GCSE Business Studies Design Version...CCEA GCSE Business Studies from September 2017 4 1.1 Aims This specification aims to encourage students to: • develop a lifelong interest in

GCSE

CCEA GCSE Specification in

Business Studies

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 3210

Version 2: 4 May 2017

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 6 3.1 Unit1:StartingaBusiness 63.2 Unit2:DevelopingaBusiness 153.3 Unit3:PlanningaBusiness 22 4 Scheme of Assessment 25 4.1 Assessmentopportunities 254.2 Assessmentobjectives 254.3 Assessmentobjectiveweightings 254.4 Qualityofwrittencommunication 264.5 Reportingandgrading

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5 Grade Descriptions

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6 Guidance on Controlled Assessment 29 6.1 Controlledassessmentreview 296.2 Skillsassessedbycontrolledassessment 296.3 Levelofcontrol 296.4 Tasksetting 296.5 Tasktaking 306.6 Taskmarking 316.7 Internalstandardisation 326.8 Moderation 326.9 Drafting/Redrafting

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7 Curriculum Objectives 33 7.1 Cross-CurricularSkillsatKeyStage4 337.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 36 8.1 Support 368.2 Examinationentries 368.3 Equalityandinclusion 368.4 Contactdetails 37

Appendix GlossaryofTermsforControlledAssessmentRegulations

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Summary of Changes since First Issue 40

SubjectCodeQAN

3210603/1181/2

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEBusinessStudiesfromSeptember2017

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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinBusinessStudies.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims Thisspecificationaimstoencouragestudentsto:

• developalifelonginterestinandenjoymentofbusinesssubjects;• useanenquiring,criticalapproachtodistinguishfactsfromopinions,toformargumentsandtomakeinformedjudgements;

• developandapplytheirknowledgeandskillstounderstandtoday’sbusinessissuesinlocal,nationalandglobalcontexts;

• appreciatetheperspectivesofdifferentstakeholdersinbusiness-relatedactivities;• considertheextenttowhichbusinessactivitycanbeethicalandsustainable;and• understandthechanginguseoftechnologyinbusiness.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• ThisspecificationprovidesabasisofbusinessknowledgewhichstudentscanbuildonthroughfurtherstudyinAdvancedSubsidiaryGCEBusinessStudiesandAdvancedGCEBusinessStudies.

• Acoursebasedonthisspecificationcancontributetodevelopingyoungpeopleasindividualsandparticipantsinsociety,theeconomyandtheworkplace.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis3210.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Unit1:StartingaBusiness

• CreatingaBusiness

• Marketing• BusinessOperations

Externalwrittenexamination1hour30minsShortstructuredquestionsandextendedwriting

40% Summerfrom2018

Unit2:DevelopingaBusiness

• HumanResources• BusinessGrowth• Finance

Externalwrittenexamination1hour30minsShortstructuredquestionsandextendedwriting

40% Summerfrom2019

Unit3:PlanningaBusiness(Synoptic)

• BusinessPlan

ControlledassessmentStudentscompletethefollowing:

• BookletA:Planning;and

• BookletB:CommunicateFindings.

Teachersmarkthetask,andwemoderatetheresults.

20% Summerfrom2019

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.


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3 Subject Content Wehavedividedthiscourseintothreeunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.3.1 Unit 1: Starting a Business Inthisunit,studentsareintroducedtothefundamentalsofstartingabusiness.Theyexaminewhybusinessesstartandtheresourcesrequiredtomaintainandgrowthem.Studentsexplorebusinessaimsandtheimpactthatvariousstakeholdergroupsmayhaveonbusinesses.Studentsexploremarketingoptionsandconsidertheimpactofe-businessonpotentialgrowthstrategies.Theyalsoconsiderwhybusinessesconformtoqualityassurancestandardsandhealthandsafetylegislation.Wehavedividedtheunitintothreesections:CreatingaBusiness,MarketingandBusinessOperations.Creating a Business

Content

LearningOutcomes

Entrepreneurs

Keycharacteristicsofentrepreneurs

Studentsshouldbeableto:

• describewhatitmeanstobeenterprising;

• identifyandexplainthekeyentrepreneurialcharacteristicsdisplayedbysuccessfulbusinesspeople(suchasrisktaking,innovation,decisionmaking,determination,leadership,planningandpersuasiveness);

• analysewhythegovernmentencouragesenterprise;

• analysethenatureandrewardsofrisktaking;

Businessresources

• explaintheresourcesabusinessneeds:– land;– labour;– capital;and– enterprise;and

• analysehowbusinessesuseresourcesdifferently.


