OSHWAL ACADEMY NAIROBI – JUNIOR HIGH
SCHEMES OF WORK
SUBJECT: Cambridge IGCSE Business Studies 0450
Academic Year:2023/2024
Year Group: 10
Prepared by: Mrs. Kulkarni Savita
For examination in 2024
Unit 1: Understanding Business Activity
Unit 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.
Unit learning outcome and cross-curricular link: (What student must be able to do at the conclusion of the unit and how the unit links to
other subjects)
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 aspectsofthecourse(especiallymarketing, finance and accounting).
YEAR 10
week
1
Syllabus
ref & topic
1.1
Business
activity
Learning
objectives
Candidates
should be able
to:
BUSINESS DEPARTMENT
SCHEMES OF WORK
2023 -2024
TERM 1
SUBJECT: BUSINESS STUDIES [0450]
Suggested teaching and learning activities
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?
Learners
should be
able to
demonstrate
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 textbookshave 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
Draw outthe key features of the course (Marketing, HumanResource Management, Finance, Operations
Management). You might want to produce a mind map based on learners’ responses.
Learning resources
Online:
www.bized.co.uk/educato
rs/typein/busactivityintro11
(lesson activities)
What is a business?:
www.bbc.co.uk/schools/
gcsebitesize/business/aims
/aimsactivitiesvid.shtml
(video)
Textbooks:
2
1.2
Classification
of
businesses
an
understandin
g of business
activity in
adding value
and helping
to satisfy the
needs of
customers in
a changing
competitive
environment.
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.
Describe and
classify
business
activity in
terms of
primary,secon
dary and
tertiary
sectors.
Learners could distinguish between private sector and public sector business activities. Learners could
group the businesses identified in earlier activities into the relevant sector.
This could be covered under 1.5 business objectives below.
Sectors of industry – lesson suggestions & activities (OPITO):
http://download.businesscasestudies.co.uk/retrieve_opito15
b3BpdG8vdGVhY2hlcnMvMTUvbGVzc29uLXN1Z2dlc3Rpb25zLnBkZnx8
Learners
should be able
to demonstrate
an awareness
of the changes
that have
taken place in
these sectors
in different
countries.
Learners
should be able
to classify
business
activities
between
private sector
and public
Cambridge IGCSE
Business Studies Nuttall
and Houghton page 14
This could be combined with syllabus ref 1.2 to also bring out primary, secondary and tertiary sectors.
Video asking the question: What is a business?
www.bbc.co.uk/schools/gcsebitesize/business/aims/aimsactivitiesvid.shtml
Various lesson activities can be accessed here: www.bized.co.uk/educators/typein/busactivityintro11
Cambridge IGCSE
Business Studies Nuttall
and Houghton Chp 1
activity 1.1 and 1.2
IGCSE Business Studies
(3rd edition) Borrington
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
and Houghton
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
Complete Business
Studies for Cambridge
IGCSE & O Level
Titley
IGCSE Business Studies
Business Studies for
IGCSE
Dransfield, et
Cambridge IGCSE
Business Studies Revision
Guide
Houghton
sector in a
mixed
economy.
3
1.3
Enterprise,
business
growth and
size
Learners
should be able
to identify
characteristics
of successful
entrepreneurs.
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.
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. 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) 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. (I)
Extension activity: ask learners to consider what the essential qualities of a successful entrepreneur are.
(I) Learners could then give a presentation on their findings to the whole class.
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) They could then
present their findings to the whole class.(I)
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
and Houghton
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
Complete Business
Studies for Cambridge
IGCSE & O Level
Title
IGCSE Business Studies
Jones
Business Studies for
IGCSE
Dransfield, et
Cambridge IGCSE
4
Business
start ups
Learners
should be
able to
identify
methods
that
Governm
ents
might use
to help
business
start–ups
and
explain
why they
help such
business
es.
Entrepreneurs:
www.tutor2u.net/blog/index.php/business-studies/comments/qa-what-is-an-entrepreneur-and-whatcharacteristics-do-entrepreneurs-need-t
www.bbc.co.uk/schools/gcsebitesize/business/aims/publicsectorvid.shtml (video about
entrepreneurs)
www.bized.co.uk/educators/level2/busactivity/activity/enterprise13.htm (activity)
http://businesscasestudies.co.uk/teacher-resources/#axzz2RIcbMiL2 (link to case study material on
enterprise)
Business Studies Revision
Guide
Houghton
is required to access resources, but this is free)
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 arealso 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.
