AWA Business Curriculum Principles

Intent Statement:

Strategic Intent

Understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and the wider society.

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.