Business
Curriculum Overview
Intent: why do we teach what we teach?
It is our intent at The Elmgreen School to expose our learners to content which will enable them to include the knowledge, understanding, skills and attributes required in the employment sector. Each qualification in the suites we offer at both KS4 and KS5 has its own purpose. The mandatory and optional content provides a balance of breadth and depth, while retaining a degree of choice for individual learners to study content relevant to their own interests and progression choices. In addition, the content may be applied during delivery in a way that is relevant to local employment needs. The proportion of mandatory content ensures that all learners are following a coherent programme of study and acquiring the knowledge, understanding and skills that will be recognised and valued. This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours (the affective domain) and transferable skills. Transferable skills are those such as communication, teamwork, research and analysis, which are valued in both higher education and the workplace.
Implementation: how do we teach what we teach?
The BTEC Tech Award in Enterprise is designed to help KS4 14-16 year – old learners develop their entrepreneurial skills through practical, skills- based learning. Assessment is through task-based assignment so learners can demonstrate their knowledge and skills in work- related scenarios.
Learners will explore, develop and apply their knowledge helping to develop key transferable skills such as research and data analysis to support their progression to further learning and the workplace.
The course has three components: two internally assessed and one externally assessed.
Key Stage 4
Component 1 Exploring Enterprises – Internally assessed 30% total course.
Students will:
Examine the characteristics of enterprise
Explore how market research helps enterprises meet customer needs and understand competitor behaviour.
Investigate the factors that contribute to the success of an enterprise
Develop transferable skills, such as research, and data analysis in order to interpret their findings
Component 2 Planning for and Pitching An enterprise – internally assessed 30% of total course.
Students will:
Explore ideas and plan for a micro- enterprise activity
Pitch a micro-enterprise activity
Review their own pitch for a micro – enterprise activity
Develop their planning and research, presentation, communication and self – reflection skills.
Component 3 Promotion and Finance for Enterprise – Externally assessed 40% of the total course.
Student will:
Demonstrate knowledge of understanding of element of promotion and financial
Interpret and use promotional and financial information in relation to a given enterprise
Make connections between different factors influencing a given enterprise
Advise and provide recommendations to a given enterprise on ways to improve its performance
Key Stage 5
The Pearson BTEC Level 3 National Extended Certificate in Business is an Applied General qualification. It is for post-16 learners who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment in the business sector. The qualification is equivalent in size to one A Level and aims to provide a coherent introduction to study of the business sector.
The learning Programme covers the following content areas:
Business Environment
Finance
Marketing
Assessment is specifically designed to fit the purpose and objective of the qualification. It includes a range of assessment types and styles suited to vocational qualifications in the sector.
There are three main forms of assessment: external, internal and synoptic.
Externally Assessment: The external assessment takes the form of a set task/external assessment taken under supervised conditions, which is then marked and a grade awarded by Pearson. Learners are permitted to resit the external assessment once during their programme by taking a new assessment. The external assessment comprises 40 per cent of the total GLH of the qualification and is weighted accordingly in the calculation of the overall qualification grade. This component should be delivered and assessed at the end of the course of study.
Internal Assessment: Most units are internally assessed and subject to external standards verification. Learners are given opportunities to write up the findings of their own research, use case studies to explore complex or unfamiliar situations, carry out projects for which they have choice over the direction and outcomes and demonstrate practical and technical skills using appropriate presentations and role-plays.
Synoptic Assessment: Synoptic assessment requires learners to demonstrate that they can identify and use effectively, in an integrated way, an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole sector as relevant to a key task. BTEC learning has always encouraged learners to apply their learning in realistic contexts using scenarios and realistic activities that will permit learners to draw on and apply their learning.
Impact: how do we know what pupils have learnt and how well they have learnt it?
The evident impact is that students were able to achieve and exceed their target minimum grade and above. This was reflected in the June 2021 Teacher Assessment Grade. Additionally, in light of the ethos of the institution, summative assessment administered via Component 3 is well aligned to Component 1 and 2 where formative assessment strategies are integrated. The evidence of research and data analysis that is required for the student’s absorption into the work environment is clear and useful beyond measure.
