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GCSE (Insert Subject)

REVISED GCE

Scheme of Work

Business Studies

This is an exemplar scheme of work which

supports the teaching and learning of the

GCE Business Studies specification

CCEA Exemplar Scheme of Work: GCE Business Studies

GCE Business Studies

Contents

Page

Unit AS 1: Introduction to Business

5

Unit AS 2: Growing the Business

23

Unit A2 1: Strategic Decision Making

39

Unit A2 2: The Competitive Business Environment

53


2

5

Introduction

CCEA 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 (www.ccea.org.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 Armer

Subject Officer

Business Studies

E-mail [email protected]

Telephone 028 9026 1200 (2426)

Exemplar Scheme of Work

GCE Business Studies

Unit AS 1:

Introduction to Business

1

Specification: Business Studies

Unit AS 1:Introduction to Business

Prior 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 Content

Learning Outcomes

Teaching and learning activities

Resources

Enterprise and entrepreneurship

Students should be able to:

Key resources of a business enterprise

Motivation to set up in business

· demonstrate 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; and

Students investigate local business enterprises and identify the factors of production associated with them

Class discussion on famous and local entrepreneurs leading to the motives behind that career choice

Guest Speaker (local entrepreneur) to talk about their motives and experiences

Surridge 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’ Den

Successful entrepreneur profiles – www.growingbusiness.com


Learning Outcomes


Resources

Enterprise and entrepreneurship (cont.)


Entrepreneurial characteristics

· analyse 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 website

Group work: take a range of entrepreneurs and identify key characteristics present these on a thought shower

Online quiz ‘Would you make a good entrepreneur?’

www.bbc.co.uk/news/business-33851439

Hall, Jones; Raffo, Anderton, Lee, Hirst and Redfern (pp 121124)

Guest speaker

www.ft.com

Case studies from www.businesscasestudies.co.uk

Enterprise in the fast lane (Edition 14)

Duncan Bannatyne (Edition 14)

The importance of entrepreneurship in small businesses (Edition 11)


Learning Outcomes


Resources

Central purpose of business activity


Adding value

Competitive Advantage

· demonstrate 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; and

· analyse 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 Crystal

Watch 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 advantage

Past paper questions

Wolinski 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 Microsite

Added value in processed food

www.bbc.co.uk/education/clips

Internet research

www.sopinion8ed.worldpress.com

The Times 100 Case Study – ALDI: Competitive advantage through efficiency


Learning Outcomes


Resources

Forms of business ownership


Sole trader

Partnerships

Limited companies Private and public companies

Franchises

· demonstrate and apply knowledge and understanding of the main features and requirements of each form of business; and

· analyse and evaluate issues relating to forms of business organisation.

Whole class teaching types of business ownership

Identification of businesses in the local area followed by a classification of each type

Wolinski and Coates (2015) (Unit 1, Ch 2)


(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 summarise

Examine the different features of each type of business ownership focusing on:

· control;

· liability; and

· finance etc.

Create mind maps to display this information


CCEA Case Study ‘Forms of Business Organisation’

CCEA PowerPoint Presentation ‘Forms of Business Organisation’

www.bbc.co.uk/education/clips

www.socialenterprise.org.uk


Learning Outcomes


Resources

Stakeholder groups


· 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; and

· evaluate 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 business

Active learning/group work - assign each pupil a stakeholder group and through hot seating encourage students to voice that stakeholder’s interest in the business


(Unit 2 Ch 6)


Mottershead, Grant and Kelt (2015) (pp 27–31)

CCEA Case Study - ‘Stakeholders Objectives’


Learning Outcomes


Resources

Markets and market forces


Consumer goods and services market;

Capital goods market;

Labour market; and

Mass and niche markets;

Demand and supply

· demonstrate and apply knowledge and understanding of the following features of the types of markets:

· size;

· location;

· market share; and

· differentiation of products; and

· analyse 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; and

· analyse 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 types

Mind map each type of market

Investigate using the Daily Telegraph; in particular the section available on companies and markets

Thought shower – what affects supply and demand, e.g. competition, price, availability, technology and seasonal goods etc


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 Factfile

Graph paper

Internet research


Learning Outcomes


Resources

Quality Management


What is quality?

