GCSE Business
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.
| Playground business studies - Total Quality Management | Spring 2012 | |
| Want to get students out of the classroom and do some learning by doing? Every school has stacking chairs which is ideal for this simple activity highlighting the importance of efficiency in production |
Page 6
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| Playground Business Studies - Organisation structures | ||
| Want to get students out of the classroom and do some learning by doing? most pupils will have passed notes around the class at some point in their school life. This activity allows them to do it legitimately and reveals the importance of organisation structures in business. |
Page 9
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| Playground Business Studies - Water balloon price elasticity | ||
| Want to get students out of the classroom and do some learning by doing? A catapult and some cones (and a few water balloons of course) are all you need to bring the concept of price elasticity of demand to life. |
Page 13
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| Advising on legal structure | ||
| A role play activity which can be used with groups to take into account different scenarios related to appropriate business legal structures. |
Page 16
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| Two sides to every story - a class debate about relocation | ||
| An idea for when teaching stakeholder conflicts |
Page 18
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| Dot.com again? | ||
| Former broker turned teacher, Chris Mason, provides an interesting assessment of a new wave of dot.com stock price increases and asks if another bubble is developing. The article looks at popular businesses such as Facebook, LinkedIn and Groupon and asks whether a bubble is beginning, or has already been and gone. A series of questions provided allows you to use this article for either classwork or homework. |
Page 22
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| The selection of Economics material on Business Studies courses: can threshold concepts help us find a framework? | Autumn 2011 | |
| Using the idea of threshold concepts, Russell looks at how decisions might be made by curriculum designers on what Economics material might be usefully included in Business Studies courses and what might not. | Page 5 | |
| Using sport to teach topics in Economics and Business Studies | Summer 2011 | |
| If you have a group of students who love sport then why not take advantage of the ideas presented by Harriet Thompson to make links between what they might know and love with what they need to learn in Business Studies and Economics? This article shows examples of some really creative methods that young teachers are using to generate interest in our subjects. | Page 11 | |
| Enhancing the delivery of vocational Business Studies through outward facing activities | Summer 2011 | |
| Paul and two students outline how they made use of funding to develop skills and confidence, as well as enhancing business understanding. | Page 14 | |
| Developing personal learning and thinking skills in GCSE Business Studies students | Summer 2011 | |
| The very mention of PLTS might leave you thinking that this is just another acronym for something which takes up too much time for little reward. Sandra Donnelly shows how embracing the idea can help to provide a new approach to teaching existing topics, as well as meeting the requirements set out by the, then, QCA. | Page 17 | |
| Business Studies brain teasers | Summer 2011 | |
| Simple but effective – a ready to use resource to copy and give to students to get their brains working on identifying some key Business Studies terms. Ideal for using with groups or as a homework task – maybe even to get parents involved! | Page 20 | |
| Credit crunch cheat | Summer 2011 | |
| Most readers will have played the card game ‘Cheat’ before. Here Charlotte Davies utilises this popular game to introduce some ideas relating to ethics, morals and why the credit crunch occurred. Yes, there is a link! | Page 21 | |
| Ideas on increasing the number and calibre of students who choose Business and Economics | Summer 2011 | |
| Most Business Studies and Economics teachers know what it is like to battle against established departments who have the luxury of teaching their subject from Year 7. In this article Amy Croft outlines some strategies that her school has used to attract more students to study Business Studies and Economics | Page 26 | |
| What's new in types of business organisations? | ||
| 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. |
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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. |
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| The GCSE in Applied Business | ||
| Applied GCSEs changed at the same time as the traditional GCSE qualifications, and here the chief examiner for one of the main awarding bodies offers an overview of the main changes affecting the Applied GCSE in Business Studies. |
Page 12
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A little bit of toast: exploring waste in a business context – understanding lean production
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Are you looking for a dramatic way of deepening students’ understanding of lean production? This article should be of interest to anybody teaching lean production techniques.
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Page 12
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Controlled assessment in OCR’s GCSEs in Applied Business, Business and Communication Systems and Business Studies
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An OCR briefing on the essential features of controlled assessment.
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Page 26
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How to improve student performance in business and economics at key stages 4 and 5
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A look at how data monitoring can be used to improve student performance, no matter what the challenges faced by the school and department
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Page 5
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Making cash flow fun
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Teaching accounts doesn’t need to be tedious or frightening. Introducing cash flow with a light-hearted game can make it accessible and relevant to all students.
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Page 10
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The AQA approach to controlled assessment in business subjects
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An AQA briefing on the essential features of the new assessment style.
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Page 22
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Controlled assessment: how it works in practice for Edexcel courses
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Some new GCSEs now contain an element of controlled assessment. This first article outlines how controlled assessment is being introduced on Edexcel’s GCSE Business course. It will help you to envisage the process of setting up the new system for your own students.
