Scheme of workCambridge O LevelBusiness Studies7115For examination from 2015

Scheme of work – Cambridge O Level Business Studies (7115)

Contents

Contents..............................................................................................................................................................................................................................2

Unit 1: Understanding business activity..............................................................................................................................................................................6

Unit 2: People in business................................................................................................................................................................................................17

Unit 3: Marketing...............................................................................................................................................................................................................28

Unit 4: Operations management.......................................................................................................................................................................................39

Unit 5: Financial information and decisions......................................................................................................................................................................48

Unit 6: External influences on business activity................................................................................................................................................................56

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 2

Scheme of work – Cambridge O Level Business Studies (7115)

Overview This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge O Level Business Studies has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom.

Recommended prior knowledgeThis syllabus can be studied without any prior knowledge of the subject, but it would be useful if learners have: an interest in national and global business issues reasonable writing skills good numeracy skills

Business Studies is a constantly changing subject. For example, every day new products are developed and businesses start up, expand or fail. External factors impact on key business decisions. Throughout the course, learners need to keep up to date with important changes, in both their own country and in the wider international economy, by regular reading of appropriate newspaper and magazine articles and internet sites.

Formative assessment opportunities are indicated throughout the scheme of work.

OutlineWhole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resources column.

Opportunities for differentiation are indicated as Basic and/or Challenging; there is the potential for differentiation by resource, length, grouping, expected level of outcome and degree of support by teacher throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation.

The units within the scheme of work are:

Unit 1: Understanding business activityUnit 2: People in business Unit 3: Marketing Unit 4: Operations managementUnit 5: Financial information and decisionsUnit 6: External influences on business activity

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 3

Teaching orderThe units may be taught in the order indicated above, although it would be useful to be aware of the links between different parts of the course, such as the 1.3.3 part of Unit 1 (contents of a business plan) and Unit 3 (marketing) and parts of Unit 5 (finance). There are also close links between 3.4.3 (the opportunities and problems of entering new markets abroad) with part 3 of Unit 6 (business and the international economy).

The units, however, do not necessarily have to be taught in this order. Each of the units in the scheme of work corresponds to the six sections of the syllabus, but the teaching order and the order in the syllabus could be quite different. For example, the teaching order might be strongly influenced by whether the learners had any prior knowledge of Business Studies or by whether they had studied other particular subjects, such as Economics, Accounts or Geography. The teaching order might also be influenced by certain events or issues that were receiving a lot of publicity and which could help learners to understand the relevance of particular parts of the course. There might also be various cross-curricular initiatives in certain centres at particular times, such as Charity or Enterprise week, and in such cases it would be appropriate to adjust the teaching order to take account of such initiatives. In addition, you might want to teach sections of a unit in a different order. For example sections 2.3 (recruitment, selection and training) could be taught after 2.1 (motivation) rather than after 2.2 (organisation and management).

The time allocation is an approximate guide only, but will help to give some indication of the time that will be needed to be allocated to each of the units.

Teacher supportTeacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.

An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org 

ResourcesAn up-to-date resource list for Cambridge O Level Business Studies (syllabus 7115) can be found at www.cie.org.uk

Textbooks:Textbooks for use with the Cambridge O Level Business Studies (syllabus code 7115) include:

Borrington, K and Stimpson, P. IGCSE Business Studies (4th edition), Hodder Education, 2013 ISBN: 9781444176582Borrington, K and Stimpson, P. IGCSE Business Studies (3rd edition), Hodder Education, 2006 ISBN: 9780340926499Dransfield, R, Needham, D, Garrett, L and King, J. Business Studies for IGCSE, Nelson Thornes, 2010 ISBN: 9781408506479Houghton, M Cambridge IGCSE Business Studies Revision Guide, Cambridge University Press (India), 2013 ISBN: 9781107661622Jones, R. IGCSE Business Studies, Heinemann, 2010 ISBN: 9780435991203Nuttall,C and Houghton, M. Cambridge IGCSE Business Studies, Cambridge University Press, 2010 ISBN: 9780521122108Titley, B. Complete Business Studies for Cambridge IGCSE & O Level, Oxford University Press, 2010 ISBN: 9780198310860

Please note: where content and activities are covered in both editions, references for Borrington and Stimpson are based on the 3rd edition.

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 4

Websites:The particular pages in the learning resources column for the units have been explored, but not other aspects of these sites so only the particular resources are recommended. There may be other useful materials on these websites but they have not been checked. There are a number of useful websites listed in each unit of this scheme of work. Four websites that learners are likely to find particularly helpful are:

www.businesscasestudies.co.uk (the Times 100) www.bized.co.uk www.tutor2u.netwww.bbc.co.uk/schools/gcsebitesize/business

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 5

Scheme of work – Cambridge O Level Business Studies (7115)

Unit 1: Understanding business activityRecommended prior knowledgeThere is no requirement for prior knowledge, however, learners should develop knowledge of, and interest in, the business world around them. As this unit introduces a number of basic concepts, it is useful to start with this unit. The unit lends itself well to assignment-based activity, in which learners are guided through activities that help them to find out about the basic concepts. The assignment could be based around local businesses and aims to get learners to identify and classify businesses in relation to their size, nature and objectives.

ContextThe first unit introduces learners to the basic concepts of business and the business world and provides a framework for other units in the course. Understanding the concepts of needs and wants and opportunity cost is important as this influences how business activity is organised in terms of production, marketing, and people. Knowledge of the different forms of business organisation is important as joint ventures are discussed in Unit 3.4.1 as a way to enter markets abroad. Also, in Unit 5, as the type of business influences the sources of finance and accounting information they have to provide.

The topics of business ownership and enterprise lends themselves well to learners setting up their own business within the school or college and this can be a very useful mechanism for an enterprise activity and is also very helpful for developing other aspects of the course (especially marketing, finance and accounting).

OutlineThe unit starts by exploring how business activity is used to help produce the goods and services to meet our needs and wants. Key terms such as opportunity cost, specialisation and added value are introduced. It then examines the concept of what a business is – in terms of why they exist, the different ways they can be classified, how and why some businesses grow but others remain small and some fail to survive. The unit ends with a consideration of other groups of people who have an interest in business activity, how these different groups might have varying objectives, and finally analysing the implications of particular business decisions in terms of possible conflicts.

It is suggested that approximately 15% of the course time should be allocated to this unit.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

1.1 Learners should be able to understand the purpose of business activity.

An effective start is to find out what learners think Business Studies is all about. You might want to get learners to make a presentation in groups to address the question:What makes a successful business?

Draw out the key features of the course (Marketing, Human

Online:www.bized.co.uk/educators/typein/busactivityintro11 (lesson activities)

What is a business?:www.bbc.co.uk/schools/gcsebitesize/

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 6

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Learners should be able to demonstrate an understanding of business activity in adding value and helping to satisfy the needs of customers in a changing competitive environment.

Resource Management, Finance, Operations Management). You might want to produce a mind map based on learners responses based on Nuttall and Houghton (page 14) example. (G)(Basic)

Explain how businesses produce goods and services. Arrange learners in groups and ask them to produce a list of their needs and wants. All the endorsed textbooks have activities based on this. You can extend this to discuss what is likely to happen to the quantity of goods and services (such as food, clothing and computers) that people will want in the future and whether it will be possible to meet these wants. (G)(Basic) Or you can use the activities in Chapter 1 of Nuttall and Houghton activity 1.1. and 1.2 (Basic)

Discuss the complete process from source to finished product in making furniture (from forest to customers room) bringing out concepts of customer, value added, consumer needs. (W)(Basic)

There is a case study in Borrington and Stimpson (3rd) (page 4). Learners could read the relevant part in Titley pages 6–7, which also has a more detailed example based on clothes production. As a basic activity, you could use question 1, page 3 from Jones, or the two activities on page 9 in Borrington and Stimpson (4th) ( I or G)(Basic/Challenging)

This could be combined with syllabus ref 1.2 to also bring out primary, secondary and tertiary sectors.

business/aims/aimsactivitiesvid.shtml (video)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 14

Cambridge IGCSE Business Studies Nuttall and Houghton Chp 1 activity 1.1 and 1.2

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 4

Complete Business Studies for Cambridge IGCSE & O Level Titley pages 6–7

IGCSE Business StudiesJones Q1 page 3

IGCSE Business Studies (4th edition) Borrington and Stimpson page 9

7115 past examination papers:Nov 2012 Paper 12Nov 2011 Paper 21

1.2.1 D esc r ibe a nd cl a ssi f y b u si n e s s a c tivity in terms of primary, s e co n dary a n d tertiary sectors.

Learners should be able to demonstrate an awareness of the changes that have taken place in

You might want to start this topic with a basic activity such as Nuttall and Houghton (pages 15–16). Learners could then categorise businesses by sector using the activities in Jones (page 5) or Titley (page 15). (W or G) There is also a basic activity in Borrington and Stimpson (4th) (page 17) and Dransfield et al (page 7). (Basic)

Class investigation to identify nature and importance of each sector in own country. (W)(Basic) It is useful to do comparisons with other countries. Graph the different sectors in selected

Online:www.cia.gov/library/publications/the-world-factbook/ (source of data on how different countries are classified by sector)

Classification of business activity:www.dineshbakshi.com/phocadownload/classification-of-business-activity.pdf (mind map)

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 7

Syllabus ref Learning objectives Suggested teaching activities Learning resources

1.2.2

these sectors in different countries.

Learners should be able to classify business activities between private sector and public sector in a mixed economy.

countries and compare them.

Learners could be asked to explain how these sectors change as a country develops, either in a report or class presentation. (I or G) (Basic/Challenging).

There is a useful case study in Dransfield et al (page 7) on interpreting data (I or G)(Basic).

To extend the topic there is a case study in Titley (page 32) and Borrington and Stimpson (4th) (page 18). (I or G)(Challenging)

There are further activities based on the OPITO case study (http://download.businesscasestudies.co.uk/retrieve_opito that might be useful. (Basic/Challenging)

With regard to revision, an activity for learners would be the summary question in Dransfield et al (page 7) or the multiple-choice questions in Jones (on CD-ROM) (I)(Basic)

Learners could distinguish between private sector and public sector business activities. Learners could group the businesses identified in earlier activities into the relevant sector. Answering the activity (page 5) of Dransfield et al will be a useful activity. (I or G)(Basic).

For revision, learners could read pages 10–12 of Houghton and answer some of the exam-style questions. (I) (Basic)

This could be covered under 1.5 business objectives below.

Sectors of industry – lesson suggestions & activities (OPITO):http://download.businesscasestudies.co.uk/retrieve_opito_15_b3BpdG8vdGVhY2hlcnMvMTUvbGVzc29uLXN1Z2dlc3Rpb25zLnBkZnx8

Working in Botswana’s Ministry of Trade and Industry – teacher’s resource:www.sos-schools.org/our-africa-teaching-resources/scenarios/working-in-botswanas-ministry-of-trade-and-industry (activity)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 15–16

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 17–18

Complete Business Studies for Cambridge IGCSE & O Level Titley pages 15 and 32

IGCSE Business StudiesJones page 5

Business Studies for IGCSE Dransfield, et al pages 5 and 7

Cambridge IGCSE Business Studies Revision GuideHoughton pages 10–12

7115 past examination papers:Nov 2011 Paper 12

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 8

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Nov 2011 Paper 11Jun 2012 Paper 12Nov 2010 Paper 22

1.3.1 Learners should be able to identify characteristics of successful entrepreneurs.

Learners should be able to identify and explain what is included in a business plan and be able to explain how business plans can assist entrepreneurs.

You might want to start this topic with a video clip or arrange for a local entrepreneur to speak to the class about setting up their business. (W)(Basic) Learners could consider the characteristics the person has, and issues they might have had to deal with in setting up the business.

Learners then need to explore other qualities that entrepreneurs have. For instance learners could look online for successful entrepreneurs or interview local entrepreneurs. (I or G) Learners are likely to enjoy exploring the careers of entrepreneurs. They could be required individually, or in small groups, to research the career of a successful entrepreneur from their own country and compare that with the career of a successful entrepreneur from another country, e.g. Cheung Yan (also known as Zhang Yan), head of the Nine Dragons paper recycling and packaging firm, and James Dyson, industrial designer and inventor of the bag-less vacuum cleaner. (G or I)(Basic)

As a more challenging activity, they could be asked to consider what the essential qualities of a successful entrepreneur are. (G or I) Learners could then give a presentation on their findings to the whole class. (W)(Challenging)

A basic activity would be to get learners to work in groups to consider what should be included in a business plan. They could research this on the internet or obtain templates from local banks. (I or G)(Basic) They could then present their findings to the whole class. (I or G)

Both editions of Borrington and Stimpson cover the basic information. The 4th edition also has an activity on page 24 and an exam-style question on page 34, which could be used as part of formative assessment. (Challenging)

It might be possible to arrange for the class to visit a bank or, if not, to arrange for a speaker from a bank to give a talk to the class. There are also a number of online resources for this topic. For example many bank

Online:Entrepreneurs:www.tutor2u.net/blog/index.php/business-studies/comments/qa-what-is-an-entrepreneur-and-what-characteristics-do-entrepreneurs-need-t (notes)

www.bbc.co.uk/schools/gcsebitesize/business/aims/publicsectorvid.shtml (video about entrepreneurs)

www.bized.co.uk/educators/level2/busactivity/activity/enterprise13.htm (activity)

http://businesscasestudies.co.uk/teacher-resources/#axzz2RIcbMiL2 (link to case study material on enterprise)

Business plans:www.tutor2u.net/business/gcse/enterprise_startup_plan_contents.html

www.tutor2u.net/blog/index.php/business-studies/comments/business-planning-teaching-resources

www.gov.uk/write-business-plan(information on what to include)

www.entrepreneur.com/businessplan/index.html (home page)

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Syllabus ref Learning objectives Suggested teaching activities Learning resources

Learners should be able to identify methods that Governments might use to help business start–ups, and explain why they help such businesses.

websites provide information about business plans and start-ups which you might find useful. The second tutor2u reference has a helpful summary of some UK based bank resources. The TES and BBC websites have video clips and activities for schools that you can use.

This topic is a good starting point if you plan to let learners start up a business venture. The various elements can be introduced, and built up throughout the course.

The methods that Governments could use are explained in Borrington and Stimpson (4th), page 23. As a basic activity, learners might be asked to discuss or select methods from a list provided by the teacher. You could use newspaper or magazine articles to consider what methods entrepreneurs use. (Basic)

A more challenging approach could be to ask learners to find out what methods are available to businesses in your country. Learners could present their findings as a poster, report or presentation to the whole class. (I or G)(Challenging)

As a revision activity see pages 20–25 of Borrington and Stimpson (4th). (I)(Basic)

www.youtube.com/watch?v=D8XMS7n8N9Q&feature=youtube_gdata_player (video on how to write a business plan)

How to set up a business advice:www.barclays.co.uk/P1242558528795

www.bbc.co.uk/schools/teachers/tradeyourway/business_plan.shtml (video and also a project idea that you could use through the course)

www.tes.co.uk/teaching-resource/AQA-Business-Studies-Business-Plan-lesson-6174059/ (registration is required to access resources, but this is free)

Textbooks:IGCSE Business Studies (4th edition) Borrington and Stimpson pages 20–25 and 34

7115 past examination papers:Nov 2012 Paper 13Jun 2012 Paper 11Nov 2011 Paper 13Nov 2012 Paper 23

1.3.2 Learners should be able to show knowledge and understanding of the methods and problems of measuring the size of business.