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.
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.
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)
5
5
1.3
Enterprise,
business
growth and
size
1.3
Learners
should be able
to show
knowledge and
understanding
of the methods
and problems
of measuring
the size of
business.
Learners
should be able
to explain
Learners could be split into groups to classify a variety of businesses by turnover, labour, capital employed,
outlets. Problems could be brought out through a class discussion of the results.
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.
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
and Houghton
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
Complete Business
Studies for Cambridge
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
Enterprise,
business
growth and
size
reasons why
businesses
might want to
expand, as
well as
reasons why
some
businesses
remain small
and some fail.
describe the
different ways
that
businesses
can grow, the
problems
linked to
growth and be
able to suggest
how these
problems
might be
overcome.
6
1.3
Enterprise,
business
growth and
size
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
and Houghton
http://businesscasestudies.co.uk/teacher-resources/#axzz2RIcbMiL2 (follow growth for case studies
and resources)
www.sba.gov/content
www.bbc.co.uk/news/10174292 (video on growth of business)
The tutor2u website www.tutor2u.net/business/worksheets/Business-Growth-Basics.pdf also has a
worksheet that you might use to check learners understanding of basic terms.
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.
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
Complete Business
Studies for Cambridge
IGCSE & O Level
Titley
IGCSE Business Studies
Jones
Business Studies for
IGCSE
Dransfield,
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.
Extension activity: 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)
There is some useful data on failure rates 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 which
highlights the problems of one particular business.
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
and Houghton
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
Complete Business
Studies for Cambridge
IGCSE & O Level
Titley
www.bbc.co.uk/news/business-16394241 (general video on issues facing new businesses including why
they can fail)
www.sba.gov/content/what-are-major-reasons-small-business-failure (information)
IGCSE Business Studies
http://businesscasestudies.co.uk/business-theory/strategy/business-failure.html#axzz2Q3FHktX8
Business Studies for
IGCSE
Dransfield,
http://smallbiztrends.com/2012/09/failure-rates-by-sector-the-real-numbers.html
7
1.4 Types
Identify and
of business explain the main
organisation 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.
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.
Extension activity:learners could be asked to investigate the various types of business in the local area.
As a group or class, learners could comment on the suitability of that form for each business.
Alltextbooks 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.
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 as a guide. (I)
www.bized.co.uk/educators/level2/busactivity/presentation/busorgs1_map.htm or
www.dineshbakshi.com/phocadownload/types-of-business-organisation.pdf (mind map introduction/
summary)
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
and Houghton
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
Complete Business
Studies for Cambridge
IGCSE & O Level
Titley
IGCSE Business Studies
Business Studies for
IGCSE
Dransfield, et al
Cambridge IGCSE
Business Studies Revision
Guide
Houghton
www.bbc.co.uk/schools/gcsebitesize/business/aims/limitedcompaniesvid.shtml (video)
http://businesscasestudies.co.uk/business-theory/strategy/types-ofbusinesses.html#axzz2RIcbMiL2 (notes and case study links)
8
1.5
Business
objectives
and
stakeholder
objectives
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
and Houghton pages 15–
16
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.
Learners need to explore how objectives can change over time, depending on many factors.
Learners
should be able
to identify the
Social enterprises:
www.socialenterprise.org.uk/about/about-social-enterprise (information and link to video clips)
IGCSE Business Studies
www.tutor2u.net/business/gcse/enterprise_social_enterprise.html (information)
Cambridge IGCSE
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.
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. (I)
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)
http://download.businesscasestudies.co.uk/retrieve_anglo
american_15_YW5nbG8tYW1lcmljYW4vdGVhY2hlcnMvMTUvbGVzc29uLXN1Z2dlc3Rpb25zLnBkZnx8
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
Complete Business
Studies for Cambridge
IGCSE & O Level
Titley
objectives of
social
enterprises.
9
1.5
Business
objectives
and
stakeholder
objectives
Learners
should be able
to identify the
main
stakeholders,
and their
different
objectives.
explain
reasons why
their
objectives
might conflict.
the aims and
objectives of
enterprises in
both private
and public
sectors.
www.guardian.co.uk/society/socialenterprises (articles and information)
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 textbook sources identified. Learners could present
their findings to the whole class.
