Scheme of work
Cambridge IGCSE®
Business Studies
0450
For examination from 2015
Scheme of work – Cambridge IGCSE® Business Studies (0450)
Contents
Contents ........................................................................................................................................................................................................................ 2
Unit 1: Understanding business activity.......................................................................................................................................................................... 6
Unit 2: People in business............................................................................................................................................................................................ 17
Unit 3: Marketing .......................................................................................................................................................................................................... 28
Unit 4: Operations management .................................................................................................................................................................................. 39
Unit 5: Financial information and decisions .................................................................................................................................................................. 48
Unit 6: External influences on business activity ............................................................................................................................................................ 56
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Scheme of work – Cambridge IGCSE® Business Studies (0450)
Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge IGCSE Business Studies has been broken down into
teaching units with suggested teaching activities and learning resources to use in the classroom.
Recommended prior knowledge
This syllabus can be studied without any prior knowledge of the subject, but it would be useful if learners have:
 an interest in national and global business issues
 reasonable writing skills
 good numeracy skills
Business Studies is a constantly changing subject. For example, every day new products are developed and businesses start up, expand or fail. External factors
impact on key business decisions. Throughout the course, learners need to keep up to date with important changes, in both their own country and in the wider
international economy, by regular reading of appropriate newspaper and magazine articles and internet sites.
Formative assessment opportunities are indicated throughout the scheme of work.
Outline
Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions
and there are many other useful activities to be found in the materials referred to in the learning resources column.
Opportunities for differentiation are indicated as Basic and/or Challenging; there is the potential for differentiation by resource, length, grouping, expected level of
outcome and degree of support by teacher throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to
the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation.
The units within the scheme of work are:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Understanding business activity
People in business
Marketing
Operations management
Financial information and decisions
External influences on business activity
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Teaching order
The units may be taught in the order indicated above, although it would be useful to be aware of the links between different parts of the course, such as the 1.3.3
part of Unit 1 (contents of a business plan) and Unit 3 (marketing) and parts of Unit 5 (finance). There are also close links between 3.4.3 (the opportunities and
problems of entering new markets abroad) with part 3 of Unit 6 (business and the international economy).
The units, however, do not necessarily have to be taught in this order. Each of the units in the scheme of work corresponds to the six sections of the syllabus, but
the teaching order and the order in the syllabus could be quite different. For example, the teaching order might be strongly influenced by whether the learners had
any prior knowledge of Business Studies or by whether they had studied other particular subjects, such as Economics, Accounts or Geography. The teaching order
might also be influenced by certain events or issues that were receiving a lot of publicity and which could help learners to understand the relevance of particular
parts of the course. There might also be various cross-curricular initiatives in certain centres at particular times, such as Charity or Enterprise week, and in such
cases it would be appropriate to adjust the teaching order to take account of such initiatives. In addition, you might want to teach sections of a unit in a different
order. For example sections 2.3 (recruitment, selection and training) could be taught after 2.1 (motivation) rather than after 2.2 (organisation and management).
The time allocation is an approximate guide only, but will help to give some indication of the time that will be needed to be allocated to each of the units.
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 Cambridge IGCSE Business Studies (syllabus 0450) can be found at www.cie.org.uk
Textbooks:
Textbooks endorsed by Cambridge International Examinations for use with the Cambridge Business Studies syllabus (syllabus code 0450) include:
Borrington, K and Stimpson, P. IGCSE Business Studies (4th edition), Hodder Education, 2013 ISBN: 9781444176582
Borrington, K and Stimpson, P. IGCSE Business Studies (3rd edition), Hodder Education, 2006 ISBN: 9780340926499
Dransfield, R, Needham, D, Garrett, L and King, J. Business Studies for IGCSE, Nelson Thornes, 2010 ISBN: 9781408506479
Houghton, M Cambridge IGCSE Business Studies Revision Guide, Cambridge University Press (India), 2013 ISBN: 9781107661622
Jones, R. IGCSE Business Studies, Heinemann, 2010 ISBN: 9780435991203
Nuttall,C and Houghton, M. Cambridge IGCSE Business Studies, Cambridge University Press, 2010 ISBN: 9780521122108
Titley, B. Complete Business Studies for Cambridge IGCSE & O Level, Oxford University Press, 2010 ISBN: 9780198310860
Please note: where content and activities are covered in both editions, references for Borrington and Stimpson are based on the 3rd edition.
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Websites:
The particular pages in the learning resources column for the units 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. There are a number of useful websites listed in each unit of
this scheme of work. Four websites that learners are likely to find particularly helpful are:
www.businesscasestudies.co.uk (the Times 100)
www.bized.co.uk
www.tutor2u.net
www.bbc.co.uk/schools/gcsebitesize/business
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Scheme of work – Cambridge IGCSE® Business Studies (0450)
Unit 1: Understanding business activity
Recommended prior knowledge
There is no requirement for prior knowledge, however, learners should develop knowledge of, and interest in, the business world around them. As this unit
introduces a number of basic concepts, it is useful to start with this unit. The unit lends itself well to assignment-based activity, in which learners are guided through
activities that help them to find out about the basic concepts. The assignment could be based around local businesses and aims to get learners to identify and
classify businesses in relation to their size, nature and objectives.
Context
The first unit introduces learners to the basic concepts of business and the business world and provides a framework for other units in the course. Understanding the
concepts of needs and wants and opportunity cost is important as this influences how business activity is organised in terms of production, marketing, and people.
Knowledge of the different forms of business organisation is important as joint ventures are discussed in Unit 3.4.1 as a way to enter markets abroad. Also, in Unit 5,
as the type of business influences the sources of finance and accounting information they have to provide.
The topics of business ownership and enterprise lends themselves well to learners setting up their own business within the school or college and this can be a very
useful mechanism for an enterprise activity and is also very helpful for developing other aspects of the course (especially marketing, finance and accounting).
Outline
The unit starts by exploring how business activity is used to help produce the goods and services to meet our needs and wants. Key terms such as opportunity cost,
specialisation and added value are introduced. It then examines the concept of what a business is – in terms of why they exist, the different ways they can be
classified, how and why some businesses grow but others remain small and some fail to survive. The unit ends with a consideration of other groups of people who
have an interest in business activity, how these different groups might have varying objectives, and finally analysing the implications of particular business decisions
in terms of possible conflicts.
It is suggested that approximately 15% of the course time should be allocated to this unit.
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
1.1
Learners should be able to
understand the purpose of
business activity.
An effective start is to find out what learners think Business Studies
is all about. You might want to get learners to make a presentation
in groups to address the question:
What makes a successful business?
Online:
www.bized.co.uk/educators/typein/busa
ctivityintro11 (lesson activities)
Draw out the key features of the course (Marketing, Human
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Cambridge IGCSE Business Studies (0450) – from 2015
What is a business?:
www.bbc.co.uk/schools/gcsebitesize/bu
6
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Resource Management, Finance, Operations Management). You
might want to produce a mind map based on learners responses
based on Nuttall and Houghton (page 14) example. (G)(Basic)
siness/aims/aimsactivitiesvid.shtml
(video)
Explain how businesses produce goods and services. Arrange
learners in groups and ask them to produce a list of their needs
and wants. All the endorsed textbooks have activities based on
this. You can extend this to discuss what is likely to happen to the
quantity of goods and services (such as food, clothing and
computers) that people will want in the future and whether it will be
possible to meet these wants. (G)(Basic) Or you can use the
activities in Chapter 1 of Nuttall and Houghton activity 1.1. and 1.2
(Basic)
Learners should be able to
demonstrate an understanding of
business activity in adding value
and helping to satisfy the needs
of customers in a changing
competitive environment.
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Cambridge IGCSE Business Studies
Nuttall and Houghton Chp 1 activity 1.1
and 1.2
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 4
Discuss the complete process from source to finished product in making
furniture (from forest to customers room) bringing out concepts of
customer, value added, consumer needs. (W)(Basic)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley pages 6–7
There is a case study in Borrington and Stimpson (3rd) (page 4).
Learners could read the relevant part in Titley pages 6–7, which also has
a more detailed example based on clothes production. As a basic
activity, you could use question 1, page 3 from Jones, or the two
activities on page 9 in Borrington and Stimpson (4th) ( I or
G)(Basic/Challenging)
IGCSE Business Studies
Jones Q1 page 3
This could be combined with syllabus ref 1.2 to also bring out
primary, secondary and tertiary sectors.
1.2.1
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 14
Describe and classify business
activity in terms of primary,
secondary and tertiary sectors.
You might want to start this topic with a basic activity such as
Nuttall and Houghton (pages 15–16). Learners could then
categorise businesses by sector using the activities in Jones
(page 5) or Titley (page 15). (W or G) There is also a basic
activity in Borrington and Stimpson (4th) (page 17) and
Dransfield et al (page 7). (Basic)
Learners should be able to
demonstrate an awareness of the
changes that have taken place in
Class investigation to identify nature and importance of each
sector in own country. (W)(Basic) It is useful to do comparisons
with other countries. Graph the different sectors in selected
Cambridge IGCSE Business Studies (0450) – from 2015
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 9
0450 past examination papers:
Nov 2012 Paper 12
Nov 2011 Paper 21
Online:
www.cia.gov/library/publications/theworld-factbook/ (source of data on how
different countries are classified by
sector)
Classification of business activity:
www.dineshbakshi.com/phocadownload
/classification-of-business-activity.pdf
(mind map)
7
Syllabus ref
Learning objectives
Suggested teaching activities
these sectors in different
countries.
countries and compare them.
Learners could be asked to explain how these sectors change as
a country develops, either in a report or class presentation. (I or
G) (Basic/Challenging).
There is a useful case study in Dransfield et al (page 7) on
interpreting data (I or G)(Basic).
Learners should be able to
classify business activities
between private sector and public
sector in a mixed economy.
Sectors of industry – lesson
suggestions & activities (OPITO):
http://download.businesscasestudies.co
.uk/retrieve_opito_15_b3BpdG8vdGVh
Y2hlcnMvMTUvbGVzc29uLXN1Z2dlc3
Rpb25zLnBkZnx8
There are further activities based on the OPITO case study
(http://download.businesscasestudies.co.uk/retrieve_opito that
might be useful. (Basic/Challenging)
Working in Botswana’s Ministry of
Trade and Industry – teacher’s
resource:
www.sos-schools.org/our-africateaching-resources/scenarios/workingin-botswanas-ministry-of-trade-andindustry (activity)
With regard to revision, an activity for learners would be the
summary question in Dransfield et al (page 7) or the multiplechoice questions in Jones (on CD-ROM) (I)(Basic)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 15–16
Learners could distinguish between private sector and public
sector business activities. Learners could group the businesses
identified in earlier activities into the relevant sector. Answering
the activity (page 5) of Dransfield et al will be a useful activity. (I
or G)(Basic).
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 17–18
To extend the topic there is a case study in Titley (page 32) and
Borrington and Stimpson (4th) (page 18). (I or G)(Challenging)
1.2.2
Learning resources
For revision, learners could read pages 10–12 of Houghton and
answer some of the exam-style questions. (I) (Basic)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley pages 15 and 32
IGCSE Business Studies
Jones page 5
This could be covered under 1.5 business objectives below.
Business Studies for IGCSE
Dransfield, et al pages 5 and 7
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 10–12
0450 past examination papers:
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Nov 2011 Paper 12
Nov 2011 Paper 11
Jun 2012 Paper 12
Nov 2010 Paper 22
1.3.1
Learners should be able to
identify characteristics of
successful entrepreneurs.
You might want to start this topic with a video clip or arrange for a local
entrepreneur to speak to the class about setting up their business.
(W)(Basic) Learners could consider the characteristics the person has,
and issues they might have had to deal with in setting up the business.
Learners then need to explore other qualities that entrepreneurs have.
For instance learners could look online for successful entrepreneurs or
interview local entrepreneurs. (I or G) Learners are likely to enjoy
exploring the careers of entrepreneurs. They could be required
individually, or in small groups, to research the career of a successful
entrepreneur from their own country and compare that with the career of
a successful entrepreneur from another country, e.g. Cheung Yan (also
known as Zhang Yan), head of the Nine Dragons paper recycling and
packaging firm, and James Dyson, industrial designer and inventor of
the bag-less vacuum cleaner. (G or I)(Basic)
As a more challenging activity, they could be asked to consider what the
essential qualities of a successful entrepreneur are. (G or I) Learners
could then give a presentation on their findings to the whole class.
(W)(Challenging)
Learners should be able to
identify and explain what is
included in a business plan and
be able to explain how business
plans can assist entrepreneurs.
A basic activity would be to get learners to work in groups to consider
what should be included in a business plan. They could research this on
the internet or obtain templates from local banks. (I or G)(Basic) They
could then present their findings to the whole class. (I or G)
Both editions of Borrington and Stimpson cover the basic information.
The 4th edition also has an activity on page 24 and an exam-style
question on page 34, which could be used as part of formative
assessment. (Challenging)
It might be possible to arrange for the class to visit a bank or, if not, to
arrange for a speaker from a bank to give a talk to the class. There are
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Online:
Entrepreneurs:
www.tutor2u.net/blog/index.php/busines
s-studies/comments/qa-what-is-anentrepreneur-and-what-characteristicsdo-entrepreneurs-need-t (notes)
www.bbc.co.uk/schools/gcsebitesize/bu
siness/aims/publicsectorvid.shtml
(video about entrepreneurs)
www.bized.co.uk/educators/level2/busa
ctivity/activity/enterprise13.htm (activity)
http://businesscasestudies.co.uk/teache
r-resources/#axzz2RIcbMiL2 (link to
case study material on enterprise)
Business plans:
www.tutor2u.net/business/gcse/enterpri
se_startup_plan_contents.html
www.tutor2u.net/blog/index.php/busines
s-studies/comments/business-planningteaching-resources
www.gov.uk/write-business-plan
(information on what to include)
www.entrepreneur.com/businessplan/in
dex.html (home page)
www.youtube.com/watch?v=D8XMS7n
9
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
also a number of online resources for this topic. For example many bank
websites provide information about business plans and start-ups which
you might find useful. The second tutor2u reference has a helpful
summary of some UK based bank resources. The TES and BBC
websites have video clips and activities for schools that you can use.
8N9Q&feature=youtube_gdata_player
(video on how to write a business plan)
This topic is a good starting point if you plan to let learners start up a
business venture. The various elements can be introduced, and built up
throughout the course.
www.bbc.co.uk/schools/teachers/tradey
ourway/business_plan.shtml (video and
also a project idea that you could use
through the course)
The methods that Governments could use are explained in Borrington
and Stimpson (4th), page 23. As a basic activity, learners might be
asked to discuss or select methods from a list provided by the teacher.
You could use newspaper or magazine articles to consider what
methods entrepreneurs use. (Basic)
Learners should be able to
identify methods that
Governments might use to help
business start–ups, and explain
why they help such businesses.
A more challenging approach could be to ask learners to find out what
methods are available to businesses in your country. Learners could
present their findings as a poster, report or presentation to the whole
class. (I or G)(Challenging)
As a revision activity see pages 20–25 of Borrington and Stimpson (4th).
(I)(Basic)
1.3.2
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Learners should be able to show
knowledge and understanding of
the methods and problems of
measuring the size of business.
