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Est. 1921

Business & Economics

CURRICULUM VISION

INTENT:

What is the curriculum aim / vision for this subject?

  • To provide the students with an insight to how businesses operate within the real world and understand the integration of each of the functional areas.

Knowledge and understanding

GCSE Pathway 1 Theme 1 – Investigate small businesses and their impact on local communities in terms of providing relevant goods and services as well as employment opportunities. In addition the specification covers economic, legal and political decisions and their impact on business decisions.

GCSE Pathway 1 Theme 2 – looks at the broad aspect of business including national and international business.

  • Literacy – reading case studies and understanding the terminology.
  • Numeracy/Critical thinking – Calculation of revenue, profit, cash flow, investment, financial ratios, interest rates/APR. Using financial data to assess the performance of businesses, such as the success of Aldi and Lidl and the failure of Wonga and BHS.

GCSE Pathway 2 – OCR ‘Enterprise and Marketing'

What do we expect students to get from this subject?

Topic 1.1 Enterprise and entrepreneurship: Students are introduced to the dynamic nature of business in relation to how and why business ideas come about. They also explore the impact of risk and reward on business activity and the role of entrepreneurship

Topic 1.5 Understanding external influences on business: Students are introduced to a range of factors, many of which are outside of the immediate control of the business, such as stakeholders, technology, legislation (consumer rights) and the economy. Students will explore how businesses respond to these influences.

Students achieve economic wellbeing through development knowledge of budgets and cash flow forecasts. In addition increase student’s awareness of the economic objectives of the government and how they will impact on household incomes.

IMPLEMENTATION:

How does learning develop over the years?

Pathway 1 Students

Theme 1 Year 10 – Investigating Small Business

  • Topic 1.1 Enterprise and entrepreneurship
  • Topic 1.2 Spotting a business opportunity
  • Topic 1.3 Putting a business idea into practice
  • Topic 1.4 Making the business effective
  • Topic 1.5 Understanding external influences on business.

Theme 2 Year 11 – Building a business

  • Topic 2.1 Growing the business
  • Topic 2.2 Making marketing decisions
  • Topic 2.3 Making operational decisions
  • Topic 2.4 Making financial decisions
  • Topic 2.5 Making human resource decisions

Pathway 2 Students

Year 10 and 11

R064 Enterprise and marketing concepts -

  • Understand how to target a market
  • Understand what makes a product or service financially viable
  • Understand product development
  • Understand how to attract and retain customers
  • Understand factors for consideration when starting up a business
  • Understand different functional activities needed to support a business start-up

R065 Design a business proposal

  • Be able to identify the customer profile for a business challenge
  • Be able to complete market research to aid decisions relating to a business challenge
  • Be able to develop a design proposal for a business challenge
  • Be able to review whether a business proposal is viable

Year 11

R066 Market and pitch a business proposal

  • Be able to develop a brand identity and promotional plan to target a customer profile
  • Be able to plan a pitch for a proposal
  • Be able to pitch a proposal to an audience
  • Be able to review the strengths and weaknesses of a proposal and pitch

What principles have guided our decision making in developing this curriculum? What is distinctive about our curriculum?

The implementation of new specifications at KS4 has been the main guide in decision making.

Additionally, the courses provided at KS4 offer clear progression to A level courses that offered by the department AQA A level Business and Economics.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

Each element of the course will be linked to an up to date business scenario. We extensively use Tutor2u blogS which are relevant to the syllabus content. During the ownership element of the course students take part in a stock market investment exercise with real time share prices.

The course content is linked to the wider environment in terms of digital marketing and guest speakers provide additional information to students.

In what ways does the curriculum help to develop …?

  • Cultural diversity and identity: Within the course syllabus sources of finance are discussed along with ‘Sharia compliant finance’. Also exchange rates of various countries against the pound will draw upon the diverse family nationalities within the classroom. Business ethics and ‘The Equality Act’ are also part of the syllabus.

  • Physically and mentally healthy lifestyles: The impact of the government’s sugar tax is topic of discussion particularly its impact on the marketing of these firms and the link is made to the impact of obesity on the NHS.

  • Community participation: The impact on internal and external stakeholders is part of the syllabus. This is related to Calderstones students through the impact of Redrow housing project on Harthill Road and the impact the school has to the revenue of the shops on Allerton road particularly Subway.

  • Careers and enterprise: The syllabus is centred around various job roles and each member of the department has extensive industrial experience and advice on future career paths is continually provided.

  • Technology and the media: The impact of technology on business is part of the syllabus and the impact of digital marketing.

  • Creativity and critical thinking: The nature of the subject requires student to critical analyse various business decision and evaluate which action the business should take.

IMPACT:

What forms do assessments take? What is the purpose of assessment?

The assessment is centred on exam style questions to prepare students for their final exams. The department also uses knowledge organisers which students are tested upon through low-stake quizzes.

How do we know if we have a successful curriculum?

  • Assessment information

  • Student voice sessions

  • Exam results.

CURRICULUM CONTENT

KEY STAGE 4

For more information, click here to visit the Key Stage 4 courses page.

KEY STAGE 5

For more information, click here to visit the Key Stage 5 courses page.