Business Studies SoW Edexcel

Scheme of work
Following the announcement that from September 2012 (for two-year courses) GCSE specifications will move to linear assessment, this
scheme of work has been adapted to help you implement the Edexcel GCSE Business Short Course or Full Course specification in a linear way.
It can be used to deliver the teaching models presented in the Course Planner, but is not intended to be prescriptive and is provided in
editable Word format to make adaptation as easy as possible.
Other course planning support

In addition to this revised Scheme of Work, we have also produced an updated course planner that offers examples of possible models that
you should feel free to adapt to meet your needs. This is a free downloadable resource that you can access at:
http://www.edexcel.com/quals/gcse/gcse09/Business/Business/Pages/default.aspx
Teaching resource exemplars

The Schemes of Work contain suggestions for resources that you can use to support your teaching of this specification. 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.
Edexcel Subject Advisor Colin Leith

Colin Leith, the Economics and Business Subject Advisor, is available to help you with implementation of this specification.
You can contact him by e-mail at BusinessSubjectAdvisor@edexcelexperts.co.uk or by phone on 0844 372 2187.
Edexcel Additional Support
Ask the Expert puts you in direct e-mail contact with Edexcel examiners. You can access this service via www.edexcel.com/ask
Edexcel's community pages are designed to enable you to access peer-to-peer support from fellow Edexcel teaching and delivery staff in
schools and colleges. Visit: http://community.edexcel.com/business/f/28.aspx
Other Edexcel teaching resources

Pearson produces a range of paid-for Edexcel resources for this specification, including:
Student books full colour textbooks for each unit of the specification.
Teacher guides suggested answers and mark schemes for questions in the student books.
ActiveTeach digital teaching resources on an easy-to-use CD ROM.
Exam Skills Practice workbooks two separate write-in workbooks with activities designed to support C/D borderline students and to
stretch your higher achievers.
Youll find details of all of these at www.edexcel.com/business.

Paid-for resources, including those endorsed by Edexcel, are also available from other publishers, including Hodder Education.
Edexcels paid-for resources, as well as those endorsed by Edexcel, are not a pre-requisite for the delivery of Edexcels specifications.
Year 10
Unit 1: Introduction to Small Business; Unit 2: Investigating Small Business
Week
Content
coverage/
key questions
Learning
outcomes
Topic 1.1 Spotting

a business
opportunity/ What
is a business?
To be able to state
what a business
does.
Exemplar activities
Understanding
customer needs.
To be able to state
why customer
needs are central
to a business.
Edexcel GCSE Business Studies
Exemplar resources
Students debate and discuss issues involved in spotting a

business opportunity.
Students look at a case study in the Edexcel GCSE Business
Studies Student Book Introduction to Small Business on a
business giving motorcycle lessons explaining the nature of
business, its resources, its customers, and evaluating why it
might be successful.
Students take part in an interactive activity from Edexcel GCSE
Business ActiveTeach to help understand important terms in
business, such as market and supplier.
Students use different resources including the internet to look
at what businesses do. For example, they discuss what
different businesses produce using photographs.
See the Edexcel GCSE Business Studies

Student Book Introduction to Small Business,
Chapter 1.
See Edexcel GCSE Business ActiveTeach CD.

See Introduction to Business Activity at
www.bized.co.uk/educators/level2/busactivity
/
lesson/intro1.htm

cake-making business, explaining how the business used
market research and evaluating whether this was successful.
Business ActiveTeach to identify different types of market
research using images.
Students investigate market research figures produced by a
business and explain what they show.

Chapter 2.

For market research figures, see Business
Case Studies for GCSE Business Studies by M.
Hancock (Pearson, 2007) Case Study 14,
Market Research.
For customer needs, see resources from
Edexcel eBus (GCSE Business Studies Email
Support Service): Sept 2006 Heelys; Feb
2007 Look investigation, and March 2007
Reggae lesson starter.
Students discuss customer needs using case studies.
Scheme of work - linear
Pearson 2012
Week
Content
coverage/
key questions
Learning
outcomes
Analysing customers.
Analysing
competitors.
Exemplar activities
To be able to
identify customers.
To understand the
types of customers
that are being
targeted.
To understand the
position of a
business in order
to spot a gap in
the market.
To be able to
recognise the
importance of
competitors in
business planning.
To be able to state
at least three
potential strengths
and three
weaknesses of
competitors that
might affect
business planning.
Exemplar resources

hairstylist to explain how a business can use market mapping
to identify target customers and a potential gap in the market,
and to evaluate whether this will help the business to be
successful.
Students choose different brands within a product range and
construct a market map related to price and quality.
Students analyse the position of different businesses on a
market map, using Edexcel GCSE Business ActiveTeach.
Students use a series of resources looking at customers and
market segments. For example, they look at the Yellow Pages
or Thomson Local Directory to identify 20 different businesses
and write down what type of customers these businesses
might have. They match market segments with types of
business, using photographs and examples.

For knowing your customers, see
www.bized.co.uk/educators/level2/competitio
n/
lesson/customers1.htm

Studies Student Book Introduction to Small Business on a gym
to identify and evaluate its strengths and weaknesses.
Business ActiveTeach to explain the strengths and weaknesses
of a taxi service compared to its competitors.

Chapter 4.

For branding, see Business Active, Volume 3
Number 2, Spring 2008, Whats the use of
branding?, pp 1012.
Students examine how strong brands can benefit competitors.

