Edexcel GCSE 2009 Business Studies (Full Course)
Unit 3: Building a Business
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Scheme of work
This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible.
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The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.
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Edexcel GCSE Business Studies (Full Course)
Unit 3: Building a Business
Edexcel scheme of work
Week / Content coverage/key questions / Learning outcomes / Exemplar activities / Exemplar resources /
1 / Topic 3.1 Marketing
The meaning of the term ‘marketing’? / · To understand that marketing involves anticipating, understanding and satisfying customer needs at a profit. / · Students undertake an introductory activity from the Edexcel GCSE Business Studies Student Book Building a Business in order to discuss marketing issues.
· Students look at a case study in the Edexcel GCSE Business Studies Student Book Building a Business to explain and assess market research issues in a safari park.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach to understand the stages of market research. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter1.
· See Edexcel GCSE Business ActiveTeach CD.
· Biz/ed Network is a free social networking site for teachers to share resources, upload files and video clips, take part in discussion, submit and comment on blogs, and create and edit wikis. New resources are constantly being added. For activities and case studies on marketing issues see www.bized.co.uk/educators/
16-19/business/marketing/presentation/
research_map.htm
· www.bized.co.uk/educators/16-19/business/marketing/presentation/
research.ppt
· www.bized.co.uk/educators/
16-19/business/marketing/activity/
research.htm
· For a related case study, see Business Case Studies for GCSE Business Studies by Hancock M (Pearson, 2007), Case Study 14: Market Research.
· For related information see Edexcel GCSE Student Book Applied Business by Carysforth C, Dransfield R, Neild M and Richards C (Pearson, 2009), Unit 3.1 pages 126–9.
Market research / · To understand the nature of market research, the difference between qualitative and quantitative research and how such research can be used to inform the marketing mix. / · Students investigate market research resources on www.bized.co.uk.
· Students research case studies covering a variety of market research issues.
Week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
2 / Topic 3.1 Marketing
Product trial and repeat purchase / · To understand the difference between product trial and repeat purchase.
· To understand the purpose of both. / · Students look at a case study in the Edexcel GCSE Business Studies Student Book Building a Business for examining and evaluating methods of encouraging product trial and repeat purchases.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach to consider the key issues in repeat purchasing.
· Students research case studies examining product trial and repeat purchases. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter2.
· See Edexcel GCSE Business Studies ActiveTeach CD.
· Edexcel eBus (GCSE Business Studies Email Support Service): September 2005 — The iPod.
· 4 Edexcel eBus (GCSE Business Studies Email Support Service): May 2006 — Launch of the crème egg bar.
3/4 / Topic 3.1 Marketing
Product life cycle / · To understand the principles behind the PLC; to recognise and explain the different stages of the PLC using different contexts.
· To understand the meaning of the term product portfolio.
· To understand the role of the Boston matrix in analysing product portfolio.
· To understand the links between the use of the Boston Matrix and the PLC. / · Students look at a case study in the Edexcel GCSE Business Studies Student Book Building a Business on explaining the nature of the product life cycle of Bisto and evaluating its position on the Boston Matrix.
· Students take part in interactive questions on product life cycle using the PLC diagram from Edexcel GCSE Business ActiveTeach.
· Teacher and students discuss the PLC of the mini using animations from Edexcel GCSE Business ActiveTeach.
· Teacher gives a presentation on product life cycles and the Boston Matrix — can be edited to suit. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter3.
· See Edexcel GCSE Business ActiveTeach CD.
· For presentation materials on product life cycles and the Boston Matrix see www.bized.co.uk/educators/
16-19/business/marketing/presentation/
portfolio.ppt and www.bized.co.uk/
educators/16-19/business/marketing/
activity/portfolio.htm
· For more on product life cycles see Business Active: Volume 2 Number 2, January 2007.
Week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
5 / Topic 3.1 Marketing
Branding and differentiation / · Understand the meaning of the term ‘brand’.
· To understand the role and importance of brands to different businesses (not just the high priced brands!). / · Students look at case study from the Edexcel GCSE Business Studies Student Book Building a Business for explaining the use of branding on the mobile phone market, including the iPhone and evaluating possible reactions of competitors.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach on assessing the nature of generic products, brands and own brands.
· Teacher and students discuss branding of JVC products using video.
· Students investigate podcast and interactive questions on branding. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter4.
· See Edexcel GCSE Business ActiveTeach CD.
· For JVC branding see www.bized.co.uk/cgi-bin/chron/typein/typein.pl?itn=3076
6/7 / Topic 3.1 Marketing
Building a successful marketing mix / · To understand the role of balancing the ‘4Ps’ in managing the marketing mix in a range of contexts. / · Students look at case study analysing and evaluating the marketing mix of KFC.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach on evaluating the marketing mix of a low calorie drink.
· Teacher presents animation of pricing in the music industry from Edexcel GCSE Business ActiveTeach.
· Students study video of an effective promotion used by Innocent (fresh drinks manufacturer) from Edexcel GCSE Business ActiveTeach.
