9609 Scheme of Work (For Examination From 2016)

Scheme of Work
Cambridge International AS & A Level

Business 9609
For examination from 2016
Version 2
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Contents
Contents..............................................................................................................................................................................................................................3
Introduction..........................................................................................................................................................................................................................4
Business and its environment (AS Level)......................................................................................................................................................................8
People in organisations (AS Level)...............................................................................................................................................................................26
Marketing ( AS Level)......................................................................................................................................................................................................41
Operations and project management (AS Level)........................................................................................................................................................55
Finance and accounting (AS Level)..............................................................................................................................................................................64
Business and its environment (A Level).......................................................................................................................................................................77
People in organisations (A Level)..................................................................................................................................................................................86
Marketing (A Level)..........................................................................................................................................................................................................97
Operations and project management (A Level)........................................................................................................................................................103
Finance and accounting (A Level)...............................................................................................................................................................................112
Strategic management (A Level).................................................................................................................................................................................124
Scheme of Work
Introduction
Studying Business is about decision making in a business context. Learners will build up a wealth of knowledge about businesses to aid decision-making. They will
be expected to apply this knowledge to given data, case studies and real world examples. Simply having knowledge is not enough, however, and it is the skills of
analysis and evaluation, which we all use to make decisions, that lie at the heart of the Cambridge International AS & A Level Business syllabus.
This scheme of work provides ideas about how to construct and deliver the course. The syllabus has been broken down into topics with suggested teaching
activities and resources to use in the classroom. The activities have been designed to help learners engage with the content in a stimulating and relevant way,
whilst building on the skills of analysis and evaluation. It is important to allocate appropriate class time and/or homework/independent study to studying the subject
content underlying these activities.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the teacher, according to the level of the learners and size of the class.
The scheme of work is divided into the following topics to give a clear coverage of the whole syllabus.
Suggested AS Level time Suggested A Level time Suggested total time

Main topic areas Level
allocation (%) allocation (%) allocation %
Business and its environment –
People in organisations –
Marketing AS Level 20% – 10%
Operations and project management –
Finance and accounting –
Business and its environment – 12% 6%
People in organisations – 16% 8%
Marketing A Level – 20% 10%
Operations and project management – 16% 8%
Finance and accounting – 20% 10%
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Strategic management 16% 8%
A range of suggested activities are provided for each to help give ideas on how to construct and deliver the course, with notes on areas of common difficulty,
suggested resources and an indication of the overall learning objective to be achieved at this stage. For each activity, the learning objective links to one or more of
the topics and sub-topics in the syllabus so you can see at a glance how this scheme of work covers the syllabus as a whole. The activities are suggestions and
there are many other useful activities to be found online, in textbooks, etc.
Suggested teaching order

It is not essential to follow this scheme of work in the order stated, but it is best to start with Business and Its Environment because this gives learners a clear
understanding of what a business is, and the stakeholders involved. It is also best to teach a full section at a time. If teaching is split between more than one
teacher and some sections are taught in parallel, Business and Its Environment and Strategic Management should be taught as a complete unit before and
after the other modules respectively. The following table illustrates how these options could be addressed in practice.
One teacher Two teachers One Teacher Two teachers
AS year one, A Level year two AS year one, A Level year two Two year linear A-Level Two year linear A-Level
Business and Its Environment Business and Its Environment (AS) Business and Its Environment Business and its Environment (AS and
(AS) (AS and A Level except for 1.6 A Level except for 1.6 External
External Influences on Influences on Business Activity)
People in Organisations (AS) Business)
People in Marketing (AS) People in Marketing (AS
Marketing (AS) Organisations (AS) Organisations (AS and and A Level)
People in Organisations (AS A Level)
Operations and Project and A Level)
Management (AS) Operations and Finance and Operations and Project Finance and
Project Management Accounting (AS) Management (AS and A Accounting (AS
Marketing (AS and A Level)
Finance and Accounting (AS) (AS) Level) and A Level)
Business and Its Environment Business and Its Environment (A Level) Operations and Project Business and Its Environment (only 1.6
(A Level) management (AS and A Level) External Influences on Business)
People in Organisations (A People in Marketing (A
Finance and Accounting (AS
Level) Organisations Level)
and A Level)
(A Level) Strategic Management (A Level)
Marketing (A Level) Operations and Finance and Business and its Environment
Project Management Accounting (A
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Operations and Project (A Level) Level) (only 1.6 External Influences on

Management (A Level) Strategic Management (A Level) Business)
Finance and Accounting (A
Strategic Management (A Level)
Level)
Strategic Management (A Level)
Key concepts
Key concepts are an important feature of Cambridge International AS & A Level Business and are listed in the syllabus. They and are intended as a way of enabling
teachers to link units and topics together into wider themes that encourage greater depth and breadth in subject understanding.
These concepts are highlighted against appropriate activities in this scheme of work. However, they are not ‘more content’ – they should be looked at more as the
guiding principles on which the subject is based. They are also inter-related, and making efforts to link them during the teaching of the course will help learners
understand the complex nature of successful business operations.
Why key concepts are important
Each key concept is likely to be revisited several times during the course. If key Concept 1 – Change is used, as an example, it could be referred to in the following
syllabus areas:
 opportunities for new business start-ups – change can create new markets
 reasons for business failure – change can cause markets to shrink
 technology – evolving constantly to cause change for all businesses
 economic environment – a major external force of change
 consumer tastes and preferences – these changes needed to be monitored by market research
 competitive rivalry – supplier and buyer power, for example, never remain constant and unchanging
 managing strategic change – if not done effectively, the consequences of change can prove disastrous.
If learners are able to develop the ability to see how different strands of the syllabus can be pulled together within one key concept like this, then this higher-level
skill can be transferable to other areas of their lives.
How to deliver key concepts in the classroom
While it is up to you to decide what is the most effective way of addressing key concepts, this could be done in the following ways:
 when introducing new topics, e.g. the purpose of business can be explained in terms of creating value
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Scheme of Work
 when recapping previous topics, e.g.at A Level, strategic management requires decision makers to focus both on creating value and on customer focus
 to provide context for hard to teach elements, e.g. good motivation, effective communication and useful participation in an organisation can be explained in terms
of the style of management used.
They can then also be a useful way to:
 motivate learners, e.g. by helping them to see the subject is not made up of disconnected units, but can be linked through the key concepts, into an holistic area
of study
 help prepare learners for university interviews, e.g. university admissions officers can be impressed by applicants who understand the connected nature of the
subject they have studied and are less concerned with specific and disconnected knowledge.
It is important to remember that while key concepts are not directly assessed in the AS or A Level exams, (there will be no ‘key concept’ questions), learners who
demonstrate an awareness of the inter-connected nature of Business and business decisions in their answers – the approach that key concepts have been
designed to encourage – will be meeting the highest assessment objectives.
Resources
You can find the up-to-date resource list, including endorsed resources to support Cambridge International AS & A Level Business on the Published resources tab
of the syllabus page on our public website. Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a
detailed quality assurance process. All textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of
work as they cover each learning objective. In addition to reading the syllabus, teachers should refer to the specimen assessment materials.
Tools to support remote teaching and learning – Click here to find out about and explore the various online tools available for teachers and learners.
School Support Hub

The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of
forthcoming training opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available
on the School Support Hub at www.cambridgeinternational.org/support. If you are unable to use Microsoft Word you can download Open Office free of charge from
www.openoffice.org
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Scheme of Work
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.
8
Scheme of Work
Business and its environment (AS Level)
Learning objectives and

Suggested teaching activities Teacher notes and resources
Key Concepts (KC)
Enterprise
The nature of business Put learners into groups and ask each group to use their existing Make this session as lively as possible –
activity – purpose of knowledge/awareness of businesses to agree a definition of ‘business’ and an relate business activities to learners’ own
business activity explanation of what businesses do. Each group presents its ideas to the class. experiences e.g. the range of products and
services that they have used that day. No
KC5 Extension activity: Set a written assignment such as ‘Identify four businesses and need to take more than 20 minutes.
explain the main purpose of each of them’. (I)
The Bized website link provides one
useful approach to this activity.
www.bized.co.uk/educators/typein/bus
activityintro11
The nature Explain the concept of ‘creating/adding value’ by introducing the idea of ‘selling for a
Adding value and creating value –
of business activity – the higher price than the cost of bought-in materials’. essentially the same concept BUT creating
concept of creating value value gives a more ‘proactive’ meaning to
Put learners into groups and give each group a list of four (different) businesses. the process. Effective business decisions
KC5 Learners discuss how each business could ‘create more value’ and present their ideas can create value, even to basic materials.
to the class.
Do not allow learners to become confused
Follow this up by asking each group what a business could do to create value from a between ‘added value’ and ‘profit’.
cheap aluminium tray (NOT carrying food). Each group presents its ideas to the
class, who discuss and vote on the best ideas. www.tutor2u.net/blog/index.php/business-
studies/comments/adding-value-creative-
uses-of-a-aluminium-tray
The nature Introduce the concept of ‘scarcity’ and emphasise it does not mean ‘not enough Learners need to understand that scarcity
of business activity – money’. Lead from this into a class discussion on the need for economic activity as a occurs even in wealthy countries and that
economic activity, the means of production and therefore producing more to meet consumer and business the problem of opportunity cost applies to
problem of choice and needs all decision makers – government,
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Key Concepts (KC)
opportunity business, individuals.

cost Put learners in pairs to discuss the following questions:
 what choices have you had to make with scarce resources? ecedweb.unomaha.edu/lessons/
 what was the opportunity cost? popcorn.htm
 how can opportunity cost be applied to the choices you may have made about
subjects or the school you attend?
 what examples can you think of where a business or government has had to make
a choice?
 what was the opportunity cost?
Learners report back to the whole class.
As an additional option, try the ‘popcorn’ activity – see the website link for more
information. Use lined paper instead if food is not allowed and tell learners they have
to write an essay and need to come and get the paper from a ‘box’ rather than a
‘bag’.
Extension activity: Set a written assignment such as ‘Examine, with the use of
examples, the concept of opportunity cost’. (I)
The nature In groups, learners discuss:

of business activity –  how have your parents’ lives changed since their childhood?
the business environment  what products are available today which were not available 10 years ago?
is dynamic  what products do you think might be available in the next 10 years?
 how could businesses respond to changes such as these?
KC1  what have been the main causes of recent change in the local area?
KC5
Follow this with a class discussion on the topic: ‘Change is always good for business’.
On completion, review the discussion to highlight the key learning points.
Extension activity: Set a written assignment such as ‘Analyse how any business of
your choice could be affected by changes in the business environment’. (I)
The nature The factors businesses need to succeed can be taught by planning a new enterprise. Young Enterprise (or similar activity) could
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Key Concepts (KC)
of business activity – what Many UK schools operate Young Enterprise schemes – research to see if similar be used over a period of weeks or months
a business needs to schemes exist in your country that enable groups of learners to set up their own mini- to develop the skills needed to create a
succeed enterprises and compete with each other for the best new ideas. business start-up. Learners taking part in
such schemes are also better able to
Put learners in pairs and ask them to decide: understand the role and importance of
 what they think it takes to organise a concert ‘entrepreneurs’ (see next section).
 what are the five most important elements for success
 why each one is important. The links are to the UK and Malaysian
schemes, or do an internet search for
Each pair feeds back to the whole class so see what range of ideas are provided. similar organisations in your own country.
Focus on the most important (venue, marketing, the band, security, car
parking/transport, merchandise, sales of refreshments, ticketing, etc.) www.young-enterprise.org.uk/
If possible, arrange a class talk with a young entrepreneur – e.g. a former learner at
the school/college. Learners talk about:
 how they succeeded when many new businesses fail?
 what were the key factors in this success
 do these factors transfer to other business types?
The nature The reasons why new businesses fail can also be taught through learners’ experience Example business failures learners could use
of business activity – of planning their own business – see the previous activity for links to Young Enterprise for the group activity include:
why many businesses programmes.
fail early on  Pan Am
Put learners into groups and allocate each group one example of a real local, national  DeLorean Motor Company
KC5 or international business failure. Learners:  Polaroid
 use the internet to research why the business failed  Enron
 discuss the possible reasons for failure (e.g. lack of original idea,  Woolworths.
poor/inexperienced management, lack of finance)
 briefly present their findings to the whole class For more able learners, the Forbes website
link provides a good but quite advanced
Extension activity: Set a written assignment such as ‘Analyse the reasons why article on the reasons for new businesses
small businesses are more likely to fail than large ones’. (I) failing.
www.forbes.com/fdc/welcome_mjx.shtml
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Key Concepts (KC)
The role of the Put learners into small groups and give them five minutes to prepare a list of the
entrepreneur personal qualities and skills needed by successful entrepreneurs. Either give different
– qualities an entrepreneur business contexts to each group or approach as a general exercise.
is likely to need for success
On completion, each group feeds back its ideas to the whole class. Develop a
KC5 definitive list from this information
The role of the Learners research and prepare a presentation of a recent successful new business in The Shell Livewire website link about the
entrepreneur their own country outlining: support offered by one multinational for
– the role of business  what benefits such businesses create for the people and economy of the country young entrepreneurs is a good starting point
enterprise in the  what role entrepreneurship plays in fostering these benefits. for this activity.
development of a business
and a country Put the class into groups and ask one learner in each to present their completed www.shell-livewire.org/
presentation to the rest.
Extension activity: Set a written assignment such as ‘Analyse reasons why the
government should encourage more people to become entrepreneurs’. (I)
Social enterprise – As a whole class, read and discuss the case studies of two or three social enterprises The website links opposite provide
the range and aims of in your own country. Focus on what the aims of these social enterprises are. illustrative examples from the UK and
social enterprises Pakistan of the sort of information, articles
In groups, learners prepare a list of the differences between the aims of these and lists you should be able to find in your
organisations and the other business types that have been studied so far. country.
On completion, each group briefly presents these to the class. Encourage learners to think about activities
that are most likely to be undertaken by
Extension activity: Set a written assignment such as ‘Using examples, explain the social enterprises – and activities for which
main differences between social enterprises and other businesses’. (I) social enterprises might be unsuitable e.g.
when big capital investments are needed.
www.socialenterprise.org.uk/advice-
services
www.theguardian.com/social-enterprise-
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Key Concepts (KC)
network/2013/feb/07/pakistan-social-
entrepreneurs-innovation-potential
Social enterprise – triple Use suggested video, picture and article resources to stimulate a class discussion on Start with the video case studies on the
bottom line: economic the topic: ‘Social enterprises are interested in more than profits’. Socialenterprisebuzz.com website.
(financial), social and
environmental targets Put learners into groups and give each group a different business they will be aware Link this activity to ethical decision making
of (a local business would be most useful). Learners identify what the likely economic, and sustainable development.
KC5 social and environmental objectives may be for that business.
www.socialenterprisebuzz.com/
Each group reports back to the whole class. Consolidate by highlighting the key 2012/11/01/5
learning points.
www.google.co.uk – type ‘triple bottom line’
into the images search tab
www.economist.com/node/14301663
Progress check – Learners recap and consolidate learning at the end of this topic. Past paper/specimen paper questions help
enterprise learners practise how to answer effectively
in the exam.
Business structure
Economic sectors –primary, Provide a simple explanation of the distinction between primary, secondary and You can use the suggested video clips
secondary and tertiary tertiary sectors. (hairdresser, car factory, farmer) to help
sector businesses illustrate these key distinctions.
Hand out a pre-prepared worksheet with names of 20 businesses in your country and
KC5 put learners into groups. Ask each group to classify each business on the list into the Learners need to be able to explain how
relevant sector (conglomerate businesses could operate in all three). businesses in all three sectors could ‘create
value’. This is often easier to do in the
On completion, give feedback to the whole class. secondary/ manufacturing sector but the
concept needs to be applied to the other
two sectors as well.
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Key Concepts (KC)
www.youtube.com/watch?v=l5EV7q15Ie0
www.youtube.com/watch?v=q807djhu9sE
www.drivingthenation.com/lou-ann-
hammond/hyundai-asan-plant-tour/
Economic sectors – the Give learners a simple explanation of the main differences between the public and Learners should not confuse public sector
public and private sectors private sector, and ask them to respond with examples of each from your own organisations with public limited companies.
country.
The Wikipedia link is a useful reference to
To consolidate learning, Set a written assignment such as ‘Analyse why some the sort of private and public sector
businesses operate in the private sector and some operate in the public sector in our organisations to cover.
country’.
The Slideshare link helps show the
difference between private and public sector
organisations in UK/USA, but can be easily
adapted to your own country.
https://en.wikipedia.org/wiki/State-
owned_enterprise
www.slideshare.net/mraali/difference-
between-public-and-private-sector
Legal structures –main Prepare PowerPoint slides highlighting the main features of each legal form of The gov.uk website link is one useful source
features of different types business. It is essential that you cover issues such as limited liability, raising finance, of information for this activity.
of legal structure, including owner’s independence, and control versus ownership.
ability to raise finance The teaching of this topic does not have to
Learners produce their own mind-map on this topic – the Bized website provides an be specifically related to the business legal
illustration of completed one. (I) structures of each country if these are
slightly different from those referred to in
the syllabus – although local examples can
be used to illustrate the main differences
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Key Concepts (KC)
between these forms of ownership.
www.gov.uk/business-legal-structures/
limited-company
www.bized.co.uk/educators/16-19/
business/strategy/presentation/
busownership2_map.htm
Legal structures –sole Hand out details of a number of businesses in different situations, e.g. family This is an area of the syllabus that lends
trader, partnership, private business, start-up business, multinational business aiming to expand, etc. Put itself to learners making judgements –
and public limited learners in pairs and ask them to suggest and justify an appropriate legal structure for discussion and debate of different business
companies, franchises, each (one business each or all depending on time). Each pair feeds back their legal structures for different businesses is
co-operatives, joint proposals to whole class. important.
ventures
Extension activity: Set a written assignment such as ‘The correct legal structure for A case study based approach works well
a business depends on what factors?’. Learners complete with at least four factors for this topic
explained.
Legal structures – concept Have a class discussion on the nature of liability and what a business could be liable Limited liability is an essential concept for
of limited liability and its for, such as: learners to understand. Spend time making
importance  debts sure they know why owners may prefer to
 accidents at work have limited liability.
 consumer injuries.
Follow this by discussing why business owners might want to limit the amount of
liability they incur.
Legal structures – problems Put learners into four groups – one to represent each of the four main legal structures
resulting from changing of sole trader, partnership, private limited company and public limited company. Ask
from one each group to prepare a table of the advantages and disadvantages of their given
legal structure to another structure.
Ask one member of each group to join another group so each group now has a learner
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Key Concepts (KC)
from each legal structure. Using the tables created in the previous task, learners then
discuss what a business might gain by changing from one structure to another, (e.g.
sole trader to partnership, private limited company to public limited company). Each
group produces a written explanation.
Extension activity: As part of this, also Learners explain what the disadvantages of
changing structure could be.
Progress check – business Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers, past
structure  Question 1ai from Cambridge Specimen Paper 02. (F) papers and accompanying mark schemes
are available at
www.cambridgeinternational.org/support
Size of business
Measurement Introduce the class to the main measures used to compare business size, such as: The important issue to convey is that the
of business  number of employees different methods of measuring business
size – different methods of  sales turnover size can be contradictory – so there is no
measuring  capital employed ‘correct method’.
the size of a business  market capitalisation
 market share. Note: Profit is not a measure of size but of
performance.
Put learners into groups and, using a pre-prepared hand-out
or by getting the learners to do their own research (e.g. into public limited companies in Downloaded published accounts of a
own country), ask them to rank the size of up to 10 businesses using the different selection of public limited companies
measures you specify. Ask them then to answer why the results give different rank
orders?
On completion, go through as a class the findings of the group task and discuss
which measurement method might be most useful in different industries.
Significance If possible, arrange for learners to interview at least one owner of a small business, The advantages of operating a large
of small businesses – asking them what they see as being the advantages and disadvantages of such a business can usually be ‘turned round’ to
advantages and business. become the disadvantages of small
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Key Concepts (KC)
disadvantages of being a businesses.

small business On completion, each group feeds back to the whole class.
The two websites listed provide a good
Alternatively, if this is not practical to deliver, get learners in groups to compare a starting point for learners to research
small business with a large one in the same industry, e.g. a convenience store and information for this activity.
large supermarket group. They then analyse the advantages and disadvantages of
the small business compared to the large organisation. www.econsm.com/advantages-
disadvantages-owning-small-business/
On completion, each group feeds back to the whole class.
businesscasestudies.co.uk/nfte-uk/ –
choose ‘The importance and benefits of
small businesses today’
Significance Circulate one or more case studies of family businesses in your own country and ask Not all family businesses are small
of small businesses – learners in groups to suggest the possible strengths and weaknesses of it being businesses – although many are.
strengths and weaknesses operated/managed by the family. Ideally, get each group considers a different
of family businesses business. The first website link provides a very useful
series of video case studies on a typical
On completion, each group feeds back their findings to whole class. family business in the UK. The other two
links are to useful articles on family
Conclude with a whole class debate: Should management of family businesses businesses (the last one is quite advanced).
always be ‘kept in the family’?
www.nw-businesssense.com/Family-
business-video-Pattersons-2.html
www.campdenfb.com/article/study-reveals-
strengths-and-weaknesses-family-
businesses
Significance Learners investigate the role of small businesses in their own country and consider The two websites listed provide a useful
of small businesses – the the benefits of small businesses to the wider economy. What proportion of total source of ideas for this topic.
importance of small employment are small businesses responsible for? Do they export? Have they
businesses and their role in created new product ideas/solutions? (I) businesscasestudies.co.uk/nfte-uk/ –
the economy choose ‘The importance and
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Key Concepts (KC)
Extension activity: Set a written assignment such as ‘Small businesses are entrepreneurship in small business’
important to my country’s economy for the following reasons…’. Learners should
complete with at least four reasons considered. smallbusiness.chron.com/important-small-
businesses-local-economies-5251.html
On completion, discuss the main points as a class.
Significance Take examples of small businesses in, for example, the car industry or tourist The website link is to a useful video
of small businesses – the industry, and explain the benefits they can offer to the whole industry as: resource with Steve Case of AOL
role of small businesses as  suppliers of specialist goods/services explaining how large businesses can
part of the industry  innovators (prepared to try out new ideas) benefit from innovative small ones.
structure in some industries  competitors (encouraging efficiency improvements).
www.mckinsey.com/insights/growth/
KC4 Learners discuss the role of small businesses and identify why a small business is restarting_the_us_small-
appropriate in that role. business_growth_engine
Follow this by putting learners into groups. Each group takes one of the small
business examples discussed in the previous tasks and researches their role in the
industry, producing an oral report for the rest of the class of its findings.
Internal growth – why and Put learners into pairs and give them a case study context from your country of a The website link is to a simple introduction
how a business might grow business that is expanding internally, e.g. more workers, more premises, more for learners on this topic, including a quiz.
internally equipment. Learners discuss the reasons why this business is expanding and the
benefits the business might gain from this, and then draw up a list of reasons for the Note that external growth (mergers and
internal expansion. takeovers) should be covered in the A Level
year of the Cambridge syllabus, not in this
Each pair feeds back to the whole class. AS Level topic.
Extension activity: Set a written assignment such as ‘The growth of a business has www.bbc.co.uk/schools/gcsebitesize/
advantages and risks. Discuss’. business/aims/
sizeandorganisationrev1.shtml
Progress check – size Learners recap and consolidate learning at the end of this topic. Past paper/specimen paper questions help
of business learners practise how to answer effectively
in the exam.
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Key Concepts (KC)
Business objectives
Business objectives in the In groups, learners make two different lists – one of personal objectives and one of Learners need to consider objectives as
private sector and public potential business objectives. more than being ‘make a profit’ – although
sector – nature and this may well be the long term aim of most
importance of business On completion, each group feeds back to the class. Use this for a discussion on the other corporate objectives - the impact of
objectives at corporate, benefits of setting aims/objectives. other possible objectives on business
departmental and individual strategy (decision making) needs to be
levels Put learners into groups and give them a specific business to work on – give half the discussed.
groups public sector businesses and the other half private sector businesses. Ask
each group to draw up a table with at least one possible corporate objective for their The two websites listed provide some
given business, two departmental objectives that follow on from that corporate useful background material (including a
objective and four individual objectives for workers/ managers within that business quiz for learners in the second one).
that will help to meet the departmental objectives.
You do need to reinforce the idea that long
Follow this with a class debate on business objectives to consolidate learning. term business aims need to be passed
down/communicated to the rest of the
organisation.
www.tutor2u.net/business/strategy/
objectives.htm
www.bbc.co.uk/schools/gcsebitesize/
business/aims/partnershiprev1.shtml
Business objectives Using a case study example from your own country, In groups, learners discuss the Is CSR a help or a hindrance to long term
in the private sector and following questions: profitability? Does CSR assist a business to
public sector – corporate  why is this business spending money/resources on social/ community activities ‘create value’? Learners should be able to
social responsibility (CSR) that it is not legally required to? discuss these issues, by referring to actual
as a business objective  should all businesses do this? examples, once they have completed this
 are there any problems with this approach? section.
On completion, each group feeds back its conclusions to the whole class. Try to use own country examples where
possible. The websites listed provide some
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Key Concepts (KC)
Extension activity: Set a written assignment such as ‘CSR must be adopted by all useful introductory, case study, discussion
businesses if they are to be successful. Evaluate this view’. and image resources to help with this.
Learners need to be able to question the

value of CSR too – especially if it’s
perceived as not being a ‘genuine’
approach to social values by business.
www.google.co.uk – type ‘corporate social

responsibility’ into images search
www.bbc.co.uk/news/business-19876138
businesscasestudies.co.uk/primark – choose
the section ‘Beyond corporate social
responsibility’
www.business-ethics.com/2011/05/12 –
choose ‘Does corporate responsibility
increase profits?’
Business objectives Learners research company websites on the internet for mission statements. (I) There is a wealth of information on
in the private sector and corporate mission statements available on
public sector – relationship Put learners in pairs to discuss the statements they found. Do they often state the many company websites. One such
between mission same message? How useful are they? What is the difference between these and example (Coca-Cola) is listed here.
statement, objectives, clear objectives?
strategy and tactics www.coca-colacompany.com/our-
Each pair feeds back to the whole class. company/mission-vision-values
KC6
Using a team sporting activity (e.g. football, basketball), Have a class discussion on
how a team might devise an objective for a match, how this can be translated into a
series of strategies and then into individual tactics.
Learners come up with their own objectives for their A Levels. Write a report on what
strategies and day-to-day tactics they intend to employ to meet their objectives.
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Key Concepts (KC)
Objectives Using a decision-making cycle from the suggested internet search, put learners in The two websites listed provide some
and business decisions – groups and ask them to work through each stage using an example business useful background material on business
the different stages of decision you give them such as ‘should we expand?’ or ‘how can we reverse the fall decision making.
decision- making, the role in sales?’
of objectives in decision www.google.co.uk –
making On conclusion go through as a whole class and explain how business objectives are
used to reach decisions at each of the stages in the decision-making cycle. tutor2u.net/business/organisation/
KC6 decisionmaking.htm
Extension activity: To help consolidate this, learners consider an important personal
decision of their own (e.g. going/not going to university) and then apply the decision-
making cycle to this process. (I)
Learners feed back to the whole class how well the process could be applied to their
own decisions.
Objectives Circulate a case study example from your own country of a business that has Used selectively, the first website provides
and business decisions – expanded since being set up (it may be operating in new markets with new products) a useful resource on business objectives.
how objectives might and discuss as a whole class. If no relevant local example exists, Apple is one good The second provides a useful introduction
change over time case study to use (see the Time magazine website link). and learner quiz.
KC1 Put learners into groups to consider four objectives that this business might have Note that SWOT analysis and the impact of
established at different stages of its start-up and development. Also ask them to the external environment on business
consider if a successful new competitor entered the market, how might the objectives objectives should be covered in the A Level
of the business change again? year of the Cambridge syllabus, not in this
AS topic.
On completion, each group feeds back to the whole class.
www.businessstudiesonline.co.uk select
Now Learners go on to find their own local, national or international example of Theory Notes for AS OCR, and then Unit
business which has changed objectives over time and produce an A4 sheet showing 1, Section 3, Corporate Objectives
the timeline of the business and how different objectives were relevant at different
time. www.bbc.co.uk/schools/gcsebitesize/
business/aims/partnershiprev3.shtml
Display the completed A4 sheets on the wall for all to read.
content.time.com/time/specials/packages/
article/
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Key Concepts (KC)
0,28804,1873486_1873491_1873530,00.ht
ml
Objectives Your own school/college can provide a useful setting for this topic. If the long-term This links in with the previous section on
and business decisions – objective is to increase learner numbers by 20% in two years, will this require a objectives, strategy and tactics, and could
translation of objectives into ‘splitting up’ of the objective into departmental and individual targets and budgets? be covered at the same time.
targets and budgets Learners explain why and then give examples of what these departmental targets
could be. Note that budgets are addressed in more
detail in AS Finance and Accounting and
Extension activity: Set a written assignment such as ‘Analyse why SMART management by objectives in A Level HRM.
objectives are important for a business’. (I)
Objectives and business Put learners in pairs and ask them to use a suitable case study to consider how This links to the mission statement, but is the
decisions – the workers might be affected by new business objectives/targets and suggest ways in mission statement an effective way of
communication of which these could be communicated to the workforce. communicating objectives as opposed to just
objectives and their likely stating ‘what our business is about’? The
impact on the workforce Each pair feeds back to the whole class. website link provides some interesting ideas
on this.
This activity also links with the previous one