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.
Based on the points presented, learners could then be asked to make a decision and asked to justify their
views.
Business Studies Revision
Guide
Houghton
Textbooks:
Cambridge IGCSE
Business Studies Nuttall
and Houghton
IGCSE Business Studies
(4th edition) Borrington and
Stimpson
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)
Complete Business
Studies for Cambridge
IGCSE & O Level
Titley
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.
IGCSE Business Studies
Jones
2: People in business
Unit 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.
Unit learning outcome and cross-curricular link: (What student must be able to do at the conclusion of the unit and how the unit links to
other subjects)
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.
Week
Syllabus ref &
topic
Learning
objectives
Candidates
should be able
to:
Suggested teaching and learning activities
10
2.1 Motivating
workers
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 textbooks that you could
use to support the discussion.
10
2.1 Motivating
Learners
should be
able to
understand
the concept of
motivation,
and the
importance of
the various
motivation
theories
Learners should
Extension activity:ask learners to construct a questionnaire of learners, parents, teachers and others to
identify which needs are important to different people which they could present in a chart or report.
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)
http://businesscasestudies.co.uk/teacher-resources/#axzz2QMKdCJYU(link to variety of
motivation case studies
All the textbooks cover the material for this topic and have a variety of activities for this topic.
Learning
resources
Textbooks:
Cambridge
IGCSE
Business
Studies Nuttall
and Houghton
IGCSE
Business
Studies (3rd
edition)
Borringtonand
Stimpson
Complete
Business
Studies for
Cambridge
IGCSE & O
Level
Textbooks:
workers
11
2.2
Organisation
and
management
be able to identify
and explain the
different methods
of motivating
employees and
be able to select
and justify
appropriate
methods to use
in a range of
different
situations.
Learners
should be able
to draw,
interpret and
explain simple
organisational
charts.
to understand
the roles,
responsibilitie
s and
relationships
between
people in
organisations
to identify and
explain the
functions of
management.
12
2.2
Organisation
and
management
Learners
should be able
to identify and
explain the
different
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. This
could be used to promote discussion on differing rates of pay and payment systems.
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.
http://businesscasestudies.co.uk/business-theory/people/benefits-of-employer-and-employee-cooperation.html#axzz2RIcbMiL2 (Links to Harrods, Aldi, network rail case studies)
Learners could be divided into groups and asked to a draw an organisational chart for your own
school/college.
All the textbooks cover the basic information and have accompanying activities to illustrate key points.
The Bized website has some useful diagrams to show different organisational structures:
www.bized.co.uk/reference/diagrams/Organisation-Structured-by-Product
Cambridge
IGCSE
Business
Studies Nuttall
and Houghton
IGCSE
Business
Studies (3rd
edition)
Borringtonand
Stimpson
Textbooks:
Cambridge
IGCSE
Business
Studies Nuttall
and Houghton
IGCSE
Business
Studies (3rd
edition)
Borringtonand
Stimpson
As a basic activity, the class could brainstorm what a manager does. This could lead to a discussion on
the role of management.
IGCSE
Business
Studies
Jones
Learners could discuss the leadership requirements of: an army commander, a teacher, a head of
state, a football coach. 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)
Textbooks:
Cambridge
IGCSE
Business
Studies Nuttall
and Houghton
It may be useful to get a school/business manager to give a talk about how they manage people.
leadership
styles and be
able to
recommend
an appropriate
leadership
style in agiven
situation
Learners
should
understand
what a trade
union is and
the benefits
to workers of
being
members
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.
The tutor2u website has some useful video clips to illustrate the different leadership styles.
www.tutor2u.net/blog/index.php/business-studies/comments/leadership-styles-lead-like-a-swan
(video clip about a style for a crisis)
www.tutor2u.net/blog/index.php/business-studies/comments/leadership-styles-for-effectivechange-management-morgan-freeman-style (video clip for autocratic management)
As a basic activity, you could get learners to consider why trade unions exist.
Extension activity: learners should find out about the work of trade unions.(I)
As an additional activity, you might want to follow a dispute in news media.