Chapter 3.
For brands and market mapping, see
Business Active, Volume 3 Number 2, Spring
2008, Whats the use of branding?, market
mapping task.
Pearson 2012
Week
Content
coverage/
key questions
Learning
outcomes
Adding value.
To understand the
meaning of the
term added value.
To be able to
recognise added
value in three
examples of
products.
Exemplar activities
The options available

in starting up a
business.
To recognise that
there are different
options available in
starting up a
business.
To understand the
main principles of
a franchise.
To be able to state
at least two
advantages and
two disadvantages
of a franchise.
To recognise the
importance of
location in setting
up a business.
Exemplar resources

garage to identify how a business adds value, whether it has a
USP, and evaluate whether that USP will make the business
successful.
Business ActiveTeach to evaluate which businesses add most
value from alternatives.
In groups, students take three products, break them down into
their component parts, and describe which raw materials were
used and what other costs would have been incurred in their
production. They discuss why consumers are prepared to pay
the price for the product, and the main ways that the business
adds value.

Chapter 5.

Studies Student Book Introduction to Small Business on
franchising to calculate the costs, examine the factors affecting
the choice of franchise, and evaluate which franchise a
business should choose from two alternatives.
Students research existing franchises to compare their
advantages and disadvantages for the franchisee and
franchisor.
Students discuss the Toni & Guy franchise from video material
in Edexcel GCSE Business ActiveTeach.
Business ActiveTeach to understand the potential advantages
and disadvantages of franchising.
Students examine the factors affecting a franchisee, such as
Rosemary Conley or Dominos Pizza.
Students examine the factors affecting choice of a franchise
from a variety of articles relating to starting up in business via
a franchise.

Chapter 6.

For advantages and disadvantages of
franchising, see Business Active, Volume 1
Number 3, Jan 2006, Is franchising a good
idea?, pp 1416.
For Rosemary Conley, see Business Case
Studies for GCSE Business Studies by M.
Rosemary Conley.
For Dominos Pizza, see Business Active,
Volume 2 Number 1, Sept 2006, Delivering
pizza.
For starting up in business via a franchise,
see BBC GCSE Business Studies Bitesize
Revision: Different Types of Business;
Support Service): Jan 2007 Franchising;
and
www.startups.co.uk/6678842909145602420/
start-a-franchise.html
Pearson 2012
Week
Content
coverage/
key questions
Learning
outcomes
7-8
Topic 1.2 Showing

enterprise/What is
enterprise?
To be able to state
at least four
features of being
enterprising.
To understand the
difference between
a good and a
service.
To understand how
mind maps can be
used by
entrepreneurs to
spot opportunities.
Exemplar activities
Being creative and

enterprising.
To understand the
role of creative
thinking in
business
enterprise.
To be able to
identify key
questions that
entrepreneurs ask.
Students take part in the Young Enterprise programme.
Students look at case studies in the Edexcel GCSE Business

Studies Student Book Introduction to Small Business on businesses
making greeting cards and wedding albums. They identify lateral
and blue skies thinking, and questions that entrepreneurs might
ask. They evaluate the importance of these questions.
Students take part in interactive activities from Edexcel GCSE
Business ActiveTeach on thinking hats and questions that
entrepreneurs ask.
Students take part in a thinking hats activity from Edexcel eBus
based on a circus that has to think creatively to solve a problem
when a storm wrecks the circus tent.
Students take part in an activity from Edexcel eBus to help them
think creatively about a business problem.
Students take part in short exercises from Edexcel eBus based on
different scenarios designed to encourage creative thinking.

Studies Student Book Introduction to Small Business on horseriding stables, a machine-repair business and gift-wrapping
services, to understand the skills required by entrepreneurs and
evaluate to what extent entrepreneurs will be successful.
Students take part in interactive activities from Edexcel GCSE
Business ActiveTeach to analyse the factors that make successful
entrepreneurs, whether products are goods or services, and the
features of mind maps.
Students take part in a series of activities involving starting a
business. For example, they make a list of the reasons why they
think a person might want to start up a business, ranking the
reasons in order of priority. They design a poster advertising the
benefits of starting up a new business, taking into account the fact
that it needs to attract attention and include information about
starting a business.
Students take part in an enterprise task to encourage lateral
thinking and creativity, based on a scenario where they are
stranded on a desert island with few resources.
Students read business articles and discuss the factors affecting
business start-ups.
Exemplar resources

Chapters 7, 12 and 14.

For starting a business, see What is
Enterprise? at
/
lesson/enterprise1.htm
For lateral thinking and creativity, see
Support Service): Oct 2006 Thinking.
For factors affecting business start-ups, see
Business Active, Volume 1 Number 1, Sept
2005, Innovation and enterprise, pp 1416;
and Startups Entrepreneur Skills at
entrepreneur-skills.html
See the Entrepreneurship Masterclass run by
Young Enterprise, www.youngenterprise.org.uk

Chapters 8 and 9.

For the circus activity, see Edexcel eBus
(GCSE Business Studies Email Support
Service): Sept 2006 Deliberate creativity.
For the business problem activity, see
Edexcel eBus: Sept 2006 Penbrella: A
business problem.
For short exercises in creative thinking, see
Edexcel eBus: Nov 2006 Unlock your
creativity.
Pearson 2012
Week
10
Content
coverage/
key questions
Learning
outcomes
Invention and
innovation.
To be able to state
clearly the
difference
invention and
innovation.
To understand the
steps that an
entrepreneur can
take to protect
ideas and
products.
Exemplar activities
11
Calculated risk.
To recognise that
business involves
degrees of risk.
To appreciate that
business can also
bring rewards.
To understand how
to balance out the
riskreward ratio.