– not only the objectives but the targets and
budgets need to be communicated to the
workforce.
ies.ncsu.edu/news-center/blog/the-
importance-of-communicating-goals-and-
objectives
Objectives Learners read the Anglo-American case study accessible through the Business case Learners generally enjoy discussions about
and business decisions – studies website opposite. The put them in pairs to prepare a short presentation on business ethical dilemmas. There is a close
how ethics ‘What is meant by business ethics,’ and ‘Should businesses behave ethically?’. link between this section and CSR.
may influence business
objectives Each pair presents to the whole class, which in turn gives feedback the views Ethical business decisions mean more than
and activities presented. just ‘acting legally’.
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Key Concepts (KC)
Learners research examples from their own country of businesses acting ethically or business-ethics.com/ – business magazine
unethically and provide a written answer to the following assignment: ‘Analyse the on ethical issues
costs and benefits of a business having ethical objectives'.
businesscasestudies.co.uk/anglo-american/
Set a written assignment such as ‘Analyse the reasons why ethical issues are – choose ‘Why should a business act
becoming increasingly important in business decision making’. (I) ethically?’
www.telegraph.co.uk/finance/
newsbysector/industry/10624268/job-
search-business-ethics.html – article on the
impact of business ethics on recruitment
Case studies are a key part of effective

teaching of this topic.
Progress check – business Learners recap and consolidate learning at the end of this topic. Past paper/specimen paper questions help
objectives  Question 1d from Cambridge Specimen Paper 02. (F) learners practise how to answer effectively
in the exam.
Stakeholders in a business
Business stakeholders – Hand out a local case study example of a major business development, such as a Major construction project websites often
individuals large construction project. If no suitable local examples exist, use as an example a contain details of the potential advantages of
or groups interested in major retailer planning to develop a new shopping centre on park land 5 km from your such a scheme. Using this information,
the activities nearest town centre. Go through this as a class. learners can then research the further details
of business as required (e.g. local unemployment rate,
In groups, learners suggest which stakeholder groups will be affected by this proximity to housing, suitability of local roads
KC2 development, such as: for truck deliveries, etc.).
 owners/shareholders
 managers Website for any major construction project
 employees in your own country. (e.g. www.hs2.org.uk/
 customers in the UK).
 suppliers
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Key Concepts (KC)
 lenders The Tutor2u.net link introduces stakeholder

 government groups and discusses the responsibility
 local community. businesses have to them.
Learners produce a mind-map of all the local, national and international businesses www.tutor2u.net/business/gcse/
they are stakeholders of themselves, e.g. as customers, part-time employees, living organisation_stakeholders_ethics.htm
close to, or having relatives working there/owning shares.
Business stakeholders – Put learners into groups, with each group representing a different stakeholder group. Use the stakeholder groups covered in the
their roles, rights and Each group then uses the internet to research and identify the role, rights and previous activity as a reference for this task.
responsibilities responsibilities of its allocated group, feeding back its findings to the whole class.
www.tutor2u.net/business/gcse/
organisation_stakeholders_ethics.htm
The importance and Staying in the stakeholder groups set up in the previous activity, ask each group to Good examples for the individual task
influence analyse the impact on them of the major local development selected at the start of the include mobile phones, games consoles,
of stakeholders on topic. Encourage them to look at both the potential advantages and disadvantages. sweets/chocolate bars and cars.
business activities –
the impact Follow this with a class debate on: ‘This development should be allowed as the smallbusiness.chron.com/deal-multiple-
of business decisions/ advantages are greater than the disadvantages.’ Each group participates in line with stakeholders-organizations-62017.html –
actions on stakeholders its stakeholder role. some useful articles on a range of
and their reactions stakeholder issues
Learners research the recent launch of a new product, identify the likely reactions of
KC2 the different stakeholder groups to the launch and present their findings to the class. (I)
The importance and While learners remain in their stakeholder groups, use the website link for a discussion The Tutor2U link provides a useful recap of
influence on the ethical positions of different stakeholder groups and how these can influence corporate social responsibility in the context
of stakeholders on the perceived advantages and disadvantages of the development you have been of stakeholder groups.
business activities – why looking at.
a business www.tutor2u.net/business/gcse/
needs to be accountable to Then set a written assignment such as ‘Analyse, with examples, how stakeholder organisation_stakeholders_ethics.htm
its stakeholders groups influence business decisions and how conflicting stakeholder needs can be
resolved’. This will provide useful preparation for the next activity. (I)
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Key Concepts (KC)
The importance and Using the development selected at the start of this topic, ask learners what measures It is important to give learners the opportunity
influence the management (and the government through planning controls) could put in place to consider how effective management can
of stakeholders on to resolve the conflicts/different aims identified for each stakeholder group. minimise stakeholder conflicts to the benefit
business activities –conflict of the business.
from stakeholders having Set a written assignment such as ‘Select four stakeholder groups that will be affected
different aims by the building of a power station in your region. Explain why each group will have www.google.co.uk – type ‘stakeholder
different aims, how these aims could conflict and what steps the company could take conflict’ into images search
to resolve them’.
businesscasestudies.co.uk/bt – choose
‘Stakeholder conflict’
Search for own country examples too.
The importance and Hand out a business case study example where the original objectives changed over It is important to use a case study here
influence time and use this as the basis for a class discussion in which learners identify what where there have been a number of
of stakeholders on impact these changing objectives will have on different stakeholder groups. changed objectives. The Apple case study
business activities – mentioned in an earlier unit can be used as
how changing business Then give learners a different stakeholder from the case study. Learners decide a basis for this if no other case study exists
objectives whether the changes in the case study have had a positive or negative effect on their – the website link is repeated opposite.
might affect stakeholders stakeholder group and write a brief report on their conclusions.
content.time.com/time/specials/packages/
article/
0,28804,1873486_1873491_1873530,00.ht
ml
Progress check – Learners recap and consolidate learning at the end of this topic. Examples of the type Past paper/specimen paper questions help
stakeholders in a business of questions you could set include: learners practise how to answer effectively
 Question 4 from Cambridge Specimen Paper 01. (F) in the exam.
Cambridge 2016 specimen papers, past

papers and accompanying mark schemes
are available at
#
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People in organisations (AS Level)

Key Concepts (KC)
Management and leadership
Management and managers As a short introductory activity, pick a job that could be done by either a person or a Select a job that has some obvious
– functions, roles and styles machine, e.g. making a table. Give learners five minutes to think of the advantages advantages when done by a person such
of management, Mintzberg's (unique attributes) a person has compared to a machine, and Learners feed back as: creativity, ability to make decisions,
roles of management their ideas. (I) flexibility, enthusiasm.
KC2 Follow this up with the video clip on Mintzberg to introduce learners to the functions There are many good opportunities to
KC6 of management discuss the key concept of management
KC5 throughout this section. The individual
Learners research management by interviewing a local manager (parent, relative, functions of management also add up to
friend, etc.), or by doing equivalent internet research. Learners find out what the create a more holistic strategic approach.
manager does to carry out the following management functions:
 setting objectives and planning The service sector depends on people, and
 organising resources 'tipping' is an example of an employee
 directing and motivating staff creating value beyond the price of a
 coordinating activities product.
 controlling and measuring performance.
www.youtube.com/watch?v=_NRWtd_SiU8
On completion learners present their findings to the class. – video clip on Henry Mintzberg
Cambridge past papers and accompanying

mark schemes are available at
Leadership – the purpose To elicit the purpose of leadership, start by asking learners the leadership roles they For the role play, pick a business that is
of leadership, leadership know in a business. well-known to learners (e.g. in the news or
roles, qualities of a good locally familiar) so learners understand the
leader Put learners into groups to role-play a meeting involving: context.
 a director
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Key Concepts (KC)
 a manager Other aspects of the role play you need to

 a supervisor manage include:
 a worker representative.
 the line relationships between the workers
The aim of the meeting is to come to a resolution about a dispute/ conflict (e.g. (who is in charge of whom)
longer working hours). Allocate roles to learners and give them time to think about  the individual stakeholder objectives (i.e.
what their role’s objective is (beyond the objective of the business) and what their directors may have a profit motive,
leadership responsibilities are. managers may be looking at their own
utility/benefits, supervisors may be
After the role-play, bring the whole group together to identify the leadership qualities looking to minimise workload and worker
that learners showed, or (more likely) the qualities they should have shown: representatives may be focussing on
 how could each type of leader have improved their leadership? higher pay)
 should they have been thinking of their subordinates more or were they
focussing on their own issues? the wider leadership responsibilities of each
 do learners know any managers like the ones portrayed? leader (directors have a responsibility for
the whole business, managers have a
responsibility for their department/area,
supervisors have responsibility for
operations in their area, worker
representatives have responsibility for the
workers).
Choice of leadership style – Introduce the three leadership styles (autocratic, democratic, laissez-faire) and ask Some good examples of roles include:
autocratic, democratic, the class for examples of jobs where each leadership style is predominant.
laissez-faire  fire service (autocratic)
Then split the class into four teams, giving three of the teams a different leadership  education (democratic)
KC4 style. The fourth team are observers. The Autocratic and Democratic groups should  artist (laissez-faire).
each have a leader (either the teacher or the group can choose the leader).
For the team activity, any detailed road map
Give each team a road map. The aim of the task is to find the shortest route of any region or country will do – a 'book'
between two places and to measure the route using a piece of string. type road map adds an extra level of
 Give the leader of the Autocratic group a set of clear instructions. The leader complexity (assuming the starting point and
conveys the instructions to the group and gives them defined roles. destination are on different pages).
 Give the Democratic group several possible ways of finding the route. The
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Key Concepts (KC)
leader asks the group for opinions on the best way and then decides which way The leadership styles the observation group
to use. should look out for include:
 Give the laissez-faire group the resources (map, string) and aim of the task, but
no further assistance.  speed of decision making
 Members of the observation group observe the three groups and make notes on  creativity
each leadership style.  motivation
 group cohesion.
Bring the group back together for a discussion on the advantages and
disadvantages of each method used. The most likely ways to increase creativity
and innovation are through a less
regimented style of leadership. Some
investigation into well-known entrepreneurs
and the environment that led to their
innovation could form the basis of further
discussion.
en.wikipedia.org/wiki/Leadership_styles
www.google.co.uk – type ‘leadership styles’

into images search
businesscasestudies.co.uk/enterprise-rent-
a-car – choose ‘Using a range of
management styles to lead a business’
Choice of leadership style – Learners write down on slips of paper or post-it notes the traits or characteristics of Understanding that McGregor was writing
McGregor’s leadership styles leaders/managers they have observed (e.g. from school, a familiar workplace or a about management perspectives is
film/TV programme). important. Too often this is taught as a
KC1 motivational theory, or as ‘Theory X is bad’
Then draw a horizontal line on the board. At one end write ‘Theory X’ and at the when a good manager may adapt to the
other ‘Theory Y’. Identify and write on the board the extremes of behaviour that exist situation appropriately.
at either end of the spectrum according to McGregor.
en.wikipedia.org/wiki/Leadership_styles
Learners read out one characteristic they identified at the start of the task and stick it
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Key Concepts (KC)
on the spectrum with reference to McGregor's extremes of Theory X and Theory Y, www.google.co.uk – type ‘leadership styles’
explaining why they chose to place it where they did. This should be a quick activity, into images search
no more than 15-20 minutes in total.
businesscasestudies.co.uk/enterprise-rent-
Finally, learners pick one of the characteristics from the board they did not add a-car – choose ‘Using a range of
themselves and explain in a brief report: management styles to lead a business’
 why it is more of a Theory X or Theory Y characteristic
 whether or not the leader would benefit from changing their approach. (I) www.youtube.com/watch?v=yR03d9gN1nw
– a quick introductory video on McGregor's
theories
Which of McGregor’s leadership styles is

most likely to engage with change?
Emotional Intelligence/ Introduce Golman’s four competencies and discuss the nature of each of the You will need to do some substantial
Emotional Quotient (EQ) – elements. How would learners rank themselves on each scale? teaching here about the nature of the
Golman’s four competencies: competencies in the first part of this activity.
self-awareness, social Put learners into groups and give each group one of Golman’s four competencies.
aware-ness, self- They devise five questions which aim to find out a person’s emotional intelligence on Learners could use the link to the online
management and social skills that competency. They give the five questions to another group who analyses the emotional intelligence quiz as part of a
questions, looking for aspects that are good and areas where improvements can be homework activity on this topic.
made.
psychology.about.com/library/quiz/
When learners have a good understanding of each competency, give them a bl_eq_quiz.htm – online emotional
business scenario to analyse and evaluate the usefulness of the competencies. intelligence quiz
Scenarios could include:
 hiring new staff
 making existing staff redundant
 disciplining workers.
Learners produce a written report identifying scenarios where the competencies are
more useful than others. (I)
Progress check – Learners recap and consolidate learning at the end of this topic. Examples of the Cambridge 2016 specimen papers, past
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management and leadership type of questions you could set include: papers and accompanying mark schemes
 Question 6 from Cambridge Specimen Paper 1. (F) are available at
Motivation
Motivation Discuss the importance of motivation with the class, and ask leaners to consider The mind-maps can be made into posters
as a tool of management and what motivates them. and displayed on a wall. It can be
leadership – the need to interesting for the teacher to understand
motivate employees to Learners: what motivates each learner – this can be
achieve the objectives of  draw a mind-map of the things that motivate them used in future teaching of the individual
a business  identify on this the most important motivators in their life learners.
 indicate how these motivators can be used to help achieve their own objectives
KC5 in life – university, career, etc. (I) For the final discussion, look at a specific
business with which learners are familiar,
Conclude with a class discussion on how useful it is for a business to understand e.g. a nationwide chain of shops
the things that motivate workers. How does it make it easier to achieve the (supermarkets, electrical retailers, etc.) or an
business’s objectives? international business (Google,
Microsoft ,etc.).
This is a good point to discuss Key Concept

5. It is likely to be one of the main
objectives of a business but learners can
find it difficult to link motivation to profits. By
looking at a context such as
a restaurant, learners can discuss how a
motivated workforce creates more value in
the food and service provided than an
unmotivated one.
Human needs Give each learner a simple ‘stick’ picture of a person and ask them to spend five Some ideas of ‘basic’ human needs to get
– a simple explanation of minutes labelling the picture with human needs. (I) learners started are food, water, sleep,
human needs, how human shelter, safety. Make sure they also look at
needs may or may not be Each learner then pairs up with another learner to share their ideas and identify the 'higher' needs such as status, creativity
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Key Concepts (KC)
satisfied at work those needs which could be satisfied at work and those that can’t. Each learner and recognition.
adds their partner’s ideas to their own picture.
en.wikipedia.org/wiki/
Each pair then joins another pair. Give these groups larger pieces of paper with a Fundamental_human_needs – a
stick person drawn on. Each group discusses their ideas so far, adds the best ones classification of fundamental human
to the larger piece of paper, then adds further thoughts on how meeting needs can needs
be achieved in the workplace.
On completion, bring learners back together. Each group presents their picture and www.youtube.com/watch?v=u6XAPnuFjJc
the class uses these to develop and label a larger picture. Make sure the discussion – a video clip about what motivates people
here focuses on the motivations which can be satisfied by/though work and what at work and at home
the most effective methods are that businesses can use.
You could put these starting suggestions
around the room to facilitate discussion.
This would be an ideal activity to do on an

interactive whiteboard (if available).
Motivation theories – Divide the class into smaller teams. Each team researches one of the theorists Make sure learners focus on the most
ideas of the main content listed opposite and produces a presentation for the whole class. Each presentation important theories for each theorist:
theorists and process should cover:  Abraham Maslow's Hierarchy of Needs
theorists  brief background of the theorist  Frederick Taylor's Scientific Management
 outline of their theory  Elton Mayo and The Hawthorne Effect
KC4  an example of how their theory can be applied  Frederick Herzberg's Two Factor Theory
 advantages of the theory  David McClelland's Managerial Needs
 disadvantages of the theory  Victor Vroom's Expectancy Theory.
 a hand-out for the rest of the class.
Wikipedia, YouTube, Tutor2U and Bized
By the end of the presentations every learner should have a good understanding of websites all provide good starting points for
each theory. the learner research.
Many of the motivational theorists suggest

higher aims including innovation. Why is
innovation important to a business?
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Key Concepts (KC)
Motivation methods in Divide the class into six groups, one for each theorist introduced in the previous The advantage of focussing the first step in
practice: financial motivators, activity. Each groups use their theorist’s theory to explain how the whole class can this activity on the school learning
non-financial motivators – be motivated and then a sample letter to the Head Teacher explaining how their environment is learners will focus better on
the theories in practical theory suggests learners within the school should be motivated. non-financial motivators.
situations
Put learners in pairs to debate the issue: ‘Does money motivate?’ One learner
argues that it does, and finds aspects from the six motivational theories to support Every theorist has some aspects that
their case. The other learner takes the opposite view and backs up their ideas with suggest that money is an important
appropriate aspects from the theories. motivator. Learners often focus on higher
needs and forget that most workers, no
matter how much they love their job, would
not work without money.
Motivation methods in Develop a number of scenarios of job roles and different payment methods, and Some good scenarios and payment
practice: financial motivators, separate the pay and job role information. In groups, learners match the workers to methods to give each group are:
non-financial motivators – the most appropriate method of financial motivation in each scenario.  time-based (plumber, painter, mechanic,
different payment methods tutor)
On completion, discuss each scenario as a whole class and decide on the most  salary (teacher, manager, civil servant)
appropriate method for each.  piece rates (production worker)
 commission (salesperson)
 bonuses (banker, manager)
 profit-sharing (manager)
 performance-related pay (accountant,
production worker, manager, teacher).
This is an excellent opportunity to discuss

the skills of analysis and evaluation. There is
no 'right' answer to this exercise, only more
appropriate solutions. If a learner can
present a logical case in context for the use
of a financial motivation method then this
should be rewarded. Learners often struggle
with this and it is important they realise that
two learners may present different ideas, but
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Key Concepts (KC)
both still be correct.
businesscasestudies.co.uk/business-
theory/ – choose ‘People’, ‘Motivation’ and
then ‘Methods of remuneration’
people_methods_of_pay.html
Motivation methods in Go back to the activity at the beginning of this topic where learners identified human This again provides an ideal opportunity to
practice: financial motivators, needs. From the list of human needs they created, learners identify those which can demonstrate the skills of analysis
non-financial motivators – be met through money (usually the ‘basic’ needs) and then make a list of needs and evaluation by having learners argue for
non-financial motivators, which cannot (or cannot easily) be met through financial reward. the most appropriate method. If two learners
employee participation can put forward arguments for different
Then give each group a list (with explanations if necessary) of non-financial methods, a third learner could briefly
motivators. Each group should identify (with explanation) the best non-financial summarise the arguments and come to a
motivator for each 'higher' need. judgement based on the weight of the
arguments.
On completion, discuss as a class, and where groups have decided to use different
non-financial motivators for the same need, discuss the most appropriate method. Basic notes on non-financial motivators:
Then introduce the idea of employee participation. Learners: people_motivation_non_financial_rewards.
 discuss which human needs can be met through employee participation in the htm
management and control of business activity
 debate the advantages and disadvantages of employee participation to the Online quizzes about motivation:
business www.psychologies.co.uk/tests/what-
 compare and contrast this to the advantages and disadvantages to the motivates-you.html
employees.
www.oprah.com/spirit/How-to-Determine-
What-Motivates-You-Motivation-Style
www.quibblo.com/quiz/afxKyTZ/What-
Motivates-You
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Progress check – motivation Learners recap and consolidate learning at the end of this topic.
Human resource management (HRM)
Purpose and roles of HRM Draw a line across the board. Tell learners that this represents the 'lifecycle' of an This is an introduction to the role of HRM.
– its role in meeting employee in an organisation. Add the words ‘recruitment’ and ‘selection’ at one end Learners need to understand why people
organisation objectives of the line. Now discuss with learners what else might fit on the line. One interesting require management beyond that given to
point would be to include workforce planning and discuss the need for this process machines and capital items.
KC6 to happen before the employee is involved.
The seven HRM functions to cover are:
Learners create a mind-map of all the elements of human resource management.  recruitment
As they develop these, ask them to address follow-up questions such:  selection
 why do people require more management than capital items?  training
 if people require more managing, why do businesses sometimes prefer to use  induction
people rather than machines? (I)  advice
 guidance
Follow this by asking learners to draw a table with a column for each of the HRM  workforce planning.
functions. They then identify the day-to-day tasks they might expect someone
working in HRM might to in each of the seven identified areas. (I) Extension activity: Learners should start to
see that these seven HRM functions build
into a coherent HRM strategy which itself is a
vital part of the overall business strategy.
www.youtube.com/watch?v=9ZLbSk1Te68
– video clip introducing HRM
www.google.co.uk – type ‘what is HRM’
Recruitment and selection – Put learners into small groups and give them mini-case study examples of Labour turnover on its own is a meaningless
labour turnover businesses with high/low/changing labour turnover figures. Ask each group to figure. In some industries, turnover rate
discuss and analyse the impact of the labour turnover rates on the business, giving should be high – e.g. seasonal businesses,
KC1 them five minutes with each case study before moving on to the next one. retail business – whereas in other industries
KC3 turnover should be low – e.g. managerial
Based on this analysis, learners formulate a brief written solution to the labour roles, skilled industries. These are likely to
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Key Concepts (KC)
turnover problems for one of the businesses looked at. (I) be different in different countries so
examples that mean something to learners
For consolidation, include Question 2c from Cambridge Specimen Paper 2 in a locally will be better.
class test or homework on this topic. (F)
In many businesses, high labour turnover
links to both these key concepts 1 and 3).
Looking at the impact losing employees can
have in terms of these key concepts allows
learners to develop a wider understanding.
www.tutor2u.net/business/people/
workforce_turnover.asp
Marcouse and Lines, Business Case

