Time
Frame
[Write
down
Term &
Week]
Week
2
FW Implementation
Topics
[Write down
the Topics]
Enterprise
Standards
(Cambridge)
[Select from the
dropdown list]
• 1Ba1 purpose of
business activity
Specific Learning
Objectives
[Craft the Learning
Objectives aligned to the
Cambridge Standards]
List out porpose of
business activities
Learning Activities
[Design the Learning
Activities to meet the
Learning Objectives]
Thinking Skills
[Select the strategies from the dropdown
list]
Strategies
[Select from the
dropdown list]
Put learners into
groups and ask each
group to use their
existing
knowledge/awareness
of businesses to agree
a definition of
‘business’ and an
explanation of what
businesses do. On
completion, each
group presents its
ideas to the rest of
the class. To
consolidate, set
learners a written
assignment such as
Identifying
‘Identify four
Objectives/Setting
businesses and
Goals
explain the main
purpose of each of
them’.
Explain the concept of
‘creating/adding
value’ by introducing
the idea of ‘selling for
a higher price than
the cost of bought-in
materials’Then put
learners into groups
and give each group a
list of four (different)
businesses. Ask them
to discuss how each
business could ‘create
Core Skills
Focusing
Values
[Select from
the
dropdown
list]
Aesthetics
[Write down
the Skills]
Motor
Skills
[Select
from the
dropdown
list]
more value’ and
present their ideas to
the class. Follow this
up by asking each
group what a business
could do to create
value from a cheap
aluminium tray (NOT
carrying food). On
completion, each
group presents its
ideas to the class,
who discuss and vote
on the best ideas
Flipped classroom add
resources on the
google classroom ask
the students to access
resources before
coming to class.
• 1Ba2 the concept of
creating value
• 1Ba3 the nature of
economic activity,
the problem of
choice and
opportunity cost
• 1Ba4 business
environment is
dynamic
• 1Ba5 what a
business needs to
succeed
• 1Ba6 why many
businesses fail early
on
• 1Re1 qualities an
Elaborate the
concept of creating
value using an
example
correlate nature of
economic activity,
the problem of
choice and
opportunity cost
Infer that a business
environment is
dynamic : Case study
list out various
requirements for a
business to be
successful
Generate a list of
reasons why business
fail and evaluate the
reasons
List qualities of a
Defining the
Problem
Focusing
Analysing Parts &
Whole
Analysing
Involved
Inferring :
Deduction
Generating
Involved
Identifying
Objectives/Setting
Goals
Focusing
Identifying
Objectives/Setting
Goals
Focusing
Identifying
Focusing
entrepreneur is likely
to need for success
• 1Re2 The role of
business enterprise in
the development of a
business and a
country
• 1Se1 the range and
aims of social
enterprises
• 1Se2 triple bottom
line – economic
(financial), social and
environmental
targets
Business
structure
Week
3
• 1Es1 primary,
secondary and
tertiary sector
businesses
successful
entrepreneur
identify the role of
business enterprise in
the development of a
business and a
country
List out aims of social
enterprise
Analyse in detail
triple bottom line –
economic (financial),
social and
environmental
targets
Classify business in
primary, secondary
and tertiary sector
businesses
• 1Es2 the public and
private sectors
Classify business into
public and private
sectors
• 1Ls1 main features
of different types of
legal structure,
including ability to
raise finance
List main features of
different types of
legal structure,
including ability to
raise finance
Objectives/Setting
Goals
Identifying
Objectives/Setting
Goals
Focusing
Identifying
Objectives/Setting
Goals
Focusing
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing
Classifying
Put learners into
groups and ask each
group to use their
existing
knowledge/awareness
of businesses to agree
a definition of
‘business’ and an
explanation of what
businesses do. On
completion, each
group presents its
ideas to the rest of
Classifying
the class. To
consolidate, set
learners a written
Identifying
assignment such as
Objectives/Setting
‘Identify four
Goals
businesses and
Organising
Organising
Focusing
Tenacious
Size of
business
• 1Ls2
appropriateness of
legal structure: sole
trader, partnership,
private limited
companies, public
limited companies,
ranchises, cooperatives, joint
ventures
• 1Ls3 concept of
limited liability and
its importance
Using a decision
making matrix help a
businessman to
chose the right type
of leagal business
structure
• 1Ls4 problems
resulting from
changing from one
legal structure to
another
• 1Mob1 different
methods of
measuring the size of
a business (profit is
not an acceptable
measure of business
size)
• 1Ssb1 advantages
and disadvantages of
being a small
business
• 1Ssb2 strengths and
weaknesses of family
businesses
• 1Ssb3 the
importance of small
businesses and their
role in the economy
• 1Ssb4 the role of
small businesses as
part of the industry
structure in some
industries
Analyse problems
resulting from
changing from one
legal structure to
another
Evaluate different
methods of
measuring the size of
a business
Analyse the
importance of limited
liability
List the advantages
and disadvantages of
being a small
business
conduct a SWOT
analysis of a family
business
Analyse the
importance of small
businesses and their
role in the economy
Highlight key role of
small businesses as a
part of industry
explain the main
purpose of each of
them’.
