www.xtremepapers.com Scheme of work Cambridge IGCSE Enterprise (0454) Scheme of work Cambridge IGCSE Enterprise 0454
Scheme of work Cambridge IGCSE Enterprise (0454) Contents Overview 3 Topics and activities.. 5 v1 3Y01 Cambridge IGCSE Enterprise (0454) 2
Scheme of work Cambridge IGCSE Enterprise (0454) Overview This scheme of work provides ideas about how to construct and deliver a Cambridge IGCSE Enterprise (0454) course based on the 2014 syllabus. The syllabus has been divided into topics with suggested teaching activities and learning resources to use in the classroom. This scheme of work for Cambridge IGCSE Enterprise is intended to offer useful additional material to those provided in the syllabus and specimen materials. Cambridge IGCSE Enterprise is designed to encourage learners to develop understanding and practical skills associated with the work environment and the running of a small enterprise. The syllabus provides the knowledge associated with running a small enterprise and an opportunity for learners to apply this knowledge in a practical and engaging way when running their own enterprise project or activity. Learners are encouraged to study enterprise in a local, as well as a global context, while also enhancing their skills of investigation, analysis, interpretation, evaluation and practical problem solving. Cambridge IGCSE Enterprise learners should have opportunities to meet with and talk to a range of people involved in enterprise. This might include: people who have set up and run their own enterprise people involved in supporting enterprises e.g. financiers, local business organisations, government organisations people who have shown enterprising skills e.g. innovators, inventors, marketing people etc. Outline The syllabus topics within this scheme of work are: Topic 1: Introductions to enterprise Topic 2: Setting up a new enterprise Topic 3: The skills and personal attributes needed to run an enterprise Topic 4: Business opportunities, responsibilities and risk Topic 5: Negotiation Topic 6: Understanding finance Topic 7: Business planning Topic 8: Markets and customers Topic 9: Help and support for enterprise Topic 10: Communicating with other people Other areas covered are: and Revision for the examination v1 3Y01 Cambridge IGCSE Enterprise (0454) 3
Order of teaching It is suggested that the Cambridge IGCSE Enterprise course is better suited to non-linear teaching of the syllabus so the order of teaching in this scheme of work is not in the syllabus topic order listed above. Teacher support Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org Resources An up-to-date resource list for this syllabus can be found at www.cie.org.uk. Textbooks: Borrington, K and Stimpson, P IGCSE Business Studies Hodder Murray, UK 2006 ISBN 9780340926499 Marcouse, I A-Z Business Studies Handbook (Complete A-Z) Philip Allan 2009 ISBN 9780340987292 Websites: The particular pages in the learning resources column for the topics have been explored, but not other aspects of these sites so only the particular resources are recommended. There may be other useful materials on these websites but they have not been checked. www.tes.co.uk/teaching-resources/ www.bized.co.uk www.tutor2u.net www.bbc.co.uk www.mvp.cfee.org www.happychild.org.uk www.open.edu/openlearn www.thetimes100.co.uk www.startups.co.uk http://entrepreneursuk.net/ http://studentcenter.ja.org www.entrepreneur.com/tsu www.moneyandstuff.info/lessons/2cbudgetingsaving_budgeting.pdf www.mindyourownbiz.org/yourbizstudent.pdf http://business.timesonline.co.uk www.bbc.co.uk/schools/gcsebitesize/business/finance/ www.dineshbakshi.com/ www.cobwebinfo.com/the-business-of-being-enterprising/ v1 3Y01 Cambridge IGCSE Enterprise (0454) 4
Scheme of work Cambridge IGCSE Enterprise (0454) Topics and activities Recommended prior knowledge There is no requirement for prior knowledge; however learners should develop knowledge of, and interest in, the business world around them. Context This course encourages learners to develop their understanding and the practical skills associated with the work environment and the running of a small enterprise. The syllabus provides the knowledge associated with running a small enterprise and an opportunity for learners to apply this knowledge in a practical and engaging way when running their own enterprise project or activity. Outline The (0454) is intended to be built around activity-based learning, in which learners explore the syllabus content whilst they are guided through an enterprise activity. activities are built into the scheme of work throughout, with the assumption that learners will be planning, implementing and evaluating their chosen enterprise as an on going process throughout the course. The suggested teaching activities in this scheme of work are labelled as appropriate: for the whole class (W) for group work (G) for individual work (I) v1 3Y01 Cambridge IGCSE Enterprise (0454) 5