Studies Second Edition, Case Studies 42
and 47
Recruitment and selection For a job of their choice, ask each learner to produce a job advertisement, job Learners can use the suggested internet
description and person specification. Learners will also need to carry out brief initial search to find templates for job descriptions
Job descriptions, person research to ensure these documents match the requirements of the job they have and person specifications on which to base
specifications, job chosen. (I) their own as part of the initial research they
advertisements undertake.
On completion, display all the job advertisements on a noticeboard. Learners then
choose one (or more if time allows) jobs to apply for. They are then given the job You can reduce or expand this activity
description and person specification for those jobs. If they are still interested, they according to the time available. As it is a
apply with a CV and covering letter. (I) useful chance to teach life and general
career skills as well, you can if you wish
As the next step, learners assess the applications for the job they advertised and expand it to include:
shortlist candidates for interview. Learners who do not receive job applications can  get a member of staff (or business
prepare interview questions. (I) person) to sit on some of the interview
panels
If time is available, job interviews can take place, with learners role-playing the  a member of staff can provide brief
interviewee and interviewing panel. candidate references to use in shortlisting
 use real job ads from the newspaper or
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Key Concepts (KC)
by typing ‘job application forms’ in an

internet search engine.
www.google.co.uk – type ‘examples of job

descriptions and person specifications’ into
the images search
obs.acas.org.uk/modelworkplace/
Landing.aspx – learning modules by
ACAS on people management
Employment contracts – Learners undertake research on contracts of employment in their own country and The contract of employment exists from the
main features investigate the: moment of employment, not just when a
 legal obligations of employers to provide a contract/written statement of written contract or statement of particulars is
particulars provided. The contract puts requirements on
 likely contents of a contract of employment the employer and employees and this should
 advantages of a contract of employment (business perspective) be explored in different contexts.
 advantages of having a contract of employment (employee perspective). (I)
The contents and specifics of a contract (or
Learners produce a written report on their findings. (I) written statement of particulars in some
countries) will differ from country to country.
The In groups, learners share their finished reports should be shared, discussing
the differences and similarities in findings. www.search4solicitors.com/article.php?
ArticleID=17 – article on the importance of
a contract of employment
Redundancy and dismissal Learners research a local, national or international business that has made its The difference between dismissal and
– difference between workers redundant (news articles are a good source for this) and write a report redundancy is often misunderstood. Terms
redundancy including an explanation of: like 'being sacked' or 'let go', show a lack of
and dismissal  the reasons for the redundancies understanding. Learners must be able to
 why this situation is redundancy not a dismissal differentiate between the two and use the
 the likely costs to the business of the redundancies (focussing on quantitative correct terminology – for example,
and qualitative costs, e.g. financial and image) redundancy rather than dismissal must be
 if the business is still trading, what are the benefits to the business of the used in the context of cost-saving
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Key Concepts (KC)
redundancies (e.g. technological economies of scale, higher productivity, etc.) (I) measures as it opens the door to further
analysis of the short-term costs to the
Put learners into small groups. Give each group a type of job (teacher, supermarket business of redundancy versus the possible
checkout operator, football club manager, etc.). long-term benefits.
For each role, the group explores the type of misconduct which may result in a There is no need for learners to know the
warning and the type of misconduct which may result in dismissal. details of any specific countries’ laws on
unfair dismissal. However, an exploration of
Each group reports back to the class about their findings. the laws in the learners’ own country can be
used as an extension activity and
encourages learning beyond the
specification.
businesscasestudies.co.uk/business-
theory/ – choose ‘People’, ‘Protecting
people’ and then ‘Transfers and termination
of employment’
www.youtube.com – search for clips on

unfair dismissal in different countries.
Staff morale and welfare – Learners identify the activities in their life which require time, e.g. school, Work-life balance is something that concerns
relationship between HRM, homework, revision, sport, family, meals, friends and sleep. learners as much as adults. In many ways it
staff morale is part of the 'growing up' process in terms of
and welfare, concept of work- They then draw a timetable for the whole week, giving each day a column time of 24 understanding the shifting time demands that
life balance hours. Using the previous week for reference, they fill in the diary for the coming studying and work makes on people.
week making sure every block of time is filled in. Finally, they divide this information
into the percentage time they spend on the different areas of their life. (I) Make learners aware that their preferred
work-life balance may influence their career
Put learners into pairs learners to compare and contrast each other’s work-life choices in the future.
balance:
 what are the major differences? You can also extend this to look at
 what improvements could be made to achieve the learners’ life objectives? occupations where traditionally there is not a
 what is getting in the way? good work-life balance, such as:
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 how might they expect their work-life balance to change over the course of their  junior doctors
life?  teachers
 how does their work-life balance differ from their parents?  high-powered managers
 shift workers
To put this in a business context, lead a whole class discussion on how much  rock/pop musicians.
responsibility a business has to consider the morale and welfare of the workers it
employs. What are the benefits of using HRM techniques to improve employee This topic also links well with the earlier
morale and welfare? What are the costs to the business? leadership and motivation topic, providing a
good opportunity to refresh learning – to
Finally, put learners into groups to prepare a leaflet outlining the importance to a what extent do workers want a business to
business and employees of other aspects of staff morale and welfare, such as: consider their work-life balance, or are most
 bullying policies workers able to make their own choices?
 staff consultative committees
 flexible working www.mindtools.com/pages/article/
 performance management processes newHTE_93.htm – wheel of life activity
Staff morale and welfare – Learners create a mind-map of the issues/areas they think that equality and Learners often want to explore the issue of
policies for diversity and diversity covers, such as age, race, religion, etc. Relate this to the laws in the discrimination and equality further. It is
equality country that learners live. important to emphasise the need to
discriminate (on effort, on ability, on
KC1 Learners analyse the benefits and costs to a firm of promoting diversity as a written qualifications, etc.) but the importance of not
response to a given case study example. The benefits may include: discriminating on characteristics which are
 greater pool of workers to choose from illegal and/or do not impact upon the ability to
 better pool of skills do a job.
 lower legal costs
 better business image. Key Concept 1 is important in the area of
diversity and equality. How have
The costs may include: businesses had to cope with a changing
 higher recruitment costs society? What issues are important now
 longer recruitment process that perhaps were not considered in the
past? How can businesses make sure they
 greater training needs
are ready for changes in legislation and
 communication barriers.
society values in these areas?
On completion, learners investigate diversity and equality policies from other
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Key Concepts (KC)
businesses using the internet. Each learner finds two policies from different www.legislation.gov.uk/ukpga/2010/15/
organisations and displays them on the board for all learners to review. contents – about UK Equality Act 2010
www.csc-scc.gc.ca/vids/htm/eed-eng.shtml
– inclusive workforce clip from Canadian
Correctional Service
Staff training – its purpose as Learners research at least four steps in their chosen career path, e.g. from an entry This is a useful exercise for learners to
a means of developing skills point into a junior position after A Levels, right through to senior management. At focus on their own career goals and
and motivating the workforce each step learners then investigate what training they might need to progress on to training needs in context.
the next step and consider why that training is important and they could convince
KC5 the business to pay for that training? Training is an obvious area to link to Key
Concept 5 of creating value. Discussions
Learners write a draft letter to their line manager outlining the training they need at a can focus on the value that a trained
given stage and explaining the benefits to the business. They should aim to workforce can make in:
convince their manager with the arguments they use. (I)  production
 quality
Learners share their letters with another learner to help improve the content.  innovation (key concept)
 service provision
 customer focus (key concept).
training_introduction.asp
www.learningcurve.org.uk/courses/
ladder4learning/resources/
training_needs_analysis – online training
needs analysis tools
Progress Learners recap and consolidate learning at the end of this topic. (F) Past paper/specimen paper questions help
check – human resource learners practise how to answer effectively
management in the exam.
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40
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Marketing ( AS Level)

Key Concepts (KC)
What is marketing?
Role of marketing and its Introduce the topic by putting learners in groups and asking them to think about Learners are likely to come up with varied
relationship with other what marketing is. They use whatever resources are available to research this, but definitions but the main aspects involved
business activities – marketing should cover more than one source. The group uses this research to come to their should be:
objectives and corporate own definition.  identification of needs
objectives  satisfaction of needs (at a profit?)
Follow this with a class discussion on the definitions the groups have produced.  regeneration of needs.
KC6
Put the class into small groups and hand out a number of different advertising and Try to use a combination of promotional
promotional methods. Each group discusses the objective behind the promotion. methods so that learners do not just think that
marketing is about advertising. The range of
The groups share their findings with the class, who discuss the suggestions and methods could include:
draw up a definitive list of marketing objectives.  direct mail
 TV advert
At this point, hand out a case study example for learners to work through to show  radio advert
how marketing objectives link to corporate objectives. (I)
 merchandise
 sponsorship of local team.
www.getin2marketing.com/discover/what-is-
marketing

Supply and demand – factors Split the class into an even number of groups. Half the groups focus on demand, The products should give plenty of scope for
influencing supply and demand the other half on supply. Give each group a product. The same product should be bringing out all the factors influencing supply
given to one ‘demand’ group and one ‘supply’ group. and demand. Some good examples include:
 fruit
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Key Concepts (KC)
Each group lists all the factors they can think of which affect either the supply or  clothes
demand of their product respectively.  water
 hairdressing
As a class, bring all of the identified factors together into a 'definitive' list of factors  oil
which affect supply and demand. In particular, identify ones that differ from  cars
product to product.  public transport.
www.google.co.uk – type ‘supply and

demand’ into images search for many other
useful graphs and visual images.
Supply and demand – Put learners in groups and ask them to think about the factors which would affect The products should include a combination
interactions between price, the demand and supply of a product. Each group focuses on a different product of different sectors (primary, secondary and
supply and demand and then feeds back to the whole class. tertiary).
Follow this with a class discussion about how important the factors the groups To increase the difficulty of the activity,
have found are, compared to changes in price. Is price the most important factor learners should identify the shift in the
for the given products? demand and supply curve from a change in
the factors. This can then be linked to a
change in equilibrium price.
Features As a class, analyse a market where there are some well-known businesses The data can be researched as a group, or
of markets: location, competing against each other. Discuss the market share of each business and the figures prepared by the teacher in
size, share, competitors, how the figures may have been compiled. advance. Some good examples of markets
growth – problems in to use may be:
measuring market share and Learners then compile a factsheet of the changes in market share over a time  soft drinks market
growth, implications period (e.g. on a pie chart) and the market growth over a time period (e.g. on a line  fast food market
of changes to market share graph). Based on the compiled data, learners then write answers to the following  supermarket industry
and growth questions:  social media providers
 identify the major trends in market share and market growth  TV/internet providers.
KC1  explain how the market leader may have reacted to the trends
 analyse the impact of the change in market size on one of the businesses The data can be turned into a data response
 analyse the problems of measuring the market share question using the questions. Care should be
 evaluate the usefulness of the data to one of the businesses. taken to use businesses and time periods
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Key Concepts (KC)
where there is enough data and changes to

analyse and evaluate.
Looking at data over time is one element of

change that a successful business must not
only cope with but respond to. Using market
data to identify change and then suggesting
how to cope with this change will help
learners understand the dynamism of a
business and its environment.
Features Select a number of different businesses and their markets, allocate one to each Each business should be accessible for the
of markets: location, learner and ask them to investigate the features of the markets for their given learners so that the investigation can be
size, share, competitors, business. Learners should include in their written investigation: more than just searches on the internet.
growth – how markets may  an outline of the business
differ, product and customer  the location of the business Learners can be encouraged to visit the
orientation  market size businesses and, if time permits, design and
 market share carry out a questionnaire for customers of
 competitors of the business the business.
 predicted market growth.
The chosen businesses should include:
On completion, learners present briefly to the whole class to share learning. Use  a regional business
this to lead into a wider discussion on how the different features vary between  a national business
regional, national, international, product- and service-led businesses.  an international business
 a product orientated business
a customer orientated business.
Industrial Learners select a product which can be sold into both the industrial and consumer Some good examples of products which are
and consumer markets – market. They then research and produce a written report on the different ways in easily accessible for the industrial and
classification which that product is marketed to these different markets. The report should consumer market are:
of products, marketing of include:  building/DIY tools
different types of goods and  a classification of the markets that the product is sold to (consumer and  hairdressing implements
services industrial)  cooking utensils
 is the product design different for the different markets?  vehicles.
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Key Concepts (KC)
KC3  is the price different?

 is the packaging different? Too often learners think that customers must
 how might the promotion methods be different? be individuals, whereas many customers are
 where/how is the product sold to the different markets? internal and/or industrial. Being able to adapt
to the context given and focus on what that
particular customer wants is an essential part
of business.
Industrial_marketing
www.tutor2u.net/business/marketing/
market_types.asp
Niche versus mass marketing Follow this with a class discussion on the difference between niche and mass Some examples of products where there are
– reasons for and benefits/ markets. Make sure you cover examples of industries which include both niche and mass market business include:
limitations techniques.  food and drink
 clothes
Put learners in pairs and ask them to look at two businesses with similar products. furniture.
One should be a niche market business and the other a mass market business.
Using a large sheet of paper, each pair produces a poster (divided into four
segments) identifying the benefits/limitations of each business (one category per
section).
Market segmentation Use a number of magazine front covers to analyse different market segments. Magazines are a good resource for looking
– methods (including Look at each magazine in terms of the different market segments that the at market segmentation because there are
geographic, demographic, magazine is aimed at. Find examples of geographic, demographic and so many different ones on the market. These
psychographic), benefits and psychographic segmentation. do not need to be bought, as many examples
limitations are available on the internet.
Learners design their own magazine front cover on a single theme but with
KC4 different versions targeting different market segments. On completion, learners www.youtube.com/watch?v=pCLQkgcjMjY
write a brief report, analysing the benefits and limitations of targeting a specific (challenging as it goes beyond A Level
segment. (I) syllabus requirements)
44
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Key Concepts (KC)
For the magazine covers, learners use a

single theme and focus on how to target it to
many different market segments. Useful
themes include:
 fashion
 food and drink
 travel.
This is an opportunity for learners to be

creative and come up with a unique
magazine cover that fulfils the purpose for
the market segment.
Progress check – what is Learners recap and consolidate learning at the end of this topic.
marketing?
Market research
Primary and secondary Using the learning from the previous topic on market segmentation, give learners a Market segments chosen should reflect local
research – purpose in specific market segment. Learners think of ways to research who has the identified and national characteristics that learners can
determining customer characteristics, wants and needs of that segment and produce a written plan for relate to.
characteristics/ consumer conducting this research. Encourage them to think about both primary and
profiles, wants and needs secondary research methods. www.bized.co.uk/learn/business/marketing/
research/index.htm – a range of lesson
plans, case studies and more
www.gov.uk/market-research-business – UK
government advice and video

Methods of information Put learners into groups, and ask each one to prepare a presentation for the Make sure all the following areas are
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Key Concepts (KC)
gathering –primary and whole class about market research. Give each group a different method and covered between the different groups for this
secondary research methods, information source so collectively all the primary and secondary methods are activity:
advantages/ disadvantages of covered. Each presentation should include:  primary research methods:
each method  whether it is primary or secondary research – focus groups
 explanation of the method/source – surveys
 if possible, a practical example, a role-play or some examples of the data  secondary research information sources:
collected – printed
 the advantages of the method/source – paid-for
 the disadvantages of the method/source. – web-based
businesscasestudies.co.uk/kelloggs – choose
‘New products from market research’
Sampling methods – random, Divide the class into three groups. Each group conducts a small piece of market Learners often remember random and quota
stratified and quota sampling, research (one question) using a given sampling method from the following list and sampling, but struggle with stratified
appropriateness to/limitations records the answers: sampling, therefore it is worth spending
in given situations  random: learners stand in a public area of the school/college and ask random longer on this method.
people the question
KC3  stratified: the school/college is split into year groups (Year 7, Year 8, etc.) and There are only two reasons for a business to
then by gender (if school is mixed gender). This gives proportions for each use sampling. It is quicker and it is cheaper.
strata of the sample. Their sample should represent the correct proportions for Learners need to understand this.
each strata
 quota: learners split the population of the school into quotas of ages. The Choosing a sampling method is about
sample should include a specific number of 11-year-olds, 12-year-olds, etc. understanding your customers. For many
businesses their customers share
Extension activity: If there are enough learners in the class, assign each group an characteristics and an understanding of
observer whose role is to identify the advantages and disadvantages encountered these allows for better sampling.
by the researchers.
On completion, groups feed back to the whole class, including the

appropriateness and limitations of the method they used.
Market research results – Using the data gathered on sampling from the previous activity, ask learners to Working with a simple one-question piece of
reliability of consider/discuss the following questions: research (as used in the previous activity) will
46
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Key Concepts (KC)
data collection, analysis and  how reliable is the data that was obtained? provide enough data as long as the question
interpretation  what could have made the data more reliable? is quantifiable (i.e. provides a range of
of results  what does the data tell us about the school population? (this obviously numeric data).
depends on the question asked)
 how could a business use this data to develop a marketing strategy? Market research data on many industries for
learners to analyse can be found by doing an
Although it is not necessary for learners to put data into charts, as an extension internet search or in textbooks.
activity, learners present the data in an appropriate way.
Note: Learners will not be required to draw
Extension activity: Learners analyse how the method of data collection could be bar charts, pie charts, etc. in the AS Level
improved. They could also repeat the research using the improved method and exam, or demonstrate knowledge of the
analyse the data. advantages and disadvantages of different
presentation methods.
Cost effectiveness If possible, ask a local business person to come in to talk to learners about their This is an opportunity to bring together all the
– in given situations experiences with market research, focusing on cost effectiveness. A small elements about market research if learners
business owner/manager would be best, so learners can see that market research recommend and justify research methods,
is not always expensive or in-depth. sampling methods and then justify these in
terms of time and cost effectiveness.
Then using case study examples of small, medium and larger businesses,
learners produce a written report selecting and justifying different the types of
market research appropriate to each business type in terms of time and cost
effectiveness.
Progress Learners recap and consolidate learning at the end of this topic. Cambridge past papers and accompanying
check – market research mark schemes are available at
The marketing mix
The elements The marketing mix is like a recipe with the elements of product, price, promotion One of the misconceptions that learners
of the marketing mix (the 4Ps) and place given different importance depending on the marketing objectives – e.g. often have is that promotion is the most
–Product, Price, Promotion, for a convenience store, location (‘place’) is the most important. Demonstrate this important element of the marketing mix (or
Place in a class discussion by showing for given products or services, how changing the the only one). This should be addressed by
47
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Key Concepts (KC)
elements of the mix leads to different outcomes/ market segments targeted. using examples of products and services
KC3 where promotion is of less or little
Follow this with a whole class discussion focussing on one of these importance compared to the other 3 ‘P’s.
products/services, e.g. holidays, mobile phones, radio/TV channels, chairs.
Some examples could include:
Then allocate a product or service to learners (or invite them to choose one) and  utility businesses where price is often the
ask them to show how product, price, promotion and place can be manipulated to most important aspect
hit a totally different market segment. They then demonstrate or present their  convenience stores, where placement is
ideas to the class. the most important
 large businesses such as Amazon, where
Finally, split the class into groups. Give each group a product/ service and ask it to it may be any number of issues, such as
pick randomly (e.g. from a hat) one market segment. Each group then comes up price comparison, speed of distribution,
with a marketing mix to target the market segment and presents their ideas to the availability, etc.
class.
www.mindtools.com/pages/article/
newSTR_94.htm
www.cim.co.uk/marketingplanningtool/tech/
tech4.asp
The marketing mix is all about customer

focus. Learners who merely learn the
components and use them without the
context of the customer needs will find that
their understanding lacks context and
therefore has limited use.
The role of Start with a class discussion about how a business can focus on the customer, The 4Cs is a useful concept and often used
the customer – the 4Cs, ways and how this focus could lead to the business developing a different set of in place of the 4Ps. For many learners the
to improve customer relations, objectives. As part of this, discuss how a focus on the customer and developing a use of both can be confusing so the more
relationship to the 4Ps customer-orientated approach can improve customer relations. important 4Ps should be the main focus.
KC3 Learners take a product and describe in writing the 4Cs in relation to that product. However, an understanding of the use of
On completion, they do the same for the 4Ps (see the previous activity) and focusing on customers rather than the
48
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Key Concepts (KC)
compare the two in a table. (I) elements of the marketing mix will help
learners to devise strategies and links well
with A2 strategy development.
www.youtube.com/watch?v=kyoixRbJNk8 –
video clip on the 4Cs
www.dineshbakshi.com/as-a-level-business-
studies/marketing-management – choose
revision notes on the 4Cs
An obvious area to look at customer focus.

Although the 4Ps are more widely used, by
introducing a model which is more customer
focused, learners can analyse the benefits of
both models to a business.
Product – goods and services, Bring in any product that has a label that can be easily removed to make the A good source of products is cheap cans
tangible and intangible product anonymous, and In groups, learners for a ‘Design a product’ challenge. from the supermarket or boxes of tissues.
attributes, importance
of product development, For this, each group designs a product for a specific target market. The product The focus of this activity needs to be the
differentiation and USP can be anything but should meet the needs of the target market (this can be product design not the promotion through the
based on research if time permits). Learners design the label/box to promote the label – judging should take this into account.
KC4 product characteristics and USP (Unique Selling Point). The best product can be
judged. An opportunity to innovate in terms of
product design. Without innovation in their
Learners write a report of the design and USP of the product to aid the judging products most businesses will face declining
process. This should include the tangible and intangible attributes of the product, sales and eventual failure.
how the product may be developed in the future and how it is different from what
is currently available (I)
Product Life Cycle – influence If possible, take learners to a shop which carries a range of the same product. If a trip cannot be arranged then a website
on marketing activities, product for a local business can provide similar
portfolio analysis, extension Some good examples include: opportunities.
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Key Concepts (KC)
strategies  a convenience store that stocks different types of chocolate bar

 a toy store that stocks different types of board games A product portfolio must be managed, it does
KC2  a furniture store that stocks different types of sofas not happen without effort. This is an
opportunity to show how businesses make
Learners produce a written report identifying a product from the available range at choices over their product portfolio, and
each stage of the product life cycle. They do not need to be correct, but must have show how management is not just about
evidence to back up their findings (i.e. 'just launched', 'final savings', 'number one people but permeates every area of business
for 20 years’, etc.). activity.
Ask learners to plot these products on a product life cycle diagram and present
their reports to the class. (I)
Use these presentations for a wider class discussion in which learners build up a
picture of the portfolio of the shop, analyse the range/portfolio of products and
assess the benefits and limitations of the identified portfolio.
Finally, In groups, learners examine one of the products in the maturity or decline
stage and decide on an extension strategy. Each group presents its ideas to the
class.
Types of pricing strategies – Examples of all the pricing strategies are found in everyday life. Learners find at Pricing strategies local to the school/ country
use and value of alternative least one example of the following strategies and discuss the value of each are relatively easy to find. The more you can
pricing strategies strategy: give examples that learners are familiar with,
 competitive the easier it is for them to understand.
KC5  penetration
 skimming The most challenging pricing strategies are
 discrimination often skimming and discrimination. For both
 cost-based. of these, learners need to understand that
different customers will be willing to pay
To make this easier, do this as a 'treasure hunt' with clues to each of the different amounts for exactly the same
examples you would like them to find, or by giving learners definitions of each product service. This can be a tricky concept
pricing strategy in a table. to grasp. Some good examples of price
skimming are technology (new
Extension activity: To add challenge, learners find local examples of each consoles/games, mobile phones, etc.) and
50
Scheme of Work

Key Concepts (KC)
pricing strategy and present their examples to the class, with prizes for those who for price discrimination public transport is a
find the example closest to the school/college. good example to use.
marketing_pricing_strategies.htm
economictimes.indiatimes.com/definition/
pricing-strategies
A price is nearly always higher than the cost

of production. Therefore pricing strategies is
an excellent point to discuss how a business
creates this value in the customer’s mind.
Why is a train ticket at peak time valued more
than one at off-peak time? Why is technology
so much more valued at the start of its life
than the end?
Price elasticity of demand – As a whole class, create some market research about the class and what they Using class data to illustrate elasticity is a
define, calculate and interpret, would be willing to pay for a basic, everyday item. This can be done by taking a good way to bring the topic to life.
use in pricing decisions tally of who is willing (and able) to buy the item for each ascending price.
Elasticity is often taught as an abstract topic
Using this data, learners produce calculations on the elasticity at each price of a with little relationship to the rest of the
move to another price. syllabus. By integrating it with topics such as
price strategies and marketing objectives,
Learners use this data to make decisions about the whole school/college. If they learners are more likely to remember the
sell the item in school/college, what would be the optimal price? Remind them use calculations and find the topic useful.
the previous activity on developing pricing strategies to meet marketing objectives
to inform this work. Learners produce a brief report explaining their findings. www.tutor2u.net/economics/revision-notes/
as-markets-price-elasticity-of-demand.html
After this, put learners into pairs and ask them to change the data to make the (topic notes)
calculations more difficult. As part of this they should try to create one price and
quality change that will be too complicated for their partner to work out. www.tutor2u.net/blog/index.php/business-
studies/comments/celebair-price-elasticity-of-
demand-exercise (activity)
51
Scheme of Work

Key Concepts (KC)
Promotion methods – above Put learners in groups, and give each group an example of an above or below the Being able to see real examples of
and below the line, branding line promotion method (include branding in below the line). The group then designs promotional methods and analyse their
a presentation to inform the class about their given method. They also find effectiveness is a very useful learning
examples of their method to illustrate its use. strategy. Many examples of promotion can
be found by using internet search engines.
Differentiation can be built in by giving the more challenging methods. These
include:
 merchandising
 direct sales
 public relations
 trade fairs.
Promotion methods – Ask each member of the class to bring in a piece of packaging to school/college. It is worth having some examples in case
the role of packaging In pairs, learners analyse the effectiveness of their packaging and then compare learners forget to bring in an example or do
in promotion and contrast it with their partner’s packaging. The questions to consider are: not have a good enough range. Interesting
 what colours are used and why are they appropriate? examples include:
KC4  what fonts are used and why are they appropriate?  crisp packets
 how is the packaging designed to be displayed?  medicine packets/bottles
 DVD cases
To add challenge to the activity further questions include:  cleaning products.
 how is the packaging designed to be delivered/distributed?
 how cost effective is the packaging?
 how could the packaging be improved?
Channels of distribution Suggest a variety of products and services and Learners come up with new ways There is often confusion with learners over
– choosing between alternative in which they could be distributed. Some examples you can base this on include: distribution and location. By starting with
types  a high-street hairdresser products and services that already have an
 a local restaurant established location (i.e. high street) it is
 flat-pack furniture easier to make the point that distribution is a
 DVDs. channel not just about the location.
On completion, learners present their ideas to the class. (I)
Using the internet for Lead a class discussion about obvious products/services which are currently Examples should reflect what is legally
52
Scheme of Work

