business management senior syllabus 2013

Business Management Senior Syllabus 2013

Queensland Studies Authority

ISBN

Print version: 978-1-921802-23-2

Electronic version: 978-1-921802-24-9

Business Management Senior Syllabus 2013

© The State of Queensland (Queensland Studies Authority) 2013

Queensland Studies Authority

154 Melbourne Street, South Brisbane

PO Box 307 Spring Hill QLD 4004 Australia

Phone: (07) 3864 0299

Fax: (07) 3221 2553

Email: [email protected]

Website: www.qsa.qld.edu.au

mailto:[email protected]

http://www.qsa.qld.edu.au/

Contents

1 Rationale .................................................................................... 1

2 Dimensions and objectives ..................................................... 2

2.1 Dimension 1: Knowing and understanding business management ............ 2

2.2 Dimension 2: Applying and analysing management strategies .................. 3

2.3 Dimension 3: Evaluating and communicating management strategies ...... 3

3 Course organisation ................................................................. 4

3.1 Course overview ........................................................................................ 4

3.2 Advice, guidelines and resources ............................................................ 10

4 Assessment............................................................................. 12

4.1 Principles of exit assessment ................................................................... 12

4.2 Planning an assessment program ............................................................ 14

4.3 Special provisions .................................................................................... 15

4.4 Authentication of student work ................................................................. 15

4.5 Assessment techniques ........................................................................... 15

4.6 Verification folio requirements .................................................................. 22

4.7 Exit standards .......................................................................................... 22

4.8 Determining exit levels of achievement .................................................... 22

5 Glossary .................................................................................. 26

Queensland Studies Authority | 1

1 Rationale

Businesses are complex and dynamic entities that continually change to meet the demands of

consumer markets. Business managers work to meet market demands and reach business goals

by formulating strategies concerning marketing, operations, human resources, finance, and

business development activities. At the same time, business managers strive to develop ethical

business strategies that consider the concerns of all stakeholders while achieving profitability.

Business managers engage and communicate with all parties, including team members and

stakeholders, when working to meet business objectives.

Business Management builds students’ understandings of the important role that managers play

in businesses that vary in size and nature. Students develop knowledge and understanding of

business management as they explore the main functions of businesses. Learning through case

studies in authentic local, national and global business contexts, students apply their knowledge

to business situations in order to identify issues. Students analyse and interpret business

information and management strategies, evaluating the success of these in meeting business

outcomes. Simulating the role of business managers, students formulate and justify management

strategies and recommendations that impact on business objectives.

Students apply their knowledge and understanding of the main functions of businesses to

practical and authentic situations as they develop innovative and creative feasibility studies or

undertake business ventures. Working in teams, students develop communication and

management strategies. By considering the views of a range of stakeholders, students determine

the implications of business management strategies on individuals, businesses and society.

A course of study in Business Management can establish a basis for further education and

employment in the fields of small-to-medium enterprise, business management, human resource

management, financial management, commerce, marketing and operations management and

corporate systems management.

2 | Business Management Senior Syllabus 2013

2 Dimensions and objectives

The dimensions are the salient properties or characteristics of distinctive learning for this subject.

The dimensions are described through their objectives and it is these that schools are required to

teach and that students should have the opportunity to learn. The objectives describe what

students should know and be able to do by the end of the course of study.

Progress in a particular dimension may depend on the qualities and skills developed in other

dimensions. Learning through each of the dimensions must increase in complexity to allow for

greater independence of the learner over a four-semester course of study.

Schools must assess how well students have achieved the objectives. The standards have a

direct relationship with the objectives, and are described in the same dimensions as the

objectives.

The dimensions for a course of study in this subject are:

Dimension 1: Knowing and understanding business management

Dimension 2: Applying and analysing management strategies

Dimension 3: Evaluating and communicating management strategies.

2.1 Dimension 1: Knowing and understanding business management

The dimension Knowing and understanding business management involves the definition and

use of business management terms, concepts and theories, and the explanation of management

processes as students describe business situations.

2.1.1 Objectives

By the conclusion of the course of study, students should:

define and use business management terms, concepts and theories

describe business situations using examples

explain management processes and strategies.

When students define and use business management terms, concepts and theories, they state

the meaning of these and employ them in business situations.

When students describe business situations, they use examples to provide an account of the

features of these situations. Business situations may include case studies, examples or business

ventures. Features of business situations may include internal and external environmental

factors.

When students explain management processes and strategies, they use their knowledge of

business management to determine which processes and strategies are relevant to a business

situation, and provide additional information about these that demonstrates a depth of

understanding. Management processes and strategies include the underpinning practices of

communication strategies and management strategies.


2.2 Dimension 2: Applying and analysing management strategies

The dimension Applying and analysing management strategies involves students using their

knowledge to identify issues in business situations, and analyse business information and

management strategies to interpret trends, patterns and relationships.

2.2.1 Objectives


select and organise business information from primary and secondary sources

apply knowledge to identify issues in business situations

analyse business information and management strategies, and interpret trends, patterns and

relationships.

When students select business information, they determine the relevance of information gathered

from primary sources (e.g. surveys, questionnaires, interviews) and secondary sources (e.g.

texts, publications). When students organise, they sequence business information in an order that

helps analysis.

When students apply their knowledge to business situations, they relate management terms,

concepts, theories, processes and strategies to these situations to identify the key issues

impacting upon businesses.

When students analyse business information, they examine it to identify trends, patterns and

relationships. When students interpret these trends, patterns and relationships, they make

meaning of the effects of these on business outcomes. Students may analyse and interpret

strategies that they enact when running business ventures.

2.3 Dimension 3: Evaluating and communicating management strategies

The dimension Evaluating and communicating management strategies involves students

evaluating the effectiveness of management strategies to formulate and communicate

recommendations.

2.3.1 Objectives


evaluate management strategies to formulate recommendations

justify recommendations using evidence

communicate using language conventions to suit audiences and purposes.

