Revision of GCSE Specifications Draft Proposals Business Studies GCSE Draft Proposals for Consultation_2016
Contents Introduction 3 Specification at a Glance 4 Subject Content for each Unit 5 Summary of Changes 8 Assessment 12 Progression from Key Stage 3 17 Progression to GCE 22 Support 23 2
Introduction Awarding Bodies are revising their GCSE and GCE specifications to ensure that both content and assessment continue to reflect the needs of learners and the society, economy and environment in which they live and work. The revision programme is now underway to review our GCSE and produce revised specifications for first teaching from September 2017. The new specification should provide opportunities for students to build upon the knowledge, understanding and skills developed at Key Stage 3, and the relevant requirements of the Northern Ireland Curriculum at Key Stage 4. This document has been designed to provide you with an outline of our draft proposals for the revised GCSE specification. For further information on the revision of GCSE Specifications go to: http://www.ccea.org.uk/the-revision/ 3
A. Specification at a Glance The table below summarises the structure of the proposed GCSE course: Content Assessment Weighting Availability Unit 1: Business Start-up Starting a Business Marketing Business Operations E-Business External written examination 1 hour 30 mins Short questions, structured data response, and extended response questions 40% Every summer (Beginning in Summer 2018) Unit 2: Developing a Business Human Resources Business Growth Finance Business Plans External written examination 1 hour 30 mins Short questions, structured data response, and extended response questions 40% Every summer (Terminal assessment beginning in Summer 2019) Unit 3: Internal Controlled Assessment One compulsory set task and test Task released in September each year Synoptic 20% Every summer (Terminal assessment beginning in Summer 2019) 4
B. Subject Content for each Unit The specification content can be categorised into three units. A brief description of the content for each unit is provided below. Unit 1: Business Start-Up Content Description Candidates will be able to demonstrate knowledge and understanding and, where appropriate, higher skills in relation to the following: Starting a Business Entrepreneurs; Resources; Business Ownership; Stakeholders; Business Location; Aims and Objectives; Marketing Market Research; Marketing Mix; Competition; Customer Service; Legal Constraints; Business Operations Types of Production; Manufacturing Methods; Quality Assurance; Health and Safety; E-Business International Business; and E-Business. 5
Unit 2: Developing a Business Content Description Candidates will be able to demonstrate knowledge and understanding and, where appropriate, higher skills in relation to the following: Human Resources Business Growth Finance Business Plans Recruitment; Selection; Training; Motivation; and Appraisal; Business Success or Failure; Business Growth (factors, limitations, implications); Sources of Finance - internal and external/and most appropriate; Cash Flow Forecasts - including, complete parts of a cash flow from given information and interpret a simple cash flow statement; Final Accounts; Ratios - formulae provided (including gross and net profit percentage; stock turnover rate; return on capital employed; working capital ratio); Breakeven - including calculation and analysis of chart; Need for business planning; Components of a business plan; and Construction of a simple business plan. 6
Unit 3: Controlled Assessment Task Content Description Controlled Assessment Task Synoptic unit. Research task and test (short questions) set annually by CCEA. Task and test marked in centres. 7
C. Summary of Changes What s new at a Glance Changes to Content: Unit 1: Business Start-Up Starting a Business SMEs/Micro Businesses - meaning of the terms and what these are in relation to sizes of businesses. Business location expanded in relation to starting a business. Factors which influence business location. Aims of stakeholders - now amalgamated with Business Ownership. Social Enterprise - updated to include a wider range of outputs covering economic, social, competitive, sustainable and environmental. Business Operations Sectors of the Economy - to include previous material in Types of Production. Unit 2: Developing a Business Human Resources Legislation for recruitment - marital status and sexual orientation. Health and Safety - extended to include the role of regulator and knowledge of Health and Safety at Work Order (NI) Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (NI), Management of Health and Safety at Work Regulations (NI), Health and Safety (Consultation with Employees) Regulations (NI). Finance Compilation of Income Statements from given material. Compilation of Statements of Financial Position from given material. Calculation of Ratios showing knowledge of formulae. 8
Changes to Assessment: It should be noted that the internal assessment formerly in Unit 2 is now a bespoke unit. The proposed format has been changed to allow for a more robust assessment, and for more transparent marking criteria to be applied. Current Revised Unit 1 35% external written exam Unit 1 40% external written exam Unit 2 40% external written exam plus 25% Controlled Assessment Task Unit 2 40% external written exam Unit 3 20% Controlled Assessment Task 9
What will remain from the current Specification The following content from the existing specification is still fundamental to the understanding of Business Studies and related concepts. Unit 1 Business Ownership - brought together the existing areas with stakeholders and social enterprise. Aims of business Entrepreneurs - to also include the role of risk taking in business. Methods of Production - renamed Methods of Manufacturing. Quality Assurance - updated to include the key quality standards. Market Research Marketing Mix International Business E Business - updated to include use of social media and websites. Unit 2 Recruitment and Selection Equality Commission for NI Training Motivation Appraisal Business Success or Failure - updated to include social media/word of mouth recognition, customer loss and high employee turnover. Business Growth Breakeven Analysis Cash Flow Forecasts 10
