Editable Schemes of Work - Unit 3 - Pearson
Edexcel GCSE 2009 Business Studies (Full Course)
Unit 3: Building a Business
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
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Email: BusinessSubjectAdvisor@edexcelexperts.co.uk
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Edexcel GCSE Business Studies (Full Course)
Unit 3: Building a Business
Edexcel scheme of work
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|3/4 |Topic 3.1 Marketing |To understand the principles behind the PLC; |Students look at a case study in the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |Product life cycle |to recognise and explain the different stages|Studies Student Book Building a Business on explaining the|Building a Business, Chapter 3. |
| | |of the PLC using different contexts. |nature of the product life cycle of Bisto and evaluating |See Edexcel GCSE Business ActiveTeach CD. |
| | |To understand the meaning of the term product|its position on the Boston Matrix. |For presentation materials on product life cycles and |
| | |portfolio. |Students take part in interactive questions on product |the Boston Matrix see ed.co.uk/educators/ |
| | |To understand the role of the Boston matrix |life cycle using the PLC diagram from Edexcel GCSE |16-19/business/marketing/presentation/ |
| | |in analysing product portfolio. |Business ActiveTeach. |portfolio.ppt and ed.co.uk/ |
| | |To understand the links between the use of |Teacher and students discuss the PLC of the mini using |educators/16-19/business/marketing/ |
| | |the Boston Matrix and the PLC. |animations from Edexcel GCSE Business ActiveTeach. |activity/portfolio.htm |
| | | |Teacher gives a presentation on product life cycles and |For more on product life cycles see Business Active: |
| | | |the Boston Matrix — can be edited to suit. |Volume 2 Number 2, January 2007. |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|6/7 |Topic 3.1 Marketing |To understand the role of balancing the ‘4Ps’|Students look at case study analysing and evaluating the |See the Edexcel GCSE Business Studies Student Book |
| |Building a successful marketing mix |in managing the marketing mix in a range of |marketing mix of KFC. |Building a Business, Chapter 5. |
| | |contexts. |Students take part in an interactive activity from Edexcel|See Edexcel GCSE Business ActiveTeach CD. |
| | | |GCSE Business ActiveTeach on evaluating the marketing mix |For material on marketing mix see |
| | | |of a low calorie drink. |ed.co.uk/cgi-bin/chron/typein/typein.pl?itn=297|
| | | |Teacher presents animation of pricing in the music |9 |
| | | |industry from Edexcel GCSE Business ActiveTeach. |For relevant case studies, see Business Case Studies |
| | | |Students study video of an effective promotion used by |for GCSE Business Studies by Hancock M (Pearson, 2007)|
| | | |Innocent (fresh drinks manufacturer) from Edexcel GCSE |— Case Studies 16–20. |
| | | |Business ActiveTeach. |See Edexcel eBus (GCSE Business Studies Email Support |
| | | |Students study video illustrating the distribution by |Service): September 2005 — The iPod. |
| | | |Nichols plc (soft drinks manufacturer) from Edexcel GCSE |See Edexcel eBus (GCSE Business Studies Email Support |
| | | |Business ActiveTeach. |Service): September 2006 — Heelys. |
| | | |Students investigate podcast and interactive questions on | |
| | | |the marketing mix. | |
| | | |Students look at marketing mix case studies. | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|10/11 |Topic 3.2 Meeting customer needs |To understand traditional bar gate stock |Students look at case study in the Edexcel GCSE Business |See the Edexcel GCSE Business Studies Student Book |
| |Managing stock and quality |graphs. |Studies Student Book Building a Business on examining and |Building a Business, Chapter 7. |
| | |To understand the costs and benefits of using|evaluating stock control of a business that buys in metal |See the Edexcel GCSE Business Studies Student Book |
| | |JIT systems of stock control and where such |sheets. |Building a Business, Chapter 8. |
| | |systems might be appropriate (and where |Students look at case study in the Edexcel GCSE Business |See Edexcel GCSE Business ActiveTeach CD (Chapter 7). |
| | |not!). |Studies Student Book Building a Business on examining and |See Edexcel GCSE Business ActiveTeach CD (Chapter 8). |
| | |To understand the difference between quality |evaluating quality assurance at a business that provides |For material on quality control see |
| | |control and a culture of quality assurance in|guard services. |ed.co.uk/educators/16-19/business/production/ac|
| | |business. |Students take part in an interactive activity from Edexcel|tivity/qualcontrol.htm and |
| | |To appreciate the importance of quality as a |GCSE Business ActiveTeach on investigating a stock control|ed.co.uk/cgi-bin/chron/typein/typein.pl?itn=332|
| | |means of differentiation and source of |graph. |1 |
| | |competitive advantage. |Students take part in an interactive activity from Edexcel|See Edexcel eBus (GCSE Business Studies Email Support |
| | | |GCSE Business ActiveTeach on investigating the advantages |Service): September 2006 — From Drought to Flood. |
