Programming template and Principles of effective programming

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20 Νοε 2013 (πριν από 3 χρόνια και 6 μήνες)

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1

Programming template and Principles of effective programming


Program features and key

Where have you included this in your program?

A.

Alignment

between outcomes,
activities, assessment
&
reporting. Goals of tasks are
clearly communicated (for
teachers and students).

Alignment has been included at every point of the program and the assessment. Outcomes are aligned with learn to
and learn about statements which are in turn aligned with ac
tivities and evidence of learning. The tasks are clearly
communicated and goals are explicitly stated both in class activities and in the assessment task.

B.

Integrate learning and
assessment

using assessment
for learning strategies that
focus on quality fee
dback.

The program focuses on the integration of learning and assessment. The assessment task has been constructed to
ensure that students are applying what they have learnt as they go. The teacher marks each element of the
assessment before the student c
an move onto the next stage of the task. This ensures that the teacher can identify
where students are struggling but it also means that students are given the opportunity to fix their mistakes and not
carry them throughout the assessment. Further, formati
ve assessment is used throughout the program as the teacher
monitors group work, participation and individual research tasks. Finally students are asked in Concept 1 students
peer mark essays allowing them to read what other students have written and also
so that they get an understanding
of how a marking criteria works.

C.

Focus on
core ideas

and skills
relative to the topic and
curriculum as a whole)

At every point of the program, deep learning takes place through the creation of four concepts tasks. The fo
ur
concept tasks comprise of engaging and explicit activities that are related to the case study Apple Inc. The case
study is carried throughout the Business Management topic as it provides the students with a real
-
world example to
apply their knowledge to

which in turn creates deeper understanding. The syllabus has been rearranged with this
case study in mind.

The ideas and skills from the curriculum are aligned and focused on throughout the program with students
completing both learn to and learn about st
atements.

D.

Emphasise
links

between
ideas in the course and the
students’ wider studies.
m牯浯瑥⁴桥
transfer of
knowledge

within and
between subjects.

There are links between the Business Management and Business Planning topic which are made explicit in

Concept
4: Managing Change. Students are constantly required to draw on their prior knowledge of Business Studies
throughout the topic. This is done through speed writing tasks and class discussions and brainstorms. Students are
required to draw on knowle
dge from outside school in relation to the case study. They are encouraged in class
discussions and in written tasks to utilise this knowledge. Further, students are asked to think about the civics and
citizenship in the coordination of KBFs. Where student
s must think about what responsibilities a company like
Apple has to the world. Finally students skills in numeracy and literacy are drawn on in all elements of the
program as students are required to write in specific forms and use numerical knowledge to

carry out basic
arithmetic etc.


2

Program features and key

Where have you included this in your program?

E.

Include
purposeful & rich
tasks

that combine related
outcomes & content areas


‘chunking’ of related concepts.

All the tasks in the program are purposeful


they have an explicit purpose and goal, which is indicated to
the
student. Further, the tasks are related to the material the students have learnt and, many of the tasks, especially the
assessment, builds on knowledge the student has from previous learning in the programs. The curriculum has been
reformatted so that
related outcomes and content are chunked and aligned. This in turn is applied to the modern
business case study Apple.

F.

Activities & assessments are
integrated

and made
relevant
to the lives of students
.

All activities are provided in the current context
in which the student lives. Apple is a modern successful business
and is extremely relevant to the lives of students, as they know about the company from their personal context. All
activities and assessments are strongly linked to the modern day business
environment. Further, the KBF are
crucial to the running and success of a business and the students are informed of this at the beginning of Concept 2.
Assessment is integrated throughout Concept 3 so that students are able to build on their prior knowledg
e and
understand the relevance of the assessment to what they are currently learning.

G.

Acknowledge and build upon
prior learning

by identifying
and addressing common
student
misconceptions
.

Prior knowledge is assessed at many points of the program, as
students are required to participate in speed writing
tasks or activities such as the choosing of the “most important” KBF. Class discussions and brainstorms are also
used to assess prior knowledge. Further each of these tasks has been constructed in order

to identify and target
misconceptions that students may have. Common misconceptions have been included at each step of the program
to ensure that all teachers know what kind of misconceptions their students may have. Future tasks following the
identifica
tion of misconceptions aim to determine I the misconceptions have been changed. This allows the teacher
to target specific students if misconceptions pervade. Finally the case study Apple, was chosen because all students
should know something about the com
pany, what it does etc. this knowledge is then built upon throughout the topic
but provides the students with a good schema from which knowledge will grow.

