Support sheets designed to aid students in the completion of activities for RO65 - Design a Business Proposal. Each breaks down the necessary requirements for each learning aim and provides students with support, help and guidance with regards to what to cover, how to cover it and key terminology that they should be using.

Support materials for research, knowledge and activities to support the revision and prep for section B of the Unit one Examination in June 22.

These are homeworks for RO64 - Enterprise and Marketing Concepts. The homeworks cover all areas of the unit specification and are designed to facilitate progress outside of the classroom. There are several types of homework with a weekly plan to allow for easy setting. This is designed on the principal of “Look Ahead” and “Look Back” in that the resources will force students to conduct review and revision of topics which they have been previously taught and then allows for FLIP learning to take place. There are several different types of homeworks which are listed below: Knowledge Tests - these contain notes for students to learn and short 20 mark tests to check understanding. Calculation - these calculations for students to refine this key skill. Short Answer - Based on section B of the examination. Long Answer - Based on section C of the examination Video and Research - to allow for FLIP and “Look Back”

These are homeworks for one side of the unit covering the topics contained within Learning Aims 1, 4, and 6. There are several types of homework with a weekly plan to allow for each setting. This is designed on the principal of “Look Ahead” and “Look Back” in that they resources will force students to conduct review and revision of topics which they have been previously taught and then allows for FLIP learning to take place. There are several different types of homeworks which are listed below: Knowledge Tests - these contain notes for students to learn and short 20 mark tests to check understanding. Calculation - these calculations for students to refine this key skill. Short Answer - Based on section B of the examination. Long Answer - Based on section C of the examination Video and Research - to allow for FLIP and “Look Back” Have a look at my bundle for the other side of the course resources and supporting SOW.

These are homeworks for one side of the unit covering the topics contained within Learning Aims 3 and 5. There are several types of homework with a weekly plan to allow for each setting. This is designed on the principal of “Look Ahead” and “Look Back” in that they resources will force students to conduct review and revision of topics which they have been previously taught and then allows for FLIP learning to take place. There are several different types of homeworks which are listed below: Knowledge Tests - these contain notes for students to learn and short 20 mark tests to check understanding. Calculation - these calculations for students to refine this key skill. Short Answer - Based on section B of the examination. Long Answer - Based on section C of the examination Video and Research - to allow for FLIP and “Look Back” Have a look at my bundle for the other side of the course resources and supporting SOW.

These are homeworks for one side of the unit covering the topics contained within Learning Aims 1, 4, and 6. There are several types of homework with a weekly plan to allow for each setting. This is designed on the principal of “Look Ahead” and “Look Back” in that they resources will force students to conduct review and revision of topics which they have been previously taught and then allows for FLIP learning to take place. There are several different types of homeworks which are listed below: Knowledge Tests - these contain notes for students to learn and short 20 mark tests to check understanding. Calculation - these calculations for students to refine this key skill. Short Answer - Based on section B of the examination. Long Answer - Based on section C of the examination Video and Research - to allow for FLIP and “Look Back” Have a look at my bundle for the other side of the course resources and supporting SOW.

These are homeworks for one side of the unit covering the topics contained within Learning Aims 2,3,5,7 and 8. There are several types of homework with a weekly plan to allow for each setting. This is designed on the principal of “Look Ahead” and “Look Back” in that they resources will force students to conduct review and revision of topics which they have been previously taught and then allows for FLIP learning to take place. There are several different types of homeworks which are listed below: Knowledge Tests - these contain notes for students to learn and short 20 mark tests to check understanding. Calculation - these calculations for students to refine this key skill. Short Answer - Based on section B of the examination. Long Answer - Based on section C of the examination Video and Research - to allow for FLIP and “Look Back” Have a look at my bundle for the other side of the course resources and supporting SOW.

Options evening postcards for both the Edexcel GCSE 9-1 Business and the OCR Cambridge Technical in Enterprise and Marketing. The Postcards are deisgned to be printed double sided onto card. These are a really effective and unique way to sell the subject to students.

A Scheme of Work for the OCR Cambridge Technical Lv 3 Business - Unit 1 The Business Environment. The scheme of work is a breakdown between two different teachers of all the topics. The scheme of work includes instructions on how it can be used, links to the specification, SMSC/British Values analysed, literacy/numeracy aspects and provision for G&T students. Please see my other items of the Progress Task (Homework) plan and resources, including all mark schemes etc.

A support document to aid the teaching of Business Education subjects with the focus on supporting the lower end whilst improving/stretching/challenging the top end. I collated 8 strategies into this document in order to raise this as a target within the department. I have mapped out how the resources could be use and how this might enable learners to be challenged in the subject. These are by no means the only strategies to use for this but these are some that I felt were easy to embed whilst having the maximum amount of impact on students. The use of these strategies had a significant impact on the department and results improve significantly. I have removed all branding from the school/department. Please feel free to use as you wish.

