2. curriculum implementation overview plan key stage 4

2. CURRICULUM IMPLEMENTATION

OVERVIEW PLAN

Key Stage 4 Subject: OCR Cambridge National Enterprise and Marketing

Author: ACR

Created: 17.06.20

Updated: N.A.

Document(s) which inform this Curriculum Implementation are:

1. Curriculum Intent Overview Plan (KS4)

THINKING PROCESS - CURRICULUM IMPLEMENTATION OVERVIEW PLAN – KS4

IMPLEMENTATION – SEQUENCING AND PRACTICE

How are your topics sequenced below so as to ensure the following:

key concepts are ordered and taught, so as to support progression to more challenging material

content and concepts ordered to support progression from KS3 and to KS5

topics are spaced between unrelated topics, to allow thinking time; then revisited and furthered

mass practice (end of topic assessments)are used to evaluate the knowledge and skills gained

distributed practice (mini assessments) are used where content/topics are reassessed in shortened versions, at later spaced out intervals

YEAR Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

10

Unit/Topic Unit R064:

Enterprise and

marketing

concepts

Background

Topics:

Enterprise and

Entrepreneurship

Sectors of Industry

Stakeholders

L0 6: Understand

different functional

activities needed

to support a

business start-up

6.1-6.2 The

purpose and main

activities of:

Human resources

Marketing

Operations

Finance

LO3: Understand

product

development

3.4 Impact of

Technology

Assessed through

Exam style

questions based

on a case study.

Unit R064: Enterprise

and marketing

concepts

L05: Understand

factors for

consideration when

starting up a

business

5.1 Forms of

ownership

5.2 Business Planning

LO1: Understand how

to target a market

1.1–1.3 Market

Segmentation

1.3 – 1.4 Market

Research (Primary

and secondary)

1.7 Customer

Feedback

L04: Understand how

to attract and retain

customers

4.5 Customer Service


and marketing

concepts

L03: Understand

product

development

3.1 Product Lifecycle

3.2 Extension

Strategies

3.3 Product

differentiation

3.4 Legal and

Economic Issues

L04: Understand how

to attract and retain

customers

4.1-4.2 Price

4.3 Advertising

Methods

4.4 Sales Promotion

Methods


and marketing

concepts

L05: Understand

factors for

consideration when

starting up a

business

5.1 Sources of

finance

L02: Understand

what makes a

product or service

financially viable

2.1 Costs

2.2 Revenue

2.3 Breakeven

2.4 Profit

Unit R065: Design a

business proposal

LO1: Be able to

identify the customer

profile for a business

challenge

1.1 Market

Segmentation

L02: Be able to

complete market

research to aid

decisions relating to

a business challenge

2.1 – 2.2 Market

Research

Unit R065: Design a

business proposal

L03: Be able to

develop a design

proposal for a

business challenge

3.1-3.2 Product

Design

Specification/

Assessment

Objective

The purpose of business

activity, the role of

business enterprise and

entrepreneurship, and

the dynamic nature of

business

The competitive

environment and the

impact of risk and

reward on business

activity

Business aims and

objectives, how and

why they differ

between businesses,

and how and why they

change as businesses

evolve

Business stakeholders,

including owners,

employees and

customers; their

different objectives,

how they are affected

by business activity and

how they affect

business

The interdependent

nature of business

operations, finance,

marketing and human

resources within a

business context

How technology,

including e-commerce

and digital

communication,

influences business

activity

The impact of different

types of production

processes on businesses

The types of business

ownership, including

business start-ups

and the concept of

limited liability

The purpose of

planning business

activity, including

the role and

importance of a

business plan

The importance to a

business of

identifying and

understanding its

customers

How businesses use

segmentation to

target customers

The purpose and

methods of market

research, and the

use of qualitative

and quantitative

market research

data

The sales process

and the importance

to businesses of

providing good

customer service,

including product

knowledge,

customer

engagement and

post-sales service

The marketing mix

and the importance

of each of the four

elements – price,

product, promotion

and place – and

how they work

together

How the marketing

mix is used to inform

and implement

business decisions

the impact of the

economic climate

on businesses,

including changing

levels of consumer

income and

unemployment

The impact of

legislation on

businesses, including

employment law

and consumer law

What different

sources of business

finance are

available and their

suitability for new

and established

businesses

The concept of

revenue, costs, profit

and loss, including

break even and

gross and net profit

ratios

The use of financial

information in

understanding

business

performance and

making business

decisions

Calculations in

business context

The importance to a

business of

identifying and

understanding its

customers

How businesses use

segmentation to

target customers

The purpose and

methods of market

research, and the

use of qualitative

and quantitative

market research

data

The marketing mix

and the importance

of each of the four

elements – price,

product, promotion

and place – and

how they work

together

How the marketing


and implement

business decisions

Powerful

Knowledge

Characteristics of

an entrepreneur

Risks and rewards

of business set up

Sectors of industry

Impact of Business

on different

stakeholders

How different

functional areas

work and

interdepend

Business set up

requirements

Importance of

planning

How to research

effectively.

Importance of

customer service

and feedback

The impact of the

marketing mix on

business stakeholders

Impact of consumer

law and economic

issues on Business

The importance of

having a USP in

Business.