H.

Promote
student self
regulation



opportunities for
regular consolidation of
learning; build skills of time
m’ment, goal setting, self &
peer assess and reflection.

Self
-
regulation is built in to all the tasks in the program. Students will be required to monitor their own learning,
mana
ge their time and learn to work within a group. Peer assessments of another students essays are required as
well as a peer assessment about what the student feels they participated in
-
group work is also required. This
ensures students think critically abou
t how they are learning and applying their knowledge. Further, the assessment
requires students to self
-
monitor, they are required to hand in tasks at different points in the term and, respond to
the feedback they get so that they can move on to the next t
ask. This requires time management and goal setting. It
also ensures that students take responsibility for their own learning.

I.

Emphasise
intellectual
quality and higher order
thinking
. Allow students to
discover own patterns of
At many places throughout the program students are required to engage in higher
-
order thinking skills that requires
them to predict, create, hypothesise an
d evaluate the information they are given. This allows students to question
what they have learn, apply the knowledge to the case study Apple and also allows them to explore alternative
ways of viewing and understanding information. An example of this is i
n the KBF task where students are required

3

Program features and key

Where have you included this in your program?

meaning (theorise,
hypothe
sise, predict).
Students are encouraged to
question ‘knowledge’ &
explore alternative
perspectives.

to make a mind map of the coordination of Apple’s KBFs. This means that each group may envision the
information in a different way highlighting to the students that there is no wrong or right way.

The assessment

requires students to engage in higher order skills by hypothesizing business goals, critically
evaluating information and, compiling that information into a business report.

J.

Promote
reflective practice

within the department
-

programs that are the produc
t
of collaboration
-

living
documents

that are regularly
evaluated and refinement.

The program should be a living and working document. This means that all teachers have access to a soft copy of
the program so that they can annotate it and make changes wh
ere they think appropriate. The teacher while teachig
the program will be required to evaluate the program


the activities as well as the resources. The teachers will be
required to provide feedback and suggestions for improvement to the program to ensure

that it stays up to date and
effective. The head teacher will be required to read and sign off the feedback after each teacher has finished the
program. In a department meeting, the program could be discussed and improved.

K.

Programs should be
realistic
and sustainable

within the
context of the school/system.

The program is both realistic and sustainable within the context of the school. All students in year 11 have laptops
and access to the internet which means that they are able to carry out research w
hen and where necessary. Further,
all resources can be provided in both a hard and soft copy so if there is a problem with the computers the teachers
have a back up. There is more than enough time to complete this program (including a week) wiggle room if
necessary. There are activities within the program that all students can participate in such as mindmapping, group
work, guided research and direct instruction.

L.

Develop
literacy & numeracy

skills (link to NAPLAN data,
strategic aims and goals?)

Literacy a
nd numeracy are the core focus of almost every activity. Students are required to write in a variety of
formats both formal (essays, paragraphs, reports) and informal (speedwriting tasks). Numeracy is developed
explicity in the financial management section

of the program where students are required to use equations to
produce data as well as construct and interpret financial statements. The assessment requires students to develop
both their literacy and numeracy skills

M.

Activities to develop
mathematical
ideas and
techniques

Direct instruction is used to develop mathematical ideas and techniques. This is specifically done in the financial
management section of the program. Direct instruction guides students in reading financial data, filling in financial
d
ata (scaffolds) and, working out equations. Further, practice questions and financial statements will be given to
students so that they can further develop their skills in these areas. Finally the assessment requires students to apply
their numerical knowl
edge and interpret the information.

N.

Include independent tasks as
well as
planning, organising
and working with others in
Both independent and group work tasks are used throughout the program. Students both individually and in
groups
must learn to plan, organise and select information and learn to work with others. Students must also learn to work
within time constraints. While group work is constant used throughout the program, to ensure everyone

4

Program features and key

Where have you included this in your program?

teams (cooperative learning)

participates, each student is g
iven a section of the task to perform (ie when explaining the mind map all students
must speak) based on ability or otherwise.

O.

Cater for a range of learning
and teaching styles.

Include
(1) direct instruction (2)
guided discovery (3)
Independent investi
gation &
(4) application where
appropriate.

The program caters for a wide range of learning and teaching styles. Direct instruction is used to introduce students
to financial statements and help them with mathematical formulas. Guided discovery is used wh
en students looks at
the financial statements for Apple. This is to ensure that al students understand what they are looking at when the
statements are long and complicated. Independent investigation is utilised, as students have to conduct individual
rese
arch and apply this research to written tasks.

