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BusinessnationalBTEC
2nd Edition Book 1BusinessBook 1
nationalBTEC
2nd Edition
David Dooley • Rob Dransfield John Goymer • Philip GuyCatherine Richards
Busi
ness
national
BTEC
2nd E
dit
ion
Book
1Business Book 1na
tional
BTEC
2nd E
dit
ion
Davi
d Do
oley
• R
ob D
rans
field
Jo
hn G
oym
er •
Phi
lip G
uyCa
ther
ine
Rich
ards
New specifications don’t have to be a headache!
When the BTEC National Business specification changes in September 2007, you can rely on Heinemann for continued support.
As the leading BTEC publisher, we have carried out extensive research and spoken to many teachers and students to guarantee our new resources provide exactly the level of coverage and differentiation that you need.
We are bringing you two brand new Student Books and a tutor’s Assessment and Delivery Resource with networkable and VLE compliant CD-ROM in time for September. We’ve also put together this free ‘Get Planning Pack’, which contains exclusive material to enable you to plan the first unit now.
2
BusinessnationalBTEC
2nd Edition
Book 1
BusinessBook 1
nationalBTEC
2nd Edition
David Dooley • Rob Dransfield
John Goymer • Philip Guy
Catherine Richards
Businessnational
BTEC2nd Edition
Book 2
BusinessBook 2
national
BTEC2nd Edition
David Dooley • Rob Dransfield John Goymer • Philip GuyCatherine Richards • Neil Richards
Assessment andDelivery Resource
BusinessLynda Fitzmaurice
nationalBTEC
2nd Edition
This resource contains:
• a scheme of work for each unit
• ‘At-a-glance’ activity grids for each unit
which map the resources to the course
learning outcomes
• photocopiable student worksheets
• exemplar assignments with grading guidance
• teaching guidance for every unit
• sample lesson plans for core units.
On the CD-ROM:
• PowerPoint® presentations for each unit
• further resources including weblinks
• end of unit test questions and answers
• all the printed materials in Word so available
to be adapted and customised.
The CD-ROM is fully networkable
new!2nd edition
Find out more about the specification change at www.edexcel.org.uk/nationals
What does your Get Planning Pack contain?
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˛
˛
˛
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Sample pages from unit 1 of BTEC National Business Book 1 2nd edition.
Sample pages from unit 1 of BTEC National Business Assessment and Delivery Resource 2nd edition.
A full unit from BTEC National Business Book 1 2nd edition.
A full unit from BTEC National Business Assessment and Delivery Resource 2nd edition.
How to use this pack...
You can use this exclusive material* to start planning for your first lesson – with full units available online too, you’ll be able to plan a whole lot more.
Why not try out some of the activities with your students, and take advantage of the suggested Scheme of Work to help you get started?
*Please note that the content in this pack is sample material that has yet to go through final checks and may contain minor errors.
A suggested Scheme of Work for 60 guided learning hours.
An order form making it easy for you to order your class sets.
And don’t forget to pre-order your class sets on the enclosed order form, so you are first in line to receive your support.
3
Start teaching now with full units online!
Visit www.harcourt.co.uk/btecbus to access your online material.
4
Theory into practice
Public and private limited companies
A limited company has to be registered before it can start to operate, but once all the paperwork is completed and approved the limited company becomes recognised as a legal body. The owners of the limited company are its shareholders. They elect directors to represent their interests. A managing director is the senior director on the Board. The Board consists of executive directors who make the major policy decisions about the business. The Board will also have some non-executive directors in its membership. Non-executives are there to provide specialist advice and because of their links with other businesses.
It is the shareholders who choose the Board of Directors.
Shareholders are able to have a say about the way the limited company is run when they attend an Annual General Meeting each year. At this AGM highlights of the Annual Report will be presented to shareholders as well as the annual accounts. At this meeting the shareholders are able to question company policy; they can vote out the directors and take actions such as refusing to approve pay rises to directors.
Shareholders put funds into a limited company by buying shares. New shares are often sold in face values of £1 per share, but this is not always the case. Some shareholders will only have a few hundred pounds’ worth of shares, whereas others may have thousands or millions of pounds’ worth.
There are two main types of limited company:
Private limited companies tend to be smaller than public ones (discussed below) and are often family businesses. There must be at least two shareholders but there is no maximum number. Shares in private limited companies cannot be traded on the Stock Exchange, and often shares can only be bought with the permission of the Board of Directors.Private limited companies may fi nd it possible to raise more cash (by selling shares) than unlimited-liability businesses. The shareholders can also have the protection of limited liability.
A public limited company has its shares bought and sold on the Stock Exchange. The main advantage of being a public limited company is that large amounts of capital can be raised very quickly. One disadvantage is that control of a business can be lost by the original shareholders if large quantities of shares are purchased as part of a ‘takeover bid’. It is also costly to have shares quoted on the Stock Exchange.
Franchises
Franchising is an attractive option for those looking for a ready-made business opportunity. The franchisor has already established a brand and a business model. The franchisee then has to put money and effort behind their side of the operation to reap the rewards. The franchisor grants the right to the franchisee to use their trading name in a particular area. They will often supply products, business systems and ‘know how’ to the franchisee. The franchisee usually pays a fi xed sum to have the franchise, followed by regular payments. In 2006 franchising generated £10 billion of sales in the UK and nearly 400,000 people operated franchises.
[12] BTEC National Business Book 1 | 2nd edition
Practice point
The following task should be based on research carried out in your local town supported by knowledge that students in your group acquire from work experience and part-time jobs.
