Curriculum Intent and Rationale
The purpose of the business studies curriculum is to equip students with the knowledge and skills to progress in the study of business or any subject at university and succeed in this. Business studies is the study of the world around us from a social, financial and cultural perspective. Business is the study of the interactions and connectivity of firms and the world around us. By gaining an understanding of economic and business theories and interrelationships between macro and micro economic issues, we aim to equip our students with the skills to make informed decisions throughout their lives and thus become more aware of business opportunities and the role firms play within our society.
The Edexcel curriculum provides ample opportunity for business studies students to develop analytical and problem-solving skills, numerical and computer skills, as well as the ability to work well either alone or within a team. All of these skills are very transferable allowing business studies students to branch into any university discipline. From investment banking and financial services, business and public-sector management and research, to working with charities, teaching or the media. There is little restriction on what students can do with these skills as the curriculum not only teaches the application of economic and business theory but the analysis and evaluation of data. The curriculum extends to globalisation, economic development, and behavioural business studies which ties in with many occupations and disciplines.
Key Stage 5
Specification: Edexcel Economics B
Year 12 serves as an introduction to business studies as we do not offer a KS4 provision. The basic economic and business principles are taught and reviewed, with students being encouraged to look into the news and realise the ‘live’ nature of the subject.
The deeper, more theoretical topics are saved for year 13 (such as business modelling and rational analysis), as students are able to use the skills and principles taught in year 12 to analyse and evaluate these areas and thus develop a deeper understanding of the discipline and its many applications.
Due to the introductory nature of year 12, we expect lessons to involve much questioning, both from students and from teachers. This questioning should be for the derivation of knowledge or to encourage students to think deeper and to question why. Why does a business decision have a certain impact? How and why does this impact the consumer? Why should we consider one pricing policy as opposed to another? Etc. The questioning in year 13 should be more nuanced. It should focus on the critique of economic and business theory, cause, and consequence. Answers are drawn from students to encourage further thinking, discussion, and debate.