An hour and a half CPD session based around the idea of stretch and challenge. Delivered to whole school and then a breakout session to discuss, develop and plan. THe accompanying resources that will facilitate the interactive session along with discussion and instructions on the slide. Pictures of my displays can be used if you like or can be changed to school specific. Use along side the embedding differentiation - 8 easy and effective ideas for a complete whole school drive on stretch and challenge.

A cost, revenue and profit lesson for OCR Cambridge Technical Level 3 in Business. This is designed for Unit 1: The Business Environment but could also support learners in other areas of the course. The lesson ends with a look at the difference between cash and profit and how business might improve profit. There are differentiated activities with challenge activities to support the high prior attaining and more able students with scaffold in the form of QR codes to support those at the lower end.

A lesson on the topic of inorganic growth looking at the motives for mergers and takeovers as well as the root knowledge. The lesson then looks at the concept of unit cost and introduces the idea of economies of scale in a basic form for students to illustrate the benefits of growth. The students also look at the overall benefits of mergers and takeovers. There is QR code support as well as extension activity built in to stretch and challenge all.

A personal learning checklist for the OCR Cambridge National Enterprise and Marketing examination unit RO64. The Personal Learning Checklist aids in tracking student understanding and can be populated based on any assessments. This is designed to be used alongside the H/W that are listed on here as all the knowledge of the spec is tested through those. All teachers need to is identify the students knowledge using the below codes: 1 = Good Understanding (Green) 2 = Partial Understanding (Amber) 3 = No/Little Understanding (Red) This RAG analysis can then be mail merged to provide students with a personal set of revision topics based on their own understanding of the content.

A personal learning checklist for students studying the GCSE 9-1 Business course. This has topics broken down via theme and section within the theme e.g. section 2.1. All the core knowledge that students need to know is listed. All the teacher need do is input data and it will provide a RAG analysis of student data. From any testing assess the students knowledge and use the following codes below to assess learners understanding of the topics: 1- Good Understanding - Green 2 - Some Understanding - Amber 3 - No or Little Understanding - Red This can then be mail merged in order to provide the students with a personal list of topics that they need to focus on in order to improve their knowledge.

An interactive and independent style lesson which provides students with an introduction to business growth. It looks at the different types of growth, the motives for growth and why some business remain small scale. This can be facilitated to some interesting discussion around the topic of growth. There are tiered worksheets aimed at scaffolding for the top, middle and lower ability students as well as added support in the form of QR codes to help support students with the more complex elements of growth.

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.

A complete SOW for the OCR Cambridge Technical Level 3 in Business - Unit 1: The Business Environment. The SOW covers all of the content that students need to know for the unit as well as establishing SMSC links, More Able/Gifted and Talented Provision and Literacy/Numeracy opportunities. The SOW is split up into teacher 1 and teacher 2 but can be combined with ease.

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.

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.

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.

Edexcel GCSE Business 9-1 Theme 1 - Section 1.4 End of Unit Assessment and Mark Scheme. This assessment covers the whole of section 1.4: Making the Business Effective This is complete with a mark scheme and a student/teacher/peer assessment tool to aid students with the DIRT following the assessment and to build meaningful and useful feedback to move forward and make progress.

Support sheets designed to aid students in the completion of activities for RO66 - Market and Pitch 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. This puts the exam board tasks into student speak and supports them with the development of the necessary coursework to be successful in the unit of work.

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.

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.

An assessment and mark scheme for the OCR Cambridge National Enterprise and Marketing covering Learning Outcomes 1 to 4. This includes the topics of break-even, revenue and promotion. The assessment uses some of the questions from the SAM’s as well as some designed by me. The Mark Scheme is developed in the style of the OCR SAM and as such provides support and guidance to both students and teachers. The front sheet allows for both teacher and student analysis of performance.

This is a revision lesson on the topics from section 2.1 and 2.2. The idea of the lesson is for the students to undertake the problem solving exercises which will reveal to them a key term and a password. To win the escape room the students need to enter the password into the encrypted PowerPoint which will open and reveal a message. They then use these key terminology to undertake a 9 mark exam question from one of the Edexcel SAM papers. Their challenge is to use the key terms from the escape room within their question. My students struggle using key terms and so it is a fun and interactive way to encourage their use.

A Branding lesson which starts with the students undertaking a taste test - the Pepsi challenge. You will need to get the products for this. To add a twist to this I swapped the Pepsi for Coca-Cola so the students could then think about why they are attracted to the outside rather than the inside. This led to some in depth discussion. It then looks at building chains of analysis whilst looking at the pros and cons of branding. A really interesting and engaging lesson which helps to develop students depth of thinking.