CAMBRIDGE ree ceed Cambridge Secondary 2Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is ecknowledged to a third party even for internal use within a Centre @ IGCSE is the registered trademark of Cambridge Intemational Examinations © Cambridge International Examinations 2014.Contents Introduction What do | need to get started? Section 1: Syllabus overview. 1.1 Aims of the syllabus 1.2 Assessment objectives 13. The assessment structure Section 2: Planning the course . 2.1 Long-term planning 2.2. Medium-term planning (creating a scheme of work) Section 3: Planning the lessons (creating lesson plans) " 3.1. Points to consider 3.2 Key factors to consider when planning lessons 3.3 Reflection and evaluation 34 Flexibility Section 4: Classroom practice .. ‘41° The role of the teacher 4.2 Sustaining interest and motivation 43 Strategies for managing learning Section 5: Preparing learners for final aSSeSSMENE o.oo. huss nnsnseenines V7 5.1 Command words 5.2 Developing case study skis 5.3 Revision tips for learners, 5.4 Use of past papers, mark schemes and principel examiner reports Section 6: Resources and teacher support, 6.1 Teacher support 62 Finding and evaluating resources 6.3 Endorsed and recommended text books 6.4 Creating and sharing resources 8.5 Adapting resources, 6.6 Ask CIE 67 Training 8.8 Professional development for teachers Appendices 25 Appendix 1: Sample long-term pian Appendix 2: Extracts from the scheme of work Appendix 3: Two sample lesson plans Appendix 4: Sample lesson plan template Appendix 5: Mind map Appendix @: ‘Exchange rates’ worksheetContents v ‘Cambridge IGCSE and O Level Business StudiesIntroduction Introduction ‘This guide is designed to help you familiarise yourself with the Cambridge IGCSE (0450) end O Level (7115) Business Studies syllabuses and the related support materials available from Cambridge. It also aims to help you organise and plan your teaching, offering advice and guidance on possible teaching strategies, on how to select and use resources, on how to develop case study skills and how to prepare your learmers for the final assessment What do | need to get started? When planning @ course the teacher needs to become thoroughly familiar with the syllabus (both the curriculum content and the assessment structure), the scheme of work and the other support materials, available. The syllabus covers the overall aims, assessment objectives, curriculum content, descriptions of the examination components and grade descriptions of the subject. Each area or skill within a subject is defined to help you organise the overall scone of what needs to be learnt Extracts from the published schemes of work in the eppendices of this guide illustrate one method of ‘organising and delivering the course and include exemples of appropriste teaching activities alongside the learning objectives. They also exemplify the planning principles outlined in sections 2 and 3 of this guide. A fully comprehensive scheme of work covering the whole programme is available on Teacher Support htpy/teachers.cie.org.uk. You can obtain @ usemame and password for the site from your Exams Officer. On Teacher Support you will find @ range of other support materials for teachers; these include question papers, mark schemes and examiner reports. Making appropriate use of these resources can: * help you understand how the teaching and learning relates to the assessment objectives ‘* help you prepare your learners for their final assessment + help you understand the standard © save you time. Other support materials for teachers are available on the public website www cie.org uk. Make the most of these Cambridge resources by combining them with local activities and resources developed and provided by your school Here is @ checklist to help you get started © Have you read the syllabus and checked that it is for the correct year? ‘+ Have you looked at the Cambridge website end Teacher Support? ‘© What support materials are you going to use? ‘© What local resources are available to use? ‘What school resources are available to use? Cambridge IGCSE and O Level Business Studies 1Introduction 2 ‘Cambridge IGCSE and O Level Business StudiesSection 1: Syllabus overview Section 1: Syllabus overview Being familiar with the requirements of the course is important. The syllabus sets out in detail which topics need to be covered and may be examined. Where appropriate, it also explicitly states what will nat be essessed. For example, in Section 3 it indicates that knowledge of the formule and calculations of Price Elasticity of Demand (PED) will not be examined. A full ist of the curriculum content can be found in section 6 of the syllabus. In addition to this, the syllabus outlines the skills that learners will need to develop during their course, as well as explaining in what way assessment will be carried out. 1.1. Aims of the syllabus ‘The course is designed to provide learners with a strong foundation for further study as well as giving ‘them an ideal pregaration for the world of work. The aims of the syllabus are therefore broadly focused It is hoped that learners will develop an understanding of the issues they may face in the business world They will have to develop skills of analysis end try to identify end recommend appropriate strategies to helo them solve problems. In addition, learners will have the opportunity to reflect on the bigger issues affecting modem organisations such as globalisation, ethical problems and the environment ‘The sims of the syllabus (which can be found in Section 5.1 of the syllabus) describe the desired educational ‘outcomes that learners will work towards during the course. ‘There are eight aims. These are to enable candidates to: 1. make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business 2. apply their knowledge and critical understanding to current issues and problems in a wide range of appropriate contexts 3. distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements 4. appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise 5. develop knowledge and understanding of the major groups end organisations within and outside business and consider ways in which they are able to influence objectives, decisions and activities 6. develop knowledge end understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, overs and society are regulated 7. develop skills of numeracy, literacy, enquiry, selection and employment of relevent sources of information, presentation and interpretation 8 develop an awareness of the nature and significance of innovation and change within the context of business activities 1.2 Assessment objectives The assessment objectives (which can be found in section 5.2 of the syllabus) are staternents about what will actually be tested in the final examination. Each question that is set in the examination relates to ane or more of these assessment objectives (As) Cambridge IGCSE and O Level Business Studies 3Section 1: Syllabus overview ‘There are four assessment objectives: AO1: Knowledge and understanding Candidates should be able to: * demonstrate knowledge and understanding of facts, terms, concepts, conventions, theories end techniques commonly applied to or used as part of business behaviour. Knowledge and understancing are clearly linked. Leamers need to be able to aive clear and precise definitions of basic terms and concepts such as ‘flow production’. They also need to show that they clearly understand what the term means by using it appropriately or describing itin detail Knowledge is also identifying relevant points in a variety of different business situations. Learners could be asked to identify key features or state implications of flow production for different types of business. For example, small businesses will nat benefit from flow production, whereas flow production has implications for larger businesses especially in terms of finance and people. ‘A02: Application Candidates should be able to: * apply their knowledge and understanding of facts, terms, concepts, conventions, theories and techniques. Learners will need to learn how to use their knowledge to select what is aporopriate for a given situation The key thing for learners to remember is that whatever the context ~ mining, transport, a cosmetics business, or @ shoe retailer business - the principles are the same. It is the implications for each situation that will vary depending on the size, type and business circumstances For example, knowledge of Maslow’s hierarchy of needs, Taylor's theory and Heraberg’s hygiene and motivational factors are relevant to almost every single business — but how the theories are implemented sed in different businesses is ikely to be different. Learners will need to consider what these types of business do and how they operate so they can apply their knowledge appropriately. Piece rates might work ina factory but would not be relevant to 2 retail business. A03: Analysis Candidates should be able to: © distinguish between evidence and opinion in a business context * order, analyse and interpret information in narrative, numerical and graphical forms, using appropriate techniques. This involves developing or expleining concepts or information to show a more detailed understanding of kay terms or ideas. Learners could be asked to select and interpret some data, @ table or chart and explain what this might mean for @ given business situation. They might have to identify factors, reasons or problems and then explain how or why its an issue that needs to be considered. For example, @ question could ask whether introducing e-commerce might be helpful for a particular type of business. As not all the knowledge points learnt might be relevant, learners will have to identify factors and then explain how or why the particular points selected are issues that this Dusiness needs to consider. A04: Evalu Candidates should be able to: * present reasoned explanations, develop arguments, understand implications and draw inferences * make judgements, recommendations and decisions, 4 Cambridge IGCSE and O Level Business StudiesSection 1: Syllabus overview This involves developing arguments and making decisions which you can support with reasons. Giving an ‘opinion and making a decision on its own is not actually evaluation. Learners must learn to provide suitable explanations to support their point of view. In many cases there is no right or wrong answer, so it is really about how well they support their decision with a relevant argument. 