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Edexcel GCSE 2009 Business Studies and Economics Unit 5: Introduction to Economic Understanding

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Week by week content coverage

Exemplar activities

Learning outcome

Practical support to help you deliver this Edexcel specification


Scheme of work
This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible.

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You will find other support for planning the course in the Teachers Guide. This is a free downloadable resource that you can access at www.edexcel.com/gcse2009

Teaching resource exemplars


The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

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Pearson Education produce a wide range their own teaching resources including: Student books full colour textbooks matched to the specification ActiveTeach digital teaching resources on one easy to use CD ROM.

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Edexcel GCSE Business Studies and Economics Unit 5: Introduction to Economic Understanding Edexcel scheme of work
Week
1/2/3

Content coverage/ key questions


Topic 5.1 How can I start to think like an economist?/What tradeoffs exist? How decisions involve sacrifice. The concept of opportunity cost.

Learning outcomes
To introduce the idea of scarcity and choice and the principle of a trade-off. To understand how any decision involves making some sort of sacrifice of the benefits of an alternative. To understand the definition and principle of opportunity cost and how it can be applied to a range of different contexts.

Exemplar activities
During these three introductory weeks, students explore the fundamental issues of scarcity, choice and trade-offs, to lay the conceptual foundation for the rest of the unit. Students consider topical events and explore the issues that arise in them, investigating a range of issues that interest them and highlighting key questions that economists would ask in relation to those issues. (The answers to these questions do not need to be considered at this stage, but possible solutions could be explored.)

Exemplar resources
See the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, introductory activity Topic 5.1, Chapter 1. See Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapters 3, 4, 5, 6 and 7. For notes on the economic problem see www.bized.co.uk/learn/economics/notes/problem.htm For notes on opportunity cost see www.bized.co.uk/learn/economics/notes/opportunity.htm and www.tutor2u.net/economics/gcse/revision_notes/ basics_choice_opportunity_cost.htm See Tutor 2U notes at www.tutor2U.net For keeping up to date with the news, see Business Active, Volume 2 Number 1, Sept 2006. For presenting data effectively, see Business Active, Volume 2 Number 1, Sept 2006. See In the News at www.bized.co.uk for short news items of interest to both business and economics, updated each weekday. Some articles are selected and presented as a podcast along with a series of interactive questions. To search the archive, see www.bized.co.uk/dataserv/chron For an archive of interactive questions and podcasts, see www.bized.co.uk/dataserv/chron/interactive.htm

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week

Content coverage/ key questions

Learning outcomes

Exemplar activities

Exemplar resources
For BBC Business news, see http://news.bbc.co.uk/1/hi/business, and for Working Lunch see http://news.bbc.co.uk/1/programmes/ working_lunch/default.stm For Reuters updated news items see http://today.reuters.com/business/default.aspx? WTmodLoc=HP_L1_LeftNav-2 See Edexcel eBus (GCSE Business Studies Email Support Service): Sept 2007 What is economics? For how to design a domino activity, eg for learning key terms, see www.bized.co.uk/educators/games/domino/ index.htm For the Office for National Statistics (ONS) see www.statistics.gov.uk See the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 2 exam zone, Topic 5.1. See Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 8. For price changes and the idea of elasticity, see Business Active, Volume 3 Number 1, Autumn 2007.

4 Price sensitivity. To understand what happens when a business raises a price. To be able to explore how much demand will change when price changes. To understand what might happen to revenue when a price is changed. To understand when raising a price might be of benefit and when lowering a price might be of benefit. To understand how different people or groups have different perspectives. To understand the types of conflict that can arise as a result of these different perspectives. To appreciate the influence of power in decision-making. Students look at a range of case studies and activities examining the nature of stakeholders, how different stakeholders are affected by business decisions, and the extent to which stakeholders can influence businesses. Students look at a series of resources and activities on stakeholder conflict. Students look at a range of case studies and activities considering the effects of changes in demand and price, and how price sensitivity and price insensitivity affect revenue and profit.

Stakeholder perspectives.

See the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 3. See Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 2. See The It depends rule, Business Active, April 2006. For resources and activities on stakeholder conflict, see Knowing Your Stakeholders at www.bized.co.uk/educators/level2/busactivity/lesson/ knowing1.htm

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
6

Content coverage/ key questions


External costs and benefits.