How to set up a business advice:
www.barclays.co.uk/P1242558528795
www.tes.co.uk/teaching-resource/AQABusiness-Studies-Business-Planlesson-6174059/ (registration is
required to access resources, but this is
free)
Textbooks:
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 20–25
and 34
0450 past examination papers:
Nov 2012 Paper 13
Jun 2012 Paper 11
Nov 2011 Paper 13
Nov 2012 Paper 23
Learners could be split into groups to classify a variety of businesses by
turnover, labour, capital employed, outlets. (G) Problems could be
brought out through a class discussion of the results. (W)(Basic)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 21
There are activities in Nuttall and Houghton (page 21) in which learners,
either individually or in groups, could research how businesses measure
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 23
Cambridge IGCSE Business Studies (0450) – from 2015
10
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
their size. There is an alternative activity in Titley (page 22). (G)(Basic)
As a more challenging activity you could use Borrington and Stimpson
(3rd) (page 23). (I or G)(Challenging)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 22
For revision, learners could read pages 15–16 of Houghton. (I) Or
answer the multiple-choice questions in Jones. (CD-ROM). (Basic)
IGCSE Business Studies CD-ROM
Jones
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 15–16
0450 past examination papers:
Nov 2012 Paper 13
Nov 2012 Paper 22
1.3.3
Learners should be able to
explain reasons why businesses
might want to expand, as well as
reasons why some businesses
remain small and some fail.
Learners should be able to
describe the different ways that
businesses can grow, the
problems linked to growth and be
able to suggest how these
problems might be overcome.
A basic activity would be to get learners use the internet or newspaper
articles to explore the different ways that businesses have grown. In
groups, learners could discuss the reasons why some businesses have
grown and others remained small. As a more challenging activity,
learners could use the activity from Nuttall and Houghton (page 25). (I or
G)(Challenging)
There are activities in Jones (page 11), Borrington and Stimpson (3rd)
(page 26), Titley (page 25) and Nuttall and Houghton (page 23). (I or
G)(Basic)
The tutor2u website www.tutor2u.net/business/worksheets/BusinessGrowth-Basics.pdf also has a worksheet that you might to use to check
learners understanding of basic terms. (Basic)
There are more challenging activities in Borrington and Stimpson (4th),
(pages 31 and 33). (Challenging)
In addition, there are a number of activities that you could use from the
business case studies website, based on companies such as Bibby and
Northern Rock. (Basic)
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Cambridge IGCSE Business Studies (0450) – from 2015
Online:
http://businesscasestudies.co.uk/teache
r-resources/#axzz2RIcbMiL2 (follow
growth for case studies and resources)
www.sba.gov/content
www.bbc.co.uk/news/10174292 (video
on growth of business)
www.tutor2u.net/business/worksheets/B
usiness-Growth-Basics.pdf
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 15–17, 23,
25
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 26
Complete Business Studies for
Cambridge IGCSE & O Level
11
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
For revision, learners could read pages 15–17 of Houghton and answer
progress questions 2–6. (Basic) The second exam-style question in
Borrington and Stimpson (4th), (page 34) would provide a more
challenging activity for learners. (Challenging)
Titley page 25
IGCSE Business Studies
Jones page 11
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 31, 33,
34
0450 past examination papers:
Nov 2012 Paper 11
Nov 2012 Paper 12
Nov 2012 Paper 13
Jun 2011 Paper 11
Jun 2012 Paper 11
Jun 2012 Paper 12
Nov 2012 Paper 21
Nov 2012 Paper 22
1.3.4
Learners should be able to
identify the causes of business
failure, and be able to explain
why new businesses are at a
greater risk of failure.
Borrington and Stimpson (4th) cover the reasons why businesses fail
(pages 32–33).
Newspaper articles can be used to illustrate business failure; the
learners could be divided into groups and asked to discover any
evidence of business failure in their own country’s economy. They could
then present their findings to the whole class. (W)(G) To extend this,
learners could be given particular issues to prepare presentations on,
such as whether they think these businesses should have been helped,
and justify their reasons to the class. (I or G)(Challenging)
There is some useful data on failure rates (see online resources) which
you might want to use as part of the discussion.
Alternatively, it might be possible to arrange for a speaker from a bank
or local business to give a talk to the class to explain some of the
problems facing new businesses. There is also a short video clip (see
online resources) which highlights the problems of one particular
business.
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Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.bbc.co.uk/news/business16394241 (general video on issues
facing new businesses including why
they can fail)
www.sba.gov/content/what-are-majorreasons-small-business-failure
(information)
http://businesscasestudies.co.uk/busine
ss-theory/strategy/businessfailure.html#axzz2Q3FHktX8
http://smallbiztrends.com/2012/09/failur
e-rates-by-sector-the-real-numbers.html
Textbooks:
IGCSE Business Studies (4th edition)
12
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Borrington and Stimpson pages 32–33
1.4.1
Identify and explain the main
features of different forms of
business organisation.
You might want to divide learners into groups. You might want to provide
them with information about the main features of different forms of
business organisation. Learners could then categorise features into
advantages and disadvantages. (G) (Basic)
A more challenging activity would be for learners to research the
information, and then present their findings to the class as a summary
table of advantages and disadvantages of each business type.
(G)(Challenging)
To extend this, learners could be asked to investigate the various types
of business in the local area. (Basic) As a group or class, learners could
comment on the suitability of that form for each business. (Challenging)
All the textbooks cover the material and have a variety of activities that
you can use. In addition, there are some interesting case studies to
highlight features of different forms of business organisation.
(Basic/Challenging)
Borrington and Stimpson (4th) has a useful diagram (page 45) which
summarizes the risk, ownership and liability for each business form.
Whilst Dransfield et al has an interesting case study and four questions
based on Hero cycles (page 52).
You might want to invite speakers from different businesses to talk to
learners about this topic. Alternatively, you might want to consider
learners setting up their own limited company for an enterprise activity
within the school/college. This activity could then be used to tie in many
other aspects of the syllabus.
For revision, learners could answer the revision or summary questions in
the various textbooks (or accompanying CD-ROMs). Alternatively,
learners could produce their own mind map outlining the different forms
of business organisation. You might want to use the example (see online
resources) as a guide. (I)(Basic)
Borrington and Stimpson (4th) (pages 50–51) provide a lot of useful
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.bized.co.uk/educators/level2/busa
ctivity/presentation/busorgs1_map.htm
or
www.dineshbakshi.com/phocadownload
/types-of-business-organisation.pdf
(mind map introduction/ summary)
www.bbc.co.uk/schools/gcsebitesize/bu
siness/aims/limitedcompaniesvid.shtml
(video)
http://businesscasestudies.co.uk/busine
ss-theory/strategy/types-ofbusinesses.html#axzz2RIcbMiL2 (notes
and case study links)
Textbooks:
IGCSE Business Studies
Jones pages 61, 65 and 73
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 45, 50–
51
Business Studies for IGCSE
Dransfield, et al page 52
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 59, 65, 69 and 74
0450 past examination papers:
Nov 2012 Paper 12
Nov 2012 Paper 13
Nov 2011 Paper 11
Jun 2011 Paper 11
13
Syllabus ref
Learning objectives
Learners should be able to
identify the need for business
objectives, explain the different
objectives that businesses
might have as well as explain
the importance of them.
1.5.1
Suggested teaching activities
Learning resources
material for formative assessment. Houghton (pages 59, 65, 69 and
74) have exam-style questions (Basic/Challenging) and Jones (pages
61, 65 and 73) also has case studies which can be used as the basis for
formative assessment. (Challenging)
Jun 2011 Paper 12
Nov 2012 Paper 22
Nov 2011 Paper 22
Jun 2012 Paper 22
Nov 2012 Paper 23
You might want to start this topic with a basic activity such as Nuttall and
Houghton (page 32) or Titley (page 36). (I or G) Learners also need to
explore how objectives can change over time, depending on many
factors.
Online:
http://download.businesscasestudies.co
.uk/retrieve_angloamerican_15_YW5nbG8tYW1lcmljYW4
vdGVhY2hlcnMvMTUvbGVzc29uLXN1
Z2dlc3Rpb25zLnBkZnx8
There is a basic activity in Borrington and Stimpson (4th) (page 9) to get
learners to consider how and why objectives might vary. (I or G) This
could be extended by an additional activity where learners find out the
objectives of local businesses They could present their findings to the
class or teacher. (I or G)(Basic)
There is a good case study about Anglo American for this topic, in the
online resources. This can be used for both basic and challenging
activities depending on the class requirements.(Basic/Challenging)
There is a useful case study in Dransfield et al (page 16) on Google
which might be helpful. (Basic) This could be extended with the four
questions in Jones (page 22). The last question is challenging.
Learners should be able to
identify the objectives of social
enterprises.
.
V1 3Y09
Social enterprises:
www.socialenterprise.org.uk/about/abo
ut-social-enterprise (information and
link to video clips)
www.tutor2u.net/business/gcse/enterpri
se_social_enterprise.html (information)
www.guardian.co.uk/society/socialenter
prises (articles and information)
Borrington and Stimpson (4th) (page 54) covers the basic material on
this topic.
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 32
It might be useful to show a short video clip about social enterprise, from
the first online resource. Learners could discuss the difference between
various other organisations. (G or I)(Basic)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 36
Learners could explore more about social enterprises locally.
Alternatively, they could use the online resources and case studies to
discover the objectives of these organisations. They could present their
findings to the whole class or as a report. (I or G)(Basic)
IGCSE Business Studies
Jones page 22
Cambridge IGCSE Business Studies (0450) – from 2015
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 9, 54
14
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Business Studies for IGCSE
Dransfield, et al page 16
0450 past examination papers:
Nov 2012 Paper 11
Nov 2012 Paper 12
Nov 2012 Paper 13
Nov 2011 Paper 11
Nov 2012 Paper 23
1.5.2
Learners should be able to
identify the main stakeholders,
and their different objectives.
Learners should be able to
explain reasons why their
objectives might conflict.
Arrange learners into groups and ask them to identify stakeholders in a
business by identifying them in a case study or an annual report, using
the online and text book sources identified. (G)(Basic) Learners could
present their findings to the whole class.
There is a range of activities in the textbooks. For example, there is a
good case study in Jones (page 23), Titley (page 41), Borrington and
Stimpson (3rd) (pages 10, 13 and 28) which can be used as the basis for
a small group or class discussion activity. (Basic)
You can extend this with the case study activity in Borrington and
Stimpson (4th) (page 60) about Toyota. (Challenging) There is another
case study about Shell Nigeria in Dransfield et al (page 18).
For formative assessment, there is an exam-style question in Jones
(page 27) and in Borrington and Stimpson (4th) (page 61).
(I)(Challenging)
This is a very suitable topic for role play, discussions and presentations.
Groups of learners could be asked to research one stakeholder’s views.
The groups could then present their arguments to the rest of the class.
(G)(Basic) Based on the points presented, learners could then be asked
to make a decision, and asked to justify their views. (Challenging)
For additional or alternative material, there is a good case study about
Nestlé which you might find useful. There are suggestions and ideas that
can make for additional basic or challenging activities. (I or
G)(Basic/Challenging)
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.bized.co.uk/educators/level2/busa
ctivity/activity/knowing13.htm (activity)
http://download.businesscasestudies.co
.uk/retrieve_nestle_9_bmVzdGxlL3RlY
WNoZXJzLzkvbGVzc29uLXN1Z2dlc3R
pb25zLmRvY3x8
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 35–36
IGCSE Business Studies (3rd edition)
Borrington and Stimpson pages 10, 13
and 28
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 41
IGCSE Business Studies
Jones pages 23, 27
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 56, 60–
61
15
Syllabus ref
Learning objectives
Suggested teaching activities
For revision, learners might be asked to read pages 35–36 of Nuttall and
Houghton or page 56 of Borrington and Stimpson (4th). Learners could
also answer the summary questions in Dransfield et al or the multiplechoice questions on the Titley or Jones CD-ROM which accompany their
textbooks. (Basic)
1.5.3
Demonstrate an awareness of
the aims and objectives of
enterprises in both private and
public sectors.
Learning resources
Business Studies for IGCSE
Dransfield, et al page 18
0450 past examination papers:
Nov 2012 Paper 12
Nov 2011 Paper 23
A basic activity would be to ask learners to compare the objectives of a
public sector business (e.g. a hospital or school) with those of a private
sector business. (Basic)
Textbooks:
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 60
There are two good case study activities in Dransfield et al (pages 20–
21) which compare the objectives of Virgin Trains and Indian Railways.
(I or G) (Basic/Challenging)
Business Studies for IGCSE
Dransfield, et al pages 20–21
For revision, learners could then answer the three summary questions in
Dransfield et al (page 21) or some of the revision question at end of
chapters of the textbooks, or on the accompanying CD-ROM. (Basic)
0450 past examination papers:
Nov 2011 Paper 11
Nov 2011 Paper 12
Nov 2012 Paper 23
As an end of unit assessment, Borrington and Stimpson (4th) has a
Paper 2-style question about concepts covering in this unit (page 60).
(Challenging)
For past examination papers go to
Teacher Support at
http://teachers.cie.org.uk
.
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
16
Scheme of work – Cambridge IGCSE® Business Studies (0450)
Unit 2: People in business
Recommended prior knowledge
Sections 2.2 (organisation and management) and section 2.4 (internal and external communication) tie in closely with Unit 1 (understanding business activity). This
means it logically follows this unit. Sections 2.1 (motivating workers) and 2.3 (recruitment, selection and training of workers) requires no prior knowledge. However it
is helpful if Unit 1 has been completed first as this puts business into an overall context.
Context
This unit links back to the previous unit by considering how businesses are organised and managed, to account for the size and objectives of each organisation. It
also links forwards to Unit 3 as communication with external stakeholders such as customers is important to ensure that marketing is effective. There are also
links with Unit 4, as the method of production used will influence human resource management, in terms of recruitment, training as well as creating possible
reasons for downsizing.
It is important that learners take an interest in issues involving the work place, and it is useful if learners have the opportunity for part-time work or work
experience. The topics are ideal for getting managers into the classroom to give the benefits of their experience or visits to local businesses. They can also lend
themselves to Enterprise activities.
Outline
The unit starts with a consideration of motivation. It then moves onto explore the different ways that businesses can be organised. It not only looks at the role of
management in trying to motivate employees but how their actions can help achieve its objectives. The unit then moves on to consider human resource
management, and the various stages this involves. Finally, the difference between internal and external communication is explored, with reference to the issue of
communication barriers and how these can be overcome to ensure effective communication with all stakeholders can be achieved.
It is suggested that approximately 17.5% of the course time should be allocated to this unit.
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
2.1.1
Learners should understand why
people work.
Learners are likely to find motivation interesting, and have views on the
subject. Therefore a good way to start the topic is through a class
discussion There are a number of examples in the textbook that you
could use to support the discussion. For example Jones provides a basic
activity (page 224) and Nuttall and Houghton (pages 207–208).