1.3 The assessment structure The final exams are looking to find out what candidates know and what they can do. The syllabus includes information thet explains the respective length and structure of each paper. For IGCSE Business Studies, candidates must take two compulsory papers. There are no optional questions. (Remember, you can see. ‘examples of these papers on Teacher Support) Both papers cen draw on topics taken from the whole of the syllabus content. All candidates can access the full range of grades (A* to 6). The following table, taken from Section 4 of the syllabus document, summarises this information Coes Prony Paper 1 ‘hour 30 minutes Written examination consisting of four questions requiring @ mixture of short answers and structured date responses. 50% Candidates answer all questions 80 marks Externally assessed Paper 2 ‘Thour 30 minutes Written examination consisting of four questions based on a case study, provided as an Insert with the paper. 50% Candidates answer all questions. 80 marks. Externally assessed. Weighting reflects the relative importance attached to different papers and assessment objectives across the qualification In Business Studies each paper is equally important, Therefore, to achieve 2 high overall grade, learners will have to do well on both papers. However, the marks elloceted to the four essessment objectives for each paper do vary. The structure of the IGCSE Business Studies syllabus for the two papers is as follows Pre ty Sry ee Ce oe AOI: Knowledge and understanding 40% 20% 30% 02: Application 30% 30% 30% ‘AOS: Analysis 15% 25% 20% AQ4: Evaluation 15% 25% 20% Cambridge IGCSE and O Level Business Studies 5Section 1: Syllabus overview The grid shows Paper 1 is more focused on knowledge and understanding while Paper 2 is assessing the higher order skills of analysis and evaluation To be successful in the final examination, candidates must demonstrate a range of skills. Overall, a candidate who can only show knowledge and understanding is not going to achieve @ high mark, as only 20% of the total marks ere allocated to this assessment objective 6 Cambridge IGCSE and O Level Business StudiesSection 2: Planning the course Section 2: Planning the course Planning is important. Preparation and arganisation mean that yau are more likely to achieve your overall objectives, 2.1 Long-term planning A.long-term plan should act as a framework to make sure the whole syllabus (and associated skills) are covered during the time thet you have available. To plan effectively, there are 2 number of factors that you will need to consider as you start to put your course together. * Prior Knowledge: Find out what learners already know, understand and are able to do. Plan to build on this, rather then repeat what they have already learnt. Some learners might not heve studied Business Studies before + Sequencing: There must be ¢ logical order, which effectively links certain topics with one another. Some topics have to be taught in a certain order as learners need to understand some basic concepts before they can attempt to learn and understand other related issues Therefore, itis sensible to start with unit 1 — understanding business activity. It is usual to finish with Unit 6: external influences. Learners need to siudy the other areas of business to fully understand some of the implications these external factors might have on businesses and its other stakeholders. The order of the other four sections is a matter of choice, depending on individual circumstances and preferences * Actual teaching time available: Refer to your school calendar as to the timing and length of half terms, holidays, festivals end when other school events occur. Include key dates such as parent evenings/reports home slong with examination dates. + Number and frequency of lessons: ¢ g. the length of lessons can influence which activities are. practical to use. * Staffing: Who will be involved in teaching the course? © Assessment policy of your school, including when you can set mock examinations + Homework policy of the school In addition, its helpful at this esrly stage, to consider the following issues * Cross curricular links: Some topics and skills are covered in more than one subject area. In Geoareohy, learners might study external costs and benefits. Your school might host an Enterprise Fair or run environmental and/or ethically focused events. * Using local resources: Be aware of local and national events. News stories about local businesses and government policy can help bring business concepts to life. Learners can apply their learning in realistic and useful ways to understand the importance and relevance of the concepts * Culture: All countries will have cifferent customs, laws and traditions. The syllabus does not require learners to have specific knowledge of laws, only the impact of types of laws on businesses. Likewise, learners need to know the advantages of trade unions for workers, even though you might be in a country that does not have a tradition of trade union membership. Cambridge IGCSE and O Level Business Studies 7Section 2: Planning the course © Activities: Any activity must be relevant to what you need to teach. Variety is important to ensure you engage all learners in the learning process. Different activities will help the development of different skills * Special needs guidance: Some leamers might need 4 lot of help to understand basio terms and concepts. Special needs can cover 2 wide range of issues, so strategies vary with each individual Recognising that you might have learners who may make slower progress or who have difficulties in particular skills or subject areas (e.g. mathematical aspects of accounts) helps you to plan ahead + Advanced student guidance: Some learners have high cognitive skills. They are eble to learn at ¢ much faster pace and are able to process material to a much greater depth. These leamers do not need 2 high level of repetitive work. They need to engage in work that is both challenging and stimulating + Helping you build in formative and summative assessment: Formative assessment takes place throughout the course. It involves gathering information on what learning is occurring during the teaching of the course. This could be through marking class and homework, through observations, question and answer sessions or end of topic tests. It is useful to discuss performance with each learner. The result of formative assessment should guide and influence subsequent teaching and learning. Summative assessment is the assessment of learning at the end of the course or the final assessment. This establishes what progress a learner has achieved by that stage and is often used to report to others. All these factors vary greatly between schools. It is therefore important that you develop your plans to suit your particular circumstances 2.2 Medium-term planning (creating a scheme of work) Once you have an overview in place, you will need to add the next levels of detail. A scheme of work will allow you to break down the syllabus content into small stages to help you plan your teaching, It will guide you @s you prepare what, when and haw you plan to deliver the course. It will iso help with organisation, assessment and evaluation issues Important issues to consider when planning your scheme of work include: * Information on the learners in the class or group including number, age, sex and ability. This will influence the pace at which you cover the course and the activities you use * Previous knowledge and experience of the class in lation to the subject matter. + The number and duration of the lessons, j¢. the amount of time the teacher has for each lesson This can vary from schoo! to school + The aim of the scheme of work (outlining the subject matter and content) Ideally you should include the learning objectives for each lesson or unit of work + The main content to be covered in each lesson in terms of knowledge, concepts, understanding nd skills * Differentiation strategies How will you allow for learners with different abilities? Most classes will include @ range of abilities so you will need to develop some differentiated tasks (more on this in section 4) * Organisational issues including: Which teaching and learning methods will be used? Which sources of information and equipment will be used - (e.g. books, worksheets, pictures)? Which resources and activities will support the learning objectives. Every teacher has their own teaching style and your scheme of work should reflect this. 8 ‘Cambridge IGCSE and O Level Business StudiesSection 2: Planning the course * Details of how assessment is going to take place: How will you know if learners have understood What they need to know? Cambridge provides a sample scheme of work on the secure online support facility for Cambridge teachers, httpy/teachers.cie.org.uk. (You will need a password, obtainable from your Exams Officer, to gain access.) An extract from this published scheme af work is provided in Appendix 2. It is important to understand that this scheme of work is intended only as an exemple, and you are not obliged to use it. Each school will wish ‘0 develop their own scheme of work, to suit their individual circumstances and their learners. It is aways good practice to involve everyone in the department in the construction of the scheme of work. Cambridge IGCSE and O Level Business Studies 9Section 2: Planning the course 10 Cambridge IGCSE and O Level Business StudiesSection 3: Planning the lessons (creating lesson plans) Section 3: Planning the lessons (creating lesson plans) 3.1 Points to consider lesson plan is an outline to help you work out, step-by-step, what you are going to do in the lesson and Why you are going to do it. The lesson plan also acts as @ guide to show how you are going to assess the learning that has taken place. To be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. It has to be adaptable. You might have to change 2s the lesson develops to ensure effective learning is taking plece You might not have time to plan every lesson in great detail, but try to ensure that you find time to plan key lessons. This right be when you introduce @ new topic or key concepts which could be difficult for learners to understand, In practice, many of the issues that you need to think about in your