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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
Unit R064: Enterprise
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
Unit R064: Enterprise
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
mix is used to inform
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
Formal report writing
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
analyse benefits 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
analyse benefits 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
Exam style questions
based on a case
study.
4.1-4.2 Price:
Definitions of key
terms, recall key
facts, list and
analyse benefits and
drawbacks. Apply to
a case study and
5.1 Sources of
finance: Definitions
of key terms, recall
key facts, list and
analyse benefits 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
of key terms, recall
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
analyse benefits 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
Exam style questions
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
analyse benefits 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
analyse benefits 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
of key terms, recall
key facts, list and
analyse benefits and
drawbacks. Apply to
a case study and
evaluate based on
context
4.4 Sales Promotion
Methods: Definitions
of key terms, recall
key facts, list and
analyse benefits and
drawbacks. Apply to
a case study and
evaluate based on
context Assessed
through
Exam style questions
based on a case
study. Creation of
advertising
documents.
2.4 Profit: Definitions
of key terms, recall
key calculations.
Apply to a case
study and analyse
the impacts
Assessed through
Exam style questions
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
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.
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.
breakeven.
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:
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. %
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:
Segmentation and
research (Year 10 T3)
Data Interpretation:
DNA task practice
key finance
calculations that
involve interpretation
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.
Builds upon previous
learning of: Product
development (Year
10 T3)
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
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.
Ability to read, analyse and apply work to a case study.
Development of key skills: knowledge, analysis, application and evaluation.
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 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.
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
and pitch a business
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
and pitch a business
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
businesses, including
changing levels of
consumer income and
unemployment
The impact of
legislation on
businesses, including
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
mix is used to inform
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
businesses, including
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
Formal report writing
Skills.
Research and
referencing skills.
The impact of the
marketing mix on
business stakeholders
Project
management Skills
Formal report writing
Skills.
Research and
referencing skills.
Self and Peer
assessment skills
Presenting skills
Project
management Skills
Formal report writing
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
Builds upon previous
learning of:
attracting and
retaining customers.
(Year 10 t3)
All aspects of R065
(Year 10 T4&5, Year
11 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
Builds upon previous
learning of:
All aspects of R065
(Year 10 T4&5, Year
11 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
Builds upon previous
learning of:
All aspects of R065
(Year 10 T4&5, Year
11 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
N/A N/A
What are the key concepts to be
covered?
CA:
Knowledge recall of topics listed in exam.
Ability to read, analyse and apply work to a case study.
Development of key skills: knowledge, analysis, application and evaluation.
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 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.
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
workplace skills for
example: research
skills.
Lesson Content: This
unit’s links to careers
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
workplace skills for
example: providing
good customer
service.
Lesson Content: This
unit’s links to careers
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,
using governor links.
Weekly CatchUp –
Club to aid those
who have missed
lessons / need
support or stretching
Providing students
with essential
workplace skills for
example:
interoperating
financial information.
Lesson Content: This
unit’s links to careers
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
support or stretching
Providing students
with essential
workplace skills for
example: research
skills
Lesson Content: This
unit’s links to careers
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,
using governor links.
Weekly CatchUp –
Club to aid those
who have missed
lessons / need
support or stretching
Providing students
with essential
workplace skills for
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
revisiting in starters
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
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
revisiting in starters
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
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
revisiting in starters
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
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
revisiting in starters
and plenaries for
example
segmentation,
income, sampling.
Key terms on
learning screen.
Comfort with
alternative
vocabulary:
customer profile /
target audience.
Revisiting key
vocabulary regularly
and building upon it.
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.
Use of key terms
throughout and
revisiting in starters
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
define, list, explain,
analyse, apply and
evaluate.
Developing these
skills is a consistent
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
skills is a consistent
thread through all
topics.
Read a mixture of
real world and
fictional case studies
matching
assessments for
example BP plc case
study.
Reading / writing is a
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
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
skills is a consistent
thread through all
topics
Read a mixture of
real world and
fictional case studies
matching
assessments for
example Cadburys
and advertising.
Reading / writing is a
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
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
skills is a consistent
thread through all
topics.
