A great opportunity for all learners to start off by asking a range of questions about the importance of self reflection, developing a positive mindset and how to develop positive relationships with their peers and teachers. Learners are expected to understand the difference between work and working hard. They answer questions related to an article written by Joshua Becker. The reasons why people work is explored and they write a short report about why they are expected to increase their motivation to work hard too. Learners are encouraged to read different articles and answer questions about the benefits of a well-motivated workforce. Further reading and answering questions about three main motivational theorists (Abraham Maslow, Frederick Taylor and Frederick Herzberg encourages all learners to evaluate the importance of motivation at work theories and understand the criticisms of their work. Learners complete their work and are expected to read about financial methods of motivation and non financial methods of motivation.

The activity worksheet covers two sub-topics: 2.3.1 Why communication is important and 2.3.2 Communication barriers. The opportunity for all IGCSE Business Studies students to work together on a Business Communication School Project for 6-8 weeks is exciting. They explore different methods of communication used in the school and asses the advantages and disadvantages of chosen communication methods. Learners progress to sub-topic 2.3.2 and complete work on communication barriers. This is based on a competition set by members of the school leadership team to produce a leaflet about communication barriers. The best leaflet is selected based on set criteria.

The activity sheets engages all learners in a range of exciting tasks starting with the demonstration of their knowledge and understanding. All learners define what a trade union is. Learners progress to interview their teacher or a member of staff who is a trade union member and ask questions. The reality of trade union activities is explored. Learners complete a table to identify 5 teacher unions based on the example given for the National Education Union (NEU) of the UK. All learners watch videos about the NEU and complete a final task. Higher order thinking is demonstrated as they evaluate the benefits of a teacher being a member of the NEU.

Learners complete a range of exciting activities that explain why reducing the workforce may be necessary at specific periods in an organisation. Opportunities to add more keywords to their business dictionary is given with terms specific to video one. Learners complete a table where reasons why reducing the size of the workforce is listed and column two gives them the opportunity to explain each reason. Learners are introduced to a real business situation in this case Dyson. All learners complete the comprehension activity by answering all questions. Feedback must be actioned. Learners understand the difference between the reasons why Dyson reduced the workforce and compare their reasons with the actions of the Engineering company in Cumbria that suffered closure and 130 job loses. Opportunity to read ahead is the final activity. Learners show knowledge and understanding of trade unions in a country of their choice.

An engaging resource that introduces learners to a range of activities that will develop their knowledge and understanding of what leadership is. The first activity allows learners to understand what leadership is from their teacher’s experience. Learners progress to identify 20 male and female leaders in the world and explore the leadership styles by simulating different roles. Different scenarios are examined to explain why leaders cannot stick to one leadership style and be successful. The opportunity to work independently, in a small group and with their teacher is embedded in the activities as a source of motivation. The final activity is to be completed with the teacher providing the case study. Higher order thinking is expected.

Learners are encouraged to demonstrate knowledge and understanding of Delegation from the completion of sub-topic 2.2.1. Learners complete a range of activities with a continued focus on Mrs Rolland the owner of a flower shop. Activity one starts them off with questions about delegation. Learners understand that running a flower shop involves different tasks. They allocate tasks in a table based on the identified job roles. Learners have to complete the table, watch two videos, write a short business report to Mrs Rolland and be able to evaluate the advantages and disadvantages of delegation.

Learners are encouraged to complete a range of activities to include a classroom presentation, completing tables, taking part in classroom discussions, reading, creating an induction training program and using Microsoft Publisher to produce a professional leaflet, flyer or newsletter. Learners are encouraged to understand the different types of training and the advantages/disadvantages of on and off-the-job training programs at Virgin Atlantic.

Learners are expected to read about the sub-topic before the lesson. The knowledge activity takes them back to sub-topic 1.3.3. They develop the keywords game by adding more keywords and playing the matching game. Learners complete a range of activities to include a simulation activity to understand functional areas of their school and a small flower shop business. Learners are encouraged to demonstrate ICT skills by drawing two organisational charts and add written evidence to their diagrams to show the levels of response (knowledge & understanding, application, analysis and evaluation). Learners work in groups and prepare interview questions to understand how schools are organised and managed. The debate activity is to be graded by their teacher.

Learners are encouraged to make a connection between sub-topics 2.1.1 and 2.1.2, to understand that there are legal implications impacting the recruitment and selection process. Learners work independently and with their teacher/peers to understand employment contracts and the legal controls over employment issues. Learners work progressively through eight activities where opportunities are presented to demonstrate knowledge and understanding of employment contracts to higher order thinking where they can assess and evaluate the benefits to the employer and employee of the employment contact. The implications of legal issues on the employer and employee in context of the employment contract are also explored. Learners are encouraged to prepare for sub-topic 2.1.3 and to create a revision plan and revision notes.