| | | |and disadvantages of a quality assurance system. |For relevant case studies, see Business Case Studies |
| | | |Students undertake activity on quality control. |for GCSE Business Studies by Hancock M (Pearson, 2007)|
| | | |Students investigate podcast and interactive questions on |— Case Study 25, Responsive Designs. |
| | | |quality. | |
| | | |Students look at case studies on stock control and | |
| | | |quality. | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|13 |Topic 3.2 Meeting customer needs |To understand the meaning of the term |Students look at case study from the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |Effective customer service |‘customer service’. |Studies Student Book Building a Business on assessing and |Building a Business, Chapter 10. |
| | |To understand the benefits of providing high |evaluating customer service at a hotel. |See Edexcel GCSE Business ActiveTeach CD. |
| | |levels of customer service and the costs of |Students take part in an interactive activity from Edexcel|For rules on customer service see |
| | |poor customer service. |GCSE Business ActiveTeach on investigating what might lead|sbinfocanada.od/ |
| | | |to good or bad customer service. |customerservice/a/custservrules.htm |
| | | |Students investigate the eight rules for good customer |For short scenario on customer service manager see |
| | | |service. |teamtechnology.co.uk/ |
| | | |Teacher presents a short scenario based on an individual |customer-service.html |
| | | |having been promoted to being a customer service manager |For related case studies see Edexcel GCSE Student Book|
| | | |who inherits a team that does not provide good customer |Applied Business by Carysforth C, Dransfield R, Neild |
| | | |service. |M and Richards C (Pearson, 2009), pages 50–5 and |
| | | |Students look at case studies on effective customer |124–7. |
| | | |service. | |
|15 |Topic 3.3 Effective financial management |To understand how increasing revenues and |Students look at case study from the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |How to improve profit |reducing costs helps to increase profit. |Studies Student Book Building a Business on explaining and|Building a Business, Chapter 13. |
| | |To understand the impact of both changing |evaluating profit at a nightclub. |See Edexcel GCSE Business ActiveTeach CD. |
| | |prices and influencing costs on profit. |Students take part in an interactive activity from Edexcel| |
| | | |GCSE Business ActiveTeach on investigating how changes in | |
| | | |revenues and costs might affect its profit. | |
| | | |Students investigate revenue and costs spreadsheets from | |
| | | |Edexcel GCSE Business ActiveTeach. | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|18 |Topic 3.4 Effective people management |To understand the main types of |Students look at case study from the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |Organisational structures |organisational structures used in business |Studies Student Book Building a Business on explaining and|Building a Business, Chapter 16. |
| | |and their purpose. |evaluating the organisational structure of a newspaper |See Edexcel GCSE Business ActiveTeach CD. |
| | | |company. |For material on organisational structures see |
| | | |Teacher and students undertake introductory discussion on |ed.co.uk/educators/16-19/business/strzategy/pre|
| | | |how a car hire business manages its human resources. |sentation/busorg.ppt and |
| | | |Students take part in an interactive activity from Edexcel|ed.co.uk/educators/16-19/business/strategy/pres|
| | | |GCSE Business ActiveTeach on examining organisational |entation/orgfunctions1.ppt and |
| | | |charts. |ed.co.uk/educators/16-19/business/strategy/pres|
| | | |Teacher shows video investigating the organisational |entation/ |
| | | |structure of Fitzgerald Lighting, a lighting manufacturer.|orgstructures.ppt |
| | | |Teacher gives presentations on organisational structures —|See Edexcel eBus (GCSE Business Studies Email Support |
| | | |can be edited to suit. |Service): February 2006 — Hierarchy and |
| | | |Students look at case studies on organisational |Communications. |
| | | |structures. |For related case studies see Edexcel GCSE Student Book|
| | | | |Applied Business by Carysforth C, Dransfield R, Neild |
| | | | |M and Richards C (Pearson, 2009), pages 28–31. |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|20 |Topic 3.4 Effective people management |To understand the purpose of communication in|Students look at case study from the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |Communication |a business context. |Studies Student Book Building a Business on explaining and|Building a Business, Chapter 18. |
| | |To understand the main barriers to |evaluating communication in a call centre. |See Edexcel GCSE Business ActiveTeach CD. |
| | |communication. |Students take part in an interactive activity from Edexcel|See Edexcel eBus (GCSE Business Studies Email Support |
| | |To appreciate the costs and benefits to a |GCSE Business ActiveTeach on types of communication. |Service): February 2006 — Hierarchy and |
| | |business of good/poor communication in |Teacher presents video investigating communication at |Communications. |
