AQA 8132 SOW 2YR - Landscape

Scheme of work: two years
This scheme of work for GCSE Business Studies (8132) is designed to suggest possible activities and resources that you may find useful in
your teaching.
Assumed coverage
This scheme assumes the GCSE is taught over two years, with two hours of teaching per week. This equates to approximately 60 hours per
year and 120 hours over the two-year course. All suggested timings are approximate and will depend on the ability of students and the activities
used to teach topics. This scheme of work is designed as a suggestion only and not as a prescriptive approach. Due to the time frame of the
course schools are encouraged to include exam preparation examples and tasks throughout the course.
Year 1
Specification reference Teaching hours
3.1 Business in the real world (3.1.1-3.1.7) 25 hours
3.2 Influences on business (3.2.1-3.2.6) 20 hours
3.4 Human resources (3.4.1-3.4.4) 15 hours
Year 2
Specification reference Teaching hours
3.3 Operations management (3.3.1-3.3.4) 20 hours
3.5 Marketing (3.5.1-3.5.4) 25 hours
3.6 Finance (3.6.1-3.6.4) 15 hours
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3.1 Business in the real world
Teach before: 3.2 Influences on business
3.1.1 The purpose and nature of businesses
Specification Learning Additional Suggested Learning activities and resources

content objectives guidance timing
(hours)
Purpose of To understand Reasons for 1 Business types – show pictures of a variety of businesses –
business what a business is starting a business students to explain what the purpose of each business is.
and the reasons for include: producing
Reasons for Stretch and challenge opportunity – students to generate ideas of
starting a business. goods, supplying
starting a other businesses that are created for each purpose.
services,
business
distributing What is a business – BBC Bitesize video
products, fulfilling a Why start a business – BBC Bitesize article
business
opportunity and Reasons for starting a business will overlap with entrepreneur’s
providing a good or objectives. See section below for further ideas.
service to benefit
others.
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(hours)
Basic functions To understand the 1 Camping decisions – have a list of items for a camping weekend.
and types of difference between Which items are needs and which items are wants?
business goods, services,
Or NASA moon exercise
needs and wants.
Goods vs services – BBC Bitesize webpage
Worksheet or mini white board activity – students to categorise
lists or pictures into goods and services.
Extension
Encourage students to identify and explain examples of goods
and services in more complicated scenarios like a restaurant or
going to the cinema.
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(hours)
To understand the Characteristics of 1 Picture of PS4 – what resources have been used to create the
meaning of factors an entrepreneur product?
of production. include being hard
What resources go into making hot dogs?
working,
To define
innovative, For reference – factors of production
opportunity cost.
organised and Images of takeaway/delivery options (pizza, Chinese food etc),
To define the three willing to take a students to explain which they would choose and why.
sectors of primary, risk.
secondary and Students to create a simple budget of money earned and money
tertiary and give spent over the last month to realise that they have a choice to
examples of types make when spending money.
of businesses that Explain the opportunity cost of time – the benefits of school work
operate in each or playing computer games.
sector.
Video showing a specialist in a particular area – explain the
opportunity cost of their time to get to this level – Rubik's cube
world record video
Choice of investments on Dragons' Den
Primary, secondary and tertiary sectors – explain the three
sectors. Students to generate examples of businesses in each
section or sorting activity putting examples under the correct
heading.
Explain a simple chain of production – a tree being cut down,
wood made into a chair, a chair being sold in a retailer.
Students to draw their own examples of a chain of production.
Nestlé case study
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(hours)
Business To understand the 1 Pictures of famous entrepreneurs – students to guess names.
enterprise and term enterprise and
Clip from Peter Jones meets the Constantines and Chris Dawson
entrepreneurs what is meant by
hip an entrepreneur. Dragons’ Den video or article about successful entrepreneurs.
To outline the Research task – students to research a famous entrepreneur –
characteristics of what is their business, how did they start etc.
an entrepreneur. Anita Roddick interview
Peter Jones biography
Students to produce a list of characteristics of entrepreneurs.
Extension
Students to explain which characteristic they think is the most
important. This can be done using a diamond 9 template.
To outline the Objectives of an 1 Summary of a range of topics covered so far

objectives of an entrepreneur
Using video clips from previous lessons or the one below,
entrepreneur. include being their
students to list the main objectives of an entrepreneur – five
own boss, flexible
minutes with Lord Sugar
working hours, to
pursue an interest, Social responsibility objective – video: what Jamie Oliver's
earn more money, restaurant Fifteen is all about
identify a gap in the Entrepreneurs – Duncan Bannatyne
market and
dissatisfaction with
current job.
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Dynamic To understand that Changes in 1 Students to list the main external factors that impact a business.
nature of businesses face a business
For each article students should briefly explain the impact on
business constantly environment
businesses.
changing business include changes in
environment. technology,
economic situation,
Economic factors
legislation and Telegraph article on financial crisis
environmental
expectations. BBC article on Brexit
BBC article on employment
Changing legislation
BBC article on child car seat rules
Gov.uk webpage on national minimum and living wage rates
Environmental factors
Dragons' Den video – why is there an increasing number of
environmentally friendly businesses?
Guardian article on 5p plastic bag charge
Changing technology
Show a picture of Just Eat’s delivery robots – students to guess
what the robot does.
BBC article on 3D printers
Research – students to identify an example of how changing
technology has impacted businesses.
Show Polaroid case study – example of the impacts of changing
technology.
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3.1.2 Business ownership
Specification Learning objectives Additional Suggested Learning activities and resources

content guidance timing
(hours)
Sole traders To understand what is Benefits and 1 Show pictures and logos of a variety of businesses – ask
meant by a sole trader drawbacks of students what the difference is between these businesses (eg
Partnerships
and the benefits and each legal number of employees, number of owners, objectives) – different
drawbacks of this legal structure include business situations require different legal structures.
structure. issues such as
Pick out main benefits and drawbacks of being a sole trader
management and
To understand what is from bitesize sole trader video or exploring the sole trader
control, sources of
meant by a partnership business model
finance available,
and the benefits and
liability and Students to list the main benefits and drawbacks in pairs.
drawbacks of this legal
distribution of
structure.
profits. Extension
Why is it now easier than ever to set up as a sole trader and
reach a large market?
Spot the errors paragraph about sole traders.
Use business examples like a local solicitors or doctors to
illustrate the benefits of partnerships – show the range of
services on offer due to different specialists.
Ask students the issues/problems they face when working in
pairs or teams – link this to conflicts and disagreements in
partnerships.
Explain how these can be resolved by having a deed of
partnership.
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(hours)
Students to generate a simple business idea with a partner and
create a deed of partnership.
Complete question 1b) 4 marks sole trader Paper 1 June 2016.
Private To understand what is No understanding 1 Show introduction to limited companies – Ltds and Plcs
limited meant by a private of the legal
Explain the difference between businesses and companies.
companies limited company and process of
(Ltd) the benefits and incorporation is Show a short clip from Dragons’ Den – why do businesses want
drawbacks of this legal expected. to involve other investors?
structure. Why is limited liability helpful in this situation? Guardian article -
To understand the 'Super-sized' teenagers sue McDonald’s
concept of limited
liability and which
businesses benefit
from this.
Public limited To understand what is 1 Show latest share prices for famous Plcs.
companies meant by a public
List of businesses who are Plcs and Ltds – include some which
(Plc) limited company and
students might imagine are Plcs (eg Nintendo and Virgin group)
the benefits and
– why would big businesses maintain their Ltd status?
drawbacks of this legal
structure. Fill in the gaps exercise assessing understanding of legal
structures.
Share The London Institute of Banking and Finance portfolio
challenge
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(hours)
Not-for-profit To understand what is Including new 1 Interview with Big Issue founder – students to identify reasons
organisations meant by a not-for- start-up for starting a not-for-profit organisation.
profit organisation and businesses and
Research not-for-profit organisations in the local area – why
the benefits and large established
have they been set up? What is the social need that they are
drawbacks of this legal businesses.
trying to improve?
structure.
Telegraph article – what might be the potential drawback of
To evaluate which legal
these organisations?
structure would be the
most appropriate for a Which type of business?
variety of business Students to create a table (without/minimal resources) including
examples. columns for type of legal structure, definition, benefit (x2),
drawback (x2), real world example and size of business – what
size of business would be most appropriate for the legal
structure?
Students given different business examples/scenarios – in
groups they should judge which legal structure they would
choose and justify why that is the most appropriate structure.
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3.1.3 Setting business aims and objectives
Specification Learning Additional guidance Suggested Learning activities and resources

content objectives timing
(hours)
What are To understand The main aims and 1 Students to brainstorm the main aims of the school.
business aims the main aims objectives for businesses
Teacher input on the difference between aims and
and objectives? and objectivesinclude survival, profit
objectives.
for maximisation, growth
Purpose of
businesses. (domestic and international), Students to write themselves an aim and an objective for
setting
market share, customer studying GCSE Business Studies.
objectives To understand
satisfaction, social and Reference – Tutor2u - aims and objectives of a Business
the role of
Role of ethical objectives and
objectives in GCSE
objectives in shareholder value.
running a What does this suggest are Apple’s main objectives? iPhone
running a
business. sales
business
Recap understanding – aim or objective?
Using the student’s aims and objectives from the previous
lesson – why is it helpful to set these objectives?
Students to brainstorm the groups or individuals who would
be interested in the objectives set – investors, managers,
employees etc.
Why would these groups be interested in the objectives set?
Summary spider diagram on reasons for setting objectives.
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(hours)
Changing To understand Reasons for differing 1 Students given three businesses – a local business, a
objectives how and why objectives include the size of national business and an international business. What would
the objectives the business, level of be the main two objectives that each business would set?
set will differ competition faced and type
Smaller business may focus more on survival – Guardian
between of business (not-for-profit
article on the high street
businesses. organisations).
How might Starbucks’s objectives change over time? video -
To understand Students should consider
Starbucks wakes up to China
how and why how the objectives of larger
the objectives more established businesses Do larger businesses have more ethical and environmental
set may might differ from smaller considerations? Sky's environment webpage
change as start-up businesses, eg Why are businesses concerned with shareholder value?
businesses becoming the dominant Yahoo's finance webpage
evolve. business in the market,
international expansion, Established businesses focus on new product development
increasing shareholder value to establish dominance in the market – BBC article on
and ethical and Playstation VR competition. Is it always successful?
environmental
considerations.
Use of To understand 1 What were the main objectives for this business? Dragons’
objectives in the success of Den clip on Youdoodoll
judging a business
Did the business achieve these objectives? Telegraph article
success can be
on Youdoodoll
measured in
other ways What other methods can be used to measure success?
than profit. video on ethical buying featuring Lush
Students create a spider diagram of how businesses may
judge success.
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3.1.4 Stakeholders