When students evaluate management strategies, they make judgments about the strategies

employed by existing businesses or competitors, including whether or not they align with the

objectives of the business. Students use these judgments to formulate recommendations, which

provide advice on the most suitable options for future success. Recommendations include future

management strategies or a determination of the feasibility of a business idea.

When students justify recommendations, they use evidence to support these. Evidence may be

drawn from the analysis, interpretation or evaluation of business information and management

strategies.

When students communicate, they select and use language conventions to convey meaning to

audiences for a particular purpose. Language conventions include spelling, punctuation,

grammar, pitch, pace, timing, paragraphing, genre and referencing conventions.


3 Course organisation

3.1 Course overview

The minimum number of hours of timetabled school time, including assessment, for a course of

study developed from this syllabus is 55 hours per semester. A course of study will usually be

completed over four semesters (220 hours).

Business Management involves learning experiences that enable students to apply management

understandings to authentic business management contexts.

A four-semester course of study includes:

four to eight units of work, ranging from 20 to 55 hours in duration

the development of the two underpinning practices through learning experiences

(see Section 3.1.1)

coverage of the six areas of study (see Section 3.1.2)

at least two contextualised units of work, each of which draws on at least two areas of study

(see Section 3.1.3).

3.1.1 Underpinning practices

The underpinning practices of Business Management can be developed through teaching and

learning experiences in units of work.

The underpinning practices of this syllabus are:

communication strategies

management strategies.

Communication strategies

Effective communication between team members, and between team members and external

parties, is essential for the implementation and achievement of business goals and plans.

Learning in partnerships, small groups and teams enables students of Business Management to

develop communication strategies. Communication strategies include those employed when

listening, writing, speaking and presenting.

Teaching and learning experiences that foster the development of communication strategies may

include students working in partnerships, groups and teams to:

negotiate group membership and ground rules

support and contribute to achieve outcomes

negotiate mutually beneficial outcomes

learn and use conflict management

actively listen to others

work effectively with others, share ideas and encourage participation

speak persuasively to express views

research the ideas and views of others

accept responsibility and experience different roles within a group

understand diversity and show tolerance/empathy to other points of view.


Management strategies

Effective management involves decision making that integrates goals, team views, stakeholders’

views, ethical implications of business activities, and the strategic management of businesses.

Participating in short- and long-term individual and team projects enables students of Business

Management to develop management strategies.

Teaching and learning experiences that foster the development of management strategies may

include students working individually or in groups to:

set, implement and monitor goals

identify strengths, weaknesses, opportunities and threats to the achievement of goals

determine task allocation and resource requirements

develop and manage time frames and plans

identify and test alternative strategies

practise making decisions by considering the effect of management strategies (social,

environmental, political and human) on stakeholders.

3.1.2 Areas of study

There are six areas of study in Business Management (see Table 1):

Management practices

Marketing management

Operations management

Human resource management

Financial management

Business development.

Each area of study has a focus. The focus of each area of study is core to Business Management

and is taught through suggested subject matter. Suggested subject matter is neither prescriptive

nor exhaustive.


Table 1: Areas of study

Area of study: Management practices

Focus Management practices involve business structures, the impact of internal or external environments on businesses, and the roles of business managers who

plan, organise and lead businesses.

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Business managers plan, organise, lead and communicate to achieve business

objectives.

Strategic business management includes the analysis of marketing, operations,

finance and human resources to ensure the effective and efficient use of human

and physical resources.

Production efficiency and the creation of profit are primary goals of business

managers, but they are not the only criteria of business success.

Business managers consider the views of stakeholders, risks, resources, and the

internal and external environment as they make decisions to achieve business

goals and objectives.

Different levels of management fulfil specific roles and functions, with

communication between managers and professional networks being crucial to

business success.

Business management decisions and behaviour often involve ethical

considerations, which may conflict with profit considerations and corporate culture.

Businesses must comply with legal and registration requirements appropriate to

legal structures pertaining to the business.

Businesses undertake audits to determine corporate social responsibility and

develop codes of conduct.

Area of study: Marketing management

Focus Marketing management involves businesses researching consumer markets and tailoring products, ideas or services to satisfy the changing needs or wants of consumers and society.

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Marketing involves activities designed to identify and satisfy consumer wants and needs, responding to changes in consumer behaviour.

Business managers select an appropriate marketing orientation suitable to their target market.

Management decisions in marketing are impacted by legislation, societal and ethical considerations.

Effective marketing is a competitive advantage that business managers use to achieve objectives.

The marketing mix is a generally accepted set of marketing variables — price, product, promotion and place.

The marketing strategy involves analysis, selecting a target market and creating an appropriate marketing mix.

Marketing planning is a systematic way of assessing marketing opportunities and determining marketing strategies.

Marketing research follows a process that provides primary and secondary data to help identify marketing opportunities.

Changing technologies provide alternative marketing opportunities and affect marketing strategies.


Area of study: Operations management

Focus Operations management involves businesses efficiently and effectively

converting inputs into quality products or services desired by customers. S

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Operations managers make strategic decisions involving planning, developing and controlling the activities required to create a product and supply a service.

Operations management includes strategic and operational planning.

Operations decisions are made based on purchasing, dispatching, inventory control, scheduling, maintenance (corrective and preventative) and quality control.

Operations management is influenced by production philosophies and scheduling techniques that ensure materials are in the right place at the right time (e.g. just-in-time, total quality management).

Organisational tools, such as Gantt charts, are useful for planning and scheduling operations.

Technology plays an increasing role in operations and impacts on the nature of work with issues such as outsourcing and deskilling arising.

Ethical issues such as conservation, environmental concerns and offshore production affect operations management decisions.

Area of study: Financial management

Focus Financial management occurs through the analysis and interpretation of financial

records and is necessary when achieving business goals.

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The role of financial management is to ensure that financial decisions allow the business to survive, grow and achieve its goals and objectives.

The objectives of financial management are liquidity, profitability, risk minimisation and growth, which may conflict at times.