Make a study of a sole trader, partnership, private limited company and public limited company. Who owns these businesses? How much capital does each have? (If you can’t fi nd out the exact sum, give a breakdown of the main forms of capital it relies on, e.g. x per cent owner’s capital, y per cent borrowings etc.) What are the advantages and disadvantages of this organisational form for this particular business organisation? As a group you could present the work as a newspaper feature using a desktop publishing package. The title of the feature could be ‘Some interesting businesses in our local area’.
Unit 01_002_057.indd 12 26/3/07 12:08:20 pmSample pages from BTEC National Business Book 1 2nd edition
This ‘Practice Point’ activityprovides the opportunity for students to
carry out research, share ideas and then jointly prepare a presentation.
5
Unit 1 Exploring business activity [13]
1.1
Today there are more than 33,000 franchise operations in Britain. They are not all connected with fast food or shoe repair. Opportunities are available in diet and fi tness, home improvements and even in education and childcare.
Public sector business
Public sector organisations are owned by the government. There are government departments and government agencies. A government department like the Department for Customs and Revenue operates on behalf of the government and is staffed by civil servants, known as customs and revenue offi cers. Their job is to collect income and other taxes on behalf of the government, to collect repayments on student loans, and to make payments known as tax credits. Rather than seeking to make a profi t they will want to collect taxes effi ciently and make sure that taxpayers get a fair deal.
Government agencies are more independent than government departments. These are bodies that have been set up by the government to take responsibility for a particular activity. For example, the Child Protection Agency is a government-funded body responsible for looking after the rights of children. Although it is funded by government and accountable to government it has considerable freedom to manage its own affairs. These bodies are set up with tight guidelines but in the interest of fairness they need to be seen to operate in an independent way.
Local government is an important branch of government activity. Local councils are responsible for supervising and, in a small number of cases, owning local services. Local councils cover specifi c areas of the country. What is your local council? In their specifi c area, the local authority will give contracts to private companies to run certain services such as managing refuse collection. It is the job of the council to oversee the effi cient running of these services. Local councils also own and supervise the collection of rents and repairs to social housing. They manage local parks, leisure centres and swimming pools, street lighting and other essential activities.
Worker co-operatives
A worker co-operative is a body that is owned by its members – the people that work for it. A worker co-operative has limited liability. To become a member of a worker co-operative an employee would have to buy a share in the organisation. Each member has one vote in making decisions. This type of business is democratic and prevents one or a few individuals gaining control. Members receive a share of the profi ts of the business in the form of a dividend. When they leave the co-operative they can take their funds back. The basic principle behind a worker co-operative is that those who do the work should get the rewards. They tend to be small-scale local enterprises.
Charitable trusts
A charity is an organisation that is set up to raise funds and support other people or a good cause. The business objective of charities is to create a surplus to use for helping others. A surplus occurs when the revenue (money coming into the charity) is greater than the costs of running the charity.
The management of charity work is overseen by a group of trustees, who are volunteers with a reputation as responsible citizens. Many will have a range of experience in both charity and business activities. Charities have to register as such and must produce annual accounts that are available to be viewed.
Practice point
Carry out an Internet search using the terms ‘franchise opportunities’ and UK. Find out about a particular franchise business. What is the business idea? How does the franchisor help the franchisee? How much does it cost to take out the franchise? What percentage of the profi ts does the franchisee have to give to the franchisor?
Unit 01_002_057.indd 13 26/3/07 12:08:31 pm
Theory into practice
Sample pages from BTEC National Business Book 1 2nd edition
Encourage your learners to explore and research concepts and ideas using the
internet to help them to understand ‘franchise opportunities’.
6 Sample pages from BTEC National Business Book 1 2nd edition
All the necessary theory covered
BTEC National Business Book 1 | 2nd edition[14]
Most charity organisations start out when someone recognises the need for such an organisation. For example, the charity Shelter was set up in 1966 to help the many homeless people on the streets. The Toybox Charity was founded in 1991 by the Dyason family, who were horrifi ed by a television documentary showing the plight of some of the 250,000 children orphaned by civil war in Guatemala. The charity grew into a comprehensive rescue plan for children who live in the streets in Guatemala City.
Charities employ paid managers and workers (unlike voluntary organisations, which rely on the goodwill of their staff).
Key stakeholdersIn 1988 the giant Swiss global company Nestle took over the UK company Rowntree Macintosh. Rowntree’s of York was famous for producing confectionery such as Smarties, Quality Street and a range of other leading brands. In September 2006 Nestle announced that it would be cutting back 645 jobs at its York plant and
that a number of brands would be cut back. No longer will Smarties be made in York but in Hamburg.
Which individuals and groups do you think will be affected by this decision – for better or worse?
People who have an interest in the decisions that businesses make are called stakeholders. Most decisions affect a number of stakeholders.
The illustration at the bottom of the page shows a number of stakeholders in Nestle’s decision to pull out of York.
You can see from the Smarties example that stakeholders’ interests are intertwined. Sometimes a decision is good for a range of stakeholders. Sometimes a decision is good for some stakeholders and bad for others.
Employees atYork
Suppliers ofingredients in
Germany
Employees atHamburg
Customers
Stakeholders
Suppliers ofingredients in
Yorkshire
Nestléshareholders
Practice point
In each of the following instances explain what the confl ict of interest might be between the two stakeholder groups indicated.
Unit 01_002_057.indd 14 14/3/07 1:37:11 pm
Try out this ‘Practice Point’ feature with your learners – it could make an
interesting class discussion.
Examples from the realbusiness world help to get
learners thinking aboutkey issues.
7Sample pages from BTEC National Business Book 1 2nd edition
Unit 1 Exploring business activity [15]
1.1
Decision Stakeholder group 1 Stakeholder group 2 Confl ict of interest
To give employees a wage rise Shareholders Employees ?
