Ncea business studies
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Level one 2010 550 students sat 1700 standards. mixed courses common. Level two 2011 being taught now / numbers unknown. mixed courses still common. Level three 2012 - ???. NCEA Business Studies. Business Themes. Business Formation Functions of Business People in Business

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NCEA Business Studies

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Ncea business studies

  • Level one 2010

    • 550 students sat 1700 standards.

    • mixed courses common.

  • Level two 2011

    • being taught now / numbers unknown.

    • mixed courses still common.

  • Level three 2012 - ???

NCEA Business Studies


Business themes

Business Themes

  • Business Formation

  • Functions of Business

  • People in Business

  • Business Management

  • Business Environment

    Themes run through all three levels

    Increasing complexity of content


Learning objectives

Learning Objectives

  • Developed outside NZC

  • Two LO at each level

    • LO1 relates to internal operations and external environment of a business.

    • LO2 relates to practical experience of planning and running a business.


Level 6 learning objectives

Level 6 Learning Objectives

  • LO 1 -Understand how, as a result of internal and external factors, New Zealand small business owners make operational decisions that have consequences for the success of their businesses.

  • LO2-Plan, carry out, and then review a one-off business activity, basing recommendations for the future on market feedback.


Level 7 learning objectives

Level 7 Learning Objectives

LO1 -Explore how and why large businesses in New Zealand make operational decisions in response to internal and factors.

LO2 - Plan,, take to market, review and then refine a business activity incorporating a community well-being focus, basing recommendations for the future on market feedback.


Level 8 learning objectives draft

Level 8 learning Objectives (draft)

  • LO1 - Analyse how and why businesses in New Zealand operating in the national and global markets make operational and strategic decisions in response to interacting internal and external factors.

  • LO2 - Plan, take to market , review and then refine an innovative, sustainable business activity; analyse the activity and its success in the market place.


Level step ups

Level step ups


Maori business concepts included where relevant

Maori business conceptsincluded ‘where relevant’

  • This means a business that identifies itself as a Maori business for a number of possible reasons.

    • Being owned by Maori

    • Fully or substantially controlled by Maori

    • Operating according to Maori culture and values

      ( traditional or contemporary)


Maori business concepts

Maori business concepts

Five concepts (only) across all level two and three

  • Tikanga (meaning,customs,obligation)

  • Puutake ( origin, reason for being)

  • Tuuranga (anchor, position, foundation)

  • Kaititakitanga (guardianship / future generations)

  • Rangatiratanga (leadership & authority)


Business studies econ acc

Business Studies = Econ + Acc

  • Marketing, Management & People topics

    • are the difference.

  • Management is a meta-cognitive activity.

    • Self is at the centre of Management & Leadership.

    • Knowledge leads to different individual outcomes.


Thinking styles change

Thinking Styles Change

  • Econ & Acc

    • Mostly analytical and judgemental thinking.

    • Seeking to find one right answer.

    • Objectivity is important.

  • Business Studies

    • Increasing need for ‘design’ thinking.

    • Seeking to find one of several possible answers.

    • Creativity, energy & emotion are important.

    • Subjectivity is normal


Group work collaboration

Group Work = Collaboration

  • Explicit teaching of collaboration skills.

  • Attention given to assessing of collaboration skills such as;

    • Delivering what you say you will

    • Checking for shared understanding

    • Giving informed and considered opinions

    • Resolves conflicts (or tries to)

    • Works to agreed quality standards


Best evidence synthesis pedagogy more details on handout from bes doc

Best Evidence Synthesis Pedagogy(more details on handout from BES doc)

  • Connection – to lives & culture of students.

  • Alignment – of experience to desired outcomes / embed assessments where possible / medium is the message.

  • Community – a learning community of and for students / freedom/ teacher as facilitator.

  • Interest – differentiated learning/ student centred & managed where possible.


Main concept enterprise

Main concept = Enterprise

  • Positive attitude/can-do attitude.

    We all are different/ what do we bring?

    • Seligman .. Positive Psychology

      • http://www.pursuit-of-happiness.org/science-of-happiness/strengths-and-virtues/

    • Keirsey temperament sorter.

      • http://www.keirsey.com/sorter/instruments2.aspx?partid=0


Main concept enterprise1

Main concept = Enterprise

  • Creative/what if ?/open-minded thinking

    • Tony Ryans Thinkers keys

      • http://centre4.core-ed.net/viewfile.php/1652/file/38/28070/PrimaryTeachersUK.pdf

    • De Bono Six Hats

      • http://www.google.co.nz/imgres?imgurl=http://www.mkk.school.nz/Cache/Pictures/666545/3_Picture_4.png&imgrefurl=http://www.mkk.school.nz/Site/Learning_MKK/Think

.


Main concept enterprise2

Main concept = Enterprise

  • Early prototyping/practical steps.

    • Tom Wujic -The marshmallow challenge

      • http://blog.ted.com/2010/04/22/build_a_tower_b/

    • Wikipedia

      • http://en.wikipedia.org/wiki/Paper_prototyping

    • Richard Mayo –Protobuild

      • www.protobuild.co.nz


Main concept enterprise3

Main concept = Enterprise

  • Reflective/persistent/resilient.

    • Derek Sivers..Persistence is polite.

      • http://sivers.org/persistence

    • Resilience @ Squidoo (little freaky deaky)

      • http://www.squidoo.com/resilient

    • Resilient workforce

      • http://www.orghealth.co.uk/resilience/resilient_workforce/


Main concept enterprise4

Main concept = Enterprise

  • Collaborative working style.

  • http://www.rapidintellect.com/AEQweb/6jan2118j2.htm

  • Ministry of Education resources

  • http://nzcurriculum.tki.org.nz/Ministry-curriculum-guides/Secondary-middle-leaders/Past-editions/Facilitating-shared-learning/Effective-teaching-and-learning/Classroom-cooperative-le

  • TXB workshop info. – see attached sheet.


Question

QUESTION ?

  • Does enterprise = entrepreneurship ?

    • Is the goal of NCEA Business Studies to create entrepreneurs?

    • If so, is that a responsible goal for those who will fail – and most will on the road to success.

    • “For the next trick, I’ll need a volunteer”


Future focus level 1

Future Focus (level 1)

  • Enterprise

    • Features of entrepreneurial behaviour

    • Links to key competency set from NZC

  • Sustainability

    • Resource classification – pyramid diagram

  • Four aspects –

    • environmental /economic /social/ cultural

    • http://seniorsecondary.tki.org.nz/Social-sciences/Education-for-sustainability


Future focus level 2

Future Focus (level 2)

  • Citizenship

    • Citizenship skills

      • Reasoning, collaborating, communicating, presenting, debating.

    • Citizenship dispositions/attitudes

      • Empathising, tolerating, reflecting, being open-minded.

    • Citizenship outcomes

      • Students are aware of personal and social significance of learning as a basis for action.


Future focus level 3

Future Focus (level 3)

  • Globalisation

    • Impact of communication and transport technologies / institutional arrangements.

    • Important trading nations for NZ

    • Thinking globally (tki resource book)

    • http://ssol.tki.org.nz/social_studies_years_1_10/teaching_and_learning/effective_teaching_in_social_studies/social_inquiry/thinking_globally_2


Experiential learning

Experiential Learning

  • Experiencing – working with knowledge to solve problems/ create new understandings.

    ( resources provided/ problems set)

  • Reflecting on experience – creating memory.

  • Generalising learning –making predictions.

  • Transfer of learning to new situations.


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