Financial management is influenced by the legal structure of the business, ethics and the external environment in which it operates.

Financial management involves sourcing and managing the risks of finance.

Finance can be short term, long term, internal, external, local or global.

Financial managers use tools such as financial ratio analyses to make financial management decisions and for information disclosure.

Financial management involves the analysis and interpretation of financial statements in decision making.

Financial managers develop investment strategies based on the evaluation of financial risk in order to meet business goals.


Area of study: Human resource management

Focus Human resource management involves using the principles of job design, and

managing people and employment cycles. S

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Human resource management involves attracting, motivating, developing, training and retaining the appropriate mix of human resources.

Human resource managers design and implement strategies to manage the employment cycle, including performance appraisal, to achieve business objectives.

The effective management of human resources requires an understanding of the theories of management and leadership.

The relative bargaining power of a human resource manager or business is affected by various factors such as the extent of unionisation, government regulation, and supply and demand.

Human resource managers facilitate communication and cooperation between management and employees to achieve personal and business goals, which may differ at times.

Human resource managers work within ethical and legal boundaries to achieve business, individual and societal goals and objectives.

Understanding individual and cultural diversity, showing tolerance to other points of view, and encouraging consensus and collaboration enables the negotiation of mutually beneficial outcomes.

Forming strategic alliances, supporting others and contributing to team efforts enables employees to achieve personal and business goals.

Area of study: Business development

Focus Business development involves entrepreneurship as students develop and test

ideas, preparing feasibility studies to determine the viability of those ideas.

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Entrepreneurship requires innovation, creativity, initiative and an understanding of processes for testing the viability and ethical nature of new ideas.

Intrapreneurship is encouraged in business through building a flexible and supportive environment that encourages free thinking and the sharing of ideas.

Entrepreneurial ideas use evolving technologies to generate ideas, increase market share and achieve business goals.

Entrepreneurial ideas come to fruition through the development of clear business feasibility studies.

Business proposals consist of a business profile, competition analysis, recommendations and an evaluation of the proposal to determine the viability of the proposed business idea.

A competition analysis should incorporate marketing, human resources, financial and operational considerations.

Analysing and comparing competitors are useful techniques for formulating recommendations for a proposed business.

An evaluation of the business proposal provides a test of feasibility and viability of the proposed business allowing decisions for future action to be made.


3.1.3 Developing units of work using areas of study

When developing units of work, areas of study may be taught discretely or in combination. Units

of work are developed by selecting relevant areas of study and devising learning experiences that

involve a range of business situations.

These learning experiences are developed by drawing together:

objectives from the dimensions

relevant subject matter that develops understanding of the focuses of the selected areas of

study

a range of business situations, such as case studies, examples or business ventures

underpinning practices: communication strategies and management strategies.

For example, a unit of work devised to teach the focus of operations management may include

local and international business case studies from small-to-medium enterprises and large

businesses.

3.1.4 Developing contextualised units of work

Contextualised units of work involve students engaging with the areas of study through authentic

and relevant business situations. Each contextualised unit of work integrates at least two areas of

study.

Schools devise contexts suited to student interests, school location, resource availability and

teacher expertise. A school could devise a course of study that delivers all areas of study through

contextualised units of work.

A context may include:

business types (e.g. local, national and international businesses, small-to-medium

enterprises, large businesses)

organisations and institutions (e.g. not-for-profit organisations, governments, universities)

industries (e.g. sports, agriculture, marine, hospitality, tourism)

a specific business (e.g. an extended case study of Dick Smith Electronics)

a business venture

issues affecting businesses (e.g. global financial crisis, change, technological developments).

To develop a contextualised unit of work, schools identify:

a suitable context

at least two relevant areas of study and their focuses

relevant subject matter from selected areas of study

suitable learning experiences which draw together objectives, contextualised subject matter

and underpinning practices.

For example, small-to-medium enterprise management may be developed as a contextualised

unit of work. The focuses of management practices, human resource management and business

development are taught in the context of small-to-medium enterprise management. A specific

small-to-medium enterprise could be selected provided sufficient information is accessible.


3.2 Advice, guidelines and resources

The following advice, guidelines and resources support the implementation of the syllabus.

Where indicated further information may be obtained from the Business Management subject

page of the QSA website <www.qsa.qld.edu.au/20320.html>.

3.2.1 Aboriginal and Torres Strait Islander perspectives

The Queensland Government has a vision that Aboriginal and Torres Strait Islander

Queenslanders have their cultures affirmed, heritage sustained and the same prospects for

health, prosperity and quality of life as other Queenslanders. The QSA is committed to helping

achieve this vision and encourages teachers to include Aboriginal and Torres Strait Islander

perspectives in the curriculum.

The Queensland Studies Authority (QSA) recognises Aboriginal and Torres Strait Islander

peoples, their traditions, histories and experiences from before European settlement and

colonisation through to the present time. To strengthen students’ appreciation and understanding

of the first peoples of the land, opportunities exist in the syllabus to encourage engagement with

Aboriginal and Torres Strait Islander:

frameworks of knowledge and ways of learning

contexts in which Aboriginal and Torres Strait Islander peoples live

contributions to Australian society and cultures.

Aboriginal and Torres Strait Islander businesses operate around Australia, with small-to-medium

enterprises and large businesses engaged in a variety of activities (e.g. making, selling, exhibiting

and exporting artefacts, conducting tourism operations and providing services, both paid and

not-for-profit). The components of business management could be considered in relation to

Aboriginal and Torres Strait Islander businesses.

Subject-specific resources are available on the Business Management subject page of the QSA

website <www.qsa.qld.edu.au/20320.html>. In addition, guidelines about Aboriginal and Torres

Strait Islander perspectives and resources for teaching are available on the QSA website

<www.qsa.qld.edu.au/577.html>.

3.2.2 Composite classes

This syllabus enables teachers to develop a course of study that caters for a variety of ways to

organise learning, such as combined Years 11 and 12 classes, combined campuses, or modes of

delivery involving periods of student-managed study. This resource provides guidelines about

composite classes.