To open a new pipeline to an oil fi eld Shareholders People who live close to the
pipeline
To raise the price of a product Shareholders Customers
To close down a factory Shareholders Employees
The key stakeholders in a business are:
1. The customers. They want a company to produce high quality, value for money products. Customers often identify with the brands they buy. For example, car purchasers want their car to be the best available within a particular bracket. They like to see improvements that give them better value for money.
2. Employees. Their stake is that the company provides them with a livelihood. They seek security of employment, promotion opportunities, and good rates of reward. They also want to work for a company that they are proud of.
3. Suppliers want steady orders and prompt payment. They also want to feel valued by the company that they supply.
4. Owners. This may be a single owner in a sole trader business or the partners in a partnership. In a company it would be the shareholders. Owners are often regarded to be the most important stakeholders because they might have put a good part of their life into setting up a business. They see themselves as being the principal risk takers. Owners like to see their share of profi t increasing, and the value of their business rising. They also want to see the reputation of their business grow over time.
5. Pressure groups seek to exert pressure on business decision making. Examples of pressure groups are Greenpeace and Friends of the Earth, which see themselves as defending the environment. They will try to press environmental concerns onto the business.
6. Trade unions represent the interests of groups of employees. They seek to secure higher wages and better working conditions for their members.
7. Employer associations are the employer’s equivalent of the trade unions. These bodies represent the interests of groups of employers. For example there are employers’ associations representing the interests of employers in specifi c industries.
8. Local and national communities. The actions of business can have a dramatic effect on communities. For example, the oil giant Shell has built vast pipelines in Nigeria. These pipelines run through the lands of various tribal people. The pipelines can be very dangerous and cause local pollution. Community leaders therefore represent important interest groups.
9. Governments. The government wants business to be successful – to create jobs and to pay taxes. It wants to see prosperous businesses that take a full responsibility in looking after the welfare of society.
Links and interdependencies
A business needs to take account of the interests of all of its stakeholder groupings. These interests are all linked together. The various interest groups are interdependent.
Remember
A stakeholder is someone who has an interest in how an organisation is run and the decisions it makes.
Unit 01_002_057.indd 15 14/3/07 1:37:29 pm
All the necessary theory covered
Handy ‘Remember’features help to embedimportant concepts in
students’ minds.
8 Sample pages from BTEC National Business Book 1 2nd edition
Outcome activity
BTEC National Business Book 1 | 2nd edition[16]
For example, if Richard Branson decides to run his Virgin trains using greener fuels, this means that the cost of journeys on Virgin trains increases . . .
This may be seen as a bad thing as customers may have to pay higher fares and shareholders may get lower profi ts; Virgin buys from new suppliers rather than the old ones; some jobs may be at risk; the government may lose taxes etc.
However, it may be seen as a good thing because it is better for the environment; more people may want to travel by train because it is greener; employees feel better about working for a greener transport company; the company may increase sales and make more profi ts.
Decisions involving stakeholders are therefore complex. Those making decisions must consider the impact on all of their stakeholders.
Pass
Your report should focus on:business activity e.g. local, national, globalbusiness sectorbusiness purposeownership of the businesskey stakeholders of the business.
An Internet search using the name of the business/organisation will be a good starting point. You should send off for a company report from the private sector
Grading tips
p1
p2
companies – addresses will be supplied on the company website. You should also study recent news reports to get the latest changes in the activities of these organisations.
Make sure you describe the activities of the two organisations. You should not spend too much time on the history but it may be helpful to give a brief introduction showing how and why the business was set up, and how it has changed to become what it is today.
1 .2 Type of business and the setting of strategic aimsand objectives
Strategic planning process Setting aims and objectives
The previous section looked at different types of business. In this section you will learn how the aims of organisations depend on the type of business they are. For
example the aims of a charity organisation will be quite different from those of a ‘for profi t’ global business.
A business needs to have a clear sense of direction, which must be clearly communicated to all stakeholders. This is the aim of the business which can then be broken down into objectives. The objectives set out more specifi cally how the aim can be achieved.
Carry out an investigation into two contrasting types of business organisation. It is suggested that you investigate one in the private sector e.g. M&S, Innocent, PJ smoothies, PINK, Wagamama, TopShop, and one in the public sector (like HM Customs and Revenue), or voluntary sector (like the Women’s Royal Voluntary Service or a charity such as Oxfam).
Pass1. Describe the type of business, purpose and
ownership of two contrasting organisations.
2. Describe the different stakeholders who infl uence the purpose of these contrasting organisations.
Outcome activity 1.1
p1
p2
Unit 01_002_057.indd 16 14/3/07 1:37:48 pm
Outcome activities are differentiated and encourage students to work independently
to achieve their best grade.
Ensure your learners achieve their best grade by using these handy grading tips, so they feel
confident about their assessment.
9Sample pages from BTEC National Business Book 1 2nd edition
Unit 1 Exploring business activity [17]
For example, the aim of Ryanair is to be Europe’s number one low cost airline. The aim of Chelsea football club is to be the world’s leading premier football brand. Oxfam’s aim is ‘to work with others to overcome poverty and suffering’.
The aim: gives a general sense of direction for planning.
The objectives: break down the aim into more specifi c targets; some of the objectives are quantifi ed, i.e. given numbers.
Ryanair’s aim: to be Europe’s leading low cost airline.
Ryanair’s objectives: to undercut the fares of rival; to take over other similar airlines; to increase sales and destinations fl own to each year.
In business a good set of objectives should be SMART. The term SMART stands for:
Specifi c Measurable Achievable Realistic Time related.
For example, England women’s rugby team set itself the target of winning the world cup in 2006. This was SMART because:
The objective is specifi c, it is easy to understand and everyone will know whether they have been successful in achieving the objective.
The objective is also measurable – if they won the world cup it would be achieved. In the end they were the runners up to New Zealand in a very close fi nal.