Syllabus topic: Learners should: Topic 1: Introduction to enterprise Understand what is meant by enterprise What is enterprise? Learners complete an online quiz or you can create your own quiz to use with your class. Learners identify key definitions. (I or G) TES Teaching Resources teacher resources, download them for free and adapt them to suit your classroom activities. www.tes.co.uk/enterpriseskills Templates for online quiz: www.tes.co.uk/ Lesson plan Enterprise skills and capability: www.tes.co.uk/teachingresource/business-and-enterprise Know about different ways of being enterprising Learners produce a poster showing the many ways of being enterprising. (I or G) Teacher-led discussion of activities which show enterprise. (W) The business of being enterprising: www.cobwebinfo.com/the-business-ofbeing-enterprising/ v1 3Y01 Cambridge IGCSE Enterprise (0454) 6
Topic 3: The skills and personal attributes needed to run an enterprise Identify and explain personal attributes and entrepreneurial skills Complete a questionnaire to identify if learners have the skills to be an entrepreneur.(i) Learners work in small groups to list the skills needed to be an entrepreneur. The skills are then grouped into those that are important and those that are not essential. The teacher could provide a list of skills which the learners group under the correct headings. (G) Assess your entrepreneurial skills: www.mvp.cfee.org/en/selfassessskills.htm l A useful list of skills needed by an entrepreneur: www.bized.co.uk/educators/level2/busacti vity/activity/enterprise13.htm Task 1(b) Part of a formal written report which should cover the skills that the learner believes are important for entrepreneurs to possess, and an evaluation of the extent to which the learner believes that they possess these skills. (I) (2014) page 17 Analyse and evaluate the behaviour of entrepreneurs Teacher presentation of case study materials or visit to local entrepreneurs to discuss their enterprise experiences. Learners individually research and produce a profile of one entrepreneur for display in the classroom. (I) Some video case studies: http://studentcenter.ja.org/business/mindy ourownbiz/succeed/pages/jasyoungentr epreneurvideoroom.aspx pages 170 and 171 Topic 2: Setting up a new enterprise Be able to describe, compare and contrast different types of business organisation Learners produce a presentation or table comparing different types of organisation looking at areas such as: the number of owners allowed, how profits are shared, control and decision making, the relative advantages and drawbacks of each for a new enterprise. Chapter 3 The information for the table could be provided for learners on separate cards learners work in groups to match the points to the correct type of organisation. (G) Exam practice of topics covered so far using 0454 November 2011 examination paper Questions 1 and 2. (I) 0454 November 2011 past paper Questions 1 and 2 v1 3Y01 Cambridge IGCSE Enterprise (0454) 7
Explain the purpose of a business Class investigation of different local organisations and their purpose, (W), or learners produce an introduction to their own enterprise activity highlighting its purpose. (I) Case studies: http://businesscasestudies.co.uk/ Business profiles: www.bized.co.uk/compfact/business_profil es.htmwww.bized.co.uk/compfact/busines s_profiles.htm Task 1(a) Part of a formal written report which should include a summary of the project or activity chosen. (I) (2014) page 17 Topic 4: Business opportunities, responsibilities and risk Understand how opportunities for enterprise arise Teacher presentation of materials or group discussion of local enterprise examples. (W) A basic list of reasons to start a business: www.startups.co.uk/66788429110328866 99/10-reasons-to-start-a-business.html Topic 8: Markets and customers Understand customer wants and needs, and explain ways of researching potential customers Task 1(c) Part of a formal written report which should cover evidence of the ways in which a problem or need was identified and researched by the learner, including the sources used and presentation of the outcomes of research undertaken. (I) Chapter 17 Task 1(e) Part of a formal written report which should include and explanation of the reasons for the learner s final choice of project or activity, and the reasons why the other ideas were rejected. (I) (2014) page 17 v1 3Y01 Cambridge IGCSE Enterprise (0454) 8
Topic 7: Business planning Understand and explain business objectives Use case studies to identify business objectives. (I) pages 7 11 Tutor2u mini-briefs 10 and 11 (https://tutor2u.wufoo.com/forms/requeststartup-minibriefs/ for mini-brief downloads Task 1 A formal written report. (I) (2014) page 17 Understand the content and purpose of a business plan and evaluate the need for an entrepreneur to produce one Teacher presentation of materials. (W) Business plans: www.entrepreneur.com/businessplan/inde x.html Plan a business: http://studentcenter.ja.org/business/pages /default.aspx Exam practice of Section B style questions using June 2011 past paper Question 6. (I) Syllabus 0454 June 2011 past paper Question 6 Understand the concept of time periods when planning and the need to plan regularly Task 2(a) An action plan covering the preparation for the implementation of the project containing the activities, timings and proposed methods of monitoring progress with the plan. (I) Young entrepreneurs: www.entrepreneur.com/tsu (2014) page 19 Understand and explain why laws and regulations affecting enterprise start-up are needed Learners research laws and regulations affecting enterprise start-up using textbooks, videos or local examples. Details of laws and regulations are not required. (G) A good clip to introduce the subject: www.bbc.co.uk/learningzone/clips/legislati on/8577.html v1 3Y01 Cambridge IGCSE Enterprise (0454) 9