This could be covered with legal controls
IGCSE
Business
Studies (3rd
edition)
Borringtonand
Stimpson
Complete
Business
Studies for
Cambridge
IGCSE & O
Level
Titley
IGCSE
Business
Studies
Jones
YEAR 10
week
Topic
1
2.3
Recruit
ment,
selectio
n and
training
of
workers
Learning objectives
Learners should be able
to identify and explain
the main stages of
recruitment and
understand the
difference between
internal and external
recruitment.
BUSINESS DEPARTMENT
SCHEMES OF WORK
2023 -2024
TERM 2
SUBJECT: BUSINESS STUDIES [0450]
Suggested teaching and learning activities
Learning resources
You might want to start the topic with an activity in which you use job advertisements
from local and national newspapers 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.
Online:
www.bized.co.uk/educators/1619/business/hrm/presentation/b
uscomm_map.htm (mind map)
Learners need to explore the various stages of recruitKment. This could be done by
visiting websites of recruitment agencies or arranging a speakLLer.
http://download.businesscasest
udies.co.uk/retrieve_kelloggs_1
7_a2VsbG9nZ3MvdGVhY2hlcn
MvMTcvbGVzc29uLXJlc291cm
NlLWNvbW11bmljYXRpb24ucG
RmfHw= (Kellogg’s case study)
All the textbooks cover the basic material, and have a variety of activities that
learners can do for each stage of the process. (I)
Learners should be able
to identify and explain
the benefits and
limitations of part-time
and full-time workers.
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.
The Scottish Power case study 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.
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.
2
Importance of training to a
business and employees.
Learners work in pairs to mind map possible reasons why training is done and share
ideas as a class to confirm.
Benefits and limitations
of induction training,
on-the-job and off-thejob training.
Provide learners with factsheets on a range of jobs – including a lawyer, teacher,
doctor, shop assistant, farm worker, factory worker. Learners produce newspaper
headlines to highlight the training requirements needed for each job. (I)
Use a video to introduce induction training, or part of an actual induction training
video, for example:
www.youtube.com/watch?v=ZCN-EFku2bs
Textbooks:
IGCSE Business Studies (3rd
edition) Borrington and
Stimpson page 126, 127
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 168, 170
Online:
www.bized.co.uk/educators/1619/business/hrm/presentation/b
uscomm_map.htm (mind map)
http://download.businesscasest
udies.co.uk/retrieve_kelloggs_1
7_a2VsbG9nZ3MvdGVhY2hlcn
MvMTcvbGVzc29uLXJlc291cm
NlLWNvbW11bmljYXRpb24ucG
RmfHw= (Kellogg’s case study)
Discuss and confirm the benefits of induction training for employees.
Divide the class into groups. Half the groups research advantages and disadvantages
Textbooks:
IGCSE Business Studies (3rd
of on-the-job training and the other half research off-the-job training. Each group are
paired with another group who has researched the other type to explain to each other
what they discovered.
Provide learners with a number of different scenarios - business introducing a new
computer program into the accounts department, or someone starting a job as a
waiter in a restaurant – to decide on an appropriate training method. (F) (I) Check
understanding by asking plenary questions
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.
4
Learners should be
able to identify factors
and be able to explain
and justify which
workers should be
recruited/made
redundant in given
circumstances.
2.4:
Explain the main types
internal of legal control relating
and
to employment issues
external and understand their
commu impact on employers
nication and employees.
Discuss reasons why some people leave their jobs. Define ‘redundancy’ and
‘dismissal’ and learners add terms to glossary.
Learners work in pairs to identify whether workers have been dismissed or made
redundant in a number of scenarios such as a factory closes down, or a worker takes
products from the shop.
As a class, discuss possible reasons why a business might need to reduce the size of
its workforce. Explain the factors to consider when making workers redundant.
Provide learners different scenarios - a large cell phone manufacturer decides to
close a factory or a retailer looking to open a new shop - to discuss and decide which
workers should be selected for redundancy or recruited. Encourage learners to use
questions such as How or Why to develop ideas and explore further ideas. Further
information about costs, and numbers can be provided as necessary. Confirm
through whole class discussion and add ideas in.
Explain the main types of legal controls relating to employment issues.
Learners complete a card sorting activity in which they have to match the effect of a
given legal control to either employee or employer.