Learners could be split into groups to classify a variety of businesses by turnover, labour, capital employed, outlets. (G) Problems could be brought out through a class discussion of the results. (W)(Basic)

There are activities in Nuttall and Houghton (page 21) in which learners, either individually or in groups, could research how businesses measure their size. There is an alternative activity in Titley (page 22). (G)(Basic)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 21

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 23

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 10

Syllabus ref Learning objectives Suggested teaching activities Learning resources

As a more challenging activity you could use Borrington and Stimpson (3rd) (page 23). (I or G)(Challenging)

For revision, learners could read pages 15–16 of Houghton. (I) Or answer the multiple-choice questions in Jones. (CD-ROM). (Basic)

Complete Business Studies for Cambridge IGCSE & O Level Titley page 22

IGCSE Business Studies CD-ROMJones

Cambridge IGCSE Business Studies Revision GuideHoughton pages 15–16

7115 past examination papers:Nov 2012 Paper 13Nov 2012 Paper 22

1.3.3 Learners should be able to explain reasons why businesses might want to expand, as well as reasons why some businesses remain small and some fail.

Learners should be able to describe the different ways that businesses can grow, the problems linked to growth and be able to suggest how these problems might be overcome.

A basic activity would be to get learners use the internet or newspaper articles to explore the different ways that businesses have grown. In groups, learners could discuss the reasons why some businesses have grown and others remained small. As a more challenging activity, learners could use the activity from Nuttall and Houghton (page 25). (I or G)(Challenging)

There are activities in Jones (page 11), Borrington and Stimpson (3rd) (page 26), Titley (page 25) and Nuttall and Houghton (page 23). (I or G)(Basic)

The tutor2u website www.tutor2u.net/business/worksheets/Business-Growth-Basics.pdf also has a worksheet that you might to use to check learners understanding of basic terms. (Basic)

There are more challenging activities in Borrington and Stimpson (4th), (pages 31 and 33). (Challenging)

In addition, there are a number of activities that you could use from the business case studies website, based on companies such as Bibby and Northern Rock. (Basic)

For revision, learners could read pages 15–17 of Houghton and answer progress questions 2–6. (Basic) The second exam-style question in

Online:http://businesscasestudies.co.uk/teacher-resources/#axzz2RIcbMiL2 (follow growth for case studies and resources)

www.sba.gov/content www.bbc.co.uk/news/10174292 (video on growth of business)

www.tutor2u.net/business/worksheets/Business-Growth-Basics.pdf

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 15–17, 23, 25

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 26

Complete Business Studies for Cambridge IGCSE & O Level

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 11

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Borrington and Stimpson (4th), (page 34) would provide a more challenging activity for learners. (Challenging)

Titley page 25

IGCSE Business StudiesJones page 11

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 31, 33, 34

7115 past examination papers:Nov 2012 Paper 11Nov 2012 Paper 12Nov 2012 Paper 13Jun 2011 Paper 11Jun 2012 Paper 11Jun 2012 Paper 12Nov 2012 Paper 21Nov 2012 Paper 22

1.3.4 Learners should be able to identify the causes of business failure, and be able to explain why new businesses are at a greater risk of failure.

Borrington and Stimpson (4th) cover the reasons why businesses fail (pages 32–33).

Newspaper articles can be used to illustrate business failure; the learners could be divided into groups and asked to discover any evidence of business failure in their own country’s economy. They could then present their findings to the whole class. (W)(G) To extend this, learners could be given particular issues to prepare presentations on, such as whether they think these businesses should have been helped, and justify their reasons to the class. (I or G)(Challenging)

There is some useful data on failure rates (see online resources) which you might want to use as part of the discussion.

Alternatively, it might be possible to arrange for a speaker from a bank or local business to give a talk to the class to explain some of the problems facing new businesses. There is also a short video clip (see online resources) which highlights the problems of one particular business.

Online:www.bbc.co.uk/news/business-16394241 (general video on issues facing new businesses including why they can fail)

www.sba.gov/content/what-are-major-reasons-small-business-failure (information)

http://businesscasestudies.co.uk/business-theory/strategy/business-failure.html#axzz2Q3FHktX8

http://smallbiztrends.com/2012/09/failure-rates-by-sector-the-real-numbers.html

Textbooks:

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 12

Syllabus ref Learning objectives Suggested teaching activities Learning resources

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 32–33

1.4.1 Identify and explain the main features of different forms of business organisation.

You might want to divide learners into groups. You might want to provide them with information about the main features of different forms of business organisation. Learners could then categorise features into advantages and disadvantages. (G) (Basic)

A more challenging activity would be for learners to research the information, and then present their findings to the class as a summary table of advantages and disadvantages of each business type. (G)(Challenging)

To extend this, learners could be asked to investigate the various types of business in the local area. (Basic) As a group or class, learners could comment on the suitability of that form for each business. (Challenging)

All the textbooks cover the material and have a variety of activities that you can use. In addition, there are some interesting case studies to highlight features of different forms of business organisation. (Basic/Challenging)

Borrington and Stimpson (4th) has a useful diagram (page 45) which summarizes the risk, ownership and liability for each business form. Whilst Dransfield et al has an interesting case study and four questions based on Hero cycles (page 52).

You might want to invite speakers from different businesses to talk to learners about this topic. Alternatively, you might want to consider learners setting up their own limited company for an enterprise activity within the school/college. This activity could then be used to tie in many other aspects of the syllabus.

For revision, learners could answer the revision or summary questions in the various textbooks (or accompanying CD-ROMs). Alternatively, learners could produce their own mind map outlining the different forms of business organisation. You might want to use the example (see online resources) as a guide. (I)(Basic)

Online:www.bized.co.uk/educators/level2/busactivity/presentation/busorgs1_map.htm or www.dineshbakshi.com/phocadownload/types-of-business-organisation.pdf (mind map introduction/ summary)

www.bbc.co.uk/schools/gcsebitesize/business/aims/limitedcompaniesvid.shtml (video)http://businesscasestudies.co.uk/business-theory/strategy/types-of-businesses.html#axzz2RIcbMiL2 (notes and case study links)

Textbooks:IGCSE Business StudiesJones pages 61, 65 and 73

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 45, 50–51

Business Studies for IGCSE Dransfield, et al page 52

Cambridge IGCSE Business Studies Revision GuideHoughton pages 59, 65, 69 and 74

7115 past examination papers:Nov 2012 Paper 12Nov 2012 Paper 13

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 13

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Borrington and Stimpson (4th) (pages 50–51) provide a lot of useful material for formative assessment. Houghton (pages 59, 65, 69 and 74) have exam-style questions (Basic/Challenging) and Jones (pages 61, 65 and 73) also has case studies which can be used as the basis for formative assessment. (Challenging)

Nov 2011 Paper 11Jun 2011 Paper 11Jun 2011 Paper 12Nov 2012 Paper 22Nov 2011 Paper 22Jun 2012 Paper 22Nov 2012 Paper 23

1.5.1 Learners should be able to identify the need for business objectives, explain the different objectives that businesses might have as well as explain the importance of them.

Learners should be able to identify the objectives of social enterprises.

.

You might want to start this topic with a basic activity such as Nuttall and Houghton (page 32) or Titley (page 36). (I or G) Learners also need to explore how objectives can change over time, depending on many factors.

There is a basic activity in Borrington and Stimpson (4th) (page 9) to get learners to consider how and why objectives might vary. (I or G) This could be extended by an additional activity where learners find out the objectives of local businesses They could present their findings to the class or teacher. (I or G)(Basic) There is a good case study about Anglo American for this topic, in the online resources. This can be used for both basic and challenging activities depending on the class requirements.(Basic/Challenging)

There is a useful case study in Dransfield et al (page 16) on Google which might be helpful. (Basic) This could be extended with the four questions in Jones (page 22). The last question is challenging.

Borrington and Stimpson (4th) (page 54) covers the basic material on this topic.

It might be useful to show a short video clip about social enterprise, from the first online resource. Learners could discuss the difference between various other organisations. (G or I)(Basic)

Learners could explore more about social enterprises locally. Alternatively, they could use the online resources and case studies to discover the objectives of these organisations. They could present their findings to the whole class or as a report. (I or G)(Basic)

Online:http://download.businesscasestudies.co.uk/retrieve_anglo-american_15_YW5nbG8tYW1lcmljYW4vdGVhY2hlcnMvMTUvbGVzc29uLXN1Z2dlc3Rpb25zLnBkZnx8

Social enterprises:www. socialenterprise .org.uk/about/ about- social - enterprise (information and link to video clips)

www.tutor2u.net/business/gcse/enterprise_social_enterprise.html (information)

www.guardian.co.uk/society/socialenterprises (articles and information)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 32

Complete Business Studies for Cambridge IGCSE & O Level Titley page 36

IGCSE Business Studies

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 14

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Jones page 22

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 9, 54

Business Studies for IGCSE Dransfield, et al page 16

7115 past examination papers:Nov 2012 Paper 11Nov 2012 Paper 12Nov 2012 Paper 13Nov 2011 Paper 11Nov 2012 Paper 23

1.5.2 Learners should be able to identify the main stakeholders, and their different objectives.

Learners should be able to explain reasons why their objectives might conflict.

Arrange learners into groups and ask them to identify stakeholders in a business by identifying them in a case study or an annual report, using the online and text book sources identified. (G)(Basic) Learners could present their findings to the whole class.

There is a range of activities in the textbooks. For example, there is a good case study in Jones (page 23), Titley (page 41), Borrington and Stimpson (3rd) (pages 10, 13 and 28) which can be used as the basis for a small group or class discussion activity. (Basic)

You can extend this with the case study activity in Borrington and Stimpson (4th) (page 60) about Toyota. (Challenging) There is another case study about Shell Nigeria in Dransfield et al (page 18).

For formative assessment, there is an exam-style question in Jones (page 27) and in Borrington and Stimpson (4th) (page 61). (I)(Challenging)

This is a very suitable topic for role play, discussions and presentations. Groups of learners could be asked to research one stakeholder’s views. The groups could then present their arguments to the rest of the class. (G)(Basic) Based on the points presented, learners could then be asked to make a decision, and asked to justify their views. (Challenging)

Online:www.bized.co.uk/educators/level2/busactivity/activity/knowing13.htm (activity)

http://download.businesscasestudies.co.uk/retrieve_nestle_9_bmVzdGxlL3RlYWNoZXJzLzkvbGVzc29uLXN1Z2dlc3Rpb25zLmRvY3x8

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 35–36

IGCSE Business Studies (3rd edition) Borrington and Stimpson pages 10, 13 and 28

Complete Business Studies for Cambridge IGCSE & O Level Titley page 41

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 15

Syllabus ref Learning objectives Suggested teaching activities Learning resources

For additional or alternative material, there is a good case study about Nestlé which you might find useful. There are suggestions and ideas that can make for additional basic or challenging activities. (I or G)(Basic/Challenging)

For revision, learners might be asked to read pages 35–36 of Nuttall and Houghton or page 56 of Borrington and Stimpson (4th). Learners could also answer the summary questions in Dransfield et al or the multiple-choice questions on the Titley or Jones CD-ROM which accompany their textbooks. (Basic)

IGCSE Business StudiesJones pages 23, 27

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 56, 60–61

Business Studies for IGCSE Dransfield, et al page 18

7115 past examination papers:Nov 2012 Paper 12Nov 2011 Paper 23

1.5.3 Demonstr ate an awareness of the aims and objectives of enterpris e s in both private and public sectors.

A basic activity would be to ask learners to compare the objectives of a public sector business (e.g. a hospital or school) with those of a private sector business. (Basic)

There are two good case study activities in Dransfield et al (pages 20–21) which compare the objectives of Virgin Trains and Indian Railways. (I or G) (Basic/Challenging)

For revision, learners could then answer the three summary questions in Dransfield et al (page 21) or some of the revision question at end of chapters of the textbooks, or on the accompanying CD-ROM. (Basic)

As an end of unit assessment, Borrington and Stimpson (4th) has a Paper 2-style question about concepts covering in this unit (page 60). (Challenging)

.

Textbooks:IGCSE Business Studies (4th edition) Borrington and Stimpson page 60

Business Studies for IGCSEDransfield, et al pages 20–21

7115 past examination papers:Nov 2011 Paper 11Nov 2011 Paper 12Nov 2012 Paper 23

For past examination papers go to Teacher Support at http://teachers.cie.org.uk

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 16

Scheme of work – Cambridge O Level Business Studies (7115)

Unit 2: People in businessRecommended prior knowledgeSections 2.2 (organisation and management) and section 2.4 (internal and external communication) tie in closely with Unit 1 (understanding business activity). This means it logically follows this unit. Sections 2.1 (motivating workers) and 2.3 (recruitment, selection and training of workers) requires no prior knowledge. However it is helpful if Unit 1 has been completed first as this puts business into an overall context.

ContextThis unit links back to the previous unit by considering how businesses are organised and managed, to account for the size and objectives of each organisation. It also links forwards to Unit 3 as communication with external stakeholders such as customers is important to ensure that marketing is effective. There are also links with Unit 4, as the method of production used will influence human resource management, in terms of recruitment, training as well as creating possible reasons for downsizing.

It is important that learners take an interest in issues involving the work place, and it is useful if learners have the opportunity for part-time work or work experience. The topics are ideal for getting managers into the classroom to give the benefits of their experience or visits to local businesses. They can also lend themselves to Enterprise activities.

OutlineThe unit starts with a consideration of motivation. It then moves onto explore the different ways that businesses can be organised. It not only looks at the role of management in trying to motivate employees but how their actions can help achieve its objectives. The unit then moves on to consider human resource management, and the various stages this involves. Finally, the difference between internal and external communication is explored, with reference to the issue of communication barriers and how these can be overcome to ensure effective communication with all stakeholders can be achieved.

