )llo# students to
recommend t$e /est met$od
o+ motivation in particular
circumstances1
'onsider +actors a?ecting 8o/
satis+action1
1%0A155<
relevant<
Unit 20 :pp 102A105<
relevant<
case stud3
''() +act .les
54
situationC and
anal3se t$e +actors a?ecting
8o/ satis+action1
55
Speci"cation
Content
Acti&ities
'esources
3e&eloping People:
)cont*+
)ppraisal
e*plain t$e reasons +or and
importance o+ appraisal6
including its /ene.ts +or
emplo3ers and emplo3eesC
and
o+ appraisal :o/servation
and intervie#<1
Met$ods and /ene.ts o+
appraisal and t$eir evaluation1
&esearc$ activit3- &esearc$
one met$od o+ appraisal and
report /ack to class1
Student activit3- 'arr3 out a
sel+= appraisal and;or a peer=
appraisal1
156A150<
relevant<
Unit !1 :pp 110A111<
relevant<
case stud3
''() +act .les
56
Unit 2: Business Development A Business "ro#t$
Speci"cation
Content
Acti&ities
'esources
Business Success or
-ailure
Business Gro(th
identi+3 signs o+ success or
+ailure :success is indicated
/3 increasing pro.t6
attracting ne# competitors
into t$e industr3 and
e*pansion6 #$ile +ailure is
indicated /3 loss o+ pro.t or
poor cas$ Io#<C
discuss #$3 a /usiness ma3
gro#C
descri/e t$e main #a3s in
#$ic$ /usinesses ma3 gro#6
including-
internal gro#t$;organic
gro#t$C
e*ternal gro#t$ t$roug$
mergers or takeoversC
anal3se and evaluate t$e
implications +or a /usiness
o+ t$e di?erent #a3s in
#$ic$ it ma3 gro#C
/usiness success and +ailure1
,$at signs #ould indicate
eac$L Bist responses on
/oard or Iip c$art1
Descri/e t$e di?erent #a3s a
/usiness could gro#6
discussing t$e implications o+
eac$ met$od o+ gro#t$1
Paired activit3- ,$at are t$e
/ene.ts and dra#/acks o+
mergingL Feed/ack to t$e
class1
55A66<
relevant<
Unit 15 :pp 56A50<
relevant<
A Business "ro#t$
A (conomies o+ Scale
57
Speci"cation
Content
Acti&ities
'esources
discuss t$e +actors #$ic$
ma3 limit t$e gro#t$ o+
.rms :lack o+ .nance6
competition and customer
taste<C
58
Speci"cation
Content
Acti&ities
'esources
Business Gro(th
)cont*+
descri/e and e*plain #$at
t$e term Meconomies o+
scale4 means and /e a/le to
provide e*amples o+ #$en
economies o+ scale ma3
occur :students do not need
to /e a/le to name and
descri/e di?erent t3pes o+
economies o+ scale<C
anal3se t$e implications o+
gro#t$ :/ene.ts o+ gro#t$
are increased pro.t6
economies o+ scale and
increased pu/licit36 #$ile
negatives o+ gro#t$ are
poor communication6 lack
o+ motivation and
di?iculties o+ coordination<C
anal3se t$e social and
moral implications o+
gro#t$C and
o+ t$e role o+ t$e
'ompetition 'ommission1
'onsider +actors #$ic$ ma3
limit gro#t$ o+ .rms1
5mplications o+ gro#t$1
(conomies o+ scale1
"roup investigation-
5nvestigate t$e role o+ t$e
'ompetition 'ommission1
Feed/ack .ndings to t$e
class1
''() +act .les
###1competition=
commission1org1uk
59
Speci"cation
Content
Acti&ities
'esources
International
Business
/ene.ts and dra#/acks o+
international tradeC
s$o# understanding o+ $o#
t$e marketing mi* o+ a
/usiness #ould /e a?ected
/3 international trade-
product ma3 need to
c$ange due to legal and
cultural di?erencesC
price ma3 need to reIect
e*c$ange rate di?erences
and ta*esC
promotion ma3 need to
c$ange to suit language
and cultural di?erencesC
place ma3 /e a?ected /3
transportation met$ods
and e=commerceC
consider t$e implications o+
t$e glo/al market +or
/usinesses in t$e local
econom3C
,$ole class teac$ing- "lo/al
Market A #$at is itL Bene.ts
and dra#/acks o+ trading on
an international scale1
5mplications +or Fort$ern
5reland1
5'2 activit3- 'arr3 out an
investigation into t$e role
pla3ed /3 5nvest F5 in
relation to international
