Key Stage 4

In June of Year 9 we start teaching the Pearson Edexcel GCSE (9-1) GCSE (1BS0) Business specification to those Year 9 students who have opted for the course.  In Year 9 students study enterprise & entrepreneurship and then complete the rest of the units from Theme 1 in Year 10.  The focus of Theme 1 is the ‘small business’.  A one week ‘Young Enterprise’ activity is woven into the curriculum delivery to provide students with the opportunity of developing their entrepreneurial skills.  In contrast to this micro approach to the curriculum, in Year 11, students are expected to have an understanding of larger businesses and how they grow as outlined in Theme 2 ‘Building a Business.

Throughout the course, students are assessed on their understanding of the units taught at the end of each half-term.  Assessments involve the use of multiple choice and exam style questions which are marked in line with  Edexcel’s mark scheme.  Students take a Theme 1 mock paper at the end of Year 10 and a Theme 1/2 mock paper by Christmas of Year 11. After each paper an effective assessment at their examination performance is determined and graded, leading to constructive feedback regarding improved performance can be given.  In particular, pupil premium students and SEN will be given the potential to attend support lessons after school. All students are given the option of using scaffolded examination responses to model examination answers, more able students complete the work without scaffolding.

Key Stage 5

A Level Business

Students choosing Business at A level follow the AQA specification (7132).  The two Business teachers share responsibility for the teaching of each of the ten units that make up the A level Business course.  Broadly, students study functional decision making units (1-6) in Year 12 and strategy units (7-10) in Year 13.

By the end of year Year 12, students are expected to have an understanding of six units enabling an end of year mock examination to take place that broadly follows the AS examination.  Both teachers have a degree of flexibility in delivering aspects of the syllabus bearing in mind the make-up of the class.   It may be the case that aspects of ‘strategy’ (Year 13 material) will be taught in Year 12 if the makeup of the class consists primarily of students who have studied GCSE Business. Students are assessed half-termly, perhaps under timed conditions in lessons, using examination-based questions and essays.  All units should be taught by Easter of Year 13 allowing for a full set of three mock papers to be taken by students before the holiday.

A Level Economics

A level Economics students follow the AQA specification (7136). By the end of Year 12, A level Economics students should have a broad understanding of the micro and macro principles underpinning the AQA AS course.  This should enable effective half-termly assessment via A level examination style material throughout the first year of the course, culminating in a two paper assessment made up of AS/A level multiple choice questions and 25 mark based A level/AS essay questions.   In the second year of study, students will complete in more detail theories of the firm and international economics material enabling a three paper mock assessment to be undertaken prior to the Easter holiday.  Low stake multiple-choice tests, questioning and mini whiteboards is a common feature of retrieval practise in these lessons.  Lessons regularly involve timed assessments via multiple choice questions and 15 & 25 mark essays

Further information Curriculum Detail Key stages 4 and 5

Catholic Social Teaching

How we address values and virtues through the Business and Economics  Curriculum (To Follow)

1.Dignity of the Human Person: In Years 9-13, Business and Economics students are taught that the objective of business should not be purely one of maximising profits.  We ensure that the curriculum emphasises that business has an overriding responsibility to add value to society and serve the common good.  click to continue
2.Peace: The Business and Economics curriculum offering at both Key Stage 4 and 5 highlights the importance of ‘peace in the context of industrial relations and the trading relations between countries.  It is explicit in our delivery that harmony and conflict avoidance leads to positive outcomes for all stakeholders.
3.The common Good : The Business and Economics curriculum at Oaklands endeavours to address Catholic Social Teaching as reflected in the sentiments expressed in Evangelli Gaudium (2013) where the definition of  Business is one that provides an anchor for the concept of the common good: click to continue
4. The Option for the Poor and Vulnerable: ‘Equity’ (Fairness) in terms of access to the outputs of business plays an important part of our delivery of the ‘Distribution of Income’ (wages, rent and profits) and ‘Wealth’ which is explicitly and implicitly taught in the delivery of A level Economics and Business.  click to continue
5.Solidarity: The curriculum in both Economics and Business place emphasis on the externalities of economic activity. It highlights that the market leads to both positive and negative third-party effects on those not involved in the transaction. In this context students learn that individual behaviour impacts on others and consequently ‘no man is an island’.  click to continue
6.The Dignity of Work and the Rights of Workers: Work and employment are key aspects of the curriculum in both Business and Economics.  Work in all its facets is portrayed as not only a way to earn money but is also an essential aspect of human life.  Producing goods and services whether it be for pay or not adds to the value of society. click to continue
7.Care for God’s Creation: The Environment has a prominent place in the Economics and Business curriculum and students gain an appreciation of the potential impact commercial activity has on societal long-term well-being.  click to continue