Learning outcomes
To understand the meaning of the term externalities. To be able to identify examples of positive and negative externalities and their effects on different stakeholders in different contexts.

Exemplar activities
Students look at a range of case studies examining the nature of externalities and the extent to which they affect stakeholders. Teacher gives a presentation on positive and negative externalities. Students research opportunity cost, market failure and negative externalities. Students create a mind map of externalities. Students complete an activity at www.bized.co.uk on positive and negative externalities.

Exemplar resources
See the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 4 exam zone, Topic 5.1. See Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 24. For a presentation on positive and negative externalities, see www.bized.co.uk/educators/16-19/economics/ marketfail/presentation/externalities.ppt The following articles can be adapted for GCSE use: Opportunity Cost: Externalities and Alcohol Use at www.bized.co.uk/current/mind/2003_4/290903.htm Market Failure Pollution, the Environment and Externalities at www.bized.co.uk/current/mind/2003_4/271003.htm Negative Externalities, Transport Policy and Congestion Charging at www.bized.co.uk/current/mind/2003_4/230204.htm For a mind map on externalities, see www.bized.co.uk/educators/16-19/economics/ marketfail/presentation/externalities_map.htm For an activity on externalities, see www.bized.co.uk/educators/16-19/economics/ marketfail/activity/externalities.htm

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
7/8

Content coverage/ key questions


Topic 5.2 Risk or certainty?/Measuring business success.

Learning outcomes
To understand success as a benchmark concept. To understand the meaning of competition and competitiveness. To understand the meaning of competitive advantage. To understand the different ways of measuring business success. To understand how business success can be measured by social success.

Exemplar activities
Students look at a range of case studies and activities considering the different measures that can be used to evaluate business success. Students use a competition game at www.bized.co.uk to investigate the dynamics of business and competition. Students research types of business growth. Students investigate ratio analysis. Students compete a variety of activities and questions related to business success at www.bized.co.uk

Exemplar resources
For the different measures of business success, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 5; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapters 11 and 12; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 2425, 8081; and Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activities 10 and 11. For the competition game, see In a Spin at www.bized.co.uk/educators/games/spin/index.htm For types of business growth, see Tutor 2U notes www.tutor2u.net/economics/gcse/revision_notes/ firms_growth%20of%20businesses.htm For ratio analysis which can be introduced although it will not be officially assessed in the examination see www.bized.co.uk/compfact/ratios/profit1.htm For ROCE see www.bized.co.uk/compfact/ratios/ror1.htm For accounting terms and ratios see www.necb.org/data/files/financeworksheet-9381.doc For activities and questions related to business success, see www.bized.co.uk/educators/level2/busactivity/lesson/ success1.htm

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
9

Content coverage/ key questions


What causes business failure?

Learning outcomes
To identify and understand the main reasons for business failure. To understand the role and importance of cash flow in business survival.

Exemplar activities
Students look at a range of case studies and activities examining the causes of business failure. Students carry out a range of tasks on business failure at www.bized.co.uk Students carry out a range of tasks considering the extent of competition and how it affects business at www.bized.co.uk Students carry out a range of tasks considering the importance of cash flow at www.bized.co.uk

Exemplar resources
For causes of business failure, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 5; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 13; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 3237; and Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activities 16 and 48. See also Forecasting Cash Flow and Business Failure, Business Active, Volume 2 Number 1, Sept 2006; and Cash-flow Forecasts, Business Active, April 2006. For tasks on business failure, see www.bized.co.uk/ educators/level2/busactivity/lesson/success2.htm For tasks on competition, see Knowing Your Competition at www.bized.co.uk/educators/level2/competition/lesson/ knowing.htm For tasks on cash flow, see www.bized.co.uk/educators/ level2/finance/lesson/cashflow1.htm For the problems faced by the economy see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 5; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 14; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 110115, 156161; and Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activities 46 and 47. See also Whats in Your Basket? Business Active, Volume 2 Number 1, Sept 2006. For the economic context of business, see www.bized.co.uk/educators/level2/external/lesson/ context1.htm For changes in economic activity, see www.bized.co.uk/educators/level2/external/activity/ influence15.htm For external influences, see www.bized.co.uk/ educators/level2/external/lesson/influence1.htm