Key Concepts (KC)
the 4Ps/4Cs – advertising, marketed using the internet. There is also a useful crossover here with available in the learners’ location.
catalogues, sales, dynamic business/personal ethics in terms of the illegal downloading of products. The focus
pricing, distribution, social of the discussion could therefore include asking learners to think about how The internet has provided many
media, viral marketing, e- businesses should respond to such illegal activity. opportunities for innovation and is likely to
commerce provide many more. There is an opportunity
Put learners in groups and give them a product which is not normally marketed to encourage learners to think about the 'next
KC4 using the internet. Each group devises a new marketing mix where the internet is big thing' in terms of new technology driving
involved in the promotion and distribution of the product. Examples they could look business forward.
at include:
 taxis (distribution in terms of booking)
 education (distance learning)
 art.
Each group presents its ideas to the class.
The internet channels they consider should include advertising, catalogues, sales,
dynamic pricing, distribution, social media, viral marketing and e-commerce.
Consistency in the marketing Using the original products that learners devised a marketing mix for at the start of If the original activity on marketing mix was
mix –with the business, the this topic, put the class into groups and ask them to analyse and evaluate another not completed, this is an opportunity to
product type and the market group’s marketing mix, with the knowledge they now have about marketing. On devise a marketing mix (see section at the
completion, groups present their findings to the class. start of this topic).
KC2
Learners produce a written analysis of how consistent the given marketing mix is
for the business, product type and market they looked at themselves and evaluate
the likely success of this marketing mix based on their analysis. (I)
Progress check – the Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
marketing mix mark schemes are available at
53
Scheme of Work
Operations and project management (AS Level)

Key Concepts (KC)
The nature of operations
Inputs, outputs and the Put learners into groups. Half the groups think of a product, design it and make a Learners tend to find operations
transformation process – prototype out of whatever materials are available. The other half of the groups management more difficult when it comes to
products and services, process think of a service that could be offered to the school/college community, design the operations of a service. A useful method
from idea/need to final product/ the process involved and think about the location or method of delivery. of differentiation is to give more able learners
service the services to produce.
Each group has a set amount of time to finish the process and report back to the
whole class on their idea.
Inputs, outputs and the For a range of products and services, learners discuss the: Many textbooks will refer to enterprise (or
transformation process –  land required, not just in terms of space but all natural resources entrepreneurship) as a factor of production.
resources: land, labour, capital  labour required, including skilled and non-skilled labour This is included within the idea of intellectual
 capital required, not just money, but equipment, machinery, etc. capital, which includes all the intangible
knowledge and skills which a business has
Extension activity: To challenge learners, include businesses whose main assets access or rights over. This, of course,
are intellectual capital and enterprise skills, such as: includes the enterprise skills of the owner
 universities and employees.
 publishers
 music producers.
Value added – how it is linked Adding value can take many forms, and learners need to appreciate that it is not Adding value through operations is fairly
to marketing, the operations just an operational process such as manufacturing. To achieve this, put learners easy for learners to understand, but they
process and operations into groups and give each group a sheet of plain paper. The aim of the task is to often find it more difficult to grasp the
decisions find ways to add value to the piece of paper. concept of adding value through marketing.
However most products and services have
KC5 Half of the groups find operational ways of adding value to the piece of paper, significant added value through both
KC4 e.g.: operations and marketing.
 transforming it into a more useful shape www.tutor2u.net/blog/index.php/business-
 writing/drawing on it studies/comments/adding-value
54
Scheme of Work

Key Concepts (KC)
 folding it.
The other half of the groups find marketing ways to add value to the piece of
paper, e.g.:
 branding it
 promoting it
 adding features to it.
Each group then tries to 'sell' their piece of paper to the rest of the group. Which
group has added the most value in the class’s opinion?
Follow this with a whole class discussion looking at all the ideas produced and
trying to combine the best to add the maximum possible value to a piece of paper.
Learners research examples of how businesses add value to paper. This could be
made into a homework competition where learners have to find a business that
has added the most value to paper. Some examples to get learners started are:
 posters/artwork
 a ticket for a concert
 a contract. (I)
On completion, learners present their findings to the class.
Capital versus labour intensity Pick a product that can be produced using labour or capital, e.g. an item of food For this activity, it would be useful if half the
– benefits and limitations of which can be handmade or produced on a production line. Learners come up with learners looked at labour intensive products
each all the advantages and disadvantages to the business of producing it in this way. and the other half looked at capital intensive
products.
Then divide the class into two groups – those who looked at labour intensive
products and those who looked at capital intensive. Each group presents their
findings to the other.
Effectiveness, efficiency and Lead a class discussion on the differences between effectiveness and efficiency. Measuring and improving effectiveness and
productivity – the difference What is the difference between describing a process as effective (link to quality) efficiency is a key element of management.
between effectiveness and and efficient (link to productivity and costs)? A co-ordinated and consistent approach to
55
Scheme of Work

Key Concepts (KC)
efficiency, productivity as this is required and the good manager can

a measure of efficiency Learners draw up a table outlining the advantages and disadvantages of using get the best out of the people and
productivity as a measure of efficiency. operations.
KC2
For consolidation, include Question 3 from Cambridge Specimen Paper 1 in a
class test or homework on this topic. (F)
Progress check – the nature of Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
operations mark schemes are available at
Operations planning
Operations decisions – the Introduce a suitable product and Learners research the marketing, resources and Choose products for this task where CAD
influence of marketing, the technology needed to produce it. Learners present their findings in a written report and CAM have been an obvious influence –
availability of resources and covering: this is an important area for them to know
technology  introduction to the business and product about for the exam. Some good examples
 resources (raw materials) required in production include:
KC1  technology required in the production (particular focus on CAD and CAM)  cars
 marketing required for the product.  aeroplanes
 computers
Follow this with a whole class discussion about how marketing, availability of  buildings.
resources and technology influence operational decisions.
Some free CAD software can be found at the
Then arrange for learners to use basic CAD and CAM software so they can see in following sites (you will be required to sign
practice what they are learning about. If you do not have suitable software up to a free account):
already, use the links provided opposite to download free CAD software from the
internet. For CAM, you will also need access to a 3D printer or similar CAM www.autocad360.com
equipment. www.freecadweb.org
www.autodesk.com/education/free-
If time and resources permit, learners design a product or a production line for a software/autocad
product using CAD or CAM.
Note: while using CAD/CAM software is not
required in the exam, learners are expected to
56
Scheme of Work

Key Concepts (KC)
know what is meant by the terms Computer

Aided Design and Computer Aided
Manufacture. They must also understand how
CAD/CAM can be applied in a business,
including the advantages and disadvantages.
Raw materials are not always in constant

supply. This may be through environmental
change, political unrest or many other
changes that can occur around a business.
This is an opportunity to discuss some of
these changes and their impact on business
decision making.
Flexibility and innovation – Put learners into groups of three to role-play a scenario between a producer, their Any business could be used for the role-play,
volume, delivery time and customers and suppliers. The focus is to decide the levels of volume for a new but a locally-produced product may be more
specification order, the delivery time for the order and the specification of the product (basic or useful. For the product, choose any product
with added features). Each learner takes the role of one of the following that can have an adapted specification, such
KC4 stakeholders: as a car.
 supplier (of raw materials) – wants the business so they can make a profit, but
has other customers and would like to negotiate as long as possible for delivery To make the task easier, the producer
of the raw materials. They would also like to deliver the materials only once a should be a retailer who buys in a product
week. but does not manufacture it in any way (e.g.
 customer – wants the products as soon as possible for the lowest price. They a car retailer).
would like to be able to change or amend their order as late as possible.
 producer – wants to keep their supplier because they are reliable but also An obvious link to innovation and its
wants to keep the customer happy. The producer’s job is to negotiate the relationship with flexibility. From Henry
customer’s price to pay and delivery date, the supplier’s price for raw materials Ford’s first mass-produced car (in any colour
and delivery date. as long as it's black) through to the almost
infinite flexibility in customising products to
On completion, discuss the role-plays and the different perspectives of the be unique and individual in today's world.
stakeholders as a whole class.
Flexibility Take a well-known product that has been produced and sold for a number of Innovation not just in products but also in the
57
Scheme of Work

Key Concepts (KC)
and innovation – process years, e.g. a chocolate bar. Learners investigate: management of operations.
innovation in producing  how the product has been produced throughout history
products or delivering services  why substantial changes in the production process have taken place over time
 what the impetus for this change was (i.e. lower costs, higher quality, etc.).
KC4
Each learner produces a brief written report on their findings. (I)
Then as a class, discuss how the process may be different if the business delivers
a service rather than produces a product.
Extension activity: To consolidate, learners write an essay on the following

question: ‘To what extent is process innovation essential in the production of...’,
choosing one of the following examples:
 mobile phones
 cars
 haircuts
 agricultural goods
 food in a restaurant (I)
Operations methods: Put learners into groups. Each group must produce cards for a suitable forthcoming This is a good activity that can be done with
job, batch, occasion. Each group makes: any process where the product can be split
flow, mass customisation  the first set of cards using job production – this requires each learner to into a number of processes depending on
– differences, advantages and produce unique cards. the size of the groups. The card activity
disadvantages of each method  the second set using batch production – in this case the cards are first designed, works best with 3–4 learners. Set a time limit
then cut, then folded (or whatever is appropriate). It is important that the for production to add some pressure to the
learners only move forward when all the cards have passed through the process activity.
in hand (i.e. all must be cut, before any may be folded).
 the third set using flow production – each learner is allocated a specific task, businesscasestudies.co.uk/business-theory –
and as the cards go through the each stage of the production process they are choose ‘Operations’, ‘Production processes’
passed from learner to learner. and then ‘Methods of production’
Follow this with a class discussion about the advantages and disadvantages of www.youtube.com/watch?v=x-sQs56RV9A
each method. Which methods produced the most cards? Which methods
produced the best cards? Why? Cambridge past papers and accompanying
58
Scheme of Work

Key Concepts (KC)

Put learners in pairs to consider ways in which the flow production method could www.cambridgeinternational.org/support
be turned into mass customisation, and to look at the advantages and
disadvantages of this method.
Each pair feeds back its ideas to the class.
Operations methods: Take an example of a product or service which is normally produced using one Most learners will be able to analyse cost and
job, batch, method, such as: revenue issues when moving between
flow, mass customisation  artwork – job production production methods (although they may not be
– the problems of changing  baker – batch production able to use the terms revenue and costs yet),
methods  car – flow production but often find quality more difficult. Learners
 tailored suits – mass customisation. who can link this to branding and business
KC1 image are likely to perform well in this area.
Put learners into groups and give each group one of the products/ services. The
groups produce a mind-map of all the problems they can think of when trying to A good example to suggest for the final task in
move from the normal method of production to the other three. this activity is the prepared food industry.
High-quality restaurants normally make to
To make the activity easier, give learners a set of criteria to think about when order (job production), canteens and fast food
changing from one method to another, such as: restaurants tend to use batch production and
 capital cost ready meals from shops are produced using
 revenue cost mass production.
 quality
businesscasestudies.co.uk/business-theory –
 price to customers
choose ‘Operations’, ‘Production processes’
 customer expectations. and then ‘Methods of production’
Follow this by giving learners a suitable industry where the same (or similar www.youtube.com/watch?v=x-sQs56RV9A
products) are produced using all four production methods. Learners find examples
of businesses that use all four methods, look at how the products differ between Change may be for internal reasons but it
each and discuss their findings with the whole group. may also be in response to competitors or
new technology. This is an opportunity to
discuss not only the problems of changing
but the reasons behind it.
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Scheme of Work

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Scale of operation – Learners analyse and evaluate in a written report the benefits and problems of Any businesses can be used to illustrate
influencing factors, internal having a larger team using examples such as: economies of scale. Use whatever
and external economies/  sport – swimming vs synchronised swimming businesses are local to the school/college.
diseconomies  computer gaming – one player vs multi-player
of scale, and the link with  cooking – one chef vs a team of chefs. A common mistake learners make is to only
unit costs remember 'bulk buying' as an economy of
Follow this with a class discussion about a business that may have grown beyond scale. The actual economy of scale is a
KC2 its economical size. The NHS in Britain is one example of a business which purchasing one and learners must have a
suffers many diseconomies of scale. larger repertoire when it comes to the
examinations.
Then specify a large business that it known to the class and Learners produce a
table identifying the internal and external economies of scale and the internal and www.slideshare.net/infinityrulz/economies-and-
external diseconomies of scale that business may encounter. (I) diseconomies-of-scale
www.youtube.com/watch?v=sbI7KD9FU3Q
Managerial economies of scale are vitally

important for businesses. Being able to
attract and afford the best managers may
give the business an edge over competition.
Location – determining factors, Using a map of the country in which you reside (and/or a larger scale if more Learners can find the idea that a poorly-
differences between location appropriate) Learners identify an appropriate location for a number of industries located business may still have success a
decisions e.g.: difficult concept to grasp. Poor location may
 power station be a result of many factors, such as changes
 convenience store to the external environment (i.e. a shift from
 car factory the high street) or a historical connection to a
 restaurant location.
 coal mine
 harbour. Cambridge past papers and accompanying
Use whatever examples are relevant to your community. There is unlikely to be a www.cambridgeinternational.org/support
single correct answer, but there are likely to be incorrect ones (such as a harbour
in the middle of a desert). (I)
60
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Give individual learners one of the examples used above and ask them to explain
in a brief report each of the following influences on that business relocating and
justify which they consider the most important of these factors:
 geographic
 demographic
 legal
 political
 resources
 infrastructure
 marketing
Extension activity: Learners can research a business that they believe is poorly
located. Can they explain the factors that make the business location poor. Can
they explain why the business chose to locate in that place? (I)
Progress check – operations Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
planning mark schemes are available at
Inventory management
Purpose, costs and benefits of If possible, arrange a visit to a manufacturing business to provide a context for Many textbooks will use the term 'stock'
inventory – its purpose within a learning and allow learners to see examples of raw materials, work in progress instead of inventory. However inventory is
business, the costs and and finished products. If a visit is not possible then use a suitable case study the required term and complies with the
benefits example. Follow this with a class discussion on what has been seen/identified. accounting terms used on a statement of
financial position (balance sheet).
Learners identify the types of inventory involved in the business visit/case study
example and analyse the costs and benefits of holding each in a brief report. Many learners find it straightforward to
understand why businesses need inventory
Extension activity: To add challenge, learners analyse a variety of businesses in and to analyse the disadvantages of holding
terms of the need for inventory. These businesses should include ones where it inventory. However many businesses need
would be an advantage to reduce inventory, but also at least one example of a to hold large amounts of inventory to
business where it is essential to hold large quantities of stock, for example a operate. Understanding of the specific needs
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Scheme of Work

Key Concepts (KC)
wholesaler. Learners produce a brief report on their findings. of the business given in a case study context
is vital.
Managing inventory – buffer Put learners in pairs and give them an inventory control chart from a real business www.tutor2u.net/business/production/stock-
inventory, reorder level and to interpret. First ask them to label the: control-introduction.htm
lead time, simple inventory  maximum inventory
control charts, control methods  minimum inventory businesscasestudies.co.uk/business-theory
 buffer inventory – choose ‘Operations’, ‘Supply chain’ and
 reorder level then ‘Stock control’
 lead time.
Note: While learners should appreciate the
Explain the context within which this business operates and introduce a problem need for inventory control and the general
the business needs to overcome, e.g.the need to reduce lead-time. Class discuss methods which may be employed, the
ways in which the business can overcome its inventory problems. mathematics of the methods will not be
examined.
Assuming learners have not already identified JIT as a possible method of
overcoming inventory problems, discuss as a class how JIT may be used in the
above example. Discuss contexts in which JIT may be inappropriate.
Progress check – inventory Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers, past
management  Question 5 from Cambridge Specimen Paper 01. (F) papers and accompanying mark schemes
are available at
62
Scheme of Work
Finance and accounting (AS Level)

Key Concepts (KC)
The need for business finance
Start-up capital, capital for Put learners into groups and allocate each group suitable businesses to look at from Throughout this topic, cover the full range of
expansion – why one of the following business types: business types and use examples that
businesses need finance,  a start-up business learners are familiar with.
different needs and sources  an established business
of finance  a business with unlimited liability One of the most misunderstood areas in
 a company. relation to capital is the distinction between
KC5 owner’s capital (in an unincorporated
KC6 Each group then researches what the capital needs are of that business type and business) and shareholder capital (only in
whether there are any sources of finance their business type is unable to access. incorporated businesses). It is vital that
learners do not suggest an invalid source of
On completion each group reports its findings to the whole class. Consolidate capital for the business you give them in
understanding of the key capital and financing points for each business type. this activity.
Finance is often the first barrier to business

success, and entrepreneurs must be able to
show a strategy for returning any borrowed
capital. If learners suggest a bank loan is a
good source of finance, there must be a clear
strategy for its repayment.
The point of most businesses is to create

value beyond the capital of the business.
www.tutor2u.net/business/finance/
finance_sources_smes.htm
Working capital – meaning Using the case study examples worked on in the previous activity, learners produce a Working capital is the main source of finance
and significance as a written explanation about how working capital may flow around each of the for running a business. It can be explained
63
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Key Concepts (KC)
source of finance businesses. In this, they should also explain how each business generates its as a flow of cash around a business, and
working capital and what the most obvious areas of expenditure are. (I) stoppages at any point can lead to cash flow
problems.
An understanding of the importance of

working capital for every business type is
important. Also introduce the concept of
cash flow here.
Working capital – Building on the business case study examples used for the previous two activities, The distinction between revenue and
distinction between learners describe in writing the capital and revenue expenditure required by each capital expenditure is important so that
revenue expenditure business type. To enable them to do this, give out a list of things that require learners can use and respond to the terms
and capital expenditure expenditure for each business, some requiring capital expenditure and some revenue appropriately in examinations.
expenditure, and Learners identify which is which.
Extension activity: Put learners into groups with new business case study examples
and ask them to identify in a table a number of different costs that the business may
encounter. Can they explain the need for both capital and revenue expenditure?
Progress check – the need Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
for business finance mark schemes are available at
Sources of finance
Legal structure and sources Lead a class discussion about the different legal structures of businesses, focusing in The most basic misunderstanding here
of finance – the relationship particular on sole traders, partnerships, private limited companies and public limited surrounds the ability of companies to sell
between them companies. Then for each different structure, learners identify and discuss which shares. Learners often think that all
sources of finance are available and which are not. businesses are companies and/or all
businesses can access share capital as a
Follow this by issuing learners with case study examples or data-response questions source of finance. This needs to be taught
that give different contexts for businesses with different legal structures. well to avoid answers to examination
questions which show a lack of context.
Learners analyse in a table the appropriateness of the different sources of finance that
64
Scheme of Work

Key Concepts (KC)
may be available and come to a conclusion about the most appropriate one(s).
Short term finance and long Put leaners in pairs and give them a list of sources of finance (internal and external) Internal sources of finance include retained
term finance and some suitable business contexts. Based on these they answer the following earnings, sale of unwanted assets, sale and
questions: leaseback of non-current assets, working
Internal sources  is each source of finance internal or external? capital. External sources include share
 is each source of finance short term or long term? capital, new partners, venture capital,
External sources  which source of finance best meets the needs of each context? (There may be overdrafts, leasing, hire purchase, bank
more than one answer to this, so the emphasis should be on explaining which is loans, mortgages, debentures, micro-finance,
most appropriate.) crowd funding, government grants.
Each pair reports back their findings to the class. Where pairs disagree, discussion Tailor the complexity of the business
can take place with a vote to decide the outcome. contexts you use for this activity to the level
each pair can manage. The more
complicated and ambiguous ones can be
picked up in the class discussion.
As businesses and their environment

changes, so do the relevant and acceptable
sources of finance. Understanding how
change can affect business decision
making about appropriate sources of
finance is a good advanced-level skill to
develop.
choose ‘Finance’, ‘Sources of finance’ and
‘Sources of finance’ again.
Factors influencing Put learners in groups and allocate each group one source of finance and a suitable This topic must be done in context and
the sources business context. Using a large sheet of paper, each group then mind-maps the most learners must be able to apply the
of finance important factors affecting that business’s choices for sources of finance. knowledge to the specific context of a
business. It is quite possible to have two
Selecting Each group presents its findings to the class. very similar businesses with similar needs
65
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Key Concepts (KC)
the source for finance to have very different factors.

of finance Learners research a given business which has a need for finance – the business Adaptability is the key to good
could be in any sector and any size as long as learners have access to the relevant understanding here.
data. Learners produce a project report that:
 outlines the business’s need for finance Note: at AS Level, learners will not be
 explains the factors influencing the sources of finance expected to know the term ‘gearing’.
 analyses the relevant importance of each factor
 makes a judgement about the most appropriate source of finance businesscasestudies.co.uk/business-theory –
choose ‘Finance’, ‘Sources of finance’ and
‘Sources of finance’ again
Progress check – sources Learners recap and consolidate learning at the end of this topic. Examples of the type Cambridge 2016 specimen papers and
of finance of questions you could set include: accompanying mark schemes are available
 Question 2d from Cambridge Specimen Paper 02. (F) at www.cambridgeinternational.org/support
Costs
Cost information – the need Hand out a list of costs common to a business (include at least one variable indirect Costs are categorised by their behaviour
for accurate data, the cost and one fixed direct cost). Learners identify in writing whether the cost is fixed or and by the way in which a business
different types of costs, the variable and explain why. chooses to use them. There is a great deal
problems of overlap between direct and variable and
in allocating costs in given With the same list, the class now discusses whether the costs are direct or indirect to indirect and fixed. However the important
situations ensure they understand clearly what these categories mean. understanding is that direct and indirect are
usually used by the operations function
Put learners in groups and give them a business context involving the provision of whereas fixed and variable are usually used
more than one product or service (e.g. a hairdressing salon) together with data on by the accounting and finance functions.
some or all of the costs covered in the previous task for that business. Each group
allocates the costs provided to individual product or service lines (e.g. for a
hairdressing salon, to individual hairdressers), discusses their ideas and comes to a
'best fit' judgement for the group about how to allocate the costs.
Extension activity: Learners could also explore the different methods of allocating
costs, such as absorption costing and marginal costing.
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On completion, lead a class discussion on how different businesses and industries

may choose to allocate costs in different ways and the problems associated with
allocation, e.g.:
 travel industry– how can the fixed cost of a bus/airplane be allocated to individual
passenger prices?
 Coca-Cola – how can indirect costs be allocated across the range of drinks
produced by the brand?
 Apple – if costs for product development are allocated to each product, how might
this affect the perceived profitability of a new IPad?
Follow this with a discussion on the importance of accurate data when calculating
costs and the factors which could affect this, e.g.:
 growth/decline of the business
 seasonality
 changing external influences (economy, fashions/tastes, demographics, etc.)
Uses of cost information – Give learners a set of costs for the development and sales of a new product. Based Many learners struggle with these
cost information for on predicted sales figures, learners calculate: calculations, however they are an essential
decision making  unit variable cost part of business. Give learners the time and
 unit allocation of fixed costs guidance they need here
KC2  unit total cost – the second activity can be used to extend
 marginal cost (assuming no increase in fixed costs this will be the variable cost those who finish quicker. These learners can
per unit) then feed back their findings to the class.
 average cost.
The role of a manager is to make decisions
As a class, discuss how the costing calculations can be used to make decisions and implement them. Having the numerical
about pricing and production levels. And using the product for which they calculated data and understanding the information is
costs, encourage learners to suggest a realistic selling price. vital to make good management decisions.
This is especially important when it comes
to costs, since allowing costs to spiral out of
control is one of the main reasons for
business failure.
Uses of cost information – Divide the class into groups with four learners in each group to role-play starting a By using group work, some learners may
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pricing decisions, sweet shop within the school/college. The aim of the role-play is to come to inventory choose not to engage with the costing
monitoring decisions (quantity) and pricing. Each learner takes one of the following four roles: calculations. This activity may require
and improving business  managing director careful monitoring by the teacher to make
performance/ profits  finance director sure that each learner is capable of
 operations director performing all the relevant calculations.
 marketing director.
Give each group a realistic budget, a stock list containing a range of locally available
sweets and a wholesale price list. Learners then calculate the average, marginal and
total costs for each product. Each group comes up with a pricing strategy based on this
cost information and presents its findings to the class. As the teacher, you judge which
group has made the best model.
If time and resources allow, arrange for learners to run their school/college shop, with
each group taking one lunchtime shift during the week. As part of this they should
apply the learning from the previous role play to the real decisions made and write
draft suggestions for how the inventory and pricing strategy could be developed to
improve performance and profits.
Break-even analysis – Introduce the concept of break-even with a demonstration using coloured water and Adding colouring makes the water more
minimum break-even/profit different size glasses. The large glass represents the selling price (i.e. product sold). visible. Do this by putting small amounts of
production level, margin Fill it and then pour from this into the small glass, which represents variable costs. dye in the bottom of each glass rather than
of safety, uses and The amount left over represents the contribution to fixed costs – pour this into a colouring the water itself so the different
limitations of break-even container or jug. When enough contributions from sales have been poured in and receptacles and the different elements they
analysis filled the jug, the business has broken even and all the other contributions are profit. represent have different colours.
KC5 Then give learners a series of mini case studies containing increasingly complex Break-even is relatively straightforward as
figures upon which to base break-even, margin of safety and profit calculations. long as the numbers involved are simple.
Learners then do the calculations as a class race to see who can correctly calculate Build up from the most basic calculations and
through to the end of the most difficult problem first. add in complexity as learners become more
confident.
Follow this with a class discussion focusing on the limitations of the break-even
technique. www.tutor2u.net/business/production/
break_even.htm
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The margin of safety is calculated by taking

the break-even level of output away from
the current level of output. This is therefore
the amount over and above the break-even
point.
A business creates value by operating

above the break-even point.
Progress check – costs Learners recap and consolidate learning at the end of this topic. Examples of the type Cambridge specimen papers and
of questions you could set include: accompanying mark schemes are available
 Question 7 from Cambridge Specimen Paper 01. (F) at www.cambridgeinternational.org/support
Accounting fundamentals
Income statement – Start by introducing the income statement. One accessible way to do this is to present Income statement is the new international
contents including cost it as a ‘story’ of the year’s trading in a particular business. Revenue is the beginning of term for a profit and loss account. Some
of sales, gross profit, the story, while retained profit (if any) and dividends are the ending. Introduce each textbooks may still refer to the profit and loss
operating profit, profit element in between as the next ‘chapter’, and pause at the appropriate places to account but it is important that learners know
for the year, retained calculate the various profit measures (i.e. gross profit, operating profit, etc.). Conclude that income statement is the term they must
earnings with a whole class discussion to ensure understanding. use in the exam.
Put learners in pairs and give them a set of entries from an income statement. Many companies publish their accounts
Learners put these in the correct order. online, and some suggested links are
provided here. For the task where learners
Once learners understand the basics of an income statement, extend their look at real statements, do not give them the
understanding by asking them to look at real income statements from local, national or whole set of accounts,
international businesses, interpret the figures and discuss the data with the rest of the but only the income statement page without
class. accompanying notes (which are likely to be
too technical at this stage).
Downloadable PLC accounts, e.g.:
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www.aboutmcdonalds.com/mcd/
investors/annual_reports.html
www.ikea.com/ms/en_CN/about_ikea/
press/press_releases/annual_report.html
It is also best to avoid income statements