It is suggested that approximately 17.5% of the course time should be allocated to this unit.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

2.1.1 Learners should understand why people work.

Learners are likely to find motivation interesting, and have views on the subject. Therefore a good way to start the topic is through a class discussion There are a number of examples in the textbook that you could use to support the discussion. For example Jones provides a basic activity (page 224) and Nuttall and Houghton (pages 207–208). (Basic)(G)

You could extend this by asking learners to construct a questionnaire of

Online: www.bized.co.uk/educators/16-19/business/hrm/presentation/motivation_map.htm (note knowledge of all theories is not required for IGCSE or O Level syllabuses)

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 17

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Learners should be able to understand the concept of motivation, and the importance of the various motivation theories.

learners, parents, teachers and others to identify which needs are important to different people (G) which they could present in a chart or report. Alternatively, you could use the activity about the ‘100 best companies to work for’ in Dransfield et al (page 155). (Challenging)

Another challenging activity can be found in Jones (page 226).This could be used as the basis for formative assessment. (Challenging)

The main theories of motivation are covered in Titley (pages 343–345) and Borrington and Stimpson (3rd) (pages 195–198). As a basic activity, learners could be asked to identify the main features of each theory. Borrington and Stimpson (3rd) provide a number of case study based activities which can be used (pages 197–199) (I or G). Additionally, there is a case study based on newspaper articles in Titley (page 346) that you might want to use. (Basic)

There are also challenging activities in Nuttall and Houghton (page 207) and Jones (page 226). (I)(Challenging)

It is not necessary to emphasise the history of the theory of motivation. What learners need to understand is what motivates employees in a range of business situations.

In addition, there are plenty of activities linked to case studies based on companies such as Kellogg’s, ARM, enterprise, Tesco’s and Siemens that can be accessed from the online resources. There are suggestions and ideas that can make for additional basic or challenging activities. (I or G) (Basic/Challenging)

In terms of revision, learners could read pages 202–204 of Houghton, and answer progress check questions 2–4 (page 207). Dransfield et al have summary questions (pages 149 and 155) that you could use. (Basic) Jones and Titley also have multiple-choice questions on their CD-ROMs.

http://businesscasestudies.co.uk/teacher-resources/#axzz2QMKdCJYU (link to variety of motivation case studies)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 207–208

IGCSE Business Studies (3rd edition) Borrington and Stimpson pages 195–199

Complete Business Studies for Cambridge IGCSE & O Level Titley pages 343–346

IGCSE Business StudiesJones page 224, 226

Business Studies for IGCSEDransfield, et al page 149 and 155

Cambridge IGCSE Business Studies Revision GuideHoughton pages 202–204. 207

7115 past examination papers:Nov 2012 Paper 12Nov 2012 Paper 13Nov 2011 Paper 11Jun 2012 Paper 12Nov 2011 Paper 21Nov 2012 Paper 22

2.1.2 Learners should be able to identify and explain the different

All the textbooks cover the material for this topic, and have a variety of activities for this topic (see resources).

Online:http://businesscasestudies.co.uk/

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 18

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methods of motivating employees, and be able to select and justify appropriate methods to use in a range of different situations.

As a basic activity, learners could study some newspapers to discover different payment methods. For example a range of job advertisements that include a range of financial and non-financial rewards. (G)(Basic) This could be used to promote discussion on differing rates of pay, and payment systems. (G). Learners could then answer the basic questions in Borrington and Stimpson (3rd) (page 204) or Titley (page 350).(Basic)

There are a number of questions in Jones (pages 227–234) that you could use as well. (Basic/Challenging)

To extend this, learners could answer the three questions in Nuttall and Houghton (page 211). (Challenging)

There are also case studies in Borrington and Stimpson (3rd) (page 208) as well as two in Jones based on Zeal Mining, (page 231) and Microsoft (page 235). (Challenging)

The two activities and questions in Borrington and Stimpson (4th) (pages 75 and 76) could provide material for formative assessment.

For additional activities, there are a number of case studies with resources based on companies such as Aldi, Harrods, Asda and Network Rail which you might find useful.

For revision, learners could answer the summary questions in Dransfield et al (pages 151–153) There are also exam-style question in Houghton (page 209) and Borrington and Stimpson (4th) (page 76) to use. (I)(Basic/Challenging) There are also multiple-choice and revision questions online and in the textbooks (or accompanying CD-ROMs).

business-theory/people/benefits-of-employer-and-employee-co-operation.html#axzz2RIcbMiL2 (Links to Harrods, Aldi, network rail case studies)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 211

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 204, 208

Complete Business Studies for Cambridge IGCSE & O Level Titley page 350

IGCSE Business StudiesJones pages 227–235

IGCSE Business Studies (4th edition) Borrington and Stimpson page 76

Business Studies for IGCSE Dransfield, et al pages 151–153

Cambridge IGCSE Business Studies Revision GuideHoughton page 209

7115 past examination papers:Nov 2012 Paper 11Nov 2011 Paper 12Nov 2011 Paper 11Nov 2011 Paper 13Nov 2012 Paper 21Jun 2011 Paper 22

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 19

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2.2.1 Learners should be able to draw, interpret and explain simple organisational charts.

Learners should be able to understand the roles, responsibilities and relationships between people in organisations.

Learners could be divided into groups and asked to a draw an organisational chart for your own school/college, such as the activity on page 95 of Nuttall and Houghton or page 59 of Dransfield et al. (I or G)(Basic)

All the textbooks cover the basic information and have accompanying activities to illustrate key points. Borrington and Stimpson (3rd) have a helpful case study based on ‘Cosy Corner store’ which allows you to explain the concepts in relation to one business, and related activities. (Basic/Challenging)

There are basic activities on page 96 of Nuttall and Houghton, and Titley (page 140). (Basic) Jones also has a number of activities in Chapter 17, with a challenging one on page 147. (Basic/Challenging)

There is a helpful table in Nuttall and Houghton (page 98) showing the implications of different spans of control. While the Bized website has some useful diagrams to show different organisational structures.

For revision, learners could read Houghton (pages 80–85), (I)(Basic) There are four exam-style questions (page 87) that learners could answer There are also exam-style questions in Borrington and Stimpson (4th), page 90. (Basic/Challenging)

In addition, Dransfield et al has a set of summary questions (page 59) (I)(Basic)

Online:www.bized.co.uk/reference/diagrams/Organisation-Structured-by-Product

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 95, 96

IGCSE Business Studies (3rd edition) Borrington and Stimpson

Complete Business Studies for Cambridge IGCSE & O Level Titley page 140

Cambridge IGCSE Business Studies Nuttall and Houghton page 95, 98

IGCSE Business StudiesJones Chp 17

IGCSE Business Studies (4th edition) Borrington and Stimpson page 90

Business Studies for IGCSE Dransfield, et al page 59

Cambridge IGCSE Business Studies Revision GuideHoughton pages 80–85, 87

7115 past examination papers:Jun 2012 Paper 12Jun 2011 Paper 11

2.2.2 Learners should be able to identify and explain the functions of management.

As a basic activity, the class could brainstorm what a manager does. This could lead to a discussion on the role of management. (W)(Basic)

Textbooks:Complete Business Studies for Cambridge IGCSE & O Level

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 20

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Learners should be able to understand the importance of delegation, and the difference between trust versus control.

Dransfield et al have a helpful diagram (page 60) showing the main functions. For a basic activity, Titley (page 150) and Borrington and Stimpson (3rd) (page 167) have extracts of a manager’s diary to show the various roles of a manager. (Basic)

Titley also has a useful activity (page 151). To extend this, there are two activities in Jones (pages 80 and 82). (Basic/Challenging)

Learners will also need to explore the issue of trust versus control. There is a helpful diagram in of Borrington and Stimpson (4th) (page 85) which can be used as a summary.

Titley page 150, 151

IGCSE Business StudiesJones pages 80 and 82

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 85,167

Business Studies for IGCSE Dransfield, et al page 60

7115 past examination papers:Nov 2012 Paper 11Jun 2011 Paper 11Jun 2011 Paper 12Nov 2012 Paper 13Nov 2011 Paper 13Nov 2011 Paper 11

2.2.3 Learners should be able to identify and explain the different leadership styles and be able to recommend an appropriate leadership style in a given situation.

Learners could discuss the leadership requirements of: an army commander, a teacher, a head of state, a football coach. (G)(Basic) A more challenging way, would be to ask various groups to interview or observe a variety of managers to identify key features of their management style. (I or G)

It may be useful to get a school/ business manager to give a talk about how they manage people.

This topic also allows the opportunity to use role play to see the effect of different management styles on people. Someone could act out one management style to see how they react to different styles. (G)(Basic)

Alternatively there are case studies that learners could use as the basis for discussion, for example Nuttall and Houghton (page 214).

The tutor2u website has some useful video clips to illustrate the different leadership styles (see links opposite).

Online:www.tutor2u.net/blog/index.php/business-studies/comments/leadership-styles-lead-like-a-swan (video clip about a style for a crisis)

www.tutor2u.net/blog/index.php/business-studies/comments/leadership-styles-for-effective-change-management-morgan-freeman-style (video clip for autocratic management)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 214, 216

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 209

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Learners should explore the key features of the different styles. There is a set of summary questions in Dransfield et al (page 157). (I)(Basic)

Extend this by activities which require learners to identify a suitable management style for different circumstances. For example, there are basic activities in Dransfield, et al (page 157), Borrington and Stimpson (3rd) (page 209) and Titley (page 355) (Basic) There is also a more challenging case study in Nuttall and Houghton, page 216. (Challenging) Alternatively you might want to use the case study in Borrington and Stimpson (4th) (page 89) as the basis for a discussion. (G or W)

As a basic revision activity, learners could read pages 210–212 of Houghton. For formative assessment, you could use the exam preparation question in Titley (page 355) or the question in Jones (page 241) or question 2 in Borrington and Stimpson (4th) (page 90). (I)(Challenging)

Complete Business Studies for Cambridge IGCSE & O Level Titley page 355

IGCSE Business StudiesJones page 241

IGCSE Business Studies (4th edition) Borrington and Stimpson page 89, 90

Business Studies for IGCSE Dransfield, et al page 157

Cambridge IGCSE Business Studies Revision GuideHoughton pages 210–212

2.2.4 Learners should understand what a trade union is, and the benefits to workers of being members.

As a basic activity, you could get learners to consider why trade unions exist. The learners could then answer the questions in Titley (page 405). (I or G)(Basic)

As a more challenging activity learners could attempt the activity in Nuttall and Houghton (page 233) to find out about the work of trade unions. (I or G)

To extend this, learners could answer the questions in Borrington and Stimpson (3rd) (page 234). (Challenging) Alternatively page 408 of Titley has a role-play activity that you might want to use.

As an additional activity, you might want to follow a dispute in news media.

This could be covered with 2.3.4 legal controls below.

Online:www.tutor2u.net/business/gcse/people_trade_unions.htm (information)

http://businesscasestudies.co.uk/business-theory/people/benefits-of-employer-and-employee-co-operation.html#axzz2RIcbMiL2 (case study links)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 233

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 234

Complete Business Studies for Cambridge IGCSE & O Level Titley page 405, 408

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 22

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Cambridge IGCSE Business Studies Revision GuideHoughton page 233

7115 past examination paper:Nov 2011 Paper 13

2.3.1 Learners should be able to identify and explain the main stages of recruitment, and understand the difference between internal and external recruitment.

You might want to start the topic with an activity in which you use job advertisements from local and national newspaper to develop aspects of recruitment. This could lead to a discussion about the difference between internal and external recruitment and when to use each method. (W or G)(Basic)

Learners need to explore the various stages of recruitment. This could be done by visiting websites of recruitment agencies or arranging a speaker.

All the textbooks cover the basic material (see references), and have a variety of activities that learners can do for each stage of the process. (I or G)(Basic/Challenging)

Learners might have prior knowledge of stages of the recruitment process through part-time work or other activities. This will influence which activities you might use.

The Scottish Power case study (see online resources) has a number of activity suggestions that you might find helpful. There are also case studies on this website based on McDonalds and Arcadia to use.

A more challenging approach would be to give learners some information about a job vacancy, ask them to work in groups to produce the necessary documents. (Challenging)

This topic is very good in terms of using role plays, especially for interviewing. Learners can be given different briefs to act out the role of interviewer or interviewee. For example, there is a role play activity in Nuttall and Houghton (page 221). (Basic)

Online:http://download.businesscasestudies.co.uk/retrieve_scottish-power_14_c2NvdHRpc2gtcG93ZXIvdGVhY2hlcnMvMTQvbGVzc29uLXN1Z2dlc3Rpb25zLnBkZnx8 (case study)

www.bized.co.uk/educators/16-19/business/hrm/presentation/critical_map.htm(mind map)

www.acas.org.uk/index.aspx?articleid=3580 (part-time workers)www.acas.org.uk/index.aspx?articleid=1576(part time workers)

www.inc.com/articles/2000/02/16994.html (full and part-time workers)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 221

Complete Business Studies for Cambridge IGCSE & O Level Titley page page 370, 380

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Learners should be able to identify and explain the benefits and limitations of part-time and full-time workers.

There is also a crossword on page 380 of Titley which would be a challenging activity for learners. (Challenging)

For revision, the five questions in Titley (page 370) could be used for formative assessment.

Borrington and Stimpson (4th) covers this topic (page 102). As a basic activity, learners could be provided with cards which they have to categorise under the correct headings. (Basic) A more challenging approach would be to divide learners into groups to discover the benefits and limitations of either part-time or full-time work. They could present their findings to the whole class, and then a general discussion of key issues could follow. (G)(W)

To extend this, learners could look at newspaper articles or online to see which type of workers different businesses use. They could consider why they use each type of worker and why. (I or G) (Challenging)

IGCSE Business Studies (4th edition) Borrington and Stimpson page 102

7115 past examination papers:Nov 2011 Paper 12Jun 2012 Paper 12Nov 2011 Paper 11Jun 2011 Paper 11Nov 2012 Paper 22Jun 2011 Paper 22Nov 2012 Paper 23Jun 2012 Paper 21

2.3.2 Learners should be able to identify the different types of training and understand the importance of training for workers and businesses.

To start the topic you might want learners could explore the training requirements of various employees (e.g. lawyer, teacher, doctor, shop assistant, farm worker), using online resources or by interview/questionnaire. Learners could produce a table or discuss their findings to the class. (I or G)(Basic) Extend this with the activity in Jones (page 247). (Challenging)

As an additional activity, you might want to use Titley (page 374) as the basis for further investigation, or Nuttall and Houghton (page 222). (Challenging)

Learners will need to explore the advantages and disadvantages of the different training methods. There is an activity in Borrington and Stimpson (3rd) (page 228). (I)(Basic). To extend this, learners could answer question 1 or 2 in Jones (pages 248 and 250).

There is a good case study in Dransfield et al (page 165) about group training in Australia. As an additional activity, it might be useful to ask

Online:http://businesscasestudies.co.uk/teacher-resources/#axzz2RIcbMiL2 (follow links to case studies on McDonalds)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 222

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 228, 232

Complete Business Studies for Cambridge IGCSE & O Level Titley page 374

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 24

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learners could visit government websites to discover about various training initiatives available in their country. (Basic/Challenging)

There is also an interesting case study related to ME plc in Jones (page 251) with five exam-style questions which could be used for formative assessment. There is also a case study about Kenyan Airlines (page 111) and exam-style questions (page 112) in Borrington and Stimpson (4th). (Basic/Challenging)

With regard to revision, learners could read pages 218–219 of Houghton, and answer the five progress check questions. (Basic)

Alternatively learners could complete activity 14.7 (page 228) and then answer revision questions 12–14 in Borrington and Stimpson (3rd) (page 232) or the three summary questions in Dransfield et al (page 165).

