Business Management
Senior Syllabus 2013
ISBN
Print version:
978-1-921802-23-2
Electronic version: 978-1-921802-24-9
Business Management Senior Syllabus 2013
© The State of Queensland (Queensland Studies Authority) 2013
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill QLD 4004 Australia
Phone:
Fax:
Email:
Website:
(07) 3864 0299
(07) 3221 2553
office@qsa.qld.edu.au
www.qsa.qld.edu.au
Contents
1
Rationale ................................................................................. 1
2
Dimensions and objectives ................................................... 2
2.1 Dimension 1: Knowing and understanding business management ............ 2
2.2 Dimension 2: Applying and analysing management strategies .................. 3
2.3 Dimension 3: Evaluating and communicating management strategies ...... 3
3
Course organisation .............................................................. 4
3.1 Course overview ........................................................................................ 4
3.2 Advice, guidelines and resources ............................................................ 10
4
Assessment .......................................................................... 12
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
Principles of exit assessment ................................................................... 12
Planning an assessment program............................................................ 14
Special provisions .................................................................................... 15
Authentication of student work ................................................................. 15
Assessment techniques ........................................................................... 15
Verification folio requirements .................................................................. 22
Exit standards .......................................................................................... 22
Determining exit levels of achievement .................................................... 22
5
Glossary ................................................................................ 26
1 Rationale
Businesses are complex and dynamic entities that continually change to meet the demands of
consumer markets. Business managers work to meet market demands and reach business goals
by formulating strategies concerning marketing, operations, human resources, finance, and
business development activities. At the same time, business managers strive to develop ethical
business strategies that consider the concerns of all stakeholders while achieving profitability.
Business managers engage and communicate with all parties, including team members and
stakeholders, when working to meet business objectives.
Business Management builds students’ understandings of the important role that managers play
in businesses that vary in size and nature. Students develop knowledge and understanding of
business management as they explore the main functions of businesses. Learning through case
studies in authentic local, national and global business contexts, students apply their knowledge
to business situations in order to identify issues. Students analyse and interpret business
information and management strategies, evaluating the success of these in meeting business
outcomes. Simulating the role of business managers, students formulate and justify management
strategies and recommendations that impact on business objectives.
Students apply their knowledge and understanding of the main functions of businesses to
practical and authentic situations as they develop innovative and creative feasibility studies or
undertake business ventures. Working in teams, students develop communication and
management strategies. By considering the views of a range of stakeholders, students determine
the implications of business management strategies on individuals, businesses and society.
A course of study in Business Management can establish a basis for further education and
employment in the fields of small-to-medium enterprise, business management, human resource
management, financial management, commerce, marketing and operations management and
corporate systems management.
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2 Dimensions and objectives
The dimensions are the salient properties or characteristics of distinctive learning for this subject.
The dimensions are described through their objectives and it is these that schools are required to
teach and that students should have the opportunity to learn. The objectives describe what
students should know and be able to do by the end of the course of study.
Progress in a particular dimension may depend on the qualities and skills developed in other
dimensions. Learning through each of the dimensions must increase in complexity to allow for
greater independence of the learner over a four-semester course of study.
Schools must assess how well students have achieved the objectives. The standards have a
direct relationship with the objectives, and are described in the same dimensions as the
objectives.
The dimensions for a course of study in this subject are:
 Dimension 1: Knowing and understanding business management
 Dimension 2: Applying and analysing management strategies
 Dimension 3: Evaluating and communicating management strategies.
Dimension 1: Knowing and understanding business
2.1
management
The dimension Knowing and understanding business management involves the definition and
use of business management terms, concepts and theories, and the explanation of management
processes as students describe business situations.
2.1.1 Objectives
By the conclusion of the course of study, students should:
 define and use business management terms, concepts and theories
 describe business situations using examples
 explain management processes and strategies.
When students define and use business management terms, concepts and theories, they state
the meaning of these and employ them in business situations.
When students describe business situations, they use examples to provide an account of the
features of these situations. Business situations may include case studies, examples or business
ventures. Features of business situations may include internal and external environmental
factors.
When students explain management processes and strategies, they use their knowledge of
business management to determine which processes and strategies are relevant to a business
situation, and provide additional information about these that demonstrates a depth of
understanding. Management processes and strategies include the underpinning practices of
communication strategies and management strategies.
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2.2
Dimension 2: Applying and analysing management
strategies
The dimension Applying and analysing management strategies involves students using their
knowledge to identify issues in business situations, and analyse business information and
management strategies to interpret trends, patterns and relationships.
2.2.1 Objectives
By the conclusion of the course of study, students should:
 select and organise business information from primary and secondary sources
 apply knowledge to identify issues in business situations
 analyse business information and management strategies, and interpret trends, patterns and
relationships.
When students select business information, they determine the relevance of information gathered
from primary sources (e.g. surveys, questionnaires, interviews) and secondary sources (e.g.
texts, publications). When students organise, they sequence business information in an order that
helps analysis.
When students apply their knowledge to business situations, they relate management terms,
concepts, theories, processes and strategies to these situations to identify the key issues
impacting upon businesses.
When students analyse business information, they examine it to identify trends, patterns and
relationships. When students interpret these trends, patterns and relationships, they make
meaning of the effects of these on business outcomes. Students may analyse and interpret
strategies that they enact when running business ventures.
2.3
Dimension 3: Evaluating and communicating management
strategies
The dimension Evaluating and communicating management strategies involves students
evaluating the effectiveness of management strategies to formulate and communicate
recommendations.
2.3.1 Objectives
By the conclusion of the course of study, students should:
 evaluate management strategies to formulate recommendations
 justify recommendations using evidence
 communicate using language conventions to suit audiences and purposes.
When students evaluate management strategies, they make judgments about the strategies
employed by existing businesses or competitors, including whether or not they align with the
objectives of the business. Students use these judgments to formulate recommendations, which
provide advice on the most suitable options for future success. Recommendations include future
management strategies or a determination of the feasibility of a business idea.
When students justify recommendations, they use evidence to support these. Evidence may be
drawn from the analysis, interpretation or evaluation of business information and management
strategies.
When students communicate, they select and use language conventions to convey meaning to
audiences for a particular purpose. Language conventions include spelling, punctuation,
grammar, pitch, pace, timing, paragraphing, genre and referencing conventions.
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3 Course organisation
3.1
Course overview
The minimum number of hours of timetabled school time, including assessment, for a course of
study developed from this syllabus is 55 hours per semester. A course of study will usually be
completed over four semesters (220 hours).
Business Management involves learning experiences that enable students to apply management
understandings to authentic business management contexts.
A four-semester course of study includes:
 four to eight units of work, ranging from 20 to 55 hours in duration
 the development of the two underpinning practices through learning experiences
(see Section 3.1.1)
 coverage of the six areas of study (see Section 3.1.2)
 at least two contextualised units of work, each of which draws on at least two areas of study
(see Section 3.1.3).
3.1.1 Underpinning practices
The underpinning practices of Business Management can be developed through teaching and
learning experiences in units of work.
The underpinning practices of this syllabus are:
 communication strategies
 management strategies.
Communication strategies
Effective communication between team members, and between team members and external
parties, is essential for the implementation and achievement of business goals and plans.
Learning in partnerships, small groups and teams enables students of Business Management to
develop communication strategies. Communication strategies include those employed when
listening, writing, speaking and presenting.
Teaching and learning experiences that foster the development of communication strategies may
include students working in partnerships, groups and teams to:
 negotiate group membership and ground rules
 support and contribute to achieve outcomes
 negotiate mutually beneficial outcomes
 learn and use conflict management
 actively listen to others
 work effectively with others, share ideas and encourage participation
 speak persuasively to express views
 research the ideas and views of others
 accept responsibility and experience different roles within a group
 understand diversity and show tolerance/empathy to other points of view.
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Management strategies
Effective management involves decision making that integrates goals, team views, stakeholders’
views, ethical implications of business activities, and the strategic management of businesses.
Participating in short- and long-term individual and team projects enables students of Business
Management to develop management strategies.
Teaching and learning experiences that foster the development of management strategies may
include students working individually or in groups to:
 set, implement and monitor goals
 identify strengths, weaknesses, opportunities and threats to the achievement of goals
 determine task allocation and resource requirements
 develop and manage time frames and plans
 identify and test alternative strategies
 practise making decisions by considering the effect of management strategies (social,
environmental, political and human) on stakeholders.
3.1.2 Areas of study
There are six areas of study in Business Management (see Table 1):
 Management practices
 Marketing management
 Operations management
 Human resource management
 Financial management
 Business development.
Each area of study has a focus. The focus of each area of study is core to Business Management
and is taught through suggested subject matter. Suggested subject matter is neither prescriptive
nor exhaustive.
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Table 1: Areas of study
Area of study: Management practices
Management practices involve business structures, the impact of internal or
Focus external environments on businesses, and the roles of business managers who
plan, organise and lead businesses.
 Business managers plan, organise, lead and communicate to achieve business
objectives.
Suggested subject matter
 Strategic business management includes the analysis of marketing, operations,
finance and human resources to ensure the effective and efficient use of human
and physical resources.
 Production efficiency and the creation of profit are primary goals of business
managers, but they are not the only criteria of business success.
 Business managers consider the views of stakeholders, risks, resources, and the
internal and external environment as they make decisions to achieve business
goals and objectives.
 Different levels of management fulfil specific roles and functions, with
communication between managers and professional networks being crucial to
business success.
 Business management decisions and behaviour often involve ethical
considerations, which may conflict with profit considerations and corporate
culture.
 Businesses must comply with legal and registration requirements appropriate to
legal structures pertaining to the business.

