BTEC
The magazines in the following list are only available to members. You are advised to use your membership log-in before attempting to open the magazines. Articles are listed in chronological order with the most recent articles at the top of the list. The downloads of the magazines in which the articles feature are in pdf (printer friendly) format. Downloads of more recent editions of the magazine are also available in Word format to enable you personalise the resources to meet your own needs. These can be accessed through the main Magazine Library menu link on the left.
The contents of this page can downloaded as a pdf (printer friendly) list with active links from the main 'Articles listed by subject' link on the left.
| What's new in types of business organisations? | ||
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Did you know that there was such a thing as a private unlimited company? The Companies Act 2006 introduced several changes of relevance to teachers covering types of business organisation. Here Karen Borrington offers an update of those changes that are relevant to teachers of this important topic. |
Page 5
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| Business studies online | ||
| One of the few business studies websites produced by a full-time teacher, the founder of Business Studies Online explains the pedagogy of this resource. He offers some suggestions about how teachers and students can best make use of this innovative and interesting website. |
Page 8
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| Is it time to turn to BTEC? A review of the changes to BTEC for 2010 | ||
| Find out about the forthcoming changes to BTEC courses and the features that may attract both students and teachers |
Page 15
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| An easy way into financial ratios | ||
| Providing students with some simple profit and loss and balance sheet figures for two companies, and encouraging them to evaluate their relative success, allows students to develop a really meaningful level of understanding. Make this your introductory lesson for financial ratios. |
Page 4
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| Survival of the fittest | ||
| If you want to get your students thinking about how current events are affecting individual businesses, this activity may be just what you need. It may stimulate you to create something a bit different that is just right for your own students. It is aimed at Key Stage 4 students. |
Page 6
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| Taking students to Land Rover | ||
| This account of a factory visit shows how careful planning can make for a highly productive student experience. As an example of what can be achieved on a field trip, this will be of interest to all teachers of business subjects and economics. |
Page 12
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| In the news | |||
| Three recent news reports that could be used in the business studies or economics classroom on income mobility, rights to flexible working and the growing market for mobile phones in Africa. |
Page 16
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| Teaching functional skills in business studies contexts | |||
| In our last issue, Darren Gelder made a strong case for teaching functional skills in real world contexts. Here he outlines a possible approach. This short article will be of particular interest to teachers of Applied Business, a diploma course or a BTEC or OCR National course, and of general interest to all. |
Page 27
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| Using management insights to improve student learning | |||
| This article ranges widely over the nature of management, the problems we all have managing the learning process and the varied ways in which students actually absorb knowledge and develop understanding. It addresses motivational issues in quite new ways. |
Page 17
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| The business curriculum: moving the subject forward | |||
| The business curriculum: moving the subject forward |
Page 20
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| The question is the answer (part 2) | |||
| In the Spring 2008 issue of Teaching Business & Economics, Stephen Barnes argued that business teachers need to encourage a more question-led culture in the classroom. In this sequel, he provides specific suggestions and teaching strategies that set out how this might be achieved. These can be put into practice in the context of any business course. |
Page 6
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| Business and Economics for all | |||
| The requirement for all key stage 3 and 4 pupils to study economic wellbeing creates an exciting opportunity for business and economics teachers. Linked to the Every Child Matters agenda, this development could provide all students with a positive and motivating experience of some key features of our subject areas. |
Page 22
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| Developing self-assessment skills in the context of level 3 BTEC business course Assessment of enterprise capability: some proposals | |||
| Students on a BTEC National Diploma Business course participated in action research to determine whether working on their self-assessment skills would improve performance. The results were sufficiently encouraging that the school has decided to continue the sessions in the next school year. |
Page 30
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| The question is the answer (part 1) | |||
| Set in the context of approaches to business teaching, this article argues for that teachers need to do more to encourage questions and curiosity in the classroom. |
Page 10
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| A good head for business | ||
| Strategies for identifying, challenging and nurturing talented and gifted students in business. classroom. Includes ideas for differentiation. |
Page 13
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| Managing public services: the case of local authority sport | ||
| Looking at the provision of sports facilities, this case study will be helpful when teaching market failure, efficiency, externalities, the role of the public sector and merit goods. |
Page 23
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| Harvey’s Hot Water Bottles (economies of scale) | ||
| This engaging lesson will help students understand of economies of scale. By recognising the practical situations in which economies of scale can be exploited, students can go on to apply the concepts to other businesses. |
Page 27
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| Using digital video in business education | ||
| This article explores two ways in which digital video was used to create a powerful learning experience, motivating students to engage with course content and with business issues. |
Page 29
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| Teaching business and enterprise at Christmas | ||
| A light-hearted look at the business practices that underpin the global Santa operation. |
Page 20
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| Dictionaries and glossaries: false friends? | ||
| Many students struggle to understand key terms and concepts. Practical suggestions on how to teach key terms more effectively on business and economics programmes. |
Page 23
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| Stakeholders: do you have a voice? | ||
| This GCSE lesson uses a mixture of groupwork, discussion and role play to identify stakeholders and explore the potential for conflict between different stakeholder groups. |
Page 14
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| Keeping up with the economists: using game theory in the classroom | ||
| Economics is changing discipline and it is time to think about some of the newer ideas that are accessible at A level. This article highlights areas that deserve wider consideration. It shows how game theory can be built into the teaching of topics that involve decision making. It concludes with a collective bargaining scenario so that students can use the ideas in the classroom. |
Page 10
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| The talent gap | ||
| Business or GCSE Business and Economics |
Page 16
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| Training illustrating the benefits | ||
| This lesson plan presents a great way to learn about the benefits of training, and the frustrations of being under-trained for a task. |
Page 18
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| Using key terms in Business Studies | ||
| Looking at different ways of using key terms to enhance learning and understanding, including the use of mind maps as revision tool and a device to generate questions in the classroom. |
Page 24
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| Stop right now thank you very much | ||
| Students use a traffic light system to signal their level of understanding, providing instant feedback for the teacher. This approach could be used in a range of contexts. |
Page 19
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| Running a school shop…watching the cash and preventing problems before they arise | ||
| Top tips from the voice of experience. Suggestions relevant to all who are looking for experiential approaches for work-related learning or enterprise programmes. |
Page 21
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