(Basic)(G)
Online:
www.bized.co.uk/educators/1619/business/hrm/presentation/motivatio
n_map.htm (note knowledge of all
theories is not required for IGCSE)
http://businesscasestudies.co.uk/teache
You could extend this by asking learners to construct a questionnaire of
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
17
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
learners, parents, teachers and others to identify which needs are
important to different people (G) which they could present in a chart or
report. Alternatively, you could use the activity about the ‘100 best
companies to work for’ in Dransfield et al (page 155). (Challenging)
r-resources/#axzz2QMKdCJYU (link to
variety of motivation case studies)
Another challenging activity can be found in Jones (page 226).This could
be used as the basis for formative assessment. (Challenging)
Learners should be able to
understand the concept of
motivation, and the importance of
the various motivation theories.
The main theories of motivation are covered in Titley (pages 343–345)
and Borrington and Stimpson (3rd) (pages 195–198). As a basic activity,
learners could be asked to identify the main features of each theory.
Borrington and Stimpson (3rd) provide a number of case study based
activities which can be used (pages 197–199) (I or G). Additionally, there
is a case study based on newspaper articles in Titley (page 346) that you
might want to use. (Basic)
There are also challenging activities in Nuttall and Houghton (page 207)
and Jones (page 226). (I)(Challenging)
It is not necessary to emphasise the history of the theory of motivation.
What learners need to understand is what motivates employees in a
range of business situations.
In addition, there are plenty of activities linked to case studies based on
companies such as Kellogg’s, ARM, enterprise, Tesco’s and Siemens
that can be accessed from the online resources. There are suggestions
and ideas that can make for additional basic or challenging activities. (I
or G) (Basic/Challenging)
In terms of revision, learners could read pages 202–204 of Houghton,
and answer progress check questions 2–4 (page 207). Dransfield et al
have summary questions (pages 149 and 155) that you could use.
(Basic) Jones and Titley also have multiple-choice questions on their
CD-ROMs.
2.1.2
V1 3Y09
Learners should be able to
identify and explain the different
methods of motivating
All the textbooks cover the material for this topic, and have a
variety of activities for this topic (see resources).
Cambridge IGCSE Business Studies (0450) – from 2015
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 207–208
IGCSE Business Studies (3rd edition)
Borrington and Stimpson pages 195–
199
Complete Business Studies for
Cambridge IGCSE & O Level
Titley pages 343–346
IGCSE Business Studies
Jones page 224, 226
Business Studies for IGCSE
Dransfield, et al page 149 and 155
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 202–204. 207
0450 past examination papers:
Nov 2012 Paper 12
Nov 2012 Paper 13
Nov 2011 Paper 11
Jun 2012 Paper 12
Nov 2011 Paper 21
Nov 2012 Paper 22
Online:
http://businesscasestudies.co.uk/busine
ss-theory/people/benefits-of-employer-
18
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
employees, and be able to select
and justify appropriate methods to
use in a range of different
situations.
As a basic activity, learners could study some newspapers to
discover different payment methods. For example a range of job
advertisements that include a range of financial and non-financial
rewards. (G)(Basic) This could be used to promote discussion on
differing rates of pay, and payment systems. (G). Learners could
then answer the basic questions in Borrington and Stimpson
(3rd) (page 204) or Titley (page 350).(Basic)
and-employee-cooperation.html#axzz2RIcbMiL2 (Links
to Harrods, Aldi, network rail case
studies)
There are a number of questions in Jones (pages 227–234) that
you could use as well. (Basic/Challenging)
To extend this, learners could answer the three questions in
Nuttall and Houghton (page 211). (Challenging)
There are also case studies in Borrington and Stimpson (3rd)
(page 208) as well as two in Jones based on Zeal Mining, (page
231) and Microsoft (page 235). (Challenging)
The two activities and questions in Borrington and Stimpson (4th)
(pages 75 and 76) could provide material for formative
assessment.
For additional activities, there are a number of case studies with
resources based on companies such as Aldi, Harrods, Asda and
Network Rail which you might find useful.
For revision, learners could answer the summary questions in Dransfield
et al (pages 151–153) There are also exam-style question in Houghton
(page 209) and Borrington and Stimpson (4th) (page 76) to use.
(I)(Basic/Challenging) There are also multiple-choice and revision
questions online and in the textbooks (or accompanying CD-ROMs).
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 211
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 204, 208
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 350
IGCSE Business Studies
Jones pages 227–235
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 76
Business Studies for IGCSE
Dransfield, et al pages 151–153
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 209
0450 past examination papers:
Nov 2012 Paper 11
Nov 2011 Paper 12
Nov 2011 Paper 11
Nov 2011 Paper 13
Nov 2012 Paper 21
Jun 2011 Paper 22
19
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
2.2.1
Learners should be able to draw,
interpret and explain simple
organisational charts.
Learners could be divided into groups and asked to a draw an
organisational chart for your own school/college, such as the activity on
page 95 of Nuttall and Houghton or page 59 of Dransfield et al. (I or
G)(Basic)
Online:
www.bized.co.uk/reference/diagrams/O
rganisation-Structured-by-Product
Learners should be able to
understand the roles,
responsibilities and relationships
between people in organisations.
All the textbooks cover the basic information and have accompanying
activities to illustrate key points. Borrington and Stimpson (3rd) have a
helpful case study based on ‘Cosy Corner store’ which allows you to
explain the concepts in relation to one business, and related activities.
(Basic/Challenging)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 95, 96
IGCSE Business Studies (3rd edition)
Borrington and Stimpson
There are basic activities on page 96 of Nuttall and Houghton, and Titley
(page 140). (Basic) Jones also has a number of activities in Chapter 17,
with a challenging one on page 147. (Basic/Challenging)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 140
There is a helpful table in Nuttall and Houghton (page 98) showing the
implications of different spans of control. While the Bized website has
some useful diagrams to show different organisational structures.
Cambridge IGCSE Business Studies
Nuttall and Houghton page 95, 98
For revision, learners could read Houghton (pages 80–85), (I)(Basic)
There are four exam-style questions (page 87) that learners could
answer There are also exam-style questions in Borrington and Stimpson
(4th), page 90. (Basic/Challenging)
In addition, Dransfield et al has a set of summary questions (page 59)
(I)(Basic)
IGCSE Business Studies
Jones Chp 17
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 90
Business Studies for IGCSE
Dransfield, et al page 59
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 80–85, 87
0450 past examination papers:
Jun 2012 Paper 12
Jun 2011 Paper 11
2.2.2
V1 3Y09
Learners should be able to
identify and explain the functions
of management.
As a basic activity, the class could brainstorm what a manager does.
This could lead to a discussion on the role of management. (W)(Basic)
Cambridge IGCSE Business Studies (0450) – from 2015
Textbooks:
Complete Business Studies for
Cambridge IGCSE & O Level
20
Syllabus ref
2.2.3
Learning objectives
Suggested teaching activities
Learning resources
Dransfield et al have a helpful diagram (page 60) showing the main
functions. For a basic activity, Titley (page 150) and Borrington and
Stimpson (3rd) (page 167) have extracts of a manager’s diary to show
the various roles of a manager. (Basic)
Titley page 150, 151
Titley also has a useful activity (page 151). To extend this, there are two
activities in Jones (pages 80 and 82). (Basic/Challenging)
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 85,167
Learners should be able to
understand the importance of
delegation, and the difference
between trust versus control.
Learners will also need to explore the issue of trust versus control. There
is a helpful diagram in of Borrington and Stimpson (4th) (page 85) which
can be used as a summary.
Business Studies for IGCSE
Dransfield, et al page 60
Learners should be able to
identify and explain the different
leadership styles and be able to
recommend an appropriate
leadership style in a given
situation.
Learners could discuss the leadership requirements of: an army
commander, a teacher, a head of state, a football coach. (G)(Basic) A
more challenging way, would be to ask various groups to interview or
observe a variety of managers to identify key features of their
management style. (I or G)
Online:
www.tutor2u.net/blog/index.php/busines
s-studies/comments/leadership-styleslead-like-a-swan (video clip about a
style for a crisis)
It may be useful to get a school/ business manager to give a talk about
how they manage people.
www.tutor2u.net/blog/index.php/busines
s-studies/comments/leadership-stylesfor-effective-change-managementmorgan-freeman-style (video clip for
autocratic management)
0450 past examination papers:
Nov 2012 Paper 11
Jun 2011 Paper 11
Jun 2011 Paper 12
Nov 2012 Paper 13
Nov 2011 Paper 13
Nov 2011 Paper 11
This topic also allows the opportunity to use role play to see the effect
of different management styles on people. Someone could act out one
management style to see how they react to different styles. (G)(Basic)
V1 3Y09
IGCSE Business Studies
Jones pages 80 and 82
Alternatively there are case studies that learners could use as the basis
for discussion, for example Nuttall and Houghton (page 214).
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 214, 216
The tutor2u website has some useful video clips to illustrate the
different leadership styles (see links opposite).
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 209
Cambridge IGCSE Business Studies (0450) – from 2015
21
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Learners should explore the key features of the different styles. There is
a set of summary questions in Dransfield et al (page 157). (I)(Basic)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 355
Extend this by activities which require learners to identify a suitable
management style for different circumstances. For example, there are
basic activities in Dransfield, et al (page 157), Borrington and Stimpson
(3rd) (page 209) and Titley (page 355) (Basic) There is also a more
challenging case study in Nuttall and Houghton, page 216.
(Challenging) Alternatively you might want to use the case study in
Borrington and Stimpson (4th) (page 89) as the basis for a discussion.
(G or W)
2.2.4
Learners should understand what
a trade union is, and the benefits
to workers of being members.
IGCSE Business Studies
Jones page 241
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 89, 90
Business Studies for IGCSE
Dransfield, et al page 157
As a basic revision activity, learners could read pages 210–212 of
Houghton. For formative assessment, you could use the exam
preparation question in Titley (page 355) or the question in Jones (page
241) or question 2 in Borrington and Stimpson (4th) (page 90).
(I)(Challenging)
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 210–212
As a basic activity, you could get learners to consider why trade unions
exist. The learners could then answer the questions in Titley (page
405). (I or G)(Basic)
Online:
www.tutor2u.net/business/gcse/people_
trade_unions.htm (information)
As a more challenging activity learners could attempt the activity in
Nuttall and Houghton (page 233) to find out about the work of trade
unions. (I or G)
http://businesscasestudies.co.uk/busine
ss-theory/people/benefits-of-employerand-employee-cooperation.html#axzz2RIcbMiL2 (case
study links)
To extend this, learners could answer the questions in Borrington and
Stimpson (3rd) (page 234). (Challenging) Alternatively page 408 of
Titley has a role-play activity that you might want to use.
As an additional activity, you might want to follow a dispute in news
media.
This could be covered with 2.3.4 legal controls below.
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 233
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 234
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 405, 408
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
22
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 233
0450 past examination paper:
Nov 2011 Paper 13
2.3.1
Learners should be able to
identify and explain the main
stages of recruitment, and
understand the difference
between internal and external
recruitment.
You might want to start the topic with an activity in which you use job
advertisements from local and national newspaper to develop aspects
of recruitment. This could lead to a discussion about the difference
between internal and external recruitment and when to use each
method. (W or G)(Basic)
Learners need to explore the various stages of recruitment. This could
be done by visiting websites of recruitment agencies or arranging a
speaker.
All the textbooks cover the basic material (see references), and have a
variety of activities that learners can do for each stage of the process.
(I or G)(Basic/Challenging)
Learners might have prior knowledge of stages of the recruitment
process through part-time work or other activities. This will influence
which activities you might use.
V1 3Y09
Online:
http://download.businesscasestudies.co
.uk/retrieve_scottishpower_14_c2NvdHRpc2gtcG93ZXIvdG
VhY2hlcnMvMTQvbGVzc29uLXN1Z2dl
c3Rpb25zLnBkZnx8
(case study)
www.bized.co.uk/educators/1619/business/hrm/presentation/critical_m
ap.htm
(mind map)
www.acas.org.uk/index.aspx?articleid=
3580 (part-time workers)
www.acas.org.uk/index.aspx?articleid=
1576
(part time workers)
The Scottish Power case study (see online resources) has a number of
activity suggestions that you might find helpful. There are also case
studies on this website based on McDonalds and Arcadia to use.
www.inc.com/articles/2000/02/16994.ht
ml (full and part-time workers)
A more challenging approach would be to give learners some
information about a job vacancy, ask them to work in groups to
produce the necessary documents. (Challenging)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 221
This topic is very good in terms of using role plays, especially for
interviewing. Learners can be given different briefs to act out the role of
interviewer or interviewee. For example, there is a role play activity in
Nuttall and Houghton (page 221). (Basic)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page page 370, 380
Cambridge IGCSE Business Studies (0450) – from 2015
23
Syllabus ref
Learning objectives
Suggested teaching activities
There is also a crossword on page 380 of Titley which would be a
challenging activity for learners.
(Challenging)
For revision, the five questions in Titley (page 370) could be used for
formative assessment.
Learners should be able to
identify and explain the benefits
and limitations of part-time and
full-time workers.
Borrington and Stimpson (4th) covers this topic (page 102). As a basic
activity, learners could be provided with cards which they have to
categorise under the correct headings. (Basic) A more challenging
approach would be to divide learners into groups to discover the
benefits and limitations of either part-time or full-time work. They could
present their findings to the whole class, and then a general discussion
of key issues could follow. (G)(W)
Learning resources
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 102
0450 past examination papers:
Nov 2011 Paper 12
Jun 2012 Paper 12
Nov 2011 Paper 11
Jun 2011 Paper 11
Nov 2012 Paper 22
Jun 2011 Paper 22
Nov 2012 Paper 23
Jun 2012 Paper 21
To extend this, learners could look at newspaper articles or online to
see which type of workers different businesses use. They could
consider why they use each type of worker and why. (I or G)
(Challenging)
2.3.2
Learners should be able to
identify the different types of
training and understand the
importance of training for workers
and businesses.
To start the topic you might want learners could explore the training
requirements of various employees (e.g. lawyer, teacher, doctor, shop
assistant, farm worker), using online resources or by
interview/questionnaire. Learners could produce a table or discuss their
findings to the class. (I or G)(Basic) Extend this with the activity in Jones
(page 247). (Challenging)
As an additional activity, you might want to use Titley (page 374) as the
basis for further investigation, or Nuttall and Houghton (page 222).
(Challenging)
V1 3Y09
Online:
http://businesscasestudies.co.uk/teache
r-resources/#axzz2RIcbMiL2 (follow
links to case studies on McDonalds)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 222
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 228, 232
Learners will need to explore the advantages and disadvantages of the
different training methods. There is an activity in Borrington and
Stimpson (3rd) (page 228). (I)(Basic). To extend this, learners could
answer question 1 or 2 in Jones (pages 248 and 250).
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 374
There is a good case study in Dransfield et al (page 165) about group
IGCSE Business Studies
Cambridge IGCSE Business Studies (0450) – from 2015
24
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
training in Australia. As an additional activity, it might be useful to ask
learners could visit government websites to discover about various
training initiatives available in their country. (Basic/Challenging)
Jones page 247, 248, 250, 251
There is also an interesting case study related to ME plc in Jones (page
251) with five exam-style questions which could be used for formative
assessment. There is also a case study about Kenyan Airlines (page
111) and exam-style questions (page 112) in Borrington and Stimpson
(4th). (Basic/Challenging)
With regard to revision, learners could read pages 218–219 of
Houghton, and answer the five progress check questions. (Basic)
2.3.3
Learners should be able to
explain the difference
between dismissal and
redundancy.
Learners should be able to
identify and explain
situations when
downsizing may be
necessary.
