Business Studies

285A7491

 “The first one gets the oyster, the second gets the shell.” – Andrew Carnegie

Business studies is a dynamic subject that responds to the changing nature of global commerce. Although not taught explicitly at Key Stage 3, many of the concepts we introduce in Business Studies will be already familiar to students through their work in other national curriculum subjects. Students develop on their skills of analysis and enquiry by learning about national and global influences on business activity, operations, decision-making and finance.

You can find more information on our business subjects by clicking on the links below.

Key Stage 4

Overview

Theme 1 concentrates on the key business concepts, issues and skills involved in starting and running a small business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business. In this theme, students will be introduced to local and national business contexts and will develop an understanding of how these contexts impact business behaviour and decisions. Local contexts refer specifically to small businesses or those operating in a single UK location and national contexts relate to businesses operating in more than one location or across the UK.

Students must develop an understanding of the interdependent nature of business activity through interactions between business operations, finance, marketing and human resources, as well as the relationship between the business and the environment in which it operates. Students must understand how these inter-dependencies and relationships underpin business decisions.

Theme 2 examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with emphasis on aspects of marketing, operations, finance and human resources. Theme 2 also considers the impact of the wider world on the decisions a business makes as it grows. In this theme, students will be introduced to national and global business contexts and will develop an understanding of how these contexts impact business behaviour and decisions. National contexts build on those in Theme 1 and relate to businesses operating in more than one location or across the UK. Global contexts relate to non-UK or transnational businesses.

Students must develop an understanding of the interdependent nature of business activity through interactions between business operations, finance, marketing and human resources, as well as the relationship between the business and the environment in which it operates. Students must understand how these functional areas influence business activity and how inter-dependencies and relationships between them underpin business decisions.

Details of this specification can be found here: https://qualifications.pearson.com/content/dam/pdf/GCSE/Business/2017/specification-and-sample-assessments/GCSE_Business_Spec_2017.pdf

Theme 1: 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: 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

Knowledge Organiser

Future Pathways

Qualifications: A level & BTEC business, A level economics.

Possible Careers: Accountancy, law, marketing, sports management or the leisure and tourism industry, teaching.

Other information

Programmes that are useful to watch include ‘The Apprentice’ and ‘Dragon’s Den’ and will give some insight into business related topics and highlight skills that may be learnt.

5 ways I can help my child

1

Talk to your child about what they have been studying in school. Ask them to explain key concepts to you. Their GCSE business book has lots of information that you could use to guide you, including key terms and definitions.

2

 Debate topical issues about business & the wider economy, demonstrating a balanced argument.

3

Watch the news and read news articles about business and the wider economy with your child asking them questions that check they have understood the report and ask them to give their opinions.
4 Encourage them to read around the subject, including autobiographies, about business people. For example Alan Sugar, Annita Roddick, Richard Branson, Howard Schultz, Michelle Mone.

5

 Discuss their progress and attainment. Look at their assessments and the actions and responses that they have completed. Ask them how the actions they have been given will help develop their knowledge and understanding. Ask them to check their responses and make sure that they are detailed and appropriate.

Key Stage 5

Year 12

Overview: The Pearson Edexcel Level 3 Advanced GCE in Business is structured into four themes and consists of three externally examined papers.

Students are introduced to business in Themes 1 and 2 (Year 1) through building knowledge of core business concepts and applying them to business contexts to develop a broad understanding of how businesses work. Breadth and depth of knowledge and understanding, with applications to a wider range of contexts and more complex business information, are developed in Themes 3 and 4 (Year 2), requiring students to take a more strategic view of business opportunities and issues.

Students are encouraged to use an enquiring, critical and thoughtful approach to the study of business, to understand that business behaviour can be studied from a range of perspectives and to challenge assumptions.

Details of this specification can be found here: https://qualifications.pearson.com/content/dam/pdf/A%20Level/Business%20Studies/2015/specification-and-sample-assessment-materials/9781446914694_GCE2015_A_BUS_WEB.PDF

 

Term 1 Term 2 Term 3
Theme 1 – Marketing & people

Students will develop an understanding of:

  • meeting customer needs
  • the market
  • marketing mix and strategy
  • managing people
  • entrepreneurs and leaders.

