Table of Contents

Business Studies Stage 6 Preliminary – Unit Outline: Business Planning for SME ............................ 2
Business Studies Stage 6 Preliminary – Pre-assessment Lesson Plan ............................................. 11
Business Studies Stage 6 Preliminary – Post-assessment Lesson Plan............................................ 47
The 1000-word Justification ............................................................................................................ 54
Appendix: A – The Scope & Sequence for Preliminary Course........................................................ 57
Appendix: B – Concept Map for Preliminary Course Part III topic: Business Planning.................... 59
Appendix: C – Assessment Schedule & Assessment Handbook ...................................................... 60
Assessment Handbook – Stage 6 Preliminary Business Studies ...................................................... 61
 Business Studies Stage 6 Preliminary – Unit Outline: Business
Planning for SME
UNIT OUTLINE
Subject: Business Studies Course: Number of
Business Planning Weeks: 12
Unit title: Business
planning for SME
Key Concepts/ Big Ideas The importance of this learning
- Contemporary business
situations Students develop knowledge and understand the process
- Small to medium enterprises to be able to establish and plan a small to medium
(SME) enterprise (SME). This topic will equip them with the
- Influences in establishing a necessary knowledge to prepare a business plan,
business investigate contemporary issues and make informed
- Business planning process judgements that effective the setting up of SME.
- Critical issues in business
success and failure
Unit context within Scope and Syllabus Outcomes
Sequence
P1 discuss the nature of business, its role in society and
This is the fourth core topic for Stage 6 types of business structure
year 11 to assist students to achieve P3 describes the factors contributing to the success or
the Stage 6 outcomes. failure of small-medium enterprises
P4 assesses the processes and interdependence of key
business functions
P6 analyses the responsibilities of business to internal and
external stakeholders
P7 plans and conducts investigations into contemporary
business issues
P8 evaluates information for actual and hypothetical
business situations
P9 communicates business information and issues in
appropriate formats
P10 applies mathematical concepts appropriately in
business situations
Literacy Focus Numeracy ICT Focus
Focus Differentiation
Can communicate Utilise graphs, Can utilise 1. Scaffold lesson: to support
effectively using apply numerical technology to students to understand
business terminology, business conduct research and keep track of the
concepts and concepts, read into lesson process and
contemporary issues Profit and Loss contemporary content.
associated with Statements and business issues.
establishing and can interpret Also be able to 2. Group Based Activities: to
planning a small business ratio utilise technology carter for students who
medium enterprise. figures. to be creative and can’t do tasks
confident in independently.
presenting
information. 3. Research using ICT: for
students who are
independent, talented and
 ahead of other students.
Provide them with a
platform to go on his own.

Based on 4 lessons per week with each lesson running for 60 minutes.

Week/ Syllabus Content Teaching and Learning Strategies Resources

Sequence including assessment for learning.
Week 1 Contemporary (a) Introduce the nature - Local
Business Situations of business newspaper
(b) Introduce an actual - Sample
P3, P6, P7, P8, P9 SME from newspaper Business Plan
article from local - Computers
- Nature of newspaper and - Internet
business discuss the following: Access
- Role & - The role, structure,
Structure of how it operates, and
business influences on how it
- How they operates e.g.
operate competition, trading
- Prepare a hours etc.
business plan (c) Introduce the
- Influences concept of a Business
that affect the Plan. Prepare the
running of a scene for the AT3 in
business pre-preparing a
business plan.
Provide a sample
business plan in
preparation for AT3.

Period 1 Period 2 Period 3 Period 4

(a) (b) (b) Continued from (c)

period 2.
Week 2 Small-medium (a) Revise week 1 - Local
enterprises knowledge of newspaper
SMEs knowledge - Sample
P1, P3, P8 of SMEs Business Plan
(b) Table and discuss - Computers
- Definition in groups the - Internet
- Role features and role Access
- Economic of a SMEs. Use - A3 paper
contribution the Sample - Pens
Success and/or failure Business Plan
(c) Divide into
groups have each
group discuss and
debate the role
and importance
of SMEs in
 Australia using
the Sample
Business plan and
the newspaper
article from the
local paper.
(d) Same groups:
investigate the
economic
importance of
SMEs to the
Australian
economy. Get
specific examples
from internet and
brainstorm the
ideas to present
to the class.
Period 1 Period 2 Period 3 Period 4

(a) (b) (c) (d)

Week 3 Influences in (a) Google search a high-profile - Computer

establishing a small- business individual in the - Internet
medium enterprise local area and create a profile Access
(Weeks 3 – 7) about this person and his - A3 Paper
business. Scaffold the - Pens
P3, P4, P6 qualities required to be
included in this profile.
- Personal (b) Divide into groups and
qualities – prepare their business profile
qualifications, to introduce them in class. Do
skills, this over two periods.
motivation, (c) Invite a local business
entrepreneurs owner/operator to give a talk
hip, cultural about how they set up the
background, business and challenges and
gender how they overcame them.

Period 1 Period 2 Period 3 Period 4

(a) (b) (b) Continued. (c)

Week 4 - Sources of (a) Introduce the following - Computer

information agencies in getting - Internet
- The business information on starting up a Access
idea – business and define their - A3 paper
competition role: - Pens
- www.asic.gov.au
- www.ato.gov.au
- www.abr.gov.au
- www.australia.gov.au
(b) Tabulate the disadvantages
 and advantages of
establishing a new business.
Consider things such as start-
up costs, taxes, insurances
government requirements
found on website above.
(c) Discuss how knowing your
competition is vital to having
a success business.
(d) Find a local business broker
on the web and compare
business prices: consider the
lease terms, location, size of
premises, how long its been
operating and suggest reason
for the various prices.
(e) Discuss the relationship
between turnover and
purchase price of business
Period 1 Period 2 Period 3 Period 4

(a) (b) ( c) (d) & (e )

Week 5 - Establishment (a) Discuss the important facts - Computer

options – new, gathered in finding out what - Internet
existing, determines the price of a Access
franchise business for sale. - A3 paper
- Market- goods (b) Make a list of these factors - Pens
and/or and present to class as a
services, price, group task. Groups required
location presenting a small class
presentation on the factors
and providing on which
business model is better
Franchise Vs Non-Franchise.
(c) Go to
www.commercialrealestate.c
om.au and find vacant
commercial premises and
suggest a possible SME. List
the factors discussed earlier
in the week to justify the SME
selected.

Period 1 Period 2 Period 3 Period 4

(a) (b) (b ) Continued (c )

Week 6 - Finance – (a) Find out the cost of - Computer

source, cost setting up the business - Internet
- Legal – selected in Week 5, Access
business period 4. Assess debt and - A3 paper
name, zoning, equity finance and the - Pens
 health and costs associated with - Maps from
other setting up a business in Local
regulations the premises found on Council.
www.commercialrealesta - Overhead
te.com.au projector
(b) Using an appropriate
government website
from Week 4 lesson,
research the legal
requirements involved in
registering a business
name. Each student is to
make up a business name
for them and check its
availability on the
www.abr.gov.au website.
(c) Study local council zoning
maps and find out the
permitted use in various
areas. Use overhead
projector to discuss in
class with students.
(d) Use the same websites
listed in Week 4 to find
out what are the local,
state, and federal
government legal
requirements for setting
up the business selected
in Week 5.