Understanding the

business cycle e.g.

recession

Selecting sources of

finance

Calculating

breakeven, costs

and profit.

Data Interpretation

Calculations

Project

management Skills

Formal report writing

Skills.

Research and

referencing skills.

Selecting a target

Market

Selecting and

undertaking market

research.

Sampling methods.

Data Interpretation

Calculations

Project

management Skills


Skills.

Research and

referencing skills.

Self and Peer

assessment skills

Mass Practice

Enterprise and

Entrepreneurship:

Definitions of key

terms, list and

analyse risk and

rewards. Apply to

a case study and

evaluate based

on context.

Sectors of Industry:

Definitions of key

terms, list

examples. Apply

to a case study.

Explain changes

and

interdependence

Stakeholders: Key

term definition,

types, analysis of

wants / needs and

conflicts based on

a case. Assessed

through Exam style

questions based

on a case study

and group

presentations.

6.1-6.2 The

purpose and main

activities of:

Human resources

Marketing

Operations

Finance:

Definitions of key

terms, recall

5.1 Forms of

ownership:

Definitions of key

terms, recall key

facts, list and

analyse benefits and

drawbacks. Apply to

a case study and

evaluate based on

context.

5.2 Business Planning:

Definitions of key

terms, list examples.

Apply to a case

study

Stakeholders. Explain

importance.

Assessed through

Exam style questions

based on a case

study and creation

of a business report.

1.1–1.3 Market

Segmentation:

Definitions of key

terms, recall key

facts, list and


drawbacks. Apply to

a case study and

evaluate based on

context.

1.3 – 1.4 Market

Research (Primary

and secondary):

Definitions of key

terms, recall key

facts, list and


3.1 Product

Lifecycle: recall of

elements with

examples. Explain

impact on decision

making.

3.2 Extension

Strategies: recall

strategies with

examples. Explain

impact on decision

making.

3.3 Product

differentiation: recall

strategies with

examples. Explain

impact on decision

making.

3.4 Legal and

Economic Issues:

key term recall,

recall laws and

apply within case

context, explain

importance.

Assessed through


based on a case

study.

4.1-4.2 Price:

Definitions of key

terms, recall key

facts, list and


drawbacks. Apply to

a case study and

5.1 Sources of

finance: Definitions

of key terms, recall

key facts, list and


drawbacks. Apply to

a case study and

evaluate based on

context. Assessed

through Exam style

questions based on

a case study.

2.1 Costs: Definitions


key calculations.

Apply to a case

study and analyse

the impacts

2.2 Revenue:

Definitions of key

terms, recall key

calculations. Apply

to a case study and

analyse the impacts

2.3 Breakeven:

Definitions of key

terms, recall key

facts, list and


drawbacks. Apply to

a case study and

evaluate based on

context, recall key

calculations. Apply

to a case study and

analyse the impacts

The mass practice in

this section involves

the completion of

coursework towards

the R065 unit. Work is

presented in the

format of written

reports for each

section.

1.1 Market

Segmentation: Explain market

segmentation and its

benefits for a

business, using real

examples.

Apply your

knowledge of

market

segmentation to

create and describe

a customer profile

for the business

challenge (e.g. age,

gender, occupation,

income, lifestyle

interests).

Formal piece of

controlled

assessment written

as a formal report.

2.1 – 2.2 Market

Research:

Describe the

importance of

market research

using examples of

different methods to

3.1-3.2 Product

Design:

Generate product

design ideas using

creative techniques,

and explain their

strengths and

weaknesses in

relation to your

chosen customer

profile

Select and draft ONE

design for a proposal

from your product

design ideas,

describing how you

have used your

market research

outcomes. Your draft

design must be

clearly labelled.

Produce a self-

assessment of your

design

Gain feedback from

different individuals

(e.g. peer

feedback) relating

to your design.

Formal piece of

controlled

assessment written

as a formal report.

Annotated designs

support report.

functions and

interdependence.

Apply to a case

study and

evaluate. Assessed

through Exam style

questions based

on a case study,

booklet

completion.

3.4 Impact of

Technology:

Definitions of key

terms, recall key

facts, list types and

analyse impacts

on stakeholders.

Apply to a case

study.

drawbacks. Apply to

a case study and

evaluate based on

context.

Assessed through


based on a case

study, conducting

various types of

market research and

production of graphs

to display data.

1.7 Customer

Feedback:

Definitions of key

terms, recall key

facts, list and


drawbacks. Apply to

a case study and

evaluate based on

context.

4.5 Customer

Service: Definitions of

key terms, recall key

facts, list and


drawbacks. Apply to

a case study and

evaluate based on

context. Assessed

through Exam style

questions based on

a case study, role

play.

evaluate based on

context

4.3 Advertising

Methods: Definitions


key facts, list and


drawbacks. Apply to

a case study and

evaluate based on

context

4.4 Sales Promotion

Methods: Definitions


key facts, list and


drawbacks. Apply to

a case study and

evaluate based on

context Assessed

through


based on a case

study. Creation of

advertising

documents.

2.4 Profit: Definitions


key calculations.