 

 Theme 2 – Managing business activities

Students will develop an understanding of:

  • raising finance
  • financial planning
  •  managing finance
  • resource management
  • external influences.
 Following the external examination, we start to cover aspects of Theme 3 Business decisions and Strategy

 

Year 13

Students are encouraged to use an enquiring, critical and thoughtful approach to the study of business, to understand that business behaviour can be studied from a range of perspectives and to challenge assumptions.

Term 1 Term 2 Term 3
Theme 3 – Business decisions and strategy

This theme develops the concepts introduced in

Theme 2.

Students will

develop an understanding of:

  • business objectives and strategy
  • business growth
  • decision-making techniques
  • influences on business decisions
  • assessing competitiveness
  • managing change.
 Theme 4 – Global business

This theme develops the concepts introduced in

Theme 1.

Students will

develop an understanding of:

  • globalisation
  • global markets and business expansion
  • global marketing
  • global industries and companies (multinational corporations).

 

 

Assessment: Pupils are assessed each lesson via different learning techniques. Formal assessments are either questions that require short answers or statements that require an essay style answer. Pupils are tested through key skills and are measured on how well they can express knowledge, apply their knowledge to case study information, express understanding, analyse and evaluate.
Assessment Dates:

A level Paper 1: Marketing, people and global businesses

Paper code: 9BS0/01

  • Externally assessed
  • May/June

Overview of content

Paper 1 will assess marketing, people and global businesses. Questions will be drawn from themes 1 and 4, and from local, national and global contexts.

Overview of assessment

  • Written examination.
  • The paper comprises two sections.
  • Students answer all questions from both sections.
  • Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question.
  • Duration: 2 hours.
  • 100 marks available.

Paper 2: Business activities, decisions and strategy:

Paper code 9BS0/02

  • Externally assessed
  • May/June

Overview of content

Paper 2 will assess business finance and operations, business decisions and strategy. Questions will be drawn from themes 2 and 3, and from local, national and global contexts.

Overview of assessment

  • Written examination.
  • The paper comprises two sections.
  • Students answer all questions from both sections.
  • Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question.
  • Duration: 2 hours.
  • 100 marks available.

3: Investigating business in a competitive environment

Paper code: 9BS0/03

  • Externally assessed
  • May/June

Overview of content

Paper 3 will assess content across all four themes. Questions will be drawn from local, national and global contexts.

For Paper 3, there will be a pre-released context document issued on our website in November of the previous year. A new context will be given to centres each year and will relate to the examination series for the following summer.

The context will focus on a broad context, such as an industry or market in which businesses operate. The question paper will be in two sections.

The first section will focus on the broad context provided. This will be outlined to centres through the pre-released document. Questions will focus on the broad context.

The second section will focus on at least one strand within the context provided, such as a particular business.

Each section will contain unseen stimulus materials comprising quantitative and qualitative evidence. Students are required to apply their knowledge and understanding from themes 1, 2, 3 and 4 and their understanding of the broad context to this evidence.

Students cannot take any of their research or investigation data carried out as part of the pre-release into the examination.

Overview of assessment

  • Written examination.
  • The paper comprises two sections.
  • Students answer all questions from both sections.
  • Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question.
  • Duration: 2 hours.

100 marks available.

Please note, There will be a key assessed piece at least every half term.
Homework: 

A variety of activities are set in business studies. Such as, multiple choice questions, extended examination questions, full examination papers (where possible), research and investigations, essays, extended answers, project work and revision.

 

Useful Information:

Links to specifications and sources of business information.

www.edexcel.com

www.betatutor2u.net

https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/business-2015.html#tab-1

5 ways I can help my child

1 Talk to your child about what they have been studying in school. Ask them to explain key concepts to you. A level students have notes and should be developing their glossary and cue cards. You can ask them to define and explain terms.

2

 Debate topical issues about business & the wider economy, demonstrating a balanced argument. Amidst the current economic uncertainty business information is widely available. Areas for discussion could be about businesses that are doing well and those that aren’t. Consider how businesses are trying to accommodate the difficulties including supply shortages and rising prices. Local businesses are a good place to start.

3

 Watch the news and read news articles about business and the wider economy with your child asking them questions then check they have understood the report and ask them to give their opinions.
4 Encourage them to read around the subject. Autobiographies are a good source of information. For example Alan Sugar, Annita Roddick, Richard Branson, Howard Schultz, Michelle Mone all have published books.

5

 Discuss their progress and attainment. Look at their assessments and the actions and responses that they have completed. Ask them how the actions they have been given will help develop their knowledge and understanding. Ask them to check their responses and make sure that they are detailed and appropriate.