Period 1 Period 2 Period 3 Period 4

(a) (b) (c ) (d )

Week 7 - Human (a) Form groups and get - A3 paper

resources: them to tabulate the - Pens
skills, costs costs involved in hiring
(wage and staff. Include: wages and
non-wages) non-wages,
- Taxation – superannuation,
federal and overtime, sick leave,
state taxes, annual leave, double
local rates and time, Fringe benefits.
charges (b) Research industries
experiencing a skills
shortage in Australia and
the implications this
might have for SMEs
(c) Research state and
federal taxes imposed on
businesses and discuss
their impact on SMEs
 (d) List typical local rates and
charges for SME
businesses in your area
Period 1 Period 2 Period 3 Period 4

(a) (b) (c ) (d)

Week 8 The business planning (a) Look at 3 samples of different - 20 x 3 x

process (Weeks 8 - 9) business plans provided and Sample
compare the common Business
P7, P9, P10 features they have. Plans
(b) Select one of the business - 20 x
- Sources of plans for AT3 and commence Assessment
planning completing the following: hand book
ideas: - Purpose, structure & location, and
business list of competitors Assessment
plans, Vision, (c) Conduct a SWOT analysis on Schedule
goals and /or the chosen business for AT3. - A3 paper
objectives: (d) Items in a forecast – prepare - Pens
vision, a Profit and Loss statement
business along list the items that might
goals, long be included under the
term growths following:
- Organising -Income
resources: -Expenses
operations, Each student is to include in
marketing, the list the items relevant to
finance, the chosen business in AT3.
human
resources
- AT3 provided
to Students

Period 1 Period 2 Period 3 Period 4

(a) (b) (c ) (d )

Week 9 - Forecasting; (a) Prepare a Profit & Loss - A3 Paper

total revenue, over period of three - Pen
total cost, years as forecast. Include - Calculator
break-even any assumptions for the - Compute
analysis projection of profit and (excel
- cash flow expenses in the P&L program)
projections forecast.
- Monitoring (b) Using Excel, perform
and simple calculations of
evaluations: breakeven analysis in
sales, budgets, business used for AT3.
profit (c) Discuss the importance of
- Taking forecasting and how
corrective management can use this
action information to set
management goals and
 objectives.
(d) Prepare a failed business
Profit and Loss and
suggest corrective action
strategies for this failed
SME.
Period 1 Period 2 Period 3 Period 4

(a) (b) (c ) (d)

Week 10 Critical issues in (a) Using the business plan - Business Plan
business success and selected in Week 8, complete - A3 Paper
failure (Weeks 10 – the section on staffing and - Pens
12) management.
(b) Identify the important
P6, P7, P8 features of staff that
management need to
- Importance of promote in a business
a business environment. Touch on: staff
plan morale & team work.
- Management (c) Identify and track trends in
– staffing and business success and failure,
teams analyse the findings
- Trend analysis (d) Define the term ‘competitive
- Identifying advantage’ and discuss if
and sustaining business selected for AT3 has
competitive any competitive advantages
advantage over it competitors.

Period 1 Period 2 Period 3 Period 4

(a) (b) (c) (d)

Week 11 - Avoiding over- (a) Brainstorm the meaning - A3 paper

extension of of over-extension and - pens
finance and suggest common causes.
other Complete a Cmap in
resources groups.
(b) Devise strategies to avoid
over-extension
(c) Recap the features
important features of a
Business Plan. Revision
for the AT3.
(d) Recap the features of a
Forecast. Revision for the
AT3

Period 1 Period 2 Period 3 Period 4

(a) (b) (c) (d)

Week 12 - Utilising (a) Discuss current business - Whiteboard.

 technology technological trends and - Sample
- Economic online presence of business. Business Plan
conditions Ebay Vs Actual Business in - A3 paper
AT3. - Pens
(b) Discuss current economic - AT4 Exam
conditions and likely impacts paper
on businesses.

(c) Individual small response on

ideal business and how to
utilise business plan and
forecast to assist in future
establishment of SME

(d) Feedback on AT3. Strengths

and weakness discuss in
group setting. Provide
feedback on a strong
Business Plan.

(e) AT4 – Yearly examination.

Period 1 Period 2 Period 3 Period 4

(a)&(b) (c ) (d) (e)

AT3 due AT4 Due – Yearly

today Examination

Assessment Details Outcomes

Business Plan – AT3 30% Outcomes to be assessed for the AT3 include the following:
Commences: Term 3, Week 8, P4 – assesses the processes and interdependence of key
Period 1 business functions
Due: Term 4, Week 2, P8 – evaluates information for actual and hypothetical
Period 1 business situations
P9 – communicates business information and issues in
Prepare a Business Plan Report for appropriate forms
a start-up Business of students
choice of business.
Evaluation of the Learning and Indicators of Learning
Teaching

What teacher has done in the unit
and what students have learnt.
- Teacher has introduced
Instructional and visual
scaffolding in lesson.
- Had group based activities
Utilised the following form of learning in the lesson and AT3
- Utilise internet to access information about business
from:
(a) Newspapers
(b) Local government website
(c) Federal government website
- Completed group based activities in class
 in class presentation. - Completed assessment
- Assessment was in form of - Brainstorming of key threshold concepts
AT3 and formative - Use if ICT for business forecasting
assessment. - SWOT analysis.
- Students learnt business
plan process along with the
internal and external
influence of setting a new
business.
- Learnt about contemporary
business issues and how to
mitigate them.
 Business Studies Stage 6 Preliminary – Pre-assessment Lesson
Plan

Pre- Assessment Lesson Plan

TOPIC AREA: STAGE OF LEARNER: SYLLABUS PAGES:

BUSINESS PLANNING FOR SME PRELIMINARY STAGE 6 17-18

DATE: LOCATION BOOKED: LESSON NUMBER:

1/07/2017 CLASSROOM 29/48

TIME: 60 MINUTES TOTAL NUMBER OF STUDENTS: 20 PRINTING/PREPARATION:

20 X SAMPLE1 BUSINESS PLAN
20 X SAMPLE2 BUSINESS PLAN
20 X SAMPLE3 BUSINESS PLAN
20 X ASSESSMENT HANDBOOK
20 X ASSESSMENT SCHEDULE

Outcomes Assessment Students learn about Students learn to

Lesson assessment Business planning process: Students will learn the business
planning process commencing
Syllabus outcomes by looking at three samples of
- Sources of business different business plans
P7 – plans and conducts investigations Compare business planning ideas:
plans in preparation of provided and compare the
into contemporary business issues situational analysis
completing a Business common features they have.
- Vision, goals and
plan for SME along /or objectives:
with Cash flow vision, business
P9 – communicates information and Forecast. goals, long term
issues in appropriate formats growths
- AT3 provided to
Students
P10 – applies mathematical concepts
appropriately in business situations

Life Skills outcomes

n/a

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

CC Themes: they don’t apply here but they do have a lot of
topic overlap with Commerce and Economics.
GC: Basic understanding of stage 4-5 knowledge, understanding,
skills, values and attitudes relating to business is required.
- Nature of business, role, and structure
- Examine business issues for SME
- Prepare business plan for SME and Cash flow forecast
- Starting up a SME.