Sources of finance - now included in the Finance section but is otherwise as is in the current specification. Business Plans 11
D. Assessment External Assessment: Number of Papers Two papers. Each paper will have a maximum mark of 80. Paper One will be set on the content of Unit 1. It will contain four structured questions to assess each of the following areas: Starting a Business; Marketing; Business Operations; and E-Business Paper Two will be set on the content of Unit 2. It will contain four structured questions to assess each of the following areas: Human Resources; Business Growth; Finance; and Business Plans. Types of Questions The design of the question papers will be similar to the existing GCSE Business Studies papers. Each paper will include a number of questions which will examine the range of assessment objectives. Each of the main questions will be sub-divided into shorter questions. There will be an incline of difficulty throughout the questions. Quality of Written Communication will be examined at least once in each paper. The questions will be structured response, structured data response and extended response. Length / Time 1 hour 30 minutes per paper Weighting 40% per paper 12
Additional Information The proposed Assessment Objective weightings will be as follows: Assessment Objective Paper 1 Paper 2 AO1 15% 15% Recall, select and communicate knowledge and understanding of concepts, issues and terminology A02 13% 13% Apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks AO3 12% 12% Analyse and evaluate evidence, make reasoned judgements and present appropriate conclusions Total 40% 40% 13
Internal Assessment: Controlled Assessment Task (Unit 3) The Controlled Assessment Task will be a synoptic and terminal assessment. Nature of Task Candidates will choose a business something that interests them personally and would encourage enterprising ideas. It is recommended that the business is a simple sole trader organisation. The task will be in two parts: Part A: Research (12 hours) [presented in Booklet A] Maximum of 15 marks available Format: Outline business idea Create Action Plan for the Research section Primary research Secondary research Presentation of research Part B: Business Plan (one hour) [presented in Booklet B] Maximum of 45 marks available. One compulsory set task to change every year. Candidates will have access to Booklet A containing their research. It will contain up to ten questions some of which will require extended writing and some of which will require short responses on the practical aspects of a Business Plan such as breakeven or using figures from their research. 14
Skills Assessed The research will require candidates to use the following skills: Planning; Research and investigation skills into business; Analysis and evaluation; Application of knowledge and selection of information; Oral comunication skills; Written communication and creative thinking skills; Time management skills; Use of specialist terms; ICT skills; and Mathematical skills. The test will assess the following skills: Analysis and evaluation; Application of knowledge and selection of information; Written communication and creative thinking skills; Time management skills; Use of specialist terms; ICT skills; and Mathematical skills. Level of Control For task setting - high level of control (CCEA sets the task annually). For task taking - medium to high level of control. Research element - medium control. Report write up - high control; candidates complete the task independently. For task marking - medium level of control. Teachers mark the task. Moderated by CCEA. Weighting 20% for the controlled assessment task. 15
Additional information The internal assessment provides candidates of all abilities with an opportunity to develop skills in areas needed by industry such as research, interpretation, decision making and communication. It provides all candidates with an opportunity to achieve the full range of grades. 16
E. Progression from Key Stage 3 Cross Curricular Skills at Key Stage 4 Communication Students should be enabled to: communicate meaning, feelings and viewpoints in a logical and coherent manner; make oral and written summaries, reports and presentations, which take account of audience and purpose, for example writing a simple business plan; presentation of the marketing mix for given a product or service; participate in discussions, debates and interviews, for example discussion of the importance of business growth; debating the most effective methods of motivating an employee; carrying out interviews to collect primary research; interpret, analyse and present information in oral, written and ICT format, for example analysis of primary and secondary research; and explore and respond, both imaginatively and critically, to a variety of texts, for example analysis of a business case study. Using Mathematics Students should be enabled to: use mathematical language and notation with confidence; use mental computation to calculate, estimate and make predictions in a range of simulated and real life contexts, for example calculating costs, revenue and profit; use of cashflow forecasts; select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example calculation of break-even and margin of safety; interpret and analyse a wide range of mathematical data, for example analysis of market research results; assess probability and risk in a range of simulated and real life contexts, for example understand risks associated with unlimited liability, sources of finance etc; and present mathematical data in a variety of formats which take account of audience and purpose, for example, graphical representation of costs, revenue, profit and break-even. 17