Learners use case studies or local examples to discuss situations
covered by legal controls. In each one, learners explain how the how
legal controls affect both employees and employers. Emphasise to
learners that they do not need to know details of specific laws. (F)
edition) Borrington and
Stimpson page 126, 127
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 168, 170
Online:
http://download.businesscasest
udies.co.uk/retrieve_kelloggs_1
7_a2VsbG9nZ3MvdGVhY2hlcn
MvMTcvbGVzc29uLXJlc291cm
NlLWNvbW11bmljYXRpb24ucG
RmfHw= (Kellogg’s case study)
Textbooks:
IGCSE Business Studies (3rd
edition) Borrington and
Stimpson page 126, 127
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 168, 170
Online:
www.bized.co.uk/educators/1619/business/hrm/presentation/b
uscomm_map.htm (mind map)
http://download.businesscasest
udies.co.uk/retrieve_kelloggs_1
7_a2VsbG9nZ3MvdGVhY2hlcn
MvMTcvbGVzc29uLXJlc291cm
NlLWNvbW11bmljYXRpb24ucG
RmfHw= (Kellogg’s case study)
Textbooks:
IGCSE Business Studies (3rd
edition) Borrington and
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.
week
Topic
5
3.1: marketing,
competition and
the customer.
3.1.1: the role of
marketing
3.1.2: market
changes
Learning objectives
Suggested teaching and learning activities
Learning resources
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)
www.indiatimes.com/ (India)
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)
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)
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
0450 past examination papers:
Jun 2012 Paper 11
Nov 2011 Paper 12
Jun 2011 Paper 12
Jun 2011 Paper 11
6
3.1.3: niche and
mass market
3.1.4: market
segmentation
Learners should be able
to identify and explain
the benefits and
limitations of each
approach to marketing
(niche and mass).
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
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)
Online:
http://businesscasestudies.co.uk/
australia/#axzz2Qhyamhln (case
study)
Give the learners a product for them to identify the different segments of the
market. (Basic) To extend this, learners could explore how other products and
services are segmented. (Challenging)
Textbooks:
IGCSE Business Studies (3rd
edition) 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)
6
3.2: market
research
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.
Learners should be
able to present,
analyse and interpret
simple market
research
information.
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 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 different methods. (G and I)(Basic/Challenging)
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),
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/presentati
on/research_map.htm (mind map)
www.bized.co.uk/educators/1619/business/marketing/lesson/res
earch.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
IGCSE Business Studies
Jones pages 107, 109, 111 and
and there are also multiple-choice questions on the CD-ROMs 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.
7
3.3: marketing
mix
3.3.1: product
Learners should be able
to identify and explain
the costs and benefits of
developing new
products.
Learners should be able
to explain the concept of
brand image and its
impact on sales and
customer loyalty.
Cambridge IGCSE Business
Studies Revision Guide
Houghton pages 114–117, 119
and 125
Online:
www.dyson.com,
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).
http://businesscasestudies.co.uk/k
elloggs/extending-the-product-lifecycle/#axzz2Qhyamhln (extension
strategies)
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 case study (page 288) of
Borrington and Stimpson (3rd), (Basic)
http://businesscasestudies.co.uk/
hutchison-3g/market-leadershipin-the-3gmarket/#axzz2Qhyamhln (product
lifecycle and strategy)
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).
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)
Learners should be able
to draw and interpret a
product life cycle
diagram. They should
Business Studies for IGCSE
Dransfield, et al pages 83 and 85
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)
There is some interesting material on product development on the Dyson and
BP websites.
Identify and explain the
role of packaging.
112
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)
As a basic activity, the teacher could draw three different product lifecycles on
www.bpamoco.com
http://businesscasestudies.co.uk/
nestle/kit-kat-revitalising-a-brandleader/#axzz2Qhyamhln
(extension strategies
Textbooks:
Cambridge IGCSE Business
Studies Nuttall and Houghton
page 145
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
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.
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).
For assessment purposes, Borrington and Stimpson (4th) (page 167)
has two exam-style questions.
8
3.3.2: price
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)
Learners should
understand the
significance of price
elasticity of demand.
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.
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 pages 135–
136 of Houghton. (I)(Basic)
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
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
9
3.3.3: Place
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 assessment purposes, Borrington and Stimpson (4th) (page 174) has two
exam-style questions, which could be used as the basis for formative
assessment.