Collecting and organising information.

Communicating ideas and problem solving

Planning and organising activities

Using technology.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Metalanguage Using metalanguage and the concept map will assist with the language required to use in their assignment and
throughout the subsequent lessons. The concept mapping introduced to the students in this lesson will aid
students in getting the appropriate linguistic knowledge to successful complete the AT3 task.

Engagement Students are continually asked to engage in this lesson. Scaffolding is used in order to keep the students
informed about what is planned for the lesson and where the lesson is at. There are numerous activities in this
lesson promoting high level engagement. They include comparing the sample business plan headings with the
teachers, selecting their own sample business plan and giving and taking with teacher during the scaffolding and
digesting of the assignment question. An opportunity to ask questions and teacher walking around the class
shows a high level of teacher-student engagement is present in this lesson.

Background Background knowledge is very useful in this lesson and is re-enforced by introducing the concept mapping of
Knowledge business planning. This is done early in the lesson and put in the form of PowerPoint slide on the wall for the full
duration of the lesson to the provide the concepts visually to the students. This will help them in recollecting
prior knowledge relating to business planning from stages 4-5 or prior readings.
 Time Teaching and learning actions Organisation Centred

T/S
Intro (intro and scaffolding lesson) Teacher: Teacher commences roll call by
getting students sitting down and quiet.

5mins Teacher to conduct roll check and scaffold the lesson by

listing the Stages 1-4 to complete for this lesson on the Once roll is finished teacher is to
board. This is to give students a visual schedule of today’s introduce the lesson for today.
lesson.

Scaffold of lesson is listed on board as

follows:

Stage 1: Comparing 3 x Sample Business

Plans

Stage: 2 List the common headings found

in each sample Business Plan
T

Stage 3: Select a Business Plan for

assignment

Stage 4: Hand out AT3 & Scaffold the

question for AT3

Student: Students listening at their

desks.

Resources: Whiteboard, whiteboard

marker and roll call list.

Stage 1 Introducing Business plan process Teacher: Teacher explains the

5 mins (teacher talk)
Teacher gives small talk on the Business planning process
and the concept of a business plan. Teacher to explain
that every successful entrepreneur relies on a plan with
set objectives and goals to work towards. This is captured
in a Business plan. This is to pre-position students to
commence thinking about their own business plan as
entrepreneurs.
importance of business plan and makes
some important notes on white board.
Also introduces the concept map on a
PowerPoint showing the key concept of
business planning. This will stay open
during the full duration of the lesson on T
the PowerPoint slide on class wall for
students to refer back during the lesson.
Student: Students listen to teacher

13
 Teacher to also utilise the concept map to visually capture
business concepts while talking about business planning.
Stage 1 Introducing Business Plan Sample – Teacher to hand out
3 x Sample Business Plan for students to read
(con’t)
(student reading)
10 mins
Teacher to hand out 3 samples of business plan to
introduce and compare business plans to familiarise
students with the contents
Teacher to instruct students to quickly read the headings
in each of the sample business plans handed out.
Teacher instructs students to get their workbooks ready
to write down the similarities between the three sample
business plans
Stage 2 Common features found in business plans – List the
common headings.
15mins
(student note taking)
Teacher is to instruct students to construct a table with
three columns in their workbooks. Each column is to be
named after the sample business plan.
Teacher is then to instruct students to write down the
common features of each heading that they can pick up
from each business plan.
Stage 3 Select a Business Plan for assignment
10mins (teach talk)
Teacher is to compare her completed task with the class in
14
Resources: Whiteboard, whiteboard
marker, Cmap concept mapping on
PowerPoint.
Teacher: Walks around in the class and
hands out the sample business plan. Also
instructs students to look at headings
found in each business plan.
Once handed out all sample business
plans teacher to allow students time to
read and then instruct them to take out
their workbooks.
T
Student: Students to stay seated and to
read the sample business plans that the
teacher is handing out.
Resources: ANZ Small Business Plan
Template, SBA Business Plan Template,
NAB Business Plan Template, student
workbooks
Teacher: Teacher to walk around in class
assisting students with any questions
while they are listing the common
headings in the business plan. Sample
copy that teacher has prepared is to be
shown to students who are struggling for
assistance.
Student: Students are to prepare in the
workbooks the three columns and
commence comparing headings in the
three sample business plans provided.
Students to ask for assistance if required.
S
Resources: Sample business plans, copy
of teacher completed task, student work
book, pens and ruler.
Teacher: Teacher is to present a copy of
her completed task and have a class
discussion of the common features of the
three sample business plans.
Teacher to ask 2-3 students on how
 order to provide feedback to the class on the pertinent
headings required for a good lesson plan. Understanding
the contents of a lesson plan is important to commencing
and finalising AT3 successfully.
Stage 4 Hand out AT3 & Scaffold the question for AT3
15 mins (Intro to AT3 & Scaffold AT3 Question)
Teacher to hand out AT3 Assignment Question and
scaffold the question with the students. Explain the
question consists of:
1. Completion of business plan that students have
selected from today’s lesson.
2. Completion of P&L forecast with example
provide to be done in Excel format
3. List of assumptions for the completion of the
P&L. For example, profit will increase X% per
quarter and expenses will increase x% per
quarter over the three year forecast.
4. Marking guideline.
Questions Closing Questions Re: AT3
& end
lesson
Teacher to ask if students have any questions in relation
to the assignment. And reassure them that future lessons
5 mins will be aligned to assist them with the completion of the
assignment. (positive re-enforcement)
End of lesson 29
15
different their findings from the teachers
completed lesson task. This is to
encourage familiarity of the contents of a
business plan.
Then teacher is to instruct students to
select a sample business plan that they
thought is the best from the three
samples.
Student: Students to compare their
completed lesson task with that of
teacher and some students when asked S
by the teacher to give their findings in
comparison to that of the teacher’s
findings.
Students are to select a lesson plan to
adopt for AT3.
Resources: Sample business plans, copy
of teacher completed task, student work
book, pens and ruler.
Teacher: Teacher is to hand out the AT3
assessment handbook and the marking
guidelines. Scaffold and digest the
question for the students. And provide
direction on how to commence
assignment.
Student: Students to read the AT3
question and marking guideline for the
assignment. They are to take notes of the T
scaffold in their workbooks.
Resources: AT3 handbook, whiteboard
and whiteboard pens, student workbook,
pens.
Teacher: Teacher to answer any
questions from students.
S
Student: Students to ask questions on
relating to the assignment.
Resources: AT3 handbook, student work
book, pens.
Reflection

What have I learned about the teaching and learning process when preparing this lesson?
In completing this lesson plan I wanted to pre-position the content of the lesson with the Assessment Task 3, which
involved completing a Business Plan. I learned that scaffolding is important for students with various levels of abilities
because it gives them the added comfort of knowing what they are doing and where they are at during the lesson.