Learners should be identify
factors and be able to
explain and justify which
workers should be
recruited/ made redundant
in given circumstances.
V1 3Y09
IGCSE Business Studies (4th edition)
Borrington and Stimpson Pages 111
and 112
Business Studies for IGCSE
Dransfield, et al page 165
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 218–219
Alternatively learners could complete activity 14.7 (page 228) and then
answer revision questions 12–14 in Borrington and Stimpson (3rd) (page
232) or the three summary questions in Dransfield et al (page 165).
0450 past examination papers:
Jun 2012 Paper 11
Nov 2011 Paper 21
Jun 2012 Paper 21
Jun 2012 Paper 22
Using made up scenarios (or newspapers cuttings), a basic activity
would be to get learners to work in groups to consider whether workers
have been dismissed or made redundant. (G)(Basic)
Online:
www.tutor2u.net/blog/index.php/busines
s-studies/comments/the-costs-ofredundancy
(covers reasons and costs of
redundancy for a business)
Alternatively, learners could be asked to look for real life examples, with
teacher guidance. Learners could then present their findings to the
class. (I or G)(Challenging).
All the textbooks have basic information about this topic. Titley (page
378) has a useful activity on dismissal. (Basic) To extend this, there is a
case study and two questions in Jones (page 252) which focuses on
reasons for workers leaving.
Dransfield et al also have some useful summary questions. (I)(Basic) A
more challenging activity is the case study and questions in Jones (page
254). (Challenging)
Cambridge IGCSE Business Studies (0450) – from 2015
Textbooks:
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 378
IGCSE Business Studies
Jones page 252, 254
0450 past examination papers:
Nov 2011 Paper 11
Jun 2012 Paper 12
Nov 2011 Paper 21
25
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Nov 2011 Paper 22
2.3.4
Learners should be able to
identify and explain the main
types of legal control relating to
employment issues, and
understand their impact on
employers and employees.
Learners could be divided into groups and asked to discuss a number of
situations covered by legal controls. There is a good activity in Titley
(page 414) that can be used as a basis for discussion. Like all the
textbooks, Borrington and Stimpson (3rd) provides the basic information
as well as a case study (page 70) which has some challenging
questions. (Basic/Challenging)
Textbooks:
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 70
Emphasise to learners that they do not need to know details of specific
laws. They should be able to say how legal controls affect both
employees and employers.
IGCSE Business Studies
Jones page 261
Cambridge IGCSE Business Studies
Nuttall and Houghton page 234
Business Studies for IGCSE
Dransfield, et al page 187
Dransfield et al, has a case study which looks at issues arising from the
Employment Equity Act in South Africa (page 187). There is a good case
study in Jones (page 261) based on numerical data.
(Basic/Challenging)
To extend this, learners could be asked to research real life examples of
how legal controls have affected both employers and employees.
(Challenging) Nuttall and Houghton (page 234) has a school based
activity which you might find interesting. (Challenging)
0450 past examination papers:
Nov 2012 Paper 13
Nov 2011 Paper 13
Nov 2011 Paper 11
Nov 2011 Paper 23
Nov 2012 Paper 22
Jun 2012 Paper 22
This could be covered with 2.2.4 above.
2.4.1
2.4.2
Learners should be able to
understand the need for
effective communication. They
should be able to identify and
explain the different methods of
communication, and be able to
select and justify which method
to use in given circumstances.
Learners should be able to
identify the main barriers to
V1 3Y09
You might want to start this topic with some practical communication
exercises e.g. getting learners to draw an object described only in the
spoken word by another learner. (G)(Basic) This could lead to a
discussion about different methods of communication.
Online:
www.bized.co.uk/educators/1619/business/hrm/presentation/buscomm
_map.htm (mind map)
Learners could then investigate the communication methods used in a
business (school could be used as an example of a business). Learners
could analyse what problems exist and how communication could be
improved. The teacher could provide some information about a given
business (Basic) or learners could find out the information.
(G)(Challenging)
http://download.businesscasestudies.co
.uk/retrieve_kelloggs_17_a2VsbG9nZ3
MvdGVhY2hlcnMvMTcvbGVzc29uLXJl
c291cmNlLWNvbW11bmljYXRpb24ucG
RmfHw= (Kellogg’s case study)
Textbooks:
Cambridge IGCSE Business Studies (0450) – from 2015
26
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
effective communication and be
able to explain how the barriers
to communication can be
overcome.
There are plenty of activities for this topic in all the texbooks. It is
important to use a variety of different case studies so learners are able
to apply their understanding to a range of different business situations.
To extend this, you might want to use the Coca Cola case study in
Borrington and Stimpson (4th) (page 126) ,some of the activities in the
Singapore Airlines and Kellogg’s case studies. (I or
G)(Basic/Challenging)
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 126, 127
As formative assessment, there are case study style-exam questions
on page 69 of Dransfield et al; Titley (page 168) and Jones (pages 87
and 92) and Borrington and Stimpson (4th) (page 127) has exam-style
questions. (I)(Basic/Challenging)
Jones has some multiple-choice questions for this topic. (Basic) There
is also a crossword in Titley (page 170) which would be a challenging
activity for learners.(Challenging)
For revision, learners could read Houghton (pages 88–95), (Basic) and
attempt the exam-style questions (pages 92 and 97).
(Basic/Challenging)
Borrington and Stimpson (4th) (page 128) also has a Paper 2-style case
study which can be used as revision or assessment for the whole unit.
(Challenging)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 168, 170
IGCSE Business Studies
Jones pages 87 and 92
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 128
Business Studies for IGCSE
Dransfield, et al page 69
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 88–95, 92 and 97
0450 past examination papers:
Nov 2012 Paper 12
Nov 2011 Paper 13
Nov 2012 Paper 13
Jun 2011 Paper 12
Jun 2012 Paper 12
Jun 2011 Paper 11
Jun 2012 Paper 21
Jun 2012 Paper 22
Jun 2011 Paper 21
Nov 2011 Paper 22
For past examination papers go to
Teacher Support at
http://teachers.cie.org.uk
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
27
Scheme of work – Cambridge IGCSE® Business Studies (0450)
Unit 3: Marketing
Recommended prior knowledge
The unit requires little in the way of prior knowledge but will draw heavily on learners’ own experiences as customers and consumers. Some understanding of the
ideas of Units 1 and 2 would also be useful, particularly aspects to do with size and objectives and different departments in a business. It is therefore suggested that
this unit is studied after both Units 1 and 2, although this is not essential.
Context
The purpose of this unit is to give learners an understanding of marketing, its role and functions, together with some development of market research.
Teaching should be based on practical examples of marketing strategies where possible, drawn from the local business environment, or possibly through an
enterprise activity. It links back to Unit 1 as businesses are trying to meet customer needs and wants. Marketing budgets and pricing have relevance to Unit 4
(costs) and Unit 5 (income statements and profitability.) There are also close links between 3.4.3 (the opportunities and problems of entering new markets
abroad) with Unit 6.3 (business and the international economy).
Outline
This unit is a relatively large unit. It starts by considering what the role of marketing is, how market changes might affect businesses, and how businesses target
customers. It then looks at the different methods of market research and how businesses can use these results to help their marketing activities. The unit then
moves on to consider the four main elements of the marketing mix, and these can be used to create an effective marketing strategy. It also considers how
technology has created both opportunities and threats for businesses. The unit ends with a consideration of the issues facing businesses who want to sell their
goods and services abroad.
It is suggested that approximately 20% of the course time should be allocated to this unit.
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
3.1.1
3.1.2
Learners should be able to
identify customer needs, and
understand how and why it is
important for businesses to
satisfy the needs of both existing
and new customers.
You might want to introduce the topic with a brainstorm to identify some
marketing strategies of businesses using newspapers, magazines,
learners’ experiences and so on. This can lead to discussion of key
concepts such as different types of markets, objectives of marketing,
customer needs, customer loyalty. (W)(Basic)
Online:
http://businesscasestudies.co.uk/mfifurniture-group/developing-a-customerfocused-sales-strategy/buildingcustomerrelationships.html#axzz2Q3FHktX8
(customer relations case study)
There is a case study on technology in Borrington and Stimpson (4th)
(page 141), which could be used as the basis for discussion. (W or G)
www.gulfnews.com (UAE)
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
28
Syllabus ref
Learning objectives
Suggested teaching activities
As a basic activity there is a question in Dransfield et al (page 103). On
page 80 there is a useful case study, and three questions about the use
of marketing in making decisions. There are also questions in Nuttall and
Houghton (page 125) about customer needs. (I or G)
(Basic/Challenging)
There are activities for marketing objectives in Borrington and Stimpson
(3rd) (pages 252 and 253). To extend this, there is an activity on page
196 of Titley. (Basic/Challenging)
Learning resources
www.indiatimes.com/ (India)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 125
IGCSE Business Studies (3rd edition)
Borrington and Stimpson pages 252
and 253
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 196
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 141
Business Studies for IGCSE
Dransfield, et al page 103
0450 past examination papers:
Jun 2012 Paper 11
Nov 2011 Paper 12
Jun 2011 Paper 12
Jun 2011 Paper 11
Nov 2011 Paper 12
Nov 2012 Paper 11
Nov 2011 Paper 22
Jun 2011 Paper 22
Jun 2012 Paper 21
3.1.3
3.1.4
Learners should be able to
identify and explain the
benefits and limitations of
each approach to marketing
(niche and mass).
As a basic activity, You could ask learners to compare a mass market
product (e.g. Coca-Cola) with a niche market product (e.g. Diet
Coke). Dransfield et al has an interesting case study looking at
tourism in Jordan (page 89). (I or G)(Basic/Challenging)
Give the learners a product for them to identify the different segments
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
http://businesscasestudies.co.uk/austral
ia/#axzz2Qhyamhln (case study)
Textbooks:
IGCSE Business Studies (3rd edition)
29
Syllabus ref
Learning objectives
Learners should be able to
identify how and why market
segmentation is undertaken.
They should be able to select
and justify an appropriate
method of segmentation in
given circumstances.
Suggested teaching activities
Learning resources
of the market. (Basic) To extend this, learners could explore how
other products and services are segmented. (Challenging)
Borrington and Stimpson page 254
Borrington and Stimpson (3rd) has a useful table (page 254) on ways to
segment a market. There are also activities on segmentation in Jones
(pages 118, 121).
Segmentation is usefully covered in the Australia Tourist commission
case in the Times100.
The second exam-style question in Borrington and Stimpson (4th) (page
141) could be used for formative assessment.
For review, learners could be asked to answer the summary / review
questions for these topics in the textbooks. As formative assessment,
Jones has questions on pages 112 and 117. (Basic/Challenging)
3.2.1
3.2.2
Learners should understand
the need for market research.
They should be able to identify
and explain the stages of
market research and be able to
explain the limitations of market
research data.
An effective start is to choose an appropriate topic e.g. identify a gap in
the market such as a local vacant shop or what to sell in school. Get
learners to carry out a market research exercise including some primary
research in the form of carrying out a questionnaire survey. Also carry
out secondary research on the topic chosen of suitable internet sites for
the research. This could very usefully be tied in with the promotion
section below or an enterprise activity.
Learners should be able to
present, analyse and interpret
simple market research
information.
Learners could then present their results in an appropriate manner and
appraise each other’s work – especially the accuracy of the
information gathered. If, for example, soft drinks were chosen learners
could go to Coca-Cola or Pepsi for their secondary sources. See also
resource list. (Basic/Challenging)
All the textbooks cover the basic information and have a range of
activities for this topic. For example, Nuttall and Houghton has a useful
table summarizing advantages and disadvantages of different
research methods. Jones has activities on pages 107, 109, 111 and
112 on research methods. Titley has data questions on pages 211,
213 and 214 for learners to practise data presentation. Borrington and
Stimpson (3rd) (page 269) has a basic activity on the limitations of
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
IGCSE Business Studies
Jones pages 112, 117, 118, 121
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 141
Business Studies for IGCSE
Dransfield, et al page 89
0450 past examination papers:
Nov 2012 Paper 13
Nov 2012 Paper 13
Nov 2012 Paper 22
Online:
www.bized.co.uk/educators/1619/business/marketing/presentation/res
earch_map.htm (mind map)
www.bized.co.uk/educators/1619/business/marketing/lesson/research.
htm
(lesson ideas)
www.coca-cola.com or
www.pepsico.com
Textbooks:
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 269
Complete Business Studies for
Cambridge IGCSE & O Level
Titley pages 211, 213 and 214
30
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
different methods. (G and I)(Basic/Challenging)
IGCSE Business Studies
Jones pages 107, 109, 111 and 112
For revision, learners could read pages 114–117 of Houghton, and
use this to produce a summary mind map. You could use the Bized
mind map as a guide.
To sum up, Dransfield et al has three summary questions (pages 83
and 85), and there are also multiple-choice questions on the CDROMs that accompany the Jones and Titley textbooks.
To extend this, page 164 of Borrington and Stimpson (4th) also has
exam-style questions. (I) (Basic/Challenging) which could be used as
part of formative assessment. There are also exam-style questions
in Houghton (pages 119 and 125).
In addition, the Bized website has a number of lesson ideas that you
might find useful.
3.3.1
Learners should be able to
identify and explain the costs and
benefits of developing new
products.
You might want to start this section with a brief introduction to the
marketing mix. As a basic activity, learners could look at a familiar
product to consider the how it is marketed in terms of price, product,
place and promotion. (Basic) To extend this, there is an activity on page
91 of Dransfield et al.(Challenging)
Focusing on the product itself, Borrington and Stimpson (3rd), has
information on what makes a product successful, and an activity
(page 228). (Basic) In Titley, there is also a useful flowchart for a
typical product development (page 225).
Learners should be able to
explain the concept of brand
image and its impact on sales
V1 3Y09
Learners could compare the brands for a particular product. A product
such as mobile phones could be taken as an example and study of how
products change in relation to recent developments. To extend this, see
Cambridge IGCSE Business Studies (0450) – from 2015
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 164
Business Studies for IGCSE
Dransfield, et al pages 83 and 85
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 114–117, 119 and 125
0450 past examination papers:
Nov 2012 Paper 11
Jun 2012 Paper 12
Nov 2011 Paper 11
Nov 2012 Paper 12
Nov 2012 Paper 13
Nov 2011 Paper 12
Nov 2012 Paper 21
Nov 2012 Paper 23
Jun 2012 Paper 22
Online:
www.dyson.com,
www.bpamoco.com
http://businesscasestudies.co.uk/kellog
gs/extending-the-product-lifecycle/#axzz2Qhyamhln (extension
strategies)
http://businesscasestudies.co.uk/hutchi
son-3g/market-leadership-in-the-3gmarket/#axzz2Qhyamhln (product
lifecycle and strategy)
31
Syllabus ref
Learning objectives
Suggested teaching activities
and customer loyalty.
case study (page 288) of Borrington and Stimpson (3rd), (Basic)
Identify and explain the role of
packaging.
There is some interesting material on product development on the
Dyson and BP websites.
http://businesscasestudies.co.uk/nestle/
kit-kat-revitalising-a-brandleader/#axzz2Qhyamhln (extension
strategies
Learners then need to explore what a brand is and its impact on sales
and customers. For instance, using the phones again, learners can
discuss which products are popular, and why. (G)(Basic) Titley has a
useful table of popular brands (page 226), as well as a useful activity.