Using ICT Students should be enabled to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example secondary research online; collation and graphical presentation of data; use of spreadsheets for financial data (e.g. cash flow forecasts). Thinking Skills and Personal Capabilities at Key Stage 4 Self-Management Students should be enabled to develop the capability to: plan work; set personal learning goals and targets to meet deadlines; monitor, review and evaluate their progress and improve their learning; and effectively manage their time. Working with Others Students should be enabled to develop the capability to: learn with and from others through co-operation; participate in effective teams and accept responsibility for achieving collective goals; and listen actively to others and influence group thinking and decision-making, taking account of others opinions. Thinking, Problem Solving, Decision Making Students should be enabled to develop the capability to: identify and analyse relationships and patterns, for example understand the relationship between price and demand; propose justified explanations, for example, use findings of primary or secondary research to justify a decision; reason, form opinions and justify their views; 18
analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example be aware of bias in advertising and promotions; analyse and evaluate multiple perspectives, for example understand the importance of legislation to protect employers and employees; explore unfamiliar views without prejudice, for example consider the perspectives of a range of stakeholders in a business decision; weigh up options and justify decisions, for example use financial information to make and justify a decision; and apply and evaluate a range of approaches to solve problems in familiar and novel contexts. Managing Information Students should be enabled with the capability to: extract information and make assumptions on the success of a given business by understanding and analysing business plans, for example the cash flow and breakeven points; and understand and analyse marketing plans, their value and determine appropriate strategies for specific businesses. Being Creative Students should be enabled with the capability to: consider creative marketing solutions for different types of business; demonstrate a level of creativity in their approach to their research for the controlled assessment; and present information in an interesting and informative manner. 19
Progression from Relevant Areas of Learning Business Studies is not an Area of Learning or subject strand at Key Stage 3, but aspects of the following subjects in related areas may provide relevant experience for future learning in Business Studies, for example: Mathematics and Numeracy: Mathematics with Financial Capability Pupils should have opportunities in Mathematics and Numeracy: Mathematics with Financial Capability to develop: knowledge and understanding of: - Number ; - Algebra; - Shape, Space and Measures; and - Handling Data; knowledge and understanding of personal finance issues and skills to enable competent and responsible financial decision making; the application of mathematical skills to real life and work situations. Learning for Life and Work: Employability Work in the Local and Global Economy Pupils should have opportunities to: describe different types of work and investigate the range of employment in the local area, including any changes in employment trends, taking account of the implications for career planning; investigate the local impact of the global market; investigate how technology is affecting life and work; investigate how an employer might deal with issues affecting work; investigate how environmental considerations are affecting work and work practices; and investigate how work organisations contribute to the community. 20
Enterprise and Entrepreneurship Pupils should have opportunities to: identify and practise the skills and attributes which make one enterprising; understand the importance of innovation and develop strategies to promote an entrepreneurial spirit, considering possible implications for career planning; find out what makes an entrepreneur and develop an awareness of the challenges and benefits of building your own business; and explore the range of small businesses in the life of the community and consider possible implications for career planning. Relevance of Learning to Everyday Life and Work The revised specification contains relevant and up to date content that reflects changes in the way the economy and businesses operate in a local, national and global context. The introduction of content to explore business sizes such as SMEs, factors impacting business location and the role of procurement brings in more updated and industryrelevant material. The revised specification will also provide students who choose to enter employment on completion of GCSE with useful skills and knowledge. They will have an understanding of the functions and activities of business departments such as finance and human resources. They will also have research, communication and numeracy skills applied to a business context, all of which are key employability skills. 21
F. Progression to GCE In the new GCSE specification much of the content and learning outcomes create the foundation for more in-depth analysis and evaluation at GCE. The following content areas are explored and evaluated in more depth at GCE, therefore students wishing to progress will have a familiarity with the terms and concepts: Marketing mix; Accounting ratios; Final Accounts; Motivation theory; Business growth; E-Business; Market Research; Customer Care; Health and Safety; Quality Assurance; and Stakeholders. In addition, the research and context of the controlled assessment task will help candidates in preparing for report writing tasks, and provide individual and group learning activities which will also be useful at GCE. The task will allow students to develop their AO2 application skills as they apply their knowledge to a business - essential skills required for GCE. 22
G. Support The range of support provided by CCEA includes: Past papers; Mark schemes; Chief Examiner s report; Principal Moderator s report; Guidance on progression from Key Stage 3; Schemes of work; Centre support visits; Support days for teachers; Agreement trials; Controlled assessment guidance for teachers and candidates; Resource list; and Exemplification of examination performance. Additional support may also include: Fact Files; Vodcasts; and Podcasts. 23