(hours)
Main To understand Stakeholders of a 1 Starter – students to guess what this product is for – image of
stakeholders what is meant by a business including an ostrich pillow
of businesses stakeholder and owners, employees,
Students discuss which groups/individuals would be
who the main customers, local
Objectives of interested in the success of the ostrich pillow and its new
stakeholders of a community and
stakeholders department store contract
business are. suppliers.
Teacher led definition of a stakeholder.
To understand the Main objectives
main objectives of including maximising Students create a spider diagram of the main stakeholders of
stakeholders. pay for workers, a local business.
minimising Video clip – objectives of stakeholders
environmental impact on
local community and Pair work – for each stakeholder, pairs decide on the main
high dividend payments objective that the stakeholder desires. You may want to show
for owners. a range of pictures to help students understand the main
objectives, for example strike action and growth of money etc.
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(hours)
Impact of To understand the 1 Show Tesco Superpower Money programme

business impact that
Students to identify the main impacts that Tesco’s actions
activity on business activity
have had on their stakeholders, eg consumers – lack of
stakeholders and decisions
choice, competition – forced out of the market.
have on
Impact and
stakeholders. Recap over material covered under stakeholders and
influence
introduction to conflicts – BBC Bitesize video
stakeholders To understand the
have on impact and How do the media play a role in influencing businesses? BBC
businesses influence article on Nestlé child labour
stakeholders have What has the government done to try to restrict the issue of
on businesses and sugar in fizzy drinks? Newsnight video and BBC article
their objectives.
How does the Coca-Cola case study show a conflict in
To understand objectives?
how businesses
may face conflict Link back to the Tesco video from last lesson – how do the
between problems identified in the video show conflicts in objectives?
stakeholders. Students to identify one clear conflict (eg shareholder
objectives vs local community or customer objectives).
Stakeholder conflicts – Shell
Complete question 3c) 4 marks Paper 2 June 2013.
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3.1.5 Business location

(hours)
Factors To understand Factors that 1 Choose a local business – Students decide on the main benefits of
influencing the what is meant influence where locating where they have.
location by location. a business is
BBC Bitesize webpage on the importance of location
decision of a located include
To understand
business proximity to the Students to consider where they would buy a house/flat – what features
the factors
market, would they look for in their ideal location?
that influence
availability of Students to create a spider diagram for the main factors that influence
the location
raw materials, the location decision of a business.
decision of a
labour,
business. Complete question 1c) 6 marks Paper 1 June 2014 or 1b) 4 marks
competition and
To evaluate costs. Paper 2 June 2015.
the Research/computer activity – students plot on a local map where they
appropriate would locate a variety of businesses. Businesses could include a
location for a cinema, a theme park, a designer clothes shop, a luxury hotel, a
variety of specialist sports shop, an Ebay shop and a car factory.
businesses.
Students should write a paragraph justifying their location decision for
each business explaining clearly why they have chosen the location and
any issues that they face.
Complete question 3c) 9 marks Paper 1 June 2015 or 3c) 9 marks June
2013.
To understand 1 Show figures for average labour costs around the world
why some
Show figures for fastest growing economies and markets
businesses
decide to Students list the main advantages of international location.
Read article about Primark in Bangladesh.
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locate in other Language issues – product names that mean unfortunate things in other
countries. languages
Students list the main disadvantages of international location.
Student task – you are the production director of Cadbury. You have
been asked to produce a report summarising whether Cadbury should
focus increasing the size of its current factories in Bournville or move all
production facilities abroad to Ghana.
Can Ikea succeed in India?
Complete question 2d) 9 marks Paper 2 June 2012.
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3.1.6 Business planning

content objectives timing (hours)
The purpose of To Reasons include 1 Students plan what they intend doing at the weekend – why is
business planning understand importance in setting it helpful for them to make a plan? (organise time, ensure they
the reasons up a new business, have the right resources to fulfill ideas etc)
The main sections
why raising finance,
within a business Prince’s trust – business plans.
businesses setting objectives and
plan
create detailing how BBC Bitesize video on raising finance
plans. functions of a Strategy theory
business will be
To Slideshow for business planning
organised.
understand
the main Students will not be Pair work – use this resource to create a simple business
sections of expected to write a plan. The plan should be based around a product design
a business business plan. generated by the students. Although there is no requirement
plan. to write a business plan for the exam, this is a good activity to
help students identify and understand the different
components of a business plan.
To analyse 1 Using the plan generated last lesson students to brainstorm

the benefits the main benefits and drawbacks to a business of creating
and business plans.
drawbacks
of business
planning.
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content objectives timing (hours)
Basic financial To 1 Students to list 10 costs a local restaurant would have to pay.
terms understand
Slideshow on the difference between fixed and variable costs
the
(students do not need to learn about semi-variable costs)
difference
between Students to label each of their costs from the activity earlier,
variable highlighting which are variable and which are fixed.
costs, fixed BBC Bitesize video on costs of a business
costs and
total costs Recap quiz – fixed or variable?
To Teacher led notes on revenues and profit and the calculations
understand required.
the concept Reference – BBC Bitesize webpage on revenue, cost and
of revenue, profit
costs, profit
and loss.
Basic financial To calculate 1 Students complete worksheets testing simple revenue, costs,
calculations revenue, and profit or loss calculations.
costs, profit
Use of the old specification unit 1 papers – for example
and loss.
question 1ci) May 2015.
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3.1.7 Expanding a business

(hours)
Methods of To understand Methods used by 2

expansion the methods businesses when Lesson 1 – first half
used by expanding Focuses on internal growth through opening new stores and e-commerce.
businesses include organic
when growth through Reference – BBC Bitesize webpage - benefits of a growing business
expanding. franchising, Starter – show images of two businesses (eg a lo
opening new
To discuss the cal café and a global business like Starbucks). Students to explain why
stores and
advantages the local café would want to expand. Guardian article - the first Starbucks
expanding
and
through e- What are the benefits for Subway opening new stores?
disadvantages
commerce,
of each E-commerce – why have Amazon been so successful? Short video on
outsourcing and
method of growth of Amazon
external growth
growth.
through mergers
and takeovers. Lesson 1 – second half
Focuses on franchising.
Show video advertising Shakeaway franchise
Show images of businesses that are franchised (eg McDonalds, Krispy
Kreme, Starbucks etc.). Include one business which is not a franchise –
students to guess odd one out. Discussion about the importance to
businesses of not being able to identify whether stores are franchised.
‘Could you be a franchisee’ activity
Franchises word search
Students to create a spider diagram of the benefits and drawbacks of
franchising from this video
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(hours)
Students create a table for the main benefits and drawbacks of organic
growth
Lesson 2
Focuses on outsourcing and external growth.
Introduction to outsourcing
Teacher led definitions on external growth, takeovers and mergers.
Students to research a recent takeover or merger in the UK – students to
consider the likely benefits of the business concerned, the disadvantages
they may face and the potential impacts it will have on the workers and
customers.
Students to feedback their examples to the class.
For example Kraft takeover of Cadbury
Video on Kraft/Cadbury: one year on
Telegraph article on Cadbury losing its magic
Huffington Post article on investigation into Kraft takeover of Cadbury
Merger video between Dixons and Carphone Warehouse – what are the
benefits of this merger?
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(hours)
Benefits and To Economies of 1 Starter – what benefits would Lego receive from increasing their
drawbacks of understand scale include production facilities? Reuters article on reviving growth of Lego sales
expansion the benefits purchasing and
Teacher led notes on the meaning of economies of scale.
of growth in technical
Economies of
terms of unit economies of BMW automation video – highlights benefits of technical economies of
scale
cost scale. scale.
advantages Complete question 3b) 5 marks Paper 2 June 2014.
due to
economies of
scale.
Diseconomies To Diseconomies of 1 4OD Undercover boss - Hyundai – lots of good material 1–11 mins
of scale understand scale occur due illustrates inefficiencies in a car warehouse area. Later sections (23–30
that, with to poor mins) show lack of motivation in a garage.
growth, communication,
Link video to diseconomies of scale – encourage students to generate
businesses coordination
solutions to the problems highlighted in the video.
increase the issues and
risk of reduced staff Complete question 2b) 4 marks Paper 2 June 2014.
diseconomies motivation. Teacher led introduction to formula for average unit costs.
of scale.
Calculation questions testing student understanding.
To calculate
and interpret
average unit
costs.
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3.2 Influences on business
Teach before: 3.4 Human resources
Teach after: 3.1 Business in the real world
3.2.1 Technology

(hours)
Impact of the To understand 1 Good resource to help students understand how ICT has changed and
changing use of the impact of the influences on business activity.
ICT the changing
How the use of ICT has changed – students to generate ideas of how
use of ICT and
ICT impacts them in the home. This could be presented in a spider
how it
diagram or students could be asked to draw their ideas.
influences
business Students brainstorm the main ways ICT impacts business activity, eg e-
activity. commerce, customer service, communications etc.
E-commerce To understand 1 Starter – show Dragons’ Den video about an online business Value My
how e- Stuff
commerce
Why would businesses like Value My Stuff use e-commerce?
provides
access to What are the main benefits for small businesses using Ebay or Amazon
wider markets. marketplace to sell their products?
Students to create a table including the main benefits and drawbacks of
e-commerce.
Students design the front webpage for a new start up business – they
should research what should be included on the front page. The business
could be selling the product idea generated from their earlier business
plan.
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(hours)
Digital To understand Students are 1 Starter – stakeholder quiz to recap understanding.

communication how digital expected to
Students to create a table with stakeholder column and the main
communication know relevant
methods of communication used by businesses for each group.
changes the examples of
way digital
businesses technology/
communicate communication.
with
stakeholders.
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3.2.2 Ethical and environmental considerations