from larger organisations that are
consolidated (i.e. covering the whole group
of businesses).
Statement of financial Introduce the statement of financial position to the class. A good approach is to use a Statement of financial position is the new
position – contents series of weights on a set of scales to demonstrate what is owned (assets), what is international term for a balance sheet.
including owed (liability and equity) and how this must be balanced. Some textbooks may still refer to balance
non-current assets, current sheets but it is important that learners know
assets, current liabilities, Follow this by showing a few simple double entry book-keeping examples to help that statement of financial position is the
working capital, net assets, extend learners’ understanding. term they must use in the exam.
non-current liabilities,
reserves Put learners in pairs and give them a set of entries from a statement of financial The key elements of the statement of
and equity position. Learners put these in the correct order. financial position that need to be
communicated to leaners include:
Once learners understand the basics of a statement of financial position, extend their  non-current assets
understanding by asking them to look at real statements of financial position from  current assets
local, national or international businesses, interpret the figures and discuss the data  current liabilities
with the rest of the class.  working capital
 net assets
Note: It is not necessary to go into any depth about double entry book-keeping – it is  non-current liabilities
just a useful way of explaining the principle of balancing statements.
 reserves
 equity.
Many companies publish their accounts online, and some suggested links are
provided here. For the task where learners look at real statements, do not give them
the whole set of accounts, but only the statement of financial position page without
Downloadable PLC accounts (see previous
accompanying notes (which are likely to be too technical at this stage).
activity)
Again, it may also be best at this stage to avoid statements from larger organisations
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that are consolidated (i.e. covering a whole group of businesses).
Liquidity ratios Introduce ratios by explaining that they are two numbers compared against each other. Remind learners that by definition a ratio is
Then, using the accounts worked on in the previous activities, learners make some only useful if it is compared.
Practical use of ratio ratios before you tell them the specific ratios used in the syllabus, and discuss their
analysis findings. Conclude by introducing the two liquidity ratios (current ratio, acid test) Learners need to understand that stock is
specified in the syllabus. the least liquid current asset. Demonstrate
KC2 this with examples of businesses going into
Hand out either a number of years’ accounts for one business, or one year’s of liquidation (i.e. a car manufacturer). Who
accounts for a number of different types of business. Learners calculate the current would want to buy the stock (for full price) if
ratio first as this is the easiest. When they have done this, ask them to calculate the the business has a limited future?
acid test ratio (this will provide a different perspective as it won’t include stock –the
least liquid asset). Finally, learners explain in writing the reasons for the results For the second and third tasks, the benefit
obtained. of looking at the accounts of different types
of business is this will show that a definitive
Using a range of different business contexts, follow this with a class discussion on the 'right' ratio is not possible over all
best ways to improve the liquidity of each business. Some businesses require huge businesses.
amounts of stock (such as retail businesses) and therefore a low acid test may be
expected. Include a focus on how improving liquidity can help reduce working capital Again an opportunity throughout all the ratio
problems. analysis to show learners the importance of
manager having access to accurate and
useful data to make better decisions.
Profitability ratios Introduce the two profitability ratios covered in the AS section of the syllabus: gross Learners should understand that a margin
profit margin and net profit margin. can be calculated on any profit measure
Practical use of ratio (gross, operating, net, etc.) but that it is not
analysis Hand out a suitable income statement and Learners calculate the gross profit margin 'bottom line' profit, unless the net profit after
first as this is the easiest. When they have done this, ask them to calculate the net all deductions has been used.
profit margin as well. This provides a different perspective (i.e. after all direct and
indirect costs have been deducted). Finally, learners explain in writing the reasons for During the class discussion, make sure
the results obtained. learners understand that different business
types have different needs for direct and
Using a range of different business type contexts, follow this with a class discussion indirect costs. A manufacturing business is
on the best ways to improve the profitability of each business. Include a focus on how likely to have a large number of direct costs
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improving profitability can help reduce working capital problems. and indirect costs, whereas a service sector
business is likely to have much lower direct
costs and therefore a high gross profit
margin in comparison.
Main users Give learners income statements and a statements of financial position from two Find appropriate statements online
of accounts – comparison businesses covering more than one year’s accounts. Learners calculate the following accounts or make simplified versions as
of ratio results between ratios: required for this activity.
businesses, limitations of  current ratio
these ratios, information  acid test Accounts will often need to be differentiated
requirements  gross profit margin for learners of different abilities. Most
of stakeholder groups  net profit margin. (I) learners will be unable to cope with an
income statement and statement of
KC6 On completion, discuss the results of the ratios and changes over the years with the financial position from a major business
class and mind-map ideas on how the ratios could be improved. without simplification.
Learners focus on the limitations of ratios. For the examples they calculated above, Although strategic management is not
ask them to discuss: required until A Level, there is always going
 why would a business be foolish to base all their decisions just on these to be a requirement for managers and
calculations? stakeholders to use numerical data to
 how could circumstances change to make the calculations irrelevant? formulate the way forward. Good use of
ratios is the foundation of many strategies.
Follow this by putting learners into groups to role-play different stakeholders’ However almost as importantly is the
reactions to the accounts and ratios looked at in the previous task. Differentiate the awareness of the limitations of such data.
roles to be played by learners in each group according to their level of difficulty, as
follows :
 shareholders/owners (basic)
 managers (basic)
 suppliers (challenging)
 customers (challenging)
 competitors. (basic)
Learners report back on the role-play to the class. Ensure this leads to identifying the
underlying information requirements of each stakeholder group.
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Limitations Give learners a set of simplified published accounts for a business and ask them to Note: Knowledge of specific Accounting
of published accounts – not examine their usefulness and limitations, producing a report with evidence to answer Standards is not required in the syllabus or
reflecting the future, out of the following points: for examination.
date, historical, qualitative,  what information can be gained about liquidity?
‘window dressing’,  what information about liquidity might not be in the accounts?
relevance to individual  what information can be gained about profitability?
parts of a business  what information about profitability might not be in the accounts?
 how out of date are the accounts? Why might that be a problem?
 are the accounts historical? If so why might this be a problem?
 how useful are the accounts for judging the future of the business? What are the
limitations to this?
 what qualitative information is not in the accounts but is needed to judge the
business?
 how might the figures be interpreted/compiled in a different way to 'window dress'
the data?
 why might it be more useful to have data about individual parts/functions of the
business?
Progress check – Learners recap and consolidate learning at the end of this topic. Examples of the type Cambridge 2016 specimen papers and
accounting fundamentals of questions you could set include: accompanying mark schemes are
 Question 1c from Cambridge Specimen Paper 02. (F) available at
Forecasting cash flows and managing working capital
Purposes of cash flow Start by explaining that cash flow can be seen as the 'blood' flowing round the body of The difference between cash and profit is
forecasts – a business – a business cannot function without cash flow. As part of this, discuss the often not appreciated by learners. Most
the difference between difference between cash and profit. business failures are not due to lack of
cash and profits, the need profits, but to poor cash flow.
to hold suitable cash levels Learners research and produce a brief written report on the need for cash flow within
and the consequences of a chosen business, such as: www.businesscasestudies.co.uk/cima –
not doing so  restaurant choose ‘The importance of cash flow’
 seasonal tourist business
 toy manufacturer
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 hairdressers
 ice cream retailer. (I)
Using this research, learners write a brief explanation of the consequences to the
business of not holding sufficient cash. (I)
Cash flow forecasts in Give learners a cash flow forecast from a suitable business case study. Ask them www.tutor2u.net/business/gcse/
practice – uses, what can they tell about the business from the cash flow forecast? Discuss the figures finance_cashflow_forecast.html
interpretation and highlight any issues with the cash flow forecast.
Cash flow forecasts in Give learners some figures to enter into a cash flow. These can be as simple or as Cash flow forecasting is only as good as
practice – construction complicated as needed to challenge learners. the environment is stable. Many businesses
of, recognising uncertainty, have spent hours forecasting their cash
making amendments Then give the learners some changes to be made to the cash flow forecast. This can only to find that a fundamental change
be done as a race to see which learner can correctly complete the cash flow forecast. makes the forecasts unusable. Change is
KC1 not a reason not to forecast, but it is one of
Follow this with a class discussion on the impact uncertainty can have on producing the major constraints on its usefulness.
forecasts. Learners identify businesses where there is more uncertainty due to issues
such as seasonality, external issues, changing technology, etc.
Methods of improving cash Start with a class discussion on the ways in which cash flow can be improved in a Cash flow problems are a major source of
flow – reducing costs, business. business failure and therefore cash flow
improving the management management is one of the most important
of trade receivables/ Put learners into groups to look at a business they already have some knowledge of, skills a good manager develops.
payables, debt factoring, e.g. a local business. Ask each group to identify where cash inflows come from in that
sale and leaseback, business and what the most likely areas are for cash outflows. They then draw a
leasing, hire purchase, diagram showing how the cash flows around the business and to show possible
applying these to given areas for blocks in the cash flow. For each area of possible blockage, the group then
situations analyses the effect of cash not flowing and suggests possible solutions. This should
include:
KC2  management of trade receivables and payables
 debt factoring
 sale and leaseback
 leasing and hire purchase
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Extension activity: Learners mind-map the different ways in which a business can
solve cash flow problems, separating the solutions into short, medium and long term
solutions. (I)
Progress check – Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
forecasting cash flows mark schemes are available at
and managing working www.cambridgeinternational.org/support
capital
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Business and its environment (A Level)

Key Concepts (KC)
Business structure
Local, national and Learners research one business from each of the following three types, and This is an obvious area to discuss change,
multinational businesses – the identify and explain in writing the differences: as the world has changed. In a recent TV
differences between them, the  local business – ideally this should be a small business rather than a local advert HSBC suggested that even the
impact of international trading branch of a larger business smallest businesses are international
links on their activity  national business because of the internet. Where will this
 multinational business. (I) ‘shrinking’ of the world end and what are the
KC1 implications for business?
Then as a class, discuss how international trading impacts on the business,
making sure you cover the following key issues:
 more competition
 economies of scale
 diseconomies of scale
 increased movement of goods.
This work will then be used as context for the work undertaken in the following
activities.
Multinationals –benefits and Learners analyse the advantages and disadvantages of the multinational www.economist.com/news/special-report/
disadvantages, their organisation they focused on in the previous activity, preparing a short presentation 21596667-relationship-between-business-
relationship with the state to give to the whole class. (I) and-government-becoming-increasingly-
antagonistic
After the presentations, divide the class into groups to discuss the relationship
between the multinational businesses they have collectively researched and the www.ippg.org.uk/papers/bp32.pdf
government of their country. They prepare a short presentation for the rest of the
class on the benefits and disadvantages to the government.
Privatisation –advantages and Put leaners into pairs and ask them to choose an industry in their country that is Use local examples of privatisation if
disadvantages in a given state owned (if this is not possible then suggest another country which still has possible.
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situation state-owned businesses). Each learner then prepares an argument for the
industry to be privatised or to stay nationalised, respectively. www.economist.com/topics/privatisation-and-
nationalisation (list of articles)
Then put the pairs into larger groups and ask them to look at a business that has
already been privatised, producing a mind-map of the advantages gained by the
state and other stakeholders by the privatisation.
Progress check – business Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
structure mark schemes are available at
Size of business
External growth – the different Put the class into groups and allocate each group one of the following types of As businesses grow, so they change. How do
types of merger and takeover external growth: the different stakeholders cope with this
 horizontal merger change? How might this tie in with areas such
KC1  vertical merger as marketing, people and management?
 horizontal takeover
 vertical takeover www.s-cool.co.uk/a-level/business-studies/
 conglomerate business-organisation – choose ‘Revise it’
 friendly merger and ‘The growth of business’
 hostile takeover.
www.yourarticlelibrary.com/tag/articles-on-
business-strategies – choose ‘Business
Each group then finds as many examples of their type of external growth as they
strategies: internal growth and external
can. Each group presents their findings to the class.
growth strategies’
External growth – the impact Put learners into groups and give them a current external growth (merger or take- Managing change is an important concept.
of a merger/ take-over on over) news story. Learners then role-play the different stakeholder perspectives to The role of management is to adapt, not to
stakeholders, why there is not external growth – the roles ideally reflect those in the news item but as a minimum learn a series of rules and apply them
always synergy of objectives include: without thought to every situation. Just
 employees because a merger or takeover makes
KC2  managers financial sense, it may still cause many
 owners problems which need to be managed.
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 customers.
Throughout the role play, learners should note the different objectives each
stakeholder may pursue and on completion identify the potential lack of synergy.
External growth – joint Using the internet as a starting point, investigate as a class the joint venture that led Joining together with another business has
ventures and strategic to the creation of the Concorde aeroplane. extra risks and potential rewards. The
alliances planning of such ventures will be complex and
Learners answer the following questions: require bringing together of all the aspects of
KC6  what were the advantages of designing and manufacturing Concorde as a joint business to devise a strategy that works.
venture?
 what were the risks for Britain and France? en.wikipedia.org/wiki/Strategic_alliance
Learners investigate a joint venture or strategic alliance that has made the news www.nzte.govt.nz/en/export/growing-your-
more recently and write a brief report on the benefits/drawbacks to stakeholders of exports/6-growing-your-strategy/strategic-
both organisations. (I) alliances-and-joint-ventures/
Extension activity: To stretch and challenge learners, ask them to also research www.nzte.govt.nz/en/export/growing-your-
the legalities of joint ventures and strategic alliances. At what point does the law exports – choose ‘Growing your strategy’
intervene and why? (I) and then ‘Strategic alliances and joint
ventures’
Progress check – size of Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers and
business  Question 6 from Cambridge Specimen Paper 03. (F) accompanying mark schemes are available
at www.cambridgeinternational.org/support
External influences on business activity
Political and legal influences – Put learners in groups and ask them to devise a basic board game based on Learners are not expected to know about
how and why governments use answering questions about the political and legal influences on a business. To do specific political parties or laws, but must be
the law to control areas this, learners will need to research the political and legal influences on businesses able to identify the type of political and legal
of business activity in their country. Areas to consider for questions could include: influences that are applied to businesses
 employment conditions using contexts given to them.
KC1  health and safety
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 minimum wage No one particular country’s laws are more

 restrictions on marketing behaviour important than another's, for this topic, and if
 competition regulations the use of specific type of law is required (i.e.
 location and environmental regulations minimum wage) then learners will be made
 regulations over the sale of goods and services. aware of this in the examination.
Extension activity: To extend learners, ask them to add questions about the Change within politics and the legal system
differences between their and other countries’ political and legal influences on a is often slow and can be planned for.
business. However there are also occasions when it is
unforeseen and businesses must be able to
adapt quickly and efficiently.
Political and legal influences – Put learners into pairs and ask them to each research one example from the Learners are not expected to have detailed
how international agreements following types of international agreement: knowledge of specific international
might have an impact on  international treaties (e.g. Maastricht treaty) agreements. If a specific agreement is used,
businesses  free trade agreements (e.g. North American Free Trade Agreement) learners will be made aware of it in the exam.
 climate change agreements (e.g. Kyoto)
 common currency agreements (e.g. Euro). www.google.co.uk – type ‘international
agreements’ and the name of the country
Each pair then designs a poster showing the potential benefits and costs to you are researching
domestic businesses.
Then, referring back to the work they did on local, national and international
businesses at the start of this unit, each pair discusses the impact their international
agreement had or would have if it were applied to the three businesses they
researched.
Learners write a report to explain and analyse why. (I)
Economic constraints and Divide the class into five groups and give each group one of the following The five objectives listed in the activity reflect
enablers – macro-economic government macroeconomic objectives: those emphasised in the syllabus. You might
objectives and policies, how  low unemployment find that some textbooks focus on a stable
changes affect business  low and stable inflation balance of payments rather than exchange
behaviour  stable exchange rates rates or transfer of wealth.
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 transfer of wealth
KC1  economic growth. Use an internet search to look for the specific
macroeconomic objective and country you
Using their own or another stated country, each group researches their want to set for each group.
macroeconomic policy and:
 produces a timeline showing the changes in the policies and rates involved for The economy is often seen as a constraint on
that policy over time a business, but often economic change is also
 identifies a number of points on their timeline where the impact on business an opportunity. Look at the recent global
has been significant (good or bad) recession and the types of business that have
 adds what these impacts on business were to the timeline. actually grown because of the downturn.
Staying in the same groups, each learner is then allocated a particular www.tutor2u.net/economics/content/
macroeconomic policy instrument (e.g. fiscal, monetary, exchange rate) and topics/macroeconomy/
asked to identify the places in the timeline where their instrument was used and government_policy.htm
what impact it had. They add these descriptions and analysis to the timeline.
www.tutor2u.net/economics/revision-notes/
Each group then displays and discusses their timeline with the rest of the class. If as-macro-macroeconomic-policy.html
possible learners also discuss how the different macroeconomic objectives may
interact with each other. Try to spot overlapping changes and where there are www.bized.co.uk/learn/economics/
points of positive/negative performance in more than one macroeconomic govpol/macropolicies/index.htm
objective at the same time.
Cambridge 2016 specimen papers and
accompanying mark schemes are available
Economic constraints and Learners explain and analyse, in a brief report, how government policies in the The government plays a key role both in
enablers – how the state might recent past may have affected the three businesses they chose for the work on enabling business and in preventing markets
intervene to help/constrain local, national and international businesses at the start of this unit. from failing. In the first task learners look at
small and large business and what their government has done to encourage
address market failure Put learners into groups, and allocate each a market failure in a context that is business and allow more competition in the
relevant to their local economy, such as: market (e.g. grants, tax relief, etc.).
 provision of public/merit goods (e.g. healthcare)
 regulation of demerit goods (e.g. cigarettes) The second (group) task then enables them
 externalities (e.g. pollution). to focus on addressing market failure (e.g.
protection for new businesses, monopoly
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and merger regulations, etc.).

Each group investigates and explains what steps the state has taken to reduce or
control their allocated market failure. This could include:
 regulation
 taxation
 grants and subsidies
 permits
 information provision.
Each group presents their findings to the class.
Learners investigate one business that has been affected in a negative way and/or
one business that has been affected in a positive way by the policies outlined in
the previous task.
Social influences – why Ask learners to discuss the needs of your local community, how different types of National pressure groups can be used for
businesses must consider the business may respond to those needs and why. These might include: this activity, but local groups may allow
needs of  litter and pollution learners to see the actions of the group and
the community  jobs and employment their impact themselves.
 congestion and parking
KC3 Use internet news searches to find recent
Build a mind map of the ideas discussed on the board. stories on pressure groups working in your
area.
Put learners into groups to research a pressure group that works within your local
community. On completion, ask them to design a suitable form of promotion for For most businesses, local community is likely
that group’s messages. to form the basis for some or more of its
customers. Therefore taking community needs
Using this information, learners then analyse and evaluate in writing the effects of into account can also be about meeting
the chosen pressure group on one particular business in your local area. Many customer needs.
businesses may not be affected, so choose one where there is a positive or
negative effect. www.tutor2u.net/politics/content/topics/
pressure_groups/pressure_groups.htm
Social influences – Many larger businesses will have a CSR policy. Learners investigate the CSR Downloadable corporate social responsibility
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the impact of corporate social policy of one such business in their own country or using the website links policies, e.g.
responsibility (CSR) provided opposite, and analyse in a table the effects that policy is likely to have on www.viridor.co.uk/sustainability/csr-
the following areas of business activity: policy/
 production
 marketing www.devere-hotels.co.uk/general/csr-
 employment policy.html
 finance
 objectives. www.fugro.com/csr/csr-policy-and-
ambitions.asp
Technological influences Learners investigate a technological change at school/ college that affected them Technological change can have a major
(including the internet) – the and analyse in a table the benefits they gained from that technology being impact on business activity, as has been with
problems of introducing introduced and the likely costs of that change to them, the school or government. the rise of the internet, but can also be
technological change incremental, such as the take-up of
Then, using the same process, learners analyse in a table the effects on a business interactive whiteboards and tablet computers
KC1 (good and bad) of the introduction of a piece of technology. This could be in schools.
something as simple as a photocopier or something as large as a new production
method. (I) Technology is an obvious and accessible
area to discuss change.
Finally, put learners into pairs, and ask them to debate whether and how the
internet has been positive or negative for businesses. Each pair produces a
paragraph arguing a positive effect and a paragraph arguing a negative effect.
Other businesses influences – Place the name of a well-known business in the middle of the board, and Learners Choose a business that has some obvious
how businesses are identify as many associated businesses as possible. These could include: links with other businesses and which
constrained by and rely on  suppliers learners are aware of.
other businesses  trade customers
 logistics companies
 utility providers
 maintenance and cleaning services.
Learners take one of the associated businesses identified and:
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 evaluate the effect it could have on the original business

 analyse the extent to which it can influence the original business in a positive
and/or negative way
 evaluate which business is likely to hold the most power in this relationship and
why.
Demographic influences – how Put learners into groups and give them a typical demographic change to investigate The customer base for all businesses is
businesses might react to in relation to their area or another location. Each group produces a brief written people. A successful business is one that
a given demographic change report on the changes to: responds to the changing demographics of
 age (e.g. rise in school, retirement or working age) the countries in which it operates.
KC3  ethnicity (change in ethnic composition or relations)
 wealth (presence and causes of deprivation, class) en.wikipedia.org/wiki/Demographics
 home ownership/rental accommodation and quality
 employment status (including part-time)
 location of population (rural/urban).
Then allocate each learner one of the demographic changes discussed and ask
them to evaluate in a brief written report the impact it has had on a particular
business. The business chosen should preferably have experienced both positive
and negative effects from the identified demographic changes.
Environmental influences – Learners identify a business where each of the following environmental issues Many businesses create extra value in their
their impact may affect it in a positive or negative way (learners may need to look at more than products and services by engaging positively
on business behaviour one business to cover all these issues): with environmental concerns. By encouraging
 sustainability of raw materials recycling, using cleaner production methods,
KC5  pollution etc. many businesses have found that
 a ‘green’ supply chain customers are willing to pay more to balance
 packaging (reducing and recycling) the additional costs. This shows that any
 carbon emissions external influence can be an advantage as
 environmental laws well as a disadvantage to a business.
 disposal of waste.
external_environment_business_environment
On completion, learners discuss the business(es) they identified and their
.html
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conclusions with the whole class.
Progress check – external Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers, past
influences  Question 1 from Cambridge Specimen Paper 03. (F) papers and accompanying mark schemes
on business activity are available at
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Human resource management
Approaches Organise a class debate about the uses of ‘hard’ and ‘soft’ HRM. One half of the The conclusion to the debate should not be a
to HRM – class should argue for the use of ‘hard’ HRM whilst the other should argue for the use definitive answer, but a 'depends upon'
the difference between of ‘soft’ HRM. conclusion. Showing with this that ‘context is
‘hard’ and ‘soft’ HRM all’ will help learners develop a valuable
Before starting, instruct each side to research examples of businesses/ scenarios that analytical skill for many areas of the course.
KC2 illustrate the best use of their approach.
Management is a key theme throughout the
whole People in organisations unit.
hrm_hard_soft.asp
Approaches Give learners a business which uses a wide range of different employees, such as a Learners are likely to focus on the advantages
to HRM – the advantages/ hospital, technology firm or supermarket. to the business of zero hours contracts without
disadvantages of temporary seeing the social and personal disadvantages.
and flexible contracts Learners develop a table showing the different contract types (permanent through to The ability to look at HRM from different
flexible and then temporary/zero hours) on one axis and the different job roles within perspectives is an important skill for
KC3 their allocated organisation on the other. They then look at the potential use of each evaluation questions.
contract type for each job role and assess the opportunities/ barriers. Learners should
find at least one job role which would be appropriate for each type of contract. Many businesses have been criticised for
using zero hour contracts, but is this just a
Then organise groups to role-play different stakeholder responses (managers, owners, way of being customer focused by reducing
employees, customers) to each contract type. Learners should focus on the costs and making products and services
advantages and disadvantages for each stakeholder of each contract type. available when demand dictates?
www.acas.org.uk/index.aspx?articleid=4667
Approaches Start by recapping/refreshing learning of the AS Level content on management and Particular strategies are not going to be
to HRM – measuring leadership and motivation in the context of improving performance. definitively right or wrong. Learners should be
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and improving employee able to argue for different strategies and

performance Then give learners a case study involving poor employee performance. Learners look evaluate the most effective from different
at the causes and mind-map the consequences of poor performance for the business perspectives.
KC2 and then come up with strategies to improve the performance. All learners use the
same case study. (I) Managing poor performance is one of the
most difficult management tasks. How
Once learners have developed their own ideas, get them to discuss these with should a manager discuss poor performance
another learner, then in groups of four and finally bring all the ideas together as a with an employee? What happens when
whole class. emotions get in the way of good
management?
newTMM_80.htm
www.acas.org.uk/index.aspx?articleid=3011
www.industrialrelations.nsw.gov.au – choose
‘Employment info’, ‘Recruitment and
termination’ and ‘Handling disputes’
Approaches to HRM – Learners research the management by objectives (MBO) process using textbooks, Management by objectives is also
MBO (management by the internet and any other relevant resources. (I) sometimes known as management by results
objectives) (MBR).
Put learners in pairs to analyse the usefulness of MBO. One learner should devise
KC2 arguments for its usefulness and the other arguments for not using it. These This topic is a god opportunity to discuss
arguments should focus on the usefulness in specific situations, using appropriate management and whether objectives and
businesses already focused on in previous topics. tasks should be the main focus of a good
manager. Should a manager focus on getting
the task done, looking after the people under
them or a combination of the both? Does
context dictate the approach?
www.economist.com/node/14299761 (article
on MBO)
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www.tutorialspoint.com/
management_concepts/
management_by_objectives.htm (good
diagram on MBO process)
Labour legislation – Put learners in pairs. With one representing the perspective of the business, the other The focus here is not on studying specific
the need for and underlying that of the employee, they look at and identify the advantages and disadvantages of legislation for any one particular country, but
principles the following types of labour legislation (not all will apply in every country): on understanding the need for labour
 contracts legislation in any country.
KC1  redundancy and dismissal
 working hours Other legislation learners could look at
 minimum wage includes maternity/paternity/ adoption leave,
 health and safety. confidentiality and disability.
Labour legislation changes over time, but also