There are also activities in Jones (page 126), and Borrington and
Stimpson (3rd) (page 290) and a case study in the 4th edition (page 171).
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 145
Learners could look at the packaging of two products, and discuss why
they are packaged this way. Learners could then design the packaging
for a product e.g. food product. (I or G)(Basic)
To extend this, learners could write a report or present the packaging
and justify the reasons for this particular design. (Challenging)
There are helpful summary diagrams in Dransfield et al (page 92) and on
the purposes of packaging Jones (page 127) and Borrington and
Stimpson (3rd) (page 292) have activities on the topic.
(Basic/Challenging)
Learners should be able to draw
and interpret a product life cycle
diagram. They should be able to
identify and explain the main
stages of the product life cycle,
including extension strategies;
and explain how stages of the
product life cycle can influence
marketing decisions.
As a basic activity, the teacher could draw three different product
lifecycles on the board. Learners could discuss the possible reasons and
consequences of each pattern. An important activity for learners is to
read the two tables in Titley which explain the different stages and the
impact of each stage on marketing decisions (pages 227–228). To
extend this, there are activities in Nuttall and Houghton (page 145),
Borrington and Stimpson (3rd) (page 295). There are more challenging
questions in Titley (page 229). For formative assessment, there is an
exam-style question in Jones (page 129). (Basic/Challenging)
It is important to consider the implications and options for extending the
product life cycle for a range of products. In addition to the textbooks,
there are some useful case studies on this topic involving companies
such as Kellogg’s, Hutchinson and Nestle (see online resources).
V1 3Y09
Learning resources
Cambridge IGCSE Business Studies (0450) – from 2015
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 228,
288, 290, 292, 295
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 225, 227–229
IGCSE Business Studies
Jones page 127, 129
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 171, 167
Business Studies for IGCSE
Dransfield, et al page 91, 92, 93
Cambridge IGCSE Business Studies
Revision Guide
Houghton Unit 25
0450 past examination papers:
Nov 2012 Paper 12
Nov 2011 Paper 11
Nov 2011 Paper 12
Jun 2012 Paper 12
Nov 2011 Paper 13
Jun 2011 Paper 11
32
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
For assessment purposes, Borrington and Stimpson (4th) (page 167)
has two exam-style questions.
Jun 2012 Paper 21
Jun 2011 Paper 21
With regard to revision, learners could read Unit 25 in Houghton. There
are also summary questions in Dransfield et al (page 93), as well as
review questions in the other textbooks (or on accompanying CDROMs).
3.3.2
Learners should be able to
identify and explain the main
pricing methods, and be able to
select and recommend an
appropriate pricing method in
given circumstances.
As a basic activity learners could compare prices of a consumer good
between different brands and different outlets. If there are few outlets
locally, the internet could be used. There are many price comparison
websites which learners could use. (G)(Basic)
Learners could then explore the different pricing methods. Answering
the questions in Jones (pages 132 and 133) would be useful. There
are also activities in Nuttall and Houghton (page 147). This book also
has a helpful diagram (page 149) outlining the main features of each
method.
Learners also need to consider which methods to use in different
situations. There are activities in Borrington and Stimpson (3rd) (page
311), Nuttall and Houghton (page 150), Titley (page 238) and Jones
(page 133). (Basic/Challenging)
Alternatively groups of learners could be asked to investigate possible
pricing strategies for different products and present their findings to the
class (basic) and justify which method should be used.
Learners should understand the
significance of price elasticity of
demand.
This is quite a difficult topic for learners, but one that they can find
interesting. Teacher could lead a discussion on the relationship between
price and demand. There is a basic activity in Nuttall and Houghton
(page 148) in which learners can classify products as elastic or inelastic.
To extend learners, there is an activity in Titley (pages 236 and 237).
Emphasise to learners that they will not be required to do any
calculations.
To sum up price elasticity and pricing methods, learners could read
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.kelkoo.co.uk/
www.which.co.uk
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 147–149,
150
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 311
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 236–238
IGCSE Business Studies
Jones pages 132 and 133
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 174
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 135–136
0450 past examination papers:
Nov 2012 Paper 12
Nov 2012 Paper 11
Nov 2012 Paper 13
Nov 2012 Paper 22
33
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
pages 135–136 of Houghton. (I)(Basic)
Jun 2011 Paper 22
Jun 2012 Paper 21
Nov 2011 Paper 22.
For assessment purposes, Borrington and Stimpson (4th) (page 174)
has two exam-style questions, which could be used as the basis for
formative assessment.
3.3.3
Learners should be able to
Identify and explain the
advantages and disadvantages
of different channels, and be
able to select and justify an
appropriate distribution channel
in given circumstances.
For a basic activity, give learners a selection of products and decide
how they could be sold, and which method of transport to use. To
extend this, learners could be given the case study in Dransfield et al
(page 97). This could be used to discuss the importance of distribution.
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 152,154
and 155
In groups, learners could consider the differences between the different
distribution channels, by looking at how and where different products
are sold.(G) Learners could answer the questions in Borrington and
Stimpson (3rd) (pages 334–336).
IGCSE Business Studies (3rd edition)
Borrington and Stimpson pages 334–
336
To extend this there are exam-style questions on page 207 (4th edition
only). These could be used as the basis for formative assessment. To
extend this, there are also activities in Jones (pages 134 and 139) and
Nuttall and Houghton (pages 152,154 and 155), and page 245 of Titley.
(Basic/Challenging)
Unit 27 in Houghton, (pages 140–143) summarises the main
advantages and disadvantages of each channel, along with sample
exam-style questions for learners. All the textbooks (or accompanying
CD-ROMs have revision questions or activities).
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 245
IGCSE Business Studies
Jones pages 134 and 139
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 207
Business Studies for IGCSE
Dransfield, et al page 97
0450 past examination papers:
Jun 2012 Paper 11
Nov 2011 Paper 12
Nov 2011 Paper 11
Jun 2011 Paper 22
3.3.4
V1 3Y09
Learners should be able to
identify and explain the aims of
promotion. They should be able
to identify the advantages and
Learners are likely to enjoy exploring the topic of promotion. They could
be required to work individually or in small groups to develop their own
advertising strategy for a product of their choice, with a realistic budget.
They can research local advertising rates in various media.
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
http://businesscasestudies.co.uk/hi-tecsports/#axzz2RIcbMiL2 (Hitec case
study)
34
Syllabus ref
Learning objectives
Suggested teaching activities
disadvantages of different
methods of promotion, and
explain how they influence sales.
(Basic/Challenging)
Learners should be able to
explain the importance of a
marketing budget, and the need
for cost effectiveness in spending
the marketing budget.
Learners then need to consider promotion that could be used for a
variety of different products. Learners could look at how two or three
products are promoted, and discuss whether it is effective. The activity
on page 250 of Titley might be a useful. Advertisements do not just
have to be on television. To extend this, learners could answer
questions on page 253. There are also questions on page 145 of Jones
and Borrington and Stimpson (3rd) (page 325). (Basic/Challenging)
The 4th edition has a good activity which looks at the role of the
internet in promotion (page 198), as well as exam-style question on
page 199.
V1 3Y09
Learners should be able to
identify and explain the concept
of e-commerce, and the
http://businesscasestudies.co.uk/redbull/#axzz2RIcbMiL2 (Red Bull case
study)
Textbooks:
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 325
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 250, 253, 260
The Red Bull and Hitec case studies have some interesting activities
on promotion methods.
IGCSE Business Studies
Jones page 145
For revision, learners could read pages 146–150 of Houghton, and use
this information to produce a summary chart of the different options
that would be suitable for different types of businesses. (Basic)
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 198
Learners could then discuss the marketing budget required in various
situations e.g. a local shop, a national supermarket chain, an
international business. (G)
The activity on page 103 of Dransfield et al might be useful to help teach
the concept of a marketing budget and cost effectiveness. (G)(Basic) A
more challenging activity is on page 260 of Titley. (I or G)(Challenging)
3.3.5
Learning resources
As a basic activity, learners could discuss how and why they do / do not
use e-commerce. (G)(Basic)
Cambridge IGCSE Business Studies (0450) – from 2015
Business Studies for IGCSE
Dransfield, et al page 103
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 146–150
0450 past examination papers:
Nov 2011 Paper 12
Nov 2011 Paper 13
Nov 2012 Paper 11
Nov 2012 Paper 13
Jun 2012 Paper 11
Nov 2011 Paper 23
Nov 2012 Paper 22
Online:
http://download.businesscasestudies.co
.uk/retrieve_amway_9_YW13YXkvdGV
35
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
opportunities and threats of ecommerce for businesses and
consumers.
Learners could compare using a retail outlet for a product (e.g. some
item of clothing) with buying using e-commerce.
hY2hlcnMvOS9sZXNzb24tc3VnZ2Vzd
GlvbnMuZG9jfHw (Amway case study)
To extend this there is an activity in Borrington and Stimpson (4th),
(pages 194 and 195) which might be useful. There is a helpful table and
also in Houghton (page 38). Jones has two activities (pages 137 and
138).
Textbooks:
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 194
and 195
There is some interesting material in the Amway case study (see link) on
the opportunities of e-commerce.
IGCSE Business Studies
Jones pages 137 and 138
This could be covered in combination with 3.3.1–3.3.4.
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 38
Learners should be able to
explain how the internet and
social networks are used for
promotion.
0450 past examination papers:
Nov 2012 Paper 11
Jun 2012 Paper 12
Jun 2011 Paper 21
Jun 2012 Paper 22
Nov 2012 Paper 23
3.4.1
Learners should be able to select
and justify appropriate marketing
strategies in a given situation.
Learners could be given a practical exercise to develop a marketing
plan for a product. (I or G) (Basic)
To extend this, they could include consideration of a strategy throughout
the life of a product/service. (Challenging) Learners could use the
activity on page 341 of Borrington and Stimpson (3rd) as a guide.
In addition Jones (pages 146, 148 and 149) has activities based on
TATA’s Nano, Virgin Active and Fresh Living magazine. Dransfield et al
has a case study on Tesco’s (page 100), A more challenging activity is
in Titley (page 258). (I or G)(Basic/Challenging)
Houghton (page 156) has some exam-style questions whilst Borrington
and Stimpson (4th) (page 206) has a Paper 2-style case study which
you might want to use as the basis of assessment. (Challenging)
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.tutor2u.net/business/gcse/marketi
ng_strategy_introduction.htm (table
shows how marketing can help
business strategy)
www.youtube.com/watch?v=s5oS57LJWY (video focusing on strategies used
by different companies)
Textbooks:
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 341
Complete Business Studies for
Cambridge IGCSE & O Level
36
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
For revision, learners could answer the summary three questions in
Dransfield et al (page 101) or revision questions in the other textbooks
or accompanying CD-ROM.
Titley page 258
IGCSE Business Studies
Jones pages 146, 148 and 149
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 206
Business Studies for IGCSE
Dransfield, et al page 100, 101
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 156
0450 past examination papers:
Jun 2012 Paper 11
Jun 2011 Paper 12
Nov 2011 Paper 12
Nov 2011 Paper 21
3.4.2
Learners should be able to
identify and explain the impact of
legal controls on marketing.
Learners could use local websites and newspapers to explore local
consumer issues. This could lead to a discussion on why and how legal
controls are needed on marketing. The activity in Dransfield et al (page
189) might be useful.
Learners could then focus on the impact of these legal controls.
Answering the questions in Titley (page 417) (I or G) or Nuttall and
Houghton (page 232) or Borrington and Stimpson (3rd) (page 66) might
be useful. (Basic)
To extend this, learners could answer the questions in Jones (page 269).
(Challenging)
This could be covered in combination with 3.3.1–3.3.4.
Online:
www.ascionline.org/ (India)
www.asasa.org.za/ (South Africa)
Textbooks:
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 66
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 417
IGCSE Business Studies
Jones page 269
0450 past examination papers:
Nov 2012 Paper 11
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
37
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Jun 2012 Paper 11
Jun 2012 Paper 22
3.4.3
Learners should be able to
identify and explain the
opportunities and problems of
entering new markets abroad,
and understand the benefits and
limitations of methods to
overcome such problems.
An effective way to start this topic would be to use the activity in
Dransfield et al (page 41). Learners could then discuss the results to
understand why products need to be adapted for different markets. Titley
has an activity (page 98) which highlights some of the possible issues.
To extend this, learners could answer the three questions in Nuttall and
Houghton (page 60). Jones has some interesting data questions (pages
51 and 52) which are useful. (Basic/Challenging)
In addition, Borrington and Stimpson (4th), (page 204) has two activities,
as well as some exam-style questions (page 215). (Basic/Challenging)
For revision, learners could answer the three summary questions in
Dransfield et al (page 41) or revision questions in the other textbooks or
accompanying CD-ROM. (Basic/Challenging)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 60
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 98
IGCSE Business Studies
Jones pages 51 and 52
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 204,
215
Business Studies for IGCSE
Dransfield, et al page 41
0450 past examination papers:
Nov 2012 Paper 12
Jun 2012 Paper 12
Jun 2011 Paper 12
Jun 2012 Paper 21
Nov 2011 Paper 23
For past examination papers go to
Teacher Support at
http://teachers.cie.org.uk
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
38
Scheme of work – Cambridge IGCSE® Business Studies (0450)
Unit 4: Operations management
Recommended prior knowledge
It is useful to undertake this unit after some of the basic groundwork (Unit 1) as learners will need some appreciation of size and the types of businesses as this
will influence how they carry out their operations.
Context
The unit has links with many other units. It links back to Unit 1 as it explains how businesses combine the factors of production together to produce the products and
services to meet consumer needs and wants. This also links with Unit 3 as production is used to help satisfy customer needs. An understanding of costs is
important for pricing decisions particularly cost plus pricing in Unit 3, whereas new technology will help and allow businesses to develop new and cheaper products
(Unit 3.3.1). Costs also have relevance to cash flow forecasting, income statements in Unit 5.
The unit lends itself well to visits, particularly if there are manufacturing businesses in the locality. There is a virtual factory on the Bized website
(www.bized.co.uk/virtual/cb/welcome.htm ) if you cannot get out to a real factory. Alternatively, videos are available from some of the major manufacturers,
particularly car manufacturers, or the BBC has several videos on UK manufacturing businesses.
Outline
The unit covers a variety of operation management issues. It starts by exploring the meaning of production, and why concepts such as productivity and lean
production are important. It then focuses in more detail on the main methods of production before considering how technology has changed how production is
carried out. The unit then concentrates on costs, identifying the types and showing how economies of scale can help achieve cost savings for larger businesses as
well as the cost implications if businesses grow too large. The unit then moves onto the concept of break-even analysis, showing how cost information can be used
to help make simple business decisions. The unit then looks at issue of quality before finishing with a consideration of factors which influence the location and
relocation decisions of a business.
It is suggested that approximately 15% of the course time should be allocated to this unit.
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
4.1.1
Learners should understand the
importance of managing
resources effectively to produce
goods and services, and be able
to explain the difference between
production and productivity.
A basic activity would be for learners to research a local business to find
out what resources they use, what they make, and the value of the
goods. Or use the activity in Jones (page 151) as the basis for
discussion on production and productivity.