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.
Nov 2012 Paper 13
Nov 2012 Paper 22
Jun 2011 Paper 23
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)
9
3.3.4: Promotion
Learners should be able
to identify and explain
the aims of promotion.
They should be able to
identify the advantages
and disadvantages of
different methods of
promotion, and explain
how they influence sales
Learners should be able
to explain the
importance of a
marketing budget, and
the need for cost
effectiveness in
spending the marketing
budget.
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 245
IGCSE Business Studies
Jones pages 134 and 139
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).
IGCSE Business Studies (4th
edition) Borrington and Stimpson
page 207
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. (Basic/Challenging)
Online:
http://businesscasestudies.co.uk/
hi-tec-sports/#axzz2RIcbMiL2
(Hitec case study)
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.
http://businesscasestudies.co.uk/r
ed-bull/#axzz2RIcbMiL2 (Red Bull
case study)
The Red Bull and Hitec case studies have some interesting activities on
promotion methods.
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)
Learners could then discuss the marketing budget required in various situations
e.g. a local shop, a national supermarket chain, an international business. (G)
Textbooks:
IGCSE Business Studies (3rd
edition) Borrington and Stimpson
page 325
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 250, 253, 260
IGCSE Business Studies
Jones page 145
IGCSE Business Studies (4th
edition) Borrington and Stimpson
page 198
10
3.3.5:
Technology and
the marketing
mix
Learners should be able
to identify and explain
the concept of ecommerce, and the
opportunities and
threats of e-commerce
for businesses and
consumers.
Learners should be able
to explain how the
internet and social
networks are used for
promotion.
YEAR 10
1
3.4.1: Marketing
Strategy
Learners should be able
to select and justify
appropriate marketing
strategies in a given
situation.
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)
As a basic activity, learners could discuss how and why they do / do not use ecommerce. (G)(Basic)
Learners could compare using a retail outlet for a product (e.g. some item of
clothing) with buying using e-commerce.
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).
There is some interesting material in the Amway case study (see link) on the
opportunities of e-commerce.
This could be covered in combination with 3.3.1–3.3.4.
Business Studies for IGCSE
Dransfield, et al page 103
Online:
http://download.businesscasestud
ies.co.uk/retrieve_amway_9_YW1
3YXkvdGVhY2hlcnMvOS9sZXNz
b24tc3VnZ2VzdGlvbnMuZG9jfHw
(Amway case study)
Textbooks:
IGCSE Business Studies (4th
edition) Borrington and Stimpson
pages 194 and 195
Cambridge IGCSE Business
Studies Revision Guide
Houghton page 38
BUSINESS DEPARTMENT
SCHEMES OF WORK
2023 -2024
TERM 3
SUBJECT: BUSINESS STUDIES [0450]
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)
Online:
www.tutor2u.net/business/gcse/
marketing_strategy_introduction.
htm (table shows how marketing
can help business strategy)
Textbooks:
IGCSE Business Studies (3rd
edition) Borrington and
Stimpson page 341
Business Studies for IGCSE
Dransfield, et al page 100, 101
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)
3.4.2: Legal
controls related
to marketing
2
3.4.3:
opportunities
and problems of
entering new
foreign markets
Learners should be able
to identify and explain
the impact of legal
controls on marketing.
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.
Cambridge IGCSE Business
Studies Revision Guide
Houghton page 156
To extend this, learners could answer the questions in Jones (page 269).
(Challenging)
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.
Textbooks:
Cambridge IGCSE Business
Studies Nuttall and Houghton
page 60
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)
Complete Business Studies for
Cambridge IGCSE & O Level
Titley page 98
In addition, Borrington and Stimpson (4th), (page 204) has two activities, as well
as some exam-style questions (page 215). (Basic/Challenging)
IGCSE Business Studies
Jones pages 51 and 52
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)
IGCSE Business Studies (4th
edition) Borrington and
Stimpson pages 204, 215
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.
week
Topic
Learning objectives
Suggested teaching and learning activities
Learning resources
3
4.1.1:
PRODUCTION of
goods and
services
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.
Learners should be able
to identify and explain
the benefits of
increasing efficiency and
how to increase it.
