Business Studies Method To Print

HSC Business Studies Program
Business Management
and Change
Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 1

Business Studies Method
Task 2: Programming
Business Studies HSC Course Structure:

Topics Indicative hours % of course
time
Business Management and Change 24 20
Financial Planning and Management 24 20
Marketing 24 20
Employment Relations 24 20
Global Business 24 20
Topic 1: Business Change and Management
Principal focus: The focus of this topic is to examine the nature and responsibilities of
management within a changing business environment from a theoretical and practical
perspective.
Outcomes
The student:
H1.1 explains the impact of the global business environment on business role and structure
H1.2 critically analyses the role of business in Australia
H2.1 describes and analyses business functions and operations and their impact on business
success
H3.1 explains management theories and strategies and their impact on business
H3.2 evaluates the effectiveness of management in the organisation and operations of

business and its responsiveness to change
H3.3 analyses the impact of management decision-making on stakeholders
H4.1 critically analyses the social and ethical responsibilities of management
H4.2 evaluates management strategies in response to internal and external factors
H5.1 selects, organises and evaluates information and sources for usefulness and Reliability

H5.3 communicates business information, ideas and issues, using relevant business
terminology and concepts in appropriate forms.
Content
Students learn to:
Use existing business case studies to investigate and communicate ideas and issues related
to business management and change. The focus of these case studies will be to:
• analyse how management theories apply to various business situations
• explain and evaluate how change is managed in one or more businesses.
HSC Business Studies Program
Year: 12 (HSC) Teacher: Sheenal Chand
Topic: Business Change and Management. Time: 24 hours
Students Learn about: Teaching and Learning Strategies: Resources:

the nature of management
• the importance of effective  Revise the preliminary course to  http://www.hsc.

management define the term “management” as csu.edu.au/busi
well the role and responsibilities of ness_studies/m
management. Ask students to read gt_change/effec
and summarise “Characteristics of a tive_mgt/Impor
well-manged organisation” (section tofeffectmanage
1.1.1 of Heinemann HSC Business .htm
Studies Textbook) Use the “Planning,  Heinemann HSC
organisation, leadership and control Business Studies
(POLC) management model” to Textbook
explain the importance of effective
management. Use diagram available
from HSC online to summarise the
main points.
 Henry
• management roles  Explain what is meant by each type of Mintzberg, in
– interpersonal role. Prepare a worksheet for The Nature of
students asking them to give Managerial
 Informational examples of roles and activity for each Work [New
 decisional type. York, Harper &
Row, 1973]
 Heinemann HSC
• skills of management
 Using the prescribed textbook Business Studies

 people skills students, students are to summarise Textbook
 strategic thinking each skills listed and how they
contribute to effective management.
 vision
In groups of four, students are to
 flexibility and adaptability to categorise each of this skills into one
change of the stages of the POLC
 self-managing Management Cycle (i.e. planning,
 teamwork organisation, leadership and control).
 complex problem-solving and Groups are to discuss answers with
decision-making the class.
 ethical and high personal
standards
 Interactive
• responsibility to stakeholders; game link:
reconciling conflicts of interest
 Start topic by introducing the term http://www.bus
“Stakeholder” Conduct a class inessstudiesonli
discussion asking student to ne.co.uk/GcseB
brainstorm some stakeholders of a usiness/Activitie
business. Distinguish between s/Module1/Stak
internal and external stakeholders. eholders/Intern
Ask students to have a go at an alOrExternalSta
interactive game on business studies keholders/Inter
online where they are asked to nal%20or
categorise stakeholders as internal or %20External
external. Explain to students why it is %20Stakeholder
important for the management to .html
consider the needs of various  Case study:
stakeholders of the business. Use Shell- Balancing
Shell case study to demonstrate the stakeholder
importance of meeting stakeholder needs
needs. Ask students to prepare a Link:
summary on the case study, analysing http://www.the
how the company’s success or failure times100.co.uk/
is associated with meeting the needs case-study--
of the stakeholders. balancing-
stakeholder-
needs--76-352-
1.php
understanding business organisations

with reference to management theories
• classical-scientific  http://www.hsc.
 Prepare a PowerPoint presentation csu.edu.au/busi
– management as planning, organising ness_studies/m
and controlling thoroughly explaining the all four
management theories. Use visual aid gt_change/mgt_
– hierarchical organisational structure theories/Manag
based on division of labour such as flowcharts and diagrams to
aid student understanding as theories ementtheories.
– autocratic leadership style html#classical
can be difficult to understand.
Emphasise the main focus of each  Heinemann HSC
management theory. E.g. Business Studies
• behavioural
 Classical-scientific focuses on Textbook