Studies Student Book Introduction to Small Business on
identifying innovation and invention, examining the benefits of
patents, and evaluating continued innovation.
Business ActiveTeach explaining the difference between
invention and innovation.
Students investigate ways to protect inventions.
Students discuss a summary of a copyright dispute between
Mattel and the makers of Bratz dolls over who owns the
copyright for the design of the doll.
Students research and debate the issues relating to invention
and innovation, including copyright, patents and trademarks.
Studies Student Book Introduction to Small Business on an
engineering business, identifying upsides and downsides and
evaluating success using calculated risk.
Business ActiveTeach identifying upsides and downsides of a
decision.
Students research how businesses can measure success.
Students research what business failure means, and the
causes of business failure.
Students look at a short case study from Edexcel eBus on a
business start-up and discuss some of the issues that need to
be considered.
Exemplar resources

Chapter 10.

For protecting inventions see How to protect
your invention,
http://news.bbc.co.uk/1/hi/business/2886301
.stm
For Bratz dolls and copyright see
www.bized.co.uk/cgibin/chron/chron.pl?id=3245
For legal issues connected with start-ups, see
www.startups.co.uk/6678842910853900731/l
egal-issues.html

Chapter 11.

For measuring success, see Business Success
and Failure 1 at
/
lesson/success1.htm
For business failure see Business Success
and Failure 2 at
/
lesson/success2.htm
For a start-up case study see Edexcel eBus
(GCSE Business Studies Email Support
Service): May 2007 Bernies start-up.
Pearson 2012
Week
Content
coverage/
key questions
Learning
outcomes
12
Topic 1.3 Putting a

business idea into
practice/Business
objectives.
13-15
Costs and revenues.
To be able to state
at least three
financial and three
non-financial
objectives for
starting up a
business.
To be able to state
a definition of
revenue, fixed
costs, variable
costs, price, total
cost and profit.
To state two ways
in which a new
business might
forecast sales.
Exemplar activities

Studies Student Book Introduction to Small Business on two
chemists, identifying financial and non-financial objectives and
comparing the objectives of the two businesses.
Business ActiveTeach classifying types of objectives.
Students create a mind map showing the overall issues
relating to business objectives.

Chapter 13.
Students examine business objectives using case studies.

For a business objectives mind map see
www.bized.co.uk/educators/16-19/business/
strategy/presentation/busobjectives2_map.ht
m
For case studies on business objectives, see
BBC GCSE Business Studies Bitesize Revision:
Business Objectives pp 2021; and
Business Case Studies for GCSE Business
Studies by M. Hancock (Pearson, 2007)
Case Study 8, Fitness Friends.

Studies Student Book Introduction to Small Business on a pet
cleaning service, involving the calculation of costs, revenues
and profit.
Business ActiveTeach using spreadsheets to calculate revenue
and costs. They discuss how fixed and variable costs change,
using graphs and an animation.
Students look at a short case study from Edexcel eBus on
costs and revenues relating to a Chinese takeaway business.

Chapter 15.

For the Chinese takeaway case study, see
Support Service): 2005 The Ho-li
takeaway.
For turnover targets see How to best set a
turnover target at
.stm
For profit and loss and a case study, see
www.bized.co.uk/educators/level2/finance/
activity/breakeven21.htm
Although break-even is not on this part of the
specification, students can use this case study
as an introduction to the concepts, which will
be useful for students who go to follow Unit 3
in Year 11.
Exemplar resources
Students discuss setting turnover targets.

Students look at case studies on analysing improving revenue
and profit.
Pearson 2012
Week
16-17
Content
coverage/
key questions
Learning
outcomes
Cash flow.
To understand the
difference between
cash flow and
profit.
To understand the
difference between
a cash flow
forecast and a cash
flow statement.
To be able to
complete a cash
flow forecast table.
To identify at least
four factors that
affect cash flow.
To understand how
poor cash flow can
lead to business
failure.
To understand the
use of the business
plan in planning
cash flow.
Exemplar activities

Studies Student Book Introduction to Small Business on a Tshirt maker calculating cash flow, and on a travel agency,
explaining the uses of a business plan.
Business ActiveTeach using spreadsheets to calculate cash
flow.
Student use a series of resources including practical activities
on forecasting cash flow.
Students use a large-scale simulation that enables them to
input details into a cash flow forecast and run a business for a
year, responding to possible changes in circumstances that
affect cash flow.
Students estimate and evaluate cash flow using a case study.
Students analyse the features of a good business plan.
Exemplar resources

Chapters 16 and 17.

For cash flow see BBC GCSE Business
Studies Bitesize Revision: Cash Flow pp
3941; and
www.bized.co.uk/educators/level2/finance/le
sson/cashflow1.htm
For a cash flow simulation see
www.bized.co.uk/learn/business/accounting/
cashflow/simulation/index.htm
For a cash flow case study see Business Case
Studies for GCSE Business Studies by M.
Peterborough United FC.
For business plans see How to write a
business plan at
2.stm
Pearson 2012
Week
18-19
Content
coverage/
key questions
Learning
outcomes
Obtaining finance.
To be able to state
at least three
different sources of
finance for a new
business.
To recognise the
difference between
short-term finance
and long-term
finance.
Exemplar activities
20
Topic 1.4 Making

the start-up
effective/ Customer
focus and marketing
mix.
To understand that
a focus on the
needs of the
customer is
essential to
business success.
To recognise the
main elements of
the marketing mix.
To be able to
identify key
elements of the
marketing mix in
different contexts.
Exemplar resources

manufacturer of drilling equipment, examining reasons for
obtaining finance and evaluating appropriate sources.
Business ActiveTeach examining the most appropriate sources
of finance for a business.
Students take part in a series of tasks and activities looking at
different ways in which businesses can raise finance, both for
start-ups and for running the business. For example, they
consider how changes in interest rates affect repayments, and
assess the suitability of different types of short- and long-term
finance.
Students research and examine specific advice from Business
Link on how to raise finance.
Students research a variety of ways of obtaining business
finance.
Students look at a case study examining the type of finance
raised by a business. They discuss how finance can be raised
in different ways.