10/11 What problems does the economy face? To understand how changing levels of demand can affect businesses in both positive and negative ways. To understand the meaning of the term inflation. To understand the causes and effects of inflation. To understand how shocks can affect businesses the effects of a changing housing market and commodity prices. Students look at a range of case studies and activities examining the problems faced by an economy. Students use a series of resources and activities at www.bized.co.uk on the economic context and economic problems and policies. Students research the economic context and economic problems and policies using Tutor 2U notes. Teacher gives a presentation introducing macroeconomics. Students use an economic growth game as an introduction to essential concepts. Students research relevant information from the Bank of England and Treasury Red Box websites.

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week

Content coverage/ key questions

Learning outcomes

Exemplar activities

Exemplar resources
Search for In the News items on monetary policy at www.bized.co.uk/dataserv/chron For Tutor 2U notes see www.tutor2u.net/economics/gcse/revision_notes/big_picture_ economic_growth.htm www.tutor2u.net/economics/gcse/revision_notes/big_picture_ business_cycle.htm www.tutor2u.net/economics/gcse/revision_notes/big_picture_ unemployment.htm www.tutor2u.net/economics/gcse/revision_notes/big_picture_i nflation_causes.htm www.tutor2u.net/economics/gcse/revision_notes/big_picture_i nflation_remedies.htm www.tutor2u.net/economics/gcse/revision_notes/big_picture_ unemployment_causes.htm www.tutor2u.net/economics/gcse/revision_notes/big_picture_i nflation_introduction.htm For a presentation on macroeconomic policies, see www.bized.co.uk/educators/16-19/economics/ macro/presentation/policies.ppt For a presentation on economic growth, see www.bized.co.uk/educators/16-19/economics/ development/presentation/costben.ppt For a game on economic growth see www.bized.co.uk/educators/games/growth/index.htm See the Bank of England website (use with care) at www.bankofengland.co.uk See the Treasury Red Box website at www.redbox.gov.uk

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
12/13

Content coverage/ key questions


How important are exchange rates?

Learning outcomes
To understand the difference between imports and exports (stressing the flow of money in payment and receipt rather than direction of goods). To understand the meaning of exchange rates. To understand the difference between a strengthening and a weakening of the pound against other currencies (eg the euro and the dollar). To understand the effect of changes in the exchange rate on import and export prices. To understand how changes in exchange rates affect businesses involved in foreign trade.

Exemplar activities
Students look at a range of case studies and activities examining the effect of changes in exchange rates and of strong and weak currencies on businesses. Students complete a series of tasks at www.bized.co.uk considering the effect of exchange rates on business activities. Students use a series of animations at www.bized.co.uk showing how exchange rates affect prices. Students use a range of games and simulations at www.bized.co.uk on relevant topics.

Exemplar resources
For exchange rates see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 8; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapters 33 and 34; and Edexcel eBus (GCSE Business Studies Email Support Service): April 2008. For changes in exchange rates, see www.bized.co.uk/ educators/level2/external/activity/influence14.htm For how businesses deal with exchange rates, see www.bized.co.uk/educators/level2/international/ lesson/business2.htm For animations on exchange rates, see www.bized.co.uk/learn/economics/govpol/ macropolicies/interest/exchange/interest_rate_1.htm For games and simulations, see www.bized.co.uk/educators/games/index.htm

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
14/15

Content coverage/ key questions


Can the government solve economic and social problems?

Learning outcomes
To understand the main policies used by the government and its agencies to influence the economy. To understand the main principles of monetary policy. To understand the main principles of fiscal policy. To understand that the government has economic and social objectives. To understand that governments have social objectives such as tackling binge drinking and child poverty.

Exemplar activities
Students look at a range of case studies and activities examining the role of government in solving economic and social problems, and the extent to which its policies solve these problems. Students research economic and social problems such as unemployment using Tutor 2U notes. Students carry out a series of tasks and simulations at www.bized.co.uk considering the effect of government policies. Students research news articles on child poverty.