3.2.3 Embedding educational equity in the course of study

Equity means fair treatment of all. In developing work programs from this syllabus, schools need

to provide opportunities for all students to demonstrate what they know and what they can do.

All students, therefore, should have equitable access to educational programs and human and

material resources.

In addition to the subject-specific resources available on the Business Management subject page,

guidelines about educational equity and resources for devising an inclusive work program are

available on the QSA website <www.qsa.qld.edu.au/10188.html>.

http://www.qsa.qld.edu.au/20320.html





3.2.4 Language education in Business Management

It is the responsibility of teachers to develop and monitor students’ abilities to use the forms of

language appropriate to their own subject areas. This involves providing opportunities for the

development of students’ abilities in:

selection and sequencing of information required in various forms (such as reports, essays,

interviews and seminar presentations)

use of technical terms and their definitions

use of correct grammar, spelling, punctuation and layout.

3.2.5 Learning experiences and sample resources

This resource provides guidelines for learning experiences and sample resources, which may

include unit/s of work.

3.2.6 Mathematical concepts in Business Management

It is the responsibility of teachers to develop and monitor students’ abilities to use mathematical

concepts appropriate to their own subject areas. This involves providing opportunities for the

development of students’ abilities to:

comprehend basic concepts and terms underpinning the areas of number, space, probability

and statistics, and measurement

extract, convert or translate information given in numerical forms, or as diagrams, maps,

graphs or tables

calculate and apply procedures

use skills or apply concepts from one problem or one subject to another.

3.2.7 Reference materials

This resource provides links to reference materials, text and reference books, websites,

newspaper reports, periodicals, electronic media and learning technology, and organisations and

community resources for the subject.

3.2.8 Work program requirements

A work program is the school’s plan of how the course of study will be delivered and assessed,

based on the school’s interpretation of the syllabus. It allows for the special characteristics of the

individual school and its students. Work program requirements are available on the Business

Management subject page of the QSA website <www.qsa.qld.edu.au/20320.html>. Instructions

for online submission of work programs are available from

<https://www.qsa.qld.edu.au/wponline/login.qsa>.


https://www.qsa.qld.edu.au/wponline/login.qsa


4 Assessment

Assessment is an integral part of the teaching and learning process. For Years 11 and 12 it is the

purposeful, systematic and ongoing collection of information about student learning outlined in the

senior syllabuses.

In Queensland, assessment is standards based. The standards for each subject are described in

dimensions, which identify the valued features of the subject about which evidence of student

learning is collected and assessed. The standards describe the characteristics of student work.

The major purposes of assessment in senior Authority subjects are to:

promote, assist and improve learning

inform programs of teaching and learning

advise students about their own progress to help them achieve as well as they are able

give information to parents, carers and teachers about the progress and achievements of

individual students to help them achieve as well as they are able

provide comparable levels of achievement in each Authority subject which may contribute

credit towards a Queensland Certificate of Education

provide base data for tertiary entrance purposes

provide information about how well groups of students are achieving for school authorities and

the State Minister responsible for Education.

4.1 Principles of exit assessment

All the principles of exit assessment must be used when planning an assessment program and

must be applied when making decisions about exit levels of achievement.

A standards-based assessment program for the four-semester course of study requires

application of the following interdependent principles:

information is gathered through a process of continuous assessment, i.e. continuous

assessment

balance of assessment is a balance over the course of study and not necessarily a balance

over a semester or between semesters, i.e. balance

exit levels of achievement are devised from student achievement in all areas identified in the

syllabus as being mandatory, i.e. mandatory aspects of the syllabus

assessment of a student’s achievement is in the significant aspects of the course of study

identified in the syllabus and the school’s work program, i.e. significant aspects of the course

of study

selective updating of a student’s achievement is undertaken over the course of study, i.e.

selective updating

exit assessment is devised to provide the fullest and latest information on a student’s

achievement in the course of study, i.e. fullest and latest information.

4.1.1 Continuous assessment

Judgments about student achievement made at exit from a course of study must be based on an

assessment program of continuous assessment.


Continuous assessment involves gathering information on student achievement using

assessment instruments administered at suitable intervals over the developmental four-semester

course of study.

In continuous assessment, all assessment instruments have a formative purpose — to improve

teaching and student learning and achievement.

When students exit the course of study, teachers make a summative judgment about their levels

of achievement in accordance with the standards matrix.

The process of continuous assessment provides the framework in which the other five principles

of exit assessment operate: balance, mandatory aspects of the syllabus, significant aspects of the

course of study, selective updating, and fullest and latest information.

4.1.2 Balance

Judgments about student achievement made at exit from a course of study must be based on a

balance of assessments over the course of study.

Balance of assessment is a balance over the course of study and not a balance within a semester

or between semesters.

Balance of assessment means judgments about students’ achievements of the dimensions and

objectives are made a number of times using a variety of assessment techniques and a range of

assessment conditions over the developmental four-semester course of study.

See also Section 4.6, Verification folio requirements.

4.1.3 Mandatory aspects of the syllabus

Judgments about student achievement made at exit from a course of study must be based on

mandatory aspects of the syllabus.

The mandatory aspects are:

the dimensions Knowing and understanding business management, Applying and analysing

management strategies and Evaluating and communicating management strategies

the focus of each area of study covered in Year 12.

To ensure that the judgment of student achievement at exit from a four-semester course of study

is based on the mandatory aspects, the exit standards for the dimensions stated in the standards

matrix must be used (see Section 4.8.2, Awarding exit levels of achievement).

4.1.4 Significant aspects of the course of study

Judgments about student achievement made at exit from a course of study must be based on

significant aspects of the course of study.

Significant aspects are those areas described in the school’s work program that have been

selected from the choices permitted by the syllabus to meet local needs.

The significant aspects must be consistent with the objectives of the syllabus and complement

the developmental nature of learning in the course of study over four semesters.

