Spring Time available = 5 weeks x 3 lessons =15 hours (estimate only) Term 1 Unit 3 – Building a Business Topic 3.5 The Wider World Affecting Business in business issues Issues Affecting International Trade impact of the government and EU Spring Time available = 5 weeks x 3 lessons = 15 hours (estimate only) Term 2 REVISION PROGRAMME 1 – Small Businesses 2 – Large Businesses Technique and Revision Guidance Sessions
What are the BLP activities? When will they be used in the scheme? Resourcefulness – questioning, making links, capitalising Choosing controlled assessment task Linking knowledge of modelled Research Folders (RF) to structure of their own RF Resilience – noticing, perseverance Independent research Reciprocity – interdependence, imitation Peer review activities Reflectiveness – planning, revising Personal review and assessment of folder Respect – Social skills, managing feelings Preparation for interviewing an entrepreneur Literacy For Learning (LfL) What are the LfL activities? When will they be used in the scheme? LFL 1 Reading for meaning Selecting the controlled assessment task Secondary research in textbooks and web pages Numeracy For Learning (NfL) What are the NfL activities? When will they be used in the scheme? NfL 1 Sequencing/numbering systems Students organise their research folder into a numbered/referenced appendix
Short Term Learning Plan Learning Stage Learning Objectives Differentiated Learning Outcomes (Linked to AFs and Assessment Criteria) Teaching and Learning Activities (cross-referenced to AfL, BLP, LfL and NfL) Topic 2.1 Choosing Task and Research Differentiated Process for LA and HA (cross-referenced in lesson planning) HA LA Stage 1 Lesson 1 To select an appropriate task for their controlled assessment To recognise and plan ways to collect evidence for their controlled assessment research folder (RF) To use digital storage to enable collection of data to occur within lessons and from work done outside school on students’ own devices. Must: choose a controlled assessment task form the Edexcel list Open a Book Creator Account List research to be done on Research Log Sheet Should: describe research to be done and know what evidence will be produced Could: Explain the research outcomes desired with suitable formats identified to present evidence collected Which task interests me most? In learning sets, visit each task resource table. Discuss the nature of the task and record rate/rank level of personal interest plus any concerns or questions on “Selecting My Controlled Assessment Task” handout. BLP - Resourcefulness – questioning, making links, capitalising What relevant secondary research sources are available? Review samples of research from a range of websites through a ‘book’ shown in the Book Creator App Review Textbooks Review Leaflets Which relevant primary research techniques are suitable for your task? Review examples of interview and focus group from video stored in the ‘Controlled Assessment Book’ shown on an iPad through the Book Creator App Interviews Questionnaires Focus Groups Independently plans how evidence can be collected, retrieved and archived both in and out of school using the Book Creator App (FREE) Compiles detailed list of evidence to be collected with possible sources Creates own checklist to plan for best practice in own primary research. Creates a Book Creator App (Free) account with help. Creates a list of what could information could be collected about the task. Uses a checklist to identify good practice in primary research.
Sampling How should I prepare for interviewing an entrepreneur? Manners/social protocols Safety – who should know? Parents, teachers Permission to take photos/videos Why is it important to use more than one source of information? Relevance, verify, up to date, compare, evaluate How could I collect and store my research? Review Book Creator features – audio, video, textboxes, images, How can I organise my evidence? My ebook - Book Creator App new book, choose Landscape create cover to include Full name of student An image relevant to task Start date Record an audio clip explaining the purpose of their e-portfolio Create new page for each research What information do I need to collect for this task? Research Log Sheet – give a completed model – review features Independently explores features of app and models use to others giving verbal guidance (in full sentences using keywords) about most features. Identifies features found in app Follows verbal/picture guidance to notice and use some features.
Full sentences Research technique used Successes/difficulties Next step identified Relates to task Provide a sorting/sequencing activity of A, C and F grades Stage 2 Lessons 2 – 5 To ensure that the research is focussed on the task set To produce research from a wide range of resources To reflect on quality and relevance of evidence collected. To receive and respond to peer feedback to enhance the breadth and depth of their research To organise the research gathered Must: Update evidence collection in Book Creator Review another student’s research work Should: Review and give feedback to two other students on the quality and relevance of their research Could: Review and give feedback to two students on the quality and relevance of their research Independently plan improvements to relevance, breadth How do businesses decide whether a solution to a problem is effective? Key words: risk, uncertainty, start-up costs, running costs, revenue, loss, profit, fixed costs, cashflow, sources of finance Factors cards – RAG these, points 3,2,1 Rally Robin: reviewing importance/relevance of factors – Learning sets – 2 opponents, 1 referee Students take turns to explain the likely outcome of a start-up entrepreneur doing or not doing one of the factors using at least one key word in each response. Full sentences must be used in the QBW (refers to Question, Because, Which means that/knock on effect) format. Extending Research: Provide opportunities after each week’s homework for students to upload evidence to their Book Creator file. Resilience – noticing, perseverance Peer review of evidence (AFL1) Reviews content of research against original planning and includes written justification of any changes made in their research log. Completes Research Log each research session working on each item from their list.
and depth of own research Students voice record their own reflections about the quality and relevance of evidence they have chosen and how they intend to further improve. Reciprocity – interdependence, imitation WHN (WowHowNow) review Book Creator file in learning sets leaving a voice recording with WHN feedback. Print out research Either print out the E Book or create PDF files and email to own network account for printing. With reference to assessment criteria, leaves constructive oral feedback for two students. Leaves responses to three given review questions Stage 3 Lessons 6 & 7 To receive and respond to peer feedback to enhance the breadth and depth of their research Complete the research phase of controlled assessment task Must: Give each piece of evidence a number Create an appendix front page with a numbered list of evidence topics Summarise the sources of information used in a biblio/webography Give in a complete RF Should: Organise evidence into an appendix Creating my final research folder (RF) students view samples and match them to assessment criteria for RESEARCH (AFL2) Resourcefulness – questioning, making links, capitalising 0 Level of response not worthy of credit. (Grade U) 1–3 Research from one source using limited selectivity and focus. (Grade F - G) 4–6 Research from more than one source showing some selectivity and focus. (Grades E - F)
using a suitable referencing system Could: Selecting and prioritising evidence by key topics into an appendix using a formal referencing system 7–9 Research from a range of sources showing good selectivity and focus. (Grades C-D) 10–12 Detailed, relevant research from a wide range of sources together with high quality organisation of materials and focus. (Grades A*-B) Create hard copy of Research Folder Students gather together all evidence in an organised way. Note: once the folder is collected, students will only be able to use it in highly controlled conditions ie when writing up their controlled assessment task. (AFL3) – Mark awarded after internal/external moderation Submit self- assessment form with justification for their chosen mark Adapts forms available demonstrating ability to cross reference information and sources within an appendix Agree a mark with TA or Teacher guidance Completes and Includes forms available