IGCSE Business StudiesJones page 247, 248, 250, 251

IGCSE Business Studies (4th edition) Borrington and Stimpson Pages 111 and 112

Business Studies for IGCSE Dransfield, et al page 165

Cambridge IGCSE Business Studies Revision GuideHoughton pages 218–219

7115 past examination papers:Jun 2012 Paper 11Nov 2011 Paper 21Jun 2012 Paper 21Jun 2012 Paper 22

2.3.3 Learners should be able to explain the difference between dismissal and redundancy.

Learners should be able to identify and explain situations when downsizing may be necessary.

Learners should be identify factors and be able to explain and justify which workers should be recruited/ made redundant in given circumstances.

Using made up scenarios (or newspapers cuttings), a basic activity would be to get learners to work in groups to consider whether workers have been dismissed or made redundant. (G)(Basic)

Alternatively, learners could be asked to look for real life examples, with teacher guidance. Learners could then present their findings to the class. (I or G)(Challenging).

All the textbooks have basic information about this topic. Titley (page 378) has a useful activity on dismissal. (Basic) To extend this, there is a case study and two questions in Jones (page 252) which focuses on reasons for workers leaving.

Dransfield et al also have some useful summary questions. (I)(Basic) A more challenging activity is the case study and questions in Jones (page 254). (Challenging)

Online:www.tutor2u.net/blog/index.php/business-studies/comments/the-costs-of-redundancy (covers reasons and costs of redundancy for a business)

Textbooks:Complete Business Studies for Cambridge IGCSE & O Level Titley page 378

IGCSE Business StudiesJones page 252, 254

7115 past examination papers:Nov 2011 Paper 11Jun 2012 Paper 12

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 25

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Nov 2011 Paper 21Nov 2011 Paper 22

2.3.4 Learners should be able to identify and explain the main types of legal control relating to employment issues, and understand their impact on employers and employees.

Learners could be divided into groups and asked to discuss a number of situations covered by legal controls. There is a good activity in Titley (page 414) that can be used as a basis for discussion. Like all the textbooks, Borrington and Stimpson (3rd) provides the basic information as well as a case study (page 70) which has some challenging questions. (Basic/Challenging)

Emphasise to learners that they do not need to know details of specific laws. They should be able to say how legal controls affect both employees and employers.

Dransfield et al, has a case study which looks at issues arising from the Employment Equity Act in South Africa (page 187). There is a good case study in Jones (page 261) based on numerical data. (Basic/Challenging)

To extend this, learners could be asked to research real life examples of how legal controls have affected both employers and employees. (Challenging) Nuttall and Houghton (page 234) has a school based activity which you might find interesting. (Challenging)

This could be covered with 2.2.4 above.

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 70

Cambridge IGCSE Business Studies Nuttall and Houghton page 234

IGCSE Business StudiesJones page 261

Business Studies for IGCSEDransfield, et al page 187

7115 past examination papers:Nov 2012 Paper 13Nov 2011 Paper 13Nov 2011 Paper 11Nov 2011 Paper 23Nov 2012 Paper 22Jun 2012 Paper 22

2.4.12.4.2

Learners should be able to understand the need for effective communication. They should be able to identify and explain the different methods of communication, and be able to select and justify which method to use in given circumstances.

Learners should be able to

You might want to start this topic with some practical communication exercises e.g. getting learners to draw an object described only in the spoken word by another learner. (G)(Basic) This could lead to a discussion about different methods of communication.

Learners could then investigate the communication methods used in a business (school could be used as an example of a business). Learners could analyse what problems exist and how communication could be improved. The teacher could provide some information about a given business (Basic) or learners could find out the information. (G)(Challenging)

Online:www.bized.co.uk/educators/16-19/business/hrm/presentation/buscomm_map.htm (mind map)

http://download.businesscasestudies.co.uk/retrieve_kelloggs_17_a2VsbG9nZ3MvdGVhY2hlcnMvMTcvbGVzc29uLXJlc291cmNlLWNvbW11bmljYXRpb24ucGRmfHw= (Kellogg’s case study)

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identify the main barriers to effective communication and be able to explain how the barriers to communication can be overcome.

There are plenty of activities for this topic in all the texbooks. It is important to use a variety of different case studies so learners are able to apply their understanding to a range of different business situations. To extend this, you might want to use the Coca Cola case study in Borrington and Stimpson (4th) (page 126) ,some of the activities in the Singapore Airlines and Kellogg’s case studies. (I or G)(Basic/Challenging)

As formative assessment, there are case study style-exam questions on page 69 of Dransfield et al; Titley (page 168) and Jones (pages 87 and 92) and Borrington and Stimpson (4th) (page 127) has exam-style questions. (I)(Basic/Challenging)

Jones has some multiple-choice questions for this topic. (Basic) There is also a crossword in Titley (page 170) which would be a challenging activity for learners.(Challenging)

For revision, learners could read Houghton (pages 88–95), (Basic) and attempt the exam-style questions (pages 92 and 97). (Basic/Challenging)

Borrington and Stimpson (4th) (page 128) also has a Paper 2-style case study which can be used as revision or assessment for the whole unit. (Challenging)

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 126, 127

Complete Business Studies for Cambridge IGCSE & O Level Titley page 168, 170

IGCSE Business StudiesJones pages 87 and 92

IGCSE Business Studies (4th edition) Borrington and Stimpson page 128

Business Studies for IGCSE Dransfield, et al page 69

Cambridge IGCSE Business Studies Revision GuideHoughton pages 88–95, 92 and 97

7115 past examination papers:Nov 2012 Paper 12Nov 2011 Paper 13Nov 2012 Paper 13Jun 2011 Paper 12Jun 2012 Paper 12Jun 2011 Paper 11Jun 2012 Paper 21Jun 2012 Paper 22Jun 2011 Paper 21Nov 2011 Paper 22

For past examination papers go to Teacher Support at http://teachers.cie.org.uk

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 27

Scheme of work – Cambridge O Level Business Studies (7115)

Unit 3: MarketingRecommended prior knowledgeThe unit requires little in the way of prior knowledge but will draw heavily on learners’ own experiences as customers and consumers. Some understanding of the ideas of Units 1 and 2 would also be useful, particularly aspects to do with size and objectives and different departments in a business. It is therefore suggested that this unit is studied after both Units 1 and 2, although this is not essential.

ContextThe purpose of this unit is to give learners an understanding of marketing, its role and functions, together with some development of market research.Teaching should be based on practical examples of marketing strategies where possible, drawn from the local business environment, or possibly through an enterprise activity. It links back to Unit 1 as businesses are trying to meet customer needs and wants. Marketing budgets and pricing have relevance to Unit 4 (costs) and Unit 5 (income statements and profitability.) There are also close links between 3.4.3 (the opportunities and problems of entering new markets abroad) with Unit 6.3 (business and the international economy).

OutlineThis unit is a relatively large unit. It starts by considering what the role of marketing is, how market changes might affect businesses, and how businesses target customers. It then looks at the different methods of market research and how businesses can use these results to help their marketing activities. The unit then moves on to consider the four main elements of the marketing mix, and these can be used to create an effective marketing strategy. It also considers how technology has created both opportunities and threats for businesses. The unit ends with a consideration of the issues facing businesses who want to sell their goods and services abroad.

It is suggested that approximately 20% of the course time should be allocated to this unit.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

3.1.13.1.2

Learners should be able to identify customer needs, and understand how and why it is important for businesses to satisfy the needs of both existing and new customers.

You might want to introduce the topic with a brainstorm to identify some marketing strategies of businesses using newspapers, magazines, learners’ experiences and so on. This can lead to discussion of key concepts such as different types of markets, objectives of marketing, customer needs, customer loyalty. (W)(Basic)

There is a case study on technology in Borrington and Stimpson (4th) (page 141), which could be used as the basis for discussion. (W or G)

Online:http://businesscasestudies.co.uk/mfi-furniture-group/developing-a-customer-focused-sales-strategy/building-customer-relationships.html#axzz2Q3FHktX8 (customer relations case study)

www.gulf n ews.c o m (UAE)

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As a basic activity there is a question in Dransfield et al (page 103). On page 80 there is a useful case study, and three questions about the use of marketing in making decisions. There are also questions in Nuttall and Houghton (page 125) about customer needs. (I or G) (Basic/Challenging)

There are activities for marketing objectives in Borrington and Stimpson (3rd) (pages 252 and 253). To extend this, there is an activity on page 196 of Titley. (Basic/Challenging)

www.indiatimes.com/ (India)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 125

IGCSE Business Studies (3rd edition) Borrington and Stimpson pages 252 and 253

Complete Business Studies for Cambridge IGCSE & O Level Titley page 196

IGCSE Business Studies (4th edition) Borrington and Stimpson page 141

Business Studies for IGCSE Dransfield, et al page 103

7115 past examination papers:Jun 2012 Paper 11Nov 2011 Paper 12Jun 2011 Paper 12Jun 2011 Paper 11Nov 2011 Paper 12Nov 2012 Paper 11Nov 2011 Paper 22Jun 2011 Paper 22Jun 2012 Paper 21

3.1.33.1.4

Learners should be able to identify and explain the benefits and limitations of each approach to marketing (niche and mass).

As a basic activity, You could ask learners to compare a mass market product (e.g. Coca-Cola) with a niche market product (e.g. Diet Coke). Dransfield et al has an interesting case study looking at tourism in Jordan (page 89). (I or G)(Basic/Challenging)

Give the learners a product for them to identify the different segments

Online:http://businesscasestudies.co.uk/australia/#axzz2Qhyamhln (case study)

Textbooks:IGCSE Business Studies (3rd edition)

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Learners should be able to identify how and why market segmentation is undertaken. They should be able to select and justify an appropriate method of segmentation in given circumstances.

of the market. (Basic) To extend this, learners could explore how other products and services are segmented. (Challenging)

Borrington and Stimpson (3rd) has a useful table (page 254) on ways to segment a market. There are also activities on segmentation in Jones (pages 118, 121).

Segmentation is usefully covered in the Australia Tourist commission case in the Times100.

The second exam-style question in Borrington and Stimpson (4th) (page 141) could be used for formative assessment.

For review, learners could be asked to answer the summary / review questions for these topics in the textbooks. As formative assessment, Jones has questions on pages 112 and 117. (Basic/Challenging)

Borrington and Stimpson page 254

IGCSE Business StudiesJones pages 112, 117, 118, 121

IGCSE Business Studies (4th edition) Borrington and Stimpson page 141

Business Studies for IGCSEDransfield, et al page 89

7115 past examination papers:Nov 2012 Paper 13Nov 2012 Paper 13Nov 2012 Paper 22

3.2.13.2.2

Learners should understand the need for market research. They should be able to identify and explain the stages of market research and be able to explain the limitations of market research data.

Learners should be able to present, analyse and interpret simple market research information.

An effective start is to choose an appropriate topic e.g. identify a gap in the market such as a local vacant shop or what to sell in school. Get learners to carry out a market research exercise including some primary research in the form of carrying out a questionnaire survey. Also carry out secondary research on the topic chosen of suitable internet sites for the research. This could very usefully be tied in with the promotion section below or an enterprise activity.

Learners could then present their results in an appropriate manner and appraise each other’s work – especially the accuracy of the information gathered. If, for example, soft drinks were chosen learners could go to Coca-Cola or Pepsi for their secondary sources. See also resource list. (Basic/Challenging)

All the textbooks cover the basic information and have a range of activities for this topic. For example, Nuttall and Houghton has a useful table summarizing advantages and disadvantages of different research methods. Jones has activities on pages 107, 109, 111 and 112 on research methods. Titley has data questions on pages 211, 213 and 214 for learners to practise data presentation. Borrington and Stimpson (3rd) (page 269) has a basic activity on the limitations of

Online:www.bized.co.uk/educators/16-19/business/marketing/presentation/research_map.htm (mind map)

www.bized.co.uk/educators/16-19/business/marketing/lesson/research.htm (lesson ideas)

w w w . c o ca - c o l a.c o m or www. p e p s i c o. c om

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 269

Complete Business Studies for Cambridge IGCSE & O Level Titley pages 211, 213 and 214

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different methods. (G and I)(Basic/Challenging)

For revision, learners could read pages 114–117 of Houghton, and use this to produce a summary mind map. You could use the Bized mind map as a guide.

To sum up, Dransfield et al has three summary questions (pages 83 and 85), and there are also multiple-choice questions on the CD-ROMs that accompany the Jones and Titley textbooks.

To extend this, page 164 of Borrington and Stimpson (4th) also has exam-style questions. (I) (Basic/Challenging) which could be used as part of formative assessment. There are also exam-style questions in Houghton (pages 119 and 125).

In addition, the Bized website has a number of lesson ideas that you might find useful.

IGCSE Business StudiesJones pages 107, 109, 111 and 112

IGCSE Business Studies (4th edition) Borrington and Stimpson page 164

Business Studies for IGCSEDransfield, et al pages 83 and 85

Cambridge IGCSE Business Studies Revision GuideHoughton pages 114–117, 119 and 125

7115 past examination papers:Nov 2012 Paper 11Jun 2012 Paper 12Nov 2011 Paper 11Nov 2012 Paper 12Nov 2012 Paper 13Nov 2011 Paper 12Nov 2012 Paper 21Nov 2012 Paper 23Jun 2012 Paper 22

3.3.1 Learners should be able to identify and explain the costs and benefits of developing new products.

Learners should be able to explain the concept of brand image and its impact on sales

You might want to start this section with a brief introduction to the marketing mix. As a basic activity, learners could look at a familiar product to consider the how it is marketed in terms of price, product, place and promotion. (Basic) To extend this, there is an activity on page 91 of Dransfield et al.(Challenging)

Focusing on the product itself, Borrington and Stimpson (3rd), has information on what makes a product successful, and an activity (page 228). (Basic) In Titley, there is also a useful flowchart for a typical product development (page 225).

Learners could compare the brands for a particular product. A product such as mobile phones could be taken as an example and study of how products change in relation to recent developments. To extend this, see

Online:www.d y s o n.co m ,

www.b p a m oco . com

http://businesscasestudies.co.uk/kelloggs/extending-the-product-life-cycle/#axzz2Qhyamhln (extension strategies)

http://businesscasestudies.co.uk/hutchison-3g/market-leadership-in-the-3g- market/#axzz2Qhyamhln (product lifecycle and strategy)

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and customer loyalty.

Identify and explain the role of packaging.

Learners should be able to draw and interpret a product life cycle diagram. They should be able to identify and explain the main stages of the product life cycle, including extension strategies; and explain how stages of the product life cycle can influence marketing decisions.

case study (page 288) of Borrington and Stimpson (3rd), (Basic)

There is some interesting material on product development on the Dyson and BP websites.

Learners then need to explore what a brand is and its impact on sales and customers. For instance, using the phones again, learners can discuss which products are popular, and why. (G)(Basic) Titley has a useful table of popular brands (page 226), as well as a useful activity. There are also activities in Jones (page 126), and Borrington and Stimpson (3rd) (page 290) and a case study in the 4th edition (page 171).