Online:
www.bized.co.uk/educators/level2/busa
ctivity/presentation/production1_map.ht
m
(mind map)
V1 3Y09
There are activities on production and productivity in Jones (pages 154
and 155), Dransfield et al (page 107) and Nuttall and Houghton (page
Cambridge IGCSE Business Studies (0450) – from 2015
39
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Learners should be able to
identify and explain the benefits
of increasing efficiency and how
to increase it.
183). (I)(Basic)
http://businesscasestudies.co.uk/busine
ss-theory/operations/stockcontrol.html#axzz2Q3FHktX8 (stock
control)
Learners should be able to
explain why businesses hold
inventories (stocks).
Learners should be able to
explain the concept of lean
production, how to achieve it, and
the benefits of lean production.
Borrington and Stimpson (4th) (page 208) has a helpful diagram that
links concepts in Unit 1 and Unit 4, and good summary chart. There is
also an activity (page 210) which provides challenging work.
(Challenging)
Borrington and Stimpson (3rd), (page 349) and tutor2U site has basic
information on inventories.
Use the case study in Dransfield et al (page 112) to develop an
understanding of lean production and waste elimination.
Borrington and Stimpson (4th) has some helpful diagrams to explain the
main ways of achieving lean production. Answering the questions
(pages 212 and 213) might be useful. (Basic) There are also activities in
Nuttall and Houghton, (page 184), Jones (pages 165,166 and 168) and
Titley (page 276) which provide more challenging work.(Challenging)
www.tutor2u.net/business/production/st
ock-control-introduction.htm (stock
control)
http://download.businesscasestudies.co
.uk/retrieve_nissan_9_bmlzc2FuL3RlY
WNoZXJzLzkvbGVzc29uLXN1Z2dlc3R
pb25zLmRvY3x8 (Nissan lean
production and quality)
http://businesscasestudies.co.uk/teache
r-resources/#axzz2QMKdCJYU (lean
production case study ideas)
The business case studies website has useful materials on this topic.
The Nissan case study is particularly useful as it covers quality, lean
production and location.
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 183, 184
For review, learners should answer the three summary questions in
Dransfield et al. There are also exam-style questions in Houghton (page
179). (I)(Basic/Challenging)
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 349
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 276
IGCSE Business Studies
Jones pages 151, 154, 155, 165, 166,
168
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 208,
210, 212, 213
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
40
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Business Studies for IGCSE
Dransfield, et al pages 107, 112
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 179
0450 past examination papers:
Nov 2012 Paper 12
Jun 2012 Paper 11
Nov 2012 Paper 13
Jun 2012 Paper 12
Nov 2012 Paper 11
Nov 2011 Paper 11
Jun 2011 Paper 21
Jun 2012 Paper 21
Jun 2012 Paper 22
4.1.2
4.1.3
Learners should be able to
identify and explain the main
features, benefits and limitations
of the main methods of
production, and be able to select,
recommend and justify an
appropriate production method for
a given situation.
A good starter activity would be to get learners to work in groups to
make something using the three methods – perhaps in three different
groups. An additional activity could be to research into local businesses
(or online) to identify what production methods they use. (Basic)
Learners might find Borrington and Stimpson helpful as it uses the
example of Tara to explain each method. Jones covers the basic
material (pages 156–159). (I) and there are some challenging questions
on pages 156, 157 and 158. (Challenging) Nuttall and Houghton has a
helpful table outlining the main features (page 171), as well as activities
(pages 168, 170, 171 and 172). (I or G)(Basic/Challenging)
Learners also need to be able to select the right method for a given
situation. There are activities in
Borrington and Stimpson (4th) (page 217).
For the purpose of review, learners could read pages 158–161 of
Houghton, and use the information to help produce a summary chart
outlining the advantages, disadvantages and when each method is
used. There are also exam-style questions on page 161. (I or
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.bbc.co.uk/schools/gcsebitesize/bu
siness/production/methodsofproduction
vid.shtml
(introductory or summary video)
www.dineshbakshi.com/phocadownloa
d/production_methods.jpg (mindmap)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 168,170–
172
IGCSE Business Studies
Jones pages 156–159
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 217
41
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
G)(Basic/Challenging) To increase learners understanding of the whole
of 4.1, and to provide material for formative assessment, the questions
at the end of this chapter (page 221) would provide challenging work, as
would the chapter review questions in Jones (page 159). (Challenging)
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 158–161
0450 past examination papers:
Jun 2012 Paper 12
Jun 2011 Paper 11
Jun 2012 Paper 11
Jun 2012 Paper 22
Nov 2011 Paper 21
4.1.3
Learners should be able to
explain how technology has
changed production methods.
Learners could be asked to research how technology has changed
production methods. (I or G) Look at the effects of introducing new
technology into a business – this could be covered when visiting a
factory. Emphasise the effects on the business, employees and
customers.
Dransfield et al (page 28) has basic information on the impact on
technology. Answering the summary questions (page 29) might be
useful. (Basic)
To extend this, Borrington and Stimpson (3rd) (page 81) and Jones have
case studies (pages 33 and 34) which provide more challenging work.
(Challenging)
Alternatively, there is also an interesting case study and three questions
in Borrington and Stimpson (4th) (page 220) which could be used for a
group discussion.
Nuttall and Houghton (page 48) has a summary mind map which you
might find useful.
This topic should be covered as part of 4.1.1 and 4.1.2.
Online:
www.youtube.com/watch?v=3E4hv9qQ
U7w (Ford virtual factory and efficiency)
www.youtube.com/watch?v=CqKry9HE
9kM (Adidas football boot manufacture)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 48
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 81
IGCSE Business Studies
Jones pages 33 and 34
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 220
Business Studies for IGCSE
Dransfield, et al page 28, 29
0450 past examination papers:
Nov 2011 Paper 12
Jun 2012 Paper 12
Nov 2011 Paper 11
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
42
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Jun 2011 Paper 22
Nov 2011 Paper 21
4.2.1
Learners should be able to
identify and classify costs and
use cost data to help make simple
cost-based decisions.
As a basic activity, provide the class with a list of costs that a typical
business has. Learners should categorise them into fixed and variable,
explaining the reason for this classification (G or I)(Basic)
To extend this, learners could answer the questions in Jones (page
169). (Basic) There are more challenging activities on pages 171 and
172. There are also questions in Nuttall and Houghton (pages 174,175),
Titley (page 281). (Challenging)
Emphasise to learners the importance of costs for other topics.
Borrington and Stimpson (4th), has a helpful table on how cost
information is used.
For additional questions and revision, use the summary questions in
Dransfield et al (page 117) (Basic/Challenging) or revision questions
1–3 in Borrington and Stimpson (3rd) (page 104). (Basic)
Online:
www.tutor2u.net/blog/index.php/busine
ss-studies/comments/what-is-meant-bytotal-costs-and-how-are-they-calculated
(notes on costs)
www.bbc.co.uk/schools/gcsebitesize/bu
siness/finance/accountingprinciplesvid.
shtml (costs video)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 174,175
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 104
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 281
IGCSE Business Studies
Jones pages 169, 171, 172
Business Studies for IGCSE
Dransfield, et al page 117
0450 past examination papers:
Nov 2011 Paper 13
Nov 2012 Paper 11
Nov 2012 Paper 23
Jun 2011 Paper 22
4.2.2
V1 3Y09
Learners should be able to
identify and explain the concepts
You might want to start this topic with the activity in Titley (page 286) to
discuss size and costs.
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.bbc.co.uk/schools/gcsebitesize/bu
43
Syllabus ref
Learning objectives
of economies and diseconomies
of scale.
Suggested teaching activities
Learners could read the basic material in Jones (pages 160–163)
(Basic) and then extend this with more challenging work in answering
activities (pages 160, 162 and 163. (Challenging)
As an additional activity, learners could research a business that has
grown over time to consider what financial advantages it has gained by
growing. (I) (Challenging)
Borrington and Stimpson (3rd), (page 99) has a mind map which
learners might find useful.
To sum up the topic, learners could answer the revision questions 14–16
in Borrington and Stimpson (3rd), page 104 (Basic) or summary
questions in Dransfield et al (page 111) or some of the multiple-choice
questions in Jones or Titley (on the student CD-ROM). (I)(Basic)
4.2.3
Learners should be able to
explain, interpret and use a
simple break-even chart.
siness/production/productioncostsvid.sh
tml (video)
Textbooks:
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 99, 104
Complete Business Studies for
Cambridge IGCSE & O Level
Titley
IGCSE Business Studies
Jones pages 160–163
Business Studies for IGCSE
Dransfield, et al page 111
For a more challenging activity, learners could attempt one of the past
paper questions. (I)(Challenging)
0450 past examination papers:
Nov 2012 Paper 12
Nov 2012 Paper 13
Nov 2011 Paper 21
As a basic activity, learners could be asked to consider why profit or loss
is important. There is an activity on this in Jones (page 173). To explain
the concept of break-even, you might want to use the case study in
Dransfield et al (page 119) as an example.
Online:
www.bbc.co.uk/schools/gcsebitesize/bu
siness/finance/profitabilityrev1.shtml
(notes)
Learners then need to learn to construct a break-even chart. There are
activities in Borrington and Stimpson (3rd) (pages 92 and 95) and Titley
(page 282). In Jones, there are more challenging work in the activities
and chapter review questions (pages 174,175 and 177). There are also
basic and challenging questions in Nuttall and Houghton, (pages 175–
177). (Basic/Challenging)
www.bized.co.uk/educators/level2/finan
ce/activity/busaccounting11.htm
(activity scenario)
For revision purposes, as a basic activity learners could read the GCSE
bite size notes (see online resources) or Houghton (pages 163–165)
(I)(Basic) and attempt the exam-style questions on page 167.
(Basic/Challenging) A more challenging activity would be to answer
V1 3Y09
Learning resources
Cambridge IGCSE Business Studies (0450) – from 2015
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 175–177
IGCSE Business Studies (3rd edition)
Borrington and Stimpson pages 92 and
95, 104
44
Syllabus ref
Learning objectives
Suggested teaching activities
questions 4–10 (page 104) in Borrington and Stimpson (3rd).
(Challenging)
You could also use one of the two exam-style questions in the 4th
edition of Borrington and Stimpson for revision or as the basis of
formative assessment. There are also three summary questions in
Dransfield et al. (Basic/Challenging)
Learning resources
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 282
IGCSE Business Studies
Jones page 173–175 and 177
IGCSE Business Studies (4th edition)
Borrington and Stimpson
Business Studies for IGCSE
Dransfield, et al page 119
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 163–165,167
0450 past examination papers:
Nov 2011 Paper 11
Jun 2011 Paper 21
4.3.1
Learners should understand why
quality is important and how
quality production might be
achieved.
Jones covers the basic information (pages 178–182), There are also
some challenging activities (pages 179, 181, and 182).
Online:
www.bbc.co.uk/schools/gcsebitesize/bu
siness/production/locationanddistributio
nvid.shtml (video clip)
http://download.businesscasestudies.co
.uk/retrieve_zurich_17_enVyaWNoL3Rl
YWNoZXJzLzE3LzUwMy9sZXNzb24tc
mVzb3VyY2UtcXVhbGl0eS1tYW5hZ2V
tZW50LnBkZnx8 (case study)
Some useful international quality control information is available online
(see resources).
www.dineshbakshi.com/phocadownl
oad/quality.pdf (mindmap)
For review, learners could answer the three summary questions in
Dransfield et al (page 115). (I)(Basic)
www.piqc.com.pk (Pakistan)
Start by asking learners to consider what they understand by quality.
You could use the case study in Borrington and Stimpson (3rd) (page
357) as the basis for the discussion. (W) As an additional activity,
learners could use the activity in Dransfield et al (page 115). A more
challenging activity would be to give learners the question in Jones
(page 178). (Challenging)
Textbooks:
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
45
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 357
IGCSE Business Studies
Jones pages 178–182
Business Studies for IGCSE
Dransfield, et al page 115
0450 past examination papers:
Nov 2012 Paper 12
Jun 2012 Paper 11
Jun 2012 Paper 22
4.4.1
V1 3Y09
Learners should be able to
identify and explain the main
factors influencing the location
and relocation decisions of a
business, and be able to
recommend and justify an
appropriate location for business
in given circumstances.
A good way to start this topic is to ask learners to research, either
online or in local newspapers, into a business that has just set up in a
new location. They should investigate factors that might have
influenced their choice. To extend this, use activity 3.25 in Titley (page
290). (G)(Challenging)
Learners should then read about the factors that influence different
businesses in Borrington and Stimpson (3rd) (pages 359–369) (Basic)
and then extend this with more challenging work in answering activity
24.3 (page 367). (Challenging) There are similar activities in Titley page
291 (Basic) and page 295. (Challenging)
Online:
www.bized.co.uk/notes/2012/09/locatio
n-decisions (notes on factors to
consider for international relocation)
www.economy.gov.eg (Egypt)
www.ipa.gov.pg (Papua New
Guinea)
www.gov.bw (Botswana)
www.mop.gov.kw (Kuwait),
www.saudinf.com (Saudi Arabia)
www.investinspain.org (Spain)
Titley also has a helpful table (pages 292–293) which learners might find
useful. There are also activities in Nuttall and Houghton (pages 178, 180
and 181) and Jones (183, 185–187).
(I or G)(Basic/Challenging)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 178, 180
and 181
As an additional activity, learners could investigate incentives in their
country and one other for businesses to come to the country.
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 371
For review, use the three summary questions in Dransfield et al (page
121). Alternatively, there are end of chapter revision questions in
Borrington and Stimpson (3rd) (page 371), questions in Houghton
(pages 171 and 173) as well as multiple-choice question both on the
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 290, 292, 293, 295, 296
Cambridge IGCSE Business Studies (0450) – from 2015
46
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
accompanying CD-ROM for Titley and Jones as well as online.
IGCSE Business Studies
Jones pages 183, 185–187
You could use some of the activities in Borrington and Stimpson (4th)
pages 253 and 254 as the basis for formative assessment.
(Basic/Challenging)
There is also a crossword on page 296 of Titley which would be a
challenging activity for learners. (I or G) (Challenging)
As the basis for formative assessment, Borrington and Stimpson (4th)
have exam-style questions (page 254), and Houghton (page 173).
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 253
and 254
Business Studies for IGCSE
Dransfield, et al page 121
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 171 and 173
0450 past examination papers:
Jun 2012 Paper 12
Jun 2011 Paper 11
Jun 2012 Paper 12
Nov 2011 Paper 23
Nov 2012 Paper 23
For past examination papers go to
Teacher Support at
http://teachers.cie.org.uk
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
47
Scheme of work – Cambridge IGCSE® Business Studies (0450)
Unit 5: Financial information and decisions
Recommended prior knowledge
It is recommended that learners have covered Units 1–4 before starting this unit although this is not essential. Prior knowledge of types of business is
required (Unit 1).
Context
The purpose of this unit is to give learners an understanding of the role of finance in business. It probably relates less to learners’ own experience than most other
units and will, therefore, require greater guidance from teachers. If learners are involved in starting an Enterprise, much of the unit can be incorporated in the
process of setting up and running a business. For the accounting topics, the emphasis is on the interpretation of accounts rather than the production of accounts.
Exposure to real accounts and what they tell the learner is important.