P.

Subject specific
requirements (texts, case
studies, site studies, focus on
contemporary issues,
fieldwork & inquiry
learning.

The Business Studies course requires students to engage with real life and fictio
nal case studies. The use of Apple
(supported at times by other relevant case studies


OneTel, Boreders) allows students to engage in inquiry based
learning as they find out more about the business. Further, it allows students to see the role of business
in society
and look at contemporary issues within the business environment (Borders financial problems, OneTel collapse,
Apple’s management approaches etc). Finally the students are also required to engage with fictional case studies
such as the one in the
ir Assessment


Malibu Ice.











5

Preliminary Topic: Business Management




Subject: Business Studies



Stage: 6

Core Focus

Hours/No. of lessons

The core question that should be considered in the Business Management topic is:
how can effective business
management lead to a successful business?

Hence, the main theme of the unit is to analyse how

effective
and

efficient
business management

can ultimately lead to a business becoming a
success

in the business environment.


Students will focus on why effective management leads to the achievement of business goals and this will be done
primarily through an analysis of the
key business functions
: operations, human resource management, marketing and
financial management. First,
students will learn
how effective management

teams
utilise
the key business functions to
achieve business goals

and,
manage change
. Secondly, how these key business functions can act as
indicators

of
effective management and thus business success will be a
nalysed.

The Business Management topic should take up
40%

of indicative time, which is
48 hours
.


The business management topic will commence at
the end of term 2 and go for the whole of term 3.


There are 4 classes per week each running for 55
minutes.
So, ideally approximately
13 weeks

will
be assigned to this topic.


Big ideas/key concepts

Why does this learning matter?

The key concepts I want student to learn are
that
:



Effective management

is crucial to the achievement of
business goals and thus, the
success
of a business within the
business environment



The four key business functions (operations, human resource
management, finance and marketing) are
interdependent

and
equally

important to
business success



The key business functions, especially financial statements,
can be used to
examine

and
assess

the overall
success

of a
business in achieving its
financial

and other
business goals
.



Businesses must be able to
predict
and
adapt
to changes t
hat
may be or, are occurring in the
internal

and
external
business environment.

The learning matters
because
:



This topic, more than either of the other Preliminary topics, provides the students with a large
amount of the
‘base’ knowledge

on which they are

to
build on

in the HSC course. The
students are introduced to the four key business functions, which are all topics in the HSC
course.



The topic allows
misconceptions

about the
key business functions

to be tackled and hopefully
eliminated early. Thus, stu
dents will understand why Operations, Finance, Marketing and
Human Resource Management are all of
equal importance

in the HSC course



An overarching
case study
, such as
Apple Inc
., can be used to help students
apply

what they
have learnt to a real world cas
e. This will also help the students understand the different key
business functions and how they are influenced by management and how they influence the
businesses success in the business environment



Students will become familiar with financial statements,

often cited as the hardest element of
the Business Studies course, and will be taught how to
read
,
interpret, analyse and construct

a cash flow statement, an income statement and, a balance sheet.

Place in scope & sequence

Common student misconceptions


&

Understanding Goals

(
what you want students to
understand)

The Business Management topic will be the last topic in the
Preliminary Business Studies program and therefore will be covered
in the last couple of weeks in term 2 and for the duration of term 3.
As Business Management is the final topic, students will al
ready
have studied the Nature of Business and Business Planning topics and
hence, have a good understanding of SME’s, the business


The main misconception in this topic area is that one of the key business functions, usually
financial management, is more important than the others. That is, students assume that the
business functions are hi
erarchical in nature rather than an interdependent system. Students
will, by the completion of the topic, understand the importance of each of the business
functions to the overall success of a business in achieving its financial and other goals as well
a
s their importance to each other.


6

environment, and elements of a business plan. All of this prior
knowledge is a good hook for the students to understand and a
pply
this new content to a
real world

context.



A common misconception is that effective management means making a profit and being
successful financially.
Students will learn that effective management is about the achievement
of a mix of social, environmental, growth
, and financial goals.



When taught about the different management approaches, students often misconceive that the
most recent management approach is the only approach used by modern businesses and
therefore, the only approach worth learning and understandi
ng. Students should understand that
all management approaches are relevant to modern businesses and be able to give examples of
businesses that use each approach.