Topic 4: Business opportunities, responsibilities and risk Explain the reasons why enterprises and entrepreneurs take and accept risk, and how risk can be dealt with Teacher presentation using the video interview with the entrepreneur Theo Paphitis on www.tutor2u.net (W) Learners complete a Political, Economic, Sociological, Technological, Legal, Environmental (PESTLE) analysis for their own enterprise activity. (I or G) Theo Paphitis interview: www.tutor2u.net/blog/index.php/businessstudies/comments/entrepreneurs-andcalculated-risks#extended. Risks and rewards: www.slideshare.net/tutor2u/risks-andrewards-for-enterprise?player=js Stelios Haji-Ioannou interview: http://news.bbc.co.uk/1/hi/puffbox/hyperpu ff/programmes/working_lunch/8321127.st m PESTLE analysis factsheet: www.cipd.co.uk/hrresources/factsheets/pestle-analysis Understand the existence and implications of rights, responsibilities and ethical considerations in areas such as employment, production, marketing and selling Learners identify how the law affects different stakeholders in their own enterprise activity. (I) or (G) Legislation video clip: www.bbc.co.uk/learningzone/clips/legislati on/8577.html Topic 9: Help and support for enterprise Identify and understand the sources of help and support available to enterprises, and evaluate their effectiveness Learners produce written answers to learner progress questions for the Tutor2U Mini Brief 11. (I) In groups learners research and produce a booklet/poster on local sources of assistance for enterprise. (G) Student progress questions Tutor2u mini-briefs: https://tutor2u.wufoo.com/forms/requeststartup-minibriefs/ Entrepreneurship in UK: http://entrepreneursuk.net/ Young entrepreneurs: www.entrepreneur.com/tsu v1 3Y01 Cambridge IGCSE Enterprise (0454) 10
Topic 6: Understanding finance Know the difference between investment and saving, including in the local context Learners produce a glossary of key terms and examples. (I or G) Learners write their own crossword or word search for key terms using a template such as that provided by www.happychild.org.uk. G) A Z Business Studies Handbook (Complete A-Z) Crossword template: www.happychild.org.uk/wks/english/ssm/c rosswords01.htm Evaluate and choose sources of finance appropriate for different types of enterprise Whole class quiz on different sources of finance based around Tutor2u power point quiz. (W) Sources of finance for a startup: www.tutor2u.net/business/quiz/sourcesoffi nance/quiz.html Sources of finance for business: www.bized.co.uk/educators/level2/finance /lesson/sources1.htm Chapter 9 Task 2(b) The presentation on proposed methods of finance for their own enterprise. (I) (2014) page 19 Be aware of sources of credit and evaluate the provision of credit in different situations Learners complete questions based around case studies such as those from the mini-briefs on Tutor2U. (I or G) Mini-brief downloads: https://tutor2u.wufoo.com/forms/requeststartup-minibriefs/ Explain the importance of keeping accurate financial records Teacher-led introduction to the subject using case studies. (W) Learners produce quiz questions to ask each other on their understanding of the finance topic areas covered. (G) Chapter 7 Finance: www.bbc.co.uk/schools/gcsebitesize/busi ness/finance/ v1 3Y01 Cambridge IGCSE Enterprise (0454) 11
Understand the reasons for producing budgets Teacher-led introduction based around a finance game such as: divided learners into small groups, each being given a sheet showing the fixed and variable costs of making an item. Each group has the same information. The group must decide how many items they would produce and the price they would charge for the items: they record this information in a basic budget. The teacher has a sheet showing how many items they would be willing to buy at different prices. The lower the price the more items will be purchased. Groups who charge a high price for their items will not sell many; groups who choose a lower price will sell more. Groups record their sales and profits in a budget. The game is repeated for a number of rounds. (G) Task 2(b) The production of a simple income and expenditure budget for their own enterprise. (I) Business studies online: www.businessstudiesonline.co.uk/ Budgeting: www.moneyandstuff.info/lessons/2cbudg etingsaving_budgeting.pdf Chapter 6 (2014) page 19 Be able to explain and compare the concepts of cash flow with profit and loss and be able to produce a cash flow budget and profit and loss account for a new enterprise Learners produce a cash flow forecast and profit and loss account for their own enterprise activity. (I) A series of lesson resources which could be used to introduce this topic can be found at the Times100 website: http://businesscasestudies.co.uk/teacher-resources/#finance-cash-flow End of topic test based on June 11 past paper Questions 4 and 5. (I) Cash flow in business: http://businesscasestudies.co.uk/teacherresources/#finance-cash-flow 0454 June 2011 past paper Questions 4 and 5 Topic 8: Markets and customers Understand the purpose and evaluate the benefits of marketing Learners research a piece of marketing used by a local business and explain the purpose behind this marketing information is presented to the whole class. (G) Local case studies IGCSE Business Studies page 252 Brands quiz guess the company from the brand logo or strap line. (W) Business strategy: www.bbc.co.uk/learningzone/clips/busines s-strategy-pr v1 3Y01 Cambridge IGCSE Enterprise (0454) 12