Apply to a case

study and analyse

the impacts

Assessed through


based on a case

study. Creation /

completion of

financial documents.

show your

understanding

Explain the different

market research

tools you will use and

describe the

advantages and

disadvantages of

each

Explain your chosen

sampling methods

Develop your market

research tools and

carry out market

research that will

help you create a

suitable product for

your chosen

customer profile

Review the results of

your completed

market research,

selecting and using

the most

appropriate

methods to present

the results.

Formal piece of

controlled

assessment written

as a formal report.

Primary research

conducted at the

bull ring supports

report with

questionnaire and

graphs in

appendices.

Distributed

Practice

Builds upon

previous learning

of: stakeholders

(Y9T1-3).

Exam style

question practice

enabling pupils to

spot command

word and form an

appropriately

structured

response.

Data

Interpretation:

DNA task practice

key finance

calculations that

involve

interpretation of

financial data

based on a case

study. E.g. %

change.

Interdependence

(synoptic

element): how do

different business

link and depend

on each other,

how businesses

impact of

stakeholders.

Use of Case

Studies: to present

information in the

exam style and

apply knowledge

to a real business.

Builds upon previous

learning of: Year 9

Marketing Project

(T1-3)

Exam style question

practice enabling

pupils to spot

command word and

form an

appropriately

structured response.

Data Interpretation:

DNA task practice

key finance

calculations that

involve interpretation

of financial data

based on a case

study. E.g. changes

to costs

Interdependence

(synoptic element):

how do different

business link and

depend on each

other, how

businesses impact of

stakeholders.

Use of Case Studies:

to present

information in the

exam style and

apply knowledge to

a real business.


learning of: Year 9

Marketing Project

(T1-3)

Exam style question

practice enabling

pupils to spot

command word and

form an

appropriately



DNA task practice

key finance

calculations that


of financial data

based on a case

study. E.g.

breakeven.

Interdependence

(synoptic element):

how do different

business link and

depend on each

other, how


stakeholders.


to present

information in the

exam style and

apply knowledge to

a real business.


learning of:

Marketing Project

(T1-3)

Exam style question

practice enabling

pupils to spot

command word and

form an

appropriately



DNA task practice

key finance

calculations that


of financial data

based on a case

study. E.g. %

change.

Interdependence

(synoptic element):

how do different

business link and

depend on each

other, how


stakeholders.


to present

information in the

exam style and

apply knowledge to

a real business.


learning of:

Segmentation and

research (Year 10 T3)


DNA task practice

key finance

calculations that


of financial data

based on a case

study. E.g. changes

to costs

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Controlled

assessment skill: time

management,

organisation,

reading the brief,

relating to the

context,

understanding the

mark scheme,

independent work

and revision.


learning of: Product

development (Year

10 T3)


DNA task practice

key finance

calculations that


of financial data

based on a case

study. E.g.

breakeven.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Controlled


management,

organisation,

reading the brief,

relating to the

context,

understanding the

mark scheme,

independent work

and revision

What are the key concepts to be

covered?

Exam

Ability to read, analyse and apply work to a case study.

Development of key skills: knowledge, analysis, application and evaluation.

Ability to understand question types based on command words and formulate an appropriate answer.

Ability to instantly recall key financial formulas and apply.

Knowledge recall of topics listed in the mass practice section.

CA:

Knowledge recall of topics listed in exam.



CA skills: time management, organisation, reading the brief, relating to the context, understanding the mark

scheme, independent work and revision.

What prior knowledge, at KS3, are

you assuming they have?

To be introduced to the basic principles of the key concepts listed above, reading case studies, key skills, key

formulas and ability to understand question types.

What knowledge do they need to

have a successful start to Year 11?





Ability to retain mass practice knowledge by revisiting regularly.

How are topics spaced between

unrelated topics?

Clear consideration of sequencing and interleaving to allow engagement the beginning and allows for 2 exam

attempts. R064 content must be taught first so pupils can access CA work in other units.

R066 MUST follow R065.

Exam 1 and Exam 2 topics are interwoven to avoid knowledge being forgotten.

Homework: Knowledge recap of previously learnt exam 1 topics to keep refreshed and active.

Assessment will cover all aspects of content from each exam component studied so far.

