revision of gcse specifications draft proposals...

GCSE Draft Proposals for Consultation_2016

Revision of GCSE Specifications

Draft Proposals

Business Studies


2

Contents

Introduction 3

Specification at a Glance 4

Subject Content for each Unit 5

Summary of Changes 8

Assessment 12

Progression from Key Stage 3 17

Progression to GCE 22

Support

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Introduction

Awarding Bodies are revising their GCSE and GCE specifications to ensure that both

content and assessment continue to reflect the needs of learners and the society,

economy and environment in which they live and work.

The revision programme is now underway to review our GCSE and produce revised

specifications for first teaching from September 2017.

The new specification should provide opportunities for students to build upon the

knowledge, understanding and skills developed at Key Stage 3, and the relevant

requirements of the Northern Ireland Curriculum at Key Stage 4.

This document has been designed to provide you with an outline of our draft

proposals for the revised GCSE specification.

For further information on the revision of GCSE Specifications go to:

http://www.ccea.org.uk/the-revision/

http://www.ccea.org.uk/the-revision/


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A. Specification at a Glance

The table below summarises the structure of the proposed GCSE course:

Content

Assessment

Weighting

Availability

Unit 1: Business Start-up

Starting a Business

Marketing

Business Operations

E-Business

Unit 2: Developing a Business

Human Resources

Business Growth

Finance

Business Plans

Unit 3: Internal Controlled Assessment

External written examination

1 hour 30 mins

Short questions, structured data response, and

extended response questions

External written

examination

1 hour 30 mins

Short questions, structured data response, and

extended response questions

One compulsory set task and test

Task released in

September each year

Synoptic

40%

40%

20%

Every summer

(Beginning in

Summer 2018)

Every summer

(Terminal

assessment beginning in

Summer 2019)

Every summer

(Terminal

assessment beginning in

Summer 2019)


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B. Subject Content for each Unit

The specification content can be categorised into three units. A brief description of

the content for each unit is provided below.

Unit 1: Business Start-Up

Content

Description

Starting a Business

Marketing

Business Operations

E-Business

Candidates will be able to demonstrate knowledge and understanding and, where appropriate, higher skills in relation to the following:

Entrepreneurs;

Resources;

Business Ownership;

Stakeholders;

Business Location;

Aims and Objectives;

Market Research;

Marketing Mix;

Competition;

Customer Service;

Legal Constraints;

Types of Production;

Manufacturing Methods;

Quality Assurance;

Health and Safety;

International Business; and

E-Business.


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Content

Description

Human Resources

Business Growth

Finance

Business Plans

Candidates will be able to demonstrate knowledge and understanding and, where appropriate, higher skills in relation to the following:

Recruitment;

Selection;

Training;

Motivation; and

Appraisal;

Business Success or Failure;

Business Growth (factors, limitations, implications);

Sources of Finance - internal and external/and most appropriate;

Cash Flow Forecasts - including, complete parts of a cash flow from given information and interpret a simple cash flow statement;

Final Accounts;

Ratios - formulae provided (including gross and net profit percentage; stock turnover rate; return on capital employed; working capital ratio);

Breakeven - including calculation and analysis of chart;

Need for business planning;

Components of a business plan; and

Construction of a simple business plan.


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Unit 3: Controlled Assessment Task

Content

Description

Controlled Assessment Task

Synoptic unit. Research task and test (short questions) set annually by CCEA. Task and test marked in centres.


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C. Summary of Changes

What’s new at a Glance

Changes to Content: Unit 1: Business Start-Up Starting a Business

SMEs/Micro Businesses - meaning of the terms and what these are in relation

to sizes of businesses.

Business location expanded in relation to starting a business. Factors which

influence business location.

Aims of stakeholders - now amalgamated with Business Ownership.

Social Enterprise - updated to include a wider range of outputs covering

economic, social, competitive, sustainable and environmental.

Business Operations

Sectors of the Economy - to include previous material in Types of Production.


Human Resources

Legislation for recruitment - marital status and sexual orientation.

Health and Safety - extended to include the role of regulator and knowledge of

Health and Safety at Work Order (NI) Reporting of Injuries, Diseases and

Dangerous Occurrences Regulations (NI), Management of Health and Safety

at Work Regulations (NI), Health and Safety (Consultation with Employees)

Regulations (NI).

Finance

Compilation of Income Statements from given material.

Compilation of Statements of Financial Position from given material.

Calculation of Ratios showing knowledge of formulae.


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Changes to Assessment: It should be noted that the internal assessment formerly in Unit 2 is now a bespoke unit. The proposed format has been changed to allow for a more robust assessment, and for more transparent marking criteria to be applied.

Current

Revised

Unit 1

35% external written exam

Unit 1


Unit 2


plus

25% Controlled Assessment Task

Unit 2


Unit 3

20% Controlled Assessment Task


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What will remain from the current Specification

The following content from the existing specification is still fundamental to the

understanding of Business Studies and related concepts.

Unit 1

Business Ownership - brought together the existing areas with stakeholders and

social enterprise.