4.1.5 Selective updating

Judgments about student achievement made at exit from a course of study must be selectively

updated throughout the course of study.

Selective updating is related to the developmental nature of the course of study and works in

conjunction with the principle of fullest and latest information.

As subject matter is treated at increasing levels of complexity, assessment information gathered

at earlier stages of the course of study may no longer be representative of student achievement.


Therefore, the information should be selectively and continually updated (and not averaged) to

accurately represent student achievement.

Schools may apply the principle of selective updating to the whole subject group or to individual

students.

Whole subject-group

A school develops an assessment program so that, in accordance with the developmental nature

of the course of study, later assessment information based on the same groups of objectives

replaces earlier assessment information.

Individual student

A school determines the assessment folio for verification or exit (post-verification). The student’s

assessment folio must be representative of the student’s achievements over the course of study.

The assessment folio does not have to be the same for all students; however, the folio must

conform to the syllabus requirements and the school’s approved work program.

Selective updating must not involve students reworking and resubmitting previously graded

responses to assessment instruments.

4.1.6 Fullest and latest information

Judgments about student achievement made at exit from a course of study must be based on the

fullest and latest information available.

Fullest refers to information about student achievement gathered across the range of

objectives.

Latest refers to information about student achievement gathered from the most recent period

in which achievement of the objectives is assessed.

As the assessment program is developmental, fullest and latest information will most likely come

from Year 12 for those students who complete four semesters of the course of study.

The fullest and latest assessment information on mandatory and significant aspects of the course

of study is recorded on a student profile.

4.2 Planning an assessment program

To achieve the purposes of assessment listed at the beginning of this section, schools must

consider the following when planning a standards-based assessment program:

dimensions and objectives (see Section 2)

course organisation (see Section 3)

principles of exit assessment (see Section 4.1)

variety in assessment techniques and conditions over the four-semester course of study

(see Section 4.5)

verification folio requirements, i.e. the range and mix of assessment instruments necessary to

reach valid judgments of students’ standards of achievement (see Section 4.6)

post-verification assessment (see Section 4.6.1)

exit standards (see Section 4.7).

In keeping with the principle of continuous assessment, students should have opportunities to

become familiar with the assessment techniques that will be used to make summative judgments.

Further information can be found on the Business Management subject page of the QSA website




4.3 Special provisions

Guidance about the nature and appropriateness of special provisions for particular students are

described in QSA’s Policy on Special Provisions for School-based Assessments in Authority and

Authority-registered Subjects (2009), <www.qsa.qld.edu.au/2132.html>.

This statement provides guidance on responsibilities, principles and strategies that schools may

need to consider in their school settings. Reasonable adjustments to students with specific

educational needs must be planned and negotiated as early as possible so that students can be

provided with appropriate support in order to commence, participate and complete course of

study requirements. The special provisions might involve alternative teaching approaches,

assessment plans and learning experiences.

4.4 Authentication of student work

It is essential that judgments of student achievement be made on genuine student assessment

responses. Teachers should ensure that students’ work is their own, particularly where students

have access to electronic resources or when they are preparing collaborative tasks.

The QSA’s A–Z of Senior Moderation contains a strategy on authenticating student work

<www.qsa.qld.edu.au/10773.html>. This provides information about various methods teachers

can use to monitor that students’ work is their own. Particular methods outlined include:

teachers seeing plans and drafts of student work

student production and maintenance of evidence for the development of responses

student acknowledgment of resources used.

Teachers must ensure students use consistent accepted conventions of in-text citation and

referencing, where appropriate.

Further advice on drafting of student assessment responses is available on the Business

Management subject page of the QSA website <www.qsa.qld.edu.au/20320.html>.

4.5 Assessment techniques

The assessment techniques relevant to this syllabus are identified in Figure 1 below, and

described in detail in Sections 4.5.3, 4.5.4 and 4.5.5.

Figure 1: Business Management assessment techniques





Schools design assessment instruments from the assessment techniques relevant to this

syllabus. For each assessment instrument, schools develop an instrument-specific standards

matrix by selecting the syllabus standards descriptors for the dimension/s to be assessed. The

matrix is used as a tool for making judgments about the quality of students’ responses to the

instrument and is informed by the syllabus standards descriptors. Assessment is designed to

allow students to demonstrate the range of standards (see Section 4.8.2, Awarding exit levels of

achievement). Teachers give students an instrument-specific standards matrix for each

assessment instrument.

Where students undertake assessment in a group or team, instruments must be designed so that

teachers can validly assess the work of individual students and not apply a judgment of the group

product and processes to all individuals.

The assessment instruments students respond to in a Year 11 assessment program should

support those included in Year 12.

The conditions of assessment, possible modes for assessment and supporting evidence are

identified and described below.

4.5.1 Conditions of assessment

Over a four-semester course of study, students are required to complete assessment under a

range of conditions (see Section 4.1.2, Balance).

Conditions may vary according to assessment. Conditions should be stated clearly on

assessment instruments and may include:

whether supervised or unsupervised

indicating individual, group or team

stating time allowed (with perusal time as needed)

stating length required

using seen or unseen questions

using sources or technologies.

Where support materials or technologies (e.g. notes, calculators or computers) are used under

supervised conditions, schools must ensure that the purpose of supervised conditions (i.e. to

authenticate student work) is maintained.

4.5.2 Modes of assessment

Assessment techniques may be presented in a variety of modes, e.g. written, spoken/signed and

multimodal. An assessment response is communicated to an audience for a particular purpose

which may influence the type of text, language features and other textual features used in the

response. Purposes may include analysing; persuading; arguing; informing; presenting

investigative, experimental or field-based findings; creating; performing; showcasing; reviewing a

text or situation; completing calculations or solving problems.

Referencing conventions must be followed regardless of the mode of assessment.

Written responses

Written responses require students to communicate a written assessment response to an

audience for a particular purpose.

Spoken responses

Spoken responses require students to present a spoken assessment response to a live or virtual

audience (i.e. through the use of technology) for a particular purpose.


