SCHEME OF WORK

GCSE BUSINESS
UNIT 1 SETTING UP A BUSINESS 1. Starting a business
UNIT 2 GROWING AS A BUSINESS 1. The business organisation

Topic What prior Diagnostic Learning Subject specific Suggested Independent Adaptations
knowledge and Talents skills and knowledge BLP activities, study tasks needed for
What will will be summative resources and and each ability
engage needed? assessment Which learning Which skills will be opportunities assessment pathway
pupils and opportunities talents will be developed and at to use the
make What prior developed and what grade? Learning How will
them skills will How will at what grade? Platform these be set,
curious? be these be Specify the triggers monitored,
needed? recorded and Specify the which will enable assessed
How will fed back to triggers that pupils to move from and support
this What pupils? will enable one grade to another. progress?
prepare progress pupils to move
pupils for do they How will from one Highlight any
GCSE/A need to progress be grade to opportunities for
Level? make monitored in another. examination or
based on the unit? controlled conditions
the last preparation.
unit?

What
outcomes
are you
planning
for?

Starting a Assessment: Students must PowerPoint: Higher Ability:

business P60 Kall Kwik understand what a Generating and Students
enterprise case study business is and Protecting encouraged
sources GCSE reasons for set up. Business Ideas. to discuss the
of business Business Advantages and importance of
ideas Studies for Care and disadvantages of Students define identifying
Looking for AQA Concern for franchises against a product and the right
a gap in others L9+ setting up an service market, using
the market H/W: Activity links to independent business. examples
the Investigate a students being Discussion on
identificatio business of able to analyse reasons for
n of a your choice. behaviour and starting a
product or Identify what it its impact on business,
market sells and why it others including; idea,
niche started this (CCO:L9:1) market gap,
Reasons will be shared Opportunity to personal
for starting with the group improve: reasons etc
a business Student Activity:
understands the students are
franchises concept of the given some
common products/service
good(CCO:L10: start up ideas
5) and they must
discuss the
reasons for the
startup

PowerPoint:
Franchises

Students are
divided to
develop
advantages and
disadvantages
of franchises

Setting Assessment: Students must know Activity: Desert

business P419 Q1 main types of business Island task
aims and AQA AS aims: Highlight
objectives Business 1st ed Survival students aim
Types of Peer Profit and objective
aims and assessment of Growth
objectives SMART Market share Discuss
Purpose of objectives Customer satisfaction business aims
setting Ethical and sustainable and SMART
objectives H/W: objectives
Using Checklist Students should know (including main
objectives questions p41 the role objectives play types)
to measure GCSE in running a business
success Business for and how they are used Students create
Influence AQA to measure success. a spider
of diagram with St
stakeholde Students should know Pauls
rs on the importance of stakeholders,
objectives stakeholders and how then convert it
they influence the to a business.
objectives of a small Students must
business explain what
each
stakeholder
wants.

Powerpoint
Activity: Who
influenced these
aims/objectives
?
Students
discuss who
has influenced
each aim
(students can
also assess
which firm the
aim belongs to.
Expanding FORMAL Students need to know Discussion and
the ASSESSMENT the benefits and risks key term
business of expansion methods: explanation of
Benefits Mergers mergers,
and risks of Assessment: Takeovers takeovers,
expansion Exam style Organic growth organic growth,
Methods of question: Franchising recap on
expansion Do you think x franchising
Conflict should expand Students should know
between organically or the ways growth can Students
stakeholde externally impact on stakeholders investigate
rs (9mks) and how stakeholders recent
might react. mergers/takeov
H/W: ers. Examples
Investigate a shared
merger/takeov
er to be shared Students in
with group pairs develop
advantages and
disadvantages
of
internal/external
growth this is
them shared