Chapter 18.

For sources of finance, see
www.bized.co.uk/educators/level2/finance/les
son/sources1.htm
For Business Link material on finance and
grants, see
www.businesslink.gov.uk/bdotg/action/layer?
topicId=1073858790&r.lc=en&r.s=m
For obtaining business finance, see
business-financing.html
For a case study on types of finance raised,
see Business Case Studies for GCSE Business
Case Study 30, Tumble Tots.
For raising finance, see Where to raise
business finance at
.stm

clothing designer, examining the factors that may affect its
marketing mix and evaluating whether the mix would change if
the business was different.
Business ActiveTeach placing elements of the market mix into
a mind map.

Chapter 19.

For a PowerPoint presentation on the 7Ps that
can be edited, see The Marketing Mix at
marketing/presentation/mix.ppt
For elements of the marketing mix, see The
Marketing Mix Activity at
marketing/activity/mix.htm
Students research the 7Ps of the marketing mix.

Students take part in an activity considering how the elements
of the marketing mix are stressed by different companies.
Pearson 2012
Week
21
Content
coverage/
key questions
Learning
outcomes
Limited liability.
To understand the
principle of
liability.
To be able to state
the difference
between limited
and unlimited
liability.
To appreciate how
the extent of
liability can
influence decisionmaking on the type
of business
organisation
chosen by an
entrepreneur.
Exemplar activities

Studies Student Book Introduction to Small Business
examining the advantages and disadvantages of limited
liability for a scaffolding service.
Business ActiveTeach comparing the benefits of limited and
unlimited liability.
Students discuss the effects of limited liability for a sole trader
and a limited company, perhaps using video material from
Edexcel GCSE Business ActiveTeach.
Exemplar resources

Chapter 20.

For limited liability, see www.bized.co.uk/
learn/economics/notes/liability.htm
For guidelines on setting up different types of
business, see Setting up a Company at
setting-up-a-company.html
Students create a mind map on the principle of limited liability.

Students consider guidelines on setting up different types of
business organisation.
Pearson 2012
Week
22
Content
coverage/
key questions
Learning
outcomes
Start-up, legal and

tax issues.
To recognise the
importance of an
appropriate trading
name for a
business.
To appreciate why
accurate record
keeping is
important to a
business.
To understand the
main taxes a small
business will have
to pay VAT,
corporation tax,
income tax and
National Insurance
contributions.
Exemplar activities

computer repair service, explaining why business must keep
records, and evaluating the suitability of the choice of business
name.
Business ActiveTeach considering taxes paid by businesses.
Students look at any of a series of business profiles on
www.bized.co.uk examining a variety of aspects of running a
business.
Students research official guidelines on the taxes that
businesses have to pay.
Students examine a series of links offering advice to small
businesses, and specific advice from Business Link on taxes,
returns and payroll.
Students consider a scenario from Edexcel eBus based on a
businessperson who has not paid taxes.
Exemplar resources

Chapter 21.

For business profiles, see for example No. 31
Hair and Beauty, on a small hairdressing
business in the South West of England, at
www.bized.co.uk/compfact/no31/no31index.h
tm
For a business profile of a small business
selling spectacles, see Spextacular at
www.bized.co.uk/compfact/spex/spexindex.ht
m
For a case study with accompanying
worksheet and interactive quiz, see Business
Planning at
www.bized.co.uk/virtual/bank/business/plann
ing/case_study.htm
For tax guidelines, see Her Majestys Revenue
& Customs (HMR&C) information for
businesses on tax issues at
www.hmrc.gov.uk/businesses/index.shtml
For Business Links small business advice, see
r.l1=1073858781&topicId=1073858805&r.lc
=en&r.s=m and
r.l1=1073858805&topicId=1073858808&r.lc
=en&r.s=m
For a scenario on unpaid taxes, see Edexcel
eBus (GCSE Business Studies Email Support
Service):
Dec 2006 A mess: 5 days to pay.
Pearson 2012
10
Week
23-24
Content
coverage/
key questions
Learning
outcomes
Customer
satisfaction.
To give a definition
of customer
satisfaction and
customer service.
To be able to state
at least three
benefits to a
business of high
levels of customer
service.
To be able to
understand the
importance of
repeat business
and how customer
service and
customer
satisfaction play a
role in securing
repeat business.
Exemplar activities

plumber, explaining the factors leading to customer
satisfaction, and evaluating customer service.
Business ActiveTeach assessing the features of good customer
service.
Exemplar resources

Chapter 22.
Pearson 2012
11
Week
25-26
Content
coverage/
key questions
Learning
outcomes
Recruitment.
To understand the
key stages in
recruiting
employees to a
business.
To understand that
both skills and
attitude are
important in the
selection process.
To appreciate that
employing staff is
governed by laws
relating to race,
sex, age and
disability.
Exemplar activities
Exemplar resources

considering how legal factors affect recruitment in a car
conversion business.
Business ActiveTeach placing the stages in the recruitment and
selection process in order.
Students explain the steps of the recruitment process and take
part in a role-play related to interviews and selection.
Students research specific advice from Business Link on issues
related to employing people.

Chapter 23.
Students research the role of training in the workplace.
Students consider a case study on the recruitment process.

