Ercall Wood Technology College

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Business Studies

Business at Ercall Wood Technology College, through a variety of teaching methods will help you to gain a broad understanding of enterprise and develop the skills, knowledge and understanding required to work in commerce today.

Our Business department is one of the most dynamic and exciting areas at the College, using trips, work placements, practical experience and industry talks as the basis of our training programmes. This includes the different departments in business, types of ownership and the different kinds of external pressures on business.

Through a variety of practical coursework and case studies the Business Studies Student will gain an overall understanding of businesses and the world in which they operate.
Our courses can be fun but everything backs up the knowledge you gain in the classroom!

Why should students study Business?

It is REAL and RELEVANT

 Students learn about the real world of wealth creation.

Issues such as;


• how products are bought and sold
• how firms recruit their workforce
• how customers can put things right after they have bought a faulty product
• how governments control the economy
• business and consumers

The department also regards the development of ICT skills, teamwork and the ability to manage their own progress as important skills to develop. We therefore offer choice whenever possible and encourage studies of realistic modern economic problems.

• There is No discrete teaching of Business in KS3, although Enterprise Education is prominent throughout all of the keystages.

Darren Andrews

Derick Newton

GCSE Business & Communication Systems            Award Code 4134

413008

Unit 8 – ICT Systems

in Business

Written Paper

(1 hour) 

60 marks/40%

413009

Unit 9 – Using ICT

in Business

Computer Based Exam

(1½ hours) 

60 marks/35%

413010

Unit 10 – Investigating

ICT in Business

Controlled Assessment

40 marks/25%

Unit 8:

1. Administration

This section introduces students to the importance of administration and how it supports the main functions of a business from its initial setting up to ensuring its continued survival and growth when faced with increasing competition.

2. Human Resources

This section introduces students to the importance of people in helping businesses achieve their objectives. In particular the importance of recruiting, retaining and rewarding staff, and providing a safe working environment.

3. Communication

This section provides students with an understanding of the structure and importance of communication systems in meeting the aims and objectives of business.

Unit 9

Using ICT in Business


This unit introduces Students to a range of software applications used to support each function of a business. It helps Students to understand how a business can use software to capture, store, retrieve and analyse data so as to meet its requirements.

 Unit 10 - Investigating ICT in Business

This unit is a controlled assessment and assesses the subject content in Unit 9 Using ICT in Business. The
work must be each candidate’s own individual response, produced under controlled conditions.

Task Setting

All controlled assessment tasks will be set by AQA. Tasks will be replaced each year and will only be available for one assessment opportunity.

AQA will provide schools with pre-released material. This will require students to undertake an investigation into the use of ICT in business and a practical exercise.

Task Taking

  • Preparation

Before students carry out their investigation, schools should prepare them by covering the relevant section(s) of the specification. During this phase, schools should ensure that students are familiar with the skills which will be assessed.

  • Research and Planning

It is suggested that between five to eight hours should be allocated for students to undertake research. During the research and planning phase, teachers may give feedback to individual students to support them in their learning but this assistance must be recorded.

Students may work with others during the research and planning stage. Each student must, however, produce an individual response to the tasks.

Final Presentation

Students should spend between three to four hours in writing up their findings and producing the necessary document(s) or material. (Additional time can be given for students with special assessment requirements). When completing their work, students must work independently under teacher supervision.

This time may be divided into more than one session, provided that the teacher collects all materials at the end of each session, keeps them under secure conditions and returns them to students at the beginning of the next session.

Schools are not allowed to give feedback to students during this time.

Task Marking

Schools must mark all controlled assessments using the marking criteria shown in the specification.  All controlled assessment work will be moderated by AQA according to the procedures outlined in section 7 of the specification. This, along with the marking criteria is available to  download.

SMSC

In Business at Ercall Wood Technology College, students continually develop their ability to understand the importance of social, moral and cultural changes.  The different ethics of people play a key role in business planning.  Students are made aware that these ethics need to be considered when bringing out new products.  This leads onto the students having the chance to work in teams, be creative, use their problem solving skills and adapt products to meet the wants and needs of customers with different beliefs.  Students explore equal opportunities legislation and how it has changed over time.  This provides the opportunity for them to form their own opinions and broaden their morals.

Students are aware of different cultures and are able to work in group situations to discuss the effects of culture on business today.  For example, businesses can be multinational and students learn and discuss how these are considered when trading with businesses in different cultural backgrounds.  Students look at the production of goods and the recruitment and retention of staff.  They practice role play interviews, which enables them to form their own views and opinions, understand the consequences of their actions and apply this to real life business situations.

Business students interact with the local community and real business people to practice customer service and develop their presentation and social skills. They participate in group work, role play and debates within lessons, as well as practical tasks that relate to real business opportunities.