A further misconception is that marketing is only about advertising. Students will understand

that marketing is crucial to a businesses success and involves more than merely promotion.



Another misconception is that business management cannot plan for change.
This
misconception will be targeted so that students understand how and why businesses pla
n for
change. This will be done through analysing how the business environment is changing

Syllabus Outcomes:



ICT/ Target areas

The student:

P2 explains the internal and external influences on businesses

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external
stakeholders

P7 plans and conducts investigati
ons into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations

-

The topic requires students to engage in a significant amount of inquiry and research.
This research will primarily be comprised of Internet research where articles,
interviews and websites can be viewed. The student will be provided with starter
reference
s but will also be encouraged to evaluate and justify the information source
for the task at hand.

-

Many classroom tasks require the students to use word
-
processing and other programs
such as Inspiration or imindmap.

-

The major assessment must be typed and e
dited using the ‘report format’

-

Students will use their own laptops in the class and these may be used for note taking
and other general class work.

Formal Assessment (and outcomes assessed).

T
YPE OF TASK
:

Case Study: Financial Management Business Report

Weighting: 15%

(5% for construction of statements and responding to feedback, 10% for
report)

O
UTCOMES ASSESSED
:


P2
explains the internal and external influences on businesses

P8

evaluates information for actual and hypothetical business situations

P9

communicates business information and issues on appropriate formats

P10

applies mathematical concepts appropriately in business situations


A
SSESSMENT COMPONENTS
:


7

Task 1
:
Student
fil
l
s

in the scaffold

provided

for a cash flow statement

for Malibu Ice. Students then interpret the information and do some calculations to

answer the questions

Task 2:

Students use the data provided for Malibu Ice to work out Net profit, gross profit and C
OGS and then complete the scaffold for the income statement

Task 3:

Construct a Balance sheet


students classify items as CA, CL, NCA, NCL or OE. Student then constructs a balance sheet using the information provided

NOTE:
Task 1, Task 2 and Task 3 are
marked by the teacher before the student is allowed to progress to task 4 (to ensure students are able to fix mistakes and no
t
carry them through the assessment)

Task 4
: using the financial statements the students have completed they are to hypothesise 3 f
inancial goals and 3 non
-
financial goals for Malibu Ice. Students are then to
produce a business report that focuses on the SMEs financial position and performance and comment of the goals the business h
opes to achieve in the future. (week 8)


Position in
program:

week 4, week 5, week 6 and the report is due
in week 8

Students ‘Learn
to’ statements and

Outcomes

Students learn about:

Integrated Learning Experiences, Assessment
and Feedback

(aligned to outcomes)


Evidence of Learning

Resources


Concept 1:
What is Management?

(Term2: week10
-
12)

Students learn to:

Investigate aspects
of business using
hypothetical
situations and
actual business case
studies to:



Identify
qualities of
managers who
have exhibited
high personal
and ethical
standards


P6

analyses the
responsibilities of
business to internal
and external
stakeholders


P7
plans and
Students learn about:



Nature of management




Features of
effective
management











Effective
management is
about more than
financial success




Students will start by speed writing what they know
about the nature of management


what
management means and features of effective
management (P6)



Students will then be introduced to the Topic of
Business Management:

-

Definition of
management

-

The features of effective management

-

Brief introduction to the Key business
functions (operations, HR, marketing and
finance)

Teacher
explicitly introduces

students to the case
study ‘Apple Inc’.


Students i
ndividually
do
internet research

ab
out
Apple Inc.’s aims. The website Apple Investor is a
starting reference. Students are to examine ‘Apple
and the environment’, ‘supplier responsibility’ and
‘procurement’ students are to read the information
and then
hypothesise 5
-
6 business goals

for Ap
ple
The teacher will be able to
identify
prior knowledge

as
well as any
misconce
ptions

students may have.













Teacher
monitors

student’s
research skills and goals the
student comes up with.




Speed writing template
















Starter reference:

Apple Investor,

http://investor.apple.com/




A, F,

C, K







H, E,
D, A,
G, K,

8

conducts
investigations into
contemporary
business issues






















P8 evaluates
information for
actual and
hypothetical
business situations


P9
communicates
business
information and
issues in
appropriate formats











Skills of
management






.

















Inc.

In
groups
of 3
-
4 students
discuss

the
business
goals

they came up with. They will
compile a list

of 10 core business goals for Apple and
brainstorm

ways in which Apple could achieve
these goals. (P7)



Teacher
-
led brainstorm

about what
skills
mana
gers should have.