lesson plan are similar to your scheme of work, just more detailed, 3.2 Key factors to consider when planning lessons * Who are you teaching? What level are your leerners working at and what do they already know? * Teaching aims: This is an overall aim. It should be based on the scheme of work to ensure that itis. integrated into the overall course. It should reflect what you want to achieve from teaching this lesson + Learning objectives: These objectives must be learner-centred, They should state what your learners will know, do, demonstrate, or practise as a result of the lesson. To allow for different abilities, this can be split up into ‘should learn’, ‘must lesrn’, ‘could learn’. This requites you to think what the most important concepts end ideas are, or which skills learners need to grasp and apply. Why are they important? So even if learners can only do some of the work, they will at least have covered the ‘must learn’ content. Limit the number of learning objectives set 2s its difficult to achieve too many. You might want to share these aims with the leamers so that they understand the purpose of the lesson. * How ill you start and finish the lesson? The starter activity could take many forms including: brief quiz, brainstorm, some stimulus material or a brief video clip. To end, you can use many of the same methods such as verbal or written quizzes supported by a follow-up discussion, question and answer sessions in which you select responses from learners across the ability range, role-play scenarios in Which leamers are required to apply their newly gained knowledge, understanding andior skils + Teaching/learning activities: How do you think you might want to teach the learners? Remember any activity must nelp meet the objective(s) for that lesson. Activities can be used in a variety of ways - from ice-breaker to plenary. For example video clip on how businesses use break-even could intoduce the topic. Or it could! be part of the main learning activity, acting as the basis of a discussion or worksheet. Think about how you intend to use any activity. © Differentiation: How will you ensure that all learners, no matter what their ability, will be suitably stretched and occupied throughout the lesson (more about this in section 4.3.2)? * Resources: What materials will you need (textbooks, worksheets, computers, sc'ssors and coloured pens etc), and are they available when you need them? © Timings: How much time will each activity take? Cambridge IGCSE and O Level Business Studies 11Section 3: Planning the lessons (creating lesson plans) 12 © Assessment: You cannot just teach a lesson and then move on to the next topic. You have to know how well each leamer has unclerstood the lesson objectives, in terms of content and skills. Assessment can be formally done through questions ar a test, but can also happen through classroom observation and peer assessment * Additional or extension activities? It is useful to have an extie activity or discussion question in case you have time left, Will you set any additional work as homework? You can find sample lesson plans in Appendix 4 of this guide. 3.3 Reflection and evaluation During a lesson, teachers have to make quick decisions, with little or no time to think about them. Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. A lesson plan may not work as well as you had expected due to a number of reasans. Think ‘bout how you might approach topies and situations in future. The following are some questions that you may wish to consider: * Did the lesson achieve its planned leaming outcomes? * How well did the learners perform the tasks set? Did they have enough time to complete the work? Were the tasks 100 easy/challenging for some or all the learners? Did you ask the right questions? © Were there any problems? If so, why did they arise and how did you deal with them? How could you respond to such problems in future? © What worked particularly well and why? What. if anything, would you change if you taught the lesson again? Are there other activities you could have used? Some teachers involve others in lesson evaluation. You might want to ask another teacher to observe a lesson to give you some feedback. You could involve your class for feedback by asking leamers which activities they enjoyed or whether they think the learning objectives have been achieved. For example when teaching Unit 4.3, you could prepare a questionnaire as the basis for a discussion on quality 3.4 Flexibility Don't try to plan everything down to the last detail. Teachers will modify their scheme of work and lessons plans all the time. A scheme of work is nat likely to remain the same year-on-year. New resources and activites, 2s well as different teachers and groups of learners, mean that everything will need to be constantly monitored and updated if necessary Cambridge IGCSE and O Level Business StudiesSection 4: Classroom practice Section 4: Classroom practice 41 The role of the teacher Besides planning, teachers have to manage and organise the learning to ensure objectives are met. This requires teachers to assume a variety of roles. As a facilitator, you should try to set tasks which encourage ‘active learning rather than telling learners the necessary information. Teachers should try and encourage enthusiasm by making the lessons varied and interesting, keeping learners engaged in what they are doing Try to support and motivate them at every opportunity. Some learners need help to understand some concepts, whilst others will want to explore topics in more detail. You know your learners best and will be able to encourage, question, listen and give advice to suit each learner's needs. 4.2 Sustaining interest and motivation ‘To help manage effective learning, a teacher has to keep leamers interested and engaged in what they are doing achieve this Here are some way: © Explain: Learners need to know what they are doing and why they are doing it, otherwise they can quickly lose interest. For example you could share the lesson objectives so that they understand the purpose of the lesson and how it fits into their other learning on the subject. You should also of course be available to exolain tasks if they have not been fully understood + Make it real: Try to create activities based on issues that are relevant to your leamers’ lives, whether its marketing, motivation or types of business. If they can link the concepts you are teaching to what they know, and are interested in, they are likely to see the relevance of the material and are more likely to be engaged. Use local business examples, Visits, newspaper articles or populayjlocal products where possible * Mixit up: The more traditional, didactic approach of standing in front of the class and lecturing over long periods of time can make leamers disengage. Plan and use a variety of teaching methods to suit all types of leamers to get them involved whenever possible. © Make learning visual: Learners associate ideas and concepts more immediately with images, s0 use diagrams, tables and charts where this is useful. For revision, mind maps provide useful summaries (an example is provided in Appendix 5). Try starting some topies with @ diagram to show the relationship of all the associated parts, so from the beginning they can see why they need to learn all these different concepts. * Give learners choices: Learners like to feel responsible. Let them have some choice who to wark with or what project title or activities they do. Learners will be much more committed to a learning activity that they have chosen rather than been told to do * Goals: Set high out realistic expectations. Most peoole perform better when they are set a challenge. If tasks are too easy, it can lead to boredom or send the (wrong) message to learners that you do not think they are capable of anything more. However, if @ task is too difficult it can affect their confidence, 80 that they stop trying. + Feedback: Let learners know how well they are doing end be supportive by listening, giving hints and encouragement as necessary. Do not wait for report time to talk to them about issues or skills where they need to improve Cambridge IGCSE and O Level Business Studies 1BSection 4: Classroom practice 4 © Rewards: Recognise good work or behaviour. Rewards can be as simple as saying ‘well done’, or using stickers or comments an work to encourage them to keep working hard + Care: Learners will espond to teachers who appear interested in them. Take an interest in other things that they do. Be approachable 4.3 Strategies for managing learning From the development of @ scheme of work, creating lesson plans to motivating learners, you are always managing learning 4.3.1 Promote active learning Cambridge syllabuses aim to produce learners who are actively involved in their own leerning. They should become confident at looking critically at business issues in a range of contexts and be able to offer solutions 10 problems faced by different types of businesses. They should be able to take an informed interest in & wide range of topical issues that relate to business. Active learning will help achieve these aims. Active learning is @ student-centred approach to learning, ‘where the responsibility for learning is placed upon the student, often by working together with others in the cles. Teachers act as facilitators to assist leamers as they discover and process the information they need. There are many ways that this can be achieved. For exemple: * you could ask leamers to research types of business organisation by referring them to a website or a textbook or getting them to find examples locally * you could write up the types of business organisation they have found on the board * in groups, you could ask them to consider which types of business organisation might be good for different businesses and why, for example, a car manufacturer, accountancy business or small market, trader. Giving more responsibility to learners does take class time but it does not necessarily take any longer than traditional teacher-Ied activities. In reality, if learners are actively engaged they are likely to retain more knowledge and by doing so they are developing the skills they need to learn ‘There are many ways you can promote active learning, including the following. * Brainstorming: This can be really useful when starting new topics or looking at current business events, For example, as