– management as leading, motivating, planning organising and
communicating controlling
– flat organisational structure, teams
– participative/democratic leadership Worksheet: provide a list of management
style styles ask student to state which
management theory it classifies into.
• political
– uses of power and influence,

management as negotiating and
bargaining
– structure as coalitions
– stakeholder view  Individual
 For homework ask students to research
• strengths and weaknesses of the conduct research into each  Heinemann HSC
classical, behavioural and political theory and list strengths and Business Studies
approaches weaknesses. Discuss in class. Textbook
 Outline a few familiar systems

• systems/contingency e.g. school and transport. Discuss
how management system differs
– adapting management and according to systems
organisational approaches to circumstances.
circumstances
 Construct
overhead head
managing change slides and
• nature and sources of change in  Explain what is meant by worksheet from
business “change” in a business context. http://www.ban
Distinguish between “planned” dsix.com.au/Sa
– external influences — the and “unplanned” changes. Ask mple/BusinessS
students to name a few tudies.pdf
changing nature of markets;
unplanned and planned changes.
economic, financial, geographic, Prepare over head slides
social, legal, political and describing the differences
technological developments between external and internal
influences on change.
– internal influences — effects of List and describe some internal
influences in detail.
accelerating technology including e
List and describe some external  Pros and Cons
commerce, new systems and influences in detail. of Outsourcing.
procedures, new business cultures Link:
http://ezinearticles.c
– structural responses to change — om/?Pros-and-Cons-
outsourcing, flat structures, Define “structural.” of-
Briefly explain each of the four strategies. Outsourcing&id=519
strategic alliances and networks
 Outsourcing – discuss the 756
current “outsourcing” trends
in Australia. E.g. transfer
three phone company’s head
quarters offshore to India for
cost reduction. Ask students
to indentify some advantages
and disadvantages.
Distribute articles on pros

and cons of outsourcing. As k
students to read and list
advantages and  Flat Structure
disadvantages. Link:
http://www.ban
 Flat Structure- Use the dsix.com.au/Sa
contrast between a “Pryamid mple/BusinessS
structure” and “flat tudies.pdf
structure” to explain the
decrease in chain of
command. Put up over head
slides to list and discuss pros
and cons. Students to make
notes.
 Strategic Alliance- explains

different types of alliance
using real examples. Example
alliance:
- Between Supplier and

Customer E.g. Boeing
supplier and Qantas
Airlines
- Between competing
organisations E.g.
Qantas and Air pacific
sharing flights
- Between different
industries joining
together for a common
benefit. E.g. Telstra,
Qantas and Visa Card or
Woolworths and Caltex
or Coles Myer and K
mart

 Ask students how they would
• reasons for resistance to change respond if they were to have an
allocated seating plan in the
classroom. Would you resist it
and why? Explain that businesses
feel the same resistance towards
changes.
Excel HSC Business

 Outline some financial reasons Studies
why business may resist changes. By Louise Fleming
– financial costs — purchasing new
Ask students to make own
equipment, redundancy payouts, summaries out of Business
retraining, reorganising plant layout Studies HSC Excel
Define “inertia” – lack of energy

to do something. Ask student to
discuss their own inertias with
– inertia of managers, owners
the class. Discuss inertia of
managers and owners.
Individual research: Students to

read and make summaries from
– cultural incompatibility in Excel HSC Business Studies
mergers/takeovers
In groups of four brainstorm

reason why changes in staffing
– staffing — de-skilling, acquiring would be resisted. Think from a
new skills, loss of career company’s point of view.
prospects/promotional  Case study:
opportunities Broken Hill
Proprietary
Company
Limited (BHP)
• managing change effectively from HSC
Online
– identifying the need for change Link:
http://www.hsc.csu.
edu.au/business_stu
– setting achievable goals
dies/mgt_change/m
anaging_change_eff
– creating culture of change ectively/Managecha
(encouraging teamwork approach ngecasestud.html#re
using change agents) vision
Explain both models in detail

