Running Head: BUSINESS STUDIES CURRICULUM

Title: “How Is Subject Taught and Assessed in School Key Stage 4 (KS4)”

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 Business Studies Curriculum 2

Table of Contents

Introduction......................................................................................................................................3
Curriculum Map...............................................................................................................................3
“Medium Term Plan”......................................................................................................................6
Assessment Calendar.......................................................................................................................7
PPEs; Mock Exams..........................................................................................................................8
In Class Tests; Socrative.com........................................................................................................10
Retrieval; Multiple Choice Question.............................................................................................11
Home Work; Seneca Learning; Math’s Watch..............................................................................11
September Shirley Have Functional Numeracy Test.....................................................................13
DIRT Mark....................................................................................................................................14
Marking Style: Green, Purple and Red..........................................................................................15
Conclusion.....................................................................................................................................17
References......................................................................................................................................19
 Business Studies Curriculum 3

“How Is Subject Taught and Assessed in School Key Stage 4 (KS4)”

Introduction

In this report, chosen key stage is 4, there are two classes in year 11, four classes in year

10, and three courses in year 9 for Shirley high school in business studies, with an average class

size of 25-30 people. There are two classes in year 11, four classes in year 10, and three courses

in year 9. Students in the ninth through eleventh grades attend five courses every day in Shirley

high school. In 2019, the final score was 9-7, resulting in a 15.8 percent victory (Turkina and

Van Assche, 2018). A job is held by 74.1 percent of those who work from 9 to 5 p.m. 9-4 is the

most common age in the population (79.4 percent). By 2018, pupils had lowered their

performance gap to just under two standard deviations, which was a significant improvement.

Mr. Wood (Head of Business Studies), Mrs. Roberts, and Mr. Hollett are the academics that

teach at the introductory level (Business Administration). In accordance with a number scale, the

subject is rated from one to nine (Singh, 2019).

Curriculum Map

As a business school, Shirley high school mission is to prepare students to cope with the

most important economic and business issues of the day, which are always changing and

developing as well. After completing the course, one wants students to have the knowledge and

skills they need to find future employment or further education opportunities (Ramamurti and

Hillemann, 2018). However, the in-class evaluations are based on the GCSE curriculum, and the

assessment aims mentioned in the specification are also reflected in the exams conducted in

years 9 and 10. When making business judgments, students draw on what one learned about the
 Business Studies Curriculum 4

interconnectedness of commercial activity, the influence on the industry, as well as their skills in

areas such as finance, marketing, and human resources, to make their decisions (Luo and Tung,

2018).

In a number of corporate situations, Shirley high school context-dependent decision-

making is required. make business decisions on the basis of quantitative and qualitative

information The following abilities are required of students in order to be successful in business

school: a. Identifying and explaining business actions in the context of corporate culture (Ghauri,

et al., 2020). Shirley high school apply business concepts in both familiar and unfamiliar

settings. mastering the skills necessary to handle business-related challenges and make sound

judgments investigate and evaluate prospective business opportunities and difficulties

(Greckhamer, et al., 2018).

In Shirley high school, it is vital to make decisions on the collection of both qualitative

and quantitative data that are based on solid reasoning and the use of appropriate quantitative

skills. Summative formal assessments should be included in students' regular test preparation as

part of their overall test preparation (Xie and Li, 2018). The evaluations are used to ensure that

in-depth knowledge is covered in the course, as well as that students have a thorough

understanding of the topic and critical competencies, as well as opportunities to refresh

information and abilities. High expectations are a fundamental component of the business studies

curriculum in the department of business studies in Shirley high school (Witt, 2019).

Shirley high school student-centered strategy and a reasonable range of activities should

be employed to challenge all students in the same manner, regardless of their ability or prior

knowledge (Meyer, et al., 2020). Whilst the curriculum is intended to equip students with the

breadth and depth of material they need to be successful in the business world, it also encourages
 Business Studies Curriculum 5

them to get actively involved in it as much as possible. One can assure both breadth and depth of

corporate behaviour by concentrating on six key components of corporate conduct. Students

should be impressed by the experience, energy, and variety of instructional approaches used by

educators (Papanastassiou, et al., 2020).