This unit has a number of links back to Unit 1, as the sources of finances available depend on the type of business. The concept of profit has relevance to Unit 1, as
profit is one of the main objectives of private sector organisations, whilst the users of accounts are the stakeholders of businesses. It also links back to the previous
unit as break-even analysis is looking to identify the level of output after which a business will make a profit. In addition fixed and variable costs feature in the income
statement, and one of the reasons for marketing is to increase sales revenue, which if successful will be recorded in the income statement.
Outline
This unit starts by considering the need for business finance, and the different sources that are available to each type of business. It then looks at the importance of
cash and cash-flow forecasting to a business. It then moves on to consider the elements and uses of income statements and balance sheets. The unit ends with a
consideration of how the accounts can be analysed, and how this information might be helpful to the various users of accounts.
It is suggested that approximately 17.5% of the course time should be allocated to this unit.
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
5.1.1
5.1.2
Learners should understand the
need for business finance.
Learners could be divided into groups and asked to study a
particular business to discover why the business needs finance (G).
There are activities in Dransfield et al (page 70), Titley (page 172)
and Jones (page 93). There are more challenging activities on
pages 94 and 95) and in Borrington and Stimpson (3rd) (page 137).
(I or G)(Challenging)
Online:
www.bbc.co.uk/schools/gcsebitesize/bu
siness/finance/sourcesoffinancevid.sht
ml (video)
Learners should be able to
identify and explain the main
sources of capital, and be able to
select, recommend and justify
appropriate source(s) of finance
V1 3Y09
There is an interesting case study about Dairy farming in Pakistan in
Cambridge IGCSE Business Studies (0450) – from 2015
www.bized.co.uk/educators/1619/business/accounting/presentation/so
urcefinance_map.htm (sources mind
48
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
in given circumstances.
Dransfield et al (page 72) and three questions which you might want
to use. (Basic/Challenging)
map)
All the textbooks cover the basic material on sources of finance.
Learners need to explore the different types of finance available.
You could invite a Bank Manager into class to talk about the types of
finance available through the Bank or you might ask groups of
learners to research the options available in their country. Learners
could read about the each source, and categorise them using the
activity in Borrington and Stimpson (3rd) (page 143). (Basic)
You might want to ask learners to work in groups to research the
different types of finance (e.g. groups focus on short or long term, or
internal/external) and present this information to the whole class or
in the form of a report or visual presentation. (Challenging)
The presentations could then be followed by a discussion on factors
to consider when selecting a source of finance. Emphasise the
implications of the different alternatives in terms of the amount of
capital that could be raised and the risks involved with each option.
Titley has helpful tables highlighting the advantages and
disadvantages of different methods (pages 176–181) as does
Houghton (pages 102–105).
To extend this, give learners different case studies of businesses
that are seeking finance. and get them to decide which would be the
most suitable sources of finance to use and why. (I or G) There are
some challenging activities in Jones (pages 98–101). Additional
activities can be found in Nuttal and Houghton (pages 117 and 118),
Titley (page 177), Houghton (page 108) and Borrington and
Stimpson (3rd) (pages 145 and 150). (Basic/Challenging)
As an additional activity learners could investigate accounts of two
businesses to explore sources used particularly by a low and high
geared business. Dransfield et al has basic information on this, along
with a helpful diagram (page 75).
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
www.guardian.co.uk/globaldevelopment/povertymatters/2012/nov/21/rise-fallmicrofinance (micro finance)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 117 and
118
IGCSE Business Studies (3rd edition)
Borrington and Stimpson pages 137,
143, 145 and 150
Complete Business Studies for
Cambridge IGCSE & O Level
Titley pages 172, 176–181
IGCSE Business Studies
Jones pages 93–95, 98–10s
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 271
Business Studies for IGCSE
Dransfield, et al page 70, 72 75
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 102–106, 108
0450 past examination papers:
Nov 2012 Paper 11
Nov 2012 Paper 13
Jun 2012 Paper 12
Nov 2011 Paper 13
49
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
It is important that learners are aware of the different options available to
different types of businesses. Use a variety of case studies or questions
to ensure that learners understand that not every form of business will
have access to every possible source.
June 2012 Paper 11
Nov 2011 Paper 23
Nov 2012 Paper 21
Nov 2012 Paper 23
Jun 2011 Paper 22
Jun 2012 Paper 22
For revision, learners could read pages 102–106 of Houghton and then
produce a mind map outlining the main sources of finance available. You
can use the Bized mind map as a guide (note: learners do not need
knowledge of all sources shown). (Basic)
To increase learners overall grasp of this topic, and to provide material
that could be used for formative assessment, the exam-style questions
at the end of the chapter in Borrington and Stimpson (4th) (page 271)
would provide challenging work as would the chapter review question in
Jones (page 102). (Challenging)
5.2.1
5.2.2
Learners should understand the
importance of cash and of cashflow forecasting.
As a basic activity, you might want to ask learners to consider why cash
might be important to them, and to a business Use a case study
example to explain the main features of a cash flow forecast. For
example the ‘Tarun’ case study in (Dransfield et al (page 126). There are
also case studies in Jones (page 192), and Nuttal and Houghton (page
188). (W or G)
There are a number of helpful diagrams in the textbooks. Page 187 of
Nuttal and Houghton shows the flow of money. Borrington and
Stimpson (3rd) (page 128) has a good summary of cash flow, and cash
study on page 129 showing the relationship between different values.
Emphasise to learners that cash is not the same as sales or profit.
To extend this, learners could answer activity 8.1 in Borrington and
Stimpson (3rd) (page 126). (Basic) There are challenging activities on
pages 130 and 132. (Challenging)
There are also activities in Nuttal and Houghton (page 191) (Basic) and
a more challenging activity on page 190. (Challenging) There are
further activities in Jones (pages 194 and 195), Titley (page 304) and
Dransfield et al (page 127). (Challenging)
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
http://download.businesscasestudies.co
.uk/retrieve_cima_15_Y2ltYS90ZWFjaG
Vycy8xNS9sZXNzb24tc3VnZ2VzdGlvb
nMucGRmfHw= (cima case study)
www.tutor2u.net/blog/index.php/busines
s-studies/comments/costs-cashflowand-closure-the-last-french-beret-maker
(video)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 187, 188,
190 191
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 126,
128, 130, 132
Complete Business Studies for
Cambridge IGCSE & O Level
50
Syllabus ref
5.3.1
Learning objectives
Learners should understand what
profit is and why it is important.
Suggested teaching activities
Learning resources
There is an interesting video clip which highlights how cash flow
problems can affect businesses (see online resources).
Borrington and Stimpson (4th) (page 378) has a helpful table of solutions
which learners will find useful.
Titley page 304
Learners will enjoy the opportunity to use spreadsheets to
construct and amend cash flow forecasts.
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 134, 378
For the purpose of revision, learners could read pages 180–183
of Houghton or you could use the summary revision questions in
Dransfield et al (page 127). (Basic) or some of the revision
questions in Borrington and Stimpson (4th) (page 134).
(Basic/Challenging)
Business Studies for IGCSE
Dransfield, et al page 126, 127
You might want to start this topic with a basic activity by getting
learners find newspaper (or online) stories in the financial pages
relating to profit. Discuss with learners why businesses are interested
in making a profit. (W)(Basic) To extend this, read the Nintendo case
study and answer the two questions in Dransfield et al (page 132). (I
or G)(Challenging)
Emphasise to learners that profit is not the same as cash. You might
find the Good Hope case study in Borrington and Stimpson (4th),
(page 276), and activity on page 286 helpful. There is also an
example in Titley (page 307).
Learners then need to explore the different ways that profit can be
calculated. There are basic activities in Dransfield et al (page 129)
and Jones (page 197). (Basic)
Tutor2u has presentation slides on profit which you might find
useful (see online resources).
For revision, answer the three summary questions in Dransfield et
al (page 133) or the revision questions on the accompanying CDROM to Borrington and Stimpson (4th).
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
IGCSE Business Studies
Jones page 192, 194 and 195
0450 past examination papers:
June 2012 Paper 11
Nov 2012 Paper 11
Jun 2011 Paper 11
Online:
www.tutor2u.net/blog/index.php/busines
s-studies/comments/revisionpresentation-the-basics-of-profit
(presentation)
Textbooks:
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 307
IGCSE Business Studies
Jones page 197
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 276
Business Studies for IGCSE
Dransfield, et al page 129, 132, 133
0450 past examination papers:
Jun 12 Paper 11
51
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Nov 11 Paper 12
Nov 12 Paper 13
5.3.2
Learners should be able to
identify and explain the main
features of an Income statement,
and be able to use simple Income
statements in decision making.
You might want to use Borrington and Stimpson (4th) as the basis
for this topic as this uses the up-to-date terminology. As a basic
activity, you might want to explain the main elements to learners
using the City Café Co as an example, and then the two activities
(page 288). To extend this, answer the two questions for the case
study in Dransfield et al (page 131). There are also activities in
Nuttal and Houghton (pages 194–196). (Basic)
Emphasise to learners the importance of understanding the
relationship between different items in the Income statement.
Emphasise to learners that they will not be required to construct a
balance sheet in the examination. However they will be expected to
be able to use the information it contains to help make decisions
There are more challenging activities in Borrington and Stimpson
(4th) (pages 290–292). There are also activities in Jones (pages 199
and 200), Dransfield et al (page 131) and Titley (page 309).
(Challenging)
As an additional activity, learners might be useful to compare
accounts of two completely different businesses e.g. a retailer and an
oil company.
For revision, use the summary questions in Dransfield et al (page
131). (Basic)
For assessment purposes, there are exam-style questions in
Borrington and Stimpson (4th) (page 293).Titley also has an exam
preparation question on page 310. (Basic/Challenging)
5.4.1
5.4.2
V1 3Y09
Learners should be able to
identify and explain the main
elements of a balance sheet, and
be able to interpret a simple
You might want to use Borrington and Stimpson (4th) as the basis for
this topic as this uses the up-to-date terminology.
As a basic activity, you might want to explain the main elements to
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.bized.co.uk/educators/1619/business/accounting/presentation/fin
ance1_map.htm (finance mind map)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 194–196
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 309, 310
IGCSE Business Studies
Jones pages 199 and 200
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 288,
290–293
Business Studies for IGCSE
Dransfield, et al page 131
0450 past examination papers:
Nov 2012 Paper 12
Jun 2011 Paper 11
Jun 2012 Paper 11
Jun 2012 Paper 22
Nov 2011 Paper 22
Online:
www.tutor2u.net/business/accounts/bal
ance_sheet.htm (information on new
terminology)
52
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
balance sheet and make
deductions from it,
learners using ACE Machines (page 295) of Borrington and Stimpson
(4th). Learners could then have a set of cards with various examples of
assets, liabilities and capital items that they could categorise (Basic) or
use activity 24.1 (page 296). A more challenging activity would be for
learners to choose a business they are familiar with, and make a list of
the types of assets and liabilities it has. (I or G)(Challenging)
Textbooks:
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 316
Learners then need to explore how to interpret balance sheets. Using
the ACE Machines example (Borrington and Stimpson), learners could
discuss the changes in the two years. Learners could then complete
activity 24.2. To extend this, learners could also answer activity 24.3
(page 298). (Basic/Challenging) There are more challenging activities
on page 299. There are also activities in Titley (page 316), Dransfield et
al (page 135) Houghton (page 193) and Jones (pages 201, 202, 204
and 206). (Basic/Challenging)
IGCSE Business Studies
Jones pages 201, 202, 204 and 206
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 295,
296, 298, 299
Business Studies for IGCSE
Dransfield, et al page 135
As an additional activity, learners might be useful to compare
accounts of two completely different businesses e.g. a retailer and an
oil company.
Cambridge IGCSE Business Studies
Revision Guide
Houghton pagse 188–189, 193
Emphasise to learners that they will not be required to construct a
balance sheet in the examination. However they will be expected to
be able to use the information it contains to help make decisions.
0450 past examination papers:
Jun 2011 Paper 12
Nov 2012 Paper 11
Jun 2011 Paper 11
Nov 2012 Paper 13
For revision, a basic activity for learners would be to read Houghton
(pages 188–189) and answer the four exam-style questions. (I)
(Basic/Challenging)
There are also three summary questions in Dransfield et al (page
135). There are also revision question in the other textbooks or
accompanying CD-ROM.
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
53
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
5.5.1
5.5.2
5.5.3
Learners should be able to
interpret financial statements by
calculating and analysing
accounting ratios.
You might want to use Borrington and Stimpson (4th) as the basis for
this topic as this uses the up-to-date terminology.
Online:
www.bized.co.uk/educators/1619/business/accounting/presentation/fin
ance2_map.htm (finance mind map 2)
www.tutor2u.net/business/activities/Gro
ssProfitBasics.pdf (basic worksheet)
www.tutor2u.net/business/accounts/use
rs_accounts.htm (users of accounts
summary chart)
Learners should be able to
explain the concept of liquidity.
Learners should be able to
explain why and how accounts
are used to help make decisions.
As a basic activity, give learners a case study example and ask
them to consider how they can work out information about the
performance of the business. Learners can discuss how useful this
information is. (W or G) There is a useful case study in Borrington
and Stimpson (4th) (page 302). (Basic) A more challenging activity
is LemCo Ltd in Jones (page 207). (G)(Challenging)
Learners then need to explore each of the five ratios in more detail.
For instance, using the examples in Borrington and Stimpson (4th)
(pages 303–307) as a guide, learners could answer the activities on
pages 305 and 307, and then extend this through more challenging
activities in Jones (pages 209–211), Nuttal and Houghton (page
202) and Dransfield et al (pages 137, 139 and 141). (Challenging)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 202
Borrington and Stimpson (4th) has two helpful tables (pages 305
and 307) which highlight what the performance and liquidity ratios.
IGCSE Business Studies (3rd edition)
Borrington and Stimpson
In groups learners might consider how and why different user
groups would use the accounts. There are activities on needs and
uses of accounts in Borrington and Stimpson (4th) (page 310), and
Jones (pages 220, 221 and 222). (Basic/Challenging)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 333
As an additional activity, there is a good case study about BP in
Borrington and Stimpson (4th) (page 311) and two questions that
learners could answer (G). Learners might want to research into
other companies using the summary activity in Dransfield et al
(page 145) as a guide to their investigation. (Challenging)
As revision, learners could answer some of the revision question on
the revision questions on the Borrington and Stimpson (4th) CDROM or the summary questions in Dransfield et al (pages 139 and
141) or the exam-style questions in Houghton (page 200).
(Basic/Challenging)
Cambridge IGCSE Business Studies
Nuttall and Houghton
Cambridge IGCSE Business Studies
Nuttall and Houghton
IGCSE Business Studies
Jones page 207, 209–211, 220–223
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 302–
307, 310, 311, 314
Business Studies for IGCSE
Dransfield, et al pages 137, 139 and
141, 145
The chapter review question in Jones (page 223) could be used as
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
54
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
the basis for formative assessment.