· Students study video illustrating the distribution by Nichols plc (soft drinks manufacturer) from Edexcel GCSE Business ActiveTeach.
· Students investigate podcast and interactive questions on the marketing mix.
· Students look at marketing mix case studies. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter5.
· See Edexcel GCSE Business ActiveTeach CD.
· For material on marketing mix see www.bized.co.uk/cgi-bin/chron/typein/typein.pl?itn=2979
· For relevant case studies, see Business Case Studies for GCSE Business Studies by Hancock M (Pearson, 2007) — Case Studies 16–20.
· See Edexcel eBus (GCSE Business Studies Email Support Service): September 2005 — The iPod.
· See Edexcel eBus (GCSE Business Studies Email Support Service): September 2006 — Heelys.
Week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
8/9 / Topic 3.2 Meeting customer needs
Design and research development / · The role and importance of design in differentiation.
· To understand how scientific principles can be applied to research to help in the development of new products. / · Students look at case study in the Edexcel GCSE Business Studies Student Book Building a Business on the Routemaster bus, explaining the effects of design and evaluating whether changes to the design would be effective.
· Teacher and students undertake introductory discussion on Apple meeting customer needs from information in the Edexcel GCSE Business Studies Student Book Building a Business.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach examining design features that have been attractive to customers.
· Students investigate case studies on design features and research development. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter6.
· See Edexcel GCSE Business ActiveTeach CD.
· For relevant case studies, see Business Case Studies for GCSE Business Studies by Hancock M (Pearson, 2007) — Case Study 23, Nomique Ltd.
10/11 / Topic 3.2 Meeting customer needs
Managing stock and quality / · To understand traditional bar gate stock graphs.
· To understand the costs and benefits of using JIT systems of stock control and where such systems might be appropriate (and where not!).
· To understand the difference between quality control and a culture of quality assurance in business.
· To appreciate the importance of quality as a means of differentiation and source of competitive advantage. / · Students look at case study in the Edexcel GCSE Business Studies Student Book Building a Business on examining and evaluating stock control of a business that buys in metal sheets.
· Students look at case study in the Edexcel GCSE Business Studies Student Book Building a Business on examining and evaluating quality assurance at a business that provides guard services.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach on investigating a stock control graph.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach on investigating the advantages and disadvantages of a quality assurance system.
· Students undertake activity on quality control.
· Students investigate podcast and interactive questions on quality.
· Students look at case studies on stock control and quality. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter7.
· See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter8.
· See Edexcel GCSE Business ActiveTeach CD (Chapter 7).
· See Edexcel GCSE Business ActiveTeach CD (Chapter 8).
· For material on quality control see www.bized.co.uk/educators/16-19/business/production/activity/qualcontrol.htm and www.bized.co.uk/cgi-bin/chron/typein/typein.pl?itn=3321
· See Edexcel eBus (GCSE Business Studies Email Support Service): September 2006 — From Drought to Flood.
· For relevant case studies, see Business Case Studies for GCSE Business Studies by Hancock M (Pearson, 2007) — Case Study25, Responsive Designs.
Week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
12 / Topic 3.2 Meeting customer needs
Cost effective operations and competitiveness / · To understand the meaning of the term ‘productivity’.
· To understand how increasing productivity helps a business to improve competitiveness. / · Students look at case study from the Edexcel GCSE Business Studies Student Book Building a Business on analysing and evaluating cost cutting methods at a container loading business.
· Students take part in an interactive activity from the Edexcel GCSE Business ActiveTeach on investigating the effects of changes in business practice costs and productivity.
· Students investigate podcast and interactive questions on productivity. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter9.
· See Edexcel GCSE Business ActiveTeach CD.
· For material on productivity see www.bized.co.uk/cgi-bin/chron/typein/typein.pl?itn=2922
13 / Topic 3.2 Meeting customer needs
Effective customer service / · To understand the meaning of the term ‘customer service’.
· To understand the benefits of providing high levels of customer service and the costs of poor customer service. / · Students look at case study from the Edexcel GCSE Business Studies Student Book Building a Business on assessing and evaluating customer service at a hotel.
· Students take part in an interactive activity from Edexcel GCSE Business ActiveTeach on investigating what might lead to good or bad customer service.
· Students investigate the eight rules for good customer service.
· Teacher presents a short scenario based on an individual having been promoted to being a customer service manager who inherits a team that does not provide good customer service.
· Students look at case studies on effective customer service. / · See the Edexcel GCSE Business Studies Student Book Building a Business, Chapter10.
· See Edexcel GCSE Business ActiveTeach CD.
· For rules on customer service see sbinfocanada.about.com/od/
customerservice/a/custservrules.htm
· For short scenario on customer service manager see www.teamtechnology.co.uk/
customer-service.html
· For related case studies see Edexcel GCSE Student Book Applied Business by Carysforth C, Dransfield R, Neild M and Richards C (Pearson, 2009), pages 50–5 and 124–7.
Consumer protection laws / · To have a brief outline of the main customer protection laws. / · Students look at case study from the Edexcel GCSE Business Studies Student Book Building a Business on examining and evaluating the effects of consumer legislation on businesses.