The objective is achievable. The England team is improving and they were fi nalists in the previous world cup.
The objective was realistic. England had the players and the systems to deliver the objective.
The objective was time related. It related to the 2006 world cup.
Analysiing of the current situation
In setting out the aims of a business it is important to analyse the current situation fi rst.
Practice point
Examine the objectives of an organisation of your choice. Carry out an Internet search using the name of your chosen business and either the term objectives or SMART objectives. Evaluate the objectives of your business in the light of whether they are SMART or not.
1.2
Unit 01_002_057.indd 17 14/3/07 1:38:14 pm
Bring theory to life
Try out this ‘Practice point’ with your class – which encourages students to
research an organisation on the internet.
10 Sample pages from BTEC National Business Book 1 2nd edition
Case studies
A strategic plan is a plan for the whole of an organisation. If the aims are seen as the end that an organisation wants to achieve then the strategic plan is the means to achieve the end.
Quantitative and qualitative analysis
Before creating a detailed plan it is essential to carry out quantitative and qualitative analysis of the current situation.A quantitative analysis is one that is based on numbers.
A qualitative analysis is more about feelings and instincts about trends that are taking place. A qualitative analysis is more emotional.
Both types of analysis are important in creating a plan.
The types of things that are worth studying through quantitative analysis include:
What is happening to sales – are they rising or falling?
How do sales compare with this time last year? How much of the overall market do we have i.e. what
is our market share? How do our prices compare with those of rivals? What percentage of our customers are satisfi ed with
us and our products?
What is happening to profi ts – are they rising or falling? How do profi ts compare with this time last year? What is happening to our costs?
Quantitative analysis helps us to make an appropriate plan. For example, if our costs are lower than those of rivals we can undercut their prices, or make more profi ts from the same volume of sales.
If we are selling more than rivals are, we could set ourselves the aim of retaining market leadership.
If our customers are satisfi ed then we can focus on customer satisfaction to beat competitors.
Quantitative analysis also helps us to measure what is happening outside our business. For example, if interest rates are rising we know that costs are likely to rise if we have borrowed money. If business is bad in the economy as a whole – as measured by general consumer spending – then we might expect our own sales to fall in the near future.
Qualitative analysis provides more ‘emotional’ information. Qualitative analysis can be gained from asking questions and discussing issues with various groups. For example, we could interview small groups of customers to fi nd out what they think of our company or products. How do customers view us compared with the competition? We can talk to employees and pressure groups to fi nd out what they think of us.
BTEC National Business Book 1 | 2nd edition[18]
Case study
1. What happened to Thornton’s profi ts in the fi rst half of 2006?
2. Why do you think this was? How might this information affect the aims and objectives that Thornton’s establishes for itself?
3. Do you think that it is wise to focus on new product areas?
4. Does it make sense to be opening new stores? Explain your answer.
Thorntons
Like many confectionery businesses Thornton’s has recently seen a dip in its profi ts. For example, in the fi rst half of 2006 Thornton’s experienced a 36% fall in profi ts. The reaction of the company was to cut costs wherever possible. At the same time it has started to place more emphasis on a new range of organic chocolate products. It is also looking to emphasise the possible health benefi ts of some products, such as high level of antioxidants in dark chocolate. Despite bad results Thornton’s is opening ten new stores and spending £1m on refurbishing 367 stores.
Unit 01_002_057.indd 18 14/3/07 1:38:39 pm
Topical case studies from familiarorganisations help to put theory into context,
and questions that follow test students on what they have learnt.
11Sample pages from BTEC National Business Book 1 2nd edition
Unit 1 Exploring business activity [55]
1.4
End of unit test
1. Classify the following according to whether they are in (a) the public sector, (b) the voluntary sector, or (c) the private sector:
Manchester United PLCThe BBCOxfamAmnesty InternationalMars (confectionery)Dr Martensgaydar.co.ukChildLineBank of Englandlocal councilsMcDonald’sthe armed forcesOrange
2. What is meant by the term ‘supply’? Why does supply need to be market led?
3. Who owns public sector businesses? Who owns private sector businesses?
4. List three groups of important stakeholders in a PLC, and explain what their stake is in the company. Explain how the interests of these stakeholder groups might confl ict in some situations.
5. What does the term ‘service level agreement’ mean?
6. One of the objectives of private sector businesses is to maximise sales. Describe two other objectives that they might have.
7. If a business has fi xed costs of £100,000, sells its products at £10 each and has variable costs of £5, what is:a. contribution per unit?b. the break-even level of sales?
8. What are the advantages to business structure of having narrow rather than wider spans of control?
9. Identify three major functions of a business that involve communicating with customers. Describe the role of each function. Explain any links between these functions.
10. How might a matrix structure help the smooth running of project work in a business?
11. Explain how the purpose of a private sector business might be different from that of a public sector business. Use examples.
12. Describe three ways of measuring the growth of a business. Which of these methods of growth do you think is most helpful in measuring the growth of a new business?
13. Describe the key differences between procurement and logistics as business functions.
14. How do changes in interest rates affect businesses? Illustrate your answer by reference to a specifi c business.
15. How could a new technological development be seen as both a threat and an opportunity to an existing business?
Unit 01_002_057.indd 55 14/3/07 1:39:22 pm
Assessment preparation
End of unit tests ask students a series of questions to make sure they have absorbed what they have
learnt in the unit. They can also highlight any areas that need further study.
Unit 1: Exploring business activity
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [21]
1.6 Research activity: franchising opportunities
Student bookpp 14–15
In the UK, the franchise industry is worth £10.3 billion,
comprising 759 different franchising business
opportunities (according to the Natwest UK British
Franchise Association Annual Survey of Franchising
2006). The number of franchise formats (opportunities)
has risen 60 per cent in the last 10 years. Franchise
organisations employ in the region of 364,000 people
across the UK nationally.