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
/busactivity/presentation/productio
n1_map.htm
(mind map)
There are activities on production and productivity in Jones (pages 154 and
155), Dransfield et al (page 107) and Nuttall and Houghton (page
183). (I)(Basic)
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.
http://businesscasestudies.co.uk/
business-theory/operations/stockcontrol.html#axzz2Q3FHktX8
(stock control)
www.tutor2u.net/business/product
ion/stock-control-introduction.htm
(stock control)
http://download.businesscasestud
ies.co.uk/retrieve_nissan_9_bmlz
c2FuL3RlYWNoZXJzLzkvbGVzc2
9uLXN1Z2dlc3Rpb25zLmRvY3x8
(Nissan lean production and
quality)
4
Lean
Production, Just
in time and
Kaizen
http://businesscasestudies.co.uk/t
eacherresources/#axzz2QMKdCJYU
(lean production case study
ideas)
Learners should be able
to explain why
businesses hold
inventories (stocks).
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)
Learners should be able
to explain the concept of
lean production, how to
achieve it, and the
benefits of lean
production.
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
5
4.1.2: Methods
of production
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 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)
Online:
www.bbc.co.uk/schools/gcsebitesi
ze/business/production/methodsof
productionvid.shtml
(introductory or summary video)
www.dineshbakshi.com/phocado
wnload/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
Cambridge IGCSE Business
Studies Revision Guide
Houghton pages 158–161
6
4.1.3:
Technology and
Production
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.
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.
0450 past examination papers:
Jun 2012 Paper 12
Jun 2011 Paper 11
Jun 2012 Paper 11
Jun 2012 Paper 22
Nov 2011 Paper 21
Online:
www.youtube.com/watch?v=3E4h
v9qQU7w (Ford virtual factory
and efficiency)
Textbooks:
Cambridge IGCSE Business
Studies Nuttall and Houghton
page 48
IGCSE Business Studies (3rd
edition) Borrington and Stimpson
page 81
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.
Business Studies for IGCSE
Dransfield, et al page 28, 29
7
4.2 Costs,
scale of
production and
break-even
analysis
Learners should be able
to identify and classify
costs and use cost data
to help make simple
cost-based decisions.
Learners work in pairs to mind map all the possible costs involved in organising
an event and share as a class to confirm. Define fixed costs and variable costs.
Emphasise the importance of costs for other topics such as finance and
marketing.
Provide learners with sort cards to match the key terms to the definitions.
Then, working in pairs, learners have to classify ten costs into fixed or variable.
Learners research the possible fixed and variable costs of either a local
manufacturing or service business. (I) Each group could compare their results
with other groups. Add key terms to glossary.
Using data, explain how cost data can be used to help make
simple cost-based decisions. Learners, in pairs, are given some
cost data to apply the points learnt. Suitable questions can be
found in the textbooks or on the internet, for example see links
below. (F)
8
4.3 Achieving
quality
production
Learners should
understand why quality
is important and how
quality production might
be achieved.
Present a word cloud based on principles of quality. Challenge learners to
guess the term. Discuss the benefits of quality and how this can be important
for a business.
Learners in pairs are given a list of businesses to rank them by how important
quality might be for each one. Each pair then joins with another pair to discuss
their results. Confirm with class discussion.
Presentation to explain the difference between quality control and quality
assurance. Learners are given a sorting activity to identify the characteristics of
each type of quality. (F) Add key words to glossary.
Use two simple case study examples to show how each method can be used
in an appropriate way.
Provide learners with a different business situation to discuss and decide
whether quality control or quality assurance is the most appropriate method.
(F) On completion, each group briefly explains its conclusions to the class.