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Content

LearningOutcomes

Businessownership


• explainwhyandhowabusinessstarts;• identifyanddescribedifferentsizesofbusinesses,includingmicro,smallandmedium-sizedenterprises;

• identifyanddescribedifferenttypesofbusinessownership;• evaluateeachofthefollowingtypesofownership:– soletrader;– partnership;– franchise;– privatelimitedcompany;and– publiclimitedcompany;

• compareandcontrastdifferenttypesofprivatesectorcompanies,consideringownership,controlanddecisionmaking,financeandliability;

Publicsector • explainthemeaningofthetermpublicsector;

• compareandcontrastpublicandprivatesectororganisationsintermsofownership,purposesandaims,controlandfinance;

Theroleofsocialenterprise

• explainthemeaningofthetermsocialenterprise;• analysehowasocialenterpriseaimstodeliverarangeofoutputs,including:– economic,forexampleemployment;– social,forexamplesenseofcommunity;and– environmental,forexamplesustainablebusinesspractice;and

Businesslocation • explainthefollowingfactorsthatinfluencethelocationofbusinesseslocally,nationallyandinternationally:– proximitytorawmaterials;– proximitytomarket;– availabilityandpriceofland;– governmentalinfluences;– communication;and– transportinfrastructureandparking.


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Content

LearningOutcomes

Businessaimsandobjectives


• describeandexplainthefollowingbusinessaimsandobjectives:– survival;– profitandturnover;– growth;– corporateimage;– concernfortheenvironment;and– socialresponsibility;

• analysehowtheaimsandobjectivesofabusinessaffectitsactivitiesandwhy,onoccasion,theseaimsmaybeinconflict;

• analysewhyaimsandobjectivesarehelpfultobusinesses;

• analysetheethicalissuesassociatedwithbusinessaims:– environmentalissues;– employeeworkingconditions;– equality;and– socialresponsibility;

Stakeholders • describeandexplainthefollowinggroupsthathaveaninterestinabusiness:– owners;– directors;– shareholders;– managers;– producers;– consumers;– lenders;– employees;– pressuregroups,forexampletradeunions;and– thecommunity;and

• discusshowtheaimsofstakeholdersmaydiffer.


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Marketing

Content

LearningOutcomes

Marketingandmarketresearch


• explainthetermmarketing;

• explainthepurposeofmarketresearch;

• describeandexplainthemainmethodsofmarketresearch(primary(field)researchandsecondary(desk)research);

• describeandexplainthemainmethodsofmarketsampling(randomandquota);

• discussthemostappropriatemethodofmarketresearchandsamplingforparticularcircumstances;

• explainmarketsegmentation;• analyseandevaluatetheresultsofmarketresearch,includingqualitativeandquantitativedata;

MarketingmixPrice

• explainthetermmarketingmix;• explainanddiscussthefollowingpricingpolicies:– skimming;– penetration;and– competitor-basedpricing;

• evaluatepricingpoliciesforgivencircumstances;• analysethefollowingfactorsthataffectprice:– demand;– costofproduction;– needtomakeprofit;– competitioninthemarket;– pricethatthemarketcanbear;– seasonality;and– quantityofinventoryinhand;and

• analysesimpledemandcurvestoexplaintherelationshipbetweenpriceanddemand.


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Content

LearningOutcomes

Product


• demonstrateknowledgeoftheproductlifecycleanddiscussthestrategiesusedtoextendit;

• demonstrateknowledgeoftheConsumerRightsAct2015andtheConsumerProtectionAct1987;

Promotion

• describeandexplainthefollowingmethodsofpromotion:– advertising;– salespromotion;– sponsorship;and– publicrelations(PR);

• evaluateeachmethodofpromotion;• explainhowsocialmediacanbeusedtopromotebusinessactivity;

• identifyandjustifythemostappropriatemethodsofpromotioninparticularcircumstances;

• demonstrateknowledgeofthefollowinglegalconstraintsonpromotion:– theTradeDescriptionsAct1968;– theworkoftheAdvertisingStandardsAuthority(ASA);and

– theOfficeofCommunications(Ofcom);and

Place

• describeandexplainthefollowingchannelsofdistribution:– traditional(manufacturertowholesalertoretailertoconsumer);

– modern(manufacturertoretailertoconsumer);and– direct(manufacturertoconsumer).