Shirley high school use a range of strategies to assist students in putting their ideas into

action, ranging from staff role models to classes on topics such as labour law or corporate ethics,

as well as group work projects and challenges to motivate students (Caligiuri, et al., 2020).

Shirley high school cultural capital is a critical component of the problem, which one examine in

connection to the different political, economic, social, and technological cultural contexts that

exist today. Whilst one wants children to be successful, one will interfere when necessary to

assist those who are less fortunate than others in their endeavours (Reuber, et al., 2018).

Shirley high school wants to instil in children the knowledge and skills they will need to

be successful in the workplace by exposing them to real-world business practises and providing

them with opportunities to practise essential entrepreneurial talents in a range of situations

throughout the year (Nambisan, et al., 2019). They are instructed on how to write well and

present effectively. One has created a curriculum that is both tough and devoted for the benefit of

the students. Every year, one conducts an in-depth examination of the course's design (Kumar, et

al., 2020).
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“Medium Term Plan”

A strong medium term plan foundation in both intellectual and practical areas of business

studies is the goal of the Shirley high school curriculum, which begins in year 9 (Meyer, et al.,

2020). Modules are used to teach the subject's topic, and they are organised as follows. Year 9:

Doing Business in a Real World Setting Year 10: The Influence of Business on Marketing

Finance Operations management at the eleventh grade level Human resource management is

taught in the eleventh grade. The students in the eleventh grade Year 9 should offer students with

a strong background in basic business ideas, which will serve as a basis for the remainder of their

academic careers (Papanastassiou, et al., 2020).

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Assessment Calendar

Assessment calendar for Shirley high school is vital for students to have a good grasp of

the principles of business whilst learning about a new subject such as accounting. When it comes

to developing a business plan as part of a major group assignment, students are required to do

extensive online research, participate in creative activities, and be familiar with real-world

company models before beginning (Caligiuri, et al., 2020). All content submitted in year 9 will

be examined on both of the final GCSE examinations. Students in the tenth year will concentrate

mostly on marketing as a preliminary to turning Tenner Challenge into a commercial activity.

However, they will also investigate the company's external environment, since this has a

substantial influence on many elements of the organisation's operations (Reuber, et al., 2018).
 Business Studies Curriculum 8

PPEs; Mock Exams

Shirley high school students in the eleventh grade are the first to complete the funding

because it emphasises an understanding of PPE mock exams. The final class is offered since

operations and human resources are assessed on the first exam paper (Nambisan, et al., 2019).

Student performance is assessed twice throughout the course of a module: once at the beginning

of the module and again at the end. Evaluations may be both summative and prescriptive in

nature. Both assessments will be conducted using a framework and set of questions that are

similar to one another. Students get an understanding of the kind of questions they may face on
 Business Studies Curriculum 9

the final exam by contrasting their performance on earlier tests with their new expectations

(Kumar, et al., 2020).

 Business Studies Curriculum 10

In Class Tests; Socrative.com

Shirley high school an excellent approach for class test by Socrative.com is to put talents

to work in a variety of scenarios is via this method. Students begin to be assessed in year 11 in an

increasingly compacted manner that includes walking and speaking examinations in

combination. There are no defined rules for how groups of individuals with varying skill sets

should be grouped together; there are just general suggestions (Turkina and Van Assche, 2018).

Student enrollment numbers from the school show that all aptitude levels in Year 9 classes have

the same number of students, according to the school (Singh, 2019).

 Business Studies Curriculum 11

Retrieval; Multiple Choice Question

Shirley high school third group was developed in the tenth year of the programme as a

result of the growing popularity of the subject matter at the time of retrieval; multiple choice

question. The gender and behaviour of the guys in an All-Boys group were utilised as factors to

determine whether or not their performance would improve (Luo and Tung, 2018). It is possible

to enrol in a small number of "target" courses for Year 9 students who have been recognised as

being especially challenging to deal with (Ramamurti and Hillemann, 2018).

Home Work; Seneca Learning; Math’s Watch

Home work; Seneca learning; math’s watch participation in the Tenner Challenge, an

extracurricular activity, is available to students in Year 10 in Shirley high school in business.

