Cambridge O Level Enterprise (4054) Scheme of...

Cambridge O Level Enterprise (4054) Scheme of Work This Scheme of Work has been designed to support you in your teaching and lesson planning for the Cambridge O Level Enterprise (4054) syllabus. The Scheme of Work was originally produced for the Cambridge IGCSE Enterprise (0454) syllabus and this is why all references in the pages that follow refer to IGCSE. Please note that the guidance in the Scheme of Work is applicable to the O Level syllabus and should therefore be referred to by all teachers of the Cambridge O Level Enterprise (4054) syllabus.

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Cambridge Secondary 2

Scheme of Work

Cambridge IGCSE®

Enterprise 0454

For examination from 2017

Contents

Contents ...................................................................................................................................................................................................................................................... 2

Introduction .................................................................................................................................................................................................................................................. 3

Introduction to Enterprise............................................................................................................................................................................................................................. 6

Skills and personal attributes needed to run an enterprise ......................................................................................................................................................................... 7

Setting up a new enterprise ......................................................................................................................................................................................................................... 8

Business opportunities, responsibilities and risk ......................................................................................................................................................................................... 9

Business planning ...................................................................................................................................................................................................................................... 11

Help and support for enterprise ................................................................................................................................................................................................................. 13

Understanding finance ............................................................................................................................................................................................................................... 14

Markets and customers ............................................................................................................................................................................................................................. 16

Communicating with other people ............................................................................................................................................................................................................. 17

Negotiation ................................................................................................................................................................................................................................................. 19

Coursework completion ............................................................................................................................................................................................................................. 20

Cambridge IGCSE® Enterprise 0454 – from 2017 Scheme of Work

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Introduction

This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you could take.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around 130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The table below give some guidance about how many hours we recommend you spend on each topic area.

Topic

op

Suggested teaching time (%) Suggested teaching order

1 Introduction to enterprise It is recommended that this unit should take about 7 hours/ 6% of the course. It is suggested that the Cambridge IGCSE Enterprise course is better suited to non-linear teaching of the syllabus so the order of teaching in this scheme of work is not in the syllabus topic order listed opposite. Coursework activities are built into the scheme of work throughout, with the assumption that learners will be planning, implementing and evaluating their chosen enterprise as an on-going process throughout the

2 Setting up a new enterprise It is recommended that this unit should take about 7 hours/ 6% of the course.

3 The skills and personal attributes needed to run an enterprise

It is recommended that this unit should take about 7 hours/ 6% of the course.

4 Business opportunities, responsibilities and risk

It is recommended that this unit should take about 12 hours/ 9% of the course.

5 Negotiation It is recommended that this unit should take about 12 hours/ 9% of the course.

6 Understanding finance It is recommended that this unit should take about 23 hours/ 18% of the course.

7 Business planning It is recommended that this unit should take about 15 hours/ 12% of the course.

8 Markets and customers It is recommended that this unit should take about 21 hours/ 15% of the course.

9 Help and support for enterprise It is recommended that this unit should take about 5 hours/ 4% of the course.

10 Communicating with other people It is recommended that this unit should take about 21 hours/ 15% of the course.


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Resources

The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk

Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.

Teacher Support

Teacher Support https://teachers.cie.org.uk is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at https://teachers.cie.org.uk. If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org

Websites

This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site's owners (or their products/services).

The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended.

https://teachers.cie.org.uk/

https://teachers.cie.org.uk./

http://www.openoffice.org/


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How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies

We have written this scheme of work for the Cambridge IGCSE Enterprise 0454 syllabus and it provides some ideas and suggestions of how to cover the content of the syllabus. We have designed the following features to help guide you through your course.

Syllabus ref. Learning objectives Suggested teaching activities

1 Introduction to enterprise

Know about different ways of being enterprising

Teacher-led discussion of activities which show enterprise. Learners produce a poster showing the many ways of being enterprising. (I) Extension activities: Lesson plans and ideas http://mybnk.org/financial-education-free-resources/lesson-plans/ Coursework: Learners mind map potential enterprise project ideas. (I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk (F) June 14 Paper Q1 (a) June 16 paper11 Q1 (a), Q1(b) June 16 paper 12 Q2(a)

Learning objectives help your learners by making it clear the knowledge they are trying to build. Pass these on to your learners by expressing them as ‘We are learning to / about…’.