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Content

LearningOutcomes

Competition Studentsshouldbeableto:

• analysestrategiesthatabusinessmightusetomanagecompetition(pricing,product,effectivecustomerserviceandpromotion);

• analysetheimpactthatcompetitionhasonthemarketingmix;

Customerservice • analysethedifferentwaysinwhichbusinessorganisationsprovidecustomerservice;

Internationalbusiness

• explaintheadvantagesanddisadvantagesofinternationaltradetoabusiness;

• explainhowthemarketingmixofabusinesswouldbeaffectedbyinternationaltrade,includingthat:– theproductmayneedtochange,duetolegaland/orculturaldifferences;and

– thepricemayneedtochangetoreflectexchangeratedifferencesandtaxes;

• describeandexplainhowpromotionmayneedtochangetosuitlanguageand/orculturaldifferences;

• describeandexplainhowtransportmethodsande-businesscanaffectplace;

• discusstheimplicationsoftheglobalmarketforbusinessesinthelocaleconomy;

• explainandevaluatetheroleoftheEuropeanUnion(EU);

E-business

• explaintheterme-business;• analysetheadvantagesanddisadvantagesofe-businessforabusinessandforcustomers;and

• discusshowe-businesssupportsinternationalbusiness.


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Content

LearningOutcomes

M-business Studentsshouldbeableto:

• explainthetermm-business;

• describeandexplainavarietyofusesofmobiletechnologyforbusiness:– mobileticketing;– marketing;– onlinepurchasingorselling;– communication;and– businessapps(studentsdonotneedtohaveknowledgeofspecificappsbutshouldbeawareoftherangeanduseofappsforbusinesses);and

• analysetheadvantagesanddisadvantagesofm-businessforabusiness.


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Business Operations

Content

LearningOutcomes

Typesofproduction


• distinguishbetweenthemaintypesofproduction;• classifybusinessesaccordingtothefollowingtypesofproduction:– primary;– secondary;and– tertiary;

• demonstrateanawarenessofthechangingtrendsacrossthetypesofproduction;

• discussthereasonsforthechangingtrends;• discussthechangingnatureandimportanceofthetypesofproduction;

Methodsofmanufacturing

• describeandevaluatethefollowingmethodsofmanufacturing:– job;– batch;– process;and– flow;

• discusstheadvantagesanddisadvantagesofspecialisationandthedivisionoflabour;

• identifythemostappropriatemethodofmanufacturinginaparticularsituation;

• describeandevaluatethemainmethodsofinventorycontrol:– minimuminventorylevel;– batchcontrol;– firstin,firstout;and– JustinTime;and

• evaluatetheimpactoftechnologyonmanufacturing.


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Content

LearningOutcomes

Qualityassurance Studentsshouldbeableto:

• explainthetermqualityassuranceanditsimportancetoabusiness;

• demonstrateknowledgeofthefollowingqualitystandards:– CustomerServiceExcellence;– ISO9001;– EuropeanFoundationforQualityManagement(EFQM);and

– InvestorsinPeople;• analysethereasonswhybusinessesundertaketheprocessofobtainingqualitystandards;

Healthandsafetyinmanufacturing

• demonstrateknowledgeoftheimplicationsofhealthandsafetylegislationforabusiness(knowledgeofspecificlegislationisnotrequired);

• discusstherightsandresponsibilitiesofbothemployersandemployeesintheareasofhealthandsafety;and

• explaintheroleoftheHealthandSafetyExecutive(HSE).