Businesses undertake audits to determine corporate social responsibility and
develop codes of conduct.
Area of study: Marketing management
Suggested subject matter
Marketing management involves businesses researching consumer markets
Focus and tailoring products, ideas or services to satisfy the changing needs or wants
of consumers and society.
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 Marketing involves activities designed to identify and satisfy consumer wants
and needs, responding to changes in consumer behaviour.
 Business managers select an appropriate marketing orientation suitable to their
target market.
 Management decisions in marketing are impacted by legislation, societal and
ethical considerations.
 Effective marketing is a competitive advantage that business managers use to
achieve objectives.
 The marketing mix is a generally accepted set of marketing variables — price,
product, promotion and place.
 The marketing strategy involves analysis, selecting a target market and creating
an appropriate marketing mix.
 Marketing planning is a systematic way of assessing marketing opportunities and
determining marketing strategies.
 Marketing research follows a process that provides primary and secondary data
to help identify marketing opportunities.
 Changing technologies provide alternative marketing opportunities and affect
marketing strategies.
Business Management Senior Syllabus 2013
Area of study: Operations management
Suggested subject matter
Focus
Operations management involves businesses efficiently and effectively
converting inputs into quality products or services desired by customers.
 Operations managers make strategic decisions involving planning, developing
and controlling the activities required to create a product and supply a service.
 Operations management includes strategic and operational planning.
 Operations decisions are made based on purchasing, dispatching, inventory
control, scheduling, maintenance (corrective and preventative) and quality
control.
 Operations management is influenced by production philosophies and
scheduling techniques that ensure materials are in the right place at the right
time (e.g. just-in-time, total quality management).
 Organisational tools, such as Gantt charts, are useful for planning and
scheduling operations.
 Technology plays an increasing role in operations and impacts on the nature of
work with issues such as outsourcing and deskilling arising.
 Ethical issues such as conservation, environmental concerns and offshore
production affect operations management decisions.
Area of study: Financial management
Suggested subject matter
Focus
Financial management occurs through the analysis and interpretation of
financial records and is necessary when achieving business goals.
 The role of financial management is to ensure that financial decisions allow the
business to survive, grow and achieve its goals and objectives.
 The objectives of financial management are liquidity, profitability, risk
minimisation and growth, which may conflict at times.
 Financial management is influenced by the legal structure of the business, ethics
and the external environment in which it operates.
 Financial management involves sourcing and managing the risks of finance.
 Finance can be short term, long term, internal, external, local or global.
 Financial managers use tools such as financial ratio analyses to make financial
management decisions and for information disclosure.
 Financial management involves the analysis and interpretation of financial
statements in decision making.
 Financial managers develop investment strategies based on the evaluation of
financial risk in order to meet business goals.
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Area of study: Human resource management
Suggested subject matter
Focus
Human resource management involves using the principles of job design, and
managing people and employment cycles.
 Human resource management involves attracting, motivating, developing,
training and retaining the appropriate mix of human resources.
 Human resource managers design and implement strategies to manage the
employment cycle, including performance appraisal, to achieve business
objectives.
 The effective management of human resources requires an understanding of the
theories of management and leadership.
 The relative bargaining power of a human resource manager or business is
affected by various factors such as the extent of unionisation, government
regulation, and supply and demand.
 Human resource managers facilitate communication and cooperation between
management and employees to achieve personal and business goals, which
may differ at times.
 Human resource managers work within ethical and legal boundaries to achieve
business, individual and societal goals and objectives.
 Understanding individual and cultural diversity, showing tolerance to other points
of view, and encouraging consensus and collaboration enables the negotiation of
mutually beneficial outcomes.
 Forming strategic alliances, supporting others and contributing to team efforts
enables employees to achieve personal and business goals.
Area of study: Business development
Suggested subject matter
Focus
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Business development involves entrepreneurship as students develop and test
ideas, preparing feasibility studies to determine the viability of those ideas.
 Entrepreneurship requires innovation, creativity, initiative and an understanding
of processes for testing the viability and ethical nature of new ideas.
 Intrapreneurship is encouraged in business through building a flexible and
supportive environment that encourages free thinking and the sharing of ideas.
 Entrepreneurial ideas use evolving technologies to generate ideas, increase
market share and achieve business goals.
 Entrepreneurial ideas come to fruition through the development of clear business
feasibility studies.
 Business proposals consist of a business profile, competition analysis,
recommendations and an evaluation of the proposal to determine the viability of
the proposed business idea.
 A competition analysis should incorporate marketing, human resources, financial
and operational considerations.
 Analysing and comparing competitors are useful techniques for formulating
recommendations for a proposed business.
 An evaluation of the business proposal provides a test of feasibility and viability
of the proposed business allowing decisions for future action to be made.
Business Management Senior Syllabus 2013
3.1.3 Developing units of work using areas of study
When developing units of work, areas of study may be taught discretely or in combination. Units
of work are developed by selecting relevant areas of study and devising learning experiences that
involve a range of business situations.
These learning experiences are developed by drawing together:
 objectives from the dimensions
 relevant subject matter that develops understanding of the focuses of the selected areas of
study
 a range of business situations, such as case studies, examples or business ventures
 underpinning practices: communication strategies and management strategies.
For example, a unit of work devised to teach the focus of operations management may include
local and international business case studies from small-to-medium enterprises and large
businesses.
3.1.4 Developing contextualised units of work
Contextualised units of work involve students engaging with the areas of study through authentic
