ncea business studies level one students sat 1700 standards
DESCRIPTION
Business Themes Business Formation Functions of Business People in Business Business Management Business Environment Themes run through all three levels Increasing complexity of contentTRANSCRIPT
NCEA Business StudiesLevel one 2010
• 550 students sat 1700 standards.• mixed courses common.
Level two 2011 • being taught now / numbers unknown.• mixed courses still common.
Level three 2012 - ???
Business Themes
• Business Formation• Functions of Business• People in Business• Business Management• Business Environment
Themes run through all three levels Increasing complexity of content
Learning Objectives
• Developed outside NZC• Two LO at each level
– LO1 relates to internal operations and external environment of a business.
– LO2 relates to practical experience of planning and running a business.
Level 6 Learning Objectives• LO 1 -Understand how, as a result of internal and
external factors, New Zealand small business owners make operational decisions that have consequences for the success of their businesses.
• LO2-Plan, carry out, and then review a one-off business activity, basing recommendations for the future on market feedback.
Level 7 Learning ObjectivesLO1 -Explore how and why large businesses in New Zealand make operational decisions in response to internal and factors.
LO2 - Plan,, take to market, review and then refine a business activity incorporating a community well-being focus, basing recommendations for the future on market feedback.
Level 8 learning Objectives (draft)
• LO1 - Analyse how and why businesses in New Zealand operating in the national and global markets make operational and strategic decisions in response to interacting internal and external factors.
• LO2 - Plan, take to market , review and then refine an innovative, sustainable business activity; analyse the activity and its success in the market place.
Level step upsLevel Future focus Context Assessments
6 EnterpriseSustainability
Small businessLocal business
3 external (3x4=12 credits)3 internal (2x3 = 6)Carry out business (1x6= 6)
7 EnterpriseSustainabilityCitizenship
Regional or national significance
3 external (3x4 = 12 credits)3 internal (2 x 3 = 6)Carry out & refine (1x9 = 9)
8 EnterpriseSustainabilityCitizenshipGlobalisation
International / global operation
3 external (3x4 = 12 credits)4 internal (3x3=9)Carry out innovative&sustainable (1X9=9)
Maori business conceptsincluded ‘where relevant’
• This means a business that identifies itself as a Maori business for a number of possible reasons.– Being owned by Maori– Fully or substantially controlled by Maori– Operating according to Maori culture and values
( traditional or contemporary)
Maori business concepts
Five concepts (only) across all level two and three– Tikanga (meaning,customs,obligation)– Puutake ( origin, reason for being)– Tuuranga (anchor, position, foundation)– Kaititakitanga (guardianship / future generations)– Rangatiratanga (leadership & authority)
Level 1 Level 2 Level 3Draft
AS90837 (1.1)Demonstrate an understanding of internal features of a small business (LO1)4 credits External
AS90843 (2.1)Demonstrate an understanding of internal operations of a large business (LO1)4 credits External
AS (3.1)Demonstrate an understanding of how internal factors interact within a business that operates in a global context (LO1)4 credits External
AS90838 (1.2)Demonstrate an understanding of external factors influencing a small business (LO1)4 credits External
AS90844 (2.2)Demonstrate an understanding of how a large business responds to external factors (LO1)4 credits External
AS (3.2)Demonstrate an understanding of strategic response to external factors by a business that operates in a global context (LO1)4 credits External
AS90839 (1.3)Apply business knowledge to an operational problem(s) in a given small business context (LO1)4 credits External
AS90845 (2.3)Apply business knowledge to a critical problem(s) in a given large business context (LO1)4 credits External
AS (3.3)Apply business knowledge to address a complex problem(s) in a given global business context (LO1)4 credits External
AS90840 (1.4)Apply the marketing mix to a new or existing product (LO1)3 credits Internal
AS90846 (2.4)Conduct market research for a new or existing product (LO1 and LO2)3 credits Internal
AS (3.4)Develop a marketing plan for a new or existing product (LO1 and LO2)6 credits Internal
AS90841 (1.5)Investigate aspects of human resource processes in a business (LO1)3 credits
Internal
AS90847 (2.5)Investigate the application of motivation theory in a business (LO1)3 credits Internal
AS (3.5)Analyse a human resource issue affecting businesses (LO1)3 credits Internal
AS90842 (1.6)Carry out and review a product-based business activity within a classroom context with direction (LO1 and LO2)6 credits Internal
AS90848 (2.6)Carry out, review and refine a business activity within a community context with guidance (LO1 and LO2)9 credits Internal
AS (3.6)Carry out with consultation an innovative, sustainable business activity (LO1 and LO2)9 credits Internal
AS (3.7)Investigate the exporting potential of a New Zealand business in a market with consultation (LO1 and LO2)3 credits Internal
Best Evidence Synthesis Pedagogy(more details on handout from BES doc)
• Connection – to lives & culture of students.