Extension activities provide your more able learners with further challenge beyond the basic content of the course. Innovation and independent learning are the basis of these activities.

Past Papers, Specimen Papers and Mark Schemes are available for you to download at: https://teachers.cie.org.uk Using these resources with your learners allows you to check their progress and give them confidence and understanding.

Formative assessment (F) is on-going assessment which informs you about the progress of your learners. Don’t forget to leave time to review what your learners have learnt, you could try question and answer, tests, quizzes, ‘mind maps’, or ‘concept maps’. These kinds of activities can be found in the scheme of work.

Suggested teaching activities give you lots of ideas about how you can present learners with new information without teacher talk or videos. Try more active methods which get your learners motivated and practising new skills.

Independent study (I) gives your learners the opportunity to develop their own ideas and understanding with direct input from you.

http://mybnk.org/financial-education-free-resources/lesson-plans/

http://teachers.cie.org.uk/

https://teachers.cie.org.uk/


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Introduction to Enterprise


1 Introduction to enterprise

Understand what is meant by enterprise

What is enterprise? – Learners complete an online quiz or you can create your own quiz to use with your class. TES Teaching Resources – teacher resources download them for free and adapt them to suit your classroom activities Templates for online quiz: www.tes.co.uk General resources - www.my-work-experience.com search ‘enterprise teaching resources’. Learners identify key definitions. (I)

Know about different ways of being enterprising.

Teacher-led discussion of activities that show enterprise. Learners produce a poster showing the many ways of being enterprising. (I) Extension: activities: Lesson plans and ideas: http://mybnk.org/financial-education-free-resources/lesson-plans/ Coursework: Learners mind map potential enterprise project ideas. (I)


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Paper Q1 (a) June 16 paper11 Q1 (a), Q1(b) June 16 paper 12 Q2(a)

http://www.my-work-experience.com/



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Skills and personal attributes needed to run an enterprise


3 The skills and personal attributes needed to run an enterprise

Identify and explain personal attributes and entrepreneurial skills.

Anatomy of an entrepreneur - Using an outline of a person, learners draw images to illustrate the skills, qualities and attributes that they feel are vital for a successful entrepreneur. For example: Strong backbone to show leadership or a brain for creativity.

Or learners produce a mind map of the skills, qualities and attributes they think an entrepreneur would need.

Learners each draw a table with three columns headed: Skill or attribute, Example of how an entrepreneur might use this

and Example of how this skill or attribute helps an entrepreneur. Learners then pick (or the teacher allocates) four/five

skill or attributes and complete the table for their allocated aspects.

Coursework: Task 1(b) – Part of a formal report, learners describe the skills that they believe are important for entrepreneurs to possess, and an evaluation of the extent to which they believe they possess these skills. (I)

Analyse and evaluate the behaviour of entrepreneurs

Teacher presentation of case study materials or visit to local entrepreneurs to discuss their enterprise experiences. Some video case studies: www.jamyway.org search for ‘video case studies’. Learners individually research and produce a profile of one entrepreneur for display in the classroom. (I) Learners work in small groups to complete a developed answer to a section B question from a past paper. Learner one writes a point of knowledge. Learner two then adds a point of application. Subsequent learners develop the answer further by adding analysis and evaluation. (F) Groups then peer mark each other’s answers using a level of response mark scheme.


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Q 3(a) Nov 14 Q1(a) & (b), Q6(a) June 15 Paper 13 Q 2(c) Nov 2015 Q1

http://www.jamyway.org/



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Setting up a new enterprise


2 Setting up a new enterprise

Be able to describe, compare and contrast different types of business organisation.

Learners produce a presentation or table comparing different types of organisation looking at areas such as: the number of owners allowed, how profits are shared, control and decision making, the relative advantages and drawbacks of each for a new enterprise. The information for the table could be provided for learners on separate cards – learners work in groups to match the points to the correct type of organisation. Quiz or games to test knowledge such as those from: www.businessed.co.uk/ (F) Exam practice of topics covered so far using past examination papers. (I) Extension activity: Work in pairs or a small group research two franchises that operate in your country.

Explain the purpose of a business.