and relevant business situations. Each contextualised unit of work integrates at least two areas of
study.
Schools devise contexts suited to student interests, school location, resource availability and
teacher expertise. A school could devise a course of study that delivers all areas of study through
contextualised units of work.
A context may include:
 business types (e.g. local, national and international businesses, small-to-medium
enterprises, large businesses)
 organisations and institutions (e.g. not-for-profit organisations, governments, universities)
 industries (e.g. sports, agriculture, marine, hospitality, tourism)
 a specific business (e.g. an extended case study of Dick Smith Electronics)
 a business venture
 issues affecting businesses (e.g. global financial crisis, change, technological developments).
To develop a contextualised unit of work, schools identify:
 a suitable context
 at least two relevant areas of study and their focuses
 relevant subject matter from selected areas of study
 suitable learning experiences which draw together objectives, contextualised subject matter
and underpinning practices.
For example, small-to-medium enterprise management may be developed as a contextualised
unit of work. The focuses of management practices, human resource management and business
development are taught in the context of small-to-medium enterprise management. A specific
small-to-medium enterprise could be selected provided sufficient information is accessible.
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3.2
Advice, guidelines and resources
The following advice, guidelines and resources support the implementation of the syllabus.
Where indicated further information may be obtained from the Business Management subject
page of the QSA website <www.qsa.qld.edu.au/20320.html>.
3.2.1 Aboriginal and Torres Strait Islander perspectives
The Queensland Government has a vision that Aboriginal and Torres Strait Islander
Queenslanders have their cultures affirmed, heritage sustained and the same prospects for
health, prosperity and quality of life as other Queenslanders. The QSA is committed to helping
achieve this vision and encourages teachers to include Aboriginal and Torres Strait Islander
perspectives in the curriculum.
The Queensland Studies Authority (QSA) recognises Aboriginal and Torres Strait Islander
peoples, their traditions, histories and experiences from before European settlement and
colonisation through to the present time. To strengthen students’ appreciation and understanding
of the first peoples of the land, opportunities exist in the syllabus to encourage engagement with
Aboriginal and Torres Strait Islander:
 frameworks of knowledge and ways of learning
 contexts in which Aboriginal and Torres Strait Islander peoples live
 contributions to Australian society and cultures.
Aboriginal and Torres Strait Islander businesses operate around Australia, with small-to-medium
enterprises and large businesses engaged in a variety of activities (e.g. making, selling, exhibiting
and exporting artefacts, conducting tourism operations and providing services, both paid and
not-for-profit). The components of business management could be considered in relation to
Aboriginal and Torres Strait Islander businesses.
Subject-specific resources are available on the Business Management subject page of the QSA
website <www.qsa.qld.edu.au/20320.html>. In addition, guidelines about Aboriginal and Torres
Strait Islander perspectives and resources for teaching are available on the QSA website
<www.qsa.qld.edu.au/577.html>.
3.2.2 Composite classes
This syllabus enables teachers to develop a course of study that caters for a variety of ways to
organise learning, such as combined Years 11 and 12 classes, combined campuses, or modes of
delivery involving periods of student-managed study. This resource provides guidelines about
composite classes.
3.2.3 Embedding educational equity in the course of study
Equity means fair treatment of all. In developing work programs from this syllabus, schools need
to provide opportunities for all students to demonstrate what they know and what they can do.
All students, therefore, should have equitable access to educational programs and human and
material resources.
In addition to the subject-specific resources available on the Business Management subject page,
guidelines about educational equity and resources for devising an inclusive work program are
available on the QSA website <www.qsa.qld.edu.au/10188.html>.
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3.2.4 Language education in Business Management
It is the responsibility of teachers to develop and monitor students’ abilities to use the forms of
language appropriate to their own subject areas. This involves providing opportunities for the
development of students’ abilities in:
 selection and sequencing of information required in various forms (such as reports, essays,
interviews and seminar presentations)
 use of technical terms and their definitions
 use of correct grammar, spelling, punctuation and layout.
3.2.5 Learning experiences and sample resources
This resource provides guidelines for learning experiences and sample resources, which may
include unit/s of work.
3.2.6 Mathematical concepts in Business Management
It is the responsibility of teachers to develop and monitor students’ abilities to use mathematical
concepts appropriate to their own subject areas. This involves providing opportunities for the
development of students’ abilities to:
 comprehend basic concepts and terms underpinning the areas of number, space, probability
and statistics, and measurement
 extract, convert or translate information given in numerical forms, or as diagrams, maps,
graphs or tables
 calculate and apply procedures
 use skills or apply concepts from one problem or one subject to another.
3.2.7 Reference materials
This resource provides links to reference materials, text and reference books, websites,
newspaper reports, periodicals, electronic media and learning technology, and organisations and
community resources for the subject.
3.2.8 Work program requirements
A work program is the school’s plan of how the course of study will be delivered and assessed,
based on the school’s interpretation of the syllabus. It allows for the special characteristics of the
individual school and its students. Work program requirements are available on the Business
Management subject page of the QSA website <www.qsa.qld.edu.au/20320.html>. Instructions
for online submission of work programs are available from
<https://www.qsa.qld.edu.au/wponline/login.qsa>.
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4 Assessment
Assessment is an integral part of the teaching and learning process. For Years 11 and 12 it is the
purposeful, systematic and ongoing collection of information about student learning outlined in the
senior syllabuses.
In Queensland, assessment is standards based. The standards for each subject are described in
dimensions, which identify the valued features of the subject about which evidence of student
learning is collected and assessed. The standards describe the characteristics of student work.
The major purposes of assessment in senior Authority subjects are to:
 promote, assist and improve learning
 inform programs of teaching and learning
 advise students about their own progress to help them achieve as well as they are able
 give information to parents, carers and teachers about the progress and achievements of
