Business & Economics
Curriculum intent
To have uncompromising aspirations for every individual and for our school to be an exceptional and inspirational community of lifelong learners.
To ensure all students have the knowledge to critically engage with the conversation of humankind.
Business Studies and Economics at Hayes aims to inspire students to understand the importance of enterprise and the nature of the business world. Our Business and Economics curriculum enables students to have the ability to think commercially and creatively to demonstrate business acumen. Students at Hayes will be aware of the impact of business in the real world.
Purpose
We aim to create the very best Economics and Business studies students. The aim of the Economics curriculum is to develop students’ understanding of how the national and global economy works through analysing key economic issues, problems and institutions that affect everyday life. The aim of the Business studies curriculum is to equip students with the appropriate knowledge and skills needed to develop their employability and identify business problems and opportunities.
We achieve this by teaching which ensures students understand underlying Economic and Business theory which students are able to apply to a variety of familiar and unfamiliar case studies. We want students to be able to think analytically, reach logical conclusions based on data, and make judgements on future changes to markets and the economy.
Our curriculum in Economics and Business studies supports the ethos statement of the School and aims to develop the attributes of the Hayes learner. Students are constantly challenged to work collaboratively and think independently when engaging in all lessons and class debates. We encourage our students to demonstrate manners, respect and tolerance in Economics and Business studies lessons. This allows students to express themselves in a confident manner. Lesson materials are engaging to promote topical discussion and encourage students to develop an enquiring mind.
Key concepts in the Business curriculum
- Enterprise and entrepreneurship
- Understanding External influences
- Making marketing decisions
- Making financial decisions
- Making human resource decisions
- Making operational decisions
- Making situational strategic decisions in context (items 1-6)
Key concepts in Cambridge Technical Business
- Enterprise and entrepreneurship
- Understanding External influences
- Making marketing decisions
- Making financial decisions
- Making human resource decisions
- Change management
- Making situational strategic decisions in context (items 1-6)
Key concepts in the Economics curriculum
| Microeconomics | |
| 1 | Supply and Demand |
| 2 | Scarcity and choice |
| 3 | Competition |
| 4 | The Failure of markets and government interventions |
| 5 | Opportunity Cost |
| 6 | ‘Economist's toolkit’ in context |
| 7 | The interaction between the micro and macro environment |
| Macroeconomics | |
| 1 | Supply and Demand (Aggregate) |
| 2 | Macroeconomic performance |
| 3 | International Trade |
| 4 | Globalisation |
| 5 | Macroeconomic Policies and solutions |
| 6 | ‘Economist's toolkit’ in context |
| 7 | The interaction between the micro and macro environment |
How our curriculum shapes learners
The engagement of students in the department can be observed in lessons and recorded in student opinion. The number of students choosing to study Economics and Business studies at A-Level are very high and a number of our students go on to study the subjects further at university.
More importantly, students frequently express their enjoyment of Economics and Business studies, the quality of teaching they have received and their appreciation of the knowledge and study skills they have gained from the department.
| Business Studies: End points for Academic Years | |
| Year 10 | When students complete their studies in Business Studies at Hayes, they can demonstrate an understanding of the interdependent nature of business activity through interactions between entrepreneurial spirit, consumer needs, financial decision making, marketing and the external environment. They should understand how these areas influence business activity from concept to fruition and how interdependencies and relationships between them underpin business decisions. Student's responses should be linked to local and national business contexts and will develop an understanding of how these contexts impact business behaviour and decisions. Cross curricular links shall be made between GCSE Maths, English, Media, Design and Technology and Geography. |
| Year 11 | When students complete their studies in Business Studies at Hayes, they can demonstrate an understanding of the interdependent nature of business activity through interactions between business operations, finance, marketing and human resources, as well as the relationship between the business and the environment in which it operates. Students should understand how these interdependencies and relationships underpin business decisions. Student's responses will be related to national and global business contexts and will develop an understanding of how these contexts impact business behaviour and decisions. Cross curricular links shall be made between GCSE Maths, English, Media, Design and Technology and Geography. |
| Year 12 | When students complete their studies in Business Studies at Hayes, they can demonstrate knowledge of Themes 1 and 2 through building knowledge of core business concepts (previously identified) and applying them to business contexts to develop a broad understanding of how businesses work. Students investigate, analyse and evaluate business opportunities and issues. Building on this, and by using both qualitative and quantitative methods, they are encouraged to take a strategic view of their decisions and recommendations. Cross curricular links shall be made between A-Level Economics, Media, Design and Technology and Geography. |