Approaches to and measures of quality

TQM

Quality Assurance

Quality Control

ISO 9000

· demonstrate 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; and

· evaluate issues relating to quality management including:

· the need for a quality policy; and

· the 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 themes

Examine pupils’ own school and identify the quality awards they hold

Investigate quality award-winning businesses

Past Paper questions



CCEA Case study – ‘Quality Management’

CCEA PowerPoint Presentation ‘Quality Management’ Industrial visit/guest speaker/video

Internet research:

www.businessballs.com

www.cforc.org

www.thecgi.org/knowledge-hub/resources/

www.bsi-uk.com/Quality


Learning Outcomes


Resources

Productivity and investment


Methods of production

· demonstrate 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; and

· analyse the factors affecting productivity in relation to:

· machinery, (investment in new machinery or maintenance of machinery); and

· employees, (skills and training or levels of motivation).

Whole class teaching – methods of production

Group work using stimulus material to identify and explain the most appropriate method of production for each item, e.g:

· bakery items;

· bespoke material; and

· school uniform etc.




Mottershead, Grant and Kelt (2015) (pp 430–435, 436–442, 452–454 and 470–475)

PowerPoint Presentation – ‘Investment and Productivity’

Video/industrial visit

CCEA Case Study – Investment and productivity


Learning Outcomes


Resources

Organisational design


Centralisation vs

Decentralisation

Outsourcing

· demonstrate 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; and

· analyse 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 work

Investigate using the internet the structure of a number of local and global businesses

Wolinski and Coates (2015) (pp 455–473)


Mottershead, Grant and Kelt (2015) (Ch 41)

CCEA Case study – ‘Organisational Design’ currently located on the microsite under AS 2

CCEA PowerPoint Presentation ‘Organisational Design’ currently located on the microsite under AS 2

The Times 100

Internet Research

Business Review Magazine


Learning Outcomes


Resources

Investing in people


People investment and planning

Training and development

· demonstrate 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; and

· Continuing Professional Development (CPD); and

· analyse the different training methods.

Case Studies

Class discussion based on Heat videos (can be downloaded from the GCE Applied Business microsite unit 10)

Whole class teaching on training methods

Class discussion of training methods in students part time jobs

Mottershead, 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’


Learning Outcomes


Resources

Investing in people

(cont.)


Recruitment and selection

Psychometric testing

· demonstrate 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 jobs

Look at examples of different jobs that are available in the local area and investigate their selection and appointment process


Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (pp 8789)

Knowledge (p 90)

Case study – ‘Amy’s Wardrobe’ (p 91)


Learning Outcomes


Resources

Investing in people

(cont.)


Appraisal

Online technology

· demonstrate and apply knowledge and understanding of appraisal;

· evaluate issues relating to investing in people including:

· the advantages and disadvantages of people investment planning; and

· different methods of recruitment, selection, training and appraisal; and

· evaluate the issues, features and impacts of the use of online technology in relation to recruitment, selection, training and appraisal.

Newspapers

Job centre online


Learning Outcomes


Resources

Motivation


Management theorists

Monetary methods of motivation

· demonstrate 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 theory

Class discussion/group work – what motivates you in your part time job?

Internet research based on job advertisements and motivation


(pp 498499, 499505 and 501505)



CCEA Factfile

CCEA PowerPoint Presentation – currently located on the microsite under AS 2


Learning Outcomes


Resources

Motivation

(cont.)


Non-monetary methods of motivation

· demonstrate 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; and

· analyse and evaluate non-monetary methods of motivation.

Class discussion based on non-monetary methods of motivation in students part time jobs

Internet research based on non-monetary methods of motivation in job advertisements

Past Paper questions


(pp 508519)

Visiting Speaker

Case Studies

www.businesscasestudies.co.uk

Virgin; Motivating and engaging employees for better business

Kelloggs; Building a better workplace through motivation

Tesco; motivational theory in practice at Tesco

Hoddereducation.co.uk – Volume 21, number 1, Sept 2014 ‘Motivation Theory’


Learning Outcomes


Resources

Principles of management and leadership


Management and leadership styles

· demonstrate and apply knowledge and understanding of the different styles of management and leadership (authoritarian, paternalistic, laissez-faire and democratic); and

· evaluate the impact of these styles of management and leadership on the motivation of staff.