In reflecting back on how I prepared the lesson, it would have been good to have group based discussions when preparing
students to list the common features in the three sample business plans. I see an added advantage for some low
performing students when they are working in groups and leveraging of their peers.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P7 - plans and conducts
investigations into contemporary
business issues
- Introduction to business planning and the business plan report.
- Business plan has content that touches on contemporary
business issues and how they are to be mitigated when setting
up a business.
- Measured and record by looking at the students workbook in
completing the in class lesson task.
- Measured by asking students on the feedback on the sample
business plans and their similarity.

P9 - communicates business
information and issues in
appropriate formats
- Concept map was important to introduce in visual form during
the lesson to re-enforce the major concepts of business
planning.
- Metalanguage is involved and improves by using the cmap for
key concepts relating to business planning.
- Measured and recorded by the completion of the business plan
and the in class lesson activities.

P10 - applies mathematical
concepts appropriately in business
situations
- Scaffolding the assessment task 3, along with providing an
excel format of the profit and loss forecast is an indication of
applying mathematical concepts for business situations.
- The assignment task, when completed is a good indication of
the performance in applying mathematical concepts
appropriately in business situations.

16
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 Differentiate The lesson structured to assist students across the full range of abilities. This is done by
teaching to meet scaffolding the lesson into stages and clearly noting it on whiteboard for students to refer
the specific back to the list of tasks planned for the lesson. Furthermore, the lesson is structured to
learning needs of assist with understanding the question for assessment task 3 (AT3). Again this is done by
students across scaffolding the question in AT3 and using class based activities to introduce the assessment
the full range of question and how to go about answering it in a class / group setting. This teaching strategy
abilities will aid students that are at different academic abilities in completing the assessment.

2.1 Content and Students are introduced to sample business plans, threshold concepts mapping for business
teaching planning and teacher discussion on the importance of business planning. Those are
strategies of the introduced to the students in this lesson to allow students to acquire knowledge and
teaching area understanding of the concepts, substance and structure of content relating to business
planning.

3.1 Establish The lesson revolves around preparing the students to answer the challenging question for
challenging AT3. The question is digested, scaffolded and introduced to the students to be able to
learning goals achieve the challenges set out in successfully completing and answering the assessment task
question for students of varying abilities and characteristics.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

It is important that in a 60 min lesson that students seated and not moving around as this could cause problem
amongst students and might lead to students tripping over other students bags and falling. It is also important
that using ICT for the PowerPoint display of the concept map, that any electrical cords are safely out of harm’s
way.

17
 References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllabus. Sydney: Board of Studies NSW. Retrieved
from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf

Institute for Social Research. (2016). Business Plan Template. University of Michigan. Retrieved from,
http://www.isr.umich.edu/cps/M-ABLE/materials/EEWE/Business%20Plan%20Template.pdf

National Australia Bank Limited. (2011). Business Plan Template. Retrieved from,
https://www.nab.com.au/content/dam/nabrwd/business/loans-and-finance/documents/microenterprise-loan-
business-plan-template.pdf

Australia and New Zealand Banking Group Ltd. (2015). Business Plan. Retrieved from,
https://www.anz.com/resources/6/2/622c38804d9afea99100b38f56244c23/Small+Business-Business-
plan.pdf?MOD=AJPERES

Resources Attached:
See below resources for the lesson.

18
 Teacher completed Task – Common Headings in
Business Plans

ANZ Business Plan NAB Business Plan ISR Business Plan

Purpose of Business and Structure Business Summary Business Description & Vision
History of Business Business Established/ Background Brief History of Business
Your Industry Target Market Definition of the Market
Team, Suppliers & Customers Customers Description of Products & Services
Competitors Competitors Competitors
SWOT Analysis SWOT Analysis SWOT Analysis
Finance & Management Financial Plan Financial Management

19
 ANZ
Business Plan

20
Business Plan
Writing a business plan forces you to think logically and
methodically about your business model and assess its
chances of survival and assesses the viability of your idea. It
also helps clarify to other potential business partners where
the business is headed. It will also assist you when
approaching a bank for finance.
It’s much better to do this before you begin business than to find out afterwards your business
idea was unrealistic! A business plan is a living document and will need to be updated. Following
are a number of key questions that you need to answer, to build a successful business plan.
Remember, accountants may also assist with the preparation of a plan. You can complete the
boxes provided in bullet point form, or visit www.anz.com/australia/business… to download a
copy if you wish to type your answers.

Business Background

Key products Describe your key products and services. Exactly what are you
going to provide? Be as specific as possible.

The purpose of the business Briefly describe the purpose of your

business, including why you want to start it. Explain the market you’ve identified and
your competitive advantage (what gives you an edge over competitors?).

Business structure What is the structure of the business going to be? In

other words are you going to trade as a sole trader, partnership or a company?

The history Briefly outline the history of your business or your idea. Don’t get
carried away – just a few lines on the history of your business idea and the major events
that have shaped it are sufficient.

Your location Where will your business be located? Explain why.

Personal characteristics What makes you think that you are suitable
to run your own business? Outline the personal traits that you believe you have, that will
convince others that you have what it takes. Include any personal background
information such as previous experience, qualifications or personal qualities.

Your industry Describe briefly your industry. For example, is your industry
fast-growth or mature? Is it labour intensive or knowledge intensive (such as software
programming)?
Each industry will have particular characteristics (for example tourism has seasonality,
retail location and manufacturing distribution).

21
Business Support

Your team Briefly describe your staff (if you have them) and your support
network. For example you may have an accountant assisting you, suppliers, family or
friends, other small business owners or staff.

Suppliers Who are the main suppliers (businesses that you will be buying
materials or inventory from)?

Your Business Market

Customers Outline the major targeted market(s) for your business. What
specific types of customers are most likely to buy off you?

Customer assumptions Explain in more detail why you think the

customers you outlined are likely to buy from you? What evidence do you have?

Promotion How do you intend to get the customers you have outlined to buy off
you?
Be as specific as you can and cover your advertising, promotion, word of mouth tactics
and just how you intend to get customer awareness.

Market research Outline here what market research you’ve completed. The
better your understanding of your customers and their changing needs, the better your
business.

Market potential Estimate the market potential for your product or service.
How much do you think the business could turn over in the first year?

Market potential assumption Explain exactly how you’ve arrived at

this estimate (such as market research, your trading history or trial marketing).