Force field analysis
 change models Use force field analysis diagram from: diagram
http://www.mindtools.com/pages/article/ Link:
- force-field analysis newTED_06.htm http://www.mindto
to explain the purpose of the model. Ask ols.com/pages/articl
students to get in pairs and develop a e/newTED_06.htm
force field analysis for changing the
canteen menu to include only “Healthy

alternatives”
Identify and explain the three steps of the Develop worksheets

Lewin model. from:
- Lewin’s http://www.entarga.
unfreeze/change/refre com/orgchange/lewi
eze mode nschein.pdf
 Explain what is meant by social

responsibility. Ask students to
change and social responsibility name a few socially responsible
companies and give examples as
to how they are being
responsible.
 Define the term ecological

sustainability – changes made by
 Ecological sustainability management to minimise impact. http://www.green-
Explain example of supermarket’s innovations.asn.au/e
gradual shift from the use of colsust.htm
plastic bags to promoting
environmentally friendly bags.
For homework ask students to http://www.environ
search for 5 companies who aim ment.gov.au/esd/
for ecological sustainability and
write a small paragraph on how
they aim to achieve it.
Hold a class discussion on “What kind

of a place do you want to work at?”
 Quality of working life Suggest that people perform better in
an environment which meets their Prescribed textbook
demands. Talk about cooperation Heinemann HSC
between management and staff and
the effects it has on performance
Sample answer
constructed from:
Debate: Could progressing technology http://scienceray.co
itself be negatively affecting and m/technology/appli
 Technology disadvantageous to our society and ed-science/the-
human kind? Provide sample answer to effects-and-
students listing advantages and influences-of-
disadvantages. technology-on-
society-and-human-
kind/
http://home.xnet.co
m/~ansible/graves.h
ist.html
Excel HSC Business

Studies

Assessment task 1
Individual research: What are the effects

 globalisation/managing cultural of globalisation on the society and
diversity individuals?
Complete the table
on E-commerce
Read through the E commerce section on from Excel HSC
 E-commerce. Excel HSC Business Studies and complete Business Studies
the exercise on E commerce at the end of
the section. Once completed discuss in
class.
Business Studies HSC

Assessment Schedule
Task 1 Task 2 Task 3 Task 4 Task 5
Term 4 Term 1 Term 2 2010 Term 3 Term 3 2010

2009 2010 Week 10 2010 Weeks
Week 9 Week Week 6 3-4
9-10
Business Half Yearly Marketing Employme HSC Trial
Components Weighting Manageme Exam nt Exam
(Syllabus) (Syllabus) nt and (Report: Relations
Change Marketing (Business
(Case study Plan) Research
Research and in-
and class
Investigatio extended
n) response)
Test Types 50% 15% 35%

Case Studies 30% 20% 10%
Stimulus/Skills 20% 20%
Activities
100% 20% 15% 20% 10% 35%
HSC Outcomes H 1.1, H1.2, H1.1, H1.2, H5.1, H5.2, H1.2, H1.1, H1.2,
H2.1, H3.2, H2.1, H2.2, H5.3 H5.1, H2.1, H2.2,
H5.1, H5.2, H3.1, H3.2, H5.2, H5.3 H3.1, H3.2,
H5.3 H3.3, H4.1, H3.3, H4.1,
H4.2, H5.3, H4.2, H5.3,
H5.4 H5.4

Assessment Task
Business Studies: Business Management and Change
Purpose of the Task
This task is designed to be an assessment for learning. ‘Assessment for learning is the
process of seeking and interpreting evidence for use by learners and their teachers to decide
where the learners are in their learning, where they need to go and how best to get there.’
(Assessment reform Group 2002) Students are required to investigate into a case study to
examine the effects of globalisation. They will be required to use examples from the case
study to support their answer. This will require them to do some thorough research into the
topic whilst formulating an answer, which in turn will develop their understanding of the
topic.
Context
Students will need to complete this assessment task upon the completion of Topic 1:
Business Management and Change. This assessment will take place at the end of term 4,
week 9.
Assessment Task
Weighting: 20%
Outcomes: H2.1, H3.2, H5.1, H5.2, H5.3
Task:
A) What are the effects of globalisation on the society and individuals? Investigate into a
case study and use examples to support your answer. (15 marks)
B) Explain the role of financial planning. (5 marks)
Rubric:
Rubric: Value Mark
1. Develops a well structured report which clearly communicates the 5

information collected from the research
2. Demonstrates clear understanding of effects of globalisation 5
3. Uses examples from cases studies to support their answer 5
4. Clearly explains the role of financial planning 5
5. Communicates ideas using business terminology 5
Total 20