Whole class teaching leadership styles

Students to create mind map which highlights the characteristics of each style and gives examples of when they should be used


Wolinski and Coates (2015) (Ch4)

Surridge and Gillespie (2015) (pp 52–57)


CCEA PowerPoint ‘Principals of Management and leadership’

CCEA Case Study ‘Principals of Management and leadership’

Case Studies


Tesco; Developing appropriate leadership styles

Enterprise – Rent-A-Car

20

Resources:

Unit 1:

Text Books

Textbook 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, Pearson

A range of Factfiles, PowerPoints, case studies and podcasts are available on the CCEA website.

Websites


www.s-cool.co.uk/A-level

www.businessweek.com

www.tutor2u.net

www.investni.com

www.belfasttelegraph.co.uk/business

www.economist.com

www.tesco.co.uk

www.guardian.co.uk/business

www.business.timesonline.co.uk

www.businessstudiesonline.com

www.telegraph.co.uk/money

www.bbc.co.uk>learningzone>clips

www.bbc.co.uk/podcasts

www.bbc.co.uk/dragonsden

www.bbc.co.uk/apprentice

www.timesonline.com

www.thebfa.org

www.bized.com

www.businesslink.gov.uk

www.fsb.org.uk

www.detini.gov.uk

23

Unit AS 2:

Growing the Business

Specification: GCE Business Studies

Unit AS 2: Growing the Business

Prior 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.


Learning Outcomes

Teaching and Learning Activities

Resources

Spectrum of competition

Market share, market growth and market size


· 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 market



PowerPoint AS 1

Internet and newspaper articles


Learning Outcomes


Resources

Spectrum of competition (cont.)


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; and

· analyse factors determining the degree of competition in a market.


Learning Outcomes


Resources

Market research


Reasons for market research

· demonstrate and apply knowledge and understanding of market research;

· analyse the reasons for market research;

CCEA Factfile

PowerPoint AS 1

Wolinski and Coates (2015) (Ch 8)


(Ch 8)


Times 100 - JD Sports

http://businesscasestudies.co.uk/jd-sports/

Types of primary and secondary research

· demonstrate 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; and

· store loyalty cards;

Students to investigate the types of primary and secondary research and use this material to create a mind map

Class discussion on how JD Sports carry out research


Learning Outcomes


Resources

Market research (cont.)


Sampling

· analyse and evaluate these market research methods;

· demonstrate and apply knowledge and understanding of the following sampling methods:

· random;

· quota;

· stratified; and

· cluster sampling; and

Discuss each sampling method, when it would be used and possible drawbacks of each method

Qualitative and quantitative research

· analyse and evaluate methods of sampling.

Discuss difference in qualitative and quantitative and when each would be used


Learning Outcomes


Resources

Marketing mix


· 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); and

· physical environment (facilities, infrastructure and service delivery); and

· analyse each element of the marketing mix; and

· evaluate 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 study



PowerPoint AS 1

Times 100 - JD Sports

http://businesscasestudies.co.uk/jd-sports/


Learning Outcomes


Resources


Elasticity of demand

· interpret price and income elasticity of demand and analyse the impact of changes in price and income on revenue.

Individual, worked examples drawing the demand curve


Product life cycle

Stages

Extension strategies

· demonstrate 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; and

· evaluate 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 product

Ideas for extending the product life cycle of a product e.g. PlayStation

www.tutor2u.com

http://beta.tutor2u.net/business/reference/product-life-cycle


PowerPoint AS 1


Learning Outcomes


Resources

Market planning and strategy


Marketing plan

· demonstrate 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 product

www.tutor2u.com




Market segmentation

· demonstrate and apply knowledge and understanding of market segmentation;

· analyse how markets might be segmented; and

· evaluate issues relating to market planning and strategy such as the usefulness of a marketing plan, or the need to segment a market.


Learning Outcomes


Resources

E-Business/E-commerce


Nature of E-Business

· demonstrate 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 discussion

In groups research examples of digital marketing and social media campaigns

CCEA Factfile

Times 100 - IBM

www.nibusinessinfo.co.uk


(pp 227229)

Surridge and Gillespie (2015) (p 140)


(pp 162–163)

Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 55)

Virgin Atlantic, Knowledge Check questions 1–12

Growth in business use of social media

· analyse 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; and

· evaluate 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.


Learning Outcomes


Resources

Sources of finance


Internal and external sources of finance

· demonstrate and apply knowledge and understanding of internal and external sources of finance (debt and equity).

Group research using internet sources

Class discussion




(Ch 24)



Learning Outcomes


Resources

Break-even analysis


Margin of safety

Contribution

· demonstrate 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; and

· evaluate issues relating to break-even analysis including its usefulness to a business.