Excellent recruitment role play Vacancies
can be found in the Nuffield GCSE Business
and Economics teachers resource pack.
For the recruitment process and role-plays,
see Recruiting Staff at
www.bized.co.uk/educators/1619/business/hrm/lesson/recruit1.htm
For Business Links advice on employing
people, see
r.l1=1073858808&topicId=1073858787&r.lc
=en&r.s=m
For a practical lesson idea on the role of
training in the workplace, see Teaching
Business and Economics the EBEA Journal,
Spring 2007, Training Illustrating the
Benefits, pp 1819.
For a case study on the recruitment process,
see Business Case Studies for GCSE Business
Case Study 36, The AA. The AA is a large
organisation, but this case study usefully
highlights the role of apprenticeships in
recruitment.
Pearson 2012
12
Week
Content
coverage/
key questions
Learning
outcomes
27
Topic 1.5
Understanding the
economic context/
Demand and supply.
To understand that
a market is made
up of buyers and
sellers.
To understand that
the price of a good
is determined by
the interaction of
demand and
supply.
To recognise that a
shortage will lead
to a rise in price
and a surplus to a
fall in price.
To be able to
recognise the
difference between
a goods market
and a commodity
market.
To appreciate that
changes in
commodity prices
can affect small
businesses.
Exemplar activities

examining how changes in price affect demand for and supply
of steel parts.
Business ActiveTeach classifying types of goods.
Students take part in a number of different types of activity
from www.bized.co.uk covering the nature and functioning of
markets, including interactive tasks, animations, a word search
and a drag and drop activity.
Exemplar resources

Chapter 24.

See The Nature of Markets at
www.bized.co.uk/educators/level2/markets/
lesson/markets1.htm
Pearson 2012
13
Week
28-30
Content
coverage/
key questions
Learning
outcomes
Interest rates.
Exchange rates.
To understand that
interest is the
payment made for
a loan/received for
savings.
To understand how
changes in interest
rates can affect
small businesses.
To understand that
the exchange rate
is the price of
acquiring a foreign
currency.
To be able to
calculate simple
exchange rate
conversions using
dollars, pounds
and euros.
To understand that
changes in
exchange rates
affect buyers from
abroad and sellers
to foreign
countries
differently.
Exemplar activities

Studies Student Book Introduction to Small Business on an
electrical retailer, explaining the effect of changes in interest
rates on the business and evaluating how it might react.
Business ActiveTeach examining the effect of changes in
interest rates.
Students research a series of resources examining the main
factors that affect a business, including economic growth, the
business cycle, employment and unemployment, and inflation.
frozen food manufacturer, examining how changes in the value
of the pound can affect the business, and evaluating the
extent of this effect.
Business ActiveTeach examining the effect of changes in
exchange rates on imports and exports.
Student use a resource from www.bized.co.uk that examines
the role of exchange rates in business.
Students look at a case study from Edexcel eBus covering
issues such as cash flow and exchange rates.
Exemplar resources
For the case study on an electrical retailer see

the Edexcel GCSE Business Studies Student
Book Introduction to Small Business, Chapter
25.

For the main factors that affect a business,
see The Economic Context of Business, at
www.bized.co.uk/educators/level2/external/
lesson/context1.htm
For the effect of interest rates, see Changes
in Interest Rates at
activity/influence11.htm
For the case study on a frozen food
manufacturer, see the Edexcel GCSE Business
Studies Student Book Introduction to Small
Business, Chapter 26.
For exchange rates, see Businesses and
Exchange Rates at
www.bized.co.uk/educators/level2/internation
al/
lesson/business2.htm and External
Influences at
activity/influence14.htm
For the case study on cash flow and exchange
rates, see Edexcel eBus (GCSE Business
Studies Email Support Service): March 2007
Going straight.
Pearson 2012
14
Week
31
Content
coverage/
key questions
Learning
outcomes
Business cycle.
32
Stakeholders.
Exemplar activities
To provide a
definition of
economic activity.
To be able to
recognise that the
level of economic
activity changes
over time.
To be able to state
how different
stages in the
business cycle
might affect
different small
businesses.
To be able to
provide a definition
of the term
stakeholder.
To be able to
recognise the key
stakeholders in a
number of small
business contexts.
To be able to state
the basic rights
and responsibilities
of different
stakeholders.
To understand and
identify at least
five possible areas
of conflict between
stakeholders in a
business.
Exemplar resources

examining how changes in economic activity affect a supplier
of parts for mechanical diggers.
Business ActiveTeach considering how business activity in the
UK has changed in recent years.
Students use a series of resources from www.bized.co.uk
examining the main factors that affect a business, including
economic growth, the business cycle, employment and
unemployment, and inflation.

Chapter 27.

For resources on the main factors affecting a
business, see The Economic Context of
Business at
lesson/context1.htm

explaining the stakeholders of a house maintenance service.
Business ActiveTeach examining how stakeholders of a
recycling service are affected by the business.
Students research the rights and responsibilities of
stakeholders, how conflicts can arise as a result of business
decisions, and the ways that these can be resolved.
Students research and discuss the interests of different
stakeholder groups, using case studies and other resources.

Chapter 28.