Franchises involve some of the country’s biggest names
in retail and service sectors. Every October the National
Exhibition Centre in Birmingham hosts National
Franchise Week, where franchisors can promote the
opportunities they have to offer.
Get into pairs and assume your teacher has just given
you £15,000. Conduct an internet search and locate an
interesting franchise opportunity that fits within your
budget limitations.
1 Describe the franchise opportunity.
2 What was it about the opportunity that you found attractive or interesting?
3 What are the advantages of joining a franchise as opposed to a new business start up?
4 What limitations do franchisees need to be aware of?
5 List three questions you would ask before committing to a franchise.
6 Prepare a short presentation to deliver to your study group or class, based on your
findings.
Figure 1.1Cartoon of a confused man holding acheque for £15,000 or a pile of cash.He is surrounded by peoplerepresenting fictional humorousfranchise business opportunities likeTrim-a-Doodle (dog groomers), Weeds-r-Us (gardening services) andBeautilicious Burgers (fast food), allholding out their hands to take hismoney.
12
Tutor Support – Research activity
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
Clear links to the Student Book highlight additional activities that
can be used to help learners put their knowledge into practice.
BTEC National Business Assessment and Delivery Resource
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.[22]
1.7 Group activity: key stakeholders
Student bookpp 16–18
For this activity you will need marker pens and some large sheets of paper or a flip chart.
Consider your school or college and all its key stakeholders. In small groups, produce a
mind map that highlights each stakeholder and what you think their main interest(s) in the
school or college is/are. The mind map has been started for you below.
Figure 1.2 Mind map of key stakeholders in school or college.
Discuss your mind map with the rest of the class.
Extension activities
Is it possible for the interests of all the stakeholders on your mind map to be
satisfied?
Give three examples of conflicting stakeholder interests or expectations in your
school or college.
Who do you think are the two most influential stakeholders, and why?
13
Group activity
Encourage teamwork in your classwith this group activity – there areeven extension activities to really
stretch your learners.
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
Unit 1: Exploring business activity
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [37]
1.8 Case study: supersized
Student bookp 16–18
1 Who are the stakeholders involved with a High Street fast-food restaurant chain?
2 For each stakeholder you identified in Q1, list at least two key expectations they may
have of the fast food chain.
3 Describe the implications for each stakeholder group of the introduction of healthy
options and smaller portions.
Extension activity
To what extent do you feel that the measures will help to control obesity in the UK
population? Write down the arguments for and against, clearly justifying your
remarks for each perspective.
14
Case studies
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
Case studies provide an opportunity for your students to explore the industry
in greater depth.
Extension activities push candidates even further and can also be used for an interesting
class discussion.
BTEC National Business Assessment and Delivery Resource
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.[38]
1.9 Case study: RSPCA freedom foods
Student bookpp 16–18
15
Case studies
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
This case study provides the makingsof a class debate – just follow the
instructions and see how your learnersfight for their cause!
16
Unit 1: Exploring business activity
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [5]
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Ou
tco
me
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pic
Tu
tor
pre
pa
rati
on
Stu
de
nt
ac
tiv
ity
Re
so
urc
es
Lin
ks
tog
rad
ing
cri
teri
a
1O
utc
om
e1
.1
Un
de
rsta
nd
the
diffe
ren
tty
pe
so
f
bu
sin
ess
activity
an
do
wn
ers
hip
•In
tro
du
ctio
nto
the
un
it
•In
tro
du
ctio
nto
Le
arn
ing
ou
tco
me
1
•T
yp
es
of
bu
sin
es
sa
cti
vit
y
•L
oca
l/n
atio
na
l/in
tern
atio
na
l/g
lob
al
•P
ub
lic/p
riva
te
•N
ot
for
pro
fit/
vo
lun
tary
•B
usin
ess
se
cto
rs(p
rim
ary
,se
co
nd
ary
an
dte
rtia
ry)
•W
ho
le-c
lass
dis
cu
ssio
no
fkn
ow
n
org
an
isa
tio
ns
&co
mp
ilelis
to
fo
rgs
•C
om
ple
teca
se
stu
dy
on
To
ni&
Gu
y
•T
ake
itfu
rth
er
rese
arc
ha
ctivity
on
de
ve
lop
me
nt
of
we
ll-kn
ow
nb
usin
ess
•C
om
ple
teca
se
stu
dy
on
VS
O,
an
on
-p
rofit
org
an
isa
tio
n
•C
om
ple
te‘W
hic
hse
ctor’
wo
rksh
ee
t
•A
DR
p1
3,
Activity
1.1
•S
Bp
2,
To
ni&
Gu
yC
ase
stu
dy
•S
Bp
3,
Ta
ke
itfu
rth
er
activity
•S
Bp
4,
VS
Oca
se
stu
dy
•A
DR
p1
4,
Activity
1.2
2•
Bu
sin
es
sp
urp
os
es
•R
ea
so
ns
wh
yb
usin
esse
se
xis
t
•H
ow
se
rvic
es/p
rod
ucts
are
su
pp
lied
for
pro
fit,
at
co
st
an
d
be
low
co
st
•H
ow
bu
sin
esse
ssu
pp
lyp
rod
ucts
/
se
rvic
es
inre
sp
on
se
tod
em
an
d
•G
rou
pd
iscu
ssio
no
np
urp
ose
so
f
bu
sin
esse
s
•C
om
pe
teR
ED
ca
se
stu
dy
an
dT
ake
it
furt
he
rsa
nd
wic
hsh
op
activity
•C
om
ple
teW
hite
ca
rro
tca
se
stu
dy
•C
om
ple
teC
on
so
lew
ars
ca
se
stu
dy
•A
DR
p1
5,
Activity
1.3
•S
Bp
8,
RE
DC
ase
stu
dy
an
dT
ake
it
furt
he
ra
ctivity
•S
Bp
10
,W
hite
ca
rro
tC
ase
stu
dy
•A
DR
Activity
1.4
(CD
)
3•
Ow
ne
rs
•P
ub
lic,
pri
va
tea
nd
vo
lun
tary
se
cto
rs
•T
yp
es
of
ow
ne
rsh
ip(s
ole
tra
de
r,
pa
rtn
ers
hip
s,
pri
va
tea
nd
pu
blic
limite
d,
fra
nch
ise
s,
go
ve
rnm
en
t
de
pa
rtm
en
ts&
ag
en
cie
s,
co
-o
pe
rative
s,
ch
ari
tab
letr
usts
)
•S
tud
en
t-ce
ntr
ed
rese
arc
ha
ctivity
on
typ
es
of
ow
ne
rsh
ip
•S
tud
en
t-ce
ntr
ed
rese
arc
ha
ctivity
on
fra
nch
isin
go
pp
ort
un
itie
s
•A
DR
Activity
1.5
(CD
)
•A
DR
p1
6,
Activity
1.6
Scheme of Work
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
Suggested Schemes of Work provide ideas of how the unit could be delivered – use what you like!