Individual worked examples of break-even, drawing and calculations

PowerPoint AS 2



(Ch 27 & 28)

Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 182) worked examples and Question 2


Case study – GOWDA CHANDA LTD and Knowledge Check


Learning Outcomes


Resources

Cash flow


Difference between cash and profit

· explain the difference between cash and profit;

Individual worked examples showing calculations

Class discussion

PowerPoint AS 2



(pp 241–242)


Case Study - CHARLTON PLASTICS LTD (p 169)

Knowledge Check, questions

2–8

Importance of cash flow

· demonstrate 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; and

· demonstrate and apply knowledge and understanding of cash flow forecasts and their importance.

Cash flow forecast

· use appropriate calculations to construct and interpret a cash flow forecast; and

· evaluate the importance of cash flow to a business.


PowerPoint AS 2


(Ch 30)



Learning Outcomes


Resources

Budgeting


Benefits of budgeting

· demonstrate and apply knowledge and understanding of the role of budgeting in decision making;


Class discussion

PowerPoint AS 2


(Ch 30)


Fixed and flexible

· demonstrate and apply knowledge and understanding of fixed budgets (problems of settings);

· demonstrate and apply knowledge and understanding of flexible budgets; and

Problems with preparing budgets

· evaluate issues relating to budgeting including the usefulness of budgeting and the advantages and disadvantages of fixed budgets.


Learning Outcomes


Resources

Financial statements


· 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; and

· gearing ratio; and

· evaluate business performance using ratios.


Class discussion


(Ch 33–44)


Knowledge Check, questions 1–9

Final accounts

· evaluate the usefulness of the information included in final accounts in assessing business performance.

Class discussion on usefulness of final accounts using examples


37

Resources:

Unit AS 2:

Textbooks




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.

Websites

www.thetimes100.co.uk

www.tutor2u.com

www.apple.com

www.playstation.com

www.jdsports.co.uk

www.investni.com


www.detini.gov.uk

www.enterpriseni.com

www.belfasttelegraph.co.uk/business/

Unit A2 1:


Strategic Decision Making

158

39

Specification: GCE Business Studies

Unit A2 1: Strategic Decision Making

Prior Learning: AS Level Business Studies

Background 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.


Learning Outcomes


Resources

Business objectives

Mission Statements

Factors influencing business objectives


· 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 school

Examine the mission statements of well-known businesses using the internet

Class discussion – what are aims and objectives?

Students to write up their own aims and

objectives for the current academic year

Wolinski and Coates (2015) (p 2)

Factfile: Disney and Microsoft (p 3)



Business in Focus: Starbuck’s Mission Statement (p 7)

Case study – Marks & Spencer (p 9)

www.topachievement.com

www.learnmarketing.net – YouTube 2.27 mins, video



Learning Outcomes


Resources

Business objectives (cont.)


Short and long term objectives

Conflict

Organisational culture

Models of culture in a business

· analyse and evaluate the use of short and long-term objectives by a business;

· analyse and evaluate when business objectives may conflict; and

Case study

Mottershead, 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; and

· Hofstede; and

Revision questions

Class discussion – what is meant by culture?

Carry out research in school to identify the school culture – report findings

CCEA PowerPoint presentation



(p 285)

Case study: Tesco Metro (pp 286–287)


Learning Outcomes


Resources

Organisational culture

(cont.)


Changing organisational culture in a business organisation

Stakeholder objectives

· analyse and evaluate the factors influencing culture in a business; and

· analyse 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; and

· analyse and evaluate strategies to deal with conflicting objectives.

Case study


Guest speaker from local industry

Use 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 conflict

www.tutor2u.com

CCEA Factfile – Handy

CCEA Factfile – Hofstede

Revision questions in Factfile


Business Review Magazine CCEA Case Study ‘Stakeholders’ Objectives’


(p 80) – short questions testing knowledge and understanding and data response question

(pp 78 and 79) – conflict strategies


Learning Outcomes


Resources

Stakeholder objectives

(cont.)


Communication

Impact of technology on communications

· demonstrate 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 learnt

Wolinski 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 technology

Wolinski and Coates (2015) (p 288 and pp 292–293)

Barriers to effective communication

· demonstrate and apply knowledge and understanding of barriers to effective communication;

Case study





· analyse the factors affecting the choice of communication channel;


Learning Outcomes


Resources

Communication (cont.)