Differentiated education may be beneficial to students of all ages and abilities. The lessons are

painstakingly organised with a diverse variety of assignments to ensure that all students have the
 Business Studies Curriculum 12

opportunity to achieve (Luo and Tung, 2018). The majority of goods include specialised

worksheets, allowing us to provide a diverse choice of possibilities. As part of effort to help

students understand what it takes to get a college degree, one charge a lot of money. Consider the

most effective ways for differentiating between students and adjusting resources as necessary.

One use group work to ensure that students with a range of abilities may learn from and with one

another (Ghauri, et al., 2020).

 Business Studies Curriculum 13

September Shirley Have Functional Numeracy Test

In a variety of activities, including plenary sessions that examine students' mastery of the

course subject in issue, lessons are revisited and comprehension is assessed in September

functional numeracy test. Many courses are constructed on material from previous modules, and

exercises need the application of that knowledge, for example, in the case of the module on

statistics. According to the guidelines, investigating how a company may raise its net profit in

the finance module, the use of marketing methods to generate sales revenue is encouraged

(Greckhamer, et al., 2018). In the lesson starters, find a comprehensive selection of tasks that

cover a wide range of topics (Xie and Li, 2018).

PPES for the following year group;

 “Year 10: they sit 2 mock exams in the hall in year”

 “Year 11: they sit 2 mock exams in the hall in year”

 “year 12: they sit 2 mock exams in the hall in year”

 “year 13: they sit 2 mock exams in the hall in a year”.

 Business Studies Curriculum 14

DIRT Mark

The use of DIRT provides students with opportunities to improve during the course.

Because all instructors adhere to the same work schedule, all pupils were taught using the same

instructional methodology (Greckhamer, et al., 2018). These are provided in the school's

commons area for students. One has a range of quality assurance mechanisms in place to ensure

that this is achieved, including learning walks, class observations, and book reviews (Xie and Li,

2018).

Each assessment is followed by the completion of the DIRT, which ensures that students

understand how to improve their overall performance. Prior to tests, students attend specialised

study courses taught by subject matter experts (Witt, 2019). The importance of literacy in the

subject matter cannot be overstated. Researchers and readers are encouraged to do study and read

information from a range of business knowledge sources. One gets acquainted with a large

quantity of specialised business lingo throughout time here (Meyer, et al., 2020).
 Business Studies Curriculum 15

Marking Style: Green, Purple and Red

Red, green, purple, and pink are just some of the colours that teachers are using for their

marks. Other colours include blue and orange (Ghauri, et al., 2020). According to the findings of

a study conducted by the National Education Association, one of the most major sources of stress

for teachers is the need that they utilise a variety of coloured pens and stamps while completing

tasks. What may be the cause of the brilliantly coloured marks that the educators have observed?

According to the findings of a study conducted by the National Education Association, the

greatest levels of stress are experienced by educators while evaluating students using a variety of

coloured pens and stamps (NEA) (Luo and Tung, 2018).

In the past, the use of red ink was frowned upon because of its "extreme forcefulness" in

indicating the passage of time. When keeping track of time in the past, red ink was sometimes
 Business Studies Curriculum 16

prohibited due to the 'extreme forcefulness' that it exhibited. The deep marking, on the other

hand, is rather stunning (Ramamurti and Hillemann, 2018). According to comments made by

other NASUWT teachers, the most burdensome aspect of the newly implemented, bureaucratic

and jargon-filled grading procedures for students' work is administrative red pen (Turkina and

Van Assche, 2018).

According to the findings of a poll conducted on members of the Shirley, the majority of

teachers in elementary and secondary schools mention having too much work as the main reason

for their stress levels (Kumar, et al., 2020). As a method of evaluation, using three or five

different coloured pens or even rubber stamps to classify student comments is a bothersome

practise that upsets teachers (Nambisan, et al., 2019).

The majority of the rubber stamps that Neil Butler has created, including ones that say

"peer review," "verbal feedback," and "goal fulfilled," are stored in the drawer of his desk for

students to use as documentation of their accomplishments (Caligiuri, et al., 2020). In certain

types of schools, it is mandatory for teachers to keep a record of any "verbal feedback" they

provide to their students while they are teaching (Reuber, et al., 2018).

There was a rumour going around among the members of the committee that instructors

had concocted a myth about the obligation for them to mark the work of their students' in green

and purple ink and to provide complete evaluations. This was a belief held by some of the

committee members (Papanastassiou, et al., 2020). Gibb, on the other hand, presented an

example of a free school that had reduced the amount of time spent grading, which enabled

instructors to assign more homework to their pupils (Caligiuri, et al., 2020).

