Editable Schemes of Work - Unit 1



Edexcel GCSE 2009 Applied Business

Unit 1: Investigating How Businesses Work

Practical support to help you deliver this Edexcel specification

Scheme of work

This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible.

Other course planning support

You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at gcse2009

Teaching resource exemplars

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

Other Edexcel teaching resources

Pearson Education produce a wide range their own teaching resources including:

• Student books — full colour textbooks matched to the specification

• ActiveTeach — digital teaching resources on one easy to use CD ROM.

You’ll find details of all of these at gcse2009

We are also working with a range of publishers to support you; textbooks have been produced to support this subject by Hodder Education, Heinemann Educational Publishing and Collins Education.

Edexcel Subject Advisors

Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email.

Email: BusinessSubjectAdvisor@edexcelexperts.co.uk

Edexcel additional support

• Ask the Expert — puts you in direct email contact with over 200 of our senior subject experts

• Edexcel’s community — these message boards are designed to enable you to access peer-to-peer support from fellow Edexcel teaching and delivery staff in schools and colleges.

Edexcel GCSE Applied Business

Unit 1: Investigating How Businesses Work

Edexcel scheme of work

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|2 |Unit 1.1 What is a |To understand enterprise and its associated |Students work in groups to identify famous |See the Edexcel GCSE Applied Business Student Book, pages 12–13 |

| |business and what do |business skills: starting up, success and |entrepreneurs: eg Bill Gates at |See the Edexcel Business for GCSE: Introduction to Small Business by|

| |businesses do? |failure. | or Duncan |Marcouse I (Hodder Arnold, 2006), Chapter 10 |

| |Enterprise | |Bannatyne at |See the GCSE Applied Business by Fardon M, Nuttall C and Prokopiw J |

| | | |thetimes100.co.uk/case-study--from-ice-cream-van-to-|(Osborne, 2002), pages 12–17 |

| | | |dragons-den---duncan-bannatyne--138-337-1.php or Ingvar |See the BTEC First Business by Carysforth C and Neild M (Heinemann, |

| | | |Kamprad at |2006), pages 364–375 |

| | | | start-up tips: Running a Business — ‘Doug Richard’s |

| | | |ngvarkamprad.htm |start-up top tips’ at |

| | | |Students work in groups to identify local entrepreneurs.|More on entrepreneurs: Young Enterprise can run a full day or half |

| | | |Thinking about, listing and discussing the skills these |day ‘Entrepreneurship Masterclass’. For further details, go to: |

| | | |entrepreneurs have. |young-.uk and transitions.co.uk |

| | | |Teacher and students have class discussion: What makes a|DVD on ‘Enterprise and Entrepreneurs’ available from |

| | | |successful business? Why do some businesses, such as |/business_studies |

| | | |Zavvi, Woolworths, MFI, fail? | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|6-8 |Unit 1.1 What is a |To understand target setting, short term and |Students work in groups to look on the Internet for |See the Edexcel GCSE Applied Business Student Book, pages 16–19 |

| |business and what do |long term. |mission statements of well-known businesses. From these |See the GCSE Applied Business by Fardon M, Nuttall C and Prokopiw J |

| |businesses do? | |statements they discuss and come up with a list of |(Osborne, 2002), pages 26–33 |

| |Business aims and | |possible aims and objectives for each. |GVNQ Business (for Intermediate GVNQ) by Nuttall C J (Collins |

| |objectives and the links | |Students undertake online activities available at: |Educational, 2000), pages 18–30 |

| |between these | |businessstudiesonline.co.uk/AppliedGcseBusiness/Acti|BTEC First Business by Carysforth C and Neild M (Heinemann, 2006), |

| |Measuring achievement | |vities/Unit1/Unit1Menu.htm |pages 21–25 |

| | | |Students undertake independent research into chosen |Notes and PowerPoint presentation at: |

| | | |businesses. |ngfl-.uk/eng/vtc_-_ks4_-_bus_stud_-_applied_business_(e|

| | | | |dexcel)_unit_1 and teachmebusiness.co.uk/newunit1.htm |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|11-12 |Unit 1.1 What is a |To examine profit and other possible motives. |Students undertake group research and discussion on |See the Edexcel GCSE Applied Business Student Book, pages 24–25 |

| |business and what do | |people who have taken risks and succeeded, eg Raymond |Edexcel Business for GCSE: Introduction to Small Business by |

| |businesses do? | |Kroc — McDonalds, Dietrich Mateschitz - Red Bull, Slade |Marcouse I (Hodder Arnold, 2006), |

| |Risks and rewards | |and Leaver — Fat Face, Peter Simon — Monsoon and |pages 51–58 |

| | | |Accessorize. |DVD on ‘Enterprise and Entrepreneurs’ (Section 2) available from |

| | | |Students undertake independent research into chosen |/business_studies |

| | | |businesses. |Online article at: |

| | | | |

| | | | |64351 |

|13-14 |Unit 1.1 What is a |To understand business ethics, social and |Students work in pairs investigating the |See the Edexcel GCSE Applied Business Student Book, pages 26–27 |

| |business and what do |political pressures on businesses and ethical |ethical/non-ethical trading of well-known companies, eg |Lesson plan and case study at: |

| |businesses do? |issues. |Innocent Drinks; Body Shop etc. |thetimes100.co.uk/support/download--1.php |

| |Introduction to ‘ethical’ | |Students work in groups and discuss: Child labour shall |Other useful websites: , |

| |business | |not be used. Do companies still use child labour? Should|environment-.uk, .uk, .uk|

| | | |this be allowed? |and startups.co.uk/6678842911182598551/green-businesses.html |

| | | |Students undertake independent research into chosen | |

| | | |businesses. | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|31-33 |Unit 1.3 Why are |To identify possible tensions or conflicts |Students take part in ‘Interactive pupil quiz’ focussing|See the Edexcel GCSE Applied Business Student Book, pages 52–55 |

| |stakeholders so important?|between stakeholders and how businesses might |on Parcel Force at: |See the GCSE Applied Business by Fardon M, Nuttall C and Prokopiw J |

| |Customers — importance, |respond. |thetimes100.co.uk/revision/quiz--parcelforce--133-26|(Osborne, 2002), pages 84–85 |

| |power and needs |To understand the role and importance of |2-1.php |BTEC First Business by Carysforth C and Neild M (Heinemann, 2006), |

| | |customer service and meeting customer needs. |Students undertake independent research into chosen |pages 46–88 |

| | | |businesses. |Notes and PowerPoint presentation at: |

| | | | |ngfl-.uk/eng/vtc_-_ks4_-_bus_stud_-_applied_business_(e|

| | | | |dexcel)_unit_2 and teachmebusiness.co.uk/unit2.htm |

| | | | |Other useful websites: .uk, |

| | | | |.uk, and |

| | | | |.uk |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|37-38 |Unit 1.3 Why are | |Students write up on chosen businesses. | |

| |stakeholders so important?| | | |

2815rl130709S:\LT\PD\Scheme of work (Phase 2)\Applied Business Unit 1 SOW.doc.1–10/1

This grid is for you to create your own scheme of work if needed.

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Learning outcome

Exemplar activities

Week by week content coverage

Detailed help on resources

Editable scheme of work

We are happy to provide this scheme of work for you to amend and adapt to suit your teaching purposes.

We hope you find this useful.

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