· analyse the barriers to effective communication; and

· evaluate the impact of technology on communication.

Economies and diseconomies of scale

· demonstrate 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?


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; and

Whole class teaching – Distinguish between internal and external economies

CCEA Factfile,


Tesco plc (p 258)

· evaluate issues relating to investment and productivity including the implications of growth for a business.

Case study

Reasons for business growth and implications for growth



Learning Outcomes


Resources

Business strategy and planning


Business plan

· demonstrate and apply knowledge and understanding of a business plan;

Creation of a personal ‘SWOT’


· 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)


www.tutor2u.com

Sources of finance

· analyse and evaluate internal and external sources of finance;

Internet research – sources of funds for businesses


Revision questions (pp 190–191)

Case study – DDR Copiers Ltd


Learning Outcomes


Resources

Business strategy and planning (cont.)


Developing and implementing strategies

· demonstrate and apply knowledge and understanding of Ansoff and Boston matrices and analyse and evaluate them as decision making tools;

Whole class teaching

Q&A

Boston 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 Strategy

Bowman’s Strategy Clock

· use 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 study

Revision questions

Fact File: Mottershead, Grant and Kelt (2015) (pp 43–44)

Case study – Stone Country Butchers question 5 (p 45)

Bowman’s Strategy – Factfile

Kaplan 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

www.dummies.com/

www.tutor2u.com

Elkington’s Triple Bottom Line

· analyse and evaluate organisational performance in terms of Elkington’s Triple Bottom Line (People, Planet and Profit); and

Factfile


Learning Outcomes


Resources

Business strategy and planning (cont.)


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 analysis

Drawing a decision tree

· construct a simple decision tree from given information including financial estimates and probabilities;

Whole class teaching – constructing a decision tree

Surridge and Gillespie (2015) (pp 63–66), knowledge check and data response question (p 69)

Making calculations

· analyse and evaluate outcomes from a decision tree; and

Practice questions

www.tutor2u.com

Case study

Showing decisions

· analyse and evaluate decision trees as a tool for decision making.



Learning Outcomes


Resources

Risk and uncertainty


Contingency planning

· demonstrate, apply knowledge and understanding and analyse and evaluate the management of risk; and

· evaluate 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 choice


Business in Focus: A big decision

(p 60)

www.jaguarlandrover.com/gl/en/


Company accounts

Interpreting company accounts

· demonstrate and apply knowledge and understanding of company accounts;



Practice questions

Case study – Mulberry Bags (p 250)

· analyse the difference between cash and profit;

Case study

Revision 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)


Learning Outcomes


Resources

Company accounts (cont.)


Interpreting company accounts

· evaluate performance using the published (final) accounts of a limited company; and

www.timesonline.co.uk/business

The Financial Times newspaper

· evaluate the limitations and usefulness of published (final) accounts in a range of business contexts.

Ratio analysis

Performance ratios

· calculate and analyse performance using ratio analysis to include:



· profitability, Return on Capital employed (ROCE), Gross Profit (GP)%, Net Profit (NP)%;

· liquidity (current ratio);

· gearing; and/or

· shareholder ratios, Earnings per Share (EPS), Return on Equity (ROE); and

Practice questions

Case study


·

·

·


Learning Outcomes


Resources

Ratio analysis (cont.)


· evaluate a business’ performance using ratio analysis based on:

· its performance over several years; and

· comparison to a business operating in the same industry; and

·

· analyse and evaluate the benefits and limitations of ratio analysis.

Investment appraisal

Payback and Net Present Value (NPV)

· demonstrate and apply knowledge and understanding of the reasons for investment appraisal;


· calculate and interpret payback and NPV from given data;

Practice questions

· Analyse and evaluate the advantages and limitations of each method of appraisal;

Case study


NPV (pp 221–223)


Learning Outcomes


Resources

Investment appraisal (cont.)


· analyse and evaluate the qualitative factors influencing investment decisions; and

www.tutor2u.com

· analyse and evaluate investment options faced by a business.

52

Resources:

Unit A2 1:

Textbooks




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.