Explain the concept of
‘creating/adding
value’ by introducing
the idea of ‘selling for
a higher price than
the cost of bought-in
materials’Then put
learners into groups
and give each group a
list of four (different)
businesses. Ask them
to discuss how each
business could ‘create
more value’ and
present their ideas to
the class. Follow this
up by asking each
group what a business
could do to create
value from a cheap
aluminium tray (NOT
carrying food). On
completion, each
group presents its
ideas to the class,
who discuss and vote
on the best ideas
Flipped classroom add
resources on the
google classroom ask
the students to access
resources before
coming to class.
Provide a simple
explanation of the
distinction between
Decision Making
Matrix
Evaluating
Analysing Parts &
Whole
Analysing
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing
Establishing
Criteria &
Prioritising
Evaluating
Identifying
Objectives/Setting
Goals
Focusing
SWOT
Analysing
Tenacious
Reversal
Brainstorming
Analysing
Involved
Identifying
Objectives/Setting
Goals
Focusing
Tenacious
Involved
• 1Ssb5 why and how
a business might
grow internally
List out reasons for a
business to grow
internally
primary, secondary
and tertiary sectors.
Then hand out a preprepared worksheet
with names of 20
businesses in your
country and put
learners into groups.
Ask each group to
classify each business
on the list into the
relevant sector
(conglomerate
businesses could
operate in all three).
On completion, give
feedback to the whole
class.
Hand out details of a
number of businesses
in different situations,
e.g. family business,
start-up business,
multinational business
aiming to expand, etc.
Then put learners in
pairs and ask them to
suggest and justify an
appropriate legal
structure for each
(one business each or
all depending on
time). On completion,
each pair feeds back
their proposals to
whole class.
To consolidate, set
learners a written
assignment such as
‘The correct legal
structure for a
Identifying
Objectives/Setting
Goals
Focusing
Week
4
Business
objectives
• 1Bop1 the nature
and importance of
business objectives at
corporate,
departmental and
individual levels
• 1Bop2 corporate
social responsibility
(CSR) as a business
objective
• 1Obd1 relationship
between mission
statement,
objectives, strategy
and tactics
• 1Obd2 the different
Categorise the
objectives of a
business into:
corporate,
departmental and
individual levels
Analyse CSR as a
business objective
Analyse relationship
between mission
statement,
objectives, strategy
and tactics
List out the stages in
business depends on
what factors?’.
Learners complete
with at least four
factors explained.
Provide a simple
explanation of the
distinction between
primary, secondary
and tertiary sectors.
Then hand out a preprepared worksheet
with names of 20
businesses in your
country and put
learners into groups.
Ask each group to
classify each business
on the list into the
relevant sector
(conglomerate
businesses could
operate in all three).
On completion, give
feedback to the whole
class.