Class investigation of different local organisations and their purpose.(F) Learners produce an introduction to their own enterprise activity highlighting its purpose. (I) Case studies: Pages 6-10 Complete Enterprise for Cambridge IGCSE A number of case studies and lesson plans can be downloaded from: http://businesscasestudies.co.uk/


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Q1(c) & Q2 Nov 14 Q2 June15 Paper 12 Q1 (a) June 15 Paper 13 Q6 (b) Nov 15 Q3 June 16 Paper 12 Q1 & Q7 (a) Nov 16 Q2 & Q7 (b)

http://www.businessed.co.uk/

http://businesscasestudies.co.uk/



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Business opportunities, responsibilities and risk



Understand how opportunities for enterprise arise.

Teacher presentation of materials or group discussion of local enterprise examples. Using the case studies within textbook: Complete Enterprise for Cambridge IGCSE - Learners explain how the opportunity for each enterprise arose. (I) Coursework: Task 1(a) – Part of a formal written report, which should include a summary of the project or activity chosen. (I)

8 Markets and customers

Understand customer wants and needs, and explain ways of researching potential customers.

Teacher presentation of advantages and disadvantages of different methods of research and guidance of how to complete research appropriately. Learners complete research for their own enterprise experience. (I) Coursework: Task 1(c) – Part of a formal written report which should cover evidence of the ways in which a problem or need was identified and researched by the learner, including the sources used and presentation of the outcomes of research undertaken. (I) Extension activity – undertake a SWOT analysis to supplement the report and help justify why the learner thinks there is a market for their proposed product or service. The following web link and downloadable template might help: www.mindtools.com/pages/article/newTMC_05.htm


Explain the reasons why enterprises and entrepreneurs take and accept risk and how risk can be dealt with.

Learners complete a quiz to assess their attitude to risk such as: http://www.blogthings.com/areyouarisktakerquiz

Learners complete notes on risks and rewards using textbook or web resource (I) www.slideshare.net/tutor2u search for ‘risk and rewards for enterprise’. Teacher presentation using video interviews with entrepreneurs: Theo Paphitis interview: www.tutor2u.net/blog search entrepreneurs and calculated risk. Stelios Haji-Ioannou interview:

http://www.mindtools.com/pages/article/newTMC_05.htm

http://www.blogthings.com/areyouarisktakerquiz

http://www.slideshare.net/tutor2u

http://www.tutor2u.net/blog


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http://news.bbc.co.uk/1/hi/puffbox/hyperpuff/programmes/working_lunch/8321127.stm Coursework: Task 1(d) – Part of a formal written report which should outline the ways in which the problem or need could be solved or satisfied in an enterprising way.(I) Task 1(e) – Part of a formal written report, which should include an explanation of the reasons for the learner’s final choice of project or activity and the reasons why the other ideas were rejected. (I) Extension activity: Learners complete a Political, Economic, Sociological, Technological, Legal, Environmental (PESTLE) analysis for their own enterprise activity. (I)

Understand the existence and implications of rights, responsibilities and ethical considerations in areas such as employment, production, marketing and selling

Teacher presentation of facts covering rights and responsibilities of entrepreneurs with respect to employment, production, marketing and selling. Legislation video clip: www.bbc.co.uk/learningzone/clips/legislation/8577.html Learners complete a table with examples showing how different stakeholders are affected by the identified rights and responsibilities. Learners identify how the law affects different stakeholders in their own enterprise activity. (I) Extension activity: Class research the impact of ethical and moral principles, fair trade and social enterprise. www.fairtrade.net Exam practice of topics covered so far using past examination papers such as June 15 paper 12 Q 6(a). (I)


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Q3(b) & (c) Nov 14 Q3 June 15 Paper 12 Q1(b), Q 2(c) & Q6(a) Nov 15 Q2 June 16 Paper 11 Q2 June 16 Paper 12 Q2(b),(c) &(d) Q7(a)

http://news.bbc.co.uk/1/hi/puffbox/hyperpuff/programmes/working_lunch/8321127.stm

http://www.bbc.co.uk/learningzone/clips/legislation/8577.html

http://www.fairtrade.net/



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Business planning


7 Business planning

Understand and explain business objectives.

