The Business and Economics department at Sandbach High School and Sixth Form College is dedicated to developing a long-lasting and purposeful partnership between business teachers, students, and the local business community. We strive to provide the opportunities, support, and an applied learning experience that encourages students to become lifelong learners - seeing every way of life as a business and learning opportunity. Through a caring and nurturing environment, and with determined and forward-thinking teachers, we set challenging individual targets for each student; to give them the best opportunity to unlock their full potential and go on to apply their business knowledge and skills to further education, the workplace, and be well equipped leaders of the future.
Gareth Bashford GBashford@Sandbachhigh.co.uk
Level 2 Cambridge National in Enterprise and Marketing
The first unit (R064) underpins this whole qualification. Students develop essential knowledge and understanding of enterprise and marketing concepts which can be applied to the other units within the qualification.
- Learning outcome 1: Understand how to target a market
- Learning outcome 2: Understand what makes a product or service financially viable
- Learning outcome 3: Understand product development
- Learning outcome 4: Understand how to attract and retain customer
- Learning outcome 5: Understand factors for consideration when starting up a business
- Learning outcome 6 Understand different functional activities needed to support a business start-up
The second unit (R065) students develop a business proposal to meet a specific business challenge.
- Learning outcome 1: Be able to identify the customer profile for a business challenge
- Learning outcome 2: Be able to complete market research to aid decisions relating to a business challenge
- Learning outcome 3: Be able to develop a design proposal for a business challenge
- Learning outcome 4: Be able to review whether a business proposal is viable
The third unit (RO66) students create a brand identity and promotional plan for their specific business product proposal.
- Learning outcome 1: Be able to develop a brand identity and promotional plan to target a customer profile
- Learning outcome 2: Be able to pitch a proposal for a proposal
- Learning outcome 3: Be able to pitch a proposal to an audience
- Learning outcome 4: Be able to review the strengths and weaknesses of a proposal and pitch
Key Stage 5
Level 3 BTEC National in Business
This course develops highly specialist work-related skills and ultimately provides students with the knowledge and understanding they need to prepare for higher education and the world of work. It is a practical course, where students develop their ability to learn independently, research actively, and be active group members.
Students gain an overview of the key ingredients for business success, how businesses are organised, how they communicate, and the characteristics of the environment in which they operate. Students look at the importance of innovation and enterprise to the success and survival of businesses.
Students learn accounting terminology about the purpose and importance of business accounts and the different sources of finance available to businesses. Students will analyse profitability, liquidity, and business efficiency. It gives students the knowledge and understanding to manage their own personal finances.
Students examine the marketing aims and objectives for existing products/services, and understand the importance of relevant and valid research in relation to customers’ needs and wants.
Students learn about communication and interpersonal skills, and effective relationships when dealing with customers. Students also examine how businesses monitor and evaluate their level of customer service.
AQA A Level Economics
Economics is the world and everything in it. It is an exciting and dynamic A Level for students that crave the ultimate in academic rigour. As a social science, Economics sits neatly between the arts and the sciences and it is attractive to students from both backgrounds.
There is a strong theoretical component to Economics, but it is driven by a need to explain the real world. Economics has been high-profile since the banking crisis and credit crunch. Examples of questions that students consider include, was Royal Mail floated too cheaply? How does a rise in interest rates affect both firms and individuals? Has the progress made towards free trade brought significant economic benefits, both to the UK, and to the rest of the world? Is government borrowing a cause for concern? Economics continues to be in the media with social issues, such as, the impact of BREXIT, Covid-19, and the escalating cost of living for families.
Economics falls into two distinct areas, Microeconomics (the study of individual markets, e.g. explaining why house prices are currently increasing?) and Macroeconomics (the study of the economy as a whole, e.g. why is unemployment increasing?).
In Microeconomics, students study how markets work and why they fail, along with different types of market structure. Students also learn about labour markets to explain, for example, why footballers earn more than nurses and how the distribution of income and wealth affects poverty. A new addition to the micro side of the course is, ‘Behaviour Economics’, where students learn about the reasons behind consumers’ decisions and how they can be ‘nudged’ into making different ones.
Macroeconomics looks at the big picture of the national and international economy. Students will critically evaluate the effectiveness of government intervention to improve, for example, employment levels. Recent additions to the macro side include, ‘Financial Markets’ and the part they play in the wider economy.
- Level 2 Enterprise and Marketing (Cambridge National)
- Level 3 BTEC National Business (Pearson)
- A Level Economics (AQA)
- Cadbury World
- Jaguar land Rover
- Tutor2U Revision Workshops by some of the best economists in education.
- Interest Rate Challenge –a team of students adopt the role of the Bank’s Monetary Policy Committee determining the UK’s interest rate.
- Student Investor – experience of what it's like to invest in stocks and shares.
- Tenner Challenge – students develop key employability skills including, creativity, resilience, and problem solving, with the goal of making profit.
- Enterprise days are a way that young people prepare for a world which is rapidly changing and help students to become confident individuals and responsible members of society.
Ways you can help your child at Key Stage 4
Always be on the lookout for articles, tweets, TV news pieces that give you contextual examples to add to your class notes.
Encourage your child to:
- Take part in the Tenner Challenge.
- Visit businesses in the local area and observe how they operate.
- Be inspired by reading about the success of famous entrepreneurs.
- Regularly read BBC News especially the Business and Economics section
Ways you can help your child at Key Stage 5
Encourage your child to:
- Always be on the lookout for articles, tweets, TV news pieces that give you contextual examples to add to your class notes.
- Read the Deloitte Monday Briefing written by Ian Stewart – a superb, concise resource that covers some important ground.
- Read journals with an economics / business / financial slant that offer free access to readers.