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3.2 Unit 2: Developing a Business Inthisunit,studentsexaminerecruitmentandselectionpracticesandanalysetheimportanceofabusinesshavingmotivatedandwell-trainedemployees.Theyidentifythesignsofbusinesssuccessandfailureandevaluatethedifferentwaysinwhichbusinessesgrow.Studentslearnaboutbusinessfinance.Theyexaminethesourcesoffinanceandcompletebasiccashflowforecasts,aswellasinterpretingsimplefinancialstatements.Whenanalysingbusinessperformance,studentsconsiderconceptssuchasratioanalysisandbreak-even(BE).Wehavedividedtheunitintothreesections:HumanResources,BusinessGrowthandFinance.Human Resources

Content

LearningOutcomes

Recruitment


• describeandexplainthepurposeandcontentof:– jobdescriptions;– personspecifications;and– contractsofemployment;

• discusstheadvantagesanddisadvantagesofinternalandexternalrecruitment;

• discusstheroleofsocialmediainrecruitment;• evaluateinternalandexternalmethodsofrecruitment;• demonstrateknowledgeofthelegalcontrolsthatgovernrecruitment,aswellastheethicalissuesthatunderpinlegislation,inrelationto:– race;– religion;– disability;– gender;– maritalstatus;and– sexualorientation;and

• demonstrateknowledgeoftheroleoftheEqualityCommissionforNorthernIrelandinrelationtorecruitment(studentsdonothavetoaddressspecificlegislationbutshouldbeawarethatlegislationexiststoensurefairnessinrecruitment).


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Content

LearningOutcomes

Selection


• describethemainmethodsofselection:– applicationform;– applicationletter;– curriculumvitae(CV);– testing;– interview;and– presentation;

• evaluatedifferentselectionmethodsindifferentcircumstances;

• discussresponsibilitiesofbothemployerandprospectiveemployeesintheselectionprocess:– honesty;– objectivity;– fairness;and– confidentiality;

Appraisal • explainthereasonsfor,andtheimportanceof,staffappraisal;

• analysetheadvantagesofappraisalforemployersandemployees;

• identifyandevaluatethefollowingmethodsofappraisal:– observation;– self-evaluation;and– interview;

Training

• explainthefollowingreasonsforstafftraining:– induction;– changeinprocedures;and– forbusinessestobecomemorecompetitive;

• describetheadvantagesanddisadvantagesoftrainingtobusinessesandtoemployees;and

• describeandevaluateon-the-jobtrainingandoff-the-jobtrainingandjustifythemoreappropriatemethodoftrainingforparticularcircumstances.


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Content

LearningOutcomes

Motivation Studentsshouldbeableto:

• explaintheimportanceofmotivationforemployees,referringto:– lowerlabourturnover;– higherqualitywork;– feweraccidents;and– lessabsenteeism;

• identifyandevaluatethesuitabilityinvariouscircumstancesofthesemethodsoffinancialmotivation:– bonus;– commission;– fringebenefits;and– profitsharing;

• identifyandevaluatethesuitabilityinvariouscircumstancesofthesemethodsofnon-financialmotivation:– jobrotation;– teamworking;– qualitycircles;and– flexibleworking;and

• analysethefollowingfactorsaffectingjobsatisfaction:– wages/salaries;– responsibility;– success;– enjoyment;– workingconditions;and– praise.


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Business Growth

Content

LearningOutcomes

Businesssuccessorfailure


• identifythefollowingsignsofsuccess:– increasingprofit;– attractingnewcompetitorsintotheindustry;– expansion;– favourablecustomerreviews;– wordofmouthrecognition;and– listingsonsocialmediaorincreasedpublicity;

• identifythefollowingsignsoffailure:– lossofprofit;– poorcashflow;– lossofcustomers;– unfavourablecustomerreviews;and– highemployeeturnover;

Businessgrowth

• describeandevaluatedifferenttypesofinternal/organicgrowth,including:– reinvestment;– expansionofproductrange;and– increasedsalesactivity;

• describeandevaluatedifferenttypesofexternalgrowth,including:– takeovers;– mergers;and– franchising;and

• discussthefollowingfactorsthatcanlimitthegrowthoffirms:– lackoffinance;– increasedcompetition;– lackofmarketdemand;and– amoredifficulteconomicclimate.


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Content

LearningOutcomes

Businessgrowth(cont.)