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 200
To sum up this unit, a challenging activity for learners would be the
case study style question in Borrington and Stimpson (4th) (page
314). (Challenging) There is also a crossword on page 333 of Titley
which would be a challenging activity for learners. (Challenging)
0450 past examination papers:
Jun 2012 Paper 12
Nov 2012 Paper 11
Jun 2011 Paper 12
Nov 2012 Paper 21
Jun 2012 Paper 22
For past examination papers go to
Teacher Support at
http://teachers.cie.org.uk
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
55
Scheme of work – Cambridge IGCSE® Business Studies (0450)
Unit 6: External influences on business activity
Recommended prior knowledge
It is recommended that learners have covered Units 1–5 before starting this unit, as the intention of this unit is to develop ideas on the factors external to a business
that influences its decisions. Some of the concepts are probably less accessible for learners and require prior knowledge of the main function areas of business
such as marketing, production and finance.
Context
Several of these topics will probably have been introduced during the other sections. For example, pressure groups, role of legal controls over business activity
affecting the environment and externalities might influence business location (section 4.4.1). The possible conflict between ethics and profits might have been
discussed as part of 1.5 (business and stakeholder objectives). Section 6.3 has a number of links with earlier sections. The concepts of globalisation and exchange
rates might have been introduced in Unit 3.4.3 (opportunities and problems of entering new markets abroad) and multinational companies can be linked to Unit
1.4.1 (forms of business organisation).
It is intended that learners will understand the impact that external factors have on business behaviour, but not a detailed understanding of economic issues or the
law. So, for example, learners should understand how interest rates impact on decisions, and why governments need to change them, without any detailed
understanding of monetary economics.
Teaching can be focused on Government issues in the learners’ own country with substantial use of newspapers and other media.
Outline
The unit starts by considering the ways in which governments control the economy, and how this can affect business activity. It then looks at the environmental and
ethical issues, both in terms of the opportunities and constraints for businesses. The unit ends with a consideration of the international aspects of business in terms
of the importance of globalisation, the importance and growth of multinational companies and the impact of exchange rate changes on business activity.
It is suggested that approximately 15% of the course time should be allocated to this unit.
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
6.1.1
Learners should be able to
identify and explain how
governments try to control over
the economy affects business
activity, and how businesses
Learners could be introduced to the concepts of Gross Domestic
Product (GDP), inflation, balance of payments and unemployment. Then
they could, in groups, be asked to find out how and why governments
might try to achieve these objectives. Different groups could research
different objectives. (G)(Basic) In addition, some learners might want to
Online:
http://download.businesscasestudies.co
.uk/retrieve_cima_16_Y2ltYS90ZWFjaG
Vycy8xNi9kb3dudHVybi1hbmQtcmVjZX
NzaW9uLnBwdHx8 (slides on business
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
56
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
might be affected by, and react to
these changes:
explore how these issues affect different countries. (Challenging) Each
group could then present their finding to the whole class. (Challenging)
Newspaper articles and news websites are a good source of information
for this activity. Alternatively, there is a good activity in Titley (page 50)
which you could use instead of newspaper cuttings.
cycle)
• Government economic
objectives, e.g. increasing Gross
Domestic Product (GDP)
• Main stages of the business
cycle; growth, boom, recession,
slump
• How changes in taxes and
Government spending can affect
business activity
• How changes in interest rates
can affect business activity
• How businesses might respond
to these changes
To extend this, learners could use answer the four questions in Nuttal
and Houghton (pages 39 and 41). There are also activities in Dransfield
et al (page 25) and Titley (page 53). (Basic/Challenging)
Borrington and Stimpson (4th) have two case studies on the economic
problems in Spain (page 326) and the motorbike industry in Bangladesh
(page 327). (G)(Basic/Challenging)
Discuss with learners what stage of the business cycle your country
currently is in (use the indicators in the textbooks such as Borrington
and Stimpson (page 55) Titley (page 433) or the power point slides (see
online resources). Learners could then draw and label a business cycle,
and add the key features for each stage. (I or G)(Basic)
Learners, in groups, could be given information on four or five countries
and be asked to decide if they are recession, growth, boom or slump
and why. (G)(Challenging)
In terms of taxes, learners should find out information about the different
types of taxes in their own country and in another country. (I or
G)(Basic) Then, in groups, they could be asked how explain how this
policy measure might affect different businesses. They could be required
to bring out the analytical links in the form of a flow chart.
(G)(Challenging) To extend this, learners could look at some case
study questions. For example, Dransfield et al has a good case study
activity on taxes in Albania (page 27). (I)(Basic)
www.bized.co.uk/reference/diagrams/T
he-UK-Trade-Cycle---Business-Cycle
www.bbc.co.uk/schools/gcsebitesize/bu
siness/environment/stateofeconomyrev
1.shtml (interest rate notes)
www.dineshbakshi.com/phocadownload
/government-economic-policies.pdf
(mind map)
www.bbc.co.uk/news/10604117
(economy tracker)
www.tradingeconomics.com (data for
countries)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 39 and 41
IGCSE Business Studies (3rd edition)
Borrington and Stimpson page 76
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 50, 57, 60, 61, 433
IGCSE Business Studies
Jones page 32
There are also activities in Titley (pages 57 and 60), Jones (page 31).
(I)(Basic) and Borrington and Stimpson (3rd) (page 62). (Challenging)
A similar approach could be used for interest rates. Learners could
investigate what has happened to interest rates over a certain time
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
57
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
period. There are many websites that learners could access such as
trading economies or the BBC for data. (I or G)(Basic) They could then
be required to find an example of how interest rates have impacted on
two different types of businesses. For example, one business might
have delayed investment, or found alternative sources of finance.
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 55, 56,
62, 327
Alternatively you might want learners to answer activity 1.16 in Titley
(page 61). (Challenging)
Borrington and Stimpson (4th) (page 327) has a helpful table
which shows the possible impact of these changes on
businesses, while Houghton (pages 32–33) has useful flowcharts
on this topic.
For revision, you might want to use revision questions 1–12 in
Borrington and Stimpson (3rd) (page 76) or the three summary
questions in Dransfield et al (pages 27 and 195). (Basic)
For assessment, you might want to use the activity on page 32 of
Jones. (Basic/Challenging)
6.2.1
Environmental concerns and
ethical issues as both
opportunities and
constraints for businesses.
You could start by asking learners to consider ways in which business
activity has impacted on the environment, using newspapers, online
resources and their own experiences. (I or G)(Basic) Learners could
present their findings in a report, poster or as a presentation to the
class. (Challenging)
All the textbooks have activities and case studies that you could use. For
example, Dransfield et al (pages 11, 13 and 170), Titley (page 388),
Jones (pages 255, 258, 270–272), Nuttal and Houghton (pages 27–28,
30, 237 and 238), Borrington and Stimpson (3rd) (pages 85–87), with
additional case studies in Borrington and Stimpson (4th) (pages 337 and
338). (I and G)(Basic/Challenging)
Business Studies for IGCSE
Dransfield, et al page 25, 27 and 195
Cambridge IGCSE Business Studies
Revision Guide
Houghton pages 32–33
0450 past examination papers:
Nov 2012 Paper 12
Jun 2011 Paper 11
Nov 2011 Paper 13
Jun 2011 Paper 11
Nov 2012 Paper 11
Nov 2012 Paper 22:
Nov 2011 Paper 22
Jun 2011 Paper 21
Online:
www.bbc.co.uk/schools/gcsebitesize/bu
siness/environment/ (link for revision
notes , videos and test materials)
www.bized.co.uk/educators/1619/business/external/presentation/press
ure1_map.htm (mind map)
www.bized.co.uk/educators/1619/business/external/activity/ethics.htm
(Ethical activity based on Coca Cola)
There is plenty of opportunity for exploring the issues of environment and www.our-africa.org/kenya/lakeethics. In addition, to the textbooks, the Jusbiz website has a number of naivasha (video)
scenarios and resources that you might find useful. It has an interesting
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
58
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
case study which looks at the impact of a flower farm on a lake in
Kenya. This could be used as the basis for a discussion, or you could
develop into ethical or environmental questions. There is also a role play
exercise based on deforestation (see online resources).
(G)(Basic/Challenging)
www.jusbiz.org/downloads/pdf/timber.p
df (role play exercise)
This particular topic is very good in terms of learners giving
presentations on ethical or environmental issues. Different groups could
be asked to prepare a case for or against a new factory or mine being
opened in your country. (G) The presentations could then be followed up
by a class discussion. (W)(Basic)
Learners could research the measures that their country might use to
limit the impact of business activity and what issues any pressure groups
in their country are seeking to address. (Basic)
There is a helpful chart in Houghton (page 237) outlining the effect of the
actions of pressure groups on businesses. There are also three examstyle questions that learners could answer on page 241.
(I)(Basic/Challenging)
Borrington and Stimpson (4th) has two exam-style questions (page 339)
which could be used for formative assessment.
www.bbc.co.uk/schools/gcsebitesize/bu
siness/environment/acompetitivemarket
vid.shtml (ethics video)
www.youtube.com/watch?v=FzxGyKyzf
P8 (BBC video on issues such as
globalisation, environment)
www.youtube.com/watch?v=8VsidkU9x
ug (video about Nike and ethics)
www.forbes.com/sites/jacquelynsmith/2
013/03/06/the-worlds-most-ethicalcompanies-in-2013/
(list of ethical companies)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton pages 27–28, 30,
237 and 238
Cambridge IGCSE Business Studies
Nuttall and Houghton
IGCSE Business Studies (3rd edition)
Borrington and Stimpson pages 85–87
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 388
Cambridge IGCSE Business Studies
Nuttall and Houghton
IGCSE Business Studies
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
59
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Jones pages 255, 258, 270–272
IGCSE Business Studies (4th edition)
Borrington and Stimpson pages 337–
339
Business Studies for IGCSE
Dransfield, et al pages 11, 13 and 170
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 237, 241
0450 past examination papers:
Jun 2012 Paper 11
Jun 2011 Paper 12
Nov 2011 Paper 13
Nov 2012 Paper 12
Nov 2012 Paper 23
Jun 2011 Paper 21
6.3.1
V1 3Y09
Learners should be able to
understand the importance of
globalisation.
You might want to start with the video clip (see online resources listed
opposite) which has some basic information about McDonald’s growth.
Learners could then consider the reasons for globalisation. (Basic)
Learners should be able to
identify and explain the
opportunities and threats of
globalisation for businesses.
Borrington and Stimpson (4th) (page 431) covers the basic information.
Learners could then answer the two questions to activity 34.1 (page
342). (Basic) A more challenging activity is in Jones (page 66).
(Challenging)
Learners should be able to
identify and explain why some
governments might introduce
import tariffs and quotas.
As an additional activity, groups of learners could research the threats
and opportunities for other businesses, and present their findings as a
poster. (G) (Basic)
Online:
www.bbc.co.uk/schools/gcsebitesize/ge
ography/globalisation/globalisation_rev
1.shtml
http://news.bbc.co.uk/1/hi/in_depth/busi
ness/2007/globalisation/default.stm (link
to articles)
The BBC website has some useful links for this topic. There is also an
interesting case study in Dransfield et al (page 42), on the use of tariffs.
www.youtube.com/watch?v=8wicr0PzR
Ro (McDonalds video)
www.youtube.com/watch?v=SyJ23a7_f
vQ or
www.youtube.com/watch?v=MmjJjR2_BQ (videos on pros and cons of
globalisation)
For revision, a basic activity would be to read page 341 of Borrington
Textbooks:
Cambridge IGCSE Business Studies (0450) – from 2015
60
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
and Stimpson (4th). (Basic) The first exam-style question would provide
challenging work for learners (page 348). (Challenging)
IGCSE Business Studies
Jones page 66
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 341,
342, 348
Business Studies for IGCSE
Dransfield, et al page 42
0450 past examination papers:
Nov 2012 Paper 11
Nov 2012 Paper 21
Jun 2012 Paper 12
6.3.2
Learners should be able to
identify and explain the reasons
for the importance and growth of
multinational companies
(MNCs).
You could ask learners in groups to research into two multinational
companies that operate in their own country to find out what they
provide. To extend this, learners can find out additional information such
as which other companies they operate in, the number of employees
and sales levels. (G)(Basic/Challenging) Alternatively, you might want
to use the activity in Titley (page 134), in which learners research the
home countries of a number of multinational companies (MNCs).
All the textbooks cover the basic material. There are some challenging
activities in Nuttal and Houghton (page 89), Borrington and Stimpson
(4th) (pages 344 and 347) and Jones (pages 68–70). You might want to
use the activity in Jones, (page 70) as the basis for formative
assessment. (Challenging)
This particular topic is very good in terms of learners giving
presentations on the case for or against multinationals. Different groups
could be asked to prepare a case for or against a MNC setting up in
your country. (G) The presentations could then be followed up by a class
discussion. (W)(Basic) Learners could be asked to recommend, and
justify whether the MNC should be allowed. (Challenging)
Included in the online resources have links to a video and articles about
multinationals, which you might want to use as the basis for discussion
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.tutor2u.net/blog/index.php/busines
s-studies/comments/globalisation-andindian-coffee-houses (video on coffee
and multinationals in India)
www.tutor2u.net/blog/index.php/busines
s-studies/comments/the-dawning-ageof-the-chinese-multinational (article and
link to BBC article on growth of Huawei)
Textbooks:
Cambridge IGCSE Business Studies
Nuttall and Houghton page 89
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 134
IGCSE Business Studies
Jones pages 68–70
IGCSE Business Studies (4th edition)
61
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
or as additional reading.
Borrington and Stimpson pages 344
and 347
For revision, a basic activity would be for learners to answer the 3
summary questions in Dransfield et al (page 55). (I)(Basic) There are
more challenging exam-style questions in Houghton (page 79).
(Challenging)
Business Studies for IGCSE
Dransfield, et al page 55
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 79
0450 past examination papers:
Jun 2012 Paper 12
Nov 2011 Paper 23
6.3.3
Learners should be able to
explain the impact of exchange
rate changes.
Learners could find out the current value of their currency against a
number of other currencies. (I) (Basic) Alternatively, you might
want to use a game approach (see example in the teacher’s guide).
As well as undertaking activities and exercises in the textbooks
mentioned, it would be useful for groups of learners to follow particular
rates of exchange for a number of weeks and produce a chart to show
how the rate might have changed. (Basic)
You could extend this, by asking learners to provide a written
explanation of why it has or has not changed, and how this might affect
different businesses. Each group could focus on a separate business.
(G)(Challenging)
For revision, a basic activity would be to read page 51 of Houghton or
page 92 of Dransfield et al (I)(Basic) or watch the second video clip.
To sum up this unit, learners could answer the case study style question
in Borrington and Stimpson (4th) (page 349). (Challenging)
There is also a crossword on page 434 of Titley which would provide a
challenging activity for learners. (Challenging)
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
Online:
www.bbc.co.uk/news/business11722578 (BBC video explaining the
basics of exchange rates)
www.bbc.co.uk/news/business18044218 (BBC video on implications
of a strong currency)
http://teachers.cie.org.uk (follow link to
teachers guide)
Textbooks:
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 434
IGCSE Business Studies (4th edition)
Borrington and Stimpson page 349
Business Studies for IGCSE
Dransfield, et al page 92
62
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Cambridge IGCSE Business Studies
Revision Guide
Houghton page 51
0450 past examination papers:
Nov 2012 Paper 11
Nov 2011 Paper 22
For past examination papers go to
Teacher Support at
http://teachers.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations.
© Cambridge International Examinations 2013
V1 3Y09
Cambridge IGCSE Business Studies (0450) – from 2015
63