Using the case studies such as those within textbook: Complete Enterprise for Cambridge IGCSE - learner identifies the business objectives and explains two ways those objectives have affected the enterprise. (F) Complete exam questions such as June 15 Paper 12 Q 2(c). (I)

Understand the content and purpose of a business plan and evaluate the need for an entrepreneur to produce one.

Teacher presentation of materials and outline plan. Learners do not need to complete a business plan for their enterprise project. Business plans: www.entrepreneur.com/businessplan/index.html Plan a business: https://www.jamyway.org/video-room/ Exam practice of Section B style questions using June 15 Paper 13 Q 6 (a) or June 16 paper 11 Q 7 (a)

Understand the concept of time periods when planning and the need to plan regularly.

Coursework Task 2(a) – An action plan covering the preparation for the implementation of the project containing the activities, timings and proposed methods of monitoring progress with the plan. (I) Learners answer the key strategic questions in section 7.3 of the syllabus for a business cases study such as June 2014 exam paper – Wynton’s Bike Servicing and Repairs. Young entrepreneurs: www.entrepreneur.com/tsu

Understand and explain why laws and regulations affecting enterprise start-up are needed.

Learners research laws and regulations affecting enterprise start-up using textbooks, videos or local examples. Details of laws and regulations are not required. A good clip to introduce the subject: www.bbc.co.uk/learningzone/clips/legislation/8577.html


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk

http://www.entrepreneur.com/businessplan/index.html

https://www.jamyway.org/video-room/

http://www.entrepreneur.com/tsu

http://www.bbc.co.uk/learningzone/clips/legislation/8577.html



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June 14 Q4 Nov 14 Q4 (b) June 15 Paper 12 Q3 June 15 Paper 12 Q6 (a) June 16 Paper 11 Q7 (a) June 16 Paper 12 Q3 & Q6 (a) Nov 16 Q3


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Help and support for enterprise


9 Help and support for enterprise

Identify and understand the sources of help and support available to enterprises and evaluate their effectiveness.

In groups learners research and produce a booklet/poster on local sources of assistance for enterprise. Entrepreneurship in UK: http://entrepreneursuk.net Young entrepreneurs: www.entrepreneur.com/tsu Extension activity: Learners could research the benefits brought about by becoming members of various networking groups, being part of an incubation unit in a college or university, receiving support from business angels, venture capitalists and corporate investors. Conversely the disadvantages of such external support could be researched. Teachers may make use of TV programmes such as the Dragons Den in the UK to illustrate the operation of venture capitalists www.bbc.co.uk


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Nov 14 Q1(c) June15 Paper 12 Q4 June 15 Paper 13 Q1(c) Nov 15 Q7(b) June 16 Paper 12Q 7(b)

http://www.entrepreneur.com/tsu

http://www.bbc.co.uk/



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Understanding finance


6 Understanding finance

Know the difference between investment and saving, including in the local context.

Learners produce a glossary of key terms and examples. (I) Learners write their own crossword or word search for key terms using a template such as that provided by: Crossword template: www.happychild.org.uk/wks/english/ssm/crosswords01.htm Learners research the range of investment and savings products within their country. (I) Extension activity: Learners could evaluate the benefits and costs of each saving product by comparing the overall interest received for a given period of time. Teachers will need to explain how interest rates are calculated.

Evaluate and choose sources of finance appropriate for different types of enterprise.

Whole class quiz on different sources of finance based around Tutor2u PowerPoint quiz or Match it exercise matching advantages and disadvantages to named sources of finance. Sources of finance for a start-up: www.tutor2u.net/business/quiz/sourcesoffinance/quiz.html Coursework Task 2(b) – The presentation on proposed methods of finance for their own enterprise – complete the evaluation of sources of finance they will use. (I)

Be aware of sources of credit and evaluate the provision of credit in different situations.

A number of case studies and lesson plans can be downloaded from: http://businesscasestudies.co.uk/. Complete exam questions such as June 16 Paper 11 Q 6(a) (I)

Explain the importance of keeping accurate financial records.

Teacher-led introduction to the subject using case studies. Finance: www.bbc.co.uk/schools/gcsebitesize/business/finance Learners produce quiz questions to test each other on their understanding of the finance topic areas covered.

