Business Studies

Curriculum Intent

To thoroughly enjoy studying business studies

100% of students to achieve grades 9-4; 70% of students to achieve grades 9-5.

*Every student is provided with quality-first teaching & learning.

*Students will recognise the importance of how the 4 functional areas work together for business success.

*Students will find use business theorists to find strategies to grow businesses.

*Acquisition of knowledge; an understanding of how disruptive technologies affect contemporary challenges in the business environment.

*Recognition of the significance of theorists in the development of strategies to business success.

*To develop the ability to critically evaluate business theorists methodology.

*To nurture in students a lifelong interest in the development of business and a drive for them to succeed.

 

Curriculum Implementation

 

Classroom teaching is never any less than highly effective

*Teachers have expert knowledge of the subject, and of the OCR GCSE.

*Assessment of and assessment for learning are embedded in classroom pedagogy.

*Potential gaps in knowledge are pre-empted; teachers are skilled in addressing gaps quickly.

*Skilful, targeted questioning is personalised to the starting point and needs of individual students.

*Teachers foster in students clear recognition of the ways in which units and topics inter-connect.

*Teachers effectively plan for frequent retrieval and re-call of students’ knowledge.

*Assessment is used to check students’ understanding and inform teaching.

*Students’ oracy skills are developed by their use of academic language in discussion and debate.

*Homework drives deep-learning: Revision, Re-call, Research and Reading.

*Students’ take pride in their written work; it is presented well and demonstrates progress over time.

*Students’ books demonstrate thoughtful reflection and improvement in acting upon set targets.

*Work is modelled well, allowing students to recognise the features of the very best work.

*Concepts are a driver for deep analysis; they are clearly visible through folder checks and use of the PLC’s.

*Students will be trained to use their resources independently (BBBB)

 

Economics

Curriculum Intent

To thoroughly enjoy studying economics

*Every student studying GCSE will make strong progress.

100% of students to achieve grades 9-4; 70% of students to achieve grades 9-5.

*Every student is provided with quality-first teaching & learning.

*Students will recognise the economic behaviour and the economic relationship between individuals and groups of people through Micro and Macroeconomics.

*Students will recognise that choice and decision making about how to allocate resources is crucial in a world with limited resources.

*Acquisition of knowledge; an understanding of contemporary social and economic changes.

*Recognition of the significance of theoretical and conceptual issues in an economic debate.

*To develop the ability to critically evaluate government policies and how they impact on the social economic environment.

*To nurture in students a lifelong interest in the economics of life.

 

Curriculum Implementation

 

Classroom teaching is never any less than highly effective

*Teachers have expert knowledge of the subject, and of the OCR GCSE specification.

*Assessment of and assessment for learning are embedded in classroom pedagogy.

*Potential gaps in knowledge are pre-empted; teachers are skilled in addressing gaps quickly.

*Skilful, targeted questioning is personalised to the starting point and needs of individual students.

*Teachers foster in students clear recognition of the ways in which units and topics inter-connect.

*Teachers effectively plan for frequent retrieval and re-call of students’ knowledge.

*Assessment is used to check students’ understanding and inform teaching.

*Students’ oracy skills are developed by their use of academic language in discussion and debate.

*Homework drives deep-learning: Revision, Re-call, Research and Reading.

*Students’ take pride in their written work; it is presented well and demonstrates progress over time.

*Students’ books demonstrate thoughtful reflection and improvement in acting upon set targets.

*Work is modelled well, allowing students to recognise the features of the very best work.

*Concepts are a driver for deep analysis; they are clearly visible through folder checks and use of the PLC’s.

*Students will be trained to use their resources independently (BBBB)