Unit title
Teacher(s)
Subject and grade level
Time frame and duration
Business Ethics
Ms Dona, Mr Adrian, Ms Theresa, Mr Suresh
Humanities [Business Studies] Grade11
Semester 1 Quarter 2, 7 Weeks , 21lessons @ 80 mins each
What are the big ideas? What do we want our students to retain for years into the future?
Which area of interaction will be our focus?
Why have we chosen this?
Community and Service
Looking at how businesses structure and uphold their corporate social responsibility and react to negative press regarding unethical behaviour.
Students will reflect on social patterns and ways of life, in order to create a newspaper or magazine article about an ethical issue that they are interested in.
KEY CONCEPT: Global Interaction
CONTENT RELATED CONCEPT:
Sustainability
Corporate Social Responsibility
Social Relations
In this global world we live in, are ethical standards the same?
CTQ: There is not a process or idea that can universally be viewed as ethical. Analyse this statement
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What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Formative Assessment

Students to prepare a presentation [Oral/PPT] on one of the topics listed in the Week 1[ Assessment objective: Criterion A : Knowing and Understanding]

Students to do research on one of their favourite companies/product[ for example, Apple’s ipad, Samsung’s
Galaxy tab, Amazon’s Kindle, etc.] and share with the class[ poster/handout/report/PPT/ class blog

Debate on “Is Apple inc., ethical in its operations”?
 Constant evaluation on student’s development of ideas and reflection in their work/task given
 Observe student’s participation in class discussion, commitment and engagement to the subject or task given.
Summative Assessment:
A newspaper or magazine article reporting on an ethical or CSR issue within an organization or industry.
Which MYP assessment criteria will be used?
Criterion A : Knowing and Understanding
Criterion B: Investigation
Criterion C: Thinking Critically
Criterion D : Communication
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Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
Specify what content will be taught; mention the teaching dates to cover the weeks of the Unit
Contents:
Week 1
 The importance of objectives

Mission statements & Vision statements
 Aims and objectives, strategic objectives, tactical/operational objectives and ethical objectives.
Week 2
 Corporate social responsibility
 Differing views of social responsibility
 Policies to implement objectives of social responsibility (such as Environmental auditing)
 Changes in corporate social responsibility over time.

Changes in society’s expectations of the behavior of firms.
Week 3

. Discuss why a firm’s view of its social responsibilities may change over time.

Discuss why attitudes towards social responsibility may change over time
Week 4

Ethical/unethical practices within business functions (marketing, finance etc)
Week 5

Determine external factors that influence a businesses strategy (Porters 5 forces Model)
Week 6

Discuss the effects on society of monopolies and the need for government intervention.
Week 7

Cost Benefit Analysis
 Unit review, looking at changes in social factors that may be cause a business to change its strategic position.
Week 8
 Summative assessment- Article
Supporting terminology: aims, objectives, vision, mission, strategic, operational objectives, ethical objectives,
SMART rule, CSR, stakeholders, -internal and external, etc.
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How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
General Skills: a) Organizational skills—working to deadlines and timelines, managing projects b) Collaborative skills—learning to work as a team, developing interpersonal skills c) Communication skills—speaking, listening, reading, writing, questioning, presenting, working in a team, classifying, documenting, using maps, graphs, diagrams d) Information literacy skills—knowing which sources to use and how to find them e) Reflection skills—learning to reflect critically on their own work and that of their peers f) Thinking skills—convergent and divergent thinking, drawing conclusions, organizing and articulating their own views, developing memory strategies, reading and listening for information, critical assessment of information g) Understanding the transferability of the skills listed above across the subject disciplines.
Specific Skills:
Knowledge of relevant business terminology.
The student shows an excellent command of a wide range of terminology like Aims, objectives, vision, mission, strategic, operational objectives, ethical objectives, SMART rule, CSR, stakeholders, -internal and external, etc. The learner provides accurate and detailed descriptions; explanations are developed.
Concepts in Business ethics
The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. Learners will be able to show an understanding of the management of marketing mix elements to influence consumer behaviour.
Skills to undertake research in society to understand ethical practices of organisations
The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis.
Arguments, decisions and judgments are fully supported and well balanced. The student demonstrates sophisticated investigative skills. They use sources, such as business related maps, graphs, tables, , photographs and statistics, in a critical manner, analyze and interpret information from a wide range of sources and represent information using maps, models and diagrams, including use of scale, graphs and tables. The learners will formulate clear, valid and sound arguments, make balanced judgments on events, and draw conclusions, including implications.
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Learning experiences Teaching strategies
How will students know what is expected of them? Will they see examples, rubrics, and templates?
How will students acquire the knowledge and practice these skills required? How will they practice applying these?
Do the students have enough prior knowledge? How will we know?
How will we use formative assessment to give students feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue?
How have we considered those with special educational needs?
Specify teaching strategies of each day as per lesson plans to cover the Unit
Specify learning experiences of each day as per lesson plans to
cover the Unit
Week 1 What is Business Ethics