from country to country. Every business must
deal with ongoing change in this area.
en.wikipedia.org/wiki/Labour_law (covers the

laws in many countries)
Cooperation between Put learners in group to role-play a meeting between workers and management. Give The focus must be on identifying the benefits
management and them a fictional scenario where the workers have a dispute against the management. of cooperation to both parties. Learners often
workforce Make it clear that while both sides must put their case, the focus of the ‘meeting’ have a tendency here to think more from a
– the mutual benefits should be finding a cooperative way forward. management than workforce perspective,
which you may need to address.
KC6 Extension activity: As a more challenging alternative to this, divide each group into
three, where the third set take notes during the meeting then advise the ‘management’ Getting workers to ‘sign up’ to a business
and the ‘workers’ after the meeting on how they could have improved cooperation. If strategy is often the key to business success.
time allows, the meeting could then be resumed after this feedback is given. This can be done through communication,
democratic leadership and a variety of other
On completion, learners research actual national disputes between workers and methods.
management (public or private sector). Using the theories developed, learners should
recommend ways in which cooperation between the workforce and management could www.youtube.com/watch?v=m8j0l9FEvXA
be achieved and outline the benefits to both parties. (video clip of example industrial dispute)
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Extension activity: To add challenge to this task, learners write a formal letter or en.wikipedia.org/wiki/
presentation to both the management and workforce with informed recommendations 2011_Qantas_industrial_disputes
to encourage cooperation, outlining the resulting benefits to both parties. (I) (background to same example industrial
dispute)
Workforce planning – the Put learners into groups to design the workforce requirements for setting up a sweet Management is not just about the employees
reasons for shop in the school/college. They should think about the skills they require, the you have, but about planning for the ones
and role of a workforce plan number of workers they need and the hours they would have to work for. you may need (or not need) in the future.
KC2 Each group then hands their workforce plan to another group to look at and report
back with constructive criticism.
On completion, each learner writes a report about the importance of having a

workforce plan for their sweet shop, analysing the time it took to develop and
identifying the business constraints caused by having too rigid a plan. Each report
should conclude by coming to a judgement about the effectiveness of workforce
planning in the given scenario. (I)
Role of trade unions in In groups, learners role-play a union negotiation. The internet and textbooks are a good
HRM – the benefits source of case studies for this activity.
to employers and Or Learners investigate past local/national industrial disputes and design their role-
employees, including play on one of these. www.tes.co.uk/teaching-resource/Trade-
collective bargaining Union-Roleplays-6111337/ (example online
On completion, lead a whole class discussion on the benefits to the business and source for role-play activities)
employees of collective bargaining.
Progress Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers, past
check – papers and accompanying mark schemes
human resource  Question 5 from Cambridge Specimen Paper 3. (F) are available at
management (HRM) www.cambridgeinternational.org/support
Organisational structure
Relationship between Using examples from the internet or textbooks, discuss different organisational This activity gives a good opportunity to focus
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business objectives, people structures with learners. In particular look at a: on Key Concept 2.
and organisational structure  flat hierarchy
 tall/narrow hierarchy www.google.co.uk – type ‘organisational
Types of structure:  matrix structure structure’ into the images search tab
functional, hierarchical  structuring by product
(flat and narrow), matrix  structuring by function
 structuring by geographic area.
KC2
Then give learners a specific organisation (a local one if possible) and ask them to
describe and analyse the structure at that organisation, categorising it into one of the
structural types discussed above. They then evaluate in writing the suitability of that
structure for the organisation’s stated business purpose. (I)
Follow with a class discussion on the reasons for changing organisational structure
and the ways in which it may change.
Formal and informal Put learners in groups with an organisational chart of the school/college (help them The precise use of correct terminology is
organisations – features of develop this if it doesn’t already exist) which they label with full explanations of the essential in this area of the syllabus.
a formal structure following key terms:
 chain of command for the business teacher highlighted Delegation is a common area of
 span of control of one member of the senior leadership misunderstanding. Although responsibility for
 responsibility of one member of middle management performing a task can be delegated,
 lines of authority for one member of middle management accountability cannot. This can be actively
 an explanation of how delegation can take place demonstrated in the classroom by pretending
 an explanation about the centralisation/decentralisation involved. to give a learner a task, such as writing
school reports for the rest of the class. If the
Learners write a letter/report identifying to the Head Teacher/ Principal how the learner then did not compete them, who
organisational structured could be improved. This should contain an analysis of the would get the blame?
current structure and justifications for the changes recommended. (I)
Broaden this by giving learners an organisational structure from other business types
to label and analyse in the same way so they develop and practise their skills in using
the correct terminology. Also learners suggest any informal structures that may exist in
the business and whether these benefit the stakeholders.
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Delegating and Learners use case studies to analyse the use of delegation and its link to Textbooks and the internet are a good
accountability –relationship, accountability in different business contexts. source of case studies for this activity.
processes, and
advantages/ disadvantages Broaden this out into a class discussion on the appropriateness of delegation, en.wikipedia.org/wiki/Delegation
of delegating focusing in particular on the difficulties of doing it and the times when it may be
inappropriate. businesscasestudies.co.uk/business-theory –
choose ‘People’, ‘Organising people’ and then
In groups, learners examine delegation in relation to the other topics already covered ‘Delegation and decentralisation’ (case
in this area of the syllabus –leadership, motivation, employee/employer relations, and studies)
communication (if covered at this point).
blogs.hbr.org/2012/07/why-arent-you-
Give each group a different area to look at. On completion, each group reports back delegating/
their findings to the class.
Delegating and Split the class into two groups – one to research motivation theories and one to look The ability to bring important topics together
accountability – the impact at motivation in practice. in this way is an essential element of
of delegation on motivation successful A Level study.
Using this work, each group then finds specific business examples of when
delegation is an advantage and when it is a disadvantage to the motivation of It might be useful to recap the learning done
workers. On completion, each group produces a written report or presentation for the on motivation in AS People in Organisations
rest of the class. for this activity.
Control, authority and trust Using a business and organisational structure already studied, put learners in groups It is important that learners develop an
– the relationship and allocate each learner a job role at a different level in that organisation’s hierarchy. understanding of the relationship between
with hierarchy, Learners role-play a meeting called to focus on a task that has not been completed, span of control and levels of hierarchy, the
responsibility and but which has been delegated down the span of control. difference between authority and responsibility
delegation, conflicts and the conflicts that arise between control
that can arise between On completion, learners evaluate the possible impact of this scenario on the and trust when delegating.
control and trust stakeholders involved and consider the wider conflicts that can arise between
managers and the workforce over delegation, producing a mind-map showing where Does there need to be a distance between
KC2 and why these impacts occur. (I) management and workers? What happens
when the lines get blurred?
Is a good manager one who avoids conflict,
or one who causes it by constantly pushing
forwards?
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Centralisation – Introduce centralised and decentralised organisational structures and Learners mind- Should businesses develop strategies to
advantages/ disadvantages map the potential advantages and disadvantages of centralised structures. On centralise their business or to decentralise?
for stakeholders completion, discuss and refine these in relation to businesses that do use centralised In most cases the most important aspect is
structures. the context and the business’s ability to
KC6 adapt their strategy in relation to this.
Learners draw up a table of the potential advantages and disadvantages of
decentralised structures. On completion, discuss and refine these in relation to www.tutor2u.net/business/people/
businesses that do use decentralised structures. (I) org_centralisation_decentralisation.asp
Follow this up by putting learners in pairs and allocating each pair a local, national or www.businesscasestudies.co.uk/legal-
international business they have already studied. One learner argues the case for that services-commission – choose ‘The
business using a centralised structure, the other a decentralised structure. Give advantages of centralisation’
appropriate preparation time, and then limit each debate to 5–10 minutes, with a short
time afterwards for questions and a vote on which case was more convincing.
Line and staff – difference Play ‘staff management charades’ – write a number of different line and staff This activity gives a good opportunity to
between line and staff relationships on pieces of paper and put them into a box. Learners pull out one piece focus on Key Concept 2.
management of paper and mime the relationship that they have been given.
KC2 Hand out a case study of conflict between staff and line managers based on any
business where there is a clear distinction between line and staff relationships. The
study should start with a simple set of questions requiring learners to identify the line
and staff relationships. Questions should then progress to explaining the difference
between the relationships. (I)
Relationship between Hand out a suitable business case study and Learners write a description of: This is a good opportunity to consolidate
business objectives, people  the organisational structure of the organisation chosen – explaining the structure learning from the previous activities on
and organisational structure using correct terminology organisational structure in a way that
– purpose  the line and staff structures used enables learners to bring them together into
and attributes  the delegation used and links to leadership and motivation a unified and inter-relating whole and
of a structure (flexibility,  where conflict occurs in the organisation understand more fully the underlying
growth, etc.)  how flexible the structure could potentially be strategic drivers.
 how the structure could respond to growth of the business.
KC6 Discuss how learners can pull together all
the elements of people in organisations and
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develop strategies that take everything into

account.
choose ‘Strategy’, ‘Business organisation’
and then ‘Organisational structure’
www.tutor2u.net/blog/index.php/business-
studies/comments/lesson-worksheet-
organisational-structure-basics (see links
there to blog entries)
organisational structure mark schemes are available at
Business communication
Purposes of communication Learners list as many examples of communication as they can in their immediate Communication is an area all learners have
– situations environment in five minutes. Encourage them to look for types of communication they experience of. Bringing out this experience
in which communication is may not find immediately obvious, such as: will help them understand the importance of
essential  fire alarm effective business communication.
 noticeboards
KC2  logos on clothing Communication should not just be a
 signs coincidence of what is already in place, but a
 markings on the floor/walls. (I) managed device to enable the business to
achieve its objectives.
In groups, learners pool their results together and develop a mind-map, discussing the www.bized.co.uk/educators/16-19/
outcome on completion. business/marketing/lesson/
communications1.htm (activity on creative
In the same groups, learners design a fire procedure, including how to communicate communication)
meeting points, contingency plans and alarm system. Also Learners identify the
potential challenges in communicating this critical information effectively.
Learners apply the communication methods identified in their mind-maps to a business
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they have already studied, and write a brief report on the types of emergency
communication that business may use and why they are appropriate.
Methods of communication Arrange a visit to a business or local supermarket so learners can apply their The choice of communication methods
– different methods, their understanding of communication in a real setting. While there, ask learners in groups employed by a business must be in line with
strengths and weaknesses to identify as many communication methods in that business as they can. As in the the businesses strategy.
previous activity, this should include looking for less obvious/direct methods.
KC6 vingapp.com/ving-improved-communication-
Ask each learner to analyse one of the communication methods they spotted, how technology/5-surprising-facts-internal-
and why this method is used and what the potential .advantages and disadvantages communication/
of this method are for the context in which it is used.
Extension activity: Learners identify how each method of communication could be

improved (i.e. placement, volume, colour, medium, etc.). (I)
Follow this with a class discussion about the ways in which different businesses may
use different communication method.
Channels of communication Write out the following onto pieces of paper and fold them up, keeping separate piles
– how it works within an for each of the four categories:
organisation, difference  different stakeholders in an organisation (i.e. manager, worker, customer, etc.)
between one-way, two-way,  communication channels (1-way, 2-way, horizontal, vertical)
vertical and horizontal,  methods of communication (from the previous activity)
problems associated  a variety of communication ‘aims’.
Put learners in pairs. Each pulls out a piece of paper from each category in turn and
with the given information role-plays how the aim can be communicated. As each
role-play takes place, the rest of the class takes notes and offers improvements to the
process. On completion, discuss with the class how the different elements could be
changed to make the communication better.
Using this information, learners come up with the most inappropriate communication
channels and methods for:
 making a worker redundant
 informing customers of a safety concern with a product
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 promoting a manager.
Finish with a class discussion about what it is that makes these communications so
inappropriate and how this knowledge could be applied to a range of different business
types.
Barriers to communication Learners suggest all the barriers to effective communication they can, and write these There is an opportunity in this section to
– attitudes, perceptions, up on the board. Learners mind-map this list into possible categories. Develop develop learners interpersonal and
noise, language, understanding of this with a series of short mini-activities to exemplify different types communication skills beyond the Business
inappropriate medium, etc. of communication barriers such as. syllabus.
KC1 Physical barriers Since communication is an essential part of

– Chinese whispers: try to pass a message around a room an examination, any development of skills
– charades/Pictionary: communicating without using your voice may benefit learners in their examinations.
Perceptual barriers
– optical illusions (many are available on internet) Barriers to communication change and the
– written messages that are ambiguous/commonly misread businesses and managers ability to adapt will
Emotional barriers be one of the key features to successful
– the reaction to text or social network messages when smilies and additions such communication.
as LOL are and are not added
Cultural barriers opin.ca/article/seven-barriers-communication
– different colour associations, etiquette, etc.
Language barriers
– words that have more than one meaning (pants, chips, etc.).
Gender barriers
– differences in approaches to communication between women and men (most
effective in a mixed group).
To develop understanding further, ask one learner to step outside the room. Another
learner then draws pictures of some simple things on a piece of paper such as a
house, sun, tree, path.
The learner outside the room then has to come back and replicate the picture without
seeing it and only using instructions from the drawer. The communication can only be
one way (no questions) and the drawer cannot see the progress being made. This can
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be repeated by building in more or different barriers as desired. Conclude with a whole

class discussion about how this activity can be applied to businesses.
The role of management Learners work through a case study on communication problems from a past paper A good opportunity to discuss what role
in facilitating or textbooks. This case study should have as its focus the role of management in management has in establishing and
communication – informal improving communication to increase efficiency. maintaining successful communication.
communication, improving
communication, use to Learners identify a situation where they think a business has communicated badly,
improve business efficiency provide recommendations on how to improve it and justify what this will deliver. (I)
KC2 Learners share their ideas and discuss the importance of communication in a business
in terms of efficiency. Then split the class into two groups – one looking at formal
communication, the other informal communication. Ask each group to come up with
examples of business scenarios where formal/ informal communication is essential to
improving efficiency.
Progress check – business Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
communication mark schemes are available at
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Key Concepts (KC)
Marketing planning
Market planning – the Have a class discussion on a chosen business. Start by recapping the marketing mix Choose a business for this activity where the
detailed marketing plan, elements covered at AS Level, and then stress that the marketing plan is more than marketing plan can either be known or
associated benefits this and should encompass: guessed. A local, small business that
 the marketing objectives (and how they help the business achieve its overall learners know of may provide the best
KC6 objectives) example.
 the resources required to achieve the marketing objectives
 the research required to achieve the marketing objectives (and how the results of A marketing plan should be part of a strategy
this research may change the objectives) to achieve corporate objectives.
 how the elements of the marketing mix can be used to achieve the marketing
objectives. businesscasestudies.co.uk/business-theory –
choose ‘Marketing, ‘Marketing planning’ and
Put learners into groups, and ask them to analyse the benefits for a given business of ‘Marketing planning’ again
having a marketing plan, producing a table prioritising the benefits identified.
Ask each group to add the costs associated with developing the marketing plan to this
table.
Conclude with a class discussion to highlight the key components, costs and benefits
of a marketing plan and how this varies according to business type.
Elasticity – the concept and Recap the AS Level marketing mix content on elasticity. Then introduce and discuss Elasticity is the relationship between two
its usefulness in various the four additional relationships covered at A Level: variables. It is often taught as an abstract
forms  income and demand topic with little relationship to the rest of the
 promotion and demand syllabus. Learners need context to make this
 demand for substitutes and demand a more memorable topic.
 demand for complements and demand.
Knowing the correct way to classify income
Learners guess what a graph would look like for each (i.e. plot the relationship elasticity goods (normal, superior and
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Key Concepts (KC)
between the two variables). inferior) is important because it defines the

relationship between income and demand.
Put the class into groups. Give each group a product and ask them to guess the
following: Use of the minus sign is vital in calculating
 whether the income elasticity of demand is positive inelastic (normal good), the elasticities covered in the A Level year.
positive elastic (superior good) or negative (inferior good)
 whether demand for good is likely to respond well to increased promotion (elastic
response) or poorly to increased promotion (inelastic response). In reverse of
course, is demand likely to respond to a decrease in promotion in the same way?
 which goods are most likely to illicit a positive cross elasticity response
(complements) and which are most likely to illicit a negative cross elasticity
response (substitutes).
On completion, each group reports to the class.
Product development – Introduce the product development process at Disney and focus on the three core Innovation is essential in product
process processes – what, how, and why. development – but innovation doesn’t just
from original conception mean coming up with new product ideas, it
to launch and beyond, why Put learners in groups, and ask each to come up with a product to be sold in the also means adapting and refining existing
R&D is important school/college. Encourage them to base their creative process on the Disney one and products to extend their lifespan and market
to set up the required environment for each stage of the process. Each group reach. A good example of this is washing
KC4 presents its ideas to the class. machine powder – there is constant
redevelopment of what essentially is soap for
Follow this up by asking learners to investigate a product which requires a large cleaning clothes.
amount of research and development, such as mobile phones, blends of coffee, cars
or medicines. On completion, learners present their findings in a report or a poster for 99u.com/articles/6993/brainstorming-20-
display. (I) making-ideas-that-really-happen
www.huffingtonpost.com/2013/10/07/
disney-pixar_n_4056840.html
Disney Stories: Getting to Digital (Lee,

Madef) p.113 (available free online at
www.google.co.uk/books)
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Forecasting – the need to Pick a business which has an obvious cycle and is familiar to learners. This could be a Moving averages will be a relatively simple
forecast marketing data, seasonal cycle (e.g. ice cream sales), a cycle relating to fixed points in the year (e.g. task for some learners and very difficult for
calculating accountancy services) or any other regularly repeating cycle (e.g. academic year). Use others, depending on their confidence with
and using the moving your chosen example as context to lead a class discussion on the need for forecasting numerical techniques.
average within the business.
method to forecast sales Both odd and even point moving averages
Then, using real or made-up data, get learners to calculate more and more will be required. Even point moving averages
complicated moving averages and extrapolate forecasts into the future. Start learners must be centred to provide relevant data for
with odd period moving averages (i.e. 3, 5, 7 point moving averages) and when they use in forecasting.
are comfortable with the technique, move onto even point moving averages. Allow
learners time to progress at their own speed (I) www.bbc.co.uk/schools/gcsebitesize/
maths/statistics/
Extension activity: To extend mathematically minded learners, ask them to translate representingdata3hirev7.shtml
the calculations into a graph and extrapolate a line of best fit that can be compared
with the smoothed moving average line. To do this, they should: www.tes.co.uk/teaching-resource/Moving-
 add a column to the moving average table to allow for the calculation of cyclical Averages-6193827/
variations in each time period
 use the average cyclical variation to extrapolate data for the future
 add this as a dotted line on to the graph. (I)
Coordinated marketing mix Divide the class into groups of five learners. Give each group an unbranded product Less able learners will often struggle to see
– need for and (e.g. box of tissues or unlabelled can) for which they will come with a coordinated the marketing mix as anything but a
development of a marketing mix. Allocate one of the following roles to each learner in the group: paragraph on each P. being able to blend the
coordinated marketing mix,  learner 1 – price four together effectively is a key higher-level
developing strategies  learner 2 – product A Level year skill.
focused on specific  learner 3 – promotion
objectives  learner 4 – place Many marketing objectives have a strong
 learner 5 – makes sure the marketing mix achieves the stated marketing objectives focus on the customer. Therefore developing
KC3 (tell them what these are). a coordinated market mix that best suits the
customer is essential.
Then invite each group to carry out the following timed role-play:
 0–10 mins: each learner develops their own part of the strategy – i.e. focuses on
their allocated ‘P’ – while learner 5 makes sure the corporate objectives are
understood and devises a strategy for managing/chairing the meeting
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 10–30 mins: group meeting to discuss their ideas and debate the overall strategy.
Learner 5 leads the meeting and makes sure each learner gives their point of view.
Instruct each group to make sure each element blends with the others to achieve
the stated objectives and remind them they might need to change some of the
proposed elements to achieve this
 30–50 mins: each group designs a storyboard showing the process and outcome
of their coordinated marketing strategy.
marketing planning mark schemes are available at
Globalisation and international marketing
Globalisation – the Lead a class discussion on the differences and similarities between local, national Glocalisation is a term for marketing a global
economic concept and and international marketing. product or brand by appealing to a local
the implications for market. With the increased use of technology
marketing Then choose an industry which operates at all three of these levels in your local there are more and more examples of this
of increased globalisation economy, e.g. car sales, medical products/services, cleaning products. Learners find happening.
and economic collaboration examples of marketing at all three of these levels (this is most likely to focus on
promotion but shouldn’t be confined to this). How does the marketing change at each For the suggested activity on this, learners
KC1 level? What are the similarities? On completion, learners present their findings to the can find plenty of suitable TV adverts by
class. doing an internet search.
Learners find an example of global marketing that has been adapted to local markets. Globalisation is a key area of change both
Some examples may be: historically and into the future – a growing
 local McDonalds or fast food outlet that has developed their own poster to display number of products now have an
a national promotion international market reach and the internet
 TV advert that is shown around the world with a different language voice-over provides many marketing opportunities and
 promotions that reflect a local (or national) event, such as a religious celebration challenges for businesses.
or sporting event.
en.wikipedia.org/wiki/Glocalization
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Finally, learners find marketing that has been adapted for specific economic blocs,
such as the EU, BRIC countries, MINT countries, etc.
Extension activity: To extend learners, specify which trading bloc they should focus
on. (I)
Strategies for international Put learners in groups and give each group a familiar national product which does not Find products for this activity which are
marketing – have a large market outside its home country (e.g. Marmite in the UK or Twinkie in known to your learners locally, but which are
the importance of the USA). Ask each group to come up with a marketing strategy to break their product not well-known outside of the locality or
international marketing, into a new international market. To do this, each group should: country.
market identification,  identify and explain the barriers to entry in the new market
selection and entry  identify and explain the marketing strategy for the product This activity gives a good opportunity to
 identify the competitors in the market focus on Key Concept 6.
KC6  evaluate the likely success of the marketing strategy.
Each group presents its analysis to the class.
Strategies for international Put learners in pairs with a given product and ask them to come up with a local
marketing –developing a marketing strategy and an international marketing strategy for it (work already
global market strategy, undertaken in earlier activities can be built on here). Tell one of each pair to focus on
influencing factors, the local strategy and the other the international strategy, and Learners compare and
maintaining the right contrast their individual strategies and come to a judgement about which would be
balance of pan-global and more effective.
local marketing
Each pair presents their proposed strategies to the class for discussion and feedback.
Put learners into groups of four. Focusing on a global brand/ business which they are
already familiar (e.g. Coca-Cola, Ford, Microsoft, McDonalds), each learner looks at a
different aspect of the marketing (local, national, international and global) and
produces a campaign for their allocated level. The group then tries to amalgamate the
four campaigns and tie them together with a clear overall marketing purpose.
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Each group presents o the rest of the class. While watching each group present,
learners analyse their campaigns in terms of the balance between, local and pan-
global marketing and feedback orally at the end of the presentations.
globalisation and mark schemes are available at
international marketing www.cambridgeinternational.org/support
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Operations and project management (A Level)