Hand out details of a
number of businesses
in different situations,
e.g. family business,
start-up business,
multinational business
aiming to expand, etc.
Then put learners in
pairs and ask them to
suggest and justify an
appropriate legal
structure for each
(one business each or
all depending on
time). On completion,
Classifying
Organising
Analysing Parts &
Whole
Analysing
Analysing Pattern
& Relationship
- Sequencing
Analysing
Analysing Pattern
Analysing
Involved
Involved
Stakeholders
in a business
Week
5
stages of business
decision making and
the role of objectives
in the stages of
business decision
making
• 1Obd3 how
objectives might
change over time
• 1Obd4 the
communication of
objectives and their
likely impact on the
workforce
• 1Obd5 how ethics
may influence
business objectives
and activities
• 1Bs1 individuals or
groups interested in
the activities of
business, e.g.
owners/shareholders,
managers,
employees,
customers, suppliers,
lenders, government
and the local
community
• 1Bs2 roles, rights
and responsibilities of
stakeholders
• 1Sib1 impact of
business
decisions/actions on
stakeholders, and
their reactions
• 1Sib2 how and why
a business needs to
be accountable to its
stakeholders
decision making and
analyse the role of
objectives in decision
making
each pair feeds back
their proposals to
whole class.
To consolidate, set
learners a written
assignment such as
‘The correct legal
Elaborate on
structure for a
changing objectives
business depends on
of an organisation
Analyse the impact of what factors?’.
Learners complete
objectives on the
with at least four
workforce
factors explained.
Put learners into
groups and ask them
Identify the relation
to make two different
between ethics and
lists – one of personal
business objectives
objectives and one of
and activities
potential business
define various
objectives.
stakeholders in
On completion, each
business
group feeds back to
the class. Use this for
a discussion on the
benefits of setting
aims/objectives.
Then put learners into
groups and give them
a specific business to
work on – give half
Analyse roles, rights
and responsibilities of the groups public
sector businesses and
stakeholders
the other half private
sector businesses. Ask
Analyse the impact of each group to draw
business
up a table with at
decisions/actions on
least one possible
stakeholders, and
corporate objective
their reactions
for their given
Business needs to be business, two
accountable to its
departmental
stakeholders give
objectives that follow
reasons.
& Relationship
- Sequencing
Elaborating
Generating
Analysing Parts &
Whole
Analysing
Analysing Parts &
Whole
Analysing
Defining the
Problem
Focusing
Analysing Parts &
Whole
Analysing
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing
Analysing Parts &
Whole
Analysing
Honest
Honest
Involved
on from that
corporate objective
and four individual
objectives for
workers/ managers
within that business
that will help to meet
the departmental
objectives.
As a short
introductory activity,
pick a job that could
be done by either a
person or a machine,
e.g. making a table.
Give learners five
minutes to think of
the advantages
(unique attributes) a
person has compared
to a machine, and
then ask them to feed
back their ideas.
Follow this up with
the video clip on
Mintzberg to
introduce learners to
the functions of
management.
Then ask learners to
research management
by interviewing a local
manager (parent,
relative, friend etc.),
or by doing equivalent
internet research.
Learners find out
what the manager
does to carry out the
following
management
functions:
•setting objectives
and planning
•organising resources
•directing and
motivating staff
•coordinating
activities
•controlling and
measuring
performance.
On completion
learners present their
findings to the class
Assign theories and
then pair and
compare. Come up
with assosiation
strategy.
• 1Sib3 how conflict
might arise from
stakeholders having
different aims
Analyse conflicting
aims of stake holders
• 1Sib4 how changing
business objectives
might affect its
stakeholders
Elaborate how
changing business
objectives might
affect its
stakeholders
Highlight functions of
management,
including Mintzberg’s
roles of management
List down functions,
roles and styles of
leadership
• 1Be2 the functions
Management of management,
and
including Mintzberg’s
leadership
roles of management
• 1Be3 functions,
roles and styles
• 1Lea1 the purpose
of leadership
• 1Lea2 leadership
roles in business
(directors, managers,
Discuss the purpose
of leadership
Analyse leadership
roles in business
(directors, managers,
Put learners into
groups and ask them
to make two different
lists – one of personal
objectives and one of
potential business
objectives.