Exemplar resources
For the role of government in solving economic and social problems, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 9; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 16; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 7077, 116117, 208211; Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activities 79 and 81 and Edexcel eBus (GCSE Business Studies Email Support Service): Feb 2009. For Tutor 2U notes, see www.tutor2u.net/economics/gcse/revision_notes/big_picture_ unemployment_solutions.htm www.tutor2u.net/economics/gcse/revision_notes/ money_interest_rates.htm For interest rates, see www.bized.co.uk/educators/level2/ external/activity/influence11.htm For tax rates, see www.bized.co.uk/educators/ level2/external/activity/influence16.htm For news articles on child poverty, see www.bized.co.uk/cgibin/chron/chron.pl?id=3110 www.bized.co.uk/cgi-bin/chron/chron.pl?id=2893 www.bized.co.uk/cgi-bin/chron/chron.pl?id=2555 www.bized.co.uk/cgi-bin/chron/chron.pl?id=1825

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
16

Content coverage/ key questions


Topic 5.3 Big or small?/ How do businesses grow? Why do businesses grow?

Learning outcomes
To understand the difference between internal and external growth. To understand the main external means of growth acquisition, merger and takeover. To understand some of the costs and benefits of both internal and external business growth.

Exemplar activities
Students look at a range of case studies and activities examining how and why businesses grow. Students carry out a series of activities considering various methods of business growth. Students create a mind map on business growth.

Exemplar resources
For how and why businesses grow, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapters 10 and 11; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 17; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 124125, 128131; and Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activity 55. See also Takeovers and Business Growth at www.bized.co.uk/current/mind/2003_4/010304.htm For a presentation on business growth, see www.bized.co.uk/educators/16-19/business/strategy/ presentation/growth1.ppt For an activity on business growth, see www.bized.co.uk/educators/16-19/business/strategy/ activity/growth1.htm For mergers and acquisitions, see www.bized.co.uk/current/mind/2006_7/041206.htm For a mind map on business growth, see www.bized.co.uk/educators/16-19/business/strategy/ presentation/growth1_map.htm For monopoly power, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 12; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 18; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 138139; Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activity 57; and Edexcel eBus (GCSE Business Studies Email Support Service): March 2008 Regulation and monopolies. For Tutor 2U notes, see www.tutor2u.net/economics/ gcse/revision_notes/firms_monopoly.htm

17

Monopoly power good or bad?

To understand the meaning of the term monopoly. To appreciate what is meant by monopoly power and how this can influence a firms behaviour. To understand the main disadvantages and advantages of a firm having monopoly power.

Students look at a range of case studies and activities examining the extent to which monopoly power is good or bad for a variety of stakeholders. Students research monopoly power using Tutor 2U notes.

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
18/19

Content coverage/ key questions


Can big business be controlled?

Learning outcomes
To understand the idea of regulation. To appreciate that selfregulation is an option in controlling a firms behaviour. To understand the main role of the competition authorities in the UK and the EU. To understand the nature and role of pressure groups in influencing business behaviour.

Exemplar activities
Students look at a range of case studies and activities examining the extent to which big business needs to be and can be controlled, and the variety of methods that can be used. Student research a variety of information relating to the main competition control organisation in the UK, the Competition Commission. Students create a mind map on pressure groups. Students carry out tasks at www.bized.co.uk investigating the activities of pressure groups. Teacher gives a presentation on pressure groups.

Exemplar resources
For regulation of business, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 13; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 19; and Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 140141. For the Competition Commission, see www.competitioncommission.org.uk For the EU Competition Commission, see http://ec.europa.eu/index_en.htm For a mind map on pressure groups, see www.bized.co.uk/educators/16-19/business/ external/presentation/pressure1_map.htm For activities on pressure groups, see www.bized.co.uk/educators/16-19/ business/external/activity/pressure1.htm and www.bized.co.uk/current/leisure/2005_6/060306.htm For a presentation on pressure groups, see www.bized.co.uk/educators/16-19/business/ external/presentation/pressure1.ppt For economic growth, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapters 14 and 15; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapters 20 and 21; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 156157; and Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activities 64 and 74. For Tutor 2U notes, see www.tutor2u.net/economics/ gcse/revision_notes/living_standard_of_living.htm For worksheet on GDP and the standard of living, see www.bized.co.uk/learn/economics/development/ inequality/standards/student.htm

20/21

Topic 5.4 Is growth good?/What is growth? Does growth increase the standard of living?