individual students to help them achieve as well as they are able
 provide comparable levels of achievement in each Authority subject which may contribute
credit towards a Queensland Certificate of Education
 provide base data for tertiary entrance purposes
 provide information about how well groups of students are achieving for school authorities and
the State Minister responsible for Education.
4.1
Principles of exit assessment
All the principles of exit assessment must be used when planning an assessment program and
must be applied when making decisions about exit levels of achievement.
A standards-based assessment program for the four-semester course of study requires
application of the following interdependent principles:
 information is gathered through a process of continuous assessment, i.e. continuous
assessment
 balance of assessment is a balance over the course of study and not necessarily a balance
over a semester or between semesters, i.e. balance
 exit levels of achievement are devised from student achievement in all areas identified in the
syllabus as being mandatory, i.e. mandatory aspects of the syllabus
 assessment of a student’s achievement is in the significant aspects of the course of study
identified in the syllabus and the school’s work program, i.e. significant aspects of the course
of study
 selective updating of a student’s achievement is undertaken over the course of study, i.e.
selective updating
 exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study, i.e. fullest and latest information.
4.1.1 Continuous assessment
Judgments about student achievement made at exit from a course of study must be based on an
assessment program of continuous assessment.
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Continuous assessment involves gathering information on student achievement using
assessment instruments administered at suitable intervals over the developmental four-semester
course of study.
In continuous assessment, all assessment instruments have a formative purpose — to improve
teaching and student learning and achievement.
When students exit the course of study, teachers make a summative judgment about their levels
of achievement in accordance with the standards matrix.
The process of continuous assessment provides the framework in which the other five principles
of exit assessment operate: balance, mandatory aspects of the syllabus, significant aspects of the
course of study, selective updating, and fullest and latest information.
4.1.2 Balance
Judgments about student achievement made at exit from a course of study must be based on a
balance of assessments over the course of study.
Balance of assessment is a balance over the course of study and not a balance within a semester
or between semesters.
Balance of assessment means judgments about students’ achievements of the dimensions and
objectives are made a number of times using a variety of assessment techniques and a range of
assessment conditions over the developmental four-semester course of study.
See also Section 4.6, Verification folio requirements.
4.1.3 Mandatory aspects of the syllabus
Judgments about student achievement made at exit from a course of study must be based on
mandatory aspects of the syllabus.
The mandatory aspects are:
 the dimensions Knowing and understanding business management, Applying and analysing
management strategies and Evaluating and communicating management strategies
 the focus of each area of study covered in Year 12.
To ensure that the judgment of student achievement at exit from a four-semester course of study
is based on the mandatory aspects, the exit standards for the dimensions stated in the standards
matrix must be used (see Section 4.8.2, Awarding exit levels of achievement).
4.1.4 Significant aspects of the course of study
Judgments about student achievement made at exit from a course of study must be based on
significant aspects of the course of study.
Significant aspects are those areas described in the school’s work program that have been
selected from the choices permitted by the syllabus to meet local needs.
The significant aspects must be consistent with the objectives of the syllabus and complement
the developmental nature of learning in the course of study over four semesters.
4.1.5 Selective updating
Judgments about student achievement made at exit from a course of study must be selectively
updated throughout the course of study.
Selective updating is related to the developmental nature of the course of study and works in
conjunction with the principle of fullest and latest information.
As subject matter is treated at increasing levels of complexity, assessment information gathered
at earlier stages of the course of study may no longer be representative of student achievement.
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Therefore, the information should be selectively and continually updated (and not averaged) to
accurately represent student achievement.
Schools may apply the principle of selective updating to the whole subject group or to individual
students.
Whole subject-group
A school develops an assessment program so that, in accordance with the developmental nature
of the course of study, later assessment information based on the same groups of objectives
replaces earlier assessment information.
Individual student
A school determines the assessment folio for verification or exit (post-verification). The student’s
assessment folio must be representative of the student’s achievements over the course of study.
The assessment folio does not have to be the same for all students; however, the folio must
conform to the syllabus requirements and the school’s approved work program.
Selective updating must not involve students reworking and resubmitting previously graded
responses to assessment instruments.
4.1.6 Fullest and latest information
Judgments about student achievement made at exit from a course of study must be based on the
fullest and latest information available.
 Fullest refers to information about student achievement gathered across the range of
objectives.
 Latest refers to information about student achievement gathered from the most recent period
in which achievement of the objectives is assessed.
As the assessment program is developmental, fullest and latest information will most likely come
from Year 12 for those students who complete four semesters of the course of study.
The fullest and latest assessment information on mandatory and significant aspects of the course
of study is recorded on a student profile.
4.2
Planning an assessment program
To achieve the purposes of assessment listed at the beginning of this section, schools must
consider the following when planning a standards-based assessment program:
 dimensions and objectives (see Section 2)
 course organisation (see Section 3)
 principles of exit assessment (see Section 4.1)
 variety in assessment techniques and conditions over the four-semester course of study
(see Section 4.5)
 verification folio requirements, i.e. the range and mix of assessment instruments necessary to
reach valid judgments of students’ standards of achievement (see Section 4.6)
 post-verification assessment (see Section 4.6.1)
 exit standards (see Section 4.7).
In keeping with the principle of continuous assessment, students should have opportunities to
become familiar with the assessment techniques that will be used to make summative judgments.
Further information can be found on the Business Management subject page of the QSA website