• Alignment – of experience to desired outcomes / embed assessments where possible / medium is the message.
• Community – a learning community of and for students / freedom/ teacher as facilitator.
• Interest – differentiated learning/ student centred & managed where possible.
Main concept = Enterprise
• Positive attitude/can-do attitude.We all are different/ what do we bring?
• Seligman .. Positive Psychology
– http://www.pursuit-of-happiness.org/science-of-happiness/st
rengths-and-virtues/
• Keirsey temperament sorter. – http://www.keirsey.com/sorter/instruments2.aspx?partid=0
Main concept = Enterprise
• Creative/what if ?/open-minded thinking– Tony Ryans Thinkers keys
• http://centre4.core-ed.net/viewfile.php/1652/file/38/28070/PrimaryTeachersUK.pdf
– De Bono Six Hats• http://www.google.co.nz/imgres?imgurl=http://www.
mkk.school.nz/Cache/Pictures/666545/3_Picture_4.png&imgrefurl=http://www.mkk.school.nz/Site/Learning_MKK/Think
.
Main concept = Enterprise
• Early prototyping/practical steps.
– Tom Wujic -The marshmallow challenge• http://blog.ted.com/2010/04/22/build_a_tower_b/
– Wikipedia• http://en.wikipedia.org/wiki/Paper_prototyping
– Richard Mayo –Protobuild• www.protobuild.co.nz
Main concept = Enterprise
• Reflective/persistent/resilient.– Derek Sivers..Persistence is polite.
• http://sivers.org/persistence
– Resilience @ Squidoo (little freaky deaky)• http://www.squidoo.com/resilient
– Resilient workforce• http://www.orghealth.co.uk/resilience/
resilient_workforce/
Main concept = Enterprise
QUESTION ?
• Does enterprise = entrepreneurship ?– Is the goal of NCEA Business Studies to create
entrepreneurs?– If so, is that a responsible goal for those who will
fail – and most will on the road to success.– “For the next trick, I’ll need a volunteer”
Future Focus (level 1)
• Enterprise– Features of entrepreneurial behaviour– Links to key competency set from NZC
• Sustainability• Resource classification – pyramid diagram
– Four aspects – • environmental /economic /social/ cultural• http://seniorsecondary.tki.org.nz/Social-sciences/Education-for-
sustainability
Future Focus (level 2)
• Citizenship– Citizenship skills
• Reasoning, collaborating, communicating, presenting, debating.
– Citizenship dispositions/attitudes• Empathising, tolerating, reflecting, being open-minded.
– Citizenship outcomes• Students are aware of personal and social significance
of learning as a basis for action.
Future Focus (level 3)
• Globalisation– Impact of communication and transport
technologies / institutional arrangements.– Important trading nations for NZ– Thinking globally (tki resource book)– http://ssol.tki.org.nz/social_studies_years_1_10/
teaching_and_learning/effective_teaching_in_social_studies/social_inquiry/thinking_globally_2
– Also see– http://www.nzherald.co.nz/nz/news/article.cfm?
c_id=1&objectid=10642274
Experiential Learning
• Experiencing – working with knowledge to solve problems/ create new understandings.
( resources provided/ problems set)• Reflecting on experience – creating memory.• Generalising learning –making predictions.• Transfer of learning to new situations.
Completion
Time
Task oriented path – early wins / chaos later / crash, burn, die.
‘Normal’ path –straight line expectation /on time/ on budget
People oriented path – early chaos / later wins / faster, higher, stronger,
The grey area
unofficial view• Business is about people.• Relationships count above all else.• Implications for classroom.
– Group composition is important as it parallels/mimics the employment decision.
– Know your students.– Get them to know each other.– Differentiated ability/learning opportunities lead
to leaders and followers.– BEST groups are mixed ability
unofficial view
• Student centred learning.• NOT ‘group’ work• NOT ‘time out’• IS a NEW philosophy of classroom
management in which teachers make life easier for themselves – and inspire, empower their students.
unofficial view
• NZC plus NCEA business Studies is a license to – Experiment - you have to take risks for the sake of
the student.– Transfer control – from yourself to the students.– Ignore outcomes – trust the most powerful learning
machines on the planet.– University qualifications are rapidly declining in value.– Personal dispositions, self awareness, learning ability
are the key to the future.