(hours)
Ethical To identify and Ethical 2 Starter – Bitesize video on ethics

considerations analyse where behaviour
Recap understanding of ethical objectives vs profit objectives from
there may be requires
earlier topic.
a possible businesses to
trade-off act in ways that Teacher brings a range of clothes or food into class – students to
between stakeholders identify where clothes/food are manufactured
ethics and consider to be Students to discuss why food miles are such a problem? Recap why
profit. both fair and businesses locate internationally.
honest.
Billion Dollar Chicken Shop Episodes 1-3 – excellent video resource on
all ethical and businesses areas – section in episode two shows a new
initiative by KFC on giving leftover food to local charities.
Corporate social responsibility in bottled water market – BBC Bitesize
video on corporate social responsibility (CSR) - selling water
Complete question 1c) 4 marks June 2016 on ethical business.
To understand Students are 1 Blood, sweat and t-shirts videos – show a clip to students to open a
the benefits expected to discussion.
and know relevant
What can businesses do to ensure that they are ethical in their
drawbacks of examples of
approach? Fairtrade website
ethical ways in which a
behavior. business can Co-op fairtrade webpage
behave ethically. Based on discussions and work from previous lessons, students create
a table for the main benefits and drawbacks of ethical behaviour.
Ethics case study and materials – Primark
Complete question 1c) 6 marks June 2013.
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(hours)
Environmental To understand Environmental 1 Starter – show images Oxford street and China pollution - what are the
considerations how considerations environmental impacts of these activities?
businesses include impact
Show video on pollution in China
and on traffic
consumers congestion, Teacher led notes on social costs – BBC Bitesize webpage on social
accept greater recycling, costs and the environment
environmental disposing of Anglo-American case study on environmental responsibility
responsibility waste and noise
in their and air pollution. Crossword on environmental issues
decision-
making and
the costs and
benefits of
businesses
behaving this
way.
Sustainability To identify and Sustainability 1 Tata Steel case study on sustainability

analyse where issues include
Guardian article on sustainable supply chains
there may be global warming
a possible and the use of Video on how green is the high street?
trade-off scarce Students research what is meant by sustainability and a business that
between resources. has a focus/aim on sustainability.
sustainability
and profit. McDonald’s video on sustainability in their supply chain
Students to complete a 9-mark style question summarising the topic –
recommend whether a business should behave in an ethical,
environmental and sustainable manner. Give reasons for your advice.
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3.2.3 The economic climate on businesses

(hours)
Interest rates To demonstrate An 1 Reference – Tutor2u webpage on interest rates

and understand understanding
Teacher introduction on interest rates – BBC Bitesize webpage on
how businesses of how
interest rates
might be affected fluctuating
by changes in the interest rates Show overdraft and loan figures
rate of interest. can affect Graph showing changing interest rates
businesses
that rely on Show Barclays loan calculator to illustrate impact of changing interest
overdrafts and rates. How does this impact business spending?
loans for
finance.
To understand Economic 1 Show average property prices in your area or for a particular property –
how fluctuating theory relating explain how mortgages work.
interest rates can to how/why
Choose a mortgage
affect consumer interest rates
and business change is not Show average incomes – calculate how much money would be left after
spending. required. the mortgage is paid – this is spending money (disposable income).
Explain and illustrate the impact of increasing interest rates and thus
mortgage payments.
Students list other reasons for consumers requiring loans or credit –
cars, sofas, credit cards, home improvements etc.
Good overview video on how interest rates impact businesses and
consumers
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(hours)
Level of To identify how 1 Definition of unemployment.

employment and why
Show unemployment graph – students to explain what the graph shows
businesses might
and what this means for individuals and businesses.
be affected by
changes in levels
of employment.
Consumer To understand 1 Show images of Heinz baked beans and an own brand tin of baked
spending how demand for beans – students explain which they would choose and why.
products and
Why have Aldi been so successful over the last few years?
services may
change as Show video from Inside Rolls-Royce – link to demand for luxury goods
incomes fluctuate. for high income earners.
Show range of Ford cars to illustrate the variety of products available
depending on income earned.
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3.2.4 Globalisation

(hours)
How UK To understand 1 Starter – students guess what is sold in this shop/café – Coca Cola
businesses what is meant by does Chinese New Year
compete globalisation.
Teacher explanation of globalisation or video explanation – what is
internationally
globalisation?
To understand the Methods 1 Starter – BBC article on winner of James Dyson award – why is this
methods UK include better product likely to be successful in a global market?
businesses use to designs and
Video on failure of Tesco in America – or BBC article – what were the
compete higher quality
possible reasons why Tesco wasn’t successful abroad?
internationally. products at
lower prices. What are the reasons for Jaguar Land Rover’s success?
Show an image of a Sunseeker yacht – student discussion on the
methods Sunseeker should adopt to compete successfully on an
international stage – create a spider diagram.
To analyse the 1 Students create a poster or leaflet summarising what is meant by

benefits and globalisation, examples of businesses that complete globally, the
drawbacks of benefits and drawbacks for UK businesses.
globalisation for
UK businesses.
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(hours)
Exchange To understand the Students will 1 Starter – students to list any currencies that they know countries use
rates impact of not be asked (eg dollar, pound, euro) – list of currencies of the world
exchange rates on to calculate
Teacher definition of exchange rates – link to when students have gone
the profit and sales exchange rate
abroad on holiday and have changed money or used different
of those conversions.
currencies.
businesses that
import and/or Show graph of the Pound compared to the Euro – ask students if
export. anyone knows what caused the fall in June 2016 (Brexit).
Simple video explaining imports and exports
Test understanding – imports or exports?
Teacher led explanation of SPICED – Strong Pound Imports Cheaper
Exports Dearer.
Pair work – students to explain whether the current UK exchange rate is
good for importers and exporters and the impact on their sales, costs
and thus profits.
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3.2.5 Legislation
Specification Learning objectives Additional guidance Suggested Learning activities and resources
content timing
(hours)
Employment To assess the impact Impacts of legislation 1 Reference and final test – BBC Bitesize webpage on
law of employment on the business employment rights
legislation on include costs, training
Reference – Tutor2u webpage on business and legislation
businesses. needs, recruitment
requirements. Research task – students to find out the minimum wage for
To understand the
each age group and the living wage.
consequences of Employment law
failing to follow including: Gov.uk webpage on national minimum and living wage rates
legislation for the
• national minimum BBC article on cost of National Living Wage to businesses
business.
wage/living wage Video on the Equality Act
• the Equality Act
(2010). Teacher led explanation on the failure to follow legislation –
BBC article on dyslexia discrimination case or BBC article on
cancer patients discrimination
Health and To assess the impact Impacts of legislation 1 Starter – show health and safety video – why do businesses
Safety law of health and safety on the business worry about health and safety at work?
and consumer include costs, training
Consumer Handout on the main consumer laws businesses have to
legislation on needs, recruitment
law abide by.
businesses. requirements.
Show consumer rights video
To understand the Health and safety law
benefits of providing a including: the Health Students create simple role plays to illustrate consumer laws
safe working and Safety at Work being broken – the rest of the class has to guess which law
environment. Act (1974). has been broken.
Consumer law Students to create a spider diagram of the main impacts of
including trade health and safety and consumer laws on businesses.
descriptions. Complete question 3b) 5 marks Paper 1 June 2015.
© 2021 AQA
3.2.6 Competitive environment

(hours)
Impact on To understand the 1 Starter – show images of different market places (any place where
businesses of meaning of a market buyers and sellers meet), such as a market stall, an internet business,
operating in and competition. a high street etc. – students to guess what the link is between the
competitive images.
To analyse potential
markets.
impacts of BBC Bitesize webpage on market research
competition on
Pair work – Students list as many clothes shops (or another market) as
businesses and
they can think of – link this to the level of competition in the market.
identify situations
when businesses Importance of competition shown by Coca Cola vs Pepsi video
face minimal or no Student task to come up with a strategy to increase the sales of
competition. potatoes – consider actions like differentiating the product through
making them into something, improving design, increased advertising,
packaging etc.
Based on student ideas create a spider diagram of actions businesses
could take when faced with competition.
Teacher led explanation on a monopoly situation – show the beginning
of this video
Students to generate ideas of markets that are monopolies or have
minimal competition? Telegraph article on BT's increase in profitability
of telecoms monopoly
© 2021 AQA
(hours)
Uncertainty To understand the 1 Starter – show video of TV show Golden Balls – illustrates that no one
and risks risks businesses can predict what actions others will take.
businesses face and the
Show Dragons’ Den – iTeddy – students to list the main risks that the
face reasons why all
business face.
businesses face
uncertainty. Students to identify risks in terms of functional areas, eg finance –
interest rates increase and so business loans become more
To understand the
expensive.
reason why
entrepreneurs Pair work – for each risk identified students to generate ideas of how to
embark on running deal with the issue faced.
businesses and the Show video of Business Nightmares (Apple)
activities businesses
can undertake to Recap objectives of entrepreneurs and highlight success stories to
minimise risks. help illustrate reasons entrepreneurs embark on running businesses –
clips from documentary about Facebook at YouTube or time.com
© 2021 AQA
3.4 Human resources
Teach before: 3.3 Business operations
Teach after: 3.2 Influences on business
3.4.1 Organisational structures

(hours)
Organisational To understand Reasons for 2 Teacher led explanation of an organisational structure

structures internal having internal
Reference – BBC Bitesize webpage on structuring a business
organisational organisational
structures, span structures Students draw an organisational chart for the school – outline what
of control, chain include an responsibilities members of staff have.
of command, understanding Provide a list of jobs roles for students – students to create a simple
delayering and of different job organisational structure – the Engin Ear Ltd Organisation Chart can
delegation. roles and be used as an example.
responsibilities
To understand Using their organisational chart, students should explain and label
throughout the
why businesses what is meant by span of control, chain of command, delayering and
business.
have internal delegation.
organisational
structures. Tesco employ 476,000 employees – why would Tesco need to have
a clear organisational structure?
Students create a spider diagram of the main benefits of having an
organisational structure.
Complete question 1b) 4 marks Paper 2 June 2016.
© 2021 AQA
(hours)
Appropriateness To understand 1 Show Undercover boss - DHL – show clip in the plane loading area
of organisational the impact that (around 22 mins into the programme) or with the delivery van (around
structures having a tall or 10.30 mins into the programme). Both clips illustrate situations
flat whereby the business has expanded and the manager isn’t aware of
organisational what happens with workers loading planes/doing deliveries. Link the
structure has on clips to issues of having the incorrect organisational structure.
how a business
Students to generate two strategies to resolve the problems identified
is managed.
in the video clips.
To understand
Split students into pairs. One student draws a tall organisational
how an
structure and explains the benefits, the other student does the same
organisational
for a flat organisational structure.
structure may
affect the Reference – BBC Bitesize webpage on types of organisation.
different ways of Students to play Chinese whispers to illustrate the issues faced by
communication. the organisation from having a tall organisational structure.
Show Undercover Boss - Best Western – show clip about a
handyman in a hotel (around 14 mins into the programme). The video
clip illustrates the issues of having a wide span of control and thus a
lack of control.
Teacher led explanation on how organisational structures impact
communication. Students generate ideas for the best methods of
communication for the different organisational structures.
© 2021 AQA
(hours)
Centralisation To understand 1 Starter – why did B&Q struggle to succeed in China? – link to
and what is meant differences in cultures etc.
decentralisation by centralisation
Use the case study of a growing business like Sprinkles – what
and
difficulties will the managers of Sprinkles face as they open more
decentralisation.
stores across the UK?
To understand
Students to create a table including the definitions, benefits and
the benefits and
drawbacks of centralisation and decentralisation.
drawbacks of
centralisation Reference – Tutor2u webpage on centralisation
and Complete question 2c) 4 marks Paper 2 June 2013 or question 3c) 6
decentralisation marks Paper 2 June 2015.
for business
performance.
© 2021 AQA
3.4.2 Recruitment and selection of employees

