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REVISED GCEScheme of WorkBusiness StudiesThis is an exemplar scheme of work whichsupports the teaching and learning of theGCE Business Studies specification2222500339534500GCE Business StudiesContentsPageUnit AS 1: Introduction to Business5Unit AS 2: Growing the Business23Unit A2 1: Strategic Decision Making39Unit A2 2: The Competitive Business Environment53IntroductionCCEA has developed new GCE Business Studies specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.I hope you find this support useful in your teaching.Best wishes Jill ArmerSubject OfficerBusiness StudiesE-mail jarmer@.ukTelephone 028 9026 1200 (2426)Exemplar Scheme of WorkGCE Business StudiesUnit AS 1:Introduction to BusinessSpecification: Business StudiesUnit AS 1:Introduction to BusinessPrior Learning: No prior attainment is required, although students would benefit from good standards of literacy and numeracy.Background readings: In addition to their class textbook, students should be encouraged to ‘read round’ their subject via business articles online/newspapers, business journals and Business Review magazine.Assessment: External written examination: 1 hour 30 minutes (2 compulsory, structured data responses – 40 marks each) 50% of AS and 20% of A level.Specification ContentLearning OutcomesTeaching and learning activitiesResourcesEnterprise and entrepreneurshipStudents should be able to:Key resources of a business enterpriseMotivation to set up in businessdemonstrate and apply knowledge and understanding of what a business enterprise is and the factors of production associated with it;analyse the range of motives an individual may have to become an entrepreneur - to make money, to take advantage of opportunities or to create their own job; andStudents investigate local business enterprises and identify the factors of production associated with themClass discussion on famous and local entrepreneurs leading to the motives behind that career choiceGuest Speaker (local entrepreneur) to talk about their motives and experiencesSurridge and Gillespie (2015) (Ch 1)Mottershead, Grant and Kelt (2015) (pp 16)Hall, Jones, Raffo, Anderton, Lee, Hirst, and Redfern (pp 114119)Case study (pp 120)Websites on entrepreneurs, e.g. The Apprentice or Dragons’ DenSuccessful entrepreneur profiles – Specification ContentLearning OutcomesTeaching and learning activitiesResourcesEnterprise and entrepreneurship (cont.)Students should be able to:Entrepreneurial characteristicsanalyse the key characteristics of the successful entrepreneur – to be determined, a calculated risk-taker or being innovative.Listen to interviews with famous entrepreneurs on the Financial times websiteGroup work: take a range of entrepreneurs and identify key characteristics present these on a thought showerOnline quiz ‘Would you make a good entrepreneur?’bbc.co.uk/news/business-33851439 Hall, Jones; Raffo, Anderton, Lee, Hirst and Redfern (pp 121124)Guest speakerCase studies from businesscasestudies.co.uk Enterprise in the fast lane (Edition 14)Duncan Bannatyne (Edition 14)The importance of entrepreneurship in small businesses (Edition 11)Specification ContentLearning OutcomesTeaching and learning activitiesResourcesCentral purpose of business activityStudents should be able to:Adding valueCompetitive Advantagedemonstrate and apply knowledge and understanding of the importance of adding value and how to achieve added value;analyse and evaluate different approaches to adding value;demonstrate and apply knowledge and understanding of how businesses can achieve a competitive advantage through strategies including cost advantage and differentiation advantage; andanalyse and evaluate different approaches to achieving competitive advantage.Examine how a range of well established businesses add value to their products, e.g. Robinson’s shoe makers/Greggs/Tyrone CrystalWatch online clip of adding value in the cereal industry (Oct 2014)Students use the internet to investigate the Coca Cola business model and their competitive advantagePast paper questionsWolinski and Coates (2015)(pp 241–242 and 172–173)Surridge and Gillespie (2015)(Ch 11)Mottershead, Grant and Kelt (2015)(pp 427–429)CCEA Case Study – ‘Central purpose of Business Activity’ – on Business Studies MicrositeAdded value in processed foodbbc.co.uk/education/clipsInternet researchsopinion8ed. The Times 100 Case Study – ALDI: Competitive advantage through efficiencySpecification ContentLearning OutcomesTeaching and learning activitiesResourcesForms of business ownershipStudents should be able to:Sole traderPartnershipsLimited companies Private and public companiesFranchisesdemonstrate and apply knowledge and understanding of the main features and requirements of each form of business; andanalyse and evaluate issues relating to forms of business organisation.Whole class teaching types of business ownershipIdentification of businesses in the local area followed by a classification of each typeWolinski and Coates (2015) (Unit 1, Ch 2)Surridge and Gillespie (2015)(Ch 2)Mottershead, Grant and Kelt (2015) (Ch 2 and 3, pp 620)Social enterprises (to include the charitable and voluntary sector)Watch online clips of different business models and summariseExamine the different features of each type of business ownership focusing on: control;liability; andfinance etc.Create mind maps to display this informationPast paper questionsCCEA Case Study ‘Forms of Business Organisation’CCEA PowerPoint Presentation ‘Forms of Business Organisation’bbc.co.uk/education/clips.ukSpecification ContentLearning OutcomesTeaching and learning activitiesResourcesStakeholder groupsStudents should be able to:identify key stakeholder groups and explain their interest in business, including owners, staff, suppliers, customers, creditors, lenders (short and long term), pressure groups, local communities and government; andevaluate how businesses and stakeholder groups make effective use of social media.Identify the stakeholders of own school – what are their interests?Take a well-known business – identify the stakeholders of that businessActive learning/group work - assign each pupil a stakeholder group and through hot seating encourage students to voice that stakeholder’s interest in the businessWolinski and Coates (2015) (Unit 2 Ch 6)Surridge and Gillespie (2015) (Ch 6)Mottershead, Grant and Kelt (2015) (pp 27–31)CCEA Case Study - ‘Stakeholders Objectives’Specification ContentLearning OutcomesTeaching and learning activitiesResourcesMarkets and market forcesStudents should be able to:Consumer goods and services market;Capital goods market;Labour market; andMass and niche markets;Demand and supplydemonstrate and apply knowledge and understanding of the following features of the types of markets:size;location;market share; anddifferentiation of products; andanalyse the features of these markets; analyse how business activity is affected by the market;demonstrate and apply knowledge and understanding of the concepts of demand and supply; andanalyse the factors that influence demand and supply, including the construction of and interpretation of simple demand and supply curves.Whole class teaching – features of market typesMind map each type of marketInvestigate using the Daily Telegraph; in particular the section available on companies and marketsThought shower – what affects supply and demand, e.g. competition, price, availability, technology and seasonal goods etcMottershead, Grant and Kelt (2015) (pp 79–97)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (pp 1–3) Question 1 (p 2) Knowledge (p 6)CCEA Case Study – ‘Markets and Market Forces’CCEA PowerPoint Presentation – ‘Markets and Market Forces’CCEA FactfileGraph paperInternet research Specification ContentLearning OutcomesTeaching and learning activitiesResourcesQuality ManagementStudents should be able to:What is quality?Approaches to and measures of qualityTQMQuality AssuranceQuality ControlISO 9000demonstrate and apply knowledge and understanding about what quality means to a business, including performance, reliability, cost-effectiveness, or gaining competitive advantage through attracting and retaining customers;demonstrate and apply knowledge and understanding of approaches to and measurements of quality;analyse different approaches to quality; andevaluate issues relating to quality management including:the need for a quality policy; andthe advantages and disadvantages of different approaches to quality.Create an online survey/group work questionnaire asking ‘What does quality mean to your business?’ Consolidate findings and identify recurring themesExamine pupils’ own school and identify the quality awards they holdInvestigate quality award-winning businessesPast Paper questionsWolinski and Coates (2015) (Unit 4, Ch 14)Mottershead, Grant and Kelt (2015) (pp 484–490)CCEA Case study – ‘Quality Management’ CCEA PowerPoint Presentation ‘Quality Management’ Industrial visit/guest speaker/videoInternet research: knowledge-hub/resources/ QualitySpecification ContentLearning OutcomesTeaching and learning activitiesResourcesProductivity and investmentStudents should be able to:Methods of productiondemonstrate knowledge and understanding of the different methods of production including job, batch, flow, cell and lean;analyse which method of production is most suitable in a particular situation;demonstrate and apply knowledge and understanding of productivity, the factors affecting it and the need for investment, innovation, and research and development (R & D); analyse the factors influencing innovation, and research and development; andanalyse the factors affecting productivity in relation to:machinery, (investment in new machinery or maintenance of machinery); andemployees, (skills and training or levels of motivation).Whole class teaching – methods of productionGroup work using stimulus material to identify and explain the most appropriate method of production for each item, e.g:bakery items;bespoke material; andschool uniform etc.Past paper questionsWolinski and Coates (2015) (Unit 4, Ch 14)Surridge and Gillespie (2015) (Ch 13)Mottershead, Grant and Kelt (2015) (pp 430–435, 436–442, 452–454 and 470–475) PowerPoint Presentation – ‘Investment and Productivity’Video/industrial visitCCEA Case Study – Investment and productivitySpecification ContentLearning OutcomesTeaching and learning activitiesResourcesOrganisational designStudents should be able to:Centralisation vs DecentralisationOutsourcingdemonstrate and apply knowledge and understanding of organisational design;analyse issues related to organisational design;demonstrate and apply knowledge and understanding of centralised and decentralised, and tall and flat structures;analyse issues relating to outsourcing services; andanalyse issues relating to the use of service companies and the advantages and disadvantages of outsourcing.Class discussion on the structure of their school/businesses where they workInvestigate using the internet the structure of a number of local and global businessesWolinski and Coates (2015) (pp 455–473)Surridge and Gillespie (2015) (Ch 22)Mottershead, Grant and Kelt (2015) (Ch 41)CCEA Case study – ‘Organisational Design’ currently located on the microsite under AS 2CCEA PowerPoint Presentation ‘Organisational Design’ currently located on the microsite under AS 2The Times 100Internet ResearchBusiness Review MagazineSpecification ContentLearning OutcomesTeaching and learning activitiesResourcesInvesting in peopleStudents should be able to:People investment and planningTraining and developmentdemonstrate and apply knowledge and understanding about the factors that determine decisions on people investment planning (succession planning, skills audits, staff training requirements for existing staff and future needs of the organisation);demonstrate and apply knowledge and understanding of different training and development methods to include:induction training;on-the-job training;off-the-job training;psychometric testing; andContinuing Professional Development (CPD); andanalyse the different training methods.Case StudiesClass discussion based on Heat videos (can be downloaded from the GCE Applied Business microsite unit 10)Whole class teaching on training methodsClass discussion of training methods in students part time jobsMottershead, Grant and Kelt (2015) (Ch 43–45)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (pp 389 and 399)CCEA Case Study ‘Investing in People’CCEA PowerPoint ‘Investing in People’ Specification ContentLearning OutcomesTeaching and learning activitiesResourcesInvesting in people(cont.)Students should be able to:Recruitment and selectionPsychometric testingdemonstrate and apply knowledge and understanding of internal and external recruitment;analyse internal and external recruitment; demonstrate and apply knowledge and understanding of the selection and appointment process;demonstrate and apply knowledge and understanding of the use of psychometric testing in the evaluation of employees;Examine how pupils were appointed to their part time jobsLook at examples of different jobs that are available in the local area and investigate their selection and appointment processPast paper questionsHall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (pp 8789)Knowledge (p 90)Case study – ‘Amy’s Wardrobe’ (p 91)Specification ContentLearning OutcomesTeaching and learning activitiesResourcesInvesting in people(cont.)Students should be able to:AppraisalOnline technologydemonstrate and apply knowledge and understanding of appraisal; evaluate issues relating to investing in people including:the advantages and disadvantages of people investment planning; anddifferent methods of recruitment, selection, training and appraisal; andevaluate the issues, features and impacts of the use of online technology in relation to recruitment, selection, training and appraisal.NewspapersJob centre onlineSpecification ContentLearning OutcomesTeaching and learning activitiesResourcesMotivationStudents should be able to:Management theoristsMonetary methods of motivationdemonstrate and apply knowledge and understanding of the theories of Taylor, Maslow and Herzberg;analyse and evaluate these motivation theories;demonstrate and apply knowledge and understanding of monetary methods of motivation, including, time rate, piece rate, commission, fees, fringe benefits, profit sharing, performance-related pay;analyse and evaluate monetary methods of motivation; Whole class teaching – the theories of motivation Student investigation – based on motivation theories – create a leaflet on Microsoft Publisher analysing each theoryClass discussion/group work – what motivates you in your part time job?Internet research based on job advertisements and motivationWolinski and Coates (2015)(pp 498499, 499505 and 501505)Surridge and Gillespie (2015) (Ch 23)Mottershead, Grant and Kelt (2015) (Ch 47)CCEA FactfileCCEA PowerPoint Presentation – currently located on the microsite under AS 2Specification ContentLearning OutcomesTeaching and learning activitiesResourcesMotivation(cont.)Students should be able to:Non-monetary methods of motivationdemonstrate and apply knowledge and understanding of non-monetary methods of motivation, job enrichment, job enlargement, job rotation, employee participation and empowerment, quality circles and team working; andanalyse and evaluate non-monetary methods of motivation.Class discussion based on non-monetary methods of motivation in students part time jobsInternet research based on non-monetary methods of motivation in job advertisementsPast Paper questionsWolinski and Coates (2015)(pp 508519)Visiting SpeakerCase Studiesbusinesscasestudies.co.uk Virgin; Motivating and engaging employees for better businessKelloggs; Building a better workplace through motivationTesco; motivational theory in practice at TescoHoddereducation.co.uk – Volume 21, number 1, Sept 2014 ‘Motivation Theory’Specification ContentLearning OutcomesTeaching and learning activitiesResourcesPrinciples of management and leadershipStudents should be able to:Management and leadership stylesdemonstrate and apply knowledge and understanding of the different styles of management and leadership (authoritarian, paternalistic, laissez-faire and democratic); andevaluate