Learners could look at the packaging of two products, and discuss why they are packaged this way. Learners could then design the packaging for a product e.g. food product. (I or G)(Basic)

To extend this, learners could write a report or present the packaging and justify the reasons for this particular design. (Challenging)

There are helpful summary diagrams in Dransfield et al (page 92) and on the purposes of packaging Jones (page 127) and Borrington and Stimpson (3rd) (page 292) have activities on the topic. (Basic/Challenging)

As a basic activity, the teacher could draw three different product lifecycles on the board. Learners could discuss the possible reasons and consequences of each pattern. An important activity for learners is to read the two tables in Titley which explain the different stages and the impact of each stage on marketing decisions (pages 227–228). To extend this, there are activities in Nuttall and Houghton (page 145), Borrington and Stimpson (3rd) (page 295). There are more challenging questions in Titley (page 229). For formative assessment, there is an exam-style question in Jones (page 129). (Basic/Challenging)

It is important to consider the implications and options for extending the product life cycle for a range of products. In addition to the textbooks, there are some useful case studies on this topic involving companies such as Kellogg’s, Hutchinson and Nestle (see online resources).

http://businesscasestudies.co.uk/nestle/kit-kat-revitalising-a-brand-leader/#axzz2Qhyamhln (extension strategies

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 145

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 228, 288, 290, 292, 295

Complete Business Studies for Cambridge IGCSE & O Level Titley page 225, 227–229

IGCSE Business StudiesJones page 127, 129

IGCSE Business Studies (4th edition) Borrington and Stimpson page 171, 167

Business Studies for IGCSEDransfield, et al page 91, 92, 93

Cambridge IGCSE Business Studies Revision GuideHoughton Unit 25

7115 past examination papers:Nov 2012 Paper 12Nov 2011 Paper 11Nov 2011 Paper 12Jun 2012 Paper 12Nov 2011 Paper 13Jun 2011 Paper 11

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For assessment purposes, Borrington and Stimpson (4th) (page 167)has two exam-style questions.

With regard to revision, learners could read Unit 25 in Houghton. There are also summary questions in Dransfield et al (page 93), as well as review questions in the other textbooks (or on accompanying CD-ROMs).

Jun 2012 Paper 21Jun 2011 Paper 21

3.3.2 Learners should be able to identify and explain the main pricing methods, and be able to select and recommend an appropriate pricing method in given circumstances.

Learners should understand the significance of price elasticity of demand.

As a basic activity learners could compare prices of a consumer good between different brands and different outlets. If there are few outlets locally, the internet could be used. There are many price comparison websites which learners could use. (G)(Basic)

Learners could then explore the different pricing methods. Answering the questions in Jones (pages 132 and 133) would be useful. There are also activities in Nuttall and Houghton (page 147). This book also has a helpful diagram (page 149) outlining the main features of each method.

Learners also need to consider which methods to use in different situations. There are activities in Borrington and Stimpson (3rd) (page 311), Nuttall and Houghton (page 150), Titley (page 238) and Jones (page 133). (Basic/Challenging)

Alternatively groups of learners could be asked to investigate possible pricing strategies for different products and present their findings to the class (basic) and justify which method should be used.

This is quite a difficult topic for learners, but one that they can find interesting. Teacher could lead a discussion on the relationship between price and demand. There is a basic activity in Nuttall and Houghton (page 148) in which learners can classify products as elastic or inelastic. To extend learners, there is an activity in Titley (pages 236 and 237).

Emphasise to learners that they will not be required to do any calculations.

To sum up price elasticity and pricing methods, learners could read pages 135–136 of Houghton. (I)(Basic)

Online:www.kelkoo.co.uk/w w w.wh i c h. co.uk Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 147–149, 150

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 311

Complete Business Studies for Cambridge IGCSE & O Level Titley page 236–238

IGCSE Business StudiesJones pages 132 and 133

IGCSE Business Studies (4th edition) Borrington and Stimpson page 174

Cambridge IGCSE Business Studies Revision GuideHoughton pages 135–136

7115 past examination papers:Nov 2012 Paper 12Nov 2012 Paper 11Nov 2012 Paper 13Nov 2012 Paper 22

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For assessment purposes, Borrington and Stimpson (4th) (page 174) has two exam-style questions, which could be used as the basis for formative assessment.

Jun 2011 Paper 22Jun 2012 Paper 21Nov 2011 Paper 22.

3.3.3 Learners should be able to Identify and explain the advantages and disadvantages of different channels, and be able to select and justify an appropriate distribution channel in given circumstances.

For a basic activity, give learners a selection of products and decide how they could be sold, and which method of transport to use. To extend this, learners could be given the case study in Dransfield et al (page 97). This could be used to discuss the importance of distribution.

In groups, learners could consider the differences between the different distribution channels, by looking at how and where different products are sold.(G) Learners could answer the questions in Borrington and Stimpson (3rd) (pages 334–336).

To extend this there are exam-style questions on page 207 (4th edition only). These could be used as the basis for formative assessment. To extend this, there are also activities in Jones (pages 134 and 139) and Nuttall and Houghton (pages 152,154 and 155), and page 245 of Titley. (Basic/Challenging)

Unit 27 in Houghton, (pages 140–143) summarises the main advantages and disadvantages of each channel, along with sample exam-style questions for learners. All the textbooks (or accompanying CD-ROMs have revision questions or activities).

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 152,154 and 155

IGCSE Business Studies (3rd edition) Borrington and Stimpson pages 334–336

Complete Business Studies for Cambridge IGCSE & O Level Titley page 245

IGCSE Business StudiesJones pages 134 and 139

IGCSE Business Studies (4th edition) Borrington and Stimpson page 207

Business Studies for IGCSE Dransfield, et al page 97

7115 past examination papers:Jun 2012 Paper 11Nov 2011 Paper 12Nov 2011 Paper 11Jun 2011 Paper 22

3.3.4 Learners should be able to identify and explain the aims of promotion. They should be able to identify the advantages and disadvantages of different

Learners are likely to enjoy exploring the topic of promotion. They could be required to work individually or in small groups to develop their own advertising strategy for a product of their choice, with a realistic budget. They can research local advertising rates in various media. (Basic/Challenging)

Online:http://businesscasestudies.co.uk/hi-tec-sports/#axzz2RIcbMiL2 (Hitec case study)

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methods of promotion, and explain how they influence sales.

Learners should be able to explain the importance of a marketing budget, and the need for cost effectiveness in spending the marketing budget.

Learners then need to consider promotion that could be used for a variety of different products. Learners could look at how two or three products are promoted, and discuss whether it is effective. The activity on page 250 of Titley might be a useful. Advertisements do not just have to be on television. To extend this, learners could answer questions on page 253. There are also questions on page 145 of Jones and Borrington and Stimpson (3rd) (page 325). (Basic/Challenging) The 4th edition has a good activity which looks at the role of the internet in promotion (page 198), as well as exam-style question on page 199.

The Red Bull and Hitec case studies have some interesting activities on promotion methods.

For revision, learners could read pages 146–150 of Houghton, and use this information to produce a summary chart of the different options that would be suitable for different types of businesses. (Basic)

Learners could then discuss the marketing budget required in various situations e.g. a local shop, a national supermarket chain, an international business. (G)

The activity on page 103 of Dransfield et al might be useful to help teach the concept of a marketing budget and cost effectiveness. (G)(Basic) A more challenging activity is on page 260 of Titley. (I or G)(Challenging)

http://businesscasestudies.co.uk/red-bull/#axzz2RIcbMiL2 (Red Bull case study)

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 325

Complete Business Studies for Cambridge IGCSE & O Level Titley page 250, 253, 260

IGCSE Business StudiesJones page 145

IGCSE Business Studies (4th edition) Borrington and Stimpson page 198

Business Studies for IGCSE Dransfield, et al page 103

Cambridge IGCSE Business Studies Revision GuideHoughton pages 146–150

7115 past examination papers:Nov 2011 Paper 12Nov 2011 Paper 13Nov 2012 Paper 11Nov 2012 Paper 13Jun 2012 Paper 11Nov 2011 Paper 23Nov 2012 Paper 22

3.3.5 Learners should be able to identify and explain the concept of e-commerce, and the opportunities and threats of e-

As a basic activity, learners could discuss how and why they do / do not use e-commerce. (G)(Basic)

Learners could compare using a retail outlet for a product (e.g. some

Online:http://download.businesscasestudies.co.uk/retrieve_amway_9_YW13YXkvdGVhY2

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Syllabus ref Learning objectives Suggested teaching activities Learning resources

commerce for businesses and consumers.

Learners should be able to explain how the internet and social networks are used for promotion.

item of clothing) with buying using e-commerce.

To extend this there is an activity in Borrington and Stimpson (4th), (pages 194 and 195) which might be useful. There is a helpful table and also in Houghton (page 38). Jones has two activities (pages 137 and 138).

There is some interesting material in the Amway case study (see link) on the opportunities of e-commerce.

This could be covered in combination with 3.3.1–3.3.4.

hlcnMvOS9sZXNzb24tc3VnZ2VzdGlvbnMuZG9jfHw (Amway case study)

Textbooks:IGCSE Business Studies (4th edition) Borrington and Stimpson pages 194 and 195

IGCSE Business StudiesJones pages 137 and 138

Cambridge IGCSE Business Studies Revision GuideHoughton page 38

7115 past examination papers:Nov 2012 Paper 11Jun 2012 Paper 12Jun 2011 Paper 21Jun 2012 Paper 22Nov 2012 Paper 23

3.4.1 Learners should be able to select and justify appropriate marketing strategies in a given situation.

Learners could be given a practical exercise to develop a marketing plan for a product. (I or G) (Basic)

To extend this, they could include consideration of a strategy throughout the life of a product/service. (Challenging) Learners could use the activity on page 341 of Borrington and Stimpson (3rd) as a guide.

In addition Jones (pages 146, 148 and 149) has activities based on TATA’s Nano, Virgin Active and Fresh Living magazine. Dransfield et al has a case study on Tesco’s (page 100), A more challenging activity is in Titley (page 258). (I or G)(Basic/Challenging)

Houghton (page 156) has some exam-style questions whilst Borrington and Stimpson (4th) (page 206) has a Paper 2-style case study which you might want to use as the basis of assessment. (Challenging)

Online:www.tutor2u.net/business/gcse/marketing_strategy_introduction.htm (table shows how marketing can help business strategy)

www.youtube.com/watch?v=s5oS57LJ-WY (video focusing on strategies used by different companies)

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 341

Complete Business Studies for Cambridge IGCSE & O Level

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Syllabus ref Learning objectives Suggested teaching activities Learning resources

For revision, learners could answer the summary three questions in Dransfield et al (page 101) or revision questions in the other textbooks or accompanying CD-ROM.

Titley page 258

IGCSE Business StudiesJones pages 146, 148 and 149

IGCSE Business Studies (4th edition) Borrington and Stimpson page 206

Business Studies for IGCSEDransfield, et al page 100, 101

Cambridge IGCSE Business Studies Revision GuideHoughton page 156

7115 past examination papers:Jun 2012 Paper 11Jun 2011 Paper 12Nov 2011 Paper 12Nov 2011 Paper 21

3.4.2 Learners should be able to identify and explain the impact of legal controls on marketing.

Learners could use local websites and newspapers to explore local consumer issues. This could lead to a discussion on why and how legal controls are needed on marketing. The activity in Dransfield et al (page 189) might be useful.

Learners could then focus on the impact of these legal controls. Answering the questions in Titley (page 417) (I or G) or Nuttall and Houghton (page 232) or Borrington and Stimpson (3rd) (page 66) might be useful. (Basic)

To extend this, learners could answer the questions in Jones (page 269). (Challenging)

This could be covered in combination with 3.3.1–3.3.4.

Online:www.ascionline.org/ (India)www.asasa.org.za/ (South Africa)

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 66

Complete Business Studies for Cambridge IGCSE & O Level Titley page 417

IGCSE Business StudiesJones page 269

7115 past examination papers:Nov 2012 Paper 11

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Jun 2012 Paper 11Jun 2012 Paper 22

3.4.3 Learners should be able to identify and explain the opportunities and problems of entering new markets abroad, and understand the benefits and limitations of methods to overcome such problems.

An effective way to start this topic would be to use the activity in Dransfield et al (page 41). Learners could then discuss the results to understand why products need to be adapted for different markets. Titley has an activity (page 98) which highlights some of the possible issues.

To extend this, learners could answer the three questions in Nuttall and Houghton (page 60). Jones has some interesting data questions (pages 51 and 52) which are useful. (Basic/Challenging)

In addition, Borrington and Stimpson (4th), (page 204) has two activities, as well as some exam-style questions (page 215). (Basic/Challenging)

For revision, learners could answer the three summary questions in Dransfield et al (page 41) or revision questions in the other textbooks or accompanying CD-ROM. (Basic/Challenging)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 60

Complete Business Studies for Cambridge IGCSE & O Level Titley page 98

IGCSE Business StudiesJones pages 51 and 52

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 204, 215

Business Studies for IGCSE Dransfield, et al page 41

7115 past examination papers:Nov 2012 Paper 12Jun 2012 Paper 12Jun 2011 Paper 12Jun 2012 Paper 21Nov 2011 Paper 23

For past examination papers go to Teacher Support at http://teachers.cie.org.uk

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Scheme of work – Cambridge O Level Business Studies (7115)

Unit 4: Operations managementRecommended prior knowledgeIt is useful to undertake this unit after some of the basic groundwork (Unit 1) as learners will need some appreciation of size and the types of businesses as this will influence how they carry out their operations.

ContextThe unit has links with many other units. It links back to Unit 1 as it explains how businesses combine the factors of production together to produce the products and services to meet consumer needs and wants. This also links with Unit 3 as production is used to help satisfy customer needs. An understanding of costs is important for pricing decisions particularly cost plus pricing in Unit 3, whereas new technology will help and allow businesses to develop new and cheaper products (Unit 3.3.1). Costs also have relevance to cash flow forecasting, income statements in Unit 5.

The unit lends itself well to visits, particularly if there are manufacturing businesses in the locality. There is a virtual factory on the Bized website (www.bized.co.uk/virtual/cb/welcome.htm ) if you cannot get out to a real factory. Alternatively, videos are available from some of the major manufacturers, particularly car manufacturers, or the BBC has several videos on UK manufacturing businesses.

OutlineThe unit covers a variety of operation management issues. It starts by exploring the meaning of production, and why concepts such as productivity and lean production are important. It then focuses in more detail on the main methods of production before considering how technology has changed how production is carried out. The unit then concentrates on costs, identifying the types and showing how economies of scale can help achieve cost savings for larger businesses as well as the cost implications if businesses grow too large. The unit then moves onto the concept of break-even analysis, showing how cost information can be used to help make simple business decisions. The unit then looks at issue of quality before finishing with a consideration of factors which influence the location and relocation decisions of a business.

It is suggested that approximately 15% of the course time should be allocated to this unit.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

4.1.1 Learners should understand the importance of managing resources effectively to produce goods and services, and be able to explain the difference between production and productivity.