Websites

www.investni.com


www.workspace.org.uk

www.cipd.co.uk/local/northernireland

www.detini.gov.uk


www.fsb.org/nireland

www.franchiseddirect.co.uk


www.tesco.cm

www.coca-colacompany.com/history/the-real-story-of-new-coke#TCCC

www.stakeholdermap.com/stakeholder-engagement.html

www.johnlewisparthership.co.uk

www.fairtrade.org.uk

www.gucci.com/uk/home

www.wikipedia.com

www.jaguarlandrover.com/gl/en

http://acorn.caci.co.uk/downloads/Acorn-Infographic.pdf

www.thomascookgroup.com/np-content/uploads/2014/04/130313-noscripts16-FINAL-EMAIL.pdf

www.ryanair.com

www.co-operative.coop/corporate/

www.unilever.com

www.telegrapg.telegrapf.co.uk/travel/travelnews/10393475/Ryanaie-not-the-cheapest-airline.html

www.centreparcs.co.uk/images/pdf/annual_review_2013pff

Unit A2 2:

The Competitive

Business Environment


53

Specification: Business Studies

Unit A2 2: The Competitive Business Environment

Prior learning: AS Business Studies

This 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.


Learning Outcomes


Resources

Macroeconomic framework


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 effectively

Revision Questions – Mottershead, Grant and Kelt (2015) revisions questions – (p 5)

Case Study – Mottershead, Grant and Kelt, (2015) Specsavers – (pp 5–6)

www.investni.com



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)

www.tutor2u.net


Learning Outcomes


Resources

Macroeconomic framework

(cont.)


Business cycles

Importance of business confidence

· analyse and evaluate the impact of business cycles; and

· analyse 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?”



McAree, D., 4 Minutes To Pass A-Level Business Studies

Revision 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)


CCEA Case Study - ‘Macroeconomic Framework’

PowerPoint presentation


Learning Outcomes


Resources

Government policies


Government policy objectives

Economic instruments used to achieve these objectives

· evaluate the significance of government policy objectives, including:

· economic growth;

· sustainable development;

· inflation;

· employment; and

· balance of payments; and

· analyse 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; and

· exchange rates; and

Class discussion – Discuss the key government objectives

Study 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), Q1–4

Sample MEDIA - Irish News article about ‘Unemployment’, 13th August 2015

Class discussion – Discuss the impact of changing exchange rates on Northern Ireland businesses

Study 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 2015


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 & Answers

Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (p 235, 237, 240)

www.teachers.tv

www.cengage.co.uk



Learning Outcomes


Resources

Government policies

(cont.)

Effects of these objectives and instruments on business

Business strategies to deal with government policy


· evaluate the effects of various policy objectives and their impact on business; and

· evaluate the effects of government policies on businesses and appropriate counter-strategies.

Class discussion – Discuss the effect of government policy objectives on businesses in Northern Ireland

Mottershead, 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 policy

Investigation – 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)


(pp 606-611); (pp 613-619)


www.tutor2u.net

Research activity – internet search ‘business strategy to deal with government policy’


Learning Outcomes


Resources

Globalisation


Nature of global business

Reasons for globalisation

Global business strategies

Foreign direct investment

Methods of entering global markets

· demonstrate 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 Ireland

Study 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 Paper

Research activity - (WiggleCRC, formerly Chain Reaction Cycles ) (Northern Ireland)

Class discussion – discuss the impact of foreign direct investment on businesses in Northern Ireland

Research activity – issues in global trade impacting business in NI

Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 401 - 478)


(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)


www.bbc.co.uk (business section)

www.tutor2u.net


Learning Outcomes


Resources

Globalisation (cont.)


Reasons for trading globally

Impact of trading globally

Opportunities/Threats of globalisation

Global marketing

Regulations related to trading globally

· analyse 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 businesses

Case 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 market


(pp 419–421).

Case Study – JCB (p 422)

Research activity – Mash Direct Ltd – A2 2 Specimen Examination Paper

www.tutor2u.net


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 Studies

Revision Guide Questions & Answers



CCEA website

Specification

Content

Learning Outcomes


Resources

Globalisation (cont.)


Global business data

· evaluate the assistance available when trading globally; and

· analyse 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 Ireland

Investigation activity – research the different types of trade barriers; see Factfile – Globalisation: Regulations to trading globally

Case Study – Mottershead, Grant and Kelt, (2015) (pp 98–102), (p 105) (Case study – Primark)

Research activity – www.belfasttelegraph.co.uk

Search terms – ‘global trade/ N.I’


(p 105)

Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 420–422)

Revision Guide Questions & Answers



www.tutor2u.net


Learning Outcomes


Resources

Business Ethics and Organisational Culture


Ethical codes

Ethical Issues

· demonstrate 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; and

· evaluate ethics as a source of competitive advantage.