BTEC National Business Assessment and Delivery Resource
[6] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Un
it1
Exp
lori
ng
bu
sin
ess
ac
tiv
ity
We
ek
Ou
tco
me
/to
pic
Tu
tor
pre
pa
rati
on
Stu
de
nt
ac
tiv
ity
Re
so
urc
es
Lin
ks
tog
rad
ing
cri
teri
a
4•
Ke
ys
tak
eh
old
ers
•C
usto
me
rs,
em
plo
ye
es,
su
pp
liers
,o
wn
ers
,p
ressu
reg
rou
ps,
tra
de
un
ion
s,
em
plo
ye
ra
sso
cia
tio
ns,
loca
la
nd
na
tio
na
lco
mm
un
itie
sa
nd
go
ve
rnm
en
ts
•L
inks
an
din
terd
ep
en
de
ncie
sb
etw
ee
nsta
ke
ho
lde
rs
•G
rou
pm
ind
-ma
pp
ing
activity
ba
se
do
n
ke
ysta
ke
ho
lde
rso
fle
arn
ers’sch
oo
lo
rco
lleg
e
•C
om
ple
testa
ke
ho
lde
ra
ctivitie
s
•C
om
ple
teP
ractice
po
int
on
sta
ke
ho
lde
rin
tere
st
co
nflic
t
•P
len
ary
activity
•O
UT
CO
ME
AC
TIV
ITY
1.1
•A
DR
p1
7,
Activity
1.7
•A
DR
Activitie
s1
.8&
1.9
(CD
)
•S
Bp
16
,P
ractice
po
int
activity
•A
DR
p1
8,
Activity
1.1
0
•S
Bp
18
,O
utc
om
ea
ctivity
1.1
P1
&P
2
5O
utc
om
e1
.2
Un
de
rsta
nd
ho
wth
ety
pe
of
bu
sin
ess
influ
en
ce
sth
ese
ttin
go
fstr
ate
gic
aim
sa
nd
ob
jective
s
•In
tro
du
ctio
nto
lea
rnin
go
utc
om
e2
•S
tra
teg
icp
lan
nin
gp
roc
es
s
•Q
ua
ntita
tive
an
dq
ua
lita
tive
an
aly
sis
of
cu
rre
nt
situ
atio
n
•S
ett
ing
aim
sa
nd
ob
jective
s
•P
lan
nin
gstr
ate
gie
s
•W
ho
le-c
lass
dis
cu
ssio
no
fa
ims
an
d
ob
jective
so
fth
eir
ow
nsch
oo
l/co
lleg
e
•C
om
ple
teC
ase
stu
dy
on
Th
orn
ton’s
•T
ea
ch
er
co
uld
arr
an
ge
vis
itfr
om
se
nio
rm
an
ag
er
at
sch
oo
l/co
lleg
eto
dis
cu
ss
aim
s/o
bje
ctive
s.
Plu
sA
DR
p1
9,
Activity
1.1
1
•S
Bp
20
,T
ho
rnto
n’s
Ca
se
stu
dy
6•
Pu
bli
ca
nd
vo
lun
tary
se
cto
rs
tra
teg
ies
•S
erv
ice
pro
vis
ion
•P
ub
licse
cto
rse
rvic
es
(e.g
.p
rim
ary
he
alth
ca
retr
usts
)
•V
olu
nta
ryse
cto
rse
rvic
es
•S
erv
ice
leve
la
gre
em
en
ts
•Q
ua
lity
assu
ran
ce
•P
rovis
ion
of
se
rvic
ea
tco
st
or
be
low
co
st
•C
om
ple
teN
HS
ca
se
stu
dy
on
targ
et-
se
ttin
ga
nd
str
ate
gy
•C
om
ple
teP
ractice
po
int
on
vo
lun
tary
se
rvic
ea
ims
an
dstr
ate
gie
sin
vo
lvin
gin
tern
et
rese
arc
h
•C
om
ple
teC
ase
stu
dy
on
se
rvic
ele
ve
la
gre
em
en
tsa
nd
the
Au
dit
Co
mm
issio
n
•A
DR
Activity
1.1
2(C
D)
•S
Bp
23
,P
ractice
po
int
activity
•S
Bp
23
,A
ud
itC
om
mis
sio
nC
ase
stu
dy
7•
Pri
va
tes
ec
tor
str
ate
gie
s
•P
rofit
ma
xim
isa
tio
n,
sa
les,
pro
du
cts
an
dse
rvic
es
at
co
st,
incre
asin
gre
ve
nu
ea
nd
cu
ttin
gco
sts
,b
rea
k-e
ve
n,
su
rviv
al,
ma
rke
tin
ga
nd
co
mp
etito
rs
•C
om
ple
teH
SB
Cca
se
stu
dy
•C
om
ple
tetw
oC
ase
stu
die
so
nT
esco
•C
om
ple
teb
rea
k-e
ve
nP
ractice
po
int
•C
om
ple
teco
st
-cu
ttin
gC
ase
stu
dy
on
Ind
ia’s
railw
ays
•A
DR
Activity
1.1
3(C
D)
•S
Bp
p2
6&
27
,T
esco
Ca
se
stu
die
s
•S
Bp
30
,B
rea
k-e
ve
nP
ractice
po
int
•A
DR
Activity
1.1
4
•S
Bp
31
,In
dia’s
railw
ays
Ca
se
stu
dy
17
Scheme of Work
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
Links to our resources makeit easy to find what you
are looking for.