the impact of these styles of management and leadership on the motivation of staff.Whole class teaching leadership stylesStudents to create mind map which highlights the characteristics of each style and gives examples of when they should be usedPast paper questionsWolinski and Coates (2015) (Ch4)Surridge and Gillespie (2015) (pp 52–57)Mottershead, Grant and Kelt (2015) (Ch 46)CCEA PowerPoint ‘Principals of Management and leadership’CCEA Case Study ‘Principals of Management and leadership’Case Studiesbusinesscasestudies.co.uk Tesco; Developing appropriate leadership stylesEnterprise – Rent-A-CarResources:Unit 1:Text BooksTextbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A; Business Studies 5th. Edition, PearsonA range of Factfiles, PowerPoints, case studies and podcasts are available on the CCEA website.Websitesbusinesscasestudies.co.uks-cool.co.uk/A-level belfasttelegraph.co.uk/businesstesco.co.uk guardian.co.uk/business business.timesonline.co.uk telegraph.co.uk/money bbc.co.uk>learningzone>clips bbc.co.uk/podcastsbbc.co.uk/dragonsdenbbc.co.uk/apprentice .uk .uk.ukUnit AS 2:Growing the BusinessSpecification: GCE Business StudiesUnit AS 2: Growing the BusinessPrior Learning: No prior attainment is required, although students would benefit from good standards of literacy and numeracy.Background reading: Students would benefit from keeping up-to-date with business news in the local economy.Assessment: External written examination 1 hour 30 mins (2 compulsory, structured data responses (40 marks each) 50% of AS and 20% A level.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSpectrum of competitionMarket share, market growth and market sizeStudents should be able to:demonstrate and apply knowledge of competition in the context of the business environment and how competition can influence a business organisation;demonstrate and apply knowledge and understanding of market share, market growth and market size;Class discussion on Apple - market share, market growth and competition in their marketSurridge and Gillespie (2015) (Ch 7)Mottershead, Grant and Kelt (2015) (Ch 13)PowerPoint AS 1Internet and newspaper articlesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSpectrum of competition (cont.)Students should be able to:Degree of competition in the market (market structures)analyse market share, market growth and market size;demonstrate and apply knowledge and understanding of different market structures; andanalyse factors determining the degree of competition in a market.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMarket researchStudents should be able to:Reasons for market researchdemonstrate and apply knowledge and understanding of market research;analyse the reasons for market research;CCEA FactfilePowerPoint AS 1Wolinski and Coates (2015) (Ch 8)Surridge and Gillespie (2015)(Ch 8)Mottershead, Grant and Kelt (2015) (Ch 51)Times 100 - JD Sports of primary and secondary researchdemonstrate and apply knowledge and understanding of the following market research methods: questionnaires; interviews;observation;focus groups; consumer panels;surveys by post, internet, email, telephone and face-to-face;test markets; andstore loyalty cards; Students to investigate the types of primary and secondary research and use this material to create a mind mapClass discussion on how JD Sports carry out researchSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMarket research (cont.)Students should be able to:Samplinganalyse and evaluate these market research methods; demonstrate and apply knowledge and understanding of the following sampling methods:random;quota;stratified; andcluster sampling; andDiscuss each sampling method, when it would be used and possible drawbacks of each methodQualitative and quantitative researchanalyse and evaluate methods of sampling.Discuss difference in qualitative and quantitative and when each would be usedSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMarketing mixStudents should be able to:demonstrate and apply knowledge and understanding of the following elements of the marketing mix:product (design and use of product or services);price (skimming, penetration, value based and cost plus);promotion (advertising, special offers and joint ventures);place (retail, wholesale, mail order, internet or direct sales);people (employees, management and customer service);processes (service delivery and service consumption); andphysical environment (facilities, infrastructure and service delivery); andanalyse each element of the marketing mix; andevaluate issues relating to the different elements of the marketing mix for a product or service, taking account of the marketing objectives of a business.Investigate the marketing mix of current popular products, e.g. JD Sports case studySurridge and Gillespie (2015) (Ch 10)Mottershead, Grant and Kelt (2015) (Ch 5457)PowerPoint AS 1Times 100 - JD Sports ContentLearning OutcomesTeaching and Learning ActivitiesResourcesStudents should be able to:Elasticity of demandinterpret price and income elasticity of demand and analyse the impact of changes in price and income on revenue.Individual, worked examples drawing the demand curveMottershead, Grant and Kelt (2015) (Ch 55)Product life cycleStagesExtension strategiesdemonstrate and apply knowledge and understanding of the product life cycle, including extension strategies;analyse the product life cycle, including the need to have a balanced portfolio of products and the cash flow and revenue implications; andevaluate issues relating to the product life cycle, including its usefulness to a business and possible extension strategies.Discuss the product life cycle of a popular productIdeas for extending the product life cycle of a product e.g. PlayStation, Grant and Kelt (2015) (Ch 54)PowerPoint AS 1Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMarket planning and strategyStudents should be able to:Marketing plandemonstrate and apply knowledge and understanding of a marketing plan, including product development (new and existing), SWOT analysis, market research, market positioning, business objectives, marketing strategies and a marketing budget;Class workshop to develop a marketing plan for a popular productWolinski and Coates (2015) (Ch 9)Surridge and Gillespie (2015) (Ch 9)Mottershead, Grant and Kelt (2015) (Ch 50)Market segmentationdemonstrate and apply knowledge and understanding of market segmentation;analyse how markets might be segmented; andevaluate issues relating to market planning and strategy such as the usefulness of a marketing plan, or the need to segment a market.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesE-Business/E-commerceStudents should be able to:Nature of E-Businessdemonstrate and apply knowledge and understanding of how business might use E-Business and digital marketing, including advertising, market research and sales channels, in a range of business scenarios;Class discussionIn groups research examples of digital marketing and social media campaignsCCEA FactfileTimes 100 - IBMnibusinessinfo.co.ukWolinski and Coates (2015)(pp 227229)Surridge and Gillespie (2015) (p 140)Mottershead, Grant and Kelt (2015)(pp 162–163)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 55) Virgin Atlantic, Knowledge Check questions 1–12Growth in business use of social mediaanalyse and evaluate the increasing use of the internet, social media and mobile technologies to enhance marketing or selling activities including mobile ticketing and mobile marketing; andevaluate how useful E-Business is to businesses, including access to a worldwide market, lower transactions costs or bypassing intermediaries, and to consumers, including wider choice, saving money, 24 hour shopping, in a range of business scenarios.