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Page 26
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Choosing a Course: which GCSE and awarding body perspectives
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Stick or twist? Some factors to consider when choosing from the new GCSE specfications.We asked each awarding body to set out the main changes and features of their new GCSE specifications. This should give you a good idea of the range of courses available and the various innovative developments.
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Page 12-21
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An easy way into financial ratios
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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.
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Page 4
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In the news
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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.
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Page 16
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Survival of the fittest
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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.
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Page 6
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Taking students to Land Rover
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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.
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Page 12
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Annual reports and accounts: corporate PR hype or a useful resource?
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Just in case you are tempted to abandon glossy annual reports, read this and get some fresh ideas that encourage independent investigation. Most suggestions are located well away from the accounts themselves, so this complements Ian Marcousé’s article.
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Page 7
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Teaching public accounts
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Are you struggling with the new terminologies for plc accounts? This article will help you to guide your students. The verdict is to keep it as simple as possible. Ted Baker’s accounts are used by way of illustration.
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Page 4
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The business curriculum: moving the subject forward
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The business curriculum: moving the subject forward
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Page 20
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Using management insights to improve student learning
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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.
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Page 17
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Business and Economics for all
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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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Case study - Sources of finance, Eddie Stobart Ltd
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Teaching sources of finance is always enhanced by an appropriate case study that can provide an engaging context. This one has been set up to suit an AS or an able GCSE Business Studies group. It could easily be adapted for other courses by reworking the questions. The study can be downloaded from the EBEA website or photocopied for use in your own institution.
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Page 12
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The question is the answer (part 1)
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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.
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Page 6
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A good head for business
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Strategies for identifying, challenging and nurturing talented and gifted students in business. classroom. Includes ideas for differentiation.
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Page 13
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Assessment objectives: are they really at the heart of GCSE Business Studies?
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The author argues that assessment objectives could be used much more constructively to deepen understanding and provide a secure framework for both teachers and students.
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Page 16
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Harvey’s Hot Water Bottles (economies of scale)
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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.
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Page 27
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Managing public services: the case of local authority sport
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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.
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Page 23
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Teaching economics concepts to students of business and management studies
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Ideas on how to make economics clearly relevant to business students. Many of the suggestions reflect good practice in teaching generally.
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Page 20
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The question is the answer (part 2)
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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.
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Page 10
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Using digital video in business education
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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.
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Page 29
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Dictionaries and glossaries: false friends?
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Many students struggle to understand key terms and concepts. Practical suggestions on how to teach key terms more effectively on business and economics programmes.
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Page 23
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Product life cycle – dead or alive?
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A lesson plan to develop understanding of the product life cycle. Extension activities allow students to consider appropriate marketing strategies at each stage of the cycle.
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Page 15
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Teaching business and enterprise at Christmas
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A light-hearted look at the business practices that underpin the global Santa operation.
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Page 20
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Where to find great marketing data
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By using data from the Marketing Pocket Book, supplemented with official statistics and some primary research, students can develop deeper insights into marketing.
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Page 9
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Business ethics and corporate social responsibility
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Business strategies, practices and decisions are often taught from a highly positive perspective. This article argues the case for examining business decisions from a much more critical stance in the context of recent global, national and local developments. It provides teaching suggestions based on documentary films that could kick-start the examination of different perspectives.
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Page 5
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Stakeholders: do you have a voice?
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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.
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Page 14
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Britain's national daily newspaper industry
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This case study looks at the long-term trends in the national daily newspaper market. It includes excellent data and could provide teaching opportunities for several courses. It concludes with discussion questions for A level students and some practical suggestions and a decision-taking activity for use at GCSE Business or GCSE Business and Economics (contributed by Jawaad Vohra). Support materials are available on the EBEA website (members section).
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Page 5
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Improving the quality of argument in GCSE Business Studies
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This article sets out examines ways of encouraging students to construct more effective arguments. It outlines a process that can be used to teach specific strategies for students to follow in their written work.
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Page 20
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Keeping up with the economists: using game theory in the classroom
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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.
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Page 10
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Remuneration
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A wealth of tips for teaching about remuneration, including a quick matching activity and a wide-ranging look at interesting issues for discussion.
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Page 13
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Something for nothing: ten top business websites
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A survey of the most popular and useful sites that provide free business news and company case studies, including some you probably haven’t seen yet.
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Page 29
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The talent gap
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Business or GCSE Business and Economics
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Page 16
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Training: illustrating the benefits
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This lesson plan presents a great way to learn about the benefits of training, and the frustrations of being under-trained for a task.