Unit 1: Exploring business activity
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [7]
Un
it1
Exp
lori
ng
bu
sin
ess
ac
tiv
ity
We
ek
Ou
tco
me
/to
pic
Tu
tor
pre
pa
rati
on
Stu
de
nt
ac
tiv
ity
Re
so
urc
es
Lin
ks
tog
rad
ing
cri
teri
a
8•
Gro
wth
•P
rofit
•S
ale
s
•M
ark
et
sh
are
•C
om
ple
teT
esco
ma
rke
tsh
are
Ca
se
stu
dy
•P
len
ary
activity–
Mo
rris
on’s
str
ate
gy,
aim
s,
ob
jective
sa
nd
gro
wth
•O
UT
CO
ME
AC
TIV
ITY
1.2
•S
Bp
33
,T
esco
ma
rke
t
sh
are
Ca
se
stu
dy
•A
DR
p2
1,
Activity
1.1
5
•S
Bp
35
,O
utc
om
e
activity
1.2
P3
&M
1
9O
utc
om
e1
.3
Un
de
rsta
nd
fun
ctio
na
la
ctivitie
sa
nd
org
an
isa
tio
na
lstr
uctu
re
•In
tro
du
ctio
nto
lea
rnin
go
utc
om
e3
•O
rga
nis
ati
on
al
str
uc
ture
s
•O
rga
nis
atio
nch
art
sa
nd
typ
es
of
str
uctu
re(f
un
ctio
na
l,g
eo
gra
ph
ic)
•P
urp
ose
of
org
an
isa
tio
na
lch
art
sa
nd
str
uctu
res
•D
ivis
ion
of
wo
rk
•S
pa
no
fco
ntr
ol
•In
tro
du
cto
ryo
rga
nis
atio
na
lstr
uctu
rea
nd
ch
art
activity
•C
om
ple
teP
ractice
po
int
on
div
isio
no
fw
ork
•C
ase
stu
dy
on
we
akn
esse
sw
ith
ina
no
rga
nis
atio
na
lstr
uctu
re/c
ha
rt
•A
DR
p2
2,
Activity
1.1
6
•S
Bp
37
,P
ractice
po
int
•S
Bp
38
,C
ase
stu
dy
10
•F
un
cti
on
al
ac
tiv
itie
s
•F
ina
nce
,H
RM
,R
&D
,p
rod
uctio
n,
se
rvic
ep
rovis
ion
,m
ark
etin
g,
pro
cu
rem
en
t,IT
se
rvic
es,
sa
les,
cu
sto
me
rse
rvic
eca
llce
ntr
es,
MIS
,
log
istics
•H
ow
the
ran
ge
of
fun
ctio
na
la
ctivitie
sa
rem
an
ag
ed
insm
all
an
dm
icro
bu
sin
esse
s
•G
rou
pe
xe
rcis
eo
nth
ea
ctivitie
sa
nd
aim
s
of
fun
ctio
ns
ino
rga
nis
atio
ns
•A
DR
p2
3,
Activity
1.1
7
11
•R
ela
tio
ns
hip
be
twe
en
fun
cti
on
al
ac
tiv
itie
s
•F
low
of
wo
rk
•In
terd
ep
en
de
ncie
s
•O
uts
ou
rcin
g
•A
dm
inis
tra
tio
n,
de
live
ry,
pro
du
ctio
n
an
dth
esu
pp
lych
ain
•S
tud
en
t-ce
ntr
ed
activity:
pro
du
cin
ga
rep
ort
on
the
inte
rde
pe
nd
en
ce
of
fun
ctio
ns
•C
om
ple
teC
ase
stu
dy
on
ou
tso
urc
ing
at
Sh
ell
•C
om
ple
teC
ase
stu
dy
on
ou
tso
urc
ing
at
Inn
oce
nt
•A
DR
Activity
1.1
8(C
D)
•S
Bp
47
,S
he
llC
ase
stu
dy
•S
Bp
49
,In
no
ce
nt
Ca
se
stu
dy
12
•In
flu
en
cin
gfa
cto
rs
•S
ize
•B
usin
ess
en
vir
on
me
nt
•S
tra
teg
icp
lan
s
•P
len
ary
activity
on
facto
rsth
at
influ
ence
str
uctu
rea
nd
fun
ctio
na
la
ctivitie
s
OU
TC
OM
EA
CT
IVIT
Y1
.3
•A
DR
p2
4,
Activity
1.1
9
•S
Bp
51
,O
utc
om
e
activity
P4
&M
2
18
Scheme of Work
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
Links to the grading criteria help you to ensure you’ve got
it all covered.