11

Unit/Topic

Unit R065: Design a

business proposal

LO4: Be able to

review whether a

business proposal

is viable

4.1 Costings

4.2 Pricing

4.3 Review

4.4. Identifying

Challenges

Unit R066: Market

and pitch a business

proposal

L01: Be able to

develop a brand

identity and

promotional plan to

target a customer

profile

1.1-1.2 Branding

1.3 Promotion

Unit R066: Market


proposal

L02: Be able to plan

a pitch for a

proposal

2.1 Plan a pitch

LO3: Be able to pitch

a proposal to an

audience

3.1 Develop a pitch

3.2 – 3.3 Peer Review

Unit R066: Market


proposal

LO3: Be able to pitch

a proposal to an

audience

3.4 Final Pitch

LO4: Be able to

review the strengths

and weaknesses of a

proposal and pitch

4.1 Review Pitch

4.2 Review Proposal

N/A

N/A

Specification/

Assessment

Objective

The concept of

revenue, costs, profit

and loss, including

break even and gross

and net profit ratios

The use of financial

information in

understanding business

performance and

making business

decisions

Calculations in business

context

the impact of the

economic climate on


changing levels of

consumer income and

unemployment

The impact of

legislation on


employment law and

consumer law

The marketing mix

and the importance

of each of the four

elements – price,

product, promotion

and place – and

how they work

together

How the marketing


and implement

business decisions

Use business terminology

to identify and explain

business activity

Apply business concepts

to familiar and unfamiliar

contexts

Develop problem solving

and decision making skills

relevant to business

Investigate, analyse and

evaluate business

opportunities and issues

Make justified decisions

using both qualitative and

quantitative data

including its selection,

interpretation, analysis

and evaluation, and the

application of

appropriate quantitative

skills

the impact of the

economic climate on


changing levels of

consumer income and

unemployment

The impact of legislation

on businesses, including

employment law and

consumer law

N/A

N/A

Powerful

Knowledge

Project

management Skills

Formal report

writing Skills.

Research and

referencing skills.

Impact of

consumer law and

economic issues

on Business

Calculating

breakeven, costs

and profit.

Data

Interpretation

Calculations

Project

management Skills


Skills.

Research and

referencing skills.

The impact of the

marketing mix on

business stakeholders

Project

management Skills


Skills.

Research and

referencing skills.

Self and Peer

assessment skills

Presenting skills

Project

management Skills


Skills.

Research and

referencing skills.

Self and Peer

assessment skills

Presenting Skills

N/A

N/A

Mass Practice

4.1 Costings:

Produce realistic

costings relating to

your product, as

well as calculating

break-even

Conduct a risk.

You need to

review if your

business proposal

is viable in the

current market

place and if it

meets the

requirements of

the business

challenge

scenario.

Formal piece of

controlled

assessment written

as a formal report.

Breakeven

diagram supports

report.

4.2 Pricing:

Propose a pricing

strategy for your

business product.

4.3 Review:

Review if your

business proposal

is viable in the

current market

place and if it

meets the

requirements of

the business

1.1-1.2 Branding:

Explain why

businesses use

different branding

methods and

techniques, using

examples

Explain the key

factors you need to

consider when

developing your

brand identity

Create a brand

identity using TWO or

THREE branding

methods or

techniques, ONE of

which must be a

logo in any suitable

format

Justify the

combination of

methods or

techniques you have

chosen to create

your brand identity

Assess the likely

success of your

brand identity with

reference to your

target customer

profile research

findings from Unit

R065

1.3 Promotion:

Explain the

promotional

2.1 Plan a pitch:

Explain the factors

that you need to

take into account

when planning to

deliver a pitch i.e.

Venue, Audience,

Objectives, Use of

appropriate media,

Personal

appearance

3.1 Develop a pitch:

Considering the

need to convince

your audience that

your product design

will be successful,

produce

resources/supporting

materials which

include: Structure of

pitch, Script for

pitch, At least ONE

supporting visual aid

Consideration of

possible questions

from the audience,

Any other relevant

information

3.2 – 3.3 Peer

Review:

Carry out a practice

pitch in front of an

informal, supportive

audience.

Watch the

presentation of at

least ONE of your

peers to provide

3.4 Final Pitch: Carry

out your professional

pitch in a formal

business setting.

Witness statements

required from local

entrepreneurs.

4.1 Review Pitch:

Review your own

performance, after

having completed a

professional pitch,

identifying relevant

strengths and areas

for development.

4.2 Review Proposal:

Review your business

proposal, identifying

relevant strengths

and areas for

development.

Formal piece of

controlled

assessment written

as a formal report.

N/A

N/A

challenge

scenario.

4.4. Identifying

Challenges:

Conduct a risk

assessment of the

risks that are

associated with

producing a new

product or service

and how

businesses in

general

Formal piece of

controlled

assessment written

as a formal report.

Annotated designs

support report.

objectives for your

product

Outline the ‘mix’ of

promotional

methods that you

will recommend to

promote your

product. You must

choose at least

THREE different

methods as

appropriate – these

may be digital,

traditional or a

combination of the

two. All decisions

must be justified.

Explain how the

different methods

complement each

other and appeal to

the target customer

profile that you

identified within your

work for Unit R065.

Formal piece of

controlled

assessment written

as a formal report.

Annotated designs

support report.

support, ask relevant

questions and offer

feedback. You will

need to provide

evidence of the

support you have

given.

Use the feedback

received from

members of the

audience and a self-

evaluation to:

Reflect on, review

and refine your pitch

plan and supporting

materials and

develop your

personal pitching

skills in preparation

for your professional

pitch to an external

panel

Formal report for

review and

preparation. Support

documents must be

provided. Peer and

self assessment forms

based on practice

pitch required.

Distributed

Practice

Builds upon

previous learning

of: pricing (Year 10

T3) and financial

calculations (Year

10 T4) Impact of

technology (Year

10 T1)

Data

Interpretation:

DNA task practice

key finance

calculations that

involve

interpretation of

financial data

based on a case

study. E.g.

breakeven.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Controlled

assessment skill:

time

management,

organisation,

reading the brief,

relating to the

context,

understanding the

mark scheme,

independent work

and revision


learning of:

attracting and

retaining customers.