Teacher
-
led

read through of the article ‘The seed
of Apple’s Innovation’.
Class discussion

about the
article and Steve Jobs vision for Apple.

Students individually
research
Apple Inc
management specifically focusing on Steve Jobs


starter references provided. Students compile a list
of management skills Steve Jobs had and, how
these were demonstrated.

Class discussion

of Steve Jobs management skills.


Students
write
at leas
t a paragraph answering:


What skills does Steve Jobs have that makes him
an effective manager?”


Teacher
-
led
discussion

about
corporate collapse

with a focus on OneTel.

Students do some r
esearch
about why OneTel
failed. Class
discussion
about how ineffec
tive
management led to this collapse.

In groups of 5 students
compare

the management
approach in Apple and in One Tel.

Class
discussion

about comparing management
approaches. (P7, P6)


Students
write an essay

answering the question:


Effective management
is about maximising
financial goals. Discuss with refe
rence to your
Apple case study. You may also use your

Teacher monitors the groups
brainstorm

The teacher will
read
the final
list of goals.



Participation
in brainstorm
and class
discussion will be
monitored.








Participation

in class
discussion will be monitored.


Paragraph will be handed in to
teacher and
marked
.



Teacher
monitors

class
discussion and group
dynamics.

Teacher
monitors
student’s
research.





Essay will be
peer marked

by
another student. Marking
criteria will be provided.









Starter References:

‘The seed of Apple’s
Innovation’

http://www.businessweek.com
/bwdaily/dnflash/oct2004/nf20
041012_4018_db083.htm

Steve Jobs and his leadership


The Practice of Le
adership,

http://www.thepracticeofleader
ship.net/steve
-
jobs
-
and
-
his
-
leadership


Article from the Mind
Resources Institute of
Learning and Innovation,

Leadership Managing

Change’

(hardcopy)











Essay marking criteria.



L, N




N M
L H
A




D F
K


A N
M L



K E


9

knowledge of other companies to strengthen your
response.” (P9, P8, P7)

C F
N

Students ‘Learn
to’ statements and

Outcomes

Students learn about:

Integrated Learning Experiences, Assessment
and

Feedback

(aligned to outcomes)


Evidence of Learning

Resources


Concept

2
:

Why are the key business functions interdependent? (Term 3: week 1
-
3)

Students learn to:

Investigate aspects
of business using
hypothetical
situations and
actual business case
studies to:



Analyse
different ways
of coordinating
key business
functions for an
SME












Students learn to:

Examine
contemporary
Students learn about:

Management process



There are four,
equally important,
interdependent

key
business functions:
operations,
marketing, finance
and, human
resources















Operations





Management
Teacher
-
led
explicit instruction

about the
role of
management

in coordinating the 4 key business
functions (KBFs).

In groups of 3 students
brainstorm

what they believe
is involved in each of the 4 KBFs.

Class discussion

about the 4 KBFs written on the
board.

Class activity
: Teacher splits the class into 4 table
groups (Operations, Human Resources, Marketing
and Financ
e). Students are asked to sit at the table
which represents the KBF they think is the most
important.


Students are asked to briefly
discuss

with the rest of
their table why they chose that KBF.

Students are
assigned

a KBF different to the one they
chose.

A
class debate

about why their assigned KBF
is the most important will ensue.

Students will then be asked to pick a table again but
this time another table will be added


‘All equally
important’ (P4)


Teacher led
explicit instruction

using the Operations

Prezi
.

Students are split into groups of 3 and
create

a
supply chain

flowchart f
or Apple Inc.


Teacher led
explicit instruction

about the three



Teacher monitors student
participation

in group and
class discussion.







Teac
her
monitors

discussion and debate.
Teacher is also able to see
which students still have
misconceptions
about the
KBFs and decide how these
will be
targeted

in future
learning.




Teacher

views

each group’s
work before moving to the
next task.























Operations Prezi:

http://prezi.com/ubryc4yh7g9v
/operations/




M

H E
G


H G
D E
F





M H
G


10

business issues to:



Compare and
contrast
approaches to
management



Explain the
benefits of
quality
management
practices




P5

examines the
application of
management
theories and
strategies




P
4
assesses the
processes and
interdependence of
key business
functions


P7
plans and
conducts
investigations into
contemporary
business issues


P8

evaluates
information for
actual and
hypothetical
business situations

Approaches



How to manage?