(hours)
The need for 1 Starter – show a clip or an advert for The Apprentice – why does Alan Sugar
recruitment want to recruit the best workers?
Teacher led notes on the reasons businesses need to recruit staff, for
example fill a vacancy, expansion etc.
Students create a mind map of methods businesses use to recruit their
employees – job centres, recruitment agencies, word of mouth, job adverts,
direct and promotions.
Teacher explanation of the difference between internal and external
recruitment – students mark next to their previous list of which methods are
internal recruitment and which are external.
Show Reed advert – why would a business use a recruitment agency? Link
to a benefit of external recruitment.
Why might an external recruitment policy be a good option in this case?
Group work – split the class into groups focusing on the benefits of either
internal or external recruitment. Each group to create a list of 2-3 benefits.
Each group shares one benefit with another group.
Methods of To outline the Main stages in 2

recruitment main stages in the Lesson one on recruitment
and selection the recruitment recruitment Show introduction on recruitment
of employees. and selection and selection
process. process Teacher led explanation on job analysis.
include an
understanding
© 2021 AQA
(hours)
To analyse the of job Teacher led definition of a job description – show examples of job
benefits of analysis, job descriptions
having an description,
Students create a job description for a role of their choice (eg football
effective person
player, doctor, dentist etc.)
recruitment specification,
and selection and selection Teacher led definition of a person specification.
process for a methods. Students create a person specification for their chosen job.
business.
Benefits Job description or person specification drag ‘n’ drop activity
include high
productivity, Students brainstorm places jobs would be advertised.
high quality Students to create a job advert for their chosen job.
output or
customer
Lesson two on the selection process
service and
staff retention. Sections of The Billion Dollar Chicken Shop video are good on the selection
process used.
Students brainstorm methods businesses use to select individuals.
Teacher explanation on shortlisting suitable candidates.
Students are given 2 CVs – students decide on which candidate they would
choose and why.
Interviews – students come up with three interesting interview questions
they would ask to shortlisted candidates – in pairs students interview each
other. As part of this process students should be considering what the
business would be looking for in this process.
Sample interview questions
Show a video from The Job Interview – students to explain which individuals
they would select and why.
© 2021 AQA
(hours)
Personality tests – teacher explanation of why businesses use psychometric
tests. Students complete a simple test
Students brainstorm the benefits of having an effective recruitment and
selection process. For each benefit students to write an extra sentence
analysing why that benefit is good for the business, eg staff retention results
in lower recruitment and training costs in the future.
BBC Bitesize recap quiz on recruitment
Recruitment and selection – Asda
Contracts of To understand 1 Starter to recap understanding – recruitment word scramble

employment the difference
Teacher led explanation on the difference between part time and full time
between part
contracts, job share and zero hour contracts.
time and full
time contracts, Students list the main types of businesses that will employ part time staff.
job share and What are the potential issues of zero hours contracts?
zero hour
contracts. Research task – students to interview an owner of a business (local
restaurant, shop etc.) and find out whether they employ part time staff. If
To understand they do, find out information on why they employ part time staff, ie the
the benefits of benefits for the business. If they don’t, find out information on why they
full and part employ only full time staff, ie the benefits for the business.
time
employment. Group work: using their research and interview information students create
a table for the benefits of full time and part time employment.
© 2021 AQA
3.4.3 Motivating employees

(hours)
Importance of To understand Benefits of a 1 Starter – students list three things that motivate them.
motivation in the benefits of motivated
Students complete motivation quiz – what’s your attitude to work?
the workforce a motivated workforce
workforce. include staff Teacher explanation on motivation.
retention and Reference – Tutor2u webpage on introduction to motivation
high
productivity. Students identify from the BBC Bitesize video why motivation is important.
Show clip from Undercover Boss - Park Resorts – show 8–16.30 mins.
This clip shows workers who are demotivated in their job. Students to
explain why they think workers are demotivated and what the impacts on
the business are.
Students list the main benefits of a motivated workforce.
© 2021 AQA
(hours)
Methods to To understand Financial 2 Starter – in pairs students imagine they are the owner of Amazon. Students
motivate staff the use of methods include list the methods they would use to motivate their workers.
financial an
Students to list the main types of pay – to help students show a range of
methods of understanding
pictures of different types of businesses which are likely to use different
motivation of the main
payment methods, eg an office, an estate agents, a factory, a restaurant
(including an methods of
etc.
understanding payment
of the main including salary, Teacher led explanation on the difference between wages and salaries.
methods of wage, Using the video explain briefly the idea behind F.W.Taylor’s theory. Use
payment commission and the video to explain the importance of pay dependent on output. Link this to
including profit sharing. commission and how workers are increasingly paid depending on the
salary, wage, number of sales rather than output. No specific understanding of Taylor will
Specific
commission be expected or examined.
motivational
and profit
theories (such Show clip from Undercover Boss - Park Resorts – show 27–36 mins. This
sharing).
as Maslow) will clip shows workers who are paid a higher wage. Students to identify and
not be explain what the impacts on the motivation of workers are.
examined.
Pair work – why do businesses increasingly use profit sharing? To help
understanding show video and webpage about profit sharing at John Lewis
Students go back to their original list made at the start of the lesson and
highlight which methods of motivation they wrote down are financial
methods of motivation.
© 2021 AQA
(hours)
To understand Non-financial 2 Starter – recap understanding – Motivation by pay

the use of methods of
How does this business motivate their staff? Students discuss whether
non-financial motivation
they think this is a successful method of motivation.
methods of include styles of
motivation. management, Show pictures of five leaders (some business and some non-business
importance of contexts). In pairs students list the main characteristics they think these
training, greater leaders possess.
responsibility Split students into groups with a clear task to complete. Each group has a
and fringe leader to help ensure the task is completed effectively. Some leaders are
benefits. told to be autocratic and some democratic. At the end of the task students
Specific feedback their thoughts on working under the different management style.
motivational Show images of Google offices – students discuss why Google believe the
theories (such office environment is important for their staff.
as Maslow) will
not be Teacher led explanation on fringe benefits. Students to list as many fringe
examined. benefits as they can.
Pair work – split class in two – students create an argument for either
financial or non-financial methods of motivation being the most effective.
Students have a debate in groups or as a class.
Other questions – 3b) 6 marks Paper 1 June 2013 non-monetary
motivation or 3c) 6 marks Paper 2 June 2014 staff appraisals.
© 2021 AQA
3.4.4 Training

(hours)
Importance of To explain the Benefits include 1 Show clip from Undercover Boss - Hyundai – show 15–22 mins. This
training the benefits of increased clip shows workers who have not been trained in their job. Students to
workforce training productivity, identify and explain what the impacts on the business are.
employees for a ability to deal
or
business. with changes in
technology, Show clip from Undercover Boss - Park Resorts – show 16.30–27 mins.
increased This clip shows workers who have not been trained in their job. Students
motivation, staff to identify and explain what the impacts on the business are.
retention, Students list the main benefits that businesses gain from training
production of workers. Show rugby or american football video clips to show the skills
high quality gained through training.
goods and good
customer
service.
© 2021 AQA
(hours)
Types of To understand Methods of 1 Starter – recap understanding – BBC Bitesize video on training
training the methods of training include
Teacher explanation of induction training. Reference – Tutor2u webpage
undertaken training induction
on methods of training staff.
by undertaken by training, on the
businesses businesses. job training and Students choose a business from a list of businesses provided, eg local
off the job cinema, A&E doctor at the local hospital, teacher. They are required to
To explain the
training. produce an induction training programme for new employees.
benefits of
induction training. Teacher led explanation of on the job and off the job training.
To analyse the In groups students will be required to produce origami snakes Each
benefits and group will have a leader who trains the rest of the group. One set of
drawbacks of on groups will be trained through off the job and one through on the on the
the job and off job. One student in each group will be given an ‘example’ snake and will
the job training need to check products reach that standard. Every three minutes you
and evaluate will receive an order for 15 units, and can sell each snake for £3 if they
which would be pass the quality control test.
the most After the task is complete students should identify and discuss the main
appropriate benefits and drawbacks of each method of training.
method for a
variety of Complete the ‘on or off the job training?’ exercise to identify when each
businesses. type of training is appropriate.
Students complete a table including headings for type of training,
definition, benefits, drawbacks and examples of when each method is
used.
© 2021 AQA
3.3 Business operations
Teach before: 3.5 Marketing
Teach after: 3.4 Human resources
3.3.1 Production processes

(hours)
Methods of To 2
production – understand Lesson one
job what is Practical activity to illustrate job and flow production – students produce bags
meant by of Smarties that have eight Smarties in each bag. The colour of Smarties they
Methods of
job put in each bag will depend on your customer orders.
production –
production.
flow Groups are given two minutes. Each group must take an order from three other
To pairs in the room. Each pair in the group gets one order each. Students need to
understand find out what colour Smarties they would like in their bag and write down the
what is orders on their record sheet and then produce the bags of Smarties as ordered.
meant by
flow Flow production – in a group of four, students produce as many bags as
production. possible in two minutes. Groups should organise their production process so
each individual is in charge of each colour of Smartie and one student is in
charge of bagging the Smarties.
Alternative version is by creating dice
Teacher led explanation of job and flow production. Students discuss which
they thought was a more effective production technique in each situation.
© 2021 AQA
(hours)
Lesson two
Starter – show video clips on flow production – ice cream cones or mince pies
– students consider why businesses use flow production.
Show a range of pictures of different products – students identify which are
produced through flow production and which are job production.
Show a video clip from Cake Boss – students consider why businesses use job
production.
To 1 Starter – BBC Bitesize video on production methods

understand
Excellent video resource highlighting the use of flow production in the
when each
chocolate industry – how Easter eggs are made or how chocolate is made.
method of
production Students produce a table with headings for type of production, definition,
is benefits, drawbacks and types of products made.
appropriate.
Efficiency in To 1 Starter – fill in the gaps activity on methods of production.