On completion, each
group feeds back to
the class. Use this for
a discussion on the
benefits of setting
aims/objectives.
Then put learners into
groups and give them
a specific business to
work on – give half
the groups public
sector businesses and
the other half private
sector businesses. Ask
each group to draw
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing
Analysing
Identifying
Objectives/Setting
Goals
Focusing
Identifying
Objectives/Setting
Goals
Focusing
Elaborating
Generating
Analysing Parts &
Whole
Analysing
Involved
supervisors, worker
representatives)
supervisors, worker
representatives)
• 1Lea3 qualities of a
good leader
Identify qualities of a
good leader
• 1Cls1 leadership
styles: autocratic,
democratic, laissezfaire
Compare the three
leadership styles:
autocratic,
democratic, laissezfaire
Explain McGregor’s
leadership styles
• 1Cls2 McGregor’s
leadership styles
• 1Eiq1 Goleman’s
four competencies of
emotional
intelligence: selfawareness, social
awareness, selfmanagement and
social skills
Week
6
Motivation
Draw inferences from
Goleman’s four
competencies of
emotional
intelligence: selfawareness, social
awareness, selfmanagement and
social skills
• 1Mal1 the need to
Identify the need to
motivate employees
motivate employees
to achieve the
to achieve the
objectives of a
objectives of a
business
business
• 1Hn1 a simple
Give a simple
explanation of human explanation of human
need
needs using exmaple
• 1Hn2 how human
Analyse how human
needs may or may
needs may or may
not be satisfied at
not be satisfied at
work
work
• 1Mt1 ideas of the
main content
theorists (Maslow,
Taylor, Mayo,
Herzberg) and
process theorists
(McClelland, Vroom)
Compare the ideas of
the main content
theorists (Maslow,
Taylor, Mayo,
Herzberg) and
process theorists
(McClelland, Vroom)
up a table with at
least one possible
corporate objective
for their given
business, two
departmental
objectives that follow
on from that
corporate objective
and four individual
objectives for
workers/ managers
within that business
that will help to meet
the departmental
objectives.
Discuss the
importance of
motivation with the
class, and ask leaners
to consider what
motivates them.
Then ask learners to:
•draw a mind-map of
the things that
motivate them
•identify on this the
most important
motivators in their life
•indicate how these
motivators can be
used to help achieve
their own objectives
in life – university,
career, etc.
Identifying
Objectives/Setting
Goals
Focusing
Comparing
Organising
Defining the
Problem
Focusing
Inferring :
Deduction
Generating
Defining the
Problem
Focusing
Defining the
Problem
Focusing
Analysing Parts &
Whole
Analysing
Comparing
Organising
Honest
Honest
Honest
• 1Fm1 the theories
in practical situations
• 1Fm2 different
payment methods
(time based, salary,
piece rates,
commission,
bonuses, profit
sharing, performance
related pay)
• 1Fm3 different
types of non-financial
motivators (training,
induction,
opportunities for
promotion,
development, status,
job re-design, team
working,
empowerment,
participation, fringe
benefits/perks)
• 1Fm4 ways in which
employees can
participate in the
management and
control of business
activity
Evaluate and apply
the theories in
practical situations
based on scenarios
Analyse and Evaluate
different payment
methods based on
certain situation
(time based, salary,
piece rates,
commission,
bonuses, profit
sharing, performance
related pay)
Discuss different
types of non-financial
motivators (training,
induction,
opportunities for
promotion,
development, status,
job re-design, team
working,
empowerment,
participation, fringe
benefits/perks)
list out ways in which
employees can
participate in the
management and
control of business
activity
Conclude with a class
discussion on how
useful it is for a
business to
understand the things
that motivate
workers. How does it
make it easier to
achieve the business’s
objectives?