Recent events resulted in Butler having to redo some work since he had previously

marked it with red ink rather than purple ink. In England, each schools are responsible for
 Business Studies Curriculum 17

making their own decisions about the colour schemes and marking methods they will use. The

National Association of School-Based Trade Unionists (NASUWT) asserts that current Ofsted

adjustments are ignored by complicated grading methodologies (Reuber, et al., 2018).

Conclusion

For the year 2019, progress score of 8 was -0.02, which indicates that the pupils have

achieved their desired grades. At levels 9-7, one performed similarly to comparable centres,

whilst at levels 9-5, one performed much more similarly to all centres, by 27 percent and 21

percent, respectively, compared to similar centres. Girls performed somewhat better than boys in

a mostly male group, but their overall score was much greater than that of all schools.
 Business Studies Curriculum 18

The programme prepares students for Core Stage 5, as they gain a comprehension of the

fundamental principles of Business Studies, as well as knowledge and practical experience in the

key skills necessary for the course. One utilise the same test board, for both A-level applied

business courses and Key Stage 5 applied business courses, as well as for Key Stage 4 applied

business courses. These have been created with the goal of making significant progress. Rates of

level A retention are high, not just in business but also in economics, demonstrating that students

are very interested in what they are studying.

 Business Studies Curriculum 19

References

Caligiuri, P., De Cieri, H., Minbaeva, D., Verbeke, A. and Zimmermann, A., 2020. International

HRM insights for navigating the COVID-19 pandemic: Implications for future research

and practice. Journal of international business studies, 51(5), pp.697-713.

Ghauri, P., Grønhaug, K. and Strange, R., 2020. Research methods in business studies.

Cambridge University Press.

Greckhamer, T., Furnari, S., Fiss, P.C. and Aguilera, R.V., 2018. Studying configurations with

qualitative comparative analysis: Best practices in strategy and organization

research. Strategic Organization, 16(4), pp.482-495.

Kumar, V., Singh, D., Purkayastha, A., Popli, M. and Gaur, A., 2020. Springboard

internationalization by emerging market firms: Speed of first cross-border

acquisition. Journal of International Business Studies, 51(2), pp.172-193.

Luo, Y. and Tung, R.L., 2018. A general theory of springboard MNEs. Journal of International

Business Studies, 49(2), pp.129-152.

Meyer, K.E., Li, C. and Schotter, A.P., 2020. Managing the MNE subsidiary: Advancing a multi-

level and dynamic research agenda. Journal of International Business Studies, 51(4),

pp.538-576.

Nambisan, S., Zahra, S.A. and Luo, Y., 2019. Global platforms and ecosystems: Implications for

international business theories. Journal of International Business Studies, 50(9), pp.1464-

1486.
 Business Studies Curriculum 20

Papanastassiou, M., Pearce, R. and Zanfei, A., 2020. Changing perspectives on the

internationalization of R&D and innovation by multinational enterprises: A review of the

literature. Journal of International Business Studies, 51(4), pp.623-664.

Ramamurti, R. and Hillemann, J., 2018. What is “Chinese” about Chinese

multinationals?. Journal of International Business Studies, 49(1), pp.34-48.

Reuber, A.R., Knight, G.A., Liesch, P.W. and Zhou, L., 2018. International entrepreneurship:

The pursuit of entrepreneurial opportunities across national borders. Journal of

International Business Studies, 49(4), pp.395-406.

Singh, G., 2019. A review of factors affecting digital payments and adoption behaviour for

mobile e-wallets. International Journal of Research in Management & Business

Studies, 6(4), pp.89-96.

Turkina, E. and Van Assche, A., 2018. Global connectedness and local innovation in industrial

clusters. Journal of International Business Studies, 49(6), pp.706-728.

Witt, M.A., 2019. De-globalization: Theories, predictions, and opportunities for international

business research. Journal of International Business Studies, 50(7), pp.1053-1077.

Xie, Z. and Li, J., 2018. Exporting and innovating among emerging market firms: The

moderating role of institutional development. Journal of International Business

Studies, 49(2), pp.222-245.