• explainthemeaningofthetermeconomiesofscale;

• explaindifferenttypesofeconomiesofscale:– technical;– financial;– marketing;and– purchasing;

• analysethefollowingadvantagesofgrowth:– increasedprofit;– economiesofscale;and– greatermarketinfluence;

• analysethefollowingdisadvantagesofgrowth:– poorcommunication;– lackofmotivation;and– difficultiesofco-ordination;

• analysetheethicalimplicationsofgrowth;and• explaintheroleoftheCompetitionandMarketsAuthority(CMA)inrelationtobusinessgrowth.


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Finance

Content

LearningOutcomes

Internalsourcesoffinance


• explaintheadvantagesanddisadvantagesofinternalsourcesoffinance:– owner’sinvestment(startuporadditionalcapital);– retainedprofits;– saleofinventory;– saleoffixedassets;and– debtcollection;

Externalsourcesoffinance

• explaintheadvantagesanddisadvantagesofexternalsourcesoffinance:– bankloanoroverdraft;– additionalpartners;– shareissue;– leasing;– hirepurchase;– mortgage;– tradecredit;and– governmentgrants;

• identifythemostappropriatesourceoffinancetouseinparticularcircumstances;

Cashflowforecasts

• explainthepurposeofcashflowforecasts,inthecontextofbothforwardplanningandreview(comparingbudgetandactual);

• analysetheimportanceofcashflowtoabusiness;

• completepartsofacashflowforecast;

• calculateandinterpretasimplecashflowforecast;and

• analysetheconsequencesofincorrectforecasting.


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Content

LearningOutcomes

Financialstatements


• completesimplefinancialstatementsforasoletrader;• explainandinterpretwhatanincomestatementandastatementoffinancialpositionshowandexplaintheirimportancetoabusiness;

Incomestatement • prepareanincomestatementthatincludes:– salesrevenue;– costofsales;– expenses;and– grossandnetprofitandloss;

Statementoffinancialposition

• prepareastatementoffinancialpositionthatincludes:– currentandnon-currentassets;– equity;and– currentandnon-currentliabilities;

Ratios • interpretandanalyseanincomestatementandstatementoffinancialpositionforassessingbusinessperformanceusingthefollowingratios:– grossprofitpercentage;– netprofitpercentage;– inventoryturnover;– returnoncapitalemployed;and– workingcapitalratio(formulaewillbegivenintheexamination);

Break-even(BE) • calculateBEbothgraphicallyandbyformula (ifaskedtodrawagraph,thescaleforeachaxiswillbedrawnoutbutstudentsneedtobeabletolabeltheaxes);

• explainthesignificanceoftheBEpoint;

• distinguishbetweenfixedandvariablecosts;• labelabreak-evenchart(profit/losslevels,profit/lossareas,marginofsafety,BEpointandalllinesonthegraph);

• analyseaBEchart;and

• calculatethemarginofsafetyandexplainitssignificanceforabusiness.


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3.3 Unit 3: Planning a Business Inthissynopticunit,whichmayexamineanyareaofcontentfromthespecification,studentsapplyknowledgeandunderstandingdrawnfromacrossthewholespecificationtoarealbusinesscontext.Linkstootherunitsappearinitalics.Studentscarryoutresearchandapplyit,togetherwiththeirownknowledge,toarangeofcircumstances.Theyexamineandevaluatespecifiedareasofabusinessplanandmakereasonedrecommendations.Thisunitisassessedbycontrolledassessment.

Content

LearningOutcomes

Businessplan Studentsshouldbeableto:

• identifyandexplainthereasonsfordevelopingabusinessplan,forexampleto:– showtothebank,shareholdersandotherpossibleinvestors;

– ensureproperplanning;– monitoractualperformanceagainsttheplan;– keepacheckonspending;and/or– ensurethataimsarebeingmet.


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Content

LearningOutcomes

Businessplan(cont.)