Supporting Learners

The department generally attracts students from a range of abilities at both Key Stage 4 and 5.  The department prides itself on being able to support students though courses up to the end of Year 13. Progress across the qualification portfolio is good and the department undertakes a uses a variety of resources and strategies to support learners with disadvantages. Such students are offered specific after school tuition should if be felt they are slipping behind. Fill in the gaps model answers are used to help struggling students improve their answers to the longer responses and essays at both Key Stage 4 & 5. Individual subject teachers also monitor their own class Pupil Premium, SEND and EAL students and intervene with to address individual students needs as they deem appropriate.

High Prior Attainers are supported in Business & Economics by a range of strategies at both Key Stage 4 and 5.  Personalised feedback to such students highlights further reading, podcasts and articles in the media to provide challenge.  ‘Tutor2u’ and ‘Econdplusdal’ are specific websites recommended for Thinking Hard activities and stretch. Model essays are also used to illustrate to such learners how to write improved essays with logical chains of analysis and evaluation.

Assessment and feedback

In general, students in Business and Economics receive at least one significant assessment each half-term with detailed written feedback.

Extra Curricular and Cultural Capital

Cultural Capital is embedded throughout the Business & Economics curriculum.  Our students are constantly drawing upon the influence politics, religion, science and technology have on business and economies.  Students are also introduced to a wide variety of perspectives from some of the world’s most influential economists and entrepreneurs. We investigate the impact that their work has had on the world we live in and students are encouraged to make links between the theory they are taught and real life examples. Students undertake this whilst developing an increased awareness of the current events happening globally.

The department also offers our students a range of experiences outside of the classroom environment.  These have included the following:

• Young Enterprise Activity
• IFS Share Game (department own version)
• Nudgestock
• PGS – Institute of Economics Affairs Presentations
• Presentations from ex Business & Economics Students
• Bank of England
• Student Revision Conferences

Development of Literacy through Business and Economics.

In order to access the Business curriculum students must develop an understanding of the challenging terminology used in the specifications.  Furthermore, examination success rests on a students ability to apply, analyse and evaluate.  Consequently, the development of literacy skills is an extremely important aspect of our teaching. The department recognizes the importance of subject disciplinary literacy as well as the school ‘flying start’ initiative where students read independently. There are three key area where we focus our literacy work:

Disciplinary literacy

• Using verbal questioning in lessons to prompt discussion and explanation.
• Using ‘paired work’ to prompt student analysis
• Using formal debates in lessons.
• Class/teacher reading of text in lessons
• Suggested student ‘Reading Lists’ (Summer – A level)
• Scaffolded Essays to gives a framework encouraging the development of linked chain of analysis

Giving students the ability to read complex academic texts.

• News Paper Articles – Read and Review Scrap Books (A level)
• Discounted periodicals on offer to students (The Economist)
• The department has a range of strategies to help students access academic reading, for example ‘chunking’ of text
• Explanation of complex vocabulary.

Targeted vocabulary instruction

• Learning of key connectives (BLT M FC) that assist students in the development of longer answers.
• Substitution of complex vocabulary with similes
• Development of vocabulary through explanation and instruction.