Competitors Analyse the strength of your competition. Remember you

ALWAYS have competition. If not directly, then indirectly, for people’s disposable dollar.

Competitor assumptions Outline any assumptions you have made

about your competitors, including what they are likely to do once you start your
business.

22
Your Business Environment

Outside influences You need to consider all the things that might impact
on your business from the outside. For example, major trends, international changes,
technology impacts, regulations that might change etc.

SWOT analysis
Outline a ‘SWOT’ analysis of your business (strengths, weaknesses, opportunities and
threats). It provides an overview of what you see the best parts of your business are and
the worst parts.

Describe below the strengths of your business such as what gives your business a
competitive edge over the competition.

Outline the weaknesses of your business. You need to identify these so you can
overcome them. Weaknesses could include lack of capital and resources, lack of skilled
or trained staff, vulnerability to competition, poor market penetration, poor business
systems, etc.

What are the major opportunities you see for your business? For example, exporting
opportunities, new market segments, online e-commerce potential, franchising your
business model, etc.

What are the possible threats? Threats could be new technology leapfrogging you,
changing markets, new competitors, external crises, changes to your customer base,
etc.

Distribution channel Explain below your current distribution channels.

For example, do you market direct to other businesses (like many manufacturers), or
direct to consumers (like retailers), or do you use commission salespeople, agents,
distributors, etc?

Use of technology Use of technology and e-commerce. Use this

opportunity to explain how you use (or plan to use) email, a website, e-commerce and
technology (such as improved communications) to speed up your business, lower costs,
keep in closer contact with your customers, drive online sales, access new markets here
and overseas, etc.

Business systems Detail below the business and management systems

you currently have in place (or are planning) that will enable you to carry out your
business plan and achieve your goals. A good way to run your business is to imagine
you are going to sell or franchise your business tomorrow. What systems would you
need to have in place or documented to make that process as simple and efficient as
possible?

Finally, if you are applying for Bank finance, there are four main reasons

23
 applications get turned down. Outline how you intend to solve each of them.

1. The idea is untested Outline the evidence you have that the idea will
work, especially if the business is a new idea, or new to the area.

2. No experience Discuss the experience of the industry you have, or the

training you will undertake.

3. No management ability Outline your previous business

management or training experience.

4. They need 100% finance Show what you have put into the
business idea so far such as the hours spent on research, product or service testing,
cash on product testing, travel, time planning etc.

Key Assumptions
Lastly, is there any other information that you believe to be vital for your business? Are
there any other key assumptions that you have made that need to be outlined, so
someone reading your business plan will have a clear idea of what you intend to do and
how?

This document is intended to provide general information only and should not be relied upon in substitution for professional legal and financial advice.
While due care has been taken in preparing this document, no warranty as to the accuracy of the information contained within this document is given.
No liability is accepted by any member of the ANZ Group of companies for any error or omission, or any loss caused to any person relying on the
information contained in this document, except where such liability cannot be excluded.

Australia and New Zealand Banking Group Limited ABN 11 005 357 522

24
 NAB
Business Plan

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 ISR
Business Plan

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Business Plan Template

Five Important Tips

Before You Start!
1. The business plan should tell a compelling
story about your business, explaining who,
what, when, where, how and why.
2. Your plan should be focused and clear. It’s
not about the number of pages or style of the
cover.
3. The plan should define specific business
objectives and goals with general parameters
to guide the organization.
4. Writing a business plan should force logic
and discipline into a business.
5. A good business plan is a living document.
It should be updated regularly.

U.S. Small Business Administration

Small Business Training Network
www.sba.gov/training

36
 Title Page

Your Company Name

Business Plan
Date

Street Address
City, State & Zip Code
Phone Number
E-Mail Address
Web Address

37
 Table of Contents

1. Table of Contents…………………………………

2. Executive Summary………………………………

3. Business Description & Vision………………….

4. Definition of the Market………………………….

5. Description of Products and Services…………….

6. Organization & Management…………………….

7. Marketing and Sales Strategy…………………….

8. Financial Management……………………………

9. Appendices……………………………………….

38
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 Business Studies Stage 6 Preliminary – Post-assessment Lesson
Plan
Post- Assessment Lesson Plan

TOPIC AREA: STAGE OF LEARNER: SYLLABUS PAGES:

BUSINESS PLANNING FOR SME PRELIMINARY STAGE 6 17-18

DATE: LOCATION BOOKED: LESSON NUMBER:

25/10/2017 CLASSROOM 47/48

TIME: 60 MINUTES TOTAL NUMBER OF STUDENTS: 20 PRINTING/PREPARATION:

AT3 RETURNED TO STUDENTS.

Outcomes Assessment Students learn about Students learn to

Lesson assessment Business planning process: Students learn the importance

of a business plan and
Syllabus outcomes consolidate knowledge on the
Students will get Feedback on AT3. Strengths process involved to establish a
P3 – describes the factors contributing business from inception.
to the success or failure of small- feedback on their AT3 and weakness discussion in
medium enterprises assessment task. group setting. Provide
feedback on a strong
Business Plan. Students learn what are
Informal assessment important in completing a
P6 – analyses the responsibilities of business plan and a cashflow
business to internal and external via group class
presentation. forecast for the purpose of
stakeholders establishing a business.

P7 – plans and conducts investigations

into contemporary business issues

P8 – evaluates information for actual

and hypothetical business situations

Life Skills outcomes

n/a
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

CC Themes: they don’t apply here but they do have a lot of
topic overlap with Commerce and Economics.
GC: Basic understanding of stage 4-5 knowledge, understanding,
skills, values and attitudes relating to business is required.
Collecting and organising information.
- Nature of business, role, and structure
- Examine business issues for SME
- Importance of a strong and well prepared business
plan for SME and Cash flow forecast
- Process involved in preparing to establish a SME
business from inception.

Communicating ideas and problem solving

Planning and organising activities

Using technology.

47
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson

Teaching Indicators of presence in the lesson

element
Metalanguage Metalanguage is strong indicator of presence in this lesson. The feedback on the AT3 indicates that student’s use of
linguistic knowledge relating to business concepts is paramount.
Engagement Group setting to discuss the feedback and strengths and weakness of a business plan is present in this lesson,
indicating engagement between students is required. The teacher feedback on the AT3 also shows that teacher-
student engagement is strong because of students’ eagerness to get feedback on their competed assessment and
where they ranked in comparison to their peers.
Background Background knowledge is also evident in this lesson because of the feedback on the AT3. Students need to have a
Knowledge sound knowledge by now on business planning and the keep concepts introduced to be able to analyse the success
of their completed assessment and give a class based group presentation.

48
 Time Teaching and learning actions Organisation Centred

T/S
Intro (intro and scaffolding lesson) Teacher: Teacher commences roll call
by getting students sitting down and
quiet.
5mins Teacher to conduct roll check, scaffold the lesson by
listing stages 1-4
Once roll is finished teacher is to
introduce the lesson for today.