A basic activity would be for learners to research a local business to find out what resources they use, what they make, and the value of the goods. Or use the activity in Jones (page 151) as the basis for discussion on production and productivity.

There are activities on production and productivity in Jones (pages 154 and 155), Dransfield et al (page 107) and Nuttall and Houghton (page

Online:www.bized.co.uk/educators/level2/busactivity/presentation/production1_map.htm (mind map)

http://businesscasestudies.co.uk/

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Learners should be able to identify and explain the benefits of increasing efficiency and how to increase it.

Learners should be able to explain why businesses hold inventories (stocks).

Learners should be able to explain the concept of lean production, how to achieve it, and the benefits of lean production.

183). (I)(Basic)

Borrington and Stimpson (4th) (page 208) has a helpful diagram that links concepts in Unit 1 and Unit 4, and good summary chart. There is also an activity (page 210) which provides challenging work. (Challenging)

Borrington and Stimpson (3rd), (page 349) and tutor2U site has basic information on inventories.

Use the case study in Dransfield et al (page 112) to develop an understanding of lean production and waste elimination.

Borrington and Stimpson (4th) has some helpful diagrams to explain the main ways of achieving lean production. Answering the questions (pages 212 and 213) might be useful. (Basic) There are also activities in Nuttall and Houghton, (page 184), Jones (pages 165,166 and 168) and Titley (page 276) which provide more challenging work.(Challenging)

The business case studies website has useful materials on this topic. The Nissan case study is particularly useful as it covers quality, lean production and location.

For review, learners should answer the three summary questions in Dransfield et al. There are also exam-style questions in Houghton (page 179). (I)(Basic/Challenging)

business-theory/operations/stock-control.html#axzz2Q3FHktX8 (stock control)

www.tutor2u.net/business/production/stock-control-introduction.htm (stock control)

http://download.businesscasestudies.co.uk/retrieve_nissan_9_bmlzc2FuL3RlYWNoZXJzLzkvbGVzc29uLXN1Z2dlc3Rpb25zLmRvY3x8 (Nissan lean production and quality)

http://businesscasestudies.co.uk/teacher-resources/#axzz2QMKdCJYU (lean production case study ideas)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 183, 184

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 349

Complete Business Studies for Cambridge IGCSE & O Level Titley page 276

IGCSE Business StudiesJones pages 151, 154, 155, 165, 166, 168

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 208, 210, 212, 213

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Business Studies for IGCSEDransfield, et al pages 107, 112

Cambridge IGCSE Business Studies Revision GuideHoughton page 179

7115 past examination papers:Nov 2012 Paper 12Jun 2012 Paper 11Nov 2012 Paper 13Jun 2012 Paper 12Nov 2012 Paper 11Nov 2011 Paper 11Jun 2011 Paper 21Jun 2012 Paper 21Jun 2012 Paper 22

4.1.24.1.3

Learners should be able to identify and explain the main features, benefits and limitations of the main methods of production, and be able to select, recommend and justify an appropriate production method for a given situation.

A good starter activity would be to get learners to work in groups to make something using the three methods – perhaps in three different groups. An additional activity could be to research into local businesses (or online) to identify what production methods they use. (Basic)

Learners might find Borrington and Stimpson helpful as it uses the example of Tara to explain each method. Jones covers the basic material (pages 156–159). (I) and there are some challenging questions on pages 156, 157 and 158. (Challenging) Nuttall and Houghton has a helpful table outlining the main features (page 171), as well as activities (pages 168, 170, 171 and 172). (I or G)(Basic/Challenging)

Learners also need to be able to select the right method for a given situation. There are activities in Borrington and Stimpson (4th) (page 217).

For the purpose of review, learners could read pages 158–161 of Houghton, and use the information to help produce a summary chart outlining the advantages, disadvantages and when each method is used. There are also exam-style questions on page 161. (I or G)(Basic/Challenging) To increase learners understanding of the whole of

Online:www.bbc.co.uk/schools/gcsebitesize/business/production/methodsofproductionvid.shtml (introductory or summary video)

www.dineshbakshi.com/phocadownload/production_methods.jpg (mindmap)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 168,170–172

IGCSE Business StudiesJones pages 156–159

IGCSE Business Studies (4th edition) Borrington and Stimpson page 217

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4.1, and to provide material for formative assessment, the questions at the end of this chapter (page 221) would provide challenging work, as would the chapter review questions in Jones (page 159). (Challenging)

Cambridge IGCSE Business Studies Revision GuideHoughton pages 158–161

7115 past examination papers:Jun 2012 Paper 12Jun 2011 Paper 11Jun 2012 Paper 11Jun 2012 Paper 22Nov 2011 Paper 21

4.1.3 Learners should be able to explain how technology has changed production methods.

Learners could be asked to research how technology has changed production methods. (I or G) Look at the effects of introducing new technology into a business – this could be covered when visiting a factory. Emphasise the effects on the business, employees and customers.

Dransfield et al (page 28) has basic information on the impact on technology. Answering the summary questions (page 29) might be useful. (Basic)

To extend this, Borrington and Stimpson (3rd) (page 81) and Jones have case studies (pages 33 and 34) which provide more challenging work. (Challenging)

Alternatively, there is also an interesting case study and three questions in Borrington and Stimpson (4th) (page 220) which could be used for a group discussion.

Nuttall and Houghton (page 48) has a summary mind map which you might find useful. This topic should be covered as part of 4.1.1 and 4.1.2.

Online:www.youtube.com/watch?v=3E4hv9qQU7w (Ford virtual factory and efficiency)

www.youtube.com/watch?v=CqKry9HE9kM (Adidas football boot manufacture)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 48

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 81

IGCSE Business StudiesJones pages 33 and 34

IGCSE Business Studies (4th edition) Borrington and Stimpson page 220

Business Studies for IGCSE Dransfield, et al page 28, 29

7115 past examination papers:

V1 3Y10 Cambridge O Level Business Studies (7115) – from 2015 42

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Nov 2011 Paper 12Jun 2012 Paper 12Nov 2011 Paper 11Jun 2011 Paper 22Nov 2011 Paper 21

4.2.1 Learners should be able to identify and classify costs and use cost data to help make simple cost-based decisions.

As a basic activity, provide the class with a list of costs that a typical business has. Learners should categorise them into fixed and variable, explaining the reason for this classification (G or I)(Basic)

To extend this, learners could answer the questions in Jones (page 169). (Basic) There are more challenging activities on pages 171 and 172. There are also questions in Nuttall and Houghton (pages 174,175), Titley (page 281). (Challenging)

Emphasise to learners the importance of costs for other topics. Borrington and Stimpson (4th), has a helpful table on how cost information is used.

For additional questions and revision, use the summary questions in Dransfield et al (page 117) (Basic/Challenging) or revision questions 1–3 in Borrington and Stimpson (3rd) (page 104). (Basic)

Online:www.tutor2u.net/blog/index.php/business-studies/comments/what-is-meant-by-total-costs-and-how-are-they-calculated (notes on costs)

www.bbc.co.uk/schools/gcsebitesize/business/finance/accountingprinciplesvid.shtml (costs video)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 174,175

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 104

Complete Business Studies for Cambridge IGCSE & O Level Titley page 281

IGCSE Business StudiesJones pages 169, 171, 172

Business Studies for IGCSE Dransfield, et al page 117

7115 past examination papers:Nov 2011 Paper 13Nov 2012 Paper 11Nov 2012 Paper 23

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Jun 2011 Paper 22

4.2.2 Learners should be able to identify and explain the concepts of economies and diseconomies of scale.

You might want to start this topic with the activity in Titley (page 286) to discuss size and costs.

Learners could read the basic material in Jones (pages 160–163) (Basic) and then extend this with more challenging work in answering activities (pages 160, 162 and 163. (Challenging)

As an additional activity, learners could research a business that has grown over time to consider what financial advantages it has gained by growing. (I) (Challenging)

Borrington and Stimpson (3rd), (page 99) has a mind map which learners might find useful.

To sum up the topic, learners could answer the revision questions 14–16 in Borrington and Stimpson (3rd), page 104 (Basic) or summary questions in Dransfield et al (page 111) or some of the multiple-choice questions in Jones or Titley (on the student CD-ROM). (I)(Basic)

For a more challenging activity, learners could attempt one of the past paper questions. (I)(Challenging)

Online:www.bbc.co.uk/schools/gcsebitesize/business/production/productioncostsvid.shtml (video)

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 99, 104

Complete Business Studies for Cambridge IGCSE & O Level Titley

IGCSE Business StudiesJones pages 160–163

Business Studies for IGCSE Dransfield, et al page 111

7115 past examination papers:Nov 2012 Paper 12Nov 2012 Paper 13Nov 2011 Paper 21

4.2.3 Learners should be able to explain, interpret and use a simple break-even chart.

As a basic activity, learners could be asked to consider why profit or loss is important. There is an activity on this in Jones (page 173). To explain the concept of break-even, you might want to use the case study in Dransfield et al (page 119) as an example.

Learners then need to learn to construct a break-even chart. There are activities in Borrington and Stimpson (3rd) (pages 92 and 95) and Titley (page 282). In Jones, there is more challenging work in the activities and chapter review questions (pages 174,175 and 177). There are also basic and challenging questions in Nuttall and Houghton, (pages 175–177). (Basic/Challenging)

Online:www.bbc.co.uk/schools/gcsebitesize/business/finance/profitabilityrev1.shtml (notes)

www.bized.co.uk/educators/level2/finance/activity/busaccounting11.htm (activity scenario)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 175–177

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For revision purposes, as a basic activity learners could read the GCSE bite size notes (see online resources) or Houghton (pages 163–165) (I)(Basic) and attempt the exam-style questions on page 167. (Basic/Challenging) A more challenging activity would be to answer questions 4–10 (page 104) in Borrington and Stimpson (3rd). (Challenging)

You could also use one of the two exam-style questions in the 4th edition of Borrington and Stimpson for revision or as the basis of formative assessment. There are also three summary questions in Dransfield et al. (Basic/Challenging)

IGCSE Business Studies (3rd edition) Borrington and Stimpson pages 92 and 95, 104

Complete Business Studies for Cambridge IGCSE & O Level Titley page 282

IGCSE Business StudiesJones page 173–175 and 177

IGCSE Business Studies (4th edition) Borrington and Stimpson

Business Studies for IGCSE Dransfield, et al page 119

Cambridge IGCSE Business Studies Revision GuideHoughton pages 163–165,167

7115 past examination papers:Nov 2011 Paper 11Jun 2011 Paper 21

4.3.1 Learners should understand why quality is important and how quality production might be achieved.

Start by asking learners to consider what they understand by quality. You could use the case study in Borrington and Stimpson (3rd) (page 357) as the basis for the discussion. (W) As an additional activity, learners could use the activity in Dransfield et al (page 115). A more challenging activity would be to give learners the question in Jones (page 178). (Challenging)

Jones covers the basic information (pages 178–182), There are also some challenging activities (pages 179, 181, and 182).

Some useful international quality control information is available online (see resources).

Online:www.bbc.co.uk/schools/gcsebitesize/business/production/locationanddistributionvid.shtml (video clip)http://download.businesscasestudies.co.uk/retrieve_zurich_17_enVyaWNoL3RlYWNoZXJzLzE3LzUwMy9sZXNzb24tcmVzb3VyY2UtcXVhbGl0eS1tYW5hZ2VtZW50LnBkZnx8 (case study)

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For review, learners could answer the three summary questions in Dransfield et al (page 115). (I)(Basic)

www.dineshbakshi.com/phocadownload/quality.pdf (mindmap)

w w w.pi q c .com. p k (Pakistan)

Textbooks:IGCSE Business Studies (3rd edition) Borrington and Stimpson page 357

IGCSE Business StudiesJones pages 178–182

Business Studies for IGCSEDransfield, et al page 115

7115 past examination papers:Nov 2012 Paper 12Jun 2012 Paper 11Jun 2012 Paper 22

4.4.1 Learners should be able to identify and explain the main factors influencing the location and relocation decisions of a business, and be able to recommend and justify an appropriate location for business in given circumstances.

A good way to start this topic is to ask learners to research, either online or in local newspapers, into a business that has just set up in a new location. They should investigate factors that might have influenced their choice. To extend this, use activity 3.25 in Titley (page 290). (G)(Challenging)

Learners should then read about the factors that influence different businesses in Borrington and Stimpson (3rd) (pages 359–369) (Basic) and then extend this with more challenging work in answering activity 24.3 (page 367). (Challenging) There are similar activities in Titley page 291 (Basic) and page 295. (Challenging)

Titley also has a helpful table (pages 292–293) which learners might find useful. There are also activities in Nuttall and Houghton (pages 178, 180 and 181) and Jones (183, 185–187). (I or G)(Basic/Challenging)

Online:www.bized.co.uk/notes/2012/09/location-decisions (notes on factors to consider for international relocation)www. e c o n o m y.gov.eg (Egypt)www.ipa. g ov.pg (Papua New Guinea) w w w.go v . b w (Botswana) w w w.mop. gov .kw (Kuwait),www.saud i nf.com (Saudi Arabia)www.inv e sti n spa i n.org (Spain)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 178, 180 and 181

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As an additional activity, learners could investigate incentives in their country and one other for businesses to come to the country. For review, use the three summary questions in Dransfield et al (page 121). Alternatively, there are end of chapter revision questions in Borrington and Stimpson (3rd) (page 371), questions in Houghton (pages 171 and 173) as well as multiple-choice question both on the accompanying CD-ROM for Titley and Jones as well as online.

You could use some of the activities in Borrington and Stimpson (4th) pages 253 and 254 as the basis for formative assessment. (Basic/Challenging)

There is also a crossword on page 296 of Titley which would be a challenging activity for learners. (I or G) (Challenging)

As the basis for formative assessment, Borrington and Stimpson (4th) have exam-style questions (page 254), and Houghton (page 173).

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 371

Complete Business Studies for Cambridge IGCSE & O Level Titley page 290, 292, 293, 295, 296

IGCSE Business StudiesJones pages 183, 185–187

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 253 and 254

Business Studies for IGCSE Dransfield, et al page 121

Cambridge IGCSE Business Studies Revision GuideHoughton pages 171 and 173

7115 past examination papers:Jun 2012 Paper 12Jun 2011 Paper 11Jun 2012 Paper 12Nov 2011 Paper 23Nov 2012 Paper 23

For past examination papers go to Teacher Support at http://teachers.cie.org.uk

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Scheme of work – Cambridge O Level Business Studies (7115)

Unit 5: Financial information and decisionsRecommended prior knowledgeIt is recommended that learners have covered Units 1–4 before starting this unit although this is not essential. Prior knowledge of types of business is required (Unit 1).

ContextThe purpose of this unit is to give learners an understanding of the role of finance in business. It probably relates less to learners’ own experience than most other units and will, therefore, require greater guidance from teachers. If learners are involved in starting an Enterprise, much of the unit can be incorporated in the process of setting up and running a business. For the accounting topics, the emphasis is on the interpretation of accounts rather than the production of accounts. Exposure to real accounts and what they tell the learner is important.