production – understand
Show two pictures of products that are in a highly competitive market – for
lean how
example Primark and Next. Explain that the prices they can charge are
production production
dependent on each other and so can’t be changed. Ask students what Primark
might be
can do to increase the profit generated. Expected answers include marketing
made more
activities and reducing costs/waste in production. Explain that we are focusing
efficient by
on reducing waste and thus cost in production process.
the use of
lean Show introduction video to lean production
production Reference – Tutor2u webpage on lean production
techniques.
Create a spider diagram for the main methods of lean production.
© 2021 AQA
(hours)
Teacher led explanation of kaizen.
Show video on kaizen at Toyota
Kaizen at Toyota
Teacher led explanation of cell production. Use a simple key terms exercise to
show the benefits of working as a team. One group of four students sit in a row
and move a piece of paper along the row with each student writing a key term
(without discussing it with their group) and then passing it on to the next
individual. The second group sit together and create a list of key words
together. Each group has 5–10 minutes to create a list of as many key terms as
possible.
Teacher led discussion on the benefits and drawbacks highlighted in the task.
After the discussion students create a table with the main benefits and
drawbacks of cell production.
As a revision task the lists of key terms can be swapped with other groups and
students should define the key terms.
Lean production case study and materials – Aldi
© 2021 AQA
(hours)
Efficiency in To 1 Show BBC Bitesize video on introducing JIT

production – understand
Read case study on Volkswagen – students to answer questions to help build
just in time how
an understanding of JIT.
(JIT) production
might be
made more
efficient by
the use of
just in time
(JIT)
techniques.
© 2021 AQA
3.3.2 The role of procurement

(hours)
Managing To evaluate Students should 1 In pairs students test each other to ensure they have an understanding
stock – just in the use of recognise that the of lean production and JIT.
time (JIT) managing benefits of
Missing word activity revising economies of scale.
stock using JIT reduced costs
to a given must be balanced A simple numerical example can be used to illustrate the additional
business. against the cost costs of regular deliveries and the lack of economies of scale. This can
of more frequent be done by having a total output of 500 units per week. Include separate
deliveries and lost costs for holding stock for a week, cost of ordering 100 units at a time
purchasing and cost of ordering 500 units. Students calculate which option would be
economies of cheaper. Build in scenarios including a delayed delivery, a surge in
scale. demand etc. to encourage students to understand the potential
challenges faced.
Students will not
be asked to draw Show Christmas last delivery times – what problem does this illustrate?
or interpret stock Students to brainstorm benefits and drawbacks of just in time and create
control charts. a table.
Reference – BBC Bitesize webpage on stock control
Show video on JIT with car seat covers
© 2021 AQA
(hours)
Managing To evaluate Students should 1 Reference – BBC Bitesize webpage on JIC

stock – just in the use of recognise the
BBC Bitesize recap quiz on stock control
case (JIC) managing benefits of having
stock using spare stock to What does the video suggest is the stock control system used by
JIC to a given satisfy demand Amazon?
business. balanced against In pairs students test each other to revise the benefits and drawbacks of
the cost of just in case.
holding buffer
stock. Teacher led explanation on the difference between just in time and just
in case production.
Students will not
be asked to draw Split students in pairs – each pair to produce a paragraph arguing for
or interpret stock the use of just in time or just in case for their chosen business.
control charts.
Factors To understand Factors affecting 1 Students brainstorm the main factors that would affect which supplier
affecting the factors choice of businesses choose.
choice of affecting the suppliers include
Show images of a variety of businesses, for example Poundland, Gucci,
suppliers choice of price, quality and
a pharmacy, Rolls-Royce, Primark – what are the main factors that
suppliers. reliability.
would influence the choice of suppliers in each case?
To analyse the
Use the 9-mark question format to create a question analysing and
factors that
evaluating the main factor influencing the choice of supplier for a chosen
affect the
business.
choice of
supplier for a
given
business.
© 2021 AQA
(hours)
The effects of To understand The effects of 1 Teacher led explanation of procurement and logistics. Good reference
procurement what procurement and on difference between procurement and logistics
and logistics procurement logistics on a
Students list the main procurement and logistics decisions they would
on a business and logistics business include
need to make if they were running a small café – buying food, ensuring
are and their efficiency and
delivery of food, replacing broken plates etc.
effect on a lower unit costs
business. For each decision they should identify what actions the café could
undertake to lower their unit costs.
To understand 1 Starter – students list 5 key terms from the production unit. Key terms
that the are swapped with a partner who defines them.
benefits of
Recap understanding of procurement and logistics from last lesson.
reduced costs
must be Students swap the list of strategies they generated last lesson with their
balanced partner. The partner should consider the drawbacks/problems that might
against the be encountered with each strategy. Drawbacks/potential issues should
quality of be written in a different coloured pen.
service.
© 2021 AQA
(hours)
The value of To understand The value of 1 Starter – show video about the Coca Cola’s supply chain
effective what a supply effective supply
Teacher led explanation of a supply chain.
supply chain chain is. chain
management management Discuss Fairtrade products and the supply chain for cocoa beans,
To explain the
includes working bananas etc. Show video on fair trade for suppliers of footballs
benefits of
with suppliers to Using knowledge gained in the production unit students brainstorm the
managing an
ensure that key main benefits of managing an effective supply chain.
effective
processes are
supply chain. Supply and procurement – Opito
running efficiently
and cost Analyse two benefits that McDonald’s gain from effectively managing
effectively, getting their supply chain (6 marks).
goods and
services for the
best price and
value and cutting
any waste and
unnecessary
costs to create a
streamlined
process and fast
production times.
© 2021 AQA
3.3.3 The concept of quality

(hours)
Consequences To understand 1 Starter – students explain what they mean by the term quality.
of quality issues that customers
Reference – BBC Bitesize video on quality
have
expectations of Show Duracell advert – link to quality.
quality in terms Student discussion on why quality is important for businesses.
of the
production of Read example about Samsung Galaxy Note 7 – what could that mean
goods and the for the business?
provision of Show two video clips from Inside Rolls-Royce – the first section
services. explains the level of quality expected in their concept car when Rolls-
To understand Royce outsources part of the production to a diamond jeweller. The
how second section explains about new cars being delivered to Abu Dhabi
businesses and the extent of the quality expectations and level of finish required.
identify quality Section 4–25 minutes.
problems and Teacher led explanation on quality control.
businesses
measure Students list the main methods used to identify quality problems.
quality. Reference – Tutor2u webpage on measurement
To understand 1 Students create a list for the main causes of quality problems, eg
the poorly motivated workers, no quality monitoring etc.
consequences
Read example about Toyota – what could this mean for the business?
of quality
issues. Students produce a spider diagram for the main consequences of
quality issues.
Show video clip from Dragons' Den – egg cooker gone wrong.
© 2021 AQA
(hours)
Methods of To understand 2 Video highlighting quality control in pizza production

maintaining the methods
Research task on what is meant by TQM, quality control (recap from
consistent businesses use
previous lesson) and quality assurance.
quality: Total to maintain
quality consistent Students are given a scenario/case study of a business who is
management quality. suffering quality issues. They then create a PowerPoint explaining the
(TQM) various methods they believe the business should undertake to
To identify the
maintain consistent quality. These methods should be linked to
advantages to
examples that they have researched about methods other businesses
a business of
have undertaken.
using TQM.
From these presentations students brainstorm the main benefits of a
business undertaking TQM.
© 2021 AQA
(hours)
Costs and To understand Costs and 1 Starter – show BBC Bitesize video on quality
benefits of the costs and benefits include
Students split into groups. Some groups focus on the benefits of
maintaining benefits of additional sales,
maintaining quality, others focus on the costs of maintaining quality.
quality maintaining image/
Each group creates a list of the main benefits/costs of maintaining
quality. reputation, higher
quality. A representative from each group explains one point that is on
price, inspection
To understand their list to the rest of the class.
costs, staff
the possible
training, product 4 mark question – explain two benefits of maintaining quality for a
quality issues
recalls and the business like Apple.
as businesses
provision of Graveyard hangman
grow.
services.
Recap understanding of diseconomies of scale.
Be aware of
issues Discuss issues of outsourcing call centres and production to other
particularly if countries – BBC article on call centres
outsourcing and Students research an example of a business that has suffered quality
franchising is issues as they have grown.
used.
Use BBC Bitesize quiz to assess understanding.
© 2021 AQA
3.3.4 Good customer services

(hours)
Methods of To analyse the Methods of 2 Starter – show clip from Undercover Boss - DHL
good service techniques good service
The best clip illustrating customer service is between 5–10.30 mins.
businesses include product
Students consider the issues identified in the quality of customer
use to provide knowledge,
service and generate ideas on how the process could be improved.
good customer customer
service. engagement Customer service role plays – students complete a role play about
(creating a what would happen in each scenario and then discuss how the
To understand
positive business could deal with the situation effectively.
the sales
experience for Show clips from The Apprentice – Series 12 Episode 8 – lots of
process.
the customer), examples of poor customer service (eg incorrect orders, promising a
and post sales service not provided etc.). Students discuss the examples of poor
services (eg customer service and explain how these areas could be improved.
user training,
help lines, Reference – BBC Bitesize webpage on customer service
servicing). Teacher led explanation of the sales process.
Students research 1-2 businesses that offer after sales service.
Students research how they compare in terms of level of service and
what they offer. Students to explain why they offer these services.
Dyson example
© 2021 AQA
(hours)
Benefits of good To understand Benefits of good 1 Crossword on production and customer service
customer the importance customer
Linking to the research task in the last lesson recap why businesses
service of providing service include
offer after sales service.
good service increase in
Dangers of poor
to customers. customer Why do businesses worry about offering good customer service –
customer
satisfaction, Telegraph article on the best customer service – link to Amazon. Why
service To understand
customer is Amazon currently the number one business for customer service?
the dangers of
loyalty, What do they offer? How has it benefitted them? Consider the value
poor customer
increased and services offered by Amazon prime.
service.
spend and Complete question 3b) 4 marks Paper 1 June 2016.
profitability.
Show examples of poor reviews from trip advisor (example)
Dangers of poor
customer Students research examples of businesses that have are seen as
service include having poor customer service – Telegraph article on the best and worst
dissatisfied customer service
customers, poor Students list the main consequences for these businesses of poor
reputation via customer service.
word of mouth
and a reduction Customer Service case study and materials – Morrisons
in revenue. Complete question 2c) 5 marks Paper 1 June 2013.
The ways in To understand Reasons 1 Starter – recap quiz on production terms

which advances the reasons include
Students discuss their use of social media – how does this impact
in ICT have why advances advances in
customer service? Good resource to base discussions.
allowed in ICT have websites, e-
customer allowed commerce, and
services to customer social media.
develop services to
develop.
© 2021 AQA
3.5 Marketing
Teach before: 3.6 Finance
Teach after: 3.3 Business operations
3.5.1 Identifying and understanding customers