Learners write up as headlines with short notes a summary of the
different approaches. (F)
Textbooks:
Cambridge IGCSE Business
Studies
Nuttall and Houghton
Past/specimen papers and mark
schemes can be downloaded
from the Cambridge IGCSE 0450
syllabus page at
www.cambridgeinternational.org/s
upport (F)
Mar 15 Paper 12 Q1, Paper 22
Q1(b)
Jun 15 Paper 11 Q1(c), Paper 22
Q3
Nov 15 Paper 11 Q1(c), Paper 12
Q2(c), Paper 13 Q1, Paper 21
Q3(b)
Jun 16 Paper 11 Q3(d), Paper 21
Q4(a), Paper 23 Q1(b)
Textbooks:
Cambridge IGCSE Business
Studies
Nuttall and Houghton
Past/specimen papers and mark
schemes can be downloaded
from the Cambridge IGCSE 0450
syllabus page at
www.cambridgeinternational.org/s
upport (F)
Mar 15 Paper 12 Q1, Paper 22
Q1(b)
Jun 15 Paper 11 Q1(c), Paper 22
Q3
Nov 15 Paper 11 Q1(c), Paper 12
Q2(c), Paper 13 Q1, Paper 21
Q3(b)
Jun 16 Paper 11 Q3(d), Paper 21
Q4(a), Paper 23 Q1(b)
9
4.4 Location
decisions
Learners should be able
to identify and explain
the main factors
influencing the location
and relocation decisions
of a business.
Learners should be able
to recommend and
justify an appropriate
location for a business
in given circumstances.
Recap marketing and business start-up to remind learners why location might
matter to a business.
Discuss possible reasons why the school is located where it is.
Learners work in pairs to mind map possible location factors. They then work
with another group and are provided with some stimulus to add some more
ideas to their mind map in a different colour. Finally share ideas – take
feedback from the pairs and discuss and confirm with a class list.
Select one type of business – for example a manufacturer or retailer and
present the facts about the proposal. Learners working in small groups decide
on which factors might influence their choice of location and explain why the
factor is important. (I) One or two groups present ideas to the class.
In groups learners produce a table outlining the main factors that different
types of business would need to consider. Table - location factor, primary
sector, secondary sector and tertiary sector. Use a map of the local area or
country, and the information to identify an appropriate location for a number of
industries – including a retail shop, clothing factory, farm, hotel and power
station. (F)
Provide stimulus information about two possible locations for a business
looking to relocate or set up in a country – learners write up as an
advertisement – reasons to set up in one of the locations. (I) (F)
Learners summarise the entire topic on paper with a single word.
Then write a paragraph to explain your word. (F)
Past/specimen papers and mark
schemes can be downloaded
from the Cambridge IGCSE 0450
syllabus page at
www.cambridgeinternational.org/s
upport (F)
Jun 16 Paper 11 Q3(d), Paper 21
Q4(a), Paper 23 Q1(b)
Nov 16 Paper 13 Q3(d), Paper
22, Q4(a), Paper 23 Q2(b)
Mar 17 Paper 12 Q2(a), Mar 17
Paper 22 4(a)
Jun 17 Paper 13 Q4(a), Paper 21
Q1(a), Paper 22 Q3(b), Paper 23
Q
Nov 17 Paper 12 Q2(e), Paper 13
Q1(b), Paper 21 Q3(b), Paper 22
Q3(b), Paper 23 Q3(b)
Specimen paper 1 Q2(d)
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.
week
Topic
10
5.1 Business
finance: needs
and sources
Learning objectives
Suggested teaching and learning activities
Learning resources
Explain the need for
business finance.
Start with a discussion on what learners like to spend money on and where this
money comes from and then discuss why a business needs finance. Define
start-up capital, capital for expansion and working capital and add key terms to
glossary.
Learners complete an activity to classify a list of costs as either start-up,
expansion or additional working capital. Learners exchange these lists with
other pairs for feedback.
Define ‘sources of finance’. As a class, create a list of sources on the board. If
possible, arrange for a business advisor or someone from the bank to give a
talk on the different types of finance available to businesses in your country.
Alternatively, Place learners into small groups – each group researches the
benefits and disadvantages of one source of finance (from the list specified in
the syllabus). They produce a presentation and revision/factsheet and present
to their peers. Consolidate learning with a card sorting activity (learners have to
place cards to the appropriate source of finance. (F) Explain some points can
apply to more than one method.) Add all key words to glossary.
Whole class 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.
Learners need to be aware of the different options available to different types
of businesses, and the business situation will have a big influence on the
sources they can use.
Use ‘Is it true that’ statements to check understanding. (F)
Textbooks:
Explain the main
sources of capital and
be able to select,
recommend and justify
appropriate source(s) of
finance in given
circumstances.
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
0450 past examination papers:
Nov 2012 Paper 11
Nov 2012 Paper 13
Jun 2012 Paper 12
Nov 2011 Paper 13