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSources of financeStudents should be able to:Internal and external sources of financedemonstrate and apply knowledge and understanding of internal and external sources of finance (debt and equity).Group research using internet sourcesClass discussionWolinski and Coates (2015) (Ch 8)Surridge and Gillespie (2015) (Ch 18)Mottershead, Grant and Kelt (2015)(Ch 24)nibusinessinfo.co.ukSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBreak-even analysisStudents should be able to:Margin of safetyContributiondemonstrate and apply knowledge and understanding of break-even charts;draw break-even charts;calculate break-even point and margin of safety, using both formulae and break-even chart;demonstrate and apply knowledge and understanding of the effects of a change in fixed cost, variable cost or selling price;analyse contribution and identify the output required to obtain a target level of profit and calculate margin of safety; andevaluate issues relating to break-even analysis including its usefulness to a business.Individual worked examples of break-even, drawing and calculationsPowerPoint AS 2Surridge and Gillespie (2015) (p 219)Mottershead, Grant and Kelt (2015)(Ch 27 & 28)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 182) worked examples and Question 2Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 184) Case study – GOWDA CHANDA LTD and Knowledge CheckSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCash flowStudents should be able to:Difference between cash and profitexplain the difference between cash and profit;Individual worked examples showing calculationsClass discussionPowerPoint AS 2Surridge and Gillespie (2015) (Ch 16)Mottershead, Grant and Kelt (2015)(pp 241–242)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 168)Case Study - CHARLTON PLASTICS LTD (p 169) Knowledge Check, questions 2–8Importance of cash flowdemonstrate and apply knowledge and understanding of how to control cash flow;analyse methods of improving cash flow and the consequences of these in the short and long term; anddemonstrate and apply knowledge and understanding of cash flow forecasts and their importance.Cash flow forecastuse appropriate calculations to construct and interpret a cash flow forecast; andevaluate the importance of cash flow to a business.Individual worked examples showing calculationsPowerPoint AS 2Mottershead, Grant and Kelt (2015)(Ch 30)Surridge and Gillespie (2015) (Ch 17)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBudgetingStudents should be able to:Benefits of budgeting demonstrate and apply knowledge and understanding of the role of budgeting in decision making;Individual worked examples showing calculationsClass discussionPowerPoint AS 2Mottershead, Grant and Kelt (2015)(Ch 30)Surridge and Gillespie (2015) (Ch 17)Fixed and flexibledemonstrate and apply knowledge and understanding of fixed budgets (problems of settings); demonstrate and apply knowledge and understanding of flexible budgets; andProblems with preparing budgetsevaluate issues relating to budgeting including the usefulness of budgeting and the advantages and disadvantages of fixed budgets.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesFinancial statementsStudents should be able to:demonstrate and apply knowledge and understanding of the income statement and statement of financial position of a sole trader, including assets and liabilities;interpret the income statement and the statement of financial position;calculate the following ratios from given formulae: Return on Capital Employed (ROCE);net profit margin;current ratio; andgearing ratio; andevaluate business performance using ratios.Individual worked examples showing calculationsClass discussionMottershead, Grant and Kelt (2015)(Ch 33–44)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 372) Knowledge Check, questions 1–9Final accountsevaluate the usefulness of the information included in final accounts in assessing business performance.Class discussion on usefulness of final accounts using examplesMottershead, Grant and Kelt (2015) (Ch 34)Resources:Unit AS 2:TextbooksTextbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A, (2015), Edexcel AS/A Level BUSINESS, 5th Edition, Pearson.A range of Factfiles, PowerPoints, case studies and podcasts are available on the CCEA website.Websitesthetimes100.co.ukjdsports.co.uknibusinessinfo.co.uk.ukbelfasttelegraph.co.uk/business/Unit A2 1:Strategic Decision MakingSpecification: GCE Business StudiesUnit A2 1: Strategic Decision MakingPrior Learning: AS Level Business StudiesBackground reading: In addition to their class textbook, students should be encouraged to ‘read around’ their subject via business articles online, newspapers, business journals and Business Review magazine.Assessment: One two hour external assessment consisting of an unseen case study approximately two pages long. The total marks available are 90. The case study will be followed by 5 questions. The quality of their written communication is assessed in questions three, four and five.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBusiness objectivesMission StatementsFactors influencing business objectives Students should be able to:analyse and evaluate the relationship between mission statements, aims and organisational objectives, including survival, growth, profitability and non-financial objectives;analyse and evaluate how businesses use mission statements;analyse and evaluate the internal and external factors influencing business objectives;Class discussion – what is meant by a mission statement? Look at own school mission statement - discuss how this reflects the overall values of the schoolExamine the mission statements of well-known businesses using the internetClass discussion – what are aims and objectives?Students to write up their own aims andobjectives for the current academic yearWolinski and Coates (2015) (p 2)Factfile: Disney and Microsoft (p 3)Past paper questionsSurridge and Gillespie (2015) (pp 6–9)Business in Focus: Starbuck’s Mission Statement (p 7)Case study – Marks & Spencer (p 9) – YouTube 2.27 mins, videoMottershead, Grant and Kelt (2015) (pp 34–35)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBusiness objectives (cont.)Students should be able to:Short and long term objectives ConflictOrganisational cultureModels of culture in a businessanalyse and evaluate the use of short and long-term objectives by a business;analyse and evaluate when business objectives may conflict; and Case studyMottershead, Grant and Kelt (2015) Case study: Time for Tea (pp 36–37)Unit 82 Business Review Magazine, CCEA Case Study ‘Business Objectives’ demonstrate and apply knowledge and understanding of organisational culture and its importance to a business.analyse and evaluate the culture issues related to key functional business areas; analyse and evaluate two models of culture prevalent in a business:Handy; andHofstede; andRevision questionsClass discussion – what is meant by culture?Carry out research in school to identify the school culture – report findingsCCEA PowerPoint presentationPast paper questionsMottershead, Grant and Kelt (2015)(p 285)Case study: Tesco Metro (pp 286–287)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesOrganisational culture(cont.)Students should be able to:Changing organisational culture in a business organisationStakeholder objectivesanalyse and evaluate the factors influencing culture in a business; andanalyse and evaluate the changing organisational culture in a business organisation.demonstrate and apply knowledge and understanding of how different stakeholders have over determining business objectives; andanalyse and evaluate strategies to deal with conflicting objectives.Case studyPast paper questionsGuest speaker from local industryUse own school – who are the stakeholders and what are their needs. How/why might the stakeholders’ objectives conflict?Active role-play work using discussion board on LNI. Pupils take on the role of a certain stakeholder, putting their view across via an online discussion – help to recognise areas for potential conflictCCEA Factfile – HandyCCEA Factfile – HofstedeRevision questions in FactfileCCEA PowerPoint presentationBusiness Review Magazine CCEA Case Study ‘Stakeholders’ Objectives’Surridge and Gillespie (2015) (Ch 6)(p 80) – short questions testing knowledge and understanding and data response question(pp 78 and 79) – conflict strategiesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesStakeholder objectives(cont.)Students should be able to:CommunicationImpact of technology on communicationsdemonstrate and apply knowledge and understanding of the impact of technology on communications;Examine possible strategies to deal with conflicting objectives arising from online discussions Game – Chinese Whispers – summary of lesson learntWolinski and Coates (p 282-283)Mottershead, Grant and Kelt (p 282 – 293)Revision Questions (p 295)analyse the impact of technology on communication channels;Investigate communication channels in school, identify the impact of technologyWolinski and Coates (2015) (p 288 and pp 292–293)Barriers to effective communicationdemonstrate and apply knowledge and understanding of barriers to effective communication;Case studyPast paper questionsSurridge and Gillespie (2015) (p 319)Business Review MagazineCCEA PowerPoint presentationanalyse the factors affecting the choice of communication channel;Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCommunication (cont.)Students should be able to:analyse the barriers to effective communication; andevaluate the impact of technology on communication.Economies and diseconomies of scaledemonstrate and apply knowledge and understanding of internal and external economies and diseconomies of scale;Class discussion – What is meant by economies and diseconomies of scale?Surridge and Gillespie (2015) (pp 257–259)Case study – Proctor & Gamble(p 458)Diseconomies of scale (p 260)Mottershead, Grant and Kelt (2015) (p 455-457)Revision questions (p 457) ; Case study (p 458)analyse internal and external economies and diseconomies of scale; andWhole class teaching – Distinguish between internal and external economiesCCEA Factfile,Wolinski and Coates (2015) Tesco plc (p 258)evaluate issues relating to investment and productivity including the implications of growth for a business.Case studyReasons for business growth and implications for growthMottershead, Grant and Kelt (2015) (pp 23–25)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBusiness strategy and planningStudents should be able to:Business plandemonstrate and apply knowledge and understanding of a business plan;Creation of a personal ‘SWOT’Mottershead, Grant and Kelt (2015) (pp 46–52)analyse a business plan and evaluate its use;Internet research: Look at a local business and examine the external factors (PESTEL) that impact upon it (positive and negative)Revision questions (p 53)Case study: Tesco – Born again in USA (p53)Analyse the current position SWOT (strengths, weaknesses, opportunities, threats) and PESTEL (political, economic, social, technological, environmental, legal)demonstrate and apply knowledge and understanding of SWOT and PESTEL analysis and analyse and evaluate them as decision making tools;PESTEL: Mottershead, Grant and Kelt (2015) (pp 39–40)SWOT: (pp 366–367)CCEA PowerPoint presentationSources of financeanalyse and evaluate internal and external sources of finance;Internet research – sources of funds for businessesMottershead, Grant and Kelt (2015) (pp 182–190)Revision questions (pp 190–191)Case study – DDR Copiers LtdSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBusiness strategy and planning (cont.)Students should be able to:Developing and implementing strategiesdemonstrate and apply knowledge and understanding of Ansoff and Boston matrices and analyse and evaluate them as decision making tools;Whole class teachingQ&ABoston Matrix: Mottershead, Grant and Kelt (2015) (pp 394-395)Revision and case studies (p 396-397)Ansoff Matrix: Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 274–275), also Question 1 (p 275)Porter’s Generic StrategyBowman’s Strategy Clockuse Porter’s Generic Strategy and Bowman’s Strategy Clock to analyse and evaluate how organisations create and maintain a competitive advantage and compete in terms of price and perceived added value;Case studyRevision questionsFact File: Mottershead, Grant and Kelt (2015) (pp 43–44)Case study – Stone Country Butchers question 5 (p 45)Bowman’s Strategy – FactfileKaplan and Norton’s Balanced Scorecard Model use Kaplan and Norton’s Balanced Scorecard model to evaluate organisational effectiveness against vision and strategy;Balanced Scorecard – Factfile Elkington’s Triple Bottom Lineanalyse and evaluate organisational performance in terms of Elkington’s Triple Bottom Line (People, Planet and Profit); andFactfileSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBusiness strategy and planning (cont.)Students should be able to:Key Performance Indicators (KPI’s)demonstrate and apply knowledge and understanding of how KPIs are used to evaluate the success of a business or a particular activity it engages in.Decision tree analysisDrawing a decision treeconstruct a simple decision tree from given information including financial estimates and probabilities;Whole class teaching – constructing a decision treeSurridge and Gillespie (2015) (pp 63–66), knowledge check and data response question (p 69)Making calculationsanalyse and evaluate outcomes from a decision tree; andPractice questionsCase studyShowing decisionsanalyse and evaluate decision trees as a tool for decision EA PowerPoint presentationSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesRisk and uncertaintyStudents should be able to:Contingency planningdemonstrate, apply knowledge and understanding and analyse and evaluate the management of risk; andevaluate the need for contingency planning.Class discussion – why is there a need for contingency planning?Group work – construct a contingency plan for an event of your choiceSurridge and Gillespie (2015) (pp 60–62)Business in Focus: A big decision(p 60)gl/en/Mottershead, Grant and Kelt (2015) (pp 51–52)Company accountsInterpreting company accountsdemonstrate and apply knowledge and understanding of company accounts;Whole class teachingMottershead, Grant and Kelt (2015) (pp 245–257)Practice questionsCase study – Mulberry Bags (p 250)analyse the difference between cash and profit;Case studyRevision question (p 257)analyse and interpret the published (final) accounts from a limited company using comparison over time and with competitors;Case study – Easyjet (p 257)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesCompany accounts (cont.)Students should be able to:Interpreting company accountsevaluate performance using the published (final) accounts of a limited company; andtimesonline.co.uk/businessThe Financial Times newspaperevaluate the limitations and usefulness of published (final) accounts in a range of business contexts.Ratio analysisPerformance ratioscalculate and analyse performance using ratio analysis to include:Whole class teachingMottershead, Grant and Kelt (2015) (pp 262–278)profitability, Return on Capital employed (ROCE), Gross Profit (GP)%, Net Profit (NP)%;liquidity (current ratio);gearing; and/orshareholder ratios, Earnings per Share (EPS), Return on Equity (ROE); andPractice questionsCase studyCCEA PowerPoint presentationSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesRatio analysis (cont.)Students should be able to:evaluate a business’ performance using ratio analysis based on:its performance over several years; andcomparison to a business operating in the same industry; andanalyse and evaluate the benefits and limitations of ratio analysis.Investment appraisalPayback and Net Present Value (NPV)demonstrate and apply knowledge and understanding of the reasons for investment appraisal;Whole class teachingcalculate and interpret payback and NPV from given data;Practice questionsAnalyse and evaluate the advantages and limitations of each method of appraisal;Case studyMottershead, Grant and Kelt (2015) (pp 218–220)NPV (pp 221–223)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesInvestment appraisal (cont.)Students should be able to:analyse and evaluate the qualitative factors influencing investment decisions; andanalyse and evaluate investment options faced by a business.Resources:Unit A2 1:TextbooksTextbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A (2015), Edexcel AS/A Level BUSINESS 5th Edition, Pearson.A range of Factfiles, PowerPoints, Case studies and Podcasts are available on the CCEA website.Websitesnibusinessinfo.co.uk.ukcipd.co.uk/local/northernireland.uknirelandfranchiseddirect.co.ukbelfasttelegraph.co.uk/businesstesco.cmhistory/the-real-story-of-new-coke#TCCCstakeholder-engagement.htmljohnlewisparthership.co.uk.ukuk/homegl/en A2 2:The CompetitiveBusiness EnvironmentSpecification: Business StudiesUnit A2 2: The Competitive Business EnvironmentPrior learning: AS Business StudiesThis unit examines the macroeconomic and international framework within which businesses operate. It acknowledges the unique culture of each organisation, yet recognises that they are all bound by the same social responsibilities and ethics.The unit examines how businesses are affected by and react to this dynamic environment, taking particular account of the relationships which exist between the various stakeholders of the business.