(hours)
The importance To understand Reasons for 1 Starter – show video clip about Cadbury from Evan Davis Business
of identifying the importance identifying and Nightmares – students to identify why Cadbury suffered due to their
and satisfying of identifying satisfying customer decision over raising money for sports equipment – didn’t
customer and satisfying needs include to understand their market and customer needs.
needs customer provide a product
Why did Nokia make the N-Gage phone? Was this a good decision?
needs. or service that
customers will buy, Compare the Nokia situation with the launch of the Apple iPhone in
to increase sales, 2007. Why was Apple more successful?
to select the correct Students to brainstorm reasons for identifying and satisfying
marketing mix, to customer needs.
avoid costly
mistakes and to be
competitive.
© 2021 AQA
3.5.2 Segmentation

(hours)
Types of To understand Segmentation to 1 Starter – in pairs students write down five magazines that are available.
segmentation the methods target For each, students write down the market segment that it is aimed towards.
and criteria customers,
Reference – Tutor2u webpage on market segmentation
businesses include gender,
use to age, location Teacher led discussion on criteria that could be used to segment the class,
segment the and income. eg location, age, parent’s occupation etc.
market. Students create a list of the main criteria businesses can use to segment a
market.
BBC Bitesize video on online businesses
To understand 1 Starter – show a variety of products – students decide which customers

why they are targeted towards – for example nappies, SAGA holidays, Nintendo
businesses DS, Ford Ka, local pizza delivery restaurant, Good Housekeeping
use magazine, Mercedes car etc. Students should consider the age, gender,
segmentation location and income.
to target
Students to think of a product that could be targeted to all customers rather
customers.
than a specific market.
Show video clip of segmentation in McDonald’s – why do McDonald’s use
segmentation to target customers?
© 2021 AQA
3.5.3 The purpose and methods of market research

(hours)
Purpose of To understand Reasons for 1 Starter – BBC Bitesize video on market research
market research why businesses conducting
Teacher led explanation and definition of market research.
conduct market market research
research. include to identify Students imagine they are the leader of Nintendo – what five pieces
market of information would you want to find out to help your decision
To understand
opportunities and making. Students should explain why they have chosen this
the types of
to get a better information.
information
insight into their References – BBC Bitesize webpage on market research
collected in
customers and
market Tutor2u webpage on market research
competitors.
research.
Market research Students discuss the benefits gained by businesses through
collects conducting market research – discussion based on knowledge
information about gained in previous lessons.
demand,
competition and
the target market.
Methods of To understand Methods include 1 Teacher led definition of primary research.

market research the meaning of questionnaires,
Students brainstorm the methods businesses could use to collect
primary market surveys,
primary data.
research and interviews and
the methods focus groups. Begin a marketing task in creating a new non-alcoholic drink or
used to collect chocolate bar. Students create a questionnaire to help make product
primary data. decisions, eg research what ingredients customers would want in
their chocolate bar.
Students should then circulate around the classroom collecting
information for their questionnaires.
© 2021 AQA
(hours)
To understand Methods include 1 Teacher led definition of secondary research.

the meaning of internet research
Students brainstorm the methods businesses could use to collect
secondary and the printed
secondary data.
market press, eg
research and newspapers. Students continue marketing task in creating a new non-alcoholic
the methods drink or chocolate bar. Students complete secondary research to
used to collect help make product decisions, eg what types of chocolate bars are
secondary currently available, how much do they sell for etc.
data. Teacher led explanation of market mapping.
To understand Using the information generated from the secondary research
the difference students create a market map for the chocolate (drinks) market.
between
qualitative and Teacher led explanation of qualitative and quantitative research.
quantitative Reference – Tutor2u webpage on quantitative and qualitative
market research
research. Using the questionnaire created in the earlier lesson, students to
identify which of their questions helped collect qualitative data and
which collected quantitative data.
Quiz testing knowledge – quantitative or qualitative?
© 2021 AQA
(hours)
To understand 1 Starter – BBC Bitesize recap quiz on market research

the benefits
Using the experiences identified in previous lessons when students
and drawbacks
have collected primary and secondary research students create a
for various
table for the main benefits and drawbacks of each option.
market
research 9-mark question evaluating the most effective form of market
techniques. research when researching the chocolate market to help create a
new product.
To evaluate the
best method for Market research case study and materials – Kellogg’s Crunchy Nut
a given
business.
Use of market To be able to Students should 1 Starter – market research hangman

research: interpret and be expected to
Students write an explanation of what they have found from the
information that use qualitative manipulate and
market research they’ve collected in previous lessons.
may help and quantitative interpret data
decision making market from tables and Students given the opportunity to interpret qualitative and
research charts. quantitative market research findings.
findings to help Complete question 1d) 9 marks Paper 1 June 2015.
make
appropriate
decisions for
different types
of business.
© 2021 AQA
(hours)
To understand 1 Teacher explanation of market share and market size.

the difference
Students create a table including headings for market, market leader,
between
market share, sales of the market leader and market size. Students
market size and
decide on figures for different markets including crisps, chocolate
market share.
bar, ice cream, cat food, coffee etc.
Teacher discussion/explanation on correct answers and why
businesses benefit from understanding the information.
Students given the opportunity to interpret market share and market
size data and graphs.
Use market share and size data to explain and test percentage
calculations and percentage change calculations.
Revision video on calculations
© 2021 AQA
3.5.4 The elements of the marketing mix: price, product, promotion and place (4Ps)

(hours)
Pricing To understand price Students 1 Reference – BBC Bitesize webpage on pricing new products
methods skimming and price should have an
Show four products – mobile phone, petrol, bread, designer
penetration. understanding
clothes – students brainstorm the factors that would impact the
of the main
To understand the level of price charged for each product, eg quality, brand, age of
features of
impact these pricing product, features, tax level etc.
pricing
decisions will have on
methods and Teacher led explanation of price skimming and price penetration.
the business.
the impact they Students to think of examples of products that use these pricing
will have on a strategies.
business.
Teacher led discussion on the impacts these pricing decisions will
have on the business.
Students complete an analysis question on pricing strategies, for
example – explain two benefits for PlayStation of using price
skimming when launching their latest console.
To understand Students 1 Teacher led explanation of competitive pricing, loss leader and
competitive pricing, should have an cost-plus pricing.
loss leader and cost- understanding
Students to think of examples of products that use these pricing
plus pricing. of the main
strategies.
features of
To understand the
pricing Teacher led discussion on the impacts these pricing decisions will
impact these pricing
methods and have on the business
decisions will have on
the impact they Starter – graveyard hangman
the business.
will have on a
business. Complete question 1d) 9 marks June 2015.
Drag ‘n’ drop activity on pricing strategies
© 2021 AQA
(hours)
The factors To recognise the Factors that 1 Use fairtrade resources on the pricing of bananas – includes
that influence factors, internal and influence resources to consider the factors that influence the price of
pricing external, which might pricing bananas. Resource includes research tasks, videos etc.
decisions influence the pricing decisions
Research – using the internet, students should research the price
decision, particularly include costs,
of a product in three different stores and explain why there are
as businesses grow nature of the
differences.
and expand. market, degree
of competition Add additional factors that influence pricing decisions to the
To evaluate the
and the original list made in the first pricing lesson.
factors and use them
product life Complete question 3c) 9 marks June 2014 or 2d) 9 marks June
to assess the
cycle. 2013.
suitability of pricing
methods for a given BBC Bitesize recap quiz on pricing
business.
To understand the Students 1 Starter – read this article – why would businesses offer this type of
basic relationship should scheme?
between price and understand
Students create a table for the number of times they would watch
demand. that as prices
their favourite football team or go to the cinema over a year (with
rise demand is
a max of 30 times) at a range of different prices.
likely to fall.
Students plot the data they have collected onto a diagram with
price and quantity on the two axes.
Students explain the link between price and quantity demanded.
In pairs students generate ideas of factors that might cause an
increase in demand other than price.
Teacher led discussion about why a business does not therefore
always charge a very low price.
© 2021 AQA
(hours)
Product To understand the 1 Why would it be beneficial for a business to produce the first
benefits and risks of commercial driverless car? BBC article on driverless cars
developing new
Show Dragons’ Den clip – The Wand Company – what are the
products.
benefits and risks for these entrepreneurs of developing this new
product?
Evan Davis Marketing Mess-Ups – Apple – issues of creating a
new product.
To understand the 1 Evan Davis Marketing Mess-Ups – Sunny Delight – issues of