This unit has a number of links back to Unit 1, as the sources of finances available depend on the type of business. The concept of profit has relevance to Unit 1, as profit is one of the main objectives of private sector organisations, whilst the users of accounts are the stakeholders of businesses. It also links back to the previous unit as break-even analysis is looking to identify the level of output after which a business will make a profit. In addition fixed and variable costs feature in the income statement, and one of the reasons for marketing is to increase sales revenue, which if successful will be recorded in the income statement.

OutlineThis unit starts by considering the need for business finance, and the different sources that are available to each type of business. It then looks at the importance of cash and cash-flow forecasting to a business. It then moves on to consider the elements and uses of income statements and balance sheets. The unit ends with a consideration of how the accounts can be analysed, and how this information might be helpful to the various users of accounts.

It is suggested that approximately 17.5% of the course time should be allocated to this unit.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

5.1.15.1.2

Learners should understand the need for business finance.

Learners should be able to identify and explain the main sources of capital, and be able to select, recommend and justify appropriate source(s) of finance

Learners could be divided into groups and asked to study a particular business to discover why the business needs finance (G). There are activities in Dransfield et al (page 70), Titley (page 172) and Jones (page 93). There are more challenging activities on pages 94 and 95) and in Borrington and Stimpson (3rd) (page 137). (I or G)(Challenging)

There is an interesting case study about Dairy farming in Pakistan in

Online:www.bbc.co.uk/schools/gcsebitesize/business/finance/sourcesoffinancevid.shtml (video)

www.bized.co.uk/educators/16-19/business/accounting/presentation/sourcefinance_map.htm (sources mind

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in given circumstances. Dransfield et al (page 72) and three questions which you might want to use. (Basic/Challenging)

All the textbooks cover the basic material on sources of finance. Learners need to explore the different types of finance available. You could invite a Bank Manager into class to talk about the types of finance available through the Bank or you might ask groups of learners to research the options available in their country. Learners could read about the each source, and categorise them using the activity in Borrington and Stimpson (3rd) (page 143). (Basic)

You might want to ask learners to work in groups to research the different types of finance (e.g. groups focus on short or long term, or internal/external) and present this information to the whole class or in the form of a report or visual presentation. (Challenging)

The presentations could then be followed by a discussion on factors to consider when selecting a source of finance. Emphasise the implications of the different alternatives in terms of the amount of capital that could be raised and the risks involved with each option.

Titley has helpful tables highlighting the advantages and disadvantages of different methods (pages 176–181) as does Houghton (pages 102–105).

To extend this, give learners different case studies of businesses that are seeking finance. and get them to decide which would be the most suitable sources of finance to use and why. (I or G) There are some challenging activities in Jones (pages 98–101). Additional activities can be found in Nuttal and Houghton (pages 117 and 118), Titley (page 177), Houghton (page 108) and Borrington and Stimpson (3rd) (pages 145 and 150). (Basic/Challenging)

As an additional activity learners could investigate accounts of two businesses to explore sources used particularly by a low and high geared business. Dransfield et al has basic information on this, along with a helpful diagram (page 75).

It is important that learners are aware of the different options available to

map)

www.guardian.co.uk/global-development/poverty-matters/2012/nov/21/rise-fall-microfinance (micro finance)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 117 and 118

IGCSE Business Studies (3rd edition) Borrington and Stimpson pages 137, 143, 145 and 150

Complete Business Studies for Cambridge IGCSE & O Level Titley pages 172, 176–181

IGCSE Business StudiesJones pages 93–95, 98–10s

IGCSE Business Studies (4th edition) Borrington and Stimpson page 271

Business Studies for IGCSEDransfield, et al page 70, 72 75

Cambridge IGCSE Business Studies Revision GuideHoughton pages 102–106, 108

7115 past examination papers:Nov 2012 Paper 11Nov 2012 Paper 13Jun 2012 Paper 12Nov 2011 Paper 13

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different types of businesses. Use a variety of case studies or questions to ensure that learners understand that not every form of business will have access to every possible source.

For revision, learners could read pages 102–106 of Houghton and then produce a mind map outlining the main sources of finance available. You can use the Bized mind map as a guide (note: learners do not need knowledge of all sources shown). (Basic)

To increase learners overall grasp of this topic, and to provide material that could be used for formative assessment, the exam-style questions at the end of the chapter in Borrington and Stimpson (4th) (page 271) would provide challenging work as would the chapter review question in Jones (page 102). (Challenging)

June 2012 Paper 11Nov 2011 Paper 23Nov 2012 Paper 21Nov 2012 Paper 23Jun 2011 Paper 22Jun 2012 Paper 22

5.2.1 5.2.2

Learners should understand the importance of cash and of cash-flow forecasting.

As a basic activity, you might want to ask learners to consider why cash might be important to them, and to a business Use a case study example to explain the main features of a cash flow forecast. For example the ‘Tarun’ case study in (Dransfield et al (page 126). There are also case studies in Jones (page 192), and Nuttal and Houghton (page 188). (W or G)

There are a number of helpful diagrams in the textbooks. Page 187 of Nuttal and Houghton shows the flow of money. Borrington and Stimpson (3rd) (page 128) has a good summary of cash flow, and cash study on page 129 showing the relationship between different values. Emphasise to learners that cash is not the same as sales or profit.

To extend this, learners could answer activity 8.1 in Borrington and Stimpson (3rd) (page 126). (Basic) There are challenging activities on pages 130 and 132. (Challenging)

There are also activities in Nuttal and Houghton (page 191) (Basic) and a more challenging activity on page 190. (Challenging) There are further activities in Jones (pages 194 and 195), Titley (page 304) and Dransfield et al (page 127). (Challenging)

There is an interesting video clip which highlights how cash flow problems can affect businesses (see online resources).

Online:http://download.businesscasestudies.co.uk/retrieve_cima_15_Y2ltYS90ZWFjaGVycy8xNS9sZXNzb24tc3VnZ2VzdGlvbnMucGRmfHw= (cima case study)

www.tutor2u.net/blog/index.php/business-studies/comments/costs-cashflow-and-closure-the-last-french-beret-maker (video)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 187, 188, 190 191

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 126, 128, 130, 132

Complete Business Studies for Cambridge IGCSE & O Level Titley page 304

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Borrington and Stimpson (4th) (page 378) has a helpful table of solutions which learners will find useful.

Learners will enjoy the opportunity to use spreadsheets to construct and amend cash flow forecasts.

For the purpose of revision, learners could read pages 180–183 of Houghton or you could use the summary revision questions in Dransfield et al (page 127). (Basic) or some of the revision questions in Borrington and Stimpson (4th) (page 134). (Basic/Challenging)

IGCSE Business StudiesJones page 192, 194 and 195

IGCSE Business Studies (4th edition) Borrington and Stimpson page 134, 378

Business Studies for IGCSE Dransfield, et al page 126, 127

7115 past examination papers:June 2012 Paper 11Nov 2012 Paper 11Jun 2011 Paper 11

5.3.1 Learners should understand what profit is and why it is important.

You might want to start this topic with a basic activity by getting learners find newspaper (or online) stories in the financial pages relating to profit. Discuss with learners why businesses are interested in making a profit. (W)(Basic) To extend this, read the Nintendo case study and answer the two questions in Dransfield et al (page 132). (I or G)(Challenging)

Emphasise to learners that profit is not the same as cash. You might find the Good Hope case study in Borrington and Stimpson (4th), (page 276), and activity on page 286 helpful. There is also an example in Titley (page 307).

Learners then need to explore the different ways that profit can be calculated. There are basic activities in Dransfield et al (page 129) and Jones (page 197). (Basic)

Tutor2u has presentation slides on profit which you might find useful (see online resources).

For revision, answer the three summary questions in Dransfield et al (page 133) or the revision questions on the accompanying CD-ROM to Borrington and Stimpson (4th).

Online:www.tutor2u.net/blog/index.php/business-studies/comments/revision-presentation-the-basics-of-profit (presentation)

Textbooks:Complete Business Studies for Cambridge IGCSE & O Level Titley page 307

IGCSE Business StudiesJones page 197

IGCSE Business Studies (4th edition) Borrington and Stimpson page 276

Business Studies for IGCSE Dransfield, et al page 129, 132, 133

7115 past examination papers:Jun 12 Paper 11Nov 11 Paper 12

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Nov 12 Paper 13

5.3.2 Learners should be able to identify and explain the main features of an Income statement, and be able to use simple Income statements in decision making.

You might want to use Borrington and Stimpson (4th) as the basis for this topic as this uses the up-to-date terminology. As a basic activity, you might want to explain the main elements to learners using the City Café Co as an example, and then the two activities (page 288). To extend this, answer the two questions for the case study in Dransfield et al (page 131). There are also activities in Nuttal and Houghton (pages 194–196). (Basic)

Emphasise to learners the importance of understanding the relationship between different items in the Income statement.

Emphasise to learners that they will not be required to construct a balance sheet in the examination. However they will be expected to be able to use the information it contains to help make decisions

There are more challenging activities in Borrington and Stimpson (4th) (pages 290–292). There are also activities in Jones (pages 199 and 200), Dransfield et al (page 131) and Titley (page 309). (Challenging)

As an additional activity, learners might be useful to compare accounts of two completely different businesses e.g. a retailer and an oil company.

For revision, use the summary questions in Dransfield et al (page 131). (Basic)

For assessment purposes, there are exam-style questions in Borrington and Stimpson (4th) (page 293).Titley also has an exam preparation question on page 310. (Basic/Challenging)

Online:www.bized.co.uk/educators/16-19/business/accounting/presentation/finance1_map.htm (finance mind map)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 194–196

Complete Business Studies for Cambridge IGCSE & O Level Titley page 309, 310

IGCSE Business StudiesJones pages 199 and 200

IGCSE Business Studies (4th edition) Borrington and Stimpson page 288, 290–293

Business Studies for IGCSE Dransfield, et al page 131

7115 past examination papers:Nov 2012 Paper 12Jun 2011 Paper 11Jun 2012 Paper 11Jun 2012 Paper 22Nov 2011 Paper 22

5.4.15.4.2

Learners should be able to identify and explain the main elements of a balance sheet, and be able to interpret a simple balance sheet and make

You might want to use Borrington and Stimpson (4th) as the basis for this topic as this uses the up-to-date terminology.

As a basic activity, you might want to explain the main elements to learners using ACE Machines (page 295) of Borrington and Stimpson

Online:www.tutor2u.net/business/accounts/balance_sheet.htm (information on new terminology)

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deductions from it, (4th). Learners could then have a set of cards with various examples of assets, liabilities and capital items that they could categorise (Basic) or use activity 24.1 (page 296). A more challenging activity would be for learners to choose a business they are familiar with, and make a list of the types of assets and liabilities it has. (I or G)(Challenging)

Learners then need to explore how to interpret balance sheets. Using the ACE Machines example (Borrington and Stimpson), learners could discuss the changes in the two years. Learners could then complete activity 24.2. To extend this, learners could also answer activity 24.3 (page 298). (Basic/Challenging) There are more challenging activities on page 299. There are also activities in Titley (page 316), Dransfield et al (page 135) Houghton (page 193) and Jones (pages 201, 202, 204 and 206). (Basic/Challenging)

As an additional activity, learners might be useful to compare accounts of two completely different businesses e.g. a retailer and an oil company.

Emphasise to learners that they will not be required to construct a balance sheet in the examination. However they will be expected to be able to use the information it contains to help make decisions.

For revision, a basic activity for learners would be to read Houghton (pages 188–189) and answer the four exam-style questions. (I) (Basic/Challenging)

There are also three summary questions in Dransfield et al (page 135). There are also revision question in the other textbooks or accompanying CD-ROM.

Textbooks:Complete Business Studies for Cambridge IGCSE & O Level Titley page 316

IGCSE Business StudiesJones pages 201, 202, 204 and 206

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 295, 296, 298, 299

Business Studies for IGCSE Dransfield, et al page 135

Cambridge IGCSE Business Studies Revision GuideHoughton pagse 188–189, 193

7115 past examination papers:Jun 2011 Paper 12Nov 2012 Paper 11Jun 2011 Paper 11Nov 2012 Paper 13

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5.5.1 5.5.25.5.3

Learners should be able to interpret financial statements by calculating and analysingaccounting ratios.

Learners should be able to explain the concept of liquidity.

Learners should be able to explain why and how accounts are used to help make decisions.

You might want to use Borrington and Stimpson (4th) as the basis for this topic as this uses the up-to-date terminology.

As a basic activity, give learners a case study example and ask them to consider how they can work out information about the performance of the business. Learners can discuss how useful this information is. (W or G) There is a useful case study in Borrington and Stimpson (4th) (page 302). (Basic) A more challenging activity is LemCo Ltd in Jones (page 207). (G)(Challenging)

Learners then need to explore each of the five ratios in more detail. For instance, using the examples in Borrington and Stimpson (4th) (pages 303–307) as a guide, learners could answer the activities on pages 305 and 307, and then extend this through more challenging activities in Jones (pages 209–211), Nuttal and Houghton (page 202) and Dransfield et al (pages 137, 139 and 141). (Challenging)

Borrington and Stimpson (4th) has two helpful tables (pages 305 and 307) which highlight what the performance and liquidity ratios.

In groups learners might consider how and why different user groups would use the accounts. There are activities on needs and uses of accounts in Borrington and Stimpson (4th) (page 310), and Jones (pages 220, 221 and 222). (Basic/Challenging)

As an additional activity, there is a good case study about BP in Borrington and Stimpson (4th) (page 311) and two questions that learners could answer (G). Learners might want to research into other companies using the summary activity in Dransfield et al (page 145) as a guide to their investigation. (Challenging)

As revision, learners could answer some of the revision question on the revision questions on the Borrington and Stimpson (4th) CD-ROM or the summary questions in Dransfield et al (pages 139 and 141) or the exam-style questions in Houghton (page 200). (Basic/Challenging)

The chapter review question in Jones (page 223) could be used as

Online:www.bized.co.uk/educators/16-19/business/accounting/presentation/finance2_map.htm (finance mind map 2)www.tutor2u.net/business/activities/GrossProfitBasics.pdf (basic worksheet)www.tutor2u.net/business/accounts/users_accounts.htm (users of accounts summary chart)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 202

Cambridge IGCSE Business Studies Nuttall and Houghton

IGCSE Business Studies (3rd edition) Borrington and Stimpson

Complete Business Studies for Cambridge IGCSE & O Level Titley page 333

Cambridge IGCSE Business Studies Nuttall and Houghton

IGCSE Business StudiesJones page 207, 209–211, 220–223

IGCSE Business Studies (4th edition) Borrington and Stimpson page 302–307, 310, 311, 314

Business Studies for IGCSE Dransfield, et al pages 137, 139 and 141, 145

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the basis for formative assessment.