Understand the reasons for producing budgets.

Teacher-led introduction based around a finance game such as: divide learners into small groups, each being given a sheet showing the fixed and variable costs of making an item. Each group has the same information. The group must decide how many items they would produce and the price they would charge for the items: they record this information in

http://www.happychild.org.uk/wks/english/ssm/crosswords01.htm

http://www.tutor2u.net/business/quiz/sourcesoffinance/quiz.html



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a basic budget. The teacher has a sheet showing how many items they would be willing to buy at different prices. The lower the price the more items will be purchased. Groups who charge a high price for their items will not sell many; groups who choose a lower price will sell more. Groups record their sales and profits in a budget. The game is repeated for a number of rounds. A number of similar games can be found on: www.incharge.org/tools-resources/personal-finance-games/ Budgeting: www.moneyandstuff.info search ‘budget worksheets’. (F) Coursework Financial planning Task 2(b) – The production of a simple income and expenditure budget for their own enterprise. (I)

Be able to explain and compare the concepts of cash flow with profit and loss and be able to produce a cash flow budget and profit and loss account for a new enterprise.

Learners produce a cash flow forecast and profit and loss account for their own enterprise activity. (I) A series of lesson resources that could be used to introduce this topic, can be found at the Times100 website: http://businesscasestudies.co.uk search for resources for specific resources. Play maps from memory: Draw a cash flow budget or profit and loss account on a large sheet of paper and pin it to the wall outside of the classroom. Split the class into groups of 3 or 4. Each student is given a number. One student from each group is invited to view the account poster for 20 seconds. They then return to their group and try to reproduce the account on a large sheet of paper. After 30 seconds the next set of students is invited to view the account. Repeat until one group reproduces the account. (F)


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Q6(a) & 6(b) Nov 14 Q4 & 7(a) June 15 Paper 12 Q5(a) & (b) Nov 15Q5 June 16 Paper 11 Q4 Q6(a) & 6(b) Nov 16 Q4

http://www.incharge.org/tools-resources/personal-finance-games/

http://www.moneyandstuff.info/




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Markets and customers


8 Markets and customers

Understand the purpose and evaluate the benefits of marketing.

Brands quiz – guess the company from the brand logo or strap line. Learners research a piece of marketing used by a local business and explain the purpose behind this marketing – information is presented to the whole class. (F)

Explain the importance of retaining customers and evaluate ways in which this can be done.

Invite local entrepreneurs to discuss customer retention within their enterprise. Learners role-play dealing with a variety of complaints from customers. Complete a past exam paper on this topic – learners could be encouraged to mark each other’s work using the mark scheme. (I)

Understand and evaluate the different methods of communicating with a market for different types of enterprise.

Learners in groups research the different methods of communication used by a given enterprise. Each group should be given a different type of organisation. A written evaluation is then produced of the advantages and disadvantages to that organisation of the methods of communication used. Groups could be allocated a case study based around examination case study materials from past papers. Coursework Task 2(b) – The planning of marketing communications. (I)


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Q 5 (b) & Q7 (b) Nov 14 Q6 (b) & 7(b) June 15 Paper 12 Q7 (b) June 15 Paper 13 Q1, Q3 & Q4 Nov 15 Q6 (a) & 6(b) June 16 Paper 11 Q5 & Q7 (b) June 16 Paper 12 Q6 (b)



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Communicating with other people

Syllabus ref. Learning objectives

Suggested teaching activities

10 Communicating with other people

Identify, analyse and evaluate the advantages and disadvantages of different types of communication.

Introduce the topic with a simple game to illustrate the importance of communication. Learners sit in pairs, back to back. One learner attempts to describe how to complete a simple task to the other, either describing a drawing or producing a piece of origami. Learners then discuss what they have learnt about communication and why clear communication is important to enterprise. Learners are given a variety of different situations were an entrepreneur would need to communicate within enterprise they select appropriate types of communication for each situation. Use a range of business documents: letters, memos etc. Learners draw an organisation chart for their school or a medium sized local business showing horizontal and vertical lines of communication.

Understand the importance and differences in types of appropriate language.