• demonstrateknowledgeofthefollowingcomponentsofabusinessplan:– introduction:

businessnameandaddress;descriptionofthebusinessidea;andinformationaboutthebenefitsoftheproductorservice;

– thebusinessanditsobjectives(CreatingaBusiness,Unit1):strengthsandpastachievementorawards;asummaryofthevalueofthebusinessandhowitisfunded;thelegalstatusofthebusiness;missionstatementandobjectives;andpersonaldetailsoftheowner;

– aresourceplan(CreatingaBusiness,Unit1):thepeopleinvolvedandtheirskills;thepremises,sizeandlocation;rawmaterialsrequired(ifmanufacturing);andworkingcapitalrequired;

– amarketingplan(Marketing,Unit1):marketresearch;targetmarketidentified;competitorsidentified;estimateddemand;andaproposedmarketingmix;

– aproductionplan(BusinessOperations,Unit1):productionprocess(onlyformanufacturing);andhealthandsafety;and

– afinancialplan(Finance,Unit2):break-evenanalysis;cashflow;capitalinvestedandanyloansormortgages;projectedand/orrecentincomestatement;andstatementoffinancialposition;and

• evaluatecomponentsofabusinessplan.


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Content

LearningOutcomes

BookletA:Planning


• proposeresearchmethods;• developanactionplan;• designandusetoolsforprimaryresearch,includingquestionnairesandinterviews;

• carryoutsecondaryresearch;• presenttheresultsofprimaryandsecondaryresearch;• referencetheirresearchclearly;

BookletB:CommunicateFindings

• usetheirresearchtosupporttheirresponses;and• evaluatetheevidencefromprimaryandsecondaryresearchresultsandmakelogicalconclusionsinthecontextofthetask.

(Studentsdonotneedtocreateacompletebusinessplan.TheyshoulduseBookletAandBookletBasaguide.)


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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 recall,selectandcommunicatetheirknowledgeandunderstandingofconcepts,issuesandterminology;

AO2 applyskills,knowledgeandunderstandinginavarietyofcontextsandinplanningandcarryingoutinvestigationsandtasks;and

AO3 analyseandevaluateevidence,makereasonedjudgementsandpresentappropriateconclusions.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting(%)

ExternalAssessmentControlledAssessment

Unit1 Unit2 Unit3

AO1 15 15 5 35

AO2 11 15 9 35

AO3 14 10 6 30

TotalWeighting 40 40 20 100


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4.4 Quality of written communication InGCSEBusinessStudies,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatesrecall,selectandcommunicatedetailedknowledgeandthoroughunderstandingofconcepts,theories,issuesandcurrentpracticeinbusiness.Theyunderstandandusebusinessterminologyaccuratelyandappropriately.Theyplanandcarryouteffectivelyarangeofinvestigationsandtasksusingawiderangeofskillsproficiently.Theyapplytheirknowledgeandcriticalunderstandingeffectivelytoselectandorganiseinformationfromawiderangeofsources,andtoinvestigatebusinessorganisationsinavarietyofcontexts.Theyuseandevaluatequantitativeandqualitativeevidenceeffectivelywithahighdegreeofaccuracytoanalyseproblemsandissues,andtheymakeinformedandreasonedjudgementstopresentreasonedandsubstantiatedconclusions.

C Candidatesrecall,selectandcommunicatesoundknowledgeandunderstandingofconcepts,theories,issuesandcurrentpracticeinbusiness.Theyusebusinessterminologyappropriately.Theyplanandcarryoutinvestigationsandtasksusingarangeofskillsappropriately.Theyapplytheirknowledgeandunderstandingtoselectandorganiseinformationfromavarietyofsourcestoinvestigatebusinessorganisationsindifferentcontexts.Theyuseandevaluateevidencetoanalyseproblemsandissueswithsomeaccuracy,andtheymakereasonedjudgementsandpresentconclusionsthataresupportedbyevidence.


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Grade

Description

F Candidatesdemonstrateknowledgeandunderstandingofsomebasicaspectsofconcepts,theories,issuesandcurrentpracticeinbusiness.Theycommunicatetheirideasusingeverydaylanguage.Theyusesomebasicbusinessterminology.Theycarryoutstraightforwardinvestigationsandtasksusingalimitedrangeofskills.Theyapplysomeknowledgeandunderstandingtoselectandorganisebasicinformationfromalimitedrangeofsourcestoinvestigatebusinessorganisations.Theyidentifysomeevidencetoanalyseproblemsandissuesandmakejudgements.Theypresentsimpleconclusionsthataresometimessupportedbyevidence.