| | |different contexts. |Office Angels, a recruitment agency. |For related case studies see Edexcel GCSE Student Book|
| | | |Students look at case studies on communication. |Applied Business by Carysforth C, Dransfield R, Neild |
| | | |Students undertake activity on organisational structures |M and Richards C (Pearson, 2009), Communication |
| | | |and communication. |between functional areas, pages 40–5. |
| | | | |For material on organisational structures and |
| | | | |communication see |
| | | | |ed.co.uk/educators/16-19/business/strategy/less|
| | | | |on/ |
| | | | |orgcomms.htm |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|22 |Topic 3.5 The wider world affecting business|To understand the meaning of the term |Students look at case study from the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |Ethics in business |‘business ethics’. |Studies Student Book Building a Business on explaining and|Building a Business, Chapter 19 |
| | |To understand the complexity of moral issues |evaluating ethics at Nike. |See Edexcel GCSE Business ActiveTeach CD. |
| | |in business using a variety of different |Teacher and students undertake introductory discussion on |For material on Coca Cola see |
| | |contexts. |how an oil business is affected by the wider world. |ed.co.uk/educators/16-19/business/external/acti|
| | |To understand the concept of trade-offs and |Students take part in an interactive activity from Edexcel|vity/ethics.htm |
| | |how this applies to ethics and profit. |GCSE Business ActiveTeach on the advantages and problems |For material on pressure groups see |
| | |To understand the role of pressure groups in |of taking an ethical approach for business. |ed.co.uk/educators/16-19/business/external/acti|
| | |influencing business decision making. |Students undertake activity on Coca Cola. |vity/pressure1.htm |
| | | |Students undertake activity on pressure groups. |For related information, see Business Active, Volume 1|
| | | | |Number 2. January 2006. |
|23/24 |Topic 3.5 The wider world affecting business|To understand that business activity has |Students look at case study from the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |Environmental issues |different impacts on the environment. |Studies Student Book Building a Business on explaining and|Building a Business, Chapter 21. |
| | |To be able to understand the difference |evaluating environmental issues arising from the |See Edexcel GCSE Business ActiveTeach CD. |
| | |between short-term and long-term |operations of an electricity generating business. |For related case studies see Edexcel GCSE Student Book|
| | |environmental effects on the environment. |Students take part in an interactive activity from Edexcel|Applied Business by Carysforth C, Dransfield R, Neild |
| | | |GCSE Business ActiveTeach on environmental problems and |M and Richards C (Pearson, 2009), pages 26–7 and |
| | | |solutions. |Environmental Constraints, pages 174–7. |
| | | |Students look at case studies on environmental issues. | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|27/28 |Topic 3.5 The wider world affecting business|To understand the role of government and the |Students look at case study from the Edexcel GCSE Business|See the Edexcel GCSE Business Studies Student Book |
| |The impact of government and the EU on |EU in regulating and controlling business |Studies Student Book Building a Business on explaining and|Building a Business, Chapter 23. |
| |business |activity. |evaluating the effect on UK businesses of the EU. |See Edexcel GCSE Business ActiveTeach CD. |
| | |To understand the meaning of the term |Students take part in an interactive activity from Edexcel|For material on the EU see |
| | |‘regulation’ and ‘legislation’ as it applies |GCSE Business ActiveTeach on the effect of regulation on |ed.co.uk/educators/16-19/business/external/less|
| | |to business. |businesses. |on/euenviron.htm and |
| | |To appreciate the main ways in which |Teacher presents animation investigating the effect of the|ed.co.uk/educators/16-19/business/external/pres|
| | |government and the EU affects business — |EU on McBride, a manufacturer of soaps, shampoo and other |entation/euenviron.ppt |
| | |regulation, taxation and legislation. |cleaning products. |For material on regulation see |
| | |To be able to appreciate the impact of these |Teacher gives presentations and students undertake |ed.co.uk/educators/16-19/business/external/pres|
| | |on business activity in a variety of |activities on the role of the EU — these can be edited as |entation/regulation.ppt |
| | |contexts. |appropriate. |For related case studies see Edexcel GCSE Student Book|
| | | |Teacher gives presentation on regulation. |Applied Business by Carysforth C, Dransfield R, Neild |
| | | |Students look at case studies on the EU. |M and Richards C (Pearson, 2009), Employees — their |
| | | | |rights and responsibilities, pages 56–9 and The role |
| | | | |of government, pages 172–3. |
This grid is for you to create your own scheme of work if needed.
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2782rl300609S:\LT\PD\Scheme of work (Phase 2)\Business Studies FC Unit 3 Building a Business SOW.doc.1-14/1
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