Key Concepts (KC)
Operations planning
Enterprise resource planning Using the Wikipedia link to ERP software packages as reference, put learners into ERP combines a number of different
(ERP) – main features, how groups and allocate each group a different package. Without focusing on elements of operations management.
ERP can help improve unnecessary technical data or specs, each group researches how these pieces of Learners do not need to be aware of any
business efficiency software can benefit a business and presents its findings to the whole class. particular system or piece of software, but
should now how ERP can solve a number of
KC6 operational problems and lead to increases
in efficiency for a business.
Bringing together the many aspects of

operations effectively requires planning and
an implementation strategy to show how it will
deliver benefit the business.
Enterprise_resource_planning
List_of_ERP_software_packages
www.google.co.uk – type ‘ERP’ into the

images search tab
www.excitingip.com/2010/advantages-
disadvantages-of-erp-enterprise-resource-
planning-systems/
Progress check – operations Learners recap and consolidate learning at the end of this topic.
planning
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Key Concepts (KC)
Capacity utilisation
Measurement and Using a concert/theatre venue or airline company as an example, learners analyse Learners can usually understand how a
significance of capacity – the implications of operating under and over capacity. These businesses work to a business can work under capacity, but
how to measure capacity, fixed capacity (number of seats) and there are clear disadvantages to operating at or struggle with the concept of operating over
the implications over capacity (queues, customer satisfaction) and under capacity (what are the capacity in the short run.
of operating under or over minimum number of seats to be sold to break even?). (I)
capacity www.tutor2u.net/business/production/
capacity-utilisation.htm
Increasing capacity utilisation Put learners in groups and give each one a separate business scenario they need to Using local or regional examples will help
–rationalisation, sub- come up with a capacity solution for, e.g.: learners understand this topic.
contracting and other  restaurant which has limited demand during the week and too much at the
methods weekends Getting the most out of the capacity available
 hotel which is overbooked in the summer but not in the winter and coming up with ways to increase it often
KC4  train service which is too crowded at peak times requires an innovative approach.
 pumpkin farmer who only has one harvest each year.
www.tutor2u.net/business/production/
Learners then work together to mind-map ways in which a business could increase capacity-utilisation.htm
its capacity utilisation, including:
 rationalisation
 sub-contracting
 other methods.
Each group presents their findings to the class and explains/justifies the solutions
they propose.
Outsourcing – benefits in a Learners investigate why outsourcing is used by their government (or other suitable Many governments use outsourcing of public
given situation government/example) and produce a table of benefits and costs to the government of services.
its outsourcing. (I)
KC2 Many benefits and costs may be associated
Then put leaners into groups. Using the link provided to the '12 most frequently with outsourcing but the process must be
outsourced business tasks’, each group draws up a table showing the benefits and managed and this is not always as easy as
costs of outsourcing each task. managing your own workforce.
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Learners use the following business examples to identify and explain in writing which List of outsourced business tasks:
businesses are most likely to want to outsource which services:
 McDonalds (or other fast food outlet) www.wallstcheatsheet.com/breaking-news/
 local clothes shop the-12-most-frequently-outsourced-business-
 accountancy firm tasks.html/
 supermarket
 Microsoft Media reports on outsourcing by UK
 firm of architects. government (search on internet for other/own
country examples):
www.bbc.co.uk/news/business-26567639
www.theguardian.com/public-leaders-
network/2014/mar/28/outsourcing-public-
services-atos-risk-scandal
Progress check – capacity Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
utilisation mark schemes are available at
Lean production and quality management
Lean production – links with Lean production covers many techniques including JIT, TQM and Kaizen. To The basic reason for the implementation of
inventory and quality control, introduce the underlying concepts, put learners in groups and ask them to investigate lean production is to reduce costs. Learners
employee roles, capacity waste in their own school/ college. Each group comes up with a waste improvement need to be able to analyse the usefulness of
management and efficiency plan and designs a poster communicating ways in which reducing wastage would cut lean production in improving profitability.
costs.
KC5 Lean production is a way of creating value by
Learners repeat this exercise in relation to a given business. If possible a visit to a reducing costs. Too often learners think of
factory to see lean production methods in operation would be useful for this, but if creating value as adding to the price, but it
not choose an appropriate case study that would enable learners to apply their can equally be true of reducing the costs.
knowledge in a real business context. (I)
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production_lean_methods.htm
www.leanproduction.com/top-25-lean-
tools.html

teachers.cie.org.uk
Kaizen – continuous Design a production line in the classroom for simple product, such as a greetings To fully analyse Kaizen, learners may wish to
improvement in the context card. Learners take turns ‘working’ on the production line. Ask each learner in turn understand the opposite of continuous
of lean production to come up with one small improvement, implement this and then run the production improvement. A good example of this is
line again. Keep working until there are no more suggestions. Business Process Re-engineering (BPR). This
KC4 is not on the syllabus but may help these
learners develop their understanding.
Innovation does not have to be about

massive leaps. Continually improving
processes can be just as innovative.
www.tutor2u.net/business/production/
kaizen-quality-circles-continuous-
improvement.html (Kaizen)
Business_process_reengineering (BPR)
Just in Time (JIT) – its Learners often want to use JIT in every business context, but it is not always For more able learners, looking at an
implications and justification appropriate. Give a number of scenarios such as: alternative system of stock control such as
in the context of lean  dog food manufacturers – often have a stock of frozen raw materials but use JIT ‘Just in case’ would help them analyse JIT in
production for packaging (such as cans and pouches) the context of lean manufacture more fully.
 house builders – the distinct phases (foundation, walls, roof, windows, etc.)
KC2 mean JIT can be used for most of the materials JIT adds many new management issues such
 car tyre services – due to the size and range stock needed, JIT is used for as the need to manage the link between the
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everything except the most common tyre sizes. business and suppliers carefully. It is not
always going to be the right method for a
For each context, learners suggest how and why JIT may be appropriate or not in business to achieve cost savings and
terms of achieving lean production. therefore adopting it is a key management
decision.
Follow this with a class discussion about the costs and benefits of JIT as a means
of making production leaner. Mind map the results of the discussion on the board businesscasestudies.co.uk/exel – choose
and Learners come up with examples of businesses where JIT may help achieve ‘Managing the supply chain for globally
lean production and examples of where JIT would increase costs and therefore integrated products’
make lean production more difficult.
www.brighthubpm.com/methods-strategies/
71540-real-life-examples-of-successful-jit-
systems/ (JIT)
www.toyota-global.com/company/
vision_philosophy/
toyota_production_system/ (Kanban)
Quality control and Quality has a double meaning in business – quality in terms of branding and quality The use of quality control or quality
assurance – importance, in terms of being fit for purpose. In this context, quality control and quality assurance (or in some cases both) is
methods, what the customer assurance are about making products and services which meet the needs of the dependent on the context. A decision cannot
demands consumer and are therefore fit for purpose. Discuss with the class the difference be made without context and often there is
between the two different types of quality and make sure learners understand the no right answer, just what the learner can
KC3 difference, using the board to identify characteristics of each type of quality. effectively argue. The products suggested in
this activity for the class discussion on ‘fit for
Start by asking learners to identify what passes for being fit for purpose in terms of purpose’ can be used to help illustrate this
different products, such as: point.
 bread – is a value brand of bread 'fit for purpose'? At what point does a loaf of
bread become not fit for purpose? Quality is about making products and
 a car – discuss different quality issues in different countries services which are ‘fit for purpose’. In
 medicines – to what extent are side effects a quality issue? essence this means meeting customers’
minimum expectations.
Once learners understand quality in terms of 'fit for purpose', put them into pairs, give
each a different business context and ask them to debate whether quality control or
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quality assurance is more appropriate for that context. Each pair briefly explains its
conclusions to the class.
Hand out a list of businesses and Learners rank them by how important quality is to
those businesses. Staying in their pairs, learners then compare their rankings and
discuss the differences and similarities that arise and the reasons for them.
On completion, discuss with the whole class why some products and services have a
greater need for quality than others. Focus again on deciding between quality control
and quality assurance in different contexts – which method is likely to best meet
customer needs in the most consistent way? Which method is likely to
increase/decrease costs to the business? Which is the best to help the firm to
achieve its lean production goals?
Quality control and Lead a class discussion about the link between training and quality in the production In the essay question, learners should argue
assurance – the link between process using contexts such as: both sides of the discussion. Arguments to
quality and training  medical services – why is training so intense compared to other services? support why training is important include
 school – can better trained teachers offer higher quality service? health and safety, customer satisfaction and
 car manufacture – what skills might the workforce need to be trained in using? reduced costs. Arguments that 'ongoing'
(welding, robotics, electricians, etc.) training is not necessary include:
 food production – why is training important to meet quality standards? What are  relatively low value product compared to
the consequences of poor training/quality? high cost of training
 carpenter – is there a link between the level of training/ experience and the  low skill job with high staff turnover
quality of work produced? does fast food consistently require quality
standards higher than basic health and
Learners answer the following essay question: ‘To what extent is ongoing training safety laws?
essential to the quality of food produced in a fast food restaurant.' (I)
Total Quality Management – TQM tends to be more common in large organisations. If there is one you can This activity gives a good opportunity to
its aims, effectiveness, the arrange a class visit to, investigating TQM in a familiar context would help learners focus on Key Concept 2.
potential of Kaizen in TQM considerably (there are good case studies in the suggested internet links and
textbooks if not). www.tutor2u.net/business/production/
KC2 quality_tqm.htm (TQM)
Using the visit or case study context, learners produce a written report outlining the
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benefits that business gains by using TQM and any costs it incurs. www.brighthubpm.com/methods-strategies/
72279-tqm-and-ford-motor-company/ (Ford)
Follow this with a class discussion on the importance of Kaizen in implementing a
TQM approach, using additional business case studies to broaden the range of
understanding.
Extension activity: Extend learners by asking them how they would link the TQM
approach to other areas of the A Level syllabus, such as:
 workforce planning
 motivation
 organisational structure
 communication
 training
 marketing.
Benchmarking – importance Put learners in groups and allocate each a different industry. Learners research the For this activity, encourage learners to focus
to quality control most common industry benchmarks for that industry, including any legally binding on industries and benchmarks in their own
minimum quality standards that act as a benchmark, and report their findings to the country.
KC1 class.
Extension activity: You can extend learners
Ask individual learners to look at the common industry benchmarks (appropriate to by asking them to go on to compare this with
your country) for a specific item of equipment, such as a crash helmet, children's toy, benchmarks used in other countries.
seat belts or radio. Learners then write a brief report explaining:
 how the benchmarking process is important to quality control for that piece of Businesses often strive to meet an industry
equipment benchmark only to find out the benchmark is
 why most firms adhere to that benchmark changing. This is a good illustration for
 whether some firms in the market go beyond the industry benchmarks, and if so, learners that the business environment
why. (I) constantly changes and will not wait for a
business to catch up.
www.ird.govt.nz/industry-benchmarks/
(industry benchmarking in New Zealand)
Progress check – lean Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
production and quality mark schemes are available at
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management www.cambridgeinternational.org/support
Project management
The need for projects and To introduce this topic, learners identify future change in their own lives, such as The management of projects is an important
project management moving out of home, going to university, getting married or starting their first job. skill and one that is prized by employers.
– projects as Discuss as a class why changes like these need to be managed. What are the Learners who can grasp these management
a response potential consequences of poor/no management of these changes? techniques and apply them will find them
to the need useful in many walks of life.
for change, reasons and Then give learners a business change context such as:
impact of project failure  legal changes which force new standards on a business https://en.wikipedia.org/wiki/
 changes to the economic environment, i.e. recession Project_manager
KC2  political changes in the government
 technological changes www.apm.org.uk/WhatIsPM
 new competition in the market.
www.prince2.com/what-is-prince2
Learners research these in more detail and:
 identify the reasons for change
 identify the main elements of the change process that will require project
management
 identify and explain the main reasons why the project might fail
 explain the consequences to the business if the project is not managed well. (I)
Extension activity: As part of this, encourage learners to investigate the main

principles, processes and techniques of project management using the links
provided as a starting point. (I)
Network diagrams – main Any activity which contains a set of smaller tasks can be split into a network. A good Network diagrams are not complicated as
elements, constructing them way to show this is to lead a class discussion where you work through and write up long as the knowledge is practised in simple
from simple examples from everyday life (such as the morning routine or baking a cake). scenarios first and learners only move onto
given data Ensure the examples you choose involve activities where there can be some overlap more complicated data when they are
(i.e. tasks that can be done at the same time). comfortable with the process.
One valuable aspect of network diagrams is their ability to solve problems. Set a
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series of problems as a puzzle solving activity, and ask them to construct networks
and use these to identify the most efficient network to solve the problem. (I)
Critical Path Analysis (CPA) Give learners a completed network with activity durations included. To complete the Once learners have grasped how to
– developing, interpreting CPA, instruct learners to: construct networks from the previous activity,
and analysing results, use as the process of critical path analysis can be
a management tool 1. number the nodes taught.
2. calculate EST's from left to right
3. calculate LFT's from right to left www.tutor2u.net/business/production/
4. mark on the critical path. critical-path-analysis.htm
Learners calculate the total float and free float and explain what these figures mean
to the business in reference to:
 flexibility
 workforce planning
 inefficiency
 capacity.

Then tell learners that one of the activities in the network has had an over-run, and
give them the required data. Learners analyse the effect on the critical path and
floats. (I)
Progress Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
check – project management mark schemes are available at
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Finance and accounting (A Level)

Key Concepts (KC)
Costs
Approaches to costing: full, Split the class into two groups, and give each group one of the two costing methods Although the only costing methods required
contribution –uses and (full, contribution). Learners identify as many businesses as they can which might by the syllabus are full and contribution,
limitations of, the difference benefit from using their given costing method, and explain for the businesses they list many textbooks explore other methods of
between the two and why they believe that costing method would be useful. costing as well. Only use these with learners
between contribution who want to go further than the syllabus.
and profit On completion, lead a class discussion between the groups about the businesses
they identified and invite each group to argue the case for why they think their costing It might be useful to recap AS Finance and
method would be better. Accounting at this point. Remind learners that
contribution only makes an addition to profit
Learners do a written analysis of the uses and limitations of both costing methods in a after break even.
range of contexts, e.g.:
 travel – how can the fixed cost of a bus/airplane be allocated to individual www.businessstudiesalevel.co.uk/
passenger prices Costing.pdf (some useful basic notes
 Coca-Cola – how can indirect costs be allocated across the range of drinks on costing methods)
produced by the brand?
 Apple – if costs for product development are allocated to each to product, how www.revisionworld.com/a2-level-level-
might this effect the perceived profitability of a new IPad? (I) revision/business-studies/accounting-
finance-marketing/budgeting/cost-analysis-
Extension activity: Extend learners here by asking them to include other methods of decision-making
allocating costs (e.g. absorption costing and marginal costing) in their written analysis
as well. (I)
On completion, lead a class discussion on how different businesses and industries

may choose to allocate costs in different ways.
Solutions to costing Give learners an appropriate case study context together with the relevant numerical Learners need to be able to use numerical
problems –solving data on that business’s: data as evidence to argue a case. Equally,
numerical problems, using  direct cost of production (per unit) they need to have sufficient confidence in
Scheme of Work

Key Concepts (KC)
contribution costing to help  total indirect costs. doing this not to rely on numerical data as the
with order decisions only relevant evidence and argue for an
First, learners calculate a price they can justify for the product/service described using alternative viewpoint where appropriate.
KC4 the full costing method.
Note: 'Accept/reject' decisions may be
Then introduce a 'special order' that learners must make a decision about. This referred to as 'special order decisions' in
‘special order’ should be at a lower price than the full cost, but higher than the marginal some textbooks.
or contribution cost of production. Also stipulate some other appropriate benefits and
costs arising from accepting or rejecting this order. Accounting and finance is an area that many
learners see as static. However innovation in
Learners provide a written recommendation and full justification about whether the costing can lead to businesses gaining
business should accept this order. This includes identifying what further information contracts they may otherwise have lost –
might be needed to help inform the decision further and what they considered the key even finance can think 'outside the box'.
factors were in the decision they came to. (I)
Progress check – costs Learners recap and consolidate learning at the end of this topic. Examples of the type Cambridge 2016 specimen papers and
of questions you could set include: accompanying mark schemes are available
 Question 4 from Cambridge Specimen Paper 03. (F) at www.cambridgeinternational.org/support
Budgets
The purposes Using the school/department budget or a similarly familiar setting, discuss with the Using a context that is familiar to learners is a
of budgets – how budgets class the processes by which the budget is developed and approved. good way to introduce the topic of budgeting,
might be produced, the use and the department budget for your teaching
of flexible budgets and zero Learners produce a written analysis of: area is one good way to do this if appropriate.
budgeting  the constraints placed upon the department by the budget
 the benefits of having a budget Emphasise that budgeting is a management
KC2  whether the school would be better using a flexible or a zero based budgeting process.
system, justifying their conclusion. (I)
www.s-cool.co.uk/a-level/business-studies –
On completion, put learners in pairs and ask each pair to think of and plan for a holiday choose ‘Budgeting, costing and investment’
they would like to take in the future. They should research and investigate all the costs and then ‘Revise it: budgeting’
involved and use this information to prepare and write up a budget for the holiday.
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The purposes Using the holiday budget prepared in the previous section, ask learners in their For the challenging task, some businesses
of budgets –benefits and original pairs to analyse and produce a table of the benefits and drawbacks of having where budgeting might be more difficult
drawbacks, use for that budget. include:
allocating resources,  seasonal businesses, such as farms,
controlling and monitoring a In groups, learners take the part of the holiday business the holiday will be booked tourist businesses, etc.
business, use for through. Each group thinks about how they prepare their budgets for the year and  fashion clothing businesses
appraising business develops budget lines for all the key elements, such as:  businesses who are greatly affected by
performance  pre-booking airline seats external influences such as airlines,
 pre-booking accommodation house builders, etc.
 employing holiday representatives 
 marketing www.tutor2u.net/business/accounts/
 revenue gained from selling package holidays introduction-to-budgets.htm
 revenue gained from selling excursions.
For each budget line, learners then provide a written explanation of the main problems
that would occur if a rigid budget was set. (I)
Extension activity: Learners investigate other business types where budgeting is

more difficult and explain how the business could still make effective use of
budgeting. (I)
Keeping learners in their groups, ask them to create a mind-map of the reasons for
budgeting based on the following 'spokes':
 allocating resources
 controlling the business
 monitoring the business
 measuring/appraising the business performance.
Each group takes one spoke and draws its mind-map on how budgeting can achieve
that objective on the board.
Variances: adverse, Give learners pre-prepared revenue and cost data and ask them to calculate simple Variances are not useful without at least some
favourable – the meaning variances, identifying in each case whether the variance is favourable or basic analysis of their effect on the business.
of variances, their unfavourable to the business. Identifying a variance as adverse or
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calculation and favourable also depends on recognising the

interpretation Then give learners a business case study that includes forecast and actual figures for type of budget (revenue or cost).
a variety of budgets, including both revenue and cost budgets. Learners produce a
written analysis of the variances in the context of that business. Some textbooks use the terms
‘positive’/’negative’ but learners should always
Follow this by asking learners to investigate a business and identify in a brief written use ‘adverse’ and ‘favourable’.
report the most common reasons for variances in that business, for example
fashions/trends, energy prices, labour costs. (I) Any business learners have already looked
at would be suitable for the tasks to be
undertaken in this activity.
Note: learners are not required to calculate

and interpret price/volume variances for this
syllabus.
Progress check – budgets Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
Contents of published accounts
The income statement – Hand out a completed income statement. Discuss the elements it contains and what it This is a good opportunity to revise the
amending from given data, shows about the business. content of an income statement from the AS
the impact of a given content.
change Then give learners a set of changes to make to the income statement. Start with
simple changes but increase the complexity as they progress. Learners can race to The income statement is the story of how
KC3 see who comes up with the correct bottom line figure quickest. (I) much value a business has managed to
create in a year.
To add challenge, link this to the previous topic on budgeting and hand out the
forecast budgets and actuals that go with the forecast income statement. Learners:
 calculate the variances
 analyse the variances
 change the income statement
 recalculate the bottom line profit
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 analyse in writing the variance in profit. (I)


Conclude with a whole class discussion on what impact the changes learners made
to the income statement would have on the business as a whole and to its different
stakeholders.
The statement of financial Hand out a statement of financial position. Discuss the elements it contains and what it When looking at the income statement and
position – amending from shows about the business. statement of financial position together,
given data, the relationship highlight the items that are treated differently
to the income statement, Then give learners a set of changes to make to the statement of financial position. depending on where they appear, such as:
the impact of a given Start with simple changes but increase the complexity as they progress. Learners can  depreciation – a deduction in the income
change in valuing non- race to see who comes up with the correct bottom line figure quickest. (I) statement and a provision in the statement
current assets or of financial position
inventories Learners now have a completed and correctly amended income statement (from the  retained profit – a cash flow into the
previous activity) and statement of financial position (from this activity). Use these to business in the income statement and a
KC1 lead a whole class discussion about what can be stated and assumed about the record of equity owned by the
business from these documents. shareholders in the statement of financial
position.
Also discuss as a class the importance of valuing assets in the statement of financial
position, including the following questions: Read properly, the changes in a statement of
 why should businesses value non-current assets accurately? financial position show the changes that a
 what different ways are there to value an inventory? business has been through from one year to
 why might inventories lose value over time? the next.
 how could changes in the valuation of non-current assets and inventories impact
the stakeholders of the business and the business itself?
Inventory valuation the Start by recapping learning on inventory costing and inventory management from AS Note: although many textbooks refer to LIFO
difficulties Finance and AS Operations. (last in, first out) and FIFO (first in, first out),
of valuing inventory, the net knowledge of these methods is not required
realisable value method Then give learners a number of different industries and ask them to identify and for the exams.
explain why inventory valuation may be difficult in each industry. Suitable examples to
look at could include:
 used car industry
 house building industry
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 food manufacture
 computer sales. (I)
Follow this by putting learners into groups to discuss the difficulties involved in valuing
unfinished goods or raw materials, such as:
 small business furniture maker has a significant amount of wood in their inventory
 restaurant with a significant amount of raw food in the freezer.
At a suitable point, introduce the net realisable value method and give groups some
basic calculations to complete. Groups then discuss the benefits and difficulties in
using this method and present their feedback to the class.
Conclude with a whole class discussion on the different elements of the inventory,
drawing together both the operations and accounting elements.
Depreciation – its role in Start with a class discussion about the need to depreciate assets. Ask learners why Depreciation has a dual role in accounts (as a
the accounts, its impact on they would rather have a car that is new over a car that is a week old. Discuss why provision and deduction) as discussed earlier.
the income statement and assets lose value. Link this to the need for accounts to provide a 'true and fair' view of Learners need to understand both roles.
statement of financial the business.
position Note: learners are only required to use the
Hand out the following data for a suitable business: straight line method of calculating
 book (original) value of the asset depreciation for this syllabus. However,
 residual value (if any) learners may also find the reducing balance
 lifetime. method and its application interesting and
useful.
Learners calculate the annual depreciation using the straight line method.
Useful examples for comparing straight line
Then, to help learners understand the limitations of this method of depreciation, ask and reducing balance methods of depreciation
them to: include:
 research the prices for a basic/standard make of car at different ages (e.g. one  a photocopier, because it is used at a
year old, two year’s old, etc.) constant rate and has a fairly evenly
 analyse what happens to the value of the car at the beginning of its life, compared reducing value (straight line)
to the end. (I)  a computer, because it loses a lot of
value as soon as it is sold but is likely to
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On completion, discuss the finding as a class. continue performing for several years
(reducing balance).
Extension activity: Learners try the reducing balance method of depreciation as well
and analyse in writing its benefits and limitations compared to the straight line method. www.tutor2u.net/business/accounts/
(I) assets_fixedassets_depreciation.asp
Finally, learners need to show the impact of depreciation on the income statement and www.whatcar.com/car-depreciation-
statement of financial position. To do this, give learners a set of accounts with no calculator/ (car depreciation calculator)
provision for depreciation. Learners calculate the required depreciation and then
recalculate the bottom line figures for the statements, providing a short written analysis
of the effect on Net Profit and Net Assets. (I)
Progress check – contents Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying
of published accounts mark schemes are available at
Analysis of published accounts
Profitability ratio – return on Hand out a set of business accounts and Learners calculate the return on capital Choose a set of accounts that learners can
capital employed employed (ROCE) ratio together with a written analysis from the following stakeholder use throughout this whole topic to calculate
perspectives: profitability, financial efficiency, gearing and
KC2  owners – the most obvious user of ROCE investor ratios and trends over time. Ideally
 managers – more likely to use day-to-day figures than published accounts, but may this will be for a business they already know.
be held responsible for changes
 employees – may be looking for job security The difference between profit and profitability
 customers – unlikely for many businesses, but where there is a large financial is an important one – learners should not use
commitment to purchase, a customer may wish to know about the ROCE. these terms interchangeably.
All of the ratios are highly useful tools for

managers to base decisions on.
Financial efficiency ratios – Using the same set of accounts as for the previous activity, learners calculate the Days' sales in receivables is often referred to
inventory turnover, days’ inventory turnover and the days' sales in receivables. (I) as ‘debtor days’.
sales in receivables
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On completion, discuss the results and the trends over time with the class to ensure
they understand what each result identifies about the business.
Extension activity: Learners identify and discuss with the whole class:
 businesses/industries where you might expect a very low or high inventory
turnover
 businesses/industries where you might expect a very short or long period for days’
sales in receivables.
Gearing ratio Using the same set of accounts as the previous activity, learners calculate the gearing All the usual definitions of gearing ratio can
ratio and shareholder/investor ratios (dividend yield, dividend cover and price/earnings be used, e.g. Debt/Equity and Debt/(Debt +
Investor ratios ratio). (I) Equity) – it is the interpretation of the
calculation that is important when selecting a
On completion, discuss what could be considered highly geared (more than 50%) and source of finance.
low geared (less than 50%). Also discuss what might be acceptable in terms of
dividend yield, cover and P/E ratio. What might the shareholders do if these are too
low?
Learners identify and discuss how the gearing and investor ratios may affect the
following areas of the business:
 potential shareholders/investors
 current owners
 sources of finance (especially gearing).
Follow this with a class discussion on how the managers of a business may still try to
encourage investment despite poor gearing and shareholder ratios.
Practical use of ratio Learners carry out a research project on the accounts of a suitable business. Their Many large limited companies in particular
analysis – uses and finished report should contain: publish their accounts on line. Encourage
limitations, reasons for the  a description of the context of the business learners to select a business type or sector
results obtained, strategies  calculation of the following types of ratios over two years: in which they have a particular interest or
to improve ratio results, – profitability familiarity, but also make sure the accounts
comparing ratio results – liquidity they use have the technical financial notes
between businesses – efficiency and sections not relevant to this syllabus
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– shareholder removed before starting.