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6 Guidance on Controlled Assessment 6.1 Controlled assessment review Wewillreplaceourcontrolledassessmenttaskeveryyeartoensurethatitcontinuestosetanappropriatechallengeandremainsvalid,reliableandstimulating.6.2 Skills assessed by controlled assessment Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• theabilitytoresearchappropriateinformation;• decisionmaking(useofdataandproblemsolving);and• analysisandevaluation.

6.3 Level of control RulesforcontrolledassessmentinGCSEBusinessStudiesaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking.Controlensuresthevalidityandreliabilityoftheassessment.Italsoenablesteacherstoauthenticatecandidates’workwithconfidence.6.4 Task setting Thelevelofcontrolfortasksettingishigh.Thismeansthatwesetthetask.WesendBookletAofthesinglecontrolledassessmenttasktocentresbySeptembereachyear,startingin2018.Thistaskprovidesacontextforcandidatestoresearch.Candidatesareallowed12hoursforthisresearch.WesendBookletB,thestructuredreport,tocentresinFebruaryeachyear,startingin2019.CandidatescanthenthenusetheirresearchtogetherwiththeirownknowledgetoanswerthequestionsgiveninBookletB.Thismustbecompletedinasingle1hoursessionunderahighlevelofcontrol.WewillprovidecentreswithdetailsofthecontrolledassessmenttaskandmarkingcriteriabySeptembereachyear(startingSeptember2018),aswellasguidanceonhowtocompleteandsubmitthetask.WewillsendaCDofguidancenotesforteachersand thefollowingpassword-protecteddocumentsbySeptembereachyearfrom2018:

• CandidateResponseBookletA;• CandidateResponseBookletB;and• MarkSchemeforCandidateResponseBookletB.


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TheexaminationsofficermustkeeptheCDsecureatalltimes.Theyshouldnotreleaseittoanyoneelse.TheheadofdepartmentmayrequesthardcopiesoftheguidancenotesforteachersandBookletA.TheexaminationsofficermayonlyreleaseCandidateResponseBookletBafterallcandidateshavecompletedBookletAandthreeworkingdaysbeforetheybeginBookletB.TheycanonlyreleasethemarkschemeaftercandidateshavecompletedBookletB.TheheadofdepartmentmayphotocopytherequirednumberofCandidateResponseBookletsAandB.Theymuststorehardcopiesofallthetaskmaterialsinasecurelocation,suchasalockable,metalcabinetwithlimitedaccess.OnceteachershavemarkedCandidateResponseBookletB,theexaminationsofficermustdisposeofthemarkschemesecurely.Oncecandidateshavestartedtheirwork,theymustnotremovetheirCandidateResponseBookletsfromtheclassroom.Thesemustbestoredsecurelyatalltimes. 6.5 Task taking Therearedifferentlevelsofcontrolinthetask,forexampleplanningBookletA–mediumcontrol,andcompletionofBookletB–highcontrol.TheseguidancenotesandsubsequentCandidateResponseBookletAandBookletBmustbestoredinasecureplace,suchasalockedcabinet,andkeptconfidentialatalltimes.

AreasofControl DetailofControl

Authenticity BookletA:Planning• Candidatescancarryoutresearchwithinformalsupervision(mediumlevelofcontrol).

• Teachersmustbeabletoauthenticatethework.• Teachersmustensurethatcandidatesacknowledgeandreferenceanysourcesused.

BookletB:CommunicateFindings• Candidatesshouldcompletethisbookletunderformalsupervision(highlevelofcontrol).

• CandidatesmusthaveaccesstotheresearchtheyhaverecordedinBookletA,includingtheappendices.

• Candidatesshouldreachtheirownconclusions.• Teachersmustbeabletoauthenticatethework.• Teachersmustensurethatcandidatesacknowledgeandreferenceanysourcesused.


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AreasofControl DetailofControl

Feedback Teachersmustguideandsupervisecandidatesinrelationtothefollowing:

• monitoringprogress;• preventingplagiarism;• ensuringcompliancewithHealthandSafetyrequirements;• ensuringworkiscompletedinaccordancewiththespecificationrequirements;and

• ensuringthatworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.