Multimodal responses

A multimodal response uses a combination of at least two modes to communicate an assessment

response to a live or virtual audience for a particular purpose.

Modes include:

written

spoken/signed

nonverbal, e.g. physical, visual, auditory.

Each of the selected modes contributes significantly to the multimodal response.

Different technologies may be used in the creation or presentation of the response. Replication of

a written document into an electronic or digital format does not constitute a multimodal response.

When making judgments about multimodal responses, teachers apply the standards to the entire

response — that is to all modes used to communicate the response.

Supporting evidence

Supporting evidence is required to substantiate decisions made on spoken and multimodal

responses for monitoring, verification and exit purposes. Evidence to support spoken or

multimodal responses may include:

research

notes or annotations

summary of findings

seminar brief or conference paper

a recording of the response (as appropriate).

When students present feasibility studies as a spoken or multimodal response, supporting

evidence must be provided to substantiate teacher judgments. Supporting evidence should

demonstrate students’:

selection and organisation of business information

analysis and interpretation of business information and management strategies

evaluation of management strategies

formulation and justification of recommendations.


4.5.3 Feasibility study

Assessment technique: Feasibility study

Purpose

This technique assesses the application of higher order cognition (analysis, evaluation, and formulation and justification of recommendations) to a feasibility study of an existing (real or simulated) business or start-up business. Through the analysis of existing or competing businesses, feasibility studies seek to

determine the viability of a business idea or the viability of a start-up business.

Dimensions to be assessed

The dimensions to be assessed should be clearly stated on assessment instruments. This assessment technique is best used to determine student achievement in objectives from the dimensions:

Knowing and understanding business management

Applying and analysing management strategies

Evaluating and communicating management strategies.

Feasibility studies

Feasibility studies are central to the strategic management of existing businesses or the strategic development of a start-up business.

Developing feasibility studies may involve the:

use of business management terms, concepts and theories

description of the business situation

explanation of management processes and strategies

selection and organisation of business information

identification of issues in the business situation

analysis and interpretation of business information and management strategies

evaluation of management strategies in the existing business and/or competitor’s business

formulation and justification of recommendations for the existing or start-up business.

Feasibility studies may use bullet points and diagrams/charts as appropriate.

It is not appropriate for terms to be defined within this technique or for appendices to be included.

Where one area of study is included in an assessment instrument, the feasibility study should be named accordingly (e.g. Marketing feasibility study).

Business feasibility studies include two or more relevant areas of study. The task should be designed to allow students to complete all aspects within the assessment conditions.

Possible assessment instruments

Assessment instruments that may be developed to assess the assessment technique feasibility study include:

marketing feasibility study

operations feasibility study

finance feasibility study

human resources feasibility study

business feasibility study (including two or more areas of study).

Assessment conditions Year 11 Year 12

Written: 800–1000 words 1000–1500 words

Spoken: 3–4 minutes 4–5 minutes

Multimodal: 3–5 minutes 5–7 minutes

Further guidance

When a feasibility study is presented as a spoken or multimodal response, supporting evidence must be provided. Evidence gathered from each feasibility study may only contribute once to the student profile.


4.5.4 Examination

Assessment technique: Examination

Purpose

This technique assesses the application of a range of cognition (knowledge, understanding, application, analysis, evaluation and formulation and justification of recommendations) to responses completed under

supervised conditions.






Types of examination

Short response test

Short response tests typically consist of a number of items, which involve students responding to questions or business situations.

Short response tests occur under supervised conditions as students produce work individually and in a set time to ensure authenticity.

Items will be in response to questions or statements which are typically unseen. If seen, teachers must ensure the purpose of this technique is not compromised.

Stimulus materials may also be used and may be seen or unseen.

Unseen questions, statements or stimulus materials should not be copied from information or texts that students have previously been exposed to or have directly used in class.

Items may include activities that require:

explanations longer than one sentence

ideas maintained, developed and justified

full-sentence responses, constructing a piece of prose that may have one or several paragraphs.

Items may require students to construct, use, interpret or analyse primary or secondary data, graphs, tables, diagrams or financial information.

Items may include multiple-choice and sentence answers. These types of questions, while useful for assessing content knowledge, are difficult to construct if trying to elicit meaningful higher order cognitive responses.

Extended response test

Extended response tests require students to demonstrate sustained analysis, interpretation and evaluation to answer a question fully or deal with issues in a business situation.

Extended response tests occur under supervised conditions where students produce work individually in a set time to ensure authenticity.

Students respond to stimulus (e.g. case studies, scenarios, sources) that may be seen or unseen, and a seen or unseen question or statement.


Recommended duration: 1–1.5 hours 1.5–2 hours

Short response test: 50–250 words per response 50–250 words per response

Extended response test: 400–600 words per response 600–800 words per response

Further guidance

Teachers who wish to offer an extended response but not as a test (i.e. not under supervised conditions) should refer to the assessment technique: Extended response (see Section 4.5.5).


4.5.5 Extended response

Assessment technique: Extended response

Purpose

This technique assesses the sustained application of higher order cognition (analysis, evaluation, and formulation and justification of recommendations) in responding to research or stimulus materials. Students may respond to business situations and analyse, interpret and evaluate business information and management strategies to formulate and justify recommendations. Students may apply knowledge to the development of a business venture to formulate, enact and evaluate the impact of management

strategies in business situations.






Types of extended response

Extended research response

An extended research response involves students collecting, selecting, organising and using information that goes beyond the data students have been given and the knowledge they currently possess.

An extended research response occurs over a set period of time. Students may use class time and their own time to conduct research and develop a response.

An action research (business venture) is a specialised extended research response used to demonstrate the practical application of business management strategies to a business venture. Action research may involve students:

planning a course of action for running a business venture, enacting and evaluating the management strategies

developing the underpinning practices of communication strategies and management strategies through working in partnerships, groups or teams to enact the business venture

defining and/or using business management terms, concepts and theories relevant to the business venture

describing the business venture

explaining the management processes and strategies implemented in the business venture

selecting and organising business information gathered through the business venture

identifying issues relevant to the business venture

analysing and interpreting business information and management strategies relevant to the business venture

formulating and justifying recommendations for the business venture

evaluating management strategies enacted in the business venture.

