Business and Economics

Business & Economics Department Vision

The Business & Economics department aims to provide our students with the skills and knowledge required in an ever changing post-industrial society. We aim to ensure that our students can go out into the world of work with the attributes necessary to be successful. Our students will be entrepreneurial, independent learners, confident presenters and strong team players.

The aims of the department are:

To develop an understanding of relevant economic and business concepts and theories and an ability to apply them to a range of real world issues.To apply economic and business concepts and theories in a range of contemporary contexts and appreciate their value and limitations in explaining real world phenomena.To analyse, explain and evaluate the strengths and weaknesses of the local economy and make informed decisions as to what is required to further enhance economic development.

The department currently offers GCSE Business Studies in Years 10 and 11, BTEC Level 1&2 Enterprise and Marketing in Year 12, as well as A Level Economics in Years 12 and 13.

Additionally, members of the department contribute to the teaching of the Year 8 STEM curriculum through theoretical and practical assignments focusing on the marketing, advertising and promotion of food products.EnterpriseKS3fw

Outside of the classroom our pupils are also encouraged to take part in the nationally recognised Young Enterprise programme, delivered as part of the enrichment programme for Year 12 students.


Key Stage 4

Business Studies GCSE

Exam Board: Pearson Edexcel’s GCSE Business (2017)

This specification is structured into two themes, taking students from how entrepreneurs start businesses (Theme 1) through to growing and global businesses (Theme 2). There are two equally weighted exam papers, focusing on each specification theme. Theme 1 concentrates on the key business concepts, issues and skills involved in starting and running a small business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business. Theme 2 examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with an emphasis on aspects of marketing, operations, finance and human resources. It also considers the impact of the wider world on the decisions a business makes as it grows.

GCSE Business Specification

There are two examinations each contributing 50% of the overall marks.

Theme 1: Investigating small business

Written examination: 1 hour and 30 minutes

50% of the qualification (90 marks)

Content overview

·         Topic 1.1 Enterprise and entrepreneurship

·         Topic 1.2 Spotting a business opportunity

·         Topic 1.3 Putting a business idea into practice

·         Topic 1.4 Making the business effective

·         Topic 1.5 Understanding external influences on business

Assessment overview

The paper is divided into three sections:

·         Section A: 35 marks

·         Section B: 30 marks

·         Section C: 25 marks.

The paper will consist of calculations, multiple-choice, short-answer and extended-writing questions. Questions in Sections B and C will be based on business contexts given in the paper.

Theme 2: Building a business

Written examination: 1 hour and 30 minutes

50% of the qualification (90 marks)

Content overview

·         Topic 2.1 Growing the business

·         Topic 2.2 Making marketing decisions

·         Topic 2.3 Making operational decisions

·         Topic 2.4 Making financial decisions

·         Topic 2.5 Making human resource decisions

Assessment overview

The paper is divided into three sections:

·         Section A: 35 marks

·         Section B: 30 marks

·         Section C: 25 marks.

The paper will consist of calculations, multiple-choice, short-answer and extended-writing questions. Questions in Sections B and C will be based on business contexts given in the paper.


Key Stage 5

Southborough High School has a rich curriculum at key stage 5 comprising two qualifications and the Young Enterprise extra-curricular project.

A Level Economics B

Exam Board: Pearson Edexcel Economics B

Economics and Business remains a popular course in the Sixth Form. It requires interest but no previous experience in the subject, and students are drawn from a wide range of academic backgrounds having studied quite different combinations of GCSE subjects. The subject is based in the real world and an interest in current affairs and a questioning mind are great assets to have when taking this subject. The main aims of Economics are to provide students with an understanding of economic techniques and concepts, and apply them to society; such as unemployment, inflation and environmental issues. It should promote economic thinking in students and develop their ability to communicate this in their writing and using diagrams.

A Level Economics B Specification

 Why choose A-Level Economics?

Improve understanding of Economics and the implications on the wider political and social environment.Develop an understanding of a range of concepts and acquire an ability to use these concepts in a variety of different contexts.Develop an independent, enquiring, critical thinker.Develop an understanding of current economic issues and the problems that affect the general public.Apply economic concepts and theories to different real life situations and understand the cost benefits of certain business decisions.Understand the role of government and how they can influence the market economy.

Enterprise And Marketing Level 1-2

Exam Board: OCR

What will the learner study as part of this qualification?

All learners will study three mandatory topics as follows:

·         Enterprise and marketing concepts

·         Design a business proposal

·         Market and pitch a business proposal

What knowledge and skills will the learner develop as part of this qualification and how might these be of use and value in further studies?

The first topic underpins the wider learning in this qualification. Learners will develop essential knowledge and understanding of enterprise and marketing concepts, which can be applied to the other units within the qualification. Through the first topic learners will understand the main activities that will need to happen to support a start-up business, and what the key factors are to consider when starting up a business.

In the second topic, learners will develop the skills to design a business proposal to meet a specific business challenge. They will identify a customer profile for a specific product, complete market research to generate product design ideas, and use financial calculations to propose a pricing strategy and determine the viability of their product proposal. The knowledge and skills developed by completing this unit will assist learners in the third topic of this qualification. In the third topic, learners will develop the skills to create a brand identity and promotional plan for their specific business product proposal developed in the second topic. They will develop pitching skills in order to pitch their business proposal to an external audience.

Finally, they will review their pitching skills and business proposal using their learning, self-assessment and feedback gathered. The knowledge and skills developed by completing this topic will be transferable to further, related learning in areas such as enterprise, marketing or business.

OCR Enterprise and Marketing Information

  Young Enterprise

YoungEnterprise01fwThe Young Enterprise scheme has been very successful for students and the school. A competitively selected group of 25 Key Stage 5 students set up a private limited company that manufactures, markets and sells their own chosen brand of goods. A wide range of skills is needed, and so the group typically contains students with interests in Business, Science & Technology and the Arts. The track record of teams from the school is excellent, with winning groups progressing to local, regional, UK and even international finals, competing shoulder-to-shoulder with the finest fee-paying schools. The benefits for students are to be able to demonstrate to universities and potential employers, business acumen; team working; determination; and the much-valued employment soft skills in team working; presentation and creativity.

 At the end of the year-long project, the student team is expected to produce a 10 page report which includes financial statements; a four minute presentation and ‘one on one’ questioning from experienced judges at their trade stand. The winning team will proceed through different stages of the competition eventually the winning team and school will then represent the UK in the European finals. 

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