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