Extended response to stimulus

An extended response to stimulus involves students in applying management understandings to case studies and issues.

Stimulus materials are known or provided materials/sources and concepts. This may include case studies, scenarios, media articles, statistics, financial accounts or images/diagrams.

An extended response to stimulus occurs over a set period of time. Students may use class time and their own time to develop a response.

While research may occur in the writing of the extended response to stimulus, it is not the focus of this technique.

Students respond to a seen question or statement using data, researched information, primary and/or secondary sources.


Assessment technique: Extended response

Possible assessment instruments

Assessment instruments that may be developed to assess extended response include:

essay, e.g. analytical, persuasive/argumentative, informative

report, e.g. investigative

action research report, e.g. business venture

article, e.g. magazine or journal, may be analytical, persuasive, informative

speech, e.g. analytical, persuasive/argumentative or informative

interview or debate

news segment or documentary

webcast or podcast

a presentation combining speaking with data presentation or slide show

a seminar combining speaking with visual prompts, e.g. posters, brochures, handouts

a digital presentation or documentary combining images, sound bites, blog entries and embedded videos.


Written:

extended research response 800–1000 words 1000–1500 words

extended response to stimulus 600–1000 words 800–1200 words

Spoken: 3–4 minutes 4–5 minutes

Multimodal: 3–5 minutes 5–7 minutes

Further guidance

Teachers who wish to offer an extended response as a test (supervised conditions) should refer to the

assessment technique: Examination (see Section 4.5.4).


4.6 Verification folio requirements

A verification folio is a collection of a student’s responses to assessment instruments on which

the interim level of achievement is based. For students who are to exit after four semesters, each

folio should contain the range of assessments for making summative judgments as stated below.

Students’ verification folios for Business Management are to contain a minimum of four and a

maximum of six assessment instruments and the relevant student responses. Each folio must

include:

evidence of student work from Year 12 only

evidence of all dimensions being assessed at least three times

one feasibility study assessing all three dimensions (see Section 4.5.3)

one supervised extended response test responding to an unseen question, and assessing all

three dimensions (see Section 4.5.4)

a student profile completed to date.

For information about preparing monitoring and verification submissions, schools should refer to

QSA’s Moderation handbook for Authority subjects, <www.qsa.qld.edu.au/10773.html>.

4.6.1 Post-verification assessment

In addition to the contents of the verification folio, there must be at least one subsequent

summative assessment in the exit folio completed after verification. For this syllabus, students are

to complete an assessment response that assesses all three dimensions.

4.7 Exit standards

Exit standards are used to make judgments about students’ levels of achievement at exit from a

course of study. The standards are described in the same dimensions as the objectives of the

syllabus. The standards describe how well students have achieved the objectives and are stated

in the standards matrix.

The following dimensions must be used:

Dimension 1: Knowing and understanding business management

Dimension 2: Applying and analysing management strategies

Dimension 3: Evaluating and communicating management strategies.

Each dimension must be assessed in each semester, and each dimension is to make an equal

contribution to the determination of exit levels of achievement.

4.8 Determining exit levels of achievement

When students exit the course of study, the school is required to award each student an exit level

of achievement from one of the five levels:

Very High Achievement (VHA)

High Achievement (HA)

Sound Achievement (SA)

Limited Achievement (LA)

Very Limited Achievement (VLA).



All the principles of exit assessment must be applied when making decisions about exit levels of

achievement.

Exit levels of achievement are summative judgments made when students exit the course of

study. For most students this will be after four semesters. For these students, judgments are

based on exit folios providing evidence of achievement in relation to all objectives of the syllabus

and standards.

For students who exit before completing four semesters, judgments are made based on the

evidence of achievement to that stage of the course of study and the principles of exit

assessment.

4.8.1 Determining a standard

The standard awarded is an on-balance judgment about how the qualities of the student’s

responses match the standards descriptors in each dimension. This means that it is not

necessary for the student responses to have been matched to every descriptor for a particular

standard in each dimension.

4.8.2 Awarding exit levels of achievement

When standards have been determined in each of the dimensions for this subject, Table 2 below

is used to award exit levels of achievement, where A represents the highest standard and E the

lowest. The table indicates the minimum combination of standards across the dimensions for

each level.

Table 2: Awarding exit levels of achievement

VHA Standard A in any two dimensions and no less than a B in the remaining dimension

HA Standard B in any two dimensions and no less than a C in the remaining dimension

SA Standard C in any two dimensions and no less than a D in the remaining dimension

LA At least Standard D in any two dimensions and an E in the remaining dimension

VLA Standard E in the three dimensions

Further information is available in the QSA’s Moderation handbook for Authority subjects,



24 | Business Management Senior Syllabus 2013 Queensland Studies Authority

4.8.3 Standards matrix

Standard A Standard B Standard C Standard D Standard E

Kn

ow

ing

an

d u

nd

ers

tan

din

g b

usin

ess

man

ag

em

en

t

The student work has the following characteristics:





thorough definition and discerning use of relevant business management terms, concepts and theories

detailed definition and appropriate use of business management terms, concepts and theories

definition and use of business management terms, concepts and theories

simple definition and use of some business management terms, concepts or theories

use of some business management terms, concepts or theories

thorough description of business situations using a comprehensive range of relevant examples

detailed description of business situations using a range of examples

description of business situations using examples

simple description of business situations using few examples

statement of elements of business situations

comprehensive explanation of complex management processes and strategies.

detailed explanation of management processes and strategies.

explanation of management processes and strategies.

cursory explanation of simple management processes and strategies.

statement of management processes or strategies.