<www.qsa.qld.edu.au/20320.html>.
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Business Management Senior Syllabus 2013
4.3
Special provisions
Guidance about the nature and appropriateness of special provisions for particular students are
described in QSA’s Policy on Special Provisions for School-based Assessments in Authority and
Authority-registered Subjects (2009), <www.qsa.qld.edu.au/2132.html>.
This statement provides guidance on responsibilities, principles and strategies that schools may
need to consider in their school settings. Reasonable adjustments to students with specific
educational needs must be planned and negotiated as early as possible so that students can be
provided with appropriate support in order to commence, participate and complete course of
study requirements. The special provisions might involve alternative teaching approaches,
assessment plans and learning experiences.
4.4
Authentication of student work
It is essential that judgments of student achievement be made on genuine student assessment
responses. Teachers should ensure that students’ work is their own, particularly where students
have access to electronic resources or when they are preparing collaborative tasks.
The QSA’s A–Z of Senior Moderation contains a strategy on authenticating student work
<www.qsa.qld.edu.au/10773.html>. This provides information about various methods teachers
can use to monitor that students’ work is their own. Particular methods outlined include:
 teachers seeing plans and drafts of student work
 student production and maintenance of evidence for the development of responses
 student acknowledgment of resources used.
Teachers must ensure students use consistent accepted conventions of in-text citation and
referencing, where appropriate.
Further advice on drafting of student assessment responses is available on the Business
Management subject page of the QSA website <www.qsa.qld.edu.au/20320.html>.
4.5
Assessment techniques
The assessment techniques relevant to this syllabus are identified in Figure 1 below, and
described in detail in Sections 4.5.3, 4.5.4 and 4.5.5.
Figure 1: Business Management assessment techniques
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Schools design assessment instruments from the assessment techniques relevant to this
syllabus. For each assessment instrument, schools develop an instrument-specific standards
matrix by selecting the syllabus standards descriptors for the dimension/s to be assessed. The
matrix is used as a tool for making judgments about the quality of students’ responses to the
instrument and is informed by the syllabus standards descriptors. Assessment is designed to
allow students to demonstrate the range of standards (see Section 4.8.2, Awarding exit levels of
achievement). Teachers give students an instrument-specific standards matrix for each
assessment instrument.
Where students undertake assessment in a group or team, instruments must be designed so that
teachers can validly assess the work of individual students and not apply a judgment of the group
product and processes to all individuals.
The assessment instruments students respond to in a Year 11 assessment program should
support those included in Year 12.
The conditions of assessment, possible modes for assessment and supporting evidence are
identified and described below.
4.5.1 Conditions of assessment
Over a four-semester course of study, students are required to complete assessment under a
range of conditions (see Section 4.1.2, Balance).
Conditions may vary according to assessment. Conditions should be stated clearly on
assessment instruments and may include:
 whether supervised or unsupervised
 indicating individual, group or team
 stating time allowed (with perusal time as needed)
 stating length required
 using seen or unseen questions
 using sources or technologies.
Where support materials or technologies (e.g. notes, calculators or computers) are used under
supervised conditions, schools must ensure that the purpose of supervised conditions (i.e. to
authenticate student work) is maintained.
4.5.2 Modes of assessment
Assessment techniques may be presented in a variety of modes, e.g. written, spoken/signed and
multimodal. An assessment response is communicated to an audience for a particular purpose
which may influence the type of text, language features and other textual features used in the
response. Purposes may include analysing; persuading; arguing; informing; presenting
investigative, experimental or field-based findings; creating; performing; showcasing; reviewing a
text or situation; completing calculations or solving problems.
Referencing conventions must be followed regardless of the mode of assessment.
Written responses
Written responses require students to communicate a written assessment response to an
audience for a particular purpose.
Spoken responses
Spoken responses require students to present a spoken assessment response to a live or virtual
audience (i.e. through the use of technology) for a particular purpose.
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Business Management Senior Syllabus 2013
Multimodal responses
A multimodal response uses a combination of at least two modes to communicate an assessment
response to a live or virtual audience for a particular purpose.
Modes include:
 written
 spoken/signed
 nonverbal, e.g. physical, visual, auditory.
Each of the selected modes contributes significantly to the multimodal response.
Different technologies may be used in the creation or presentation of the response. Replication of
a written document into an electronic or digital format does not constitute a multimodal response.
When making judgments about multimodal responses, teachers apply the standards to the entire
response — that is to all modes used to communicate the response.
Supporting evidence
Supporting evidence is required to substantiate decisions made on spoken and multimodal
responses for monitoring, verification and exit purposes. Evidence to support spoken or
multimodal responses may include:
 research
 notes or annotations
 summary of findings
 seminar brief or conference paper
 a recording of the response (as appropriate).
When students present feasibility studies as a spoken or multimodal response, supporting
evidence must be provided to substantiate teacher judgments. Supporting evidence should
demonstrate students’:
 selection and organisation of business information
 analysis and interpretation of business information and management strategies
 evaluation of management strategies
 formulation and justification of recommendations.
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4.5.3 Feasibility study
Assessment technique: Feasibility study
Purpose
This technique assesses the application of higher order cognition (analysis, evaluation, and formulation
and justification of recommendations) to a feasibility study of an existing (real or simulated) business or
start-up business. Through the analysis of existing or competing businesses, feasibility studies seek to
determine the viability of a business idea or the viability of a start-up business.
Dimensions to be assessed
The dimensions to be assessed should be clearly stated on assessment instruments. This assessment
technique is best used to determine student achievement in objectives from the dimensions:
 Knowing and understanding business management
 Applying and analysing management strategies
 Evaluating and communicating management strategies.
Feasibility studies