The three different
approaches:
classical,
behavioural and
contingency



The relevance of
these approaches to
modern businesses






Marketing


marketing is about
more than just
advertising

-

Identification of

the target
market

-

Marketing mix










Human Resource
Management

-

Training

-

Employment
contracts

-

Separation

-

Recruitment



management approaches
.

Students are then asked (in their groups) to
identify

which management approaches each
element of the
Apple’s supply chain/ business falls into. (P8, P5)




Each group member answers the following: “
Writes
a paragraph about one of the management
approaches and how it is relevant to modern day
business. Make explicit reference to the Apple ca
se
study.”

(P8)


Teacher
-
led
explicit instruction

using the marketing
management
prezi.

Introduces student to the
concep
t
of marketing as
more than advertising.

Class
discussion
about the
target market

of Apple
and the target market of Microsoft.

Students individually
create a marketing mix

for
Apple.

Students
construct a marketing report

(P9, P8)


for Apple by filling in the marketing
report
scaffold
. The report should have the following
sections:

-

Marketing Approach

-

Target market

-

Market segmentati
on

-

The marketing mix (4P’s)

Teacher
-
led
explicit instruction

using the Human
Resources
PowerPoin
t.

Students do
internet research

of job advertisements
and
create

a job ad scaffold
.

Teacher led
read through

of the ‘Jobs at Apple’
website.

Students fill in their
scaffold

for a job of their
choosing at Apple. (P9)



Teacher ensures each
groups has
correctly
aligned

an element of the
supply chain with a
management approach


Teacher
monitors

the
writing task and asks for
volunteers to read

their
paragraphs to the class.





Monitoring

of class
discussion


Teacher
views

each
students marketing mix
before they begin the
marketing report task


Teacher
marks

the
Marketing reports.








Teacher
monitors research


Teacher
monitors activity

and
selects
some ads to be
presented to the class.














Marketing Management Prezi:

http://prezi.com/0dm4jmcupmf
e/marketing
-
management/

Embedded YouTube:

http://www.youtube.com/watc
h?v=llJNwdV
-
G88



Marketing report scaffold







Human Resource Powerpoint


www.seek.com.au


http://www.apple.com/jobs/us/
welcome.html




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11



The coordination of
the key business
functions and how
such coordination
allows business
goals to be achieved
and resources to be
used
appropriately.

Achieving business
goals



Types of business
goals,
financial and
otherwise
, and how
these goals can be
achieved.

In small
groups
of 3
-
4, students compile the
information they had gathered about the 3 key
business functions (operations, HRM, marketing and
prelim knowledge of Finance) and
discu
ss

how these
KBFs are coordinated in Apple.

In their groups students
construct
a
mind map

using

inspiration 8
or

imindmap

showing how the
elements

of the KBFs can be
coordinated

and how
business goals can be achieved and resources used
appropriately.

Students
present
their mind map to the rest of the
class providing
a rationale

for their organisation of
the KBFs


each student must be involved in
presenting (P9, P4, P6)






Teacher
monitors

discussion.



Each student has to
present



teacher notes
down where there appears
to be lack of understanding.







Software:

Imindmap

Inspiration8






N H
G K
M


Students ‘Learn
to’ statements and
Outcomes

Students learn about:

Integrated
Learning Experiences, Assessment and
Feedback

(aligned to outcomes)


Evidence of Learning

Resources


Concept

3
:

How does a business measure financial performance
?

(Term 3: week 4


8)

Students learn to:

Investigate aspects
of business using
hypothetical
situations and
actual business case
studies to:



Ex
amine
effective cash
flow
management






Students learn about:


Management Process


Finance



-

Cash flow statement










Teacher led explicit instruction on the three financial
statements (cash flow, income and balance sheet) and
what each of the statements shows.



Teacher led
direct instruction

on
cash flow
statements.

Students will be shown an example of a
cash flow statement and using
direct instruction

the
elements

of the statement will be indicated.


Students will be shown a
YouTube clip

explaining
what a cash flow statement does, the components of
the ca
sh flow statement and, how it is calculated.

Students will be provided with a basic worksheet,
which follows the
YouTube clip
. There will be gaps
on the sheet that the students will be required
to fill





Teacher monitors students
progress






Teacher ensures students
are writing down answers









Cash Flow
statement
PowerPoint.