To sum up this unit, a challenging activity for learners would be the case study style question in Borrington and Stimpson (4th) (page 314). (Challenging) There is also a crossword on page 333 of Titley which would be a challenging activity for learners. (Challenging)

Cambridge IGCSE Business Studies Revision GuideHoughton page 200

7115 past examination papers:Jun 2012 Paper 12Nov 2012 Paper 11Jun 2011 Paper 12Nov 2012 Paper 21Jun 2012 Paper 22

For past examination papers go to Teacher Support at http://teachers.cie.org.uk

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Scheme of work – Cambridge O Level Business Studies (7115)

Unit 6: External influences on business activityRecommended prior knowledgeIt is recommended that learners have covered Units 1–5 before starting this unit, as the intention of this unit is to develop ideas on the factors external to a business that influences its decisions. Some of the concepts are probably less accessible for learners and require prior knowledge of the main function areas of business such as marketing, production and finance.

ContextSeveral of these topics will probably have been introduced during the other sections. For example, pressure groups, role of legal controls over business activity affecting the environment and externalities might influence business location (section 4.4.1). The possible conflict between ethics and profits might have been discussed as part of 1.5 (business and stakeholder objectives). Section 6.3 has a number of links with earlier sections. The concepts of globalisation and exchange rates might have been introduced in Unit 3.4.3 (opportunities and problems of entering new markets abroad) and multinational companies can be linked to Unit 1.4.1 (forms of business organisation).

It is intended that learners will understand the impact that external factors have on business behaviour, but not a detailed understanding of economic issues or the law. So, for example, learners should understand how interest rates impact on decisions, and why governments need to change them, without any detailed understanding of monetary economics.

Teaching can be focused on Government issues in the learners’ own country with substantial use of newspapers and other media.

OutlineThe unit starts by considering the ways in which governments control the economy, and how this can affect business activity. It then looks at the environmental and ethical issues, both in terms of the opportunities and constraints for businesses. The unit ends with a consideration of the international aspects of business in terms of the importance of globalisation, the importance and growth of multinational companies and the impact of exchange rate changes on business activity. It is suggested that approximately 15% of the course time should be allocated to this unit.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

6.1.1 Learners should be able to identify and explain how governments try to control over the economy affects business activity, and how businesses

Learners could be introduced to the concepts of Gross Domestic Product (GDP), inflation, balance of payments and unemployment. Then they could, in groups, be asked to find out how and why governments might try to achieve these objectives. Different groups could research different objectives. (G)(Basic) In addition, some learners might want to

Online:http://download.businesscasestudies.co.uk/retrieve_cima_16_Y2ltYS90ZWFjaGVycy8xNi9kb3dudHVybi1hbmQtcmVjZXN

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might be affected by, and react to these changes:

• Government economic objectives, e.g. increasing GrossDomestic Product (GDP)

• Main stages of the business cycle; growth, boom, recession,slump

• How changes in taxes and Government spending can affectbusiness activity

• How changes in interest rates can affect business activity

• How businesses might respond to these changes

explore how these issues affect different countries. (Challenging) Each group could then present their finding to the whole class. (Challenging) Newspaper articles and news websites are a good source of information for this activity. Alternatively, there is a good activity in Titley (page 50) which you could use instead of newspaper cuttings.

To extend this, learners could use answer the four questions in Nuttal and Houghton (pages 39 and 41). There are also activities in Dransfield et al (page 25) and Titley (page 53). (Basic/Challenging)

Borrington and Stimpson (4th) have two case studies on the economic problems in Spain (page 326) and the motorbike industry in Bangladesh (page 327). (G)(Basic/Challenging)

Discuss with learners what stage of the business cycle your country currently is in (use the indicators in the textbooks such as Borrington and Stimpson (page 55) Titley (page 433) or the power point slides (see online resources). Learners could then draw and label a business cycle, and add the key features for each stage. (I or G)(Basic)

Learners, in groups, could be given information on four or five countries and be asked to decide if they are recession, growth, boom or slump and why. (G)(Challenging)

In terms of taxes, learners should find out information about the different types of taxes in their own country and in another country. (I or G)(Basic) Then, in groups, they could be asked how explain how this policy measure might affect different businesses. They could be required to bring out the analytical links in the form of a flow chart. (G)(Challenging) To extend this, learners could look at some case study questions. For example, Dransfield et al has a good case study activity on taxes in Albania (page 27). (I)(Basic)

There are also activities in Titley (pages 57 and 60), Jones (page 31). (I)(Basic) and Borrington and Stimpson (3rd) (page 62). (Challenging)

A similar approach could be used for interest rates. Learners could investigate what has happened to interest rates over a certain time

zaW9uLnBwdHx8 (slides on business cycle)

www.bized.co.uk/reference/diagrams/The-UK-Trade-Cycle---Business-Cycle

www.bbc.co.uk/schools/gcsebitesize/business/environment/stateofeconomyrev1.shtml (interest rate notes)

www.dineshbakshi.com/phocadownload/government-economic-policies.pdf (mind map)

www.bbc.co.uk/news/10604117 (economy tracker)

www.tradingeconomics.com (data for countries)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 39 and 41

IGCSE Business Studies (3rd edition) Borrington and Stimpson page 76

Complete Business Studies for Cambridge IGCSE & O Level Titley page 50, 57, 60, 61, 433

IGCSE Business StudiesJones page 32

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period. There are many websites that learners could access such as trading economies or the BBC for data. (I or G)(Basic) They could then be required to find an example of how interest rates have impacted on two different types of businesses. For example, one business might have delayed investment, or found alternative sources of finance.

Alternatively you might want learners to answer activity 1.16 in Titley (page 61). (Challenging)

Borrington and Stimpson (4th) (page 327) has a helpful table which shows the possible impact of these changes on businesses, while Houghton (pages 32–33) has useful flowcharts on this topic.

For revision, you might want to use revision questions 1–12 in Borrington and Stimpson (3rd) (page 76) or the three summary questions in Dransfield et al (pages 27 and 195). (Basic) For assessment, you might want to use the activity on page 32 of Jones. (Basic/Challenging)

IGCSE Business Studies (4th edition) Borrington and Stimpson page 55, 56, 62, 327

Business Studies for IGCSE Dransfield, et al page 25, 27 and 195

Cambridge IGCSE Business Studies Revision GuideHoughton pages 32–33

7115 past examination papers:Nov 2012 Paper 12Jun 2011 Paper 11Nov 2011 Paper 13Jun 2011 Paper 11Nov 2012 Paper 11Nov 2012 Paper 22:Nov 2011 Paper 22Jun 2011 Paper 21

6.2.1 Environmental concerns and ethical issues as both opportunities andconstraints for businesses.

You could start by asking learners to consider ways in which business activity has impacted on the environment, using newspapers, online resources and their own experiences. (I or G)(Basic) Learners could present their findings in a report, poster or as a presentation to the class. (Challenging)

All the textbooks have activities and case studies that you could use. For example, Dransfield et al (pages 11, 13 and 170), Titley (page 388), Jones (pages 255, 258, 270–272), Nuttal and Houghton (pages 27–28, 30, 237 and 238), Borrington and Stimpson (3rd) (pages 85–87), with additional case studies in Borrington and Stimpson (4th) (pages 337 and 338). (I and G)(Basic/Challenging)

There is plenty of opportunity for exploring the issues of environment and ethics. In addition, to the textbooks, the Jusbiz website has a number of

Online:www.bbc.co.uk/schools/gcsebitesize/business/environment/ (link for revision notes , videos and test materials)

www.bized.co.uk/educators/16-19/business/external/presentation/pressure1_map.htm (mind map)

www.bized.co.uk/educators/16-19/business/external/activity/ethics.htm (Ethical activity based on Coca Cola)

www.our-africa.org/kenya/lake-

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scenarios and resources that you might find useful. It has an interesting case study which looks at the impact of a flower farm on a lake in Kenya. This could be used as the basis for a discussion, or you could develop into ethical or environmental questions. There is also a role play exercise based on deforestation (see online resources). (G)(Basic/Challenging)

This particular topic is very good in terms of learners giving presentations on ethical or environmental issues. Different groups could be asked to prepare a case for or against a new factory or mine being opened in your country. (G) The presentations could then be followed up by a class discussion. (W)(Basic)

Learners could research the measures that their country might use to limit the impact of business activity and what issues any pressure groups in their country are seeking to address. (Basic)

There is a helpful chart in Houghton (page 237) outlining the effect of the actions of pressure groups on businesses. There are also three exam-style questions that learners could answer on page 241. (I)(Basic/Challenging)

Borrington and Stimpson (4th) has two exam-style questions (page 339) which could be used for formative assessment.

naivasha (video)

www.jusbiz.org/downloads/pdf/timber.pdf (role play exercise)

www.bbc.co.uk/schools/gcsebitesize/business/environment/acompetitivemarketvid.shtml (ethics video)

www.youtube.com/watch?v=FzxGyKyzfP8 (BBC video on issues such as globalisation, environment)

www.youtube.com/watch?v=8VsidkU9xug (video about Nike and ethics)

www.forbes.com/sites/jacquelynsmith/2013/03/06/the-worlds-most-ethical-companies-in-2013/(list of ethical companies)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton pages 27–28, 30, 237 and 238

Cambridge IGCSE Business Studies Nuttall and Houghton

IGCSE Business Studies (3rd edition) Borrington and Stimpson pages 85–87

Complete Business Studies for Cambridge IGCSE & O Level Titley page 388

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Cambridge IGCSE Business Studies Nuttall and Houghton

IGCSE Business StudiesJones pages 255, 258, 270–272

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 337–339

Business Studies for IGCSE Dransfield, et al pages 11, 13 and 170

Cambridge IGCSE Business Studies Revision GuideHoughton page 237, 241

7115 past examination papers:Jun 2012 Paper 11Jun 2011 Paper 12Nov 2011 Paper 13Nov 2012 Paper 12Nov 2012 Paper 23Jun 2011 Paper 21

6.3.1 Learners should be able to understand the importance of globalisation.

Learners should be able to identify and explain the opportunities and threats of globalisation for businesses.

Learners should be able to identify and explain why some governments might introduce import tariffs and quotas.

You might want to start with the video clip (see online resources listed opposite) which has some basic information about McDonald’s growth. Learners could then consider the reasons for globalisation. (Basic)

Borrington and Stimpson (4th) (page 431) covers the basic information. Learners could then answer the two questions to activity 34.1 (page 342). (Basic) A more challenging activity is in Jones (page 66). (Challenging)

As an additional activity, groups of learners could research the threats and opportunities for other businesses, and present their findings as a poster. (G) (Basic)

Online:www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_rev1.shtmlhttp://news.bbc.co.uk/1/hi/in_depth/business/2007/globalisation/default.stm (link to articles)

www.youtube.com/watch?v=8wicr0PzRRo (McDonalds video) www.youtube.com/watch?v=SyJ23a7_fvQ or www.youtube.com/watch?v=MmjJjR2_-

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The BBC website has some useful links for this topic. There is also an interesting case study in Dransfield et al (page 42), on the use of tariffs.

For revision, a basic activity would be to read page 341 of Borrington and Stimpson (4th). (Basic) The first exam-style question would provide challenging work for learners (page 348). (Challenging)

BQ (videos on pros and cons of globalisation)

Textbooks:IGCSE Business StudiesJones page 66

IGCSE Business Studies (4th edition) Borrington and Stimpson page 341, 342, 348

Business Studies for IGCSE Dransfield, et al page 42

7115 past examination papers:Nov 2012 Paper 11Nov 2012 Paper 21Jun 2012 Paper 12

6.3.2 Learners should be able to identify and explain the reasons for the importance and growth of multinational companies(MNCs).

You could ask learners in groups to research into two multinational companies that operate in their own country to find out what they provide. To extend this, learners can find out additional information such as which other companies they operate in, the number of employees and sales levels. (G)(Basic/Challenging) Alternatively, you might want to use the activity in Titley (page 134), in which learners research the home countries of a number of multinational companies (MNCs).

All the textbooks cover the basic material. There are some challenging activities in Nuttal and Houghton (page 89), Borrington and Stimpson (4th) (pages 344 and 347) and Jones (pages 68–70). You might want to use the activity in Jones, (page 70) as the basis for formative assessment. (Challenging)

This particular topic is very good in terms of learners giving presentations on the case for or against multinationals. Different groups could be asked to prepare a case for or against a MNC setting up in your country. (G) The presentations could then be followed up by a class

Online:www.tutor2u.net/blog/index.php/business-studies/comments/globalisation-and-indian-coffee-houses (video on coffee and multinationals in India)

www.tutor2u.net/blog/index.php/business-studies/comments/the-dawning-age-of-the-chinese-multinational (article and link to BBC article on growth of Huawei)

Textbooks:Cambridge IGCSE Business Studies Nuttall and Houghton page 89

Complete Business Studies for

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discussion. (W)(Basic) Learners could be asked to recommend, and justify whether the MNC should be allowed. (Challenging)

Included in the online resources have links to a video and articles about multinationals, which you might want to use as the basis for discussion or as additional reading.

For revision, a basic activity would be for learners to answer the 3 summary questions in Dransfield et al (page 55). (I)(Basic) There are more challenging exam-style questions in Houghton (page 79). (Challenging)

Cambridge IGCSE & O Level Titley page 134

IGCSE Business StudiesJones pages 68–70

IGCSE Business Studies (4th edition) Borrington and Stimpson pages 344 and 347

Business Studies for IGCSE Dransfield, et al page 55

Cambridge IGCSE Business Studies Revision GuideHoughton page 79

7115 past examination papers:Jun 2012 Paper 12Nov 2011 Paper 23

6.3.3 Learners should be able to explain the impact of exchange rate changes.

Learners could find out the current value of their currency against a number of other currencies. (I) (Basic) Alternatively, you might want to use a game approach (see example in the teacher’s guide).

As well as undertaking activities and exercises in the textbooks mentioned, it would be useful for groups of learners to follow particular rates of exchange for a number of weeks and produce a chart to show how the rate might have changed. (Basic)

You could extend this, by asking learners to provide a written explanation of why it has or has not changed, and how this might affect different businesses. Each group could focus on a separate business. (G)(Challenging)

For revision, a basic activity would be to read page 51 of Houghton or page 92 of Dransfield et al (I)(Basic) or watch the second video clip.

Online:www.bbc.co.uk/news/business-11722578 (BBC video explaining the basics of exchange rates)

www.bbc.co.uk/news/business-18044218 (BBC video on implications of a strong currency)

http://teachers.cie.org.uk (follow link to teachers guide)

Textbooks:Complete Business Studies for Cambridge IGCSE & O Level Titley page 434

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To sum up this unit, learners could answer the case study style question in Borrington and Stimpson (4th) (page 349). (Challenging)

There is also a crossword on page 434 of Titley which would provide a challenging activity for learners. (Challenging)

IGCSE Business Studies (4th edition) Borrington and Stimpson page 349

Business Studies for IGCSE Dransfield, et al page 92

Cambridge IGCSE Business Studies Revision GuideHoughton page 51

7115 past examination papers:Nov 2012 Paper 11Nov 2011 Paper 22

For past examination papers go to Teacher Support at http://teachers.cie.org.uk

© Cambridge International Examinations 2013

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