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


Feasibility studies are central to the strategic management of existing businesses or the strategic
development of a start-up business.
Developing feasibility studies may involve the:
 use of business management terms, concepts and theories
 description of the business situation
 explanation of management processes and strategies
 selection and organisation of business information
 identification of issues in the business situation
 analysis and interpretation of business information and management strategies
 evaluation of management strategies in the existing business and/or competitor’s business
 formulation and justification of recommendations for the existing or start-up business.
Feasibility studies may use bullet points and diagrams/charts as appropriate.
It is not appropriate for terms to be defined within this technique or for appendices to be included.
Where one area of study is included in an assessment instrument, the feasibility study should be
named accordingly (e.g. Marketing feasibility study).
Business feasibility studies include two or more relevant areas of study. The task should be
designed to allow students to complete all aspects within the assessment conditions.
Possible assessment instruments
Assessment instruments that may be developed to assess the assessment technique feasibility
study include:
 marketing feasibility study
 operations feasibility study
 finance feasibility study
 human resources feasibility study
 business feasibility study (including two or more areas of study).
Assessment conditions
Year 11
Year 12
Written:
800–1000 words
1000–1500 words
Spoken:
3–4 minutes
4–5 minutes
Multimodal:
3–5 minutes
5–7 minutes
Further guidance
When a feasibility study is presented as a spoken or multimodal response, supporting evidence must be
provided. Evidence gathered from each feasibility study may only contribute once to the student profile.
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Business Management Senior Syllabus 2013
4.5.4 Examination
Assessment technique: Examination
Purpose
This technique assesses the application of a range of cognition (knowledge, understanding, application,
analysis, evaluation and formulation and justification of recommendations) to responses completed
under supervised conditions.
Dimensions to be assessed
The dimensions to be assessed should be clearly stated on assessment instruments. This assessment
technique is best used to determine student achievement in objectives from the dimensions:
 Knowing and understanding business management
 Applying and analysing management strategies
 Evaluating and communicating management strategies.
Types of examination
Short response test



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



Short response tests typically consist of a number of items, which involve students responding to
questions or business situations.
Short response tests occur under supervised conditions as students produce work individually and in
a set time to ensure authenticity.
Items will be in response to questions or statements which are typically unseen. If seen, teachers
must ensure the purpose of this technique is not compromised.
Stimulus materials may also be used and may be seen or unseen.
Unseen questions, statements or stimulus materials should not be copied from information or texts
that students have previously been exposed to or have directly used in class.
Items may include activities that require:
 explanations longer than one sentence
 ideas maintained, developed and justified
 full-sentence responses, constructing a piece of prose that may have one or several paragraphs.
Items may require students to construct, use, interpret or analyse primary or secondary data,
graphs, tables, diagrams or financial information.
Items may include multiple-choice and sentence answers. These types of questions, while useful for
assessing content knowledge, are difficult to construct if trying to elicit meaningful higher order
cognitive responses.
Extended response test



Extended response tests require students to demonstrate sustained analysis, interpretation and
evaluation to answer a question fully or deal with issues in a business situation.
Extended response tests occur under supervised conditions where students produce work
individually in a set time to ensure authenticity.
Students respond to stimulus (e.g. case studies, scenarios, sources) that may be seen or unseen,
and a seen or unseen question or statement.
Assessment conditions
Year 11
Year 12
Recommended duration:
1–1.5 hours
1.5–2 hours
Short response test:
50–250 words per response
50–250 words per response
Extended response test:
400–600 words per response
600–800 words per response
Further guidance
Teachers who wish to offer an extended response but not as a test (i.e. not under supervised
conditions) should refer to the assessment technique: Extended response (see Section 4.5.5).
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4.5.5 Extended response
Assessment technique: Extended response
Purpose
This technique assesses the sustained application of higher order cognition (analysis, evaluation, and
formulation and justification of recommendations) in responding to research or stimulus materials.
Students may respond to business situations and analyse, interpret and evaluate business information
and management strategies to formulate and justify recommendations. Students may apply knowledge
to the development of a business venture to formulate, enact and evaluate the impact of management
strategies in business situations.
Dimensions to be assessed
The dimensions to be assessed should be clearly stated on assessment instruments. This assessment
technique is best used to determine student achievement in objectives from the dimensions:
 Knowing and understanding business management
 Applying and analysing management strategies
 Evaluating and communicating management strategies.
Types of extended response
Extended research response