BTEC National Business Assessment and Delivery Resource
[8] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Un
it1
Exp
lori
ng
bu
sin
ess
ac
tiv
ity
We
ek
Ou
tco
me
/to
pic
Tu
tor
pre
pa
rati
on
Stu
de
nt
ac
tiv
ity
Re
so
urc
es
Lin
ks
tog
rad
ing
cri
teri
a
13
Ou
tco
me
1.4
Kn
ow
ho
we
xte
rna
lfa
cto
rsin
the
bu
sin
ess
en
vir
on
me
nt
imp
act
on
org
an
isa
tio
ns
•In
tro
du
ctio
nto
Le
arn
ing
ou
tco
me
4
•W
ha
tis
en
vir
on
me
nta
lo
rP
ES
Ta
na
lysis
?
•P
olit
ica
lfa
cto
rs
•N
atio
na
la
nd
inte
rna
tio
na
lla
w,
go
ve
rnm
en
t,e
tc.
•E
co
no
mic
facto
rs
•L
eve
lso
fp
ay,
co
st
of
cre
dit,
co
mp
etitio
n,
glo
ba
lisa
tio
n,
lab
ou
r,
su
pp
lya
nd
de
ma
nd
,e
ne
rgy
pri
ce
se
tc.
•In
tro
du
cto
ryd
iscu
ssio
na
nd
gro
up
activity
on
PE
ST
facto
rs
•C
om
ple
teC
ase
stu
dy
on
reg
ula
tio
ns
an
dn
igh
tclu
bs
•C
om
ple
tem
inim
um
wa
ge
Pra
ctice
po
int
•C
om
ple
teB
Tw
ag
ed
em
an
ds
Ca
se
stu
dy
•T
ake
itfu
rth
er
inte
rest
rate
sa
ctivity
•C
om
pe
tito
ra
na
lysis
activity
1.2
1,
AD
R
•P
lastics
ind
ustr
yC
ase
stu
dy
•A
DR
p2
5,
Activity
1.2
0
•S
Bp
53
,N
igh
tclu
bs
aff
ecte
db
yn
ew
reg
ula
tio
ns
Ca
se
stu
dy
•S
Bp
56
,P
ractice
po
int
•S
Bp
61
,C
ase
stu
dy
•S
Bp
62
,T
ake
itfu
rth
er
activity
•A
DR
p2
6,
Activity
1.2
1
•S
Bp
65
,C
ase
stu
dy
14
•S
oc
ial
fac
tors
•A
gin
gp
op
ula
tio
n,
ho
stin
gm
ajo
r
eve
nts
,ce
leb
rity
cu
ltu
re,
etc
.
•T
ech
no
log
ica
lfa
cto
rs
•In
cre
ase
din
tern
et
an
db
roa
db
an
d
acce
ss,
tele
ph
on
yd
evelo
pm
en
ts,
etc
.
•A
tte
mp
tT
hin
kin
gp
oin
tre
ga
rdin
ga
gin
gp
op
ula
tio
ns
•C
om
ple
teT
hin
kin
gp
oin
to
nce
leb
rity
cu
ltu
re
•K
ate
Mo
ss
Ca
se
stu
dy
on
ce
leb
rity
cu
ltu
re
•P
ES
TA
na
lysis
activity
•S
Bp
66
,T
hin
kin
gp
oin
t
•S
Bp
67
,C
ele
bri
ty
cu
ltu
reT
hin
kin
gp
oin
t
•S
Bp
67
,C
ele
bri
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Scheme of Work
Sample pages from BTEC National Business Assessment & Delivery Resource 2nd edition
Coming soon for BTEC National Business …
BusinessnationalBTEC
2nd Edition Book 1BusinessBook 1
nationalBTEC
2nd Edition
David Dooley • Rob Dransfield John Goymer • Philip GuyCatherine Richards
BusinessnationalBTEC
2nd Edition Book 2
BusinessBook 2
nationalBTEC
2nd Edition
David Dooley • Rob Dransfield John Goymer • Philip GuyCatherine Richards • Neil Richards
Two full-colour Student Books
Provide coverage of the core and most popular specialist units from the BTEC National course – enough choice for the Award, Certificate and the Diploma.
Contain practice activities and case studies to build your learners’ confidence and understanding for the real assessment.
Encourage your candidates to work to their highest level, with differentiated achievement targets of Pass, Merit and Distinction.
Fully prepare candidates for assessment with all grading criteria for one unit covered in one big practice assignment.
˛
From Harcourt
From HarcourtFrom Harcourt From Harcourt
T 01865 888118F 01865 314029
orders@harcourt.co.uk
www.harcourt.co.uk
˛
Assessment andDelivery Resource
BusinessLynda Fitzmaurice
nationalBTEC
2nd Edition
This resource contains:
• a scheme of work for each unit
• ‘At-a-glance’ activity grids for each unit
which map the resources to the course
learning outcomes
• photocopiable student worksheets
• exemplar assignments with grading guidance
• teaching guidance for every unit
• sample lesson plans for core units.
On the CD-ROM:
• PowerPoint® presentations for each unit
• further resources including weblinks
• end of unit test questions and answers
• all the printed materials in Word so available
to be adapted and customised.
The CD-ROM is fully networkable
The Assessment and Delivery Resource with networkable and VLE compliant CD-ROM
Helps you to implement and teach the new specification with ease.
Provides a complete Scheme of Work to optimise your planning time.
Contains exemplar assignments to provide comprehensive support for assessment.
Provides comprehensive additional activities to support and stretch your students with a personalised learning programme.
˛
˛
˛˛
˛˛
www.harcourt.co.uk/btecbusAccess two full units online and find out more about these new titles.
www.harcourt.co.uk/vocnewsBe first in line for news and free resources and sign up for the free termly Business eNewsletter.
How to orderUse the enclosed order form to order your class sets.
What now?
07FC
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