importance of product product design.
design, image and the
Students brainstorm the main factors to consider when designing
needs of the target
new products.
market when
designing new Using the market research collected already to design the non-
products. alcoholic cocktail or chocolate bar. Consider the main factors
listed in your brainstorm when designing the new product.
© 2021 AQA
(hours)
Product To understand the 1 Starter – show students an image of two mobile phones (a new
differentiation significance of having model and an older model) – students list the differences in the
a USP in a two products. For example aesthetics, battery life, features,
competitive market. screen size etc.
To understand the BBC Bitesize video on the story of the Mini
importance of a good
Teacher led explanation of product differentiation and unique
brand image.
selling points.
Students explain what the unique selling point is for three
products, eg Polo mints, Terry’s chocolate orange etc.
Show clips from Junior Apprentice Episode 3 – what do the teams
do to differentiate their product from the competition?
Guess the logo activity
BBC Bitesize video on building a brand
Students write down what they think are the five most valuable
global brands
BBC Bitesize video on branding in restaurants
4-mark question explaining the benefit for Coca Cola of having a
strong brand.
Students continue their non-alcoholic cocktail or chocolate project
by creating a brand for their product.
© 2021 AQA
(hours)
The product To understand the The stages of 1 Starter – show products that were once successful – Nokia 3310,
life cycle product life cycle. the product life loom bands, Sega Megadrive, minidisc player etc. Students
cycle should discuss why these products no longer exist.
To be able to
include
demonstrate how the Teacher led explanation of the product life cycle.
research and
demand for a product
development, References – Tutor2u webpage on product life cycle
or service might
introduction, BBC Bitesize webpage on product life cycle
change over time.
growth,
To understand what is maturity and Students draw the product life cycle and explain each stage.
meant by an decline. In pairs they should label their diagram with an example for each
extension strategy. stage.
Extension
To evaluate the strategies Show images of a variety of products or music bands – students
effectiveness of include have to decide which stage of the product life cycle they are
extension strategies updating currently at.
and when they would packaging,
be suitable. adding more or Name the stages of the product life cycle diagram
different Show a product that is entering the decline stage of the product
features, life cycle – in groups students generate three strategies they
changing could adopt to try and increase the level of sales. Each group
target market, should present one strategy to the class and justify why they think
advertising and their strategy is the best one.
price reduction.
From student ideas create a list of extension strategies.
Students think of business examples for each extension strategy.
Exam question June 2016 Paper 2 3d) 9 marks.
© 2021 AQA
(hours)
Product To understand how 1 Starter – students list as main brands/products that are made by
portfolio and why businesses Nestle or the cars that are produced by Ford.
might broaden and
Reference – BBC Bitesize webpage on product differentiation
balance their product
portfolio using the Teacher led explanation of product portfolio.
Boston Matrix. Students discuss why businesses such as Ford and Nestlé have
To be able to identify large product portfolios.
and explain the four Teacher led explanation on the Boston Matrix. Students draw the
categories of the Boston Matrix and explain the characteristics of each section.
Boston Box.
Further reference – Tutor2u webpage on Boston Matrix
Using Amazon as a business, students position the main Amazon
products onto the relevant sections of the Boston Matrix.
Complete question 3d) 9 marks June 2014 or 1c) 4 marks June
2015.
© 2021 AQA
(hours)
Promotional To understand what is Reasons for 1 Starter – BBC Bitesize recap quiz on product
methods meant by promotion. promotion
Teacher led definition of promotion.
include inform/
To understand the
remind Students brainstorm reasons for promotion.
reasons for
customers Show the John Lewis Christmas advert – students discuss why
promotion.
about the they think John Lewis has been so successful with their adverts.
product, create
or increase Students discuss their favourite/most memorable form of
sales, create or promotion – famous TV advert, radio advert, poster etc.
change the
image of the
product and to
persuade
customers to
buy the
product.
To understand the Methods of 1 Starter – give students a choice of four products/brands (eg Nike,
use of advertising by advertising, McDonalds, Pepsi, Apple). In pairs students choose one and list
a given business. include the methods used to promote the business.
newspapers,
To understand the Groups feedback their promotional methods to the class to
magazines,
benefits and generate a long list of methods of promotion – explain which ones
television,
drawbacks of they are focusing on in this lesson.
internet and
advertising.
billboards. Show Skoda Fabia TV advert – why have Skoda chosen to
advertise their car like this? What are they trying to encourage
viewers to think?
Show Skoda Fabia VRS TV advert – what different impression are
they trying to put across in this advert?
© 2021 AQA
(hours)
Students list the main methods of advertising.
Students discuss why these radio adverts were successful:
McDonald’s
Weetabix
Students discuss why these billboards were successful:
KitKat
Miele
Give students a range of newspapers and magazines – students
to identify what they think is the best/most eye catching advert
and write an explanation of why they think this.
BBC Bitesize video on advertising online
Students create a table for the main benefits and drawbacks of
advertising.
Continue their marketing project – students create a poster
advertising their new chocolate bar or non-alcoholic cocktail.
Continue their marketing project – students create a radio advert
advertising their new chocolate bar or non-alcoholic cocktail.
Complete question 2b) 4 marks Paper 2 June 2013 or 1b) 4 marks
Paper 1 June 2015.
© 2021 AQA
(hours)
Promotional To understand the Other 1 BBC Bitesize video on advertising products at a market stall
methods use of other promotional
Using previous activities students create a list of the remaining
promotional methods methods
methods of promotion.
which are likely to be include PR,
used by a given sales Show students examples of sales promotions, eg McDonald’s
business. promotion Monopoly game. Students discuss why businesses undertake
(point of sales, sales promotions.
To understand the
displays, two BBC Bitesize video on sales promotions used on cereals
benefits and
for one offers,
drawbacks of Reference – Tutor2u webpage on sales promotion
free gifts,
promotional methods
samples, Research – students research what businesses sponsored the
used by businesses.
coupons and last Olympic games or World Cup. Students discuss why
competitions), businesses spend money sponsoring events.
sponsorship
and social Link back to a video shown at the beginning of the marketing
media. section about Cadbury and their vouchers – what are the
dangers/drawbacks of this type of promotion?
Students create a table for the main benefits and drawbacks of
these methods of promotion.
© 2021 AQA
(hours)
To understand the Factors that 1 Students brainstorm the main factors that influence the selection
factors influencing the influence the of the promotional mix.
selection of the selection of the
Split students into groups. Each group is given a famous business
promotion mix to promotional
or product. Students create a promotional campaign for their
assess their suitability mix include the
business/product.
for a given business. finance
available, or
To analyse the factors
competitor Continue their marketing project – students create a promotional
influencing the
actions, the campaign for their chocolate product or non-alcoholic cocktail.
selection of the
nature of the
promotion mix to Students justify why they have chosen to use the methods of
product or
assess their suitability promotion that they have for their product.
service, the
for a given business.
nature of the Complete question 1d) 9 marks Paper 1 June 2013.
market and the
target market.
© 2021 AQA
(hours)
Place (the To understand the Includes an 1 Starter – students generate ideas about where Apple products
different different channels of understanding can be purchased from.
channels of distribution used by of retailers,
Show video on market planning
distribution businesses to gain wholesalers
used by access to potential and telesales. Definition of retailers, wholesalers and telesales.
businesses) customers. Students draw a diagram illustrating the main channels of
To analyse the distribution.
appropriateness of Students discuss why the direct channel of distribution is
each distribution increasingly the most popular.
method for a given
scenario. Reference – BBC Bitesize webpage on place
Place quiz
Give students a range of products, for each one students have to
explain which channel of distribution is the best option.
Complete question 2c) 6 marks Paper 2 June 2015 or 1b) 4 marks
Paper 2 June 2014.
© 2021 AQA
(hours)
e-commerce To analyse the 1 Starter – ask students whether they’ve ever bought anything on
and m- growing importance of the internet. Ask students whether they’ve ever bought anything
commerce e-commerce and m- through their mobile phone. Students discuss why they use these
commerce and how it technologies.
can extend the reach
Show video introducing e-commerce and m-commerce
of businesses to
include international Teacher led definitions of e-commerce and m-commerce.
markets. Show video clip of the impacts of these technologies in India
To understand the Teacher led explanation of the opportunities e-commerce and m-
benefits and commerce have in reaching international markets. Show Alibaba
drawbacks of a to illustrate.
business using e-
commerce and m- Students create a table listing the main benefits and drawbacks of
commerce. a business using e-commerce and m-commerce.
© 2021 AQA
(hours)
Integrated To understand the 1 BBC Bitesize video on marketing strategy of a storage company
nature of the importance of the four
Marketing mix case study and materials – McCain
marketing mix elements and how
they work together. Complete question 1d) 9 marks Paper 1 June 2016.
Using the
marketing mix To be able to Show examples of products/promotional materials from the past
to inform and recommend and discuss how they are different to that of today:
implement appropriate marketing old mobile phone advert vs iPhone 7 trailer
business activities for a given
decisions business. old computer advert vs HP Spectre advert
To recognise how the Show Coca Cola Christmas advert – why do they still use this
marketing mix evolves advert in 2016?
over time and Complete question 2d) 9 marks Paper 1 June 2014.
evaluate how
businesses may react
to this.
© 2021 AQA
3.6 Finance
Teach before: Revision
Teach after: 3.5 Marketing
3.6.1 Sources of finance

(hours)
Methods To understand Sources of 2 Starter – students brainstorm the reasons why businesses need to raise
businesses use the main finance finance.
to raise finance internal and available
Show Dragons’ Den video – students discuss why entrepreneurs choose
external include family
to go on the programme.
sources of and friends,
finance retained Reference – Tutor2u webpages on finance
available. profit, a new Show video clip on raising finance – BBC Bitesize video on raising
share issue, finance
To be able to
obtaining a
analyse the Research – students complete research on the main sources of finance
loan or
advantages and available to new, growing or established businesses, eg NatWest, AFC
mortgage,
disadvantages Bournemouth etc.
selling
of each method
unwanted Students create a table with headings including sources of finance,
for a given
assets, internal or external source of finance, appropriate for what size of
situation.
overdrafts, business, advantages and disadvantages.
trade credit,
hire purchase Students create a leaflet for the Prince’s trust to guide businesses on
and what finance is available and which would be the most appropriate source
government of finance for their business.
grants. Complete question 1d) 9 marks Paper 1 June 2014.
© 2021 AQA
Appropriateness To be able to 1 Starter – sources of finance quiz
of sources of evaluate the
Give students a range of scenarios, eg purchasing more stock,
finance suitability of
purchasing a new factory etc. Students explain which source of finance is
sources of
most appropriate in each case.
finance for new
and established Complete question 3d) 9 marks Paper 2 June 2013 or 2b) 6 marks Paper
businesses. 1 June 2015 or 2c) 9 marks Paper 2 June 2015.
© 2021 AQA
3.6.2 Cash flow

(hours)
Importance of To understand the 1 Starter – BBC Bitesize image on cash flow – students try to explain
cash to consequences of what is going on to their partner.
businesses cash flow
Teacher led definition of cash flow.
problems and the
Difference
effect of positive Students explain why an ice cream shop may have cash flow problems
between cash
cash flow. during the year. Students explain the impacts on the ice cream shop of
and profit
cash flow problems.
To understand the
difference Research – students research what went wrong with Woolworths.
between cash and Students brainstorm the effects/benefits of having a positive cash flow
profit. position.
Video illustrating cash flow problems
Reference – Tutor2u webpage on cash flow
Students list all the items that can be classified as cash in and all the
items that can be classified as cash out.
Students recap calculations for profit.
Students identify the differences between cash flow and profit.
Cash flow case study and materials – Cima
© 2021 AQA
(hours)
Interpreting To understand This includes an 1 Starter – recap quiz – cash in or out?

