sample material - pearson education · what does your get planning pack contain? ˛ ˛ ˛ ˛ ˛ ˛...

Get Planning PackSample Material

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2nd Edition

David Dooley • Rob Dransfield John Goymer • Philip GuyCatherine Richards

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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


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?

˛

˛

˛

˛

˛

˛

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


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.


Outcome activity


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.



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.


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.


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.



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


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.




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


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.


© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.[38]

1.9 Case study: RSPCA freedom foods


15

Case studies


This case study provides the makingsof a class debate – just follow the

instructions and see how your learnersfight for their cause!

16



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Scheme of Work


Coming soon for BTEC National Business …


2nd Edition Book 1BusinessBook 1

nationalBTEC

2nd Edition

David Dooley • Rob Dransfield John Goymer • Philip GuyCatherine Richards


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.

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From Harcourt

From HarcourtFrom Harcourt From Harcourt

T 01865 888118F 01865 314029

[email protected]

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.

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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

R018

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