To understand the meaning of the term gross domestic product. To understand the idea of the rate of growth. To understand how the standard of living can be measured. To appreciate that other measures of the standard of living can also be used.

Students look at a range of case studies and activities examining the nature and causes of economic growth and effects on living standards. Students investigate the measurement of standard of living, using Tutor 2U notes. Students use a worksheet on GDP and the standard of living at www.bized.co.uk

10

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
22

Content coverage/ key questions


Can growth be bad?

Learning outcomes
To understand that economic growth can create a number of problems. To apply the concepts of tradeoffs and externalities to understanding the costs of economic growth.

Exemplar activities
Students look at a range of case studies and activities examining the potential drawbacks of economic growth. Teacher gives a presentation on positive and negative externalities. Students use notes at www.bized.co.uk on features of economic growth. Students create a mind map on economic growth.

Exemplar resources
For drawbacks of economic growth, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 16; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 23; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 170175; and Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activity 70. For a presentation on externalities, see www.bized.co.uk/educators/16-19/economics/ marketfail/presentation/externalities.ppt For notes on economic growth, see www.bized.co.uk/learn/economics/notes/features.htm For a mind map on economic growth, see www.bized.co.uk/educators/16-19/economics/ development/presentation/costben_map.htm For sustainability of growth, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 17; and the activities at www.necb.org/gcse/resources/unit-5-create-ordestroy,12,MO.html Problem-based learning (PBL) activities are useful learning tools but may only be appropriate for certain types of group; www.bized.co.uk has details of how to pursue PBL activities. For a PBL activity on business ethics, see www.bized.co.uk/current/pbl/2006_07/050307.htm For a presentation on development strategies, see www.bized.co.uk/educators/16-19/economics/ development/presentation/strategies.ppt For a useful book with some interesting case studies that can be adapted for GCSE, see R. Bradburn, Understanding Business Ethics (Thomson, 2006).

23

Can growth be sustainable?

To understand the concept of sustainable economic growth. To appreciate the costs and benefits of using renewable resources for business and the economy. To appreciate the meaning of the term ethical responsibility. To apply the concept of tradeoffs to the issue of ethical behaviour in decision-making.

Students look at a range of case studies and activities examining whether growth can be sustainable. Students investigate business ethics. Teacher gives a presentation on development strategies.

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

11

Week
24

Content coverage/ key questions


What can government do?

Learning outcomes
To understand the difference between taxes, subsidies, legislation and regulation in influencing behaviour and providing incentives. To understand how these methods can influence business behaviour.

Exemplar activities
Students look at a range of case studies and activities examining the options available to government to protect the environment, and the effects of these actions on businesses. Students carry out an activity on subsidies and taxes at www.bized.co.uk Students compete a worksheet on taxation at www.bized.co.uk Students investigate the virtual economy and highlight some of the key issues in tax policy. Students investigate a range of news articles on relevant government policies.

Exemplar resources
See the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 18. For an activity on subsidies and taxes, see www.bized.co.uk/educators/16-19/economics/ markets/activity/subsidies.htm For a worksheet on taxation, see www.bized.co.uk/learn/economics/govpol/ macropolicies/tax/studentb.htm For the virtual economy, see www.bized.co.uk/virtual/economy/index.htm For a worksheet on the virtual economy, see www.bized.co.uk/learn/economics/govpol/ macropolicies/byoc.htm For news articles covering a number of relevant issues both nationally and internationally that can be amended to suit different ability levels, see www.bized.co.uk/cgibin/chron/chron.pl?id=3121 www.bized.co.uk/cgi-bin/chron/chron.pl?id=3039 www.bized.co.uk/cgi-bin/chron/chron.pl?id=3020 www.bized.co.uk/cgi-bin/chron/chron.pl?id=2533 www.bized.co.uk/cgi-bin/chron/chron.pl?id=3054 www.bized.co.uk/cgi-bin/chron/chron.pl?id=2671 For news articles with associated podcast and interactive questions, see www.bized.co.uk/cgi-bin/chron/chron.pl?id=2483 and www.bized.co.uk/cgi-bin/chron/chron.pl?id=2790

12

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
25/26

Content coverage/ key questions


Topic 5.5 Is the world fair?/Is everybody equal?