most leamers know something about advertising methods, you could ask them to consider the advantages and disadvantages of each method. You could write up their responses on the bosrd. * Group discussions or debates. Its 4 good idea to ask learners to research a topic beforehand. For example, how a business could finance its expansion plans. Different groups could be asked to research ‘one method of finance so that there are @ range of ontions to be discussed. Alternatively you could just give everyone the same topic, e.g. do you think the Government should support small businesses in getting set up or dealing with green issues? This might lead to an open discussion © Group work. This is a traditional way of getting all leamers involved in their leaming, Groups of two or three leamers can be given different or related activities, e.g. one group could research fixed costs Whilst others look at variable costs. As well as learning, they are also developing their social and interaction skills. Cambridge IGCSE and O Level Business StudiesSection 4: Classroom practice * Projects: These are useful to allow leamers the opportunity for either shared or individual discovery. They are good for developing higher order skills such as problem solving, analysis and evaluation. For example, learners could be asked to develop a business plan for a product or service they create or as a way to consider the impact of Government policies on a particular business. * Presentations: These work well later in the course. Small groups of learners could be asked! to research ideas for a possible marketing strategy for @ particular product either real or created. After the presentation, the group could answer questions from the rest of the class + Role playing: There are a number of topics where this approach will work well. For example as part of leadership styles, some learners could assume the role of workers and managers to see the effect of the different approaches. Alternatively, it could be used for location decisions - where to locate a new car factory. You could give different groups of learners the role of unemployed workers, local businesses and residents, owners, environment groups and Government officials. You could give them prepared briefing sheets or ask thern to produce them © Worksheets: This is a common way af getting learners involved in their own learning. Worksheets ‘can be used in many ways. They can be used to check understanding and the application of concepts, 9. explain accounting terms or practise ratio calculations. It is a good idea to have some extension questions as well As the course progresses, worksheets will need to be more challenging to assess analysis and evaluation skills. © Case studies: These can be used in a variety of ways. At the start af the course, you can get learners to wark on them in pairs or groups. You could create your own with newspaper or other articles to focus on individual topics. At the end of the topic, they can be used to consolidate learning + Wall displays: As well es being crestive, learners have to present what they know in an interesting and informative way. Wall displays and posters also serve to make the classroom more interesting and attractive. Posters and wall charts can be produced on any number of topics. Posters naturally fit well in communication and marketing, * Question and answer sessions: This is a quick way of assessing learner understanding 4.3.2 Differentiation Any class you teach is likely to include learners with different needs, capabilities and preferred ways of learning. By using @ variety of active learning methods it is possible to help all learners have the best possible chance of learning, It can allow you to set work that will challenge advanced learners, whilst at the same time allow you to support those who find it difficult to understand some or all concepts Differentiation is the technique for dealing with mixed abilities. This method enables you to ensure that every individual learner in the class, no matter what their ability, is involved in tasks that are suitable for them, and lets them progress at a rate that is appropriate for them. When devising activities you will need to think about how to make sure that advanced learners are being fully stretched and stimulated whilst the least able feel fully engeged with the lesson. ‘There are many ways to include differentiation into your lessons. Using the ideas given for active learning, options include: * Brainstorming: You can target questions to different learners. Individuals could be asked to write up the ideas, whilst others could produce mind maps to summarise the information * Group discussions or debates: You might went to split the class into a number of groups who discuss different issues such as factors affecting location for diferent types of business. Each group could present their findings to the class. You can try to encourage different people to be spokesperson, starting with confident speakers but encouraging all to take the role over time Cambridge IGCSE and O Level Business Studies 15Section 4: Classroom practice 16 * Group work: Groups can be arranged in a number of ways. This could be by ability or interest to encourage learners to share and discuss others ideas. Advanced learners can benefit from being in a ‘group with less able learners. All have to cooperate and share ideas. Able learners can reinforce their learning by explaining points to others * Projects: These are a good way to support individual learners with particular abilities, whilst offering others the chance to develop their strengths. A simple way to differentiate is to give different groups their own titles or allow them to choose. If open ended, this will allow the most able to keep exploring @ topic, whilst less able learners can have @ narrower focus to their work * Presentations: Different roles can be assigned. One learner might have lead responsibilty for researching the topic, one for organising the presentation, whilst athers cive the presentation © Role playing: Roles can be assigned according to how challenging they are. This might be in terms of how difficult the concepts might be or the number of issues they have to consider * Worksheets: You can procuce worksheets of different levels or ones which include extension questions. Worksheets need to allow learners to progress quickly from the low/medium level skills of knowledge, understanding and application to questions which focus on the higher order skills of analysis and evaluation © Case studies: Again you can produce case studies of different levels, or have additional or enriched questions for advanced learners © Wall displays: You can assign different tasks to learners. Some learners might have good visual awareness but need help from others with better understanding of the concepts being displayed. * Question and answer sessions: You can target different questions towards certain learners whilst having some questions open to all 4.3.3 Assessment Knowing where learners are at their current stage of development is crucial to maneging their learning. You need to set and monitor targets at various stages in the course. Marking work and discussions with leamers will help judge the progress mace. Some schools create computer-based systems to track learner progress ‘across @ range of subjects. This can allow you to spot if learners’ performance is consistent with their general level of learning or whether you need to investigate further Cambridge IGCSE and O Level Business StudiesSection 5: Preparing learners for final assessment Section 5: Preparing learners for final assessment 5.1 Command words These act as a guide to indicate which of the assessment objectives is being assessed in a particular question, They are there to help candidates know what the examiner is looking for Certain command words are associated with certain assessment objectives so you need to identify the command words Used in each question. This will give you the clue as to which skills you should focus on in the question. For example AO1 (knowledge and understanding) the key words to look for include ‘identify’ or ‘what is meant by’ ‘You will need to provide learners with questions throughout the course that use these command words appropriately. You should also give them feedback on their answers so they leam the meaning of each one. 5.2 Developing case study skills Learners will need to become familiar with the format of case studies in Peper 2 and how to approach them. Leamers need to be able to apply their knowledge and understanding to a realistic scenario to help them analyse the issues faced and make suitable recommendations as to what this particular business should do. These skils need to be built up over time. The only way to do this is with practice. You can start with learners answering simple knawledge-type questions besed on short, stimulus material. Then you could add ‘question parts that test analysis and finally evaluation, You cen always adapt articles from magazines and newspapers to give learners plenty of different scenarios to practise applying what they know to a variety of different problems or situations. Start by asking learners ‘0 look for simple points such as who a particular business sells to, what the level of sales are and how many people they employ Encourage them to identify relevant issues. For exemple ‘A supermarket chain has 120 stores in China. It plans to roll out an online grocery business across 50 Chinese cities if a trial in the mejor city of Shanghai is successful. The management of the chain thinks this is a ‘safer’ way to enter this growing market. The potential expansion is part of the company’s plan to grow its online business globally. Its already the largest online food retailer in the world, It has an internet business in most of the 14 countries where it has stores 2) What is an ‘online business’? b) How many stores does the supermarket chin have in China? ©) How many countries does the chain operate in? d} What reason does the supermarket chain give for planning a tral in Shanghai first? ) Why might the chain be looking to grow its business in China? #) Do you think an online grocery business is the best way for the chain to expand its business? Cambridge IGCSE and O Level Business Studies 17Section 5: Preparing leamers for final assessment 18 In answering analytical questions, itis important to establish links. You may help learners to develop thinking skills by having @ set of cue cards or prompts for them to use. Encourage them to always think in terms of key questions such as ‘What is the significance of this?", ‘What effect will this have?", ‘Why?", ‘What will this lead to?". Or you may help leamers to develop this way of thinking by encouraging them to construct flow charts. For example Cost of raw materials increase v Increase in variable costs Increase in total costs y —— > Passonto customers? YES ——® Margin same Selling price rise? No Fall in margin Decrease in profits Evaluation is @ challenging skill for all learners. It requires learners to be able to build arguments and justify opinions. You will need to help your leamers build up their skills, and be able to use them in a number of different settings. Some good ways to develop evaluative skills: © Constantly ask leamers for their opinions about current business stories in the news and why they have that view. Hold debates and discussions so they can practise making decisions based on a range of evidence and articulating an argument Ask learners to prepare and make a presentation in which they consider both sides of an issue, for example whether businesses should invest in new technology or whether the Government should allow 2 new power station to be built. You could ask them to make 2 recommendation having considered the various points made * Provide activities such as case studies with questions which require learners to make judgements. Set past questions. 