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ENTERPRISE- Scheme of Work 2016-2017

Year 9

Week Unit - Topic Area Learning Outcomes Instructional Objectives Learning Activities and Resources Assessment, TOK and
LP

1-2 Topic 1: Students should Understand (a) Know that they can be What is enterprise? – Learners
Introduction to what is meant by enterprise. enterprising at school through complete an online quiz or you can
enterprise They should know about their studies of a range of create your own quiz to use with your
different ways of being subjects. class. Learners identify key
enterprising. (b) know that they can be definitions. TES Teaching Resources
enterprising at home: – teacher resources, download them
• organizing a household job for free and adapt them to suit your
• taking responsibility for younger classroom activities.
3-5 Different ways of Students should understand children www.tes.co.uk/enterpriseskills
enterprising. and be able to analyse how • taking responsibility for pets
all factors are linked to being • earning money for the family Templates for online quiz:
enterprising at school and at • organizing themselves. www.tes.co.uk/
home. (c) understand that there are
different ways of being
enterprising:
• using communication and
numeracy skills
• using technology for learning
• thinking creatively and
independently
• learning independently and as
part of a group
• making reasoned evaluations
• linking different kinds of learning
and applying them in new
situations
• communicating in different ways
and in different settings
• working in partnership and in
teams
• taking the initiative and lead
• applying critical thinking in new
contexts
• creating and developing
• solving problems.

6-7 Topic 3: Students should Identify and explain and evaluate the personal Complete a questionnaire to identify
The skills and explain personal attributes attributes and skills needed to be if learners have the skills to be an
personal and entrepreneurial skills. entrepreneurial: entrepreneur.(I)
attributes • leadership
needed to run an • self-confidence
• motivation/determination to Class activity
enterprise -
personal succeed Learners work in small groups to list
attributes and • innovation the skills needed to be an
entrepreneurial • team-building entrepreneur. The skills are then
skills • creativity grouped into those that are important
• problem- and those that are not essential. The
solving/practical/technical skills
teacher could provide a list of skills
• resourcefulness
They should Analyse and • taking initiative which the learners group under the
8-9 Behaviour of
entrepreneurs evaluate the behaviour of • taking calculated risks correct headings. (G),
entrepreneurs. • taking responsibility Assess your entrepreneurial skills:
• perseverance www.mvp.cfee.org/en/selfassessskill
• prioritisation/time management s.html
• interpersonal/communication
skills
• delegation.
A useful list of skills needed by an
entrepreneur:
Coursework www.bized.co.uk/educators/level2/bu
10 Task 1(b) – Part of a formal sactivity/activity/enterprise13.htm
written report which should cover
the skills that the learner believes Cambridge IGCSE Enterprise
are important for entrepreneurs to
syllabus (2014) page 17
possess, and an evaluation of the
extent to which the learner
believes that they possess these
skills. (I)
10-11 Topic 2: Students should be able to • sole trader Learners produce a presentation or
Setting up a new describe, compare and • partnership table comparing different types of
enterprise - contrast different types of • limited company organisation looking at areas such
Types of business organisation. • co-operative
as: the number of owners allowed,
business • franchise
• social enterprise: charities, not- how profits are shared, control and
enterprise
for-profit organisations. decision making, the relative
advantages and drawbacks of each
for a new enterprise.
12-13 Purpose of They should explain the
business purpose of a business The information for the table could be
(a) be able to explain that an
provided for learners on separate
enterprise exists to meet the
needs and wants of cards – learners work in groups to
customers, clients and match the points to the correct type
members. of organisation. (G)
(b) be able to explain the
rewards and challenges Class activity
facing an enterprise. Exam practice of topics covered so
14 Coursework far using 0454 November 2011
Task 1(a) – Part of a formal examination paper Questions 1 and
written report which should 2.
include a summary of the project IGCSE Business Studies (2006)
or activity chosen. (I)
Chapter 3
0454 November 2011 past paper
Questions 1 and 2