Establishing
Criteria &
Prioritising
Evaluating
Establishing
Criteria &
Prioritising
Evaluating
Tenacious
Analysing Parts &
Whole
Analysing
Tenacious
Identifying
Objectives/Setting
Goals
Focusing
Week
6
Human
resource
management
(HRM)
• 1Pr1 the role of
HRM in meeting
organisation
objectives:
recruitment,
selection, training,
induction, advice,
guidance, workforce
planning
• 1Ras1 labour
turnover, methods of
recruitment and
selection
• 1Dsa1 purposes of
job descriptions,
person specifications
and job
advertisements
• 1Dsa2 main
features of a contract
of employment
Analyse the role of
HRM in meeting
organisation
objectives:
recruitment,
selection, training,
induction, advice,
guidance, workforce
planning
Discuss labour
turnover, methods of
recruitment and
selection
Explain purposes of
job descriptions,
person specifications
and job
advertisements
List main features of
a contract of
employment
• 1Dsa3 difference
between redundancy
and dismissal
• 1Dsa4 relationship
between HRM, staff
morale and welfare in
a business including
the concept of worklife balance
• 1Dsa5 policies for
diversity and equality
compare redundancy
and dismissal
Analyse relationship
between HRM, staff
morale and welfare in
a business including
the concept of worklife balance
List policies for
diversity and equality
Draw a line across the
board. Tell learners
that this represents
the 'lifecycle' of an
employee in an
organisation. Add the
words ‘recruitment’
and ‘selection’ at one
end of the line. Now
discuss with learners
what else might fit on
the line. One
interesting point
would be to include
workforce planning
and discuss the need
for this process to
happen before the
employee is involved.
Then ask learners to
create a mind-map of
all the elements of
human resource
management. As they
develop these, ask
them to address
follow-up questions
such:
•why do people
require more
management than
capital items?
•if people require
more managing, why
do businesses
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing
Defining the
Problem
Focusing
Defining the
Problem
Focusing
Identifying
Objectives/Setting
Goals
Focusing
Comparing
Organising
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing
Identifying
Objectives/Setting
Goals
Focusing
Honest
Week
7
The
marketing
mix
• 1Dsa6 the purpose
of staff
development/training
as a means of
securing required
skills and motivating
the workforce
Analyse the purpose
of staff
development/training
as a means of
securing required
skills and motivating
the workforce
• 1Pc4 Role of
marketing and its
relationship with
other business
activities
List Role of marketing
and its relationship
with other business
activities – marketing
objectives
and corporate
objectives
Analyse Supply and
demand – factors
influencing supply
and demand
Compare Niche
versus mass
marketing
Define Market
segmentation
List Features of
markets: location,
size, share,
competitors, growth
sometimes prefer to
use people rather
than machines?
Follow this by asking
learners to draw a
table with a column
for each of the HRM
functions. They then
identify the day-today tasks they might
expect someone
working in HRM might
to in each of the
seven identified areas
Introduce the topic by
putting learners in
groups and asking
them to think about
what marketing is.
They use whatever
resources are
available to research
this, but should cover
more than one
source. The group
uses this research to
come to their own
definition.
Follow this with a
class discussion on
the definitions the
groups have
produced.
Then put the class
into small groups and
hand out a number of
different advertising
and promotional
methods. Each group
discusses the
objective behind the
Analysing Parts &
Whole
Analysing
Identifying
Objectives/Setting
Goals
Focusing
Analysing Pattern
& Relationship
- Cause-Effect
Analysis
(Fishbone)
Analysing
Comparing
Organising
Associating
Remembering
Identifying
Objectives/Setting
Goals
Focusing
Involved
Involved
• 1Pc5 market
research and the
methods used.
List out the methods
of Market research
Compare the two
main methods of
market research
promotion.
The groups share
their findings with the
class, who discuss the
suggestions and draw
up a definitive list of
marketing objectives.
Identifying
Objectives/Setting
Goals
Focusing
Comparing
Organising
Involved