An extended research response involves students collecting, selecting, organising and using
information that goes beyond the data students have been given and the knowledge they currently
possess.
An extended research response occurs over a set period of time. Students may use class time and
their own time to conduct research and develop a response.
An action research (business venture) is a specialised extended research response used to
demonstrate the practical application of business management strategies to a business venture.
Action research may involve students:
 planning a course of action for running a business venture, enacting and evaluating the
management strategies
 developing the underpinning practices of communication strategies and management strategies
through working in partnerships, groups or teams to enact the business venture
 defining and/or using business management terms, concepts and theories relevant to the
business venture
 describing the business venture
 explaining the management processes and strategies implemented in the business venture
 selecting and organising business information gathered through the business venture
 identifying issues relevant to the business venture
 analysing and interpreting business information and management strategies relevant to the
business venture
 formulating and justifying recommendations for the business venture
 evaluating management strategies enacted in the business venture.
Extended response to stimulus
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An extended response to stimulus involves students in applying management understandings to
case studies and issues.
Stimulus materials are known or provided materials/sources and concepts. This may include case
studies, scenarios, media articles, statistics, financial accounts or images/diagrams.
An extended response to stimulus occurs over a set period of time. Students may use class time and
their own time to develop a response.
While research may occur in the writing of the extended response to stimulus, it is not the focus of
this technique.
Students respond to a seen question or statement using data, researched information, primary
and/or secondary sources.
Business Management Senior Syllabus 2013
Assessment technique: Extended response
Possible assessment instruments
Assessment instruments that may be developed to assess extended response include:
 essay, e.g. analytical, persuasive/argumentative, informative
 report, e.g. investigative
 action research report, e.g. business venture
 article, e.g. magazine or journal, may be analytical, persuasive, informative
 speech, e.g. analytical, persuasive/argumentative or informative
 interview or debate
 news segment or documentary
 webcast or podcast
 a presentation combining speaking with data presentation or slide show
 a seminar combining speaking with visual prompts, e.g. posters, brochures, handouts
 a digital presentation or documentary combining images, sound bites, blog entries and embedded
videos.
Year 11
Year 12
extended research response
800–1000 words
1000–1500 words
extended response to stimulus
600–1000 words
800–1200 words
Spoken:
3–4 minutes
4–5 minutes
Multimodal:
3–5 minutes
5–7 minutes
Assessment conditions
Written:


Further guidance
Teachers who wish to offer an extended response as a test (supervised conditions) should refer to the
assessment technique: Examination (see Section 4.5.4).
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4.6
Verification folio requirements
A verification folio is a collection of a student’s responses to assessment instruments on which
the interim level of achievement is based. For students who are to exit after four semesters, each
folio should contain the range of assessments for making summative judgments as stated below.
Students’ verification folios for Business Management are to contain a minimum of four and a
maximum of six assessment instruments and the relevant student responses. Each folio must
include:
 evidence of student work from Year 12 only
 evidence of all dimensions being assessed at least three times
 one feasibility study assessing all three dimensions (see Section 4.5.3)
 one supervised extended response test responding to an unseen question, and assessing all
three dimensions (see Section 4.5.4)
 a student profile completed to date.
For information about preparing monitoring and verification submissions, schools should refer to
QSA’s Moderation handbook for Authority subjects, <www.qsa.qld.edu.au/10773.html>.
4.6.1 Post-verification assessment
In addition to the contents of the verification folio, there must be at least one subsequent
summative assessment in the exit folio completed after verification. For this syllabus, students are
to complete an assessment response that assesses all three dimensions.
4.7
Exit standards
Exit standards are used to make judgments about students’ levels of achievement at exit from a
course of study. The standards are described in the same dimensions as the objectives of the
syllabus. The standards describe how well students have achieved the objectives and are stated
in the standards matrix.
The following dimensions must be used:
 Dimension 1: Knowing and understanding business management
 Dimension 2: Applying and analysing management strategies
 Dimension 3: Evaluating and communicating management strategies.
Each dimension must be assessed in each semester, and each dimension is to make an equal
contribution to the determination of exit levels of achievement.
4.8
Determining exit levels of achievement
When students exit the course of study, the school is required to award each student an exit level
of achievement from one of the five levels:
 Very High Achievement (VHA)
 High Achievement (HA)
 Sound Achievement (SA)
 Limited Achievement (LA)
 Very Limited Achievement (VLA).
All the principles of exit assessment must be applied when making decisions about exit levels of
achievement.
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Business Management Senior Syllabus 2013
Exit levels of achievement are summative judgments made when students exit the course of
study. For most students this will be after four semesters. For these students, judgments are
based on exit folios providing evidence of achievement in relation to all objectives of the syllabus
and standards.
For students who exit before completing four semesters, judgments are made based on the
evidence of achievement to that stage of the course of study and the principles of exit
assessment.
4.8.1 Determining a standard
The standard awarded is an on-balance judgment about how the qualities of the student’s
responses match the standards descriptors in each dimension. This means that it is not
necessary for the student responses to have been matched to every descriptor for a particular
standard in each dimension.
4.8.2 Awarding exit levels of achievement
When standards have been determined in each of the dimensions for this subject, Table 2 below
is used to award exit levels of achievement, where A represents the highest standard and E the
lowest. The table indicates the minimum combination of standards across the dimensions for
each level.
Table 2: Awarding exit levels of achievement
VHA
Standard A in any two dimensions and no less than a B in the remaining dimension
HA
Standard B in any two dimensions and no less than a C in the remaining dimension
SA
Standard C in any two dimensions and no less than a D in the remaining dimension
LA
At least Standard D in any two dimensions and an E in the remaining dimension
VLA
Standard E in the three dimensions
Further information is available in the QSA’s Moderation handbook for Authority subjects,
<www.qsa.qld.edu.au/10773.html>.
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4.8.3 Standards matrix
Applying and analysing management strategies
Knowing and understanding business
management
Standard A
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Standard B
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

thorough definition and
discerning use of relevant
business management
terms, concepts and
theories

detailed definition and
appropriate use of
business management
terms, concepts and
theories

definition and use of
business management
terms, concepts and
theories

simple definition and use of 
some business
management terms,
concepts or theories

thorough description of
business situations using a
comprehensive range of
relevant examples

detailed description of
business situations using a
range of examples

description of business
situations using examples

simple description of
business situations using
few examples

statement of elements of
business situations

comprehensive explanation 
of complex management
processes and strategies.
detailed explanation of
management processes
and strategies.

explanation of
management processes
and strategies.

cursory explanation of
simple management
processes and strategies.

statement of management
processes or strategies.
The student work has the
following characteristics:
The student work has the
following characteristics:

purposeful selection and
organisation of business
information from a
comprehensive range of
valid primary and
secondary sources


discerning and systematic 
application of knowledge in
business situations to
identify a comprehensive
range of issues

thorough and discerning
analysis of business
information and
management strategies,
and accurate interpretation
of a comprehensive range
of trends, patterns and
relationships.
Business Management