Students in
small groups
are allocated an
adv/dis they link
this to
stakeholders
and analyse
how a
stakeholder
would be
affected/react
Changing Assessment: Recap on
business Exam style startup
aims and question: aims/objectives
objectives Old Applied (unit 1)
Reasons course Jan
for 2011 q 3c, Students should know Students are
changing June 2010 how aims and given 3
aims and q2,b,c,d objectives of large scenarios of
objectives businesses differ from growing/large
as small businesses. businesses,
businesses students create
grow aims and
Ethical and objectives to
environme H/W: match the
ntal Identify scenario. The
considerati allocated difference
ons arguments between these
for/against aims and small
ethical business aims
behavior is highlighted.
debate in class
Students should know Show
the wider costs and Cadburys
benefits facing ethical business
business operations clip and
e.g. ethical and unethical clips
environmental issues students
and why it is in the discuss what
interests of businesses these issues
to consider these lead to for
issues within its businesses and
objectives why businesses
now need to
consider ethical
and
environmental
issues
Choosing Assessment: Students should know PowerPoint Higher Ability:
the Peer the benefits and Presentation: Students are
Appropriat assessment of drawbacks of different Legal Structures encouraged
e Legal presentation structures. of organizations to discuss
Structure content an why
for the collaboration Students should know introduction businesses
Business critical thinking Collaboration when it is appropriate have the type
sole L9+ activity to gain limited liability of legal
traders, links to students status and also the Group Task: structure they
partnership being able to consequences to the Assignment do
s, private H/W: demonstrate business of increasing groups of 4
limited Prepare group empathy when the number and range students to
Companies presentation on collaboration of stakeholders. research and
ownership with other present one
(Col:L9:1) type of legal
Opportunity to structure and its
improve : advantages and
student is disadvantages.
always
empathetic Use Tesco as a
when business
considering the example (small
well-being and to large
needs of others business) to
(Col:L10:1) discuss change
in liability and
Self Awareness the
and Planning consequence of
L9+ getting bigger
Activity links to and having
students more/different
appreciating stakeholders
that there is a
range of
different
strategies that
can be used to
carry out a
multi-staged
task (SAP:L9:2)
Opportunity to
improve:
students take a
confident
approach and
can justify why
 a particular
course is
required
(SAP:L10:2)
Choosing FORMAL Students should Discussion on
the right ASSESSMENT advantages and LTDs and PLCs
legal disadvantages of a
structure Assessment: private limited Students
for the Q1 P406 AS company becoming a divided into
business Business public limited company. pairs develop
Private Studies 1st Ed advantages and
limited disadvantages
companies of LTDs and
Public PLCs
limited
companies
Choosing Assessment: Thinking, Students should Power Point: Higher Ability:
the Case study evaluation, and understand the factors Locating the Students
location of p62 AQA critical influencing where the Business encouraged
the Business judgement L9+ business is located: to discuss
Business Studies Activity links to Availability of materials Guess the and justify
Factors Nelson students raising Transport Factor of reasons for
influencing Thornes pertinent Labour Location Quiz locations
start-up Xtreem questions and Competition using a
location issues, with Other businesses Location, variety of
decisions. H/W these being Technology Location, factors
Investigate a formulated with Proximity to the market Location
local business the help of Costs worksheet
of your choice others (TEC:
and outline the L9:3 Case study p60
factors that Opportunity to AQA Business
influenced its improve: Studies
location student is able Nelson Thornes
to ask questions Boodles Beers
maturely and students work
use insight in pairs to
(TEC:L10:3) discuss
questions
Choosing Assessment: Students should Activity: In pairs
the best Peer understand the students must
location assessment of importance of location complete the
The location to a growing business Business
importance presentation in terms of minimizing Location
of location costs and increasing Scenario and
to growing revenues. present their
businesses analysis to the
Issues Students should rest of the class.
relating to consider issues
overseas relating to global or
location international expansion
i.e. physical presence
in international
markets and costs
considerations.
Developing FORMAL Collaboration Students need to PowerPoint: Higher Ability:
Business ASSESSMENT L9+ activity understand how Developing Students
Plans links to students planning assists in Business Plans encouraged
the Assessment: being able to setting up a business to discuss
purpose Business Plan demonstrate and raising finance which
and Peer empathy when Activity: element of a
contents of assessment collaboration Students should know Students to business plan
business with other the main sections of a individually is the most
plans (Col:L9:1) business plan. produce their important and
The main Opportunity to own business why
sections improve : Students need to be plan for a small
within a student is aware of the risks business of their
business always faced by businesses choice, using
start-up empathetic and what can be done the template
plan when to minimize them. provided.
considering the
uncertainty well-being and Selected
and risk for needs of others students or all
start-up (Col:L10:1) students to
business present
business plans
to the rest of the
group. (Peer
Assessment
Sheet available)

Discussion on
the
benefits/proble
ms of business
planning for
small
businesses

Assessment November 2012:

Unit 1 Jan 2011 Q1a, b, c, Q2a, d
Unit 2 May 2011 Q1a, b, c, d,