15-16 Topic 4: Students should Understand Opportunities for enterprise arise Teacher presentation of materials or
Business how opportunities for in many different ways, including: group discussion of local enterprise
opportunities, enterprise arise. • identifying the need or demand examples.
for a product or service
responsibilities A basic list of reasons to start a
• identifying the ability to meet the
and risk – demand business:
Enterprise • taking advantage of new www.startups.co.uk/6678842911032
opportunities technology and Research and 886699/10-reasons-to-start-a-
Development (R&D) business.html
16-17 Taking risk They should explain the • recognising areas for expansion
reasons why enterprises and
entrepreneurs take and • taking advantage of changes in
accept risk, and how risk can taste and fashion
be dealt with. They should • taking advantage of changes in
the size and structure of
population
Students should understand • taking advantage of changes in
Existence and the existence and implications real income
18-19
implications of of rights, responsibilities and • taking advantage of the
rights, ethical considerations in opportunities offered by
responsibilities areas such as employment, globalisation
and ethical production, marketing and • taking advantage of government
selling policies.
considerations

20-21 Topic 7: Students should understand Enterprises may have a range of Use case studies to identify business
Business and explain business business objectives including: objectives. (I)
planning – objectives • profit Coursework
• growth
Business Task 1 – A formal written report. (I)
• survival
objective • sales revenue Teacher presentation of materials.
• satisficing (W)
22-23 Content and They should Understand the • environmental Class activity
purpose of a content and purpose of a • ethical. Exam practice of Section B style
business plan business plan and evaluate To remain successful, it is vital questions using June 2011 past
the need for an entrepreneur that an enterprise regularly sets paper Question 6. (I)
aside time to ask the following key
to produce one Coursework
strategic questions:
• Where has the business come Task 2(a) – An action plan covering
Concept of time Students should understand from? the preparation for the
24-25
periods the concept of time periods • Where is the business now? implementation of the project
when planning and the need • Where is it going? containing the activities, timings and
to plan regularly. • How is it going to get there? proposed methods of monitoring
• How long will it take? progress with the plan. (I)
(a) be able to analyse the
26-27 Laws and They should understand and Class activity
importance of these key strategic
regulations explain why laws and Learners research laws and
questions.
affecting regulations affecting regulations affecting enterprise start-
enterprise start-up are
enterprise up using textbooks, videos or local
needed. understand the
reasons why governments set examples. Details of laws and
laws and regulations affecting regulations are not required. (G).
the start-up and operation Tutor2u mini-briefs 10 and 11
of an enterprise. Details of
(https://tutor2u.wufoo.com/forms/req
laws and regulations are not
uest-startup-minibriefs/ for mini-brief
required.
downloads
Business plans:
www.entrepreneur.com/businessplan
/index.html

Plan a business:
http://studentcenter.ja.org/Business/
Pages/default.aspx

Syllabus 0454 June 2011 past paper


Question 6
Young entrepreneurs:
www.entrepreneur.com/tsu
A good clip to introduce the subject:
www.bbc.co.uk/learningzone/clips/le
gislation/8577.html

27-29 Topic 9: Students should identify and • formal sources of support, e.g. Learners produce written answers to
Help and understand the sources of government bodies, business learner progress questions for the
support for help and support available to agencies, financial institutions, Tutor2U Mini Brief 11. (I)
charities, etc.
enterprise enterprises, and evaluate
• informal sources of support, e.g.
their effectiveness friends, other business people, Class activity
etc. In groups learners research and
Students should be able to • business networks – these are produce a booklet/poster on local
Assistance to identify examples of the forums for advice and discussion. sources of assistance for enterprise.
30-31 above, explain how they can
enterprise and (G)
be of assistance to
their enterprises, and evaluate Student progress questions –
effectiveness their effectiveness. Tutor2u mini-briefs:
https://tutor2u.wufoo.com/forms/requ
est-startup-minibriefs/