Learning outcomes
To appreciate the difference between absolute and relative poverty. To appreciate aspects of poverty from both a national and international perspective.

Exemplar activities
Students look at a range of case studies and activities examining poverty and evaluating peoples living standards. Teacher gives presentations on inequality, income and wealth distribution.

Exemplar resources
For living standards, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 19; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapters 29 and 30; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 162163, 192193, 196197. For a presentation on inequality, see www.bized.co.uk/educators/16-19/economics/ development/presentation/inequality.ppt For a presentation on income and wealth distribution, see www.bized.co.uk/educators/16-19/economics/ development/presentation/poverty.ppt For activities on relative poverty, see Poverty and the Forgotten Englishman at www.necb.org/data//files/poverty8195.doc

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

13

Week
27

Content coverage/ key questions


Can international trade help?

Learning outcomes
To understand the main costs and benefits of international trade to LEDCs. To understand the effect of the EU on the standard of living of residents in the EU. To understand the role and costs and benefits of multinationals in LEDCs.

Exemplar activities
Students look at a range of case studies and activities examining the extent to which international trade can help less economically developed countries. Students research international trade using Tutor 2U notes. Students carry out a variety of tasks from www.bized.co.uk considering the costs and benefits of trade, the effects of globalisation and the role of protectionism. Teacher gives a presentation on international trade.

Exemplar resources
For international trade and LEDCs, see the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 20; Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapters 33, 35 and 36; Nuffield-BP Business & Economics for GCSE by J. Wales and N. Wall (2nd edition, Collins, 2001) pp 214219; and Nuffield-BP Business & Economics for GCSE Teachers Pack by J. Wales and N. Wall (Collins, 2001), Activities 82 and 84. For Tutor 2U notes, see www.tutor2u.net/economics/gcse/revision_notes/ international_trade_introduction.htm and www.tutor2u.net/economics/gcse/revision_notes/ international_exports_and_imports.htm For fair trade and protectionism, see www.bized.co.uk/current/mind/2003_4/190104.htm For the costs and benefits of trade, see www.bized.co.uk/educators/level2/international/lesson/ business1.htm For a presentation on globalisation, including a short section on trade versus aid, see www.bized.co.uk/educators/1619/economics/international/presentation/globalisation.ppt For a presentation on international trade, see www.bized.co.uk/educators/16-19/economics/international/ presentation/trade.ppt

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Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

Week
28

Content coverage/ key questions


Is there any other help?

Learning outcomes
To understand the main methods that national and international governments can take to reduce global poverty. To understand the role that charities and NGOs can play in reducing poverty.

Exemplar activities
Students look at a range of case studies and activities examining a variety of methods that can be used to reduce global poverty. Students research NGOs. Student research news articles on the debt problem and global poverty.

Exemplar resources
See the Edexcel GCSE Business Studies Student Book Introduction to Economic Understanding, Chapter 21. See Introduction to Economic Understanding by Andrew Ashwin (Hodder, 2007), Chapter 31. For sources of information on NGOs, see www.staff.city.ac.uk/p.willetts/NGOS/ngo-home.htm For news articles on the debt problem see www.bized.co.uk/cgi-bin/chron/chron.pl?id=2440 www.bized.co.uk/cgi-bin/chron/chron.pl?id=2386 www.bized.co.uk/cgi-bin/chron/chron.pl?id=2371 www.bized.co.uk/cgi-bin/chron/chron.pl?id=2153 For issues relating to global poverty, see relevant charity websites, including the Oxfam website at www.oxfam.org Christian Aid at www.christianaid.org.uk Comic Relief at www.comicrelief.com Action Aid at www.actionaid.org.uk International Federation of Red Cross and Red Crescent Societies at www.ifrc.org

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Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009

15

This grid is for you to create your own scheme of work if needed.

Week

Content coverage/ key questions

Learning outcomes

Exemplar activities

Exemplar resources

16

Edexcel GCSE in Business Studies and Economics Unit 5

Scheme of work

Edexcel Limited 2009