Class discussion – Examine the reasons why a business in Northern Ireland would have an Ethical Policy


(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)


Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 479–484)

www.waronwant.org

CCEA Case Study ‘business ethics and corporate responsibility’


www.tutor2u.net


Learning Outcomes


Resources

Sustainability

Sustainable business activities

Corporate Social Responsibility (CSR)

Influence of stakeholder groups


· 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; and

· analyse the possible outcomes of decisions taken on the business and its stakeholders.

Class discussion – Explain the meaning of CSR in business

Wolinski and Coates (2015) (p 53)

Case Study – Mottershead, Grant and Kelt, (2015) (pp 126–127)

Research activity – Mash Direct Ltd, A2 2 Specimen Examination Paper

Sample MEDIA

Examples of unethical business practices/situations reported in media/internet:

· Business Review

· Belfast Telegraph; and

· UTV Live/BBC

Research activity- Internet search www.tutor2u.net – 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)


Hall, Jones, Raffo, Anderton, Lee, Hirst and Redfern (2015) (pp 361)

CCEA Case Study ‘Corporate Culture’

Wolinski and Coates (2015) (pp 240–241)


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)


Learning Outcomes


Resources

Organisational Design


Organisational structures

Chain of command

Span of control

De-layering

· evaluate 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; and

· evaluate issues relating to organisational design.

Class discussion – Discuss the reasons why an organisation structure is important to a business

Wolinski Case study - High Class Furnishings (p459)

-Ragbags (p472-474)

Study Activity– Mottershead, Grant and Kelt (2015) (pp 279–285)

Case Study – Tesco plc (www.tesco.com) (pp 286–287)

Research activity – revision questions

(p 287)


Case Study – ‘Morrisons’ (p 290)


(pp 455–460, 471–474, 456–459 and 520)


(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)



Learning Outcomes


Resources

Monopolies, mergers, takeovers and restrictive practices


· analyse and evaluate:

· Monopolies;

· Mergers including horizontal and vertical integration; and

· Takeovers including hostile and friendly; and

· demonstrate 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; and

· evaluate 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), Q2

Case 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 Ireland


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)


McAree, D. Top 5 Things To Do At A-Level Business Studies

Marcouse, I, et al, (2010) (pp 188; 214-215; 644-649; 653-663)


www.tutor2u.net

www.FT.com



Learning Outcomes


Resources

Change


Types of change in a business

Importance of change in business activity

Managing information as a resource in business

Modelling change in a business context

Causes and effects of change in business

· demonstrate 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; and

Class discussion – Reasons for change in a business

Case Study – Mottershead, Grant and Kelt (2015) Tesco plc (p 176)

Research activity – check Tesco Website: www.tesco.com

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 context

Case Study – See Factfile A2 2 Modelling Change

Group work - Pressure group activity knowledge and understanding questions



(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:

www.cengage.co.uk

www.tutor2u.net

CCEA Factfiles (A2 2)

Case Study ‘change’

Mottershead, Grant and Kelt (2015) – Revision Questions 3 & 4 (p 176)



Learning Outcomes


Resources

Change (cont.)

Resistance to change

Strategies to overcome resistance to change


· analyse the causes and effects of change in business, including:

· Pressure groups;

· Business legislation;

· Growth and decline of a market;

· Diversification; and

· Modernisation; and

· apply 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 change


Research 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 2

Class discussion – Discuss the usefulness of Kotter and Schlesinger’s model for managing change



PowerPoint resources

CCEA Case Study ‘Change’


68

Resources:

Unit A2 2:

Textbooks




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.

Websites

www.investni.com


www.workspace.org.uk

www.cipd.co.uk/local/northernireland

www.detini.gov.uk


www.franchisedirect.co.uk


www.tesco.com

www.coca-colacompany.com/

www.stakeholdermap.com/stakeholder-engagement.html

www.johnlewispartnership.co.uk

www.fairtrade.org.uk

www.gucci.com/uk/home

www.wikipedia.com

www.jaguarlandrover.com/gl/en

www.thomascookgroup.com

www.ryanair.com

www.co-operative.coop/corporate/

www.unilever.com

www.telegraph.co.uk

Additional Resources:

Books

Hammond, A and Swift, I, Business Studies for A2 Revision Guide, Hodder Arnold

Hammond, A and Brewer, M, Business Studies for AS Revision Guide, Hodder Arnold

Jewell, B, An Integrated Approach to Business Studies, Longman

Letts Educational, Revise A2 Business Studies, Letts Educational Ltd

Lines, D, Martin, B and Marcouse, I, Complete A-Z Business Studies Handbook, Hodder Arnold

Marcouse, I et al, Business Studies, Hodder Arnold

McAree, D, Top 5 Things To Do At A-Level Business, IN2Print, Belfast

McAree, D, 4 Minutes To Pass A-Level Business Studies, IN2Print, Belfast

McAree, Three Best Things To Do At A-Level Applied Business Studies, IN2Print, Belfast

Rice, A, Accounts Demystified: How to understand financial accounting and analysis, Prentice Hall

Surridge, M and Allan, P, AS/A-level Business Studies Essential World Dictionary

Thomspon, R and Machin, D, AS Business Studies, Collins Educational

Other Publications

Allan, P, Business review magazine, www.philipallan.co.uk

First Trust Bank, Economic outlook and business review

Bank of England (quarterly), The Inflation Report, www.bankofengland.co.uk

Ulster Business magazine

Newspaper Supplements

Business Insight - Every Tuesday with the Irish News

Business Newsletter - Every Tuesday with the Newsletter

Business Telegraph - Every Monday with the Belfast Telegraph

Additional Websites:

Business Studies Websites

A Level of Achievement Business Studies Resources

A Level Revision - Oxford School of Learning, www.osl-ltd.co.uk/index.asp

BBC NEWS Business

BBC News Northern Ireland

Business Open Learning Archive, www.bola.biz/index.html

Business Studies Online, www.businessstudiesonline.co.uk

Business Studies update, www.lincoln.ac.uk/lbs/resources/update

The Economics & Business Education Association, (some useful website listed in the Links sections), www.ebea.org.uk/ebea/default.html

European Foundation for Quality Management, www.efqm.org

Examstutor.com - a level business studies resources for students and teachers, www.examstutor.com/business

globalEDGE – business information from around the world, www.globaledge.msu.edu

Invest NI, www.investni.com

Invest NI's 'nibusinessinfo' website, www.nibusinessinfo.co.uk

Just Business – Global and Ethical Issues, www.jusbiz.org/showpage.php?pagename=home

Northern Ireland Statistics and Research Agency, www.nisra.gov.uk

Office of Communications, www.ofcom.org.ukOffice of National Statistics, www.ons.gov.uk

Q&A resources, www.qaresources.co.uk/busmain/bsample.htm

S-Cool! - AS & A2 Level Business Studies Revision Guide, www.s-cool.co.uk/topic_index.asp?subject_id=8

Sixth Sense Business Studies Resources, www.sixthsense.osfc.ac.uk/business/index.asp

The Times 100 UK Marketing Theory, Business case studies, www.thetimes100.co.uk

Trading Standards Central - Trading Standards and Consumer Protection information, www.tradingstandards.uk

The Treasury, www.hm-treasury.gov.uk

Tutor2u, www.tutor2u.net/default.asp

Finance

From nibusinessinfo.co.uk:

Business Planning

www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.l1=1073858790&r.s=tl&topicId=1074433147

Borrowing


Shares and equity


Human Resources


Dismissals, Redundancies Etc


Employee Representatives and Trade Unions


Equal Opportunities


Motivation


Organisational Change


Recruitment and selection

www.nibusinessinfo.co.uk/bdotg/action/layer;jsessionid=FHxqbyGr5wkZMt6pk6QP6JCZhKvl4zT3pNTvHMtRMp9bVfqF3wvh!1493541108!1162310122409?site=191&r.l1=1073858787&r.s=tl&topicId=1073858914

Skills and training


Marketing


How to build a pricing strategy

www.nibusinessinfo.co.uk/bdotg/action/detail?site=191&r.s=sl&type=RESOURCES&itemId=1073790698

Sales & marketing: the basics

www.nibusinessinfo.co.uk/bdotg/action/layer?site=191&r.s=sc&topicId=1074299808

The lifecycle of products and services


Segment your customers

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Market research and market reports


Pricing your proposed service or product

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Niche markets


Using market reports and other data


Interpreting market information


Operations Management


Just-in-time production

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Stock control methods

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Benchmark your business


Quality management standards


External Influences


Common mistakes when starting up in business


Understand your competitors


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