5.3 Revision tips for learners Alllearners will revise in different ways. Here is some good advice you can offer them ‘+ Find out what you need to learn: Look at the relevant syllabus to check exectly what you need to know and understan + Make a revision timetable: Work out when your exarns are and how rnuch time you have to study Start early so you leave plenty of time to learn everything you need to know. Its likely you will have other exams as well, so you will need to allow time for them as well + Manage your time well: Work in terms of 30 or 40 minutes (or topic by topic) then take @ break. This will give you time to reflect on what you have leamt. ‘Cambridge IGCSE and O Level Business StudiesSection 5: Preparing learners for final assessment * Revision is more than just reading: Don't just read but make notes, craw diagrams, create mnemonics to summarise the main points + Test yourself regularly to check you have understood the topic: There are usually revision questions in most text books or revision guides that you can use to help work out what you need to know * Ifyou do not know something, ask for help. + Practise exam-style questions: 3e familiar with the styles of question that you ave likely to be asked, Learning how to approach different types of question will enable you to demonstrate that you can both select and apply appropriate skills in each instance In the exam: * read and follow the instructions on the front of the paper + attempt all questions {there are no optional ones) * read each question carefully. Make sure you have the right focus to @ question. For example, if the question asks about advantages for franchisees, don't discuss issues that effect a franchisor. If the question asks for three points, include three points in your answer © identity the command word used in each question * include appropriate calculations (and formulae). If data is provided, there will be @ question that requires you to use it * use complete sentences whenever possible Bullet point lists tend only to show knowledge, which could restrict the marks available if analysis is required * demonstrate the application of knowledge and concepts. Base your answers on the scenario. This doesn’t mean simply referencing the business name. Try to think about what makes @ product or service sell, and the issues that this type of business could face. Always use the information provided in the case study or question stem to help guide you when considering whet to write * sim fora balanced answer. Try to include both advantages and disadvantages if the question requires: evaluation © make sure you do include a decision or recommendations if they are requested in the question * leave time at the end of the exam for checking what you have done. Have you attempted all four questions? 5.4 Use of past papers, mark schemes and principal examiner reports There are a number of documents produced by Cambridge to help teachers prepare learners for their final exams 5.4.1 Past papers ‘These directly illustrate the requirements of the exam. Leamers get to know the format of the exam, the type of questions asked and the style and type of commend words used in different questions ‘There are many ways in which past papers can help revision * For practice: This is useful to help learners assess whether they know and understand the subject matter or alternatively to identify gaps in their knowledge. Setting a whole paper is good practice Cambridge IGCSE and O Level Business Studies 19Section 5: Preparing leamers for final assessment 20 for the examinations as learners also gain experience of working in exam conditions and within time constraints. You do not always have to use the whole paper. For Paper 2, for exemple, you could set one of the four questions and reduce the time accordingly to 20 or 25 minutes. * As a focus for revision: You can see what level of detail is expected and this will help learners work out how much they need to know about different topics * Understanding what the examiner will be looking for: Ask \e2rners to try marking someone else's, response to a question to understand how an examiner will lock at the answer. This will also enable them to see how others approach the same question. ‘A good number of past papers are available on Teacher Support http:/teachers.cie.org.uk (see page 1 for ‘access details) as there are several variants of Papers 1 and 2 in each exem series 5.4.2 Mark schemes Probably the best way to use mark schemes is to set past questions (either single questions or whole papers) as a test for learners and check how well they have done by referring to the mark scheme. You might, sometimes, give them to learners to mark their own work ar even each ather's 5.4.3 Principal examiner reports These reports, found on Teacher Support http //teachers.cie org.uk (see page 1 for access details) contain information on how candidates have performed in both examination papers. They give guidance on what ‘examiners were looking for in each question, as well as which questions candidates have done well on and ny commen mistakes and points of canfusion. The reports are useful for both teaching and revision as you ‘can pick up tips to help improve learners’ understanding and exam performance. Cambridge IGCSE and O Level Business StudiesSection 6: Resources and teacher support Section 6: Resources and teacher support 6.1 Teacher support Teacher Support is the name of our free, secure online resource bank for Cambridge teachers http y/teachers cie org uk. The site contains subject-specific resources, downloadable documents from Previous exam series, and other online resources such as teaching materials and resource lists. In addition there is ¢ Community rea where teachers can share information, ideas and materials. The Community area includes discussion forums, community resources and online textbooks. Access to the site is restricted to registered Cambridge Centres. Teachers will therefore need a password to access this site. Your Exams Officer in your school will be able to give you @ username and password. If not, contact Cambridge who will be able to help you 6.2 Finding and evaluating resources Acomprehensive resource list can be found on Teacher Support. This includes books, CDs/DVDs, downloadable resources and websites. There are many useful resources available. Teachers can freely access many trustworthy websites to obtain suitable resources free of charge. However not all of them will have been produced for this particular course (see section 7). For exemple www tutor2u net has resources for various GCSE and A level courses. This means thet some of the content and activities provided on this website is too detailed or not relevant 10 IGCSE leamers. When selecting suitable resources consider the following questions © Isit relevant to the subject content and skills outlined in the syllabus? * Does it help achieve lesson objectives? Does it help you teach the concepts that you want to cover this lesson? + Is it suitable for the age and ability of leamers? Does it assume any prior knowledge? © Isthe language suitable? © How does it present the concepts and ideas? Will it engage learners in a way which will promote active learning? © Does it allow for different abilities of learners? Is it going to be too easy/hard far some learners? © How much time is needed? Do you have enough lesson time to use it effectively? © Do you have all the necessary materials and equipment to use it? 6.3 Endorsed and recommended text books Endorsed and recommended textbooks are available in our resources lists. When a ttle is endorsed it means that it has been written to follow closely the qualification it relates to, s0 itis suitable to be used as ‘teaching materia for that specific subject, Recommended titles are also available which are useful as a reference resource when teaching or studying the subject, but the title has not been written specifically for the qualification itis linked to. Cambridge IGCSE and O Level Business Studies 21Section 6: Resources and teacher support 22 6.4 Creating and sharing resources There is no need to rely only on books, downloads and the internet for resources. Newspapers (local, national or international), can provide @ wealth of up-to-date material. Likewise, magazines often include data, articles and features. Many businesses provide promotional materials that you can use. Business leaflets, posters and business cards, as well as forms of packaging, are can all be useful resources. When creating your own materials use the same criteria outlined in section 7.1 to make sure itis useful Teachers in 4 department will find it useful to store all materials in & central resource, either in printed form or as shared electronic files You can share resources with other teachers. One way you can do this is through the community resources con Teacher Support 