/usiness1
'onsider t$e impact trading
on an international scale
#ould $ave on t$e marketing
mi*1
international /usiness6 taken
+rom te*t/ooks or some ot$er
source1
,$ole class teac$ing- Use t$e
Derr :200!< Section %16 :pp
27!A22<
relevant<
Unit 52 :pp 12A1!<
relevant<
A 5nternational Marketing
$ttp-;;europa1eu;
###1all/usiness1com; govern
ment;72566%=11$tml
###1/err1gov1uk;#$at#edo; e
uropeandtrade;europe;/ene
.ts=eu=
mem/ers$ip;page226761$tm
l
60
role o+ t$e (UC and
evaluate t$e role o+ t$e (U1
(U #e/site as a resource to
illustrate ke3 pieces o+
in+ormation1
De/ate- 2$is House /elieves
t$at /eing a mem/er o+ t$e
(U is /ene.cial to our
econom31
''() +act .les
61
Speci"cation
Content
Acti&ities
'esources
E4Commerce Students s$ould /e a/le to-
and understanding o+ #$at
e=commerce isC
anal3se t$e +ollo#ing-
advantages o+ e=
commerce +or a /usinessC
advantages o+ e=
commerce +or customersC
disadvantages o+ e=
commerce +or customersC
disadvantages o+ e=
commerce +or a /usinessC
and
discuss $o# e=commerce
supports international
/usiness1
,$ole class teac$ing- ,$at is
e=commerceL 2$e role e=
commerce pla3s in relation to
international /usiness1
2$oug$t s$o#er- ,$at does
e=commerce mean +or
/usinessL 'onsider t$e
advantages and
disadvantages6 /ot$ +or
/usinesses and customers1
)ctivit3- 5nvestigate and
evaluate a /usiness #e/site1
5n groups6 complete a
Po#erPoint presentation o+
t$eir .ndings1 Students
present t$is to t$e class1
A12<
relevant<
Unit 17 :pp 65<
relevant<
###1e/a31com
###1tesco1com
###1ne*t1com
''() +act .les
62
Unit 2: Business Development A Business Plan
Speci"cation
Content
Acti&ities
'esources
Business Plan Students s$ould /e a/le to-
reasons +or developing a
/usiness planC
components o+ a /usiness
planC
using a template6 construct
a simple /usiness plan from
given informationC and
evaluate a given /usiness
plan1
#$3 a /usiness plan is
re7uired1 ,$o could $elp to
#rite oneL
'onsider t$e components o+ a
/usiness plan and #$at eac$
component #ould include1
(nterprise activit3- ,orking
in groups6 students plan a
/usiness1 2$is could /e /ased
on t$e .ndings o+ t$e market
researc$ conducted
previousl31 2$e3 produce a
/usiness plan containing t$e
main components1 2$is plan
could /e #ord processed and
presented to t$e rest o+ t$e
class and evaluated /3 t$em1
2$e /est plan could /e used
as t$e /asis +or an
enterprise;mini=compan3
0%A106<
relevant<
Unit 2! :pp %A5<
relevant<
###1$s/c1co1uk
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63
Speci"cation
Content
Acti&ities
'esources
activit31
64
Speci"cation
Content
Acti&ities
'esources
Business Plan
)cont*+ "roup activit3- Provide
groups #it$ a /usiness plan1
"roups evaluate t$e plan
$ig$lig$ting its strengt$s
#$ilst providing criticisms
and recommendations o+ $o#
it could /e improved1 2$e
sample /usiness plan can /e
taken +rom te*t/ook6
e*amination paper :''()6
2005 A 'a+edotcom< or some
ot$er source1
65
'esources
%ext,oo!s
)nderton6 ) and Eones6 & :2001< #CSE $usiness Studies6 Pearson (ducation
Bimited
'itiNen )dvice Bureau :200< Citi%ens &dvice #uide to 'ear (ights6 Penguin
&e+erence Bi/rar3
Derr6 H :200!< $usiness Studies for CCE&6 Hodder P Stoug$ton
e,sites
$ttp-;;entrepreneur1virgin1com;aut$or;ric
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###1/usinesslink1gov1uk;/dog;action;detailL
t3peO&(S>U&'(SPitem5dO107521071
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###1ca/ineto?ice1gov1uk;c$arter
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66
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67

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