Read a mixture of
real world and
fictional case studies
matching
assessments for
example small
manufacturer
breakeven case
study.
Reading / writing is a
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
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
skills is a consistent
thread through all
topics
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.
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
Reading / writing is a
professional,
customer focused
tone for example For
example writing a
business plan.
Exam style questions
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.
Reading / writing is a
professional,
customer focused
tone for example for
example extended
answer comparing
types of ownership
and making a
recommendation
Exam style questions
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
publishing an
information poster.
Reading / writing is a
professional,
customer focused
tone for example
publishing marketing
information.
Exam style questions
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
publishing marketing
information.
Reading / writing is a
professional,
customer focused
tone for example
drawing a break
even diagram /
table.
Exam style questions
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
calculations in excel.
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.
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.
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.
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.
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.
In depth look at
calculating,
interoperating and
displaying
information for costs,
profits, revenue,
break even.
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.
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
How does the PoS support students
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.
Clear broken down instructions for controlled assessment.
Ability to peer assess with a strong candidate.
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.
Careers links / talks focus on post graduate careers to raise aspirations of pupils and families.
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
workplace skills for
example: writing a
report
Lesson Content: This
unit’s links to careers
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
support or stretching
Providing students
with essential
workplace skills for
example: offering
professional
feedback
Lesson Content: This
unit’s links to careers
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,
using governor links.
Weekly CatchUp –
Club to aid those
who have missed
lessons / need
support or stretching
Providing students
with essential
workplace skills for
example:
conducting a
business pitch
Lesson Content: This
unit’s links to careers
in marketing / public
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
support or stretching
Dragons den pitches
in front of local
entrepreneurs.
Providing students
with essential
workplace skills for
example being
reflective on work
completed.
Lesson Content: This
unit’s links to careers
in marketing / public
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
support or stretching
N/A
N/A
Tier 2/3
Vocabulary
Use of key terms
throughout and
revisiting in starters
and plenaries for
example cost,
revenue, profit.
Key terms on
learning screen.
Comfort with
alternative
vocabulary:
income, inflow,
revenue.
Revisiting key
vocabulary regularly
and building upon it.
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.
Use of key terms
throughout and
revisiting in starters
and plenaries for
example advertising,
AIDA, promotion.
Key terms on
learning screen.
Comfort with
alternative
vocabulary:
advertising /
promotion.
Revisiting key
vocabulary regularly
and building upon it.
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.
Use of key terms
throughout and
revisiting in starters
and plenaries
(holistic use of all
covered)
Key terms on
learning screen.
Comfort with
alternative
vocabulary: (holistic
use of all covered)
Revisiting key
vocabulary regularly
and building upon it.
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.
Use of key terms
throughout and
revisiting in starters
and plenaries
(holistic use of all
covered)
Key terms on
learning screen.
Comfort with
alternative
vocabulary (holistic
use of all covered)
Revisiting key
vocabulary regularly
and building upon it.
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.
N/A N/A
Reading
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.
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.
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.
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.
N/A N/A
Writing
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.
Use exam board
design brief in CA.
Progress Ahead –
national hat
manufacturer.
Reading / writing is a
professional,
customer focused
tone when
completing
controlled
assessment.
Creating
appropriate and
professional
Powerpoint, script
and support
materials for a
professional pitch.
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.
Use exam board
design brief in CA.
Progress Ahead –
national hat
manufacturer.
Reading / writing is a
professional,
customer focused
tone when
completing
controlled
assessment.
Creating
appropriate and
professional
Powerpoint, script
and support
materials for a
professional pitch.
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.
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.
N/A N/A
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.
In depth look at
calculating,
interoperating and
displaying
information for costs,
profits, revenue,
break even.
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.
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.
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.
N/A N/A
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
How does the PoS support students
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.
Clear broken down instructions for controlled assessment.
Ability to peer assess with a strong candidate.
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.
Careers links / talks focus on post graduate careers to raise aspirations of pupils and families.
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.
Careers links / talks focus on post graduate careers to raise aspirations of pupils and families.
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.
Careers links / talks focus on post graduate careers to raise aspirations of pupils and families.
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.