Aims of business

Entrepreneurs - to also include the role of risk taking in business.

Methods of Production - renamed Methods of Manufacturing.

Quality Assurance - updated to include the key quality standards.

Market Research

Marketing Mix

International Business

E Business - updated to include use of social media and websites.

Unit 2

Recruitment and Selection

Equality Commission for NI

Training

Motivation

Appraisal

Business Success or Failure - updated to include social media/word of mouth

recognition, customer loss and high employee turnover.

Business Growth

Breakeven Analysis

Cash Flow Forecasts


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Sources of finance - now included in the Finance section but is otherwise as is in the

current specification.

Business Plans


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D. Assessment

External Assessment:

Number of Papers

Two papers.

Each paper will have a maximum mark of 80.

Paper One will be set on the content of Unit 1.

It will contain four structured questions to assess each of the following areas: Starting

a Business; Marketing; Business Operations; and E-Business

Paper Two will be set on the content of Unit 2.

It will contain four structured questions to assess each of the following areas: Human

Resources; Business Growth; Finance; and Business Plans.

Types of Questions

The design of the question papers will be similar to the existing GCSE Business

Studies papers.

Each paper will include a number of questions which will examine the range of

assessment objectives. Each of the main questions will be sub-divided into shorter

questions. There will be an incline of difficulty throughout the questions.

Quality of Written Communication will be examined at least once in each paper.

The questions will be structured response, structured data response and extended

response.

Length / Time

1 hour 30 minutes per paper

Weighting

40% per paper


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Additional Information

The proposed Assessment Objective weightings will be as follows:

Assessment Objective Paper 1 Paper 2

AO1

Recall, select and communicate knowledge and

understanding of concepts, issues and terminology

15% 15%

A02

Apply skills, knowledge and understanding in a variety of

contexts and in planning and carrying out investigations

and tasks

13% 13%

AO3

Analyse and evaluate evidence, make reasoned

judgements and present appropriate conclusions

12% 12%

Total 40% 40%


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Internal Assessment:

Controlled Assessment Task (Unit 3)

The Controlled Assessment Task will be a synoptic and terminal assessment.

Nature of Task

Candidates will choose a business – something that interests them personally and

would encourage enterprising ideas. It is recommended that the business is a simple

sole trader organisation.

The task will be in two parts:

Part A:

Research (12 hours) [presented in Booklet A]

Maximum of 15 marks available

Format:

− Outline business idea

− Create Action Plan for the Research section

− Primary research

− Secondary research

− Presentation of research

Part B:

Business Plan (one hour) [presented in Booklet B]

Maximum of 45 marks available.

One compulsory set task to change every year.

Candidates will have access to Booklet A containing their research. It will contain up

to ten questions some of which will require extended writing and some of which will

require short responses on the practical aspects of a Business Plan such as

breakeven or using figures from their research.


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Skills Assessed

The research will require candidates to use the following skills:

Planning;

Research and investigation skills into business;

Analysis and evaluation;

Application of knowledge and selection of information;

Oral comunication skills;

Written communication and creative thinking skills;

Time management skills;

Use of specialist terms;

ICT skills; and

Mathematical skills.

The test will assess the following skills:

Analysis and evaluation;

Application of knowledge and selection of information;

Written communication and creative thinking skills;

Time management skills;

Use of specialist terms;

ICT skills; and

Mathematical skills.

Level of Control

For task setting - high level of control (CCEA sets the task annually).

For task taking - medium to high level of control.

Research element - medium control.

Report write up - high control; candidates complete the task independently.

For task marking - medium level of control. Teachers mark the task. Moderated by CCEA.

Weighting

20% for the controlled assessment task.


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Additional information

The internal assessment provides candidates of all abilities with an opportunity to

develop skills in areas needed by industry such as research, interpretation, decision

making and communication.

It provides all candidates with an opportunity to achieve the full range of grades.


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E. Progression from Key Stage 3

Cross Curricular Skills at Key Stage 4

Communication Students should be enabled to:

communicate meaning, feelings and viewpoints in a logical and coherent manner;

make oral and written summaries, reports and presentations, which take account

of audience and purpose, for example writing a simple business plan;

presentation of the marketing mix for given a product or service;

participate in discussions, debates and interviews, for example discussion of the

importance of business growth; debating the most effective methods of

motivating an employee; carrying out interviews to collect primary research;

interpret, analyse and present information in oral, written and ICT format, for

example analysis of primary and secondary research; and

explore and respond, both imaginatively and critically, to a variety of texts, for

example analysis of a business case study.

Using Mathematics Students should be enabled to:

use mathematical language and notation with confidence;

use mental computation to calculate, estimate and make predictions in a range of simulated and real life contexts, for example calculating costs, revenue and profit; use of cashflow forecasts;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example calculation of break-even and margin of safety;

interpret and analyse a wide range of mathematical data, for example analysis of market research results;

assess probability and risk in a range of simulated and real life contexts, for example understand risks associated with unlimited liability, sources of finance etc; and

present mathematical data in a variety of formats which take account of audience and purpose, for example, graphical representation of costs, revenue, profit and break-even.