– gearing
 explanation of the trends in the ratios between the years The accounts you have been using so far for
 analysis of the business from at least three stakeholders’ perspectives (e.g. this topic are likely to be those
owners, managers, potential investors) of successful businesses. However learners
 an evaluation of the success of the business. (I) must be able to recommend strategies to
improve results as well, so for the final two
On completion, put learners into groups to compare their reports and ratio results with group tasks, hand out a set of relatively poor
each other. accounts. If there are no obvious ‘real world’
examples, Cambridge Past Paper 3
Hand out a set of less encouraging accounts and put learners into groups. Learners questions often include a set of fictional
calculate all the appropriate ratios and recommend strategies to improve the results. accounts you can base this on.
Now hand out background for that business and ask each group what information they
can now use to analyse the business better. Groups then produce a table setting out
the limitations of just using just the accounts to appraise a business.
On completion, each group feeds back to the class which uses this to produce a
definitive table of limitations.
Progress check – analysis Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers, past
of published accounts  Question 2 from Cambridge Specimen Paper 3. (F) papers and accompanying mark schemes
are available at
Investment appraisal
The concept Ask learners what they would invest in if they had a substantial Investment appraisal should not just be a
of investment appraisal – sum of cash (state whatever seems reasonable to buy a significant investment). The numerical technique, but also encompasses
the need for investment investment does not need to be shares, but could be an antique, a piece of technology qualitative factors. Learners should be able
appraisal, the significance or anything learners think would bring in more revenue than the original cost. (I) to argue using the numerical data and the
of risk in investment context of the business.
decisions Put learners in groups and ask them to analyse each other’s planned investment and
research the likely returns they would get from their investments. The group as a Risk and reward is the most obvious way of
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Key Concepts (KC)
KC5 whole then makes a judgement on which of the proposed investments to support. creating value. The greater the risk the
greater the potential reward and value
As a class, then debate which of the proposed investments would: created.
 have the highest risk – why?
 bring in the most revenue. www.thestudentroom.co.uk/wiki/
revision:investment_appraisal
Follow this by putting learners into groups. Give each one a well-known business for
them to find out and discuss:
 what investments that business has made in the past (e.g. new shop openings,
new machinery/techniques, etc.)
 what they might be planning to invest in in the future
 why businesses invest, what they hope to achieve and why they take the risks
 how can investment appraisal help them make the decision about whether to
invest or not
Each group should produce a table of the likely benefits and costs of the investment
resulting from this analysis and present its findings to the whole class.
Basic methods: payback, Introduce the terms ‘payback’ and ‘ARR’ and what they mean.
accounting rate of return
(ARR) – the meaning, Hand out suitable data and Learners calculate both payback and ARR. Start with
calculation and simple examples and, once learners understand the basic methodology, move on to
interpretation of these two more complicated figures.
terms
Follow this by putting learners in groups and giving each one three investments with
different payback periods and ARR. Ask the groups to discuss which of the
investments they would choose to invest in and why.
Extension activity: Discuss what other information is required before an investment

can be fully appraised and what they see as the limitations of the payback and ARR
methods
Conclude with a class discussion to focus on the key points.
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Discounted cash flow Start by asking learners whether they would prefer $100 now or in a year’s time. They Discounting cash flows allows for the
methods: discounted should say they would prefer the cash now. Then say that due to the rate of return, combination of time and profitability of an
payback, net present value they can choose between $90 now or $100 in a year and then an increasing time investment to be taken into account.
(NPV), internal rate of interval. Given an assumed inflation rate or rate of return from another investment
return (IRR) –the meaning, option, at what point would learners prefer the $100? This is the basis for discounted Give learners plenty of time to practise these
calculation and cash flow. calculations.
interpretation of these
methods Hand out suitable data and Learners calculate the discounted payback, IRR and NPV For the group activity, it is best to give
amounts. Start with simple examples and, once learners understand the basic learners the NPV and IRR rather than asking
methodology, move on to more complicated figures. them to calculate it so they can focus on the
key requirement of analysing and evaluating
Once learners are confident with the calculations, put them into groups and hand out a the data, without some groups making errors
set of investments (three is enough) with the relevant NPV and IRR data. Each group in the initial calculations
analyses and discusses the supplied data and comes to a recommendation about
which of the three investments the business should pursue. Note: questions requiring calculation of IRR
will not be set in the exam.
Qualitative factors in Hand out a suitable case study of a business with a range of potential investment Investment appraisal should not just be a
investment appraisal – decisions, and Learners analyse and evaluate the quantitative and qualitative factors numerical technique, but also encompasses
how they can influence an involved. They should then recommend and justify in writing which investment decision qualitative factors. Learners should be able to
investment decision, the business should make. (I) make a case using both the numerical data
comparison of appraisal and the background context of the business.
methods and limitations Put learners into groups to evaluate each other’s written recommendations, identify
what each fellow learner has done well and what could be improved in their analysis Quantitative factors are based on numbers
KC2 and evaluation. and calculations, whereas qualitative factors
are based on non-numerical data, context
Conclude with a class discussion on the whole topic of investment appraisal. As part and other issues which cannot be quantified.
of this, learners produce a mind-map of the topic including all the numerical
techniques and the most common qualitative factors encountered. Cambridge Past Paper 3 questions often
contain examples learners can use for the
individual task in this activity.
Management is about using figures, but also

knowing when the numbers are not enough.
Good managerial decision-making is based
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Key Concepts (KC)
on both quantitative and qualitative factors.
Progress check – Learners recap and consolidate learning at the end of this topic. Cambridge past papers and accompanying
investment appraisal mark schemes are available at
122
Strategic management (A Level)

Key Concepts (KC)
What is strategic management?
Understanding what To show the difference between strategy and tactics, use or adapt the following Strategy is one of the most important aspects of
strategic management is – sporting analogy. A football team will have a set of objectives for the season. To the A2 course, because it brings together all the
meaning of corporate achieve these, the team will have strategies which encompass a number of matches, aspects of Business that learners have studied.
strategy, tactics and such as the formation and which players are used in which matches. This is in
strategic management, contrast to tactics, which happen only on match day and adapt to the way each match Time spent looking at what strategy actually is, is
the need for strategic is unfolding. well spent and any examples in or out of a
management business context will help develop learners’
Put learners in groups and ask them to think of an activity or sport which uses both understanding.
KC2 strategy and tactics. They need to show how the objectives of the team/group lead to
KC6 a set of strategies and then onto specific tactics. The activities do not need to be tutor2u.net/business/strategy/
sports-based but learners should use real examples to show their understanding of what_is_strategy.htm
the terms.
www.youtube.com – type ‘strategic management’,
Learners then produce a brief report explaining their findings. (I) ‘Michael Porter’ and similar terms into the search
field
Follow this with a class discussion about the way in which strategy and tactics
combine in a business scenario. Why does a business need to manage strategy and Throughout this unit, strategy and management
implement tactics? What might happen if a business did not effectively manage their are key focal points.
strategy? Use the class discussion to produce a mind map of the benefits and costs
of strategic management on the board.
Understanding what Introduce Chandler’s assertion as a focus for defining strategic management and Chandler’s assertion is strategy should determine
strategic management is – follow with a whole class discussion. organisational structure.
Chandler’s assertion
Put learners into groups and give them one potential strategy for the school/college, Use the strategic vision for your school/college as
such as growth, improving exam results or becoming more well-known in the local a basis for a suitable strategy for the group
area/internationally. activity.
Each group then decides on a structure for the school/college based on implementing For the whole class discussion, McDonalds is one
that strategy – so they are not constrained in their thinking, tell them they can potential business to look at as it has a
completely redesign the school/college from scratch. Each group presents their geographical/ regional organisational structure to
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Key Concepts (KC)
conclusions to the class. reflect the different strategies they employ in

different regions, and they also use a franchise
Then choose a business familiar to learners to focus on as a class. Discuss the extent structure to support their growth strategies. See
to which the structure of that organisation has been determined by their business the link provided for more information.
strategy and develop an annotated organisation chart during the discussion that
explains the structure in terms of the strategies employed. en.wikipedia.org/wiki/Structure_follows_strategy
www.mcdonalds.co.uk/ukhome/People/Schools-
students.html
Understanding what Put learners into pairs and give each a different industry to focus on. Ask each pair to Possible examples to focus on include:
strategic management is – investigate two leading businesses within that industry (one per learner). Each learner  Pepsi vs Coca-Cola (soft drinks)
how business strategy identifies how the strategy for their business led to the competitive advantage it  Emirates vs Etihad (airline market)
determines competitive established. Each pair shares their work and develops conclusions on both  Disney vs Time Warner (film studios)
advantage businesses, presenting their findings to the class.  Vodafone vs EE (mobile networks).
KC5 Follow this with a class discussion to compare the information that has been You can build in differentiation by giving able
presented. Cover the importance of competitive advantage and the role strategic learners more difficult industries.
management plays in planning and establishing this.
Competitive advantage creates value above and
beyond that which your competitors can create.
www.tutor2u.net/business/strategy/
competitive_advantage.htm
en.wikipedia.org/wiki/Competitive_advantage
www.google.co.uk – type terms such as ‘Strategy’

and ‘Competitive advantage’ into the images
search tab
Progress check – what is Learners recap and consolidate learning at the end of this topic. (F) Cambridge past papers and accompanying mark
strategic management? schemes are available at
Strategic analysis
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Key Concepts (KC)
SWOT analysis – As a class, start a SWOT of the school/college. Use the board to produce and SWOT (strengths, weaknesses, opportunities,
undertake and interpret structure a list of the strengths, weaknesses, opportunities and threats that learners threats) is a well-known but sometimes misused
SWOT, develop the identify. technique. Identifying strengths, weaknesses,
analysis into strategic opportunities and threats is only the first step –
objectives Learners produce a written strategy based on one or two strengths, weaknesses, more important is being able to use the findings to
opportunities and threats from the completed SWOT, such as. develop a strategy.
KC1  a strategy to overcome a weakness using an opportunity
 a strategy to address a threat with a strength. (I) This activity could be done at the same time as the
following activity on PEST analysis by splitting the
In groups, learners analyse a local business using a SWOT framework and produce a class into two –half doing SWOT and half doing
written strategy for the future based on this analysis. PEST.
Threats and opportunities both represent potential

changes to the business environment.
newTMC_05.htm (article)
bigmacvswhooper.wordpress.com/2013/11/01/
swot-analysis/ (SWOT analysis of burger/fast food
market)
PEST or External As a class, discuss the PEST influences on the school/college and use the board to PEST (political, economic, social and technological)
environment analysis – produce a list of the political, economic, social and technological influences identified. is a well-recognised form of analysis on the
undertake external influences facing a business. Like SWOT
and interpret PEST in a Learners identify one or two of the most important PEST influences on the the important aspect in terms of Strategic
given situation school/college and write a strategy to overcome them. (I) Management for PEST is to use the outcome to
form and analyse strategy.
KC1 Put learners into groups to analyse a local business using the PEST framework and
devise a strategy to overcome the most important influences they identify. Each group Many textbooks use PEST, however there are
presents its findings to the class. some external influences not covered by PEST
(such as demographics, ethics, environment).
Follow this with a class discussion on how SWOT and PEST can be used together to Although PEST may be used, it is worth teaching
provide information to a business for planning future strategies. Also use this learners to look at all the external influences even
discussion to collectively produce a mind map of the advantages and disadvantages if they do not fit into a PEST framework.
of SWOT and PEST analysis.
KEY CONCEPT 1 describes the dynamic and
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Key Concepts (KC)
changing business environment.
www.businessballs.com/
pestanalysisfreetemplate.htm (online tools)
www.google.co.uk – type ‘PEST analysis’ into the

images search tab.
Business vision/mission Choose a business that is well known to the learners and start with a class discussion Being able to relate specifics back to the over-riding
statement on how to analyse the strategy of that business using its objectives and objectives and vision of a business is one of the
and objectives – mission/vision. most important skills learners can develop in terms
evaluating their role in of strategic management, as well as being a useful
strategic analysis Learners investigate a business and write a report on their findings. The report should approach to try for answering longer essay-based
include: questions.
 a brief outline of the business
 the mission statement/vision of the business A wide range of mission statements, corporate
 the corporate objectives of the business objectives, etc. can be found by doing internet
 recent strategies used by the business searches on the businesses learners choose to
 analysis of how the strategies meet the objectives and mission/vision of the investigate in this activity.
business (and how they may not)
 evaluation of the importance of the objectives and mission/vision in analysing the
strategy of the business.
Follow this with a discussion on the role vision/mission statements play in strategic
analysis. As part of this, learners consider how important vision/mission statements are
and what benefits businesses gain from them in terms of strategic analysis.
Boston Matrix – undertake Put learners into groups and give each group a business which has a range of The Boston Matrix is perhaps better taught as a
and interpret Boston different products in the same market, such as: part of the marketing unit. The strategies used to
Matrix analysis on the  mobile phone manufacturers (e.g. Apple, Nokia) move products through the matrix (question mark
product portfolio of a  chocolate manufacturers (e.g. Cadbury, Hersheys) to star to cash cow) are usually focussed on the
business  clothes producers (e.g. Levi's, Calvin Cline) marketing mix.
 car makers (e.g. Kia, Ford).
Some textbooks will use the term 'problem child'
Using the Boston Matrix, ask each group to place the products from their portfolio into instead of 'question mark'. Either term is
each quadrant. There should be at least one ‘star’, ‘question mark’ and ‘cash cow’. acceptable.
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Key Concepts (KC)
Extension activity: Learners find examples of ‘dogs’ (products which have www.slideshare.net/9579764806/bcg-matrix-with-
been/should be discontinued). example (online presentation on Boston Matrix)
Then as a whole class, look at a product that has recently been launched locally. This
should be a product that started as a question mark (as opposed to many pieces of
technology which often have so many pre-orders that they rarely start with a low
market share). As a class, learners then come up with a strategy to move the
question mark into being a star.
Then repeat this activity for a product which is already a star, asking learners to
devise a strategy to move it to a cash cow.
Porter’s Five Forces – Introduce the Porter analysis matrix and Learners describe the forces acting on a Porter’s Five Forces is a way of analysing the
using as a framework for local retail business they are familiar with in these terms. If possible, arrange a trip to level of competition within an industry. While
business strategy visit the business (or go and see it in operation) to help to bring the ‘five forces’ to life. terminology varies, these forces include:
 threat of new entrants
Put learners into groups of five learners and give them an industry to look at that they  threat of substitute products/ services
are already familiar with. Ask each group to use Porter to analyse the 'forces' in that  supplier power
industry, with each learner focusing on a separate force.  buyer power
 competitive rivalry.
On completion each group reports back to the class, which then uses the findings to
discusses how competitive that industry is. www.google.co.uk – type ‘Porter’s five forces’ into
the images search tab.
www.youtube.com – type ‘Porter’s five forces’ into

the search field
www.mindmeister.com/291731392/porter-5-
forces-analysis-video-game-sector (mind-map on
the video games market)
Core Competencies – using Select a business and Learners analyse it using the Core Competencies. On A core competence is something a business does
Prahalad and Hamel completion, they write a draft letter to the Managing Director of the business or has that gives it a competitive advantage.
analysis as a framework for suggesting a business strategy based on their analysis. (I)
business strategy The business you select for the first task can be
Follow this with a class discussion on the usefulness of using the core competencies any business in any sector, but learners must be
to analyse a business. able to access enough information to undertake the
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Key Concepts (KC)
analysis.
To develop skills in looking at this in a specific business context, set learners the
following essay question: 'To what extent is success in the computer manufacturing A good way to help less able learners develop a
industry dependent on developing core competencies.' strategy from the Core Competencies is to ask
them to find a unique selling point (USP) based on
the competences and write the strategy around
how to implement it. This will also help structure
their draft letter.
en.wikipedia.org/wiki/Core_competency
Progress check – strategic Learners recap and consolidate learning at the end of this topic. Cambridge past papers and accompanying mark
analysis schemes are available at
Strategic choice
The Ansoff Matrix – its Hand out a series of mini business case studies that reflect each quadrant of the The Ansoff matrix is only useful when used to
structure, using it to Ansoff Matrix. As a class, learners analyse and discuss the risk of each strategy and (if analyse risk and potential reward. Stress to
analyse the link between possible) the outcome. Suitable examples include: learners that simply identifying a given strategy as
strategy and risk, using it to  market penetration: introducing a new flavour of chewing gum being in a particular quadrant is only the first part
evaluate different strategies  product development: the introduction of salads to McDonalds of the process of analysis.
 market development: IPad and IPhone as follow-on to the IPod
 diversification: Virgin and the many different businesses it operates. www.marketing-equity.com/2011/09/few-examples-
of-ansoff-matrix.html
Put learners into groups of four and ask them to role-play a managers’ meeting for a
local business. Each learner advocates a different strategy (market penetration, businesscasestudies.co.uk/enterprise-rent-a-car –
product development, market development or diversification). By focusing on the choose ‘Ansoff’s matrix’ from the ‘Marketing and
potential risk and the possible rewards of each approach, learners then decide which product strategies for growth’ section
strategy to implement.
On completion, each group reports its decisions to the class for wider discussion and
feedback.
Force Field Analysis – its Learners look at a decision they have made or are about to make. What are the Force Field Analysis requires a context upon which
use in making strategic forces for and against the decision? How strong is the influence of each of these to base analysis. In this respect it can be a difficult
choices forces? Learners score each force, and add up the scores for and against, sharing topic as it requires the learner to adapt their
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Key Concepts (KC)
their scores with the rest of the class. learning.
Then as a whole class, choose a local business as a context for discussing the forces Some notes on Force Field Analysis and a link to
acting upon it. Some useful elements that should be covered in this discussion are: a video:
– available resources – traditions www.mindtools.com/pages/article/
– vested interests – organisational structures newTED_06.htm (article and video)
– relationships – social or organisational trends
– attitudes of people – regulations en.wikipedia.org/wiki/Force-field_analysis
– personal or group needs – present or past practices
– institutional policies/norms – agencies www.institute.nhs.uk/
– values – desires quality_and_service_improvement_tools – choose
– costs – events ‘Quality and service improvement tools’ and type
‘Force Field Analysis’ in the search box
Once learners are comfortable with using force field analysis, ask them to answer the
following questions in writing:
 explain what is meant by the term 'force field analysis'.
 analyse one benefit for a business of using 'force field analysis'
 evaluate the usefulness of force field analysis for a business which is developing a
strategy to expand into another country.
Decision trees – Hand out a series of mini business case studies with suitable quantitative questions Decision trees with more than one decision node
constructing, calculating to be made and Learners construct a decision tree, calculate the expected monetary are likely to be the ones learners find most
expected monetary values values and use the results to select the most appropriate strategy for each one. Start difficult.
and using results in with easy decision trees to allow learners to build up their skills, and Learners
selecting a strategy progress on to more complicated ones. The most important aspect is to make learners
aware of the requirement to choose the highest
Follow this with a class discussion to share what has been learned and use this to option at a decision point (a square) but to add up
develop a 'big picture' summary. As part of this, hand out a sheet of all the terms and the values at a chance node (a circle). This is a
elements of a decision tree that learners can keep and refer back to. common source of error.
Wikipedia page about decision trees:

en.wikipedia.org/wiki/Decision_tree
www.google.co.uk – type ‘decision trees’ into the

images search tab.
Cambridge past papers and accompanying mark
129
Key Concepts (KC)
schemes are available at teachers.cie.org.uk
Decision trees – Put learners into groups and give each group one of the decision trees from the Generally learners will be expected to argue for
usefulness and accuracy previous activity with the calculations completed. Give them sufficient detail on the and against the outcome of a decision tree. Some
business context for that decision tree and Ask each group to work in two teams learners find arguing against a quantitative piece
arguing for and against the decision chosen respectively. of data difficult but this will be essential in coming
to a balanced judgement.
Then add complexity to the task by handing out a number of options and/or decisions
to be made within the decision (not just two) together with the required quantitative Wikipedia page about decision trees:
and qualitative data. Ask each group to again come up with arguments for and en.wikipedia.org/wiki/Decision_tree
against each option and then to come to a mutually agreed judgment over their
preferred option.
Extension activity: To consolidate learning, set the following essay question: ‘To
what extent is a decision tree the most effective way to decide on business
strategies? Justify your view’.
Progress check – strategic Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers, past papers
choice  Questions 3 & 6 from Cambridge Specimen Paper 3. and accompanying mark schemes are available
Strategic implementation
Business plans – key Put learners in groups and ask them to come up with a business idea and write a Most banks provide support for small businesses
elements, their value to business plan it using the business planning tools provided by banks. The exact by producing packs for writing a business plan. If
large, small, established content of their plan is less important than learners gaining familiarity with the detail possible use an online version or ask the bank for
and start-up businesses and elements of the business plan in operation. enough packs for group work. Some potential
links are provided opposite.
Extension activity: Learners devise their own business planning tool, similar to the
banks’ versions, but specific to your local business area. This could include some of Business planning tools from a selection of banks
the external influences that are specific to your locality/country. The completed pack (others available too):
should be in a format that a real business could use. www.barclays.co.uk/Startupsupport/
Writingasmallbusinessplan/P1242559649359
Then split the class into four groups – one for large businesses, one for small
businesses, one for established businesses and one for start-up businesses. Ask each businesshelp.lloydsbankbusiness.com/starting/
group to produce a table presenting the benefits of using a business plan for the business-plan/plan.aspx
following stakeholders of the business type you have allocated to them:
130
Key Concepts (KC)
 owners www.rbcroyalbank.com/sme/create-plan/
 banks business-plans.html
 employees
 managers www.standardbank.co.za/portal/site/
 local community standardbank/
 suppliers menuitem.de435aa54d374eb6fcb695665c9006a0/?
vgnextoid=7b6d08f82045b210VgnVCM100000c509
 customers
600aRCRD
www.rbcroyalbank.com/sme/create-plan/
business-plans.html
www.westpac.com.au/business-banking/
solutions/starting-a-business/setting-up-a-new-
business/how-to-write-a-business-plan/
www.bdc.ca/en/advice_centre/tools/
business_plan/Pages/default.aspx
Corporate culture and Put learners into groups of four and give each group one type of corporate culture The identification of a culture type is good context,
strategic implementation – from the following list: but it is the link to strategy that is the more
different types of corporate  power important skill to develop.
culture, the importance of  task
culture when implementing  entrepreneurial www.tutor2u.net/business/strategy/culture-
new strategies  role types.html
 person.
Learners investigate and present in a table as many businesses as possible which

have that type of culture:
Learners pick one business that demonstrates the culture type their group looked at
and analyse how that culture type has influenced (or might influence in the future) the
strategy of that business.
Follow this with a class discussion about the different corporate cultures each learner
encountered during the previous task. As part of this, develop a mind map on the
131
Key Concepts (KC)
board to draw together the common elements of these cultures and illustrate how
important corporate culture is in developing future strategies.
Developing a change Using examples from learners’ own experiences, have a class discussion about Culture is a difficult topic for learners to
culture – its importance to changes that have occurred in their lives, such as: understand, but examples can be found in social
effectively implementing  moving from one school to another groups that learners themselves are part of.
new strategies  changing a job
 moving to higher education When looking for businesses that have been
 moving from home through change, try to find examples that are
 a new brother/sister local. The change does not need to be dramatic,
 moving to a new town/home. but it should be significant to the business.
Discuss how the change was implemented, what was done well and what could have Good examples of large international corporate
been improved. change programmes for the final step in this
activity include:
Then use an example of a business (a local business if possible) that has been  Jaguar
through a recent change, for example:  BP
 a new competitor  Microsoft.
 opening a new store
 recession/growth www.businesscasestudies.co.uk/jaguar – choose
‘Changing the culture at Jaguar’ case study
 a marketing campaign.
Lead a class discussion to evaluate how the business needed to adapt to the change
and how that may have affected the culture of the organisation. Discuss the ideal
culture for implementing the change, assuming that the business could have any
culture it wanted.
In groups, learners compare the challenges faced by the local business adapting to
change from the previous discussion with the change programme undergone by a
suitable international/global business.
Managing and controlling Learners research and write a report on the process of change management either The Tutor2u website link provides resources on the
strategic change – the using the Royal Mail case study or any suitable local business they are familiar with. Royal Mail change management programme if you
importance of managing Their report should set out: wish to use this case study for this activity.
change, techniques for  the need for the change taking place
success, developing  the need to manage that change Past papers and textbooks can be a good source
strategies to manage of suitable case studies for the whole class task.
132
Key Concepts (KC)
change  the process undertaken to achieve it

 the importance of change management to the stakeholders of the organisation www.businessballs.com/changemanagement.htm
 the degree to which the original objectives were achieved. (I) (general theory)
Hand out a suitable business case study and Learners discuss: www.change-management.com/tutorial-change-
 the techniques that may be appropriate for managing change successfully within process-detailed.htm (tutorial)
that organisation
 the development of future strategies to successfully manage change. www.tutor2u.net/blog/index.php/business-
studies/comments/researching-the-royal-mail-a-
great-case-study-in-change-management (UK
Royal Mail case study and further links)
www.connectingforhealth.nhs.uk/
systemsandservices/icd/informspec/careerplan/
phi/personal/learningweb/leadership/change (UK
National Health Service)
Contingency planning and As a whole class, learners look at the school’s/college’s policies for contingencies, Crisis management and contingency planning is
crisis management – e.g. the fire drill. Why does the school/college have a plan in place? How often is it best taught in contexts that learners are aware of.
importance of tested? What is the consequence of not having a contingency plan? This may mean responding to the news and local
events.
Learners consider to what extent does every contingency need to be planned for?
Can learners come up with scenarios in or out of school/college that could/should not knowledge.wharton.upenn.edu/article/lessons-
be planned for? Why is this? leadership-fukushima-nuclear-disaster/
Using a recent business crisis, ask learners to analyse the business’s response and
what it could have done better. Use local examples where possible, or ones learners
will be aware of, e.g. the Fukushima nuclear disaster. As part of their analysis, also
Learners investigate the lessons learned from the crisis.
Put learners into group to role-play a business facing a crisis. Give each group a
business objective to plan for – this could be something as simple as planning for a
new competitor opening in the town. Then after a suitable time interval, add a crisis
into their scenario. Ask each group to think about what the business should do and
produce a written plan for dealing with the crisis.
On completion, each group goes through their plan with the whole class for
133
Key Concepts (KC)
discussion and feedback.
Progress check – strategic Learners recap and consolidate learning at the end of this topic. Cambridge 2016 specimen papers, past papers
implementation and accompanying mark schemes are available
134
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
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Cambridge International AS & A Level

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Suggested AS Level time Suggested A Level time Suggested total time

Strategic management 16% 8%

Suggested teaching order

Operations and Project (A Level) Level) (only 1.6 External Influences on

School Support Hub

Business and its environment (AS Level)

Learning objectives and

Learning objectives and

opportunity business, individuals.

Learners report back to the whole class.

The nature In groups, learners discuss:

Learning objectives and

Learning objectives and

Learning objectives and

Learning objectives and

Learning objectives and

between these forms of ownership.

Learning objectives and

Learning objectives and

disadvantages of being a businesses.

Learning objectives and

Learning objectives and

Learning objectives and

Learners need to be able to question the

www.google.co.uk – type ‘corporate social

Learning objectives and

Learning objectives and

This activity also links with the previous one

Learning objectives and

Case studies are a key part of effective

Learning objectives and

 lenders The Tutor2u.net link introduces stakeholder

Learning objectives and

Search for own country examples too.

Cambridge 2016 specimen papers, past

People in organisations (AS Level)

Learning objectives and

Management and leadership

Cambridge past papers and accompanying

Learning objectives and

 a manager Other aspects of the role play you need to

Learning objectives and

www.google.co.uk – type ‘leadership styles’

Learning objectives and

Which of McGregor’s leadership styles is

Learning objectives and

This is a good point to discuss Key Concept

Learning objectives and

This would be an ideal activity to do on an

Many of the motivational theorists suggest

Learning objectives and

This is an excellent opportunity to discuss

Learning objectives and

both still be correct.

Learning objectives and