6.5 Adapting resources There is no guarantee that you will want to use the resources you have found in @ particular way. Some case studies might take too long for the time you have available. A worksheet might look at issues not on the syllabus or some of the questions asked might be too difficult. Rather then not use them at all, you hight want to spend some time adapting the resources you have. For example, you could cut and paste the questions you want to create your own resource ‘Adapting resources is important in Business Studies as the subject matter is always changing. Businesses have to react to changing market conditions so there is always new material to use as the basis for a ciscussion or worksheet For example, give your learners a newspaper article about a planned business closure and ask them to discuss the impact on stakeholders. Past papers can also act a8 4 model to produce your own resources. Use questions as a template to create additional questions. Think about switching a large manufacturer to @ small one, or change the type of product, or adept some of the questions to suit a different topic. For example Telefax is a business that manufactures a range of electronic products. Table 1 ‘shows selected information from its latest Balance Sheet. Table 1: Balance Sheet Telefax as at 30 June sm 2009 2010 Fixed Assets 30 40 Current Assets 16 24 Current Liabilities 18 20 Net Assets 30 44 Financed by: Long-term Liabilities 10 20 Shareholders’ Funds 20 24 Capital Employed 30 44 ‘Cambridge IGCSE and O Level Business StudiesSection 6: Resources and teacher support (a) What is meant by the term “fixed assets’? [2] (b} Identify two examples of Telefax’s current liabilities. [2] (©) Identify and exolain two reasons why most businesses have debtors. [al (d) Identify and explain three reasons why Telefax’s bank manager might want to see the accounts of the business. [6] (e} Do you think that the financial position of Telefax has improved in 2010? Justify your answer. [6] You could change the questions asked. For (a, it might be a definition of ‘current assets’ Question (c) might become problems of debtors or why have creditors. For (), you might ask how a different stakeholder might look at the accounts. In (e) different numbers in the balance sheet could mean the question does not have to change. You could add a line to the ‘stem’ (the text preceding the question) to allow you to ask about a different topic. For example, ‘Telefax has @ wide span of control’. This would allow you to ask organisational questions 6.6 Ask CIE Ask CIE is a bank of answers to frequently esked questions from Cembridge principals, teachers, learners, parents, examinations officers ang other customers. You have 24 hour access to all this useful information. If you cannot find the answer you require, you can contact someone via Ask CIE who will try to help you personally. 6.7. Training 6.7.1 Online training Online training is occasionally available to Cambridge schools, usually on a rolling schedule, Check wwwcie org uk/events to see when courses are running and to register. Online tutor-led courses Where available, these courses are led by a Cambridge expert. They focus on classroom practice. Participants follow a three unit programme over six weeks and can interact and share resources with teachers from other schools. A number of participants have bult up long-lasting professional inks with their fellow participants Online seminars Where available, these seminars are led over a short period by an expert and focus on specitic issues such 188 syllabus changes or the recent examination session 6.7.2 Face-to-face We run an extensive programme of short professional developrnent courses across the world for teachers at Cambridge schools. Some workshops are run by a Cambridge trainer and others by experienced local teachers. These courses offer teachers the chance to updete their knowledge, learn new skils and network with other teachers. Please check the Cambridge website events tab to see when courses are running and to register: wwwcie org.uk/events. Cambridge IGCSE and O Level Business Studies 23.Section 6: Resources and teacher support 6.8 Professional development for teachers We also offer professional qualifications for techers who want to develop their thinking and practice. Learn more about the Cambridge Intemational Certificate for Teachers and Trainers and the Cambridge International Diploma for Teachers and Trainers at: www cie org uk/qualfications/teachers. 24 Cambridge IGCSE and O Level Business StudiesAppendices Appendices Appendix 1 Sample fong-term plan Appendix 2° Extracts from the scheme of work Appendix 3: Two sample lesson plans Appendix 4: Sample lesson plan template Appendix Mind map Appendix 6 ‘Exchange’ rates worksheet Cambridge IGCSE and O Level Business Studies 25Section 6:Appencix 1: Sample long-term plan 26 Appendix 1: Sample long-term plan This plan is based on ¢ two year IGCSE course, with the two exemination papers being taken in the final term Term 1 General introduction to Business Studies Understanding business activity People in business. Focus on developing skills of knowledge with understanding Learners to apply concepts including ways businesses grow or current business events Short ‘case studies’ and diagrams to be introduced Term 2 Continuation of people in business Operations Management Focus on developing the skill of analysis Learners to apply concepts including motivation Longer case studies to be explored Term 3 Marketing Focus on developing the skill of evaluation Learners to give presentations Test Department review of learner's progress Term 4 Review of previous year’s work Finance Focus on developing approach to case study style questions Learners to report on business events/enterprise activity Department to identity learners who need extra support Term 5 January mock examination papers © Structured and short answer paper © Case study paper External influences on business activity Focus on developing examination techniques — including selacting questions Learners work through past papers ‘Cambridge IGCSE and O Level Business StudiesSection 6:Appendix 1: Sample long-term plan Term 6 Revision Department review scheme of work for next year Tests: * Structured and short answer paper + Case study paper * Leamers take two examination papers Cambridge IGCSE and O Level Business Studies 278 apm sseueng 9070 pue 3509) SeuaUED Appendix 2: Extracts from the scheme of work Unit 3: Marketing, Recommended prior knowledge “he unitrequres litle in the way of prior knowedge but vil tae’ henviy on lees’ own experiences ae customers ond consumers, Some Undarstandig of the does of Unite 1 and’? wouttaieo be useful, partly expect odo wih az and cbjectiva and ferent departments & busiaaa Ie therfore suogestad thet the unt studeg afar both Uns and 2, though thi not easel Context “Te purpose ofthis units to iv einer an understanding cf meratng ts rle and functions, together with same develaomant of make ‘Teaching shouldbe based on praces| examples of maresting satapes where possi, fawn fom th ozs business enronment, or 2oeSy through an ererrse acy Inks back fo Unt 1s businesses are tying to moet custome neds and warts Markeng budgets ard preg have relevance to Unt 4 (cost) ara Unt 5 (acome sistements ana poftstaty) Tha a sls close inks between 3.4.3 the opoactunties ena problems of entering new mates aboaa) and win Unt 63 (business and internatoral economy outing “is unt is 2 eletvely erga un tts by consderng what ne rola of marketing ow mere changes mgnt effect busnassas, ena how busiaaaae target cutomete hen ake et the erent methods of market rasarch endow Businesoes can ua these eels to helo thee rmereeingectvties The unt then moves onto consider he four man slemnts ofthe marketing rmx anc frase canbe used to crete an eect ‘morkengstretegy ft'so considers nor teomalogy haa crete bath cpooTtniies and treats fr businesses, The uni ends wth 9 corageration of the au fecng usinasass who wart to sal thar goods end serves aroed tis sugested that approximately 20 per cont of the cout tine shoul be leat to this un. ‘yom josie au Woy sonar 2 Neueddyg Mone,Joris ssoueng lane 0 Fue 3530) BBEUAUED 8 312 iaersty custome needs, nd Understand now and wy it 'simporart for busnesaes| to satty the needs of bath eating and now eutemars ‘You mat wat ta inoauce he tape wth a bainetorm to density soma maritngstteios of pusinesses using newspapers, magarnes, leamers exoerences and on This can las to dscusson of key concepts such as ferert ype of mares, cbjoctivea of marating, customer needs, customer oyety (WIBasie) ‘Theres # case stu on teennlogy n Botngton ‘na Spon (ft pege Ta, which could ee Used as the basis fer ascussion (Wor G) ‘Asa base acy three quastonn Danses al oage 102). On page 60 theres useful 300 sty, end three questons about the se of marketing n making decors There ae Seo questions n Nutal ana Houghton page 125) bout customer needs. Lor G) (Basel Challenging) “havea actives for mertstingobweives in Berrngton an Stiresen (re) ages 282 ana 250) To exten hi thee fon oct en Doge ‘eof they (ase/Challenging) Online Iitpbusinesscasentudis co ky nf fumtue-steupevoioping ‘customer focused-saee sttegy/ boating customer reatonshinn mitaxze 203K loustomer ralsone case sty vw gute com (UAE) \wrwindiies com nde) Textbooks: Cambidge IGCSE Business Studies, ‘Natal ana Hough, poge 125, GCSE Busses Stes rd ecto ‘Sorrngon and Stinpsor. pages 252 snd2s3 Complete Business Stcios fr Cambridge GCSE & 0 Level Tiley, page 198 [GCSE Busmece Stuses lth eaten) Sorgton and Stimpson age 11 Business Sues for ISCSE, Dransteld atl cape 108 ei tapas uORaES oom josuesrs out wayoe apm sseueng 9070 pue 3509) SeuaUED Syllabus rot Se (0450 past examination papers: son 2512 Paper Nov 2011 Paper 12 thin 2313 Paper 12 “tun 2011 Paper tt Nov 2012 Paper 11 Nov 2011 Paper 22 thin 2303 Paper 22 “hn 2012 Paper 21 aa Leamers should be ae to Icennty ana expan ie anes {and tations ofeach aporosch to maretng nche a3 mess, Leamare should be ae to Icenoty ovr ara wy market sogmentaone undertaken ‘oey shoud be able act and stiy an appropri ‘ethos of segrretation gen [Asa basic activity you coud os errers compare 2 mass mae product 9 Coce-Col) ‘witha riche markt produc (eg Diet Cote) Dranstei ta hee an intresting oaoe stucy looking at tour n Jordon sane 99) Nr G) (Gesie(Challenging) {Gye the leaner a proctor th Gert segments ofthe markt (Bs ths, eee