The student work has the
following characteristics:
purposeful selection and

organisation of business
information from a range of
valid primary and
secondary sources
selection and organisation
of business information
from primary and
secondary sources
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

partial organisation of
business information from
sources

statement of business
information

statement of issues
systematic application of
knowledge in business
situations to identify a
range of issues

application of knowledge in 
business situations to
identify issues
simple application of
knowledge in business
situations to identify issues
detailed and informed
analysis of business
information and
management strategies,
and accurate interpretation
of a range of trends,
patterns and relationships.

analysis of business

information and
management strategies,
and interpretation of trends,
patterns and relationships.
partial analysis of business 
information or management
strategies, and
identification of some
trends, patterns and
relationships.
Senior Syllabus 2013
use of some business
management terms,
concepts or theories
statement of trends,
patterns or relationships.
Queensland Studies Authority
Standard A
Evaluating and communicating
management strategies
The student work has the
following characteristics:
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Standard B
The student work has the
following characteristics:
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
detailed evaluation of
management strategies to
formulate valid
recommendations

evaluation of management
strategies to formulate
recommendations

simple evaluation of
management strategies to
state recommendations

description of management
strategies or statement of
simple recommendations

thorough and insightful

evaluation of management
strategies to formulate valid
and purposeful
recommendations

well-reasoned justification
of recommendations using
relevant evidence

valid justification of
recommendations using
relevant evidence

justification of
recommendations using
evidence

simple justification of some
recommendations

statement of opinions

coherent communication
with discriminating use of
language conventions to
suit audiences and
purposes.

clear communication with
appropriate use of
language conventions to
suit audiences and
purposes.

communication using
language conventions to
suit audiences and
purposes.

communication using
inconsistent language
conventions.

communication that
impedes meaning.
Business Management
Senior Syllabus 2013
Queensland Studies Authority
5 Glossary
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Term
Explanation
accurate
precise and correct
analyse
dissect to ascertain and examine constituent parts and/or their relationships;
consider in detail for the purpose of finding meaning or relationships, and
identifying patterns, similarities and differences
apply
employ knowledge and skills in a particular situation
audience
the intended group of readers, listeners or viewers that the writer or speaker is
addressing
basic
fundamental; elementary or simple
case study
a real or simulated business situation or example
clear
plain and open, without ambiguity
coherent
rational with parts that are harmonious, well-structured and that make sense
communicate
convey information about, make known, clearly reveal or make known
compare
display recognition of similarities and differences and recognise the significance
of these similarities and differences
comprehensive
of broad scope or content
concepts
in the context of this subject, a concept is a basic or fundamental idea, notion or
element
conclusion
a judgment based on evidence
considered
thought about or decided upon with care
context
a framework for the development of meaningful learning experiences which
provide students with opportunities to learn in circumstances that are relevant and
interesting to them and are used to bring aspects of the areas of study together in
real-world scenarios
contrast
display recognition of differences by deliberate juxtaposition of contrary elements
data
the measurement of an attribute; not necessarily a single measurement; data can
be qualitative or quantitative
decision
a choice or determination formed following the consideration of alternatives
describe
provide an account of features
detailed
containing numerous facts or aspects
discerning
showing good judgment; selected for value or relevance
effective
meeting the assigned purpose
explain
provide additional information that demonstrates understanding and reasoning;
present a meaning with clarity, precision, completeness, and with due regard to
the order of statements in the explanation
evaluate
examine and judge the merit or significance of something, including processes,
descriptions, relationships or data, according to criteria
impede
hamper, limit, block or decrease the action or function of
Business Management Senior Syllabus [Year]
Term
Explanation
inconsistent
lacking in harmony between the different parts or elements; discrepant;
incongruous
information
knowledge or data gained from primary and secondary sources
insightful
clearly or deeply perceptive; judged to be fitting for a purpose
interpret
explain the meaning of information or actions
investigation
a process of answering a question, exploring an idea or solving a problem
issue
a point in question or a matter that is subject to debate
justify
provide sound reasons or evidence to support a statement; soundness requires
that the reasoning is logical and, where appropriate, that the premises are likely
to be true
language
conventions
the features of language that support meaning and assist in conveying meaning,
e.g. spelling, terminology, vocabulary, grammar, punctuation, sentence structure,
paragraphing, referencing, text type, mode
logical
rational and valid, internally consistent
obvious
easily seen, recognised, or understood; lacking in subtlety
organise
arrange methodically to form an ordered whole
primary data
information created by the person or persons directly involved in a study, mainly
generated through the gathering of first-hand experiences, e.g. surveys,
interviews
problem
a question proposed for solution
provided
given
purpose
the reason for which something is done, to achieve an intended result
range
a number of different things of the same general type; breadth
reasoned
logical and sound thinking
recall
remember information, ideas or experiences
recommendation
a proposal for an appropriate course of action
relationship
the connection or association between ideas, information or components of
concepts and theories
relevant
applicable, important and correct
representation
words, images, symbols or signs used to convey meaning
scenario
an account or summary of a future situation, event or a projected course of
action; used to determine different ways that future events might unfold
secondary data
information that has been compiled from primary sources by a person or persons
not directly involved in the study, collected through researching the studies and
works of others, e.g. journal and newspaper articles, reports
select
choose in preference to another or others
sequence
determine the arrangement of constituent parts
significant
important in effect or meaning
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Term
Explanation
simple
easy to understand and deal with, may concern a single or a basic aspect, few
steps, obvious data/outcomes, limited or no relationships
superficial
apparent and sometimes trivial
synthesise
assemble constituent parts into a coherent, unique and/or complex entity; the
term “entity” includes a system, theory, communication, plan or set of operations
system
groups of interacting concepts or processes that form an integrated whole
term
a word, name or expression used in a specialised field of knowledge
theory
a group of general propositions that can be used to explain and predict
occurrences; a system of rules or principles for conducting activities
thorough
demonstrating depth and breadth, inclusive of relevant detail
valid
applicable, legitimate and defensible
well-chosen
carefully selected to produce a desired effect
Business Management Senior Syllabus [Year]
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
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www.qsa.qld.edu.au