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Summaries of the A level specifications available in the subject
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Guidance on teaching and learning A level Business
Planning for teaching and learning
Schools and colleges have the opportunity to choose from a range of specifications that meet the needs of their students. Some will offer either AS/A2 or AVCE; others will offer both courses to cater for students with different aptitudes and interests. The following guidance draws on the experience of schools and colleges to provide some general points to support the planning and implementation of effective teaching and learning in business studies.
For both AS/A2 and AVCE the business department should:
- raise students’ awareness of the subject through contributions to the key stage 3 curriculum, for example by using taster days, courses or lessons
- select a specification that corresponds to the needs and aptitudes of the student cohort. This should provide the basis for designing the business curriculum, the course and topics and lessons within it
- consider how delivery (including the order in which units are taught), timetabling, staffing and other resources can be used to tailor the course to students’ needs and aptitudes
- develop a common understanding about the methodologies and styles of the teaching and learning to be employed
- plan for differentiation within the teaching groups, particularly in those cases where not all the students will have completed a level 2 business qualification
- establish links with local businesses and create opportunities for work experience, industrial visits and enterprise activities
- provide a supportive learning environment for students, addressing their diverse needs and learning styles
- identify opportunities for staff development, including placements within businesses and the updating of their subject knowledge and business experience.
For AVCE in particular the business department should:
- design assessment tasks in business contexts, keeping in mind planned work experience, industrial visits and enterprise activities. The range of tasks should have the potential to challenge the most able students while drawing out the best performance across the whole ability range.
Teaching and learning
Effective teaching and learning is most likely to take place when both teachers and learners understand clearly the aims, objectives and requirements of the chosen specifications and the course that evolves from these specifications.
For AS/A2 and AVCE teachers should:
- discuss the aims, assessment objectives and requirements of the specification, mediating the language where necessary to aid student comprehension. Understanding the demands and the structure of the course will help students develop ownership of their own learning and progress
- provide a range of teacher-led and more open-ended student-directed learning opportunities and promote both group work and independent learning
- secure students’ understanding of business terms and concepts using both global and local issues to stimulate their interest
- help students to improve their performance by giving them thorough oral or written feedback on their work
- integrate the use of information and communication technology (ICT) into the teaching-learning process, ensuring that students use a variety of IT packages such as PowerPoint, spreadsheets, business simulations, and so on, and are selective in obtaining information from the internet.
For AS/A2 in particular teachers should:
- plan work experience and/or enterprise activities with care; these should constitute an integral part of the business curriculum
- encourage students to think critically, and to analyse and evaluate business situations and problems before drawing carefully considered conclusions
- encourage, where appropriate, extended written responses in order to develop the clarity of writing.
For AVCE in particular teachers should:
- ensure that students build up direct contact with (preferably local) employers through work experience, industrial visits and enterprise activities. These activities should be at the centre of the course and should make the teaching-learning process motivating and vocationally relevant
- encourage students to think critically throughout their course. Case studies play a central role within business specifications. Students should take time to analyse and evaluate the content of these case studies before drawing conclusions and offering carefully and critically considered solutions
- encourage students to build their assignments using a wide range of evidence. Over-reliance on internet sources may lead to assignments which are largely descriptive and do not reflect a critical, analytical treatment of the materials.
See also
> Case studies
> A level performance descriptions: business studies
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Page updated: Tuesday, August 10, 2004