Ap

ply

ing

an

d a

naly

sin

g m

an

ag

em

en

t str

ate

gie

s






purposeful selection and organisation of business information from a comprehensive range of valid primary and secondary sources

purposeful selection and organisation of business information from a range of valid primary and secondary sources

selection and organisation of business information from primary and secondary sources

partial organisation of business information from sources

statement of business information

discerning and systematic application of knowledge in business situations to identify a comprehensive range of issues

systematic application of knowledge in business situations to identify a range of issues

application of knowledge in business situations to identify issues

simple application of knowledge in business situations to identify issues

statement of issues

thorough and discerning analysis of business information and management strategies, and accurate interpretation of a comprehensive range of trends, patterns and relationships.

detailed and informed analysis of business information and management strategies, and accurate interpretation of a range of trends, patterns and relationships.

analysis of business information and management strategies, and interpretation of trends, patterns and relationships.

partial analysis of business information or management strategies, and identification of some trends, patterns and relationships.

statement of trends, patterns or relationships.

25 | Business Management Senior Syllabus 2013 Queensland Studies Authority

Standard A Standard B Standard C Standard D Standard E E

valu

ati

ng

an

d c

om

mu

nic

ati

ng

man

ag

em

en

t str

ate

gie

s






thorough and insightful evaluation of management strategies to formulate valid and purposeful recommendations

detailed evaluation of management strategies to formulate valid recommendations

evaluation of management strategies to formulate recommendations

simple evaluation of management strategies to state recommendations

description of management strategies or statement of simple recommendations

well-reasoned justification of recommendations using relevant evidence

valid justification of recommendations using relevant evidence

justification of recommendations using evidence

simple justification of some recommendations

statement of opinions

coherent communication with discriminating use of language conventions to suit audiences and purposes.

clear communication with appropriate use of language conventions to suit audiences and purposes.

communication using language conventions to suit audiences and purposes.

communication using inconsistent language conventions.

communication that impedes meaning.


5 Glossary

Term Explanation

accurate precise and correct

analyse dissect to ascertain and examine constituent parts and/or their relationships; consider in detail for the purpose of finding meaning or relationships, and

identifying patterns, similarities and differences

apply employ knowledge and skills in a particular situation

audience the intended group of readers, listeners or viewers that the writer or speaker is addressing

basic fundamental; elementary or simple

case study a real or simulated business situation or example

clear plain and open, without ambiguity

coherent rational with parts that are harmonious, well-structured and that make sense

communicate convey information about, make known, clearly reveal or make known

compare display recognition of similarities and differences and recognise the significance of

these similarities and differences

comprehensive of broad scope or content

concepts in the context of this subject, a concept is a basic or fundamental idea, notion or element

conclusion a judgment based on evidence

considered thought about or decided upon with care

context a framework for the development of meaningful learning experiences which provide students with opportunities to learn in circumstances that are relevant and interesting to them and are used to bring aspects of the areas of study together in

real-world scenarios

contrast display recognition of differences by deliberate juxtaposition of contrary elements

data the measurement of an attribute; not necessarily a single measurement; data can be qualitative or quantitative

decision a choice or determination formed following the consideration of alternatives

describe provide an account of features

detailed containing numerous facts or aspects

discerning showing good judgment; selected for value or relevance

effective meeting the assigned purpose

explain provide additional information that demonstrates understanding and reasoning; present a meaning with clarity, precision, completeness, and with due regard to the

order of statements in the explanation

evaluate examine and judge the merit or significance of something, including processes, descriptions, relationships or data, according to criteria

impede hamper, limit, block or decrease the action or function of


Term Explanation

inconsistent lacking in harmony between the different parts or elements; discrepant; incongruous

information knowledge or data gained from primary and secondary sources

insightful clearly or deeply perceptive; judged to be fitting for a purpose

interpret explain the meaning of information or actions

investigation a process of answering a question, exploring an idea or solving a problem

issue a point in question or a matter that is subject to debate

justify provide sound reasons or evidence to support a statement; soundness requires that the reasoning is logical and, where appropriate, that the premises are likely to be true

language

conventions

the features of language that support meaning and assist in conveying meaning, e.g. spelling, terminology, vocabulary, grammar, punctuation, sentence structure, paragraphing, referencing, text type, mode

logical rational and valid, internally consistent

obvious easily seen, recognised, or understood; lacking in subtlety

organise arrange methodically to form an ordered whole

primary data information created by the person or persons directly involved in a study, mainly

generated through the gathering of first-hand experiences, e.g. surveys, interviews

problem a question proposed for solution

provided given

purpose the reason for which something is done, to achieve an intended result

range a number of different things of the same general type; breadth

reasoned logical and sound thinking

recall remember information, ideas or experiences

recommendation a proposal for an appropriate course of action

relationship the connection or association between ideas, information or components of concepts and theories

relevant applicable, important and correct

representation words, images, symbols or signs used to convey meaning

scenario an account or summary of a future situation, event or a projected course of action; used to determine different ways that future events might unfold

secondary data information that has been compiled from primary sources by a person or persons not directly involved in the study, collected through researching the studies and

works of others, e.g. journal and newspaper articles, reports

select choose in preference to another or others

sequence determine the arrangement of constituent parts

significant important in effect or meaning


Term Explanation

simple easy to understand and deal with, may concern a single or a basic aspect, few steps, obvious data/outcomes, limited or no relationships

superficial apparent and sometimes trivial

synthesise assemble constituent parts into a coherent, unique and/or complex entity; the term ―entity‖ includes a system, theory, communication, plan or set of operations

system groups of interacting concepts or processes that form an integrated whole

term a word, name or expression used in a specialised field of knowledge

theory a group of general propositions that can be used to explain and predict occurrences; a system of rules or principles for conducting activities

thorough demonstrating depth and breadth, inclusive of relevant detail

valid applicable, legitimate and defensible

well-chosen carefully selected to produce a desired effect

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QLD 4004 Australia

T +61 7 3864 0299

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www.qsa.qld.edu.au

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business management senior syllabus 2013

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