(Year 10 t3)

All aspects of R065

(Year 10 T4&5, Year

11 T1)


DNA task practice

key finance

calculations that


of financial data

based on a case

study. E.g.

breakeven.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Controlled


management,

organisation,

reading the brief,

relating to the

context,

understanding the

mark scheme,

independent work

and revision


learning of:

All aspects of R065

(Year 10 T4&5, Year

11 T1)


DNA task practice

key finance

calculations that


of financial data

based on a case

study. E.g.

breakeven.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Controlled


management,

organisation,

reading the brief,

relating to the

context,

understanding the

mark scheme,

independent work

and revision


learning of:

All aspects of R065

(Year 10 T4&5, Year

11 T1)


DNA task practice

key finance

calculations that


of financial data

based on a case

study. E.g.

breakeven.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Controlled


management,

organisation,

reading the brief,

relating to the

context,

understanding the

mark scheme,

independent work

and revision

N/A N/A

What are the key concepts to be

covered?

CA:

Knowledge recall of topics listed in exam.



CA skills: time management, organisation, reading the brief, relating to the context, understanding the mark

scheme, independent work and revision.

Pitching skills.

What knowledge do they need to

have a successful start to Year KS5?





Ability to retain mass practice knowledge by revisiting regularly.

How are topics spaced between

unrelated topics?

Clear consideration of sequencing and interleaving to allow engagement the beginning and allows for 2 exam

attempts. R064 content must be taught first so pupils can access CA work in other units.

R066 MUST follow R065.

Exam 1 and Exam 2 topics are interwoven to avoid knowledge being forgotten.

Homework: Knowledge recap of previously learnt exam 1 topics to keep refreshed and active.

Assessment will cover all aspects of content from each exam component studied so far.

IMPLEMENTATION – STUDENT NEEDS AND SUPPORT

How is student learning supported below so as to ensure the following:

extracurricular/career opportunities which develop social and cultural capital

key vocabulary, reading, writing and numeracy opportunities

support for SEND and students with Low Prior Attainment, as well as challenge for students with High Prior Attainment

YEAR Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

10

Social/

Cultural

Capital

Providing students

with essential

workplace skills for

example: working as

part of a team

Lesson Content: This

unit’s links to careers

in HR, marketing,

finance and

operations.

Discussion of social

changes to business

sectors e.g.

secondary to tertiary

shift.

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example: %

change in costs

between years.

Proposed careers

Talk from Marketing

Expert / Careers.

Focus on post

graduate careers to

raise aspirations,

using governor links.

Weekly CatchUp –

Club to aid those

who have missed

lessons / need

support or stretching.

Providing students

with essential


example: research

skills.



in business set up /

self –employment

developing

entrepreneurial spirit

/ creativity.

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example

calculating profit.

Weekly CatchUp –

Club to aid those

who have missed

lessons / need

support or stretching

Providing students

with essential


example: providing

good customer

service.



in marketing.

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example:

comparing pie

charts.

Proposed careers

Proposed careers

Talk from HRM Expert

/ Careers

Focus on post

graduate careers to

raise aspirations,


Weekly CatchUp –

Club to aid those

who have missed

lessons / need


Providing students

with essential


example:

interoperating

financial information.



in marketing and

finance

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example:

calculating revenue

Model Lesson:

Studying Business

Studies at 6th Form /

University.

Focus on post

graduate careers to

raise aspirations,

using trust links.

Weekly CatchUp –

Club to aid those

who have missed

lessons / need


Providing students

with essential


example: research

skills



in market research

Visit to Bullring. Focus

on Market research

and Marketing.

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example:

calculating variable

costs.

Lloyds Banks Careers

Webinar. Based on a

wide range of

careers.

Focus on post

graduate careers to

raise aspirations,


Weekly CatchUp –

Club to aid those

who have missed

lessons / need


Providing students

with essential


example: working

to a client brief.

Lesson Content:

This unit’s links to

careers in product

design,

DNA Activity:

Finance Skills for

finance /

accounting

Careers. For

example: %

calculating

breakeven.

Weekly CatchUp –

Club to aid those

who have missed

lessons / need

support or

stretching

Tier 2/3

Vocabulary

Use of key terms

throughout and

revisiting in starters

and plenaries for

example

stakeholder,

enterprise, tertiary.

Key terms on

learning screen.

Key Term Dictionary

and revision PPTS:

Comfort with

alternative

vocabulary: Aims /

vision

Revisiting key

vocabulary regularly

and building upon it.

Focus on developing

pupils understanding

of exam command

words. Exam style

questions focus on

define, list, explain,

analyse, apply and

evaluate.

Developing these

skills is a consistent

thread through all

topics.

Use of key terms

throughout and


and plenaries for

example, PLC, LTD,

liability.

Key terms on

learning screen.

Key Term Dictionary

and revision PPTS:

Comfort with

alternative

vocabulary: primary

/ field. Secondary /

desk.

Revisiting key



Focus on developing


of exam command

words. Exam style

questions focus on


analyse, apply and

evaluate.

Developing these


thread through all

topics.

Use of key terms

throughout and


and plenaries for

example loss leader,

physiological,

economy.

Key terms on

learning screen.

Key Term Dictionary

and revision PPTS:

Comfort with

alternative

vocabulary:

competitive / going

rate

Revisiting key



Focus on developing


of exam command

words. Exam style

questions focus on


analyse, apply and

evaluate.