Explain the importance of retaining customers, and evaluate ways in which this can be done Invite local entrepreneurs to discuss customer retention within their enterprise. (W) Complete Question 7b November 2011 exam paper learners could be encouraged to mark each other s work using the mark scheme. (I) Entrepreneur: www.entrepreneur.com/ 0454 November 2011 past paper Question 7b Understand and evaluate the different methods of communicating with a market for different types of enterprise Learners in groups research the different methods of communication used by a given enterprise. Each group should be given a different type of organisation. A written evaluation is then produced of the advantages and disadvantages to that organisation of the methods of communication used. Groups could be allocated a case study based around examination case study materials from past papers. (G) Chapter 21 Task 2(b) The planning of marketing communications. (I) (2014) page 19 Topic 10: Communicating with other people Identify, analyse and evaluate the advantages and disadvantages of different types of communication Introduce the topic with a simple game to illustrate the importance of communication. Learners sit in pairs, back to back. One learner attempts to describe how to complete a simple task to the other, either describing a drawing or producing a piece of origami. (G) Chapter 12 Understand the importance and differences in types of appropriate language Teacher-led discussion using a range of examples of business documentation. (W) A range of business documents: letters, memos Analyse and evaluate the internal and external communication methods used in an enterprise. Card sort working in a group learners select a card, which shows a particular situation where communication is required e.g. informing customers about a new store opening they then choose the most appropriate methods of communication for that situation. Each group verbally justifies their choice of method. (G) Chapter 12 Task 4(d) The evaluation of the success of the internal communications used in their enterprise experience. (I) (2014) page 22 v1 3Y01 Cambridge IGCSE Enterprise (0454) 13
Understand the importance of planning for a meeting Learners plan for a formal meeting as part of their enterprise activity producing all of the required documentation. This may form part of coursework Task 3(b). (G) Chapter 12 (2014) page 21 Evaluate the effectiveness of a meeting Learners role play a formal meeting. One learner acts as observer during the meeting. Learners then evaluate the success of the meeting from their own perspective. (G) Running formal meetings: www.ucu.org.uk/media/pdf/7/f/meetings_f ormal_1.pdf Topic 5: Negotiation Understand and explain what is meant by negotiation Teacher introduction using a role play or video clip such as the BBC learning zone video clip of the Dragons Den. (W) http://en.wikipedia.org/wiki/dragons'_den Pitching in the Dragons Den: www.bbc.co.uk/learningzone/clips/pitching -in-the-dragons-den/11260.html Analyse and evaluate the process of negotiation Teacher-led discussion using examples of negotiations within business. (W) Use local examples or a TV clip of a negotiation, such as: www.bbc.co.uk/learningzone/clips/pitching-in-the-dragonsden/11260.html. Negotiating tips: www.how-to-negotiate.com/negotiatingtips---seven-basic-steps-before-younegotiate.html#more Learners evaluate why the negotiation failed and how the negotiators could improve their performance next time. (G) Analyse the process of negotiation Complete Question 6 November 2011 exam paper learners could be encouraged to mark each other s work using the mark scheme. (I) 0454 November 2011 past paper Question 6b Task 3(b) Evidence of preparing to negotiate at a meeting and provide a description of the situation and the outcome of the negotiation. (I) (2014) page 21 Task 3(a) Implementing the plan. (I) Task 4 Evaluation of elements of their project or activity. (I) (2014) page 21 (2014) page 22 Own enterprise records v1 3Y01 Cambridge IGCSE Enterprise (0454) 14
Revision for examination For Paper 1 use the pre-released specimen Case Study to revise. Candidates are required to apply their knowledge of enterprise and entrepreneurship to comment on enterprise issues, and to solve enterprise problems in the context of the case study, organisations they have studied and their own enterprise. (I) In groups learners each take responsibility for producing one section of their own learner revision booklet. (G) Specimen examination materials, past examination case studies and question papers can be found on Teacher Support at http://teachers.cie.org.uk/ General revision websites, for example: www.dineshbakshi.com/ and www.bbc.co.uk/schools/gcsebitesize/busi ness/finance/ IGCSE is the registered trademark of Cambridge International Examinations. Cambridge International Examinations 2013 v1 3Y01 Cambridge IGCSE Enterprise (0454) 15