For stakeholder issues, see Knowing your
Stakeholders at
/
lesson/knowing1.htm
For lesson ideas to develop a practical
understanding of the interests of different
stakeholder groups, see Teaching Business
and Economics the EBEA journal, Summer
2007, Stakeholders Do you have a voice?,
pp 1417.
For a case study on stakeholder groups, see
Business Case Studies for GCSE Business
Case Study 7, BSkyB. The focus here is on a
large business, but the context might be
useful to help students to understand the
main groups of stakeholders.
Pearson 2012
15
Week
33-39
Content coverage/learning outcomes

The move to linear assessment (first assessment 2014) means that all examinations will be taken at the end of the course. In addition to regular topic tests, it is
advisable to use this time at the end of Year 10 for mock examination opportunities for Units 1 and 6. In addition, some centres might use the summer term to familiarise
students with Unit 2 (controlled assessment) by providing a dummy run before completing the actual assessment. A suggested breakdown for these weeks is as follows:
1 week: mock examination for Unit 1 using a past paper/SAMs. There will be further opportunities for Unit 1 mock exams in Year 11.
2 weeks: practice Unit 2 controlled assessment. The purpose behind the practice task is to familiarise students with the assessment criteria for Unit 2 and to
enable them to experience what it is like to complete the work in the 6 hour/3 hour timings. It is important that this experience is used in a very formative way.
Guidance is available at www.edexcel.com/gcse2009.
2 weeks: complete the Unit 2 controlled assessment task. The task must be submitted for moderation in May in Year 11 and you need to ensure that the correct
task is used for the year of moderation.
Pearson 2012
16
Year 11
Unit 3: Building a Business
Week
1-4
Content coverage/
key questions
Learning outcomes
Topic 3.1 Marketing

The meaning of the term
marketing?
To understand that marketing

involves anticipating,
understanding and satisfying
customer needs at a profit.
Exemplar activities
Topic 3.1 Marketing

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 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.
Students investigate market research
resources on www.bized.co.uk.
Students research case studies covering a
variety of market research issues.
Exemplar resources
See the Edexcel GCSE Business

Studies Student Book Building a
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/
1619/business/marketing/presentation/
research_map.htm
www.bized.co.uk/educators/1619/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 1269.
Pearson 2012
17
Week
5
Content coverage/
key questions
Learning outcomes
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.
Exemplar activities
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.
Exemplar resources

Book Building a Business for examining
and evaluating methods of encouraging
product trial and repeat purchases.
ActiveTeach to consider the key issues in
repeat purchasing.
Students research case studies examining
product trial and repeat purchases.

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 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 crme egg bar.
ActiveTeach CD.
For presentation materials on product
life cycles and the Boston Matrix see
www.bized.co.uk/educators/
1619/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.
Pearson 2012
18
Week
7-8
Content coverage/
key questions
Learning outcomes
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!).
Exemplar activities
9-10
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.
Exemplar resources
Students look at case study from the

Book Building a Business for explaining
the use of branding on the mobile phone
market, including the iPhone and
evaluating possible reactions of
competitors.
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.
Students look at case study analysing

and evaluating the marketing mix of
KFC.
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
Students study video illustrating the
distribution by Nichols plc (soft drinks
manufacturer) from Edexcel GCSE
interactive questions on the marketing
mix.
Students look at marketing mix case
studies.

ActiveTeach CD.
For JVC branding see
www.bized.co.uk/cgibin/chron/typein/typein.pl?itn=3076

ActiveTeach CD.
For material on marketing mix see
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.
September 2006 Heelys.
Pearson 2012
19
Week
11
Content coverage/
key questions
Learning outcomes
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.
Exemplar activities
Students look at case study in the

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
Book Building a Business.
ActiveTeach examining design features
that have been attractive to customers.
Students investigate case studies on
design features and research
development.
Exemplar resources

ActiveTeach CD.
(Pearson, 2007) Case Study 23,
Nomique Ltd.
Pearson 2012
20
Week
12-13
Content coverage/
key questions
Learning outcomes

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!).
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.
Exemplar activities
14

needs
Cost effective operations and
competitiveness
Effective customer service

Consumer protection laws

the term productivity.
To understand how increasing
productivity helps a business
to improve competitiveness.
the term customer service.
To understand the benefits of
providing high levels of
customer service and the costs
of poor customer service.
To have a brief outline of the
main customer protection
laws.
Exemplar resources

Book Building a Business on examining
and evaluating stock control of a
business that buys in metal sheets.
and evaluating quality assurance at a
business that provides guard services.
ActiveTeach on investigating a stock
control graph.
ActiveTeach on investigating the
advantages and disadvantages of a
quality assurance system.
Students undertake activity on quality
control.
interactive questions on quality.
Students look at case studies on stock
control and quality.

Book Building a Business on analysing
and evaluating cost cutting methods at
a container loading business.
activity from the Edexcel GCSE Business
ActiveTeach on investigating the effects
of changes in business practice costs and
productivity.
interactive questions on productivity.

ActiveTeach CD (Chapter 7).
ActiveTeach CD (Chapter 8).
For material on quality control see
www.bized.co.uk/educators/1619/business/production/activity/qualc
ontrol.htm and www.bized.co.uk/cgibin/chron/typein/typein.pl?itn=3321
September 2006 From Drought to
Flood.
(Pearson, 2007) Case Study 25,
Responsive Designs.
ActiveTeach CD.
For material on productivity see
Pearson 2012
21
Week
Content coverage/
key questions
14 (cont)
Learning outcomes
Exemplar activities

Book Building a Business on assessing
and evaluating customer service at a
hotel.
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.
and evaluating the effects of consumer
legislation on businesses.
ActiveTeach on investigating how laws
might affect a business.
Students look at case studies on
consumer protection laws.
Exemplar resources

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
and Richards C (Pearson, 2009),
pages 505 and 1247.

ActiveTeach CD.