Learners are introduced to sub-topic 2.1.1 but encouraged to think about how sub-topics 1.3.2 and 1.4.1 are connected to the recruitment and selection of employees in businesses. There are 8 activities to be completed with a range of tasks to understand the importance of human resources. Examples of a range of jobs are introduced to the learners to ensure the realities of the recruitment and selection process is brought to life. The opportunity to explore recruiting an Accountant by a sole trader and for a Private Limited Company Bain & Company exposes them to the differences in the process. The classroom simulation activity engages them in the recruitment and selection process with the aim to select the most suitable employee for the company.

Learners are encouraged to refer back to sub-topic 1.3.3 Why some businesses grow and others remain small. The learning outcome for all learners is to demonstrate the connection between business size and type of business ownership. Learners complete a range of activities to include widening their business knowledge and understanding of keywords. Research work is encouraged but with the aim to understand the importance of how to avoid the pitfalls of plagiarism. Exam style questions give learners the opportunity to think deeply about the type of business ownership suitable to a business as it grows.

Learners start with questions to demonstrate subject knowledge. They are asked to show evidence of work completed on the role of stakeholder groups. Activities have questions with a range of command words to further develop subject knowledge. Learners are expected to make a connection between business objectives and stakeholder objectives. Activity three is engaging and gives learners the opportunities to work independently. Learners through their presentation think about a stakeholder versus shareholder approach in context of a plc of their choice. The presentation must address how to minimise potential conflicts between shareholders and internal/external stakeholders.

A progressive worksheet that connects sub-topics 1.5.1 with previous activities. learners think beyond business objectives. Learners complete a range of activities and have opportunities to demonstrate sound knowledge and understanding of business aims, business objectives, SMART objectives. Explain why business objectives are important to a business. The final activity asks learners to think ahead and start looking at sub-topic 1.5.2 The role of stakeholder groups.

This worksheet covers the key concepts relevant to the topic and engages learners to work independently using their ICT and digital skills. They are encouraged to develop sound knowledge and understanding of the different economic sectors in Nigeria and connect them to the primary, secondary and tertiary sectors. Supporting videos covering the key concepts will enhance their knowledge and present the idea of examining the pros and cons of activities taking place in the public and private sector and who should be in control of resources and decision-making. The stimulus material has linked exam style questions to help prepare them for their exams. Finally learners are encouraged to embed the revision plan and creation exercise. The research activity introduces them to sub-topic 1.3.

A practical worksheet with a range of activities with questions to develop the knowledge and understanding of the learner about enterprise and entrepreneurship. Learners complete a task where using ICT skills they identify 19 entrepreneurs and they must include their source of evidence at any point where the internet or a book is used for literature review and referencing. Learners answers a variety of questions about the business plan based on their research evidence from sub-topic two. The need to work in a small group to produce a questionnaire and interview a local entrepreneur gives them the opportunity to think critically about setting up a business. The business plan presentation will be assessed and feedback given by the teacher to decide if the £10,000 funding is going to be awarded.

The engaging activities brings continuity to the learning process, allowing students to think about business failure or success. Learners have to understand the importance of business objectives and having a sound business idea and plan. Watching the series from The Apprentice and Dragons’ Den will make them understand what it takes to setup a business and avoid failure. The research activity gives learners the opportunity to develop their knowledge and understanding of business success or business failure.

Learners are introduced to a range of interactive and engaging activities to develop sound knowledge and understanding of sub-topic 1.3.3. The evidence introduced to them about key concepts comes from real businesses. They are encouraged to understand concepts related to business growth (internally and externally) from a game, research from the internet and youtube videos. Use of questioning techniques encourages learners to answer questions linked to the videos and ask their teacher questions too about business growth. They explore through videos the advantages and disadvantages of integration (horizontal and vertical) and be able to explain the concepts mergers and takeovers. The final activity includes watching a video to explain why some businesses remain small.

The worksheet engages all learners in a range of activities. They can work independently in class or at home to complete the work. All learners are encouraged to develop sound knowledge and understanding of the methods used to measure business size. Higher order thinking is demonstrated by the higher level response which is to evaluate the problems of measuring business size. The video enhances their learning to understand the level of response (application).

This exciting worksheet covers sub topic 1.1 and 1.1.1 The nature of business activity. Learners are encouraged to use computer software to include microsoft word, graphics, microsoft excel and more to develop their digital skills as they work through the activities. Learners are introduced to JAY and encouraged to use memory development techniques like Mnemonics. A range of videos are embedded to develop their knowledge and understanding of the topics, but at the same time motivate them to make their learning independent and fun. Learners are drawn to the word Economics and asked to think about the connection between Business and other subjects. The final assessment encourages learners to familiarise themselves with stimulus material and answer exam style (Exam paper 1) questions on added value. Finally the importance of creating revision sheets for all topics and planning revision is brought to their attention.

Exciting classroom activity where learners work in groups using a range of resources to create the content overview themselves. It involves all learners and they have to receive feedback from their teacher to complete the tasks. The content overview is a key part of the syllabus and learners must understand the overall content and think about their learning outcomes. Gives all learners an opportunity to create classroom display work for reference purposes and learning objectives to extract and add to relevant worksheets.