Teacher-led discussion using a range of examples of business documentation. Extension activity: In order to create a rounded marketing communications strategy, learners could research the merits of content marketing, producing some content marketing to communicate their selected product or service benefits. The following link might help with this: www.inc.com/jayson-demers/the-top-10-benefits-of-content-marketing.html

Analyse and evaluate the internal and external communication methods used in an enterprise.

Card sort – working in a group learners select a card, which shows a particular situation where communication is required e.g. ‘informing customers about a new store opening’, they then choose the most appropriate methods of communication for that situation. Each group verbally justifies their choice of method. (F) Coursework Task 4(d) – The evaluation of the success of the internal communications used in their enterprise experience. (I)

Understand the importance of

Learners plan for a formal meeting as part of their enterprise activity – producing all of the required documentation. (I)

http://www.inc.com/jayson-demers/the-top-10-benefits-of-content-marketing.html


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Syllabus ref. Learning objectives

Suggested teaching activities

planning for a meeting.

This may form part of coursework Task 3(b). Guidance on the organisation of a meeting can be found on: http://www.skillsyouneed.com Search interpersonal skills section.

Evaluate the effectiveness of a meeting.

Class activity Learners role-play a formal meeting. One learner acts as observer during the meeting. Learners then evaluate the success of the meeting from their own perspective. Complete a past exam paper on this topic such as Nov 16 Q 5– learners could be encouraged to mark each other’s work using the mark scheme. (I)


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Q5 Nov 14 Q5 June 15 Paper 12 Q7 (a) June 15 Paper 13 Q7 (b) Nov 15 Q4 June 16 Paper 12 Q5 Nov 16 Q5



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Negotiation


5 Negotiation Understand and explain what is meant by negotiation.

Teacher introduction using a role play or video clip such as the BBC learning zone video clip of the Dragons’ Den. Pitching in the Dragons’ Den: www.bbc.co.uk/learningzone/clips/pitching-in-the-dragons-den/11260.html

Analyse and evaluate the process of negotiation.

Teacher-led discussion using examples of negotiations within business. Use local examples or a TV clip of a negotiation, such as: www.bbc.co.uk/learningzone/clips/pitching-in-the-dragons-den/11260.html. Learners evaluate why the negotiation failed and how the negotiators could improve their performance next time. Negotiating tips: http://how-to-negotiate.com/?s=Seven+basic+steps Extension activity: a role play to emphasise how to deal with objections. The ‘do’s’ in this process include listening to the objection, isolating the objection by repeating it, make the objection the core of a sale, soften the answer and understand the subject. ‘Don’ts include interrupt, argue avoid an issue become aggressive or revisit an objection that has been resolved.

Analyse the process of negotiation.

Complete a past exam paper question for this topic such as Nov 16 Q7 (a)– learners could be encouraged to mark each other’s work using the mark scheme. (I) Coursework Task 3(b) – Evidence of preparing to negotiate at a meeting and provide a description of the situation and the outcome of the negotiation. (I)


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk June 14 Q 7(a) Nov 15 Q 7(a) June 16 Paper 11 Q3 Nov 16 Q7(a)

http://www.bbc.co.uk/learningzone/clips/pitching-in-the-dragons-den/11260.html

http://www.bbc.co.uk/learningzone/clips/pitching-in-the-dragons-den/11260.html

http://how-to-negotiate.com/?s=Seven+basic+steps



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Coursework completion


Coursework Coursework Task 3(a) – Implementing the plan. (I) Task 4 – Evaluation of elements of their project or activity. (I) Own enterprise records

Preparation for exam and revision

For Paper 1 use the pre-released Case Study to revise. Candidates are required to apply their knowledge of enterprise and entrepreneurship to comment on enterprise issues and to solve enterprise problems in the context of the case study, organisations they have studied and their own enterprise. (I) General revision websites, for example: www.dineshbakshi.com/ and www.bbc.co.uk/schools/gcsebitesize/business/finance/ The following website has a downloadable student workbook covering a lot of the knowledge needed for this course: http://unesdoc.unesco.org Search entrepreneurship education resources - student workbook. In groups learners each take responsibility for one section of the course and produce a revision booklet with suitable questions and activities.


Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk

http://www.dineshbakshi.com/

http://www.bbc.co.uk/schools/gcsebitesize/business/finance/

http://unesdoc.unesco.org/


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