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Page 18
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Using key terms in business studies
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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.
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Page 24
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Foreign direct investment: an activity to assess country risk
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Shows how students can explore location issues in the context of investment projects, using Nigeria as an example. The approach can be adapted for other countries.
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Page 13
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Guerrilla marketing
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Guerrilla marketing explained, with a supporting student handout and activity.
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Page 5
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Risk management
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Explores the ways in which businesses deal with risks and explains how to cope with the jargon of futures and options using orange juice as an example.
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Page 8
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Running a school shop…watching the cash and preventing problems before they arise
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Top tips from the voice of experience. Suggestions relevant to all who are looking for experiential approaches for work-related learning or enterprise programmes.
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Page 21
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Stop right now thank you very much
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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.
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Page 19
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Globalisation: how China and India are changing the debate
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A review of the changes that have driven the globalisation process.
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Page 8
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Persuasive and informative advertising
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A lesson plan suitable for key stage 4, written up as an outline of what you might actually say to the class and the issues for discussion. The idea could be adapted for AS.
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Page 19
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Size matters [measures of company size]
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Another key stage 4 resource, addressing the question of how to measure company size.
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Page 21
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The marketing of marketing
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Reflections on the role of marketing and the ethical issues that arise.
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Page 14
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The marketing of marketing
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Reflections on the role of marketing and the ethical issues that arise.
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Page 14
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Coming of age
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It is 36 years since the first business studies exam paper was set. Taking stock, this article suggests that it is time to re-establish the subject’s credentials and to shift teacher culture away from delivery and coverage.
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Page 5
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Making the most of e-learning: a business department’s experience
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Reports on one departments approach to e-learning and describes how careful design of ICT-supported tasks for contact and non-contact time can improve students learning.
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Page 19
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Market rap
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Teaching market economics through the medium of rap!
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Page 13
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Supporting the delivery of applied business programmes
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A basic introduction to applied business courses, signposting readers to useful resources developed by the Learning and Skills Development Agency.
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Page 17
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Teaching externalities and stakeholder perspectives
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This article describe a game that enables students to gain some understanding of planning issues. It based around a scenario in which a supermarket wishes to build a new superstore on school playing fields.
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Page 14
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How do I make business lessons relevant to students?
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Arguing that concept formation is the key to putting learning together, and making it personally relevant, this article sets out some classroom strategies, homework and extension tasks for engaging the interest of business studies students.
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Page 7
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Leeds United scores own goal
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Examining corporate strategies on borrowing to finance expansion in the context of the financial problems at Leeds United.
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Page 20
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Teaching GCSE Business Studies: coursework
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The second of Andrew Corish’s three articles reflecting on the experience of the first cohort to take the new Business Studies GCSE. The first articles appeared in the Autumn 2003 issue and the concluding article is in the Autumn 2004 issues.
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Page 25
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Teaching GCSE Business Studies: courses and course planning
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The first of three articles reflecting on the experience of the first cohort to take the new Business Studies GCSE. It considers ways to improve the effectiveness of deliver. The subsequent articles appear in the Spring and Autumn 2004 issues.
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Page 20
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Teaching economics and business studies after Curriculum 2000: the teachers’ voice
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Based on interviews with ten teachers, a perspective on the impact of Curriculum 2000 on teaching and learning in its first two years.
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Page 39
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New light on an old chestnut: breakeven analysis from a pedagogical perspective
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A critique of some conventional textbook terminology and an application of learning theory to the teaching of breakeven analysis.
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Page 26
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Using off-the-peg market research reports [company analysis]
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Introducing teachers and students to Key Note and Mintel, the two main players in the UK for published market research. Includes sample GCSE and A level questions on using Key Note data calculate return on capital and to assess the business performance of
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Page 30
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Citizenship, business studies and economics education: the global and ethical perspective
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A report on a conference to explore how global and ethical issues can be integrated into the teaching of business studies and economics
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Page 32
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The approaches to investment appraisal
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The capital budgeting process, the present value formula, scenario analysis, internal rate of return, payback approaches and return on capital employed.
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Page 16
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Using reciprocal language to develop students’ language and understanding: a franchising case study
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How case studies can be used to develop students’ language skills. The authors explain a successful approach to improving literacy.
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Page 22
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Investigating competition policy
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A classroom activity on competition policy. The activity draws on material in the article by John Vickers in the Summer 2001 issue.
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Page 11
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In search of a strategy
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On overview of contemporary business practice in strategic management and corporate planning.
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Page 23
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Price elasticity of demand
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Breakeven analysis and pricing decisions
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Page 20
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Speaking a common language [export strategies]
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The challenge facing a small software company in developing export markets. Classroom activities and stimulus materials.
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Page 9
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