Marking Guideline:
Mark Characteristics
17-20  Demonstrates detailed knowledge of the task and uses research

information effectively
 A thoroughly researched assignment presented in a well organised
manner
 Efficiently communicates in written form with extensive use of
business terms
 Actively supports arguments with consistent reference to case
studies.
 Uses a wide range of resources with appropriate referencing
methods
13-16  Demonstrates sound knowledge of the task and uses some research
information
 A well researched assignment presented in an organised manner
 Clear communication in written form with good use of business
terms
 Supports argument with reference to case studies.
 Uses a range of resources and provides some acknowledgement.
9-12  Demonstrates some knowledge of the task and uses some research
information
 Presented In an appropriate manner
 Communicates clearly with some use of business terms
 Supports argument with some reference to case studies
 Uses some resources with limited acknowledgement
5-8  Demonstrates limited knowledge of the task
 A poor researched assignment with a poor structure
 Poor written communication with limited use of business terms
 Limited support for arguments.
 Limited use of resources with no referencing.

1-4  Demonstrates little or no knowledge of the task
 Little to no research
 Poorly structured
 May support argument
 May reference
Marking Criteria
Students will be assessed on:
 Their ability to collect information from a variety of sources

 Their ability to convert information into a well structured response to the questions.
 Ability to integrate business terms into their response.
 Ability to support their responses with a case study.
Teacher Feedback
Marked assignment will be returned to the student within 2 weeks time together with
written feedback. This feedback will be used to identify the weak areas of learning and
hence encourage future improvements. Quality feedback will encourage student identify
and encounter weaknesses and proceed a step forward in their learning.

Lesson Plan 1 (Resources Attached)
Lesson Organisation
Class/Group: Yr 12 Prior Knowledge: Preliminary Business
Date: 28/09/09 Studies Course
Time: 60 Minutes
Lesson Topic: The nature of management Syllabus Outcomes: H3.2 evaluates the
effectiveness of management in the
organisation and operations of business and
its responsiveness to change
Lesson no: 1 Stage: 6
Timing Students learn Teaching and Learning Activities Resources

about
Introduction
The nature of  Introduce the topic. Mark
10 minutes management student roll. Revise the
preliminary course to define the
term “management” as well the
role and responsibilities of
management.
Presentation
 The  Ask students to read and  Heinemann
20 mins importance summarise “Characteristics of a HSC Business
of effective well-managed organisation” Studies
manageme (section 1.1.1 of Heinemann HSC Textbook
nt Business Studies Textbook)
10 mins  Use the “Planning, organisation,  POLC Model

leadership and control (POLC) diagram from
management model” to explain http://www.h
the importance of effective sc.csu.edu.au
management. Use diagram /business_stu
available from HSC online to dies/mgt_cha
summarise the main points. nge/effective
_mgt/Import
ofeffectmana
ge.htm
 manageme
nt roles
25 mins  Explain what is meant by each  Worksheets
-interpersonal created from
type of role. Prepare a worksheet
-Informational for students asking them to give Henry
-decisional examples of roles and activity for Mintzberg, in
each type. The Nature of
Managerial
Work [New

York, Harper
& Row, 1973]
Conclusion
 Sum up the lesson. Ask students
5 minutes if they have any questions.
Inform them what they’ll be
learning in the next lesson.
Lesson Evaluation (Fill out upon completion of the lesson)
Self Reflection (engagement, questioning, sequencing, time management, outcomes

achieved, differences catered for, resources, assessment):
 Was the lesson motivating?

 Would changes should be made in order to make it more engaging to the students
 Were the resources useful for the lesson?
 Did my lesson cover for differences?
What Worked?
 What did student like the most about this lesson?

 What changes can be made to other parts of the lesson to maintain student’s
attention?
What Could be improved?
 Which part of the lesson were the students being most disruptive? What was the
reason for this?
 How can this be improved in the future?

Overhead: The POLC Cycle
Extracted from:
http://www.hsc.csu.edu.au/business_studies/mgt_change/effective_mgt/Importofeffectma
nage.htm

Worksheet: The Role of Management
Roles that management may play are identified in the table below. Your task is to complete
the table by providing an example of a few roles as well as tasks, activities or decisions
that management has undertaken in a business you have studied.
Classification Role Example of Activity,

Task or Decision
Interpersonal
Informational
Decisional
Extracted from: Henry Mintzberg, in The Nature of Managerial Work [New York,
Harper & Row, 1973]

