I’ve created this powerpoint from scratch, developed using the specification from Pearson/Edexcel and builiding activities and exercises that will make for active lessons and enable the students to complete the assignment on retailing in their local area. Insert your local town, update the maps copying and pasting from google maps (no copyright issues in educational setting) and you are good to go.

This powerpoint and the associated pictures can be used together to deliver Learning Aim C for Unit 15 Investigating Retail. I laminated and cut the photos up to help students througout the theory sessions categories, put in order, discuss and share their thoughts on stock control, supply chain management and logistics.

Grab a full set of Unit 7 learning mats, tried and tested with this years new spec cohort, students love being able to consolidate their notes into one place. Works well for revision and planning how to approach the Part A of a set task.

Step by step through learning Aim A for Unit 4 Manage an Event, covering all aspects required in the spec in an active/discussion environment, with a matching task and A3 annotation for notes.

Using an exam wrapper saves you time, you give whole group feedback, live, students record their individual feedback and how they plan to act on this. I’ve used it with Y12 and Y13, they absolutely love it, it makes ‘lets go through the paper’ meaningful. They don’t just see their grade and shove it in their file.

Use in class for think pair share, bounce questions, individual or group learning, retrieval practice and confidence building. Teach your students to alter the command words and make more questions themselves from this.

Students can feel over faced by a high tariff extended writing task such as the 33 mark essays in Geographical Debates on the OCR A Level Geography Spec, my group have gained confidence by using this planner to improve their paragraphs and overall structure.

Covers a few case studies of innovation and enterprise with some research activities to keep your students busy.

A step by step scaffolded tool for consolidating theory and encouraging students to apply the knowledge from block diagrams and theories of plate tectonics together and make arguments. First step is to draw the subduction zone benioff zone block diagram and annotate it. Then draw the subduction zone chain of volcanos scenario and annotate it Then make arguments about how well these two bits of scientific understanding support the differing plate tectonic theories. Final part is a gapped summary with assessment embedded to enable the weaker students to see how to build an argument. Worked well with year 1s today, showed up gaps in understanding around formation of volcanoes near ocean trenches.

These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,

I found this useful for helping students decode assess questions where the ‘other hand’ is not always obvious to them. Over time I repeat this but give them fewer and fewer hints. Also useful for revision. The key is getting them to understand the value of the balance at the bottom.

These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book. My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing. The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,

Take your students step by step through the basics of the first lesson in Unit 1 Exploring Business

Describes a range of planning tools as required in the spec, then use the independent activity to get learners active.

Created from scratch with links to activities from the textbook (BTEC Book 2) to support theory and learning towards Learning Aim C for Unit 5 International Business

Presentation created from scratch to match the specification and activities in BTEC Book 2, as well as a set of cards to stimulate class discussion, sorting exercise and categorising activity. A worksheet to consolidate knowledge which can then be used to prepare the analysis/ merit elements of the final assignment for this unit.

Created to support the teaching of theory for Unit 5 International Business Learning Aim B, this powerpoint has activities and knowledge sharing sections to create a varied and stimulating lesson.

PowerPoint created from scratch to match the specification requirements for learning aim D - Culture in international business. Use this to frame a lesson, activities and discussion. Enabling students to then write up a super assignment P7.

I created this powerpoint from scratch using the BTEC spec as a guide and some links to activities in the Business Book 2 text book that accompanies the course. The lesson has activities and theory that build towards Learning Aim A of the spec and will help with the first assignment in Unit 5 International business.