3.2 pages 1547.
Pearson 2012
22
Week
15
Content coverage/
key questions
Learning outcomes
Exemplar activities
Exemplar resources
Mock exams
Unit 1 exam based on past papers/SAMs
Unit 3 exam based on Topics 1 and 2 drawn from past papers/SAMs
16-17
Topic 3.3 Effective financial

management
Cash flow
To understand the main

aspects of financial
management, such as credit
terms, de-stocking as a means
of managing cash flow more
effectively.
To understand and analyse
ways of increasing cash
inflows and reducing cash
outflows and the effect on
cash flow positions in a variety
of contexts.
18

management
How to improve profit
To understand how increasing

revenues and reducing costs
helps to increase profit.
To understand the impact of
both changing prices and
influencing costs on profit.

and evaluating cash flow at a
restaurant.
introductory discussion on the financial
management of a business operating
childrens play areas.
ActiveTeach on investigating how
changes in a business might affect its
cash flow.
interactive questions on cash flow.
improving cash flow.

and evaluating profit at a nightclub.
ActiveTeach on investigating how
changes in revenues and costs might
affect its profit.
Students investigate revenue and costs
spreadsheets from Edexcel GCSE

Business, Chapter 12
ActiveTeach CD.
For material on cash flow see
4 pages 18295.

ActiveTeach CD.
Pearson 2012
23
Week
19-20
Content coverage/
key questions
Learning outcomes

management
Break-even analysis
To understand the role and

purpose of break-even
analysis.
To be able to draw and
interpret break-even charts.
To understand how breakeven points change when
prices and/or costs change.
Exemplar activities

and evaluating break-even at a bakery.
ActiveTeach on investigating a breakeven chart.
Students investigate break-even
spreadsheets.
Teacher presents animation showing how
changes affect break-even graphs at a
box making business.
Students undertake activity on profits and
losses incorporating break-even.
Teacher gives presentation on break-even
analysis can be edited to suit.
Students look at case studies on breakeven.
Exemplar resources

ActiveTeach CD.
For material on breaking even see
www.bized.co.uk/educators/1619/business/accounting/lesson/profitl
oss2.htm and
www.bized.co.uk/educators/1619/business/accounting/presentation/
breakeven.ppt
For relevant case studies see Business
2007) Case Study 27, Reggae
Reggae Sauce.
October 2005 Break-Even Test.
October 2005 Break-Even Exercise
and Ho Li Takeaway.
4.3 pages 20817.
Pearson 2012
24
Week
21-22
Content coverage/
key questions
Learning outcomes

management
Financing Growth
To understand the main ways

in which businesses finance
growth.
To be able to distinguish
between the different internal
and external sources of
finance and be able to relate
these to different contexts.
Exemplar activities

and evaluating suitable sources of
finance at a mobile phone company.
ActiveTeach on investigating sources of
finance.
Teacher presents series of cases where
students have to decide and justify what
sort of finance would be appropriate.
Students investigate sources of finance
mind map.
Exemplar resources


ActiveTeach CD.
For case studies on appropriate
finance see
www.bized.co.uk/educators/1619/business/accounting/activity/
sourcefinance.htm
For finance mind map see

www.bized.co.uk/educators/1619/business/accounting/presentation/
sourcefinance_map.htm

4, pages 21825.
Pearson 2012
25
Week
Content coverage/
key questions
Learning outcomes
23
Topic 3.4 Effective people

management
Organisational structures
To understand the main types

of organisational structures
used in business and their
purpose.
Exemplar activities

and evaluating the organisational
structure of a newspaper company.
introductory discussion on how a car hire
business manages its human resources.
ActiveTeach on examining organisational
charts.
Teacher shows video investigating the
organisational structure of Fitzgerald
Lighting, a lighting manufacturer.
Teacher gives presentations on
organisational structures can be edited
to suit.
organisational structures.
Exemplar resources


ActiveTeach CD.
For material on organisational

structures see
www.bized.co.uk/educators/1619/business/strzategy/presentation/b
usorg.ppt and
www.bized.co.uk/educators/1619/business/strategy/presentation/or
gfunctions1.ppt and
www.bized.co.uk/educators/1619/business/strategy/presentation/
orgstructures.ppt

February 2006 Hierarchy and
Communications.

pages 2831.
Pearson 2012
26
Week
Content coverage/
key questions
Learning outcomes
24
Topic 3.4 Effective people

management
Motivation theory
Communication
Remuneration

the term motivation.
To understand the importance
of managing motivation in the
workplace.
To understand Maslows
hierarchy of needs and its
application to motivation in
the workforce.
To understand that motivation
also comes from within and
that happiness at work is an
important source of
motivation.
To understand the purpose of
communication in a business
context.
barriers to communication.
To appreciate the costs and
benefits to a business of
good/poor communication in
different contexts.
payment systems in use in
businesses.
To understand the costs and
benefits to businesses and
employees of these different
systems.
Exemplar activities

and evaluating motivation at a national
chain of shoe shops.
activity on Maslow from Edexcel GCSE
Students look at case study on
motivation.
interactive questions on motivation and
happiness.
Students undertake activity based on
Maslow.
and evaluating communication in a call
centre.
ActiveTeach on types of communication.
Teacher presents video investigating
communication at Office Angels, a
recruitment agency.
communication.
Students undertake activity on
organisational structures and
communication.
and evaluating remuneration of lorry
drivers
ActiveTeach on types of remuneration.
Exemplar resources