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMacroeconomic framework Students should be able to:Role of enterprise in resource allocation Mixed economy demonstrate and apply knowledge and understanding of the macroeconomic framework in which businesses operate; analyse and evaluate the significance of a mixed economy, including social enterprise (including the charitable and voluntary sector);electronically Research activity – Internet search: - ‘Role of enterprise in resource allocation decisions.’ Class discussion – discuss the role of a local enterprise in using resources effectivelyRevision Questions – Mottershead, Grant and Kelt (2015) revisions questions – (p 5)Case Study – Mottershead, Grant and Kelt, (2015) Specsavers – (pp 5–6)Surridge and Gillespie (2015) (pp 3–4)Marcouse, I, et al, (2010)Mottershead and Grant (2015)(pp 134–38, 8, 120–123, 130)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) ( p134 - 135)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMacroeconomic framework (cont.)Students should be able to:Business cycles Importance of business confidenceanalyse and evaluate the impact of business cycles; andanalyse and evaluate the importance of business confidence.Class discussion – explain the term business cycle and its impact on business.Investigation activity – Mottershead, Grant and Kelt (2015) (p 134- p 138)Case Study – Mottershead and Grant (2015) revision questions p 138 (Q7, 8 & 9)Research activity – McAree, D., Top 5 Things To Do At A-Level Business Studies“Why is Business Confidence important?”belfasttelegraph.co.uk/businessnibusinessinfo.co.ukMcAree, D., 4 Minutes To Pass A-Level Business StudiesRevision Guide Questions & Answers.Mottershead and Grant (2015)(p130 -138)Marcouse, I, et al, (2010) (pp580-581)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 238- 240)Business Review MagazineCCEA Case Study - ‘Macroeconomic Framework’ PowerPoint presentation Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesGovernment policiesStudents should be able to:Government policy objectives Economic instruments used to achieve these objectivesevaluate the significance of government policy objectives, including:economic growth; sustainable development; inflation; employment; andbalance of payments; andanalyse and evaluate instruments that the government uses to achieve policy objectives, including:income tax;corporation tax;VAT;custom and excise duties;direct and indirect taxation; government expenditure; interest rates; andexchange rates; andClass discussion – Discuss the key government objectivesStudy activity – Mottershead, Grant, and Kelt (2015) (pp 139–148)Case Study – Mottershead, Grant and Kelt, (2015) (pp 149–150)Research activity – Revision questions(p 149), Q1–4Sample MEDIA - Irish News article about ‘Unemployment’, 13th August 2015Class discussion – Discuss the impact of changing exchange rates on Northern Ireland businessesStudy activity – Mottershead, Grant, and Kelt, (2015) (pp 142– 143, pp 144–145 and pp 109–113)Case Study – Mottershead, Grant and Kelt, (2015) (p 116)Sample MEDIA – Irish News article about Northern Ireland economy, 6th August 2015Surridge and Gillespie (2015) (pp 36–38)Marcouse, I, et al, (2010) (pp580, 586, 599- 605)Mottershead, Grant, and Kelt (2015) (pp 139–150, 109–114, 132, 115–116)McAree, D., Top 5 Things To Do At A-Level Business Studies: Revision Guide Questions & AnswersHall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 235, 237, 240) cengage.co.uk PowerPoint presentation Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesGovernment policies (cont.)Effects of these objectives and instruments on business Business strategies to deal with government policyStudents should be able to:evaluate the effects of various policy objectives and their impact on business; andevaluate the effects of government policies on businesses and appropriate counter-strategies.Class discussion – Discuss the effect of government policy objectives on businesses in Northern IrelandMottershead, Grant and Kelt (2015) (p 142)Research activity Mottershead, Grant and Kelt (2015) (p 144–145)Sample MEDIA BT/FT/Class discussion – Evaluate the effects of a change in economic policyInvestigation – Mottershead, Grant and Kelt (2015) (p 148)Case Study – ‘UpFly’, Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015)(p 241)Research activity – Mottershead, Grant and Kelt (2015) (p 149)Wolinski and Coates (2015) (pp 41-49)Surridge and Gillespie (2015) (pp 41, 78)Mottershead, Grant and Kelt (2015) Economic Policy and its effects on business. (pp 140–142)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 233-240)Marcouse, I, et al, (2010)(pp 606-611); (pp 613-619)PowerPoint presentation Research activity – internet search ‘business strategy to deal with government policy’Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesGlobalisationStudents should be able to:Nature of global businessReasons for globalisationGlobal business strategies Foreign direct investmentMethods of entering global marketsdemonstrate and apply knowledge and understanding of the global context in which a business operates;analyse the reasons for globalisation;apply knowledge and understanding of key global business strategies;analyse and evaluate the issue relating to foreign direct investment, including the Bartlett and Ghoshal model;evaluate methods of entering global markets including franchising, joint ventures, licensing and direct investment;Class discussion – discuss the impact of global trade on businesses in Northern IrelandStudy activity – Mottershead, Grant and Kelt (2015), (p 103), (p 104)Case Study – Mottershead, Grant and Kelt (2015) (p 105), (p116)Raffo et.al Nestle (p 419)Research activity – Mash Direct Ltd – A2 2 Specimen Examination PaperResearch activity - (WiggleCRC, formerly Chain Reaction Cycles ) (Northern Ireland)Class discussion – discuss the impact of foreign direct investment on businesses in Northern IrelandResearch activity – issues in global trade impacting business in NIHall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 401 - 478)Surridge and Gillespie (2015) (p 91, p 190 and 289)Marcouse, I, et al, (2010) Chapter 83(p 592-597)Mottershead, Grant and Kelt (2015) (pp 106–115; 102-104; 169-170; 419; 478)PowerPoint presentation bbc.co.uk (business section)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesGlobalisation (cont.)Students should be able to:Reasons for trading globallyImpact of trading globallyOpportunities/Threats of globalisationGlobal marketingRegulations related to trading globallyanalyse the reasons for trading globally;evaluate the impact of trading globally;evaluate the opportunities/threats of trading globally (including E-Business);analyse global marketing issues;analyse factors and regulations to be considered in trading globally;Class discussion – Discuss the role of International Marketing in supporting Northern Ireland businessesCase Study – Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 419)Investigation activity – Assess three different ways in which a Northern Ireland based business can enter a foreign marketMottershead, Grant and Kelt (2015) (pp 419–421).Case Study – JCB (p 422)Research activity – Mash Direct Ltd – A2 2 Specimen Examination PaperMottershead, Grant and Kelt (2015) (pp 