Business Curriculum and Assessment
Business at HABS gives students an opportunity to investigate the ever changing business environment and the decision making processes that go on with it! Thinking like a CEO, students will uncover the problems faced by today’s businesses by looking at real life case study’s and will draw on business theory, manipulation of financial data and evidence to find a solution to improve business performance! The problem solving skills students will develop throughout their study of Business will allow them to have a critical understanding of organisations and how they operate. Keeping their fingers on the pulse of current events, they will be able to assess how external factors such as the economy or politics shape the business environment. Evaluating the current performance of a business and using problem solving skills to build a strategy to ensure future success is at the core of our Business curriculum in HABS. There is an emphasis on the development of a wide range of enterprising skills, which can then be tailored to enhance each student’s effectiveness of this problem solving.
1. I demonstrate Enterprising skills
I am not yet able to demonstrate enterprising skills
I can work both independently and with other students as part of a team and communicate my ideas
I am aware of my own strengths and weaknesses as an individual and I can use these to my own and my team’s advantage by asking for and providing support in order to achieve our shared goal.
I am able to enhance my leadership capabilities by being a confident communicator, attentive listener and creative problem solver and decision maker.
I can take a leadership role, using my decision making stills to delegate work to others and support and motivate them towards a shared goal
I am able to use my initiative and take a proactive approach to being a confident leader and achieving goals in the most effective way.
I am confident in my ability to support, persuade and motivate individuals in a range of set contexts to achieve set goals.
2. I can communicate key business terminology
I cannot yet recognise all key terms
I can define key business terminology in a simplistic way.
I can recognise and describe appropriate features of key business terminology
I can recognise the appropriate use to apply business terminology and theory to fit the needs of the context.
I am able to enhance written tasks using well explained connections and links to business terminology and theory.
I can fluently use business terminology and theory to enhance all extended writing
3. I can combine relevant business knowledge and the context of a business
I cannot yet add examples from the case study
I attempt to develop my examples using only generic business context.
I can accurately explain key terms and business models in a generic business context
I can apply business theory and knowledge and explain them relevant to the context of the case study
I can accurately identify key themes in the case study that can be directly applied to business theory and models to enhance my discussion.
I am confident in being able to use unfamiliar case study material and apply relevant knowledge and understanding to discuss the issues arising from the situations
I can contextualise key business theory and models using familiar and unfamiliar evidence from case study material.
4. I can make use of financial and numerical business data
I cannot yet apply the correct formula or data
I can attempt to apply case study data into business formulae
I can accurately identify the correct data and formulae from case study sources to perform the calculations
I can accurately perform the correct calculations relevant to the businesses needs and identify what the results show.
I can accurately perform the correct calculations relevant to the businesses needs and explain what the results mean for the business
I can perform the correct calculations relevant to the businesses needs and accurately assess the impact they will have on the business
I can accurately calculate and assess numerical results to inform routine and strategic decision making appropriate to the context of the case study.
5. I can consider reasons leading to business problems
I cannot yet identify relevant solutions to business problems
I can identify the advantages and disadvantages of key concepts in a generic business context
I can identify the advantages and disadvantages of key concepts relevant to the business case study
I can analyse business problems by building up a logical arguments based on solutions or arguments relevant to the case study business.
I can analyse business problems by building up a logical arguments based on appropriate numerical or non-numerical evidence from the case study.
I am able to assess the problems faced by a case study business and can identify appropriate solution based on assessment of the options and constraints
I can accurately identify problems within an unfamiliar business scenario and analyse possible solutions that are appropriate to the business needs.
6. I can suggest solutions to a improve business performance
I cannot yet make a decision or form a solution based on a business problem
I can form a generic opinion to recommend what a business should do to resolve a certain issue.
I can form a relevant and appropriate solution based on facts from the case study.
I can make a well-reasoned judgement appropriate for the case study business based on the assessment of other options.
I can evaluate my contextualised judgement as being most appropriate for the business, distinguishing between facts presented in the case study and my own opinion.
I can fully evaluate the appropriateness of the decision made by critically assessing alternative options and distinguishing between fact and opinion.
I can accurately predict the short term and long term impact the decision will have on the business. I can utilise a variety of numerical and non-numerical sources as evidence for this.
Real Life Context
7. I have an awareness of business activity in the news.
I cannot yet apply understanding from the wider business environment
I am familiar with some recent business news stories and can identify some key business terminology used.
I can draw on recent news stories and recognise how business theory is applied in a real world context.
I can identify the use of business terminology in some newspaper articles that I can apply to my understanding of business models and theory.
I am able to recognise and understand the use of business theory and terminology in a range of national, local and international contexts
I am able to recognise 'real life' examples of problem solving and decision making based on business theory in a variety of recent business issues in national, local and international contexts.
I am able readily able to draw on a wide range of contemporary issues to enhance my understanding of business theory and challenge opinions presented.
Summary of content
Year 9: Students will have the option to study Business in Year 9. During this year, students will be assessed using the above Business Mastery skills to suitably prepare them for GCSE (Year 10/11). They will study a range of topics to introduce them to the world of Business and Economics, these include: the European Union, Globalisation and Ethics, Economic Concepts, Personal and Business Finance, Charities, Setting up and Business, and the Marketing Mix. Each topic studied will broaden students understanding of our national and global economy and the business marketplace and raise their awareness of topical real world scenarios and concepts. For certain units, students will have a creative and hands on approach such as developing their own product or creating their own charity. Key exam skills are instilled throughout Year 9 to allow students to recognise and understand problems solving and decision making skills.
Year 10 and 11: GCSE Students are completing the AQA Business course. In Year 10, the primary focus will be upon new start-ups and small businesses (Unit 1 – 40% of GCSE) and in Year 11 students will look towards the running of larger, international businesses (Unit 2 – 35% of GCSE). Throughout both units, the primary focus will be upon the 5 key functional areas of business: Business Organisation, Marketing, Finance, Operations and Human Resources. Students will study each section to build their business knowledge and apply their theory directly to real life extracts and business case study scenarios. Thinking like a CEO, students will assess the business performance in each functional area and develop their problem solving and decision making Mastery skills to recommend and assess improvements that the business should implement. High emphasis throughout the GCSE is placed upon student’s ability to use evidence and calculate and manipulate data to inform their decisions. In order to achieve success in their final exams, Business students will be assessed using the Business Mastery skills to deepen their skills and broaden their capabilities as budding young entrepreneurs.
Cambridge Technical Diploma in Business:
The program for Business aims to provide students with an in depth understanding of the operations and structures of businesses and the business environment as a whole. As a vocational course equips students with the skills required to succeed in employment or at university.
Cambridge Technical Business will involve looking at case study scenarios in businesses in the public, private and voluntary sectors. It asks students to make financial decisions, explore project planning systems, change management and human resource decisions. Students will be assessed continually through practical project work, written assignments, and time constrained assignments and through giving presentations. Students that successfully complete their program of study could progress onto a Business related degree or Higher National Diploma or in some cases, may choose to move straight into employment.