Business Studies Curriculum
Curriculum Intent – Content and Structure
The intended outcomes of what we teach:
Students who study Business will finish their course with a desire to explore the subject further and foster their interest through uptake of related A Level courses such as Business and Economics. Economics students will also be provided with a broad understanding of how society works in the context of Business decision making, both on an individual and international level.
The course is designed to first give students an understanding of small and medium sized business and entrepreneurism. In the second half of the course we learn the business skills and knowledge to operate within larger organisations.
Students are introduced to key business concepts including risk, reward, financial management, marketing and human resources.
Curriculum Implementation
Curriculum Content and Sequence
Year 10
Autumn | Spring | Summer |
| The characteristics of an Entrepreneur Market Research Cost, Revenue, Profits and Cash Flow | Business Location, Business Ownership and Business Plans The wider Economic Environment | Recap of Starting a Business Introduction to Theme 2: Growing a Business Business Ethics and the Environment |
Year 11
Autumn | Spring | Summer |
| Marketing and the Marketing Mix Operations Management | Financial Calculations and Financial Statements Human Resources | Consoildation and Exam Practice |
The Rationale for the Content and Sequence of what we Teach
Year | Why we Teach this Content and how the Content and Sequence of Topics Benefits our Students. |
Year 10 | Business is taught as a new subject in Year 10, therefore initial content in the first term is based around establishing the basic tools to assess the performance of a business. Where necessary, additional material is taught to allow students to put the curiculum content in context, for example: in the topic of franchises, many organisations with global recognition, such as McDonalds, are used. Some skills within Year 10 Business Studies require content first taught in other subjects, so some recapping is required, such as ensuring students are comfortable with percentage change. Towards the end of Year 10 the students take part in a team business project, developing a business plan to present to the class and the teachers. This exercise reinforces the content learnt but also develops essential business skills such as communication, teamwork, negotiation and presentation skills. |
Year 11 | Having learnt about small and medium sized business and the general business environment in Year 10, students now turn their attention to more a more detailed understanding of key business functions within larger organisations. We begin by exploring marketing and the marketing mix before turning our attention to operations management, financial management and human resources management during the remainder of the year. The last term of Year 11 is focussed on knowledge consolidation and exam practice ahead of their GCSE exam in the Summer of Year 11. |
Key Stage 4 (KS4) only:
What exam board/syllabus do you teach?
Edexcel GCSE Business
Why have you chosen this syllabus?
GCSE - Structure of the examination suits the students in the way it is consistent across exam papers, which enables structures to be learned.
The curriculum builds knowledge of this new subject very effectively. It starts with small businesses and entrepreneurism which the students can easily relate to before moving onto business activity in larger organisations where they may have less insight and experience but they build on the knowledge gained about small business.
Why is this course suited to your students?
The multi-cultural student body at Wren Academy is intellectually curious, ambitious and they are keen to have an impact on the world in their adult lives. The acquisition of business skills and knowledge appeals to them and helps build their skill base for KS5 and beyond.
How do/will we ensure that teachers’ subject knowledge is continually developed?
P and E where moderation of marking takes place.
Attendance of Edexcel getting ready to teach CPD sessions.
Subscribed to Edexcel Subject Emails and Resources.
Extensive industry experience and networks.
Curriculum Delivery
Subject: Economics
Intent
The subject specific habits and behaviours we develop (or intend to develop) in our students
Subject Specific Habits and Behaviours | How we embed these in our students |
| Use of context and data to support any arguments made in extended writing. Ensuring students are aware of current Business contexts examples | Discussions in lessons, peer marking guidance. Emphasis on including context in written work Questioning of students |
Academy Ethos
Academy Curriculum Intent | How our department’s curriculum content and teaching approaches reflect the whole Academy ethos |
| A curricular and pastoral commitment to Micah 6v8: Do justice, love kindness, and walk humbly with your God High Expectations of students’ behaviour for learning, learning progress and respect for our community.
A commitment to develop knowledge, skills and character.
Highly skilled teaching which deepens understanding and stimulates curiosity.
Recognising and rewarding effective use of learning habits as well as academic achievement. | The consideration of justice and ethics in equality and ethics topics, non-financial objectives such as being environmentally are covered. Ethics and sustainability units make students more aware of the world around them. Stakeholder analysis further improves their ability to understand actions have consequences. Exchange rate simulation game introduces a level of challenge consistent with KS5 students while delivering a challenging topic. Regular assessments and low stakes testing ensure students are developing their knowledge. Follow Academy policies on behaviour, home learning, feedback and response to feedback. Sharing and discussion of lessons, for example sources of finance scenarios, which were created to engage critical thinking and enjoyment of a challenging topic. Early adoption of MS Teams showed collaboration with IT department. Knowledge of A Level Politics and Economics curriculum ensures a wide range of current affairs examples to stimulate curiosity. This is also the case in Key Stage 3 (KS3) Maths. Retrieval practice embraced and embedded within the subject. MS Teams and online resources prepared after using spec directly. Time set aside in P and E to write postcards rewarding learning habits. Focus on retrieval practice, such as the weekly knowledge quiz. |
Implementation
Academy Ethos
Micah 6v8: Do justice, love kindness, and walk humbly with your God | ||||
Curriculum Content Opportunities | Curriculum Delivery Opportunities | |||
| Justice | KS4: Aims of being a business: Ethical considerations. The role of pressure groups in businesses. The characteristics of an entrepreneur, how capitalism is argued to give a just outcome for hard work. | Use of market trading games. Consideration of big business lobbying and whether regulatory outcomes are just. | ||
| Kindness | KS4: Providing a service, role of entrepreneurs. Effect of respectful customer service on repeat customers. | Outline the moral element of providing good working environments when teaching minimum wage and other HR considerations. | ||
| Humility | KS4: How honest self-appraisal and use of accurate market research can lead to more success. | Ability to take on feedback is vital when undertaking a BTEC extended project, including accepting ideas are not feasible. Students will be encouraged to take on the virtue of humility. | ||
Please click here to access the full Business Studies GCSE curriculum document.