Entrepreneurship in UK:
http://entrepreneursuk.net/

Young entrepreneurs:
www.entrepreneur.com/tsu

Year 10

1-2 Topic 6: Students should Know the Evaluate and choose sources of Learners produce a glossary of key
Understanding difference between finance appropriate for different terms and examples. (I or G)
finance – types of enterprise be able to
investment and saving,
explain and evaluate the different
difference including in the local context. Learners write their own crossword
sources of finance, and their
between appropriateness to a new or or word search for key terms using a
investment and expanding enterprise: template such as that provided by
savings. • banks and other financial www.happychild.org.uk. G)
institutions, including loans, Whole class quiz on different sources
Finance They should evaluate and overdrafts, mortgages of finance based around Tutor2u
3-5
appropriate for • community sources, including power point quiz. (W)
choose sources of finance
charities and social enterprises
different types of appropriate for different types Learners produce a cash flow
• family and friends
enterprise of enterprise. • government grants and forecast and profit and loss account
subsidies for their own enterprise activity. (I)
• personal savings Teacher-led introduction based
5-6 Sources of credit They should be aware of • profits for reinvestment around a finance game such as:
sources of credit and evaluate • private institutions, e.g. venture divided learners into small groups,
capital trusts each being given a sheet showing
the provision of credit in
• shares in limited companies.
different situations. the fixed and variable costs of
(a) understand what is meant by
cash flow, and profit and loss. making an item. Each group has the
(b) be able to explain and same information. The group must
6-7
Keeping accurate They should be in a position compare cash flow with profit and decide how many items they would
financial records to explain the importance of loss. produce and the price they would
keeping accurate financial (c) be able to explain why a charge for the items: they record this
records ‘profitable’ business may go information in a basic budget. The
bankrupt because of negative teacher has a sheet showing how
cash flow.
many items they would be willing to
Cash Flow
Budget Students should understand (d) be able to draw up a cash flow buy at different prices. The lower the
7-8
the reasons for producing budget for a new enterprise. price the more items will be
budgets (e) be able to explain why an purchased. Groups who charge a
enterprise would draw up a cash high price for their items will not sell
Cash flow and Students should be able to flow budget. many; groups who choose a lower
9-11 (f) understand the significance of
profit and loss explain and compare the price will sell more. Groups record
having a cash flow deficit or
account concepts of cash flow with their sales and profits in a budget.
surplus.
profit and loss and be able to Profit and Loss The game is repeated for a number
produce a cash flow budget (g) be able to draw up a Profit and of rounds. (G)
and profit and loss account for Loss account for a new
a new enterprise enterprise.
(h) be able to explain why an A series of lesson resources which
enterprise would draw up a Profit could be used to introduce this topic
can be found at the Times100
website:
http://businesscasestudies.co.uk/teac
her-resources/#finance-cash-flow

Class activity
End of topic test based on June 11
past paper Questions 4 and 5. (I)
Coursework
Task 2(b) – The presentation on
proposed methods of finance for their
own enterprise. (I)

11-12 Topic 8: Students should understand Benefits of marketing for an Learners research a piece of
Markets and the purpose and evaluate the enterprise, including: marketing used by a local business
customers- benefits of marketing. • increasing consumers’ and explain the purpose behind this
awareness of the enterprise
benefits of • increasing consumers’ marketing – information is presented
marketing awareness of the product to the whole class. (G)
Students should be in a • establishing and maintaining
12-13 brand loyalty
Importance of position to explain the Class activity
• increasing or defending sales
retaining the importance of retaining and market share Brands quiz – guess the company
customers customers, and evaluate • increasing profits. from the brand logo or strap line. (W)
ways in which this can be (a) Difference between a want Complete Question 7b November
done. and a need. 2011 exam paper – learners could be
(b) Difference between existing encouraged to mark each other’s
Students should understand and potential customers. work using the mark scheme. (I)
13-14 (c) understand that market
Methods of and evaluate the different Learners in groups research the
research may take a variety of
communication methods of communicating forms, both primary and different methods of communication
with different with a market for different secondary. used by a given enterprise. Each
enterprise types of enterprise Different methods of group should be given a different
communicating with a market for type of organisation. A written
different types evaluation is then produced of the
of enterprise advantages and disadvantages to
Use of these different methods for
that organisation of the methods of
different types of enterprise
communication used. Groups could
be allocated a case study based
around examination case study
materials from past papers. (G)

Coursework
Task 2(b) – The planning of
marketing communications. (I).