| Year 13 | When students complete their studies in Business Studies at Hayes, they can demonstrate breadth and depth of knowledge and understanding, with applications to a wider range of contexts and more complex business information, are developed in Themes 3 and 4, requiring students to take a more strategic view of business opportunities and issues. Student work will have built upon the key concepts introduced in year 12 and be able to make thematic links between all four themes. Students investigate, analyse and evaluate business opportunities and issues. Building on this, and by using both qualitative and quantitative methods, they are encouraged to take a strategic view of their decisions and recommendations. Students will be able to research a specific market/industry and apply subject knowledge to answer a series of market/industry specific questions. In the second year of study, students develop an understanding of current global issues that impact on business, preparing them for their next steps in today’s global world. Cross curricular links shall be made between A-Level Economics, Media, Design and Technology and Geography. |
Click here to visualise the Business Studies learner journey
| Cambridge Technical - Business End points for Academic Years | |
| Year 12 | When students complete their studies in Cambridge Technical Extended Certificate at Hayes, they can demonstrate knowledge of unit 1 The Business Environment through building knowledge of core business concepts and applying them to business contexts to develop a broad understanding of how businesses work. This is an exam taken in January. The students will complete two coursework units; Unit 4 customers and communication and Unit 5 Marketing and Market Research. Students will be able to investigate, analyse and evaluate business opportunities and issues. Building on this, and by using both qualitative and quantitative methods, they are encouraged to take a strategic view of their decisions and recommendations. The Cambridge Technical diploma in Business will complete an extra exam unit 3 Business Decisions and two coursework units; unit 6 Market Strategy and unit 7 Marketing Campaign. Cross curricular links shall be made between A-Level Economics, Media, Design and Technology and Geography. |
| Year 13 | When students complete their studies in Cambridge Technical Extended Certificate at Hayes, they can demonstrate breadth and depth of knowledge and understanding, with applications to a wider range of contexts and more complex business information, are developed in Unit 2 Working in Business and unit 16 principles of project management. This requires students to take a more strategic view of business opportunities and issues. Student work will have built upon the key concepts introduced in year 12 and be able to make links between all units. Students investigate, analyse and evaluate business opportunities and issues. Building on this, and by using both qualitative and quantitative methods, they are encouraged to take a strategic view of their decisions and recommendations. Students will be able to research a specific market/industry and apply subject knowledge to answer a series of market/industry specific questions. The Cambridge Technical diploma in Business will complete an extra exam unit 15 Change Management and a coursework units; unit 22 Delivering a business project. Cross curricular links shall be made between A-Level Economics, Media, Design and Technology and Geography. |
Click here to visualise the Cam Tech Business Studies learner journey
| Economics - End points for Academic Years | |
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Year 12 |
When students complete their Year 12 studies for Economics, they will be able to demonstrate knowledge of terms/concepts and theories/models to show an understanding of the behaviour of economic agents and how they are affected by and respond to economic issues. In addition, students will be able to apply knowledge and understanding to various economic contexts to show how economic agents are affected by and respond to economic issues. |
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Year 13 |
When students complete their studies for Economics, they will be able to analyse issues within economics, showing an understanding of their impact on economic agents and to be able to evaluate economic arguments and use qualitative and quantitative evidence to support informed judgements relating to economic issues using the full range of skills in the economist's toolkit. |
Click here to visualise the Economics learner journey
Key features of learning
What will you see in Business and Economics Lessons?
- Contextual examples
- Students making supported and justified decisions.
- Subject experts.
- Challenge
What will you see in Business and Economics books/folders?
- DIRT feedback.
- Red targets
- Target grades
- Exemplar answers
- Exam Technique help sheet
- Regular Assessments
What formative assessment will you see in Business and Economics?
- Verbal feedback
- Mini white boards
- Peer assessment
- Concept maps
- Consolidation of classwork
- Quizzes and test in class
What is the department currently reading and why?
- Diversity in the curriculum by Bene Kara - commitment to providing opportunities for equality and equity in content delivery.
- The Curriculum: Gallimaufry to coherence by Mary Myatt – a commitment to ensuring we have a curriculum that has been well sequenced and that provides students with opportunities to create “Beautiful Work”.