ActiveTeach CD.
2007) Case Study 34, Saga Group.
For material on motivation and
happiness see www.bized.co.uk/cgibin/chron/typein/typein.pl?itn=2848
For material on Maslow see
www.bized.co.uk/educators/level2/
people/activity/people24.htm
ActiveTeach CD.
February 2006 Hierarchy and
Communications.
Communication between functional
areas, pages 405.
For material on organisational
structures and communication see
www.bized.co.uk/educators/1619/business/strategy/lesson/
orgcomms.htm
Pearson 2012
27
Week
Content coverage/
key questions
Learning outcomes
Exemplar activities
Students look at case study on

remuneration.
interactive questions on pay and
motivation.
Exemplar resources
25
ActiveTeach CD.
2007) Case Study 37, Alton
Towers.
For material on pay and motivation
see www.bized.co.uk/cgibin/chron/typein/typein.pl?itn=3106
Mock exams
Unit 1 exam based on past papers/SAMs
Unit 3 exam based on Topics 3 and 4 drawn from past papers/SAMs.
Pearson 2012
28
Week
Content coverage/
key questions
Learning outcomes
26
Topic 3.5 The wider world

affecting business
Ethics in business
Environmental issues

the term business ethics.
To understand the complexity
of moral issues in business
using a variety of different
contexts.
To understand the concept of
trade-offs and how this applies
to ethics and profit.
pressure groups in influencing
business decision making.
To understand that business
activity has different impacts
on the environment.
To be able to understand the
difference between short-term
and long-term environmental
effects on the environment.
Exemplar activities

and evaluating ethics at Nike.
introductory discussion on how an oil
business is affected by the wider world.
ActiveTeach on the advantages and
problems of taking an ethical approach
for business.
Students undertake activity on Coca Cola.
Students undertake activity on pressure
groups.
and evaluating environmental issues
arising from the operations of an
electricity generating business.
ActiveTeach on environmental problems
and solutions.
environmental issues.
Exemplar resources

Business, Chapter 19
ActiveTeach CD.
For material on Coca Cola see
www.bized.co.uk/educators/1619/business/external/activity/ethics.ht
m
For material on pressure groups see
www.bized.co.uk/educators/1619/business/external/activity/pressur
e1.htm
For related information, see Business
Active, Volume 1 Number 2. January
2006. See the Edexcel GCSE Business
ActiveTeach CD.
pages 267 and Environmental
Constraints, pages 1747.
Pearson 2012
29
Week
Content coverage/
key questions
Learning outcomes
27

affecting business
Economic issues affecting
international trade
To understand the concept of

income distribution.
between an export subsidy
and import protection.
Exemplar activities
and evaluating issues affecting
international trade in shoes.
ActiveTeach on the effects on internal
trade of tariffs, quotas etc.
Students investigate resources on
international business.

and evaluating the effect on UK
businesses of the EU.
ActiveTeach on the effect of regulation on
businesses.
Teacher presents animation investigating
the effect of the EU on McBride, a
manufacturer of soaps, shampoo and
other cleaning products.
Teacher gives presentations and students
undertake activities on the role of the EU
these can be edited as appropriate.
Teacher gives presentation on regulation.
Students look at case studies on the EU.
28

affecting business
The impact of government and
the EU on business
29-32

government and the EU in
regulating and controlling
business activity.
the term regulation and
legislation as it applies to
business.
To appreciate the main ways
in which government and the
EU affects business
regulation, taxation and
legislation.
To be able to appreciate the
impact of these on business
activity in a variety of
contexts.
Exemplar resources

ActiveTeach CD.
For material on international business
see
www.bized.co.uk/educators/level2/int
ernational/lesson/business1.htm and
www.bized.co.uk/educators/level2/int
ernational/lesson/business2.htm
ActiveTeach CD.
For material on the EU see
www.bized.co.uk/educators/1619/business/external/lesson/euenviro
n.htm and
www.bized.co.uk/educators/1619/business/external/presentation/eu
environ.ppt
For material on regulation see
www.bized.co.uk/educators/1619/business/external/presentation/reg
ulation.ppt
Employees their rights and
responsibilities, pages 569 and The
role of government, pages 1723.
Revision programme comprising exam technique and mock exams. Edexcel GCSE Exam Skills Practice workbooks (support and extend) can be used to address the
exam technique for different questions.
Unit 1 mock exam based on past papers/SAMs
Unit 3 mock exam based on past papers/SAMs.
Pearson 2012
30
This grid is for you to create your own scheme of work if needed.
Week
Content
coverage/
key questions
Learning
outcomes
Exemplar activities
Exemplar resources
Pearson 2012
31

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Scheme of work

Other course planning support

Teaching resource exemplars

Edexcel Subject Advisor Colin Leith

Edexcel Additional Support

Other Edexcel teaching resources

ActiveTeach digital teaching resources on an easy-to-use CD ROM.

Youll find details of all of these at www.edexcel.com/business.

Topic 1.1 Spotting

Edexcel GCSE Business Studies

Students debate and discuss issues involved in spotting a

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Students look at a case study in the Edexcel GCSE Business

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Students discuss customer needs using case studies.

Scheme of work - linear

Edexcel GCSE Business Studies

Students look at a case study in the Edexcel GCSE Business

See Edexcel GCSE Business ActiveTeach CD.

Students look at a case study in the Edexcel GCSE Business

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Students examine how strong brands can benefit competitors.

Scheme of work - linear

See the Edexcel GCSE Business Studies

The options available

Edexcel GCSE Business Studies

Students look at a case study in the Edexcel GCSE Business

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Students look at a case study in the Edexcel GCSE Business

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Scheme of work - linear

Topic 1.2 Showing

Being creative and

Students take part in the Young Enterprise programme.

Students look at case studies in the Edexcel GCSE Business

Edexcel GCSE Business Studies

Students look at case studies in the Edexcel GCSE Business

Scheme of work - linear

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Students look at a case study in the Edexcel GCSE Business

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Edexcel GCSE Business Studies

Scheme of work - linear

Topic 1.3 Putting a

Costs and revenues.

Students look at a case study in the Edexcel GCSE Business

See the Edexcel GCSE Business Studies

Students examine business objectives using case studies.

See Edexcel GCSE Business ActiveTeach CD.

Students look at a case study in the Edexcel GCSE Business

See the Edexcel GCSE Business Studies

See Edexcel GCSE Business ActiveTeach CD.

Edexcel GCSE Business Studies