Welcome to Business

Understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and the wider society.

Implementation Key Principles:

• Apply knowledge and understanding to contemporary business issues and to different types and sizes in local, national and global context.
• Develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen and dean on evidence to make informed business and solve business problems.
• Develop as effective and independent students, as critical and reflective thinkers with enquiring minds.
• Use an enquiring, critical approach to make informed judgements.
• Investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balances and structures arguments demonstrating their dept and breadth of understanding of business.
• Develop and apply quantitative skills relevant to business, including using interpreting data.
• Content is rich, relevant and reflective of the diverse world in which we live.
• Learning is sequenced to enable young people to develop knowledge and skills.
• Literacy is explicitly delivered across the curriculum. 
• Learning is adapted to support the specific needs of individuals.
• A sustainable approach is supported through the curriculum.
• Resilience is promoted for students by frequent (low stakes) assessment to inform teaching.

In classrooms, this may look like:

• A clear assessment for learning strategy used such as intentional monitoring, planned past paper questioning.
• A mapped Scheme of Learning that evidences a Business Studies learning journey flight path from KS4 to KS5.
• Gaps in learning are addressed through ‘reteaching’ sessions mapped in the Scheme of Learning.
• Students follow a clear ‘I do, We do, You do’ lesson sequence.
• Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
• DO NOW tasks drawing on prior learning
• Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
• Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
• Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
• Teaching which alters according to student understanding demonstrated both from assessment points and within lessons.

In work produced, this may look like:

• Stretch and challenge tasks implemented into the curriculum.
• Spelling and vocabulary quizzing.
• Peer and self-assessment evidence with cleat student corrections in exercise books evidence through green pen.
• •Regular teacher feedback through model past paper questions evidence through teacher red pen
• Regular feedback, which addresses knowledge or skills gaps
• Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
• Opportunities for self and peer assessment, engaging with success criteria
• As relevant to Key Stage, opportunities to engage with exam-style content
• Home learning will promote digital literacy in line with school strategy.

For students, this experience may include:

• Where appropriate students will experience the world of work.
• Weekly Show My Homework and Tri Weekly Assessment data tracked and reassessed when gaps in learning have been identified.
• Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
• Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
• A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
• Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching).

In evaluating the impact of our curriculum, we will consider:

• Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
• Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
• Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
• The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.

GCSE Edexcel

GCSE Edexcel

BTEC National Extended Diploma

All Year 12 subjects Next Year 12 Subject - CARES

BTEC National Extended Diploma

All Year 13 subjects Next Year 13 Subject - CARES