Cash Flow Statement:
http://www.youtube.com/watc
h?v=JGcbsj6FN6c&feature=re
lated

M



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ME




12



























Assess the role
of the income
statement and
the balance
sheet when
describing the
financial
performance of
a business



P8

evaluates
information for






























-

Income statement







in

during the video (the video URL will be included
on

the worksheet so that students can revisit in the
future)


A
SSESSMENT
P
ART
1:

T
HE
C
ASH
F
LOW
S
TATEMENT

The assignment is given to the students. Teacher led
explicit read through of assessment. Students read the
cash flow statement

for ‘Malibu Ice’. (P8, P
9) In
pairs students complete and then
interpret

the
statement

and
answer the following questions
:

o

In which months are the cash position of
the business POSITIVE and
NEGATIVE?

o

Give two reasons why the business may
have cash flow problems in June and
July

o

Describe two strategies to overcome
these problems.


-

A
PowerPoint presentation

is used by the
teacher to
explicitly lead

students through the
elements of an Income statement

-

Within the PowerPoint
direct instruction

is used
to introduce students to the 3 im
portant
calculations

within the topic:

1)

Gross profit = Sales Revenue


COGS

2)

Net profit = Gross profit


Expenses

3)

COGS = (Opening Stock + Purchases)


Closing stock

-

Students are given
The Accounting Overview
booklet
, which contains Income statement
exercises
. Students complete the first exercise
(P8, P9) which requires them to work out
gross
profit, net profit and COGS

Answers are then worked out on the board

Students complete Exercise 2 in the booklet, which is
an
Income Statement scaffold

that provides spaces




Teacher collects Part 1 of
the assignment to ensure
students have understood
the topic and are able to
progress to next section.
Calculation of opening
balance and interpretation
of results will be
commented on.











Teacher monitors students
understanding by asking
them to put up their hand
when they are unable to get
an element on the task


Teacher ensures students
are getting the correct
answers by walking around
the class.






-

Worksheet that follows the
clip



Assignment is handed out














-

Income Statement
PowerPoint








‘Section 1: An Overview of
Financial Information in
Business’, Investigating and
Using Financial Information in
Business Studies.


The
Income Statement section






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13

actual and
hypothetical
business situations


P
10

applies
mathematical
concepts
appropriately in
business situations







































-

Balance sheet



























for answers.

The income statement is drawn up on the board and
students provide their answers.


A
SSESSMENT
P
ART
2:

T
HE
I
NCOME
S
TATEMENT

Students individually complete the income statement
for ‘Malibu Ice’ as well as work out the Net P
rofit,
Gross Profit and COGS (P8, P9)


A
PowerPoint presentation

is used to
explicitly
guide

the students through the
element
s of the
Balance Sheet and, the calculation:

Assets = Liabilities + Owners Equity

Students are provided with
definitions

of Curren
t
Assets, Noncurrent Assets, Current Liabilities,
Noncurrent Liabilities and Owners Equity

Students
classify

the following items as current or
non current assets or liabilities as well as Owners
Equity.

o

Cash

o

Net profit

o

Capital

o

Buildings

o

Accounts receivable

o

Mortgage

o

Overdraft

o

Long term loan

o

Stock

o

Office Equipment

o

Long term loan

Students through
guided instruction

complete a
balance sheet
scaffold
. (P8, P9)


A
SSESSMENT
P
ART
3:

THE
B
ALANCE
S
HEET

Students complete the balance sheet for ‘Malibu Ice’
(P8, P9)







Teacher collects and marks
section two of the
assignment to

ensure all
students are on the right
track. Comments are made
on paper and given back to
students so they can
improve





Teacher monitors activity
















Teacher collects part 3 of
the assignment and marks
on data and layout of
balance sheet
















Booklet:

Section 1: An Overview of
Financial Information in
Business’, Investigating and
Using Financial Information in
Business Studies.









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14





Students learn to:

Examine
contemporary
business issues to:



Explain the
benefits
of
quality
management
practices


P7
plans and
conducts
investigations into
contemporary
business issues



















Teacher
explicitly guides

students through the
financial statements for Apple Inc. on
www.morningstar.com

Through guided instruction students will complete
the worksheet ‘Apple’s Financial Position’ (students
fill

in the financial information in the gaps).

In pairs, students then view the financial statements
for Borders. The students then
compare
Borders and
Apple’s
financial positions

and
performance

and
conduct internet research

to find out why Borders
is in such financial difficulty.