TimeLimit • BookletA:Planning–12hours• BookletB:CommunicateFindings–1hour

Collaboration • Candidatesmayworkinsmallgroupstocollatetheirprimaryresearch,whichmayincludeinterviewsand/orquestionnaires.

• Itisessentialthattheteachercanidentifyindividualcontributions.

• Allotherresearchshouldbecarriedoutindependently.

Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.

• Centresshouldlimitcandidates’accesstothoseneededforthetask.

• Candidatesmustreferenceanyresourcesthattheyaccessviatheinternet.

6.6 Task marking Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttaskusingassessmentcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk


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6.7 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.6.8 Moderation CentresmustsubmittheirmarksandsamplestousbyMayinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:

• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarksandsamplestous.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.6.9 Drafting/Redrafting Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendixforaglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk


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7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleevaluatingabusinessplaninthecontrolledassessmenttask;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexamplewritingastructuredreporttopresentthemarketingmixforgivenaproductorservice;

• participateindiscussions,debatesandinterviews,forexamplediscussingtheimportanceofbusinessgrowth,debatingthemosteffectivemethodsofmotivatinganemployee,andcarryingoutinterviewstocollectprimaryresearch;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleanalysingprimaryandsecondaryresearch;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexampleanalysingabusinesscasestudy.

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexampleidentifyingfinancialissuesandsuggestingimprovementstocashflowforabusiness;

• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexamplecalculatingcosts,revenueandprofit,andusingcashflowforecasts;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecalculatingbreak-evenandmarginofsafety;

• interpretandanalyseawiderangeofmathematicaldata,forexampleanalysingmarketresearchresults;

• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexampleunderstandrisksassociatedwithunlimitedliability,suchassourcesoffinance;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexamplegraphicalrepresentationofcosts,revenue,profitandbreak-even.


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UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexamplesecondaryresearchonline,collationandgraphicalpresentationofdataanduseofspreadsheetsforfinancialdata,forexamplecashflowforecasts.

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexampleplanandcarryoutresearchwithlimitedsupervision;• setpersonallearninggoalsandtargetstomeetdeadlines,forexamplecompletequestionnairesorinterviewswithingiventimescales;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplereflectontheircontributiontogroupwork;and

• effectivelymanagetheirtime,forexampletoproduceastructuredreport.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexampledecideonrelevantinformationtobeusedfromquestionnairesorinterviews;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplewhenworkinginasmallgroupcollatingtheprimaryresearch;and

• listenactivelytoothersandinfluencegroupthinkinganddecisionmaking,takingaccountofothers’opinions,forexamplewhencommunicatingabalancedpointofview,withlogicalconclusions.


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ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleunderstandtherelationshipbetweenpriceanddemand;

• proposejustifiedexplanations,forexampleusefindingsfromprimaryorsecondaryresearchtojustifyadecision;

• reason,formopinionsandjustifytheirviews,forexampleproposeabusinessstrategyorsolution;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexamplebeawareofbiasinadvertisingandpromotions;

• analyseandevaluatemultipleperspectives,forexampleunderstandtheimportanceoflegislationtoprotectemployersandemployees;

• exploreunfamiliarviewswithoutprejudice,forexampleconsidertheperspectivesofarangeofstakeholdersinabusinessdecision;

• weighupoptionsandjustifydecisions,forexampleusefinancialinformationtomakeandjustifyadecision;and

• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleusingtheirfullbreadthofknowledgetoplanreasonedsolutionstobusinessissues.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


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8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourBusinessStudiesmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• guidanceonprogressionfromKeyStage3;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.


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Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:[email protected])

• SubjectOfficer:JillArmer(telephone:(028)90261200,extension2426,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


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Appendix Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component

Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks

Controlledassessment

Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment

Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


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Term Definition

Markscheme

Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers

Task

Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking

Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting

ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking

Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’workTasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit

ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents


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Summary of Changes since First Issue (Mostrecentchangesareindicatedinredonthelatestversion)

RevisionHistoryNumber

DateofChange PageNumber ChangeMade

Version1 N/A N/A FirstissueVersion2 4May2017 29 ‘inSeptember’changed

to‘bySeptember’

© CCEA 2017

Documents

GCSE Business Studies Design Version...CCEA GCSE Business Studies from September 2017 4 1.1 Aims This specification aims to encourage students to: • develop a lifelong interest in