cash flow how and why understanding of
Teacher definition of a cash flow forecast.
forecasts cash flow cash inflows and
forecasts are outflows, net Recapping understanding from last lesson – students make a list of
constructed. cash flow and reasons why cash flow forecasts are constructed.
the opening and Show a cash flow forecast – students explain to their partner how the
To be able to
closing balance. different sections are calculated.
complete and
interpret Students are not Students should complete a variety of cash flow forecasts and comment
sections of a expected to be on the cash flow position of the business – Luke Warm cash flow, Lee
cash flow able to construct King cash flow
forecast. an entire cash
flow forecast.
To be able to Solutions to cash 1 Show a cash flow forecast for a hotel or other seasonal business
evaluate flow problems, suffering from cash flow problems during some months – students
possible including re- identify where the problem times occur and explain why this is likely to
solutions to scheduling happen.
cash flow payments,
Students create a spider diagram for solutions that can be used to
problems. overdrafts,
resolve these cash flow issues.
reducing cash
outflow, Reference – Tutor2u webpage on dealing with a cash flow problem
increasing cash BBC Bitesize recap quiz on cash flow
inflow and
finding new Complete question 2d) 9 marks Paper 1 June 2013.
sources of
finance.
3.6.3 Financial terms and calculations
© 2021 AQA
(hours)
Basic financial To understand 1 Starter – students write a list of 10 costs that a retail business incurs.
terms the difference Students swap their list with their partner. The partner needs to
between identify whether the cost are variable or fixed.
Basic financial
variable costs,
calculations Key words and simple calculations revision test.
fixed costs and
total costs. Costs and revenue hangman
To understand Complete question 2b) 4 marks Paper 1 June 2016 profit calculation.
the concept of Complete question 1.7 from specimen paper 2.
revenue, costs,
profit and loss.
To be able to
calculate
revenue, costs
and profit.
Average rate of To understand The main 1 Starter – show an image of an expensive sports car and a luxury
return the main investment yacht – students decide which one they would purchase and why.
investment projects include Teacher explains that this decision is based around enjoyment of the
projects that investment in product etc. vs the cost of the product. Most businesses will base their
businesses new machinery, decisions on cost of the project vs the profit they can generate from
undertake. buildings and the project.
vehicles.
To be able to Students create a list of the main investment projects businesses are
calculate the concerned with.
average rate of
Teacher led explanation of the average rate of return calculation.
return for these
projects. Students complete average rate of return calculations for a variety of
projects.
Complete question 2.4 from specimen paper 2.
© 2021 AQA
(hours)
Break-even To understand Students will not 2 Starter – students list the main objectives of a business, eg profit
the meaning of be expected to maximisation, increase brand awareness, minimal environmental
the term break- draw break-even impact etc.
even output charts or use the
Teacher explanation of why a business reaching their break-even
and interpret break-even
level is one of the most important targets for any business.
break-even formula.
charts. For reference – BBC Bitesize webpage on breaking even
To be able to Students draw a break-even chart and label the cost and revenue
identify the lines. Students draw arrows to the relevant lines explaining why they
break-even are shaped like they are, eg fixed cost line is horizontal as fixed costs
level of output don’t change with output.
and margin of Teacher led explanation of the break-even point and the
safety from a corresponding profit/loss.
break-even
chart. Students label the break-even point and shade in the profit and loss
sections on their break-even chart.
To be able to
evaluate the Teacher led explanation of the margin of safety.
value of using Students label the margin of safety on their break-even chart.
break-even
analysis to a Students create a table for the main benefits and drawbacks of break-
business. even analysis.
Recap test – the break-even chart
© 2021 AQA
3.6.4 Analysing the financial performance of a business

(hours)
Purpose of To understand 1 Starter – students test their partner with three financial key terms and
financial the importance one calculation.
statements of financial
Reference – Tutor2u webpage on financial accounts
statements for
assessing BBC Bitesize video on financial records
business In pairs students consider the reasons why businesses keep financial
performance statements.
and helping
make business
decisions.
Components To identify the 1 Reference – BBC Bitesize webpage on financial records

of financial main
Teacher led explanation on the main components of the income
statements components of
statement.
the income
statement. Students draw out an income statement and highlight key calculations.
Students complete a mix and match activity on the main costs included
– which costs are expenses and which are direct costs?
Complete Sam Wich: profit or loss
Students to complete practice questions assessing gross profit and net
profit calculations.
© 2021 AQA
(hours)
To identify the 1 Reference – BBC Bitesize webpage on balance sheets

main
Teacher explanation of the components of the statement of financial
components of
position.
the statement
of financial Students write a definition of the statement of financial position.
position. In pairs students discuss what it means to be a snapshot in time.
To understand Students write definitions of assets and liabilities and brainstorm
that the examples of each.
statement of
financial Teacher led discussion on the importance of managing the assets and
position is a liabilities of the business.
snapshot in Complete the sections of a balance sheet activity
time.
Complete asset, liability, revenue or expense activity
To understand
the difference BBC Bitesize recap quiz on financial records
between assets
and liabilities.
© 2021 AQA
(hours)
Interpretation To make Students should 1 Starter – break the income statement into sections – students have to
of data given judgements on consider current place the sections in the correct order.
on financial the performance,
Recap understanding of stakeholders – students list which
statements performance of performance
stakeholders would be interested in the financial statements and why.
a business against previous
through the years, Give students simple income statements for two businesses each with
interpretation of performance two years’ worth of data. Students need to judge which business they
the information against think is currently being most successful and why they think this.
contained in competitors and Complete question 3c) 4 marks Paper 2 June 2016.
income performance from
statements. the perspective of
a range of
stakeholders.
© 2021 AQA
(hours)
To calculate Students will not 1 Starter – complete the Laurie Driver account
gross profit be given formulae
Teacher led explanation on calculating and interpretation of gross profit
margin and net in an exam.
margins.
profit margin to
help assess Students calculate the gross profit margin for two years for a business
financial example.
performance. In pairs students explain what the figures mean for the business and
what actions they can take to improve their gross profit margin.
Teacher led explanation on calculating and interpretation of net profit
margins.
Students calculate the net profit margin for two years for a business
example.
In pairs students explain what the figures mean for the business and
what actions they can take to improve their net profit margin.
There are many old exam questions for this topic, eg 2a) NPM Paper 2
June 2015 or 3b) GPM June 2013 or 3b) GPM June 2016.
© 2021 AQA and its licensors. All rights reserved.

AQA 8132 SOW 2YR - Landscape

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Scheme of work: two years

3.1.1 The purpose and nature of businesses

Specification Learning Additional Suggested Learning activities and resources

To outline the Objectives of an 1 Summary of a range of topics covered so far

Specification Learning objectives Additional Suggested Learning activities and resources

Specification Learning Additional guidance Suggested Learning activities and resources

Specification Learning Additional guidance Suggested Learning activities and resources

Impact of To understand the 1 Show Tesco Superpower Money programme

Specification Learning Additional Suggested Learning activities and resources

Specification Learning Additional guidance Suggested Learning activities and resources

To analyse 1 Using the plan generated last lesson students to brainstorm

Specification Learning Additional Suggested Learning activities and resources

Methods of To understand Methods used by 2

Specification Learning Additional Suggested Learning activities and resources

Digital To understand Students are 1 Starter – stakeholder quiz to recap understanding.

Specification Learning Additional Suggested Learning activities and resources

Ethical To identify and Ethical 2 Starter – Bitesize video on ethics

Sustainability To identify and Sustainability 1 Tata Steel case study on sustainability

Specification Learning Additional Suggested Learning activities and resources

Interest rates To demonstrate An 1 Reference – Tutor2u webpage on interest rates

Level of To identify how 1 Definition of unemployment.

Specification Learning Additional Suggested Learning activities and resources

To analyse the 1 Students create a poster or leaflet summarising what is meant by

Specification Learning Additional Suggested Learning activities and resources

3.4.1 Organisational structures

Specification Learning Additional Suggested Learning activities and resources

Organisational To understand Reasons for 2 Teacher led explanation of an organisational structure

Specification Learning Additional Suggested Learning activities and resources

Methods of To outline the Main stages in 2

Contracts of To understand 1 Starter to recap understanding – recruitment word scramble

Specification Learning Additional Suggested Learning activities and resources

To understand Non-financial 2 Starter – recap understanding – Motivation by pay

Specification Learning Additional Suggested Learning activities and resources

3.3.1 Production processes

Specification Learning Additional Suggested Learning activities and resources

To 1 Starter – BBC Bitesize video on production methods

Efficiency in To 1 Starter – fill in the gaps activity on methods of production.

Efficiency in To 1 Show BBC Bitesize video on introducing JIT

Specification Learning Additional Suggested Learning activities and resources

Managing To evaluate Students should 1 Reference – BBC Bitesize webpage on JIC

Specification Learning Additional Suggested Learning activities and resources

Methods of To understand 2 Video highlighting quality control in pizza production

Specification Learning Additional Suggested Learning activities and resources

The ways in To understand Reasons 1 Starter – recap quiz on production terms

3.5.1 Identifying and understanding customers

Specification Learning Additional Suggested Learning activities and resources

Specification Learning Additional Suggested Learning activities and resources

To understand 1 Starter – show a variety of products – students decide which customers

Specification Learning Additional Suggested Learning activities and resources

Methods of To understand Methods include 1 Teacher led definition of primary research.

To understand Methods include 1 Teacher led definition of secondary research.

To understand 1 Starter – BBC Bitesize recap quiz on market research

Use of market To be able to Students should 1 Starter – market research hangman

To understand 1 Teacher explanation of market share and market size.

Specification Learning Additional Suggested Learning activities and resources

To understand the 1 Evan Davis Marketing Mess-Ups – Sunny Delight – issues of

3.6.1 Sources of finance

Specification Learning Additional Suggested Learning activities and resources

Specification Learning Additional Suggested Learning activities and resources

Interpreting To understand This includes an 1 Starter – recap quiz – cash in or out?

3.6.3 Financial terms and calculations

Specification Learning Additional Suggested Learning activities and resources

Components To identify the 1 Reference – BBC Bitesize webpage on financial records