Entrepreneur:
www.entrepreneur.com/

0454 November 2011 past paper


Question 7b
15-16 Topic 10: Students should identify,  communication can be of a Class activity
Communicating analyse and evaluate the formal or an informal nature. Introduce the topic with a simple
with other advantages and  In some enterprises, there may game to illustrate the importance of
people - disadvantages of different be both horizontal and vertical communication. Learners sit in pairs,
16-17 lines of communication. back to back. One learner attempts
Advantages and types of communication
 advantages and disadvantages to describe how to complete a simple
Disadvantages of different types of task to the other, either describing a
of different types communication. drawing or producing a piece of
of  language used in origami. (G)
communication communication. Teacher-led discussion using a
 why the language used may range of examples of business
differ, depending on the documentation. (W)
17-18 situation. Class activity
Types of Students should understand
 How to communicate with Card sort – working in a group
languages the importance and
customers, someone senior to learners select a card, which shows
differences in types of them, an employee, a particular situation where
appropriate language  a friend, someone who they communication is required
hoped would provide them with
e.g.”informing customers about a
19-20
Internal and They should analyse and finance, someone via a letter,
etc. new store opening” they then
external evaluate the internal and
 how an enterprise would choose the most appropriate
communication external communication
communicate with internal methods of communication for that
methods used in an
stakeholders situation. Each group verbally
enterprise.
 how an enterprise would justifies their choice of method. (G)
communicate with external Coursework
Planning for Students should understand stakeholders
21-22 Task 4(d) – The evaluation of the
meeting the importance of planning for
success of the internal
a meeting. communications used in their
enterprise experience. (I)
Effectiveness of They should evaluate the Learners plan for a formal meeting
23-24
meeting effectiveness of a meeting. as part of their enterprise activity –
producing all of the required
documentation. This may form part of
coursework Task 3(b). (G)
Class activity
Learners role play a formal meeting.
One learner acts as observer during
the meeting. Learners then evaluate
the success of the meeting from their
own perspective. (G)
Running formal meetings:
www.ucu.org.uk/media/pdf/7/f/meetin
gs_formal_1.pdf
A range of business documents:
letters, memos
Cambridge IGCSE Enterprise
syllabus (2014)

25 Topic 5: Students should Negotiation is an interaction of Teacher introduction using a role


Negotiation understand and explain what influences, includes: play or video clip such as the BBC
• the process of resolving disputes learning zone video clip of the
is meant by negotiation.
• agreeing upon courses of action
Dragons’ Den. (W)
• bargaining for individual or
collective advantage http://en.wikipedia.org/wiki/Dragons'_
Negotiation They should analyse and • reaching outcomes to satisfy the Den
26
process – evaluate the process of interests of those involved. Teacher-led discussion using
evaluate negotiation. Students should be aware that, in examples of negotiations within
many enterprising situations, it is business. (W) Use local examples or
important to take into account the a TV clip of a negotiation, such as:
views and interests of
27 Negotiation They should be able to www.bbc.co.uk/learningzone/clips/pit
stakeholders not directly involved
process - analyse the process of in the negotiations. ching-in-the-dragons-
Analyse negotiation. Coursework den/11260.html.
Task 3(a) – Implementing the
plan. (I) Learners evaluate why the
Coursework negotiation failed and how the
Task 3(b) – Evidence of negotiators could improve their
preparing to negotiate at a performance next time.
meeting and provide a description Complete Question 6 November
of the situation and the outcome
of the negotiation. (I) 2011 exam paper – learners could be
Coursework encouraged to mark each other’s
Task 4 – Evaluation of elements work using the mark scheme.
of their project or activity. (I) Pitching in the Dragons’ Den:
www.bbc.co.uk/learningzone/clips/pit
ching-in-the-dragons-den/11260.html
Negotiating tips:
www.how-to-
negotiate.com/negotiating-tips---
seven-basic-steps-before-you-
negotiate.html#more
0454 November 2011 past paper
Question 6b
Cambridge IGCSE Enterprise
syllabus (2014) page 21

28-29 Coursework Coursework


Task 3(a) – Implementing the
plan. (I)

30-31 Coursework
Task 4 – Evaluation of elements
of their project or activity. (I)

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