Lesson Plan 2
Lesson Organisation
Time: 60 Minutes
Lesson Topic: The nature of management Syllabus Outcomes:
H3.2 evaluates the effectiveness of
management in the organisation and
operations of business and its
responsiveness to change
H3.3 analyses the impact of management
decision-making on stakeholders
Lesson No: 2 Stage of Learner: Stage 6

about
Introduction
The nature of The teacher to introduce what we
10 minutes management will be doing in the lesson. Firstly
discuss how this lesson is related to
that of the previous topic. This will
set a tone to the lesson. Mark
student roll.
Presentation
Skills of  Using the prescribed textbook  Heinemann
15 mins managem students, students are to HSC Business
ent summarise each skills listed and Studies
 people how they contribute to effective Textbook
skills management.
 POLC Model
 strategic
Group Work: In groups of four, diagram from
thinking
students are to categorise each http://www.h
 vision
of this skills into one of the sc.csu.edu.au
 flexibility stages of the POLC Management /business_stu
and Cycle (i.e. planning, organisation, dies/mgt_cha
adaptabilit leadership and control). Put up nge/effective
y to change the POLC Model Diagram from _mgt/Import
 self- previous lesson for student to ofeffectmana
managing use as a reference. Groups are to ge.htm
 teamwork discuss answers with the class.
 complex
problem- Teacher: provide a summary of  Summary of
solving and notes. notes from

decision- Heinemann
making HSC Business
 ethical and Studies
high Textbook
personal
standards
 responsibili
ty to
15 mins
stakeholde
 Define the “Stakeholder”
rs;
Conduct a class discussion asking
reconciling
student to brainstorm some
conflicts of
stakeholders of a business.
interest
Distinguish between internal and
external stakeholders.
Ask students to have a go at an  Interactive

interactive game on business game link:
studies online where they are http://www.b
asked to categorise stakeholders usinessstudie
as internal or external. sonline.co.uk
/GcseBusines
s/Activities/M
odule1/Stake
holders/Inter
nalOrExternal
Stakeholders/
Internal
%20or
%20External
%20Stakehol
der.html
Explain to students why it is

15 mins important for the management  Case study:
to consider the needs of various Shell-
stakeholders of the business. Use Balancing
Shell case study to demonstrate stakeholder
the importance of meeting needs
stakeholder needs. Link:
http://www.t
Homework: Ask students to hetimes100.c
prepare a summary on the case o.uk/case-
study, analysing how the study--
company’s success or failure is balancing-

associated with meeting the stakeholder-
needs of the stakeholders. needs--76-
352-1.php
Conclusion
 Sum up the lesson by relating it
5 minutes back to the previous lessons.
Ensure students understood the
concept and encourage them to
ask questions on the topic.
Inform them what they’ll be
learning in the next lesson.
Remind them about their
homework which is due next
lesson.


What Worked?

attention?
reason for this?

Lesson Plan 3
Lesson Organisation
Time: 60 Minutes
Lesson Topic: Syllabus Outcomes: H3.1 explains
Understanding business organisations with management theories and strategies and
reference to management theories their impact on business

about
Introduction
Introduce the topic by explaining the
10 minutes need for management theories and
how it helps in understanding a
business environment. Identify the
three types of theories. Explain the
PowerPoint presentation prepared
for the lesson will discuss theories in
detail. Mark the roll and check
student homework which was
allocated in the previous lesson.
Presentation
35 minutes  Flow chart on

• classical-  Prepare a PowerPoint Classical-
scientific presentation thoroughly scientific
explaining the all four theory
– management management theories. Use visual http://www.h
as planning, aid such as flowcharts and sc.csu.edu.au
organising and diagrams to aid student /business_stu
controlling understanding as theories can be dies/mgt_cha
– hierarchical difficult to understand. nge/mgt_the
organisational Emphasise the main focus of ories/Manage
structure each management theory. menttheories
based on .html#classica
division of l
labour
– autocratic Worksheet: provide a list of Worksheet
leadership management styles ask student to created from:
style state which management theory it http://www.h
classifies into. sc.csu.edu.au
/business_stu
• behavioural dies/mgt_cha
nge/mgt_the

– management ories/Manage
as leading, menttheories
motivating, .html
communicatin
g
– flat
organisational
structure,
teams
–
participative/d
emocratic
leadership
style
• political
– uses of
power and
influence,
management
as negotiating
and bargaining
– structure as
coalitions
– stakeholder
view
10 minutes  strengths Briefly talk about this topic and its

and concepts and explain the homework  Individual
weaknesse Homework: Students to conduct research
s of the research into each theory and list
classical, strengths and weaknesses.
behavioura Homework due in class next lesson.
l and Students should be prepared to
political discuss their answer.
approache
s
Conclusion
5 minutes Remind students that theories are

hard to understand and encourage
them to ask questions if they are

unsure about anything. Sum up the
power point presentation and
remind students to have an answer
prepared for the homework
question for discussion.