419–421)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 409-410; 418)McAree, D, 3 Best Things To Do At A-Level Applied Business StudiesRevision Guide Questions & AnswersMarcouse, I, et al, (2010)PowerPoint presentationCCEA websiteSpecificationContentLearning OutcomesTeaching and Learning ActivitiesResourcesGlobalisation (cont.)Students should be able to:Global business dataevaluate the assistance available when trading globally; andanalyse and evaluate business (or related) data in an global context, including measures of performance, financial and non-financial, market analysis, trends, forecasts, percentage changes and key government statistics.Class discussion – discuss the impact of trade barriers on businesses in Northern IrelandInvestigation activity – research the different types of trade barriers; see Factfile – Globalisation: Regulations to trading globallyCase Study – Mottershead, Grant and Kelt, (2015) (pp 98–102), (p 105) (Case study – Primark)Research activity – belfasttelegraph.co.ukSearch terms – ‘global trade/ N.I’Mottershead, Grant and Kelt (2015)(p 105)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 420–422)Revision Guide Questions & AnswersPowerPoint presentationbbc.co.uk (business section)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesBusiness Ethics and Organisational CultureStudents should be able to:Ethical codesEthical Issuesdemonstrate and apply knowledge and understanding of the ethical responsibilities of businesses and how these impact on the organisational culture;analyse ethical codes in the context of business activities; andevaluate ethics as a source of competitive advantage.Class discussion – Examine the reasons why a business in Northern Ireland would have an Ethical PolicyMottershead, Grant and Kelt (2015) (pp 126–127)Case Study – Mottershead, Grant and Kelt (2015) (pp 128–129)Wolinski and Coates (2015) i Factfile; BP: (pp 54–55; p 240-241)Research activity – find out how does LIDL Northern Ireland support Northern Ireland business? Are their activities ethical?Case Study – Dyson – P92; BP (p241)Case Study- Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 484/Tiptree Textiles) Sample Case Study- Keywords: ‘Ethics and Farming’Wolinski and Coates (2015) (pp 6-7; 56, 89, 119 and 240–241)Surridge and Gillespie (2015) (pp 8–9, 67, 86, 91 and 265)Marcouse, I, et al, (2010), (p620-630)Mottershead, Grant and Kelt (2015) (pp 126–128)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 479–484)CCEA Case Study ‘business ethics and corporate responsibility’ PowerPoint presentation Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesSustainabilitySustainable business activitiesCorporate Social Responsibility (CSR)Influence of stakeholder groupsStudents should be able to:demonstrate and apply knowledge and understanding of sustainable business activities;evaluate the impact of sustainable business activity;evaluate corporate social responsibilities of a business using Carroll’s Corporate Social Responsibility Pyramid; andanalyse the possible outcomes of decisions taken on the business and its stakeholders.Class discussion – Explain the meaning of CSR in businessWolinski and Coates (2015) (p 53)Case Study – Mottershead, Grant and Kelt, (2015) (pp 126–127)Research activity – Mash Direct Ltd, A2 2 Specimen Examination PaperSample MEDIAExamples of unethical business practices/situations reported in media/internet:Business ReviewBelfast Telegraph; andUTV Live/BBCResearch activity- Internet search – study materials on CSR/ethics/ sustainability Surridge and Gillespie (2015) (p 42 and 190)Marcouse, I, et al, (2010) (pp 209; 211)Mottershead, Grant and Kelt (2015) (pp 126–127, 164, 165)Marcousi, I, et al, (2010) (pp 631-8)Business Review MagazineHall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 361)CCEA Case Study ‘Corporate Culture’ Wolinski and Coates (2015) (pp 240–241)PowerPoint presentation Wolinski and Coates (2015) (pp 95-109)Surridge and Gillespie (2015) (p 70-82)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 353-358)Marcousi, I, et al, (2010) (pp 363-369)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesOrganisational DesignStudents should be able to:Organisational structuresChain of commandSpan of controlDe-layeringevaluate the various types of organisational structures in business;demonstrate and apply knowledge and understanding of the chain of command, span of control and de-layering;evaluate issues relating to chain of command, span of control and de-layering; andevaluate issues relating to organisational design.Class discussion – Discuss the reasons why an organisation structure is important to a businessWolinski Case study - High Class Furnishings (p459)-Ragbags (p472-474)Study Activity– Mottershead, Grant and Kelt (2015) (pp 279–285)Case Study – Tesco plc () (pp 286–287)Research activity – revision questions (p 287)Surridge and Gillespie (2015) Case Study – ‘Morrisons’ (p 290)Wolinski and Coates (2015) (pp 455–460, 471–474, 456–459 and 520)Surridge and Gillespie (2015)(pp 283–288, 290) Mottershead, Grant and Kelt (2015) (pp 280–284, 279–280, 280–281 and 287)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) Knowledge Check (p 97)PowerPoint presentation Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesMonopolies, mergers, takeovers and restrictive practicesStudents should be able to:analyse and evaluate:Monopolies;Mergers including horizontal and vertical integration; andTakeovers including hostile and friendly; anddemonstrate and apply knowledge and understanding of the regulation of market and the roles of the Competition and Markets Authority and regulatory bodies including Ofcom and Ofwat; andevaluate issues relating to the spectrum of competition including the implications of market structures for business and consumers.Class discussion – State and discuss one example of a monopoly business operating in Northern Ireland. How does it impact consumers, management and local communities? How does government regulate its activities?Investigation activity – Mottershead, Grant and Kelt (2015), UK Grocery Market Store Wars Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 300), Q2Case Study – Wolinski and Coates (2015);Mottershead, Grant and Kelt (2015) (p 84)Sample MEDIA – Irish News article ‘US group takes over haulage firm’, August 20th 2015 Class discussion – Discuss the role of the CMA in the UK and Northern IrelandMottershead, Grant and Kelt (2015) Research activity – Revision questions(p 85)Research activity- Internet articles/ key terms – ‘Mergers/ Monopolies/ NI or UK businesses’Wolinski and Coates (2015) (p 24 and 28)Mottershead, Grant and Kelt (2015) (pp 80–81, 121, 82–84, 11-12, 24, 83, 40, 170-71) Case Study – Mottershead, Grant and Kelt (2015) (p 85)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 300)McAree, D. Top 5 Things To Do At A-Level Business StudiesMarcouse, I, et al, (2010) (pp 188; 214-215; 644-649; 653-663)PowerPoint presentation bbc.co.uk (business section)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesChangeStudents should be able to:Types of change in a businessImportance of change in business activityManaging information as a resource in businessModelling change in a business context Causes and effects of change in businessdemonstrate and apply knowledge and understanding of change in a business; analyse the types of change in a business;evaluate the management of information as a resource in business;evaluate the importance of change in business activity (Lewin’s Force Field Analysis);analyse and evaluate the modelling of change in a business context; andClass discussion – Reasons for change in a businessCase Study – Mottershead, Grant and Kelt (2015) Tesco plc (p 176)Research activity – check Tesco Website: Case Study - Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) Knowledge Check ; EY (p 394-395)Class discussion – Discuss the use of Lewin’s Force Field Analysis Model as a way of modelling change in a business contextCase Study – See Factfile A2 2 Modelling ChangeGroup work - Pressure group activity knowledge and understanding questions Mottershead, Grant and Kelt (2015) Mottershead, Grant