A tracker that allows the teacher to ensure the progress of all students and show this effectively and easily over time. The tracker only needs to be populated with data once as it then filters through elsewhere. When using the tracker there is space to add in the assessment of each topic, the tracker will then analyse the results of questions to enable you to pull out the areas where students are strongest. The tracker has a seating plan function in place which allows you to analyse your cohort of students based on their subgroups and ensure that these are tracked effectively. The idea of this tracker is it leads on from a Theme 1 and Theme 2 tracker to look at how students are progressing on average overtime. The assessments which fit the tracker are all available for sale on here so please check out the bundle.

A course tracker for BTEC Lv 2 Business for students undertaking units 1, 2, 4 and 8. The tracker only needs the names etc section populating with data and this will pull through to the rest of the document. The individual unit sheets then feed through into the course overview which will allow you to closely monitor progress, put in timely intervention and predict student results with accuracy. All grade boundaries/points used are correct as of March 2018. The students would will enable you to build a picture of their learning and as such assess full areas they need to work on to improve.

A tracker that allows the teacher to ensure the progress of all students and show this effectively and easily over time. The tracker only needs to be populated with data once as it then filters through elsewhere. When using the tracker there is space to add in the assessment of each topic, the tracker will then analyse the results of questions to enable you to pull out the areas where students are strongest. The tracker has a seating plan function in place which allows you to analyse your cohort of students based on their subgroups and ensure that these are tracked effectively. The assessments which fit the tracker are all available for sale on here so please check out the bundle.

A tracker that allows the teacher to ensure the progress of all students and show this effectively and easily over time. The tracker only needs to be populated with data once as it then filters through elsewhere. When using the tracker there is space to add in the assessment of each topic, the tracker will then analyse the results of questions to enable you to pull out the areas where students are strongest. The tracker has a seating plan function in place which allows you to analyse your cohort of students based on their subgroups and ensure that these are tracked effectively. The assessments which fit the tracker are all available for sale on here so please check out the bundle.

A complete set of assessments for Unit 5: Marketing and Market Research for the OCR Cambridge Technical Lv 3 in Business. The Assessment tasks are split to enable easy assessment and tracking of the assessment. The assessments provide students with detailed explanation of what evidence they need to provide in order to pass the linked criteria. The assessments are designed to be engaging and encourage students with their work. There are a varied set of methods of assessment and as such will keep students interest all the way through to completion of the unit.

A complete set of assessments for Unit 4: Customers and Communication for the OCR Cambridge Technical Lv 3 in Business. The Assessment tasks are split to enable easy assessment and tracking of the assessment. The assessments provide students with detailed explanation of what evidence they need to provide in order to pass the linked criteria. There are real life examples used to support students in providing evidence for the criteria as well as a range of engaging activities to ensure students are motivated to complete the assessment to the best of their ability.

A complete scheme of work and assessments for Unit 11: Accounting Concepts for the OCR Cambridge Technical Lv 3 in Business. The scheme of work is split between two teachers and highlights SMSC, Literacy and Numeracy, G&T Provision and links clearly to the specification for easy reference. The Assessment tasks are split to enable easy assessment and tracking of the assessment. The assessments provide students with detailed explanation of what evidence they need to provide in order to pass the linked criteria.

The idea of the display is to encourage students to change their vocabulary. The display is firmly based on the work of Carol Dweck and the idea of fixed and growth mindsets. The display is based on famous individuals who had growth mindsets and using their vocabulary to enhance the learning of the students and to encourage them to put in effort and to try. There is also an opportunity for a mistake and success board as seen in the picture as the central theme of the display, this is where you as a teacher can highlight both successful work and good mistakes. The idea being both really good work and work with lots of mistakes make it to the board, and the students see mistakes and successes as one and the same - There is an image attached to show how this works.

The resources is a display on the theme of “Becoming a Business Master”. This is Star Wars themed and is designed to engage students with revision throughout their course. Within the student booklet (which accompanies the display) it explains that the word revision will be replaced by the term Mastering. Simply because it has a much better sound with students and links clearly to growth mind set (please see other display for sale on here). The booklet also looks at the race of learning and explains to students the need for mastering throughout the course. If you check my other HW and extended learning resources you will see how this fits together. Within the booklet there is more information for students on how to do the 8 strategies within the display to make the display very interactive. The booklet also provides students with information on where they can get information from for their revision, with useful links etc to aid them in getting quality information together. I had a 6th form art student paint me a galaxy in the background on the display for added effect. It looks very engaging and draws students in. This is something that I have put in place for all Business Education course lines and as such talks in general and does not mention a course by name but provides students with the framework to engage in ongoing revision.