Individually students write
2 paragraphs

on the
financial position and performance

of Apple and
Borders. (P7, P8 P9, P10)


A
SSESSMENT
P
ART
4:

F
INANCIAL POSITION

Students compile their ‘Malibu Ice cr
eams’ financial
statements
responding to feedback

from the teacher

Based on the information provided in the financial
statements
,
hypothesise

a list of

five

financial goals
for Malibu Ice’
for the year 2012
.

Students write a report about ‘Malibu Ice’. The
report
should focus on the shop’s financial performance and
position for 2011 and the goals it hopes to achieve in
the future. (P8 P9 P10 P4)
















Teacher monitors students
participation in the activity






Teacher collects and marks
paragraphs on financial
performance and position to
ensure student understand
how to interpret data


Teacher marks the
assignment and provides
feedback

G H
K L


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E G
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15



Students ‘Learn
to’
statements and
Outcomes

Students learn about:

Integrated Learning Experiences, Assessment and
Feedback

(aligned to outcomes)


Evidence of Learning

Resources


Concept

4
:

How to plan for and manage change (Term 3: week 8
-
10)

Students learn to:

Investigate
aspects of
business using
hypothetical situations
and actual business
case studies to:



Explain how
SMEs manage
change effectively


P2
explains the
internal and external
influences on business


P8

evaluates
information for actual
and hypothetical
Students learn about:


Management and change



Responding to
internal and external
influences



Managing change
effectively


businesses can plan
for and identify the
need for change



Student’s speed
-
write about the internal and
external
influences on a business. (P2)






Students will participate in a teacher led
brainstorm to identify the internal and external
influences on the business environment.
Students should copy this brainstorm down.


Students will be provided with the Corus:
Ov
ercoming barriers to change case study.
Students will read the case study individually
and then answer a set number of questions on
the case. (P8)

Participation in the speedwriting task
will be monitored. The task will
show what the students have recalled
from

‘The Nature of Business’ topic.
Further, student’s misconceptions
about the topic can be identified.


Student’s participation in the class
-
led discussion will be monitored.



The teacher will observe the students
answering of the questions to the
case st
udy to assess understanding
and comprehension.



Speed writing template












Corus: Overcoming
barriers to change
www.thetimes100.co.u
k


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16

business s
ituations







Students will be allocated groups of 3 and in
these groups they will briefly brainstorm how
they believe the

business environment (internal
and external) has and is changing for the case
study: Apple Inc. (P8)

Teacher led discussion


each student states
one thing that his or her group came up with.


To supplement this brainstorm, the students
will then undertak
e internet research to
determine the various internal and external
changes Apple has faced. The information
should be recorded in a table that identifies the
date of the change, what the change was and,
how Apple’s management team has attempted
to ‘manage
this change’. (P8)


In their allocated groups, the students will
complete a report titled: ‘Apple: Overcoming
barriers to change’ (P8 P9). The report will
follow the structure of the Corus case study:

-

Introduction



summary of the company
and a brief summ
ary of how the internal
and external business environment has
changed

-

Reasons for change



key drivers for
change (internal and external)

-

Barriers to change



what are the internal
and external barriers to change?

-

Overcoming barriers



how Apple Inc
has attempted to overcome the barriers to
change.

-

Measuring the outcome of change



Key
performance indicators and the
achievement of business goals.

-

Conclusion



Summary of how the
Teacher will observe and monitor
group work








Teacher will observe and monitor
group work.


The teacher will then assess the
group’s table before they can move
on to the next stage.




Teacher will
observe and monitor
group work making brief notes about
how each student is working.

























Starter references for
students to pursue:


Apple Investor,

http://investor.apple.co
m/


Morning Star

www.morningstar.com

(Search term: Apple
Inc)


Students will be given
the article:

Govindarajan, V. &
Trimble, C., (2010).
‘Why Apple Beats
Microsoft at Change
Management’,
accessed at:
http://www.forbes.com
/2010/09/08/apple
-
microsoft
-
innovation
-
change
-
leadership
-
managing
-
human
-
capital
-
10
-
govindarajan.html





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17

company has managed change and its’
success in doing so.

The teacher will allocate each student in the
group two components of the report. This
means that the weaker students can be
allocated components such as the introduction
and conclusion, whereas extension students
can be allocated overcoming barriers to c
hange
or, measuring the outcome of change.


Students will complete a survey/ assessment
for themselves and each of their group
members which



Teacher to mark each groups report.








Teacher will compare their notes on
the students work to the self and
group surveys.











Self and group
assessments.







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