Scaffold of lesson is listed on white

board as follows:

Stage 1: Teacher feedback on AT3.

Assessments are graded and handed
back to students.

Stage: 2 Students to form groups of 4

T

Stage 3: Brainstorm in groups

Stage 4: Group presentation for the

strength and weakness and teacher to
provide feedback to each group on
what makes a strong business plan.

Student: Students listening at their

desks.

Resources: Whiteboard, whiteboard

marker and roll call list.

Stage 1 Teacher Feedback on AT3 Teacher: Teacher explains the overall

level of the quality of the assessment.
Points out some points of weakness
5 mins (teacher talk) and points of strengths that were
evident in the completed AT3.

Assignment handed out and general feedback on the T

quality of the completed Business Plans and Cashflow Student: Students listen to teacher
forecast

Resources: Whiteboard, whiteboard

marker, Completed & marketed AT3

49
 assessment.

Stage 2 Introducing Group Based work Teacher: Teacher instructs students to

10 mins (student groups formed)
Students to form groups of 4 based on the colour noted
on the top right corner of their completed and marked
AT3. There should be a total of 5 groups with colours
red, blue, yellow, orange, and green.
gather at a table based on the colour
noted on their returned AT3. Students
with high marks through to low marks
in AT3 are grouped into one group. The
colouring system is to have a group
with students of various academic
calibre, skills and abilities.
Teacher also gives students a chance to
settle in together and briefly talk S
amongst each other on their feedback
noted on their AT3.

Student: Students move around and sit

on the table with the same colour
noted on AT3.

Students talk amongst themselves

about AT3 and the feedback.

Resources: completed and marked

AT3.

Stage 3 Students to brainstorm strength and weakness of AT3. Teacher: Teacher instructs students to
discuss the feedback noted on the AT3
and to note some of the strengths and
20mins (group based brainstorming) weakness of their assignments on
butchers paper. Students are
encouraged to include things that they
feel could have made their assignment
Each group is to brainstorm weakness & strengths of AT3 grade stronger and things that they
feedback and discuss the feedback from the teacher with think reduced their grade mark.
each other. Brainstorming should be done similar
to the concept map provided in Week
8.

Teacher to go around groups and

discuss any questions they have about
the AT3 and the types of strengths and
S
weakness to brainstorm.

Student: Students to organise

themselves in a way that someone
writes on the butchers paper and
others shares ideas to contribute
towards the brainstorming exercise.

50
 Students to ask for assistance if
required.

Resources: butchers paper, pens, AT3

completed and marked assessment.

Stage 4 Each group to present their strength and weakness of Teacher: Teacher to instruct students
Business Plan and P&L forecast to class. in their groups to do a presentation in
front of the class. Teacher to call out
20mins each group by their colours. Each
(group presentation) group is to do their presentation
between 4mins.

Group presentation for the strength and weakness and

teacher to provide feedback to each group on what
makes a strong business plan after each group is
finished.
Student: Each group gather together
and they allocate one or two students
to speak about the brainstorm exercise S
in front of the class.

Resources: Butchers paper, pens.

Questions Closing Questions Re: AT3 & Group Class Presentation Teacher: Teacher to give her summary
& end of the strengths and weakness of the
lesson AT3 feedback from those marked.
Teacher to ask if students have questions in relation to T
AT3. Teacher to bring the strengths and weakness as a
5 mins closing statement on the AT3. Student: Students to be at their desks
and raise hands to ask any questions.

End of lesson 47
Resources: AT3 completed
assessments.

51
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

In completing this lesson plan I wanted to have a group based activity to get students working together to learn from each
other and provide feedback on the strengths and weakness of their assessment. I wanted to the lesson to be student
centred and the conduct a formative form of assessment when presenting their group class presentation. The rationale
behind getting to work in groups to brainstorm the strengths and weakness is to re enforce the content knowledge relating
to business planning. The form of pedagogical method is group based and I’ve chosen this because it is student centred and
students learn, aid and assist each other.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P3 – describes the factors
contributing to the success or failure
of small-medium enterprises
- Feedback on the AT3, which measures how well the students
did in establishing a business plan and P&L forecast on a
hypothetical start up business.
- Brainstorming exercise in the group activity also gets students
to describe factors contributing to the success or failure of
small-medium enterprises.

P6 – analyses the responsibilities of
business to internal and external
stakeholders
P7 – plans and conducts
investigations into contemporary
business issues
- Introduction to business planning and the business plan report.
- P&L cashflow forecast
- Completion of AT3 will pre-position students to speak to
external stakeholders such as Bank Managers when lodging the
application for finance. It will also encourage to think about
other external stake holders such as real estate, accountant,
shareholders, investor etc.
-
- In call presentation allows students to convey the
contemporary business issues.
- Student discussion during the lesson re enforces amongst the
students the difficulty they had in making assumptions for the
Business Plan and P&L cashflow forecast. Thus, conveying
their investigations into contemporary business issues.

P8 – evaluates information for actual - The completion of AT3, along with providing an excel format of
and hypothetical business situations the profit and loss forecast is a form of evaluation of
information for a hypothetical business situation.
-

52
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 Differentiate The lesson structured to assist students across the full range of abilities. This is done by
teaching to meet scaffolding the lesson into stages and allowing peer styled group activity. The students
the specific learning were allocated into groups with each group consisting of students from low AT3 results to
needs of students high AT3 results.
across the full range
of abilities

2.1 Content and Lesson was structed so that students are required to brainstorm the unit about business
teaching strategies planning and mention the strengths and weakness in the business plan and P&L forecast.
of the teaching area The teaching strategy has a lot of visual scaffolding involved to teach the content for this
unit.

3.1 Establish The lesson revolves around preparing the students to do a group based activity. They are
challenging learning required to brainstorm the strengths and weakness of their assessments. This is a
goals challenge in that they are required to brainstorm the unit and come up with a summary
of the strengths or weakness they picked up from the completion of the AT3.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
It is important that in a 60 min lesson that students seated and not moving around as this could cause problem
amongst students and might lead to students tripping over other students bags and falling.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.
Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllabus. Sydney: Board of Studies NSW. Retrieved
from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf

Resources Attached:
N/A

53
 The 1000-word Justification

The assessment task was designed to complete a business plan in the form of a report to
present to a Lender to assist with the purchase of a start-up business (SME). The business plan
report along with a cash flow profit and loss forecast is to be presented in a Loan Application for a
hypothetical Bank in consideration for finance to assist with setting up a newly established business
idea. The assessment task is designed to achieve Syllabus Outcomes P4, P8 and P9, which are to
assesses the processes and interdependence of key business functions, evaluate information for
actual and hypothetical business situations, and communicate business information and issues in
appropriate formats.