What Worked?

attention?
reason for this?

Lesson Plan 4
Lesson Organisation
Time: 60 Minutes
Lesson Topic: Syllabus Outcomes:
Understanding business organisations with H3.2 evaluates the effectiveness of
reference to management theories management in the organisation and
operations of business and its
responsiveness to change

about
Introduction
Mark the class roll. Conduct a
15 minutes mini quiz to revise the previous
lesson on Management Theories.
Check student homework and
hold a class discussion on the
answer. Outline what today’s
lesson is about.
Presentation
15 minutes •systems/conting
 Outline a few familiar systems Heinemann HSC
ency
e.g. school and transport. Business Studies
Discuss how management Textbook
– adapting
system differs according to
management and
systems circumstances. Refer Worksheets
organisational
students to the text book to
approaches to
read and understand systems
circumstances
contingency in business
context.
Provide worksheet which sum
up the topic
managing Explain what is meant by

25 minutes change “change” in a business context.
• nature and
sources of change Distinguish between “planned”

in business and “unplanned” changes. Ask
students to name a few
unplanned and planned changes
which they have experienced as
individuals. Shift the question to
focus on businesses. Ask them to
identify a few planned and
unplanned changes which may
occur in a business.
 Construct
Overhead Slides: overhead
– external head slides
influences — Prepare over head slides and
the describing the differences worksheet
changing nature between external and internal from
of markets; influences on change. http://www.b
economic, andsix.com.a
financial, List and describe some internal u/Sample/Bu
geographic, influences in detail. sinessStudies.
social, legal, pdf
political and List and describe some external
influences in detail.
technological
development
s
– internal
influences —
effects of
accelerating
technology
including e
commerce, new
systems and
procedures, new
business
cultures
Conclusion
Provide a brief overview of the
lesson. Quiz student to test the
5 minutes
understanding of external and
internal factors which influence
change.



What Worked?

attention?
reason for this?

Business Studies Method To Print

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Business Studies Method To Print

Încărcat de

Drepturi de autor:

Formate disponibile

HSC Business Studies Program

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 1

Business Studies HSC Course Structure:

Topic 1: Business Change and Management

H1.2 critically analyses the role of business in Australia

H3.2 evaluates the effectiveness of management in the organisation and operations of

H3.3 analyses the impact of management decision-making on stakeholders

H4.1 critically analyses the social and ethical responsibilities of management

H4.2 evaluates management strategies in response to internal and external factors

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 2

Students learn to:

• analyse how management theories apply to various business situations

• explain and evaluate how change is managed in one or more businesses.

HSC Business Studies Program

Year: 12 (HSC) Teacher: Sheenal Chand

Topic: Business Change and Management. Time: 24 hours

Students Learn about: Teaching and Learning Strategies: Resources:

• the importance of effective  Revise the preliminary course to  http://www.hsc.

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 3

understanding business organisations

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 4

– uses of power and influence,

 Outline a few familiar systems

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 5

 Strategic Alliance- explains

- Between Supplier and

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 6

Excel HSC Business

Define “inertia” – lack of energy

Individual research: Students to

In groups of four brainstorm

Explain both models in detail

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 7

Identify and explain the three steps of the Develop worksheets

 Explain what is meant by social

 Define the term ecological

Hold a class discussion on “What kind

Excel HSC Business

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 8

Individual research: What are the effects

Business Studies HSC

Term 4 Term 1 Term 2 2010 Term 3 Term 3 2010

Test Types 50% 15% 35%

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 9

Purpose of the Task

Outcomes: H2.1, H3.2, H5.1, H5.2, H5.3

Rubric: Value Mark

1. Develops a well structured report which clearly communicates the 5

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 10

17-20  Demonstrates detailed knowledge of the task and uses research

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 11

Students will be assessed on:

 Their ability to collect information from a variety of sources

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 12

Lesson no: 1 Stage: 6

Timing Students learn Teaching and Learning Activities Resources

10 mins  Use the “Planning, organisation,  POLC Model

Sheenal Chand 16188655 Monday 6-8pm I-1-05 Page 13

Lesson Evaluation (Fill out upon completion of the lesson)

Self Reflection (engagement, questioning, sequencing, time management, outcomes

 Was the lesson motivating?

 What did student like the most about this lesson?

What Could be improved?