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Using ICT Students should be enabled to make effective use of information and communications

technology in a wide range of contexts to access, manage, select and present

information, including mathematical information, for example secondary research

online; collation and graphical presentation of data; use of spreadsheets for financial

data (e.g. cash flow forecasts).

Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management

Students should be enabled to develop the capability to:

plan work;

set personal learning goals and targets to meet deadlines;

monitor, review and evaluate their progress and improve their learning; and

effectively manage their time.

Working with Others


learn with and from others through co-operation;

participate in effective teams and accept responsibility for achieving collective

goals; and

listen actively to others and influence group thinking and decision-making, taking

account of others’ opinions.

Thinking, Problem Solving, Decision Making


identify and analyse relationships and patterns, for example understand the

relationship between price and demand;

propose justified explanations, for example, use findings of primary or

secondary research to justify a decision;

reason, form opinions and justify their views;


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analyse critically and assess evidence to understand how information or

evidence can be used to serve different purposes or agendas, for example be

aware of bias in advertising and promotions;

analyse and evaluate multiple perspectives, for example understand the

importance of legislation to protect employers and employees;

explore unfamiliar views without prejudice, for example consider the

perspectives of a range of stakeholders in a business decision;

weigh up options and justify decisions, for example use financial information to

make and justify a decision; and

apply and evaluate a range of approaches to solve problems in familiar and

novel contexts.

Managing Information

Students should be enabled with the capability to:

extract information and make assumptions on the success of a given business by

understanding and analysing business plans, for example the cash flow and

breakeven points; and

understand and analyse marketing plans, their value and determine appropriate

strategies for specific businesses.

Being Creative

Students should be enabled with the capability to:

consider creative marketing solutions for different types of business;

demonstrate a level of creativity in their approach to their research for the

controlled assessment; and

present information in an interesting and informative manner.


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Progression from Relevant Areas of Learning

Business Studies is not an Area of Learning or subject strand at Key Stage 3, but

aspects of the following subjects in related areas may provide relevant experience for

future learning in Business Studies, for example:

Mathematics and Numeracy: Mathematics with Financial Capability

Pupils should have opportunities in Mathematics and Numeracy: Mathematics with

Financial Capability to develop:

knowledge and understanding of:

- Number ;

- Algebra;

- Shape, Space and Measures; and

- Handling Data;

knowledge and understanding of personal finance issues and skills to enable

competent and responsible financial decision making;

the application of mathematical skills to real life and work situations.

Learning for Life and Work: Employability

Work in the Local and Global Economy

Pupils should have opportunities to:

describe different types of work and investigate the range of employment in the

local area, including any changes in employment trends, taking account of the

implications for career planning;

investigate the local impact of the global market;

investigate how technology is affecting life and work;

investigate how an employer might deal with issues affecting work;

investigate how environmental considerations are affecting work and work

practices; and

investigate how work organisations contribute to the community.


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Enterprise and Entrepreneurship

Pupils should have opportunities to:

identify and practise the skills and attributes which make one enterprising;

understand the importance of innovation and develop strategies to promote an

entrepreneurial spirit, considering possible implications for career planning;

find out what makes an entrepreneur and develop an awareness of the

challenges and benefits of building your own business; and

explore the range of small businesses in the life of the community and consider

possible implications for career planning.

Relevance of Learning to Everyday Life and Work

The revised specification contains relevant and up to date content that reflects

changes in the way the economy and businesses operate in a local, national and

global context.

The introduction of content to explore business sizes such as SMEs, factors impacting

business location and the role of procurement brings in more updated and industry-

relevant material.

The revised specification will also provide students who choose to enter employment

on completion of GCSE with useful skills and knowledge. They will have an

understanding of the functions and activities of business departments such as finance

and human resources. They will also have research, communication and numeracy

skills applied to a business context, all of which are key employability skills.


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F. Progression to GCE

In the new GCSE specification much of the content and learning outcomes create the

foundation for more in-depth analysis and evaluation at GCE.

The following content areas are explored and evaluated in more depth at GCE,

therefore students wishing to progress will have a familiarity with the terms and

concepts:

Marketing mix;

Accounting ratios;

Final Accounts;

Motivation theory;

Business growth;

E-Business;

Market Research;

Customer Care;

Health and Safety;

Quality Assurance; and

Stakeholders.

In addition, the research and context of the controlled assessment task will help

candidates in preparing for report writing tasks, and provide individual and group

learning activities which will also be useful at GCE. The task will allow students to

develop their AO2 application skills as they apply their knowledge to a business -

essential skills required for GCE.


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G. Support

The range of support provided by CCEA includes:

Past papers;

Mark schemes;

Chief Examiner’s report;

Principal Moderator’s report;

Guidance on progression from Key Stage 3;

Schemes of work;

Centre support visits;

Support days for teachers;

Agreement trials;

Controlled assessment guidance for teachers and candidates;

Resource list; and

Exemplification of examination performance.

Additional support may also include:

Fact Files;

Vodcasts; and

Podcasts.

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