Developing these


thread through all

topics.

Use of key terms

throughout and


and plenaries for

example cost,

revenue, profit

Key terms on

learning screen.

Key Term Dictionary

and revision PPTS:

Comfort with

alternative

vocabulary:

income, inflow,

revenue.

Revisiting key



Focus on developing


of exam command

words. Exam style

questions focus on


analyse, apply and

evaluate.

Developing these


thread through all

topics.

Use of key terms

throughout and


and plenaries for

example

segmentation,

income, sampling.

Key terms on

learning screen.

Comfort with

alternative

vocabulary:

customer profile /

target audience.

Revisiting key



Focus on developing


of GCSE exam

command words.

Using the words and

referring to the top

mark band of the

controlled

assessment. Using

the language of the

examiner.

Use of key terms

throughout and


and plenaries for

example SWOT,

peer, audience.

Key terms on

learning screen.

Comfort with

alternative

vocabulary:

customer /

consumer.

Revisiting key

vocabulary

regularly and

building upon it.

Focus on

developing pupils

understanding of

GCSE exam

command words.

Exam style

questions focus on


analyse, apply and

evaluate.

Developing these


thread through all

topics.

Reading

Read a mixture of

real world and

fictional case studies

matching

assessments for

example

Wolverhampton

racecourse

stakeholders case

study.

Reading / writing is a

professional,

customer focused

tone for example For

example writing a

business plan.

Exams are based on

a case study. For

example small

gardening business.

Development of

understanding key

exam command

word and using this

to understand how

to answer. Exam

style questions focus

on define, list,

explain (make a

point), analyse

(expand on point),

apply (to a case

study) and evaluate

(make a

recommendation).

Developing these


thread through all

topics.

Read a mixture of

real world and


matching

assessments for

example BP plc case

study.


professional,

customer focused

tone for example

extended answer

comparing types of

ownership and

making a

recommendation.

Exams are based on

a case study. For

example small

gardening business.

Development of

understanding key

exam command

word and using this

to understand how

to answer. Exam


on define, list,

explain (make a

point), analyse

(expand on point),

apply (to a case

study) and evaluate

(make a

recommendation).

Developing these


thread through all

topics

Read a mixture of

real world and


matching

assessments for

example Cadburys

and advertising.


professional,

customer focused

tone for example

publishing marketing

information.

Exams are based on

a case study. For

example Redrow

housing.

Development of

understanding key

exam command

word and using this

to understand how

to answer. Exam


on define, list,

explain (make a

point), analyse

(expand on point),

apply (to a case

study) and evaluate

(make a

recommendation).

Developing these


thread through all

topics.

Read a mixture of

real world and


matching

assessments for

example small

manufacturer

breakeven case

study.


professional,

customer focused

tone for example

drawing a break

even diagram /

table.

Exams are based on

a case study. For

example small dry

cleaners.

Development of

understanding key

exam command

word and using this

to understand how

to answer. Exam


on define, list,

explain (make a

point), analyse

(expand on point),

apply (to a case

study) and evaluate

(make a

recommendation).

Developing these


thread through all

topics

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Reading as part of

independent

research.

Referencing

researched material.

Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Reading / writing is

a professional,

customer focused

tone when

completing

controlled

assessment.

Reading as part of

independent

research.

Referencing

researched

material.

Focus on

developing pupils

understanding of

GCSE exam

command words.

Using the words

and referring to

the top mark band

of the controlled

assessment. Using

the language of

the examiner.

Writing


professional,

customer focused

tone for example For

example writing a

business plan.


practiced at regular

intervals with

sentence starters.

Building to a position

where pupils can

read any exam

question and know

how to layout their

answer based on the

command word.

Encouraging

extended writing

that compare,

contrast and

recommend e.g. in

exam questions.

Digital writing skills in

Office support other

subjects for example

presenting a pitch.


professional,

customer focused

tone for example for

example extended

answer comparing

types of ownership

and making a

recommendation



intervals with

sentence starters.


where pupils can

read any exam

question and know

how to layout their

answer based on the

command word.

Encouraging

extended writing

that compare,

contrast and

recommend e.g. in

exam questions.




publishing an

information poster.


professional,

customer focused

tone for example


information.



intervals with

sentence starters.


where pupils can

read any exam

question and know

how to layout their

answer based on the

command word.

Encouraging

extended writing

that compare,

contrast and

recommend e.g. in

exam questions.





information.


professional,

customer focused

tone for example

drawing a break

even diagram /

table.



intervals with

sentence starters.


where pupils can

read any exam

question and know

how to layout their

answer based on the

command word.

Encouraging

extended writing

that compare,

contrast and

recommend e.g. in

exam questions.




calculations in excel.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Writing in a

professional business

tone throughout

using business layout

and conventions.

Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.

Reading / writing is

a professional,

customer focused

tone when

completing

controlled

assessment.

Writing in a

professional

business tone

throughout using

business layout

and conventions.

Focus on

developing pupils

understanding of

GCSE exam

command words.

Using the words

and referring to

the top mark band

of the controlled

assessment. Using

the language of

the examiner.

Numeracy

DNA Activity focuses

on key maths skills

needed for business.