could expat how other procul and ‘sonics are segierted. (Challenging! Borrngton and Stimpson ra has © vsfultable {page 254) on ways fo eagment asta. Tare wre lao activin on segmentation in Jones (pages we. 120, Seqmentston i usefuty covered nthe Atala Touts conasion can The Times 100, ‘The second exam style ueston in Bonington fan Stenpson et page 41 could be sed for formative sesesement Onin: tn Pousressensestutes co uk sustaajtonzz20nyanin ge a.) Textbooks GCSE Business Stcies (9d con Barnngzon ana Simpson, page 258 {GCSE Business Stces, slones, popes 112,177, 8, 121 IGCSE Businase Sti ith atton, Bringzon ana Simpson, pages 1 snd 108 Business Studs fey ISCSE, Dransti et a popes 83,85 ons 89 (0450 past examination pa Nov 2042 Paper 12 Now 2012 Paper 22 ‘yom josie au Woy sonar 2 Neueddyg Mone,s9pnis ss0ueng jone7 Pu 3599] 9EPYqUED ie For review, lamers couldbe asked answer ‘fe summarpreview quests fer these ics the onoacts. As formative assessment clones has questions on pages 112204 117 (Basie! Challenging) eomars shoul uncertana the reed for merket research ‘Thay shou be abit gery and axplin ne ctagoo of markt ‘esearen arabe able to evan the imitations of market esearch Leamare abcd be alee resent, analyse and internet Spiers esos Information [An efective star sto ehoces an spmropriat opie. ‘09. enya gop inthe market sveh a8 ees ‘cert anop or what to sel in szact Get tarers to carry ot markt research execie meting {sotne prmary tessren in ta orm of earyng aut ‘a questernaie srvey Also cary out secondary fesearen on te lone chosen of suitable tenet ‘tea for th rosoaren. Tha cou very ueetuly be Learars could hen presen threats in an spprrite manner and epprase each other's ‘work sepocaly tho accurey ofthe formation ‘anered I for exempt inks wee cnosen, Samer could goo Cace Colao Pop or her secondary sources Saw alsa esour st (Bose) Challenging) Atte textbooks covert bai informaton tnd havea range of acres fortis topic For ‘example, Nutal and Houghton hae a useful se ‘Summarsng svartages ara isadventages of ‘Serantrenareh methods Jonas hee aches on ages 107, 109,11 and 112 on esearch metecs ‘hey hae cate quastons on pages 211,213 and 214 for lesmers to prectse data presertaicn Borrngion and Stn (a) (ge 200) ras bane actty fn the imitation of aiferent methods. (@ and} (@esie( Challenging) Ontine: ‘wz co kdeduestors16-1 businessfmertting/presentton! researen_map hn (medi) wow ize co uleduestrs16-19 businessfmerteting/lessonrescarch im Gesson eas). Textbooks: GCSE Business Stes (9d econ, Borrngtan ane Simpson, page 260 Complete Business Studies for CCamtwidps (GCSE AO Level Tiley, pages 211,219 and 214 IGCSE Businase Studs, snes, pages 107,108, 11 ana 112 GOSE Business Stes lithe) Baringzon ana Simpson, pace 188 Business Stusie for GCSE, Dronsieti eta pages. ans 85 hom jo suaipe oui wou soe MpUEIY HORNSa apm sseueng 9070 pue 3509) SeuaUED Forrevaen, learners coud eed pages 114-117 of Houghton, ard use this produce @ summary mind rap. You sould ute the ed mind mag a > guide ‘To sum up, Oranafiela et has thee summary questions (pages 83 and 86), and here are aso rrulspe-crace questions onthe CD-ROMs tet Secompary the Jones sh Tey teatDooks ‘Toextend this, page 164 of Borington ane Stimpson th ao has exor-styie questors (BasifChallanging) wt 20.10 92 ose 9 formative aeseaement. Thats oe eo exam sive questions in Houghton (pages 119 ara 125) Inataiion, he Bzea webste nes a number o lesson ide that you might find use CamidgeIGCSE Business Suses Revision Gude, Houghton, pages 14-17, 19 8 125 (0450 past examination papers: Now 2012 Paper 1 shun 2012 Paper 12 Nov 2011 Paper tt Now 2012 Paper 12 Now 2012 Paper 12 Now 2011 Paper 12 Now 2012 Paper 23, Now 2012 Paper 23, shun 2072 Paper 22 338 earners sould e to ‘cenniy and explain tne costs tnd benefits cf develning new Products You might nant sar hs section witha brief lreduetion tothe waetng mic As base fctviy earners could look at familar prcuct fo conser how te marketed tems of pa, reduc. lace ar promotion. (Basie) Te extend {ha here a.an actly on page OT of Orartela 12) (Challenging! Focusing onthe product tae Borington ana ‘Stimpsoe a, hasinformten on whist makes ‘product suosaastu, ard an sett age 228 (Basi) In Try tree 00 set fonnart fore ‘ypieel product devetopmentleage 225) Online srwaaon com vs ppamoeo om ntnyfousresscasestites 20 0) Kelloagsiesterdng the oduct ie cjetalfacz70nyamnin extrsion suategis) tn ifousrecseaseties 20 0K utehison imix tetenderstip-n-the- ‘Sg marke/tace?Ohyamin product Hecyele ana suategy) ‘yom josie au Woy sonar 2 Neueddyg Mone,s9pnis ss0ueng jone7 Pu 3599] 9EPYqUED ca Liners ould be ave to expan ‘he concept of rend image ana tg mnct on sales ond eutomer revs doy and axplain tho role of packaging, Learners could compe the brands fr 2 particular precuct A preduct such as mabe phones could be taten as on example an study of how products change neiton trace dvelopmants To extend tha, 988 case sty (once 285) of Botingtan snd'Stmpson Gre Basie) ‘Theres some interestrg materalen product development onthe Dyson era BP weDstes Learners then nood to ealore what brands and its impact on sale a customers For instance, Using the phones aga, tearers can discuss which preeucts sre popu. and why (GNBasie Tiley nas useful able of popu bands (page 220), 2s we 5 a usell ecouty There ae aso aces in Jores (page 125, and Bowingtan and Stimpson (3a) osge 200) and ase suey nthe a” econ (page 171) Learners cou cok atthe packaging of two reduce, an decuse why thay 3 packages the ‘93 Lesines could then design ie peckagng fo prccuct eg ‘ood product (ler Basie) ‘Tocxtend this, lasers could write report of preset the packaging ana uty the reasons for {ns parcutr desi" (Challenging) ‘Thee se help sunmary diagrams in Drasfek eta (page 921 and on ne purposes of packing ‘ones g89@ 1271, Bomraien and Stason (a) (pape 2021 nave actuites on he top (Base) Chllensinal Iipifousnesscesestites co kl nestle revtasing-3 bran IeadertoxzzzOhvarhin extension sutegis Textooks: Combrige ISCSE Business tues, Nota and Hougton, page 145. IG0SE Business Studies (td econ, Berrington ano Stimpson, pages 228, 209, 200, 292, 205 Complete Business Stu for Camvidge GCSE AO Level Tiley. page 228, 227-220, LCC Business Stes, snes, pages 126,127 120 GOSE Businase Stee lth extn. Bocington ara Simpson, gages 171. 187 usness Stustes or GCSE, Drarsiets etal, pages, 82,93 CombviigeIGCSE Business Sudas avin Gud, Heughton, Unit 25 hom jo suaipe oui wou soe MpUEIY HORNS© apm sseueng 9070 pue 3509) SeuaUED Liners auld be abe to cae and riepret product if oye SSogrem They shout be ae tedenty and expan tera stages cf the product ie cya, ineuding exension stages: ‘nd explain how stages othe roduc ie cyl ea inuence ‘marketing decisions ‘Asa basc activity, the teacher coud craw ‘tree eferentprosucs Ife on the board Leamers could ao.oe the posable reseors and consequences ofeach pate. An importa’ actity for leomers to reed te two tale in Tey which ‘expla the ferent stages end tne impact of 2c soge on marketing dectsons (pages 27-228) Houghton age 145), Boringion and Stason (xd) (pape 205) There are mare chalenging questions Jn Tiley cage 228) For formative assessment Inve an exanstye queston Jones age 128, (GesilChallenging) Itisimportant to consist implestons ans ‘optons for extencing the prosuct fe cyl for © fang of products. In adaion tte textaceks, ‘hare are soe useful case sta anti tae ‘nyohing comeanies such a Kelloggs Hutson and Neste sce onine resources). For areerement purposes, Barington sr Stason (th nage 167 has we exrratve quesiors with ego erosion lores cou 50 Unt 251m Houghton. Thee ae leo summery ‘questions in Drenshels eta (99299, 22 wet 15 revi questions inthe other textbooks fon sccomparying CD-ROMs) (0450 past examination Now 2012 Paper 12 Now 2011 Paper 10 Now 2011 Paper 12 shun 2012 Paper 2 Now 2011 Paper 13 shin 2071 Paver 1 ‘hun 2072 Paper 21 ‘hun 2071 Paper 21 ‘yom josie au Woy sonar 2 Neueddyg Mone,s9pnis ss0ueng jone7 Pu 3599] 9EPYqUED = 322, icenbiy and explain he main proing mothode, onde se fo select ana ecarmensn sppropratepreng met in ven creurstance snes auld understand the Sgniicaoe of pice elaticty af [As ebiaicectivy eames cous compare poe of corsuret good between aiflerent ands andafrent butts there ae fw out cay the rrr oe use Tere re may os cmpeison \eGestas wich canes cou us. (GXBasie) Leaners could nen expote he ferent pring rmetioca. Answerne the question in Jores\pages 182 ana 123] yout be vss There ars alan otis m Natal ana Houghton (age 147) Tis book also nes a Repl aagram (page M8) outing the man fetus ofeach method Use in aiferent tuations. Theve ee activites n Bornngton and Stimpson Gra page 311), Natal ‘nd Houghton age 150), Tey (page 238) anc Sones 389° 55) (asie/Challenging) Akertvety groups of eamers could be asked to investigate possibe prong atatags for erent reduc and present har findings to te class (asi) se ustty which method should bo used ‘This is quite chatengrg topic for eames, but fone that they can find teresting. Teoeher cold teeta ciacuasion on te elatonanp between pre nd demand. Thera ea bene stvty in Nut and Houghton page 14) in whch eames can classy rocucts ols orinatacte To oxtenloamers, Ive an sctvty n Tey ages 298 3nd 257 (BesilChallonging)Ercrosse to esrers that ‘ay wll aot be requ oa ay caleusions Online warhol srwicn co.uk Textbooks ComnndgeIGCSE Business tudes Nuttalland Houghton, pages 147-149, 160 GCSE fusinass Stasis (4 econ, Bacringzon ana Simpson, aage 311 Complete Business Stes for Cantwidge GCSE & 0 Level Tiley, pages 236-238 GOSE Business Stee, clones, poges 192 28 139 {GCSE Business Stace (th acto Borrngton and Simpeon, page 178 CComvidgeIGCSE Business Sudes Fevision Gu, Heughton pages 135-128 0450 past examination Now 2012 Paper 12 Now 2012 Paper 1 Now 2012 Paper 13 Now 2042 Paper 22 shun 2011 Paper 22 “hon 2072 Paper 21 Now 2011 Paper 22 hom jo suaipe oui wou soe MpUEIY HORNSoe apm sseueng 9070 pue 3509) SeuaUED “To umup pic aleatety and pricing metres, loarets could ead pages 135-108 of Houghton ((Bacie) For assessment purposes, Barington erat Stmpsan (ath sage 12 Ha te exorsive questions, ‘etic code sad atthe hai fr formative 333 (earners snaldbe sto Icenbiy and explain the ‘vantages sna assavantages of SSarantenannas, and be abe to select ea just 2 appropriate Sotbuton chanel in given For atesic acuity give learners a selection o precucts and cece how they sould be 20, ond Wwnien method af wanspart to