Students to watch video: Business ethics and ethical business http://www.youtube.com/watch?NR=1&feature
=endscreen&v=-FJv9_Isgmk


Students to read and interpret IBO’s mission statement.
Students to complete SAQ sheet.
Week 2 CSR and Factors Affecting
 Students to debate on ‘CSR’- pros and cons and on a Current Affair linked to ethics.
(Example horsemeat scandal 2013 in
Europe)
 Students to complete Quiz sheet.
Week 3 CSR and Business Aims and Objectives
 Students to look at why CSR has changed over time, looking at change in business strategy.(Missions, Visions)

Students will look at what External Factors will influence a business CSR/Strategy
(PEST)
Week 4 Ethics in Business Functions

Students will research different real life examples of Ethical/ Unethical practices within business functions
(Marketing, Finance, HR, Production)
Week 1

Teacher to introduce the unit with AOI, SC and UQ

The importance of objectives( intro)

Mission statements & Vision statements( intro)

Aims and objectives, strategic objectives, tactical/operational objectives and ethical objectives.

Session summary
Week 2

Recapitulation

Corporate social responsibility
 Differing views of social responsibility
 Policies to implement objectives of social responsibility
(such as Environmental auditing)
 Changes in corporate social responsibility over time.
 Changes in society’s expectations of the behavior of firms.
 Session summary
Week 3
 Recapitulation

Explain the importance of objectives in managing an organization.( intro was given in Wk1 )

Explain the purpose of mission and vision statements.

Analyse the role of mission and vision statements in an organization.

Session summary
Week 4

Recapitulation

Distinguish between objectives, strategies and tactics,
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 Then discuss why it is how it is and whether it changed the success of the business. (C)
Week 5 Factors influencing Ethics
 Students will complete a basic Porters 5
Forces model for a business in groups.
They will then analyze whether the position of a business affects its attitudes and values.
Week 6 Regulation

Students will play the boardgame monopoly. Based on their prior understanding of the game and ethical business, they will then create rules to ensure that the game is more
Ethical/regulated.
Week 7 Cost Benefit Analysis and Review

Students will complete a Cost benefit analysis on a business project.

Students will then debate, using prior
 knowledge of this unit, the question “Are we becoming more socially aware citizens?”
Submit summative assessment- Article and discuss how these interrelate
 Evaluate the need for firms to change objectives in response to changes in the internal and external environment.
 Session summary
Week 5

Recapitulation

Discuss why a firm’s view of its social responsibilities may change over time.

Discuss why attitudes towards social responsibility may change over time.

Session summary
Week 6

Recapitulation.

Analyse the impact that changes in societal norms have on the way that firms behave in a national and international context
 Analyse the reasons why firms may choose different strategies towards their social responsibilities
 CSR and ethical practices in production, marketing, human resources, accounting & finance, etc.
 Session summary
Week 7
 Unit summary, review and practices
 Submit summative assessment - Article
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
Ref Books: a) Cambridge IGCSE Business Studies- Chris J Nuttal, second edition, CUP b) IGCSE Business Studies- Karen Borrington, third edition, Hodder Murray
Online Resources:[Topic specific resources can be searched on the following web sites] a) http://www.bized.co.uk/ b) http://www.tutor2u.net/ c) http://www.marketingteacher.com/ d) http://www.mindtools.com/ e) http://www.businessballs.com/ f) http://www.bbc.co.uk/ g) http://www.s-cool.co.uk/default.asp h) http://www.revision-notes.co.uk/ i) http://www.quickmba.com/ j) http://www.learnmanagement2.com/
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k) http://www.bloomberg.com/ l) http://money.cnn.com/ m) http://www.businessmonitor.com n) http://www.forbes.com/ o) http://www.cbc.ca/money/ p) http://www.times100.co.uk/ q) http://www.triplealearning.co.uk/
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
MYP Unit Planner Business Studies [Humanities]
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