Revenue, cost, profit

and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts

comparing changes

in sectors of industry.


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts.


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts

comparing changes

in marketing costs.


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts.

In depth look at

calculating,

interoperating and

displaying

information for costs,

profits, revenue,

break even.


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts

comparing changes

in marketing costs.

DNA Activity

focuses on key

maths skills needed

for business.

Revenue, cost,

profit and

breakeven.

Data interpretation

of financial

information for

example

comparing pie

charts comparing

changes in

marketing costs.

How does the PoS support students

with SEND needs?

Tiered maths DNA based on ability and get progressively harder. Lower tier will support pupils with less prior

knowledge or developing maths skills.

Levelled learning screen with clear levelled outcomes.

Live tracking to identify misconception and trends for teacher to address with SEN.

Seating plans.

Intervention groups afterschool.

Differentiation in tasks. Clear support for all exam style questions / exit tickets with sentence starters provided for

all and personalised feedback for all

Individual support based on individual pupils needs. Exam needs considered.

Sequencing supports development of core skills at the start.

Clear broken down instructions for controlled assessment.

Ability to peer assess with a strong candidate.

Applying whole school practices of:

Staff SEN champion

Teach around the student meeting.

Differentiated and accessible work

Small chunked up elements

Visual clues/dual coding

Introduction of new vocabulary using visual imagery and/or etymology

Students asked to demonstrate learning in a variety of ways- eg-drawing/video/mind maps/audio

Students in a varied mix of groupings- 1:1/pairs/small gps and whole class

Students are taught different ways of remembering eg) highlighting/step by step lists/mnemonics/cartoon strips

/maps etc

Efforts are always rewarded- verbally and through system

Learning is revisited for consolidation

Learning is exciting/competitive where possible

QA: staff attend SEND training/progress is tracked/referrals are made/parents and carers are informed


with low prior attainment/challenge

those with high prior attainment?

DNA tasks are tiered based on ability and get progressively harder. Higher tier will support pupils with more prior

knowledge and advanced maths skills.

Introduction of difficult maths concepts at an early stage to drill over a long period.

Stretch task for all lessons.

Development of higher level skills.

Careers links / talks focus on post graduate careers to raise aspirations of pupils and families.

Low prior attainers supported with scaffolding of exam questions.

Key term dictionaries.

Catch up club to support both ends.



How does the PoS offer contextual

content appropriate to Amington

students?

Data suggests for Business gap between PP and non PP. SEN and non SEN.

Live tracking / intervention to identify misconception and trends for teacher to address with SEN. Also see SEN

strategies listed above.

Seating plans.

External speakers focus on careers.

Lessons can plug gap in cultural capital of pupils in areas such as recruitment, enterprise, wider horizons.


Cultural capital is improved by gaining confidence in public speaking outside of peers, visiting the bullring in a

professional capacity. Dealing with external agencies such as governors and businesses.

11

Social/

Cultural

Capital

Providing students

with essential


example: writing a

report



in marketing /

advertising/

customer service.

Discussion of social

changes to business

sectors e.g. ethical

marketing

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example: %

change in costs

between years.

Model Lesson:

Studying Business

Studies at 6th Form /

University.

Focus on post

graduate careers to

raise aspirations,

using

Trust links.

Weekly CatchUp –

Club to aid those

who have missed

lessons / need


Providing students

with essential


example: offering

professional

feedback



in marketing / public

speaking / sales.

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example:

calculating

breakeven.

Proposed careers

Talk from social

enterprise / ethical

business.

Focus on post

graduate careers to

raise aspirations,


Weekly CatchUp –

Club to aid those

who have missed

lessons / need


Providing students

with essential


example:

conducting a

business pitch




speaking / sales.

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example

calculating profit.

Weekly CatchUp –

Club to aid those

who have missed

lessons / need


Dragons den pitches

in front of local

entrepreneurs.

Providing students

with essential


example being

reflective on work

completed.




speaking / sales.

DNA Activity:

Finance Skills for

finance /

accounting Careers.

For example: %

change in costs

between years.

Weekly CatchUp –

Club to aid those

who have missed

lessons / need


N/A

N/A

Tier 2/3

Vocabulary

Use of key terms

throughout and


and plenaries for

example cost,

revenue, profit.

Key terms on

learning screen.

Comfort with

alternative

vocabulary:

income, inflow,

revenue.

Revisiting key



Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use of key terms

throughout and


and plenaries for

example advertising,

AIDA, promotion.

Key terms on

learning screen.

Comfort with

alternative

vocabulary:

advertising /

promotion.

Revisiting key



Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use of key terms

throughout and


and plenaries

(holistic use of all

covered)

Key terms on

learning screen.

Comfort with

alternative

vocabulary: (holistic

use of all covered)

Revisiting key



Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use of key terms

throughout and


and plenaries

(holistic use of all

covered)

Key terms on

learning screen.

Comfort with

alternative

vocabulary (holistic

use of all covered)

Revisiting key



Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

N/A N/A

Reading

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Reading as part of

independent

research.

Referencing


Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Reading as part of

independent

research.

Referencing


Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Reading as part of

independent

research.

Referencing


Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Reading as part of

independent

research.

Referencing


Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

N/A N/A

Writing

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Writing in a


tone throughout


and conventions.

Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Creating

appropriate and

professional

Powerpoint, script

and support

materials for a

professional pitch.

Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Creating

appropriate and

professional

Powerpoint, script

and support

materials for a

professional pitch.

Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

Use exam board

design brief in CA.

Progress Ahead –

national hat

manufacturer.


professional,

customer focused

tone when

completing

controlled

assessment.

Writing in a


tone throughout


and conventions.

Focus on developing


of GCSE exam

command words.

Using the words and


mark band of the

controlled

assessment. Using

the language of the

examiner.

N/A N/A

Numeracy


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts.

In depth look at

calculating,

interoperating and

displaying

information for costs,

profits, revenue,

break even.


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts

comparing changes

in marketing costs.


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts

comparing changes

in marketing costs.


on key maths skills



and breakeven.

Data interpretation

of financial

information for

example comparing

pie charts

comparing changes

in marketing costs.

N/A N/A


with SEND needs?

Tiered maths DNA based on ability and get progressively harder. Lower tier will support pupils with less prior

knowledge or developing maths skills.

Levelled learning screen with clear levelled outcomes.

Live tracking to identify misconception and trends for teacher to address with SEN.

Seating plans.

Intervention groups afterschool.

Differentiation in tasks. Clear support for all exam style questions / exit tickets with sentence starters provided for

all and personalised feedback for all

Individual support based on individual pupils needs. Exam needs considered.

Sequencing supports development of core skills at the start.



Applying whole school practices of:

Staff SEN champion

Teach around the student meeting.

Differentiated and accessible work

Small chunked up elements

Visual clues/dual coding

Introduction of new vocabulary using visual imagery and/or etymology

Students asked to demonstrate learning in a variety of ways- eg-drawing/video/mind maps/audio

Students in a varied mix of groupings- 1:1/pairs/small gps and whole class

Students are taught different ways of remembering eg) highlighting/step by step lists/mnemonics/cartoon strips

/maps etc

Efforts are always rewarded- verbally and through system

Learning is revisited for consolidation

Learning is exciting/competitive where possible

QA: staff attend SEND training/progress is tracked/referrals are made/parents and carers are informed


with low prior attainment/challenge

those with high prior attainment?

DNA tasks are tiered based on ability and get progressively harder. Higher tier will support pupils with more prior

knowledge and advanced maths skills.

Introduction of difficult maths concepts at an early stage to drill over a long period.

Stretch task for all lessons.

Development of higher level skills.


Low prior attainers supported with scaffolding of exam questions.

Key term dictionaries.

Catch up club to support both ends.



How does the PoS offer contextual

content appropriate to Amington

students?

Data suggests for Business gap between PP and non PP. SEN and non SEN.

Live tracking / intervention to identify misconception and trends for teacher to address with SEN. Also see SEN

strategies listed above.

Seating plans.

External speakers focus on careers.

Lessons can plug gap in cultural capital of pupils in areas such as recruitment, enterprise, wider horizons.


Cultural capital is improved by gaining confidence in public speaking outside of peers, visiting the bullring in a

professional capacity. Dealing with external agencies such as governors and businesses.

How does the Implementation Plan meet the ACE curriculum design?

Ambitious Lays the groundwork for future progression at KS5 by expanding on NC in places.

Developing higher level skills based upon Blooms taxonomy.

Develops life skills needed to effectively enter the world of work. In a more practical form than GCSE business.

Formulaic approach to tracking / testing / feedback to ensure that issues and identified and addressed.

Use of external agencies to develop careers including governors / local entrepreneurs for professional pitches.

Linked to intent and careers document.

Develops core knowledge of key topics and exam skills.


Challenging Most written tasks mirror the layout / formatting from the exam.

Developing higher level skills based upon Blooms taxonomy.

Use of full GCSE content to challenge pupils.

Clear stretch and differentiation in all sessions.

Public speaking and dealing with wider stakeholders takes pupils out of their comfort zone.

Engaging Background topics are scheduled first as considered the most accessible topic in subject and eases pupils into the subject. Supports

synoptic learning of other areas. R064

Focus on the real word over abstract concepts. Real life application allows pupils to relate to the topics on offer.


Visit to the bull ring to conduct market research Public speaking at business pitches provide focal points for the year that take pupils

out of their comfort zone and provide something to look forward to.

Alternative to GCSE with a more applied / practical approach to learning.

What are the current strengths of the Implementation Plan?

Clear pathway into KS4 learning through content covered and skills developed at KS3.

Access to KS5 content lessons to allow pupils make informed pathway choices.

Develops cultural capital and readiness for work for all.

Gives pupils the required building block skills to succeed in workplace and exams.

Created in conjunction with and quality checked by Market Bosworth Academy.

What specific actions have to be taken in response to the above? Please consider:

Core concept changes;

Space interleaving changes;

Modifications to ensure an ACE curriculum design;

CPD for teachers in your subject area;

Additional research you have to consider as part of this review.

Engagement

Can trips / speakers / careers be better embedded into the curriculum

Improve SEN differentiation.

CPD

Continue to maintain links with outstanding practitioners

Make time to develop resources in line with plan.

Examine the resources provided by the library.

2. curriculum implementation overview plan key stage 4

Documents