The detailed unit outline and assessment task was constructed for the Preliminary Business
Studies taught in year 11 and to assist students in completing the Stage 6 outcomes of the Business
Studies Syllabus. The unit focuses on teaching the Part III topic in the Business Studies Preliminary
Syllabus known as Business Planning. The unit is taught over 120 indicative teaching hours. A scope
and sequence is included to show what is taught at a week-by-week and lesson-by-lesson basis. The
unit will be completed over a period of twelve weeks with four periods each week consisting of one
hour periods. An assessment task is scheduled to be handed out in Week 8, which is noted in the
unit outline and lesson plans as ‘AT3’. It is released in week 8 to allow students to familiarise
themselves with the topic ‘Business Planning’ before they commenced the assessment. A pre-
assessment lesson plan is constructed around scaffolding the question in the same week to assist
students in successfully completing the assignment task. This will be followed with a post-
assessment lesson plan in Week 12 to provide feedback on their performance of the assessment task
and to re-enforce what they’ve learned over the 12 weeks in completing this unit. The class is a
hypothetical public High School in the South-Western Suburbs known as JBL Ameli High School.
There are 20 students in the class with over fifty per cent of the students coming from non-English
speaking backgrounds, and having a range of students at different academic levels, wide range of
numeracy and literacy abilities and skills. Subsequently, the assessment task along with the pre-
assessment lesson is designed to incorporate teaching strategies for English As Additional Language
or Dialect (EALD), with the use of technology and teacher centred teaching pedagogies in attaining
meaningful learning and completion of the unit.

The methodology used in preparing the assessment task to assist students in the class to
complete it successfully is of importance. It known as Instructional Scaffolding and is designed in
such a way as to scaffold the question and to “assist students that typically can’t do so on their
own” (Northern Illinois University, 2015, p. 1, para 1). Instructional Scaffolding also assists students
that have low level literacy skills to digest and comprehend the question with ease. Appendix I has
the assessment task question and is presented in a way where it is scaffolded for ease of
understanding. Business concepts such as Profit and Loss are introduced along with a list of related
business terms to consider in a hypothetical P&L forecast layout in the assessment task itself. It is
intended to be at a level to the target students at all levels of academic proficiency in the class and
especially those that are EALD learners. This approach of presenting the question in a scaffolded
manner has the advantage of also promoting educational equality in the classroom where every
student is able to attempt the assessment question without having to fall behind because of their
lack of understanding of what is required. This approach is further supported by Niedenthal and
Alibali, (2009) who suggest that “scaffolding supports children’s task performance, allowing them to
extend the range of their activities and to perform tasks that that would otherwise be impossible”
(p. 1268).

54
 The lessons are strategically designed to aid in catering for EALD students by using numerous
pedagogical methods which include visual form of scaffolding such as concept mapping, instructional
scaffolding, group based activities and teacher centred activities. The pre-assessment lesson plan is
highly scaffolded and teacher centred. This type of teaching is again aligned to assist in classrooms
with high EALD students, such as this hypothetical public school. The pre-assessment lesson is
designed to introduce the key business concepts required to be able to complete assessment task 3.
The teacher in the pre-assessment lesson scaffolds lesson by introduces stages for each milestone
and provides all material such as the sample business plans. Threshold business planning concepts
are introduced in the form of concept maps by using PowerPoint. Visual scaffolding such as concept
mapping, brainstorming on butchers paper or the use of whitebaords as introduced in the lesson
plans is considered highly effective in teaching EALD learners. This opinion is also supported by
Harden-Thew (2012), who notes that “every child selected to use the Board was attentive to their
task” (p. 34). This was Harden-Thews (2012) findings as part of her study into students and the use
of Interactive White Board as a form visual scaffolding in the classroom.

In contrast to the pre-assessment lesson, the post-assessment lesson is student centred with
group based activities involved and formative assessment. Those approaches have been utilised in
the post-assessment lesson because it coincides with the end of the unit when students have
completed their assessment and have acquired greater content know of the unit. The post-
assessment lesson is designated for the teacher to provide feedback on the results of AT3 and more
importantly for the students to provide the teacher feedback on their progress. This is achieved by
getting the students to work in groups and present a class presentation on the strengths and
weakness of their assignments. The group based exercise in the post-assessment lesson allows
students in the group with various academic abilities to teach other students that are less capable to
comprehend the unit content. According to Marsh, Clarke & Pittaway (2014), group based work
amongst students is considered favourable to students because it is “linked to social
interdependence with positive outcomes by way of enabling individuals to achieve higher than when
they work individually” (p. 142). Furthermore, in support of group based activities (Loreman,
Deppeler & Harvey, 2011) find that group based work assists students with different abilities
because students aid and assist each other.

55
 References
Harden-Thew, K. (2012). Transition to School, Success and an Interactive
Whiteboard. Practically Primary,17(1), pp.34-36. Retrieved from
http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?sid=a549152
1-1a6e-41d7-82f4-0afea30bda29%40sessionmgr4006&vid=1&hid=4106

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting
diversity in the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin.

Marsh, C., Clarke, M., & Pittaway S. (2014) Marsh’s becoming a teacher (6th ed.).
Frenchs Forest, Australia: Pearson.

Niedenthal, P., & Alibali, M. (2009). Conceptualizing scaffolding and goals for a full
account of embodied cognition: Scaffolding. European Journal of Social Psychology, 39,
1268-1271. Doi:10.1002/ejsp

Northern Illinois University. (2015). Instructional Scaffolding to Improve Learning.

Retrieved from
http://www.niu.edu/facdev/_pdf/guide/strategies/instructional_scaffolding_to_improve_le
arning.pdf

56
 Appendix: A – The Scope & Sequence for Preliminary Course

Business Studies Stage 6 Preliminary – Scope and Sequence for JBL Ameli High School Year 11

Course Term 1 Term 2 Term 3 Term 4

Preliminary Topic: Topic: Topic:
Nature of Business Business Business Planning AT3 – Due in
Management Week 2.

Syllabus Syllabus AT4 - Year

outcomes: Syllabus outcomes: Examination for
outcomes: the preliminary
P1, P2, P6, P7, P8 P1, P3, P4, P6, P7, course
P2, P4, P5, P6, P7, P8, P9, P10
P8, P9, P10 Students start
Duration in weeks Duration in weeks the HSC course
and hours: (20% Duration in weeks and hours: (40% in this term.
Indicative Time) and hours: (40% Indicative Time)
- 6 Weeks Indicative Time) - 12 Weeks
- 24 Hours - 12 Weeks - 48 Hours
- 48 Hours
Assessment Assessment
Assessment
AT1 – Media file AT3 – Hand out
and business AT2 – Research assessment AT3
report. (P2, P7, P9) and in-class handbook:
extended Business plan for
response. (P4, P5, SME (P4, P8, P9),
P8) WK8, Period 1.