and Kelt (2015) (pp 168–175)Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) Knowledge Check (p 386-394)Marcouse, I, et al, (2010) (pp 613-619)Useful websites:cengage.co.uk CCEA Factfiles (A2 2) Case Study ‘change’ Mottershead, Grant and Kelt (2015) – Revision Questions 3 & 4 (p 176) PowerPoint presentation Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesChange (cont.)Resistance to change Strategies to overcome resistance to changeStudents should be able to:analyse the causes and effects of change in business, including:Pressure groups;Business legislation;Growth and decline of a market;Diversification; and Modernisation; andapply knowledge and understanding of, and analyse and evaluate the reasons for resistance to change in a business context;apply knowledge and understanding of, and analyse and evaluate the strategies to overcome such resistance to change including Kotter and Schlesinger’s model;Class discussion – Discuss the reasons for resistance to changebelfasttelegraph.co.uk/businessResearch activity – Discuss the impact of changes in the Northern Ireland Dairy industry from 2014. What impact did they have on consumers, producers and various participants in the supply chain in Northern Ireland?Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 393, and 395)Case Study – ‘ERNST & YOUNG,(p 394)CCEA Factfile A2 2Class discussion – Discuss the usefulness of Kotter and Schlesinger’s model for managing changeMarcouse, I, et al, (2010)Business Review MagazinePowerPoint resources CCEA Case Study ‘Change’ Resources:Unit A2 2:TextbooksTextbook 1: Wolinski, J; Coates, G, (2015), AQA AS Business Studies, Hodder & Stoughton.Textbook 2: Surridge, M; Gillespie, A, (2015), AS Business Studies, Hodder & Stoughton.Textbook 3: Mottershead, A; Grant, A; Kelt, J, (2015), OCR A Level Business, Hodder Education.Textbook 4: Hall, D; Jones, R; Raffo, C; Anderton, A; Lee, J; Hirst, K; Redfern, A (2015), 5th Edition, Pearson.Textbook 5: McAree, D., Top 5 Things To Do At A-Level Business Studies.Textbook 6: McAree, D., 3 Best Things To Do At A-Level Business Studies.Textbook 7: McAree, D., 4 Minutes To Pass A-Level Business Studies.Textbook 8: Marcouse, I, et al, Business Studies (2010).A range of Factfiles, PowerPoints, case studies and podcast are available on the CCEA website.Websitesnibusinessinfo.co.uk.ukcipd.co.uk/local/northernireland.ukfranchisedirect.co.uk belfasttelegraph.co.uk/businessstakeholder-engagement.htmljohnlewispartnership.co.uk .ukuk/homegl/enco-operative.coop/corporate/telegraph.co.ukAdditional Resources:BooksHammond, A and Swift, I, Business Studies for A2 Revision Guide, Hodder ArnoldHammond, A and Brewer, M, Business Studies for AS Revision Guide, Hodder ArnoldJewell, B, An Integrated Approach to Business Studies, LongmanLetts Educational, Revise A2 Business Studies, Letts Educational LtdLines, D, Martin, B and Marcouse, I, Complete A-Z Business Studies Handbook, Hodder ArnoldMarcouse, I et al, Business Studies, Hodder ArnoldMcAree, D, Top 5 Things To Do At A-Level Business, IN2Print, BelfastMcAree, D, 4 Minutes To Pass A-Level Business Studies, IN2Print, BelfastMcAree, Three Best Things To Do At A-Level Applied Business Studies, IN2Print, BelfastRice, A, Accounts Demystified: How to understand financial accounting and analysis, Prentice HallSurridge, M and Allan, P, AS/A-level Business Studies Essential World DictionaryThomspon, R and Machin, D, AS Business Studies, Collins EducationalOther PublicationsAllan, P, Business review magazine, philipallan.co.ukFirst Trust Bank, Economic outlook and business reviewBank of England (quarterly), The Inflation Report, bankofengland.co.ukUlster Business magazineNewspaper SupplementsBusiness Insight - Every Tuesday with the Irish NewsBusiness Newsletter - Every Tuesday with the NewsletterBusiness Telegraph - Every Monday with the Belfast TelegraphAdditional Websites:Business Studies WebsitesA Level of Achievement Business Studies ResourcesA Level Revision - Oxford School of Learning, osl-ltd.co.uk/index.aspBBC NEWS BusinessBBC News Northern IrelandBusiness Open Learning Archive, index.htmlBusiness Studies Online, businessstudiesonline.co.ukBusiness Studies update, lincoln.ac.uk/lbs/resources/updateThe Economics & Business Education Association, (some useful website listed in the Links sections), .uk/ebea/default.htmlEuropean Foundation for Quality Management, - a level business studies resources for students and teachers, businessglobalEDGE – business information from around the world, globaledge.msu.eduInvest NI, Invest NI's 'nibusinessinfo' website, nibusinessinfo.co.ukJust Business – Global and Ethical Issues, showpage.php?pagename=homeNorthern Ireland Statistics and Research Agency, .ukOffice of Communications, .ukOffice of National Statistics, .ukQ&A resources, qaresources.co.uk/busmain/bsample.htmS-Cool! - AS & A2 Level Business Studies Revision Guide, s-cool.co.uk/topic_index.asp?subject_id=8Sixth Sense Business Studies Resources, sixthsense.osfc.ac.uk/business/index.aspThe Times 100 UK Marketing Theory, Business case studies, thetimes100.co.ukTrading Standards Central - Trading Standards and Consumer Protection information, tradingstandards.ukThe Treasury, hm-.ukTutor2u, default.aspFinanceFrom nibusinessinfo.co.uk:Business Planningnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858790&r.s=tl&topicId=1074433147Borrowingnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858790&r.s=tl&topicId=1074453326Shares and equitynibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858790&r.s=tl&topicId=1074453334Human ResourcesFrom nibusinessinfo.co.uk:Dismissals, Redundancies Etcnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1073876974Employee Representatives and Trade Unionsnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1074436102Equal Opportunitiesnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1073877851Motivationnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1073858908Organisational Changenibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1074450319Recruitment and selectionnibusinessinfo.co.uk/bdotg/action/layer;jsessionid=FHxqbyGr5wkZMt6pk6QP6JCZhKvl4zT3pNTvHMtRMp9bVfqF3wvh!1493541108!1162310122409?site=191&r.l1=1073858787&r.s=tl&topicId=1073858914Skills and trainingnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858787&r.s=tl&topicId=1074202347MarketingFrom nibusinessinfo.co.uk:How to build a pricing strategynibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073790698Sales & marketing: the basicsnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sc&topicId=1074299808The lifecycle of products and servicesnibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1074301573Segment your customersnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1074022100Market research and market reportsnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1073901910Pricing your proposed service or productnibusinessinfo.co.uk/bdotg/action/detail?site=191&r.i=1074301573&r.l3=1074299784&r.l2=1074299781&r.l1=1073858796&type=RESOURCES&itemId=1074301633&r.t=RESOURCES&r.s=mNiche marketsnibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073792481Using market reports and other datanibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073790734Interpreting market information nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073790737Operations ManagementFrom nibusinessinfo.co.uk:Just-in-time productionnibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sc&type=RESOURCES&itemId=1074405965Stock control methods nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sc&type=RESOURCES&itemId=1073792659Benchmark your businessnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1074404796&r.s=tl&topicId=5000305139Quality management standardsnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1074431977External InfluencesFrom nibusinessinfo.co.uk:Common mistakes when starting up in business nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1075219871Understand your competitorsnibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sl&topicId=1073900131 ................
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