Implementation Key Principles:
- Apply knowledge and understanding to contemporary business issues and to different types and sizes in local, national and global context.
- Develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen and dean on evidence to make informed business and solve business problems.
- Develop as effective and independent students, as critical and reflective thinkers with enquiring minds.
- Use an enquiring, critical approach to make informed judgements.
- Investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balances and structures arguments demonstrating their dept and breadth of understanding of business.
- Develop and apply quantitative skills relevant to business, including using interpreting data.
- Content is rich, relevant and reflective of the diverse world in which we live.
- Learning is sequenced to enable young people to develop knowledge and skills.
- Literacy is explicitly delivered across the curriculum.
- Learning is adapted to support the specific needs of individuals.
- A sustainable approach is supported through the curriculum.
- Resilience is promoted for students by frequent (low stakes) assessment to inform teaching
In classrooms, this may look like:
- A clear assessment for learning strategy used such as intentional monitoring, planned past paper questioning.
- A mapped Scheme of Learning that evidences a Business Studies learning journey flight path from KS4 to KS5.
- Gaps in learning are addressed through ‘reteaching’ sessions mapped in the Scheme of Learning.
- Students follow a clear ‘I do, We do, You do’ lesson sequence.
- Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
- DO NOW tasks drawing on prior learning
- Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
- Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
- Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
- Teaching which alters according to student understanding demonstrated both from assessment points and within lessons
In work produced, this may look like:
- Stretch and challenge tasks implemented into the curriculum.
- Spelling and vocabulary quizzing.
- Peer and self-assessment evidence with cleat student corrections in exercise books evidence through green pen.
- •Regular teacher feedback through model past paper questions evidence through teacher red pen
- Regular feedback, which addresses knowledge or skills gaps
- Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
- Opportunities for self and peer assessment, engaging with success criteria
- As relevant to Key Stage, opportunities to engage with exam-style content
- Home learning will promote digital literacy in line with school strategy
For students, this experience may include:
- Where appropriate students will experience the world of work.
- Weekly Show My Homework and Tri Weekly Assessment data tracked and reassessed when gaps in learning have been identified.
- Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
- Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
- A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
- Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)
Impact Key Principles
In evaluating the impact of our curriculum, we will consider:
- Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
- Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
- Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
- The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.