57
TERM ONE 1 2 3 4 5 6 7 8 9 10
Nature of Business: (20% of Indicative time) Contemporary Business Management: (40% Indicative Time)
business situations; business case studies Role and types of Contemporary business situations; business case
businesses; influences in the business environment; business studies Nature of management; management
TOPIC growth and decline approaches
OUTCOMES P1, P2, P6, P7, P8 P2, P4, P5, P6, P7, P8, P9, P10
ASSESSMENT AT1 - Media file and business report (P2, P7, P9)

TERM TWO 1 2 3 4 5 6 7 8 9 10
Business management (continued) Business Planning (40%
Indicative Time)
TOPIC
OUTCOMES P2, P4, P5, P6, P7, P8, P9, P10 P1, P3, P4, P6, P7, P8, P9, P10
ASSESSMENT AT2 - Research and in class extended response (P4, P5, P8)

TERM THREE 1 2 3 4 5 6 7 8 9 10
Business Planning (continued) Contemporary business situations; business case studies; Small to medium enterprises
Influences in establishing a business; business planning process; critical issues in business success and failure
TOPIC
OUTCOMES P1, P3, P4, P6, P7, P8, P9, P10
ASSESSMENT AT3 (Week 8 – Hand out AT3, WK 8, Period 1) - Business plan for a SME (P4, P8, P9)

TERM FOUR 1 2 3 4 5 6 7 8 9 10
AT3 – Due in Week 2 &
AT4 - Yearly Examination
TOPIC for the preliminary course HSC COURSE COMMENCES
OUTCOMES P1, P2, P3, P4, P5, P6, P10
ASSESSMENT AT3 & AT4

58
Appendix: B – Concept Map for Preliminary Course Part III topic:
Business Planning

going concern Business P lanning depended on External influences

can be Franchise model

can be can be Raising Capital or Borrowing Money

consists of
operates as involes
Private Public Funded by depended on Internal influences

Small­medium enterprises (SME)

Business Idea

consider
consider consider consider
trades for
structure structure structure structure
royalty payments levies & taxes
initial capital injection training & support

sole trader company partnership Trust

turnover
management is management is management is management is selling
depends on
Individual Director/s Individuals Trustee
Goods or services traded for Profit

depends on

responsible for responsible for responsible for responsible for depends on expenses

Finance
monitoring & forecasting
includes
includes
Business planning process Market for goods and services
relates to
includes includes
includes Price of goods or service
includes depends on
marketing
Human resources includes
Individual preferences
business goal
Supply & Demand
Vision growth

dependent on
dependent on

Economic Conditions

determined by determined by

determined by Taxes
Global Economy

Government Policy

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 Appendix: C – Assessment Schedule & Assessment Handbook
Assessment Schedule – Stage 6 Preliminary Business Studies

Assessment Date Term 1, WK6 Term 2, WK6 Term 4; WK 2 Term 4; WK2

Assessment Assessment Assessment Assessment Weighting

AT1: Media file AT2: In class AT3: Business AT4: Yearly
and business essay plan Exam
report
Outcomes P2, P7, P9 P4, P5, P8 P4, P8, P9 P1, P2, P3, P4,
P5, P6, P10
Components
Knowledge and 5 5 10 20 40
understanding of
course content

Stimulus-based skills 5 5 10 20

Inquiry & research 5 5 10 20

Communication of 5 5 5 5 20
business information,
ideas and issues in
appropriate forms
Total 15 20 30 35 100

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 Assessment Handbook – Stage 6 Preliminary Business Studies

Assessment Task 3 – Business plan for SME

Weighting: 30%
Date of Issue: Term 3, Week 8, Period 1
Due Date: Term 4, Week 2, Period 1

Syllabus Outcomes for this assessment:

P4 assesses the processes and interdependence of key business functions
P8 evaluates information for actual and hypothetical business situations
P9 communicates business information and issues in appropriate formats

Assessment Task Requirement:

You are to select one of the sample business plans handed out to you in Term 3, Week 8, Period 1 to
complete a business plan in the form of a report to present to a Lender to assist you with purchase
of a start-up business (SME). The business plan is to include the following documentation to be
presented in the Loan Application for the Bank to consider you for finance:

1. Word format – Business plan in the form of Business Report (select one of the samples
provided)
2. Excel format – Three years Profit and Loss Projected Forecast for the proposed purchase
of the business.

Scaffold: You will need to consider the following for the P&L forecast:

- Items that you might consider under the ‘Income’ column include:
Cash sales
Interest from Bank
Year 1 Year 2 Year 3
Qtr Qtr Qtr Qtr Qtr Qtr Qtr Qtr
Qtr 1 Qtr 2 Qtr 3 Qtr 4 1 2 3 4 1 2 3 4 Total
Income:
Item1
Item2
etc

Less:

Expense:
Item1
Item2
etc

net:

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 Dividends
- Items that you might consider under the ‘Expense’ column include:
Accountant fees
Bank charges
Employee related expense
Equipment Hire
Insurance
Interest payments
Licence fee
Loan Repayments
Marketing / Advertising
Phone/Fax/Internet
Rent, Rates
Repairs
Stationary
Stock purchase
Tax payments (GST, Payroll Income Tax)
Transport
Vehicle expense
Wages & Salaries

You can add to the above but you must not use less than 10 of the above expenses items.

- List of assumptions for the P&L. For example; Income to increase by x% each quarter and
expenses to increase by x% each quarter. Justify increases in the list of assumptions.
- The P&L is to that the following format in excel when completing it:

Assessment Criteria:
You will be assessed on how well you:
- Include relevant content in the sample Business Report/Plan. You need to demonstrate
knowledge and understanding of business structures, influences, functions and how they
operate.
- Think of assumptions to compliment the business cash flow forecast. It is important that you
communicate the information in the numbers by having relevance and realistic assumptions.
- Have a well prepared Business Report/Plan along with the Excel format Business Cash
Forecast.

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Marking guidelines:

Criteria Mark
- Demonstrates detailed knowledge and understanding of business
structures, influences, functions and how they operate. 25-30

- Presents a sustained, logical and cohesive response in the form of a

business plan, business cashflow forecast and assumptions using
relevant business terminology and concepts.

- Clearly communicates detailed information relevant to the

requirements.
- Demonstrate thorough knowledge and understanding of business
structures, influences, functions and how they operate. 19-24

- Presents a logical and cohesive response in the form of a business plan,

business cashflow forecast and assumptions using business terminology
and concepts.

- Communicates information relevant to the requirements.

- Demonstrate knowledge and some understanding of business
structures, influences, functions and how they operate. 13-18

- Presents a business plan, business cashflow forecast and some

assumptions using business terminology and concepts

- Communicates some information relevant to the requirements.

- Demonstrate basic understanding of at least some of business
structures, influences, functions and how they operate. 7-12
-
- Presents a basic business plan, business cashflow forecast and basic
assumptions using business terminology and concepts

- May provide information relevant to the requirement

- Demonstrate limited understanding of business
1-6
- May present a basic business plan business forecast and no relevant
assumptions using limited business terminology and information that
may be relevant to the scenario.

Teacher Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

_________ /__/______
Teachers Signature & date

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