Edexcel course for each subject is followed as topics build sequentially. All content on each course could be included on GCSE and A-Level exams so all content is taught. Roadmaps provided at the start of the course to be used as both insight into the content to be covered and as a RAG checklist for Class Notes, Wider Reading, Revision and Exam Readiness. Interleaving utilised for concepts that are important in setting the foundation for the course, such as Revenue and Costs which is moved from Theme 1.3 to the start of the GCSE course as it is important in understanding the fundamentals of Business. Interleaving utilised with elaboration throughout the course where topics link together, providing students with exposure to certain aspects of the content at multiple points during the course. Concrete examples used throughout to build contextual understanding between the content and the real-world. This is important for exam skill at both GCSE and A-Level. More work to be done on independent learning strategies at both GCSE and A-Level to support students’ progression.
Lessons to begin with recap quiz on content from previous lesson. More work to be done to add variety to this. Exam questions practiced throughout the course to test knowledge and practice exam technique. One Mark per Minute rule applied to assessments to practice timing. (GCSE papers are worth 90 marks with 90 minutes to complete, A-Level Papers allow 20 minutes for planning so the mark per minute rule for writing still desirable. Retrieval practice on mini whiteboards for key concepts, formulas and graphs.
End-of-topic tests for each unit of the GCSE Business course with exam questions and mark scheme. More work to be done to create these for A-Level courses. Participation in formal exam series for each Year Group.
Teachers within the department to teach from same bank of resources to develop consistency across department. Teachers strive to ask each student a targeted question during every lesson. Lessons provide concrete examples based on current events. Work to be done to develop students’ meta-cognitive strategies and help them understand how to become independent learners, including understanding of using the One Drive Portal and where to find work when they need it.
Teachers are to be flexible throughout the curriculum to identify areas of the course that create class-wide misconceptions to improve scaffolding in those areas. Students’ progression regularly monitored with formative and summative assessment to identify weaknesses and to provide additional support. One-to-one conversations during lessons with students to spot-check understanding and recap/elaborate where necessary.
Concrete examples are utilised throughout all courses to provide real-world application. Elaboration and Interleaving utilised to link different areas of the course together. This acts as an opportunity to develop high-level thinking, revise previous topics and pre- learn future topics depending on the context in which this strategy is used.
High standards set on students regarding behaviour and mutual respect. Explicit understanding of mutual respect during teacher-led parts of the lesson and during student-input.
Updated September 2025