use To extend ths, leamers could 6 gen the case study in Craatcl a1 (p59@ 97) This could be used to iscus he Impartece o istreuton (Basie/Challenging) Ingroup,lsmers cove consid the eterences betwoon the ferent dren channels, by Icocing a now and wnera aren roast are sol (G) Learners could answer te quastans 9 Bornngton and Simpson (ra pages 224-226, ‘To-xtend ths tere we exam-siye questions en page 207th ection ony. Thase coulabe used Sethe bab or formativa assessment. tars ‘he, there are algo srivtes Jones eagee 124 sn 198) ar Nota ana Houghton fags 152.58 nd 155, a7 page 245 o Tey (Challenging) Unt 27 mn Houghton (pages 120-143) surmise the man eaventaces and disadvantages of eech channel along win sap sxarmyle questions forlenmere Ai the textbooks lr accompanying (CD-ROMs nave fusion questions or actives) Textbooks: Comviags ISCSE Business Sues, Nott ana Houghton, pages 182,154 (GCSE Business Such (ett), Borngen and Strresen, panes Complete Business Studies for Comberigs 1GCSE 8 Love They. peoe 248 I6OSE Business Stces, ones, p9995 134 are 139 GCSE Business Stes (th ection, Barrington ana Simpson, page 207 Business Stites for I6CSE Drenstetset a, cage 97 Combvidge IGCSE Business Stuces Fevision Guide, Houghton, Unt 27 (0450 past examination papers: shun 2072 Paper ‘yom josie au Woy sonar 2 Neueddyg Mone,s9pnis ss0ueng jone7 Pu 3599] 9EPYqUED ra Nov 2011 Papar 12 Now 2011 Paper 1 shun 2011 Paper 22 Icenniy and explain ne wins of promation, They shoul = be tide the aavantoges and asaavantages of aferert ‘matrods af prometion, ena ‘exoi8m how they inuence sales Tearars ae kay to enjoy ecplorng he tape of proraton. They could be required 1 work inaiualy oF small groups 1 devele rer own advertsng strategy fora product of hee hole, won a Yalste buaget They can researh Ioea edvertang resin verous made, (Bate Chalenging! Learners then need to consider prommation that could be used for a varity of itferent products Learners could ok a how two or tree prouts sie pemetea. and acute whether ti afectve “The ecity on page 250 cf Tie eight be usetl [Agvarisements do rot ust have fo be on television. To-extend ths, lerners coud erawer questions page 285, There we also questions on page 145, Of Jones, ad Borington ar Stimpson Gea page 525) (Basie/Challenging) T= sn sation "3s = ‘00% actity whe locks a the ole of te nemet Ih promote isge 186), 2 wallas ecamstye (questions on pace 199. ‘The Rad Bul and Hitee case stusiaa nave some intresting activites en prematon methods Forrevaen, learners sou eed pages 46-160 ot oughta, anise the information to posice = summary cart ofthe eiterent options tat woud be sutale for afer ypes of businesses (Basil Online: tp busnesscasestctes cout tee oporeftazz2FlcbML? (tac cose sey) Ip umusnesseasesttes co ukfod bul/foxz2AloMiL2 (Rod Bul case sy) Texthooks: GCSE Businase Stes (deco, Berrington ana Stimpson, page 325 Compete Business Sues for Comvidge GCSE 40 Lave, Tiley. pages 250,253,260 G0SE Business Suse, ones, page 145 GOSE Businase Stee lth exten. Borington ara Simpson, gages 195 end 100 Businges Stik for GCSE, Dronsietset al, page 103, Contvidgs IGCSE Business Sues Fevsion Gude, eughton pages 140-160 hom jo suaipe oui wou soe MpUEIY HORNSee apm sseueng 9070 pue 3509) SeuaUED Liners ould be ave to expan fe importanos of a marketing bosoet ana the nee for cost tectweness in spencing he ‘marketing eudcct. Leamars could hen cscuss the marketing budget recured inves stustions eg = ccs stop ‘rational exeermarket chain, an rtematons usiess (@) “The scvity on page 103 of rari et ak might be ueehs to hep tech the concat of amareing, edge na cost eectweness (GNBale) A more chelenging ety ison page 260 of Tey (or (Challenging) (0450 past examination Now 2011 Paper 12 Now 2011 Paper 12 Now 2012 Per 1 Now 2042 Papa 18 shun 2072 Paper 1 Nov 2011 Paper 23 Now 2012 Paner 22 Lares sould e to ‘deny and explain ie concep of ecommerce, era the Copertuntes sn heat of (commerce fer busmesses and Lsnars sould be abe to expan how to tenet and eooal etwas ate used Tor promotion [An base atv, lores cou aves how and ‘ety hey defdo rot use e-commetce (@NBasie) Leamars cout compere using areal cute fore product lg some fem of ceting) with baying Using ecommerce “To extend tis, here isan activity n Bringon ‘Stimpson th (oagse 104 ae 105 hen might be ‘sell There a Nettle and asain Hougon (page 28) Jones has two aetvtes pages 137 end 138) (Challenging) ‘Theres some nieresing materal in ne Amway sso study (208 Int on the opportunites cf “Tn could be coverein combinaten with 33% a4 Online: to ldonnlond businessesestuies, couufetieve array ‘YwvtarevaGnrlenNvOS062 xnstnetedniz2VdGnenI Gas \aorway ease study Textbooks: GCSE Business Stace (th aston. Borrngtan ana Simpson, pages 184 ana 98 GCSE Business Stes, ones, pages 197 ard 138 Combvidga IGCSE Business Studer ‘avis Gu, Heughton, page 28 (0450 past examination Now 2012 Paper shun 2072 Paper 12 {hon 2091 oer 21 ‘hun 2012 Paper 22 Nov 2012 Paper 23 ‘yom josie au Woy sonar 2 Neueddyg Mone,s9pnis ss0ueng jone7 Pu 3599] 9EPYqUED oe Syllabus rot 241 Soe Lnrers sould be abet select faa ns sppronrste mesteing Stetages in a given atuaion ‘Suggested teaching activitoe Learers could be given prcicel exercise to develop a marketing pon fra produes War @) (Basi ‘To extend ths, hey cous include consteraon of a atteay thoughout the ie ofa productaervice (Chatting) Les: ous use a actvy on page Set of Borington and Stimpson a) a @ ju, Ina, Jones (pages 148, 148 sr 149) nas ctv banad on TATA Nane, Vigin Atv and Fresh Lvingmagsone, Drensivis #31 has C866 stucy on Teaco inane 100) A mare enongna ctv 8 Tiley age 2581 (or GUBasiel Challenging) Houghton ipa9® 158}ra8 some sxam sty Avestons whist Sorington ara Stenpaon Ah) (page 205) Resa Paper Zstye case stay when yournght want to use as he bai of assessmen (hatlenging) ‘hres questions Dranafild et (page 100), orrewison question inthe cher textbooks or ‘ccomperying CD-ROM, Online: sina tiler2unotfounessocse! trating steny-itodton Nin table anovs how marketing can help business sttegy) svar youtube comtoh?v=s50887L) WY eo fous on seges ved by page 82 of Jorss, Basie/Chalenging! 621 rwonmental concen land shia eaves a8 both ‘ppertuntes end conetante for businesses. "Yu cou sary asking ees fo consider ways Inwehian buaness acti hea impacted onthe rrenment using nenspapes, one resources and ror evn xoereness (or GXBaeie Losrrere oul resent ther ndings repo. poser ofa & resents to ts class. (Challenging! All he textnooks nave actits an case sues that you could use. For exam, Drensfeld et (pages 113 sna 170), Tey (page 388), Jones (pages 255,256, 270-272), Nutt nd Houston (pages 27-28, 30, 237 and 238), Borrngten ans ‘Stmoson Gra p8ges 85-871, with aden case ‘tues n Baringeen and Strips pages 397 373 338) and G\Basie/ Challenging) ‘Theres plnty cf oppertunty fr exploring the |stues of ervonment end ethics Inedton te txtueot the Jusoa vsbate ns a nurbec ot scenarios end resources that you might Find useful Ontine: wire i co ukischootgseoiteszer businasafeneonment (ink forreviion nw bes 0 ukdodueaot/16-19F businassiextaralpcesentston) pressurel_map hm rind map) worw bees co uklekcntor/I6-19h businessfextamalactutyfetes rtm (Eiicalactvty based on Coca Cola) ‘wore ouralicacrferraiake-iashn (vaee) wre cgitowrlondspimber. pl Woe oly exercise hom jo suaipe oui wou soe MpUEIY HORNSor apm sseueng 9070 pue 3509) SeuaUED Ithas an interesting case study wich looks et the impact ffir frm on ke Kenya This could be uood a the bass fore dscuen, oyu cou develo ina etal ar envionment fquistians. Taree alas oe oy exeroaa based Gn etorestation (se oninerescurees)(GYBasieh Challenging) Tis partousr topic evry good in ts of errs ving presertatecs on ethical of envionment Issues. Diferert groups cous be asked to prepare 2 caee fr oragost anew factory or mine beng fpanea in your courty (@) The presentations could than be foloned up by 2 cass discussion (Basie) Learners coud research the measures that thai county might vse fo mit the mpact of busines ct ad whet issues ay peseure groups nthe Sourty sacking to asress (Basle) ‘Theres hepfl chert in Hovaion (page 27) outing te tfct othe actons ot pressure groupe on businesses, There ae also thes xara Guest tat esrnors could srewor on page 24. UhiBasie/Chatenging) Borington and Stmpson lth hes two exam sty ‘uesters Inge So8) ies could be ured for ormative sesessment ‘ww co uklachoolsy ‘esebtesze/businessionvronment/ oompetiiverarketid shim thes swarm youtbe cory \waten?v=FexGykZ18 BBC video ‘onissuos suc ae eobsicaton, ‘envronment) wm youtbe cory ‘walchv=BvsdkUSuug (ideo about Nie ana etnies) sar forbes comistesd qualynsmuny2013/sIO8/e won mmostetheal-companiesin 20131 Uist of ethesl companies) “Textbooks: Camnnape GCSE Business Studies, Nuttall and Houghton, pages 27-28, 20, 237 and 238 IGOSE Business Stes (td econ, Bosnngion ana Simpson, pages 85-57 Compete Business Studia for Camuidge IGCSE & 0 Level “Tiley, pape 388 ‘yom josie au Woy sonar 2 Neueddyg Mone,s9pnis ss0ueng jone7 Pu 3599] 9EPYqUED w IGCSE Business Stes, Jones, 22990 255, 258, 270-272 IGCSE Business Stes (th ection, Borrngion nd Stmpeen92995037-380 Business tues for IGOSE Dransiel ta. pages 17,13. ang 170 Cambridge GCSE Business Sues Revsion Guce, Houghton, seaes 297,281 (0450 past examination papers: Jun 2012 Paper tt Jun 2011 Paper 12 iow 2011 Pever 12 "Now 2012 Paper 12 Now 2012 Paper 23, Jun 2011 Paper 21 631 Lewrers should beable te understand ne impartance of lbatiaton Learners shouldbe sb to deny and alan the opperuntes and tests of gobelsstin for Busnaosse identity and exoiin why some ‘govermants mgnt introduce ‘por tif ned aust ‘Yeu might watt stort with the vdeo ep lee nine esoutcs) which nas seme basic nfortion shout MeDanal's crwth Learners could hen coneier the reasons for gooalsstion (Basie) Berrington and Stimpson page 341 coves the base nfrmation Learners coud then aswar the ‘be questions to sctvty 341 (page $42) (Basie ‘more enalanging actvty 4m Jones (age 68 (Challenging san aditoral act. groups of eemers could ‘esearch tha trveets and opportunites for ctr bins, and present th trings as peter (G)tBscie) Online: oreo co klschoca/gasbiteie/ ‘e09r=physiosstongooaienon rev shim itp now. bbs 0 ld Un opt usres/2007iicbaltineat sm (inet artes ra youte cory vwateny-OvrcrOP2FRo MeDonalds ‘ideo! er wor yoru com! watehy-§42387_fv0 or re youtube cary Menui2_-80, {eos 9 pres and cons of gobalseton) hom jo suaipe oui wou soe MpUEIY HORNS