A deconstruction of what it means to be a partnership for Matt, Abdul and Sara ahead of the May 2016 pre-release exam based on Store-Your-Stuff. Tips, facts and opinion on a single page summary to support revision and consolidate learning.

A deconstruction of how Matt, Abdul and Sara could fund the proposed expansion into Birmingahm ahead of the May 2016 pre-release exam based on Store-Your-Stuff. Tips, facts and opinion on a single page summary to support revision and consolidate learning.

A deconstruction of the financial position of SYS and the key features relevant to addressing the number crunching bits of the case study ahead of the May 2016 pre-release exam based on Store-Your-Stuff. Tips, facts and opinion on a single page summary to support revision and consolidate learning.

A deconstruction of the resources of SYS and how these might evolve in light of the proposal ahead of the May 2016 pre-release exam based on Store-Your-Stuff. Tips, facts and opinion on a single page summary to support revision and consolidate learning.

A deconstruction of the SYS case study ahead of the May 2016 pre-release exam based on Store-Your-Stuff. Research task B asks students to "Investigate the main issues that a business may consider before deciding whether or not to undertake a major expansion." This resource looks at a SWOT analysis of the business as it looks to expand into Birmingham. Tips, facts and opinion on a single page summary to support revision and consolidate learning.

A deconstruction of the importance for Matt, Abdul and Sara of Business Planning ahead of the proposed expansion into Birmingham for the May 2016 pre-release exam based on Store-Your-Stuff. This topic relates to the first pre-release research theme. Tips, facts and opinion on a single page summary to support revision and consolidate learning.

A useful assessment and reflection tool, that comes in three parts. (The example is for Business but it will work with any AO led assessment) After an extended piece of writing / assessment, students immediately offer a rating on how well they were anle to access the AO's that were assessed. They can then add a comment to support this. This is actually very infomrative before you mark the piece, as you get an insight into how the student found it and how they self-assess their performance to be. The second section (note the smallest) allows a teacher mark (broken down by AO if you want) and simple comment - NOT a target. The third section is for the student to reflect on their progress inlight of your comment and the marked piece and then to set themselves SMART targets of how they can improve. This section also allows a tick to show whether they have acheived it (an OfSted pleaser for progress over time).

A simple framework structure for student to follow which outlines the structure required for differing types of question. The resource can be adapted for other subjects too, the example here is used for AO1 - Knowledge; AO2 - Application; AO3 - Analysis and AO4 - Evaluation. The number of arguments may be developed for example for a 18 or 34 mark question - but the basic structure stays the same.

Exactly as the title says. This simple Excel spreadsheet allows a student to plug in some fixed costs, variable costs and a selling price to see what the breakeven level of output would be. Use it as a demonstration to show what happens in real time if costs / revenues change, or as a tool to support students in analysing break even where performing the calcualations is not necessary. The first tab is an example (as seen in the image) with explanations/instructions that teachers/students can refer to. The second tab is a fill-in sheet to build your own! Oh, the example tab (as per the image) is locked to try to stop students accidentally breaking it - but there is no password!

A simple PDF with illustrations that highlight the key features of this common Interactive whiteboard software. It is not intended to each you everything, or be particularly advanced - just to get new users up and running. This was written a couple of years ago but is still valid! Please note that the 'skin' (appearance of the software) does vary.

A simple little game template based on the quiz show QI. It can be adapted to any lesson or subject you please by changing the image on the prompt slide, and then the text on the 'klaxon' page that follows. The example on here has been set up to trip Business Studies students into saying brand names rather than generic terms (i.e. calling vacuuming "doing the Hoovering") to reinforce the power of brands and trademarks and hence their value. The klaxon is actually a small clip on each of the black slides - do not delete this! You will need sound to get the full experience! Enjoy!

A quick two page guide to what student answers will look like if they hit the top of the mark scheme and show 'GAP' application, 'GAN' analysis and 'E3' evaluation.

A single page guide to how to approach the BUSS4 exam from picking the question (ignore the stem!) to planning and constructing the response to allow plenty of time to pick up those all important evaluation marks.

GSCE Business Unit 1 (Edexcel) Number Crunching & Key Terms Lesson A little something that I have put together for my year 10's to improve their confidence with some of the finance concepts taught in the "Putting the Business Idea Into Practice" topic. The PowerPoint features an interactive 'Countdown' numbers game as a starter to get students used to crunching numbers in a business lesson. Calculators at your discretion - the plan is to build confidence!! The game is interactive; 1. Click on six numbers from the bottom to pick the numbers that can be +-*/'d - they will appear automatically. 2. Click on the black total box at the top for the target number to appear (you can tweek this). 3. Press the speaker to start the embedded music Countdown for 30's (the clock is NOT animated!) *** Please note that if the three digit target number does not display properly you may need to change the font used*** It then segways into key term bingo! The instructions are on the slide - you just read out random definitions for them to match with the terms. You may want a couple of prizes to give out! I then used the hand out for the rest of the lesson. It is designed to last 45m to an hour. You could certainly add to the tasks to make it longer, or skip some to make it shorter.

Four short video clips (between 3 and 14 seconds each) to illustrate different features of cash flow. The animated clips use the analogy of water in a bath to explain how cash flows into and out of a business. They could be embedded in a PowerPoint, or used as stand alone clips. They do not contain any sound.

A form time activity with questions hidden behind a grid of numbers from 1 to 25 that either reflect on 2016 or look forward to 2017. This can help to show SMSC and provides opportunities for oracy in the classroom. I have used this with a form group where students pick a number and give their response to the question behind the number. Another student then picks the next number and gives their response. Alternatively it could be used as a New Year 'advent' style calendar where a different door is picked each day and a range of students offer their answers. Questions (which can be full edited) include; What will you miss most about 2016? What was your new year resolution for 2017? What was your highlight from 2016? What do you want to try that is new in 2017? Where was the furthest place you visited in 2016? How do you think 2017 will be different for you from 2016? Who surprised you in 2016?

A paired activity for students, that uses a piece of stimulus material which lacks either AO2 application (Dave Appleby's answer) or AO3 analysis (Annalise L’Mited’s answer). Students review the answer and associated teacher notes to identify what is wrong with the answer, and to use this to rewrite it with the missing analyis / application with the aim of arriving at GAP/GAN. The stimulus material is based on a 40m Section B essay question. One argument is provided and after development can be used to develop counter points and ultimately a final conclusion.

A simple spread sheet that will allow you to see how long students have got left on their CA! Designed for when CA's are split over a number of sessions. Helps to track progress, especially if you get an exams visit 1) Select your CA length 2) Copy in your group lists (add more tabs if needed by copying the blank ones) 3) Select who has 'Extra Time' 4) After each session record time taken 5) See at a glance who has missed sessions and who needs more time